A utilização de tecnologias da educação, não somente nos cursos à distância, mas também nos cursos presenciais, representa uma tentativa de contribuir para o processo de aprendizado, que tradicionalmente se desenvolve com as ações em sala de aula. O presente estudo teve como foco explorar o uso da tecnologia sob a perspectiva da Satisfação e Eficácia de Aprendizagem, da Percepção do estudante e do Desempenho. Foi realizado um experimento de campo em uma turma da disciplina Contabilidade Introdutória, do curso presencial de Ciências Contábeis de uma Universidade Pública Federal. A pesquisa foi conduzida a partir da divisão da turma em dois grupos (Tratamento e Controle), que foram invertidos de um bimestre para outro, com aproximadamente 30 estudantes em cada grupo. Esse número variou em função das desistências, e, de forma distinta do esperado, as notas dos dois grupos na avaliação inicial do experimento foram estatisticamente diferentes. As evidências apontam que isso, possivelmente, ocorreu devido a um efeito de composição: os grupos tinham características diferentes no que se refere à inserção no mercado de trabalho e ao fato de o estudante ter feito o curso técnico em Contabilidade. Para responder ao objetivo do estudo, que foi identificar o reflexo do uso de chat e fórum de discussão no processo de aprendizagem, partiu-se de um questionário inicial para identificar o perfil das turmas, e da aplicação de uma prova inicial em cada bimestre, para evidenciar o nível de conhecimento prévio que o grupo possuía sobre o tema de estudo daquele bimestre. Em cada bimestre foram realizados dois chats e um fórum de discussão no grupo de tratamento. Ao final de cada bimestre foi aplicado um questionário sobre Satisfação e Eficácia de Aprendizagem para os dois grupos, um questionário sobre Percepção dos estudantes sobre o uso da tecnologia, para os grupos de tratamento de cada bimestre, e, ao final, foi aplicada uma prova em cada bimestre para conhecer o desempenho dos estudantes na disciplina. Foram aplicados testes de médias para identificar se havia diferença entre o desempenho dos grupos, testes de correlação entre as intervenções nos chats e o desempenho dos estudantes, para verificar a interferência da participação no desempenho, e foi utilizada análise fatorial para explicar a interferência dos resultados obtidos nas questões relacionadas ao Technology Acceptance Model de Davis (1989) nos resultados do questionário de percepção sobre o uso da tecnologia. Concluiu-se que o reflexo do uso de chat e fórum de discussão é percebido no desempenho dos estudantes e na percepção da utilidade destas ferramentas no processo de aprendizagem. Além disso, notou-se que a idade é um fator que provoca reflexo nos resultados, visto que os mais jovens têm um desempenho melhor quando utilizam a tecnologia. Os resultados sugerem que a percepção dos estudantes sobre a utilidade da tecnologia no processo de aprendizagem é um fator que interfere nos efeitos de seu processo de aprendizagem, e que a satisfação em aprender não está totalmente relacionada à eficácia do processo de aprendizagem, principalmente quando este envolve o uso de tecnologias da educação. / The use of education technologies, not only in distance learning but also on-campus courses, is an attempt to contribute to the learning process traditionally developed through classroom actions. This study aimed to explore the use of technology from the perspective of Satisfaction and Learning Effectiveness, Student Perception, and Performance. A field experiment was conducted in an Introductory Accounting class of an undergraduate on-campus Accounting course at a Federal Public University. The research was conducted by dividing the class into two groups (treatment and control), each with approximately 30 students. The groups were reversed from one two-month period to another. The number of students varied depending on dropouts, and, different to what was expected, the grades of the two groups in the initial evaluation of the experiment were statistically different. Evidence suggests that this was probably due to a composition effect: the groups had different attributes with respect to inclusion in the labor market and/or the fact that the student had already completed a technical degree in Accounting. In order to achieve the purpose of the study, which was to identify the effects of the use of chat and a discussion forum in the learning process, an initial questionnaire was used to identify the groups\' profile. As well, an initial test was applied in each two-month period to reveal the groups\' previous level of knowledge on the topics of that period. In each two-month period, there were two chats and a discussion forum in the treatment group. At the end of each period a questionnaire on Satisfaction and Learning Effectiveness was applied to both groups, as well as a questionnaire on the students\' perception of the use of technology to the treatment group of each two-month period, and finally a test to measure the students\' achievement in the subject. Mean tests were applied to identify whether there were differences between the performance of groups, and correlation tests were applied between the students\' contributions in chat rooms and performance, to check the influence of participation in their performance. The factor analysis was also used in order to explain the interference of the results obtained in the questions related to the Technology Acceptance Model by Davis (1989) in the questionnaire results about perception of the use of technology. This study concluded that the effects of the use of chat and discussion forums are perceived in the students\' performance and in their perception of the usefulness of these tools in the learning process. Moreover, it was noted that age is a factor that causes an effect on the results, since younger students had better performance when using technology. The results suggest that the students\' perception of the usefulness of technology on the learning process is a factor that interferes with the effects of their learning process, and that satisfaction in learning is not totally related to the effectiveness of the learning process, especially when it involves the use of education technologies

nÃo hà / Este estudo dedicou-se a investigar as facilidades, dificuldades e possibilidades relativas ao ensino na modalidade de educaÃÃo a distÃncia (EAD), a partir das observaÃÃes crÃticas de alunos e tutores em relaÃÃo à ferramenta de interaÃÃo fÃrum, em AVA, no Ãmbito das disciplinas Escrita de Sinais I, II e III, com o foco no uso da tecnologia na educaÃÃo de Surdos a distÃncia a partir de uma perspectiva bilÃngue. Realizou-se uma pesquisa exploratÃrio-descritiva de natureza qualiquantitativa. O Curso de Letras-LIBRAS à ofertado na modalidade EAD pela Universidade Federal de Santa Catarina em convÃnio com oito InstituiÃÃes de EducaÃÃo, dentre as quais està a Universidade Federal do CearÃ. Apesar da crescente difusÃo e adoÃÃo da EAD para o ensino em vÃrias Ãreas e com clientelas diversas, o uso dessa modalidade de ensino em curso de graduaÃÃo em Letras- LIBRAS para Surdos à novo, e traz vÃrias implicaÃÃes que favorecem a realizaÃÃo dos seguintes questionamentos: a EAD favorece a interaÃÃo entre os integrantes da comunidade Surda, dentro do ambiente virtual no qual se desenvolve o Letras- LIBRAS? Ela garante o contato entre os pares que se interligam tanto linguistica quanto geograficamente? Como os Surdos adultos, fluentes em LIBRAS, mas sem o domÃnio da escrita de sinais nem o domÃnio total da leitura e escrita do portuguÃs se beneficiarÃo de cursos nessa modalidade de ensino? Que efeitos a escrita exigida pelo fÃrum poderà ter para a educaÃÃo de Surdos? Resultados preliminares da pesquisa indicam uma preferÃncia tanto pelos alunos Surdos como pelos tutores do uso de vÃdeos em LIBRAS ao invÃs de escrever no fÃrum. No entanto a maioria teve uma ativa participaÃÃo enviando mensagens em lÃngua portuguesa com influÃncia da LIBRAS. / This study devoted itself to investigate the facilities, difficulties and possibilities related to teaching in distance education (EaD) modality. It was based on the critical comments of students and tutors concerning the interaction tool âforumâ, in AVA, in the disciplines SignWriting I, II and III, focusing technology use in deaf people distance education from a bilingual perspective. An exploratory descriptive research was carried out in a quali-quantitative approach. Letras-Libras course is offered in EaD modality by the Federal University of Santa Catarina in association with eight Educational Institutions, among which is the Federal University of Ceara. Despite EaD growing spread and adoption for education in various areas and with several audiences, the use of this type of education in a graduation course in Letras-LIBRAS for deaf people is new and brings several implications that serve for generating the following questions: EAD propitiates interaction among the members of the Deaf Community within the virtual environment in which Letras-LIBRAS takes place? It guarantees the contact among the pairs which are interconnected both linguistically and geographically? How deaf adults, fluent in LIBRAS but without SignWriting mastery nor Portuguese reading and writing total command will benefit themselves from courses in this modality of education? Which effects the writing required by the forum might have for deaf education? Preliminary results of the research indicate a preference by both deaf students and tutors for the use of videos in LIBRAS rather than writing in the forum. However, the majority had an active participation sending messages in Portuguese â with the influence of LIBRAS

Forskning visar att kommentarsfält i forum på sociala medier konstruerat en tydligare transparens i kommunikationen mellan producenter och följare, vilket även påverkat den fria samhällsdebatten, som i sin tur skapat olika typer av normer. Syftet med denna studie är att beskriva hur förskolläraryrket framställs på sociala medier, samt vad det kan få för betydelse för förskolans pedagogiska verksamhet. Forskningsfrågor som studien ämnar besvara är, Hur talas det om förskolläraryrket i kommentarsfält i forum på sociala medier? Samt, Vilka diskurser blir synliga i forum på sociala medier och vilken betydelse får det för förskolans praktik? Den vetenskapliga utgångspunkten i studien grundas i den socialkonstruktionistiska teorin. Metoden har genomförts utifrån en kritisk diskursanalys, där textgranskning av trådar i forum på sociala medier lagt grunden för resultat, analys och diskussion. I resultatet synliggörs att kommunikationen mellan förskolan och hemmet behövs för att konstruera en förståelse, samt för att nå ut och sprida kunskap. Vilket möjliggör för mer kunskapsbaserade diskurser i sociala medier kring förskolläraryrket och förskolans pedagogiska verksamhet. Slutsatsen blir därmed att trots producenter och följares kunskap kring vad förskolläraryrket innebär, väljer de att bortse från denna kunskap. De konstruerar en verklighet, som för dem anses vara trovärdig, där förskolläraryrket framställas som ett yrke med låg status, vilket även konstruerar negativa konsekvenser för förskolan.

Esta dissertação possui dois objetivos: sistematizar informações sobre as edições centralizadas do Fórum Social Mundial e evidenciar quais são seus principais desafios e questões em aberto na segunda década do século XXI. A pesquisa parte da percepção de que grande parte da bibliografia de relevo sobre o movimento altermundialista - do qual o Fórum faz parte - foi produzida entre 2001 e 2006 e que, após esse período, houve uma diminuição na quantidade de pesquisas acadêmicas sobre o tema. Portanto, faz-se necessário atualizar a bibliografia e sistematizar os debates e os acontecimentos ocorridos a partir de 2006. De modo a imprimir um viés crítico às avaliações apologéticas à metodologia do \"espaço aberto\" que caracteriza o Fórum Social Mundial e a mais bem endereçar seus os desafios, que em parte decorrem de discordâncias em relação à metodologia, esta dissertação é atravessada, em seus três capítulos, pela constatação feita por April Biccum de que o Fórum é permeado pelo que denomina de ambivalência do espaço aberto. Tal ambivalência advém de um descompasso entre a abertura do Fórum e as cisões que ele mesmo produz em suas estruturas organizativas. Para alcançar os objetivos almejados, a dissertação apoia-se tanto na bibliografia textual produzida sobre o Fórum Social Mundial ao longo de sua trajetória quanto em dez entrevistas realizadas com pessoas que fazem ou fizeram parte da secretaria do Fórum, do Conselho Internacional e dos comitês organizadores das diversas edições mundiais do evento. / This thesis has two main purposes: systematizing the information regarding the centralized editions of the World Social Forum and evincing its major challenges and unresolved issues in the second decade of the 21st century. The research stems from the perception that most of the significant bibliography on the altermundialist movement - of which the Forum is a part - was produced between 2001 and 2006 and that, after this period, there has been a diminishment in the academic interest on the theme. Therefore, it is necessary to update the bibliography and systematize the debates and happenings that have been produced since 2006. In order to offer a critical view on the \"open space\" methodology that characterizes the World Social Forum and to better address its challenges - which, in part, come from disagreements on the methodology - the three chapters of this thesis are traversed by April Biccum\'s perception that the Forum is pervaded by what she denominates as the ambivalence of open space. Such an ambivalence derives from a mismatch between the openness of the Forum and the demerges produced in its organizing structures. To achieve its objectives, the thesis rests both on the textual bibliography on the World Social Forum and on ten interviews with people who are or who were part of the Forum\'s secretariat, of the International Council and of the organizing committees of the event\'s world editions.

Abstract not available

The trade of shipping is necessarily international in nature. Courts and international bodies often express the need to ensure international consistency in matters of maritime law. However, it has been an extremely difficult goal to achieve. Many countries have refused to be party to international conventions that seek to ensure comity. Some have enacted laws that reflect part but not all of those conventions, or seek to improve the protection offered by the conventions. The domestic law of each country also adds its own flavour to shipping law as recognised and applied by the courts in that jurisdiction. In 1974 Australia enacted the Trade Practices Act 1974 (Cth) (TPA), heralding a new era in corporate and commercial law. However, its impact on maritime law on Australia has only been felt over the last 10 – 15 years. It is potentially relevant to many areas of maritime law, including carriage of goods by sea, cruise ships, and towage. This thesis explores the encroachment of the TPA on a number of different areas of shipping law, using the few case examples on offer and extrapolating the impact that the TPA may have. It also considers the extent to which the TPA is stymied by simple contractual agreements to litigate or arbitrate in a non Australian forum, despite the TPA’s status as a mandatory statute within Australia. Raised at various points in the thesis is the possibility of law reform, which is a complex compendium of issues overlaid with a moral dimension – does shipping, as an industry, deserve to be exempted from the operation of the Act which sets a high standard of corporate behaviour? If so, how could that reform be shaped? In the meantime, what steps can the shipping industry take to work within the legal framework of the TPA?

<p>Date: 2008-06-05</p><p>Level: Bachelor Thesis in Business Administration EF0703, 15 ECTS Credits.</p><p>Authors: Longinus Duru (Stockholm), Francis O.Oluduro (Västerås) and Mofid Al Jaafar (Västerås)</p><p>Title: Capital Investment Procedures for FEMYSO</p><p>Problem Area: Undertaking an investment by FEMYSO involves weighing up the risk</p><p>against the returns but still capital investment decision are still one of the most undertaken</p><p>decisions by organization managers because it involves commitment of huge amount of</p><p>money, which will affect the business over time. FEMYSO is embarking on a capital project</p><p>at the hearts of Brussels but there is still a problem associated with the profitability of such</p><p>venture.</p><p>Purpose: The purpose of this study is to provide Capital Investment guidelines and</p><p>procedures for FEMYSO and to show how it can maximize profit through decision-making.</p><p>Furthermore show the role of risk and interest rate in the investment.</p><p>Methodology/Design/Approach: This paper used theoretical framework of existing</p><p>investment theories to assess investment opportunity for FEMYSO and other organizations.</p><p>The role of Mintzberg et al. Rational model of decision-making in investments was analyzed.</p><p>This research paper went further to provide deeper insights into capital investment process by</p><p>evaluating the net present value of an investment and determining the risk associated with</p><p>investments.</p><p>Research Limitation/Implications: This study is limited to FEMYSO and other nonprofit</p><p>organizations that want to assess Capital Investment Projects.</p><p>Conclusion and Result: The more you wait to earn a dollar, the more heavily you</p><p>discount for it because of the time value of money. Good management decision in FEMYSO</p><p>and other related organizations will lead to profit maximization. The time value of money</p><p>problem can be solved by heavily discounting for the present value. Profitability of capital</p><p>projects will depend on the future interest rate, which is uncertain and subject to risk.</p>

<p>Bakgrunden till denna studie grundar sig i den statliga myndigheten Forum för levande historia och dess kampanj Brott mot mänskligheten under kommunistiska regimer. Syftet har varit att ta reda på hur det utbildningsmaterial som tagits fram förhåller sig till de styrdokument som styr den svenska historieundervisningen i grundskolan och gymnasieskolan samt några utvalda läromedel i historia. Även den politiska debatt som föranlett det mediala intresset för projektet har implementerats och behandlats i undersökningen. Arbetets teoretiska del grundar sig på olika typer av historiebruk och har applicerats på den empiriska delen där materialet har analyserats. Undersökningen visar att det material som Forum för levande historia har tagit fram kan kritiseras för att vara onyanserat men att det också tillför en annan dimension av de behandlade områdena.</p> / <p>The background to this thesis is the Public authority ‘Forum för levande historia’ and their campaign “Violation of human rights in Communist states”. The purpose was to investigate how the educational material distributed stand in relation to the nation curricula and education acts that are directing the history teaching in the compulsory- and the upper secondary school in Sweden, together with selected textbooks in history. The political debate that has created the media’s interest for the project has been implemented and reviewed in the study. The theoretical part has its basis in different types of historiography and has been applied on the empirical study where the material has been analysed. The study shows that the material supplied by ‘Forum för levande historia’ on one hand can be criticized as biased, at the same time it is bringing a new dimension to the studied areas.</p>

<p>Syftet med uppsatsen är dels att försöka se vilka frågor eller argument som kommit fram i debatten kring det uppdrag som Forum för levande historia (FFLH) har fått av regeringen se hur olika historielärare ser på informationskampanjen. Undersökningen inriktar sig på att genom användandet av de teoretiska verktygen historiemedvetande och historiebruk, försöka se om det finns en diskrepans mellan den akademiska världen och skolans värld, mellan forskare på våra universitet och historielärare ute på våra skolor och det utifrån den debatt som uppstått kring Forum för levande historias senaste uppdrag – att belysa och informera om brott mot mänskligheten under kommunistiska regimer. Det resultat som undersökningen kommer fram till, är att utifrån mitt undersöknings-material kan det påvisas att det finns en synlig diskrepans mellan den akademiska världen och grund- och gymnasieskolan. På frågan om man kan härleda de olika inblandades agerande utifrån olika historiebruk, så tror jag också att jag har fått fram att så är fallet.</p>

<p>Purpose: The objective of this study is to illustrate how participants in leaderless based projects communicate with each other. Several studies have focused on technology-supported projects, such as open source projects, with an established project manager and goal. There is a lack, to the best of our knowledge, in studies that deal with the communication pattern in a leaderless computer supported collaborative project.</p><p>Method: We have chosen to use a quantitative method where we systematically group several messages according to their content. This method was used in a similar study to illustrate the communication between participants involved in an open source project. We have taken the same Kripendorff based method and adapted it to our study by adding more descriptive variables.</p><p>Theoretical perspectives: Manuel Castell discusses the aspects of a new communication power that is rooted in the individual as part of a larger creative audience. The collaborative works we have studies are prime examples of how the creative audience works together and of mass self‐communication. In order to analyze the potential motivations behind the participant’s involvement in these collaborative works, we have adopted the ideas of Preece and Shneidermans frame theory. They have identified 4 major roles in most onlinebased co‐operations and refer to them as reader, contributor, collaborator and leader.</p><p>Result: Our results show that the communication in computer supported collaborative works is characterized by positive and energetic communication. The participants are all involved by their own will; they contribute because they want to. We believe this to be the major factor influencing the flow and form of communication between the participants. The majority of posts are comments to other participants or contributing posts that add to the progression of the discourse. We also have reason to believe that the use of smileys and embedded pictures is related to the tools available to the participants; the quicker and easier it is to add a picture the more likely the participants will use these tools.</p>