The Self-Access Study Center (SASC) at Brigham Young University's English Language Center (ELC) is a self-access lab where students can work independently to improve their language skills. Although some students have discovered how to use the SASC effectively, the majority of them appear to be unaware of the resources available in the center. Their trips to the SASC end up becoming more like a cyber cafe situation, where friends send email and chat online. If the SASC is used merely as a computer lab, then students are not using the resources available to fine-tune their English skills. The current project addresses two points. First, in an effort to provide on-going support for students and teachers, a Web site and database were created to provide users with information regarding materials available in the SASC at Brigham Young University's English Language Center. Second, a SASC orientation for both students and teachers at the ELC was implemented in September of 2004. It took place in the SASC and gave students and teachers a brief explanation about how to use the SASC effectively. ELC students later completed a survey as means of gathering feedback regarding the use of the SASC. The survey data showed that the students felt the website was very helpful and that the orientation had a strong influence on how students used the SASC. Analysis of the data showed that students tended to be more autonomous as a result of the SASC orientation. The results from the 2004 survey, with regards to the materials that students reported using, indicate that students used the SASC more for individual use and group work than to fulfill assignments or requirements from their teachers.

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This thesis explores ideas of everydayness, the mundane, and the repetitive emptiness of consumer culture. It looks at the malaise that plagues everyday life and examines several attempts throughout history to break from its grips which revolve around a search for a more ideal state. This research includes utopias of modernism, the transcendental, the communal living of Shakers and Early Christians, ascetic monks and The Desert Fathers. These ideas have shaped my studio practice as I construct installations based on worlds which allude to the eternal, the otherworldly, and the fragility of our physical world when compared to more eternal spiritual archetypes.

The objective of the present thesis is to describe the situation in the interpreting industry in Czechoslovakia before the change of regime in 1989. The thesis specifically focuses on self-taught interpreters. The primary objective of the thesis is to collect and present, in a comprehensive way, personal memories of such interpreters. At present such memories are diffuse in texts on various topics or in personal, more or less extensive, memoirs of some of these interpreters. In addition, the thesis aims to present such memories against the background of the general developments in institutional interpreting in Europe and Czechoslovakia during the relevant period. With this thesis being the first domestic study of this kind, the method of oral history has been used and complemented with the analysis of archive materials. The empirical part of the thesis is mainly based on 12 interviews with self-taught interpreters, who were active interpreters in the second half of the twentieth century in our country. Furthermore, it compares and complements this information with written sources from that period (in particular Ad notam, the bulletin of the Czech Union of Interpreters and Translators) and outlines the practical and theoretical aspects of the then interpreting activities outside institutional...

Made available in DSpace on 2016-04-27T14:32:31Z (GMT). No. of bitstreams: 1 Elenir Aparecida Fantini.pdf: 938127 bytes, checksum: 2c758cfef141fca3eec548d2fc4da4b1 (MD5) Previous issue date: 2009-05-26 / This dissertation is intended to verify and analyze the influence of Paulo Freire thoughts in reading taught on the Diadema City, São Paulo, educational politics. This work integrates a wider research, developed by the Paulo Freire Chair on the Pontifical Catholic University of São Paulo, coordinated by Ana Maria Saul teacher, carried through the national territory to investigate The Paulo Freire presence on Brazilian Education: educational public system analysis, from the 90th decade. Specifically, this research is intended to investigate how the freirean principles materialize on the teachers, who teach reading, formation and practice. The theoretical referencial which has oriented this research data collection and analysis is constituted by principles and concepts which integrate the Paulo Freire educational proposal. It s treated as a case study inserted in a qualitative research methodology. For the investigation development, the following procedures are used for evidence collection: documents analysis, field observing and halfstructured interviews. The results analysis demonstrated that the freirean concepts are guidelines for reading taught on the researched school. It was able to conclude, from the observations and interviews, the importance that the educators put on reading, in a school building process in which educators value critic education and are available to dialogue / Esta dissertação tem o objetivo de verificar e analisar a influência do pensamento de Paulo Freire no ensino da leitura na política educacional do Município de Diadema, São Paulo. Este trabalho integra uma pesquisa mais ampla, desenvolvida pela Cátedra Paulo Freire da Pontifícia Universidade Católica de São Paulo, coordenada pela Profa. Dra. Ana Maria Saul, realizada em território nacional para investigar A presença de Paulo Freire na Educação Brasileira: análise de sistemas públicos de ensino, a partir da década de 90. Especificamente, buscou-se, nesta pesquisa, investigar como os princípios freireanos são concretizados na formação e na prática de professores que trabalham com o ensino da leitura O referencial teórico que orientou a coleta e a análise dos dados desta pesquisa é constituído por princípios e conceitos integrantes da proposta educacional de Paulo Freire. Trata-se de um estudo de caso que se insere em uma abordagem qualitativa de pesquisa. No desenvolvimento da investigação, são utilizados os seguintes procedimentos para a coleta de evidências: análise de documentos, observação de campo e entrevista semi-estruturada. A análise dos resultados demonstrou que os pressupostos freireanos são norteadores do ensino da leitura na escola pesquisada. As observações e entrevistas permitiram concluir sobre a importância atribuída pelos educadores à leitura, na construção de uma escola na qual educadores valorizam a educação crítica e se dispõem ao diálogo

This thesis deals with the analysis of informatics fields of study taught at public universities in the Czech Republic. The aim is to describe degree courses and their comparison with the teaching of informatics at the Faculty of Informatics and Statistics of the University of Economics in Prague. At the end the courses taught at FIS University of Economics in Prague are confronted with the statistics of graduates based on information from a database of personal agency Grafton Recruitment. Based on this are defined recommendations for further improvement of teaching of informatics at FIS University of Economics in Prague.

In an effort to assist self-guided artists in constructing meaning and creativity through the technique of printmaking, the author has compiled a curriculum to engage these artist/students in thoughtful research, discussion, art-making, and critique. In this qualitative case study there are eight participants from age 14 to 79, with varying educational and art experience, who enrolled in a relief print workshop with no recompense other than participation. The particular benefits of learning relief printing are described. The author's goal is exploration of student responses to a curriculum centered around constructing meaning and engaging in introspective and informed discussion. In fostering open inquiry and analysis, the author was able to cultivate a place of personal discovery in a community class and gain insights into teaching, learning, and curriculum design.

The thesis is focused on the implementation of method of content and language integrated learning in mathematics in the small school where several grades are taught in one class. The thesis is divided into two parts. The theoretical part deals with issues related to teaching of vocational subject in the foreign language. I define CLIL and show the opening implementation of teaching of this method in schools in the Czech Republic. Then, I concern the advantages and disadvantages of this method, the suitability of different subjects and to implement different variants of CLIL, which I can use while teaching at different stages of education in the Czech school system. The main aim of the practical part is to create educational materials and individual plans of lessons for teaching a curriculum of mathematics in English at the first stage of the primary school for grades 4 and 5, implementation of this method to teaching in selected small school and confirmation or refutation the statements of the authors of publications that, if implemented CLIL teaching at schools, it brings indisputable advantages for the whole educational process.

Made available in DSpace on 2016-06-02T19:38:48Z (GMT). No. of bitstreams: 1 DissJLD.pdf: 709635 bytes, checksum: c2fef89dc8360bdcac2d6dd626444615 (MD5) Previous issue date: 2006-10-23 / The objective of this research is to show the changes occurred in the ephistemological format of religious taught in public schools after the promulgation of law number 9475/97 that altered LDB article 33 number 9394/96; and to reveal its ideological inclination. These changes were observed specially in São Paulo state in 2001, when the state department of education regularized the subject and the Board of Education implemented in the public school system. We researched the historical development of the relations between the Church and the State in Brazil and its interference in education since Jesuit school. This historical study observed varied forms in which religion appeared in the school system and confronted them with the new form adopted in São Paulo. We crowded our historical retrospective with the elaboration process of the 1998 Constitution and LDB number 9394/96 until the definition of the 9475/97 law. Thus, we proceeded to the ephistemological analysis of two distinct materials implemented by the Board of Education as of 2002, as the subsidy to Religion teachers in the official state schools during the first two years of the implement Our analysis of the presence of Religion in the public school system settled on a theoretical and ephistemological perspective that conceives religion, religiosity and religious or clerical institutions as historical products expressing the relations people share with one another, under the determination of distinct interest presented in society. Our research noticed that the redefinition of Religious Taught shows a catholic effort in order to respond to a new reality in which religious pluralism is manifested and even more openly in Brazil. This effort gives continuance to an ecumenical line adopted by the Catholic Church in the Vatican from 1962 to 1966, and also shows, as seem in the past the pressure of the Catholic Church, now joined to other small evangelical denominations, in the sense of keeping privileges in the public system by material subsidies for its evangelical action. It shows that catholics don´t accept the lay formula as a deal which consists of recognizing the religion as a private subject to preserve the public system against possible embarrassments. / O objetivo desta pesquisa foi evidenciar as mudanças ocorridas no formato epistemológico do Ensino Religioso na escola pública após a promulgação da Lei nº. 9475/97, que alterou o artigo 33 da LDB nº. 9394/96, e desvendar a sua inclinação ideológica. Essas mudanças manifestaram-se, sobretudo, no estado de São Paulo a partir do ano de 2001 no momento em que o Conselho Estadual de Educação normatizou a matéria e a Secretaria de Educação iniciou a implantação da disciplina na rede oficial. Pesquisamos o desenvolvimento histórico da relação entre a Igreja e o Estado no Brasil e sua interferência na educação desde a escola jesuítica. Esse estudo histórico objetivou acompanhar as variadas formas através das quais a religião se fez presente no espaço escolar, para, por fim, confrontá-las com o novo formato adotado no Estado de São Paulo. Coroamos nossa retrospectiva histórica com os processos de elaboração da Constituição de 1988 e da LDB nº. 9394/96 até a definição do substitutivo que resultou na Lei 9475/97. Por fim, procedemos à análise epistemológica de dois materiais distintos implementados pela Secretaria de Educação a partir de 2002, como subsídio aos professores de Ensino Religioso nas escolas oficiais paulistas nos dois primeiros anos de implantação da disciplina. Nossa análise da presença da religião no espaço público e do Ensino Religioso na escola pública assentou-se numa perspectiva teórica e epistemológica que concebe a religião, a religiosidade e as instituições religiosas ou clericais como produtos históricos que exprimem as relações que os indivíduos travam entre si, sob a determinação dos distintos interesses existentes na sociedade de classe. Nossa pesquisa constatou que a redefinição do Ensino Religioso expressa um esforço católico de responder a uma nova realidade em que o pluralismo religioso se manifesta cada vez mais abertamente no Brasil. Esse esforço dá continuidade à linha ecumênica adotada pela Igreja Católica no Concílio Vaticano II, entre 1962 a 1966, mas expressa, assim como no passado, a pressão da Igreja Católica, agora aliada a algumas pequenas denominações evangélicas, no sentido de manter privilégios no espaço público por meio de subsídios materiais para sua ação evangelizadora. Expressa também que os católicos não aceitam a fórmula da laicidade como um acordo que consiste em reconhecer a religião como assunto privado para preservar o espaço público de possíveis constrangimentos.

The work deals with the competitiveness of degree courses in Informatics. The first part approaches the situation on the market and conditions for graduates of these courses. It follows the latest market trends and shows how this development could affect the study. The work focuses on Informatics at universities in the Czech Republic. The aim is to characterize degree courses and the comparative analysis of the structure of taught knowledge. Individual degree courses are compared with teaching at the University of Economics in Prague and from the analysis comes out strengths and weaknesses of teaching at this school. The analysis results are then confronted with the study of informatics at leading European universities. On the basis of all the comparisons and the differences observed are designed changes to improve the competitiveness of degree courses in Informatics at the University of Economics in Prague.