All athletes are driven by motivation, sources or reasons to push their bodies to their limits and continue to do so regularly. There have been several studies concerning motivation in typical athletes, and many regarding social motivation in people with High Functioning Autism (HFA), however most have been limited to children, and there have been no investigations into HFA athletes’ motivation. The current study looks into the role of social dimensions in athletics, and tests how one’s gender and placement on the Empathy Questionnaire (EQ), Systemizing Questionnaire (SQ), and on the Autism Questionnaire (AQ) affect intrinsic motivation in athletics. It was predicted that athletes with HFA would demonstrate greater levels of intrinsic motivation than those with lower scores on the Systemizing and Autism Questionnaires. The second hypothesis predicted that those who are more prone to systematizing (and perhaps higher on the AQ) would be more intrinsically motivated than those who are more prone to empathizing, as social rewards may not be as important to them. To uncover the differences between intrinsic motivation due to placement on the AQ, SQ and EQ, as well as differences between sexes and coaching feedback, a combination of Linear Regression Analyses, Independent Groups T-Tests and Correlations (n=25) were used. The first hypothesis was invalid due to lack of recruitment of HFA participants, but the second was supported by the data.

No description available.

This study explored how the use of real-life contexts influences South African Grade 8 learners’ responses in solving mathematical word problems. A mathematical task was given to investigate whether the influence exists and if so how. The study falls within a social constructivist framework which emphasizes construction of learners’ own knowledge in the learning process. Learners do so when they are able to recognize and interpret a mathematical task as one for which everyday knowledge as well as mathematical knowledge would be a relevant resource on which to draw. The research method employed was a case study. Data for the study was collected through written a mathematical task and individual learner interviews. In the report key issues are identified and discussed. They are concerned with (a) learners representation of a number and (b) learners’ mathematical and real-world knowledge. The study concludes that current use of word problems does not foster in learners realistic considerations even though the South African curriculum emphasizes the incorporation of everyday life experiences into mathematics. Rather than providing realistic contexts that encourage learners to use commonsense knowledge and experience in the problem-solving process, school word problems are perceived as artificial, undoubtedly solvable, but also that everything in the problem text is confined to relevance and no-ambiguity. The report concludes with recommendations for classroom practice, teacher education and further research.

Minga, Katunga Joseph (0301525P) mingajose@yahoo.com MA translation 2005 School of Literature and language studies Dr Inggs, J jinggs@languages.wits.ac.za / The research presented here analyses translations of Ngugi wa Tshiong’o’s children’s books from the point of view of Critical Discourse Analysis (CDA), as outlined by Norman Fairclough (1989, 1992). The research investigates whether an approach taking into consideration ideological issues in translation is most appropriate in translating Ngugi’s children books for a francophone child reader by giving them access to Gĩkữyữ culture. To achieve this objective, the French translations of selected ideologically embedded extracts of Ngugi’s children books (Njamba Nene and the Flying Bus and Jamba Nene’s Pistol) are compared. The translations were carried out in different socio-cultural contexts by translators of different origins (France and Cameroon). The results of this research show that the translated texts read differently from one translator to another. This suggests that certain ideological and other social factors influence translators, resulting in differing translation products. In this way, translation cannot be considered as a one-to-one transfer between languages. Nor can translation theory draw on one linguistic theory alone, however complex it may be. What is needed is “a theory of culture to explain the specificity of communicative situations and the relationship between verbalised and non-verbalised situational elements” (Nord, 1997:11).

O presente trabalho apresenta a análise de orações que contêm a preposição para acompanhada de verbos no infinitivo (para+infinitivo), iniciando orações subordinadas em discursos proferidos por alemães residentes em São Paulo, com o intuito de estabelecer se todas as orações, de fato, constituem a ideia de finalidade, ou se apresentam diferentes valores semânticos. O corpus é constituído por ocorrências retiradas de entrevistas com os referidos alemães feitas por mim. São entrevistas de caráter informal sem tema preestabelecido. A estrutura para+infinitivo foi utilizada em contextos semânticos que põem em dúvida seu valor de finalidade, sendo ambíguos ou apresentando desbotamento semântico. Esses outros sentidos, mais abstratos, indicam um processo de gramaticalização na língua portuguesa falada por esses alemães. A estrutura final na língua alemã apresenta variações: um...zu e damit. Além dessas estruturas, a forma zu+verbo no infinitivo responsável, segundo o Hochdeustch (alemão padrão), por indicar verbos no infinitivo, simplesmente, ou orações subordinadas reduzidas de infinitivo, também se apresentou em contextos que geraram dúvidas quanto à sua significação, sendo, por isso, considerada ambígua. Esse fato apontou para um processo de gramaticalização também na língua alemã. Por haver mais de um elemento na língua alemã traduzido para a língua portuguesa com o significado da preposição para, utilizei traduções (para o alemão) do corpus, bem como dados retirados de blogs alemães e jornais digitais alemães, a fim de estabelecer comparações para o desenvolvimento das análises. Este trabalho, dada sua natureza, pode ser uma relevante contribuição para a compreensão do processo pedagógico de ensino-aprendizagem da língua alemã enquanto L2, demonstrando que pode haver diferentes percepções semânticas de estruturas sintáticas tanto por parte dos alunos quanto dos professores ao produzirem discursos em L1 e em L2. / This work presents the analysis of sentences that contain the preposition to (para) accompanied of verbs in the infinitive (to+infinitive), beginning subordinate sentences in speeches uttered by resident Germans in São Paulo, with the intention of establishing if all the sentences, in fact, constitute the idea of purpose, or if they have different semantic values. The corpus is constituted by occurrences that came from interviews with the referred Germans done by me. They are interviews of informal character without a preestablished theme. The structure to+infinitive was used in semantic contexts that question its purpose value, being ambiguous or presenting semantic fading. Those other meanings, more abstract, indicate the grammaticalization process in the Portuguese language spoken by those Germans. The final structure in the German language presents variations: um...zu and damit. Besides those structures, the form zu+verb in infinitive, according to Hochdeutsch (pattern German), for indicating verbs in the infinitive, simply, or subordinated sentences reduced of infinitive, also came in contexts that generated doubts about its significance, being, for that, considered ambiguous. That fact appeared for a grammaticalization process also in the German language. For there being more than an element in the German language translated for the Portuguese language with the meaning of the preposition to, I used translations (for German) of the corpus, as well as data of German blogs and German online newspapers, in order to establish comparisons for the development of the analyses. The purpose of this work is to contribute in the pedagogic process of teaching-learning of the German language while L2, demonstrating that there can be different semantic perceptions of syntactic structures not only of the students but also of the teachers when they produce speeches in L1 and in L2.

Esta pesquisa, desenvolvida na linha de pesquisa de Poéticas Visuais, é constituída pela exposição Campo Neutral, realizada em 2013 no Museu da Gravura Cidade de Curitiba (MGCC) e a refexão crítica Campo Neutral: limites e tensões entre práticas artísticas, curatoriais e instituições de arte, aqui apresentada como um desdobramento da exposição. Para construção de um relato crítico que analisa a exposição, os trabalhos nela expostos e os respectivos contextos de produção e recepção, a tese concebe um campo teórico delineado pela relação entre crítica institucional e contextos institucionais precários. Compreendida como uma prática que estabelece uma relação crítica entre discursos e práticas artísticas, curatoriais e instituições de arte, a crítica institucional que, desde os anos 1960, é praticada e debatida por artistas, curadores, críticos e historiadores europeus e norte-americanos, é contraposta a práticas artísticas e curatoriais latino-americanas realizadas em contextos nos quais a existência das instituições é incerta, ou nula, tal qual a do MGCC. / This research, developed in feld of Visual Poetics, consists of the exhibition \"Campo Neutral\", held in 2013 at the \"Museu da Gravura da Cidade de Curitiba\" (MGCC), Brazil, and a critical refection \"Campo Neutral: limits and tension between artistic and curatorial practices, and art institutions\", represented here as a deployment of the exhibition. For the construction of a critical report that analyzes the exhibition, the works there exposed and their contexts of production and reception, the thesis delineates a theoretical feld outlined by the relationship between institutional critique and precarious institutional contexts. Understood as a practice that establishes a critical relationship between speech and artistic and curatorial, and art institutions, institutional critique that, since the 1960s, is practiced and discussed by artists, curators, critics, and European and American historians, is a counterpoint to artistic and curatorial Latin American practices carried out in context of which the existence of institutions is uncertain, or absent, like the MGCC.

Em que medida as vozes infantis são consideradas pelos educadores? Que marcas elas imprimem no cenário educativo? Balizada por essas inquietações, a construção da presente pesquisa objetivou compreender a articulação existente entre a voz infantil - concebida como as formas de manifestação do pensamento infantil, verbal e não verbal - e os contextos da educação da infância. Com esse propósito, o estudo problematizou as concepções de infância, criança e educação infantil, analisando os desafios e as possibilidades da consolidação de uma Pedagogia da Educação Infantil que considere a escuta das crianças, bem como o olhar infantil inédito e surpreendente sobre o mundo, como eixos fundantes da organização dos contextos educativos. O aporte teórico, que dialogou com os dados coletados da pesquisa de campo, foi constituído notadamente pelas produções e pesquisas oriundas ou inspiradas na abordagem Reggio Emilia, concernente à educação infantil, na teoria sócio-histórica de Vygotsky e nos pressupostos da Sociologia da Infância. Os encaminhamentos metodológicos desse estudo de caso, inspirado pelas orientações etnográficas, apontam para o desafio de construir um olhar pesquisador horizontal, mais próximo dos pequenos e não sobre eles, na busca de revelar as vozes infantis, desvelando sua polifonia, significado e importância. A construção metodológica do trabalho e sua efetivação no campo de pesquisa incluíram o registro em caderno de campo, fotos e vídeo-gravação. Os registros das professoras (Diário de Bordo) e os portfólios das crianças também constituíram fonte de análise, com o intuito de reconhecer como as vozes infantis impulsionam, interferem ou são consideradas como elemento constitutivo do fazer educativo. A pesquisa buscou, ainda, problematizar a discussão sobre o protagonismo compartilhado entre estes atores/autores de pouca idade e suas professoras, tendo como interlocutores um grupo de 24 crianças de 2 a 3 anos e 2 docentes, de um Centro de Educação Infantil da rede direta da cidade de São Paulo. A análise dos dados revelou, nesse percurso, como a escuta das vozes infantis favorece a construção de contextos educativos pautados na valorização e potencialização da autonomia infantil, na sensibilidade e acolhida das proposições das crianças, bem como no encorajamento de suas ações frente aos desafios, dando oportunidade para a construção de processo significativos de aprendizagens. / To what point are Children´s voices considered by educators? What influence do these voices have on the educational setting? Inspired by these concerns, the following research aimed to understand the connection between the young voice conceived here as manifestations of childhood thinking, both verbal and nonverbal, and the context of early childhood education. With this purpose the study questioned traditional conceptions of childhood, being a child and childhood education. It analyzed the possibilities and challenges of incorporating an educational pedagogy that considers the childs unique world perspective as referral base for the organization of educational contexts.This theory was based on the data collected from field research, and was inspired by the Reggio Emilia approach, concerning early childhood education; the Vygotsky Cultural-Historical theory and assumptions of childhood sociology. Referrals methodology of this case study, inspired by ethnographic guidelines, point to the challenge of having a closer horizontal look at children, listening to their voices, to understand their meaning and importance.The methodical construction of this work and its application in the research field included the register in a field notebook, photos and video recording. The teachers register (Diary) and the childrens portfolios were also source of analysis, with the objective of recognizing how children\'s voices impel, interfere or are considered as a constitutive element in making education. The research also wanted to discuss the issues on the roles of protagonists shared between these early age actors/authors and their teachers in a group of 24 children aged from 2 to 3 and 2 teachers, in a Public Early Childhood Center, in São Paulo, Brazil. Data analysis revealed in its course, how listening to childrens voices favors the construction of educational enhancement, guided by the maximization of children autonomy, sensitivity and acceptance of children´s propositions as well as in the encouragement of their actions to face challenges, creating opportunities to build meaningful learning processes.

Cette thèse vise à analyser les contextes et interactions qui président à la construction de processus identitaires d’élèves de cours moyen dans une école rurale. Elle repose sur une observation participante, dans une démarche réflexive : que se passe-t-il dans l’école qui favorise l’émergence d’une identité ? Quelles modalités communicationnelles y participent ?Après avoir souligné l’importance de facteurs fortement contraignants tels que les institutions et les caractéristiques de l’interaction, l’auteur dégage quelques conduites qui ne cadrent pas avec ces facteurs. Ces conduites engendrent des jeux de rôle, de scène et de représentation des individus.Les individus endossent des rôles qui leur permettent d’interagir avec autrui. Ils revêtent des atours pour mieux accréditer leur rôle. Ils peuvent alors se trouver catégorisés, étiquetés, voire stigmatisés.Mais il ne suffit pas que les individus portent un masque pour paraître ; il faut que leur “présentation de soi” évolue en représentation, sur scène, face à un public. Les individus, devenus acteurs, livrent alors une véritable prestation dans les parenthèses spatio-temporelles et actantielles de la situation ou au cours d’une “carrière”.Les processus qui s’élaborent sont nombreux, car l’enjeu est de s’insérer dans le groupe, de trouver une place, sa place.L’expérience de chaque acteur se trouve ainsi dépendante des choix individuels comme des relations et représentations collectives.Pour conclure, l’auteur souligne la prégnance des structures comme la force des individus qui échappent à celles-ci. Et c’est précisément parce que les individus sont capables de mettre en oeuvre de telles stratégies qu’ils créent des processus identitaires à leur mesure et à celle du groupe qui les voit naître. / This thesis aims at analysing the contexts and interactions leading the construction of identity process of CM children in a rural school. The thesis rests on a participative observation in a reflexive approach : what happens in school that can favor the emergence of an identity ? Which communicationnal modalities are involved ?After having accentued the importance of very restrictive factors such as the institution and the characteristics of interaction, the author emits some behaviors that do not frame with.These behaviors generate games of role, of scene and of representation of persons. People assume roles which allow them to interact with others.They choose ways to accredit their role. Thenthey can be categorized, labelled or even stigmatized. However a mask isn’t enough to appear : the self representation must evolve in representation on scene, face to a public. The persons, becoming actors, deliver then a show in the spatiotemporal and acting frames of the situation or in a career.There are many process because the stake is to fit in the group, to find a place, its place.The experience of each actor becomes in fact dependent on individual choices and on collective relationships and representations.In conclusion, the author points the importance of structures and the strength of persons that escape them. It’s because people are able to enforce such strategies that they can create identity process.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-07-06T16:23:30Z No. of bitstreams: 1 Felipe Lauermann Vielitz_.pdf: 3939203 bytes, checksum: 42bc2fe574d435820ca1199d59bff225 (MD5) / Made available in DSpace on 2018-07-06T16:23:30Z (GMT). No. of bitstreams: 1 Felipe Lauermann Vielitz_.pdf: 3939203 bytes, checksum: 42bc2fe574d435820ca1199d59bff225 (MD5) Previous issue date: 2018-03-27 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Com o crescimento da disponibilidade de dispositivos capazes de captar informações em seu entorno e da expansão da conectividade em dispositivos móveis, soluções relacionadas à Internet das coisas (IoT) estão passando a integrar cada vez mais aspectos da sociedade. Para que soluções de IoT possam emergir no mercado com sucesso, se torna necessário mais do que o tradicional uso da computação móvel dos smartphones e portáteis, passando a utilizar os objetos do dia-a-dia de uma forma interligada e adicionando fatores de inteligência aos ambientes. A busca pela criação de ambientes capazes de proatividade irá refinar as experiências da população tanto em questões vinculadas ao trabalho quanto ao lazer, propiciando objetos com características inteligentes que se adaptam a situação atual sem a necessidade de intervenção humana. De forma a prover essa adaptação ou resposta as situações em seu entorno, torna-se necessário que os ambientes estejam cientes de sua circunstância em dado momento, para tanto, propõe-se o desenvolvimento do CMFrame, um framework para o gerenciamento de informações de contexto captadas em um ambiente físico, na forma de histórico, através do uso de entidades hierárquicas e dinâmicas. A partir desse conceito, as entidades podem modificar sua organização hierárquica para assim redefinir a quem um determinado contexto está atrelado naquele instante. Os contextos atrelados a cada entidade também são dinâmicos, e podem armazenar diferentes quantidades de valores a qualquer instante, variando indefinidamente conforme a necessidade. O framework foi avaliado através do desenvolvimento de duas aplicações, em que foram averiguadas as características oferecidas pelo CMFrame quanto ao uso de suas entidades hierárquicas e dinâmicas. Os resultados dessa avaliação mostram que o framework atende as necessidades como um gerenciador de históricos de contextos, para situações que utilizem ambientes físicos com elementos inteligentes e aplicações que fazem a gerência do ambiente através da atuação sobre os mesmos. / With the increasing availability of devices capable of capturing information about their surroundings and the expansion of connectivity in mobile devices, Internet of Things solutions have come to integrate more and more aspects of society. In order for IoT solutions to emerge successfully in the market, it becomes necessary to employ more than the traditional mobile computing from smartphones and portables, instead making use of day-to-day objects in an interconnected way and adding intelligence to environments. The search for environments capable of proactivity will empower the experiences of the population both in matters related to work as those of leisure, providing objects with intelligent characteristics that adapt to the current situation without the need for human intervention With the intention of providing this adaptation or response to their surroundings, it becomes necessary that the environments be aware of their circumstance at any given moment, for this purpose, the development of CMFrame is proposed, a framework for managing context information captured in a physical environment, in the form of a history, through the use of hierarchical and dynamic entities. From this concept, entities can modify their hierarchical organization to redefine to whom a certain context is linked at that moment. The contexts attached to each entity are also dynamic and can store different amounts of values at any given time, varying indefinitely as the need arises. The framework was evaluated through the development of two applications, in which the characteristics offered by CMFrame regarding the use of their hierarchical and dynamic entities were investigated. The results of this evaluation show that the framework serves the needs as a context history manager, for situations that use physical environments with intelligent elements and applications that manage the environment by acting on them.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-12-06T18:30:35Z No. of bitstreams: 1 Adiel Praseres Chaves.pdf: 2615695 bytes, checksum: 02e6dc0584687daa967e60a4fc4c1b0b (MD5) / Made available in DSpace on 2016-12-06T18:30:35Z (GMT). No. of bitstreams: 1 Adiel Praseres Chaves.pdf: 2615695 bytes, checksum: 02e6dc0584687daa967e60a4fc4c1b0b (MD5) Previous issue date: 2016-10-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The study of quadratic function is considered fundamental to the field of mathematical knowledge, the connections that are established between this and other studies of Mathematics itself, by its application in problem situations of everyday life as well as in various fields, such as physics, chemistry, biology, economics, management and engineering: our goal is to analyze the contexts in which the study of the vertex of the parabola that represents a quadratic function presents the approaches of Mathematical textbooks of high school of the PNLDEM ( 2015). In order to achieve the desired goal, sought answers to the question: in what contexts, the study of the vertex of the parabola that represents a quadratic function appears in the math textbook approaches of the first grade of high school of the PNLDEM (2015). This research is qualitative, documentary in nature and support the anthropological theory of Didactic, more precisely, the notions of praxeológicas organizations. One of the results was that the tasks reviewed have status of example application which puts at stake the mobilization of properties of parabola vertex coordinates that represent this function, but also the determination of the formation of this function from the coordinates of the points of the curve represent / O estudo da Função Quadrática é considerado fundamental para o domínio do conhecimento matemático, pelas conexões que se estabelecem entre esta e outros estudos da própria Matemática, pela sua aplicação em situações-problema do cotidiano, assim como em diferentes domínios, tais como Física, Química, Biologia, Economia, Administração e Engenharia. Nosso objetivo é analisar os contextos nos quais o estudo do vértice da parábola que representa uma função quadrática apresenta-se nas abordagens de livros didáticos de Matemática do Ensino Médio aprovados no PNLDEM (2015). No intuito de alcançar o objetivo desejado, buscou-se respostas à pergunta: em quais contextos, o estudo do vértice da parábola que representa uma Função Quadrática apresenta-se nas abordagens de livros didáticos de Matemática da 1ª série do Ensino Médio do PNLDEM (2015)? Esta pesquisa é qualitativa, de natureza documental e tem como apoio a Teoria Antropológica do Didático, mais precisamente, as noções de organizações praxeológicas. Um dos resultados encontrados foi que as tarefas analisadas têm status de exemplo de aplicação que colocam em jogo a mobilização de propriedades das coordenadas do vértice da parábola que representam a referida função, mas também a determinação da lei de formação dessa função, a partir das coordenadas dos pontos da curva que a representam