La problématique de notre recherche, puise sa source d’un constat réel que matérialisent les énormes difficultés que rencontrent les enfants libyens dans l’apprentissage de la lecture. L’hypothèse de départ sur laquelle nous nous sommes étayés, part du postulat que l’échec d’assimilation rapide des processus du codage et d’encodage chez l’enfant libyen, résulte non seulement de la non reconnaissance de l’enfant libyen dans le modèle culturel et familial que proposent les manuels, mais en plus, de l’inadaptation de la méthode d’apprentissage de la lecture aux spécificités sociales et culturelles de la Libye. La non adéquation de la méthode d’apprentissage aux spécificités sociales et culturelles, se trouve aggravée par la mauvaise structuration des référents dans le manuel scolaire, tant au plan du contenu que celui du contenant. La distanciation entre la symbolique utilisée dans le langage populaire (arabe parlé dans les familles) et ceux du langage officiel (arabe classique pratiqué à tous les niveaux de l’administration), précipitent l’échec d’apprentissage de la lecture à commencer par les enfants du CP. L’objectif de notre travail consiste, au terme d’une recherche laborieuse, à mettre entre les mains des différentes instances gouvernementales libyennes, un nouveau manuel, adapté aux spécificités locales tout en s’inspirant des avancées réalisées dans les sciences de la didactique et de la pédagogie, constatées en Occident. / Our research them relies on real observation of the difficulties encountered by the Libyan pupils in the field of reading.We started from the supposition that the Libyan child's failure is due to the fact that child does not identify with the social and cultural models proposed in this school books.It is also due to the discrepancy between the reading methods and Libya socio-cultural specificities. Such as discrepancy is deepened by the inadequate organization of the references in the school handbook at the level of forms as well as usersThe difference between the colloquial language spoken within families and the official one based on classical written Arabic used in all the Libyan official administrations quickens the failure of the reading apprenticeship from the first year of primary education.Our aim in this research is to provide the Libyan officials with a new method more adapted to the local specificities, and in the same time enriched with the most relevant didactic and pedagogical achievement obtained in the west.

The County Administrative Board is an authority with big variations in their work. The fact that the County Administrative Board work with so many different issues makes it difficult for the general public to get an insight in what they do and what kind of archival material they create. This handbook is made to illustrate what the County Administrative Board do and how you can find your way to the archives and its documents, both as an employ and as a public visitor. The Handbook begins with a historical overview of the County Administrative Board, from the 17th century to today, with focus on the County Administrative Board of Uppsala. As the Handbook is made for both employees and for the general public several ways to enter the archives are described. Since the employees at the County Administrative Board of Uppsala have access to the archives them self the Handbook also provides detailed descriptions about how to find the way to the records. These descriptions both explains the way to archives organized in dossier and archives organized in chronological order, both provided at County Administrative Board of Uppsala. All the records that the County Administrative Board of Uppsala has generated though the years are not available in the building of the County Administrative Board but at The National Archive in Uppsala. The records are listed in charts in the end of the Handbook.

The handbook presented in this paper summarises the results of the research initiative “International Water Research Alliance Saxony” (IWAS). The subproject “IWAS Vietnam” (Phase I, October 2008 – December 2010) focuses on the model region “South-East Asia” with emphasis on Vietnam. The project started as a joint research initiative between German and Vietnamese organisations and included contributions from academic, private and public sector in both countries. The handbook was compiled by the Technische Universität Dresden (project coordination), the Institute for Technical and Scientific Hydrology and Dresden Drainage and Sewerage Company, with substantial contributions from Vietnamese partners. / Sổ tay hướng dẫn trong bài viết này tóm lược các kết quả của sáng kiến nghiên cứu từ “Liên minh Nghiên cứu ngành nước quốc tế bang Saxony” (IWAS). Dự án nhánh “IWAS Việt Nam” (giai đoạn 1, 10/2008 - 12/2010) tập trung vào khu vực Đông Nam Á với trọng tâm là Việt Nam. Dự án khởi động như một sáng kiến liên kết nghiên cứu giữa các tổ chức của CHLB Đức và Việt Nam với sự đóng góp từ các đơn vị tư nhân, nhà nước và trường đại học của cả hai quốc gia. Quyển sổ tay này được biên soạn bởi Đại học Kỹ thuật Dresden (cơ quan điều phối dự án), Viện Công nghệ và Khoa học Thủy văn, và Công ty Thoát nước Dresden, cùng với sự đóng góp quan trọng của các đối tác Việt Nam.

In der letzten Periode des Sonderforschungsbereichs 532 wurde eine benutzerfreundliche Internetplattform für den Verbundwerkstoff Textilbeton entwickelt. Die Plattform beinhaltet auf verschiedenen Ebenen umfassende Informationen über Textilbeton, die in Form eines digitalen Handbuchs aufbereitet sind. Präsentiert werden unter anderem die Möglichkeiten des Bauens mit Textilbeton, die Bauteilbemessung, die materialspezifischen Festigkeits- und Verbundeigenschaften sowie verschiedene Produktionstechnologien. Mit der neuen Internetpräsentation wird der Transfer der Forschungsergebnisse in die Baupraxis gezielt unterstützt, und der Baustoff Textilbeton wird der breiten Öffentlichkeit anschaulich näher gebracht. / Within the last period of the collaborative research center SFB 532 a user friendly internet platform for textile reinforced concrete was developed. The platform provides various information about textile reinforce concrete on different information levels, which are combined in a digital handbook for textile reinforced concrete. The platform presents application examples of textile reinforced concrete, design rules for different types of construction elements, material and bond characteristics, production technologies and other helpful information for the practical application of textile reinforced concrete. The internet platform will support the transfer of the research results into the building practice and demonstrate the wide range of applications with textile reinforced concrete.

本研究主要目的在研發我國大班幼兒媒體素養教育教師教學手冊，以做為未 來實施媒體素養教育課程之參考方向。藉由實際事件的舉例與可試行的教學活動解說，期望幼教老師在讀完教學手冊後，能瞭解幼兒媒體素養教育的意涵與重要性，並且依照個人教學需求進行幼兒媒體素養相關概念的引導活動。 本手冊發展歷程首先整理台灣、英國、美國、澳洲、加拿大國家幼兒階段的 媒體素養學習內涵、訪談幼稚園教師以瞭解幼兒媒體經驗、教師感知媒體素養之現況，再根據文獻與訪談的分析結果撰寫手冊，初稿完成後分別以問卷與訪談的方式針對手冊內容進行專家評鑑，整體發現手冊初稿的設計，尤其是教學活動範例的部分，皆較適用於已經具備或熟稔媒體素養知能的幼教老師，對一般不具備傳播教育背景與未曾涉獵相關概念的老師來說使用性較低，最後根據修改建議完成修訂版手冊內容，主要以現場問題為導向，來說明與媒體素養可以連結的部分與可參考的活動及提問方式，涵蓋「閱聽人」、「媒體再現」與「媒體文本」三個面向的學習活動，此外更強調的是讓教師明瞭遇到哪些機會點可以進行媒體素養教育與需掌握的要領（詳見第四章第四節）。 在手冊研發歷程中同時探討幼稚園教師感知幼兒使用媒體的情況、師生一同 使用媒體的狀況、幼師對媒體素養理解狀況與態度。結果發現教師即使進行的教學內容有部分會談論到與媒體內容有關的議題，也鮮少涉及媒體素養的核心概念與面向，再則是如果要針對媒體訊息內容討論必是與原先課程主題極為相關，或是此訊息對幼兒產生不當的影響需要進行全班性的解說與勸導。而雖然教師多贊成可以在幼稚園進行媒體素養教學，但是包括教師本身的認知與態度、幼兒的能力與發展，還有家庭的配合都是需詳加考量的部分。 最後根據本研究所探討的內容、研究結論與限制，提出研究建議，以供教育 行政機關、媒體素養推動機構、師資培育機構、幼稚園與教師、家長及未來相關研究之參考。 / This research aims to develop a handbook for teaching media literacy in preschool. By using examples of real events and feasible teaching activities, we hope teachers could realize the importance of media literacy education for children and conduct media literacy activities on their own demands. This handbook was developed through the following process. First of all, we compared the content of media literacy learning in preschool of five countries, including Taiwan, UK, United States, Australia and Canada. Besides, we interviewed several kindergarten teachers to learn media usage of children and the perception of teachers regarding media literacy. Then we used the literature review and result of interviews to compose the handbook. Furthermore, the draft of handbook were evaluated by professionals. According to the evaluation, we found the handbook might be more useful for teachers with some knowledge of media literacy, and not for those without background knowledge of communication or media literacy. Therefore, the handbook was revised and re-designed by questions to explain the link between media literacy and relevant activities. These activities consist of three main parts, audience, media representation and media texts, with the emphasis on some good opportunities for media literacy education and the skills necessary for teaching media literacy. We also explored how children use media alone or with the teachers through the perception of kindergarten teachers, and the understanding of media literacy and attitudes of these teachers. As a result, we found these teachers may mention media related issues in their teaching, but seldom refer to the core concept of media literacy. In addition, only when the media messages are closely related to the original courses subjects or they may have some bad influences on children will these teachers use them. Moreover, although most teachers agree that media literacy could be contained in kindergarten education, there are still some concerns related to the attitudes and cognition of teachers, the ability and development of children and the support of family. Finally, based on the result of this research, we provided some suggestions for further research on media literacy education. We hope this could be useful for education administrations, institutions of media literacy education, teacher training institutions,kindergarten teachers, and parents.

Universiẗat, Diss./08--Erlangen-Nürnberg, 2007.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-11-22T11:44:46Z No. of bitstreams: 1 Ronaldo Gonçalves Balsalobre.pdf: 3869638 bytes, checksum: ccc898b662a2c1c4c69b74953a380228 (MD5) / Made available in DSpace on 2018-11-22T11:44:46Z (GMT). No. of bitstreams: 1 Ronaldo Gonçalves Balsalobre.pdf: 3869638 bytes, checksum: ccc898b662a2c1c4c69b74953a380228 (MD5) Previous issue date: 2018-09-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study aims at investigating the teaching perspective on teaching material and the continuing education course of the Universitário Sistema Educacional (USE) institution. Based on the teacher's perspective, it analyzed the teaching material adopted by this institution in one of its continuing education courses, named “The Teacher Manager”, offered to schools that use their didactic materials to guide the teaching and learning processes in private schools in the State of São Paulo with which it has a teaching partnership. “The Teacher Manager” is one of the several courses offered by the USE and it was chosen by this researcher because it allows to verify the possibility of changes in pedagogical tasks, such as time management, planning management, relationship management, learning management, and continuing education management. A qualitative methodology was conducted with the application of semistructured questionnaires in three schools in the State of São Paulo, together with the teachers who are part of the USE partner school portfolio and who belong to the segments ranging from the Early Childhood Education to High School Education and who had already taken part in previous continuing education courses offered by the USE. For a more comprehensive understanding of the research context, we will present the history, trajectory, conceptions and teaching material designed by the USE for this educational segment. For the conceptual framework of this study, in addition to the teaching material, the pedagogic proposal, the internal regulations, the Law of Guidelines and Bases (LDB), the National Curricular Guidelines and the Federal Constitution of Brazil, we have also drawn on the conceptual framework of Abramowicz, Ausubel, Freire, Imbernón, Lück, Monteiro, Ronca, among others. With this study, we hope to see significant advances in teachers’ achievements as well as the strengthening of professional development programs designed and conducted by the advisory services of the USE education system in order to re-signify the teacher role by promoting the real praxis in teaching / Este estudo tem como objetivo investigar o olhar docente sobre o material pedagógico e o curso de formação continuada do Universitário Sistema Educacional (USE). Analisou, a partir do olhar do professor, o material didático adotado e um dos cursos de formação continuada, “O Professor Gestor”, oferecido por essa instituição de ensino às escolas que se utilizam dos seus materiais didáticos apostilados, desenvolvidos pela própria USE, para nortear o processo de ensino e aprendizagem em escolas particulares do estado de São Paulo com as quais tem parceria. “O Professor Gestor” é um entre os diversos cursos disponibilizados pelo USE. Ele foi escolhido porque permite verificar a possibilidade de mudanças nos fazeres pedagógicos, tais como: gestão do tempo; gestão do planejamento; gestão do relacionamento; gestão da aprendizagem; e gestão da formação continuada. Utilizamos uma metodologia de caráter qualitativo, com aplicação de questionários semiestruturados em três escolas no estado de São Paulo, junto aos professores que fazem parte da carteira de escolas parceiras do USE, nos segmentos da Educação Infantil ao Ensino Médio, e que já haviam participado de cursos de formação continuada oferecidos por essa instituição de ensino. Para uma compreensão mais abrangente do contexto de pesquisa, discorreremos sobre a história, trajetória, concepções e material didático disponibilizado pela USE para esse segmento educacional. Como aporte para embasar esta pesquisa, além do material didático, da proposta pedagógica, do regimento interno, da legislação Lei de Diretrizes e Bases (LDB), dos Referenciais Curriculares Nacionais e da Constituição Federal, contamos também com o olhar de Abramowicz, Ausubel, Freire, Imbernón, Lück, Monteiro, Ronca, entre outros. Esperamos, com este estudo, constatar os avanços nos fazeres dos professores de modo significativo, bem como o fortalecimento dos programas de formação desenvolvidos e realizados pela assessoria do sistema de ensino do USE, com vistas a ressignificar o papel do professor, promovendo as reais práxis na docência

Na aviação, os procedimentos para situações anormais e de emergência, geralmente organizados em checklists compilados no Quick Reference Handbook (QRH), são elaborados e revisados como mecanismos de controle organizacional. Esta abordagem, no entanto, tem mostrado limitações em servir como solução para todos os tipos de situações, principalmente para problemas não estruturados. Neste cenário, o conceito ‘procedimentos como recursos para a ação’ tem sido visto como uma abordagem alternativa, embora tenha sido desenvolvida apenas de forma incipiente. Assim, o objetivo geral desta tese foi propor um protocolo para revisão dos procedimentos disponíveis em cockpits de aviões comerciais como apoio aos pilotos durante a gestão de anomalia. Para atingir o objetivo, a pesquisa adotou a Design Science Research e foi dividida em quatro etapas: compressão do problema, sugestão e desenvolvimento, avaliação e conclusão. Um estudo etnográfico cognitivo conduzido em uma companhia aérea brasileira propiciou melhor entendimento do problema por meio de observações participantes, entrevistas retrospectivas, entrevistas em grupo, dados secundários e documentos técnicos. Os resultados mostraram como fatores contextuais fora do escopo do QRH geraram demandas extras e requereram estratégias de adaptação dos sistemas cognitivos correlacionados. Fragmentos do QRH e de recursos adicionais foram intercalados para apoiar essas estratégias. As sugestões de melhorias envolveram a reorganização do QRH, dos checklists e dos recursos adicionais, a fim de melhor apoiar o reconhecimento de anomalias, o diagnóstico de problemas e o curso de ação. As sete etapas do protocolo foram desenvolvidas com base nos princípios teóricos e empíricos derivados do estudo e, em seguida, o protocolo foi avaliado de acordo com cinco critérios. Enquanto o artefato teve um bom desempenho em dois critérios, três deles revelaram a necessidade de ajustes, que podem ser superados com novas aplicações em diferentes contextos. Em conclusão, o estudo atingiu os objetivos geral e específicos, contribuiu para a classe de problemas ao operacionalizar o conceito ‘procedimentos como recursos para a ação’ e contribuiu para solucionar o problema prático ao proporcionar um artefato para ajudar as companhias aéreas a revisar seus procedimentos e outros recursos de modo a melhor apoiar os pilotos na gestão de anomalias. / In aviation, procedures for abnormal and emergency situations, generally organized in checklists compiled in the Quick Reference Handbook (QRH), are designed and redesigned as mechanisms of organizational control. This approach, however, has shown some drawbacks as a solution for any situation, specially for unstructured problems. In this scenario, the concept ‘procedures and resources for action’ has been seen as an alternative approach, although it has been incipiently developed. Thus, the general objective of this thesis was to propose a protocol for redesigning the procedures available in commercial aircraft cockpits as means of supporting pilots during anomaly management. To achieve the objective, the research adopted the Design Science Research approach and was divided into four stages: awareness of the problem, suggestion and development, evaluation and conclusion. A cognitive ethnographic study conducted in a Brazilian airline provided better understanding of the problem through participant observations, retrospective interviews, group interviews, secondary data and technical documents as sources of data. The results showed how contextual factors beyond the QRH scope generated extra demands and required adaptive strategies from the joint cognitive systems. Fragments from the QRH and from additional resources were interleaved to support these strategies. The design implications involved the reorganization of the QRH, the checklist and the additional resources in order to better support the anomaly recognition, the problem diagnosis and the course of action. The seven steps of the protocol were developed based on the theoretical and empirical principles derived from the study and, then, the protocol was evaluated according to five criteria. While the artefact performed well in two criteria, in three of them revealed opportunities of improvement, which can be overcame with more applications in different settings. In conclusion, the study achieved general and specifics objectives, contributed to the class of problems by operationalizing the concept ‘procedures as resources for action’ and contributed to solve the practical problem by providing an artefact that help airlines to redesign procedures and other resources in order to better support pilots during anomaly management.

Na aviação, os procedimentos para situações anormais e de emergência, geralmente organizados em checklists compilados no Quick Reference Handbook (QRH), são elaborados e revisados como mecanismos de controle organizacional. Esta abordagem, no entanto, tem mostrado limitações em servir como solução para todos os tipos de situações, principalmente para problemas não estruturados. Neste cenário, o conceito ‘procedimentos como recursos para a ação’ tem sido visto como uma abordagem alternativa, embora tenha sido desenvolvida apenas de forma incipiente. Assim, o objetivo geral desta tese foi propor um protocolo para revisão dos procedimentos disponíveis em cockpits de aviões comerciais como apoio aos pilotos durante a gestão de anomalia. Para atingir o objetivo, a pesquisa adotou a Design Science Research e foi dividida em quatro etapas: compressão do problema, sugestão e desenvolvimento, avaliação e conclusão. Um estudo etnográfico cognitivo conduzido em uma companhia aérea brasileira propiciou melhor entendimento do problema por meio de observações participantes, entrevistas retrospectivas, entrevistas em grupo, dados secundários e documentos técnicos. Os resultados mostraram como fatores contextuais fora do escopo do QRH geraram demandas extras e requereram estratégias de adaptação dos sistemas cognitivos correlacionados. Fragmentos do QRH e de recursos adicionais foram intercalados para apoiar essas estratégias. As sugestões de melhorias envolveram a reorganização do QRH, dos checklists e dos recursos adicionais, a fim de melhor apoiar o reconhecimento de anomalias, o diagnóstico de problemas e o curso de ação. As sete etapas do protocolo foram desenvolvidas com base nos princípios teóricos e empíricos derivados do estudo e, em seguida, o protocolo foi avaliado de acordo com cinco critérios. Enquanto o artefato teve um bom desempenho em dois critérios, três deles revelaram a necessidade de ajustes, que podem ser superados com novas aplicações em diferentes contextos. Em conclusão, o estudo atingiu os objetivos geral e específicos, contribuiu para a classe de problemas ao operacionalizar o conceito ‘procedimentos como recursos para a ação’ e contribuiu para solucionar o problema prático ao proporcionar um artefato para ajudar as companhias aéreas a revisar seus procedimentos e outros recursos de modo a melhor apoiar os pilotos na gestão de anomalias. / In aviation, procedures for abnormal and emergency situations, generally organized in checklists compiled in the Quick Reference Handbook (QRH), are designed and redesigned as mechanisms of organizational control. This approach, however, has shown some drawbacks as a solution for any situation, specially for unstructured problems. In this scenario, the concept ‘procedures and resources for action’ has been seen as an alternative approach, although it has been incipiently developed. Thus, the general objective of this thesis was to propose a protocol for redesigning the procedures available in commercial aircraft cockpits as means of supporting pilots during anomaly management. To achieve the objective, the research adopted the Design Science Research approach and was divided into four stages: awareness of the problem, suggestion and development, evaluation and conclusion. A cognitive ethnographic study conducted in a Brazilian airline provided better understanding of the problem through participant observations, retrospective interviews, group interviews, secondary data and technical documents as sources of data. The results showed how contextual factors beyond the QRH scope generated extra demands and required adaptive strategies from the joint cognitive systems. Fragments from the QRH and from additional resources were interleaved to support these strategies. The design implications involved the reorganization of the QRH, the checklist and the additional resources in order to better support the anomaly recognition, the problem diagnosis and the course of action. The seven steps of the protocol were developed based on the theoretical and empirical principles derived from the study and, then, the protocol was evaluated according to five criteria. While the artefact performed well in two criteria, in three of them revealed opportunities of improvement, which can be overcame with more applications in different settings. In conclusion, the study achieved general and specifics objectives, contributed to the class of problems by operationalizing the concept ‘procedures as resources for action’ and contributed to solve the practical problem by providing an artefact that help airlines to redesign procedures and other resources in order to better support pilots during anomaly management.

O livro didático é pensado e concebido com vistas ao aluno, porém, sua escolha e uso em sala de aula dependem da ação do professor, que muitas vezes o utiliza no preparo de aulas e na elaboração de atividades. A partir da década de 1960 se institucionalizou a prática de ofertar material específico ao docente nos compêndios o chamado Manual do Professor. Antes disso, no entanto, tal iniciativa partia dos próprios autores e editores. Referenciando-se nos estudos de Roger Chartier sobre a História do Livro e da Leitura e de Allain Choppin e Circe Bittencourt acerca do livro didático este trabalho investiga a presença de orientações aos professores em livros escolares direcionados ao nível primário e secundário, editados no Brasil em três períodos (1880 a 1930, 1930 a 1960 e 1966 a 1985). Utiliza uma amostra de obras voltadas a diferentes disciplinas. O objetivo é identificar o conteúdo das instruções, como se apresentam para cada nível escolar e de que maneira dialogam com as determinações legais e com os modelos pedagógicos vigentes e propagados pelos periódicos educacionais. Conclui que, até a década de 1960, a presença de subsídios ao docente não era uma regra para as casas publicadoras e que variava conforme o público a que se destinava. A partir de fins dos anos 1960, formaliza-se, mediante a ação de três personagens autores e editores, Estado e professores , a oferta de um livro didático voltado especificamente ao docente. Até 1930, nota-se uma aproximação entre o teor das instruções presentes nos livros e o paradigma da Caixa de Utensílios, com seus modelos práticos a serem aplicados em sala de aula. Entre 1930 e 1960, este modelo parece arrefecer nas obras didáticas. Na década de 1970 o aparecimento do Manual do Professor parece reforçar a oferta de orientações passo a passo. / The textbook is designed and conceived with a view to the student, however, its choice and use in the classroom depends on the actions of the professor, who often uses in the preparation of lessons and in the development of activities. From the 1960s, has become institutionalized the practice of offering specific material to faculty members in compendiums - the so-called Teacher Handbook. Before that, however, this initiative stemmed from the authors and publishers. Referencing the studies of Roger Chartier on the History of Books and Reading and Allain Choppin and Circe Bittencourt about textbook - this paper investigates the presence of guidelines to teachers in school books directed in primary and secondary level textbooks, edited in Brazil in three periods (1880 to 1930, 1930 to 1960 and 1966 to 1985). It uses a sample of works involving different disciplines. The goal is to identify the content of the instructions, as they are for each school level and how dialogue with the legal requirements and with current pedagogical models and propagated by educational journals. I concluded that, until the 1960s, the presence of subsidies to the teacher was not a rule for the publishing houses which varied according to the public for which it was intended. From the late 1960s, formalizes it through the action of three characters - authors and publishers, State and teachers - the offer of a textbook focused specifically to the teacher. Until 1930, we note a connection between the content of the instructions in the books and the paradigm of \"Tool box\", with its practical models to be applied in the classroom. Between 1930 and 1960, this model seems to attenuate in the didactic works. In the 1970s, with the appearance of the Teacher\'s Guide, returns the offering of a step by step guidance.