O presente trabalho representa um esforço de sistematização do grande número de reflexões que surgem das experiências de educomunicação desenvolvidas por três escolas da cidade de São Paulo com realidades socioculturais significativamente diferentes: uma escola pública da periferia de São Paulo, um colégio católico particular e uma escola indígena Guarani. Estas comunidades interagiram por meio de diversas mídias na criação de diálogos e debates, e realizaram encontros com enfoque na discussão da Ecologia e Cultura da Paz. A pesquisa, portanto, pretendeu descrever os processos de integração sociocultural que estas três comunidades educacionais viveram. A noção de pobreza espiritual/existencial foi parte importante das reflexões da pesquisa uma vez que reúne uma ampla gama de idéias e representações presentes nas comunidades participantes relativas à crise cultural e de valores que afeta seu convívio. No mês de maio de 2009 foram realizadas entrevistas com crianças, jovens e adultos de cada uma das três escolas antes de realizar os encontros. No mês de dezembro de 2009 as mesmas pessoas foram entrevistadas visando verificar possíveis mudanças ao comparar suas expectativas, atitudes, imaginários e a respeito do que afirmaram sobre os fundamentos do processo de integração que as experiências interculturais permitiriam a crianças, adolescentes, pais e educadores das três escolas participantes / This work represents an effort to organize the large number of ideas that emerge from the experiences of edu-communication developed by three schools in the city of São Paulo with significantly different sociocultural realities: a public school of São Paulo, a private Catholic College and a Guarani indigenous school. These communities have interacted through various media in creating dialogues and debates, and met with a focus on discussion of ecology and culture of peace. The search, therefore, wished to describe sociocultural integration processes that these three educational communities lived. The notion of \"spiritual/existential\" poverty was important part of search reflections since gathers a wide range of ideas and participating communities attend representations concerning cultural crisis that affects our life values. In May 2009 were conducted interviews with children, teenagers and adults in each of the three schools before the meetings. In December 2009 the same people were interviewed to check potential changes to compare their imaginary expectations, attitudes, and what they said about the basics of the integration process that intercultural experiences allow children, teenagers, parents and educators of the three participating schools

O presente trabalho representa um esforço de sistematização do grande número de reflexões que surgem das experiências de educomunicação desenvolvidas por três escolas da cidade de São Paulo com realidades socioculturais significativamente diferentes: uma escola pública da periferia de São Paulo, um colégio católico particular e uma escola indígena Guarani. Estas comunidades interagiram por meio de diversas mídias na criação de diálogos e debates, e realizaram encontros com enfoque na discussão da Ecologia e Cultura da Paz. A pesquisa, portanto, pretendeu descrever os processos de integração sociocultural que estas três comunidades educacionais viveram. A noção de pobreza espiritual/existencial foi parte importante das reflexões da pesquisa uma vez que reúne uma ampla gama de idéias e representações presentes nas comunidades participantes relativas à crise cultural e de valores que afeta seu convívio. No mês de maio de 2009 foram realizadas entrevistas com crianças, jovens e adultos de cada uma das três escolas antes de realizar os encontros. No mês de dezembro de 2009 as mesmas pessoas foram entrevistadas visando verificar possíveis mudanças ao comparar suas expectativas, atitudes, imaginários e a respeito do que afirmaram sobre os fundamentos do processo de integração que as experiências interculturais permitiriam a crianças, adolescentes, pais e educadores das três escolas participantes / This work represents an effort to organize the large number of ideas that emerge from the experiences of edu-communication developed by three schools in the city of São Paulo with significantly different sociocultural realities: a public school of São Paulo, a private Catholic College and a Guarani indigenous school. These communities have interacted through various media in creating dialogues and debates, and met with a focus on discussion of ecology and culture of peace. The search, therefore, wished to describe sociocultural integration processes that these three educational communities lived. The notion of \"spiritual/existential\" poverty was important part of search reflections since gathers a wide range of ideas and participating communities attend representations concerning cultural crisis that affects our life values. In May 2009 were conducted interviews with children, teenagers and adults in each of the three schools before the meetings. In December 2009 the same people were interviewed to check potential changes to compare their imaginary expectations, attitudes, and what they said about the basics of the integration process that intercultural experiences allow children, teenagers, parents and educators of the three participating schools

Title from PDF of title page. / Document formatted into pages; / Thesis (EDS)--University of South Florida, 2003. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: Congruence Among Mathematics Skills Used On The Job By Practical Nurses vs. The Prerequisite Skills Required For Admission Into The Practical Nursing Program G.H. Clary ABSTRACT The standard for evaluating a student&softsign;s mathematic ability (grade level) for admission to many vocational-technical programs is through the administration of the Tests of Adult Basic Education (TABE). There has come forth a concern from vocational educators, that students entering programs may not be prepared for the mathematics required by the curriculum, even though the student has met the criteria for entry as established by the state curriculum frameworks as evidenced by their scores on a TABE which had recently been administered. Furthermore, questions raised among instructional, administrative and guidance personnel about the congruence of math skills required on the TABE vs. / ABSTRACT: those used by practical nurses on the job supported the need for a study to determine the congruence of these sets of mathematics skills. Using the OMRA inventory developed by David Pucel, the mathematic operations required for job related math applications are indicated by samples collected from active nursing practitioners. Three analysis teams consisting of practical nurses and math experts were established and determined the math operations required for solving the job related math samples collected. The math skills tested by the TABE were then compared to the job related math samples. With the math operations of the variables ranked, the Spearman Rank Correlation was used to evaluate the correlation across the TABE and the mathematic job requirements of practical nursing. Based on 19 math operations identified from the Practical Nursing job math requirements, the results showed that there was little correlation among these two variables (r=. 4974). / ABSTRACT: Keywords: Practical Nursing, Mathematics Skills, Postsecondary Vocational Education, TABE. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

This work is to compare two online testing systems – EDU Campus and TestTool4. The first one is using various types of standard test questions with the emphasis to math-based subjects. It has some unique features too. The second one is using graphical model based approach to the testing of the knowledge.

En el año 2014, en el marco del curso de Taller de Evaluación de Proyectos, un grupo de alumnos integramos un equipo evaluador para medir los impactos que dejó el proyecto Mi Comunidad, Mi Agua en cuanto a la gestión del agua y el saneamiento. Decidimos focalizar nuestros esfuerzos en una de las cuatro zonas de intervención del proyecto. El presente artículo, presenta algunos resultados y reflexiones a partir de la experiencia de evaluación en el distrito de La Matanza, localidad en la que pudimos aproximarnos a los resultados de un proyecto con un modelo de comunicación para el cambio social y un enfoque de desarrollo de capacidades en el que se concatenan el edu-entretenimiento y el manejo de recursos radiofónicos.

This diploma thesis discusses the connection trough the programmable automation (PLC) with a personal computer (PC) for the purpose of operating software simulation in NI LabVIEW. Diploma thesis is divided in two main parts. Design and manufacture of the communication unit, which is in charge of communication between PC and PLC and further programming simulation models in software NI LabVIEW.

This thesis describes the design and implementation of extension of laboratory training model PIC Edu Kit. It is about set of wireless sensors. These sonsors have to measure temperature and deformation. Mesure of temperature was realized by temperature resistive sensor Pt100 and deformation by resistive tenzometr. These wireless moduls comunication on protocol Wi-Fi. In this work is introduced propose of measuring dictucts for measure of temperautre and deformation. There is evidenced their realization, showed software for receiving dates on PC and programme for the microcontroler.

Syftet med studien är att studera pedagogers olika förhållningssätt gentemot barn och hur barn i sin tur kan agera utifrån hur de blir be bemötta av pedagoger i förskolan. Problemställningen i studien är att barn kan bli påverkade av pedagogers förhållningssätt och som kan leda till svårighet i barns kommunikation och relationer till andra individer. Metoden utgår från observationer och intervjuer där två pedagoger förhåller sig olika till barnen. Resultatet av studien visar hur pedagogernas olika förhållningssätt påverkar barnen i deras relation till andra individer.Textens fokus utgår från relationen mellan pedagog och barn samt barn och barn med teoretisk utgångspunkt i relationell pedagogik. Relationell pedagogik innebär att det är kommunikationen och mötet mellan individer som är centralt i utveckling av kunskap och färdigheter. Centrala begrepp i studien är attunement, relationskompetens, relationsnät, omsorgsetik och edu-care. Studien är ingen guide till hur den ”rätta och goda ” pedagogen förväntas vara utan för att påvisa hur pedagogers olika förhållningssätt kan påverka barns relation och kommunikation med varandra.

No description available.

The Master's thesis focuses on loading patterns of nuclear reactors VVER. It describes the whole process of fuel cycle, since production to storage or reprocessing. The author puts emphasise on the middle part of fuel cycle in Czech nuclear power plants - Dukovany and Temelín and he also explains which fuels are used in both power plants now and which were used in history. The thesis also contains a basic overview of approaches to loading patterns optimisation in foreign countries. The final part of the thesis discusses practical calculation of loading patterns in the Block III of Nuclear power plant Dukovany, by using optimisation programme Athena and Moby-Dick macrocode.