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11	AS DIFICULDADES SUPERADAS POR PEQUENOS EMPREENDEDORES NOS SETORES DE PRODUTOS E SERVIÇOS NA REGIÃO OESTE E NORTE DA CAPITAL DE SÃO PAULO Novaes, Marcos Antonio 31 July 2014 (has links) Made available in DSpace on 2016-08-02T21:42:37Z (GMT). No. of bitstreams: 1 Marcos.pdf: 332386 bytes, checksum: 160573858487bd4f1c0b913f5f39bcb6 (MD5) Previous issue date: 2014-07-31 / According to the SEBRAE (2010) research in Brazil, microenterprise represent 5,6 to 6 million of company. Meet an important role for the National GDP (PIB). The mortality of these business surveys show that about 75% fail to remain on the market beyond the initial six months. Opening these small businesses is due in many cases, the need arising from unemployment. The previously registered entrepreneur can use your compensation and the Guarantee Fund for Time of Service to start a new enterprise. Most often, these businesses do not have adequate support or constitute a business plan, differently of other countries like the United States and Canada, where is a basic condition for the beginning of a project. Moreover, contrary to the research of mortality (SEBRAE, 2010), there are small businesses that survive over time, from the sidelines of all the oscillation of the market, both internal and external. This paper will examine six micro enterprises of the northern and western regions of São Paulo, capital, and with small businesses that are more than five years in the market and formed near the subway terminals, Santana and Butantã. Also, show what difficulties transposed by these entrepreneurs to give longevity to your business. / No Brasil, os microempreendimentos representam de 5,6 a 6 milhões de empresas segundo pesquisas do SEBRAE (2010). Cumprem um papel importante para o PIB (Produto Interno Bruto) Nacional. As pesquisas de mortalidade desses negócios mostram que, cerca de 75% não conseguem permanecer no mercado além dos seis meses iniciais. A abertura desses pequenos negócios decorre, em muitos casos, da necessidade oriunda do desemprego. O empreendedor, anteriormente registrado pode usar de sua indenização e do Fundo de Garantia do Tempo de Serviço para iniciar um novo empreendimento. Geralmente, de acordo com as pesquisas, tais negócios não têm um suporte adequado nem constituem um plano de negócios, diferente de outros países como Estados Unidos e Canadá, onde um isso é condição básica para o início de um empreendimento. As pesquisas mostram que o cenário para os microempreendedores é de dificuldades. Por outro lado, contrariando as pesquisas de mortalidade, (SEBRAE, 2010), existem pequenos negócios que sobrevivem ao longo do tempo, passando à margem de toda a oscilação do mercado, tanto interno quanto externo. O presente trabalho analisará seis empresas das regiões norte e oeste de São Paulo, capital, com pequenos negócios que estão estabilizados no mercado. Além disso, mostrará quais as dificuldades transpostas por esses empreendedores para dar longevidade a seu negócio micros e pequenos empreendedores pesquisas SEBRAE micro and small achievers research SEBRAE
12	A Comparison of Underachievers and Normal Achievers at the Upper-Elementary and Seventh-Grade Level Manning, M. Nephi 01 May 1962 (has links) That each is born with differing capacities and potentials is self-evident. Both students and teachers should accept as their right and duty the task of bringing to full fruition these latent potentialities. It is a cause of concern in the nation, among parents and teachers, and in later years among students themselves, that many of our youth fail to achieve that of which they are capable. This is a loss to society and a disappointment to the individual. The purpose of this study is to add to the growing fund of knowledge concerning factors related to this important area of education and the relationship of these factors to life's fulfillment Underachievers Normal Achievers Upper-Elementary Seventh-Grade Experimental Analysis of Behavior Psychology School Psychology
13	透過文化學習提升國中英語低成就者英語學習態度之研究 / A Study on Motivating JHS English Low Achievers through Cultural Learning 朱秋怡, Chu,Chiou-yi Unknown Date (has links) 本研究旨在探討國中英語低成就生接受一文化學習計畫之後，對於英語本身學習態度之成效影響，並藉由此實驗進而探究英語科低成就者最佳的文化學習模式。本研究採等組前後測準實驗之設計，研究對象為新竹縣一所中型國中的九年級的英語科低成就學生，總共三十人。將受試者隨機等程度分配到對照組和實驗組各十五人。研究期間，實驗組進行每週一節共十週的文化學習活動，而對照組則於同時間自修英語功課，但無任何學習活動。資料之收集包括有研究者參考文獻編製的英語態度問卷調查、文化單元學習回饋問卷、及追蹤訪談。本研究以「英語學習態度」，分別測量受試者在實驗處理前、後在英語學習態度上的反應情形，所得資料以獨立樣本t檢定及配對t檢定分析，同時以實驗組成員所填寫的文化單元學習回饋問卷、及追蹤訪談結果作進一步研究結果佐證及補充分析。本研究結果顯示實驗組於接受文化學習計劃後，其整體的英語學習態度問卷分數，有意義優於對照組，其中尤以其對英文概括性的態度及對英文的社會文化態度有顯著性改變。但實驗組英語學習動機分數並無有意義高於控制組，且受試者於訪談中表達其課後英語學習態度尤無明顯改變。另文化學習單元回饋問卷的分析，亦顯示英語低成就者對文化學習過程及內容的偏好。據研究結果，研究者對英語低成就者的文化學習設計及未來相關研究提出數點建議。 / The study was to investigate whether culture learning can efficiently and effectively improve low-achievers’ English learning attitude and to perceive the characteristics of English low achievers’ culture learning. A total of 30 JHS English low achievers, matched into two groups—the experimental group and the control group participated in the study. SELAM Questionnaire was distributed to each subject before and after the treatment, the culture learning project, to perceive the change of their English learning attitude. The pretest and posttest scores of SELAM Questionnaire were examined by the software SAS (Statistic Analysis System) Version 9.1, including t-test and paired t-test. Besides, the interval CLF Questionnaires and the follow-up interview were analyzed to provide the answer to the qualitative study on English low achievers’ optimal culture learning mode. The results of the study were summarized as follows. (1) The subjects’ overall learning attitudes toward English were significantly and positively affected by the cultural learning project especially their general attitude and social cultural attitudes toward English learning but the culture learning project exerted no evident effect on their desire and motive to learn. (2) In terms of culture learning content, the subjects’ interest in the culture project was highly related to the content of the culture study unit—cultural materials relevant to their background knowledge and catering to their preferences could lead to their more active learning involvement. (3) As to the culture learning process, English low achievers’ culture learning requires a lower pace of culture instruction, more instructional repetition, a variety of cultural learning activities and cultural instructors’ attention to their ongoing learning feedbacks is in need in English low achievers’ culture learning process. The major findings of this study suggested that a culture learning project experience helped significantly to enhance English low-achievers’ English learning attitude but other measures should be adopted to sustain their motivation to learn and affirmative attitude toward English learning. 文化學習低成就生英語教學 culture learning low achievers English teaching
14	教師回饋對台灣高中EFL低成就學生段落寫作之效用：「直接訂正法」與「語意重述法」 / The Effects of corrective feedback on Taiwan high school EFL low-achievers' paragraph writing: “direct correction” vs. “reformulation” 許凱絨, Hsu, Kaijung Unknown Date (has links) 本研究針對台灣EFL低成就學生之段落寫作，比較「直接訂正法」與「語意重述法」兩種寫作回饋之成效。本研究對象為台北市某高職學生，共56名學生全程參與這項從2009年9月到2010年1月的研究。進行修改寫作時，教師對實驗組使用「語意重述法」，學生比較原稿與老師保留學生原意但改寫成符合英文語法的段落，並將發現的文法錯誤記錄並自行訂正；對照組則運用「直接訂正法」，學生審視老師直接在上面訂正的原稿。經過看圖英文段落寫作的前測與後測、實驗組與對照組後測結果比較、以及針對實驗組的訪談，研究結果如下：(1)整體性評量上，「語意重述法」對學生改進寫作較為有效；(2)兩組中程度較差之低成就學生進步程度均優於程度較好之低成就學生，尤其實驗組之程度較差者進步程度猶勝於對照組的；(3) 「直接訂正法」對減少學生文法錯誤之功效優於「語意重述法」；(4)絕大多數參與者認為「語意重述法」有助增進寫作能力。論文最後討論此研究在教學上的意涵與提出對之後研究的建議。 / This study aimed to compare the efficacy of “direct correction” with that of “reformulation” on Taiwan EFL low-achievers’ paragraph writing. Fifty-six students in a vocational high school in Taipei City participated in this study from Sep. 2009 through Jan. 2010. When conducting revision activities, the teacher implemented the “reformulation” technique in the experimental group. The students compared the originals with the reformulated versions given by the teacher, and detected, recorded, and corrected all the grammatical errors mainly on their own. The control group received the “direct correction” treatment, examining their originals with the teacher’s corrections on them. With the pre-test and the post-test on a paragraph-length English picture description, the comparison of the post-test results between the experimental and control groups, and interviews with the experimental group, the results are as follows: First, in holistic rating, “reformulation” was more helpful than “direct correction” in improving the participants’ writing performance. Second, the low-achievers with lower proficiency benefited more from “reformulation” than those with better proficiency. Third, “direct correction” was more effective than “reformulation” in reducing the participants’ grammatical errors. Fourth, the majority in the experimental group were positive of “reformulation” as a way to improve writing. Finally, some implications for pedagogy and suggestions for future studies were made. 低成就學生段落寫作語意重述教師回饋 low-achievers paragraph writing reformulation corrective feedback
15	A developmental case study : implementing the theory of realistic mathematics education with low attainers Barnes, Hayley Elizabeth 03 December 2004 (has links) The research documented in this report had a twofold purpose. Firstly, it was to design and implement an intervention based on the theory of Realistic Mathematics Education (RME) aimed at improving the mathematical understanding of learners in two Grade 8 remedial mathematics classes, by revisiting the key number concepts of place value, fractions and decimals. In doing so, a second purpose was to investigate the viability and emerging characteristics of an intervention based on the theory of RME in such a setting (i.e. with low attainers to revisit key number concepts). Pending the realisation of these immediate outcomes, more distant outcomes in subsequent research would be: that learners' understanding and academic performance in mathematics improves and to develop a local instruction theory in using the RME theory to revisit the concepts of place value, fractions and decimals with low attaining learners in order to improve their understanding in this regard. Grade 8 low attainers were selected as the target group for this research as a result of the pending implementation of Mathematical Literacy as a compulsory subject for all learners, possibly from 2006. Currently in South Africa, learners who are not meeting the required standard by the end of their Grade 9 year are able to elect not to take mathematics through Grades 10, 11 and 12. When the new Further Education and Training (FET) policy is implemented, this will no longer be the case. All learners, who do not elect to take mathematics as a subject, will have to take Mathematical Literacy as a compulsory subject throughout Grades 10, 11 and 12. Although less detailed and abstract than the subject mathematics, the Mathematical Literacy curriculum still requires learners to have an understanding of key number concepts and also contains a substantial amount of algebra. As Grade 8 is when learners start working with algebra more formally, and is also their first year at secondary school, it was decided that this would be an appropriate year to try and diagnose and remediate problems in learners' understanding of the key number concepts, if and where possible. The intention was that this would then equip learners with a more appropriate structure of conceptualised knowledge of the above-mentioned concepts on which they could further construct their understanding of algebra. The study was carried out at a local urban high school in South Africa and the research design of this study was informed by two development research approaches (van den Akker&Plomp, 1993; Gravemeijer, 1994). Also, the study was only implemented with a small number of participants, within a bounded setting and without the intention to generalise the results. It was therefore regarded as a development case study. The results appear to indicate that it is viable to apply the theory of RME with low attaining Grade 8 learners in order to revisit the key number concepts of place value, fractions and decimals. Copyright 2004, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Barnes, HE 2004, A developmental case study : implementing the theory of realistic mathematics education with low attainers, MEd dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-12032004-103122 / > / Dissertation (MEd (Curriculum design))--University of Pretoria, 2005. / Curriculum Studies / unrestricted Remediation Key number concepts Mathematics intervention Realistic mathematics education (rme) Special educational needs Development research Remedial mathematics classes Low achievers Low attainers UCTD
16	The Lived Experiences of First-Year, First Semester Honors College Students Placed on Academic Probation Robinson, Mary-Margaret 01 January 2015 (has links) This study was conducted to examine the experiences of first-year, traditional aged Honors College students who were placed on academic probation at the conclusion of the first semester and how they perceive their current circumstances, reasons for their inability to meet the honors requirements, and future academic pursuits. A comprehensive literature review was performed, specifically in the areas of first-year college students, retention, Honors Colleges and Honors Programs, high achievers, honors students in trouble, help-seeking behaviors, and academic probation at the collegiate level. A phenomenological research design was employed where participants met with the investigator one-on-one for a semi-structured interview. Ten students participated in the study; six were first-year students on honors probation, and four were in academic good standing following the end of the first semester. Participants described several common experiences, including: difficulty with the high school to college transition, planning and organizational challenges, overconfidence in academic abilities, and poor attendance and class participation. Based on these findings, several recommendations are made. Education
17	How to Improve Low-Achievers' Listening Abilities─Using PE students as An Example / 如何增進低學習成就者英聽能力─以體育生為例黃永蓮, Huang,, Yung-lien Unknown Date (has links) 本研究旨在探討如何增進低學習成就者英聽能力，除了研究何種聽力教材符合低學習成就者認知上的需求之外，並在英聽課從情意因素著手，引起低學習成就者學習動機，而且英聽課程設計也融入多元智慧，從外在成績的提昇激勵低學習成就者內發性地自主學習動機。本研究以14位高三體育生為研究對象，研究時間持續一學期從2003年9月到2004年1月，研究工具以日記方式由學生記錄聽英文歌曲以及英文文章段落的課後心得。資料分析取自學生日記。本研究結果如下：〈一〉淺顯易懂與學生日常生活相關而且包括學生先前學過的生字、片語、句型的英文歌曲以及文章段落有益於增進低學習成就者英聽能力。〈二〉愉快而且充滿互助的教室氣氛減少英文學習的焦慮，維持低學習成就者自尊，增加低學習成就者自信，引起學習動機。〈三〉融入六種多元智慧〈語文智慧、音樂智慧、視覺空間智慧、肢體-動覺智慧、人際智慧、內省智慧〉的英聽課程以聽前(pre-listening)、聽時(while-listening)、聽後(post-listening)三階段可有效的加強低學習成就者英聽能力。〈四〉外在的獎賞可激勵低學習成就者內發性自主學習。 / This research investigated how to improve low achievers’ listening ability, using PE students as the subject of the study. The purpose was (a) to investigate what kind of listening materials meet low achievers’ cognitive needs; (b) to motivate low achievers in listening course affectively; (c) to apply MI theory into listening curriculum development for low achievers; (d) to trigger low achievers extrinsically and intrinsically in English class. A total of 14 high school PE seniors in Taipei County in Taiwan participated in the study. The research period lasted for a semester from September 2003 to January 2004. Journals on listening to songs and listening to passages were employed as instruments. Data for the research were collected from students’ journals. The results of the study are summarized as follows. (1) Comprehensible English songs and English passages related to learners’ daily life, including lexis, phrases, and sentence patterns they previously learned were especially beneficial for low achievers to improve their listening ability. (2) A pleasant and supportive classroom atmosphere enables low achievers to reduce language learning anxiety and maintain low achievers’ self-esteem. (3) Courses integrating six intelligences (i.e. verbal/linguistic, musical, visual-spatial, bodily-kinesthetic, interpersonal, and intrapersonal intelligences) were designed into three stages; i.e. pre-listening, while-listening, and post-listening in the listening treatment, and proved to be effective. (4) Low achievers were inspired by extrinsic rewards and intrinsic factors. Better grades and positive feedback inspired low achievers’ extrinsic motivation. Besides, intrinsic motivation derived from comprehensible input and listening to English songs. The findings of the study suggest that low achievers’ listening ability can be effectively improved as long as listening materials are carefully designed to suit students’ needs. 低學習成就者聽英文歌聽一段文章週記書寫 low achievers listening to English songs listening to passages journal writing
18	Grammatical correctness and communicative ability : a performance analysis of the written and spoken English of Swedish learners Bergström, Inger January 1987 (has links) Written and oral material produced by a group of low-achieving learners of English from the 2-year lines of the Swedish upper secondary school was analysed from the perspective of grammatical correctness and communicative ability. The grammatical analysis focussed on the verb phrase and tests included both free production in speech and writing and elicitation tests. Communicative ability was assessed ‘ ‘objectively* ’ by identifying such parameters as fluency, copiousness and span, and “holistically” by using non-expert evaluators.The scores thus obtained were correlated. Grammatical correctness was correlated with communicative ability both in speech and in writing and writing proficiency was correlated with speech proficiency with respect to both grammatical correctness and communicative ability.Our findings are that there is a positive correlation between grammatical correctness and communicative ability. A remarkable finding is that the percentage of correct verb phrases correlates very weakly with communicative ability in written data. In oral data, the correlation is in fact slightly negative. The learner’s competence in grammar is reflected in both his written and oral performance. On the other hand, there is no correlation between communicative ability in writing and communicative ability in speech.The study shows that a working command of a set of syntactic rules is essential for communication. Errors are, however, an integral part of the learning process. The major part of errors are accounted for by the learner’s use of compensatory strategies. Among these low-achievers, communicative ability in conversation is distinct from writing ability. / digitalisering@umu grammatical correctness communicative ability performance analysis written and spoken English classroom instruction low-achievers language learning interlanguage compensatory strategies errors verb phrase parameters systematicity variability writing proficiency speech proficiency elicitation test
19	Prestation, intresse, engagemang, uppskattning : Skillnader i upplevelse av en virtuell lärmiljö mellan matematiskt hög- och lågpresterande elever Ljunglöv, Robin January 2011 (has links) Digitala läromedel blir ett vanligare inslag i skolgången då ny teknologi erbjuder tidigare okända pedagogiska möjligheter. Denna uppsats undersöker hur elever som använder ett digitalt läromedel i form av en virtuell lärmiljö för matematiklärande upplever denna lärmiljö. Dessutom undersöks elevernas prestation i lärmiljöns matematiska uppgifter. Skillnader mellan elever i olika årskurser samt elever som är matematiskt låg- eller högpresterande studeras. Matematisk prestation beskrivs utifrån Goods (1981) passivitetsmodell som innebär att lågpresterande elever är mindre risktagande i klassrumsmiljön. Elevernas upplevelse av digitala läromedel studerades i en virtuell lärmiljö bestående av två moduler, en spelmodul och en modul för skriven dialog. Upplevelsen av lärmiljön undersöktes genom att studera hur intressant eleverna tyckte att spelet var, huruvida eleverna tyckte att agenten gjorde att de brydde sig mer när de spelade, samt om de gillade den skrivna dialogen. Tidigare insamlad data från elever i årskurs 6-8 som använt den virtuella lärmiljön undersöktes med kvasiexperimentell metod och analyserades med ANOVA. Analysen påvisade en skillnad mellan låg- och högpresterande elever i hur mycket de tycker att en pedagogisk virtuell agent engagerar dem i en virtuell lärmiljö. Matematiskt högpresterande elever anser att agenten gör dem mer engagerade än vad matematiskt lågpresterande elever anser. Detta kan tyda på att lågpresterande elevers passivitet utöver traditionell klassrumspedagogik också påverkar elevernas upplevelse av digitala läromedel. I vidareutvecklingen av den virtuella lärmiljön och skapandet av andra virtuella lärmiljöer är det viktigt att se till att elever både lär sig och engageras av lärmiljön. Utvecklare bör också ta hänsyn till de skillnader som finns mellan låg- och högpresterande elevers upplevelse av lärmiljön. Detta kan exempelvis ske genom att den virtuella lärmiljön görs anpassningsbar för att passa elever oberoende av prestationsnivå. Detta är en viktig målsättning för att se förbättra lågpresterande elevers möjligheter i skolan, något som virtuella lärmiljöer och digitala läromedel i allmänhet kan utgöra ett kraftfullt medium för. Virtual learning environments Digital learning environments Digital teaching Digital learning Learning technology Pedagogical software Digital learning games Pedagogical games Pedagogical virtual agents Pedagogical agents Virtual agents Animated agents Conversational agents Teachable agents Conversational pedagogical agents Pedagogical conversational agents Conversational social agents Social conversational agents Conversational agents Chatbots K2D2 High-achieving students High achievers Low-achieving students Low achievers Mathematical achievments Technology in school Virtuella lärmiljöer Digitala lärmiljöer Digitala läromedel Lärteknologi Pedagogisk mjukvara Digitala lärospel Pedagogiska spel Pedagogiska virtuella agenter Pedagogiska agenter Virtuella agenter Animerade agenter Konversationsagenter Lärande agenter Konverserande pedagogiska agenter Pedagogiska konversationsagenter Konverserande sociala agenter Sociala konversationsagenter Konversationsagenter Chatbots K2D2 Passivitetsmodellen Högpresterande elever Lågpresterande elever Elevers prestation Matematisk prestation Teknik i skolan Human Computer Interaction Computer and Information Sciences Data- och informationsvetenskap Computer and Information Sciences Data- och informationsvetenskap Pedagogy Pedagogik

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