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Exploring Effective Reading Strategies that Promote Higher Level Thinking and Comprehension for a Chinese-speaking College StudentWu, Panyang January 2016 (has links)
No description available.
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POLÍTICAS DE FORMAÇÃO DE PROFESSORES DA EDUCAÇÃO BÁSICA: ESTUDO DE CASO DO CURSO DE FORMAÇÃO PEDAGÓGICA DO PARFOR DA UNIVERSIDADE TECNOLÓGICA FEDERAL DO PARANÁAmorim, Hellen Cristina Cavalcante 31 August 2018 (has links)
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Previous issue date: 2018-08-31 / This thesis has as its theme the National Training Plan for Basic Education Teachers
(Parfor). The empirical field includes the Parfor Pedagogical Training course of the
Federal Technological University of Paraná (UTFPR), campus Curitiba. The research
problem was thus stated: What is the meaning of the Parfor Training Course of the
Parfor of the UTFPR for the cursist teachers acting in basic education? The general
objective is to analyze the meanings of the Parfor Pedagogical Training course
assigned by the UTFPR students. The specific objectives are to systematize the legal
framework of teacher education policies in Brazil; to explain the policies of teacher
education in basic education, at secondary and higher level, with emphasis on
pedagogical training; identify the organization of teacher training in primary schools at
the secondary level and that of upper secondary schools and to analyze the importance
of Parfor in teacher training. The guiding axes of the theoretical framework are the
training policies of teachers in secondary and higher education for action in basic
education and the National Policy for the Training of Professionals of the Magisterium
of Basic Education, fomented by Capes and instituted by Decree 6,755/2009 and their
unfolding. The study revisits the history of teacher education policies, presenting it from
the Jesuit education and the Law of October 15, 1827, since it is considered the starting
point for the State to assume public and free education, as a right of the Brazilian
citizen. In contextualizing the historical and political aspects of teacher training
programs, Parfor recognizes that since 2009, this training process is feasible and part
of the development of the strategic plans, with the objective of improving the quality of
basic education. Research is guided by dialectical historical materialism. The research
is a qualitative approach, with a case study, having as methodological procedures
documentary analysis, questionnaire, interview with the Course Coordinator and the
reflections made in a discussion group. The research subjects are 13 professors in
training at UTFPR and the Coordinator of the course. The categories of analysis of the
empirical material show the profile of the cursist teachers; the reasons for the search
for Pedagogical Training; the difficulties faced in the development of the course and its
significance in the training and acting of the cursist in the classroom. As a result, we
note the progress in the development of these emergency teacher education policies
to qualify teachers who work in basic education, in compliance with current legislation,
emphasizing the importance of pedagogical training for teachers. / Esta tese tem como tema o Plano Nacional de Formação de Professores da Educação
Básica (Parfor). O campo empírico compreende o curso de Formação Pedagógica do
Parfor da Universidade Tecnológica Federal do Paraná (UTFPR), campus Curitiba. O
problema de pesquisa foi assim enunciado: Qual é o significado do curso de Formação
Pedagógica do Parfor da UTFPR para os professores cursistas atuantes na educação
básica? O objetivo geral é analisar os significados do curso de Formação Pedagógica
do Parfor atribuídos pelos cursistas da UTFPR. Os objetivos específicos consistem
em sistematizar o arcabouço legal das políticas de formação de professores no Brasil;
explicitar as políticas de formação de professores da educação básica, em nível
secundário e superior com destaque na formação pedagógica; identificar a
organização da formação do professor das escolas primárias em nível secundário e a
das escolas secundárias em nível superior e analisar a importância do Parfor na
formação de professores. Os eixos orientadores do referencial teórico são as políticas
de formação de professores no ensino médio e no nível superior para atuação na
educação básica e a Política Nacional de Formação de Profissionais do Magistério da
Educação Básica, fomentada pela Capes e instituída pelo Decreto 6.755/2009 e seus
desdobramentos. O estudo revisita à história das políticas de formação de professores,
apresentando-a a partir da educação jesuítica e da Lei de 15 de outubro de 1827, por
ser essa considerada o ponto de partida para que o Estado assumisse o ensino
público e gratuito, como um direito do cidadão brasileiro. Ao contextualizar os
aspectos históricos e políticos dos programas de formação de professores,
reconhece-se que o Parfor, desde 2009, é viabilizador desse processo formativo,
sendo parte do desenvolvimento dos planos estratégicos, com o objetivo de melhorar
a qualidade da educação básica. A investigação orienta-se pelo materialismo histórico
dialético. A pesquisa é de abordagem qualitativa, com um estudo de caso, tendo como
procedimentos metodológicos a análise documental, de questionário, de entrevista
com a Coordenadora do curso e das reflexões feitas em grupo de discussão. Os
sujeitos de pesquisa são 13 professores cursistas em formação na UTFPR e a
Coordenadora do curso. As categorias de análise do material empírico mostram o
perfil dos professores cursistas; os motivos da busca pela Formação Pedagógica; as
dificuldades enfrentadas no desenvolvimento do curso e o seu significado na formação
e na atuação do cursista na sala de aula. Como resultado, nota-se o avanço no
desenvolvimento dessas políticas emergenciais de formação de professores para
qualificar o docente que atua na educação básica, em atendimento à legislação
vigente, enfatizando a importância da formação pedagógica para os professores.
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Novel Instances and Applications of Shared Knowledge in Computer Vision and Machine Learning SystemsSynakowski, Stuart R. January 2021 (has links)
No description available.
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Perspectiva de los docentes y estudiantes frente a la virtualización educativa como alternativa en tiempos de COVID-19 en la Facultad de Ciencias Sociales y Humanas de la Universidad Central del EcuadorValladares Villagómez, Marco Arturo 27 January 2022 (has links)
[ES] La situación pandémica mundial ha hecho que la educación en todos sus niveles tome como alternativa para su continuidad la virtualización de esta; por lo que este trabajo de investigación pretende analizar las perspectivas de los docentes y estudiantes frente a la virtualización educativa como alternativa en tiempos de COVID-19 en la Facultad de Ciencias Sociales y Humanas de la Universidad Central del Ecuador
La investigación se realizó bajo un enfoque mixto cuali-cuantitativo, con un diseño no experimental - transeccional, utilizando como técnicas la encuesta y la entrevista, a través de la aplicación de un cuestionario y de la entrevista grupal respectivamente. La población quedó constituida por 1209 estudiantes y 60 docentes de las Carreras de Ciencias Políticas, Sociología y Trabajo Social que conforman la Facultad de Ciencias Sociales y Humanas de la Universidad Central del Ecuador,
Hallándose como conclusión principal que, de forma inicial la virtualización de la educación fue acogida de forma positiva entre docentes y estudiantes; pero que existen carencias en ciertas áreas para su ejecución, como son la escasez de equipos tecnológicos en los hogares de los estudiantes, mala conectividad a internet, falta de capacitación apropiada a estudiantes y docentes, factores que amplían la brecha digital por las desigualdades ya existentes. La tecnología sin duda abre grandes posibilidades para el aprendizaje en la educación superior, pero la carencia de los recursos tecnológicos apropiados y la falta capacitación de muchos de los docentes imposibilita esta oportunidad. / [CA] La situació pandèmica mundial ha fet que l'educació en tots els seus nivells prenga com a alternativa per a la seua continuïtat la virtualització d'aquesta; pel que aquest treball de recerca pretén analitzar les perspectives dels docents i estudiants enfront de la virtualització educativa com a alternativa en temps de COVID-19 en la Facultat de Ciències Socials i Humanes de la Universitat Central de l'Equador.
La investigació es va realitzar baix un enfocament mixt cuali-quantitatiu, amb un disseny no experimental - transeccional, utilitzant com a tècniques l'enquesta i l'entrevista, a través de l'aplicació d'un qüestionari i de l'entrevista grupal respectivament. La població va quedar constituïda per 1209 estudiants i 60 docents de les Carreres de Ciències Polítiques, Sociologia i Treball Social que conformen la Facultat de Ciències Socials i Humanes de la Universitat Central de l'Equador.
Trobant-se com a conclusió principal que de manera inicial la virtualització de l'educació va ser acollida de manera positiva entre docents i estudiants; però que existeixen carències en unes certes àrees per a la seua execució, com són l'escassetat d'equips tecnològics en les llars dels estudiants, mala connectivitat a internet, falta de capacitació apropiada a estudiants i docents, factors que amplien la bretxa digital per les desigualtats ja existents. La tecnologia sens dubte obri grans possibilitats per a l'aprenentatge en l'educació superior, però la carència dels recursos tecnològics apropiats i la falta de capacitació de molts dels docents impossibilita aquesta oportunitat. / [EN] The global pandemic situation has made education at all levels take its virtualization as an alternative for its continuity; Therefore, this research work aims to analyze the perspectives of teachers and students in the face of educational virtualization as an alternative in times of COVID- 19 at the Faculty of Social and Human Sciences of the Central University of Ecuador
The research was carried out under a mixed quali-quantitative approach, with a non- experimental - transectional design, using the survey and the interview as techniques, through the application of a questionnaire and the group interview respectively. The population was made up of 1,209 students and 60 teachers of the Careers of Political Sciences, Sociology and Social Work that make up the Faculty of Social and Human Sciences of the Central University of Ecuador,
Finding as a main conclusion that initially the virtualization of education was received in a positive way among teachers and students; but that there are shortcomings in certain areas for its implementation, such as the shortage of technological equipment in the students' homes, poor internet connectivity, lack of appropriate training for students and teachers, factors that widen the digital divide due to existing inequalities. Technology certainly opens up great possibilities for learning in higher education, but attention to appropriate technological resources and the lack of training of many teachers makes this opportunity impossible. / Valladares Villagómez, MA. (2021). Perspectiva de los docentes y estudiantes frente a la virtualización educativa como alternativa en tiempos de COVID-19 en la Facultad de Ciencias Sociales y Humanas de la Universidad Central del Ecuador [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/180345 / TESIS
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Le développement visuel et cognitif chez les enfants nés à terme ou prématurémentSayeur, Mélissa Sue 08 1900 (has links)
No description available.
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Towards Dense Visual SLAMPietzsch, Tobias 05 December 2011 (has links) (PDF)
Visual Simultaneous Localisation and Mapping (SLAM) is concerned with simultaneously estimating the pose of a camera and a map of the environment from a sequence of images. Traditionally, sparse maps comprising isolated point features have been employed, which facilitate robust localisation but are not well suited to advanced applications. In this thesis, we present map representations that allow a more dense description of the environment. In one approach, planar features are used to represent textured planar surfaces in the scene. This model is applied within a visual SLAM framework based on the Extended Kalman Filter. We presents solutions to several challenges which arise from this approach.
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Towards Dense Visual SLAMPietzsch, Tobias 07 June 2011 (has links)
Visual Simultaneous Localisation and Mapping (SLAM) is concerned with simultaneously estimating the pose of a camera and a map of the environment from a sequence of images. Traditionally, sparse maps comprising isolated point features have been employed, which facilitate robust localisation but are not well suited to advanced applications. In this thesis, we present map representations that allow a more dense description of the environment. In one approach, planar features are used to represent textured planar surfaces in the scene. This model is applied within a visual SLAM framework based on the Extended Kalman Filter. We presents solutions to several challenges which arise from this approach.
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