No description available.

No description available.

Thesis (MA)--Stellenbosch University, 1995. / Een kopie mikrofiche. / ENGLISH ABSTRACT: The application of the support function in supervision of undergraduate students in social work liberates the students' emotional energy in order to contribute to the success of the students. To be a source of support to the students, the supervisor must be aware of the possible causes of stress, the students' reaction thereto and methods in which they could deal with it. This exploratory study endeavours to create a scientifically based framework for the application of the support function in supervision of undergraduate students in social work in order to deal with stress. The causes of, reaction towards and ways in which undergraduate students in social work deal with stress were determined by means of questionnaires and described in terms of the students' personalities and their unique circumstances, their contact with the client system and supervision of the students. The respondents were 60 undergraduate students in social work. Conclusions and recommendations were made which focussed, amongst others, on the development of knowledge regarding the application of the support function in supervision, pro-active support, communication during support and application of the support function with regard to the practice education of the students. The framework of this research can be utilised by supervisors for effective supervision of undergraduate students in social work. / AFRIKAANSE OPSOMMING: Die toepassing van die ondersteuningsfunksie in supervisie aan voorgraadse maatskaplikewerkstudente stel die studente se emosionele energie vry ten einde tot suksesvolle studente by te dra. Om 'n bron van ondersteuning vir studente te wees, moet die supervisor bewus wees van die moontlike oorsake van stres, die studente se reaksies daarop en die wyses waarop stres hanteer kan word. Hierdie verkennende studie het ten doel om 'n wetenskaplik gefundeerde raamwerk daar te stel vir die toepassing van die ondersteuningsfunksie in supervisie aan voorgraadse maatskaplikewerkstudente ten einde stres te hanteer. Die oorsake, reaksies en hantering van voorgraadse maatskaplikewerkstudente se stres is deur middel van vraelyste bepaal en in terme van die studente se persoonlikheid en omstandighede, hulle kontak met die klientsisteem en supervisie aan die studente beskryf. Die respondente het uit 60 voorgraadse maatskaplikewerkstudente bestaan. Gevolgtrekkings en aanbevelings is gemaak wat onder andere gefokus het op ontwikkeling van kennis oor die toepassing van die ondersteuningsfunksie in supervisie, pro-aktiewe ondersteuning, kommunikasie tydens ondersteuning en toepassing van die ondersteuningsfunksie met betrekking tot studente se praktykopleiding. Die raamwerk van hierdie navorsingsverslag sal deur supervisors vir effektiewe supervisie aan voorgraadse maatskaplikewerkstudente benut kan word.

The subject of my essay concerns the images of refugees that have been taken on Lesvos during the last year. The aim of this essay is to examine the relationship between the photographer, the camera and the island as a scene för photographers, through the images that were taken there. The main scene is the beaches of Lesvos where tragedies and (sometimes) even comedies take place. I am working in a field where photography, aesthetics and social anthropology intersect. As regards to method, I have applied researcher Ruben Anderssson's ”extended field site” to my own field studies concerning Lesvos. The refugee situation that recently found its centre on the Greek islands is built up of networks that stretch far and wide across the globe. Events in one part of the world affect what is happening on Lesvos and vice versa. The media and NGOs are also part of larger networks. Therefore the field site needs to be extended beyond the geographical borders of Lesvos. I did field studies on Lesvos two times during the last year. I interviewed photographers and volunteers and took photographs of my own. Intuition is an integral part of my work and I have also applied it to my field studies. One of my starting points has been Judith Butler’s thoughts on what makes a life grievable. Butler's main hypothesis is that we view certain lives as having less value than others and thereby we will be less likely to grieve the passing of such lives. I examine the images of refugees to see if photography can help us better regard their lives as grievable. Refugees are people whose exposed bodies live precarious lives. Photographers can capture this in images but it is the spectator who has the final say in how images affect him or her. I end the essay by examining the spectator and what happens when we are confronted with disturbing images. Images of refugees in need exhort us to react whether we want to or not. We can turn away, but once images have entered out consciousness, there is no turning back.

A presente pesquisa discute os trabalhos de campo da semana de recepção de calouros, no Instituto de Geociências da USP, em dois momentos. O primeiro entre os anos de 1978 e 1982 organizados pelos alunos do bacharelado em Geologia, integrantes do Centro Paulista de Estudos Geológicos CEPEGE. O segundo momento para os alunos do curso de Licenciatura em Geociências e Educação Ambiental LiGEA, entre os anos de 2005 a 2012. O principal objetivo deste trabalho é compreender como estas atividades contribuíram e continuam contribuindo com o processo de institucionalização da área de Pesquisa e Ensino em Geociências. Institucionalização é compreendida por nós não só como a criação de uma estrutura física, com normas, regulamentos, leis e estatuto, mas sim em um sentido mais amplo, incluindo, também, comportamentos que materializam valores em um determinado grupo social. Ao longo da pesquisa percebemos que estas atividades introdutórias, cada uma em seu contexto, estão impregnadas de valores e concepções metodológicas, pedagógicas e científicas. Para realizarmos a análise segundo estas dimensões, utilizamos diversas técnicas de coleta de dados como entrevistas, observação participante, anotações e pesquisa em arquivo documental. Assim, procuramos compreender a forma como estes trabalhos de campo foram organizados, utilizando um olhar multidimensional, compreendendo os contextos históricos e concepções educacionais, relacionando com discussões epistemológicas da área. A metodologia de análise de dados foi a Análise Textual Discursiva. Foi possível observar que os trabalhos de campo, tanto do CEPEGE, como da LiGEA, refletem aspectos pedagógicos, processuais de institucionalização e de formação científica, subjetiva e afetiva dos participantes. / This study discusses the field work for the week of receiption of freshmen at the Geosciences Institute of USP, on two occasions. The first between 1978 and 1982 organized by the students of the bachelor\'s degree in geology, members of the Central Geological Survey Paulista - CEPEGE. The second moment for the students of the Bachelor\'s Degree in Geosciences and Environmental Education - LiGEA, between the years 2005 to 2012. The main objective of this study is to understand how these activities contributed and still contribute to the process of institutionalization of the area of Research and Education in Geosciences. Institutionalization is understood by us as not only the creation of a physical structure, with rules, regulations, laws and statutes, but in a broader sense, including also behaviors that embody values in a particular social group. During the research we realized that these introductory activities, each in its context, are imbued with values and methodological conceptions, educational and scientific. To carry out the analysis along these dimensions we use various techniques of data collection such as interviews, participant observation, research notes and document archive. So we try to understand how this field works were organized, using a multidimensional look, understanding the historical contexts and educational concepts, epistemological discussions relating to the area. The methodology of data analysis was the Textual Discourse Analysis. It was observed that the field work, both CEPEGE as the LiGEA reflect pedagogical aspects, procedural institutionalization and scientific training, participants\' subjective and emotional.

Made available in DSpace on 2017-07-10T17:30:41Z (GMT). No. of bitstreams: 1 Francieli_Caus.pdf: 3784955 bytes, checksum: 9318ecff09baef826e5152bfcd591697 (MD5) Previous issue date: 2015-05-12 / The discussions that permeate the Geography Teaching are vast and composed of numerous technical and scientific variables, economic, political and cultural partners requiring significant judgment. In this context, the present study aims to analyze the importance of field work as a methodology for Geography Teaching. In this light, it was searched, within teachers who teach this course at the Education state system of the Regional Education Core in Francisco Beltrão (NRE-FB) and for students in the third year of high school, elements that could help to identify the use and recovery of this methodology in the teaching-learning process. Through gathering, organization and data analysis gathered via questionnaires and interviews with teachers and students,there is a need of understanding if the field work are effectively adopted as a teaching methodology for Geography as an aid in the construction of geographic knowledge as well as their permeate through the universe studied, since its use is planned and guided by the Curriculum Guidelines of Paraná State. The steps for the development and structuring of the research were composed by; bibliographic close about the importance of the Field Work in Geography Teaching and primary data collection. This data consists in the preparation and execution questionnaire analysis for: one hundred sixty-seven teachers Geography Schools of NRE -FB; for two hundred eighty-one students in the 3rd year of high school (in 2014) and for eighteen graduates students of Geography (4th year ofGraduates at UNIOESTE, 2014). These data were supplemented by information arising from interviews obtained from the forty-one teachers from schools belonging to the NRE FB, who declared conduct field work in their classes and interviews with three teachers working with training of geography teachers (UNIOESTE, USP ). Therefore, it was found that in primary and secondary education schools belonging to the NRE - FB, the field work are little made. There are several reasons for this low adherence to methodology by teachers, among the which stands out problems of bureaucratic, financial and curricular order. The research supports the recognition of the potential of Fieldwork methodology has for teaching by the teachers surveyed, likewise, knowledge is not accompanied by effective compliance methodology, being more decisive in this regard, the academic education, or is, the presence of this methodology on the basis of -your teacher education. / As discussões que permeiam o Ensino de Geografia são amplas e compostas de inúmeras variáveis técnico-científicas, econômicas, políticas e culturais exigindo dos interlocutores significativo discernimento. Neste contexto, a presente pesquisa propõe analisar a importância dos Trabalhos de Campo enquanto metodologia para o Ensino de Geografia. Face disso buscou-se, junto aos professores que lecionam esta disciplina na Rede Estadual de Ensino do Núcleo Regional de Educação de Francisco Beltrão (NRE FB) e aos alunos que frequentam o terceiro ano do Ensino Médio, elementos que pudessem auxiliar na identificação da utilização e valorização desta metodologia no processo de ensino-aprendizagem. Por meio da coleta, sistematização e análise de dados reunidos via questionários e entrevistas aos professores e alunos, requeria-se compreender se os Trabalhos de Campo são adotados efetivamente enquanto metodologia de ensino para a Geografia como subsídio na construção do conhecimento Geográfico, bem como sua capilaridade junto ao universo estudado, uma vez que seu uso é previsto e orientado pelas Diretrizes Curriculares do estado do Paraná. As etapas para a elaboração e estruturação da pesquisa foram constituídas de levantamento bibliográfico sobre o papel do Trabalho de Campo para o Ensino de Geografia e do levantamento de dados primários, dentre os quais elaboração execução e análise de questionário para: cento e sessenta e sete professores de Geografia das Escolas do NRE -FB; para duzentos e oitenta e um alunos que frequentam o 3º ano do Ensino Médio (no ano de 2014) e, para dezoito formandos da graduação de Geografia (turma do 4º ano da Licenciatura da UNIOESTE, 2014). Estes dados foram complementados por informações advindas de entrevistas obtidas junto aos quarenta e um professores das escolas pertencentes ao NRE - FB que declararam realizar Trabalho de Campo em suas aulas e de entrevistas com três professores que trabalham com formação de professores de Geografia (UNIOESTE, USP). Diante disso, constatou-se que no Ensino Fundamental e Médio das escolas pertencentes ao NRE FB, os Trabalhos de Campo são pouco realizados. São diversas as causas apontadas para esta baixa adesão à metodologia por parte dos professores, dentre as quais destaca-se problemas de ordem burocrática, financeira e curricular. A pesquisa corrobora o reconhecimento do potencial que a metodologia de Trabalhos de Campo possui para o ensino por parte dos professores pesquisados, outrossim, o conhecimento não é acompanhado da efetiva aquiescência à metodologia, mostrando-se mais determinante neste quesito, a formação acadêmica, ou seja, a presença desta metodologia na base de sua formação docente.

Made available in DSpace on 2017-05-12T14:42:12Z (GMT). No. of bitstreams: 1 Francieli_Caus.pdf: 3784955 bytes, checksum: 9318ecff09baef826e5152bfcd591697 (MD5) Previous issue date: 2015-05-12 / The discussions that permeate the Geography Teaching are vast and composed of numerous technical and scientific variables, economic, political and cultural partners requiring significant judgment. In this context, the present study aims to analyze the importance of field work as a methodology for Geography Teaching. In this light, it was searched, within teachers who teach this course at the Education state system of the Regional Education Core in Francisco Beltrão (NRE-FB) and for students in the third year of high school, elements that could help to identify the use and recovery of this methodology in the teaching-learning process. Through gathering, organization and data analysis gathered via questionnaires and interviews with teachers and students,there is a need of understanding if the field work are effectively adopted as a teaching methodology for Geography as an aid in the construction of geographic knowledge as well as their permeate through the universe studied, since its use is planned and guided by the Curriculum Guidelines of Paraná State. The steps for the development and structuring of the research were composed by; bibliographic close about the importance of the Field Work in Geography Teaching and primary data collection. This data consists in the preparation and execution questionnaire analysis for: one hundred sixty-seven teachers Geography Schools of NRE -FB; for two hundred eighty-one students in the 3rd year of high school (in 2014) and for eighteen graduates students of Geography (4th year ofGraduates at UNIOESTE, 2014). These data were supplemented by information arising from interviews obtained from the forty-one teachers from schools belonging to the NRE FB, who declared conduct field work in their classes and interviews with three teachers working with training of geography teachers (UNIOESTE, USP ). Therefore, it was found that in primary and secondary education schools belonging to the NRE - FB, the field work are little made. There are several reasons for this low adherence to methodology by teachers, among the which stands out problems of bureaucratic, financial and curricular order. The research supports the recognition of the potential of Fieldwork methodology has for teaching by the teachers surveyed, likewise, knowledge is not accompanied by effective compliance methodology, being more decisive in this regard, the academic education, or is, the presence of this methodology on the basis of -your teacher education. / As discussões que permeiam o Ensino de Geografia são amplas e compostas de inúmeras variáveis técnico-científicas, econômicas, políticas e culturais exigindo dos interlocutores significativo discernimento. Neste contexto, a presente pesquisa propõe analisar a importância dos Trabalhos de Campo enquanto metodologia para o Ensino de Geografia. Face disso buscou-se, junto aos professores que lecionam esta disciplina na Rede Estadual de Ensino do Núcleo Regional de Educação de Francisco Beltrão (NRE FB) e aos alunos que frequentam o terceiro ano do Ensino Médio, elementos que pudessem auxiliar na identificação da utilização e valorização desta metodologia no processo de ensino-aprendizagem. Por meio da coleta, sistematização e análise de dados reunidos via questionários e entrevistas aos professores e alunos, requeria-se compreender se os Trabalhos de Campo são adotados efetivamente enquanto metodologia de ensino para a Geografia como subsídio na construção do conhecimento Geográfico, bem como sua capilaridade junto ao universo estudado, uma vez que seu uso é previsto e orientado pelas Diretrizes Curriculares do estado do Paraná. As etapas para a elaboração e estruturação da pesquisa foram constituídas de levantamento bibliográfico sobre o papel do Trabalho de Campo para o Ensino de Geografia e do levantamento de dados primários, dentre os quais elaboração execução e análise de questionário para: cento e sessenta e sete professores de Geografia das Escolas do NRE -FB; para duzentos e oitenta e um alunos que frequentam o 3º ano do Ensino Médio (no ano de 2014) e, para dezoito formandos da graduação de Geografia (turma do 4º ano da Licenciatura da UNIOESTE, 2014). Estes dados foram complementados por informações advindas de entrevistas obtidas junto aos quarenta e um professores das escolas pertencentes ao NRE - FB que declararam realizar Trabalho de Campo em suas aulas e de entrevistas com três professores que trabalham com formação de professores de Geografia (UNIOESTE, USP). Diante disso, constatou-se que no Ensino Fundamental e Médio das escolas pertencentes ao NRE FB, os Trabalhos de Campo são pouco realizados. São diversas as causas apontadas para esta baixa adesão à metodologia por parte dos professores, dentre as quais destaca-se problemas de ordem burocrática, financeira e curricular. A pesquisa corrobora o reconhecimento do potencial que a metodologia de Trabalhos de Campo possui para o ensino por parte dos professores pesquisados, outrossim, o conhecimento não é acompanhado da efetiva aquiescência à metodologia, mostrando-se mais determinante neste quesito, a formação acadêmica, ou seja, a presença desta metodologia na base de sua formação docente.

The considerable risk to human life associated with modern military operations in urban terrain (MOUT) and urban search and rescue (USAR) has led professionals in these domains to explore the use of robots to improve safety. Recent studies on mobile robot use in the field have shown a noticeable lack of reliability in real field conditions. Improving mobile robot reliability for applications such as USAR and MOUT requires an understanding of how mobile robots fail in field environments. This paper provides a detailed investigation of how ground-based mobile robots fail in the field. Forty-four representative examples of failures from 13 studies of mobile robot reliability in the USAR and MOUT domains are gathered, examined, and classified. A novel taxonomy sufficient to cover any failure a ground-based mobile robot may encounter in the field is presented. This classification scheme draws from established standards in the dependability computing [30] and human-computer interaction [40] communities, as well as recent work [6] in the robotics domain. Both physical failures (failures within the robotic system) and human failures are considered. Overall robot reliability in field environments is low with between 6 and 20 hours mean time between failures (MTBF), depending on the criteria used to determine if a failure has occurred. Common issues with existing platforms appear to be the following: unstable control systems, chassis and effectors designed and tested for a narrow range of environmental conditions, limited wireless communication range in urban environments, and insufficient wireless bandwidth. Effectors and the control system are the most common sources of physical failures. Of the human failures examined, slips are more common than mistakes. Two-thirds of the failures examined in [6] and [7] could be repaired in the field. Failures which resulted in the suspension of the robot's task until the repair was completed are also more common with 94% of the failures reported in [13].

Working collaboratively with the Texas School for the Blind and Visually Impaired (TSBVI) and Dr. Kara Hallmark's art education students at the University of Texas at Austin (UT), this qualitative case study documented how preservice art teachers' awareness of how to implement language as a teaching tool developed during a participatory observational experience in the segregated special needs art class at TSBVI. My research reveals how the field experience at TSBVI, which included hands-on interaction with pupils who are blind or visually impaired and the role modeling of an experienced special needs art educator, enhanced awareness for preservice teachers about how language can be used effectively in teaching art. This awareness is useful for all educators who include students experiencing vision impairment in the art classroom. / text

No description available.