Submitted by Fabricia Fialho Reginato (fabriciar) on 2015-07-01T23:53:24Z No. of bitstreams: 1 ElizabetFollmann.pdf: 845593 bytes, checksum: adc8d331df263343dfbd37c88d943298 (MD5) / Made available in DSpace on 2015-07-01T23:53:24Z (GMT). No. of bitstreams: 1 ElizabetFollmann.pdf: 845593 bytes, checksum: adc8d331df263343dfbd37c88d943298 (MD5) Previous issue date: 2012-10-11 / Nenhuma / O presente estudo está vinculado a um plano de pesquisa maior, desenvolvido por Giering (2008-2012), que engloba projetos nos quais são estudados os processos textuaisdiscursivos envolvidos na divulgação científica midiática dirigida às crianças. O objetivo deste trabalho é analisar a presença da explicação nesses textos, buscando responder às seguintes questões: quais são as marcas linguístico-discursivas que assinalam a presença da explicação no corpus? Como é que se dá o funcionamento da explicação nesses textos? Também, como temos produtores textuais identificados no contexto de comunicação como jornalistas e outros como cientistas/especialistas, nos interrogamos se/como essas diferentes identidades dos enunciadores produzem modificações nas explicações produzidas. O corpus é composto por 34 textos publicados online pelas revistas Ciência Hoje das Crianças, Recreio, Mundo Estranho e pelo suplemento infantil Folhinha, do jornal Folha de São Paulo. São focalizadas duas perspectivas de análise: primeiramente, é analisada a estrutura sequencialcomposicional do corpus, conforme proposta de Adam (2001, 2008, 2011), verificando como ocorrem os movimentos explicativos. Depois, em uma perspectiva enunciativocomunicacional, conforme proposta de Moirand (1999), examinamos traços que permitem identificar, na materialidade textual, estruturas e formas da explicação. Com a análise dos dados, verificamos que a explicação está presente na estruturação sequencial-composicional dos textos, com a organização de muitos dos textos por meio de sequências explicativas dominantes, isto é, a sequência explicativa abre e fecha o texto, ou, então, com a inserção de sequências explicativas encaixadas. No entanto, mesmo não havendo a presença de sequências explicativas, observamos planos de texto que concorrem para a consecução do macroato de discurso explicar, fazer compreender. A partir de uma perspectiva enunciativocomunicacional, identificamos indícios linguístico-discursivos que sinalizam uma estrutura comunicacional explicativa que pode ser assim representada: A [produtor textual] explica a B [leitor] que S (a ciência) diz que (X explica Y). Encontramos, ainda, no fio do texto, a explicação de termos especializados, a qual está relacionada com a antecipação de uma possível demanda de explicação pelo leitor ou com a perspectiva global de explicar, fazer compreender um fenômeno ou processo. Com relação à análise comparativa dos textos do corpus quanto às possíveis diferenças observáveis nas explicações produzidas por jornalistas e por cientistas/especialistas, verificamos que todos os textos escritos por cientistas/jornalistas apresentam a estrutura canônica da explicação no nível sequencial-composicional, ou seja, a sequência explicativa é a dominante sequencial. Nos textos escritos por jornalistas, há uma maior variação em relação à estrutura sequencial-composicional. Também identificamos, nos 24 textos escritos por jornalistas, 12 ocorrências de discurso relatado por meio de citação direta das falas de cientistas/especialistas e nenhuma ocorrência nos textos dos cientistas/especialistas. / This study is linked to a larger research plan, developed by Giering (2008-2012), which focuses on projects for textual-discursive processes involved in the spreading of science media oriented to children. The objective of this paper is to analyze the presence of the explanation in those texts, aiming to answer the following questions: What are the linguistic-discursive marks that indicate the presence of the explanation in the corpus? How does the explanation cause effect in those texts? In addition, since we have identified text producers in the context of communication, such as journalists, scientists and specialists, we wonder if / how those different identities of speakers produce any change in the explanations given. The corpus consists of 34 texts published online by the magazines Ciência Hoje das Crianças (Today Children's Science), Recreio (Playtine), Mundo Estranho (Strange World) and by the children's section Folhinha, from the newspaper Folha de São Paulo. Two perspectives of analysis are focused: first, the compositional-sequence structure of the corpus is analyzed, as proposed by Adam (2001, 2008, 2011), verifying how the explanatory movements take place. Then, in a stated-communicational perspective, as proposed by Moirand (1999), we examined features that enabled us to identify, in texts, the structures and forms of the explanation. After data analysis, we found that the explanation is present in the compositional-sequence structure of texts, with the organization of many texts through explanatory dominant sequences, i.e., the explanatory sequence opens and closes the text, or else, with the insertion of fitting explanatory sequences. However, even without the presence of explanatory sequences, we noted text plans that compete in the accomplishment of macro speech act in order to explain. From a stated-communicational perspective, we identified linguistic-discursive clues that signal for an explanatory communication structure which can be represented as follows: A [text producer] explains to B [reader] that S (science) says that (X explains Y). We still found in the text, the explanation of specialized terms, which is related either to the anticipation of a possible demand for explanation by the reader or to the global perspective to explain, to make a phenomenon or a process clear. In relation to the comparative analysis of the texts in the corpus regarding possible observable differences in the explanations produced by journalists and scientists or experts, we found that all texts written by scientists or journalists presented the canonical structure of explanation in compositional-sequence level, which means, the explanatory sequence is the dominant sequence. In the texts written by journalists, there is a higher variation on compositionalsequence structure. We also identified, in the 24 texts written by journalists, 12 occurrences of reported speech through direct citation of the speech produced by scientists and experts, but no entries in the writing produced by scientists or experts

Disertacija skirta geriausio paaiškinimo išvedimo (GPI) analizei. Pirma, tyrimas eksplikuoja, kas yra GPI, ką žymi sąvoka aiškinamoji galia. Antra, tyrimas įvertina GPI pretenzijų į tiesą apginamumą – ar teisinga yra hipotezė, jeigu ji yra geriausias tam tikro reiškinio paaiškinimas. GPI skleidžiamas kaip materialaus samprotavimo forma, kuri priskiria teisingumą toms hipotezėms, kurios tarp savo varžovių pasižymi aukščiausiu aiškinamųjų veiksnių laipsniu: mažiausiai prieštarauja pripažintam žinojimui, unifikuoja svarbiausius reiškinius, yra giliausias paaiškinimas ir yra paprasčiausias paaiškinimas. Kritikuojamas tikimybinis požiūris į GPI. Išskiriami ir aprašomi keturi literatūroje randami GPI kaip vedančio į tiesą pagrindimo būdai: patikimumo-koherentinis, evoliucinis, tikimybinis bei empirinis-istorinis. Teigiama, kad nors GPI padeda įvertinti paaiškinimų tikimybių pasiskirstymą ir yra plačiai paplitusi praktika, dėl prastos atrankos argumento, galimo aiškinamųjų veiksnių nebendramatiškumo, pesimistinės indukcijos argumento ir argumento „atsarga gėdos nedaro“ žinomi GPI kaip vedančio į tiesą pagrindimo būdai nėra pakankami – GPI išvadų teisingumas yra atsitiktinis. / The dissertation analyses inference to the best explanation (IBE). Firstly, the thesis explicates the concept of IBE, it analyzes what does the concept of explanatory power stands for. Secondly, the thesis evaluates the tenability of the truth aspirations of IBE, it analyzes to what extent a hypothesis can be claimed to be true, given that it is the best explanation for some phenomenon of interest. IBE is explicated as a form of material inference that ascribes truth to the hypothesis that has the highest degree of explanatory virtues among its competitors: is the most consistent with approved background knowledge, unifies the most the relevant phenomena, is the deepest explanation and is the most simple explanation. Probabilistic approaches to IBE are criticized. Four basic ways of justification of the truth-conduciveness of IBE that can be discerned in the literature are described: reliabilist-coherentist, evolutionary, probabilistic and empirical-historical. The thesis concludes that while IBE could facilitate the determination of probability distributions and is a wide psychological practice, due to the bad lot argument, possible incommensurability of explanatory virtues, pessimistic induction and better safe than sorry beliefs all the four ways of justification of IBE in terms of truth-conduciveness cannot be taken for granted which leaves IBE only accidentally valid.

The dissertation analyses inference to the best explanation (IBE). Firstly, the thesis explicates the concept of IBE, it analyzes what does the concept of explanatory power stands for. Secondly, the thesis evaluates the tenability of the truth aspirations of IBE, it analyzes to what extent a hypothesis can be claimed to be true, given that it is the best explanation for some phenomenon of interest. IBE is explicated as a form of material inference that ascribes truth to the hypothesis that has the highest degree of explanatory virtues among its competitors: is the most consistent with approved background knowledge, unifies the most the relevant phenomena, is the deepest explanation and is the most simple explanation. Probabilistic approaches to IBE are criticized. Four basic ways of justification of the truth-conduciveness of IBE that can be discerned in the literature are described: reliabilist-coherentist, evolutionary, probabilistic and empirical-historical. The thesis concludes that while IBE could facilitate the determination of probability distributions and is a wide psychological practice, due to the bad lot argument, possible incommensurability of explanatory virtues, pessimistic induction and better safe than sorry beliefs all the four ways of justification of IBE in terms of truth-conduciveness cannot be taken for granted which leaves IBE only accidentally valid. / Disertacija skirta geriausio paaiškinimo išvedimo (GPI) analizei. Pirma, tyrimas eksplikuoja, kas yra GPI, ką žymi sąvoka aiškinamoji galia. Antra, tyrimas įvertina GPI pretenzijų į tiesą apginamumą – ar teisinga yra hipotezė, jeigu ji yra geriausias tam tikro reiškinio paaiškinimas. GPI skleidžiamas kaip materialaus samprotavimo forma, kuri priskiria teisingumą toms hipotezėms, kurios tarp savo varžovių pasižymi aukščiausiu aiškinamųjų veiksnių laipsniu: mažiausiai prieštarauja pripažintam žinojimui, unifikuoja svarbiausius reiškinius, yra giliausias paaiškinimas ir yra paprasčiausias paaiškinimas. Kritikuojamas tikimybinis požiūris į GPI. Išskiriami ir aprašomi keturi literatūroje randami GPI kaip vedančio į tiesą pagrindimo būdai: patikimumo-koherentinis, evoliucinis, tikimybinis bei empirinis-istorinis. Teigiama, kad nors GPI padeda įvertinti paaiškinimų tikimybių pasiskirstymą ir yra plačiai paplitusi praktika, dėl prastos atrankos argumento, galimo aiškinamųjų veiksnių nebendramatiškumo, pesimistinės indukcijos argumento ir argumento „atsarga gėdos nedaro“ žinomi GPI kaip vedančio į tiesą pagrindimo būdai nėra pakankami – GPI išvadų teisingumas yra atsitiktinis.

Sports supplements include nutritional supplements and ergogenic aids and are widely used in the gym culture. Previous research has examined predictors for supplement use, but lacks an insight into why these patterns appear. The objective was to examine predictors for sports supplement use among people exercising at gyms and explore how sports supplements are used, perceived and viewed upon among a group of regular gym users. A mixed methods explanatory sequential design was used. In phase 1, an online cross-sectional survey was conducted. Phase 2 consisted of six semi-structured interviews exploring why sports supplements are used and not used, as well as expectations and beliefs regarding sports supplements among training individuals. 85 individuals participated in the survey. 68 percent used sports supplements regularly, but no predictors from previous research could be confirmed. The interviews showed that supplements were used for convenience and to ensure a sufficient nutrition intake, while non-users expressed a lack of knowledge and believed supplements to be inefficient and unnecessary. No predictors for use of sports supplements were confirmed, but both users and non-users highly value health responsibility in their decision of supplement use. To users, sports supplements are efficient and convenient dietary complements and replacements. Non-supplement users regard sports supplements to be unnecessary, inefficient and less enjoyable than food. Due to the small sample size, more studies are needed within the field in order to fully understand the role of sports supplements in the target group. / Träningstillskott inkluderar tillskott av enskilda näringsämnen och prestationshöjande medel och används flitigt i gymvärlden. Tidigare forskning har undersökt vilka faktorer som spelar roll för användning av tillskott, men saknar en djupare insikt om varför dessa mönster uppstår.Syftet var att undersöka avgörande faktorer för användning av träningstillskott bland individer som tränar på gym samt undersöka hur en grupp gymtränande individer använder, uppfattar och ser på träningstillskott. En mixed methods explanatory sequential design användes. Fas 1 bestod av en onlineenkät. Fas 2 utgjordes av sex semistrukturerade intervjuer som undersökte varför träningstillskott används respektive inte används samt förväntningar och uppfattningar gällande träningstillskott bland tränande individer. 85 individer deltog i enkäten. 68 procent använde träningstillskott regelbundet, men inga av de faktorer för användning som identifierats i tidigare forskning kunde bekräftas. Intervjuerna visade att tillskott användes av bekvämlighetsskäl och för att försäkra individen om ett tillräckligt näringsintag, medan icke-användare uttryckte otillräcklig kunskap och uppfattade tillskott som ineffektiva och onödiga. Inga prediktorer för användning av träningstillskott kunde bekräftas, men både användare och icke-användare värderar hälsoansvar högt i sitt beslut gällande användning av träningstillskott. Användare anser tillskott vara effektiva och bekväma komplement och ersättare i kosten. Icke-tillskottsanvändare uppfattar tillskott som onödiga, ineffektiva och mindre njutningsfulla än mat. På grund av ett litet urval behövs fler studier inom området för att få en tydligare bild av hur träningstillskott används av målgruppen.

Research regarding employee well-being has generally been neglected in the non-profit organisation (NPO) sector. In many aspects NPOs function similar to for-profit organisations, but face challenges such as more financial restraints. Despite these difficulties, many people choose to work at and remain employed with NPOs. The NPO sector is expanding at a rapid pace and therefore needs to recruit and retain people more effectively without spending too many resources. The objective of this study was to investigate the role of psychological capital (PsyCap) in the decision to work in the NPO sector, and determine further reasons to choose and remain with this sector. An explanatory sequential mixed method design was used with an availability sample (N=108) of employees at an NPO in the social services sector in Gauteng and North West provinces. In the quantitative study, the Psychological Capital Questionnaire (PCQ) was used as measuring instrument. The qualitative study entailed semi-structured interviews with participants with lower (n = 8) and higher (n = 8) PsyCap. The results indicated that NPO employees had a higher level of PsyCap. Differences with regard to their preference to work at an NPO were found between individuals with higher and lower levels of PsyCap, specifically pertaining to the reasons for joining an NPO, motivation, meaning, fulfilment and viewing their work as a calling. No clear inconsistencies with regards to rewards and the choice of working in the NPO, public and private sectors were found among individuals with higher and lower PsyCap. The main reasons influencing the decision to work at an NPO were altruism, type of rewards, job satisfaction, organisational factors, positive social influence, and experiencing their work at an NPO as a calling. The study addresses the lack of research on employee well-being in the NPO sector and extends PsyCap research to NPOs. Characteristics of employees who choose to work in NPOs are emphasised. Recommendations for the organisation and suggestions for future research are presented. / MA (Industrial Psychology)--North-West University, Vaal Triangle Campus, 2015

Research regarding employee well-being has generally been neglected in the non-profit organisation (NPO) sector. In many aspects NPOs function similar to for-profit organisations, but face challenges such as more financial restraints. Despite these difficulties, many people choose to work at and remain employed with NPOs. The NPO sector is expanding at a rapid pace and therefore needs to recruit and retain people more effectively without spending too many resources. The objective of this study was to investigate the role of psychological capital (PsyCap) in the decision to work in the NPO sector, and determine further reasons to choose and remain with this sector. An explanatory sequential mixed method design was used with an availability sample (N=108) of employees at an NPO in the social services sector in Gauteng and North West provinces. In the quantitative study, the Psychological Capital Questionnaire (PCQ) was used as measuring instrument. The qualitative study entailed semi-structured interviews with participants with lower (n = 8) and higher (n = 8) PsyCap. The results indicated that NPO employees had a higher level of PsyCap. Differences with regard to their preference to work at an NPO were found between individuals with higher and lower levels of PsyCap, specifically pertaining to the reasons for joining an NPO, motivation, meaning, fulfilment and viewing their work as a calling. No clear inconsistencies with regards to rewards and the choice of working in the NPO, public and private sectors were found among individuals with higher and lower PsyCap. The main reasons influencing the decision to work at an NPO were altruism, type of rewards, job satisfaction, organisational factors, positive social influence, and experiencing their work at an NPO as a calling. The study addresses the lack of research on employee well-being in the NPO sector and extends PsyCap research to NPOs. Characteristics of employees who choose to work in NPOs are emphasised. Recommendations for the organisation and suggestions for future research are presented. / MA (Industrial Psychology)--North-West University, Vaal Triangle Campus, 2015

Syftet med denna studie är att belysa hur lärare beskriver sin undervisning av multiplikation i årskurs 1−3 och årskurs 4−6 när det kommer till introduktion, fortlöpande undervisning och tabellträning. Kvalitativa intervjuer med sex lärare har genomförts för att undersöka vilka mål de intervjuade lärarna har med sin multiplikationsundervisning samt hur lärarna beskriver innehållet i sin multiplikationsundervisning. Bakgrunden är att lärares uppfattning om vad multiplikation är samt vad multiplikationsundervisningen ska innehålla påverkar vilka lärandemöjligheter eleverna får. Detta innefattar val av förklaringsmodeller, arbetssätt samt lektionsinnehåll, vilket i högsta grad påverkar elevers förståelseutveckling av multiplikationsbegreppet. Att svenska lärare typiskt sett baserar sin undervisning på läromedel lyfts av forskning som en orsak till att svenska elevers taluppfattning och kunskap om aritmetik är svag. Lärare behöver därför komplettera läromedlens framställning av multiplikation i undervisningen. Studiens resultat visar att lärarnas mål med undervisningen berör områden som enligt läroplan och forskning är viktiga för elevers begreppsförståelse och procedurkunskap, men att viktiga bitar i undervisning verkar saknas. Detta berör undervisning om multiplikativa förklaringsmodeller, räknelagar och begrepp kopplade till multiplikation. Lärarnas undervisning om de grundläggande multiplikationstabellerna, där både strategier för att härleda tabellfakta samt drillövningar av dessa uppges ingå, verkar ligga i fas med vad forskning lyfter fram som viktigt för att uppnå automatisering av tabellerna. / The purpose of this study is to illustrate how teachers describe their multiplication teaching in grades 1−3 and 4−6 when it comes to the introduction, continuous teaching and table training. Qualitative interviews with six teachers have been conducted to examine what objectives the interviewed teachers have with their multiplication teaching and how they describe the contents of their multiplication teaching. The reason behind is that teachers’ perception of what multiplication means and their thoughts on what multiplication teaching should cover affects the learning opportunities pupils receive. This includes teachers’ choice of explanatory models, methods and lesson content which highly affects the pupils’ development of understanding regarding the concept of multiplication. The fact that Swedish teachers typically base their teaching on textbooks is indicated by research to be a contributing factor why Swedish pupils’ number sense and understanding of arithmetic is weak. Teachers therefore need to complement the presentations that textbooks contain regarding multiplication in teaching. The result of this study shows that teachers’ teaching objectives affects areas that the curriculum and research highlights as important for pupils’ conceptual understanding and procedural knowledge, but that important pieces seems to be missing in their teaching. These concerns the teaching about the multiplicative models of explanation, mathematical properties and concepts related to multiplication. However, teachers’ teaching about the basic multiplication facts, where both strategies to derive facts and drill exercises of facts is said to be included, seems to correspond largely with what research highlights as important in achieving automaticity in multiplication facts.

A number of recent objections to physicalism are based on the apparent gap between physical knowledge and phenomenal knowledge. In response, some physicalists accept the epistemic gap, but deny the inference from the epistemic gap to a metaphysical gap. One popular strategy is to argue that there is something unique about our phenomenal concepts, the concepts that we use to think about our phenomenal states in terms of their subjective character, that explains the apparent gap. I develop a version of this strategy.Specifically, I argue that phenomenal-physical identities are necessarily true. These identities only seem contingent due to peculiarities of our phenomenal concepts. Phenomenal concepts have a unique connection to their referents; they are "self-presenting" concepts, which include their referents as components of the concepts themselves. Regardless of how we conceptualize the world, a phenomenal concept will always refer to the phenomenal state. But this is not true of non-phenomenal concepts, even concepts like `H2O' that seem to get at the essence of their referents. There is always an element of contingency in the connection between a non-phenomenal concept and its referent.When we consider an identity between a phenomenal concept and a non-phenomenal concept, like `pain = the firing of p-neurons', the more intimate connection between the phenomenal concept and its referent generates the intuition that the two concepts could come apart. This is true in a sense. If we were to adopt conceptualize things differently, the physical concept might not refer to the same state. For example, if we were to adopt a different theory of neuroscience, we might not conceptualize the firing of p-neurons as `the firing of p-neurons'. Phenomenal concepts, on the other hand, will always pick out the same referents, regardless of how we represent the world. For this reason, the concepts `pain' and `the firing of p-neurons' do come apart, but not in a sense that makes trouble for physicalism. What is possible is not a world in which pain isn't identical to the firing of p-neurons, but only a world in which pain isn't conceptualized as the firing of p-neurons.

Teoriniame darbe ištyrus Marijampolės miesto branduolio urbanistines ir architektūrines vertes, šiame praktiniame darbe siūlomas tolimesnis esamo miesto raidos modelis. Kuriant naujos architektūrinės išraiškos daugiafunkcę architektūrinę struktūrą, sukuriama jauki, humaniška viešoji erdvė tenkinanti šiuolaikinius miestietiškos gyvensenos poreikius. Kuriant naują struktūrą, atsižvelgiama į istorinį miesto aikštės perimetro užstatymą. / Explanatory notes.

The purpose of this research was to examine Black STEM students’ sense of belonging. The researcher also sought to understand what factors most contributed to students’ sense of belonging and whether the involvement in a living learning community or summer bridge program had an effect. An explanatory sequential mixed methods design was used. Participants (N = 89) were administered a revised Psychological Sense of School Membership survey, then were purposively selected to participate in follow-up interviews (N = 8). A principal component analysis, an independent t-test, and a multiple regression analysis were conducted. Results of the principal component analysis identified a two-component model containing 15 items. Survey results indicated that students in a cohort did not differ significantly on their sense of belonging. Sense of belonging was not a significant indicator of academic success. Seven themes emerged during the qualitative phase of the study: (a) student perception of the university; (b) student perception of STEM; (c) individual attributes; (d) family; (e) faculty interaction and support; (f) peer interaction and support; and (g) recommendations. The quantitative and qualitative data provided details regarding students’ perceptions of belongingness. Students highlighted the importance of relationships with others, specifically with faculty and peers, to their belonging and success in the university. This study provided researchers, university administrators, professors, and even students insight into the world of Black STEM students and highlighted the nuances associated with their attendance at a predominately White institution and studying in a White, male dominated field.