<p> Archaeologists increasingly recognize the need for public outreach and education, which many archaeological organizations include in principles and guidelines. First, this thesis summarizes my experience with a multicomponent internship, with Archaeology Southwest, the Learning Center of the American Southwest, and the National Park Service. During my internship I focused on providing the public with access to information about archaeological materials through the internet. Finally, this thesis explores the opportunity of providing deeper understandings, while considering potential implications, when working with the digital medium. During my time with Archaeology Southwest I produced three dimensional digital representations, virtual artifacts, of archaeological ceramic vessels. I designed the virtual artifacts for use by Archaeology Southwest's Virtual Southwest website and the Learning Center of the American Southwest (LCAS) Virtual Museum website. I contributed to the digital repositories of the websites, and subsequently reviewed and analyzed my experience to determine the best use of the virtual artifacts. During my time with the National Park Service (NPS) I helped develop lesson plans and activities of the Sinagua archaeological culture of Wupatki and Walnut Canyon National Monuments, designed primarily for third through fifth grade students visiting the monuments during school trips. Digital media provides the opportunity to preserve archaeological resources while educating the public to provide a deeper understanding of the past. I created 28 three dimensional reconstructions, virtual artifacts, of existing archaeological ceramic vessels provided by the Museum of Northern Arizona and Northern Arizona University. I designed the virtual artifacts for multiple online programs and for the lesson plans that I created for the National Park Service. I critically analyze the use of the products of my internship within the open-source movement, detail the current state of intellectual property rights for indigenous communities, and provide recommendations for my internship organizations. This information provides archaeologists with a reflexive analysis of the current use of intangible digital resources and serves as a guide for future projects.</p>

<p> The definition of plagiarism that is used in university handbooks is a simple one, and policies along with tiers of disciplinary strategies are used by faculty members in higher education to deter students from committing a plagiarism infraction based on this simple definition. However, plagiarism still occurs on college campuses, and this may be a result of gray areas with regard to different aspects of plagiarism that are not contained in the definition. Because of these misunderstandings, students may commit accidental plagiarism or disagree about what constitutes plagiarism. This qualitative study attempted to discover what aspects of plagiarism are confusing for college students. The data collection method involved personal open-ended interviews with 15 college students of different ages, genders, years in college, and areas of study. The 9 different themes that were brought to the surface as a result of the interviews included findings in the reasons that students justify plagiarism, the levels of acceptability among students, the amount of prior education in plagiarism that students have when they enter college, and specific gray areas such as paraphrasing and common knowledge that the participants discussed as confusing. These findings could be used by faculty and administration in institutions of higher education to aid in formatting new policies and learning activities to help students learn about plagiarism from their own perspective and understand the concepts involved in a better way so that less unintentional plagiarism takes place.</p>

Made available in DSpace on 2016-04-27T16:33:09Z (GMT). No. of bitstreams: 1 Lucilene Rezende Alcanfor.pdf: 6273025 bytes, checksum: 5fcb62257d7da6a27b070d983a29045b (MD5) Previous issue date: 2016-02-26 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This study investigates the historiographical production and circulation of Thomaz Galhardo s (1852-1904) school books, as well as literacy instruction and reading practices proposed by him. He was a primary education teacher who made from his production a political action in the public education scene of Sao Paulo state, during the end of the Empire and the first decades of Republic. As an intellectual, he held a privileged social position in strategic roles on public education and took part on the foundation of the first teacher associations of that state. He was actively involved on the organization of boards of education, and bills for the education amendment on this state. The study focused, however, on his activities as a school book author for primary education. Thomaz Galhardo was part of a new generation of didactic books authors, that from primary education started to produce a graduated series of reading books. He was known for this type of didactic material, especially as the author of Cartilha da Infância, a book which is part of the series Na escola e no Lar. Based on theoretical and methodological framework of Alain Choppin, this study intends to create an inventory of the production and circulation of this author, with particular attention to the peculiarities of the market for school books on that period. The analysis of the method proposed by Thomaz Galhardo allows us to place his works within the discussion of literacy and reading practices of the end of XIX century to the beginning of XX century, analyzing his production from the permanence of successive editions. This evidence proves the importance of school tradition, since the books used for literacy and reading, through their production and extent of use, have left deep marks on the thoughts concerning the knowledge of primary education on historical formation of literate societies / Este trabalho é um estudo historiográfico da produção e circulação dos livros escolares de Thomaz Galhardo (1852-1904), bem como das práticas de alfabetização e leitura propostas por este autor. Professor de instrução primária que fez da sua produção uma ação política no cenário público educacional paulista no final do Império e nas primeiras décadas da República. Como intelectual, ocupou lugar privilegiado em cargos estratégicos na instrução pública e participou da fundação das primeiras associações de professores de São Paulo. Envolveu-se ativamente na organização dos conselhos de educação e nos projetos de lei para a reforma da educação deste estado. Thomaz Galhardo fez parte de uma nova geração de autores de livros didáticos, originários do ensino primário, que passaram a produzir séries graduadas de livros de leitura. Conhecido por esse tipo de material didático, principalmente como autor da Cartilha da Infância, livro pertencente à série Na escola e no lar. A pesquisa dedicou-se especificamente à análise de suas atividades como autor de livros escolares para o ensino primário. Com base no arcabouço teórico e metodológico de Alain Choppin, procuramos inventariar a produção e circulação dos livros de Thomaz Galhardo, atentando para as peculiaridades do mercado de materiais didáticos do período. A análise do método empregado pelo autor permitiu-nos situar suas obras no debate acerca das práticas de alfabetização e leitura do final do século XIX para o XX, analisando sua produção a partir da permanência de sucessivas edições. Seus indícios comprovam a importância da tradição escolar, uma vez que os livros de alfabetização e leitura, por sua produção e pela amplitude de seu uso, deixam marcas profundas para se pensar os saberes da escola primária na formação histórica das sociedades letradas

Submitted by admin tede (tede@pucgoias.edu.br) on 2018-08-23T11:37:25Z No. of bitstreams: 1 Luciana da Silva Martins.pdf: 4823803 bytes, checksum: 9134527e9b3b02c90e0ddaef9c90b285 (MD5) / Made available in DSpace on 2018-08-23T11:37:26Z (GMT). No. of bitstreams: 1 Luciana da Silva Martins.pdf: 4823803 bytes, checksum: 9134527e9b3b02c90e0ddaef9c90b285 (MD5) Previous issue date: 2018-06-21 / This work expresses the results of a research supported by the history of intellectuals; a an object of study, it has the contributions of Amalia Hermano Teixeira in the „escolanovista‟ movement in Goiás. The methodological procedure that supported this research consists of the Linguistic Contextualism, founded by Quentin Skinner, the optics of Vieira (2008; 2015; 2017) and Ricardo Silva, (2010). The elucidation of the results of this research is divided into three chapters; the first deals with the historical contextualization scenario of the people of Goiás in the beginning of the twentieth century, which introduced socio-political and ideological confrontation and collaboration with a power system established by „escolanovista‟ support, which sought an understanding given by the writings of Amalia Hermano Teixeira (1916- 1991), her vision of this whole process. The second chapter; seeking to respond to the objective of establishing an explanation about the participation of the intellectuals in the consolidation of educational ideals in Goiás, depicts the intellectual, social and institutional relations of Amalia Hermano and the nexus of this intellectual that constituted in the state of Goiás and its contributions to expansion and permanence of an ideology based on the government's proposal. The third chapter assumes the function of presenting an intellectual focus on Amalia Hermano Teixeira and emphasize these intellectual contributions as a teacher and participant in the structuring of the educational process of Goiás, with a view of Escola Nova. We conclude this work, with the conceit that Amalia Hermano Teixeira, acted in the Goiano educational context as a militant „escolanovista‟ movement, combining upon itself ideas and strategies from the government in order to achieve an educational action aimed for new social patterns, to which the society engaged in. Configures a belonging to a scenario in which the same became integral and active, with purposed thoughts and standardization of the era, becoming an important part of the history of education in the state of Goiás. / Este trabalho expressa os resultados de uma pesquisa sustentada pela história dos intelectuais; tem como objeto de estudo as contribuições de Amália Hermano Teixeira no movimento escolanovista em Goiás. O procedimento metodológico que sustentou esta pesquisa consiste no Contextualismo Linguístico, fundamentado por Quentin Skinner, pela ótica de Vieira (2008; 2015; 2017) e Silva, Ricardo (2010). A elucidação dos resultados desta pesquisa está dividida neste trabalho em três capítulos; sendo que o primeiro trata da contextualização histórica do cenário goiano, no início do século XX, que se instaurou a partir de enfrentamentos políticosociais e ideológicos e a colaboração com o sistema de poder firmados pelo apoio escolanovista, por meio do qual se buscou uma compreensão dada pelos escritos de Amália Hermano Teixeira (1916-1991) e sua visão em relação a todo esse processo. O segundo capítulo busca responder ao objetivo de instaurar uma explicação sobre a participação dos intelectuais na consolidação do ideário educacional goiano; retrata as relações institucionais, sociais e intelectuais de Amália Hermano e os nexos desta intelectualidade, que constituiu-se no estado goiano e em contribuições à expansão e permanência de um ideário pautado na proposta governamental. O terceiro capítulo assume a função de apresentar um foco à intelectual Amália Hermano Teixeira e ressaltar as suas contribuições enquanto professora e partícipe na estruturação do processo educacional goiano, com vistas à Escola Nova. Conclui-se este trabalho, com o convencimento de que Amália Hermano Teixeira atuou no contexto educacional goiano, como militante do movimento escolanovista, combinando estratégias e ideários advindos do governo, de forma a concretizar uma ação educativa voltada para novos padrões sociais em que a sociedade engrenavase. Configurou-se assim, um pertencimento a um cenário em que Amália Hermano fez-se parte integrante e ativa, com propósitos pensados e normatizados à época, constituindo-se como parte importante da história da educação em Goiás.

The objectives of this study were to determine whether job embeddedness and organisational commitment significantly predict voluntary turnover, and whether people from different gender, race and age groups differ significantly in their job embeddedness, organisational commitment and voluntary turnover. The Job Embeddedness Scale (JES), Organisational Commitment Scale (OCS) and Voluntary Turnover Scale (VTS) were used as measuring instruments. A stratified random sample of 102 full-time employed higher education academics participated in the study. Multiple regression analyses showed that organisation fit and community links and normative commitment significantly and positively predicted the participants’ intentions to stay at the institution. Significant differences were observed between the job embeddedness and intention to stay of the gender and race groups. The findings of the current study add to the knowledge base on the turnover intentions of academic staff, contributing to the field of career psychology. In conclusion, the study makes recommendations for retention practices and future research. / Industrial & Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

The objectives of this study were to determine whether job embeddedness and organisational commitment significantly predict voluntary turnover, and whether people from different gender, race and age groups differ significantly in their job embeddedness, organisational commitment and voluntary turnover. The Job Embeddedness Scale (JES), Organisational Commitment Scale (OCS) and Voluntary Turnover Scale (VTS) were used as measuring instruments. A stratified random sample of 102 full-time employed higher education academics participated in the study. Multiple regression analyses showed that organisation fit and community links and normative commitment significantly and positively predicted the participants’ intentions to stay at the institution. Significant differences were observed between the job embeddedness and intention to stay of the gender and race groups. The findings of the current study add to the knowledge base on the turnover intentions of academic staff, contributing to the field of career psychology. In conclusion, the study makes recommendations for retention practices and future research. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)