Submitted by Rosivalda Pereira (mrs.pereira@ufma.br) on 2017-05-23T20:34:33Z No. of bitstreams: 1 ElizaOliveiraRocha.pdf: 1586885 bytes, checksum: 9c148927a5191e490b22f540d4257a72 (MD5) / Made available in DSpace on 2017-05-23T20:34:33Z (GMT). No. of bitstreams: 1 ElizaOliveiraRocha.pdf: 1586885 bytes, checksum: 9c148927a5191e490b22f540d4257a72 (MD5) Previous issue date: 2016-07-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / This research intends to present a musical-pedagogical work with blind students in the regular classes of the educational system in the Enforcement school of the Federal University of Maranhão - COLUN/UFMA. Therefore, it will bring the main international and national laws and documents that treat the education as a right of all, since 1945, when was created the ONU, until nowadays, which have influence in the daily teaching labor. It will also contextualize, historically, the music teaching trajectory and the universal feature that it has taken during the 20th century and beginning of the present century. And finally, it will make a musical-pedagogical experience which was developed in COLUN/UFMA with the the blind and non-blind students in the regular classes of the educational system as a music workshop. In this context, we intend to answer the following problem “How can we teach music for the blind students of the regular classes in COLUN/UFMA?”. In an analitic-descritive, and qualitative approach, this research uses the search-action modality. The date of this research were colected in field survey, through direct personal observation, record of the classes gotten by reports, pictures, audio and video records and semi-structured interviews searching for a feedback from the students about the focused proposal. It was shown by the results that, the teachers need to know the legal references about the education for all, and the innovations discovered in the musical-pedagogy in order to draw a methodological way that can be executed in a manifold context, which the referrals must be flexile and reach all the students. / Esta pesquisa procura relatar uma experiência pedagógico-musical desenvolvida no Colégio Universitário da UFMA com alunos cegos no contexto da classe regular de ensino. Para isso apontará as principais leis e documentos internacionais e nacionais que tratam da educação como direito de todos, mais efetivamente desde o ano de 1945, na ocasião da criação da ONU, até os dias atuais e que influenciam nossa prática docente diária. Também contextualizará historicamente a trajetória do ensino de música e o carácter universal que ele foi adquirindo ao longo do século XX e início do presente século. E por fim, realizará um trabalho pedagógico-musical, no formato de oficina de música, desenvolvida no Colégio Universitário da UFMA com alunos cegos no contexto da classe regular de ensino. Neste sentido, pretende-se responder ao seguinte problema: “como ensinar música para alunos cegos no contexto de uma classe regular de ensino no COLUN/UFMA?”. De caráter analítico descritivo e abordagem qualitativa, esta pesquisa se utiliza da modalidade de pesquisa-ação. Os dados foram coletados em pesquisa de campo, através de observação pessoal direta, registros de aulas por meio de relatórios, fotos, gravações em áudio e vídeo, além de entrevistas semi-estruturadas buscando obter o feedback dos alunos com relação à proposta em questão. Os resultados revelam que o professor precisa conhecer as referências legais sobre a educação para todos e as inovações e descobertas no campo da pedagogia musical a fim de traçar um caminho metodológico possível de ser trabalhado em um contexto múltiplo, cujo os encaminhamentos sejam flexíveis e que contemplem todos os alunos.

Made available in DSpace on 2016-04-27T16:58:54Z (GMT). No. of bitstreams: 1 Renato Silvestre da Silva.pdf: 1486226 bytes, checksum: 1eb1a6ff98fbca8c4cee8f7017dd691a (MD5) Previous issue date: 2009-05-22 / Secretaria da Educação do Estado de São Paulo / With the objective to verify how activities involving observation of regularities and generalization of patterns are used by teachers in workshops Experiences Mathematics in Schools full-time, was held a qualitative research, using semi-structured interviews with five teachers of these workshops. The relevance of this research is justified by the importance of the work with observation and generalization of patterns, identified by researchers like Mason (1996), Lee (1996) and Vale and Pimentel (2005) as a resource to students express algebraic thinking and create algebraic expressions, giving meaning to the use of symbols. The methodological procedures to prepare the roadmap for research, analyze and implement the protocols were based in the stages of the Didactics Engineering, described by Artigue (1996). The analysis about the present resolutions in the protocols and the recordings that were made during the interviews indicate that these kind of activities are little worked in the workshops Experiences Mathematics, because teachers who give these lessons, know little about why and how work these kind of activities / Com o objetivo de verificar como atividades que envolvem observação e generalização de padrões são exploradas por professores que ministram aulas nas oficinas Experiências Matemáticas das Escolas de Tempo Integral, foi realizada uma pesquisa qualitativa, utilizando-se de entrevistas semi-estruturadas com cinco professores destas oficinas. A relevância desta pesquisa se justifica pela importância do trabalho com observação e generalização de padrões, apontado por pesquisadores como Mason (1996), Lee (1996) e Vale e Pimentel (2005) como recurso para que alunos manifestem o pensamento algébrico e criem expressões algébricas, dando sentido à utilização dos símbolos. Os procedimentos metodológicos para elaborar o roteiro de pesquisa, aplicar e analisar os protocolos foram baseados nas fases da Engenharia Didática, descrita por Artigue (1996). As análises das entrevistas indicam que atividades que envolvem observação e generalização de padrões são pouco trabalhadas nas oficinas Experiências Matemáticas porque os professores de matemática que ministram estas oficinas desconhecem o objetivo principal do trabalho com esse tipo de atividade e conseqüentemente seu beneficio para os alunos

Each panelist has chosen an artifact (or type, genre, etc.) from the recent past and interrogated its role as an influence on contemporary popular culture, working to show the linkage between then and now. This type of work is underappreciated and we would like to attempt to show how informing ourselves on popular culture past can make us better critics in the present. Our hope is to inspire others to take up that cause as well. In that spirit, we would like to encourage people to come prepared to discuss ideas and share their own work in a workshop type environment.

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.

Thesis (M. A. (Social Work)) --University of Limpopo, 2017. / This study investigates experiences of parents of children living with physical and intellectual disabilities in South Africa’s Limpopo province. The study utilized a sample of 14 participants drawn using purposive sampling. An interview schedule with a set of questions was used to collect data. The results suggest that both positive and negative experiences are encountered by parents of children living with disabilities. Problems which children encounter on a daily basis have got also similar implications on their parents or guardians. This study has revealed that parents face many challenges ranging from personal, social, economic and financial. The study found out that it is actually more expensive, mental draining for parents of children living with disabilities to look after them. It emerged in the study that community negative attitudes on children with disabilities hinders their progress and results in social exclusion. The study also revealed that the majority of the parents believe that witchcraft had a hand in disabling their children. It also emerged that most of the parents of children living with disabilities hoped for a cure of the disabilities medically, traditionally and spiritually. However the study confirms that parents of children living with disabilities go through a cycle of denial fear, guilty, depression and acceptance after discovering that their child is disabled.

The dissertation, with a collected papers approach, focused on evaluating the implementation of MI curriculum in high school Biology I classes in south Florida. The dissertation included the development and validation of the Biology Identity and Persistence Survey (BIPS), the connection of instructors’ teaching practices with students’ biology identities, evolution identities, and career aspirations, and the connection of instructors’ teaching practice with students’ conceptual understanding in evolution. In the first part of the dissertation study, the BIPS was validated through expert review and student cognitive interviews for its face and content validity. Confirmatory factor analysis addressed the construct validity of the final version of the BIPS, after removing four problematic items. The Cronbach’s alpha and test-retest reliability analysis indicated that the BIPS was a reliable instrument in terms of its internal reliability and stability. In the second part of the dissertation study, the comparison between the MI and non-MI classes indicated that there was no detectable significant difference between the MI classes and non-MI classes in students’ development of biology identities and evolution identities, and shifts in career aspirations. Using the analysis of the MI and non-MI instructors’ teaching practices, it was suggested that the use of intentional lack of inquiry closure, seeding, small-group collaboration, whole-class discussion, and Socratic questioning might contribute to students’ biology/evolution identity development. In the third part of the dissertation study, the Evolution Concept Inventory was demonstrated as an invalid and unreliable research instrument. Qualitative analysis of instructors’ teaching practices suggested that interactions between MI instructional materials and MI pedagogical techniques, including student-centered teaching, small-group collaboration, student-student interaction, whole-class discussion, and Socratic questioning, might contribute to students’ gain of conceptual understanding in evolution. On the basis of the research findings, this dissertation provided suggestions for high school biology MI instructors and high school biology MI workshops.

The significance of Yesemek Stone Quarry and Sculptural Workshop in Gaziantep Islahiye province is rooted in its basalt quarry and stone sculptures found at the site. Yesemek was first discovered by Felix Von Luschan in 1890 while he was excavating Zincirli (Sam&rsquo / al). Between 1958 and 1961, the site was excavated by a team under the leadership of Prof. Dr. Bahadir Alkim. The excavations at the site yielded approximately three hundred finished or unfinished lion, sphinx and mountain god sculptures. While the exact function of these sculptures are still not known, the thesis will explore the function of these sculptures by examining the architectural structures where the sculptures could have been used as architectural decoration. Another issue that will be discussed in the thesis is the date of Yesemek workshop and sculptures. To that end, Yesemek sculptures will be stylistically compared to Late Bronze and Iron Age sculptures.

In an accelerating Information and Communication Technologies (ICTs) environment, academic libraries’ catalogs have always been part of students’ and faculty members journey of resources discovery. The master thesis intents to focus its interest in Information Systems (IS) ground related to the implementation of a new search engine at the University of Piraeus Library. The Library wants to change the search features of its traditional online services and to implement a new discover tool with Web 2.0 characteristics. The aim of this master thesis is to investigate users’ views and desires interest according to their scholarly needs and expectations about VuFind in order to facilitate the Library to customize the integration. Therefore, critical systems theory will be employed for “therapeutic” reasons to enlighten the Library’s users about their current situation. Qualitative analysis is expected to recognize discrimination against traditional Library’s search engines. Qualitative data of the user impression and reaction when operate with the VuFind interface will lead to recommendations for enhancement and improvements. Findings will assist implementers to modify the discovery layer by meeting users’ needs of the academia community. The research will collect data through qualitative method on how participants operate with the VuFind search engine merging librarians’ professional views and users’ expectations and propositions. Participatory Design (PD) will be built upon Future Workshop method.

Borderlands. A study of the aesthetic-practical environment, its pedagogical and therapeutical properties based on the outline of two practices/institutions: the workshops at Hagastiftelsen and the bookbindery at the Kristofferschool. The perspective on education, pedagogy and therapy taken is an existential one where the main aims of an educational-therapeutic intervention is to support biographical development and integrity. In the process action research in my own bookbinding workshop as well as hermeneutic research at the workshops at Hagastiftelsen where adults with autism and other neuropsychological disorders work have been the sources of primary empirical data. Secondary sources are patient-histories written by Oliver Sacks as well as autobiographical narratives of some adults with autism. The phenomenology of Merleau-Ponty, aesthetic philosophy of Schiller, narrative studies and Antonovskys concept of sense of coherence (SOC) have been used as interpretive theories to understand the research data. After outlining the two practices/institutions the paper is concerned with analysing a number of basic properties concerning the pedagogically and therapeutically oriented workshop as a space for aesthetic-practical activity: instrument/tool, beauty, rhythm and work. By incorporating the standpoint epistemology of autism the issues of identity-formation and biography have also been given a more inclusive treatment. A discussion regarding aesthetic-practical environments, their development, comparisons between them and their evaluation follows. In the final part of the study an outline for further research and development is presented.

Open Innovation bezeichnet Innovationsprozesse, die nicht an den Grenzen von Unternehmen oder deren Innovationsabteilungen enden, sondern Akteure unabhängig von deren institutioneller Zugehörigkeit als Ideengeber, Konzeptentwickler oder auch Innovationsumsetzer in die Gestaltung von Innovationen einbinden. Dieser Beitrag skizziert Grundlagen der Open Innovation, stellt die einzubindenden Akteure und ihre Rollen im Innovationsgeschehen vor und führt ein in die fünf zentralen Werkzeugklassen, auf die Unternehmen zur Implementierung von Open Innovation heute zurückgreifen können. Herausforderungen und Spannungsfelder, die sich bei der Nutzung von Open Innovation zeigen, werden abschließend aufgezeigt.