近年來越來越多資訊應用領域，開始採用領域特定語言（Domain Specific Language）以表達並解決其領域問題。然而這些特定領域語言多數卻缺乏可大大提升生產力的高品質編輯輔助工具。其主因乃因為從頭開發一套高品質編輯輔助工具所費不貲，然這些特定領域語言普及程度卻遠不如一般通用語言，是以缺乏誘因驅使軟體商開發相關工具。為能快速開發輔助工具，現今的工具開發平台如Eclipse、IDEA，以及NetBeans等，均提供整合開發環境(IDE)的發展支援，以利開發者在平台上快速擴增新語言之編輯環境。即使如此，要發展一套IDE，開發者不僅需深入熟悉所用平台，而且仍需繁瑣與長時間之開發過程。基於此，為求更簡化IDE開發過程，本研究嘗試增強、重構先前開發之雛型系統EGOE【9】，發展出一套遵循模型驅動架構(MDA)之高品質語言編輯環境生成系統：EGOE II。經由此系統的輔助，IDE開發者僅需提供程式語言文法定義(Grammar)及IDE輔助機制客制化資訊，即能套用系統內部的模型轉換程式及程式樣板(Templates)，自動生成以Eclipse為平台的高效能、高品質，且提供豐富編輯輔助的程式語言IDE。 / In recent years more and more fields of applications began to use DSLs(Domain Specific Language) to solve their problems. However, most of these languages were created without accompanying high-quality language specific editors(LSE) to help increase the productivity of the language. The reason for the lack of such tools is mostly economic consideration: because of the very high cost of developing a LSE from scratch, it is not worthwhile to invest a LSE on a less frequently used language. To avoid developing an LSE from scratch, however, most present tool platforms such as Eclipse, IDEA or NetBeans have offered required editor frameworks and APIs to help developers to be able to build LSEs on these platform more quickly and easily. Even so, however, it is still thought hard to develop a LSE by way of platform support since developers need a long and steep learning before they can get adept at a platform and, moreover, the process of developing a LSE remains long, tedious and error-prone. Accordingly, to enable even quicker development of LSEs, we proposed and have developed in this paper a high quality editing environment generating system called EGOE II, which follows the MDA approach and is the refactoring and enhancement of our previous prototype EGOE system. With EGOE II, the developer need only offer an editor-specific specification of the target language, which includes the grammar and editor-related customization informations; he can then apply to it the model translator and program templates provided by the system to automatically produce a high-quality editor on Eclipse platform for the target language.

Submitted by admin tede (tede@pucgoias.edu.br) on 2016-08-18T18:15:27Z No. of bitstreams: 1 VERA MONICA QUEIROZ FERNANDES AGUIAR.pdf: 764980 bytes, checksum: ba96e9fdf69392c782de9ed14cd83182 (MD5) / Made available in DSpace on 2016-08-18T18:15:27Z (GMT). No. of bitstreams: 1 VERA MONICA QUEIROZ FERNANDES AGUIAR.pdf: 764980 bytes, checksum: ba96e9fdf69392c782de9ed14cd83182 (MD5) Previous issue date: 2011-08-19 / This dissertation has as aim to discuss about the familiar agriculture, that is need the sustainable development cause it is important to expand, to attend relevant businesses at the national and international mark, as an elevate degree of satisfaction and quality, to arouse to asks to sense of critics to relationship with the sustainability ideas. The importance this appear it is an opportunity of presents several ways using the protect of agricultural and agrarian political with a practical vision, discussions about popping, average for theories, because of the possibility and urgency a discover a balance to found results that to show the best side of the agriculture sector of rural credit as mechanism of growth, to put into effect of the sustainable development to amply for amplify actions to send to field of the sustainability of our Planet. This dissertation its a bibliography, and has an approach that contemplates a proposal of priories about the sustainability, indicating several theories premises connected with to familiar agriculture, to revision and to promote the essential life values. / O escopo desta dissertação consiste em delinear discussões centradas na temática da agricultura familiar, a qual necessita do desenvolvimento sustentável para se expandir, atender os mercados interno e externo, com um grau elevado de satisfação e qualidade, provocando interrogações ao senso de criticidade no que concerne à ideia de sustentabilidade. A relevância deste assunto traz a oportunidade de apresentar caminhos alternativos, com amparo de políticas agrícolas e agrárias, sob o ponto de vista prático; bem assim de debates fundamentados em renomados autores sob o prisma teórico, haja vista ser possível e urgente a descoberta de um ponto de equilíbrio na busca de resultados que induzam à melhoria do setor agrícola. Em torno da agricultura familiar existem inúmeras questões para se discutir, tais como a aplicabilidade do crédito rural como mecanismo de crescimento, a efetivação do desenvolvimento sustentável com fins de ampliar ações que se encaminhem para a sustentabilidade do Planeta. De cunho bibliográfico, esta dissertação está pautada em uma abordagem, a qual contempla a proposta de priorizar a sustentabilidade, a partir de vários pressupostos teóricos vinculados à agricultura familiar, a fim de rever e promover valores essenciais à vida.

This study examined correlations between four dimensions of maternal scaffolding, maternal beliefs and values, children’s temperament, and children’s performance and use of self‑regulation strategies on problem‑solving tasks. There are two foci of this study: examining factors that predict the quality of maternal scaffolding, and assessing the relationship between quality of maternal scaffolding and children’s problem solving. Participants consisted of 10 mother‑child dyads in the experimental group and 10 children in the control group. Using a pre- and post‑test design, children were given near and far transfer independent problem‑solving tasks. The experimental group also worked with their mothers on one task during a scaffolded interaction. Maternal beliefs predicted quality of maternal scaffolding, and quality of maternal scaffolding predicted children’s monitoring during the post‑test. Mothers’ scaffolding techniques appear to be related to their beliefs about parenting and educating children, and children appear to learn certain self‑regulation strategies during optimal scaffolded interactions.

本文研究的目的，在於重建清政府當時治理烏魯木齊地區所擬定的各項政策，在其實施之下的成果，如以人口遷移為主題的官辦資送移民政策，其成效為何？清政府採取的用人標準，及這批文、武官員，在行政及軍事方面的貢獻為何，吏治良窳與否？人力資源有了一定的數額之後，土地的開發狀況為何？在當時的大環境之下，犯罪現象的質與量，都與整個社會，不管是在人文或自然上的開發，都有息息相關的因果關係，隱藏在其間、惡化犯罪現象的因素是什麼？欲探究以上的這些子題，構成筆者為文最主要的研究目的；並藉以釋疑烏魯木齊地區在清政府精心治理之下，與往後在迭起不停的回疆事變中，是否在受到戰爭的影響之下，與整個大環境的局勢聯為一氣，發揮出地區平日蓄存的潛力，在相對比較之下，以供給者的角色扮演過去巴里坤的地位？又因形勢上的需要，過度的“付出”，導致烏魯木齊地區在發展上有了力不從心之憾，果若無此回疆亂事的波及，烏魯木齊地區的發展又會是怎樣的面貌呢？換一種方式來說，筆者所欲探究清乾嘉道三朝烏魯木齊地區開發的真正目的，是經過清政府的經營治理投資之下，最大的回饋表現在那裡？在什麼地方？是取之於其地，用之於本地？抑是造福於它地呢？是根據地區的需求來作相應且適度的回饋，抑是因政府的強力要求作過度的付出？果若是依前者的形勢而言，烏魯木齊地區的發展就顯得單純化，再若回疆發生事變時，不予相援，她內部的運作組織是否能在一波波的回疆亂事中，能屹立不搖地發展下去？或是仍舊在阿古柏征服新疆的一片浪潮中，如其它城市般，淪為阿古柏之地？要之，城市的發展受限是因自然性的衰落或是外力的破壞促使其走上沒落之途，是為筆者研究本文最終所欲得知的答案。

Neben der Frage nach der leistungssteigernden Wirkung von sogenannten "Ich-kann"-Checklisten auf die Metakognitionsstrategien der Schülerinnen und Schüler, geht die Arbeit auch den Fragen nach, welche Schülerinnen und Schüler "Ich-kann"-Checklisten nutzen, in welcher Form und unter welchen Kontextmerkmalen sie am wirksamsten sind. Dabei handelt es sich um Listen mit festgelegten, fachlichen und überfachlichen Kompetenzen einer bzw. mehrerer Unterrichtseinheiten, die in Form von „Ich-kann“-Formulierungen für Schüler geschrieben sind und die Aufforderung einer Selbst- und Fremdeinschätzung beinhalten. Blickt man in die Veröffentlichungen der letzten Jahre zu diesem Thema und in die schulische Praxis, so ist eine deutliche Hinwendung zur Entwicklung und Arbeit mit „Ich-kann“-Checklisten und Kompetenzrastern zu erkennen. Umso erstaunlicher ist es, dass diesbezüglich so gut wie keine empirischen Untersuchungen vorliegen (vgl. Bastian & Merziger, 2007; Merziger, 2007). Basierend auf einer quantitativen Erhebung von 197 Gymnasialschülerinnen und -schülern in der 7. Jahrgangsstufe im Fach Deutsch wurde über einen Zeitraum von zwei Jahren diesen übergeordneten Fragen nachgegangen. Die Ergebnisse lassen die Aussagen zu, dass "Ich-kann"-Checklisten insbesondere für Jungen ein wirksames pädagogisches Instrument der Selbstregulation darstellen. So fördert die Arbeit mit "Ich-kann"-Checklisten nicht nur die Steuerung eigener Lernprozesse, sondern auch die Anstrengungsbereitschaft der Schülerinnen und Schüler, mehr für das Fach tun zu wollen. Eine während der Intervention erfolgte Selbsteinschätzung über den Leistungsstand mittels der "Ich-kann"-Checklisten fördert dabei den freiwilligen außerunterrichtlichen Gebrauch. / This paper examines the performance enhancing effect of so called “Can Do” checklists on the metacognitive strategies of 13 to 14 year old Gymnasium students. This study analyzes which students actually use “Can Do” checklists, in what form they apply them, and the specific circumstances in which they appear to be most effective. These checklists define fundamental, subject-specific, and interdisciplinary competencies that are formulated into written “Can Do” lessons that require both self-assessment and third-party assessment. The increasing development and application of “Can Do” checklists and performance metrics is clearly seen both in the recent scholarly papers that address this issue and in classroom practice. The fact that this trend is emerging despite the lack of empirical studies is particularly surprising (e.g. Bastian & Merzinger, 2007; Merzinger, 2007). These salient questions were examined through analysis of a two-year quantitative survey that monitored two consecutive classes of 197 Gymnasium students in their German class during their 7th academic year. The results of this study indicate that “Can Do” checklists are an effective pedagogical tool for self-evaluation especially for boys. Applying this methodology both fosters self management of the learning process and motivates the student to invest more effort into the subject. The benefits of continuous performance self-assessment using “Can Do” checklists also transfer voluntarily beyond the classroom.

Submitted by Marcos Vinícius Azevedo da Costa (marcosvinibz@gmail.com) on 2016-02-18T17:10:53Z No. of bitstreams: 1 Dissertação Marcos Vinicius A. Costa.pdf: 2793214 bytes, checksum: 1808eb38009a46602b06965488d76e93 (MD5) / Approved for entry into archive by BRUNA BARROS (bruna.barros@fgv.br) on 2016-02-19T17:39:09Z (GMT) No. of bitstreams: 1 Dissertação Marcos Vinicius A. Costa.pdf: 2793214 bytes, checksum: 1808eb38009a46602b06965488d76e93 (MD5) / Approved for entry into archive by Maria Almeida (maria.socorro@fgv.br) on 2016-02-22T12:19:41Z (GMT) No. of bitstreams: 1 Dissertação Marcos Vinicius A. Costa.pdf: 2793214 bytes, checksum: 1808eb38009a46602b06965488d76e93 (MD5) / Made available in DSpace on 2016-02-22T12:19:55Z (GMT). No. of bitstreams: 1 Dissertação Marcos Vinicius A. Costa.pdf: 2793214 bytes, checksum: 1808eb38009a46602b06965488d76e93 (MD5) Previous issue date: 2016-01-26 / Microcredit has been used as a way to encourage small entrepreneurs to make grow their business, and the offering of these small loans has increased a lot in the last 15 years mainly because of legal frameworks and public policies that have developed this financial mechanism. In this area the appearance of the legal figure of the Microemprendedor Individual (MEI) in a context of formalization of informal microentrepreneurs proved to be a classic case of opportunity for the development of supply-oriented productive microcredit. Several microfinance products have been offered to microentrepreneurs, but it is not clear what are the preferences of entrepreneurs by differents microcredits products. This work contributes to this knowledge by presenting a conjoint analysis that reveals microentrpreneurs’ preferences for a number of relevant features of microcredit programs. Therefore aim to make a journey through the development and expansion of credit to microentrepreneurs market, focusing especially on their perception of microcredit features. / O microcrédito tem sido usado como uma forma de incentivar pequenos empreendedores a fazerem seus negócios crescerem, e a oferta desses pequenos empréstimos tem aumentado muito nos últimos 15 anos principalmente por conta de marcos legais e políticas públicas que tem desenvolvido esse mecanismo financeiro. Nessa seara o aparecimento da figura jurídica do Microempreendedor Individual (MEI) em um contexto de formalização de microempreendedores informais mostrou-se um caso clássico de oportunidade para o desenvolvimento da oferta do microcrédito produtivo orientado. Diversos produtos de microcrédito têm sido oferecidos aos microempreendedores, porém não é claro quais são as preferências dos empreendedores por diferentes produtos de microcrédito. Este trabalho avança esse conhecimento, apresentando uma conjoint analysis que revela a percepção de microempreendedores por diversas características de programas de microcrédito.

The research study was determined by the fact that child development is important and that teachers/caregivers must acknowledge every child's level of development, age, individuality, social and cultural background when planning a program. Children are complex beings and therefore the literature study focused on pre-schooler, three to five years, child development during this stage and domains and principles of development. Semi-structured interviews were based on literature study and used to guide the interviews. After analyzing the data themes and sub-themes was identified and verified with literature. The teachers/caregivers were able to share knowledge, experiences, needs and concerns. To conclude recommendations were made to help teacher/caregivers to plan how to include child development in their daily program. / Social Work / M.Diac (Play Therapy)

Submitted by Maria Suzana Diniz (msuzanad@hotmail.com) on 2015-11-23T13:49:09Z No. of bitstreams: 1 arquivototal.pdf: 1959802 bytes, checksum: 7c4299f2c3d9d2dd07a9cea00ea75cd5 (MD5) / Made available in DSpace on 2015-11-23T13:49:09Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1959802 bytes, checksum: 7c4299f2c3d9d2dd07a9cea00ea75cd5 (MD5) Previous issue date: 2015-03-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present dissertation has the objective of contributing to the learning improvement of children who are still undergoing their literacy studies. It is known that the early years of school life are the right time to prevent Functional Illiteracy. Children undergoing literacy studies do not learn to read and write by themselves, for they need a systematic and intense teaching-learning context along with the presence of a mediator who can provide them the necessary conditions to acquire such skills in the correct time; during their literacy studies. This dissertations proposes the execution of systematic activities aiming the development of the alphabetic writing in children of the 2nd year of elementary school who are still in the Pre-Syllabic level of writing. The activities performed were based in the studies of Lemle (1999) and Scliar-Cabral (2013), aiming the analysis of the improvement among the participating children by punctuating the improvements and difficulties along the process. To do so, writing tests were performed to analyze the improvement of the students, which could be divided into: (a) Initial Evaluation (Initial Diagnosis), to detect the subjects’ writing levels; (b) Execution of Practical Activities: initially aimed to literacy preparation, approaching the five problems described by Lemle (1999), followed by activities proposed by Scliar-Cabral (2013) and (c) a re-evaluation of the students’ writing levels (Final Diagnosis). The analysis of these activities application showed that they contributed to an improvement in the participants’ writing skills. Final Diagnosis pointed out that; out of 7 children who started in the Pre-Syllabic level, 2 advanced to the Alphabetic level, 2 to the Syllabic-Alphabetic level and 3 to the Syllabic level. These results show that when students are lead, through practical activities, to reflect over the Alphabetic Writing System, they improved their knowledge regarding this system e started to formulate hypothesis in the record of their writing. It is estimated that the objectives proposed for this research were achieved, for every participant presented some degree of improvement in their writing and started to create syllabic hypothesis over this system, the latter are responsible for the first tries of establishing relationships between the sonorous context and written language, period considered vital for the process of comprehension of the alphabetic writing. / A presente dissertação tem o objetivo de contribuir para melhoria da situação de aprendizagem entre crianças em fase de alfabetização. Entende-se que é nos anos iniciais da vida escolar que se pode começar a prevenção para o analfabetismo funcional. As crianças, em fase de alfabetização, não aprendem a ler e escrever sozinhas, pois necessitam de um contexto de ensino-aprendizagem sistemático e intensivo com a presença de um mediador que lhe dê as condições necessárias para essa aquisição acontecer no tempo certo, ou seja, na fase de alfabetização. Este trabalho propõe realizar atividades sistemáticas para o desenvolvimento da escrita alfabética com crianças do 2º ano do ensino fundamental que ainda se encontram no nível Pré-silábico de escrita. As atividades realizadas tiveram como aporte teórico Lemle (1999) e Scliar-Cabral (2013), objetivando a análise da evolução entre as crianças participantes, pontuando as evoluções e dificuldades frente ao processo. Para tanto, o presente trabalho tem o intuito de realizar testes de escrita a fim de acompanhar a evolução dos alunos e contou com os seguintes momentos-chave: (a) avaliação inicial (Diagnóstico inicial), para detectar os níveis de escrita dos sujeitos; (b) execução de atividades práticas: inicialmente, voltadas para preparação da alfabetização, abordando os cinco problemas descritos por Lemle (1999) e atividades propostas por Scliar-Cabral (2013) e (c) uma reavaliação dos níveis de escrita dos estudantes (Pós-testes). As análises da aplicação dessas atividades apontaram que as mesmas contribuíram para o desenvolvimento da escrita dos participantes. Segundo os diagnósticos finais, das 7 crianças que iniciaram em nível Pré-silábico, 2 avançaram para o nível Alfabético, 2 para o nível Silábico-alfabético e 3 para o Silábico. Esses resultados mostram que quando os alunos são levados, através de atividades práticas, a refletirem sobre o Sistema de Escrita Alfabética, apresentam uma evolução no entendimento desse sistema e passam a formular hipóteses no registro de sua escrita. Estima-se que os objetivos propostos pela pesquisa foram alcançados, tendo em vista que todos os participantes apresentaram desenvolvimento na sua escrita e chegaram a realizar hipóteses silábicas sobre esse sistema, sendo essas hipóteses responsáveis pelas primeiras tentativas de se estabelecer relações entre o contexto sonoro e a linguagem escrita, período considerado vital para o processo evolutivo de compreensão da escrita alfabética.

The presented diploma thesis examines the possibilities of developing algorithmic thinking in primary school pupils. Algorithmic thinking is a necessary tool for effective analysis of the problem and the creation of a procedure for its subsequent repeatable solution. The main research topic of this work is effective and efficient ways of developing algorithmic thinking, especially how to formulate a problem and how to develop algorithmic thinking with the greatest effect in the educational process. The work summarizes various ways of developing algorithmic thinking and the approach to its teaching. The concepts of computer thinking, algorithmic thinking, algorithm and algorithmization are defined and analyzed. Furthermore, contemporary means of developing algorithmic thinking described in the literature are specified. They are then critically evaluated and at the end of the theoretical part the most suitable set of means is selected and the way of their use is proposed. Action research was carried out in the circle of informatics at the primary school in Prague. The verification of the effectiveness of the selected instruments took place during fifteen sixty-minute lessons. The focus of this research lies in increasing the quality of pedagogical practice of the teacher, in the development of his didactic...

While the importance of social affect and cognition is indisputable throughout the adult lifespan, findings of how empathy and prosociality develop and interact across adulthood are mixed and real-life data are scarce. Research using ecological momentary assessment recently demonstrated that adults commonly experience empathy in daily life. Furthermore, experiencing empathy was linked to higher prosocial behavior and subjective well-being. However, to date, it is not clear whether there are adult age differences in daily empathy and daily prosociality and whether age moderates the relationship between empathy and prosociality across adulthood. Here we analyzed experience-sampling data collected from participants across the adult lifespan to study age effects on empathy, prosocial behavior, and well-being under real-life circumstances. Linear and quadratic age effects were found for the experience of empathy, with increased empathy across the three younger age groups (18 to 45 years) and a slight decrease in the oldest group (55 years and older). Neither prosocial behavior nor well-being showed significant age-related differences. We discuss these findings with respect to (partially discrepant) results derived from lab-based and traditional survey studies. We conclude that studies linking in-lab experiments with real-life experience-sampling may be a promising venue for future lifespan studies.