The thesis deals with gender analysis of New exercise book of the German grammar by Doris Dusilova et. al. The first chapter introduces basic sociological terminology. In the second chapter, gender stereotypic verbal expressions are discussed. The theoretical part of the thesis is concluded with the discussion on gender problematic in educational environment and with the compilation of basic rules for gender-aware teaching. The thesis provides a detailed analysis of diverse life situations focusing on the feminin/masculine standpoint. Among others, professional life, household care, free-time activities and appearance loci are investigated. Practical part of the thesis features a questionnaire adopted in a survey of several elementary schools and secondary schools. The survey was designed in order to validate whether the understanding of common social situations reflects gender-stereotypic beliefs. Finally, the summary of conclusions is provided, derived from the survey and situation analysis.

Esta pesquisa visa contribuir com a análise e compreensão dos limites e potencialidades do ambiente educacional de uma instituição pública de educação superior, a partir do estudo sobre como as relações humanas no ambiente educacional desta instituição podem ser influenciadas por elementos culturais relacionados a poder, dominação, hierarquias e dicotomias. A relevância desse trabalho encontra-se na possibilidade de se constituir diálogos sobre a formação cidadã e a construção de uma cultura de procedimentos democráticos para a universidade no século XXI. Em termos de coleta e análise de dados foi estabelecido um processo metodológico idiossincrático, fundamentado por Becker (1999), entre as perspectivas teóricas da etnografia e da Análise Crítica do Discurso (ACD). As técnicas associadas à etnografia, como a observação participante e as entrevistas semiestruturadas e mais o acréscimo de grupos focais fundamentaram a coleta de dados em campo. A análise dos dados obtidos foi realizada por meio de algumas perspectivas da teoria da Análise Crítica de Discurso (ACD) e mais o processo de triangulação de dados e fontes, sob a dinâmica dos aportes teóricos aqui escolhidos. Entre os participantes estão: os alunos do curso de engenharia agronômica envolvidos diretamente com o núcleo de agroecologia; alunos e professores da licenciatura em Ciências Agrárias; alunos (graduandos e pós-graduandos) articulados em grupos de trabalho, centros acadêmicos ou coletivos, como o feminista e o LGBT. O propósito desta escolha foi: dar voz às pessoas dispostas a lançar um olhar crítico sobre o ambiente educacional e pensar em possíveis desconstruções da cultura atual; buscar pessoas engajadas politicamente para conversar sobre questões antagônicas à tradição da instituição, abrindo diálogo sobre diversidade, sexualidade, pluralidade, gestão estudantil, democracia e saberes do senso comum, como a agricultura de base ecológica. Nesta pesquisa, não há intenção em denunciar falhas, apontar erros ou expor pessoas e a instituição a juízos de valor. Preserva-se, assim, o anonimato da instituição e de seus participantes através de um \"Termo de Esclarecimento e Livre Consentimento\". Foram realizadas quinze entrevistas individuais e três grupos focais, totalizando trinta participantes. Sob a perspectiva do grupo aqui pesquisado há duas limitações relevantes da instituição em foco que precisariam continuar a ser investigadas: há indícios que os docentes, graduados e pós-graduados, nesta instituição tendem a reproduzir a mesma cultura vivida há décadas neste ambiente educacional, propiciando um viés cultural formativo para os discentes; há indícios que o trote ou qualquer outro tipo de relação de poder e hierarquia entre os discentes parece emergir como um sintoma das relações humanas disfuncionais no processo de ensino e aprendizagem, no âmbito interno e externo da sala de aula. / This research aims to contribute to the analysis and understanding of the limits and potentialities of the educational environment of a public institution of higher education, based on the study on how human relations in the educational environment of this institution can be influenced by cultural elements related to power, domination, hierarchies, and dichotomies. The relevance of this work lies in the possibility of forming dialogues about citizen education and building a culture of democratic procedures for the university in the 21st century. In terms of data collection and analysis, an idiosyncratic methodological process was established, based on Becker (1999), between the theoretical perspectives of ethnography and Critical Discourse Analysis (CDA). Techniques associated with ethnography, such as participant observation and semi-structured interviews, plus the addition of focus groups, supported field data collection. The analysis of the data obtained was carried out through some perspectives of the theory of Critical Discourse Analysis (CDA) and the process of triangulation of data and sources, under the dynamics of the theoretical contributions chosen here. Among the participants are: the students of the agronomic engineering course directly involved with the agroecology core; students and professors of the degree in Agrarian Sciences; students (undergraduates and graduate students) articulated in work groups, academic or collective centers, such as the feminist and LGBT groups. The purpose of this choice was to give voice to people willing to cast a critical eye on the educational environment and think about possible deconstructions of the current culture; to find people politically engaged to talk about antagonistic issues to the tradition of the institution, opening dialogue on diversity, sexuality, plurality, student management, democracy, and common sense knowledge, such as ecologically based agriculture. In this research, there is no intention to report failures, point out errors or expose people and the institution to value judgments. This preserves the anonymity of the institution and its participants by means of a \"Clarification and Free Consent\". Fifteen individual interviews and three focus groups were held, totaling thirty participants. From the perspective of the group studied here, there are two relevant limitations of the institution in focus that would need to be further investigated: there are indications that teachers, graduates and postgraduates in this institution tend to reproduce the same culture lived decades ago in this educational environment, propitiating a formative cultural bias for the students; there is evidence that trotting or any other kind of relationship of power and hierarchy among students seems to emerge as a symptom of dysfunctional human relationships in the teaching and learning process, both within and outside the classroom.

Orientador: Ivan Luiz Marques Ricarte / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Elétrica e de Computação / Made available in DSpace on 2018-08-17T16:59:53Z (GMT). No. of bitstreams: 1 FalciJunior_GeraldoRamos_M.pdf: 698385 bytes, checksum: 02542ffd87be662788d4f79b80ba9a7a (MD5) Previous issue date: 2010 / Resumo: Educação a distância populariza-se como meio prático de ensino com a expansão de recursos computacionais e da Internet. Apesar disto, ela traz dificuldades ao educador para compreender as necessidades de suas classes. A análise do uso desses Sistemas de Gerência de Aprendizado a distância por meio de técnicas de mineração de dados é uma forma de obter informações relevantes que permitam ao educador observar essas necessidades e modificar seus cursos de acordo. O objetivo deste trabalho é elaborar uma metodologia de trabalho que permita abordar problemas dessa natureza de forma objetiva e flexível, facilitando identificar potenciais problemas na análise e pontos de retorno adequados para correção e retomada do processo. Um conjunto de etapas é elaborado para compor esta metodologia e em seguida colocado à prova com um conjunto de dados reais obtidos através da instância do TIDIA-Ae utilizada pela UNICAMP como auxiliar às aulas presenciais. Os resultados mostram a eficácia do método proposto e permitiram a observação de diversos problemas devido à maneira de utilização do sistema por alunos e professores / Abstract: Computer-based distance education is becoming popular as computational resources and the Internet expand. Nevertheless, educators may have difficulties to understand the necessities of his classes and therefore improve their courses. Usage analysis of these distance Learning Management Systems through data mining techniques is a way of obtaining relevant information that allow the educator to observe some of the classes' needs and modify his courses accordingly. The goal of the work described in this thesis is to elaborate a methodology to allow tackling problems of this nature in an objective and flexible way, easing the identification of potential problems in the analysis and adequate points of feedback to correct and retake the process. A sequence of steps is elaborated to constitute this methodology and test it with real data obtained from the instance of TIDIA-Ae used by UNICAMP as an auxiliary to classes in campus. The results show the efficiency of the proposed method, though some problems surfaced on these results originated from the way the system is employed by students and teachers / Mestrado / Engenharia de Computação / Mestre em Engenharia Elétrica

A administração dos recursos educacionais nas instituições de ensino tem se tornado um problema logístico mediante o aumento da demanda pela utilização de salas, para aulas expositivas e laboratórios, para aulas práticas com recursos computacionais. Este trabalho apresenta um estudo para implementação de uma rede sem fio no padrão IEEE 802.11 em ambiente educacional, flexibilizando os recursos de sala de aula e laboratório de forma que em uma estrutura predial única as salas possam ser montadas como laboratórios ou salas de aula em função da necessidade. Para realizar esse estudo, foram realizados testes de comunicação entre os dispositivos, em um ambiente educacional utilizando recursos e equipamentos com a capacidade de analisar o sinal de propagação do radio no ambiente. Verificou-se que o estudo do ambiente em função da propagação do sinal da rede sem fio, garante eficiência na comunicação de dados entre os recursos computacionais e a rede sem fio garantindo a eficiência do ambiente proposto e economia na sua implementação. / The administration of educational resources in educational institutions has become a logistical problem by increasing the demand for use of rooms, for lectures and laboratories, for practical classes with computing resources. This work presents a study for the design and implementation of a standard IEEE 802.11 wireless network in the educational environment, making the classroom and laboratory resources flexible, in a manner that in a single building structure the rooms can be mounted as classrooms or laboratories depending on the need. To carry out this study, tests were performed between communication devices in an educational environment using resources and equipment with the ability to analyze the radio signal propagation in the environment. It was found that the study of the environment depending on the signal propagation of the wireless network ensures greater efficiency in data communication between computing resources and wireless network, ensuring the efficiency of the proposed environment and economy in implementation.

För oss som bor i en demokrati känns det som en självklarhet att kunna vara med och påverka det som sker omkring oss. Hur ser det då ut för våra yngsta medborgare, barn 1-3 år som befinner sig i förskolan? Vilken möjlighet har de till inflytande och delaktighet? Använder sig förskollärare av den pedagogiska miljön för att ge de små barnen ökat inflytande i verksamheten. Det finns både internationella och nationella styrdokument som berör barns rätt till delaktighet och inflytande såsom Konventionen om barn rättigheter, Skollagen och Läroplan förskolan. Tidigare forskning tar upp de små barnens möjligheter till delaktighet och inflytande, både allmänt och genom den pedagogiska miljön. Syftet med den här studien är att ta reda på hur förskoleavdelningars pedagogiska miljö kan möjliggöra små barns delaktighet och inflytande. Fyra förskoleavdelningar har observerats och en förskollärare på varje avdelning har intervjuats. Empirin har bearbetats enligt den hermeneutiska cirkeln där delarna tolkats utifrån forskarens förförståelse av förskoleverksamhet till en helhet som resulterar i åtta teman som besvarar de två frågeställningarna: Hur beskriver förskollärarna begreppet pedagogisk miljö? och Hur möjliggör verksamheterna inflytande för små barn genom den pedagogiska miljön? Det som framträtt är att man beskriver pedagogisk miljö som en viktig del av förskoleverksamheten som avser spegla det som barngruppen arbetar med. Barnen ges inflytande i verksamheten genom materialets tillgänglighet, genom pedagogers närhet och möjlighet att fånga upp barnens intressen och behov, genom dokumentation för att ge barnen tillgång till sin lärprocess och möjlighet att reflektera över den och genom inspiration i de pedagogiska miljöerna för att ge barnen möjlighet till att skapa fler typer av lekar i de olika miljöerna. Resultatet visar att det ser olika ut på de undersökta avdelningarna och förskollärarna har olika sätt att prata om och beskriva pedagogisk miljö. / For us who live in a democracy, it feels obvious that we can participate in and influence what is happening around us. What does it look like for our youngest citizens, children 1-3 years old in preschool? What opportunity do they have for influence and participation? In what way do preschool teachers use the educational environment to give the young children greater influence in preschool. There are both international and national governing documents that concern children's right to participation and influence, such as the Convention on Child Rights, Educations Act and Curriculum for preschool. Previous research addresses the ability of young children to participate and influence, both in general and through the educational environment. The purpose of this study is to find out how the educational environment of preschool departments can enable small children's participation and influence. Four preschool departments have been observed and one preschool teacher at each department has been interviewed. The empirical data has been processed according to the hermeneutical circle, where the parts are interpreted on the basis of the researcher's understanding of preschool activities, resulting in eight themes that answer the two questions: How do the preschool teachers describe the concept of educational environment? and How do the activities make it possible for small children through the educational environment? What has emerged is the description of the pedagogical environment as an important part of the pre-school activity that reflects what the child group works with. The children are given influence in the activities through the accessibility of materials, through the proximity of educators and the ability to capture the children's interests and needs, through documentation to give the children access to their learning process and the opportunity to reflect on it and through inspiration in the educational environments to give the children the opportunity to create more types of games in the different environments. The results show that the different departments look different, and the preschool teachers have different ways of talking about and describing the educational environment.

The Individuals with Disabilities Education Act (IDEA) was first passed in 1975 and requires states to have policies in place to prevent misidentification and overrepresentation, and to monitor disproportionate representation by race/ethnicity and disability category. The fundamental premise of this legislation is to ensure that students with disabilities are afforded a free and appropriate education (FAPE) in the least restrictive environment (LRE). Even with the passage of IDEA, the disproportionate representation of minority students continues to be a national issue. The disproportionate placement of minority students in Exceptional Student Education (ESE) began to receive attention prior to IDEA and has been well documented by researchers ever since. Hispanic disproportionality has received less attention in professional literature and has shown to vary depending upon the level of data being analyzed. Early studies analyzing national level data indicate that Hispanic students tend to be underrepresented in many ESE categories, while studies disaggregating state and district level data found that Hispanic students are overrepresented in the high incidence categories. The goals of this study were to determine (a) if a disproportionate representation of Hispanic students existed in the three high incidence categories of Emotional/Behavioral Disabilities (EBD), Specific Learning Disabled (SLD), and Intellectual Disabilities (ID) and (b) if Hispanic students already identified for Exceptional Student Education services were disproportionately represented, compared to all other students, in more restrictive educational placements in each of the 67 counties in the state of Florida. Three separate measures were iii employed to make this determination: the composition index (CI), the risk index (RI), and the risk ratio (RR). An analysis of the data revealed that in several of the school districts Hispanic students were both overrepresented and underrepresented across all high incidence categories. The data also indicated that Hispanic students already identified for ESE services were both overrepresented and underrepresented in several school districts across all educational environments. Also, differences in disproportionality were noted depending upon the measure being utilized for both research questions. Implications for practice and recommendations for further research are presented.

Taking an action research approach, this study explores the experiences of three intakes of undergraduate students who worked in a cohort-based learning environment where team work and classroom participation was expected. This educational setting required students from diverse backgrounds to work closely together on campus during the intense one-year program. To facilitate in the development of a face-to-face learning community, where individual differences could be celebrated and problems could be solved in an open, trusting environment, an online bridging course was developed. Aimed at decreasing the incidence of minority group marginalization and reduce feelings of isolation, the bridging course provided activities directed towards encouraging students to begin to develop an inclusive learning community prior to their arrival on campus. Exploring how online transitional activities had contributed to the development of a face-to-face learning community, as well as perceived disadvantages to that model, key stakeholders¿ perceptions were obtained through focus groups, interviews, and surveys. Findings include: (a) an enhanced understanding of the ways in which an online course can be used to aid in the development of a learning community for oncampus students; (b) a heightened awareness of challenges faced by those working in a learning community; (c) a systematic approach to the development of learning communities. This research suggests that an online bridging course can be an effective way for on-campus students to start developing a learning community.

No description available.

All people experience stress in their environments. The specific causes of stress vary from person to person as does one's ability to cope with each stressor. This thesis introduces the concept of Empathetic Design, a design strategy possible only when empathy for the inhabitant is achieved by the designer. An Empathetic Designer is able to identify environmental stressors and can employ appropriate design strategies that reduce stress. Though this strategy is meant to be applicable for all people in all environments, the scope of this thesis focuses on the design of elementary school environments. Specifically, the scope is limited to how Empathetic Design can reduce stress and foster the inclusion of high functioning autistic children in a mainstream educational environment. This thesis combines current learning theory and autism research with a visual exploration of building types from six periods of American school design. The hope is to create Empathetic Designers who will inform design of future elementary school facilities. / Master of Architecture / All people experience stress in their environments. The specific causes of stress vary from person to person as does one’s ability to cope with each stressor. This thesis introduces the concept of Empathetic Design, a design strategy possible only when empathy for the inhabitant is achieved by the designer. An Empathetic Designer is able to identify environmental stressors and can employ appropriate design strategies that reduce stress. Though this strategy is meant to be applicable for all people in all environments, the scope of this thesis focuses on the design of elementary school environments. Specifically, the scope is limited to how Empathetic Design can reduce stress and foster the inclusion of high functioning autistic children in a mainstream educational environment. This thesis combines current learning theory and autism research with a visual exploration of building types from six periods of American school design. The hope is to create Empathetic Designers who will inform design of future elementary school facilities.

Como as pessoas percebem as outras é relevante no processo de ensino aprendizagem e nas interações sociais como um todo. Essas percepções definem a maneira com que as pessoas reagem umas às outras. Em particular, a avaliação da percepção de professores colabora na compreensão das atitudes do professor diante dos comportamentos de seus alunos. O objetivo do presente estudo foi avaliar a percepção de professores sobre a influência genética e ambiental em comportamentos relevantes no processo educacional: personalidade, inteligência, dificuldades de aprendizagem, problemas de comportamento e doenças mentais. Para tanto, o questionário The NatureNurture Question:Teachers perceptions of how genes and the environment influence educationally relevant behavior foi adaptado à língua portuguesa do Brasil e aplicado para 501 professores de todos os níveis de ensino, do estado de São Paulo. Os resultados demonstraram que os professores atribuíram influências genéticas e ambientais em proporções aproximadamente iguais considerando todos os domínios, personalidade e dificuldades e aprendizagem. Atribuíram maior influência genética à inteligência e doenças mentais, bem como maior influência ambiental aos problemas de comportamento. Metade dos participantes afirmou ter estudado aspectos da genética em sua formação para professor. A maioria dos professores declarou que ter um aluno com dificuldade de aprendizagem geneticamente influenciada afetaria seu método de instruí-lo. Os professores percebem que genes e ambiente criação são imprescindíveis nos comportamentos de seus alunos, reconhecendo, inclusive, a interatividade dos dois fatores, informações importantes para o delineamento de ações na formação dos mesmos possíveis intervenções no âmbito educacional. / How people perceive others are important in the educational process and social interactions at all. These perceptions define the way people react to each other. In particular, the evaluation teachers perception collaborates in the comprehension of teacher\'s attitudes towards the behavior of their students. The aim of this study was to evaluate teachers perception on the genetic and environmental influence on relevant behaviors in the educational process: personality, intelligence, learning difficulties, behavioral problems and mental illness. For this purpose, the questionnaire \"The Nature-Nurture Question: Teachers\' perceptions of how genes and the environment influence educationally relevant behavior\" was adapted to the Portuguese language in Brazil and applied to 501 teachers at all levels of education, the state of São Paulo. The results showed that teachers attributed genetic and environmental influences in approximately equal proportions considering all domains, personality difficulties and learning. They attributed greater genetic influence on intelligence and mental illness as well a greater environmental influence to behavior problems. Half of the participants declared to have studied aspects of genetics in their schooling to teacher. Most teachers stated that having a student with genetically influenced learning difficulty would affect his method to instruct. Teachers perceive that genetic and environment are essential for behaviors of their students, recognizing even the interaction of two factors. This information is important for the design of action in teacher education and possible interventions in the education sector.