Esta pesquisa teve por objetivo analisar como certas práticas e representações das ciências influenciaram a concepção de corpo feminino presente nos primeiros livros brasileiros de Ginástica Feminina e Rítmica, objeto circunscrito, assim, pelas temáticas de gênero, corpo feminino e história da ciência. A ciência, considerada como elemento cultural na sociedade, tematizando, influenciando e sofrendo influência da cultura, pode tanto agir sobre a concepção de corpo como produzi-la, através de um discurso prescritivo. Antes tratado somente em comparação ao homem, o lugar do corpo feminino pode ser realçado a partir da Ginástica Feminina e Rítmica, prática corporal elaborada originalmente para as mulheres. A análise de cunho histórico dos primeiros manuais da modalidade no Brasil, de meados do século XX, incluindo a investigação de seus enquadramentos contextuais e de elementos das trajetórias de suas autoras, permitiu a compreensão da influência de algumas visões de ciência sobre expectativas a respeito do corpo feminino e das formas de intervenção sobre ele. Além de notar a presença de aspectos relacionados a ideias e conteúdos de determinadas ciências, como noções de evolução e experimentação, mostramos como os manuais analisados partem de uma certa visão de ciência para almejar sistematicidade, estruturar sua argumentação e empregar imagens. Nos manuais, a mulher, seu corpo e o feminino são representados como dotados de uma essência natural, mas que é passível de intervenção e cuidado por meio da Ginástica Feminina e Rítmica / The aim of this investigation was to analyze how certain practices and representations of the sciences influenced the conception of the female body in the first Brazilian handbooks of Womens and Rhythmic Gymnastics (an object thus circumscribed by the themes of gender, the female body and history of science). Considered as a cultural element in society, thematising, influencing and being influenced by culture, science can at the same time act upon conceptions of the body and construct it through a prescriptive discourse. Beforehand considered only in comparison to male bodies, the place of female ones can be highlighted within the universe of Womens and Rhythmic Gymnastics, bodily practices originally designed for women. The historical analysis of the first Brazilian handbooks of such practices, dating from the mid-twentieth century, including their contexts and elements of the trajectories of their authors, allowed us to understand the bearing of some visions of science on expectations about the female body and ways of intervening on it. In addition to noting the presence some ideas and contents related to certain sciences, such as notions of evolution and experimentation, here we show how the handbooks are based on a certain vision of science that leads to claims of systematicity, as well as structures their arguments and use of images. In the handbooks, women, their bodies, and the feminine are represented as having a natural essence, one that is nevertheless subject to intervention and care through Womens and Rhythmic Gymnastics

Thesis (MPA.) -- University of Limpopo, 2007 / Refer to the document

The purpose of this project is to present the design and guidelines for implementation of a theory based intercultural communication skills training program. An instructor manual was designed primarily for people in leadership positions in Catholic parish communities in the Diocese of San Bernardino, California, in order to help them to develop the necessary skills and abilities to become competent intercultural communicators.

Shear blades are mostly made of cold-work tool steels and manufactured by rolling process. Rolling process is performed not only for forming the tool but also for improving the mechanical properties. In this study, an alternative method, involving sand casting, hot forging and heat treatment processes to manufacture the shear blades, has been proposed. In the proposed method, plastic deformation will be carried out by means of forging instead of rolling. The material has been selected as X48CrMoV8-1. For both of casting and forging processes, simulations have been conducted by using Computer Aided Engineering Software. According to the results of casting process simulation, the billets have been poured. These billets have been soft annealed first and then taken as the initial raw material for the forging process. After the forging process, quenching and tempering processes have been applied. The specimens have been taken as cast, as forged and as tempered and the microstructural analysis and mechanical tests have been performed on these. The same tests and analysis have been repeated for a commercially available shear blade sample which is manufactured by rolling. All these investigations have shown that the properties of the forged shear blade are very similar to the rolled shear blade. Therefore, the new proposed method has been verified to be used as an alternative manufacturing method for the cold-work tool steel shear blades.

In 1991, the National Collegiate Athletic Association (NCAA) created the Challenging Athletes' Minds for Personal Success (CHAMPS)/Life Skills Program to support the student development initiatives of participating universities and colleges and to enhance the quality of the collegiate student-athlete experience within the university setting (NCAA, 2005). The CHAMPS/Life Skills Program focuses on five areas: Academic Excellence, Athletic Excellence, Personal Development, Career Development, and Service. Very few modifications have been made to the CHAMPS/Life Skills Program Educational material. The material is out of date and does not meet the needs of instructors or collegiate student-athletes. Many university faculty members use various forms of technology to supplement their teaching methods. The current presentation of the CHAMPS/Life Skills Program content exists only in paper- and pencil- format.The purpose of this creative project was to update the existing CHAMPS/Life Skills Program material and transform the material into an electronic format. This project focused on updating the Personal Development chapter, including updates to topics such as: stress management and self-esteem. A Sport Psychology chapter was created to equip CHAMPS/Life Skills Program instructors with sport psychology knowledge applicable to a collegiate student-athlete population. Electronic and additional hard copy resources were created in this project. The updated chapters and an evaluation form were distributed to three academicians familiar with the Creative Project. The academicians were asked to provide feedback and evaluate the updated chapters. The provided feedback can be used during the final preparation of the CHAMPS/Life Skills Program Manual. / School of Physical Education, Sport, and Exercise Science

This creative project has explored the possibility of establishing a field of technical literature which bridges the gap between processes books and engineering texts. The project, by setting an example, has presented a format which may easily be followed by other writers in the field.The project specifically deals with eleven contemporary sheetmetal forming techniques. In addition, the handbook presents an overall view of production planning, quality control, and standardization.

This dissertation is about the writing of theses in Swedish higher education. The aim is to construct meanings about thesis writing from different kinds of texts. The meanings are answers to the overall question about what good teaching can be in relation to thesis writing, and to what extent handbooks on writing can enhance such teaching. The dominant meaning constructed from handbooks on thesis writing is that writing is about following certain rules and closely connected to this meaning is the idea that writing can be taught as a separate ability. Focus is on the abilities of the individual student. A consequence of this meaning is that handbooks can be of use. The dominant meaning constructed from research on thesis writing is that writing takes place in a context, and that the teaching must concentrate on the content of the subject. When students understand the subject they will also be able to write. Focus is on what the institution can do to support students. The consequence of this meaning is that there is no need for handbooks in the teaching of writing. Important aims of Swedish higher education are being neglected in most texts on writing, i.e. critical thinking, students’ influence over the education, the possibilities of all categories of students participating in higher education, students’ personal development, education and citizenship. These issues, however, are frequent in other texts on higher education, and in the last part of the dissertation the question of thesis writing is brought to these broader contexts. The dissertation takes pragmatism as its theoretical starting point. The construction of meanings and their consequences, as well as the insistence on the two roles of education being of use to the individual as well as to society, come from pragmatism. So does also, following Dewey, the belief that what students do in education must have significance, not only in future, but as it takes place.

by Sondra B. Lage [and] Richard S. Marcus. / Bibliography: p. 45. / DSR Project 70149.

After nine years of working in the field of social work, this including counselling, training and supervision, the researcher became aware of the need to develop a tool by which social workers could identify how they work. This study is for the social workers. It will review theory and techniques and then will go one step further. It will offer a new product to the social worker, a product whereby he or she can internally reflect on, investigate, argue about, integrate and finally, within the relationship the social worker has with his or her own working self, developed a personal practice model. Developmental research was selected as the research design. The tool to achieve the goal of developing a personal practice model was a workshop. A pilot study was undertaken at Family Life Centre. / Social Work / M.A. (Social Science (Mental Health))

The purpose of the study was born out of a perceived need to establish an assessment strategy framework for the fashion programme of one Eastern Cape comprehensive university. The study focused on one Eastern Cape comprehensive university. The programme, National Diploma: Fashion, is offered by the university at two campuses (120km apart). Although this programme is currently offered at both of the sites under the auspices of the university, disparity exists in many of the academic functions within the programme. The most challenging is assessment and the implications of a non-existent standard framework for assessment across both campuses. This research undertook to identify a framework that would best serve the Fashion programme of the researched university. Assessment in the context of this study referred to the process of both gathering evidence of student learning as well as assigning grades to that learning. The lack of an assessment framework affects the quality of assessment. Consistency in the assessment process across both campuses is important. At present assessment is not consistent as it is done independently on each campus. This lack of consistency could prove to favour students at the one campus while marginalizing students at the other campus and vice versa. Inconsistency arises from staff having no common assessment framework to refer to when assessment takes place. This study was a case study. Interviews were conducted with a sample of lecturers and students from both sites. A document analysis of relevant policies was done. The documents included the Higher Education Quality Committee document Criteria for Programme Accreditation, 2004, the South African Qualification Authority document Criteria and Guidelines for Assessment of NQF Registered Unit Standards and Qualifications, 2001, and the South African Qualification Authority document Guidelines for Integrated Assessment, 2005. University policy documents pertaining to assessment were also included in the research.The findings of this study lead to the conclusion that there is no clear assessment framework currently in place for the National Diploma: Fashion at one Eastern Cape comprehensive university. The assessment methods currently in use are not fully understood and comprehended by lecturers or students. The assessment types are limited with little or no variety as to how assessment is practiced. Although continuous assessment is advocated in the department, a lack of understanding by lecturers and students as to the true practice of continuous assessment is evident. Much of the assessment is done at the end of a teaching module, rather than embedded in the teaching module. This means that assessment is done of learning rather than for learning.