Lavenders (Lavandula) are widely grown for their essential oils, which have extensive applications in cosmetics, hygiene products and alternative medicine. The therapeutic and olfactory properties of lavender essential oils are attributed to monoterpenes, a class of low molecular weight (C₁₀) isoprenoids. Oil composition in these plants is primarily determined by plant genotype, but can also be influenced by developmental and environmental factors. In order to define some of the mechanisms that control monoterpene abundance in lavenders, I measured the abundance of quality-defining monoterpenes in several L. angustifolia and L. x intermedia cultivars grown in the Okanagan. Data obtained confirmed that essential oil yield, as well as the abundance of camphor, borneol, linalool, and limonene was species-specific. L. angustifolia cultivars contained high amounts of linalool but yielded little oil, whereas L. x intermedia cultivars were rich in camphor and total oil. Monoterpene abundance changed during flower development, and differed between vegetative and reproductive tissues indicating differential regulation of the biosynthetic pathways, or specialized ecological functions. The abundance of linalool correlated with the transcription of the linalool synthase gene, suggesting that linalool production is in part regulated transcriptionally. However, the degree of correlation between linalool abundance and linalool synthase transcription differed between L. angustifolia and L. x intermedia, suggesting additional, and differing mechanisms that control linalool abundance in these species. In addition, monoterpene abundances were subject to loss during storage and suboptimal detection, two factors that must be considered in future analyses. Results obtained in this study provide insight into the regulation of monoterpene production in lavenders, and build the basis for future research aimed at improving essential oil production in these plants. / Graduate Studies, College of (Okanagan) / Graduate

The purpose of this study was to evaluate the effects of specialized skill instruction on the ability of sixth-grade students to solve mathematics word problems. Subjects were 578 sixth graders from eight elementary schools. Researcher-developed materials were used based on seven identified content strands. Specific sections of a widely used achievement test were used to identify ability groups in both reading and mathematics and served as the pretest and posttest measures.

Forskning har visat att empati är betydelsefullt i sjuksköterske-patient-relationen. Då empatisk förmåga tränas under sjuksköterskeutbildningar är mätning av empatinivåerna av betydelse för utbildningens kvalitet. Syftet med studien var att med hjälp av enkäter och intervju undersöka empatinivåerna på andra terminen, sjätte terminen och hos specialiststudenterna på en svensk sjuksköterskeutbildning. Grundstudenterna i termin sex hade signifikant högre empati än grundstudenterna i termin två och specialiststudenterna. Distriktsjuksköterskestudenter hade signifikant högre empati än anestesi- och intensivvårdssjuksköterskestudenter, medan intensivvårdssjuksköterskestudenter hade signifikant lägre empati än barnmorske- och psykiatristudenter. Specialiststudenterna tyckte empati var det viktigaste i mötet med patienten, följt av professionell hållning, kommunikation, allians och tid. En empatiforskare övervägde stress, erfarenhet och desillusion som möjliga förklaringar till empatiskillnaderna mellan termin två, termin sex och specialiststudenterna, medan skillnader i teknikfokus, identifikationsmöjligheter och interaktion, förmodades vara orsaker till empatiskillnaderna mellan specialistutbildningarna. Studiens styrka var metoden då analysarbetet genomfördes med både kvantitativ och kvalitativ. En svaghet var det låga antalet manliga deltagare. Då stress påverkar empatimätningar, föreslås att i framtida studier undersöka empati under mindre påfrestande förhållanden.

Les décideurs politiques, appelés à gérer les relations entre les migrants, les communautés qu’ils créent et la population des pays d’accueil, répondent en élaborant différentes politiques d’intégration selon leur histoire démographique, leurs modèles d’incorporation, ainsi que leurs conditions contingentes. Mais, en dépit des déclarations d’intention, ces politiques se configurent plutôt comme des mécanismes de gestion des migrants. En effet plusieurs États soumettent l’acquisition de la nationalité à la réussite de tests évaluant les compétences en langue et les connaissances en éducation civique. Cependant une société démocratique doit adopter des politiques qui garantissent la cohésion sociale : la réalisation de ce but implique une approche intégrationniste qui met en cause les droits et les responsabilités des migrants et des sociétés d’accueil. Les migrants se définissent comme un groupe vulnérable en raison de leur condition de faiblesse. D’ailleurs ils doivent investir beaucoup d’énergie pour reconfigurer leur propre identité et pendant ce passage, le soutien public s’avère fondamental. La société d’accueil ne doit pas se limiter à reconnaître l’existence de la diversité, mais elle doit être éduquée à celle-ci, afin de développer une attitude positive à l’égard de l’inconnu. Le processus d’insertion passe par la nécessité de franchir la barrière linguistique : la définition de langue retenue fait référence tout particulièrement à sa fonction de vecteur pour l’accès à l’univers des comportements et des valeurs d’une communauté linguistique. Seul l’exercice de la citoyenneté active favorise l’autonomisation et le développement d’un sentiment d’appartenance. / The phenomenon of migration represents an important dimension of the social transformations and it constitutes a complex reality which has many consequences of historical-political, socio-legal and linguistic-cultural nature.The immigrant, often pushed by a condition of severe poverty, loses his points of reference, social recognition, the sense of autonomy assimilated in a lifetime, his own identity. All these factors put immigrant in a condition of extreme weakness. The danger for the immigrant is to be relegated to the margins of society and to be a victim of segregation and marginalization.The insertion and integration process in the new social reality is accompanied, at all levels, by the need to learn the language. This need, in fact, coincides not only with the understanding of the structure and grammatical rules, but it also refers to the need to understand the vision of the world and culture of a linguistic community. The organisation of language training is complex due to different ideologies based on national policies, territorial subdivision of courses, variety of situations and needs of the recipients, or different organization of the training, etc.The integration of immigrants is a matter to be treated with great caution, because it has an immediate impact on the political and economic level and because it directly impacts the social structure of States. The toughest challenge for national Governments is to find a balance between respect and enhancement of culture and the language of origin of the immigrant and the need to learn the culture and language of the host country.

Après les réformes successives du système éducatif (1969, 1974, 1987) l’arabe gagna du terrain dans le paysage linguistique marocain. C’est ainsi que dans le secondaire, les disciplines scientifiques, comme la biologie ou encore la physique furent dispensées en arabe, contrairement au supérieur scientifique où le français est toujours la seule langue utilisée dans les amphithéâtres. Confrontés pendant leur scolarité à un enseignement du français inadapté à leurs besoins, les étudiants nouvellement inscrits à l’université ont beaucoup de mal à comprendre le discours complexe des cours magistraux. Ayant une compétence en langue française très approximative, beaucoup d’étudiants quittent l’université dès la première année sans décrocher de diplôme.Dans cette recherche que nous nous proposons d’effectuer sur le terrain de l’université marocaine, nous nous focalisons sur cette fracture linguistique que connaissent les étudiants en première année inscrits dans la filière Sciences de la Vie et Sciences de la Terre et de l’Univers, sur les aspects de la langue spécialisée (du technolecte), sur le discours des cours magistraux et la relation qui pourrait subsister entre les cours de langue dispensés à l’université et les spécificités du technolecte de la biologie et de la géologie.S’appuyant sur les fonds théoriques de la didactique contextualisée et sur les champs du FOS et du FOU, l’objectif de ce travail est de voir si les cours de langue à l’université répondent concrètement aux besoins des étudiants. Une démarche qualitative a donc été adoptée en empruntant les techniques d’enquête (l’observation, le questionnaire, l’interview) à des sciences connexes comme la sociolinguistique ou l’ethnographie de la communication, et ce, dans le but de relever les représentations des acteurs sociaux qui sont au centre de cette étude, à savoir les étudiants et les enseignants de langue et de spécialité / After the successive reforms of the educational system (on 1969, 1974, 1987) Arabic gained ground in the Moroccan linguistic landscape. And so in high school secondary, the scientific disciplines, as the biology or still the physics were dispensed in Arabic, contrary to the upper scientist where French is always the only language used in amphitheaters. Confronted during their schooling with a teaching French unsuitable for their needs, the students recently registered on the university have difficulty understanding the complex speech of the lectures. Having a skill in very rough French language, many students leave the university from the first year without dropping out of diploma.In this research which we suggest making on the ground of the Moroccan university, we focus on this linguistic fracture that know the students in first year registered in the biology sector and Sciences of earth and the Universe, on the aspects of the specialized language (of the technolecte), on the speech of the lectures and the relation which could remain between language courses dispensed at the university and the specificities of the technolecte of the biology and the geology.Leaning on the theoretical funds of the “didactique contextualisée” and on the fields of the FOS and the FOU, the objective of this work is to see if language courses at the university concretely meet the needs of students. A qualitative approach was thus adopted by borrowing the techniques of investigation (the observation, the questionnaire, the interview) from related sciences as the sociolinguistics or the ethnography of the communication, and it, with the aim of raising the representations of the social players which are in the center of this study, namely the students and the teachers of language and speciality

M.Ed. / The difficulties experienced by children with Asperger syndrome are complex and pervasive and the resultant impact on the successful accommodation of such children in classes of mixed abilities is considerable. Teachers who teach children with Asperger syndrome within a specialised school require formal training and ongoing support so that they can provide the specific and often individualized interventions to cater for the diverse needs of these learners. This study was informed by a critical theory perspective and used a qualitative research design that focused on the emic or insider’s point of view. A participatory action research approach was chosen as it suited small-scale research conducted within a school setting where teachers experienced specific problems. The aim of this enquiry was to identify the support required for teachers to effectively teach children with Asperger syndrome within classes of mixed abilities from Grade R to Grade 3 at a specialised school. The study incorporated qualitative methods of data collection that gave voice to the participants. These inductive methods included open-ended interviews, observations and written documents in the form of a researcher’s and a teacher’s journal.

Corpora and corpus-based resources have received much attention with regard to translator training, terminology, and specialized resource development. With a specialized monolingual corpus and a specialized online dictionary, the DiCoEnviro, we sought to provide insight into the usability and effectiveness of both types of resources in improving translation students’ comprehension and usage of specialized terminology in the field of the environment. We assessed a specialized corpus and the DiCoEnviro through three lenses adapted from the usability framework proposed by Nielsen (2001): effectiveness, efficiency, and satisfaction. We used data ( screen recordings, questionnaires, translation exercises) collected from six translation students enrolled in undergraduate and graduate programs at the University of Ottawa School of Translation and Interpretation (UO-STI). Through quantitative and qualitative data analysis, we provide insight into the usability of both types of resources and into the prospective application of these findings in translator training programs and the development of specialized resources.

Orientador: Luis Enrique Aguilar / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-26T21:50:42Z (GMT). No. of bitstreams: 1 Alves_DeniseSoaresdaSilva_M.pdf: 3108786 bytes, checksum: 53e87f971b8c42d81fef3c0102abc7a8 (MD5) Previous issue date: 2014 / Resumo: Esta pesquisa tem como objeto de estudo o processo de implementação da Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva (PNEE-PEI) entre os anos de 2008 e 2013 na rede municipal de ensino de Jundiaí, interior de São Paulo. Para contextualizar a temática e oferecer subsídio teórico à análise, a pesquisa apresenta um apanhado histórico das concepções de deficiência, discute o cenário das políticas de educação especial no Brasil após a década de noventa e suas relações com o projeto neoliberal e expõe uma revisão teórica sobre o policy cicle, focando principalmente, o processo de implementação de políticas públicas. Duas questões norteiam o desenvolvimento dessa pesquisa: como se articula o processo de implementação da PNEE-PEI na Rede Municipal de Jundiaí, São Paulo, Brasil e quais as consequências da implementação desta política para a educação especial no município. Com o intuito de alcançar o que propõe, este estudo empregou de forma integrada os métodos quantitativo e qualitativo de pesquisa. Das formas em que estas duas propostas metodológicas podem assumir conjuntamente, optou-se por utilizar a metodologia quantitativa como facilitadora da pesquisa qualitativa, buscando na análise dos dados quantificados compreender e interpretar uma realidade educacional. Na abordagem metodológica de pesquisa, empregou-se a análise documental, que considerou as publicações oficiais do município estudado e a entrevista semiestruturada com as principais gestoras envolvidas no processo de implementação da PNEE-PEI. Os dados coletados na pesquisa documental e nas entrevistas foram organizados e submetidos à análise e interpretação por meio da técnica de análise de conteúdo, considerando três categorias de análise: (I) A organização da modalidade educação especial pela Secretaria Municipal de Educação, (II) As consequências positivas decorrentes do processo de implementação da PNEE-PEI e (III) Os obstáculos encontrados no processo de implementação da PNEE-PEI. A pesquisa revela uma participação representativa do terceiro setor no atendimento da educação especial em Jundiaí nos anos que antecedem a publicação da PNEE-PEI, evidenciando uma transferência da responsabilidade estatal na oferta e manutenção desta modalidade. Este cenário de dominação do terceiro setor passa a modificar-se a partir da implementação da PNEE-PEI, uma das peças fundamentais para a organização da educação especial em Jundiaí que impulsionou a construção de uma política municipal de educação inclusiva, refletindo na expansão do número de matrículas na rede regular de ensino. Discutindo as variáveis que afetaram o desempenho da PNEE-PEI, a pesquisa aponta desafios que perpassam as esferas físicas, pessoais e econômicas e que interferem no bom andamento da política, refletindo, consequentemente, no dia-a-dia das escolas municipais / Abstract: The aim of this research is the study Implementation of National Policy of Special Education on inclusive education perspective (PNEE-PEI) between 2008 and 2013 at Jundiai City, São Paulo State. For the best understanding of this question, firstly were evaluated the historical analyses about deficiencies conception, the Brazilian special education policies and their current scenario after from 90¿s on and their relations with neoliberal project and moreover, to make the theory revision about policy cycle, mainly the implementation of publics policies. Two questions to drive the development of this research: the former is how the implementation process of PNEE-PEI are linked of Jundiai education net, and the second question is what are the consequences of PNEE-PEI implementation for the all special education of Jundiai city. For the correct evaluation, two methods were used: quantitative and qualitative research. The quantitative method were used as the first step for the real understanding from data analyses and this way to give need information¿s to qualitative research to comprehend and make it interpretation of educational reality. The first analyses were the documental that considered official publications and the second analyses were through semi-structure questionnaire with the main managers involved of implementation PNEE-PEI process. The data was collected and submitted to three analyses categories: (I) The organization of special education, (II) The positive consequences of Implementation PNEE-PEI process and (III) The obstacles found during of implementation PNEE-PEI process. The research revealed that there is the responsibility transfer from government in the period mainly by high representative participation of third sector of before PNEE-PEI publication. From the moment that PNEE-PEI was implemented, the domain of third sector changed, and this factor increased of number of registers of Jundiai net education system / Mestrado / Politicas, Administração e Sistemas Educacionais / Mestra em Educação

Made available in DSpace on 2016-07-18T17:54:19Z (GMT). No. of bitstreams: 1 GILDA_DISSERTACAO_30_10_2012.pdf: 1424769 bytes, checksum: 03f46bf4e20b7bc16cee6377b7e35b1d (MD5) Previous issue date: 2012-08-30 / This study aimed to analyze the use of Assistive Technology in education of children with special educational needs. The method used was case study with a qualitative approach, the participants were a student with special educational needs (cerebral palsy), Professor of educanda specialist area and eight special education teachers working in the classroom regular education. The data was collected through observation of 16 sessions in the classroom Itinerant Support Specialist for a public school and a questionnaire with open questions, the regular classroom teachers teaching in specific areas of the curriculum of the State of São Paulo. The results indicated that in specialized care, assistive technology enables accessibility to children with special needs, with good use, the different educational activities; regular teachers showed determined resistance to inclusion by the absence of extensive ongoing training for teachers not experts; the assistive technologies are not well known by teachers working in the classroom regular education. / A presente pesquisa teve por objetivo analisar a utilização de Tecnologia Assistiva na escolarização de crianças com Necessidades Educacionais Especiais (NEE). O método utilizado foi estudo de caso com abordagem qualitativa, cujos participantes foram uma aluna com NEE (paralisia cerebral), a professora da educanda, especialista da área de educação especial e oito professores que atuam na sala de aula do ensino regular. A coleta de dados ocorreu mediante a observação de 16 sessões na sala de aula do Apoio Especializado Itinerante (AEI) de uma escola pública e aplicação de questionário, com questões abertas, a professores da sala regular de ensino nas áreas específicas do Currículo do Estado de São Paulo. Os resultados indicaram que em atendimento especializado, a Tecnologia Assistiva permite a acessibilidade das crianças com necessidades especiais, com bom aproveitamento, a diferentes atividades educacionais; professores do ensino regular revelaram determinada resistência à inclusão, pela ausência de formação continuada extensiva aos docentes não especialistas; as Tecnologias Assistivas são pouco conhecidas pelos professores que atuam na sala de aula do ensino regular.

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