Doctor of Philosophy / Department of Educational Leadership / W. Franklin Spikes / This research examined the nature of the patterns of communication of discussion board users who were enrolled in undergraduate level online courses. For purpose of analysis, this study used Norman Fairclough’s Critical Discourse Analysis (CDA) framework (1992). Data were collected from discussion board posts of eight undergraduate online courses that were offered by a small, private, religiously-affiliated, liberal arts university. An examination of these data was further informed by Garrison, Anderson, & Archer (1999) Community of Inquiry model. Using Garrison et al.’s ideas, the researcher described the nature of the interactions between students and faculty with respect to social, cognitive, and teaching presence in online discussion boards. The findings of this research suggest that understanding the presence of social, cognitive, and teaching presence as well as the nature of the patterns of communication in the discourse is important in developing quality distance education discussion boards. More specifically, they showed that evidence of social and teaching presence was regularly present in an examination of the online discussion boards. Conversely, the data showed very few examples of cognitive presence. Based upon the findings of this research, ideas for how constituents of online education can continue with and improve upon the practices found here relative to social and teaching presence as well as how to re-envision and improve upon cognitive presence and overall-intention for discussion boards were also offered.

Nowdays, when people travel all around the world and they can become infected with different parasites, teaching about human parasites shouldn't be neglected even in education on primary and grammar schools. In my work, I have mapped the basic knowledge of parasitology and human parasites of students from the selected primary schools and lower grades of grammar schools. For this purpose, I have created a test which examined the knowledge and attitude of the students. The work has also sought to propose a new approach to teaching of the subject in biology lessons. Two different teaching concepts were tested and compared in two paralel classes of the same grammar school. Presented representatives of human parasites, were chosen on the basis of analysis of biology textbooks for basic schools. Final suggestion of teaching at schools, which was teste dat three schools contains powerpoint presentations suitable for use in the lessons and practical exercise taken like didactical games.

This thesis is concerned by programming language Python and its suitability of his assignment to the tuition. The work is divided into three dominant parts. The first part describes programming language Python, its elementary characteristics and features. The purpose is to introduce its properties to the reader so that he could estimate if there is point in the deeper concern. There are elements of object-oriented programming in description, too. The second part analyses programming language Python on the basis of ten criteria which are defined considering applicability of the language in preliminary courses of programming. The purpose is to review if the Python is appropriate in these courses. The third part considers the possibilities of the Python tuition at the University of Economics in Prague. The main contribution of the thesis is to give opinion on the fundamental description of the language, to define framework and to pass judgment on the potential chance of use in preliminary courses of programming.

Although the literature reveals that primary school teachers in general are reluctant to teach science, little research has been conducted into the histories and identities of such primary school teachers, particularly in South Africa. South African society at present is in the process of great socio-political change; therefore the study has particular relevance to science education in the country. This study uses a socio-historical-cultural framework to investigate the science learning and teaching identities of a small group of pre service primary school teachers. The study is situated in science methods courses at a South African university where students from a wide variety of social and cultural clusters are registered. I argue that primary school student teachers belong to a community of practice and that primary science student teachers form part of that community. Therefore, I use Wenger’s (1998) model of practice in a community. The model relies on i.a. the concepts of participation and non-participation within the community. With reference to these concepts, the changing and contested nature of student teacher identities within the primary science teaching community of practice forms the focus of this study. A mixed methods approach to obtaining and analysing data was employed where case studies provided much of the information obtained. Study findings suggest that a number of factors contribute to science teacher identities. These include primary and secondary school experiences with particular reference to critical incidents; the ‘race’ and gender of the students in question; students’ cultural and family backgrounds as well as the personal relationships with which the students engage. For historical reasons, ‘race’ is of particular significance in South Africa, therefore at this critical conjuncture, this aspect of students’ identities was examined. The study also refers to the dialectical interplay between agency and structure. Findings suggest that although students are bound to some extent by power structures, agency or subjectivity comes into play to various degrees in terms both of participating in the community and not participating therein. I suggest that methods courses, such as those which provided the empirical field for this study, could also provide sites for transformation of science identities in terms of content knowledge, self efficacy or confidence and pedagogy. Student teachers and their mentors are in ideal positions to act as agents of change in a transforming society. Their roles as positive significant narrators enable them to provide alternative trajectories which were once unimaginable. Such transformation resonates with Wenger’s (ibid) notions of identity as being and becoming.

Esta tese trata da análise das condições existentes nos cursos de licenciatura em Geografia com a mediação do território brasileiro. A existência destes cursos tem relação com os processos históricos, sociais, políticos e espaciais. Os eventos, sobretudo os relativos à educação superior, são fundamentais para o entendimento de algumas de suas principais características. Nesta pesquisa, constatou-se que algumas das problemáticas destes cursos, embora em novas condições políticas, educacionais e espaciais, permanecem ainda hoje, tais como: a relação dos perfis dos cursos de licenciatura e bacharelado, a dicotomia entre Geografia Física e Humana, bem como a falta de professores, entre outras. Para operacionalizar esta pesquisa, privilegiou-se a análise dos cursos no período pós 1996, devido à influência das políticas estabelecidas pela Lei de Diretrizes e Bases da Educação Nacional (1996), pela legislação própria das licenciaturas (2002), pelas Diretrizes Curriculares Nacionais para os cursos de Geografia (2002), pelo sistema de avaliação de cursos e pelo Plano de Expansão das IES Federais (2007). Os dados qualitativos e quantitativos nesta tese são, principalmente, provenientes de depoimentos de docentes, coordenadores e discentes das licenciaturas em Geografia no Brasil; do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep); do questionário socioeconômico dos estudantes de Geografia, que fizeram o Exame Nacional de Desempenho dos Estudantes (Enade), nas dimensões docente, discente e de elementos curriculares dos cursos, a partir dos quais foram produzidos gráficos, tabelas e mapas. Após uma apresentação geral dos cursos, realizou-se uma análise pormenorizada da situação das licenciaturas em Geografia na Amazônia, Maranhão, Piauí, Pernambuco e dos cursos de Geografia oferecidos a Distância, que se interiorizaram no território brasileiro. Decorre como resultado da pesquisa que o processo de interiorização criou algumas singularidades nas licenciaturas pesquisadas, que têm relação com a formação e dinâmica territorial do Brasil, com o tipo de IES no qual o curso está inserido e com a modalidade na qual a licenciatura em Geografia é oferecida. / This thesis analyses the existing conditions of the Geography Teaching Courses with the mediation of the Brazilian territories. These courses have a strict relation with the historical, social, political and spatial processes. The events, especially those related to Higher Education, are centrally for understanding some of their main characteristics. Although within new political, educational and spatial conditions, some problematic aspects of these courses - that remain even these days - were detected in this research, such as the relation of the profile of undergraduate Geography Teaching Courses and Bachelors Degree Courses, the dichotomy between Physical and Human Geography, as well as the lack of teachers, among others. For carrying this research out, courses created after 1996 were focused on in the analysis, especially due to the influence of the policies established by the Law of Guidelines and Bases of National Education (1996); by the specific legislation of Teaching Courses (2002); by the National Curricular Guidelines for the Geography Courses (2002); by the evaluation system of courses and by the Expansion Plan of Federal Institutions (2007). The qualitative and quantitative data of this thesis were, mainly, gathered from the testimony of teachers, coordinators and students of undergraduate Geography Teaching Courses in Brazil; from The Anísio Teixeira National Institute of Studies and Educational Research (Inep); from the social economical questionnaire answered by Geography students, who did the National Exam of Students Performance (Enade), on the dimensions related to teachers, students and curricular elements of the courses. With these data, graphics, tables and maps were produced. After a general overview of the courses, a detailed analysis of the current situation of the Geography Teaching Courses offered in Amazônia, Maranhão, Piauí, Pernambuco all regions/ cities in the North and Northeast of Brazil - was provided. Geography courses offered in the Distance Modality, which were implemented in an inner Brazilian territory, were also analysed. The research results highlighted that the implementation of courses in the inner territory of Brazil has created some singularities in the researched courses. These singularities are related to the formation and the territorial dynamics of Brazil and also to the kind of institution in which the course is offered, as well to the type of modality of the course.

A partir dos pressupostos de que crenças exercem um papel importante na aquisição e aprendizagem de línguas e de que o ensino de línguas tem chegado a uma fase que pode ser caracterizada como pós-métodos, o presente trabalho investiga em que medida um curso interativo e intensivo de alemão atua sobre as crenças dos aprendizes. O curso é baseado nos conceitos da teoria de aquisição de línguas estrangeiras de Stephen Krashen que apresenta uma distinção entre aquisição e aprendizagem e também demonstra que fatores afetivos atuam como um filtro para o aprendizado. Ao mesmo tempo, esta teoria é ampliada com aspectos de outras teorias de aquisição e aprendizagem de línguas. Desta forma o curso oferecido é focalizado na oralidade, aquisição e interação. Dentro do âmbito deste curso são pesquisadas no presente trabalho especialmente as crenças dos participantes do curso a respeito de autonomia, nas aulas de língua alemã e de língua em geral. A investigação aconteceu mediante o critério temporal, verificando-se quais as crenças os participantes possuíam antes e depois do curso. Ao mesmo tempo, o trabalho propõe a identificação de relações entre motivação, expectativas específicas sobre o curso, decisões programáticas dentro do curso e sua percepção pelos participantes. Também foram observados fatores afetivos que influenciam mudanças nas crenças gerais sobre aulas de línguas. No trabalho, investigam-se os pontos indicados mediante questionários, diários de aprendizagem, entrevistas, testes de desempenho e gravações das aulas. Os resultados do trabalho indicaram mudanças nas crenças dos participantes do curso para algumas determinadas áreas. Destacam-se aqui as crenças sobre a língua alemã e, em parte, sobre aulas de línguas. As crenças sobre autonomia não foram alteradas significativamente. Porém as interdependências das várias crenças se demonstraram complexas e múltiplas. / Parting from the supposition that beliefs have a considerable impact on language learning and language acquisition and that language teaching has reached a point that can be characterized as a post-methods era, the present work investigates what impacts an intensive and interactive German language course has on the participants beliefs. The language course in question is based on the theory established by Stephen Krashen and concerns in particular the learningacquisition distinction and the affective filter. Furthermore, this basis is amplified through aspects of other language learning theories. Thus, the offered language course focuses on oral skills, provides language acquisition rather than learning and interaction in the classroom. In the framework of such a course the beliefs of the participants are investigated, especially concerning affective variables and beliefs about the German language, language classes in general and autonomy. The investigation was carried out using questionnaires, interviews, learning diaries, achievement tests and audiotapes of class interaction. The participants beliefs held before and after the course were compared. At the same time, possible relations between motivation, expectations about the course and how the participants perceived the course were investigated. Affective variables throughout the course and how these affect learning and the beliefs of the participants were also investigated. The results of the work indicate that the participants beliefs in certain areas change throughout the course. Especially the beliefs about learning German and the German language seem to have changed. Partial changes were noticed in the beliefs about language learning in general. The course seems not to have an impact on the students beliefs on autonomy. The links between alteration of beliefs, motivations and expectations were found to be complex and diverse.

O fósforo é um elemento essencial para todas as formas de vida na Terra, podendo ser introduzido no ambiente aquático através de fontes naturais ou antropogênicas. A avaliação deste elemento em ecossistemas aquáticos é de suma importância, uma vez que ele atua na regulação da produtividade primária. Logo, este trabalho teve por objetivo avaliar a distribuição das diferentes frações do fósforo no sedimento superficial dos rios Aracaí, Carambeí e Guaçu na cidade de São Roque- SP, a fim de avaliar possíveis impactos antrópicos na qualidade das águas. Para tanto, foram realizadas quatro coletas de amostras de sedimentos nos meses de março, maio, julho e setembro de 2017 e avaliaram-se cinco pontos amostrais (A1, C1, G1, G3 e G4) sendo, dois a montante das cabeçeiras dos rios Aracaí e Carambeí e três ao longo do rio Guaçu, onde determinaram-se as concentrações de fósforo, juntamente com os parâmetros físico-químicos (umidade, granulometria, pH, e matéria orgânica). Os teores de sedimentos finos e de matéria orgânica foram os principais parâmetros ambientais correlacionados com as frações de fósforo. O método analítico utilizado foi o Protocolo desenvolvido pelo Standards, Measurements and Testing (SMT), que fracionou o fósforo dos sedimentos em: total (PT), inorgânico (PI), orgânico (PO), não apatítico (PINA) e apatítico (PIA). Observou-se que as maiores concentrações ocorreram nos sedimentos do ponto G1 da segunda coleta com 1839,6 mg kg-1 para PT e que os teores de PI foram maiores que os de PO em todas as coletas realizadas. / Phosphorus is an essential element for all forms of life on Earth and can be introduced into the aquatic environment through natural or anthropogenic sources. The evaluation of this element in aquatic ecosystems is of paramount importance, since it acts on the regulation of primary productivity. The objective of this work was to evaluate the distribution of the different phosphorus fractions in the surface sediments of the Aracaí, Carambeí and Guaçu rivers in the city of São Roque, SP, in order to evaluate possible anthropogenic impacts on water quality. Four samples of sediments were collected in March, May, July and September of 2017, and five sample points (A1, C1, G1, G3 and G4) were evaluated, two upstream of the river headwaters Aracaí and Carambeí and three along the Guaçu River, where the phosphorus concentration was determined, together with the physical-chemical parameters (humidity, grain size, pH, and organic matter). The levels of fine sediments and organic matter were the main environmental parameters correlated with the phosphorus fractions. The analytical method used was the protocol developed by Standards, Measurements and Testing (SMT), which fractionated phosphorus in: total (PT), inorganic (PI), organic (PO), non-apatite (PINA) and apatite (PIA). It was observed that the highest concentrations occurred in the sediments of the G1 point of the second collection with 1839.6 mg kg-1 for PT and that the contents of PI were higher than those of PO in all collections.

A busca pela inovação nos mercados cada vez mais globalizados faz com que a procura por caminhos estratégicos torne-se relevante. Mas, ao se tratar da área de moda, observa-se que o surgimento e a expansão dos cursos de nível universitário acompanham essa tendência recente. Este estudo visa analisar o perfil dos professores dos cursos de bacharelado da área de moda na cidade de São Paulo, para tal foi realizado um estudo de caso, quanti-qualitativo com consulta a dez cursos de moda das FaSM, FPA, UAM, SENAC, FMU-FIAMFAAM, Belas Artes, USP, FAAP da cidade de São Paulo, por possuírem maior número de trabalhos científicos publicados, bem como por serem as Universidades com maior reconhecimento. As consultas na Plataforma Lattes foram realizadas durante o desenvolvimento deste estudo. Pela análise comparativa realizada, os cursos subdividem-se em três pilares, com foco em Design, Gestão e Tecnologia. Os que possuem foco em Design propõe-se a habilitar o graduando em diversas atividades extracurriculares, os cursos com foco principal em Gestão propõem o desenvolvimento de estratégias mercadológicas inovadoras, capazes de atuar em negócios concorrenciais e propiciarem a formação profissional com repertório cultural ampliado e visão estratégica da moda, mercado e negócios e os cursos com a proposta em Tecnologia visam uma grade curricular diversificada com foco na produção de tecidos. Concluiu-se pela análise das oito Instituições FaSM, FPA, UAM, SENAC, FMU-FIAMFAAM, Belas Artes, USP, FAAP, que o corpo docente dos cursos analisados apresenta uma formação acadêmica consolidada, que favorece a formação de profissionais completos e mais preparados para o mercado de trabalho e à própria atividade docente, conforme sugere a análise dos dados / The search for innovation in the globalized market makes the search for strategic ways more relevant. When discussing the Fashion area, it is observed that this trend is accompanied by the emergence and expansion of university-level courses. This study aims the analysis on the teachers profile in the fashion bachelor courses in the city of São Paulo. It is a case study, quantitative and qualitative, researching ten fashion courses from FaSM, FPA, UAM, SENAC, FMU-FIAMFAAM, Belas Artes, USP and FAAP universities and faculties due to having a greater number of published scientific papers, as well as being the universities with greater recognition. Consultations on the Lattes Platform were held during the development of this study. For comparative analysis, the courses are divided into three pillars, focusing on Design, Management and Technology. Those with a focus on Design are proposed to enable majoring in various extracurricular activities, courses with main focus on Management propose the development of innovative marketing strategies, enabling the student to act in a competitive business and to develop an enlarged cultural repertoire and strategic vision of Fashion, market and business and courses with the proposal in Technology aim a diverse curriculum focused on the production of fabrics. The analysis of the eight institutions, FaSM, FPA, UAM, SENAC, FMU-FIAMFAAM, Belas Artes, USP, FAAP, concluded that the faculty of the analyzed courses presents a consolidated academic training, which favors the formation of complete professional and more prepared for the market and to the teaching activity, as suggested by the analyzed data

Este trabalho pretende contribuir para a diminuição de um vão que se observa entre a formação acadêmica dos graduandos dos cursos de Tradução e a realidade do profissional após ingressar no mercado, explorando como as agências de tradução, parte significativa do mercado de trabalho na área, são vistas pelos tradutores em formação da cidade de São Paulo. Para isso, foram aplicados questionários a alunos de diferentes semestres de algumas faculdades de Tradução de São Paulo; além disso, tradutores profissionais de agências foram também entrevistados. Acima de tudo, a grande questão que este trabalho procura investigar é se os alunos estão sendo bem preparados para o mercado de trabalho de tradução / This work aims at bridging a gap observed between the education of undergraduates in translation courses and the reality faced by the professional after graduating, exploring how translation agencies, a significant part of the translation industry, are considered by these students. With this purpose, questionnaires were applied to undergraduates in different stages of some translation schools in São Paulo City. Professional translators working for agencies were also interviewed. The main issue raised by this dissertation is whether students are being well prepared to face the market after graduation

[pt] No mundo atual, a Internet se constitui como a principal responsável pelo status concedido à Educação a Distância. Muitos estudos vêm sendo elaborados sobre a temática, mas pouco se conhece, todavia, a respeito do estudante que se posiciona frente a um computador conectado à Internet, dispondo-se a estudar a distância. A pesquisa relatada nesta dissertação descreveu o perfil e as práticas de navegação de estudantes de alguns cursos on-line, bem como algumas condições de apreensão e apropriação desse produto educativo. Considerando a realidade desse sujeito como eminentemente comunicativa, este trabalho buscou a aproximação com os estudos da Comunicação, em especial com os referenciais assumidos pelos Estudos tanto de Recepção quanto os de Internet. Os resultados obtidos podem contribuir para a reflexão a respeito das políticas públicas de Educação a Distância, fornecer subsídios para as ações docentes na referida modalidade de ensino, bem como ajudar a compreender melhor o receptor da Internet, cuja constituição contrasta com a do receptor das mídias convencionais, devido à especificidade da mídia em questão. / [en] Nowadays, the Internet is seen as the main sponsor of the status given to Distance Learning. Many researches have been elaborated about the matter, but somehow much is not known about the pupil that sits in front of his Internetconnected PC, willing to study and learn distance-based. The following research described the profile and surfing practices of on-line courses students, as well as some conditions of apprehension and appropriation of this educational product. Approaching the reality of this person as mainly one of Communication, this paper searched a proximity to Communications Studies, in particular to the thoughts assumed by both Reception and Internet Studies. The results obtained may contribute to the reflexion concerning public politics of Distance Learning, giving resources to teachers in the refered type of teaching, as well as collaborate to the understanding of the Internet audience, whose constitution differs from that of the audience of conventional media, due to its particularities.