Thesis (Ph.D.)--Ohio University, June, 2008. / Title from PDF t.p. Includes bibliographical references.

The diploma thesis deals with the topic of so-called burnout syndrome. The work directly focuses on the knowledge of the students of the Faculty of Science on the issue of he burnout syndrome. The theoretical part provides an overview of the burnout syndrome and its symptoms, phases, and development. It also deals with disease prevention and a syndrome treatment. The practical part consists of quantitative research which tries to get through the issue of the burnout syndrome and to investigate the awareness of students of the Faculty of Education in the fields of teacher training for kindergartens, primary school teachers and teachers for the second level of primary school and secondary school teachers about the topic.

Submitted by Larissa Vitoria Cardoso Cusielo (larissavitoria@id.uff.br) on 2017-05-15T20:45:18Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação - Geraldo Claret Plauska.pdf: 2835544 bytes, checksum: 3e59068eaa8d9f1f94051877c2211faa (MD5) Produto da Dissertação-Geraldo Claret Plauska - versão final.pdf: 1034599 bytes, checksum: 358c39e23fbb9ed4c627d0892e7e5e88 (MD5) / Rejected by Biblioteca do Aterrado BAVR (bavr@ndc.uff.br), reason: oi on 2017-05-22T16:20:55Z (GMT) / Submitted by Larissa Vitoria Cardoso Cusielo (larissavitoria@id.uff.br) on 2017-05-22T16:22:34Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação - Geraldo Claret Plauska.pdf: 2835544 bytes, checksum: 3e59068eaa8d9f1f94051877c2211faa (MD5) Produto da Dissertação-Geraldo Claret Plauska - versão final.pdf: 1034599 bytes, checksum: 358c39e23fbb9ed4c627d0892e7e5e88 (MD5) / Rejected by Biblioteca do Aterrado BAVR (bavr@ndc.uff.br), reason: oi on 2017-05-22T16:23:52Z (GMT) / Submitted by Larissa Vitoria Cardoso Cusielo (larissavitoria@id.uff.br) on 2017-05-22T17:11:29Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação - Geraldo Claret Plauska.pdf: 2835544 bytes, checksum: 3e59068eaa8d9f1f94051877c2211faa (MD5) Produto da Dissertação-Geraldo Claret Plauska - versão final.pdf: 1034599 bytes, checksum: 358c39e23fbb9ed4c627d0892e7e5e88 (MD5) / Approved for entry into archive by Biblioteca do Aterrado BAVR (bavr@ndc.uff.br) on 2017-08-21T16:05:49Z (GMT) No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação - Geraldo Claret Plauska.pdf: 2835544 bytes, checksum: 3e59068eaa8d9f1f94051877c2211faa (MD5) Produto da Dissertação-Geraldo Claret Plauska - versão final.pdf: 1034599 bytes, checksum: 358c39e23fbb9ed4c627d0892e7e5e88 (MD5) / Made available in DSpace on 2017-08-21T16:05:50Z (GMT). No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação - Geraldo Claret Plauska.pdf: 2835544 bytes, checksum: 3e59068eaa8d9f1f94051877c2211faa (MD5) Produto da Dissertação-Geraldo Claret Plauska - versão final.pdf: 1034599 bytes, checksum: 358c39e23fbb9ed4c627d0892e7e5e88 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Universidade Federal Fluminense. Instituto de Ciências Exatas. Programa de Pós-Graduação em Ensino de Física. Volta Redonda,RJ / O ensino da Física no curso de formação de professores na modalidade normal, vem sendo analisado e considerado deficiente por renomados educadores e até pelos próprios docentes que atuam nesses cursos. Para muitos, ensina-se Física no Curso Normal sem a revestir de uma metodologia diferenciada que venha facilitar a futura transposição didática para os alunos das primeiras séries da Educação Básica. O presente trabalho é dirigido a auxiliar os estudantes normalistas, com uma proposta de ensino de alguns tópicos de astronomia utilizando Tecnologias de Informação e Comunicação (TIC’s), e com foco na participação ativa dos alunos, pretendendo-se que a metodologia proposta possa ser utilizada num futuro exercício da docência. Priorizou-se tópicos segundo a necessidade de adequação do conteúdo da matéria disposta no currículo mínimo para os normalistas à grade curricular do primeiro ciclo do ensino fundamental da educação do município de Volta Redonda. Na proposta, a atividade dos alunos em cada aula consta essencialmente de observação e registro, em forma de descrição (resumo), dos conteúdos exibidos e/ou explicados em vídeos, em aplicativos de simulação e em imagens (figuras), encadeados em uma sequência didática estabelecida. Para orientar os alunos, são feitas questões pertinentes que servem de base para a descrição e que também objetivam a organização dos conceitos aprimorando e/ou criando subsunçores, conforme a Teoria de Aprendizagem de Ausubel. / The Physics teaching in the Teacher-Training College in the normal mode, has been analyzed and considered deficient by renowned educators and even by teachers themselves who work in these courses. For many, it is taught Physics at teachertraining Course without covered of a different methodology that will facilitate the future implementation teaching for students of the first grades of basic education. This work is intended to assist students for teaching, with an educational proposal of some astronomical topics using Information and Communication Technologies (ICTs) and with the focus on active participation of students, intending that the proposed methodology can be used in a future exercise of teaching. It was prioritized topics second to the need to adapt the matter content prepared in the minimum curriculum for teacher-training to the curriculum of the first cycle of basic education of the Volta Redonda city education. In the proposal, the students; activity in each class consists essentially of observation and recording, in the form of description, the content displayed and/or explained in videos, in simulation applications and images (pictures), chained in an established didactic sequence. To guide students in the topic description, are asked relevant questions that serve as the basis for the description and which also aim the organization of concepts improving and/or creating subsumers, according to Ausubel’s Learning Theory.

En 1865, V. Duruy, ministre de l’Instruction publique nommé par Napoléon III, organise un cursus intermédiaire entre l’enseignement primaire et l’enseignement secondaire. Cet « enseignement secondaire spécial » doit pouvoir fournir à la Nation des cadres intermédiaires pour l’industrie, le commerce et l’agriculture. Conséquemment, cette filière appelle dans ses rangs des enseignants spécifiques et V. Duruy, souhaitant donner ses lettres de noblesse à cette nouvelle formation, crée trois agrégations distinctes. Il fonde également à Cluny une École normale chargée de former le nouveau personnel tout en laissant également l’opportunité à des candidats libres de se présenter à ce nouveau concours. À partir de 1881, l’enseignement secondaire spécial subit plusieurs réformes et il est transformé en 1891 en enseignement moderne. L’École normale ferme ses portes et les agrégations spéciales sont supprimées. La dernière session du concours a lieu en 1893. De 1866 à cette date, 468 candidats auront réussi une agrégation spéciale. Dans une période qui s’étend de 1866 à 1914, notre travail de recherche se propose tout d’abord de partir à la rencontre de ce personnel enseignant méconnu. En nous appuyant sur les dossiers personnels des agrégés spéciaux, nous examinerons tout d’abord leurs origines sociale, scolaire et géographique puis leurs parcours tant dans la vie professionnelle que dans la sphère privée. L’étude s’attache ensuite à suivre ces professeurs dans leur quotidien afin d’apprécier leur niveau de vie. Enfin, l’historiographie ayant souvent souligné que les agrégés classiques affichaient souvent du mépris vis-à-vis des catégories subalternes, il s’agira de mettre en lumière la place occupée, tant dans l’Université que dans la société, par les agrégés spéciaux. / In 1865, Victor Duruy, Minister of State Education appointed by Napoleon III, puts in place an intermediate course between primary and secondary education. This “Special Secondary Education” was meant to provide the nation with intermediate executives for the industry, trade and agriculture. Consequently, this sector called up in its ranks specific teachers and, wishing this new training to be officially recognized, V. Duruy created three distinct agrégations. He also founded at Cluny a Teacher Training College or École normale in charge of training the new staff while giving the opportunity to external candidates to take this new examination. From 1881 onwards the Special Secondary Education underwent several reforms, until 1891 when it became Modern Education. The Teacher Training College closed down and the special agrégations were stopped. The last exam session took place in 1893. From 1866 to that date, 468 candidates will have passed the special agrégation. For a period which extends from 1866 to 1914, our research work suggests first of all getting to know this neglected teaching staff. Relying on the special agrégés’ personal files, we will first study their social, academic and geographical origins, then their personal routes both in their professional and private lives. The study will next attempt to follow these teachers in their everyday life in order to assess their standard of living. Finally, historiography having pointed out that the standard agrégés often showed contempt towards lower grade social groups, our task will be to highlight the place either in the University or in society the special agrégés held.

Thesis (MPhil)--University of Stellenbosch, 2011. / The use of ICT to enhance the quality of student learning is generally observable in higher education institutions. The adoption of ICT policy for education in Namibia in 1996 has profoundly encouraged the use of ICT to enhance student learning at teachers training colleges, in particular Caprivi College of Education. Although ICT has positioned itself in higher education, its implementation to enhance student learning has been received with mixed feelings, attitudes and perceptions among students. The use of ICT in relation to learning paradigm, collaborative and/or co-operative learning, deep learning approach and assessment seem to be problematic among students and may affect their learning. Issues related to access to ICT, ICT skills and support (technical and service) contribute to students’ negative perceptions towards the use of ICT in learning. The purpose of this study was to investigate students’ perceptions of the possible effect of ICT application on student learning at Caprivi College of Education in order to determine the ICT skills and learning strategies student teachers use to enhance their learning. The research strategy for this study was a quantitative survey. Quantitative data was obtained by administering closed-ended questionnaires to third-year student teachers at Caprivi College of Education. The study concludes that student teachers overwhelmingly perceive the use of ICT to enhance their learning in various ways.