This thesis investigates the role of practical activity in the union of the soul and God in Meister Eckhart. Since Eckhart’s attitude toward temporal works is highly inconsistent, the thesis begins by examining the complex and intimate relationship between God and the temporal order in Eckhart’s discussions of creation in principio. Next it considers the creation of man and how he, through the natural function of the intellect interacting with the created order, is transformed into the image of God. Finally it examines the relationship between the intellectual and practical acts and considers the possibility of a union between God and the soul which takes place in practical activity in Eckhart’s thought. Throughout, the thesis makes reference to Eckhart’s creative use of the term indistinctum (indistinct) and its Middle High German equivalents with respect to God, the soul, and the union between the two.

Scientific Problem Health care is the underlying value for a society aspiring after quality of life. This is a field where the quality of services is assessed by experts, not by service receivers. For this reason, results can be visible after quite a long time when it is too late to correct them. The inherent human right to have better health, a healthy environment and acceptable, accessible and appropriate health care is defined in the Health System Legislation of the Lithuanian Republic (1994). The main goal of the entire health care system is to assure this inherent human right. Health policy began to take shape in 1990, at the restoration of independence in Lithuania. Financing according to the rigid articles of financial estimates, extensive increase in the number of stationary services and health care specialists, passive policy, oriented only to the treatment of diseases, and a biomedical attitude towards health were all gradually replaced. Attention has been focussed on the creation of active policy. One of the main orientations of health system development has been the reorganization of training for health care specialists – nurses – in accordance with EU standards, especially to ensure that practising nurses have the opportunity for professional expression. The reform of the health care system has also created more tasks – planning of nursing staff demand, licensing of specialists, their motivation, etc. The reform of nursing science, training of general care... [to full text] / Mokslinė problema LR Sveikatos sistemos įstatyme (1994) apibrėžta prigimtinė žmogaus teisė turėti kuo geresnę sveikatą, sveiką aplinką, priimtiną, prieinamą ir tinkamą sveikatos priežiūrą. Visos sveikatos priežiūros sistemos pagrindinis tikslas – užtikrinti šią žmogaus prigimtinę teisę. 1990 m. Lietuvoje atkūrus nepriklausomybę, pradėta formuoti sveikatos politika. Dėmesys koncentruojamas į aktyvios politikos kūrimą. Viena iš pagrindinių sveikatos sistemos plėtotės krypčių - tai sveikatos priežiūros specialistų - slaugytojų - profesinio rengimo pertvarka pagal ES standartus, ypač dirbančių slaugytojų profesinės raiškos galimybių užtikrinimas. Sveikatos priežiūros sistemos reforma iškėlė ir daugiau uždavinių, t.y. slaugos personalo poreikio planavimas, specialistų licencijavimas, jų motyvavimas ir kt. Slaugos mokslo reforma, bendrosios praktikos slaugytojų rengimas, teisinės bazės, reglamentuojančios specialistų teises, pareigas, atsakomybę, sukūrimas liudija, kad sveikatos priežiūros žmogiškųjų išteklių vystymui skiriamas pakankamas dėmesys, tačiau menkas sveikatos sektoriaus finansavimas, netolygus žmogiškųjų išteklių pasiskirstymas, mažėjantis slaugytojų skaičius, didėjanti emigracijos tendencija išlieka aktualūs Lietuvos sveikatos politikos formuotojų darbotvarkės klausimai. Slaugos specialistai - skaitlingiausia sveikatos priežiūros specialistų grupė. Tai savarankiški specialistai, lygiaverčiai asmens sveikatos priežiūros specialistų komandos nariai, gebantys vykdyti... [toliau žr. visą tekstą]

Darbo aktualumas Gyvenimo kokybės siekiančiai visuomenei sveikatos priežiūra yra pamatinė vertybė. Tai sritis, kur paslaugų kokybę dažniausiai vertina ekspertai, o ne paslaugų gavėjai, taigi, rezultatai gali būti matomi gana po ilgo laiko, kuriuos koreguoti būna per vėlu (Lane, 2001). Prigimtinė žmogaus teisė yra turėti kuo geresnę sveikatą, sveiką aplinką, priimtiną, prieinamą ir tinkamą sveikatos priežiūrą (LR Sveikatos sistemos įstatymas, 1994). Visos sveikatos priežiūros sistemos pagrindinis tikslas – užtikrinti šią žmogaus prigimtinę teisę. 1990 m. Lietuvoje atkūrus nepriklausomybę, pradėta formuoti sveikatos politika - pamažu atsisakyta finansavimo pagal griežtus sąmatos straipsnius, ekstensyvaus stacionarių paslaugų, sveikatos priežiūros specialistų skaičiaus augimo, pasyvios politikos, orientuotos tik į ligų gydymą, biomedicininio požiūrio į sveikatą. Dėmesys koncentruojamas į aktyvios politikos kūrimą. Į šį procesą aktyviai įtraukiamas pacientas/klientas, formuojamas holistinis, visa apimantis požiūris į sveikatą, jos tausojimą, išsaugojimą, užtikrinamas sveikatos priežiūros paslaugų teisumas, saugumas, kokybė, prieinamumas ir kt. (Sveikatos priežiūros reformos tikslų ir uždavinių įgyvendinimo strategija, 2004). Šios nuostatos priimtos 1991 m. patvirtintoje Nacionalinėje sveikatos koncepcijoje, kurioje taip pat numatytos sveikatos sistemos plėtojimo kryptys bei išskirti prioritetai: Lietuvos žmonių sveikatos tausojimas bei stiprinimas, ligų profilaktika, valdymo... [toliau žr. visą tekstą] / Scientific Problem Health care is the underlying value for a society aspiring after quality of life. This is a field where the quality of services is assessed by experts, not by service receivers. For this reason, results can be visible after quite a long time when it is too late to correct them. The inherent human right to have better health, a healthy environment and acceptable, accessible and appropriate health care is defined in the Health System Legislation of the Lithuanian Republic (1994). The main goal of the entire health care system is to assure this inherent human right. Health policy began to take shape in 1990, at the restoration of independence in Lithuania. Financing according to the rigid articles of financial estimates, extensive increase in the number of stationary services and health care specialists, passive policy, oriented only to the treatment of diseases, and a biomedical attitude towards health were all gradually replaced. Attention has been focussed on the creation of active policy. One of the main orientations of health system development has been the reorganization of training for health care specialists – nurses – in accordance with EU standards, especially to ensure that practising nurses have the opportunity for professional expression. The reform of the health care system has also created more tasks – planning of nursing staff demand, licensing of specialists, their motivation, etc. The reform of nursing science, training of general care... [to full text]

The importance of practical activities has been outlined in many articles and research studies. This study presents the way in which two novice and two expert teachers conduct practical activities in their intermediate phase in Natural Sciences and Technology (NST) classrooms and the challenges they face. This study was conducted in primary schools because researchers such as Mihret (2014, p.2) believe that "primary level science education is a cornerstone to lay a foundation to get young citizens interested in science". This study utilised a qualitative case study approach. The data was collected through classroom observations, open ended interviews and document analysis. The population of this study consisted of primary school teachers teaching Natural Sciences and Technology. The participants included two novice teachers and two expert teachers. The conceptual framework that guided this study emerged from the literature review. The conceptual framework of this study was based on concept of practical activity and the four pillared cognitive design framework. The findings of this study indicated that the way that novice and expert teachers conduct practical activities differ and they face different challenges when conducting practical activities. Novice teachers conduct teacher centred activities, they do not allow their learners to conduct independent practical activities, they use practical activities as a way to remind learners of the work done in the classroom and they mostly use previously developed worksheets during practical lessons. Expert teachers on the other hand conduct learner centred practical activities, they allow their learners to work independently and they do not always use worksheets in their practical activities. The findings also indicated that novice teachers face more challenges in their practical lessons than expert teachers. Novice teachers find it difficult to manage their learners' behaviour during practical lessons, they did not have confidence in their learners and they did not have effective disciplinary strategies. However, both novice and expert teachers had a challenge managing their time during their practical lessons. / Dissertation (MEd)--University of Pretoria, 2016. / Science, Mathematics and Technology Education / MEd / Unrestricted

The study identifies a specific problem area related to students' misconceptions about heat and heat conduction. The aims of the study are to contribute knowledge about how practical activities with thermal cameras impact the interaction and understanding of heat conduction among intermediate-grade students. The study was conducted with 23 fifth-grade students in two different schools in Sweden. To address the study's purpose, groups of three to four students were observed during a designed activity in which we participated. This activity included discussions and experiments on heat conduction using a thermal camera. The activity was recorded on video and later analysed. The results of the study, presented in three experiments, indicate that the use of thermal cameras can effectively support students' understanding of heat conduction. Students articulate the concept of heat conduction and use it in discussions. Visualizing heat with the help of thermal cameras facilitates students in connecting theoretical concepts to practical situations and enhances their ability to explain and reason about the phenomenon. The study also highlights the teacher's role in guiding students in their development. Despite some difficulties in verbalizing their conclusions, students show increased awareness of heat conduction and its connection to different materials. The study thus emphasizes the potential of using thermal cameras to support teaching and improve students' understanding of how heat spreads. / Studien identifierar ett specifikt problemområde relaterat till elevers missuppfattningar om värme och värmeledning. Syften med studien är att bidra med kunskap om hur praktiska aktiviteter med värmekameror påverkar mellanstadieelevers interaktion och förståelse för hur värme sprids genom ledning. Studien är utförd på 23 elever i årskurs 5 på två olika skolor i Sverige.    För att besvara studiens syfte observerades grupper av tre till fyra elever under en designad aktivitet där vi deltog. I denna aktivitet ingick diskussioner och experiment om värmeledning där värmekamera användes. Aktiviteten videofilmades och analyserades senare.  Studiens resultat, presenterade i tre experiment, visar att användningen av värmekameror effektivt kan stödja elevernas förståelse för värmeledning. Eleverna uttrycker begreppet värmeledning och använder det i diskussioner. Visualiseringen av värme med hjälp av värmekameror underlättar för eleverna att koppla teoretiska begrepp till praktiska situationer och främjar deras förmåga att förklara och resonera kring fenomenet. Studien belyser också lärarens roll för att vägleda eleverna i deras utveckling. Trots vissa svårigheter att verbalisera sina slutsatser visar eleverna ökad medvetenhet om värmeledning och dess koppling till olika material. Studien betonar således potentialen i att använda värmekameror för att stödja undervisningen och förbättra elevernas förståelse för hur värme sprids.

Syftet med studien är att bidra med kunskap om hur elever i årskurs 1–3 förståroch förklarar det fysikaliska fenomenet flyta och sjunka. Studien ämnar ävenatt utforska hur en praktisk aktivitet kan bidra till att synliggöra och skapa endjupare förståelse för begreppen Arkimedes princip och densitet för elever pålågstadiet. För att besvara studiens syfte valdes en designbaserad forskningsansats där en aktivitet designades och utfördes med 31 elever i årskurserna 1–3. Aktiviteten spelades in på video- och röstfiler som senare analyserades tematiskt.Resultaten visar att eleverna har viss kunskap om varför vissa saker flyter ochandra sjunker. Resultaten visar även att den praktiska aktiviteten bidrar till attsynliggöra begreppen Arkimedes princip och densitet på ett tydligt sätt vilketvisar att även de yngsta eleverna kan närma sig fysikens begrepp och teorier.När lärare i de lägre årskurserna låter eleverna tidigt börja närma sig och arbetamed naturvetenskapliga begrepp så läggs en bra grund inför kommande studieri de naturvetenskapliga ämnena. / The purpose of this study is to contribute with knowledge about how pupils ingrades 1-3, understands and explain the physical phenomenon of floating andsinking. The study also aims to explore how a practical activity can help tomake the physical phenomenon visible and create a deeper understanding ofthe concepts of Archimedes' principle and density for pupils in primary school.To answer the purpose of the study, a design-based research approach waschosen where an activity was created and performed with 31 pupils in grades1-3 in Sweden. The activity was recorded on video and voice files which werelater analyzed thematically.The results show that the pupils have some knowledge of why some thingsfloat and others sink. The results also show that the practical activity contributes to making the concepts of Archimedes' principle and density visible in aclearer way, which shows that even the youngest pupils can approach physicalconcepts and theories. When teachers in the lower grades allow pupils to startapproaching and working with scientific concepts at an early stage, a goodfoundation is laid for future studies in the natural science subjects.

Submitted by Ronildo Prado (ronisp@ufscar.br) on 2017-08-10T20:03:05Z No. of bitstreams: 1 DissVCZ.pdf: 2645955 bytes, checksum: 705c14ce02c3cbf785699b4d10919a28 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-08-10T20:03:12Z (GMT) No. of bitstreams: 1 DissVCZ.pdf: 2645955 bytes, checksum: 705c14ce02c3cbf785699b4d10919a28 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-08-10T20:03:18Z (GMT) No. of bitstreams: 1 DissVCZ.pdf: 2645955 bytes, checksum: 705c14ce02c3cbf785699b4d10919a28 (MD5) / Made available in DSpace on 2017-08-10T20:03:29Z (GMT). No. of bitstreams: 1 DissVCZ.pdf: 2645955 bytes, checksum: 705c14ce02c3cbf785699b4d10919a28 (MD5) Previous issue date: 2017-01-23 / Não recebi financiamento / The aim of this paper is to develop a didactic sequence exploring practical activities that will help students in the teaching-learning process of the concepts of sequences, geometric progressions and logarithms, which are included in the school curriculum of the first year of high school. In this sequence we will propose practical activities in the teacher's lesson plan and will work on the mathematics contained in them. We will also report how the activities were applied, how the students participated, the concerns that arose and some considerations that can be made for improving the activity. Subsequently, we chose some questions that have appeared in the OBMEP and ENEM tests in previous years that involve content included in the activities and which may complement the activities. / O objetivo principal deste trabalho é desenvolver uma sequência didática explorando atividades práticas que auxilie os alunos no processo de ensino-aprendizagem dos conceitos de sequências, progressões geométricas e logaritmos, que constam no currículo da 1ª Série do Ensino Médio. Nesta sequência propomos atividades práticas em Fichas do Aluno e trabalhamos a matemática presente nelas. Relatamos como foi a aplicação das atividades, como foi a participação dos alunos, quais as dúvidas que surgiram e algumas considerações que podem ser feitas para aprimorar a atividade. Posteriormente selecionamos algumas questões que constam nas provas da OBMEP e do Enem nos anos anteriores que envolvem conteúdos que constam nas atividades e podem complementar as atividades.

Astronomy, the oldest science, besides having a motivating character and great educational potential, it also works as an integrative science, which is possible to empirically verify a large diffusion of conception of common sense referent to astronomic phenomenon. However, there are many errors and the incoherent information presented in the offered didactic books, in schools, by the Plano Nacional do Livro Didático (PNLD), because of it the importance of working with Astronomy science, in the Basic Education, as an instigator manner, since it interacts easily to almost all of the curriculum subjects. In view of that scenery, this study structures and suggests a complementary and innovative didactic proposal to the existing traditional teaching, which is able to reach a meaningful learning to the students, from the previous knowledge they have about Astronomy. Therefore, this proposal was conducted at the 61 and 62 classes of the 6th grade at Escola Municipal de Ensino Fundamental Vicente Farencena, located in Santa Maria RS. The activities were planned to go through the curricular evaluation perspectives of the Science and Geography subjects and developed by the titular professor of this subjects and the study researcher. Each meeting was called by themes covering Astronomy, namely: Astronomy History; Orientation; Earth Planet - phases of the moon; Earth Planet seasons of the year and Solar System, and based on recreational dynamics and practical activities. For the implementation of the activities we used the intraclass method and followed the phases of the David Ausubel‟s Meaningful Learning Theory (1978-2003). The methodological approach was based on the quasi- experimental method, with these evaluative instruments: pre-test for conceptual organization, evaluation of subsumer and advanced organizers; post-test for the quantitative analysis; attitudinal questionnaire in Likert scale of Sciences, to detect the students‟ attitude across the Sciences subject; activities with drawing and subjective questions for the qualitative analysis. The results of this study were able to provide support for the preparation of materials for the Astronomy teaching, in Elementary School, as a practical way, within the school. Other relevant aspects on the curricular development for scientific research inclusion were also approached. / A Astronomia, ciência mais antiga, além de ter caráter motivador e grande potencial educativo, também atua de forma integradora, sendo possível constatar empiricamente uma grande difusão de concepções de senso comum referentes aos fenômenos astronômicos. Porém, são muitos os erros e as informações incoerentes apresentados nos livros didáticos oferecidos, nas escolas, pelo Plano Nacional do Livro Didático (PNLD), por isso a importância de trabalhar a ciência Astronômica, na Educação Básica, de modo instigador, uma vez que interage facilmente com praticamente todas as disciplinas do currículo. Diante desse cenário, este trabalho arquiteta e sugere uma proposta didática complementadora e inovadora à didática tradicional existente, capaz de inferir uma aprendizagem significativa para os alunos, partindo dos conhecimentos prévios que eles possuem sobre Astronomia. Desse modo, essa proposta foi realizada com as turmas 61 e 62, do 6ª ano da Escola Municipal de Ensino Fundamental Vicente Farencena, localizada em Santa Maria - RS. As atividades foram planejadas para ocorrerem dentro das perspectivas de evolução curricular das disciplinas de Ciências e Geografia e desenvolvidas pelo professor titular dessas disciplinas e pelo pesquisador deste estudo. Cada encontro foi intitulado por temas que abrangem a Astronomia, sendo eles: História da Astronomia; Orientação; Planeta Terra fases da lua; Planeta Terra estações do ano e Sistema solar, e baseado em dinâmicas lúdicas e atividades práticas. Para a implementação das atividades, utilizamos o método intraclasse e seguimos as fases da Teoria da Aprendizagem Significativa de David Ausubel (1978 e 2003). A abordagem metodológica foi baseada no método quasi-experimento, com os seguintes instrumentos avaliativos: pré-teste para organização conceitual, avaliação de subsunçores e organizadores prévios; pós-teste para análise quantitativa; questionário atitudinal em escala Likert de Ciências, para detectar atitude dos alunos frente à disciplina de ciências; atividades com desenhos e questões subjetivas para análise qualitativa. Os resultados desta pesquisa foram capazes de fornecer subsídios para a elaboração de materiais para o ensino de Astronomia, no Ensino Fundamental, de forma prática, dentro da escola. Outros aspectos relevantes ao desenvolvimento curricular para inclusão da iniciação científica, nessa etapa escolar, foram também abordados.

Studien grundar sig i en designbaserad aktivitet, med syfte att bidra med kunskap om hur elever i lågstadiet upplever människans fem grundsmaker samt hur en praktisk aktivitet kan bidra till att öka förståelsen för människans smaksinne. Studien har en kvalitativ ansats, men med kvantitativa inslag i form av diagram för att tydliggöra resultat samt för att stärka analysen. Den kvalitativa analysen utgörs av transkribering med tillhörande diskussioner medan resultatet från den kvantitativa analysen var till för att synliggöra insamlade data utifrån samtliga elevers svar.  Totalt har 52 elever i årskurserna 2 och 3, fördelade i 11 grupper, deltagit i studien. Aktiviteten spelades in för att sedan transkriberas och analyseras utifrån ett variationsteoretiskt perspektiv.  Resultatet visar att eleverna tycks ha lättare för att uppfatta grundsmakerna sött, surt och salt medan grundsmakerna beskt och umami var svårare. Utan den praktiska aktiviteten i undervisningen hade det också varit svårt att synliggöra hur eleverna faktiskt upplever människans fem grundsmaker. / The study is based on a design-based activity, with the purpose of contributing knowledge regarding how pupils in primary school experience the five basic flavors of human beings and how a practical activity can contribute to increasing the understanding of the human sense of taste. The study has a qualitative approach, but with quantitative elements in the form of diagrams to clarify results and to strengthen the analysis. The qualitative analysis consists of transcription with associated discussions, while the results from the quantitative analysis are to visualize collected data based on all the students´ answers. A total of 52 pupils in the grades 2 and 3, divided into 11 groups, participated in the study. The activity was recorded to later be transcribed and analyzed from a variation theory perspective.  The results show that the pupils seem to find it easier to perceive the basic flavors sweet, sour and salty while the basic flavors bitter and umami are more difficult. Without the practical activity in the teaching, it would also have been difficult to make visible how the pupils actually experience the five basic flavors.