Science courses, as biology, chemistry and physics, constitute significant real subjects it is necessary to rely mainly on experiments and observations. In other words, the practical training is the hallmark of science. Practical training has a positive effect on increasing the attractiveness of individual objects, but in meaning of cognitive function is still debated its merits. What stand the laboratory work for the teachers, as a mediator of the teaching process? Research shows that the practical training teachers perceived positively mainly because of the perfect linking theory with practice, the lower the number of pupils and their proactive approach in teaching. Negatively seems time consuming, consisting mainly of get and preparation the material. Keywords: biology education and science courses, lab courses, school laboratory, time allocated to science practices

Science courses, as biology, chemistry and physics, constitute significant real subjects it is necessary to rely mainly on experiments and observations. In other words, the practical training is the hallmark of science. Practical training has a positive effect on increasing the attractiveness of individual objects, but in meaning of cognitive function is still debated its merits. What stand the laboratory work for the teachers, as a mediator of the teaching process? Research shows that the practical training teachers perceived positively mainly because of the perfect linking theory with practice, the lower the number of pupils and their proactive approach in teaching. Negatively seems time consuming, consisting mainly of fetch and training material. Keywords: biology education and science courses, lab courses, school laboratory, time allocated to science practices

Title: Didactics and characteristics of public and professional courses of selfdefense Objectives of the theses: Characterize the public and professional self-defense courses and describe their methodology Method: In the work was used theoretical-descriptive strategy grounded on qualitative research methods of data collection based on information system of personal experience and information obtained controlled interview with instructors police and self-defense instructors in the civilian sphere. Results: The methodology of teaching self-defense in a civil and professional spheres was used. Also was characterized the difference in the focus of these courses. Key words: Selfdefense, combat sports, martial arts, professional and civilian self-defense courses

The focus of this study was perceptions of professional school counselors' (PSC) graduate preparation in their roles as school counselors. The relationships examined were PSCs' roles and the number of hours completed in the school counselors' graduate programs, PSCs' roles and the level of their professional identity, and PSCs' roles and the number of school counseling specialty courses completed in their school counseling graduate programs. The American School Counselor Association (ASCA, 2005) and the Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2001) have established standards for school counselors to master in their programs. These standards were used to develop the 30 roles identified in this study. Graduate programs referred to the number of hours PSCs completed in their graduate school counseling programs. Professional identity was defined as the certifications and licensures, the memberships in professional organizations, and the number of professional conferences and workshops PSCs attend. Specialty courses included school counseling courses taken by PSCs in their school counseling graduate programs. PSCs perceived themselves to be somewhat prepared in their overall preparation in their roles as school counselors. Results of the correlations between PSCs' perceptions of their preparation in their roles and the number of hours completed in the school counseling graduate programs, the professional identity of PSCs, and the number of specialty coursed completed were statistically significant but not practically significant. PSCs perceived themselves to need additional preparation in serving students with learning differences, seeking funding sources, and using technology. The factor analysis supported the construct validity of the survey instrument. It validated the roles of PSCs as outlined by ASCA standards (2005) and CACREP standards (2001). The factors included (a) Factor 1, Tasks/Advocacy/Professional Identity, (b) Factor II, Personal/Social/Career, (c) Factor III, Academics, and (d) Factor IV, Cultural/Legal/Ethical Issues. In conclusion, PSCs need additional training in student learning differences, seeking funding sources for school counseling programs, and on-going training in technology. PSCs want the term "educator" to be included in their description of their professional identity. PSCs also want additional specialty courses added to their curricula. They believe that the focus should be on the specialty of school counseling rather than a mental health focus.

Approved for public release; distribution is unlimited / The Venezuelan Navy, depends on its personnel, equipment, and facilities to successfully accomplish the Navy's mission. Therefore Naval operations rely on the ability of the officers to plan, organize, lead, and control the organization. Naval officers, whether senior or junior, hold positions as managers. For this reason a study was made of the educational background of officer candidates to determine the amount of management education they have received at the Naval Academy. From this study it was learned that although naval officers are generally well educated and trained; they are weak in the management area. In this thesis an attempt is made to show the basic elements necessary to improve such managerial education. Conclusions were drawn and recommendations were made to help the managerial development of Venezuela's Naval officers. / http://archive.org/details/improvementofman00camp / Commander, Venezuelan Navy

The thesis deals with education. The theoretical part is concerned with education of employees, systematic corporate education, methods of education and evaluation of education. The practical part focuses on research of education in the company ATAS Elektromotory Náchod.

The paper focuses on the analysis and description of the options considered in the use of the castle Terezín in Albeř near Nová Bystřice. It shows also economic performance of these options, and total reconstruction of the castle. The output is an evaluation of these options, depending on financial performance and other entitlements to the options. Work is processed in order to verify whether it is economically realistic proposed solutions actually implemented.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / Internet access and the increased use of course management systems to supplement classroom instruction in higher education in the last decade (Green, 1996; 2006) present instructors with opportunities to combine online and classroom instruction to enhance student learning. Computer-mediated communication tools like e-mail, discussion forums, and chat rooms available in course Web sites make it possible to continue course discussions beyond the time and space of the classroom. The interactions resulting from instructor use of the discussion board - an asynchronous communication tool available in most course management systems - in two web-enhanced courses that used Blackboard TM are investigated in this study. The most important finding of this study was the interaction and synergy between online and classroom discussions that resulted in several benefits for the professors and students. Semi-structured interviews with the professors and 26 students as well as classroom observations indicated that online and classroom discussions influence each other in web-enhanced courses, and that combining online discussions with classroom discussions can benefit both instructors and students. High student participation in classroom as well as online discussions, additional opportunities for engagement with course content, high instructor-student and student-student interaction, reflection on course readings, and exposure to multiple student perspectives were some benefits cited by both students and professors in the study. The professors reported additional benefits such as insight into students' understanding of readings and time saved planning, structuring, and grading course discussions. Based on the findings, two models for the integration of online discussions in the classroom are presented and the role played by instructional design, instructor participation, instructor feedback, and instructor use of online discussions in crafting a comprehensive learning experience are highlighted in this research. The findings of this study reinforce the importance of choices that instructors make when using technology to achieve their goals and learning objectives. The report concludes with recommendations for instructors wishing to integrate online discussions into the classroom in higher education and directions for future research. / 2031-01-01

Pensar a formação docente na contemporaneidade exige atentar para as discussões que perpassam os campos da Comunicação e da Educação. A cultura midiática influencia nossa construção identitária, por isso é essencial que o espaço educativo inclua em seus conteúdos programáticos diferentes formas de abordar os processos educomunicativos, a fim de que estudantes possam compreender as lógicas que os regem em suas relações com a sociedade. O objetivo desta pesquisa foi realizar uma experiência pedagógica com narrativas fílmicas nas Licenciaturas (Pedagogia e Letras) da Universidade de Taubaté. A metodologia utilizada foi a observação-participante. A prática aconteceu no espaço destinado às Atividades Acadêmico-Científico-Culturais (AACC). Exibimos principalmente filmes que fogem aos padrões tradicionais que os sujeitos participantes da pesquisa conhecem. Depois das exibições, acontecia uma discussão entre professora pesquisadora e alunos, sobre aspectos por eles considerados significativos. Por meio de relatos escritos e de gravações, procurou-se identificar como os estudantes atribuíam sentidos aos filmes vistos. O segundo propósito foi pensar um projeto com filmes que atenda às necessidades do público-alvo pesquisado. Observou-se que uma prática educomunicativa com o cinema/filmes na formação docente das Licenciaturas em questão pode contribuir para ampliar o capital cultural dos discentes, logo, para sua construção identitária pessoal e profissional. / Thinking about teacher formation in the contemporary world requires attaining to discussions that comprise the fields of Communication and Education. Media culture influences our identity construction, therefore, it is essential that the programmed contents in the learning environment contain different strategies of approaching the educommunication processes so that students may understand the logics that govern their relations with society. The aim of this research was to carry a teaching experience with film narratives in the Teaching Colleges of the University of Taubaté (General Pedagogy and Language Pedagogy). Participant observation was the methodology used and the practice happened in the space used for the extracurricular activities of the students (Atividades Acadêmico-Científico-Culturais - AACC). The movies to be shown in the practices were chosen for being different from the types of film narratives that the subjects participating in the research were used to knowing. After the exhibition discussions were carried between the professor and the students about aspects they considered relevant. Through written and recorded reports this research tried to identify how students gave meaning to what they had watched. The second purpose was to think of a project with movies that attended to the demands of this target audience. The educommunication practice with cinema in teacher formation may contribute to broadening the cultural capital of the students researched and may, therefore, add to the construction of their personal and professional identities.

La nueva unidad de negocio de la empresa Stratega Consultoría de Arequipa brindará certificación especializada en habilidades gerenciales bajo la marca “Desarrollo Directivo”, ingresando a un mercado donde más del 50% de los ejecutivos no tienen en mente a una institución/universidad o empresa que otorgue este tipo de capacitación de forma única y reconocida y más del 60% se encuentra interesado en capacitarse en los próximos años en dichos temas. Los programas, cursos y seminarios están dirigidos a ejecutivos mayores de 23 años que requieren desarrollar destrezas como liderazgo, negociación, inteligencia emocional, creatividad, entre otros, que valoren a docentes con alta experiencia y que quieran llevar programas de alto entrenamiento que les permita reducir sus brechas de aprendizaje en la habilidad que más necesiten. Con un mercado arequipeño en crecimiento con más de 20,000 empresas en operación y con interesantes megaproyectos de inversión económica esperando ser ejecutados en los próximos años y un mercado educativo en crecimiento, el negocio alcanza un VAN positivo de S/44,862.51 y una tasa interna de retorno del 28% con costo de capital esperado por los accionistas del 11.04%, recuperando la inversión en el cuarto año de operación. / The new business unit of “Stratega Consultoria” a consulting company from Arequipa will provide specialized certification in management skills under the “Desarrollo Directivo” (Management Development) brand, entering a market where more than 50% of executives don’t know of any institution/university or company that provides this type of unique training. Additionally, more than 60% of executives is interested in doing this training in the following years. Programs, courses and seminars are target at executives over 23 years of age who need to develop skills such as leadership, negotiation, emotional intelligence, and creativity, among others, who value high experience teachers and who want to carry out high-training programs that will allow them to reduce their learning gaps in the skills they need most. With a growing Arequipa market with more than 20,000 companies in operation and with interesting mega-projects of economic investment waiting to be executed in the coming years and a growing educational market. The business may reach a positive NPV of S/.44,862.51 and an internal rate of return of 28% with a capital cost expected from shareholders of 11.04%, recovering the investment in the third year of operation. / Trabajo de investigación