Made available in DSpace on 2014-06-12T15:07:54Z (GMT). No. of bitstreams: 2 arquivo1600_1.pdf: 1901925 bytes, checksum: 338bd6a63d58cde2f720bb314de30966 (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2004 / Os estudos sobre mentoria vêm evoluindo ao longo das últimas décadas com investigações que levaram a descobertas importantes na área de comportamento organizacional, referentes ao comportamento dos mentores, mentorados e da organização. Esse estudo procurou investigar as características que se encontram envolvidas dentro de um contexto organizacional, facilitando ou inibindo a implantação de um programa de mentoria formal, dentro da visão dos dirigentes da EMPREL ( Empresa Municipal de Informática) e da CELPE (Companhia Energética de Pernambuco), na cidade do Recife. Foi um estudo realizado em duas fases: uma qualitativa e outra quantitativa. A etapa qualitativa caracterizou-se basicamente pela pesquisa literária e documental. Na etapa quantitativa desenvolveu-se uma pesquisa através de aplicação de questionário, com uma amostra não probabilística de 75 questionários. Utilizou-se a análise fatorial dos resultados obtidos o que possibilitou identificar as dimensões das variáveis que podem facilitar ou inibir a implantação do programa, e o teste de amostras emparelhadas para comparar esses resultados com a situação das empresas na visão dos respondentes. Os resultados demonstraram que empresas com certas características organizacionais, de um grupo de trabalho, de um mentor e de indivíduos que vão ser mentorados podem facilitar a implantação de um programa de mentoria formal, ao passo que as empresas que não apresentam estas características podem inibir esse processo. Também se constatou que provavelmente seria mais fácil implantar um programa de mentoria formal na CELPE do que na EMPREL

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2016-10-17T13:04:04Z No. of bitstreams: 2 Dissertação - Magda Cardoso de Oliveira Martins - 2016.pdf: 4403831 bytes, checksum: 4b6e5249c7c5aad31bdce7b4efe85b9c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2016-10-17T17:15:09Z (GMT) No. of bitstreams: 2 Dissertação - Magda Cardoso de Oliveira Martins - 2016.pdf: 4403831 bytes, checksum: 4b6e5249c7c5aad31bdce7b4efe85b9c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-10-17T17:15:09Z (GMT). No. of bitstreams: 2 Dissertação - Magda Cardoso de Oliveira Martins - 2016.pdf: 4403831 bytes, checksum: 4b6e5249c7c5aad31bdce7b4efe85b9c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-02-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This paper describes the experience of the application an educational product that was developed to verify the contributions of non-formal education to formal education for students from the ninth grade of elementary school in the to Educação de Adolescentes Jovens e Adultos (EAJA) in Goiânia - Goiás. This work is primarily engaged allow the students of basic education the discovery of new ways of learning to Physics, looking for the awakening of interest in science and technology as well as verify that somehow, there was the acquisition of scientific knowledge conceptual. We had four classes of two hours each, namely: The visit to the Pátio da Ciência of UFG and application of pre-test; class on environmental impacts in the construction of hydroelectric plants, renewable sources and the types of sources for power generation; class up the Oersted experiment, Faraday's Law and Lenz and last meeting was performing experiments by students mediated by monitors of Pátio da Ciência ending the application of the product to an interview with the subjects. It is a qualitative research and the methodology chosen was the exploratory applying the focus group technique. This is considered the goals of lessons, discussions and responses from the pre-test by students and interview with them. It is concluded that the Pátio da Ciência when working complementary to formal education brings contributions: public satisfaction; awakening in science; promotes the student as an active subject, as well as acquisition of concepts Physicists. / Este trabalho visa relatar a experiência da aplicação de um produto educacional que foi desenvolvido para verificar as contribuições da educação não formal à educação formal para alunos do nono ano do Ensino Fundamental na modalidade da Educação de Adolescentes Jovens e Adultos (EAJA) em Goiânia – Goiás. Este trabalho tem por objetivo principal possibilitar aos alunos da educação básica o descobrimento das novasformas de aprender Física procurando despertar o interesse pela ciência e tecnologia, bem como, verificar se de alguma forma houve aquisição de conhecimento científico de forma conceitual. Foram realizados quatro encontros de duas horas cada, divididos em: A visitação ao Pátio da Ciência da UFG e aplicação de pré-teste; aula sobre impactos ambientais nas construções de usinas hidrelétricas, fontes renováveis e os tipos de fontes em geração de energia elétrica; aula sobre o experimento de Oersted, Leis de Faraday e Lenz e por último encontro foi a realização de experimentos pelos alunos mediados pelos monitores do Pátio da Ciência, finalizando a aplicação do produto com uma entrevista com os sujeitos da pesquisa. É uma pesquisa qualitativa e a metodologia escolhida foi a exploratória aplicando a técnica de grupo focal. Nesse é analisada os objetivos das aulas, discussões e respostas dos alunos mediante pré-teste e entrevista com os mesmos. Concluiu-se que o Pátio da Ciência quando trabalhado em complementaridade à educação formal traz contribuições: satisfação do público; despertar pelas ciências; promove ao aluno como sujeito ativo, bem como aquisição de conceitos Físicos.

Submitted by Marilene Donadel (marilene.donadel@unioeste.br) on 2018-03-28T22:09:51Z No. of bitstreams: 1 Camila_Felipe_2018.pdf: 2139272 bytes, checksum: 466396aeb867344bc57170eb3bc80d6f (MD5) / Made available in DSpace on 2018-03-28T22:09:51Z (GMT). No. of bitstreams: 1 Camila_Felipe_2018.pdf: 2139272 bytes, checksum: 466396aeb867344bc57170eb3bc80d6f (MD5) Previous issue date: 2018-02-09 / In view of the environmental problematic and the anthropic impacts the environment suffered, it becomes important to spread practices in Environmental Education on every level of teaching, since they are strategic tools when it comes to changing the collective and individual views, either relating to the Formal environment or the non-Formal one. In this study, it was noted that one type of integration was procured by the intermunicipal public partnerships, through projects, visits to the conservation units, amongst other activities. Thus, six techniques adopted by the CORIPA (Intermunicipal Consortium for the Conservation of the Remaining of the Parana River and its influence area) were chosen for analysis and replication at the Admiral Tamandaré State High School, located at the town of Cruzeiro do Oeste – PR, intending to verify the use of those non-Formal environmental techniques on school context. Starting from the collected information, it was initially defended that the access to scientific knowledge on specific environmental questions could collaborate to reconstruction of a much more enhanced environmental conception. For that, for the collection of data it was adopted the qualitative-quantitative methodology, using documents and theoretical references, workshops and polls (before and after said workshops). For the analysis, the data analysis based on analytical description technique was chosen, with emphasis in the Bardin Content Analysis (1977). Based on the modus operandi of the mentioned techniques, along with the answers listed on the polls and the speech of the participants during the development of the workshops, it was stated that the way the environmental techniques are applied on the non-Formal environment, in whole, are not efficient for the reconstruction of a more enhanced environmental conception (specifically for high school students). In conclusion, the techniques should have their modus operandi adapted to each environment and better time distribution that will remain active, collaborating to the idea of programs, instead of what is done today, which are based on projects. / Tendo em vista a problemática ambiental e os impactos antrópicos sofridos pelo Meio Ambiente, torna-se importante a disseminação de práticas de Educação Ambiental em todos os níveis de ensino, uma vez que, elas são ferramentas estratégicas no trato de mudanças de visões individuais e coletivas, tanto no ambiente Formal quanto no Não Formal. Neste estudo, notou-se que um tipo de integração tem sido buscado pelos consórcios públicos intermunicipais, por meio dos projetos, visitas às unidades de conservação, entre outras atividades. Desta forma, foram escolhidas seis técnicas ambientais adotadas pelo CORIPA (Consórcio Intermunicipal para Conservação do Remanescente do Rio Paraná e Áreas de Influência) para análise e também replicadas no Colégio Estadual Almirante Tamandaré, no município de Cruzeiro do Oeste – PR, a fim de verificar a possibilidade de uso das técnicas ambientais não formais no contexto escolar. A partir das informações coletadas, defendeu-se inicialmente que o acesso ao conhecimento científico sobre questões ambientais específicas poderia colaborar para a reconstrução de uma concepção ambiental mais aprimorada. Para a coleta adotou-se a metodologia quanti-qualitativa, com a utilização de referenciais teóricos e documentais, oficinas e aplicação de enquete (questionário prévio e posterior às oficinas). Já para a análise, optou-se pela técnica de análise de dados baseadas na descrição analítica, com ênfase na Análise do Conteúdo de Bardin (1977). Com base no modo operante das técnicas, conjuntamente com as respostas elencadas na enquete e as falas dos participantes durante o desenvolvimento das oficinas, constatou-se que a maneira como as técnicas ambientais são aplicadas nos ambientes não formais, na íntegra, não são eficientes para reconstruir uma concepção ambiental mais aprimorada no ambiente Formal (especificamente para os estudantes do Ensino Médio). Por conseguinte, concluiu-se que as técnicas ambientais devem ter seu modo operante adaptado para cada ambiente e melhor distribuição do tempo que permanecerão ativas, corroborando a ideia de programas diferentemente ao que é realizado atualmente que se baseia em projetos.

Science centres are a new and an innovative way of teaching science informally. Science centres in foreign countries are commonly known as Science museums. Presently we have six science centres in operation in South Africa. Science centres are built along similar guidelines of their foreign partners. The concept of science centres have been in South Africa for the last five years. Visitation to the Science centre with the use of stimuli will enable visitors to build on their existing knowledge and construct new knowledge. Visitation is free and open to all in the public. The science centre is to capture the attention of their visitors with their exhibits. The exhibits are “hands on” and employ different designs and colours to capture the attention of the learners. Learning in the science centre adopts a very informal method of teaching as compared to the formal education system. Learners and visitors are to interact with another and share their experiences. Learning occurs by personal, social interaction and the physical settings. The personal context looks at learning that occurs through motivation and expectations, prior knowledge, interest, beliefs and their choice of exhibits. The personal also engages the learner to stimulate their understanding and most important the learner is to take responsibility for their own learning. Social interaction occurs when visitors engage in interaction with another and learn from one another. The physical refers to the environment and the exhibit design to stimulate the mind of the visitor. Science centres are to exhibit ideas and concepts rather than objects. Exhibits are for the visitors to explore and handle them and to enjoy the experience of the centre. To ensure the visit is productive and beneficial to the learners, the educator needs to have pre-visit lessons. This would allow for the learners to familiarise themselves to the settings and to know what is expected of them on their visit. Post-visit activities will reiterate the purpose of the visit. The Wilcoxon T-test was administered to confirm that visits to the science centres are beneficial to the learners. This was validated by a Pre, Post Test activities and interviews. Analysis of the data confirms that a previsit, post visit and the interview have shown positive feedback. Informal learning has a great future to play in the learning of science at schools. South Africa needs to reach out to the country and open the minds of the public to show them the benefits of the centre and how it would help the public and their choice of their careers. To improve the visit to the science centre the following recommendations and guidelines are recommended for the educator and the learner: a) Pre-visit activities b) Activities during the visit c) Post-visit activities These recommendations are needed to be worked hand in hand with the science centre to develop better learning skills for their learners and to ensure their visit is fruitful, meaningful and enjoyable. / Prof. J. Strauss

Form in Stravinsky’s music continues to be a topic of great interest and varied approaches, including blocks, stratification, juxtaposition, and displacement. This document provides another approach based heavily on the models proposed by William E. Caplin in his Classical Form: A Theory of Formal Functions for the Instrumental Music of Haydn, Mozart and Beethoven. The study focuses on three piano works from Stravinsky’s early Neoclassical period. The document begins with a review of how other analysts have approached form in Stravinsky’s music, followed by on overview of how Caplin’s theory has been applied to works by other composers. Next, since Caplin relies heavily on cadential harmonic progressions of the common-practice period, I propose alternative parameters to define relative conclusions in music, such as motive, rhythm, and counterpoint. Armed with these new cadential constructs, called endings, I identify constituent Caplinian functions (presentations, antecedents, continuations, etc.) which can then be used to construct theme-types, which in turn function as constituent types for larger forms. I also categorize several loosening agents that Stravinsky uses to deviate from normal, balanced theme-types. The final chapter summarizes the research, applies the theory to other works by Stravinsky and other composers, and proposes topics for future analysis.

Magíster en Psicología Educacional / El propósito de esta tesis es realizar un aporte a la comprensión de la participación docente en la escuela del Chile actual. Se propone como objetivo principal de investigación el “comprender los sentidos que le otorgan los docentes de enseñanza media a la participación en espacios de encuentro formales e informales dentro de su establecimiento escolar municipal en la Región Metropolitana”, el cual se desglosa en tres objetivos específicos: “describir los significados que otorgan los docentes a la participación en espacios de encuentro formales e informales en la escuela”; “conocer los espacios de encuentro formales e informales que los docentes identifiquen como auténticamente participativos”; y “describir la importancia que le dan los docentes a la construcción de espacios de encuentro auténticamente participativos en la escuela”. Para dar cuenta de estos objetivos se realizó un análisis crítico del discurso de los docentes, desde la perspectiva teórica-metodológica del modelo tridimensional de Norman Fairclough. En el estudio se realizaron dos grupos focales a docentes de dos establecimientos educacionales de dependencia municipal, que imparten enseñanza media en la Región Metropolitana. Se analiza la tensión entre el discurso participativo oficial y el discurso producido por los sujetos en torno a los sentidos otorgados a la participación docente. Se destaca entre los resultados más relevantes la colonización de los discursos docentes, que se enmarcan generalmente en el orden discursivo hegemónico, predominando la participación funcional sobre la auténtica. Pese a esto, se presentan algunos quiebres y disonancias, la mayoría de ellos producidos en torno a la asociatividad, trabajo colaborativo y fortalecimiento del tejido social en la escuela

Submitted in fulfilment ofthe requirement for the degree MASTER OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 1997. / The aim of this investigation was to determine the role of reception classes in bridging informal and formal education. An introductory description of the life-world of the preschool child was given. It is essential for the child to orientate himself in relation to his world; and for this purpose he must understand the significance of other people, objects/ ideas and himself The bases of relationships which the preschool child forms, namely the physical, psychological, social and cultural bases, were described. This was followed by an examination of the relationships he forms with himself, his parents, peers, objects/ideas, and religion The self-actualization of the preschool child as a person was discussed; that is helping the child to become the best that he is able to become. Conditions for the emergence of school readiness, criteria for school readiness and factors hindering school readiness were examined. An overview was provided of preschool education in the Republic of South Africa with specific reference to its origin and development thereof in the different provinces before 1994. Attention was also given to the inter-provincial movement regarding preschool as well as the present status of reception classes in the country. A literature study was also made of the existing preschool models for the different race groups in KwaZulu-Natal (former Natal), as well as governmental and non-governmental involvement in preschool education. The reception class model was discussed with reference to the programmes offered, curriculum, accreditation, training of teachers and funding. The quality of preschool education presently rendered in KwaZulu-Natal was explored with regard to the training of teachers, pupil-teacher ratio and preschool facilities. In conclusion, a summary of the investigation and findings emanating from the literature study was presented Based on these findings, the following recommendations were made: Provision for reception classes should form part of the free and compulsory education plan of the government. Urgent attention should be given to parent guidance and involvement programmes in the education of preschool children.

No description available.

Game design principles have been discussed and developed since the late 1990's and are still created and discussed today. There have been many efforts to collect, identify, and create these principles, yet no effort has been made to test their implementation. This thesis presents an approach to formally analyzing games with game design principles. We gathered 50 game design principles from textbooks, Internet journals, collection efforts, and academic papers. Informal analysis of all 50 were performed, specifically looking at their ability to apply directly to games itself, as well as how much knowledge of things external were required. Of these 50, 5 were selected and a more in depth analysis was done. For each of these 5 principles we present a specification one would use to model their game, and verify that the game design principle at hand applies. / Thesis / Master of Applied Science (MASc) / We present a formal analysis of many Game Design principles, giving formal models for each.

Town planning and political interaction of citizens are the main factors that affect civilizations on the most basic level. My study comes from an understanding of a need for a society to develop politically active citizens that are ascetic in nature, less they wish for a more despotic government. This study makes an attempt at understanding the basic elements that make civic structure of a city at the scale of a block. These elements are broken down into: Site, Boundary, Axis, Residence, Commerce, and Civic. The major focus being on Civic and the engagement of making a virtuous citizen through the study of the self and the formal decisions that make the Architecture. Civic structure comes after the forming of the city and its managerial needs, so before civic can reside within a city other formal decisions must be made to create structure for the greater need of the civilization. I will attempt to layout the structure needed and my projection of this structure and the preceding Civic Life that comes from this architectural study. / Master of Architecture