<p>Studies carried out by different scholars have shown that the social roles society assigns to women and men create differences in how the genders use language. However, there is little previous research in the domain of gender and topic shift or initiation. This essay aims to investigate possible gender differences in topic shift and initiation in multiparty conversation among second language learners of English in upper secondary school. The three group discussions were recorded in a classroom setting and the data collected was transcribed. The topical shifts in the transcripts were coded using the Topical Episode Analysis (TEA) and the episode shifts in each conversation were analyzed on the basis of gender distribution and type of shift. In addition, the findings of the three groups were compared and discussed. The main result of this study was that the boys initiated 100 percent more shifts than the girls. The boys took up more linguistic space and dominated the topical shifts in the conversation which indicates that gender differences in topic shift and initiation exists, a finding that is consistent with previous research within the field of gender and language. In conclusion, gender differences were found between how the girls and the boys participating in this study shifted and initiated topics. The boys initiated more shifts than the girls in the multiparty conversations.</p>

Η παρούσα διπλωματική εργασία πραγματεύεται την χρήση τεχνητών νευρωνικών δικτύων για την δημιουργία ενός αξιόπιστου μοντέλου πρόβλεψης της μέγιστης ημερήσιας συγκέντρωσης του τροποσφαιρικού όζοντος σε αστικό περιβάλλον. Η ανάλυση και η πρόβλεψη των επιπέδων της ατμοσφαιρικής ρύπανσης, είναι σημαντικά θέματα της ατμοσφαιρικής και περιβαλλοντικής έρευνας, λόγω του αντίκτυπου που έχει η ατμοσφαιρική ρύπανση στην υγεία και την ποιότητα ζωής του ανθρώπου. Ένας από τους πιο σημαντικούς ρύπους είναι το τροποσφαιρικό όζον (O3), και ειδικότερα το όζον του κατώτερου οριακού στρώματος της ατμόσφαιρας (επιφανειακό ή surface ozone). Επομένως, η πρόβλεψη της μέγιστης συγκέντρωσης όζοντος στις πυκνοκατοικημένες αστικές περιοχές, είναι μεγάλης σπουδαιότητας για τον έλεγχο και τη βελτίωση της ποιότητας της ατμόσφαιρας. Μέχρι σήμερα, αν και διάφορα μοντέλα πρόβλεψης όζοντος έχουν ερευνηθεί, υπάρχει ακόμα η ανάγκη για ακριβέστερα μοντέλα, έτσι ώστε να αναπτυχθούν αποτελεσματικές στρατηγικές πρόληψης και ελέγχου σε περιπτώσεις που οι οριακές τιμές όζοντος ξεπερνιούνται πέρα από κάποιο συγκεκριμένο χρονικό διάστημα (επεισόδιο ρύπανσης). Χρησιμοποιήθηκαν χρονοσειρές συγκέντρωσης όζοντος και άλλων ρύπων που οδηγούν στην δημιουργία του, από το σταθμό της “Λυκόβρυσης” και του “Αμαρουσίου”, καθώς και μετεωρολογικά δεδομένα που σχετίζονται με την δημιουργία, καταστροφή και διασπορά ή διάχυση του όζοντος. Κατά τη βελτιστοποίηση του νευρωνικού δικτύου, δόθηκε έμφαση στην κατά το δυνατόν ακριβέστερη πρόγνωση των αυξημένων τιμών της συγκέντρωσης Ο3 (επεισόδια ρύπανσης για [Ο3] >=180 μg/m3), για τις οποίες απαιτείται η λήψη εκτάκτων μέτρων. Τα Τεχνητά Νευρωνικά Δίκτυα, όπως αποδείχθηκε, αποτελούν μια πολύ καλή εναλλακτική λύση ως προς τις παραδοσιακές στατιστικές τεχνικές, καθώς για την εκπαίδευσή τους χρησιμοποιούνται διαθέσιμα στοιχεία προηγούμενων μετρήσεων αλλά και λόγω της ικανότητάς τους να χειρίζονται δεδομένα με μη γραμμικές σχέσεις μεταξύ τους. Αρχικά δοκιμάστηκαν διαφορετικές αρχιτεκτονικές νευρωνικών δικτύων επιτρέπουν την κατηγοριοποίηση των πρότυπων δεδομένων εισόδου, όπως οι χάρτες Kohonen, τα δίκτυα επιβλεπόμενης κατηγοριοποίησης LVQ και τα στοχαστικά RBF δίκτυα με σκοπό το μοίρασμα των δεδομένων εισόδου σε κατηγορίες σύμφωνα με τα επίπεδα όζοντος. Στη συνέχεια ελέγχθηκε η δυνατότητα πρόβλεψης με την χρήση πολυστρωματικών αντιληπτήρων πρόσθιας τροφοδότησης (Multilayer Feed-Forward) και εποπτευόμενης μάθησης μέσω διόρθωσης σφάλματος με ανατροφοδότηση (Back Propagation), γνωστά ως ΜultiLayer Perceptrons ή MLPs που έδωσαν και τα καλύτερα αποτελέσματα. Η απόδοση ενός μοντέλου πρόβλεψης της συγκέντρωσης του όζοντος της χαμηλής τροπόσφαιρας μπορεί να κριθεί από το ποσοστό των επεισοδίων που θα προβλεφθούν σωστά από το μοντέλο, σε αντιδιαστολή με το ποσοστό των ψεύτικων-λανθασμένων συναγερμών (δηλ. προβλέψεις επεισοδίων ρύπανσης που δεν συνέβησαν στην πραγματικότητα). Ο δείκτης απόδοσης SI, είναι ο δείκτης υψηλότερης σπουδαιότητας καθώς αντιπροσωπεύσει την απόδοση στην πρόβλεψη των επεισοδίων αλλά και στην γενικότερη συμφωνία μεταξύ των προβλεφθέντων και παρατηρηθέντων δεδομένων. Στο σταθμό της “Λυκόβρυσης” ο δείκτης απόδοσης SI κυμάνθηκε από 0,943 έως 0,831 και ο λόγος των ψεύτικων συναγερμών FA από 0 έως 0,014 ενώ στο σταθμό του “Αμαρουσίου” ο δείκτης απόδοσης SI κυμάνθηκε από 0,777 έως 0,68 και ο λόγος των ψεύτικων συναγερμών FA από 0,211 έως 0,234. / This study deals with the use of artificial neural networks for ground-level ozone modeling in the Athens area. Forecasting next day’s maximum hourly ozone concentration is an important topic of air quality research nowadays. The continuing worldwide environmental problem suggests the need for more accurate forecasting models. Development of such models is a difficult task as the meteorological variables and the photochemical reactions involved in ozone formation are complex. Meteorological variables and concentrations of ozone and ozone precursors, from two monitoring stations “Lykovrisi” and “Marousi”, are used as inputs in order to obtain the best estimate of the next day’s maximum hourly ozone concentration. The violation of the European public information threshold (ozone episode), defined by control authorities, of 180 μg/m3 is successfully predicted in most cases. Neural networks seem to be very well situated since they allow for nonlinear relations among input variables. Several architectures of Neural Networks were tested but Multi-Layer Perceptrons (MLPs) came up with the best results. At “Lykovrisi” monitoring station the Success Index (SI) that is able to represent performance in forecasting exceedances as well as the overall goodness between predicted and measured data, varied from 0.943 to 0.831 and the fraction of False Alarms (FA) that represents predicted episodes that didn’t happen to the overall number of predicted episodes, varied from 0 to 0.014. At “Marousi” monitoring station the SI varied from 0.777 to 0.68 and the fraction of False Alarms (FA) from 0.211 to 0.234.

Parte da comunidade de pesquisa em ensino de Física tem devotado atenção ao estudo de métodos ativos de ensino que primam pela centralização do processo de ensino-aprendizagem no aluno. Além da aprendizagem conceitual, tais métodos buscam favorecer o desenvolvimento de habilidades associadas ao trabalho colaborativo e à argumentação, e diminuir a evasão estudantil. Em disciplinas de Física Experimental alguns desses métodos envolvem a aprendizagem por modelagem científica. Contudo, o sucesso de tais iniciativas depende, entre outros fatores, do quanto os alunos se julgam capazes de realizar as atividades propostas pelo professor, ou seja, do nível de autoeficácia dos alunos em realizar determinadas ações. Pesquisas do grupo de Ensino de Física da Universidade Internacional da Flórida apontam para uma baixa mudança ou redução em níveis de autoeficácia em função do uso de métodos ativos. Com base nesses resultados propomos um estudo de caso exploratório, único e incorporado com múltiplas unidades de análise. O objetivo geral dessa dissertação é o de estudar as influências do método Episódios de Modelagem (EM) (similar ao método Modeling Instruction - MI) sobre as atitudes e crenças de autoeficácia dos estudantes em aprender física, realizar atividades experimentais e trabalhar colaborativamente. Para isso procuramos responder às seguintes questões: Quais os impactos da aplicação de Episódios de Modelagem nas crenças de autoeficácia e atitudes dos estudantes em relação a: (i) aprender física?; (ii) realizar atividades experimentais?; e (iii) trabalhar colaborativamente? Para responder a tais questões de pesquisa, adotamos as orientações metodológicas para estudo de caso de Yin (2010) e utilizamos a Teoria Social Cognitiva, em específico, o conceito de autoeficácia, de Bandura (1997). Para a investigação, realizamos um estudo exploratório com múltiplas unidades de análise (8 estudantes) na disciplina de Física Experimental II – A, que aborda os conteúdos de oscilações, ondulatória, hidrostática e termodinâmica. Os resultados mostraram que as atitudes dos alunos frente ao aprendizado de física com o método de ensino foram positivas tendo sido destacadas, principalmente, o planejamento e execução de seus próprios experimentos e as discussões fomentadas pelas apresentações dos resultados e correções das tarefas de leitura. Como fatores negativos foram mencionados: o fato da disciplina ser muito trabalhosa e de não ter tempo suficiente em aula para a realização dos planejamentos e análise de dados. Já as atitudes frente às atividades experimentais e trabalho colaborativo foram reforçadas para os sete alunos aprovados na disciplina. Sobre as crenças de autoeficácia em aprender física e em trabalhar colaborativamente, constatamos que as crenças dos alunos foram influenciadas positivamente pelas atividades desenvolvidas com o método de ensino, através de três das principais fontes destacadas por Bandura: experiências de domínio e vicárias e persuasão social. Também constatamos um reajuste na percepção dos alunos quanto aos seus níveis de autoeficácia devido às experiências vivenciadas com o método EM em comparação ao método utilizado na disciplina anterior (que utiliza roteiros dirigidos nos experimentos). Novas pesquisas são necessárias para dar continuidade a este estudo exploratório, investigando mais profundamente o processo de reajuste dos níveis de autoeficácia. / Part of the Physics Education Research (PER) community has devoted its attention to the study of Active Learning methods focusing on the centralization of the teaching-learning process at the students. Beyond the conceptual learning, these methods seek to foster the development of abilities associated to the collaborative work and argumentation, and also to decrease student’s dropout. In experimental physics disciplines, some of those methods involve the scientific modeling learning. However, the success of such initiatives depends on how much the students judge themselves capable of carrying out the activities proposed by the teacher, that is, it depends on the student’s self-efficacy levels in perform certain actions. Studies of the PER from the Florida International University show a small change or even a reduction on self-efficacy levels in function of the use of active methods. Based on those results we propose an exploratory case-study incorporated with multiple analysis unities. The general purpose of this dissertation is to study the influence of the Modeling Episodes (ME) method (similar to the MI method) on the students’ attitudes and self-efficacy beliefs about learning physics; conduct experimental activities; and work collaboratively. We tried to answer the following questions: What are the impacts of the ME application on the students’ self-efficacy beliefs and attitudes regarding: (i) learning physics?, (ii) carrying out experimental activities?, and (iii) working collaboratively? To answer these research questions we adopted the methodological orientations for Yin’s case-study and we used the Cognitive Social Theory, specifically, Bandura’s self-efficacy concept. For the investigation, we carried out an exploratory study with multiple analysis unities (8 students) at Experimental Physics II – A, class that discuss oscillations, waves, hydrostatic and thermodynamic. The results showed the students’ attitudes regarding the learning of physics as a teaching method were positive, specially: the planning and execution of their own experiments; the discussions fomented by the presentation of the results; and the evaluation of the reading assignments by the teacher. As negative factors, it was mentioned: the fact that the class was quite laborious and short time to carry out the planning and data analysis in class. Regarding the self-efficacy beliefs about learning physics and work collaboratively, the students’ beliefs were influenced positively by the activities developed with the teaching method, through three of the main sources highlighted by Bandura: mastery, vicarious experiences and social persuasion. We also identified a readjustment on student’s perception about their self-efficacy levels due to the experience with the ME method when compared to the method used in the previous experimental physics class (which used guided experimental scripts). New studies are necessary to give continuity to this exploratory study, investigating more deeply the readjustment process of the self-efficacy levels.

Fundação Carlos Chagas Filho de Amparo a Pesquisa do Estado do Rio de Janeiro / A compulsão alimentar está associada a diversas doenças, entre elas, a obesidade.Com o intuito de pesquisar a diferença hormonal ligada ao controle da fome e da saciedade associada ao episódio de compulsão alimentar (ECA), avaliou-se a concentração sérica dos hormônios que regulam este processo em mulheres adultas. Métodos: O estudo experimental foi composto de 3 grupos (n=23), sendo: grupo Eutrófico (GE;n=8), grupo obeso sem ECA (GO;n=7) e obesas com ECA (ECA;n=8). Todas as mulheres que participaram do estudo freqüentavam os serviços de saúde da Policlínica Piquet Carneiro. Foram dosados os hormônios: Grelina Total, Glucagon, Adiponectina, Amilina, Peptídeo C, GLP-1, Insulina e Leptina séricos nos tempos: jejum, 15 e 60 minutos após a ingestão da refeição fornecida. As refeições ingeridas foram controladas em energia, 55% carboidratos, 15% proteínas, 30% lipídios. Os dados foram analisados como valores médios por grupo em software SAS, considerando p<0,05. Resultados: A idade das mulheres estudadas variou de 32 a 50 anos. A concentração de adiponectina encontrada, que é inversamente proporcional a adiposidade, foi significativamente menor no grupo ECA em relação aos demais grupos (p=0,01). Em relação à leptina, o grupo GO apresentou concentração maior em relação aos demais grupos (p<0,0001). Já, a concentração de grelina encontrada foi significativamente menor no grupo ECA em relação aos demais grupos (p=0,02). Foram encontradas concentrações significativamente maiores de insulina no grupo GO em relação aos demais grupos (p=0,04). A concentração de amilina encontrada foi significativamente maior no grupo GO em relação aos outros grupos (p=0,01). A concentração de GLP-1 encontrada no grupo GO foi maior em média, porém esta diferença não foi estatisticamente significativa entre os grupos (p=0,25). A concentração de Peptídeo C encontrada no grupo GO foi maior em relação aos outros grupos (p=0,003). Apesar da concentração de Glucagon no grupo ECA ser maior em relação aos demais grupos, estes valores não eram diferentes estatisticamente (p=0,13). Nossos achados mostraram que obesas ECA tem perfil hormonal diferente de obesas sem ECA. A baixa concentração de grelina do grupo de obesas ECA e a alta concentração de insulina, peptídeo C e amilina nas obesas com e sem ECA pode estar relacionado com o aumento da ingestão alimentar e com o desequilíbrio energético. / Binge eating is associated to several diseases, including obesity. In order to study the hormonal control of hunger and satiety that is commonly involved in binge-eating process; we evaluated the serum concentration of these hormones in adult women. The experimental study was composed of 3 groups, n= 23: Lean (GE, n = 8), Obese without binge (GO, n = 7) and obese with binge (BEE, n = 8). All women who participated in the study attended the health services of the Polyclinic Piquet Carneiro. Serum hormones were assayed: total ghrelin, glucagon, adiponectin, Amylin, c-Peptide, glucagon like peptide (GLP-1), insulin and Leptin in fasting, 15 and 60 minutes after food intake. Meals were controlled in energy, 55% carbohydrates, 15% protein, 30% lipids. Data were analyzed as average values per group in SAS software, considering p <0.05. Results: Women`s age ranged from 32 to 50 years. The adiponectin concentration, which is inversely proportional to adiposity, was significantly lower in BEE group than the other groups (p=0.01). Leptin of the GO group presented higher concentration than the others (p<0.0001). Ghrelin concentration was significantly lower in BEE group than the other groups (p=0.02). We found a significantly higher concentration of insulin in GO group in comparison to the others (p = 0.04). Amylin concentration was significantly higher in GO group in comparison to the other groups (p=0.01). GLP-1 concentration of GO group was higher on average, but not statistically significant between groups (p=0.25). Cpeptide concentration found in GO group was higher than the others (p=0.003). Despite glucagon concentration in the BEE group was greater than the other groups, these values were not statistically different (p=0.13). Our findings shown that BEE group have different hormonal profile than GO and GE. The lowest concentration of ghrelin found in BEE group and the highest concentration of insulin, C-peptide and amylin found in both obese group with and without binge eating may be related to increased food intake and energy imbalance.

Fundação Carlos Chagas Filho de Amparo a Pesquisa do Estado do Rio de Janeiro / A compulsão alimentar está associada a diversas doenças, entre elas, a obesidade.Com o intuito de pesquisar a diferença hormonal ligada ao controle da fome e da saciedade associada ao episódio de compulsão alimentar (ECA), avaliou-se a concentração sérica dos hormônios que regulam este processo em mulheres adultas. Métodos: O estudo experimental foi composto de 3 grupos (n=23), sendo: grupo Eutrófico (GE;n=8), grupo obeso sem ECA (GO;n=7) e obesas com ECA (ECA;n=8). Todas as mulheres que participaram do estudo freqüentavam os serviços de saúde da Policlínica Piquet Carneiro. Foram dosados os hormônios: Grelina Total, Glucagon, Adiponectina, Amilina, Peptídeo C, GLP-1, Insulina e Leptina séricos nos tempos: jejum, 15 e 60 minutos após a ingestão da refeição fornecida. As refeições ingeridas foram controladas em energia, 55% carboidratos, 15% proteínas, 30% lipídios. Os dados foram analisados como valores médios por grupo em software SAS, considerando p<0,05. Resultados: A idade das mulheres estudadas variou de 32 a 50 anos. A concentração de adiponectina encontrada, que é inversamente proporcional a adiposidade, foi significativamente menor no grupo ECA em relação aos demais grupos (p=0,01). Em relação à leptina, o grupo GO apresentou concentração maior em relação aos demais grupos (p<0,0001). Já, a concentração de grelina encontrada foi significativamente menor no grupo ECA em relação aos demais grupos (p=0,02). Foram encontradas concentrações significativamente maiores de insulina no grupo GO em relação aos demais grupos (p=0,04). A concentração de amilina encontrada foi significativamente maior no grupo GO em relação aos outros grupos (p=0,01). A concentração de GLP-1 encontrada no grupo GO foi maior em média, porém esta diferença não foi estatisticamente significativa entre os grupos (p=0,25). A concentração de Peptídeo C encontrada no grupo GO foi maior em relação aos outros grupos (p=0,003). Apesar da concentração de Glucagon no grupo ECA ser maior em relação aos demais grupos, estes valores não eram diferentes estatisticamente (p=0,13). Nossos achados mostraram que obesas ECA tem perfil hormonal diferente de obesas sem ECA. A baixa concentração de grelina do grupo de obesas ECA e a alta concentração de insulina, peptídeo C e amilina nas obesas com e sem ECA pode estar relacionado com o aumento da ingestão alimentar e com o desequilíbrio energético. / Binge eating is associated to several diseases, including obesity. In order to study the hormonal control of hunger and satiety that is commonly involved in binge-eating process; we evaluated the serum concentration of these hormones in adult women. The experimental study was composed of 3 groups, n= 23: Lean (GE, n = 8), Obese without binge (GO, n = 7) and obese with binge (BEE, n = 8). All women who participated in the study attended the health services of the Polyclinic Piquet Carneiro. Serum hormones were assayed: total ghrelin, glucagon, adiponectin, Amylin, c-Peptide, glucagon like peptide (GLP-1), insulin and Leptin in fasting, 15 and 60 minutes after food intake. Meals were controlled in energy, 55% carbohydrates, 15% protein, 30% lipids. Data were analyzed as average values per group in SAS software, considering p <0.05. Results: Women`s age ranged from 32 to 50 years. The adiponectin concentration, which is inversely proportional to adiposity, was significantly lower in BEE group than the other groups (p=0.01). Leptin of the GO group presented higher concentration than the others (p<0.0001). Ghrelin concentration was significantly lower in BEE group than the other groups (p=0.02). We found a significantly higher concentration of insulin in GO group in comparison to the others (p = 0.04). Amylin concentration was significantly higher in GO group in comparison to the other groups (p=0.01). GLP-1 concentration of GO group was higher on average, but not statistically significant between groups (p=0.25). Cpeptide concentration found in GO group was higher than the others (p=0.003). Despite glucagon concentration in the BEE group was greater than the other groups, these values were not statistically different (p=0.13). Our findings shown that BEE group have different hormonal profile than GO and GE. The lowest concentration of ghrelin found in BEE group and the highest concentration of insulin, C-peptide and amylin found in both obese group with and without binge eating may be related to increased food intake and energy imbalance.

Parte da comunidade de pesquisa em ensino de Física tem devotado atenção ao estudo de métodos ativos de ensino que primam pela centralização do processo de ensino-aprendizagem no aluno. Além da aprendizagem conceitual, tais métodos buscam favorecer o desenvolvimento de habilidades associadas ao trabalho colaborativo e à argumentação, e diminuir a evasão estudantil. Em disciplinas de Física Experimental alguns desses métodos envolvem a aprendizagem por modelagem científica. Contudo, o sucesso de tais iniciativas depende, entre outros fatores, do quanto os alunos se julgam capazes de realizar as atividades propostas pelo professor, ou seja, do nível de autoeficácia dos alunos em realizar determinadas ações. Pesquisas do grupo de Ensino de Física da Universidade Internacional da Flórida apontam para uma baixa mudança ou redução em níveis de autoeficácia em função do uso de métodos ativos. Com base nesses resultados propomos um estudo de caso exploratório, único e incorporado com múltiplas unidades de análise. O objetivo geral dessa dissertação é o de estudar as influências do método Episódios de Modelagem (EM) (similar ao método Modeling Instruction - MI) sobre as atitudes e crenças de autoeficácia dos estudantes em aprender física, realizar atividades experimentais e trabalhar colaborativamente. Para isso procuramos responder às seguintes questões: Quais os impactos da aplicação de Episódios de Modelagem nas crenças de autoeficácia e atitudes dos estudantes em relação a: (i) aprender física?; (ii) realizar atividades experimentais?; e (iii) trabalhar colaborativamente? Para responder a tais questões de pesquisa, adotamos as orientações metodológicas para estudo de caso de Yin (2010) e utilizamos a Teoria Social Cognitiva, em específico, o conceito de autoeficácia, de Bandura (1997). Para a investigação, realizamos um estudo exploratório com múltiplas unidades de análise (8 estudantes) na disciplina de Física Experimental II – A, que aborda os conteúdos de oscilações, ondulatória, hidrostática e termodinâmica. Os resultados mostraram que as atitudes dos alunos frente ao aprendizado de física com o método de ensino foram positivas tendo sido destacadas, principalmente, o planejamento e execução de seus próprios experimentos e as discussões fomentadas pelas apresentações dos resultados e correções das tarefas de leitura. Como fatores negativos foram mencionados: o fato da disciplina ser muito trabalhosa e de não ter tempo suficiente em aula para a realização dos planejamentos e análise de dados. Já as atitudes frente às atividades experimentais e trabalho colaborativo foram reforçadas para os sete alunos aprovados na disciplina. Sobre as crenças de autoeficácia em aprender física e em trabalhar colaborativamente, constatamos que as crenças dos alunos foram influenciadas positivamente pelas atividades desenvolvidas com o método de ensino, através de três das principais fontes destacadas por Bandura: experiências de domínio e vicárias e persuasão social. Também constatamos um reajuste na percepção dos alunos quanto aos seus níveis de autoeficácia devido às experiências vivenciadas com o método EM em comparação ao método utilizado na disciplina anterior (que utiliza roteiros dirigidos nos experimentos). Novas pesquisas são necessárias para dar continuidade a este estudo exploratório, investigando mais profundamente o processo de reajuste dos níveis de autoeficácia. / Part of the Physics Education Research (PER) community has devoted its attention to the study of Active Learning methods focusing on the centralization of the teaching-learning process at the students. Beyond the conceptual learning, these methods seek to foster the development of abilities associated to the collaborative work and argumentation, and also to decrease student’s dropout. In experimental physics disciplines, some of those methods involve the scientific modeling learning. However, the success of such initiatives depends on how much the students judge themselves capable of carrying out the activities proposed by the teacher, that is, it depends on the student’s self-efficacy levels in perform certain actions. Studies of the PER from the Florida International University show a small change or even a reduction on self-efficacy levels in function of the use of active methods. Based on those results we propose an exploratory case-study incorporated with multiple analysis unities. The general purpose of this dissertation is to study the influence of the Modeling Episodes (ME) method (similar to the MI method) on the students’ attitudes and self-efficacy beliefs about learning physics; conduct experimental activities; and work collaboratively. We tried to answer the following questions: What are the impacts of the ME application on the students’ self-efficacy beliefs and attitudes regarding: (i) learning physics?, (ii) carrying out experimental activities?, and (iii) working collaboratively? To answer these research questions we adopted the methodological orientations for Yin’s case-study and we used the Cognitive Social Theory, specifically, Bandura’s self-efficacy concept. For the investigation, we carried out an exploratory study with multiple analysis unities (8 students) at Experimental Physics II – A, class that discuss oscillations, waves, hydrostatic and thermodynamic. The results showed the students’ attitudes regarding the learning of physics as a teaching method were positive, specially: the planning and execution of their own experiments; the discussions fomented by the presentation of the results; and the evaluation of the reading assignments by the teacher. As negative factors, it was mentioned: the fact that the class was quite laborious and short time to carry out the planning and data analysis in class. Regarding the self-efficacy beliefs about learning physics and work collaboratively, the students’ beliefs were influenced positively by the activities developed with the teaching method, through three of the main sources highlighted by Bandura: mastery, vicarious experiences and social persuasion. We also identified a readjustment on student’s perception about their self-efficacy levels due to the experience with the ME method when compared to the method used in the previous experimental physics class (which used guided experimental scripts). New studies are necessary to give continuity to this exploratory study, investigating more deeply the readjustment process of the self-efficacy levels.

abstract: In the last decade, the educational field, in general, has experienced increasing interest in applying augmented reality (AR) for educational purposes. Studies have shown that when AR is effectively applied in education, it can increase students’ learning interest and concentration (Zhang et al., 2014), reduce cognitive overload (Bower et al., 2014, p.1), and provide a more authentic learning experience (Klopfer, 2008). This study uses both cognitive and sociocultural theoretical perspectives to better understand the role of AR in peer interaction by investigating language-related episodes (LREs) during collaborative dialogue. The current study investigates whether mobile-based AR influence the number, nature, outcome, and correction orientation of LREs during two oral and writing-focused activities of ten advanced L2 Spanish dyads using AR and non-AR mobile applications. The results show significant differences in the incidence of LREs in both settings (AR vs non-AR) and modality focus (oral vs writing-focused). Although significant differences were found between mechanical LREs vs. lexical and grammatical LREs, no significant differences were found between lexical and grammatical LREs in both modalities and settings. Likewise, the correction orientation was similar in both modalities, whereas the LRE outcomes were significantly different in both settings. Immediate posttests were administered to determine whether participants retained the results of the LREs based on the LRE outcome types. The posttests showed a strong correlation between the recognition and production scores of the grammatical structures. However, no significant differences were found in the recognition or production of grammatical structures nor the production of lexical items between the two settings. / Dissertation/Thesis / Doctoral Dissertation Spanish 2020

The goal of this study was to determine the bio-psychosocial treatment needs of dual diagnosis patients with depressive episodes and alcohol misuse. In order to achieve this goal, a qualitative research approach was adopted to gain a holistic understanding of dual diagnosis, as well as to explore and to describe the bio-psychosocial treatment needs of these individuals. This research study aimed to contribute towards solving a practical problem in practice by offering recommendations for a multidisciplinary team approach with regard to the treatment of patients diagnosed with depressive episodes and alcohol misuse in South African treatment centres. To this end, the collective case study design guided the research study. A two-stage sampling strategy was implemented in the study. Firstly, purposive sampling was used to identify potential participants, and it was followed up with, secondly, volunteer sampling to recruit 10 individuals with co-occurring depressive episodes and alcohol misuse from a private psychiatric clinic in Pretoria, which formed the research sample. Furthermore, a semi-structured one-on-one interview, guided by questions contained in an interview schedule, was used as a data collection method. The researcher implemented the qualitative data analysis process of Creswell (1998, in Schurink, Fouché & De Vos, 2011) to extrapolate themes and sub-themes from the raw data through thematic analysis. The trustworthiness of the data interpretation was confirmed through peer debriefing, member checking, as well as the assurance of confidentiality. An analysis of two different sources of data, namely the literature review and interviews, was used to answer the following research question: What are the bio-psychosocial treatment needs of dual diagnosis patients suffering from depressive episodes and alcohol misuse? The key findings indicated that persons suffering from a dual diagnosis of depressive episodes and alcohol misuse have idiosyncratic biological, psychological and social treatment needs. On a biological level it was found that patients with a dual diagnosis lead a less active and an unhealthy lifestyle and are therefore more prone to the development of chronic illnesses, such as hypertension and cardiovascular disease. It was also found that these individuals exhibit addictive behaviours apart from the alcohol misuse. With regard to psychological needs, the research found that dual diagnosis patients experience difficulties in expressing their needs and emotions to others. In this regard the research indicated that these individuals have poorly developed coping mechanisms and limited resources for gaining an improved sense of well-being. Identified areas in which these individuals may need assistance on a psychological level include: general coping mechanisms, communication skills, problem solving skills, and conflict management. With regard to violent and aggressive behaviour, it was found that these individuals are more likely to internalise their frustration and aggress towards themselves. On a social level it was found that individuals with a dual diagnosis of depressive episodes and alcohol misuse experience more relationship breakdown and less social support. Additionally, on a social level these individuals experience difficulties in coping in the workplace, as well as having problems with financial management. It is recommended that the multidisciplinary team participate in the development of psycho-educational groups that focus on the education of dual diagnosis patients regarding their needs on each level of functioning. Furthermore, it is recommended that effective clinical communication patterns are in place to prevent fragmented service delivery to individuals with a dual diagnosis. It is recommended that service delivery takes place in all forms of service delivery, including individual therapy, psycho-educational groups, group work activities, as well as family counselling. Further research could focus on the following: 1) Extending the research population to areas outside the Gauteng Province, or even South Africa, in order to determine if these findings can be generalised to all patients with a dual diagnosis of depressive episodes and alcohol misuse; 2) Conducting the research in public health care centres to determine if the findings of this study are also prevalent in lower socio-economic classes (taking into consideration that the present study was conducted at a private psychiatric clinic); 3) Repeating the study with different combinations of psychiatric illnesses, as well as substances of abuse, to determine if the conclusions drawn from this study can be made applicable to dual diagnosis in general, or only to dual diagnosis with depressive episodes and alcohol misuse in particular. / Dissertation (MSW)--University of Pretoria, 2014. / tm2015 / Social Work and Criminology / MSW / Unrestricted

Background. Studies that examined community samples have reported several risk factors for the development of depressive episodes. The few studies that have been performed on primary care samples were mostly cross-sectional. Most samples had originated from highly developed industrial countries. This is the first study that prospectively investigates the risk factors of depressive episodes in an international primary care sample. Methods. A stratified primary care sample of initially non-depressed subjects (N = 2445) from 15 centres from all over the world was examined for the presence or absence of a depressive episode (ICD-10) at the 12 month follow-up assessment. The initial measures addressed sociodemographic variables, psychological/psychiatric problems and social disability. Logistic regression analysis was carried out to determine their relationship with the development of new depressive episodes. Results. At the 12-month follow-up, 4·4% of primary care patients met ICD-10 criteria for a depressive episode. Logistic regression analysis revealed that the recognition by the general practitioner as a psychiatric case, repeated suicidal thoughts, previous depressive episodes, the number of chronic organic diseases, poor general health, and a full or subthreshold ICD-10 disorder were related to the development of new depressive episodes. Conclusions. Psychological/psychiatric problems were found to play the most important role in the prediction of depressive episodes while sociodemographic variables were of lower importance. Differences compared with other studies might be due to our prospective design and possibly also to our culturally different sample. Applied stratification procedures, which resulted in a sample at high risk of developing depression, might be a limitation of our study.

Background: This article presents prospective lower bound estimations of findings on prevalence, incidence, clinical correlates, severity markers, co-morbidity and course stability of threshold and subthreshold recurrent brief depressive disorder (RBD) and other mood disorders in a community sample of 3021 adolescents. Method: Data were collected at baseline (age 14–17) and at two follow-up interviews within an observation period of 42 months. Diagnostic assessment was based on the Munich Composite International Diagnostic Interview (M-CIDI). Results: Our data suggest that RBD is a prevalent (2.6%) clinical condition among depressive disorders (21.3%) being at least as prevalent as dysthymia (2.3%) in young adults over lifetime. Furthermore, RBD is associated with significant clinical impairment sharing many features with major depressive disorder (MDD). Suicide attempts were reported in 7.8% of RBD patients, which was similar to MDD (11.9%). However, other features, like gender distribution or co-morbidity patterns, differ essentially from MDD. Furthermore, the lifetime co-occurrence of MDD and RBD or combined depression represents a severe psychiatric condition. Conclusions: This study provides further independent support for RBD as a clinically significant syndrome that could not be significantly explained as a prodrome or residual of major affective disorders.