The purpose of this paper is to gain insight into how efficient the computer is in support of the pupils literacy learning. Will there be a difference in literacy learning if i compare the pupils who use computers as an aid in relation to those pupils who are educated by synthetic method? Have the puplis felt affected in some way when having the computer as an aid in literacy learning? I have chosen to do a qualitative study with quantitative data. I have observed and interviewed pupils using the Trageton strategy. The interviews were based on a number of key issues. The quantitative data is based on my study that includes a reading development schedule, LUS. The results obtained show that pupils who have worked with Trageton strategy are more motivated to read and write than those pupils who have learned to read and write by the traditional method. Most pupils who were interviewed said that it was easier to write on the computer than with pen because they were tired of holding the pen and form letters. They also experienced that it became neat and was easier to read than handwritten text, which strengthen their self-confidence.

Assessment of the level of the pupils´ knowledge and understanding are important parts of teaching. There are diverse ways to do this and many different tools to use. The purpose of this study is to explore, through qualitative interviews, how five teachers work with assessment. The focus lies on both how they work with assessment in general and how they use the assessment tools called »LUS» and »Nya språket lyfter!». The pupils´ participation in their own education is an important part of the Swedish curriculum, which is why the study also focuses on how the informants work to enable the pupils´ participation in the assessment and in their education. The informants all think that both assessment and the pupils´ participation in the assessment are important, since teaching is easier when the pupils are aware of what they need to know and learn. Many of the informants express that time is an issue when it comes to making the assessment trustworthy. They need to have time to discuss assessment and the interpretation of the curriculum with colleagues, which is not always possible. In spite of this hurdle most of them think that they enable their pupils´ participation and that an assessment tool is an important aid that both furthers this and makes assessment easier and more trustworthy.

La route nationale 75 ( R . N. 75), surtout entre Vif et le Col de la Croix-Haute, manifeste plusieurs sortes de désordres affaissements, glissements de terrain, chutes de pierres, etc . ) qui posent de sérieux problèmes techniques en temps normal ou à l'occasion des travaux d'élargissement et de redressement et constituent aussi une gêne, voire un danger, pour les usagers . La concentration et la répétition de ces désordres justifiaient une étude géologique et géotechnique détaillée du tracé et de son voisinage, sujet du présent mémoire . Notre travail, à l'occasion duquel nous avons voulu montrer l'intérêt que présente, avant toute réalisation d'ouvrages de Génie civil, un examen géologique complet, comporte six chapitres : - le cadre géographique, où sont étudiés les caractères généraux de la région, sa morphologie, son climat et son urbanisation ; - le cadre géologique, consacré à l'étude lithologique et structurale des terrains quaternaires et du socle, ainsi qu'à leur hydrogéologie; - le troisième chapitre est réservé à l'étude géotechnique de chacune de ces formations, à partir d'essais de laboratoire et d'observations de terrain; - l'utilisation des méthodes géophysiques a été abordée dans le quatrième chapitre ; - dans le cinquième chapitre, nous avons passé en revue les diverses catégories de désordres actuellement recensées . L'étude de leur contexte géologique, hydrogéologique et géotechnique, ainsi que la consultation des dossiers de l'Equipement, qui nous ont permis d'obtenir des informations sur les observations déjà effectuées et sur le passé de ces désordres, nous ont aidé à en déterminer les causes et à proposer les solutions qui nous semblent le mieux s'y adapter; Enfin, à la lumière des données obtenues précédemment, qui permettent un jugement sur l'aptitude à l 'implantation routière dans les divers terrains, en fonction de leur nature et de la morphologie locale, nous avons établi une carte géotechnique, destinée à faciliter l'étude de futurs projets et le choix entre des variantes de leur tracé .

La double fonctionnalisation de la surface d'une silice mésostructurée de type MCM-41 (LUS) a été étudiée, en utilisant une nouvelle technique de "pochoir moléculaire" conduisant à une distribution régulière des fonctions. C'est un procédé de greffage séquentiel qui met en œuvre dans la 1ère étape un principe de rétention du tensioactif assurant la régularité spatiale des groupements à greffer. La 2nde fonctionnalisation par organosilylation est réalisée avec déplacement du reste du tensioactif. <br />Des complexes polyammino biosinspirés de cuivre et d'europium ont été greffés dans des silices mésoporeuses LUS en utilisant cette approche. Les caractérisations effectuées à chaque étape de synthèse en utilisant un panel de techniques (dont XRD, N2-adsorption-desorption, 13C et 29Si MAS-RMN, FT-IR, RPE, EXAFS et MET) confirment l'intégrité de la structure poreuse, la formation des complexes et l'homogénéité de la distribution des fonctions.

<p>The purpose of this study was to compare reading development assessments with writing assessments to create an understanding about the relationship between the reading and writing ability of children. Another aim of the study was to look at other factors that cohere with the ability to read and write, such as background and socio-economic status. Our hypothesis was that explicit instruction in writing is necessary to develop good writing skills. We chose to conduct a quantitative study containing an inquiry, a dictation and a writing task. We compared our results with reading assessments based on a reading development schedule (LUS). In total 79 children from four classes took part in the study. All four classes came from the same municipality, two classes from grade two and two classes from grade four. According to our results we cannot say that one who is a good reader (according to LUS) also is a good writer. Neither can we say the opposite, that one who has low results in reading is a poor writer, since the class with the lowest results in reading is the one with the highest results in many parts of the study. The reading ability benefits from reading at home. However, the children’s attitude towards writing and how often they claim to write in their spare time has not shown a connection with their writing ability. Our conclusion supports our hypothesis, explicit instruction in writing is necessary to develop good writing skills.</p>

PINHEIRO, Michel. A autodefesa processual plena como direito fundamental do acusado.2009. 206 f.: Dissertação (mestrado) - Universidade Federal do Ceará, Faculdade de Direito, Programa de Pós-Graduação em Direito, Fortaleza/CE, 2009. / Submitted by Natália Maia Sousa (natalia_maia@ufc.br) on 2016-03-21T14:07:51Z No. of bitstreams: 1 2009_dis_mpinheiro.pdf: 1287734 bytes, checksum: ff5fdcf23d317a4c9bd8eb28468c89ed (MD5) / Approved for entry into archive by Camila Freitas(camila.morais@ufc.br) on 2016-03-22T16:02:10Z (GMT) No. of bitstreams: 1 2009_dis_mpinheiro.pdf: 1287734 bytes, checksum: ff5fdcf23d317a4c9bd8eb28468c89ed (MD5) / Made available in DSpace on 2016-03-22T16:02:10Z (GMT). No. of bitstreams: 1 2009_dis_mpinheiro.pdf: 1287734 bytes, checksum: ff5fdcf23d317a4c9bd8eb28468c89ed (MD5) Previous issue date: 2009 / The Brazilian criminal procedure, even fundamentally guided by decree dated 1941, is increasingly suffering important influence of principles enshrined in the Constitution of 1988. The interpretation of the Code of Criminal Procedure, under the lights of art. 5 of the Policy Letter, gave new version to the institute inspired by fascist Italy, making it arguably garantista in relation to fundamental rights directly linked to procedural content standards. Brazil ratified international human rights treaties, giving them legal force and demonstrating the will to be part of the universal network protection of human dignity. Two of the treaties contain rules that suggest greater involvement of the accused in criminal proceedings the evidence of the production: the Pact of San José, Costa Rica and the International Covenant on Civil and Political Rights. The criminal procedure self-defense is a subject that has been considered restrictively unanimously by the Brazilian doctrine and case law, recognizing the defendant only the right to be questioned directly by the judge and to be present to procedural acts. Recognize a legitimate right to self-defense expansion of the processed conforms to maximizing participation, characteristic of the democratic regime. The expanded self-defense is, in fact, increased the ius postulandi. In each stage of the process can be extended participation of the accused in the production of evidence, but without excluding the defender, since there is the recognition that the technical defense is essential, even if it can not guarantee a certain efficiency. The procedural defense thus becomes an essential condition of the dignity of all who respond to process. The purpose of this study is to address the self-defense as a fundamental guarantee of the defendant, where the restriction is improper when processed either part and is prevented. There is no constitutional or legal provision preventing self-defense. Thus, seal the participation of the defendant amounts to restrict freedom of expression, reducing his dignity by stifling their autonomy and self-determination capacity. / O processo penal brasileiro, mesmo orientado fundamentalmente por decreto-lei datado de 1941, vem cada vez mais sofrendo importante influência de princípios consagrados pela Constituição de 1988. A interpretação do Código de Processo Penal, sob as luzes do art. 5º da Carta Política, deu nova versão ao instituto inspirado na Itália fascista, tornando-a indiscutivelmente mais garantista em relação aos direitos fundamentais diretamente ligados às normas de conteúdo processual. O Brasil ratificou tratados internacionais de direitos humanos, dando-lhes força normativa e demonstrando a vontade de fazer parte da rede universal de proteção da dignidade humana. Dois dos tratados contêm normas que sugerem a maior participação do acusado em processo penal na produção da prova: o Pacto de San José da Costa Rica e o Pacto Internacional dos Diretos Civis e Políticos. A autodefesa processual penal é tema que tem sido considerado de forma restritiva pela unanimidade da doutrina brasileira e da jurisprudência, reconhecendo ao réu somente o direito de ser interrogado diretamente pelo juiz e de estar presente aos atos processuais. Reconhecer ao processado um legítimo direito à ampliação da autodefesa está em conformidade com a maximização da participação, própria do regime democrático. A autodefesa ampliada é, de fato, o incremento ao ius postulandi. Em cada fase do processo pode ser ampliada a participação do acusado na produção das provas, mas sem a exclusão do defensor, uma vez que há o reconhecimento de que a defesa técnica é imprescindível, mesmo que ela não possa garantir uma certeza de eficiência. A defesa processual, portanto, se apresenta como condição imprescindível da dignidade de todos que respondem a processo. A proposta deste estudo é abordar a autodefesa como garantia fundamental do réu, onde a restrição é indevida quando o processado quer participar e é impedido. Não há norma constitucional ou legal impedindo a autodefesa. Assim, vedar a participação do réu equivale a restringir a liberdade de expressão, mitigando-lhe a dignidade por sufocar sua autonomia e a capacidade de autodeterminação.

Made available in DSpace on 2014-12-17T15:06:59Z (GMT). No. of bitstreams: 1 FernandoAP.pdf: 449536 bytes, checksum: b8b24355e1d20070bbb75016c3f426e4 (MD5) Previous issue date: 2005-12-15 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The Lusiads is an epic poem, written by Lu?s de Cam?es, about the adventure of Vasco da Gama s trip and the history of Portugal. It's based on traditionals epics from the Greek and Roman poets, Homero and Virg?lio. Cam?es followes especially their structures. However, the poet insert modifications that divert his poem from parameters established by Arist?teles for the classic epic poems. These deviations are centered mainly on the narrative subject and in the point of view. We intend to show an analysis focused on digressions from The Lusiads, in which the author, himself or by tellers characters, narrates the story in order to make his complaints, reflections and exhortations. Besides, we present general aspects of Maneirismo predominant in these digressions how evidences of modernity of the poem; as one brief outlook about the poem's projection in time and around the world. These points are importants elements of consolidation of a universal permanence of The Lusiads. That's why they have had to read and to study by the centuries, according the vision of the epoch's spirit / Os Lus?adas, de Lu?s de Cam?es, s?o um poema ?pico, sobre a aventura da viagem de Vasco da Gama e hist?ria de Portugal, concebido com base nas epop?ias tradicionais dos poetas greco-romanos Homero e Virg?lio. Cam?es segue os modelos ?picos tradicionais, especialmente quanto ? estrutura. Entretanto, insere inova??es que desviam sua obra dos paradigmas do g?nero cl?ssico postulados por Arist?teles. Esses desvios se d?o principalmente pelas freq?entes irrup??es de elementos pr?prios da poesia l?rica na mat?ria ?pica, o que possibilita a participa??o do autor na obra, tanto no plano da enuncia??o, quanto no plano do enunciado, assim como a inser??o dos acontecimentos de seu presente hist?rico na narrativa, em contradi??o com as epop?ias tradicionais, cuja principal caracter?stica ? o distanciamento imensur?vel entre o tempo da narra??o e o tempo dos acontecimentos narrados. Este trabalho apresenta uma an?lise dos excursos, digress?es atrav?s das quais Cam?es assume a narra??o em primeira pessoa ou atrav?s de personagens-narradoras, para exprimir suas cr?ticas e exorta??es, queixas pessoais e sociais, e reflex?es existenciais. Apresenta ainda os aspectos predominantes da est?tica maneirista como ind?cios de modernidade do poema, bem como um breve panorama de sua proje??o no tempo e no espa?o. Esses elementos s?o preponderantes na caracteriza??o d'Os Lus?adas como obra permanente e universal, que os fazem ser lidos e estudados atrav?s dos s?culos, atualizando-se de acordo com cada estilo de ?poca

The purpose of this study was to compare reading development assessments with writing assessments to create an understanding about the relationship between the reading and writing ability of children. Another aim of the study was to look at other factors that cohere with the ability to read and write, such as background and socio-economic status. Our hypothesis was that explicit instruction in writing is necessary to develop good writing skills. We chose to conduct a quantitative study containing an inquiry, a dictation and a writing task. We compared our results with reading assessments based on a reading development schedule (LUS). In total 79 children from four classes took part in the study. All four classes came from the same municipality, two classes from grade two and two classes from grade four. According to our results we cannot say that one who is a good reader (according to LUS) also is a good writer. Neither can we say the opposite, that one who has low results in reading is a poor writer, since the class with the lowest results in reading is the one with the highest results in many parts of the study. The reading ability benefits from reading at home. However, the children’s attitude towards writing and how often they claim to write in their spare time has not shown a connection with their writing ability. Our conclusion supports our hypothesis, explicit instruction in writing is necessary to develop good writing skills.

Studiens syfte var att undersöka observationsmaterialen Läsutvecklingsschema (Allard, Rudqvist & Sundblad, 2001), Relationsutvecklingsschema (Erixon et al. 2007) och Tidig registrering av språkutveckling (Espenakk et al. 2013) i förhållande till vad Lpfö98/10 tillskriver uppdraget. Genom att använda en kvalitativ innehållsanalys, med främsta fokus på observationspunkterna, var avsikten att synliggöra vilken språksyn som konstrueras i materialen ur ett en- och flerspråkigt perspektiv. Genom att använda Vallberg Roth och Månssons (2010) didaktiska frågor undersöktes materialet utifrån vem som bedömn, vad för något som ska bedömas och varför detta bör ske.Det sociokulturella perspektivet har agerat teoretisk ram för analysen. Resultatet visade att RUS (Erixon et al. 2007) och LUS (Allard, Rudqvist & Sundblad, 2001) har en teoretiskt liknande språksyn, som främst kan kallas interaktionell språksyn (Holm, 2009). Samlingsnamnet kännetecknar en syn på språk där kommunikationen och dess funktion är central. TRAS (Espenakk et al. 2013) som observationsmaterial presenterar snarare en strukturell språksyn (Holm, 2009). Häri anses delarna av språket vara viktiga för att inneha språkkompetens. I relation till Lpfö98/10 kan samtliga standardiserade material menas producera en normativ bild av hur barnet ska vara och hur dess utveckling ska framskrida, och därför inte vara förenliga med läroplanstexten. Särskilt gäller detta när det kommer till de flerspråkiga barnen, då både LUS (Allard, Rudqvist & Sundblad, 2001), RUS (Erixon et al. 2007) och TRAS (Espenakk et al. 2013) starkt normerar det svenska språket och ett västerländskt förhållningssätt till litteratur och dialog.

Abstract Syftet med denna studie är att undersöka vilka språkliga förkunskaper eleven behöver för att bli en god läsare. En god läsare definieras i detta arbete enligt följande: eleven ska i slutet av årskurs tre ha nått upp till LUS punkt 15. Detta innebär att eleven läser flytande med en god förståelse kapitelböcker avsedda för unga. Jag vill även undersöka om läsinlärningsmetoden har haft någon påverkan för de elever som inte har goda språkliga förkunskaper. Den tidigare forskningen i ämnet visar att fonologisk medvetenhet är en viktig förutsättning för att bli en god läsare. Många forskare menar att den fonologiska medvetenheten utvecklas under ”resans gång” och inte ska betraktas som en färdighet som övas in i isolerade övningstillfällen. Genom de kvalitativa intervjuerna av två lärare samt analys av dokument avseende elevers fonologiska kunskaper som sexåringar, och deras läsutvecklingsresultat, LUS 3 ½ år senare kan jag se ett tydligt resultat. Mitt resultat visar på att fonologisk medvetenhet är en ytterst viktig förmåga eleven måste besitta. Min studie visar också att läsinlärningsresultatet inte nämnvärt påverkas i positiv riktning av vare sig läsinlärningsmetod eller lärarens medvetenhet kring fonologisk medvetenhet eller lärarens utbildning.