This degree project focuses on the English classroom in the Swedish language introduction program, more specifically on the use of translanguaging as a teaching tool for newly arrived students. This thesis is an attempt to better understand the classroom dynamics in the program during English lessons by answering the following questions: What are the challenges of teaching English in the language introduction program in Sweden? What do teachers think about translanguaging as a teaching tool in the language introduction classes? Is using it taking advantage of pre-existing knowledge? The research was conducted with three teachers from one school in central Stockholm, all coming from different socio-cultural backgrounds and having varying degrees of experience as teachers. The data was gathered through classroom observations and interviews, which allowed for triangulation, thus offering a better understanding and a deeper view of their teaching practices. Three lessons were observed, one with each teacher. These observations were conducted prior to the interviews, to facilitate the comparison between the teaching styles of each teacher. Doing so allowed for more exhaustive and informative interviews. Although the qualitative nature of the data does not allow for the results to be generalizable, triangulation does give the results legitimacy and transferability. The results of this research will be beneficial in understanding how to tackle a multilingual environment, given that that is the direction in which Sweden is heading.

Made available in DSpace on 2015-04-22T22:02:00Z (GMT). No. of bitstreams: 1 Capa da Dissertacao Fabio.pdf: 72495 bytes, checksum: eb902f0def752f5d58493cc98419e657 (MD5) Previous issue date: 2010-02-26 / Fundação de Amparo à Pesquisa do Estado do Amazonas / In this work was developed a photometer for didactic purposes for use in the context of social themes chemicals, such as environmental chemistry and classes of analytical instrumentation, with total determination of total orthophosphate in water. The instrument was developed using cheap materials and easy disposal. The instrument consists of a yellow LED and LDR; the first is the source and the former the detector. The signal of the photometer is available by values in resistivity, within is measured with assistance of the digital multimeter. For the determination of the orthophosphate was used the Molybdenum Blue Colorimetric Method, using river waters as test samples. Procedures for analytical validation tests were for the most suitable configuration, choosing a bucket acrylic, range from 200 kW resistivity and use of cover to the apparatus, as well as checking the stability of the source. Accuracy, precision, recovery and linearity of the photometer were checked. The repeatability and intermediate precision had coefficients of variation average 3.0 and 2.8, respectively. Accuracy was examined with statistical comparison based upon test F and t for p < 0.05, with same measures evaluated in the photometer and spectrophotometer UV-Vis, for comparison. With 95% confidence level was revealed that there are significant differences between the values of concentration, and the results were satisfactory with the use of a correction factor The recovery tests were satisfactory, with variations between 97.6 and 107.3%. The linearity is satisfactory in the range 8-48 μmol l-1, with r2 values above 0.99. / Foi desenvolvido um fotômetro para fins didáticos para uso na contextualização de temas químicos sociais, como química ambiental, e em aulas de instrumentação analítica, com determinação de ortofosfato total em águas. Para sua construção foram usados materiais de baixo custo e de fácil aquisição. O aparelho consiste basicamente de um LED (Diodo Emissor de Luz) amarelo como fonte e LDR (Resistor Dependente de Luz) como detector. O sinal do fotômetro é dado em valores de resistividade, medida com uso de multímetro digital. Para a determinação do ortofosfato foi usado o método do azul de molibdênio, sendo águas de um igarapé poluído usados como amostras teste. Para procedimentos de validação analítica, foram feitos testes para configuração mais adequada, optando-se por cubeta de acrílico, escala de 200kW de resistividade e uso de cobertura no aparelho, assim como verificação da estabilidade da fonte. O aparelho foi validado usando critérios de precisão, exatidão, recuperação e linearidade. A precisão intermediária e repetibilidade apresentaram coeficientes de variação médios de 3,0 e 2,8, respectivamente. A exatidão do fotômetro foi verificada com comparação estatística baseadas nos testes F e t para p < 0,05, sendo as mesmas medidas feitas no fotômetro e espectrofotômetro UV-Vis, para fins de comparação. Com 95% de nível de confiança foi revelado que há diferenças significativas entre os valores de concentração, sendo que os resultados foram considerados satisfatórios com o uso de um fator de correção. Os testes de recuperação foram satisfatórios com variações entre 97,6 e 107,3%. A linearidade foi considerada satisfatória no intervalo de 8 a 48 μmol l-1, apresentando valores de r2 acima de 0,99.

Made available in DSpace on 2015-03-26T14:00:05Z (GMT). No. of bitstreams: 1 texto completo.pdf: 2054453 bytes, checksum: 7f224be6ac64ff81eba3acbc93de3edf (MD5) Previous issue date: 2013-03-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work was done the real functions of teaching in schools Piranga-MG present some difficulties and shortcomings of the teaching-learning process through a questionnaire completed by teachers of the county and the analysis of the results of their schools in Programa de Avaliação da Rede Pública de Educação Básica (PROEB), indicate how these problems can be tackled, the main suggestion for improvement of the teaching-learning content real functions, are present the use of computers as a teaching tool , and the approach of modelling problems related issues presents in everyday life of students. / Neste trabalho foi feito um estudo do ensino de funções reais nas escolas de Piranga-MG, apresentando algumas dificuldades e deficiências do processo ensino-aprendizagem através de um questionário respondido pelos professores do município e da análise dos resultados de suas escolas no Programa de Avaliação da Rede Pública de Educação Básica (PROEB) visando apontar como estes problemas podem ser enfrentados. Como principais sugestões para melhoria do processo ensino-aprendizagem do conteúdo funções reais, são apresentados a utilização do computador como ferramenta de ensino, e a abordagem de problemas de modelagem relacionado com assuntos presentes no cotidiano dos alunos.

No description available.

No description available.

No description available.

No description available.

Superstitions flourish in cultures around the word and in everyday life. Superstitions are so prevalent and influence personal and political decisions, therefore, we sought to develop a classroom demonstration of superstitious behavior that could be used to show quickly and effectively how powerful adventitious reinforcement could be in modifying behavior. An online game was developed and played by one hundred thirteen university students enrolled in a class on critical thinking. Participants gained points (reinforcement) arbitrarily during either 25% or 50% of each game's (A or B) 3 minute duration. Although points were non-contingent, students often engaged in superstations rules or patterns. Results of both self-reports and computer generated data showed, the games were successful in producing superstitious behavior patterns in about 50% of our participants. More students showed superstitious behavior in the 50% game than in the 25% game. We conclude that this is due to the higher reinforcement rate of in 50% game. For future studies, rearranging the stimulus array into a pattern that does not itself strongly control behavior could help refine the results.

This paper concentrates on the viability of using metaphor as a teaching tool in the English as a Second Language classroom. In doing so, a semantically-based theory of metaphor, like that presented by Lakoff and Johnson (1980), is employed as a base for the examination. Such a theory of metaphor presents a dramatic shift from theories, especially Aristotle's, of the past. The theory of metaphor proposed by Lakoff and Johnson contends that language is essentially metaphorical and that much of our 'commonsense' knowledge about the world is derived from interpretations of reality and is manifested in metaphors central to a culture and its language. If this theory is true, then it stands to reason that a student attempting to learn English as a Second Language could profit greatly from metaphor instruction because such instruction would aid all areas of the language acquisition process.

This diploma thesis contains two main themes in the education of students in secondary vocational schools. The first topic are equations that form basis of the study in the field of mathematics and their understanding is therefore needed for successful completion of studies. The secondary issue is financial mathematics which gives pupils the basic knowledge in this field and defines key terms. Each successful graduate is therefore familiar with concepts that will meet every day.