Thesis (Ph.D.)--Indiana University, Dept. of Instructional Technology, 2007. / Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3716. Adviser: Curtis J. Bonk. Title from dissertation home page (viewed May 5, 2008).

Thesis (Ph. D.)--Columbia University. / Vita.

Thesis (Ph. D.)--Columbia University. / Vita.

Made available in DSpace on 2016-08-29T15:08:59Z (GMT). No. of bitstreams: 1 tese_8922_Trabalho completo - dissertacao versao final para impressao20151221-162237.pdf: 714621 bytes, checksum: 97c279ffc53c12534009ae8af0f29d89 (MD5) Previous issue date: 2015-06-16 / Analisando os textos dos alunos na sua produção de sentido, essa pesquisa teve por objetivo trazer à tona discussões sobre a relação sujeito e texto (Antunes, 2003, 2005 e 2009), bem como interpretação (Marcondes, 1994) e produção de sentido (Abrahão, 2002, 2011 e Mari, 1991). Tendo por base uma perspectiva enunciativa (Guimarães, 1999), o texto é considerado a partir das suas condições histórico-sociais de produção. Inscrevendo-se no âmbito da Linguística Aplicada, pretendeu-se, através da pesquisa-ação integral e sistêmica (PAIS), um olhar sobre os textos, sendo eles considerados a partir das condições de produção de alunos do terceiro ano do ensino médio de uma escola da periferia. Olhando para a linguagem presente nos textos, o que se observou foram sujeitos que, apesar dos inúmeros apagamentos que sofrem, têm o que dizer. Com uma escrita que demonstra grandes possibilidades de organização e desenvolvimento textual, sua linguagem encontra-se enredada nas amarras das suas angústias enquanto sujeitos entranhados no seu universo social. A sua condição de interpretação encontra-se restringida, portanto, ao próprio cerceamento imposto pela premência do embate social. Numa linguagem entrecortada e desregulada, o seu distanciamento com relação à escrita formal denota situação de exclusão e alijamento de uma vida cidadã. Palavras-chave: Manual Didático; Interpretação; Produção de texto.

No description available.

Three experiments were conducted to investigate the two visual systems hypothesis (Milner & Goodale, 1995) and the planning-control hypothesis (Glover, 2002). Experiment 1 required the participants to make rapid aiming movements to 25 cm and 35 cm tails-in, no tails, or tails-out Müller-Lyer stimuli following a 0 ms or 5000 ms no-vision delay. In Experiment 2, the participants executed their movements with full vision of the Müller-Lyer vertices that either remained the same or changed to a different configuration upon movement initiation. Vision was occluded either 350 ms or 450 ms after the onset of the movement. Experiment 3 was similar to Experiment 2, except the amount of visual feedback for on-line control was constrained to 200 ms, 400 ms, or 600 ms. The results of these experiments are problematic for both hypotheses. The participants exhibited a similar pattern of illusion-induced bias in both short and long delay conditions. In addition, the magnitude of the aiming bias increased as the movement unfolded (Experiment 1). Furthermore, even though participants were engaging in on-line control the illusion continued to exert its effects on aiming during the latter stages of the movement (Experiment 2). This effect was also observed when participants had sufficient time to process visual feedback in order to modify their movements (Experiment 3). Taken together, the results suggest that on-line control is biased by visual illusions. / Thesis / Master of Science (MSc)

Sustainable Built Environments Senior Capstone Project / School gardens are booming in Arizona as their opportunities for educational development continue to grow. One common problem, however, is that most schools with a school garden lack a proper managerial system that would help their garden be used to its full potential. The work compiled in this capstone project defines a managerial structure and provides a site-specific example of an intern manual that is intended to be used as in introductory guide with all the necessary resources to get an intern started.

No description available.

Essän består av berättelser och fakta som berör restaurangbranschens olika yrkeskategorier och deras arbete. Den beskriver yrkeskunnande, språket på restaurang samt värdet av manualer och riktlinjer. Språket som används på restaurang belyses även i en del av arbetet.

Functional analysis is an experimental method used to assess the environmental causes of behaviour by systematically manipulating the antecedents and consequences for that behaviour and observing their effects on the behaviour. The number of published studies on function analysis has increased as well as the number of studies that aimed to teach this procedure. This study aimed to evaluate the efficacy of a self-instructional manual on teaching university students and staff who work with people with developmental disabilities to conduct functional analysis as described by Iwata et al. (1982/1994). Specifically, I compared the effectiveness of a self-instructional manual to a procedural description of functional analysis described in the method section of the above paper. In Experiment 1, the self-instructional manual was evaluated using a concurrent multiple probe design across groups of three and two participants, totaling 11 participants. Participants received the method description during baseline, self-instructional manual during the intervention, and video modeling (for some participants) after the manual. Simulated assessments were conducted after each phase and a retention/generalization assessment was conducted after 1 to 4 weeks. Overall, mean correct performance across participants and conditions during simulated assessments were 73% after studying the method description, 92% after the self-instructional manual, and 94% correct after video modeling. Retention and generalization assessments (2 simulated and 7 client assessments) averaged 80% correct. In Experiment 2, the manual was modified based on the errors made in Experiment 1 and its efficacy was evaluated using a concurrent multiple probe design across two participants, and a concurrent multiple probe design across functional analysis conditions replicated across five participants. Overall, mean correct performance across participants and conditions during simulated assessments were 58% after studying the method description, 88% after the self-instructional manual, and 95% correct after video modeling. Retention and generalization assessments (2 simulated and 7 client assessments) averaged 91% correct. The results suggest that the self-instructional manual shows promise and further research is warranted. / February 2017