The purpose of this project is to develop a resource of techniques using children's literature which will increase interest in reading for students who have met the minimum standards of reading for their grade level. The completed curriculum is to be used in grades kindergarten through six, with a flexible time limit of thirty to forty-five minutes per day, for fifteen school days.

Guest author visits are popular events in schools across the United States. Little has been written, however, on a single author doing a single presentation in a school. This study addressed that situation. The study utilized two authors visiting four schools in a large North Central Texas school district.

Bakgrund: Tidigare forskning visar att invasiv ventilation varit obehagligt för patienterna, därav har de varit djupt sederade. Rutinerna har ändrats och numera är patienterna ofta lätt sederade under invasiv ventilation på IVA. Lätt sedering har visats ge positiva fysiologiska effekter. Därför är det av stor vikt att belysa patienternas upplevelser av att vara lätt sederade under invasiv ventilation. Syfte: Syftet var att beskriva lätt sederade patienters upplevelser under invasiv ventilation på IVA. Metod: En strukturerad litteraturstudie med systematisk datainsamling har genomförts. 13 resultatartiklar inkluderades efter kvalitetsgranskning. Det kvalitativa innehållet analyserades med hjälp av dataextraktion. Resultat: Följande tre huvudkategorier, med subkategorier, utgjorde resultatet: Upplevelser av sitt tillstånd, Upplevelser av att bli sedd och hörd och Upplevelser av längtan. Patienterna hade både positiva och negativa upplevelser av att vara lätt sederade. Upplevelser av maktlöshet och förlorad värdighet var centralt i resultatet. Majoriteten av patienterna ville trots allt vara lätt sederade. Flera förbättringsområden framkom ur resultatet baserat på patienternas upplevelser. Slutsats: Resultatet kan ge ökad kunskap hos IVA-sjuksköterskan för att förbättra patienternas vårdupplevelse genom förbättringsarbeten inom verksamheten. Patienternas vårdvistelse kan underlättas med hjälp av hälsofrämjande åtgärder med minskad risk för vårdlidande. Sjuksköterske-patient ratio 1:1 tror författarna kan ge ökad patientfokuserad vård. Litteraturstudien har kartlagt befintlig forskning och även förslag på vidare forskning inom ämnet. / Background: Earlier research show that invasive ventilation has been uncomfortable for the patients. Therefore the patients have been deeply sedated. Routines have changed and the patients are nowadays often lightly sedated during invasive ventilation in the ICU. Light sedation results in positive physical effects. It's important to illuminate the patients'  experiences by light sedation during invasive ventilation. Aim: The aim of the study was to describe lightly sedated patients experiences during invasive ventilation in the ICU.  Method: A structured literature study with systematic data collection was implemented. 13 articles was included after quality control. The qualitative content were analyzed with data extraction.  Result: The result were constituted by the following three main categories with subcategories: Experiences of the condition, Experiences of being seen and heard, and Experiences by yearning. The patients expressed both positive and negative experiences associated with light sedation. Experiences of powerlessness and lost dignity were central parts of the result. Nevertheless, the majority of patients wanted to be lightly sedated. Several areas of improvement emerged from the result based on the patients' experiences. Conclusion: The result can provide the ICU-nurse with increased knowledge about the patients experiences of care during improvement within the intensive care. Patients hospital stay could be facilitated by health-promoted actions and reduced risk of suffering in care. The authors believe that nurse-patient ratio 1:1 can provide increased patient-focused care. The literature study has also illustrated the existing research and ideas for further research.

published_or_final_version / abstract / toc / Linguistics / Master / Master of Arts in Applied Linguistics

Textbooks newly approved for use in secondary schools in Alberta reflect the belief that not only does literature have the power to change and shape our thinking, but also that the non-White voices of our culture need to be heard if Canada is to become a country which truly welcomes and values cultural diversity. The realization that many high school students in the Crowsnest Pass area of Southern Alberta hold negative stereotypes about Canadian Aboriginal people prompted this study which measured how effective studying literature written mainly by Canadian Aboriginal people is as a means of anti-racist education. Forty-three students in grade 10, 11, and 12, 22 females and 21 males, participated in the study. Both quantitative and qualitative research methods were used. Quantitative data, collected from responses on a gender-specific, six-item social scenarios scale, measured the extent to which students were prejudiced against Aboriginal people as pre- and post-tests. Written responses, field notes, journal entries, and interviews provided qualitative data. Though the quantitative evidence is not statistically significant, students in grades 10 and 12 showed decreased post-test scores, while those in grade 11 increased. Within each grade, individual students showed significant attitude changes. In all grades, female students had significantly lower scores than males, both pre- and post-test, evidence that there are perhaps different stages of moral development in females, as suggested by Belenky, clinchy, Goldberger, and Tarula (1986) and Gilligan (1982), than the male stages identified by Kohlberg (1969, 1981). Qualitative data revealed an increased understanding of Aboriginal issues and student attempts to view the world from a non-White perspective. Central to the study are my efforts to come to terms with my own Whiteness as well as help students understand their own positions of White privilege. This process was an emotional and disturbing experience for us all, yet one that brought growth and engendered important learning. I remain firmly committed to the need to adopt a strong anti-racist stance (rather than a multicultural one) and address racism directly in the classroom. Though difficult, it is perhaps the most important work that I, or any other teacher, may do. / xviii, 163 leaves ; 28 cm.

Prior to 1986, there was no media studies of any type prescribed at secondary schools in the Transvaal. However, individual teachers and schools have recognised the need for children to receive instruction in the media. This saw the introduction of varying forms of informal media studies into the classroom. / Thesis (M.A.)-University of Natal, Durban.

The focus of this thesis is on the implementation, the evaluation and the useful application of the third dimension in software visualization. Software engineering is characterized by a complex interplay of different stakeholders that produce and use several artifacts. Software visualization is used as one mean to address this increasing complexity. It provides role- and task-specific views of artifacts that contain information about structure, behavior, and evolution of a software system in its entirety. The main potential of the third dimension is the possibility to provide multiple views in one software visualization for all three aspects. However, empirical findings concerning the role of the third dimension in software visualization are rare. Furthermore, there are only few 3D software visualizations that provide multiple views of a software system including all three aspects. Finally, the current tool support lacks of generating easy integrateable, scalable, and platform independent 2D, 2.5D, and 3D software visualizations automatically. Hence, the objective is to develop a software visualization that represents all important structural entities and relations of a software system, that can display behavioral and evolutionary aspects of a software system as well, and that can be generated automatically. In order to achieve this objective the following research methods are applied. A literature study is conducted, a software visualization generator is conceptualized and prototypically implemented, a structured approach to plan and design controlled experiments in software visualization is developed, and a controlled experiment is designed and performed to investigate the role of the third dimension in software visualization. The main contributions are an overview of the state-of-the-art in 3D software visualization, a structured approach including a theoretical model to control influence factors during controlled experiments in software visualization, an Eclipse-based generator for producing automatically role- and task-specific 2D, 2.5D, and 3D software visualizations, the controlled experiment investigating the role of the third dimension in software visualization, and the recursive disk metaphor combining the findings with focus on the structure of software including useful applications of the third dimension regarding behavior and evolution.

Sammanfattning Syfte - Syftet med studien är att undersöka vilka parametrar som kan komma att påverka applikationens rendering av användargränssnittet samt hur den skiljer sig i webbapplikation, hybridapplikation och nativeapplikation. Denna undersökning har för avsikt att besvara följande frågeställningar: 1.         Vilka parametrar kan påverka rendering av användargränssnittet på en mobil applikation?   2.         Hur skiljer sig renderingen av användargränssnittet hos webbapplikation, hybridapplikation och nativeapplikation?   Metod - Studien använder sig av en litteraturstudie för att besvara första frågeställningen och en experimentell studie där en hypotes samt förutsägelse formuleras och testas för att besvara andra frågeställningen.   Resultat – Resultatet från studien visar att nativeapplikationen inte alltid ger bättre prestanda vid utförande av samma uppgifter gentemot motsvarande webb- och hybridapplikation. Webbapplikationen hade genomgående bäst prestanda i användargränssnittet, medan hybridapplikation ofta gav sämre prestanda än de motsvarande applikationstyperna.   Implikationer - Studien bidrar till att utvidga kunskapen inom native-, hybrid- och webbapplikationers prestanda i användargränssnittet och kan ge företag samt utvecklare referensdata att grunda deras val av applikationstyp på. Studien påvisar att alla applikationstyper är värda att överväga, men webb- och nativeapplikationen presterade något bättre.   Begränsningar - Inga långtidstester kunde jämföras eftersom ADB inte läser av grafiskdata för webbapplikationer och Chrome DevTools inte kan utföra långa tester. / Abstract Purpose – The purpose of this thesis is to examine which parameters may affect application rendering of the user interface and how it differs in web application, hybrid application and native application. This thesis intends to answer the following research questions: Which parameters can affect the rendering of the user interface on a mobile application?    How does the rendering of the user interface differ from web application, hybrid application and native application? Method – The study uses a literature study to answer the first research question and uses an experimental study in which a hypothesis and prediction are formulated and tested to answer the second research question.   Results – The result of the study shows that the performance of the native application’s user interface does not always perform better when performing the same task as the corresponding web and hybrid application. The web application in general had the best performance in the user interface, while hybrid application often performed inferior to the corresponding application types.   Implications – The study contributes to extend the knowledge of native application’s, hybrid application’s and web application’s performance in the user interface, and can give companies and developers reference data to base their decision on the choice of application type. The study shows that all application types are worth considering, but the web and native application performed slightly better.   Limitations – No long-term tests could be compared because ADB does not read graphical data for web applications and Chrome DevTools cannot perform long running tests.

The study sought to explore possibilities of using African languages and their literature to enhance socio-cultural and economic development in Zimbabwe. In broad terms the study considered empowerment through language. Basically the research was an exploration of the different linguistic patterns and attitudes that prevail in the African continent in general and Zimbabwe in particular. The descriptive survey research design was employed for its usefulness in exploratory studies. A total of 600 people participated in the research. Respondents were from across the breath of linguistic divides in the country. Questionnaires, interviews, observations and documentary reviews were used to gather data. Data gathered was subjected to both quantitative and qualitative analysis resulting in data triangulation for validation. Major findings of the research indicated a disparity in the roles and functions allocated to languages in Zimbabwe. English is preferred and over valued in administration, education and wider communication as a carrier of modern knowledge in science and technology Zimbabwe’s dependence on English provides selective access to socio-cultural and economic services that results in the exclusion of a majority of indigenous people. Zimbabwe’s dependence on English therefore limits adequate exploitation of potential in socio-cultural and economic development. The linguistic landscape of Zimbabwe is not adequately exploited. Zimbabwe is a multi-lingual and multi-cultural country without a clear defining instrument for the status and use of indigenous languages, (Gatawa, 1998; NLPAP, 1998 and Nziramasanga et al, 1999). A clear language policy that recognises that language is a resource is likely to be linguistically all-inclusive and facilitate socio-cultural and economic participation by all Zimbabweans Implementation of proposals for inclusion of African languages is retarded by centuries of linguistic marginalisation and fossilised attitudes in the belief that English carries modern knowledge, coupled with the lack of resources theory. Zimbabwe’s pursuance in the use of English is mainly for nationistic reasons.Proposals and recommendations to avoid reverse discrimination and come up with an all-inclusive multi-lingual policy that uplifts the status of indigenous languages and their literature without annihilating English were made. The level of development for English should illuminate and challenge the heights to which African languages can be developed. / African languages / D.Litt. et Phil.

Este estudo constituiu-se em uma alternativa às formas com as quais a literatura, na maioria das instituições escolares, vem sendo ensinada. O cunho historicista ao qual a disciplina se vinculou tem agregado poucos resultados ao desenvolvimento da competência de leitura dos estudantes (testes como PISA e SAEB confirmam esse dado), não favorecendo a ampliação de seu universo pela experiência estética, atingido via experimentação da literatura clássica. Acredita-se que, dentre outros fatores, a falta de leituras complexas e do hábito de pensar são elementos que interferem diretamente na formação do estudante. Assim, o objetivo dessa investigação, inserida na linha de pesquisa Educação, Linguagens e Tecnologia, do Programa de Pós-Graduação em Educação da Universidade de Caxias do Sul, traduz-se na oferta de subsídios metodológicos para a abordagem da leitura da linguagem literária no Ensino Médio, a partir de uma proposta de leitura de contos de Anton P. Tchekhov, sistematizada via aplicação de uma oficina. Essa oficina foi planejada sob os pressupostos metodológicos do Método Recepcional (BORDINI e AGUIAR, 1993) e dos Roteiros de Leitura (SARAIVA e MÜGGE, 2006), que concebem o texto literário como uma obra artística e situam o leitor como o foco do processo compreensivo/interpretativo, considerando suas concepções, expectativas e vivências, e visando a alteração de seu horizonte de percepções a partir da leitura literária. Para sua execução, foram planejadas atividades pré, durante e pós-leitura com quatro contos de Tchekhov (cuja obra é parte integrante do acervo do PNBE/2009), com vistas a examinar a alteração no campo de percepções dos estudantes anterior e posteriormente à mediação realizada na oficina de leitura. Os resultados da pesquisa, coletados a partir de tarefas escritas referentes aos contos e da técnica de observação direta, confirmaram o cenário atual da literatura na escola e evidenciaram o refinamento de algumas habilidades de leitura dos estudantes, propiciadas pela experiência da leitura clássica. Os 4 sujeitos-participantes, alunos do terceiro ano do Ensino Médio de uma escola da rede privada de Veranópolis, evidenciaram a compreensão/interpretação dos contos lidos e foram capazes de ler o "não-dito", traço característico da literatura clássica, criando significações a partir da mediação do professor-pesquisador, essencial para que os estudantes não fizessem uma leitura superficial das narrativas. Dessa forma, parece que direcionar a obra à vida do estudante e fazê-lo perceber a riqueza do clássico como algo que diz muito da condição humana foi uma orientação relevante e talvez um passo inicial para a reconstrução de princípios metodológicos ao ensino de literatura na escola, bem como para a revisão das concepções educacionais vigentes nesses ambientes, já que a educação literária forma o sujeito numa perspectiva amplamente civilizatória. As estratégias desenvolvidas nessa oficina, baseadas, principalmente, no levantamento e confirmação de hipóteses e na discussão aberta das questões polissêmicas dos contos, podem, certamente, ser adaptadas às aulas de literatura no Ensino Médio, sendo elas uma oferta de ensino que privilegia a leitura do texto na sala de aula ao invés do estudo de teoria literária. Cabe ressaltar que a mediação do professor, traduzida na elaboração das estratégias de leitura dos contos e do questionamento constante da leitura feita pelos sujeitos, teve o papel de evidenciar minúcias e vazios do texto que, talvez, pudessem passar despercebidos aos olhos dos estudantes, numa proposta que entende o estudante como receptor do texto e produtor ativo de significações. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-06-03T16:47:58Z No. of bitstreams: 1 Dissertacao Athany Gutierres.pdf: 8849440 bytes, checksum: 33ff64596e619683a5bb64be48a4611f (MD5) / Made available in DSpace on 2014-06-03T16:47:58Z (GMT). No. of bitstreams: 1 Dissertacao Athany Gutierres.pdf: 8849440 bytes, checksum: 33ff64596e619683a5bb64be48a4611f (MD5) / This study consists in an alternative to change the ways literature has normally been taught in schools. The historicist view the discipline took has added little results to the development of reading competence of students (tests such as PISA and SAEB confirm these data), not favoring the expansion of their universe through aesthetic experience, which can be reached by classical literature. It is believed that, among other factors, the lack of complex readings and the habit of thinking are elements which directly interfere in the student´s development. Therefore, the objective of this investigation, inserted in the research line Education, Languages and Technology, at the Graduate Program in Education at Universidade de Caxias do Sul, lies on the offer of methodological contributions to the approach of literary language reading in secondary schools, based on a reading proposal with short-stories by Anton P. Tchekhov, via reading workshops. These workshops were planned under the methodological assumptions of Método Recepcional (BORDINI e AGUIAR, 1993) and the Roteiros de Leitura (SARAIVA e MÜGGE, 2006), which conceive the literary text as a work of art and place the reader as the focus of the comprehension process, taking his assumptions, expectations and experiences into consideration and aiming at the alteration of his horizons from the literary reading. To be carried out, pre, during and post reading activities were planned based on four Tchekhov short-stories (whose work is part of PNBE/2009), in order to examine the alteration of students´ perceptions before and after the mediation done in the workshops. The research results, collected from the written tasks designed for the short-stories and through the direct observation technique, have confirmed the scenario of literature in schools nowadays and have showed the improvement of some of the students´ reading abilities, provided by the experience with classical reading. The four individuals, students from the third grade of a private secondary school in Veranópolis, have demonstrated the comprehension of the short-stories and were also able to read the "unrevealed", trait of the classical literature, creating meanings based on the mediation of the researcher-teacher, which is essential for students not having done a superficial reading of the narratives. This way, it seems that directing the text to the student´s own life and helping him realize the wealth of classics as something which reveals a lot of the human condition has been a relevant orientation and maybe a starting point to rebuild methodological principals to teach literature in schools, as well as to revise the current educational concepts in this environment, since literary education develops the individual in an widely civilizing perspective. The strategies developed in this workshop, mainly based on the survey and confirmation of hypothesis and the open discussion on the polysemic issues of the texts, can certainly be adapted to literature classes in secondary schools, considering they are a teaching offer which privileges reading texts in the classroom instead of studying literary theory. It is also relevant to mention that the teacher s mediation, seen as the elaboration of the reading strategies and the permanent questioning on the readings been done, had the role of evidence details and gaps of the text, which, maybe, could not be noticed by the students, inserted in a proposal which understands the individual as the receptor of the text and as an active producer of meanings.