Made available in DSpace on 2014-12-17T15:38:38Z (GMT). No. of bitstreams: 1 CandidaMBD_TESE.pdf: 1596389 bytes, checksum: 9ddda602e29307e878aa4172861672c0 (MD5) Previous issue date: 2013-09-27 / A pobreza, como uma das manifesta??es da quest?o social , ? elemento constitutivo do padr?o de desenvolvimento capitalista, extremamente desigual, em que convivem acumula??o e mis?ria. Nas ?ltimas d?cadas, sob a ?gide do ide?rio neoliberal, verifica-se um incremento em pol?ticas de combate ? pobreza no Brasil, de car?ter focalizado e compensat?rio, tanto por meio de a??es diretas de transfer?ncia de renda, quanto pelo fortalecimento de servi?os e programas voltados ?s popula??es pobres, com a estrutura??o do Sistema ?nico de Assist?ncia Social, hierarquizado em Prote??o Social B?sica e Especial. A participa??o do psic?logo nas equipes profissionais do CRAS constitui um importante elemento para a discuss?o da inser??o desse profissional no campo das pol?ticas sociais no Brasil, considerando os limites estruturais postos pelo car?ter compensat?rio dessas pol?ticas, e a constru??o de estrat?gias que possam resultar em uma mudan?a efetiva nas condi??es de vida das camadas mais pobres da sociedade. Aliado a isso, por meio do ingresso na pol?tica de assist?ncia social, um n?mero significativo de profissionais psic?logos passa a atuar em cidades pequenas e m?dias, fora dos tradicionais centros urbanos, constituindo um movimento de interioriza??o da profiss?o . O objetivo do presente trabalho ? analisar a a??o profissional do psic?logo na assist?ncia social no contexto nas pol?ticas de combate ? pobreza em munic?pios do interior do Rio Grande do Norte. Realizou-se entrevistas semiestruturadas com psic?logos atuantes nos CRAS de 17 munic?pios de pequeno e m?dio porte do estado. As informa??es foram sistematizadas com aux?lio do software QDA Miner v. 3.2. A perspectiva defendida neste trabalho refere-se ? funcionalidade das pr?ticas psicol?gicas no contexto das pol?ticas de combate ? pobreza brasileiras na atualidade, ao refor?ar os ideais neoliberais de naturaliza??o da quest?o social e responsabiliza??o dos indiv?duos pela sua condi??o social, al?m de, em grande parte, desconsiderar as particularidades e singularidades que marcam os territ?rios de a??o. Todavia, ? poss?vel depreender alguns modos de a??o profissional que est?o na contram?o dos mais frequentemente encontrados nesse campo. Esses modos se revelam no cotidiano do CRAS como formas diferentes de compreens?o do saber fazer profissional, resultados de um posicionamento pol?tico e de uma forma??o profissional que buscam romper com o tradicionalismo e conservadorismo da Psicologia e do campo da assist?ncia social

Orientador: Paulo Sérgio Emerique / Banca: Rosana Giaretta Sguerra Miskulin / Banca: Miriam Godoy Penteado / Resumo: Esse trabalho trata do uso do computador e do programa LOGO como ferramentas de ensino de conceitos de Geometria Plana e de suas implicações no processo de ensino-aprendizagem. Na análise dessas implicações utiliza-se uma metodologia de pesquisa qualitativa e participante, que leva em consideração os diversos aspectos suscitados pelo uso dos computadores. Os principais, observados nesse trabalho de pesquisa, são aqueles relacionados com; as interações afetivas da relação da criança com o computador e o programa educacional utilizado; os aspectos sociais inerentes ao desenvolvimento de atividades em um ambiente colaborativo de aprendizagem; o estabelecimento de regras de trabalho em grupo e a autonomia moral, efetua-se a análise tendo como referencial a teoria psicogenética de PIAGET, onde dá-se destaque ao desenvolvimento da afetividade e o papel das interações sociais no processo de ensino-aprendizagem. Dentro desse quadro assume-se que o uso do computador promove uma melhora qualitativa no ambiente de aprendizagem, na forma de um enriquecimento desse ambiente, favorecendo o desenvolvimento cognitivo das crianças. / Abstract: This study refers to the use of computers and the LOGO program as a tool of Plan Geometry teaching concepts and its implication in the learning process. In the analysis of these implications I use a qualitative and participative research methodology that takes into account the several arised aspects observed in the use of the computers. The mainly ones are those related to: the affective interactions of children relationship with the computer and the educational program used; the social aspects that are inherent to the development of activities in a collaborative learning environment; the development of work groups rules and the moral autonomy. My analysis has the Piaget's psychogenetic theory as reference, where I topicalize (give prominence to) the development of affective ness and the social interactions role along the teaching and learning process. Within this outline (profile) my assumptions are that the use of the computer promotes a real improvement in the learning environment as ways of enrichment of this environment favoring the outstanding cognitive development of children. / Mestre

Submitted by Jadi Castro (jadiana.castro@ucb.br) on 2017-02-21T19:07:21Z No. of bitstreams: 1 OberdanQuintinodeAtaidesDisserta????o2016.pdf: 5807699 bytes, checksum: 1506b2e070e5a15a9e3090725a5feb79 (MD5) / Approved for entry into archive by Kelson Anthony de Menezes (kelson@ucb.br) on 2017-03-08T18:11:23Z (GMT) No. of bitstreams: 1 OberdanQuintinodeAtaidesDisserta????o2016.pdf: 5807699 bytes, checksum: 1506b2e070e5a15a9e3090725a5feb79 (MD5) / Made available in DSpace on 2017-03-08T18:11:23Z (GMT). No. of bitstreams: 1 OberdanQuintinodeAtaidesDisserta????o2016.pdf: 5807699 bytes, checksum: 1506b2e070e5a15a9e3090725a5feb79 (MD5) Previous issue date: 2016-03-21 / The Youth and Adult Education is a type of education whose history in Brazilian education was marked by moments of appreciation and other depreciation and oblivion. At present, the EJA has gained political and educational space, therefore, this study sought to identify the contributions of dialogue practice in the teachinglearning process developed by PROEJA teachers, EJA modality articulated vocational training. The dialogue, as a pedagogical element in view of Martin Buber (1878-1965) and Paulo Freire (1921-1997), is an important element of dialogue, building knowledge, recognition of being and builder of otherness. For these young adults, women and older workers, the dialogical mediation presents itself as a force able to recognize its historicity and provide the transformation of their reality. The research methodology was used a qualitative approach and presents a case study of a Public Institution Federal education in the state of Goi??s. The data were collected through documentary research and semi-structured interviews. They interviewed six teachers who work in PROEJA courses a federal public institution. The data were subjected to content analysis of the interviews. The elements presented in the analysis of the interviews reveal that dialogue as a pedagogical element provides rapprochement between teacher and students, creating a horizontal relationship of respect and fellowship, facilitating the teaching-learning process. Teachers reveal the dialogical practice moves the educational process, leading to the collective construction of content and knowledge and appreciation of PROEJA student knowledge. also show the importance of experience, the exercise of practice, dialogue and epistemological circles as successful practices for PROEJA. Reveal still be necessary for teachers to seek dialogue and praxis of dialog, the transdisciplinary work and the dissemination of knowledge to the EJA is able to promote the autonomy and liberation. / A Educa????o de Jovens e Adultos ?? uma modalidade de educa????o cuja hist??ria na educa????o brasileira foi marcada por momentos de valoriza????o e por outros de deprecia????o e esquecimento. No momento presente, a EJA vem ganhando espa??o pol??tico e pedag??gico, por isto, este estudo buscou identificar as contribui????es da pr??xis do di??logo no processo de ensino-aprendizagem desenvolvido por professores do PROEJA, modalidade de EJA articulada ?? forma????o profissional. O di??logo, enquanto elemento pedag??gico, na perspectiva de Martin Buber (1878-1965) e Paulo Freire (1921-1997), ?? um importante elemento de interlocu????o, constru????o de saberes, reconhecimento do ser e construtor da alteridade. Para estes jovens, adultos, mulheres, trabalhadores e idosos, a media????o dialogal apresenta-se como for??a capaz de reconhecer sua historicidade e proporcionar a transforma????o de sua realidade. A metodologia da pesquisa utilizou-se da abordagem qualitativa e apresenta estudo de caso de uma Institui????o P??blica Federal de ensino no estado de Goi??s. Os dados foram coletados atrav??s de pesquisa documental e entrevistas semiestruturadas. Foram entrevistados seis professores que atuam nos Cursos PROEJA de uma institui????o p??blica Federal. Os dados foram submetidos ?? an??lise do conte??do das entrevistas. Os elementos apresentados na an??lise das entrevistas revelam que o di??logo, como elemento pedag??gico, proporciona aproxima????o entre professor e alunos, gerando uma rela????o horizontal de respeito e comunh??o, facilitando o processo de ensinoaprendizagem. Os docentes revelam que a pr??tica dialogal move o processo educativo, levando ?? constru????o coletiva de conte??dos e saberes e valoriza????o dos saberes do estudante do PROEJA. Apresentam tamb??m a import??ncia da experi??ncia, do exerc??cio da pr??xis, do di??logo e dos c??rculos epistemol??gicos como pr??ticas exitosas para o PROEJA. Revelam ainda ser necess??rio que os professores busquem a pr??xis do di??logo e da dialogicidade, o trabalho transdisciplinar, bem como a difus??o destes saberes para que a EJA seja capaz de promover a autonomia e liberta????o.

This thesis aim to explain which part sound and music possess as a branding tool. We consider this to be of relevance since there is very limited reseach conducted on the subject. . To fulfill the purpose of this thesis we have focused on three main issues. Our ambition is to describe this subject from a marketing perspective with the brand in focus. The interview respondents consists of marketing experts, sound branding advertisers and actors from the Swedish telecom business. For this thesis we conducted seven interviews with a qualitative approach to gain a deeper understanding and a broad picture for the studied topic. In the final chapter we present our conclusions of the study. Because of the thesis qualitative method it is difficult to present a complete picture, therefore, we would like to refer to the last chapter for further reading.

This thesis examines the importance of employee perceptions of their organisation's visual corporate identity (VCI) particularly the symbolic 'corporate logo'. Employees' views of the logo reveal their perceptions of the organisation itself (Henderson and Cote 1998:15, Olins 1995:73) so are an important indicator of their positive or negative feelings towards their establishment. Previous research recognises the significance of employees' opinions, but has overlooked their perceptions of the VCI. In education, external marketing (including VCI) is of growing interest but there has been little concern with internal marketing. Methodology A mixed methods, sequential, explanatory case study into a UK independent school was undertaken. Quantitative data was obtained from questionnaires, distributed to the schools' employees and qualitative data from interviews; analysis reveals convergent and divergent findings.Findings The majority of the schools' employees consider the corporate colours and logo important, associate positive meanings with the logo and were proud to be linked to the school by wearing branded items. Employees felt affiliation for the logo and considered the VCI to be strong although responses differed depending upon gender, full or part-time employment, department, seniority and length-of-service. A new model has been developed, the IMP Test, that reveals the perceptions; the importance, meanings, and pride that employees attach to their VCI. Implications These findings reinforce and add to previous research of employee perceptions of their VCI (particularly in education) and it follows, towards their organisation. Utilising this approach, managers can gain a deeper understanding of employee perceptions which has implications for morale and motivation.

A logo lies central in an organisation's visual identity system and it is a way of communicating fundamental aspects about the organisation, such as the organisation personality or the organisation's mission and vision. The logo, or corporate visual identity, could be seen as the organisation's visual shorthand that summarises these fundamental aspects. A design element such as colour can be an expressive tool in terms of visual identity. The use of a particular colour in the logo of an organisation conveys a specific message about that company's identity and personality through the meaning and symbolism that is attached to the colour. The corporate colour scheme of an organisation can also aid in communication without being displayed in context of the visual identity. The combination of both verbal communication such as text, and visual communication such as images, through a design element like colour, could provide an effective method of conveying information. The nature of this study is descriptive. It examined the role played by colour in an organisation's visual identity as a communication tool. The study followed a qualitative approach, making use of a literature study and a case study approach. In the literature study, the role of the graphic designer, the visual identity and a design element like colour in the context of corporate communication were examined. The sources of evidence used for the case study approach, were questionnaires, as well as a colour analysis of the corporate colour schemes of each of the selected case organisations as utilised in their visual identities. The research project attempted to determine the role of colour as communication, as well as the motivation behind the use of a particular colour, should such a motivation exist, and the communication intended behind each colour. The project also attempted to determine the target markets at which the communication is aimed; the research done by each of the case organisations regarding colour symbolism and the suitability of the colour regarding the target markets; and the importance attached to colour as a communication tool. These questions were investigated through the use of the questionnaires. The colour analysis was done to function as a control mechanism to, for example, determine whether the intended message behind colour correlated to the perceived message as determined by the colour analysis. The results from the questionnaires and colour analysis used in the study showed that colour does play an important role in the selected case organisation's visual identities. The results of the study also found, however, that regardless of how important colour was viewed as a method of communication by the respondents, certain factors exist which influence the effectiveness of colour as a communication tool. / Thesis (M.A. (Communication Studies))--North-West University, Potchefstroom Campus, 2004.

A methodology was developed in this study for identifying the cognitive, pedagogical, and computational characteristics of computer-based learning environments. The characterization of the cognitive and pedagogical features was achieved by decomposing the learning environments into episodes which were composed of sequences of "views". Each "view" was described in terms of the different types of knowledge presented, the pedagogical strategies used to present the knowledge, and the forms and functions of user-computer interactions elicited. The computational characteristics were described in terms of modularity and other programming properties. The methodology was applied to characterizing the instructional programs produced by student teachers using Logo. / The results showed that this methodology can successfully identify the cognitive, pedagogical and computational characteristics of the learning environments. It can also clarify what can be learned in a microworld, especially the "powerful ideas" in Logo environments. In addition, the usability and constraints of learning environments in meeting the learners' cognitive needs during the learning process can be assessed.

A logo lies central in an organisation's visual identity system and it is a way of communicating fundamental aspects about the organisation, such as the organisation personality or the organisation's mission and vision. The logo, or corporate visual identity, could be seen as the organisation's visual shorthand that summarises these fundamental aspects. A design element such as colour can be an expressive tool in terms of visual identity. The use of a particular colour in the logo of an organisation conveys a specific message about that company's identity and personality through the meaning and symbolism that is attached to the colour. The corporate colour scheme of an organisation can also aid in communication without being displayed in context of the visual identity. The combination of both verbal communication such as text, and visual communication such as images, through a design element like colour, could provide an effective method of conveying information. The nature of this study is descriptive. It examined the role played by colour in an organisation's visual identity as a communication tool. The study followed a qualitative approach, making use of a literature study and a case study approach. In the literature study, the role of the graphic designer, the visual identity and a design element like colour in the context of corporate communication were examined. The sources of evidence used for the case study approach, were questionnaires, as well as a colour analysis of the corporate colour schemes of each of the selected case organisations as utilised in their visual identities. The research project attempted to determine the role of colour as communication, as well as the motivation behind the use of a particular colour, should such a motivation exist, and the communication intended behind each colour. The project also attempted to determine the target markets at which the communication is aimed; the research done by each of the case organisations regarding colour symbolism and the suitability of the colour regarding the target markets; and the importance attached to colour as a communication tool. These questions were investigated through the use of the questionnaires. The colour analysis was done to function as a control mechanism to, for example, determine whether the intended message behind colour correlated to the perceived message as determined by the colour analysis. The results from the questionnaires and colour analysis used in the study showed that colour does play an important role in the selected case organisation's visual identities. The results of the study also found, however, that regardless of how important colour was viewed as a method of communication by the respondents, certain factors exist which influence the effectiveness of colour as a communication tool. / Thesis (M.A. (Communication Studies))--North-West University, Potchefstroom Campus, 2004.

This thesis describes the construction, form, purpose and motivation for LogoRhythms, a sound synthesis and computer audition API intended to be used as a tool in the teaching of computer programming, computer science and associated skills. LogoRhythms is built into Berkeley Logo (UCB Logo), a contemporary open source Logo interpretter. In addition to serving as a user manual complete with program description and code examples, this work documents an exercise in experimental archaeology that traces the unfortunate shift in educational computing and personal computing in general from an emphasis of 'computer literacy' to one of 'user-friendly.' Arguments in defense of command-line and text based computing parallel those for computing as a tool for creative expression and are made in three ways: historical analysis, a new user-study and philosophical investigation. Programming is a widely learnable skill and debugging a useful skill transcending a utility limited to computer programs. Digital musical composition provides a perpetually renewable Opportunity for custom software, underscoring that programming is a creative endeavor.

This study was set up to assess the contribution that a computer modelling approach using the language LOGO could make to the quality of mathematics learning in primary school children. Following a constructivist theory of mathematical learning it is argued that many problems children have with their mathematics results from instrumental learning without understanding, rather than relational learning. LOGO was developed, in part, to provide a learning environment for children to investigate mathematical ideas and thus develop their own understanding. Previous research has not provided much evidence that this happens, nor specified what mathematical learning could be expected to take place and what pedagogic approach could bring it about. Other questions relating to the maturity of the children and their aptitude for programming have similarly been neglected. This study was set up to identify the mathematical ideas intrinsic to Turtle Geometry and to explore the conditions under which this learning could best be fostered. The study was carried out in three phases. The first phase considered the constraints of maturity and the need to program on the learning of 9 and 11 year old children. The second phase of the study followed up the programming of the older children, to see what mathematics they were encountering, and what sort of activities encouraged them to think mathematically. Pre and post tests were used to identify the mathematical learning which was taking place. In Phase III a control group was used to identify the particular mathematical learning which could be attributed to LOGO experience, and to assess the transfer of mathematical learning from the LOGO context to novel problem solving. The first two phases revealed considerable mathematical activity intrinsic to Turtle Geometry. The need to learn some simple programming apparently did not present a barrier to mathematical investigation. The test results in the third phase showed that the children had deepened their understanding of angles, variables and general process aspects of mathematics through using LOGO. The performance of the children on the computers was monitored and was found to be revealing of their current mathematical understanding.