Made available in DSpace on 2015-01-26T13:21:28Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-07-08Bitstream added on 2015-01-26T13:30:23Z : No. of bitstreams: 1 000804512.pdf: 1142881 bytes, checksum: 98d8f4d4d831108d36c638a82c9f6a23 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A presente tese foi escrita orientada por três objetivos principais, quais sejam: investigar a natureza da Crítica e da Teoria Literária, expondo os seus estatutos, suas limitações e pretensões; dentro desse cenário, realizar o recenseamento de toda a produção crítica e teórica do professor Harold Bloom (1930), da Universidade de Yale – figura eminente e controversa dos Estudos Literários hoje – por meio da exposição, levantamento da fortuna crítica e comentário referente a cada uma das obras. A análise dos vinte e um livros apresentados aponta três fases predominantes na carreira do crítico norte-americano: uma fase em que predominam os estudos sobre o Romatismo inglês, a fase do desenvolvimento da teoria da angústia da influência e a fase da defesa do cânone literário fora das Universidades; por fim, o terceiro objetivo é analisar uma obra de Crítica Literária de cada uma das fases evidenciadas – a saber, The Visionary Company (1961), Poesia e Repressão (1976) e Como e por que ler (2000), respectivamente – de modo a identificar o fundamento da crítica agonística de Harold Bloom e seus rivais. Ao fim, será possível verificar que as performances críticas de Harold Bloom sempre se oferecem como alternativas às maiores correntes críticas que predominam ou já predominaram nos Estudos Literários norte-americanos: o New Criticism, a Desconstrução e os Estudos Culturais / The present Doctoral Dissertation was written guided by three main aims, which are: to investigate the nature, statutes, limitations of and claims made by Literary Criticism and Theory; that being done, to carry out a survey of all the critical and theoretical publications by professor Harold Bloom (1930), from Yale University – eminent and controversial figure of Literary Studies nowadays – by means of expounding, collecting the wealth of critical acclaim of, and commenting on every work. The analysis of the twenty one books presented points out three predominant phases in the critic´s career: a phase in which studies of English Romanticism prevail, the phase of the development of the anxiety of influence theory, and the phase of the literary canon defense outside the Universities; at last, the third aim is to analyze one work of Criticism by each one of the phases pointed out – namely The Visionary Company (1961), Poetry and Repression (1976) and How to Read and Why (2000), respectively – in order to identify the foundations of Harold Bloom´s agonistic criticism and its rivals. By the end, it will be possible to verify that Harold Bloom´s critical performances always offered themselves as alternatives to major Literary Criticism trends that prevail or had prevailed in American Literary Studies: New Criticism, Deconstruction and Cultural Studies

Made available in DSpace on 2014-06-12T17:18:30Z (GMT). No. of bitstreams: 2 arquivo820_1.pdf: 6823769 bytes, checksum: e1626be15a2b966104722464918962fb (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2011 / Estudo teve como objetivo investigar a coreografia didática de professores para o uso de WebQuest em um ambiente online, compreendendo: a) a antecipação do professor no planejamento da WQ para um ambiente online; b) a colocação em cena do professor na execução da WQ para um ambiente online; c) a visão dos alunos sobre a coreografia didática do professor com o uso da WQ para um ambiente online. Neste sentido estruturamos nosso trabalho em dois estudos, considerando o planejamento de duas WQs e os depoimentos dos envolvidos no processo da coreografia didática do ensino online: professor conteudista, professor executor, tutor virtual e estudantes. Para isso, analisamos WQ de duas disciplinas e realizamos entrevistas com professores, tutores e alunos das mesmas. Para análise utilizamos a Análise de conteúdo a partir das categorias definidas a priori: os elementos que consistem na estrutura da WQ. A partir dos resultados investigados pelas etapas acima descritas, constatamos que embora haja interesse e compreensão da importância da WQ no contexto da educação online, os professores ainda precisam conhecer mais a metodologia da WQ; e em sua antecipação devem levar em conta: melhorar a aprendizagem colaborativa dos alunos; melhorar as relações sociais do grupo de estudantes; melhorar e incrementar o uso de recursos didáticos tecnológicos que a Web 2.0 disponibiliza como uma forma a mais na aquisição do conhecimento; e na colocação em cena melhorar o espaço para a co-autoria de sentidos e significados entre os estudantes, bem como fazer uso da linguagem em tom dialógico em que possa aproximar o aluno dos passos do professor nessa coreografia didática. E que também a contextualização da Taxonomia Digital de Bloom provê um novo direcionamento para que as WQs possam ser melhor antecipadas e colocadas em cena

Att skapa rättvisa prov är något av det svåraste som finns för alla lärare. Denna rapport redogör för ett undervisningsförsök i att praktiskt använda Bloom´s reviderade taxonomi för att validera frågorna till ett prov, som byggs upp för och genomförs på dator. Undersöknings-gruppen utgörs av mina elever som läser kursen programmering A på gymnasienivå. En norsk undersökning har tidigare visat att pojkars provresultat höjs om proven utförs på dator, vilket också visade sig bli resultatet i min undersökning. Men till skillnad från den norska undersökningen så ökade också flickornas resultat i min undersökning. Med hjälp av denna teknik att skapa prov, skulle det vara enkelt och möjligt att skapa nationella datorbaserade prov inom flera olika kurser som skulle kunna vara till hjälp för lärare ute i landet att hitta rätt kunskapsnivå på kurserna.

Magíster en Antropología y Desarrollo / No autorizada por el autor para ser publicada a texto completo / En el 2004, el Mineduc realiza un estudio cualitativo sobre el currículum evaluado en el aula. Entre los resultados comparativos se destaca que el trabajo en habilidades se incrementa a medida que se avanza en los niveles educacionales, pero en enseñanza media se concentra en habilidades de nivel medio. Al detenerse el ascenso en la gradiente de habilidades en enseñanza media, surge la pregunta por las características de los profesores de 8° básico, y su alto manejo en habilidades superiores. La tesis realizada explica esta situación a partir de dos movimientos. Por un lado, la gradiente ascendente del desarrollo de habilidades en las oportunidades de aprendizaje contenidas en las evaluaciones, se explica por los conceptos arraigados en el imaginario docente de la Taxonomía de Bloom. Por otro, este trabajo se ve truncado en Enseñanza Media por la presiones que ejerce en la práctica en el aula las demandes de la Prueba de Selección Universitaria (PSU), por el acento contenidista que la caracteriza. Cabe señalar que se trata de una investigación que se lleva a cabo a partir de las nociones de Campo y Habitus, desarrolladas por Pierre Bourdieu

La Seine est un écosystème profondément affecté par les activités humaines. Il a subi des changements améliorant le traitement des eaux usées parisiennes et les apports diffus de l'agriculture. Des campagnes de prélèvements en profils longitudinaux ont été menées à l'amont et à l'aval de la station d'épuration Seine-Aval (step SAV) pour décrire la dynamique de l'azote et des activités des micro-organismes nitrifiants et la comparer aux observations disponibles antérieures à l'implémentation d'un traitement de l'azote. Les résultats prouvent que la step SAV rejette moins d'ammonium et plus d'organismes nitrifiants mais avec un développement plus lent et moins important qui disparaissent en aval améliorant le déficit en oxygène en Seine. De plus, le bilan et le rôle du phosphore ont été démontrés avec des apports au milieu fluvial diminués d'un facteur 2.7 depuis le début des années 2000. La mesure expérimentale des paramètres de l'adsorption du phosphore sur la matière en suspension a permis d'affirmer que ceux-ci sont influencés par les rejets des stations d'épuration mettant en oeuvre un traitement du phosphore. Nous montrons, par modélisation, que la dynamique de développement des algues est sensible au processus d'adsorption du phosphore. Les changements apparus dans la fréquence et l'intensité des blooms algaux en Seine peuvent s'expliquer par la réduction de la charge ponctuelle en phosphore. Avec des concentrations en orthophosphates proches de la limitation dans les secteurs amont, une modélisation précise de l'apparition du phytoplancton à l'échelle du bassin versant reste cependant encore difficile avec les outils mécanistiques actuels que nous avons développés. / The Seine river system is an ecosystem deeply affected by human activities. The new water quality requirements have led to significant changes. We provided an overview of nitrogen transfers in the Seine basin. We conducted sampling campaigns in order to describe the dynamics of nitrogen and nitrification. Furthermore, we compared our results with the observations before the implementation of nitrogen treatment at the wastewater treatment plant Seine Aval (WWTP SAV). The results proved that the WWTP discharges less ammonium and more nitrifiers but with a slower development than before. These communities disappear downstream, without causing low oxygen concentrations in the lower Seine and its estuary, as they did before... A simplified modelling of nitrogen concentrations and nitrification before and after the implementation of nitrogen treatment helped to reproduce the past and the present trends.Moreover, the assessment of the fluxes and the analysis of the role of phosphorus were realized. The inputs to the river system have been reduced almost three times in the early year 2000. The experimental measurement of phosphorus sorption characteristics onto suspended solids has shown that particles could be affected by the discharges coming from the WWTP SAV after the introduction of an advanced treatment. We show also by modelling, that the algal growth is very sensitive to adsorption process. The changes in frequency and amplitude of algal blooms observed in the Seine can be explained by the reduction of point phosphorus loadings. The modelling of algal blooms throughout the entire basin remains difficult with the currently available mechanistic tools.

This study maintains that although Gaspara Stampa's Rime (1554) appears to straddle two popular literary genres-lyric poetry and autobiography-analysis of the Rime within its cultural context demonstrates that while Stampa (1523-1553) used Petrarchan conventions, she also both borrowed and swerved from Giovanni Boccaccio's Elegy of Lady Fiammetta (1334-1337) to imagine a non-Petrarchan narrative of an abandoned woman. In the Renaissance, lyric poetry and autobiography were distinguished not only by their style-prose vs. verse-but, more importantly, by the treatment of their distinctive subject matter. Lyric poetry focused on those emotions involving love, whereas Renaissance autobiography shunned emotions. A comparative analysis of the Rime with the Elegy concludes that the Rime is not a lyric version of Boccaccio's Elegy; however, a consideration of Harold Bloom's "anxiety of influence" demonstrates that although Stampa borrowed the Boccaccian idea of the woman as narrator to tell the story of love and abandonment, she creatively adapted-or, to use Bloom's term, swerved from-Boccaccio's presentation of the abandoned narrator's psychological pain. Instead, Stampa depicts the frustrations and the pain of the narrator whose love is unrequited although her beloved remains nearby.

Excess nutrients from human activity trigger toxic cyanobacterial and algal blooms, creating expansive hypoxic dead zones in lakes, damaging ecosystems, hurting local economies, undermining food and water security, and directly harming human health. To identify when and where nutrients limit phytoplankton and cyanobacterial growth, and cyanotoxin concentrations across Utah Lake, USA we conducted four in-situ bioassay studies (563 cubitainers or experimental units) that experimentally added N, P or N+P over the spring, early summer, summer, late summer, and fall in lake water from the top 20 cm of the water column. For our purpose, we defined total phytoplankton as all prokaryotic or eukaryotic organisms containing chlorophyll-a. We evaluated changes in chlorophyll-a and phycocyanin concentrations; the abundance of cyanobacterial species and total phytoplankton species or divisions; cyanotoxin concentrations of the microcystin, anatoxin-a, and cylindrospermopsin; DIN, SRP, TP, and TN concentrations; and other water chemistry parameters. We found that the nutrient limitation of cyanobacteria, and to a lesser extent phytoplankton, was influenced by season and space. Cyanobacteria were often co-limited in the spring or early summer, limited by a single nutrient in the summer, and not limited by N or P in the late summer and fall. Alternatively, phytoplankton were co-limited from the summer into the fall in the main body of the lake and either N limited or co-limited continually in Provo Bay. Microcystis, Aphanocapsa, Dolichospermum, Merismopedia, and Aphanizomenon spp., and Aulacoseira and Desmodesmus spp. and two taxonomical categories of algae (i.e., unicellular and colonial green algae) were primarily associated with cyanobacteria and phytoplankton nutrient limitations. Concentrations of the three cyanotoxins demonstrated a seasonal signal and loosely followed the growth of specific cyanobacteria but was not dependent on total cyanobacterial cell density. The DIN and SRP were biologically available in all water and nutrient treatments with nutrient concentrations declining over the incubation period, suggesting that nutrient levels were not oversaturated. Our results offer insights into specific nutrient targets, species, and, and cyanotoxins to consider in the future to manage Utah Lake.

Using read-aloud as a reading tool in the classroom allows students to connect with books and other texts before they can read for themselves. Reading aloud opens opportunities for interaction in the form of new words, expressions and contexts being exchanged between teacher and students. Furthermore, this can be done by giving students an understanding of what is being read as well as an increased vocabulary. The purpose of this literature study is to find out what research says about how teachers' planned reading affects students' language development, and more specifically to answer the questions: How can Bloom's revised taxonomy contribute to teachers' work with structured reading? In which way can read-aloud affect students' vocabulary and reading comprehension? In order to answer the questions and achieve the purpose of the study, we have systematically developed, analysed and compiled scientific studies on specifically read-aloud, and Bloom's taxonomy. We did our research on ERIC EBSCO in order to find articles which could lead us to some results. Our results show that teachers planning, structure and picking out keywords helps students develop vocabulary & reading comprehension. The book selection is an important factor when it comes to students gaining a comprehension. Interactive read-aloud plays a significant role in developing students' word skills. Further research can take the form of investigating how the application of Bloom's taxonomy in planning for read-aloud can take place in Swedish schools.

Thesis (Ed.D.)--Boston University / This paper assesses the legacy of Allan Bloom. Particular focus is given to Bloom's book The Closing of the American Mind, published in 1987. Chapter One discusses the scholarly and commercial appeal of The Closing of the American Mind. The chapter also raises the question that this paper attempts to answer-Is The Closing of the American Mind nothing more than a publishing success and what Sidney Hook described as a "noble failure," or is it a work of lasting significance that has implications for higher-education policy and reform? Chapter Two describes the climate of the University of Chicago that Bloom entered in the mid-1940s. The longtime president of the University, Robert Maynard Hutchins, and his colleague Mortimer Adler are profiled. The chapter also provides profiles of Bloom's mentor, Leo Strauss, and Strauss's disciples, the socalled "Straussians." Some works from Strauss and the Straussians are reviewed. Chapter Three provides an in-depth examination of four axial terms: 1) Reason, 2) Nature, 3) Eros, and 4) Soul. In this chapter, much of Plato's teaching and Bloom's analysis of Plato's teachings are discussed. Chapter Four is a thematic analysis of Bloom's book. Bloom's views on philosophy, poetry, and the permanent questions are examined. This chapter also delves into Bloom's arguments about education and character, and his views on democracy and its homogenizing effects. The chapter concludes with an analysis of Bloom's position on whether educational change is more a proposition of general reform or individual example. Chapter Five presents favorable and unfavorable reviews of The Closing of the American Mind. Key arguments are categorized under 12 sections that serve as indicators of higher-education disputes in America. Chapter Six is the conclusion, and it assesses the strength of Bloom's educational legacy. The study concludes that Bloom's arguments are still valuable, but attempts at educational initiatives will probably fail if they are perceived as "turning back the clock," rather than a movement toward shared core beliefs from which many contemporary educational initiatives have drifted. / 2031-01-01

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