Made available in DSpace on 2017-07-10T18:56:39Z (GMT). No. of bitstreams: 1 Marlene Neri Sbadin.pdf: 1066017 bytes, checksum: 0c75d13c62956d0f8cf85497b556e220 (MD5) Previous issue date: 2006-03-03 / This research was carried out in a West city of Paraná State. Its goal was to analyze the introduction of English as a Foreign Language for children in elementary school. To reach this goal some classes had been recorded and analyzed in order to describe the teacher-student interaction and the activities in the classroom. Besides that some interviews had been done with the principal and the teacher of English as a way to collect information about the curriculum, language teaching planning and the school facilities to improve the English learning process. For this reason it was used ethnographic microanalysis as classes observation, field diaries and research of other educational documents. To analyze the data collected in the English Language classic authors had been read to accomplish the research and to comprehend the data. It was noticed that the quantity of input during the English class had been scarce, characteristic very similar to English classes to teenager students, from 5th grade to 8th grade, since teacher have not good fluency in English, then they use to teach through grammar and translation activities with some drills. It was very productive if teachers could improve their own languages abilities, even oral ability, by English courses provided by the University. These courses might pre service or in service in order to prepare teachers to face this new challenge teach English for kids. / Esta pesquisa foi feita numa cidade no oeste do Estado do Paraná. Seu objetivo foi analisar a introdução do inglês como língua estrangeira para crianças das séries iniciais do ensino fundamental. Para alcançar este objetivo, algumas aulas foram gravadas e analisadas de forma a descrever a interação professor-aluno e as atividades em sala de aula. Além disso, algumas entrevistas foram feitas com a professora de inglês e a diretora da escola, de forma a reunir informações sobre o planejamento das aulas e os recursos escolares para aperfeiçoar o processo de aprendizagem de inglês. Para tanto, nas observações das aulas, diários de campo e outros documentos educacionais, foram utilizados a microanálise etnográfica. Para analisar a coleta de dados na língua inglesa foram lidos autores clássicos para realizar a pesquisa e compreender os dados. Foi percebido que a quantidade de insumo durante as aulas de inglês era ínfima, característica muito similar às aulas de inglês dos adolescentes de 5ª a 8ª séries. Ocorre que os professores não apresentam boa fluência em inglês, então costumam ensinar através de atividades de gramática e tradução com algumas atividades de repetição. Seria muito produtivo se os professores pudessem aperfeiçoar-se em suas próprias habilidades lingüísticas, igualmente na habilidade oral, através de cursos ofertados pela universidade. Estes cursos poderiam ser de graduação ou de formação continuada de forma a preparar os professores para encarar este novo desafio, que é ensinar inglês para crianças.

Since a deficit in empathy is not only characteristic among individuals with autism spectrum disorder (ASD) but categorically used in defining ASD, it is of utmost importance to explore educational avenues to build prosocial skills among this group. This study sought to explore the primary research question: What impact does the implementation of an empathy-focused video modeling intervention have on frequency of empathic behaviour among adolescents with ASD? The secondary research questions examined were: In what ways does employing a video modeling simulation intervention using the Model Me Kids Friendship program impact the ability of adolescents with ASD to demonstrate empathic behaviour? How do adolescents with ASD express or speak about their empathic behaviour following participation in a simulation intervention using Model Me Kids Friendship? How do the Educational Resource Facilitators (teaching assistants) perceive the same individuals’ empathic behaviour following participation in a simulation intervention using Model Me Kids Friendship (MMF)? This mixed methods study explores 1 particular video modeling simulation program as a focused approach to building empathic behaviour among adolescents with ASD. The theoretical framework presented blends theory of mind, simulation theory, and psychological theories of empathic behaviour including the inherent motor, cognitive, and emotional components. Individuals with ASD may not learn empathic behaviours solely through observation as typically developing children do, but findings suggest that through video simulation, practice may, in fact, lead to increased empathic behaviour. The quantitative findings were not significant but did show increase in motor empathy behaviour ratings among intervention group participants. Support for video modeling as a vehicle to teach empathic behaviour was provided by qualitative data collected over the course of 4 months contextualizing specific examples of empathic behaviour exhibited by participating teens with ASD. There is a link made between high levels of systematizing among teens on the spectrum (the drive to analyze and build a system) and video modeling as a means to foster empathic behaviour, thereby supporting an increased use of video simulation strategies to teach social skills among this group.

This thesis deals with the banking market and it is focused on the account in the Czech Republic. The aim is to assess the impacts of the chosen communication strategy on the target group in connection with the launching of new products. The first part focuses on selected theories. The second part deals with the Bank itself and analyzes the current communication strategy. The last part research examines the effectiveness of communication campaign and the impact of the new strategy on changes of consumer perceptions and decisions. Besides the data gained from the primary research, there were a lot of secondary data such as an internal company data and data from the research of MML-TGI or data from Nielsen Admosphere that were used also as well.

O objetivo deste trabalho foi avaliar a flutuação de anticorpos séricos em cabras no período pré e imediatamente pós-parto e a eficiência do processo de aquisição de imunidade passiva em cabritos recém-nascidos utilizando colostro caprino e bovino, contribuindo para a avaliação de uma alternativa de manejo de colostro e o melhor conhecimento do mecanismo de formação e transferência de imunidade passiva. Foram utilizadas 18 cabras e suas respectivas crias, 33 animais, sendo 19 fêmeas e 14 machos. Os animais foram distribuídos ao acaso em dois grupos que receberam às 0, 12, 24 e 36 horas de vida colostro caprino (grupo A) e colostro bovino (grupo B). As coletas de sangue das cabras foram iniciadas 45 dias antes da data prevista para o parto, em intervalos de 5 dias, até o 5o dia após o parto. Amostras de sangue dos cabritos foram coletadas às 0, 12, 24 e 48 horas, e aos 5, 10, 15, 20, 25, 30, 35, 40, 50 e 60 dias de idade. As variáveis séricas analisadas foram proteína total (PT), através do método do biureto, e imunoglobulinas (Ig) através dos métodos de imunodifusão radial (IDR) e turvação por sulfato de zinco (ZST). O delineamento experimental utilizado foi o inteiramente casualizado e as variáveis séricas analisadas como medidas repetidas no tempo. A ausência de queda significativa na concentração sérica de PT e Ig no período pré-parto indica que a mobilidade destes componentes séricos para a glândula mamária ocorre em concentrações que permitem que o animal mantenha esses valores estáveis. O grupo A apresentou valores máximos de PT e Ig séricas mais tardiamente aos 20,05±1,36 e 20,11±1,72 dias de vida, e as médias foram de 5,91±0,22 g/dL e 28,17±2,05 unidades ZST, respectivamente. Neste grupo as variáveis PT e Ig após o acréscimo inicial, entre a primeira e segunda data, permanecem sem alteração ao longo do período experimental. No grupo B a data de concentração máxima de PT foi verificada nas 48,68±0,70 horas de vida, com média de 7,16±0,28 g/dL e a data de concentração máxima de Ig foi verificada às 48,75±0,73 horas de vida, com média de 37,56±2,38 unidades ZST. Em seguida, os valores decresceram gradativamente, em função do catabolismo das imunoglobulinas adquiridas. Os resultados indicam que o colostro caprino pode ser substituído pelo colostro bovino apresentando vantagens para cabritos recém-nascidos na aquisição inicial de Ig sérica. Determinou-se a correspondência dos valores de ZST em mg/mL de IgG através de análises comparativas de imunoglobulinas presentes em amostras séricas, obtidas do grupo B (colostro bovino) nas primeiras 48 horas de vida usando os métodos de IDR e ZST. Foi encontrado um coeficiente de correlação de 0,725, indicando a existência de associação entre unidades ZST e a concentração de imunoglobulina em mg/mL, permitindo, deste modo estimar o nível de imunoglobulina sérica através do método ZST. / The objective of this study was to evaluate the fluctuation of serum antibodies in goats pre and immediately post partum period and the passive immunity acquisition efficiency in goat kids fed caprine and bovine colostrum, contributing for an evaluation of colostrum management alternative and a better knowledge of passive immunity formation and transference mechanism. Eighteen goats and their respective offspring, 33 animals, 19 females and 14 males, were used. Animals were randomly distributed in two groups that received at 0, 12, 24 and 36 hours after birth, caprine colostrum (group A) and bovine colostrum (group B). Goat blood samples collection started 45 days before the birth predicted date, with intervals of 5 days until the 5th day post partum. Goat kids blood samples were collected at 0, 12, 24 and 48 hours, and at 5, 10, 15, 20, 25, 30, 40, 50 and 60 days of age. Serum variables analyzed were total protein (TP), by biurete method, and immunoglobulin (Ig) by radial immunodiffusion (IDR) and zinc sulphate turbidity (ZST) methods. A completely randomized desing was used with serum variables analyzed as repeated measures on time. The absence of significant fall on TP and Ig serum concentration in pre partum period, indicates that the mobility of these serum components to mammary gland occurs in concentrations that allow these animals to keep the stability of these values. Group A showed maximum values for serum TP and Ig later than group B, at 20.05±1.36 and 20.11±1.72 days after birth, and the means were 5.91±0.22 g/dL and 28.17±2.05 ZST units, respectively. In this group the variables TP e Ig after an initial increase, between first and second experimental date, remain without alterations through the experimental period. In group B, the highest concentration date for TP was observed on the 48.68±0.79 hours after birth, with means of 7.16±0.28 g/dL and the highest concentration date for Ig at 48±0.73 hours after birth, with mean of 37.56±2.38 ZST units. After this period the values gradually decreased, mainly function of acquired Ig catabolism. The results indicate that caprine colostrum can be used as a replacer for bovine colostrum showing advantages for the newborn in the initial acquisition of serum Ig status. ZST values correspondence in mg/mL of IgG was determined through comparative analyses of immunoglobulin present in serum samples from group B at first 48 hours after birth using the IDR and ZST methods. A correlation coefficient of 0.725 was found, indicating the existence of association between ZST units and Ig concentration in mg/mL, allowing to estimate the level of serum Ig through ZST method.

The topic of my master’s thesis was to create an architectural study of Hospital with Speleotheraphy in Ostrov u Macochy. Sanatorium provides expert care to children suffering diseases of the respiratory tract, particular allergic and infections. Operation of the building is intended primary for children od preschool age. The building was divided into two main section. It ensures a conflict-free, natural traffic - two interconnected buildings. These buildings were carefully planted in the landscape of the Moravian Karst and contribute to teh development of Ostrov u Macochy.

This qualitative phenomenological study was conducted in order to better understand the multiple multicultural educational experiences TCKs have as a result of their unwanted/unpredictable international moves. The transcendental approach included semistructured face-to-face interviews based on a questionnaire with 12 TCK students at an international school in Korea. Students were asked to share their emotional, academic, and social experiences. The three research questions underpinning the questionnaire were: What are the emotional experiences of TCK high school students at a Korean international school who had multiple school disruptions? What are the academic experiences of TCK high school students at a Korean international school who had multiple school disruptions? What are the social experiences of TCK high school students at a Korean international school who had multiple school disruptions? The participants had attended at least three different schools K-12 and had attended schools in at least two different countries. Results revealed that although TCKs are fearful of moving to a new school in a new country they are excited about the new experiences they will have as they transition to a new place and new school. Academically, the International Baccalaureate Programme is the curriculum TCKs prefer and find the most suitable to their international experiences. The most unique experiences TCKs face moving from one school to another in a different country revolve around relationships. The most difficult part about moving is leaving friends and family behind. While TCKs moving to a new school in a new country face complex challenges forming close relationships, they are open-minded and are able to relate to people from a variety of different backgrounds and nationalities.

This study assessed the influence of language on the ability of children identified as being at risk for internalizing behavior disorders to successfully participate in a social skills intervention program. Fourth and fifth grade students participated in Strong Kids: A Social and Emotional Learning Curriculum in Grades 4-8, a program which promotes emotional resiliency. The Clinical Evaluation of Language Fundamentals-Fourth Edition (CELF-4) and Children's Communication Checklist-Second Edition (CCC-2) were both completed to obtain a global language score and pragmatic language score. The Teacher's Report Form (TRF), a shortened 10-item version of the Internalizing Student Symptom Scale (ISSC), and a 20-item knowledge based assessment relating to the Strong Kids curriculum were completed prior to and after the intervention. These behavioral assessments were administered in order to determine improvement in academic performance, adaptive functioning, and behavioral/emotional problems with relation to language functioning. It was found that children with higher general language abilities made significantly positive improvements with regard to withdrawal than children with lower general language abilities on measures taken prior to and directly after the Strong Kids curriculum. Additionally, the ISSC revealed that children with lower general language abilities rated themselves as having significantly more positive changes in behavior than children with higher general language abilities on measures taken prior to and six weeks following the Strong Kids curriculum. Pragmatic functioning, determined by the CCC-2, was not associated with significant behavioral improvements between children with high and low pragmatic language skills.

The goal of this study was to explore whether Strong Kids could result in improved social and emotional competence when implemented as a school-wide universal intervention. No prior studies have examined this question. This study also evaluated whether teachers could implement Strong Kids as it was designed and whether they viewed it as socially valid. It used a non-equivalent control group design. The treatment school in the study involved 348 students and 17 teachers from a Title I school. School demographics indicated that 61% of students were Hispanic, 37% White, and 2% of other ethnicities. Approximately 82% of the students qualified for free or reduced lunch. Teachers at the treatment school taught Strong Kids for 12 weeks, permitted treatment fidelity observations, and completed a social validity questionnaire (with a subgroup also participating in a social validity focus group). The control school participants consisted of 266 students and 11 teachers. The control school was selected because it was demographically similar to the treatment school. Teachers at both treatment and control schools completed pretest and posttest ratings of each of their students' internalizing behaviors and peer-related prosocial behaviors using nationally normed scales. Analyses comparing teacher ratings of the treatment school with ratings at the control school were performed using a split-plot ANOVA. Scores for students identified as at-risk through school-wide screening were compared to students not identified as at-risk. Average scores on the social validity questionnaire were calculated, and a qualitative analysis of the focus group was performed. Results revealed that 82% of lesson components were fully implemented. Teacher ratings at the treatment school reflected a significant decrease in students' internalizing behaviors, while ratings at the control school increased. At-risk students showed significantly greater improvements on both internalizing and peer-relations subscales compared to non-at-risk students. Social validity results revealed that Strong Kids provided a common language for teachers and students to talk about feelings and an avenue for students to seek help. It also helped teachers set school-wide expectations for handling social and emotional concerns.

This thesis aims to understand and explore how the experience of adult Third Culture Kids (TCKs) – individuals who live abroad outside of their parents' passport country in their developmental years – impacted the development of their cultural identity. Child migrants on a global level are increasing in the modern context, and not enough literature has focused on exploring the impact a highly mobile and transient upbringing has on children. Therefore, this study presents a social science insight into how the impact of growing as a TCK impacts one's cultural identity construction, sense of belonging, and relation to place. Six interviews were conducted with adult TCKs and analysed using a thematic analysis framework. Results showed that the cultural identity of the adult TCKs was more complex to explore and understand primarily due to their unique base where they had the opportunity to get a wide range of exposure to opinions, perspectives, people, and cultures. Additionally, third culture communities are the environment that mould the TCKs' relation to culture and concepts of belonging and home. Most interviewees showed signs of early maturity regarding their value system, and perspective on life, both of which comprise their cultural identity. This is argued to be principally due to their exposure at a young age to an intricate web of actors, social cues, and different contextual environments. Lastly, given the sample groups' transient upbringing, they perceive that their relation to physical places is weak, resulting in continual revising of their identity and a strong connection to relational bonds. Potentially, TCKs have a paradigm that is distinctive as their conceptualisation of home, belonging, culture, and identity are developed in transient, diverse, and dynamic environments. The study provides valuable understanding on the TCK experience and its impact on cultural identity construction and relation to place. It contributes empirically and theoretically to the field of migration studies, child migrants and to underlining implications of being young and internationally mobile.

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