A Biologia Molecular e a Biotecnologia e seus conceitos subjacentes estão inseridos no currículo escolar da educação básica e têm estado presentes na vida cotidiana dos estudantes, envolvendo a análise e tomada de decisão sobre aspectos éticos relacionados à produção e aplicação do conhecimento científico e tecnológico. As explicações de alguns fenômenos e processos relacionados a estes temas estão quase sempre no nível molecular e atômico, que é descrito e explicado com modelos conceituais e físicos, ou até mesmo imagens. À luz da Teoria dos Modelos Mentais de Johnson-Laird, as pessoas raciocinam através de modelos mentais, podendo utilizar outras formas de representações mentais como proposições e imagens. Nesse contexto propôs-se diagnosticar entre treze alunos dos cursos de Licenciatura em Ciências Exatas (LCE) e Bacharelado em Ciências Físicas e Biomoleculares (CFBio), ambos cursos da Universidade de São Paulo, quais as representações mentais que esses alunos possuíam sobre o tema proteínas, bem como a contribuição de uma sequência didática utilizando modelos táteis para o ensino e aprendizagem da estrutura e função de proteínas. Para tal, realizamos (a) uma entrevista com os alunos dos cursos mencionados (pré-teste), (b) dois cursos com duração de três dias para cada turma (LCE e CFBio) e (c) uma entrevista com os mesmos alunos transcorrida uma semana após a realização de cada curso (pós-teste). Os dados obtidos foram de três tipos: registros escritos (desenhos e/ ou esquemas); um ou mais modelos táteis montados com materiais de baixo custo; áudio e imagens oriundos das filmagens das entrevistas. Os registros escritos e os modelos táteis de cada aluno foram fotografados e os áudios das entrevistas transcritos, gerando um documento individual que possibilitou uma análise de conteúdo, permitindo a divisão da amostra em duas categorias: alunos modelizadores e não modelizadores, cada uma com subcategorias próprias. A detecção das representações mentais que os alunos possuíam antes e após o curso sinalizou que a contribuição da sequência didática aplicada no curso para o ensino/aprendizagem do tema proteínas foi positiva, promovendo o aumento do número de alunos modelizadores e possibilitando aos mesmos o aumento do nível de complexidade e sofisticação em suas representações externas (modelos táteis e desenhos) e a evolução e esclarecimento de conceitos antes não compreendidos. / The Molecular Biology and Biotechnology and its underlying concepts are embedded in the curriculum of basic education and have been present in the daily life of students, involving the analysis and decision making about ethical issues related to the production and application of scientific and technological knowledge. The explanations of some phenomena and processes related to these themes are almost always in atomic and molecular level, which is described and explained with physical and conceptual models, or even images. In light of the mental models theory of Johnson-Laird, people reason through mental models and may use other forms of mental representations as propositions and images. In this context we proposed diagnose mental representations that students in higher education had on the subject proteins, as well as the contribution of a didactic sequence using tactile models for teaching and learning the structure and function of proteins. Thirteen students of two undergraduation courses Teacher education course in Exact Sciences (LCE) and Bachelor in Biomolecular and Physical Sciences (CFBio) - participated of this research. The tools used for data collection were: (a) an interview with the students of the courses mentioned (pre-test), (b) two courses lasting three days for each group (CFBio and LCE) and (c) an interview with the same students made one week after completion of each course (post-test). The data were of three kinds: written records (drawings and/or diagrams), one or more tactile models assembled with low cost materials, audio and pictures from the filming of the interviews. Written records and tactile models of each student were photographed and audio interviews transcribed, generating an individual document that provided a content analysis, allowing the classification of students in two categories: modellers and non-modellers, each one with its own subcategories. The detection of mental representations that students had before and after the course indicated that the contribution of the didactic sequence for the teaching/learning of the subject proteins was positive, increasing the number of students modellers and enables them (a) increase the level of complexity and sophistication in their external representations (drawings and tactile models) and (b) the development and clarification of concepts not previously understood.

No description available.

Johnson & Johnson (J&J) has been viewed as a role model by many organizations for its successful handling of a 1982 crisis involving cyanide-laced Tylenol capsules that resulted in seven deaths. The public relations community applauded J&J for a swift response and for promptly implementing actions to prevent a similar crisis from occurring in the future. However more recently, J&J has become a poster child for poor crisis communications amidst a flood of recalls that started in November 2009. The present study used concepts from Coombs’ (2004) Situational Crisis Communication Theory (SCCT) and media framing research to develop a coding scheme for a content analysis of newspaper coverage surrounding the 1982 Tylenol recall as well as current recalls issued by J&J from November 2009 through April 2012. The samples included newspaper articles from New York Times and Chicago Tribune. Results showed that most of the stories in both samples did not evaluate J&J’s operational response or reputation overall. However, when the news coverage did evaluate J&J, coverage from the 1982 sample was positive and evenly balanced between favorable and unfavorable, compared to negative and unfavorable in the current sample. Additionally, when crisis type was mentioned in the coverage, the 1982 crisis was more likely described as a victim crisis while the current crises were more likely described as an accident or preventable crisis. When the 1982 sample was examined for mentions of previous recalls there were none compared to 80.5% of the current sample mentioning a previous recall. The results support the tenets of SCCT, information giving strategies and reputation management strategies. Additionally, the results provide valuable iii information for crisis managers regarding the media’s inclusion or, lack thereof, organizations’ controlled media such as news releases.

The purpose of this study is to determine what factors make it necessary for teachers to seek credit, how the credit needs of teachers are now being met, and possible solutions for the problems that exist because of these conditions.

One goal of the present study is to emphasize Johnson's "talent for fiction, the range of his comic invention, and the subtlety of his tone." A substantial group of essays from all three serials, those written in the form of letters ostensibly submitted to the essayist by his readers, appears to offer many examples of the inventiveness of Johnson's mind, and it is to this group that the term epistolary essays refers. Johnson was following a well-established tradition in utilizing the device of the imaginary correspondent, but the main objective of this dissertation is to analyze the various personae which Johnson adopted in these essays.

Call number: LD2668 .T4 1962 G36

English Studies / M.A. (English)

This item was digitized as part of the Million Books Project led by Carnegie Mellon University and supported by grants from the National Science Foundation (NSF). Cornell University coordinated the participation of land-grant and agricultural libraries in providing historical agricultural information for the digitization project; the University of Arizona Libraries, the College of Agriculture and Life Sciences, and the Office of Arid Lands Studies collaborated in the selection and provision of material for the digitization project.

No description available.

Blake’s critics have never attempted to illustrate in a systematic manner how Blake used information he learned from writings published by members of the circle of Joseph Johnson in his own works during the period 1790-95. Although Blake was a peripheral figure in the Johnson circle – known to them through his profession of engraving and marginalized on account of his social position and lack of university education – his works reveal a continuing engagement with topics addressed in the writings of authors associated with Johnson, perhaps signifying Blake’s desire to be recognized as an author participating, like them, in the literary deliberations of the public sphere. Chapter 1, ‘Blake, Priestley and Swedenborg’, examines Blake’s treatment in The Marriage of Heaven and Hell of body and soul, the natures of God and Jesus Christ, and Swedenborgianism in relation to Joseph Priestley’s History of the Corruptions of Christianity (1782) and Letters to the Members of The New Jerusalem Church (1791). Chapter 2, ‘The Voice of a Devil and the Printing House in Hell’, considers The Marriage as an attempt to join the Revolution controversy and compares this work with writings by Richard Price, Mary Wollstonecraft and Thomas Paine. Chapter 2 also assesses the relationship between The Marriage and radical diabolism and Blake’s engagement with ‘energy’ as a distinctively radical concept in the work of Erasmus Darwin, Henry Fuseli, William Godwin, Priestley and Mary Wollstonecraft. Chapter 3, ‘Topical Representations in The French Revolution’, considers Blake’s engagement with Edmund Burke’s Reflections on the Revolution in France (1790) and the Bastille in relation to responses to Reflections by Wollstonecraft, Paine and other authors published by Johnson. Chapter 3 concludes with an analysis of the response The French Revolution might have elicited from the Analytical Review. Chapter 4, ‘The French Revolution and Three Contemporary Discourses’, approaches this poem in terms of the discourses of ancient liberty, nature and the sublime, once again in comparison with responses to Reflections by members of the Johnson circle. My discussion of the sublime considers the possible influence on The French Revolution of Burke’s Philosophical Enquiry into the Origin of our Ideas of the Sublime and Beautiful (1757) and Bishop Robert Lowth’s Lectures on the Sacred Poetry of the Hebrews (1787). Chapter 5, ‘The Continental Prophecies: Prophetic Form and Contemporary Prophecy’, examines America, Europe and The Song of Los in relation to writings concerning prophecy published by Johnson (with special emphasis on Lowth’s Lectures and Priestley’s 1793 and 1794 Fast Day sermons). The second part of Chapter 5 compares aspects of the works of Blake and Richard Brothers with Priestley’s Fast Day sermons, suggesting that Priestley and Blake’s works of 1793 and 1794 are rather less dissimilar than traditionally assumed. Chapter 6, ‘Blake’s “Bible of Hell” and Contemporary Critics of the Bible’, discusses Urizen, The Book of Ahania and The Book of Los in light of biblical criticism from the 1780s and 1790s (with particular reference to the Analytical and the writings of Alexander Geddes, Priestley and Paine). The final section of Chapter 6 reads Ahania in terms of the contemporary debate regarding the doctrine of the Atonement. The Conclusion, ‘ “melting apparent surfaces away”: Continuities in the Thought of Priestley and Blake’, revisits my discussion in Chapter 5 of similarities between Priestley and Blake and proposes that they are not so far apart in ideas and the content of their works as modern scholars usually argue.