This portfolio is a compilation of beliefs about effective foreign language (FL) teaching. The core of this portfolio is a teaching philosophy, in which theories, such as comprehensible input, teacher and student roles, and activities are explained. The teaching philosophy is accompanied by a reflection of the authors teaching observed from a video. Following the teaching philosophy and personal teaching reflection are three artifacts centered on language, culture, and literacy. The language artifact contains an observational study in which instructors’ practices are compared with their beliefs. The cultural artifact is focused on storytelling. Many civilizations employ storytelling in the form of oral traditions to pass on learning. In the artifact, effectiveness of storytelling as an approach to FL teaching and learning is examined. The literacy artifact is a proposal for a research study. In the proposal, questions are raised about the effectiveness of computer-aided support materials offered to students as they navigate various texts. The final sections of the portfolio contain a “looking forward” section, an annotated bibliography, and references.

In this dissertation, I investigate the characteristics and quality of liminality among the Tibetan exile community in Dharamsala, India, and the United States. I argue that the quality of their liminality defines this exile community’s ability to maneuver and voice their influence to geo-political community of states that surround them, all while within their liminal condition. The Tibetan exile people live as stateless foreigners in India but have a better standard of living and better opportunities to acquire transnational resources than their surrounding host community. In the U.S., Tibetan diaspora people live as asylum-seekers and naturalized Tibetan-Americans but have established a popular political campaign (which enjoys the support of considerably many Americans) addressing the plight of Tibetans imposed by China. I argue that the Tibetan diaspora have achieved this unique social and political success as a marginalized community by adopting a cultural practice that I call “flexible liminality.” Flexible liminality is a Tibetan cultural practice that helps transient people adjust to any situation, people, and geo-politics circumstance. Flexible liminality relies on two factors: first, political interest from various nation-states; second, a group’s ability to adjust their cultural practices to match external influences. In the case of the Tibetan exile community, it is important to note that they are excluded by multiple nation-states (China, India, the Western countries) in different ways simultaneously. Therefore, the world collective of Tibetan refugees are not fixed in one state of liminality but experience a variety of liminalities in relation to different nation-states. Second, the Tibetan exile community has adjusted their cultural practices to assimilate with host communities in whichever countries their exile-hood has landed them. Since Tibetans cannot acquire Indian citizenship, the Tibetan exile community uses India as a space to promote their political activism against China, and form better relationship with Western foreigners. In Dharamsala, the Tibetan community has organized institutions that guides Tibetan individuals to form relationships with foreign tourists, and acquire skills (i.e. language, behavior, education, philosophy) that would help them assimilate better when resettling in Western host countries. In both, Dharamsala and the U.S., the Tibetan diaspora have a cultivated cultural practice to advocate Tibetan political plight against China, and to communicate Tibetan religio-socio traditions with the foreign host community. As a result, Tibetans are able to achieve political popularity, and to socially draw empathy from foreign communities that aids in producing a space for Tibetan cultural preservation in exile. The case study on Tibetan exile community sheds a new light on the study of marginality/liminality. This dissertation showcases that there can be a spectrum for the quality of liminality that goes from flexible at one end to inflexible at the other end. Not all exile groups have the same condition of liminality, being an exile community can be beneficial or crippling somewhere in the spectrum. Tibetan exile community has achieved a flexible end of liminality in exile but there are other exile groups who may not have the same maneuvering ability as the Tibetan exile community. This theory of flexible liminality can be used to better understand the lives of exiles by characterizing and measuring the quality of their liminality.

Philosophiae Doctor - PhD (Nursing) / The number of healthcare institutions that has embraced Kangaroo Mother Care (KMC) as an effective and efficient method of neonatal care especially in Edo State, Nigeria has not multiplied even after more than a decade of its recommendation by the World Health Organisation (WHO) in 2003. Nigeria ranks seventh among the ten African countries where newborns have the highest risk of dying with over 700 newborn deaths per10, 000 live births. This is worrisome because Edo State is one of the 36 states in Nigeria that contribute about 6,700 neonatal deaths to the 255,500 mortality rate recorded in Nigeria annually. This has led to a concern about the knowledge and attitude of the key drivers in neonatal care of simplified methods aimed at reducing neonatal mortality despite previous training efforts. The development of a strategy to enhance the early implementation of the WHO KMC guidelines in all healthcare facilities across the state was therefore conceptualized. Strategies to increase implementation are considered important to the success of KMC because reducing neonatal mortality rate is contextual. This research aimed to explore and describe the application of the KMC guidelines by the nurses, administrators and parents of preterm infants in the care of premature babies and to develop strategies to enhance its early implementation in healthcare facilities in Edo State, Nigeria.

Orientador: Antonio Miguel / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-25T20:44:07Z (GMT). No. of bitstreams: 1 Jacobik_GuilhermeSantinho_D.pdf: 2687368 bytes, checksum: ee7603d287faca2548c123751b46cf03 (MD5) Previous issue date: 2014 / Resumo: Esta pesquisa empreendeu compreender como práticas culturais nem sempre legitimadas pela escola podem influenciar as práticas matemáticas escolares ou, de outro modo, como os diversos modos de vida das crianças são observados pela escola. Fez-se uso dos conceitos de aprendizagem situada e de comunidade de prática (LAVE; CHAIKLIN, 2001; LAVE; WENGER, 2002; entre outros) para travar um diálogo com os encontros e desencontros, congruências e incongruências da relação dos alunos com a cultura matemática escolar e a cultura e as formas de vida extraescolares. Realizamos pesquisa de campo que fez uso de entrevistas semiestruturadas e sessões interativas com coordenadores, professoras, alunos e pais, membros de duas comunidades de prática, escolas municipais de ensino fundamental de São Paulo (1º ano). Analisou a vivência doméstica que intermedeia outras práticas matemáticas associadas ao núcleo familiar, como as lições escolares para se fazer em casa e o papel (positivo e negativo) da mediação ou não por pessoas mais experientes; também a participação das crianças em situações/práticas de jogos regrados, ensinados ou não pela escola e a utilização de dinheiro nas práticas domésticas e escolares. Em suma, buscou travar diálogos entre formas de conhecimento e aprendizagem matemática em diferentes contextos de atividade humana, sobretudo, os contextos familiares e os escolares. De nosso diálogo com os colaboradores e outras fontes referenciais deixamos um rastro vasto e interessante de possibilidades de reflexão acerca do diálogo vida na escola, vida familiar comunitária e cultura matemática / Abstract: This research was undertaken to understand how cultural practice, not always recognized as legitimate by the school, can influence school mathematical practice or otherwise, as various lifestyles of children are observed by the school. There was use of concepts related to situated learning and community of practice (LAVE; CHAIKLIN, 2001; LAVE; WENGER, 2002; among others) to establish a connection with the agreements and disagreements, congruencies and inconsistencies of the relationship of students with school mathematics culture, culture in general and the extracurricular lifestyles. It analyzed the domestic experience that intermediates other mathematical practices associated to family¿s kernel, as homeworks and the role (positive and negative) of the mediation or not by more experienced people; it also assessed the participation of children in ruled games practice/situation, taught or not by the school, and the use of money in the household and school practice. In short, it aimed to establish a link between forms of knowledge and learning mathematics in different context of human activity, especially, in the family and school context / Doutorado / Ensino e Práticas Culturais / Doutor em Educação

International companies come in on contact with a lot of different national cultures. Especially with own co-operators(staff)and external partners (customers, supplier) of local companies and organizations, therefore member of foreign cultures, whose merits preferences and standard behaviours are different. It is possible to conceive international problems of leading as having a command of multicultural context and forming of corporate culture.

Philosophiae Doctor - PhD / Sudan is one of the countries with a large number of people who move around the country for safety and better living conditions due to conflicts and the long lasting war. These people are referred to as Internally Displaced People (IDPs), and most of them live in rural areas. The war in Sudan has led to socio-economic deterioration, and has negatively affected social services such as health and education, particularly in the IDP camps. As a result, children's access to education and the quality of education remain a great concern. Educational challenges include poor infrastructure, lack of facilities and teaching-learning materials, over-crowding and shortage of trained teachers. Illiteracy rates are higher among women, and the drop-out rates are higher among girls. It is believed that traditional socio-cultural practices are barriers to girls' access to education in this country. In light of the above, this study investigates factors which contribute to girls' construction of educational aspirations in the IDP camps of North and South Sudan. The girls' educational aspirations are explored in relation to gender empowerment discourses in order to gain an understanding of how gender empowerment is perceived and implemented by young females as they move between the school and home environments. It analyzes the impact of socio-cultural factors on girls' educational aspirations, perceptions and self-esteem in order to understand the significance of education within a gender empowerment framework in the lives of young girls 10 disadvantaged communities of Sudan. Through the lens of the Capabilities Approach and various Feminist views, the study explores how gender discourses in education are understood, and the extent to which they contribute to building girls' opportunities and capacities in the local context. The study provides an analysis of the girls' opinions of themselves, and the influence of socio-cultural factors on their inspirational plans and expectations. This study employed a qualitative case study design. Various qualitative data collection methods which include qualitative Life History Interviews (LHJs), In-Depth Interviews (IDIs), Focus Group Discussions (FGDs) and non-participant observations were used for triangulation purposes. Data were collected from two schools in IDP areas in North Sudan, Khartoum State and in Juba, South Sudan. The target groups were girls in Grades 6, 7 and 8. The teachers and girls' parents in the IDP communities were also involved in the study. The findings of this study indicate that the girls' educational aspirations are built around knowledge, agency and capabilities which appear to correspond with girls' empowerment and self efficacy. However, there a number of traditional socio-cultural practices which . seem to have a negative influence on girls' educational aspirations, and they tend to reinforce gender inequality and stereotypes in different ways. These practices are rooted in the patriarchal nature of the Sudanese society, and the manner in which children are socialized. Girls' educational aspirations in such contexts are subject to the life challenges that they experience in their environment, such as poverty and their perceived low socio-economic status at home and in school. This study concludes that girls' educational aspirations and perceptions are constructed and shaped within the gender role socialization and the traditional or patriarchal social system in Sudan. The home and school environments in disadvantaged communities of Sudan appear to reinforce gender inequality in the manner in which parents and teachers treat children. The entrenched socio-cultural practices and pressures seem to impact negatively on the school girls' educational aspirations, expectations and self-esteem. The research provides a number of recommendations which aim at bridging the gender gap in school and at home, in order to support girls' equal access to education. It recommends free gender biased school and home environments which provide equal education opportunities to both boys and girls for socio-economic empowerment.

No description available.

Submitted by admin tede (tede@pucgoias.edu.br) on 2016-09-12T14:33:47Z No. of bitstreams: 1 Júlio Cezar dos Reis Almeida Filho.pdf: 1352429 bytes, checksum: 4aa8ea973e58f1ab8d1a4831816a7bab (MD5) / Made available in DSpace on 2016-09-12T14:33:47Z (GMT). No. of bitstreams: 1 Júlio Cezar dos Reis Almeida Filho.pdf: 1352429 bytes, checksum: 4aa8ea973e58f1ab8d1a4831816a7bab (MD5) Previous issue date: 2015-08-03 / This dissertation offers an analytical and behavioural interpretation of functional relations in major environmental events found in the ethnogenesis of the Tapuios do Carretão (Goiás State, Brazil), events which result from a series of indigenist policies. Hence data was collected from Ossami de Moura's 2008 book Os Tapuios do Carretão: etnogênese de um grupo indígena do Estado de Goiás. Data collection and analysis employed the method proposed by Todorov et al. in 2004, following which book excerpts were selected and categorized so as to identify preceding events, as well as responses and consequences of the behaviour of individuals e.g. indians, missionaries, and settlers present in Moura's narrative. The major cultural practices under analysis were: 1) the establishment of the indigenist policy in the sixteenth century, 2) descimento expeditions and touring catecheses which led to the rise of bandeira expeditions and indigenous settlings, 3) defensive bandeiras (sixteenth century) and offensive bandeiras (seventeenth and eighteenth centuries), 4) the transformation of indigenous settlings (sixteenth to eighteenth centuries) into model settlings (eighteenth century), 5) the indigenist policy of the Marquis of Pombal, and 6) the resulting behavioural changes of settled indians. Macrocontingencies and metacontingencies enabled the identification of individual and cultural consequences, as well as of the evolution stemming from the abandonment of certain practices and the adoption of new ones in this process of selection by consequences marking the ethnogenesis of the Tapuios do Carretão. / Este trabalho teve como objetivo a interpretação analítico-comportamental de relações funcionais entre os principais eventos ambientais presentes na etnogênese dos Tapuios do Carretão (GO), os quais contribuíram para políticas indigenistas. Os dados foram coletados do livro “Os Tapuios do Carretão: Etnogênese de um grupo indígena do Estado de Goiás” de Ossami de Moura. Esta coleta e análise utilizou o método de Todorov e Cols. (2004) em que trechos do livro foram selecionados e categorizados, em que se buscou identificar os eventos antecedentes, as respostas e consequências dos comportamentos dos indivíduos (i.e., índios, missionários, colonos) presentes na narrativa de Moura (2008). As principais práticas culturais analisadas foram: 1) o estabelecimento da política indigenista no séc. XVI, 2) os descimentos e catequese itinerante que proporcionaram a emergência de bandeiras e aldeamentos, 3) as bandeiras defensivas (séc. XVI) e bandeiras ofensivas (séc. XVII e XVIII), 4) a mudança dos aldeamentos (séc. XVI ao XVIII) para aldeamentos modelos (séc. XVIII), 5) a política indigenista do Marquês de Pombal e, 6) a resultante mudança de comportamentos dos índios aldeados. As macrocontingências e metacontingências possibilitaram a identificação de consequências individuais e culturais, e ainda, a evolução com o abandono de algumas práticas e adoção de outras novas neste processo de seleção por consequências, presentes na etnogênese dos Tapuios do Carretão.

This thesis focuseses on archives and availability. The general public seem to have trouble finding their way tothe actual archives even though most archival institutions are easily accessed and provide interesting material.Maybe it is because archives are generally not as well known as other institutions within the ALM-area, eventhough the need to know ones history and identity is considered mainstream. Whether or not history takes off atthe archives is a complex question to answer. Archives, however, certanly contribute to our ideas of earlier timesand the concept of history.I have examined what archives do to make these contributions known to the general public and to whatextent they make their material avaliable. I have also looked into archival pedagogy since it is often connected toavaliability. Furhtermore, since the educational system of Sweden has decided that pupils should understand the correct historical sources archives and their material are now an important part of the historical education. This thesis focuses on the archival work and does not examine how the educational system of Sweden discusess regarding collaboration with archives.This is a two year master´s thesis.

The purpose of this study lies in investigating the embodied learning of applied aesthetics in our sense of balance in the educational space and how it can contribute to change one of a present major public health related problem, the problem of sedentary behaviour in school and society. The investigation is not an effect study, but aims to question our sensorial cultural practice of applied aesthetics, by looking at how we use our ability to balance in the educational space.  Introducing and including elements from the field of art, the aesthetics field of knowledge and life science, the question of acknowledging embodied learning is explored mainly in the sensorial cultural praxis of our ability to balance. Embodied praxis is represented by the Alexander Technique and Elsa Gindler’s concept, with relation to modern neuromechanics. An educational view of knowledge that unilaterally enhances and rewards abstraction as well as theoretical thinking, by validating matrices and merit points, creates unbalance. Treating this unbalance solely with physical exercises enhances the conflict of how to use learning time in school and seems not to lead to a solution. By seeing the educational space as a space of embodied practice the investigation is built around participants’ sense of balance in embodied learning during a school day. The established sensorial cultural practice of how we are using our sense of balance in movement responses is observed during a school day and in a complementary inquiry explored and discussed with the children. Also the time of sitting is measured. The qualitative analysis or reading in this research of embodied learning is done by analysing directions or pointing in poise in momentum for finding inclusive or exclusive corresponsive sensorial tendencies in relation to sensorial cultural practice, including individual, social and regulative aspects. The minor quantitative part in this investigation is looking at the time spent sitting during the school day in the given conditions for defining the pupils’ sedimentary behaviour. The found embodied learning was not noticably acknowledged and not commented by the teacher.  The learning sessions were varying in space, form and in their content. In spite of the attempt of the teacher to create moveability, the children were sitting 54%  or more of the day in school. Inclusive dynamic responsiveness gave ability to balance and promoted embodied learning. Isolated or excluded responsiveness did not noticably engage the sense of balance and did not promote embodied learning. It resulted into pointing or directing downwards and leaning forward, backward or inwards into supportive furniture in accordance with gravitation. The study finds that inclusive responsiveness increases aligned balancing in poise in momentum. In its conclusion the study recognizes the value and effect of physical activity, but argues that moving to be healthy is not effectively changing sedentary behaviour. It argues instead for embodied health sufficient moving on a general sensorial level.  To be able to use our sense of balance as function of intelligence, we still need to increase acknowledgment of our evolutionary inherited skill further. / Studiens syfte ligger i att undersöka möjligheten, att med embodied learning, lärandet genom estetisk sensorisk kommunikation och förtrogen inlärning, finna möjligheter att påverka ett av de stora folkhälsoproblemen, stillasittande beteende i skolan och i samhället. Arbetet utgör ingen effektstudie, utan syftar till att ifrågasätta vår sensoriska kulturella praxis och estetik, genom att undersöka hur vi använder oss av vårt balanssinne i skolan.  En pedagogisk syn på kunskap som ensidigt främjar och belönar abstraktion liksom teoretisk konception, genom meritpoäng och bedömningsmatriser, skapar obalans. Att genom enbart fysisk aktivitet försöka lösa denna obalans, förstärker konflikten om hur tiden i skolan ska fördelas och verkar inte leda till en tillfredsställande lösning av problemet.  Studien har en tvärvetenskaplig karaktär, där utbildningsvetenskapliga aspekter, konstnärlig forskning och naturvetenskap först presenteras och sedan inkluderas i frågan om hur embodied learning i relation till vår färdighet att balansera är igenkänd i skolans sensoriska kulturella praxis och estetik. Embodied praxis och dess användning, representerad genom Alexandertekniken och Elsa Gindlers koncept, är sedan närmare diskuterad, samt dess relation till modern neuromekanik. Genom att se skolan som en plats för embodied praxis, estetisk sensorisk praktik och förtrogenhetspraktik, bygger undersökningen på deltagarnas användning av balanssinnet, sett i hållningen i ögonblicket under en skoldag. Etablerad sensorisk kulturell praxis om hur vi använder vår förmåga att vara i balans observeras från ett intersubjektivt perspektiv. Detta kompletteras med samtal och enstaka explorationer, som utgör endast en mindre del i undersökningen. Även tiden för stillasittande mäts.  Den framtagna empirin av embodied learning analyseras kvalitativt. Detta sker genom att analysera riktningar i hållningen i ögonblicket, för att hitta inkluderande eller exkluderande motsvarande sensoriska tendenser i relation till individuell, social och reglerande sensorisk kulturell praxis. Den mindre kvantitativa delen i denna undersökning består av att mäta tiden som eleverna sitter under skoldagen, för att kunna analysera elevernas sedimentära beteende.   Resultaten visar att embodied learning inte var märkbart igenkänd och inte kommenterad av läraren. Undervisningspassen var varierande i rum, form och innehåll. Trots lärarens ihållande försök att skapa rörlighet, satt barnen minst 54 % av skoldagen. Inkluderande dynamisk sensorisk korrespondens resulterade i en väl fungerande funktionell användning av balanssinnet och främjade embodied learning. Isolerande eller uteslutande respons främjade inte den funktionella användningen av balanssinnet eller embodied learning märkbart. Resultatet visar också att elevernas hållningar största delen av tiden, visade riktningar som pekade nedåt, de lutade sig framåt, bakåt eller inåt och sjönk ner i möblerna i enlighet med tyngdlagen. Visade de en inkluderande korrespondens, ökade balanssinnets fungerande i hållningen i ögonblicket. Studien tillstår i sin slutsats att fysisk aktivitet är nödvändig och har effekt, men argumenterar, att röra sig för att vara frisk är inget effektivt sätt för att förändra stillasittande beteende. Resonemanget i studien leder i stället till att vi behöver röra oss generellt på ett införlivat hälsofrämjande sätt. För att kunna använda oss av vårt balanssinne på ett intelligent sätt, behöver vi fortfarande fördjupa förståelsen av vår evolutionärt nedärvda färdighet ytterligare. / <p>This interdisciplinary study in educational science includes elements from the field of art and aesthetics as well as life science.  The investigation is not an effect study. It is about our sensorial cultural use of balance, from the perspective of an embodied practitioner.</p>