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Research has shown that interest in science often decreases in the middle-school grades for both boys and girls, but that more boys continue on the science track in high school and college, leading to males dominating the fields of science and engineering in the work place. The interpersonal interaction between teachers and students, as both individuals and as a group, comprises a large part of the classroom learning environment. Though these interactions last only a school year, they can influence student attitudes and achievement in the long term. Past research has suggested that a key factor in improving student achievement and attitudes is to create learning environments which emphasize characteristics that have been found to be linked empirically with achievement and attitudes. The purpose of this study was to use quantitative methods to validate a learning environment questionnaire (Questionnaire on Teacher Interaction, QTI), to investigate outcome-environment associations, and to compare male and female students in terms of their attitudes, classroom environment perceptions and achievement. An attitude scale, based on items from the Test of Science Related Attitudes (TOSRA), and a 48-item eight-scale version of the QTI were administered to 1228 science students in Grades 6, 7 and 8 at one middle school in South Florida. Student achievement was measured using the students’ quarterly (nine-week) science grade. / The results revealed satisfactory internal consistency reliability for the QTI, with alpha reliability coefficients ranging from 0.51 to 0.83 for different scales with the student as the unit of analysis and from 0.54 to 0.96 for class means. For the 10-item attitude scale, the alpha coefficient was above 0.80 for both the student and the class mean as the unit of analysis, demonstrating high internal consistency reliability. Overall, the results of the statistical analyses supported that the QTI questionnaire and the attitude scale are valid and reliable instruments for use with secondary science students in South Florida. A strong relationship was found between student outcomes (attitudes and achievement) and many of the eight QTI scales with either the individual or the class mean as the unit of analysis. For example, students’ attitudes towards science were more positive when teachers exhibited more leadership and understanding behaviors and science achievement was higher when teachers were friendlier and less uncertain. The use of MANOVA tentatively revealed gender differences in students’ perceptions of teacher interpersonal behavior, attitudes towards science, and science achievement. However, the differences between males and females were statistically significant only for the Helping/Friendly, Dissatisfied, and Admonishing scales of the QTI and for achievement. In general, relative to males, female students had more positive perceptions of teacher interpersonal behavior and higher academic achievement.

<p>The purpose of this study is to investigate teachers 'and students' understanding of why students finish school with incomplete scores and which resources they consider necessary for students to accomplish the goals that are set for the students. Owing to the reuse of pupils and teachers' experiences, this study will highlight significant qualitative aspects of work with students who finish school with incomplete high school grades. Hopefully, will this study be a support and information base in secondary school.</p><p>The material forming the basis for the report's theoretical assumptions and the basic assumption is based on Lev Vygotsky sociocultural perspective on learning that Olga Dysthe discuss and develop further in his book, <em>Dialog, samspel och lärande</em>.  The present work is based on qualitative research method. I selected this research method because I am interested in getting an understanding of the importance and significance of this research The study applied a qualitative interview format.</p><p>As a result of the investigation as it has appeared that students difficulties to achieve the goals,depends on several factors, mostly on the student's socio-economic and psychosocial situation they live in. The life situation of the students determines the learning and knowledge process and how they reach their goals. The study concludes that a better synergy between the various stages need to be improved, the necessary resources, teachers need to understand the course objectives and then enlighten them to the students. As a final point, more explicit syllabus is needed owing to the easiness of being interpretable. Having more straightforward syllabus, unfair judgment will be prevented.</p><p> </p>

This thesis deals with the assessment of school texts by students in Swedish upper-secondary school or in the corresponding adult education and concentrates on what differs between the grades Pass and Fail. The 60 texts used in the survey come from the 1997 archives of the national test construction group. A questionnaire to teachers asks what criteria are most important when distinguishing between Pass and Fail. The five criteria pointed out are Holistic scoring, Relevant content, The connecting thought, Sentence structure and How the student has followed the instructions. The most salient result regarding grades is the difference between grades from the students’ own teachers and from the independent assessors. Ten texts have received a Fail from the student’s own teacher, but as many as 35 get an average Fail from three assessors. There is variation in assessment, but 18 Fail texts and 18 Pass texts get a unanimous grade. Quantitative analyses of the 60 texts show a definite correlation between grade and number of words. However, the Fail-groups among narrative, expository and argumentative texts contain both the shortest and the longest texts. School texts are longer now than thirty years ago, especially texts with low grades. Sentences and words have become shorter. Coherence is investigated by a method of reference cohesion. No clear difference between Pass and Fail texts can be found, but between types of essay topics. Also important is the organization of the text and its paragraphs, a factor which separates Fail and Pass texts. Various aspects of sentence structure show better results in the Pass texts. The thesis is concluded with a commentary on the demands of the last compulsory course in Swedish. The needed level is argued to be the ability to write for an unknown reader.

The purpose of this study is to investigate teachers 'and students' understanding of why students finish school with incomplete scores and which resources they consider necessary for students to accomplish the goals that are set for the students. Owing to the reuse of pupils and teachers' experiences, this study will highlight significant qualitative aspects of work with students who finish school with incomplete high school grades. Hopefully, will this study be a support and information base in secondary school. The material forming the basis for the report's theoretical assumptions and the basic assumption is based on Lev Vygotsky sociocultural perspective on learning that Olga Dysthe discuss and develop further in his book, Dialog, samspel och lärande.  The present work is based on qualitative research method. I selected this research method because I am interested in getting an understanding of the importance and significance of this research The study applied a qualitative interview format. As a result of the investigation as it has appeared that students difficulties to achieve the goals,depends on several factors, mostly on the student's socio-economic and psychosocial situation they live in. The life situation of the students determines the learning and knowledge process and how they reach their goals. The study concludes that a better synergy between the various stages need to be improved, the necessary resources, teachers need to understand the course objectives and then enlighten them to the students. As a final point, more explicit syllabus is needed owing to the easiness of being interpretable. Having more straightforward syllabus, unfair judgment will be prevented.

Denna avhandling, som i huvudsak är resultatet av ett projekt finansierat av Skolöverstyrelsen, består av fem delstudier (I-V) utförda under åren 1977-1991 samt en sammanfattande analysdel (VI). Avhandlingens syfte är att studera det unika svenska relativa betygssystemet, som infördes på försök i folkskolan i början av 1940-talet för att senare permanentas och även införas i enhets- och grundskolan samt slutligen även i gymnasiet. Det relativa betygssystemet beskrivs enligt följande indelning: framväxt och avveckling (V), funktioner (I), effekter och sidoeffekter (III) samt användning och behov (II och IV). I de empiriska studierna har elever, lärare, arbetsgivare och arbetstagare fått ge sina synpunkter på de relativa betygen. I delstudie V analyseras utvecklingen av det relativa betygssystemet med hjälp av offentliga utredningar, remissvar från elev-, lärar-, aibetsgivar- och arbetstagarorganisationer samt också via riksdagstryck.De relativa betygen beskrivs som starkt knutna till urvalet till högre studier och som ett försök att tillskapa ett urvalsinstrument med möjlighet till jämförbarhet och större rättvisa. Betygen har visat sig spela liten roll vid urvalet till olika arbeten. Betygen fyller en "körkortsfunktion" genom att ange inriktning och linje. I övrigt speglar betygen i huvudsak förmåga att tillgodogöra sig teoretiskt stoff. Vid urvalet till olika arbeten beskrivs en utveckling från formella till informella meriter i form av vissa personlighetsegenskaper, t ex samarbetsförmåga, flexibilitet och utåtriktad läggning. Arbetslivserfarenhet, referenser och personlighetsegenskaper betyder mer vid anställningar än skolbetygen.I avhandlingen anges såväl mättekniska, informationstekniska som socialpsykologiska förklaringar till att det relativa betygssystemet är på väg att avvecklas. Betänkligheter riktas mot ett eventuellt införande av målrelaterade betyg p g a styrningsriskerna för elever och lärare, samt också mot riskerna för en ökad kontroll och ett ökat beroende av avnämarna. I avhandlingen noteras skillnader mellan praktiska och teoretiska linjer när det gäller synen på betyg. Som tänkbara förklaringar anges användningen och behovet av betyg liksom också närheten och kopplingen till näringslivet. Betygens officiella funktioner som informations-, motivations- och urvalsinstrument har gradvis minskat. Tidigare har frågor om styrning och kontroll kommit i bakgrunden i förhållande till de officiella funktionerna. Om målrelaterade betyg införs och om betygens roll som urvalsinstrument försvinner, torde betygens styrnings- och kontrollfunktioner behöva diskuteras och motiveringar till att över huvud taget ha kvar betyg i skolan lyftas fram. / This dissertation, which is mainly the result of a project financed by the National Board of Education, consists of five substudies (I-V) carried out between 1977 and 1991, and a summary analysis (VI). The aim of the dissertation is to study group-referenced marks which are unique for Sweden. In the 1940s they were introduced on trial into elementary school, where they were later permanent, and they were also introduced into comprehensive school, nine-year compulsory school and finally also into upper secondary school. The description of group-referenced marks is divided into the following substudies: development and phase-out (V), functions (I), effects and side-effects (III), and use and requirements (II and IV). In the empirical studies, students, teachers, employers and employees have been asked to give their opinions of group-referenced marks. Substudy V analyses the development of group-referenced marks through official reports, through reactions to these reports from student, teacher, employers' and employees' organizations, and also through official parliamentary publications.Group-referenced marks are described as closely connected with the selection to higher education and as an attempt to construct an instrument of selection offering possibilities of comparability and greater justice. Marks have proved to be of little consequence for employment. They function as a "driving licence" by indicating direction and course programme. Marks reflect, above all, the ability to assimilate theoretical subject-matter. The selection to various employments manifests a development from formal to informal merits in the form of certain qualities, e. g. the ability to co-operate, flexibility and extrovert behaviour. Work experience, references and personal qualities are more important than marks for employmentThe dissertation indicates measurement technological, information technological and socio-psychological explanations of withdrawing group-referenced marks. The dissertation also expresses apprehensions about the potential introduction of criterion-referenced marks owing to the steering effects for pupils and teachers, as well as about the risks of increasing control and dependence on potential employers. Differences between practical and theoretical course programmes regarding attitudes to marks can also be observed. These differences can perhaps be explained by the use and needs of marks as well as by the nearness and connection to industry and commerce. The importance of the official functions of marks as information, motivation and selection instruments has gradually been reduced. Problems of steering and control used to be subordinate to the official functions. If criterion-referenced marks are introduced and if marks lose their selection function, the steering and control functions of marks should be discussed and the motives for preserving marks in school should be presented. / digitalisering@umu

Bien que la relation entre les universités et l’ordre dominicain, nettement orienté vers l’étude depuis ses premières années, attire l’attention des historiens du Moyen Âge depuis longtemps, la rencontre des Prêcheurs avec le système universitaire des grades, qui constituait le premier attrait de l’universitas pour ces religieux, n’a pas encore donné lieu à des études systématiques. Focalisée sur l’époque postérieure au milieu du XIVème siècle, où la prolifération rapide des facultés de théologie en Europe a offert aux dominicains davantage d’occasions d’accéder aux grades universitaires, la présente thèse a pour objectif de mesurer l’impact qu’a exercé le magisterium sur les normes, pratiques et idées des fils de saint Dominique de France, dont l’idéologie était étroitement liée aux activités universitaires. Dans les provinces françaises de l’ordre, où le réseau des studia dominicains ont vu un véritable essor, l’élite intellectuelle se procurent l’estime des frères et de nombreux avantages dès le XIIIème siècle. L’aspiration au statut privilégié des frères savants s’accentue au fur et à mesure que le système des grades de théologie, établi tout d’abord au sein de l’université de Paris, est implanté dans bien des communautés universitaires d’Europe. Il en découle que les supérieurs de l’ordre ont voulu contrôler plus rigoureusement la conquête du diplôme par les frères, ce qui a donné lieu à un régime de surveillance des candidats dominicains aux grades universitaires, codifié dès le début du XVème siècle en vertu d’une nouvelle constitution de l’ordre et raffiné grâce à de nombreuses ordonnances du chapitre général. Les règlements étant établis de façon à conditionner l’obtention des grades universitaires, la relation entre les normes et les pratiques s’avère cependant loin d’être univoque, ce que nous montrent les données prosopographiques des dominicains autorisés à poursuivre le magisterium. Parfois, les normes restrictives s’adaptent aux pratiques que vivent nos religieux. Cette élasticité des législations dominicaines augmente l’importance du jugement ad hoc des supérieurs pour examiner et garantir les qualités intellectuelles et morales des religieux admis à l’obtention des grades, dans la mesure où, après le foisonnement des facultés de théologie, le chapitre général, auquel incombe de façon exclusive la décision finale de l’envoi des religieux vers les universités, se trouve étouffé à cause de l’entassement des dossiers de candidature des frères aspirant au doctorat. D’où un enchevêtrement sensible qui caractérise les pratiques d’autorisation de la conquête du magisterium, auxquelles participent de manière active les religieux désirant le diplôme eux-mêmes. En revanche, la famille religieuse ne semblait pas très préoccupée des actes académiques accomplis en pratique au sein de la faculté, car, en s’appuyant sur la faveur pontificale généreusement accordée, elle pouvait conférer le magisterium aux frères qui le méritaient. La prédilection de nos religieux pour le magisterium est d’autant plus inébranlable que cette dignité s’associe étroitement à la conscience de soi des fils de saint Dominique. Le regard des frères vis-à-vis des magistri se révèle cependant à double tranchant, car l’état doctoral ne peut jamais se libérer de la suspicion de la vanité mondaine. Particulièrement intéressés par cette question récurrente de l’arrogance magistrale, les observants se montrent aussi attachés aux grades que les frères qui n’embrassent pas la cause de la réforme. L’ancrage du système universitaire des grades dans l’idéologie des fils de saint Dominique s’avère si profonde que, voué à un idéal analogue à celui des universitaires – participation par voie intellectuelle à la prospérité de l’Église –, l’ordre dominicain apparaît à son tour comme une universitas des docteurs de la science sacrée à la fin de notre époque. / Although the relationship between the Universities and the Dominican Order in the Middle Ages has attracted historians’ attention for a long time, the impact of the University degree system upon the Friars Preachers has not yet given rise to systematic studies. Focusing on the fifteenth century, where a rapid proliferation of faculties of theology in Europe has given Dominicans more opportunities to access university degrees, this dissertation aims to measure an influence that the magisterium had on the norms, practices and ideas of French Dominican friars, whose ideology was closely linked to university activities. In the French provinces, where the network of Dominican Studia was highly developed, the intellectual elite earned the respect of brothers and enjoyed many advantages within the Order. Aspiration to the privileged status of scholarly Dominicans is accentuated as the degree system of faculty of theology, first established within University of Paris, is implanted in many universities of Europe. As a result, the superiors of the Order wanted to control more rigorously friars’ obtaining of the magisterium. Finally, the Order established a system of supervision for Dominican degree candidates, which was codified in the Order’s new constitution enacted in the beginning of the fifteenth century and refined through many ordinances of the General Chapter. In spite of Dominicans’ efforts to condition the obtaining of university degrees, the relationship between norms and practices was fairly complex, as shown by a prosopographical analysis of the friars authorized to pursue the magisterium. Sometimes, restrictive norms adapt to practices. Such an elasticity of Dominican legislation increased the importance of ad hoc judgments by the superiors, who were responsible to examine and guarantee intellectual and moral qualities of the friars admitted to the degree. Hence, authorizing process of Dominican degree candidates became quite complicated, as the friars who were eager for the degree committed themselves actively in such a process. On the other hand, the Order did not seem very interested in the academic acts which Dominicans performed in practice within the faculty, because, relying on pontifical favor generously granted, it could confer the magisterium on the friars who deserved it. The predilection of Dominicans for the degree seems all the more unshakable as the magisterium is closely associated with their self-consciousness. Friars' view of the magistri is, however, double-edged, for the doctor can never be free from suspicion of worldly vanity. The Observant Dominicans were particularly interested in this recurrent question of masters’ arrogance. They were nevertheless as attached to the degree as the non-reformed friars. The University degree system took root so profoundly in the Dominicans’ ideology that they shared an ideal with University men, that of intellectual contribution to a prosperity of the Church, and the Dominican Order appeared as an universitas of doctors of theology.

Submitted by Johnny Rodrigues (johnnyrodrigues@ufcg.edu.br) on 2018-07-31T13:58:16Z No. of bitstreams: 1 PAULO DITARSO MACIEL JÚNIOR - TESE PPGCC 2013..pdf: 21161997 bytes, checksum: 33b051924023dbbac092de80229a7705 (MD5) / Made available in DSpace on 2018-07-31T13:58:16Z (GMT). No. of bitstreams: 1 PAULO DITARSO MACIEL JÚNIOR - TESE PPGCC 2013..pdf: 21161997 bytes, checksum: 33b051924023dbbac092de80229a7705 (MD5) Previous issue date: 2013-06-14 / CNPq / Capes / Com o surgimento do paradigma de computação na nuvem e a busca contínua para reduzir o custo de operar infraestruturas de Tecnologia da Informação (TI), estamos vivenciando nos dias de hoje uma importante mudança na forma como estas infraestruturas estão sendo montadas, configuradas e gerenciadas. Nesta pesquisa consideramos o problema de gerenciar uma infraestrutura híbrida, cujo poder computacional é formado por máquinas locais dedicadas, máquinas virtuais obtidas de provedores de computação na nuvem e máquinas virtuais remotas disponíveis a partir de uma grade peer-to-peer (P2P) best-effort. As aplicações executadas nesta infraestrutura são caracterizadas por uma função de utilidade no tempo, ou seja, a utilidade produzida pela execução completa da aplicação depende do tempo total necessário para sua finalização. Tomamos uma abordagem dirigida a negócios para gerenciar esta infraestrutura, buscando maximizar o lucro total obtido. Aplicações são executadas utilizando poder computacional local e da grade best-effort, quando possível. Qualquer capacidade extra requerida no intuito de melhorar a lucratividade da infraestrutura é adquirida no mercado de computação na nuvem. Também assumimos que esta capacidade extra pode ser reservada para uso futuro através de contratos de curta ou longa duração, negociados sem intervenção humana. Para contratos de curto prazo, o custo por unidade de recurso computacional pode variar significativamente entre contratos, com contratos mais urgentes apresentando, geralmente, custos mais caros. Além disso, devido à incerteza inerente à grade best-effort, podemos não saber exatamente quantos recursos serão necessários do mercado de computação na nuvem com certa antecedência. Superestimar a quantidade de recursos necessários leva a uma reserva maior do que necessária; enquanto subestimar leva à necessidade de negociar contratos adicionais posteriormente. Neste contexto, propomos heurísticas que podem ser usadas por agentes planejadores de contratos no intuito de balancear o custo e a utilidade obtida na execução das aplicações, com o objetivo de alcançar um alto lucro global. Demonstramos que a habilidade de estimar o comportamento da grade é uma importante condição para estabelecer contratos que produzem alta eficiência no uso da infraestrutura híbrida de TI. / With the emergence of the cloud computing paradigm and the continuous search to reduce the cost of running Information Technology (IT) infrastructures, we are currently experiencing an importam change in the way these infrastructures are assembled, configured and managed. In this research we consider the problem of managing a hybrid high-performance computing infrastructure whose processing elements are comprised of in-house dedicated machines, virtual machines acquired from cloud computing providers, and remote virtual machines made available by a best-effort peer-to-peer (P2P) grid. The applications that run in this hybrid infrastructure are characterised by a utility function: the utility yielded by the completion of an application depends on the time taken to execute it. We take a business-driven approach to manage this infrastructure, aiming at maximising the total profit achieved. Applications are run using computing power from both in-house resources and the best-effort grid. whenever possible. Any extra capacity required to improve the profitability of the infrastructure is purchased from the cloud computing market. We also assume that this extra capacity is reserved for future use through either short or long term contracts, which are negotiated without human intervention. For short term contracts. the cost per unit of computing resource may vary significantly between contracts, with more urgent contracts normally being more expensive. Furthermore, due to the uncertainty inherent in the besteffort grid, it may not be possible to know in advance exactly how much computing resource will be needed from the cloud computing market. Overestimation of the amount of resources required leads to the reservation of more than is necessary; while underestimation leads to the necessity of negotiating additional contracts later on to acquire the remaining required capacity. In this context, we propose heuristics to be used by a contract planning agent in order to balance the cost of running the applications and the utility that is achieved with their execution. with the aim of producing a high overall profit. We demonstrate that the ability to estimate the grid behaviour is an important condition for making contracts that produce high efficiency in the use of the hybrid IT infrastructure.

The integration of knowledge and skills across subjects and terrains of practice is crucial for achieving applied competence as defined in the National Qualifications Framework (NQF) (Department of Education 2003:3).). Physical science underperformance has plagued out Further Education Training (FET) schools sector for some time and therefore this study which is directed at the possible causes of poor performance and to device strategies that could assist physical science teachers to teach more effectively addresses a crucial gap in the performance of the country’s education provision. Emanating from the above, this study focused on the impact of National Curriculum Statement principle in the teaching of physical science in Grades 10 to 12 around Sekhukhune district. The study looked at integration as a principle endorsed in the National Curriculum Statement and how this is implemented by teachers in the teaching of physical science in grades 10-12.A literature study on the impact of National Curriculum Statement principle in the teaching of physical science was undertaken. A qualitative approach was used to obtain data from Grades 10-12 teacher in FET around Sekhukhune district. Data were collected in the form of participant observation, semi-structured and focus group interviews. The results indicate that teaches had no clear idea of integrating the relevant concepts in the subjects they were teaching (physical science). It was also found that teachers did not receive adequate in-service training specifically targeting the principle of integration. The study recommends the professional development of physical science teachers. The study indicated that the continuum model of integration is suitable for the implementation of concepts integration. It is believed that if the continuum model of integration could be used and followed by teacher as a guiding principle in the integration process, the challenges experienced by teachers in this regard will be minimized. / Science and Technology Education / M. Ed. (Natural Science Education)

Text in Afrikaans / Aquinas's five point argument for God's existence views creation as a holistic entity in which synthesis and creative influences are initiated through the interaction between minimal and maximal acts of being. These acts are represented by the per accidens and the per se respectively. Both these acts are fundamental acts which are crucial to the outcome of the argument for the existence of God. The creature who, because of his per accidens dependency, possesses minimal status, is elevated to a place of honour by participation in creation. Both the essence and esse of creatures have their origin in the pure esse of the maximal act of being (God). Maximal being, the efficient cause, grounds the similarity between itself and minimal acts of being. Both the per accidens and the per se have crucial roles to play in the verification of tbe argument. Should any one of these two elements be lacking, the argument would be invalid. / Aquinas se Quinque Via as 'n Holistiese Beredenering is 'n vyfpunt-argument vir die bestaan van God wat die skepping as 'n eenheid beskou waarin sintese en skeppende invloede bewerkstellig word deur interaksie tussen minimale en maksimale bestaansaktes. Die bestaansaktes word deur die per accidens en die per se (wat die fundamentele boustene in die argument vorm) verteenwoordig. Die skepsel wat vanwee sy per accidens- afhanklikheid beperkte status beklee, word deur bemiddeling van die per se of maksimale bestaansakte (God) tot deelgenoot verhef en beklee ·n ereplek in die skepping. Beide die esse en essensie van menslike wesens het hul oorsprong in die suiwer esse van die maksimale bestaansakte. Maksimale bestaan, die effektiewe oorsaak, begrond die ooreenkoms tussen sigself en die minimale bestaansaktes. Die per accidens sowel as die per se vervul 'n onontbeerlike rol in die bewysvoering van die argument. Sou een van die twee fundamentele elemente ontbreek, sou die argument in geheel ongeldig wees. / Philosophy, Practical and Systematic Theology / M.A. (Wysbegeerte)