Orientador : Lourenço Bozzo / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Odontologia de Piracicaba / Made available in DSpace on 2018-07-14T10:26:31Z (GMT). No. of bitstreams: 1 DiHipolitoJunior_Oswaldo_M.pdf: 1309125 bytes, checksum: 02a0d4a435d43722c19013e7154b3919 (MD5) Previous issue date: 1980 / Resumo: Não informado / Abstract: Not informed. / Mestrado / Patologia / Mestre em Odontologia

This study involved the identification and explication of a typology of adolescents' leisure functioning, based on a state of mind definition of leisure. Subjects included 200 students from a junior high school in the midwest who completed the Leisure Diagnostic Battery (LDB) during a study hall. Procedures involved the application of two methods of cluster analysis to profiles of scores across the five LDB scales which are designed to measure perceived freedom in leisure. Following this process of identification and validation of the "types," the relationship between group membership and various barriers to leisure were examined through multiple discriminant analysis. Finally, between type differences on three preferred style of participation in recreation activity variables (active/passive, individual/ group, and risk/nonrisk) were examined through the analysis of variance.

Equality between women and men is one ongoing question. Even though women represent half of the world's population she is barely visible in any media. Global, national and lokal studies shows that the man is, and has been, medially over-represented for a very long time. But equality is not just about the quantitative space, but also the general presentation. Therefore, this study examines gender representation and stereotypes in the Swedish childrens papers Kamratposten and SvD Junior. By a quantitative content analysis two coding schemes have been constructed based on Yvonne Hirdmans theory about the gender order, Stuart Halls representation theory and Jesper Strömbäcks theoretical summary of the media logic. By analysing both text and pictures this study have been able to answer its three issues. The result is later presented with both diagrams and descriptive text where it shown how the outcome goes against the previous researches and this study is by that in some cases unexpected. In summary both Kamratposten and SvD Junior contains about the same percentages girls/woman and boys/men. This sort of equality is not common in earlier studies. However, the stereotypes is a very common occurrence in both papers which also have been proved to be the most prominent features in other Swedish media. For example, girls/women are quoted primarily within softer subjects, such as family, feelings and relationships. Instead, boys/men are quoted within harder subjects like sport, games and science. The total result of this study thereby shows that the papers is very much identical in every sense.

Philosophiae Doctor - PhD / Nigeria is one of the most multilingual nations in Africa which consists of over 450 languages (Adegbija, 2004; Danladi, 2013). It has a population of more than 150 million people, with three major languages, namely Hausa, Yoruba and Igbo, and a number of minority languages. Despite its linguistic and cultural diversity, English is the main medium of instruction from primary to tertiary education. The negative effects of learning through the medium of English second language (L2) are evidenced in the learners’ poor achievement in the external examination results of the National Examination Council (NECO) and the West African Examination Council (WAEC). There is an assumption that learners’ poor performance in English (L2) is due to little attention given to English writing in schools, and the use of less appropriate or effective teaching approaches (Babalola, 2011). There is a special concern about the poor writing proficiency levels of learners, particularly in the Junior Secondary School (JSS) phase which is an exit to Senior Secondary School level where learners are expected to show strong academic literacy skills. Writing is a process which is central to learners’ learning across the curriculum and it enables learners not only to access knowledge from different sources, but also to display the acquired knowledge in different domains. Learners’ poor writing skills are a great concern given that English (L2) is the main medium of instruction at all levels of education in Nigeria. In light of the above, this study set out to explore the pedagogical strategies and problems encountered by both teachers and learners in English (L2) academic writing in Junior Secondary School (JSS 3) classrooms in the Ekiti State, Nigeria. Guided by Second Language Acquisition theory, the study explored the factors that influence second language learning, in relation to the sociocultural and contextual factors that influence learners’ writing abilities. Through the lens of the Genre Pedagogical Theory and the Social Constructivist theory, it investigated teachers’ pedagogical strategies in English (L2) writing, and analysed learners’ written texts in order to understand the extent to which they reflected the features of specific genres that support learners’ writing skills. Four JSS3 teachers in three schools were purposively selected to participate in the study. The study employed a qualitative research paradigm, underpinned by the interpretive theory. Through the use of an ethnographic design, the day-to-day happenings such as thoughts and engagements of both teachers and students in the English (L2) lessons were observed and recorded by means of an audio-recorder in order to build a comprehensive record of the participants’ practice in the classroom. In addition, both semi-structured and unstructured interviews were conducted with the individual teachers. The students’ written texts and other relevant documents were collected and analysed for the purpose of data triangulation. Ethical considerations such as informed consent, voluntary participation, respect and anonymity of participants were observed throughout the study. In this study, the findings show that the teaching of English (L2) writing is still a challenge to many teachers due to a variety of factors which include linguistic, pedagogical and structural factors. As a result, learners’ academic writing suffers, especially writing to learn at secondary school level. Specifically, the findings of this study indicate that the teachers made use of traditional teaching approaches in the teaching of English (L2) writing as against the approaches recommended in the curriculum. The study also reveals that most of the JSS(3) students’ level of proficiency in English writing is below the expected levels stipulated in the curriculum document, although some of them displayed good basic interpersonal communication skills (BICS), Other contributing factors to the learners’ low academic writing proficiency in English (L2) include teachers’ limited understanding and application of the Genre-Based Approach in teaching writing, inadequate language teaching and learning resources, learners’ limited exposure to English (L2) and limited writing opportunities. The study concludes that while the use of the Genre-Based Approach is not the only strategy to enhance learners’ writing skills, the teaching of writing remains crucial as it is central to language use in different knowledge domains. Students’ writing proficiency is critical for cognitive and socio-economic development as it has implications for students’ access to knowledge and academic literacy which spills over to tertiary education. In a country like Nigeria where the main language of instruction is English, there is a need to prioritise teacher development and to revisit the curriculum to determine how it meets the academic needs of learners in this century.

Master of Public Health - MPH / The Family Life and HIV/AIDS Education (FLHE) curriculum was introduced into Junior Secondary Schools (JSS) in Nigeria to provide young people with life skills and knowledge essential for protecting themselves from HIV/AIDS. However, coverage of schools with the FLHE curriculum implementation is low. The purpose of this study was to determine the factors that affect the implementation of the FLHE curriculum in JSS in Abuja, Nigeria. This study was a quantitative descriptive cross-sectional survey. The study populations were teachers from public JSS implementing the FLHE curriculum in Abuja, among whom 300 teachers selected using systematic random sampling constituted the sample size. A close-ended anonymous questionnaire was administered to the research respondents as a self-administered questionnaire in English Language in their schools. A total of 300 questionnaires were administered of which 251 completed questionnaires were returned and analysed. Data analysis was undertaken using SPSS version 17 and included frequency distribution, mean score and standard deviation (univariate analysis), and cross tabulations of dependent variable (teaching of FLHE curriculum) and independent variables (awareness of HIV/AIDS policy and government directive; level of knowledge of the FLHE curriculum; level of comfort to teach FLHE curriculum; religious belief and affiliation; and cultural values of respondents). Chi-square tests and p-values were calculated to determine relationship between variables. Throughout this study, the autonomy of the respondents and dignity were respected; and their participation was voluntary. There was full disclosure of the purpose of the study. The respondents were assured of the confidentiality and anonymity of the information collected; and their written consent were secured prior to participation in the study. The majority (72%) of teachers in this study were aware of the National HIV/AIDS Policy and the government directive to mainstream topics in the FLHE curriculum into existing subjects (78%). Just above one-third (36%) of the teachers had ever seen a copy of the HIV/AIDS policy and knew all the content of the policy. The study revealed that only 5% of the teachers in schools implementing the FLHE curriculum had sufficient level of knowledge of the FLHE curriculum. Majority of the teachers (71%) knew the content of only one (HIV infection) out of the five themes in the curriculum, and 4 out of 5 of the teachers were comfortable in teaching the curriculum to students. The lack of sufficient level of knowledge of the FLHE curriculum and the content of the HIV/AIDS policy and government directive among majority of the teachers were major factors that affected the implementation of the curriculum. Awareness of the government directive (P= 0.000) as opposed to the HIV/AIDS policy (P= 0.772) among the teachers was found to be an important factor to harmonize implementation modalities of the curriculum. The study also noted that personal perception (P = 0.000), cultural values (P = 0.000) and religious belief (P = 0.000) of the teachers as opposed to their religious affiliation (P= 0.218) were important factors in the teaching of FLHE curriculum to students. This study has established that several factors among teachers that included awareness of the government directive to mainstream topics in the FLHE curriculum into subjects, knowledge of the content of the FLHE curriculum and personal perception to the teaching of the curriculum, as well as religious belief and cultural values affected the implementation of FLHE curriculum in JSS in Abuja, Nigeria.

It is the purpose of this study to attempt to arrive at the underlying causes of inadequacy in sex education and to recommend a proposed unit of sex instruction correcting the obstacles for the need of a particular age group.

Historically, research has placed considerable emphasis on developing a systematic body of knowledge about education in which little voice has been given to teachers themselves. The critical role that teachers play in this generative process such as reflecting, acting and theorizing upon practices that shape life in the classroom has largely been ignored in favor of technical innovation and organizational procedure. As schools straggle to reform and restructure, an understanding of how teachers interpret their practices in context and how the culture of schools influence, constrain, or encourage these practices become critical aspects of school success or failure. This study examined the perspectives on inclusion of seven middle school teachers as they attempted to include exceptional students in regular classes. The study utilized three forms of data collection: observations were made of participant interactions as they led their everyday school lives; document analysis was used as a means to gain an understanding of programs affecting exceptional students, and interviews were used to give voice to teacher’s perceptions regarding inclusion, allowing description in their own words rather than those imposed by an outside inquirer. Data collection and analysis sought to identify emerging themes, categories and patterns, allowing for the creation of substantive theory grounded in empirical data. The key issues that emerged in the study were considered in terms of three general categories. The first, teaching and learning, revealed stark contrasts in opinions regarding the type of human support thought necessary for successful inclusion. Regular educators clung to the traditional notion of solitary teachers directing all class activity, while exceptional educators preferred a more team-oriented approach. The second, school structure, revealed that highly collaborative structures were only partially successful in creating additional conversation between regular and exceptional educators. Collegiality was affected by lack of staff experience with the process as well as its implementation in a top-down fashion. The third, school culture and climate, revealed that regular educators believed the school was prepared for a limited amount of inclusion. Although exceptional educators acknowledged school readiness, they did not believe that inclusion was an important item on the school’s reform agenda.

The study aims to identify which performance appraisal system is currently used in The Cold Chain, how this system compare with the fundamental requirements of a successful appraisal system and what requirements can be adopted to make the way in which Team Leaders are appraised more effective. An introduction into The Cold Chain, the identification of the problem and the relevance of the study is followed by a literature overview of performance management, the role of performance appraisals and the requirements for a successful performance appraisal system. Various appraisal systems, problems associated with performance appraisals and a framework for the development of an efficient system is discussed. Research conducted using a questionnaire sent to Team Leaders in The Cold Chain, delivered results which were analysed and discussed in Chapter four. In addition to biographical information, the function, effectiveness, evaluator involvement, objectives and criteria, requirements for performance appraisals, organisational alignment and evaluator faults were discussed. It was found that the current performance appraisal system in use at Mercor is a trait scale system. A trait scale method of performance appraisals does not reflect measurement against clearly defined job criteria and is difficult to legally defend. The essential elements for successful appraisal systems such as reliability, relevance, sensitivity, uncontaminated information, acceptability, practicality and legality will be present in a 360-degree approach and the implementation of such a system in Mecor was recommended.

Orientador : Iara Lis F. S. Carvalho Souza / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-07-31T15:24:30Z (GMT). No. of bitstreams: 1 Ferraro_JulianaRicarte_M.pdf: 12668053 bytes, checksum: 9e5c38ea8fabb7bf3f678b96c4ecf6dc (MD5) Previous issue date: 2002 / Resumo: Esta Dissertação de Mestrado, trabalha como principal objeto o "Semanário Ilustrado e Humorístico", de Be1mirode Almeida, lançado no ano de 1901, na cidade do Rio de Janeiro, e visa analisar os acontecimentos da urbe carioca nos primeiros meses do século XX, utilizando-se para tal estudo dos textos e das caricaturas presentes naquele periódico intitulado João Minhoca: TheatroAlegre de Bonecos Vivos / Abstract: This master degree dissertation works as the main object Be1mirode Almeida's "Illustrated and Humoristic Weekly", launched in 1901, in Rio de Janeiro city. This work aims to analyze the carioca city, in this determined year, using certain studies of the literary and caricature area presented in the periodic: João Minhoca: Theatro Alegre de Bonecos Vivos / Mestrado / Mestre em História

Orientador : Ferdinando de Oliveira Figueiredo / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / A biblioteca do IE possui a tese em 2pts / Made available in DSpace on 2018-07-16T02:31:04Z (GMT). No. of bitstreams: 1 ZiniJunior_AlvaroA(AlvaroAntonio)_M.pdf: 11851738 bytes, checksum: caaee681c44725a4dd1ca0a9932bd088 (MD5) Previous issue date: 1982 / Resumo: Não informado / Abstract: Not informed / Mestrado / Mestre em Economia