Technology has become a fundamental yet dynamic component of modern society, affecting almost every structure within it. However, education has been slow to change relative to the acceptance and use of technology in teaching and learning contexts. This research seeks to begin to bridge this technological chasm by examining what considerations a teacher instructional designer needs to be mindful of when designing a substantial Web-based learning resource. The researcher employs a qualitative methodology through the compilation of field notes and narratives describing the experiences and observations of a classroom teacher employing the ADDIE instructional design model to develop a Web-based learning resource for two high-school level Marketing courses. The researcher has maintained a unique triad of professional roles throughout this project, including teacher, instructional designer, and researcher. The findings of this research emphasize the interrelationships between the three key conceptual areas: reflective practice, instructional design, and Web design.

During the middle decades of the twentieth century, the exiling from South Africa of jazz musicians, including The Blue Notes, brought the discourses of local jazz, its performance culture and repertoires, to international attention. This process points to jazz’s global reach and raises questions about its adoption by differently constituted cultural subjects. Arjun Appadurai’s arguments about global homogenisation and heterogenisation come into play here, and have special significance today, when the study of jazz performance and history is increasingly part of the music education of young South Africans. Questions about who ‘owns’ jazz and what constitutes its authenticity loom large, as do questions about its global entanglement. The careers of The Blue Notes emerge from a background of South African syncretic musical performance; as such, they belong within the protracted history of African cultural engagement with European and American mediations of modernity. Among other issues, my thesis examines the use of jazz-influenced repertoires in the narration of cultural identities in postcolonial South Africa, under apartheid, and in exile. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2010.

Viena iš valstybingumo pamatų, laidojanti jos tvirtumą yra šeimos institucija ir šeimos mitas. Šeimos mitas – žmonijos asmeninis laukas, kur susiduria tradicijos, taisyklės, kultūros, interesai, vyriškas ir moteriškas pradai. Puoselėjame šeimą kaip vertybę, galinčią duoti ir išugdyti visuomeniškai sąmoningą asmenybę, suvokiančią savo reikšmę ir aktyviau dalyvaujančią socialinime gyvenime. Jaunąją kartą stiprina ir palaiko vyresniųjų teigiamas pavyzdys, kuris skatina sekti jų pavyzdžiu. Laikas negailestingai atskiria vienus šeimos narius nuo kitų, naujų epochų dvelksmas diktuoja naujas būties taisykles ir kitus – naujus iškylančių problemų sprendimus. Besikeičianti aplinka ir laikas nulemia mūsų būtį. Savo baigiamąjį darbą – autorinę knygą, albumą pavadinau – UŽRAŠAI. Tai nėra mokslininko pastabos apie sudėtingą ir klaidžią žmogiškąją prigimtį, veikiau darbas su šeimos relikvijomis, rinkimas informacijos apie šeimą, jos istoriją. Albumas pasitarnauja kaip medžiaga iliustruoti šeimos praeičiai arba kurti ateitį. Jame pateikiamas mano šeimos – paprastų kaimo žmonių gyvenimas. Pasitelkdama vieną iš išraiškos priemonių – piešinį, perteikiau šeimos kasdieninę buitį. Šiuo savo darbu apibendrinu visos mūsų tautos, nykstančio kaimo gyventojo likimą. Viskas kinta, tad tokio Lietuvos kaimo žmogaus – tradicinio sodiečio nebematysime jau niekada. / One of the founding principles of nationhood, which displays its stability, is the institution of family and its myth. The family myth is humanity‘s personal field where traditions, rules, cultures, interests, male, and female natures collide. We cherish the family as a virtue, which can produce and foster a socially responsible person, who understands his or her significance and actively participates in her community. Younger generations are strengthened and motivated by the elders’ positive example, which encourage them to follow their lead. Time unscrupulously separates family members from others; the dawn of new ages dictates new laws of existence and other new ways to solve problems. The passage of time and the changing environment determines our being. I call my final year project “Notes”, which is an authorial book. They are not observations of a scientist about the difficult and meandering human nature, rather it is a work with a family reliquary, a gathering of information about the family and its history. The album as a source helps with illustrating its past and helps with creating a new future. In it the life of my family as simple country folk is presented. By the expressive medium of drawing, I rendered my family’s everyday life. In this project I summarise the fate of the dying country life in our whole nation. Everything changes, therefore we will never again witness such a Lithuanian farmhouse lifestyle.

Ante a demanda do mercado por profissionais com formação integral, transposta por competências abrangentes, também se adicionam ao contexto o alto grau de envolvimento dos estudantes com tecnologias, o papel das instituições de ensino e dos docentes na formação dos indivíduos e as evidências de que o processo de ensino-aprendizagem focado no estudante produz experiência de aprendizagem significativa. Esse cenário enseja identificar quais são as competências necessárias à formação integral. A literatura mostra estruturas que contribuem para o desenvolvimento de competências sem contemplar aquelas da formação integral, por completo, o que ensejou o delineamento do MAI, o qual se funda sobre os princípios do construtivismo e se apropria de modelos, estratégias e tecnologias para ensino-aprendizagem eficaz, com elementos aproveitados de forma sinérgica. O objetivo desta pesquisa foi avaliar um modelo instrucional para a formação integral do indivíduo por meio do ensino de contabilidade. O Modelo concebido foi transposto ao Moodle, em um curso sobre notas explicativas com a finalidade de constatar o alcance da formação integral e, ainda, verificar indícios de sua validade. Sua avaliação se deu por meio de duas edições do curso, nas modalidades semipresencial e online. Os dados foram obtidos por meio de levantamentos e analisados com base em estatística descritiva, testes não paramétricos e análises de conteúdo. Os resultados demonstraram a efetividade do MAI em conduzir ao desenvolvimento de comunicação, pensamento crítico, colaboração e solução de problemas no processo instrucional contábil, ao que se considera formação integral. O MAI acrescenta-se à literatura como alternativa viável ao ensino de contabilidade. Suas contribuições alcançam os estudantes, por proporcionarem experiência de formação integral, bem como os docentes, por migrarem de transmissões de conhecimentos para facilitadores, e as instituições de ensino superior, por demonstrarem como se pode realizar uma formação contextualizada pelo perfil digital dos estudantes e demandas do mercado. Com base nos achados, recomenda-se que disciplinas, cursos de contabilidade e áreas relacionadas sejam planejados, considerando o uso de modelos instrucionais como o MAI. / Given the market demand for fully educated professionals transposed by comprehensive competences, the high degree of student engagement with technology, the role of teaching institutions and teachers in the training of individuals, and the evidence that the process of student-centered teaching-learning produces meaningful learning experience. This scenario identifies the competences required for integral training. The literature shows structures that contribute to the development of competences, without contemplating those of integral formation, in full, which led to the design of the ILM, which is based on the principles of constructivism and appropriates models, strategies and technologies for teaching and learning, with elements used synergistically. The objective of this research was to evaluate an instructional model for the integral training of the individual through the teaching of accounting. The designed Model was transposed to Moodle, in a course on explanatory notes, with the purpose of verifying the scope of the integral formation, and still verify indications of its validity. His evaluation was made through two editions of the course, in the mixed and online modalities. The data were obtained through surveys and analyzed based on descriptive statistics, non-parametric tests and content analyzes. The results demonstrated the effectiveness of the ILM in leading to the development of communication, critical thinking, collaboration and problem solving, in the accounting instructional process, which is considered integral formation. ILM is added to literature as a viable alternative to accounting education. Their contributions reach the students, by providing full training experience, the teachers, by migrating from transmissions of knowledge to facilitators, to higher education institutions, for demonstrating how a contextualized training can be carried out by students\' digital profile and market demands. Based on the findings, it is recommended that disciplines and accounting courses and related areas be planned considering the use of instructional models such as MAI.

Made available in DSpace on 2015-05-14T13:16:41Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1699049 bytes, checksum: 1479abcf9ed9ec58ea46e5f71d91ab6a (MD5) Previous issue date: 2010-09-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work aimed to evaluate if the lack of visual information can alter the perception of musical notes in blind adults when compared to adults with normal vision. The sample of this study was comprised of 30 adults (15 blinds (Experimental Group - EG) and 15 with normal vision (Control Group - CG)), 7 females and 8 males in each group from 18 to 30 years old, all with normal hearing acuity. All measurements were made by the forced-choice method between two alternatives. In this method, the volunteer had always to choose the certain stimulus informed previously by the experimenter (the test stimulus) between two stimuli. The other stimulus showed was a distracter stimulus. The measurements were made in 3 experimental sessions, one for each stimulus. In each experimental session, 20 pairs of stimuli were presented at random, one stimulus was the test stimulus and the other the distracter stimulus. The musical notes used as test stimulus were D, F and A in the first octave of the piano. The distracter stimulus were the musical notes that are neighboring the test note according to the standard musical notes scale (it means that when D was the test note, the distracter notes were C and E; to the F note, the distracters were E and G). Before the beginning of the experiment, the test stimulus of the session was presented for five consecutive times and the experiment only began when the experimenter was sure that the volunteer had understood all the instructions. The rate of discrimination (the number of rights divided per the number of presentations) for each musical note were gathered according to condition (CG and EG). The statistical analysis (One-Way ANOVA) did not show significant differences between the groups F (2, 27) = 2.17, p > 0.05 to discriminate musical notes. These results suggest that the congenital lack of vision do not cause changes in the ability to discriminate musical notes in blind adults. / A presente dissertação objetivou avaliar se a privação do sistema visual altera a percepção de notas musicais de adultos cegos quando comparados a adultos com visão normal. Participaram desse estudo 30 adultos (15 cegos (Grupo Experimental - GE) e 15 com visão normal (Grupo Controle - GC)), sendo 7 do sexo feminino e 8 do sexo masculino, em cada grupo, na faixa etária de 18 a 30 anos de idade, todos com acuidade auditiva normal. Todas as medidas foram realizadas com o método da escolha forçada entre duas alternativas. Neste método, o voluntário teve sempre de escolher entre dois estímulos o estímulo pré-determinado pelo pesquisador de estímulo teste . O outro estímulo apresentado era um estímulo distrator . Foram realizadas três sessões experimentais, uma para cada estímulo teste. Em cada sessão experimental foram apresentados aleatoriamente 20 pares de estímulos, sendo um deles o estímulo teste e o outro o estímulo distrator. As notas musicais utilizadas como teste foram Ré, Fá, Lá na primeira oitava do piano. Os estímulos distratores foram as notas que na escala padrão de notas musicais encontram-se vizinhas a nota de teste (ou seja, quando a nota de teste foi Ré, as notas distratoras foram Dó e Mi; para a nota Fá, as distratoras foram Mi e Sol; e para a nota teste Lá, as distratoras foram Sol e Si). Antes do início do experimento a nota teste, referente aquela sessão, foi apresentada cinco vezes consecutivas e o experimento só foi iniciado quando foi certificado que as instruções foram compreendidas pelo participante. Os índices de discriminação (número de acertos divididos pelo número de apresentações) para cada nota musical foram reunidas por condição (GC e GE). A análise estatística (ANOVA One-Way) não mostrou diferença significativa entre os grupos F (2, 27) = 2,17, p > 0,05 quanto a discriminação de notas musicais. Estes resultados sugerem que a privação visual congênita não causa alterações na habilidade de discriminação de notas musicais em adultos cegos.

Orientador: Fabio Akcelrud Durão / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-25T20:00:36Z (GMT). No. of bitstreams: 1 Botton_AlexandreMariotto_D.pdf: 872229 bytes, checksum: eaeaef82860697552ce7a592654026b1 (MD5) Previous issue date: 2014 / Resumo: Esta tese analisa a maneira como Theodor W. Adorno procede em sua crítica literária praticada nos ensaios reunidos sob o título de Notas de literatura. Inicialmente discutiu-se a peculiar situação que o autor e seus ensaios ocupam no meio no rol da Teoria literário, sobretudo no que diz respeito à questão do método. Neste sentido procurou-se demonstrar em que consiste o proceder "metodicamente sem método" anunciado no final do "Ensaio como forma" como uma espécie de modus operandi da ensaística de Adorno. Num segundo momento, vinculou-se tal proceder ao modelo de leitura imanente desenvolvida nos textos "Palestra sobre lírica e sociedade" e "Parataxis". Por fim, discutiu-se a importância da literatura e da crítica realizadas por Marcel Proust e Paul Valéry para o pensamento de Adorno, mais especificamente sobre sua noção de experiência / Abstract: This dissertation explores how Adorno proceeds in his literary criticism in the essays collected under the title Notes to literature. Initially we discuss the peculiar situation that the author and his essays occupy in the literary theory scenario, particularly regarding the question of method. In this sense, we try to show what it means to proceed "methodically without method" as it is announced in the end of "the Essay as form" as a kind of modus operandi of Adorno¿s essays. Secondly we tie such proceeding to the immanent reading model developed in the texts "Lecture on lyrical and society" and "Parataxis". Finally, we discuss the importance of literature and criticism made by Marcel Proust and Paul Valéry to Adorno¿s thought, more specifically on his notion of experience / Doutorado / Teoria e Critica Literaria / Doutor em Teoria e História Literária

Technology has become a fundamental yet dynamic component of modern society, affecting almost every structure within it. However, education has been slow to change relative to the acceptance and use of technology in teaching and learning contexts. This research seeks to begin to bridge this technological chasm by examining what considerations a teacher instructional designer needs to be mindful of when designing a substantial Web-based learning resource. The researcher employs a qualitative methodology through the compilation of field notes and narratives describing the experiences and observations of a classroom teacher employing the ADDIE instructional design model to develop a Web-based learning resource for two high-school level Marketing courses. The researcher has maintained a unique triad of professional roles throughout this project, including teacher, instructional designer, and researcher. The findings of this research emphasize the interrelationships between the three key conceptual areas: reflective practice, instructional design, and Web design. / Education, Faculty of (Okanagan) / Graduate

Le phénomène de l'alternance codique a été connu et étudié depuis le début du XXe siècle. L'intérêt psycholinguistique à l'alternance codique orale a été suivi par des perspectives socio-pragmatiques dans la seconde moitié du XXe siècle ; puis vers la fin du siècle, l'attention des chercheurs a été attirée sur l'alternance codique écrite. Même si l'alternance codique a été bien étudié depuis, il y a encore quelques lacunes. Par exemple, l'intersection de l'écriture bilingue et la critique génétique présente une source de données naturalistes bilingues écrites qui restent fortement peu étudiées. Cette thèse tente de combler cette lacune en fournissant une analyse qualitative et quantitative des brouillons d'examen des apprenants de langue seconde. L'approche multimodale englobe la perspective visuelle, pragmatique et linguistique. Les résultats montrent que l'alternance codique représente un outil que les élèves utilisent habilement dans leur écriture personnelle académique. Néanmoins, les objectifs de son utilisation diffèrent non seulement entre les individus mais aussi entre les sociétés / communautés. Cela souligne la valeur sociolinguistique de l'écriture personnelle bilingue. Ce travail démontre également l'alternance codique dans l'écriture personnelle comme un type indépendant de l'alternance codique, qui peut prendre une place égale à côté de l'alternance codique orale, écrite et littéraire et qui mérite d'être étudié en tant que tel. / The phenomenon of code-switching has been known and researched since the beginning of the 20th century. The psycholinguistic interest in spoken code-switching was followed by socio-pragmatic perspectives in the second half of the 20th century; then towards the end of the century, researchers' attention was drawn to code-switching in writing. Even though language alternation has been well studied since, there are still some lacunae. For example, the intersection of bilingual writing and genetic criticism presents a source of naturalistic bilingual written data which remains significantly under-studied. The present thesis attempts to fill this gap by providing a qualitative and quantitative analysis of second-language learners' examination drafts. The multimodal approach encompasses the visual, the pragmatic and the linguistic perspectives. The findings show that code-switching represents a tool which students skillfully use in their academic personal writing. However, the purposes of its use differ not only among individuals but also among societies/communities. This emphasizes the sociolinguistic value of bilingual personal writing. This work also recognizes code-switching in personal writing as an independent type of code-switching, which can be placed in line with the oral, written and literary code-switching and which merits to be studied as such.

Esta dissertação de mestrado apresenta como tema as propostas de práticas didáticas de ensino de literatura no Ensino Médio. A escolha desse tema se justifica pela necessidade de se analisar e refletir sobre as propostas de trabalho pedagógico que organizam, em sala de aula, o ensino e aprendizagem de literatura, especialmente considerando a atual crise no ensino de literatura, confirmada por dados de avaliações em larga escala, como o Saresp. Para esse estudo, estabeleceu-se, como objetivo geral, discutir a proposta para o ensino de literatura do EM a partir do material didático oficial da Secretaria de Educação do Estado de São Paulo. Para o desenvolvimento desse objetivo geral, foi estabelecido, como objetivo específico, analisar as adequações e inadequações das atividades e dos exercícios do material didático oficial em relação aos aspectos teórico-metodológicos que fundamentam esta dissertação. Esse objetivo específico realizou-se por meio de uma pesquisa nos material didático de Língua Portuguesa - Códigos, Linguagens e suas Tecnologias, distribuído pela Secretaria da Educação de São Paulo, para os três anos do Ensino Médio. A pesquisa, quanto à metodologia, dividiu-se em duas partes: a primeira, de caráter quantitativo, focalizou a frequência de textos pertencentes à esfera literária no material didático e forneceu o recorte do objeto de estudo. A segunda parte, de natureza qualitativa, analisou o desenvolvimento didático do estudo de textos literários a partir de seis amostras dos exercícios e atividades apresentados aos alunos. A pesquisa, de base bakhtiniana, insere-se no âmbito da Linguística Aplicada por focalizar a linguagem em situações de uso. A partir da pesquisa realizada, pôde-se concluir que, embora se manifestem leves alterações quanto a modelos superados de ensino de literatura, a proposta do material didático ainda não incorporou avanços consistentes com relação ao ensino de literatura e à formação do leitor reflexivo e crítico. / This work approaches the issue of proposed teaching practices in teaching literature in high school. The choice of this subject is justified by the necessity to reflect on the proposals for organizing educational work in the classroom, the teaching and learning of literature , especially considering the current crisis in the teaching of literature, confirmed by data from large-scale assessments, as Saresp. For this study, it was established as a general objective to analyze the proposed practice for the teaching of literature in secondary education from the official lecture notes distributed by the Education Department of the State of São Paulo. For the achievement of this general goal, it was established, as a specific objective, analyzing the adequacies and inadequacies of activities and exercises in official lecture notes in relation to theoretical and methodological issues underlying this work. This specific objective was accomplished by means of a research in the official lecture notes in Portuguese - Codes, Languages and its Technologies, distributed by the Secretary of Education of São Paulo, for the three years of high school. The research was divided into two parts: the first one was a quantitative approaching, focused on the frequency of texts belonging to the literature in the official lecture notes and provided the selection of texts to study. The second part, a qualitative approaching, analyzed the didactic development of the study of literary texts from six samples of exercises and activities inserted in the official lecture notes. The research, according to Bakhtins theory, is inserted within the scope of Applied Linguistics due to focusing on language use situations. From the survey, it was concluded that, although slight changes related to obsolete models of teaching literature, the proposal of the official lecture notes has not incorporated yet consistent advances related to the teaching of literature and the development of reflective and critical reader .

Problemformulering: Det biomedicinska perspektivet har varit dominerande inom psykiatrisk slutenvård, där ångesthantering främst varit fokuserat på farmakologisk behandling. För att utveckla psykiatrisk omvårdnad i riktning mot mellanmänskliga möten, reflektion och lärande, är det betydelsefullt att studera konkreta och personcentrerade metoder inom ångesthantering.  Syfte: Syftet var att belysa omvårdnadspersonalens upplevelser av användning av akutlappar vid omvårdnad av patienter med ångest inom psykiatrisk slutenvård.  Metod: I studien genomfördes semistrukturerade intervjuer med tolv omvårdnadspersonal kring upplevelser av användning av akutlappar.  Resultat: I dataanalysen framkom fyra huvudkategorier: stödjer patienten till ökad delaktighet i omvårdnaden, underlättar reflektiv dialog i omvårdnadsrelationen, synliggör och utvecklar psykiatrisk omvårdnad och tidsbrist och osäkerhet hindrar användning. De bildade temat strukturerat kommunikationsstöd för omvårdnad vid ångest möjliggör en gemensam grund för lärande och utveckling. Slutsats: Användning av akutlapparna uppfattades kunna underlätta kommunikation och samarbete med patienten samtidigt som det synliggjorde psykiatrisk omvårdnad vid ångest. Omvårdnadspersonal kunde stödja patienten till ökad delaktighet och stärkt egenmakt men tidsbrist hindrade användningen i synnerhet för sjuksköterskor. Det nya arbetssättet kunde skapa osäkerhet hos omvårdnadspersonal och även utmana traditionell syn på patienten. Implikationer för klinisk verksamhet är att nya verktyg behöver tid och resurser och mer forskning behövs för att belysa patientupplevelser. / Problem: The psychiatric inpatient care is dominated by a biomedical perspective, with anxiety management mainly focusing on medication. To expand the potential of psychiatric nursing presented by interpersonal meetings, reflection and learning, it is important to study concrete and person-centered methods in anxiety management.  Purpose: The aim of the study was to illustrate nursing staff experience of using Emergency notes in the care of psychiatric inpatients with anxiety.   Method: Twelve nursing staff were interviewed about their experiences of using Emergency notes.  Findings: The data analysis resulted in four main categories: supports the patient to increased participation in nursing care, facilitates a reflective dialogue in the nurse-patient relationship, makes visible and develops psychiatric nursing and lack of time and uncertainty prevents using. The overall theme was: structured communication support for nursing in anxiety enables a common foundation for learning and development.    Conclusion: Use of the Emergency notes were perceived to facilitate communication and collaboration with the patient while making psychiatric nursing visible. Nursing staff could support the patient for increased participation and empowerment, but uncertainty and lack of time prevented use. Implications for clinical practice are that new tools need time and resources. More research is needed to elucidate patient experiences. / <p>Endast abstract får publiceras på Diva. Uppsatsen ska göras till en vetenskaplig artikel.</p>