Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-04-19T14:15:09Z No. of bitstreams: 1 marinaaparecidasadalbuquerquedecarvalho.pdf: 5912291 bytes, checksum: e5f2e9a5ba92d88f76a5921e33ddd915 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-19T17:31:32Z (GMT) No. of bitstreams: 1 marinaaparecidasadalbuquerquedecarvalho.pdf: 5912291 bytes, checksum: e5f2e9a5ba92d88f76a5921e33ddd915 (MD5) / Made available in DSpace on 2018-04-19T17:31:32Z (GMT). No. of bitstreams: 1 marinaaparecidasadalbuquerquedecarvalho.pdf: 5912291 bytes, checksum: e5f2e9a5ba92d88f76a5921e33ddd915 (MD5) Previous issue date: 2018-03-13 / No contexto do digital, as grandes reportagens passam a ser construídas e disseminadas na internet, com múltiplos códigos, sendo denominadas Grande Reportagem Multimídia (GRM). O objetivo é pesquisar as dificuldades de empresas tradicionalmente do jornalismo impresso no planejamento, produção e distribuição da GRM. A dissertação foi estruturada a partir da metodologia Pragmaticista de Peirce e, por isso, propusemos três sub-hipóteses de acordo com a Primeiridade, Secundidade e Terceiridade da Fenomenologia deste filósofo. Na primeira sub-hipótese, estão as dificuldades relacionadas às características intrínsecas da reportagem multicódigos, como sofisticação de linguagens de programação, softwares, velocidade da internet, falta de tempo e de investimento financeiro. Na segunda, aparecem as dificuldades de representar os temas utilizando os múltiplos códigos do digital. Por fim, na terceira, posicionamos as dificuldades relativas aos efeitos interpretativos e a competência midiática dos usuários, como a compreensão de uma matéria multicódigos, a capacidade de interação e navegação. Para o teste das sub-hipóteses, realizamos entrevistas com repórteres, fotógrafos, editores, chefes de reportagens, designers e programadores dos jornais Folha de S.Paulo e O Tempo que participaram da construção de GRMs e aplicamos questionários aos usuários que compartilharam posts sobre as matérias no Facebook ou deixaram comentários nas postagens publicados pelas empresas. Os resultados apontam que os softwares e linguagens de programação são de fácil manuseio, sendo que os maiores empecilhos são velocidade da internet, falta de tempo e de recursos financeiros. Constatamos que, como os profissionais envolvidos na construção da GRM são originalmente do impresso, têm dificuldades para produzir reportagens com vários códigos, o que é parcialmente superado por meio do trabalho em equipe. Verificamos ainda que não há um parâmetro para a utilização dos códigos e, por isso, utilizamos a teoria das Matrizes da Linguagem e do Pensamento para refletir sobre como as linguagens geradas na hibridização dessas matrizes tendem a representar seus objetos. Por fim, percebemos que os diversos códigos despertam sentimentos e ajudam na compreensão da temática. Não constatamos dificuldade de interação ou navegação, e os usuários até mesmo percorrem a GRM fazendo seu próprio caminho. Eles compartilham a matéria ou deixam comentários em posts nas redes sociais, mas não utilizam ferramentas para modificação da reportagem, não sabem como foi construída, mas percebem que os jornais defendem um ponto de vista. / In the digital context, the large reportages begin to be built and disseminate over the internet, with multiple codes, being called Multimedia Large Reportage (MLR). The main goal is to research the difficulties that press media companies, which traditionally worked with printed newspaper, face regarding MLR planning, production and distribution. The thesis was structured based on Peirce’s Pragmatisms Methodology and, therefore, we propose three subhypothesis in accordance with his Phenomenological categories of Firstness, Secondness and Thirdness. When it comes to the first sub-hypothesis, there are the difficulties related to the inherent features of multicodes reportage, as language sophistication of programming, software, internet speed, lack of time for production and financial issues. The second one sets the difficulties of representing themes using the digital multiple codes. Ultimately, in the third one, we pose the difficulties related to the interpretative effects and the users’ media expertise, such as the understanding of a multicodes feature, and the interaction and browsing capacity. For the sub-hypothesis trial, we conducted interviews with reporters, photographers, editors, reportage leaders, designers and programmers from both Folha de S. Paulo and O Tempo newspapers who had joined the development of MLR and we applied questionnaires to the users who had shared posts or comments on the posts through Facebook, because of the articles and features previously mentioned. The results indicate that the software and the programming languages are easy of handling, which targets the internet speed, production’s lack of time and financial issues as the main obstacles. We realized that, as the involved professionals in the MLR development are originally from the print paper world, difficulties are experienced when it comes to producing features with several codes, which is partially overcome by the team’s effort and hard work. We even verified that there is no parameter for the codes utilization, thus, we chose the Matrices of Language and Thought Theory to ponder on how the languages generated through the hybridization of those matrices tend to represent their subjects. In conclusion, we noted that many of those codes arouse feelings and help the theme’s understanding. The interaction and browsing difficulties were not evidenced, and the users even navigate through the MLR their own way. They share the feature or leave comments on social media posts, although they do not use tools to modify the article, they do not know how it was developed, but they can perceive that the papers defend a specific point of view.

Os sistemas de avaliação ambiental de edifícios são cada vez mais empregados no mercado de construção, servindo de suporte para a realização de diversos estudos acadêmicos sobre esta matéria. Muitos autores e sites ressaltam os benefícios das certificações LEED e do Processo AQUA, porém poucos discutem quantitativamente os efeitos, dificuldades e motivos de sua adoção, evidenciando, dessa forma, a necessidade e a importância de pesquisas como esta. Neste contexto, este trabalho tem como objetivo geral traçar um panorama da certificação ambiental de edifícios no Brasil, através da percepção dos principais intervenientes (stakeholder) no processo. Os objetivos principais deste trabalho consistem na identificação das motivações para a certificação de sistemas de avaliação ambiental de edifícios (LEED e Processo AQUA) e dos benefícios e dificuldades inerentes a sua implementação. Foi possível ainda efetuar várias recomendações destinadas a orientar e facilitar o processo de adoção destes sistemas, que inclui a proposta de ações a serem desenvolvidas pelas empresas, organismos de certificação e autoridades governamentais competentes. O método utilizado foi de pesquisa survey, junto a vários agentes envolvidos no processo de certificação ambiental. Para tal, foram concebidos diferentes questionários destinados a caracterizar a adoção dos sistemas de avaliação ambiental de edifícios que foram encaminhados aos empreendedores e consultores de empreendimentos certificados ou em processo de certificação. Obtiveram-se em total 21 questionários válidos que indicaram que as principais motivações para obter a certificação estão ligadas à melhoria da imagem e do empreendimento e que os principais benefícios estão relacionados com o marketing e a redução dos custos operacionais. Estes resultados também indicaram que existem dificuldades para essa adoção principalmente com a falta de integração no processo de projeto e a falta de fornecedores para materiais e tecnologias sustentáveis. / The building environmental assessment systems over the world are employing increasingly and we can find several studies concerning this subject. Many authors and websites emphasize the benefits of LEED and Process AQUA, but few discuss quantitatively the impacts, difficulties and reasons for its adoption, showing thus the need and importance of research like this. In this context, this paper aims to outline a general overview of the environmental certification of buildings in Brazil, through the key stakeholders perception (stakeholder) of the process. The main targets of this work were to identify the motivations for the environmental assessment systems for buildings and the corresponding benefits and difficulties concerning of implementation. It was also possible to make some recommendations to orientate and support the adoption of environmental assessment systems for buildings. These recomendations include the identification of actions to be implemented by companies, certification bodies and governmental authorities. In order to accomplish the defined targets, it were developed surveys which can lead to characterize the adoption of environmental assessment systems for buildings (LEED and AQUA Process). These survey was sent directly to entrepreneurs and consultants of a sample of brasilian companies with building certified or certification process (LEED and AQUA Process). It was received 21 answers that indicated that the main motivations for certification are linked to improving the image and building and that the main benefits are related to marketing and reducing operating costs. These results also indicated that there are difficulties in adopting this especially with the lack of integration in the design process and the lack of suppliers for materials and sustainable technologies.

This study compared three methods of detecting test item bias, the chi-square approach, the transformed item difficulties approach, and the Linn-Harnish three-parameter item response approach which is the only Item Response Theory (IRT) method that can be utilized with minority samples relatively small in size. The items on two tests which measured writing and reading skills were examined for evidence of sex and ethnic bias. Eight sets of samples, four from each test, were randomly selected from the population (N=7287) of sixth, seventh, and eighth grade students enrolled in a large, urban school district in the southwestern United States. Each set of samples, male/female, White/Hispanic, White/Black, and White/White, contained 800 examinees in the majority group and 200 in the minority group. In an attempt to control differences in ability that may have existed between the various population groups, examinees with scores greater or less than two standard deviations from their group's mean were eliminated. Ethnic samples contained equal numbers of each sex. The White/White sets of samples were utilized to provide baseline bias estimates because the tests could not logically be biased against these groups. Bias indices were then calculated for each set of samples with each of the three methods. Findings of this study indicate that the percent agreement between the Linn-Harnish IRT method and the chisquare and transformed difficulties methods is similar to that found in previous studies comparing the latter approaches with other IRT methods requiring large minority samples. Therefore, it appears that the Linn-Harnish IRT approach can be used in lieu of other more restrictive IRT methods. Ethnic bias appears to exist in the two tests as measured by the large mean bias indices for the White/Hispanic and White/Black samples. Little sex bias was found as evidenced by the low mean bias indices of the male/ female samples and the fact that the male/female mean bias indices were lower than those of the White/White in 33% of the samples.

In today’s school, reading difficulties are a common problem which must be attended to at an early stage for the good of the pupils. The aim of the study was to investigate how ten teachers describe their teaching strategies for pupils with reading difficulties in grades 1–3. Motivation is also examined as a central part of the study. To answer the questions posed by the study, interviews were conducted, compiled and analysed on the basis of sociocultural and motivation theories. Previous research serving as a foundation for discussion concerned early literacy, reading difficulties, perspectives on learning to read, and the teacher’s role. The conclusions that can be drawn from the results show that it is essential for the teacher to find the right level for all pupils, and the teacher should be there all the time as a support for pupils with reading difficulties. The teacher also needs to find a balance between inner and outer motivation so that the pupils will feel interested in reading.

Vårt syfte med denna litteraturstudie var att undersöka vilka undervisningsmetoder som var gynnande för lågpresterande elevers grundläggande taluppfattning i årskurs F-3. Den grundläggande taluppfattningen är viktig för eleven för att kunna utvecklas vidare i sitt matematiska kunnande. Det är ingenting eleven kan utveckla själva utan det krävs tydlig vägledning av läraren och många möjligheter för eleven att praktisera kunskapen. I och med det ville vi se vilka metoder som var gynnande. Vi sökte artiklar på databaserna Eric och Unisearch och fick i resultatet fram fyra metoder som var gynnande. De metoderna var att jobba med konkret – abstrakt, laborativt material, lekfulla aktiviteter och ”tänka högt”. Tillsamman med metoderna framförs även betydelsen av att jobba i olika konstellationer.

Abstract The purpose with this essay is to get an insight on how the school has changed over the past years in terms of reading- and writing difficulties/dyslexia. In the literature studies I mention reading- and writing difficulties and the reasons why some people get these problems. Further on in the literature study it is written about what the education act and the curriculum say about the school’s duties towards pupils in need of special support. The result contains interviews with one language pedagogue and one special pedagogue who work in two different municipalities. In addition I interviewed two former pupils who went to school 15-20 years ago. I came to the conclusion that today’s schools have changed to the better for the pupils with difficulties. During the 1990’s the problems around dyslexia was getting attention in the society. This made the school more aware about reading- and writing difficulties/dyslexia and gave them more knowledge about the difficulties. / Sammandrag Syftet med denna uppsats är att få en inblick i hur skolan har förändrats under de senare åren vad gällande elever med läs- och skrisvårigheter/dyslexi. I litteraturgenomgången tas läs- och skrivsvårigheter/dyslexi upp och vad det finns för bakomliggande orsaker till varför vissa personer får dessa svårigheter. Vidare står det om vad skollagen och läroplanen säger om skolans skyldigheter till att hjälpa elever i behov av särskilt stöd. Undersökningen som behandlades i resultatet omfattade intervjuer med en språkpedagog och en specialpedagog som är verksamma i två olika kommuner samt intervjuer med två före detta elever med dyslexi som gick i skolan för cirka 15-20 år sedan. Resultatet av undersökningen visade på att dagens skola har förändrats till det bättre för elever med dessa svårigheter. Under 1990-talet uppmärksammades dyslexiproblematiken i samhället vilket gjorde att skolan blev mer medveten och fick kunskap om läs- och skrivsvårigheter/dyslexi.

This study covers a research within the area of writing difficulties in the ESL classroom (English as second language). This essay aims to look at teachers’ attitudes towards working with writing difficulties and also how teachers deal with this issue in the classroom. The data for this study was collected through the qualitative method; interviews and observations. The informants who participated in this study are English teachers, working in year 7-9. The observations were conducted during the informants’ lessons. Previous research has also been used in this study in order to establish the teachers’ work within writing. The study shows that the teachers feel that it is challenging to work with students who have writing difficulties, since those students might be unmotivated. However, the informants believe that teachers need to motivate their students to write more, in order to achieve development. Moreover, the study shows that teachers do not use any specific method when working with writing, instead they try to see what the students have difficulties with, and subsequently find solutions based on the individual’s needs.

Många elever kämpar med matematikämnet i skolan. Dessa elever får inte alltid rätt stöttning vid rätt tid vilket kan resultera i att eleverna inte klarar grundskolan. Skolan har ett kompensatoriskt uppdrag och har en skyldighet att snabbt identifiera eleven i behov och sätta in rätt stödinsatser. Det finns olika former av stödinsatser där en kallas för extra anpassning. Det är en förhållandevis ny reform och lärare känner sig osäkra kring vad den egentligen innebär. Syftet med arbetet är således att bidra med kunskap om skolors kvalitetsarbete med extra anpassningar i matematik. Insamlingsmetoden som använts för att uppfylla syftet är dokumentinsamling samt intervjuer med verksamma lärare. Specialpedagogiska perspektiv har använts för att analysera resultatet. Slutsatserna av studien antyder att skolornas kvalitetsarbete med extra anpassningar i matematik skiljer sig åt beroende på vilka svårigheter eleverna anses ha. / Many students battle with math in school. These students don’t always get the right aid in time which can result in them not graduating from elementary school. The school has a compensatory commitment and an obligation to identify the student in needs quickly and introduce the required aid. There are various forms of support, one is called additional adjustments. It is a comparatively new reform and teachers feel uncertain about what the aid should actually entail. The purpose of this study is therefore to contribute with knowledge about schools quality work with additional adjustments in mathematics. Documents have been collected and interviews with active teachers have been performed to fulfil the purpose. Perspectives on special pedagogy have been used to analyze the result. Conclusions of the study suggest that the schools quality work with additional adjustments in mathematics differ depending on which difficulties the students are believed to have.

Word finding difficulties (WFD) and slowing down both in linguistic comprehension and production are standard characteristics of people as they grow older. WFD also commonly occur in aphasia and are considered one of the most pervasive symptoms affecting stroke participants’ everyday communication. Research on older adults’ WFD has traditionally focused on production of single words when completing picture naming tasks, while very little is known about how much these WFD can compromise connected speech. Similarly, while picture naming tasks have typically been used for assessing and treating word finding problems in clinical practice, there is a dearth of studies in the aphasiological literature investigating the relationship between confrontation naming and connected speech tasks. The thesis investigated whether a newly-developed method/treatment targeting both speed and accuracy (‘repeated increasingly speeded presentation’ - RISP) in picture naming was more effective in (a) speeding up participants without compromising accuracy, and (b) improving the use of the trained/treated names in connected speech, compared to a standard method/therapy (‘standard presentation’ - SP) which targeted accuracy alone. English-speaking, elderly participants (n=27 at Chapter 3, n= 21 at Chapter 4) and participants with aphasia of varying severity and subtype (n=5 at Chapter 5 and n=20 at Chapter 6) were asked to carry out picture naming tasks/picture naming treatments and composite picture description tasks where the composite pictures included the trained/treated items. As for the neurotypical participants, words which were retrieved more quickly in picture naming tasks were also those which were more readily available and produced in connected speech tasks. Compared to SP, RISP was found to be significantly more effective in significantly reducing picture naming latencies without inducing a speed-accuracy trade-off and with lasting effects. Finally, SP was as effective in promoting retrieval in connected speech as RISP. As for the clinical population, compared to SP, RISP was significantly more effective in improving picture naming accuracy and in maintaining the reduced RTs in the long term. In comparison to the SP, RISP crucially led to significantly higher carry-over of targeted items to connected speech. The thesis findings underlined the effectiveness of a more demanding single word training method/treatment in improving lexical retrieval in confrontation naming for neurotypical participants and in enhancing connected speech for participants with aphasia.

TITLE: Teaching English and Pupils with Special Educational Needs AUTHOR: Janka Kociánová DEPARTMENT: Department of Special Education SUPERVISOR: PhDr. Lenka Felcmanová, Ph.D. ABSTRACT: The thesis deals with the teaching of English of pupils with special educational needs, focusing on pupils with specific learning disabilities (SLD). The issue of pupils with SLD and didactics of English language are described in the theoretical part. The aim of the practical part was to find out how pupils with SLD are taught English in primary schools, which forms of education, the most frequently aids (textbooks, materials, etc.) and methods are used. Quantitative as well as qualitative methods were chosen for the research - the questionnaire survey (the questionnaire for teachers), aids and analysis of materials, interviews with teachers and case studies. On the basis of the obtained data, the effectiveness of the various activities is evaluated and a list of the recommended teaching aids, materials and resources is presented. KEYWORDS: English, dyslexia, Foreign Language, special educational needs, specific learning difficulties