Darbe aptariama, kad norint padėti neįgaliems – smurtą patyrusiems vaikams tapti visaverčiais, reikia pasinaudoti siūlomomis pagalbomis: švietimu (darželio auklėtojai, pedagogai, socialiniai darbuotojai), socialine pagalba (vaikų teisių apsaugos tarnyba), sveikatos apsauga (psichologai, psichiatrai), terapijos formomis (gyvūnų, muzikos, meno). Baigiamojo darbo tikslas – išsiaiškinti, kaip meno (muzikos) terapijos priemonėmis galima padėti smurtą patyrusiems vaikams. Darbo tikslui pasiekti iškelti šie uždaviniai: išstudijuoti mokslinę – psichologinę literatūrą apie smurto sampratą, aptarti įvairias prevencines priemones, galinčias sušvelninti smurto padarinius, analizuoti, kokios muzikos terapijos rūšys padeda atsikratyti smurto padarinių, nustatyti, kaip muzikos terapija pakeitė neįgalių – smurtą patyrusių vaikų sveikatą. Tyrimo objektas yra neįgalių vaikų, patyrusių smurtą, gydymas muzikos terapijos priemonėmis. Tyrimas buvo atliktas Šiaulių vaikų globos namuose „Šaltinėlis“, Radviliškio muzikos mokykloje ir Šaukoto pagrindinėje mokykloje. Atvejo tyrimas parodo, kaip muzikos terapija padeda neįgaliems – smurtą patyrusiems vaikams. Išanalizavus mokslinę literatūrą gautos šios išvados: muzika ne tik lavina kiekvieną individą, bet ir išlaisvina iš dvasinio ir emocinio sukaustymo. Taip pat veikia ir kaip gydomoji priemonė, todėl ji reikalinga tiek sveikiems, tiek ir turintiems negalią. Atlikti darbai rodo, kad kuo daugiau yra muzikuojama, klausomasi muzikos, tuo geriau... [toliau žr. visą tekstą] / The work discusses possibilities of the use of different forms of assistance in order to help disabled and exposed to violence children to become full – fledged persons, including education (kindergarten educators, teachers, social workers), social assistance (children’s right protection agency), health care (psychologists, psychiatrists), and therapy forms (animal, music, and art). The objective of this final work is to clarify how art (music) therapy can help for exposed to violence children. The following tasks have been raised in order to achieve this objective: to study scientific and psychology literature on the concept of violence, to discuss various preventive measures that can mitigate violence consequences, to analyse what types of therapies help to get rid off violence consequences, and to determine how music therapy has changed health condition of disabled and exposed to violence children. The object of the study is treatment of disabled and exposed to violence children by music therapy. The study was conducted at Šiauliai Children’s Foster Home “Šaltinėlis”, Radviliškis Music School, and Šaukotas Basic School. The case study has shown that music therapy helps for disabled and exposed to violence children. The following conclusions have been drawn analysing scientific literature: music not only develops each individual but also frees from spiritual and emotional constraints. Also, music has an effect as a therapy that’s why it is necessary for both healthy... [to full text]

Programa de Pós-Graduação Doutorado Interinstitucional em Educação Escolar da Faculdade de Ciências e Letras de Araraquara e Universidade Federal de Rondonia / Orientador: Edson do Carmo Inforsato / Banca: Mauro Carlos Romanatto / Banca: Maria Helena S. Sahão Bizelli / Banca: Marli Lúcia Tonatto Zibetti / Banca: Regina Maria Simões Puccinelli Tancredi / Resumo: O presente estudo teve como objetivo principal levantar os conhecimentos de base e ação dos professores (Ponte, 1997), ou de gestão da matéria ou de classe (Gauthier et al., 1998) em Matemática, para verificarmos, em sua trajetória, se o tempo determina mutações em seus fazeres diários e no nível de consciência que esses profissionais têm de sua articulação teórico-prática. O estudo objetiva, ainda, caracterizar o professor experiente que emerge da prática dos saberes amalgamados na experiência diária, a partir de suas fases da carreira docente. Esta investigação traz a perspectiva fenomenológica levada a efeito em três escolas públicas de um município do interior do estado de Rondônia e teve como participantes 04 professores de matemática de sexto ao nono ano do Ensino Fundamental, dois desses professores com mais tempo de serviço, e dois com menos tempo. Os dados foram coletados através dos seguintes instrumentos: biografia profissional construída a partir de depoimentos orais; observação participante de 71 aulas; e entrevista semi-estruturada decorrente da análise de suas biografias profissionais. As análises dos dados obtidos apontaram a influência do tempo, tanto no reservatório de saberes resultantes da experiência como na constituição do professor experiente em matemática. Foi verificado, ainda, que as fases da carreira docente - entre as fases de consolidação da carreira, quando se tem a formação de uma identidade profissional, e as fases subseqüentes até o desinvestimento - seriam caracterizadas como a zona de constituição dos professores experientes em matemática. Entre a diversificação vs. questionamento, serenidade/distanciamento afetivo vs conservadorismo, as crises e as "reposições" identitárias caracterizariam as habilidades de gestão de conteúdo e de gestão de sala de aula do professor experiente em matemática... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This study aimed to raise the basic knowledge and action of teachers (Ponte, 1997), or management of the matter or class Gauthier et al. (1998) in mathematics, to verify in their trajectory, if the time determines changes in their daily doings and in the level of awareness that these professionals have in their theoretical-practical articulation. This study aimed also to characterize the experienced teacher that emerges from the practice of knowledge amalgamated in everyday experience, from their early career teachers. This research, based on a phenomenological approach, was carried out in three public schools in a municipality in the state of Rondônia. The participants were 04 mathematics teachers from sixth to the ninth grade of elementary school, two of those teachers with more seniority, and two with less time. Data were collected through the following instruments: professional biography built from verbal deposition, participant observation of 71 lessons, and semi-structured interview derived from the analysis of their professional biographies. The analysis of data showed the influence of time, both the reservoir of knowledge from experience in setting up the experienced teacher in mathematics. It was found also that the phases of the teaching profession - between stages of consolidation of his career, when you have the formation of a professional identity, and subsequent phases until the divestment - would be characterized as the zone of formation of the experienced teachers in mathematics. Among the diversification vs. questioning, serenity and emotional distance vs conservatism, crises and identity "re-positions" would characterize the abilities of management of content and management of classroom of the experienced professor in mathematics. Finally, we have noted that the experienced teacher does not match the phase of disinvestment... (Complete abstract click electronic access below) / Doutor

Many of us have encountered the discussion about which interface is better for working with Git, command-line or graphical. This thesis is an attempt to find out which user interface new Git users prefer for Git and what experienced Git users prefer. We aimed to find out if there’s anything significant which can be gained from using either of the interfaces in comparison to each other. Lastly we looked at what factors influences git users choice of user interface and how?. We have collected data through three interviews and a survey, which yielded approximately 370 responses. Based on our results we’ve found that the command-line interface is the more popular user interface, in general, amongst Git users. We’ve also found that most users stop using graphical user inter- faces, as their primary user interface, as they get more experience with Git. They usually change their primary user interface to a command- line interface or start using both the graphical user interface and the command-line interface together. The results from our study regard- ing why, is presented in this thesis.

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Yes / In expert knowledge elicitation (EKE) for forecasting, the perceived credibility of an expert is likely to affect the weighting attached to their advice. Four experiments have investigated the extent to which the implicit weighting depends on the advisor’s experienced (reflecting the accuracy of their past forecasts), or presumed (based on their status) credibility. Compared to a control group, advice from a source with a high experienced credibility received a greater weighting, but having a low level of experienced credibility did not reduce the weighting. In contrast, a high presumed credibility did not increase the weighting relative to a control group, while a low presumed credibility decreased it. When there were opportunities for the two types of credibility to interact, a high experienced credibility tended to eclipse the presumed credibility if the advisees were non-experts. However, when the advisees were professionals, both the presumed and experienced credibility of the advisor were influential in determining the weight attached to the advice.

No / Purpose Expertise in viewing medical images is thought to be due to the ability to process holistic image information. Eye care clinicians can inspect photographs of the retina to search for signs of disease. However, they commonly also view the eye in vivo using the restricted view of a slit lamp, which removes the potential benefits of holistic processing. We investigated how expert and novice clinicians inspect the fundus using these two methods. Methods Twenty clinicians (10 experienced, 10 novices) examined 64 photographs of human retinae. Each participant viewed half of the images as fundus photographs while having their eye position recorded. The other half were viewed via a simple slit lamp simulation, whereby a computer mouse was used to control the position of a viewing window that revealed the underlying fundus photograph. Results Experienced clinicians made decisions significantly faster than novices, with faster decision-making when viewing the fundus photograph compared to via the slit lamp simulation. The distribution of inspection was similar, although novices spent longer examining the optic nerve head than other regions. Experienced clinicians showed significantly earlier inspection of the optic nerve head when it was judged to be unhealthy. Conclusions Our results support the idea that experienced eyecare clinicians use holistic image information, if available, when inspecting the fundus. This was particularly prominent for the optic nerve head region, which was the region that novices spent most of their time examining. Holistic processing benefits were only present in experts’ free-viewing fundus photographs; the limited field of view from the slit lamp disrupts such global image benefits.

Presented diploma thesis deals with the perception of vehicle speed from the different driving experiences point of view. The thesis is divided into two parts. First, the theoretical part is about motor vehicle construction, driving experiences, and further about the influence of gender on driving and sensory and emotional perception of humans. The second part is dedicated to practical measurement, where vehicle speeds were estimated during driving tests. During this measurement, the test circuit was passed two times in each vehicle. First run was dedicated to full concentration on a drive. In the second run, the respondents were distracted by sudoku solving. Subsequent evaluation of the obtained data is being executed from different points of view – speed category, men vs women, and roads category.

Today Swedish society is surrounded by the English language, more so the importance to know how to read English is therefore essential. Students in consequence need the support from teachers to find suitable strategies to master their reading.This degree project’s aim is to find out if teachers use different methods to teach reading, and if so, why. This paper will present the reader with the theories and literature on the definition of reading strategies. Initially, various researchers will be present the two most commonly used strategies, the cognitive and the metacognitive. Although different researcher claim different This study is based on interviews with two teachers in elementary school, grade 4-6. The results and conclusion of this study is that the combination of different methods and the teachers’ adaption to each class and individual is what provides the students with the confidence to learn. Not only does this make it easier for the students to reach the requirements set for them, but this also gives them a willingness to learn. Furthermore, the study provides information on if the teachers working experience does have an impact on the methods they using when teaching L2 learners reading strategies.

This study investigated the effects of score study on novice conductors’ nonverbal and verbal conducting behaviors. Presented with a brief musical excerpt of which they had no prior knowledge, undergraduate conducting students (N = 11) conducted and rehearsed a live brass quartet. After an initial conducting session, participants in the experimental group (n = 6) received two individual 30-minute score study tutorials, while the control group (n = 5) received no assistance. All participants returned one week after the first conducting session to conduct and rehearse the ensemble for a second time. Brass quartet members and three experienced conductors, all whom were blind to the experimental condition, evaluated participants’ conducting in terms of eye contact, facial expression, effective gesture, ability to lead toward a musically accurate performance, knowledge of the score, and pacing. Significant differences were found between the score study and control conditions. The brass quartet members’ ratings for eye contact and knowledge of the score were higher for the participants who studied the score. I found no significant differences between conditions in the ratings given by experienced conductors. At the conclusion of the second rehearsal, brass quartet members accurately identified five of the six conductors who had received score study assistance and four of the five conductors who had not. Experienced conductors were asked to identify the order of the two videos of each conductor. They accurately identified the order of five of the six score study conductors’ videos. Identifications of participants’ videos in the control group were mostly inaccurate and reflected much disagreement among the experienced conductors. In reviews of the participants’ written and verbal responses about their experience and the comments provided by brass quartet members and experienced conductors, I noted three characteristics that distinguished those who engaged in score study from those who had not: (1) more meaningful, instrument-specific eye contact; (2) greater confidence and comfort; and (3) more effective gestures and other nonverbal behaviors in rehearsal, all of which seemed to result from a more clearly defined interpretation of the music. / text