Student success in chemistry has been linked to a wide range of factors. Some of these factors are familiar, easily quantified measures; colleges typically rely on factors like high school GPA and measures of aptitude to make admission decisions or set course prerequisites. Success in chemistry courses can be linked to these measures, and math aptitude scores in particular are often used as prerequisites for introductory chemistry courses. However, success in chemistry can also be affected by factors like motivation, peer interactions, sense of belonging, and metacognitive skill. Additionally, outcomes in chemistry and other STEM courses like math and physics have been repeatedly found to be inequitable. In Chapter I, background information relevant to the subsequent chapters will be discussed. In Chapter II, group quizzes were implemented as a collaborative learning tool in a large-lecture format first-semester organic chemistry classroom. Chapter III describes a multifaceted scholarship support program for chemistry, physics, and math majors. This program strove to support traditionally underrepresented groups in chemistry through several components, including a team-building course and mentorship. Heavy emphasis was placed on building a peer support network. In Chapter IV, confidence surveys were implemented to encourage student metacognitive monitoring. Student success and confidence were assessed through three scopes: as they pertained to the overall course, by exam, and by individual topic.

Interest in Virtual Reality (VR) is growing fast. Tech companies are now starting to identify its most relevant application that will make it desireable. The use of VR in healthcare and mental health, has been proven through clinical research. Moreover, patient support programs extend treatment to people’s homes. An underlying opportunity was to envision a service for remote treatment of phobias with exposure therapy through VR. During the process, I conducted desk research, interviews, a workshop, prototyping and user testing. I collected evidence to lay out the service experience and communicate the key role of the therapist in the overall journey. My goal was to maximize the leaning outcome of exposure therapy and avoid the return of fear. Focusing on VR for the mobile phone, as the most accessible hardware for the broad audience, I created examples of exposure experience, that demonstrate the therapist’s presence and the user’s interactions with the environment.

Ausgehend von der EU-Agrarreform 1992 hat der Freistaat Sachsen das Förderprogramm 'Umweltgerechte Landwirtschaft' entwickelt. Die Landesanstalt für Landwirtschaft hat dazu ein Untersuchungsprogramm erarbeitet, um eine Erfolgskontrolle über die Fördermaßnahmen für Umwelt und Landwirtschaft durchzuführen.

Made available in DSpace on 2016-04-27T18:12:47Z (GMT). No. of bitstreams: 1 Wilson Gava Junior.pdf: 1334336 bytes, checksum: d3d92d3bb204a4bb2373747afd19403a (MD5) Previous issue date: 2010-07-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / INTRODUCTION: in the singing voice field, the relationships established between the singer s mastering of breathing and vocal emission have always been widely discussed with different points of view. In this matter, breath support is one of the main agents. It is important to note that there are few studies that contribute with practical models designed towards the learning of this ability. AIM: to analyze the Voiced Breathing Support Program (PARS), developed by the author, through the learning process of three popular singers. METHODS: an initial interview was performed to select the subjects, and three professional popular singers, with different characteristics, were chosen to take part in the study. The PARS was developed, individually, in weekly one-hour encounters, in three interdependent phases (awareness, development and sedimentation). Throughout the process, a log of each encounter was filled in, and the audio files were registered, for each singer. Perceptive parameters of voice were also analyzed and compared before and after the program. RESULTS: Subject one had a learning process which involved all levels of knowledge and provided a change in attitude regarding breath support establishment. This subject finished all three phases of the PARS in the expected time-span. There were observed improvements in body aspects, the articulation was more precise, there was an increase of five half-tones in vocal tessitura, and stability in tuning at the end of the program. In the learning process of singer two, different awareness strategies were deeded. This subject needed a higher number of encounters in development and sedimentation phases in order to learn breath support. The parameters that were improved at the end of the PARS were: breathing, breath coordination while singing, resonance, articulation and vocal tessitura, which increased six half-tones. The process of subject three presented difficulties that were basically related to awareness and anatomic and physiologic limitations. They influenced the subject s not being able to obtain a change in attitude in order to learn breath support. Subject three accomplished the awareness and development phases in a higher number of encounters. The awareness phase was not finished and the subject did not acquire breath support. This singer maintained inadequate parameters at the end of the PARS, with only a discrete improvement in tuning. FINAL COMMENTS: Of the three subjects in this study, two established breath support through the PARS. The learning process for each subject occurred in different ways, despite the diversity of each studied subject. There was a link established between knowing and performing, and this promoted a change in attitude regarding respiratory aspects. As far as the vocal aspects, for two singers there were improvements in resonance, articulation, vocal tessitura and tuning / INTRODUÇÃO: no campo da voz cantada, as relações estabelecidas entre o domínio da respiração e a emissão vocal do cantor sempre foram assuntos geradores de polêmica. Nesse ponto, o apoio respiratório é um dos principais agentes. Vale ressaltar, também, que poucos estudos apresentaram propostas práticas direcionadas para seu aprendizado. OBJETIVO: analisar o Programa de Apoio Respiratório Sonorizado (PARS), criado pelo pesquisador, por meio do processo de aprendizado de três cantores populares. MÉTODOS: foi realizada uma entrevista inicial para seleção, na qual três cantores populares profissionais, com diferentes características, foram escolhidos. O PARS foi desenvolvido, de forma individual, em encontros semanais de uma hora de duração, em três fases complementares (sensibilização, desenvolvimento e sedimentação). Para cada cantor, durante todo o processo, foi elaborado um diário dos encontros e registros em áudio. Também, foram analisados e comparados parâmetros perceptivos da voz, antes do inicio do programa e depois. RESULTADOS: o sujeito um teve um processo de aprendizado que envolveu todos os níveis de conhecimento e promoveu uma mudança de atitude com relação ao estabelecimento do apoio. Esse sujeito concluiu três fases do PARS dentro do período esperado. Foram observadas melhoras nos aspectos corporais, articulação ficou mais precisa, houve ampliação de cinco semitons na tessitura vocal e estabilidade na afinação ao final do PARS. No processo de aprendizado, do segundo cantor, foram necessárias estratégias diferenciadas para a propriocepção. Esse sujeito necessitou de um número maior de encontros nas fases de desenvolvimento e sedimentação para aprender o apoio respiratório. Os parâmetros com mudança positiva, ao final do PARS, foram: respiração, coordenação pneumofonoarticulatória, ressonância, articulação e tessitura vocal, com ampliação de seis semitons. O processo do sujeito três apresentou dificuldades, em relação, basicamente, a propriocepção e a limitações anatomofisiológicas. Essas influenciaram para que o sujeito não conseguisse uma mudança de atitude para o aprendizado do apoio. O sujeito três realizou as fases de sensibilização e desenvolvimento em um número maior de encontros. A fase de sensibilização não foi concluída e o sujeito não adquiriu o apoio respiratório. O cantor manteve parâmetros inadequados ao final do PARS, com apenas uma discreta melhora na afinação. CONSIDERAÇÕES FINAIS: dos três sujeitos do estudo, dois estabeleceram o apoio respiratório por meio do PARS. O processo de aprendizado de cada um ocorreu de forma distinta, a despeito da diversidade de cada sujeito pesquisado. Estabeleceu-se um enlace entre o saber e o fazer, de forma a promover uma mudança de atitude com relação aos aspectos respiratórios. Com relação aos aspectos vocais, para dois cantores ocorreram melhoras na ressonância, na articulação, na tessitura e na afinação

Made available in DSpace on 2016-04-27T14:30:40Z (GMT). No. of bitstreams: 1 Jose Luiz Falotico Correa.pdf: 907495 bytes, checksum: 81cb8d9a5621b8b2e7e1daa03d6034cf (MD5) Previous issue date: 2011-05-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper aims to collect data through a qualitative research, in order to discuss the teacher action at a University Center. This investigation involved bibliographical, documental and field research. The field research was based on questionnaires distributed, an interview with a teacher from the IES (Institute of Higher Education) and interviews with coordinators, using the focus group technique. The scenery for our study and analysis was a University Center in the interior of the State of São Paulo, and we focused on the actions of teachers in graduation courses, concerning their pedagogical stances, objectives, beliefs and formations. Finally, we tried to analyze the limitations found throughout this path and the possibilities that can be identified for the teacher action. By verifying such aspects, we tried to establish the relation of this fact with the teacher action in the classroom. All of this without losing sight of the teacher formation, its proposals, targets and profile. Believing that the teacher formation is done in a continuing process that aggregates personal formation to an initial formation which, added to the continuing education in practice, creates a professional which is in constant qualification in the eagerness of improving as an expert teacher who is aware of his/her social, scientific and political roles, which are of extreme importance to society. Our aims induce us to propose a Teacher Education Program with institutional support, which aims to better prepare teachers for their activity / O presente trabalho propõe, por meio de uma pesquisa qualitativa , levantar dados para se discutir a ação docente em um Centro Universitário. Para essa investigação, realizou-se uma pesquisa bibliográfica, documental e de campo.Na pesquisa de campo, apoiamo-nos em questionários distribuídos, entrevista feita com uma docente da IES e entrevistas com coordenadores, sendo utilizada com estes a técnica do grupo focal. O cenário,para nosso estudo e nossa análise, foi um Centro Universitário do interior do estado de São Paulo e, nele, centramo-nos na atuação dos docentes em cursos de graduação, em suas posturas pedagógicas, seus objetivos, suas crenças e suas formações. Enfim, buscamos analisar as limitações encontradas nesse percurso e as possibilidades que podem ser identificadas para a atuação docente . Verificando esses aspectos, procuramos estabelecer a relação disso com atuação desses docentes em sala de aula. Isso, sem perder de vista a formação do professor, suas propostas, metas e o seu perfil. Acreditando que a formação do docente se faz num processo contínuo que agrega a formação pessoal à formação inicial que somadas à formação continuada , em exercício, nos conduzem a um profissional que estaria em constante construção no afã de aprimorar-se como docente sabedor e consciente de seu papel social, científico e político, de extrema importância para uma sociedade. Nossos objetivos nos levam a propor um Programa de Formação Docente com o apoio institucional que tem como propósito subsidiar um melhor preparo do professor para sua atuação

Parental support programs aimed at foreign-born parents have increased in interest in Swedish municipalities. Research on these types of parental support programs is therefore important in order to ensure that the support given have the desired effects and that the programs have value for the individuals to whom the support is directed. The aim of this thesis was to identify the goals of a parental support program offered to foreign-born fathers as well as to investigate and analyse how participants in the parental support program experience and understand their participation in the program in relation to these goals. The empirical material was collected through qualitative textual analysis of background documents to the parental support program as well as through qualitative interviews with three participants in the program. The empirical material was analysed through theories of empowerment and gender. The result showed both similarities and differences between the participants experiences of the parental support program and the background documents that formed the basis of the program. The main result showed that the goal of the parental support was to fundamentally change the fathers’ way of being, by promoting gender equality and by inspiring fathers to take greater responsibility for their children. However, the interviewed fathers held a pragmatic attitude towards the parental support program, by using the information as a tool to maneuver in Swedish society without necessarily having to fundamentally change.

nÃo hà / Constitui-se intenÃÃo central deste estudo analisar o modo como se estabeleceram as relaÃÃes entre tÃcnicos do Estado e pequenos produtores rurais assentados em Ãreas de Assentamento da Reforma AgrÃria do CearÃ, explicitando os encontros e, ou confrontos de suas prÃticas, seus saberes e sua articulaÃÃo com a questÃo do poder, identificando ao mesmo tempo as possibilidades e os limites da construÃÃo de uma prÃxis educativa entre esses sujeitos e agentes. A escolha deste objeto de estudo està referenciada no percurso prÃtico e teÃrico que vivi na Secretaria da EducaÃÃo do Estado e em outras experiÃncias profissionais junto aos pequenos produtores rurais assentados e suas organizaÃÃes associativas. A reflexÃo teÃrico/prÃtica empreendida teve como campo de observaÃÃo uma experiÃncia concreta â a implementaÃÃo do Programa de Apoio à GestÃo de OrganizaÃÃes de Pequenos Produtores Rurais â que se desenvolveu no espaÃo geogrÃfico e polÃtico de Ãreas de assentamento, no perÃodo de novembro de 1993 a julho de 1994. O Programa foi o resultado de uma histÃria de luta dos assentados junto a instituiÃÃes pÃblicas, na tentativa de viabilizar um processo de cooperaÃÃo tÃcnico-administrativa compatÃvel com seus interesses e necessidades. Para empreender a anÃlise do objeto de estudo, busquei como suporte teÃrico-metodolÃgico a contribuiÃÃo de algumas categorias e concepÃÃes marxistas ou que compartilham dessa interpretaÃÃo, como Estado, trabalho, prÃxis, saber social e poder, instrumentos fundamentais para a compreensÃo mais global do homem como sujeito de sua histÃria e das relaÃÃes que estabelece entre os demais homens e estes com a realidade. Considerando que a prÃxis educativa à uma dimensÃo da prÃxis humana, pontuei como achados deste trabalho os espaÃos potencializadores dessa prÃxis. Processos educativos se gestaram ao longo dos encontros e desencontros de prÃticas, de saberes e poderes, entre assentados e tÃcnicos e destes com as instituiÃÃes que fomentaram o Programa, e legitimaram a presenÃa do Estado. NÃo apenas os encontros (caminhos), mas as oposiÃÃes de prÃticas, saberes e poderes (descaminhos) traduzem a potencialidade de construÃÃo de uma prÃxis educativa, cujas sementes tiveram na experiÃncia do Programa de Apoio um solo fÃrtil para sua germinaÃÃo. / It constitutes the central intent of this study to examine how relations were established between the technicians of the State and smallholder rural settlers settled in Areas of Settlement Land Reform of CearÃ, explaining the encounters and/or confrontations of their practices, their knowledge and their articulation with the power question, identifying both the possibilities and the limits of the construction of an educational praxis between these subjects and agents. The choice of this object of study is referenced in the practical and theoretical path that I lived in the Secretaria da EducaÃÃo do Estado and in other professional experiences along the smallholder rural settlers and their membership organizations. The theoretical / practice reflection had undertaken as observation field a concrete experience - the implementation of the following program: Programa de Apoio à GestÃo de OrganizaÃÃes de Pequenos Produtores Rurais - that was developed in the geographical and political space settlement areas, from November 1993 to July 1994. The program was the result of a history of struggle of the settlers with public institutions in an attempt to enable a process of technical and administrative cooperation compatible with their interests and needs. To undertake the analysis of the object of study, I sought as a theoretical-methodological support the contribution of some marxist categories and conceptions or those that share this interpretation, as State, work, praxis, social knowledge and power, essential tools for a more global understanding of man as the subject of his history and of the relationships that he establishes between other men and them with reality. Whereas the educational praxis is a dimension of human praxis, I pointed out as discoveries of this study, the potentiating spaces of this praxis. Educational processes gave birth over the comings and goings of practices, knowledge and powers, between settlers and technicians and those with institutions that fostered the Program, and legitimized the presence of the state. Not only the meetings (paths), but the oppositions of practices, knowledge and powers (waywardness) translate the potentiality of construction of such an educational praxis whose seeds had in the experiment of the Support Program, a fertile soil for germination.

No description available.

No description available.