Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2017-09-26T12:02:16Z No. of bitstreams: 2 Dissertação - Bruna Antunes Furtado Pereira - 2017.pdf: 51461573 bytes, checksum: bbb260d0ce17be109257f2c0cb6f4b86 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-09-26T12:03:03Z (GMT) No. of bitstreams: 2 Dissertação - Bruna Antunes Furtado Pereira - 2017.pdf: 51461573 bytes, checksum: bbb260d0ce17be109257f2c0cb6f4b86 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-09-26T12:03:03Z (GMT). No. of bitstreams: 2 Dissertação - Bruna Antunes Furtado Pereira - 2017.pdf: 51461573 bytes, checksum: bbb260d0ce17be109257f2c0cb6f4b86 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-09-01 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / This current research study discusses the learning evaluation within the Full-time High School professional education integrated at Instituto Federal de Goiás - campus Formosa. The main objective is to verify how the evaluation is set and the specific objectives are: to map the problems faced in the integrated model and verify the practices developed towards the evaluation. At last, according to the Postgraduate in Teaching in Basic Education Program’s demands, the goal is to offer an educational product - the offspring of the research - that will be a mini course offered to IFG-Formosa’s pedagogical team - which the researcher also participates - aiming to discuss the evaluations' problems. The data harvest was done through questionnaires submitted to students and teachers. Many problems were mapped after the analysis of the practices developed in the full-time model: lack of documents that report to the specificity of the integrated model; the schedule organization is below the needs; there is a backup of activities and lack of time to dedicate properly to each and every subject; there is physical and psychological suffering from the students in their attempt to keep up to the routine; the teachers adjust the evaluation in behalf of fulfilling the schedule, they can’t freely evaluate the students; the students select the subjects they will study; the learning process is speeded up, focused on tests resolutions, the grade is the main concern to the students; there is mechanical memorization instead of learning; the evaluation is presented as a dispute element, competition and comparison among the students; there is a prominence of the tool test; there’s no democratic structure that allows the student to participate in the decisions about the evaluations collectively; the teacher-student relationship is affected by distortions in evaluations; the dependences (partial fail) and the recoveries haven't fully played their roles. The hypothesis assumed in the beginning - and confirmed after the obtained data - is that the organization of the pedagogical work, in the way that is structured in the full-time model, provokes, stimulates or extends the distortions of the learning evaluation. / O presente estudo discute a avaliação da aprendizagem no ensino médio técnico integrado em tempo integral do Instituto Federal de Goiás – campus Formosa. O objetivo geral é o de verificar como ocorre a avaliação e os objetivos específicos são: mapear os problemas enfrentados no modelo integral e verificar as práticas desenvolvidas no que tange à avaliação. Por fim, conforme exigência do Programa de Pós-Graduação em Ensino na Educação Básica objetiva-se ofertar um produto educacional – fruto da pesquisa – que será um minicurso ofertado à equipe pedagógica do IFG–Formosa – da qual a pesquisadora faz parte – com vistas a tratar a questão da avaliação. A coleta de dados foi realizada por meio de questionários aplicados a estudantes e docentes. Diversos problemas foram mapeados a partir da análise das práticas desenvolvidas no modelo integral: ausência de documentos que tratem das especificidades do modelo integral; a organização temporal está aquém das necessidades; há acúmulo de atividades e de falta de tempo para se dedicar adequadamente a todas as disciplinas; há sofrimento físico e psíquico dos estudantes na tentativa de se adequar à rotina; os docentes adéquam a avaliação em nome do cumprimento de prazos, não podendo avaliar com liberdade; os estudantes elegem disciplinas para estudar; o estudo é aligeirado, voltado para a resolução de provas; a nota está no centro das preocupações dos estudantes; há a memorização mecânica em detrimento da aprendizagem; a avaliação se apresenta enquanto elemento de disputa, competição e comparação entre os estudantes; há uma proeminência do instrumento prova; não há uma construção democrática que permita que o estudante participe das decisões acerca da avaliação coletivamente; a relação professor-aluno sofre interferências ocasionadas pelas distorções da avaliação; as dependências (reprovações parciais) e as recuperações não tem cumprido adequadamente seus papeis. A hipótese assumida inicialmente – e constatada a partir dos dados obtidos – é que a organização do trabalho pedagógico, da forma como está estruturada no modelo de tempo integral, provoca, estimula ou amplia as distorções da avaliação da aprendizagem.

Trata-se de um estudo, cujo objetivo foi avaliar o processo ensino aprendizagem das manobras de ressuscitação cardiopulmonar (RCP) com uso do desfibrilador externo automático (DEA) realizadas por graduandos da área de saúde antes e depois de um curso teórico-prático, bem como nas suas etapas intermediárias. A amostra consistiu de 84 estudantes de Cursos de Graduação da área de saúde de uma Instituição de Ensino Superior da região Noroeste do Estado de São Paulo. Dois instrumentos de avaliação foram aplicados, um para Avaliação da HABILIDADE psicomotora caracterizada por um modelo padrão (check-list) composto de 30 itens e outro para Avaliação do CONHECIMENTO caracterizado por uma prova escrita composta de 40 questões objetivas. Ambas as avaliações contemplaram conteúdos referentes às manobras de RCP com uso do DEA e foram embasadas nas Diretrizes para RCP 2005 do International Liaison Committee on Resuscitation (ILCOR). Os resultados permitiram concluir que, após a Aula Teórica, na HABILIDADE houve melhora no número de acertos em 28 dos 30 itens e aumento da pontuação, de forma significativa, apenas o item 5, do Aspecto Preliminar atingiu o índice de acertos 90%; no CONHECIMENTO houve melhora no número de acertos em 39 das 40 questões e aumento da nota, de forma significativa, as questões do Aspecto Preliminar 1, 2, 3, 4, 5, 8, 9, 20, 35; da Ventilação 6,14 ; das Compressões Cardíacas 24, 25, 27, 28 ; do Uso do DEA 23, 29, 31, 33, 34, 36, 37, 38; atingiram índices de acertos 90%. Após o Treinamento Prático, na HABILIDADE houve melhora no número de acertos em todos os 30 itens e aumento da pontuação, de forma significativa, os itens do Aspecto Compressões Cardíacas 14, 15, 16, 17, 18, 19, 20; atingiram índices de acertos 90%; no CONHECIMENTO houve melhora no número de acertos em 12 das 40 questões, em apenas 04 de forma significativa, apenas a questão 27 do Aspecto Compressões Cardíacas atingiu o índice de acertos 90% e não houve alteração na nota. Após o Curso Teórico Prático (aula teórica e treinamento prático) na HABILIDADE houve melhora no número de acertos em todos os 30 itens e aumento da pontuação, de forma significativa, os itens do Aspecto Preliminar 1, 2, 3, 4, 5, 6, 7; da Abertura das Vias Aéreas 8, 9; da Ventilação 10, 13 ; Compressões Cardíacas 14, 15, 16, 17, 18, 19, 20 ; do Uso do DEA 23, 24, 25, 26, 27, 28, 29, 30 ; atingiram índices de acertos 90%; no CONHECIMENTO houve melhora no número de acertos em todas as 40 questões e aumento da nota, de forma significativa, as questões do Aspecto Preliminar 1, 3, 5, 9, 20; da Ventilação 6, 14, 15, 16; das Compressões Cardíacas 27 ; do Uso do DEA 23, 31, 32, 33, 34, atingiram índices de acertos 90%. / This study aims to evaluate the teaching-learning process of the cardiopulmonary resuscitation (CPR) maneuvers using the automatic external defibrillator (AED) performed by undergraduates in the health care field before and after a theoretical-practical course (theoretical classes and practical training), as well as in its intermediate stages. The sample was composed by 84 students of graduation courses in health care field of a Private Higher Education Institution in the Northwest region of the state of São Paulo. Two assessment tools were used, one for the evaluation of the ABILITY, characterized by a standard model (check-list) composed by 30 items and another for the evaluation of the KNOWLEDGE, characterized by a written test composed by 40 objective questions. Both evaluations consider contents referring to CPR maneuvers with the use of the AED; and they were based on the 2005 CPR Guidelines from the ILCOR (International Liaison Committee on Resuscitation). The results allowed to conclude that after Theoretical Classes, in ABILITY, there was improvement in the number of correct answers, 28 out of 30 items correctly, and a significant increase in the score, only the item number 5 of the Preliminary Aspect reached the success rate of > 90%; in KNOWLEDGE, there was also improvement in the number of correct answers, 39 out of 40 questions correctly, and the significant increase of the grade; the questions numbers 1, 2, 3, 4, 5, 8, 9, 20, 35 of the Preliminary Aspect, the numbers 6, 14 of the Ventilation, the numbers 24, 25, 27, 28 of the Cardiac Compression; the numbers 23, 29, 31, 33, 34, 36, 37, 38 of the AED use reached the success rate of 90%. After Practical Training, in ABILITY, there was improvement in the number of correct answers in all the 30 items and a significant increase in the score. The items numbers 14, 15, 16, 17, 18, 19, 20 of the Cardiac Compressions reached the success rates of > 90%; in KNOWLEDGE there was improvement in the number of correct answers in 12 out of 40 questions, only in 04 it was significant. Only question number 27 of the Cardiac Compressions reached the success rate of 90% and there was no alteration in the grade. After the Theoretical-practical Course (theoretical classes and practical training), in ABILITY, there was improvement in the number of correct answers in all the 30 items and significant increase of the score. The items numbers 1, 2, 3, 4, 5, 6, 7 of the Preliminary Aspect; the numbers 8 and 9 of the Airways Opening; the numbers 10 and 13 of the Ventilation; the numbers 14, 15, 16, 17, 18, 19, 20 of the Cardiac Compressions; the numbers 23, 24, 25, 26, 27, 28, 29, 30 of AED use reached the success rate of > 90%; and in KNOWLEDGE there was improvement in the number of correct answers in all the 40 questions and significant increase of the grade. The questions numbers 1, 3, 5, 9, 20 of the Preliminary Aspect, numbers 6, 14, 15, 16 of the Ventilation, number 27 of the Cardiac Compressions, numbers 23, 31, 32, 33, 34 of AED use reached the success rate of > 90%.

M.Ed. (Curriculum Studies) / Many changes are taking place in our country. One aspect that must be emphasized, is provision for proper education. The demands on our country and its citizens, necessitate change in education. In South Africa there are still many defects concerning education. There are for example many uncertainties about curriculum, and attempts are made to eliminate defects in syllabi. One of the curricula concerned, is that of Afrikaans First Language. Due to current changes multi-cultural schools have been founded. Thus the curriculum must change in order to accommodate everybody. A new and better curriculum for Afrikaans First Language will have to be brought about to benefit all mother tongue speakers of Afrikaans. This study clearly shows that a relevant first language curriculum is necessary for Afrikaans First Language. This study will point out that certain needs exist among learners and teachers of Afrikaans First Language, which can contribute towards a new and better Afrikaans First Language curriculum. A literature study has been done on curriculum design. Here is shown what a curriculum is and what curriculum design entails. This is done according to the design principle and is carried into effect in first language teaching. There is concluded that Afrikaans First Language must be conceptualised and that attention must be given to subject matter.

Made available in DSpace on 2016-01-26T18:49:33Z (GMT). No. of bitstreams: 1 2010_DISSERTACAO_MARIA IGNEZ1.pdf: 250922 bytes, checksum: b2ee9bb8773ca06224616fa76ed35377 (MD5) Previous issue date: 2006-11-22 / The present essay focuses the learning evaluation process as it is seen by teachers and students of a public school from the state of São Paulo, Piraju city. The choice for a qualitative case study has made possible the analysis of the answers to the questionnaires solved by teachers and students. Interviews made with the school headmaster have made possible the characterizing of the surveyed subjects profiles. Results have shown that both students and teachers conceptions lead to the representation of the evaluation as a way of checking the program content associated to the measure of the learning and present classyfing evaluation characteristics, privileging the quantifying of students learning. They also show the tendency the teachers have to using in their speech, nomenclatures that come close to progressist concepts concerning evaluation. However, students answers confirm the practice of reproducing the content that has been taught. The data leads to a portrait of the evaluation concept in a public school that may work as a reference to the study of similar realities. It is emphasizes that is necessary and important the accomplishement of a permanent critical study in order to consolidate basic concepts regarding the evaluation of school learning and a critical reflexion of students, parents, teachers, employers and directors concerning pedagogic issues that surround the construction of knowledge. / O presente trabalho tem como foco o processo de avaliação da aprendizagem tal como é percebido por alunos e professores de uma escola pública do Estado de São Paulo. A opção pelo estudo de caso qualitativo possibilitou analisar as respostas dos questionários aplicados a professores e alunos. As entrevistas realizadas com os gestores da escola possibilitaram a caracterização dos perfis dos sujeitos pesquisados. Os resultados demonstram que as concepções dos professores e alunos convergem para a representação da avaliação como verificação do conteúdo programático associado à mensuração da aprendizagem e apresentam características de avaliação classificatória, privilegiando a quantificação da aprendizagem do aluno. Demonstram também a tendência dos professores de utilizarem, em seus discursos, nomenclaturas que se aproximam de conceitos progressistas a respeito da avaliação, porém as respostas dos alunos confirmam uma prática reprodutiva dos conteúdos ensinados. Os dados remetem a um retrato da concepção da avaliação da aprendizagem em uma escola pública que pode servir de ponto de referência para estudo de outras realidades próximas. Enfatiza-se a necessidade e importância de um trabalho crítico permanente a fim de consolidar conceitos básicos a respeito da avaliação da aprendizagem escolar e de uma reflexão crítica de alunos, pais, professores, funcionários e gestores a respeito de questões pedagógicas que envolvam a construção do conhecimento.

Made available in DSpace on 2016-07-18T17:54:08Z (GMT). No. of bitstreams: 1 2010_DISSERTACAO_MARIA IGNEZ1.pdf: 250922 bytes, checksum: b2ee9bb8773ca06224616fa76ed35377 (MD5) Previous issue date: 2006-11-22 / The present essay focuses the learning evaluation process as it is seen by teachers and students of a public school from the state of São Paulo, Piraju city. The choice for a qualitative case study has made possible the analysis of the answers to the questionnaires solved by teachers and students. Interviews made with the school headmaster have made possible the characterizing of the surveyed subjects profiles. Results have shown that both students and teachers conceptions lead to the representation of the evaluation as a way of checking the program content associated to the measure of the learning and present classyfing evaluation characteristics, privileging the quantifying of students learning. They also show the tendency the teachers have to using in their speech, nomenclatures that come close to progressist concepts concerning evaluation. However, students answers confirm the practice of reproducing the content that has been taught. The data leads to a portrait of the evaluation concept in a public school that may work as a reference to the study of similar realities. It is emphasizes that is necessary and important the accomplishement of a permanent critical study in order to consolidate basic concepts regarding the evaluation of school learning and a critical reflexion of students, parents, teachers, employers and directors concerning pedagogic issues that surround the construction of knowledge. / O presente trabalho tem como foco o processo de avaliação da aprendizagem tal como é percebido por alunos e professores de uma escola pública do Estado de São Paulo. A opção pelo estudo de caso qualitativo possibilitou analisar as respostas dos questionários aplicados a professores e alunos. As entrevistas realizadas com os gestores da escola possibilitaram a caracterização dos perfis dos sujeitos pesquisados. Os resultados demonstram que as concepções dos professores e alunos convergem para a representação da avaliação como verificação do conteúdo programático associado à mensuração da aprendizagem e apresentam características de avaliação classificatória, privilegiando a quantificação da aprendizagem do aluno. Demonstram também a tendência dos professores de utilizarem, em seus discursos, nomenclaturas que se aproximam de conceitos progressistas a respeito da avaliação, porém as respostas dos alunos confirmam uma prática reprodutiva dos conteúdos ensinados. Os dados remetem a um retrato da concepção da avaliação da aprendizagem em uma escola pública que pode servir de ponto de referência para estudo de outras realidades próximas. Enfatiza-se a necessidade e importância de um trabalho crítico permanente a fim de consolidar conceitos básicos a respeito da avaliação da aprendizagem escolar e de uma reflexão crítica de alunos, pais, professores, funcionários e gestores a respeito de questões pedagógicas que envolvam a construção do conhecimento.

Over the past 20 years there has been a dramatic increase in the number of adults enrolling in institutions of higher education across America. Adult students presently constitute nearly one-half of all undergraduate enrollment. This influx of adults has generated interest in nontraditional programs, including external degree programs, degree completion programs, and prior learning assessment programs. The purpose of this study was to determine if an association existed between membership in the Council for Adult and Experiential Learning (CAEL) and quality in prior learning assessment services as provided by senior level institutions in the Southern Association of Colleges and Schools accrediting region. CAEL has been a pioneer in developing adult degree programs and commissioned Urban Whitaker in 1989 to define the standards for quality in such programs. A survey instrument utilizing these standards, principles, and procedures as the criteria for quality prior learning assessment services was mailed to a random sample of CAEL member and non-member institutions in the Southern Association accrediting region. Member and non-member responses were compared utilizing the Chi-square statistical analysis to determine any differences.

Cette recherche exploratoire vise à comprendre les pratiques évaluatives des enseignants du secondaire d’Abidjan (Côte d’Ivoire). Puisque les évaluations doivent être au service de l’apprentissage, elle se penche sur l’équité des pratiques évaluatives des enseignants à partir de la conception qu’ils ont du concept d’équité. À partir d’un corpus de 58 pages de récits constitués de huit entretiens individuels, nous avons réalisé une analyse thématique qui nous a permis de dégager le portrait des pratiques à la lumière de l’équité. L’analyse des données a été réalisée selon les concepts de l’équité de confort pédagogique et de l’équité pédagogique de De Ketele et Sall (1997). Malgré la satisfaction que suggère une minorité d’enseignants, l’analyse des données de la majorité laisse entrevoir des insuffisances en ce qui a trait au caractère équitable de leurs pratiques évaluatives dans ces écoles secondaires publiques. Ce portrait insatisfaisant ainsi dégagé à la lumière de l’équité pédagogique et de la réduction des écarts entre les apprenants forts et faibles nous amène à faire des recommandations pour rendre plus équitables ces pratiques. Au nombre des recommandations figure d’abord la maîtrise du concept d’équité qu’il faudra nuancer avec l’égalité pour la faire répercuter effectivement dans ces pratiques. Ensuite, il faudra s’orienter vers la différenciation des pratiques évaluatives pour encadrer chacun des apprenants selon leurs besoins réels pour permettre une véritable justice sociale qui garantira l’équité. Cette différentiation passe par la variation et la pertinence des outils et des activités d’évaluation, mais aussi par l’installation des plans d’intervention pour les apprenants avec des difficultés d’apprentissage et autres ; ces plans leur permettront de bénéficier de mesures d’adaptation ou même de modifications pour les aider. / This exploratory research aims to understand assessment practices of language teachers in public secondary schools in Abidjan (Côte d’Ivoire). Working on the basis that school assessment must support learning, the study examines the equity of these teachers’ assessment practices from their point of view of the concept of Equity. We worked with a corpus of 58 pages of narratives formed out of eight individual interviews. We did a thematic analysis that helped us construct a portray of assessment practices from the point of view of Equity. The analysis of teachers’ pratices through their narratives was done according to De Ketele and Salla’s (1997) indicators of Equity of Pedagogic Comfort and Pedagogic Equity. Despite the satisfaction suggested by a few teachers, most of them have suggested lacks regarding the equity of assessment practices in these public secondary schools of Abidjan. The resulting negative picture in terms of pedagogic equity and reduction in gaps between the strong and the weak learners, lead us to make recommendations that could make these practices more equitable. Among the recommendations, we first focus on the importance of mastering the concept of Equity which will have to be distinguished from Equality in order to effectively impact the assessment practices. Next, the differentiation in assessment practices will be needed to cater each learner needs according to what he really needs; doing so will help tend towards Equity through Social Justice. This differentiation requires the variation and relevance of assessment tools and activities. Furthermore, the implementation of Intervention Plans for learners with learning disabilities or other disabilities could help them benefit from adaptation or modification measures.

No description available.

D.Ed. / This study focuses on the problem of the lack of a culture of learning in schools of the former Department of Education and Training (DET). It is common knowledge that the culture of learning in many schools leaves much to be desired. The schools are characterised by early school dropout, an anti academic attitude, low morale among pupils and teachers, loss of time on a large scale and poor results. The purpose of this study is to analyse, describe and classify the nature of the culture of learning in schools of the former DET in parts of Gauteng, Mpumalanga and the Free State. This purpose was realised by undertaking a theoretical investigation in the first place and secondly an empirical investigation into various aspects of the culture of learning. In the theoretical investigation, which served as basis for the empirical investigation, an attempt was made to obtain clarity about the meaning of the concept 'a culture of learning'. A concept analysis indicated that 'a culture of learning' points to the disposition towards learning and the atmosphere of diligence_ or industry that develops in a school as a result of a combination of the personal characteristics of pupils, certain elements in the family, elements in the school and elements in the community. The empirical investigation consisted of visits to fourteen schools in parts of Gauteng, Mpumalanga and the Free State. Qualitative and quantitative methods were combined during the empirical investigation. During the quantitative investigation objective observation techniques were used, namely two questionnaires - one for teachers and one for pupils. During the qualitative investigation participating data collection techniques were used, namely semi-structured interviews with pupils, teachers, principals and DET officials. By combining these two procedures a clearer overall representation could be obtained of the nature of the culture of learning in schools and the validity of the eventual conclusions could be promoted by the process of triangulation. A few deductions concerning the personal characteristics of pupils, elements of the family and elements of the school are hereby presented: Prominent features of pupils that are a result of the qualitative and quantitative data and that have an inhibiting influence on the culture of learning, include: irregular school attendance and a lack of punctuality ; an inadequate language code and a limited capacity of expression ; inadequate study methods ; an inferior knowledge base or frame of reference ; the absence of a work ethic ; the presence of a passive or unconcerned attitude towards learning a lack of motivation and discipline. The investigation proved that the family structure forms the foundation on which the culture of learning at school must build. As a result of various. problems the families of a large number of pupils are not able to support the pupil in preparing for the demands of the school. These problems include: the disintegration of families ; the lack of involvement of parents ; illiteracy of parents ; inadequate facilities in the home. 3 • Prominent features of schools with a negative influence on the culture of learning that continue the vicious cycle of poor performance and failure, include: disorder and lack of discipline the ineffective functioning of the principal ; an inadequate culture of teaching/instruction ; wasting of time on a large scale ; over occupation and inadequate facilities. Many of the problems that have a negative influence on the culture of learning in schools of the former DET, are deeply embedded in the South African community. It must therefore, be accepted that the solution to the problem regarding the culture of learning in South Africa will require time, intensive attention and a change of attitude in all parties concerned, in order to be solved.

This mixed methods study investigated 5th-grade teachers' reported use of computer technology and variables that have been identified by researchers as affecting teachers' use of technology, including professional development activities, physical access to computer technology, and technical and instructional support provided for teachers. Quantitative data were collected from 80 5th-grade teachers from a Florida public school district through an online survey in which teachers reported how frequently they used and had their students use computer technology for 27 different purposes. The teachers also reported the amount of emphasis those 27 different topics received during their technology-related professional development experiences, the number of hours they participated in technology-related professional development, the number of months they participating in a technology coaching/mentoring program, the access their students had to computers in the classroom and in a one-to-one co mputing environment, and the frequency that they received technical and instructional support. Information from the school district's technology plan provided a context for the study. Qualitative data were collected through interviews with seven of the survey participants. The findings indicated that for 18 different purposes of technology, there was a significant correlation between how frequently teachers used and had their students use technology and the teacher-reported emphasis those topics received during technology related professional development. Self-reported frequency of support, student-to-computer ratio in the classroom, hours of professional development, and months of mentoring did not moderate the relationship between frequency of technology use and the content of professional development. / The relationship between having students use technology to work cooperatively or collaboratively and the reported emphasis that topic received in professional development strengthened if teachers reported that their students had access to a one-to-one computing environment. An additional finding was that the teachers' reported frequency of use of technology and reported emphasis of content of technology-related professional development leaned toward direct instruction and test preparation and leaned less toward innovative uses of technology. Implications and suggestions for future research are offered for technology integration and professional development for teachers at the elementary school level. / by Debbie Beaudry. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.