Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-10-24T11:52:56Z No. of bitstreams: 1 Paula Figueiredo Campos.pdf: 1237314 bytes, checksum: 0c8d18bae76e74a78d21de8703d3849f (MD5) / Made available in DSpace on 2017-10-24T11:52:56Z (GMT). No. of bitstreams: 1 Paula Figueiredo Campos.pdf: 1237314 bytes, checksum: 0c8d18bae76e74a78d21de8703d3849f (MD5) Previous issue date: 2017-09-04 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research presents the literacy social practice of Think Aloud in Group – PAG (ZANOTTO, 1992, 1995), which I‘ve proposed to a group of students at the public school I work at in a city in the south of Minas Gerais. This is an action research, born from the need to investigate my own teaching practice in order to transform it. I advocate that dialog at literacy practices is essential to students‘ holistic school formation. Moreover, this is a main factor to recognizing every human being‘s personal dignity and alterity at public school literacy practices. I propose an interlocution between Theology and Literacy Studies to produce knowledge about how can the Brazilian public school teacher deal with the concrete reality of each human being he/she works with. Think Aloud in Group (PAG) is a literacy practice and research method in which the teacher must find a way to open space for the readers to feel comfortable to think collectively and collaboratively in order to solve controversial questions over text meanings and other subjects which may arise in the discursive interaction. Through PAG, it is possible to investigate how the researcher makes dialog possible at the literacy events. Dialog is a useful mean to sensitize students to experience empathy and to recognizing the alterity of every person present at the social interaction. Being empathic towards others is seen as a merciful action – theological concept of Francisco (2016a) - by which one can restitute human dignity of people considered unimportant by an individualistic and consumerist culture, where common good appears to have been forgotten. This research fits in at the qualitative and interpretative research tradition of the educational practice (ERICKSON, 1986), which minds to listen to the participators‘ voices (MOITA LOPES, 2006). It sees the researcher as an integral member of the social practice under study / Esta pesquisa investiga a prática social de letramento do Pensar Alto em Grupo – PAG (ZANOTTO, 1992, 1995), a qual propus para um grupo de alunos da escola pública em que trabalho, em uma cidade no sul de Minas Gerais. Esta é uma pesquisa-ação, nascida da necessidade de investigar a minha própria prática como agente de letramento e professora, com a finalidade de transformá-la. Advogo que o diálogo nas práticas de letramento na escola é fundamental para a formação integral do aluno. Sobretudo, esse é um fator decisivo para o reconhecimento da dignidade pessoal e alteridade de todo ser humano nas práticas de letramento em escola pública. Proponho uma interlocução entre a Teologia e os Estudos do Letramento visando produzir conhecimento sobre como o professor pode lidar com a realidade concreta dos seres humanos com os quais trabalha no contexto da escola pública brasileira. O PAG é uma prática de letramento e método de pesquisa em que o professor deve abrir espaço para que os leitores se sintam à vontade para pensar em grupo e resolver colaborativamente questões controversas a respeito do sentido do texto e outras temáticas que eventualmente surjam na interação discursiva. Por meio do PAG, pode-se investigar como o professor pesquisador viabiliza o diálogo no evento letrado. O diálogo é um meio útil para sensibilizar os alunos para a experiência da empatia e para o reconhecimento das alteridades de todas as pessoas presentes na interação social. Isso se configura como uma ação de misericórdia - conceito teológico de Francisco (2016a) – capaz de resgatar a dignidade de pessoas consideradas desimportantes por uma cultura que preza pelo individualismo e pelo consumismo em detrimento do bem comum. Este trabalho se insere na tradição qualitativa e interpretativista de pesquisa da prática educacional (ERICKSON, 1986), que se ocupa em ouvir as vozes dos participantes (MOITA LOPES, 2006) e em que o pesquisador é visto como integrante da prática social pesquisada

Amidst recent mobilizations of Indigenous land-based resistance and the hypocrisy inherent in the state’s implementation of UNDRIP they render visible, resource-extractive corporate capital is uniquely invested in the state’s continued ability to dispossess land from Indigenous peoples. This paper suggests that growing emphasis on Indigenous-state relations within industry-funded think tanks offers corporate capital an unprecedented avenue to participate in the evolution of federal policy discourse on state-Indigenous reconciliation. It draws on a content analysis of policy materials from four of these institutions ranging from far-right groups such as the Fraser Institute to the more moderate Institute on Governance, contextualizing findings in recent and substantive shifts in federal policy development in this area. Findings suggest that the groups’ relative diversity is underscored by common discursive themes infused by neoliberal governing rationalities that invoke a diffuse, flexible and agile policy landscape that erases the question of land—and Indigenous jurisdiction over land—which many Indigenous peoples identify as critical to meaningful reconciliation efforts. / Graduate / 2020-04-29

V práci jsou analyzovány kořeny, vývoj, současné postavení, hrozby a výzvy think-tanků v České a Slovenské republice. Srovnání s jejich tradicí ve Spojených státech zkoumá přenositelnost amerického "modelu" think-tanků do střední a východní Evropy. Tento přenos je značně omezený a krátkodobě nerealizovatelný vzhledem k rozdílným legislativním podmínkám a nerozvinuté filantropii. Zvláštní pozornost je věnována motivům k vytváření regionálních i mezinárodních sítí think-tanků. Práce vychází jednak z dosavadní literatury na toto téma, jednak z dotazníkového šetření.

Thinking is what we do best. Our schools used to teach children to think. They don't any more. If you want to improve your critical thinking skills, read this short, fun, easy to read book. Hear yourself think -- Mind control -- New thoughts for old -- Garbage in, garbage out -- Good ideas -- Reading -- Ask the next question -- Sleep on it -- Lying, and other bad habits -- Angry thoughts -- Fallacies -- Advanced thinking -- Changing your mind. / https://dc.etsu.edu/etsu_books/1120/thumbnail.jpg

Doctor of Philosophy (PhD) / This thesis examines the growing debate around the concept of social capital. The concept has been heralded by many as a means of uniting the social sciences, particularly economics and sociology, and of overcoming ideological divisions between left and right. However, critics argue that the concept is poorly theorised and provides little insight. More radical critics have claimed the concept may be a neo-liberal ‘Trojan horse’, a mechanism by which the atomistic thinking of neoclassical economics colonises social theory. I examine these more radical claims by exploring the origins of the concept of social capital within rational choice economics. I argue that we should differentiate between two types of potential colonisation. The first is a form of methodological colonisation, whereby overly abstract, reductionist and rationalist approaches (which I term modernist) are extended into social theory. The second is a form of ideological colonisation, whereby a normative commitment to individualism and the market is extended into social theory. I argue that the concept of social capital has been the product of a trend within rational choice economics away from the extremes of modernism. In this sense the concept represents an attempt to bring economics and social theory closer together, and a willingness on the part of rational choice theorists to take more seriously the techniques and insights of the other social sciences. However, I argue that this trend away from modernism has often been associated with a reaffirmation of rational choice theorists’ normative commitment to individualism and the market. In particular, I argue the concept of social capital has been strongly influenced by elements of the Austrian economic tradition, and forms part of a spontaneous order explanation of economic and social systems. I then apply these insights to the Australian social capital debate. I argue that initially the Australian social capital debate continued an earlier debate over economic rationalism and the merits of market-orientated economic reform. I argue that participants from both sides of the economic rationalism debate used the concept of social capital to move away from modernism, but continued to disagree over the role of individualism. Finally, I argue that confusion between moving away from modernism, and moving away from market ideology, has led some Third Way theorists to misconstrue the concept as a means to overcome ideology.

Notre proposition consiste à présenter un modèle et une infrastructure d'exécution orienté composant pour le domaine des applications multi-tâches à contraintes temps réel souples et embarquées (nommé Tinap).<br /><br />Nous définissons un modèle de composant reposant sur plusieurs vues : une vue structurelle, placée au centre du cycle de conception, reposant initialement sur le modèle Fractal, une vue dynamique permettant au concepteur, dans une démarche descriptive, de personnaliser l'architecture métier pour définir les aspects de son applicatif liés à la concurrence, et enfin une vue implantation et une vue comportement fournissant respectivement une abstraction de l'implantation interne des composants et de leur comportement à l'égard de leur environnement. De plus, notre proposition est intégrée à un cadre méthodologique dirigé par les modèles.<br /><br />Nous avons également expérimenté le paradigme composant à différents niveaux d'abstraction : pour l'applicatif et pour celui de l'infrastructure d'exécution qui les implante. Enfin, au niveau du système d'exploitation fournissant les services élémentaires nécessaires. Cette démarche est motivée par la volonté d'exploiter notre modèle multi-vues canonique et de l'adapter en fonction des besoins de chaque niveau d'abstraction. Cette expérimentation est menée avec Think, une implantation en C des spécifications Fractal.<br /><br />Nous expérimentons Tinap par deux cas d'étude que nous avons prototypés. En premier lieu, pour concevoir une application d'analyse et de contrôle de flux multimédias par l'intermédiaire de disques vinyles. En second lieu pour expérimenter la mise en oeuvre du modèle d'exécution Accord (une méthodologie de conception pour applications temps-réel).

<p>The process that consumers go through while buying something is called consumer buying process and has been studied for a long time. Three stages of the Five-Stage Model (Kotler, 2006) provide a starting point for analysis in this paper and the reason of using this model is to make collected data more structured and easier for understanding. The purpose of this paper is to describe and analyze costumer buying process online.The method for data collection applied in this study is called “think-aloud” that means participants are verbalizing their screen activity and thoughts during the process of observation. The results of this research show that consumer buying process online is a complex process that is influenced by the amount and intensity of information received during the process as well as consumer knowledge and experience on the area of problem. The sequence of the stages proposed by the research model can vary depending on the preferences of consumer and readiness to make a decision.</p>

Academic libraries are increasingly collecting e-books, but little research has investigated how students use e-books compared to print texts. This study used a prompted think-aloud method to gain an understanding of the information retrieval behavior of students in both formats. Qualitative analysis identified themes that will inform instruction and collection practices. / Selinda Adelle Berg, Clinical Medicine Librarian, University of Windsor, Windsor, Ontario, Canada, sberg@uwindsor.ca; Kristin Hoffmann, Head, Research & Instructional Services, The University of Western Ontario, London, Ontario, Canada, khoffma8@uwo.ca; Diane Dawson, Natural Sciences Liaison Librarian, University of Saskatchewan, Saskatoon, Saskatchewan, Canada, diane.dawson@usask.ca

Academic difficulties are well-documented among children with ADHD. Exploring these difficulties through story comprehension research has revealed deficits among children with ADHD in making causal connections between events, and using causal structure and thematic importance when recalling stories. Important to theories of story comprehension and implied in these deficits is the ability to make inferences. Often, characters’ goals are implicit and explanations of events must be inferred. The purpose of the present study was to compare the ability of 7- to 11-year-old children with ADHD and their comparison peers to make inferences during story comprehension. Children watched two televised stories, each paused at five points. In the experimental condition, at each pause children told what they were thinking about the story, whereas in the control condition no responses were made during pauses. After viewing, children recalled the story. Several types of inferences and accuracy of inferences were coded. Children with ADHD generated fewer of the most essential inferences, accurate coherence inferences, than did comparison children, both during story processing and during story recall. The groups did not differ on production of other types of inferences. Generating fewer coherence inferences has important implications for story comprehension deficits in children with ADHD.

The current study examined the reading strategies of 19 bilingual undergraduate students who varied in reading proficiency (good or average) and language background (Chinese or Spanish). Using the think-aloud method, students’ reading strategies were measured and compared to determine whether strategy use differed as a function of reading proficiency, language background, and/or text level. Semi-structured interviews were also conducted to corroborate the findings obtained from the think-aloud protocols. Results from this study suggest that reading proficiency affects strategy use at the syntactic level, whereas language background affects strategy use at the vocabulary level. These findings have significant implications in education, particularly in the area of English language teaching. Students should be encouraged to use their first language reading skills when reading English text, as it facilitates their comprehension and improves their English literacy development.