By reconstructing his lecture activities, I found and discussed the conflicts and debates Li had with other philosophical schools of his times. In so doing, I also discussed the interaction between Li's learning and the philosophical traditions of places where he taught, for example, his difference with the traditions of the Zhu Xi school in Fujian. What emerged is that Li was a strong and unyielding philosopher who was able to give theoretical coherence to his disciples but failed to spread his teachings into established schools of thought. / From the case of Li Cai, this dissertation finds that three elements were common and crucial to the founding of a new philosophical school in middle and late Ming times---a doctrine couched in some terse expressions, expressions deriving from the Great Learning as key terms of the doctrine, and organized lecture activities. The dissertation also argues that it was the fundamental notions of achieving learning by oneself (zide) and transmission of the orthodox Way (daotong) that drove the creation of original arguments and "discussion of learning" activities in the late Ming. Li Cai worked himself to distinction amid this practice of the time by formulating his own doctrine on ethics. His emphasis on "cultivation of the person" is a deliberate counteraction to the "extension of innate knowledge" of Wang Yangming, whose school by Li's time had much indulged in the liberation of the individual to the neglect of social norms. Engaging himself as a teacher, Li Cai also cast himself as a rival to Wang Yangming. He considered his endeavor as an act of transmitting the Way and his doctrine as providing true insights into the teaching of Confucianism. More precisely, he considered his zhixiu doctrine a loyal representation of the teachings of Confucius and his great disciple Zeng Shen. / Li talked about his zhi-xiu doctrine everywhere he went. He advanced this doctrine by means of establishing academies (shuyuan), publishing his own works, organizing discussions and debates, lecturing to large audiences, and engaging in philosophical exchanges through correspondence with his discussants. He engaged himself in activities like these when he was director of a bureau in the minister of War, an assistant surveillance commissioner in Guangdong, and an administrative vice commissioner in charge of military affairs in the southwestern border region of the Ming empire. He lost no enthusiasm in championing his doctrine even when he was an exile in Fujian province for more than ten years. / The study begins with an analysis of the Daxue (Great Learning) , the most important Neo-Confucian classic in late imperial times, which exists in a large number of versions since Northern Song times. I first analyze the most cited versions, identifying especially the differences between Zhu Xi's orthodox version and the so-called Old Text derived from the classic Record of Rites. The latter version gained ascendance from the late fifteenth century when Wang Yangming's school strongly advocated it. / This dissertation studies a well-known, but not yet well studied, statesman and philosopher of the sixteenth century, Li Cai, and his relationship to the building of philosophical schools in the world of Ming Confucianism. It hopes to throw lights on the study of Ming intellectual communities as well as on the general intellectual history of late imperial China. / To distinguish himself from both Zhu Xi and Wang Yangming, Li Cai provided a new version of the Great Learning by rearranging the texts of the Old Text and Zhu Xi's version as well as the text in the Shijing daxue (Stone Classics Great Learning), which is a forgery but acclaimed by many scholars of the time. Li Cai formulated his own philosophical doctrine from this new version and summed it up with the term zhixiu, which stands for the word zhi and the word xiu, respectively, which in turn are abbreviations of the phrases zhi yu zhishan (abiding by the supreme good) and xiushen (cultivation of the person), phrases that denote key notions in the Great Learning. He theorized that zhi refers to the substance and xiu refers to the practice of his doctrine. In actuality, he takes zhi to mean focusing on nourishing the mind and xiu to mean self-examination and watchfulness in the cultivation of the self. / 劉勇. / Adviser: Chu Hung-Lam. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 2187. / Thesis (doctoral)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (p. 362-389). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Liu Yong.

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 203-212).

This study focuses on perceptions of a group of Computing lecturers at a large post ’92 Scottish university of the changes that have occurred in the student body. It also considers whether or not the changes have had any impact on the identity and role of the lecturers and whether the lecturers have adapted their practice to accommodate the needs of the diverse student population. An empirical approach was used consisting of semi-structured interviews with a targeted random sample of lecturers. The findings indicate that the impact of the changes which have taken place within higher education have not been uniform and have varied depending on the perceived status of the institution as well as the discipline within the Higher Education (HE) hierarchy. The findings identify a number of areas for consideration by university managers, lecturers and higher education researchers. There appears to be a gap between university policies on widening access and student retention and the implementation of the policies by the lecturers. The findings show that the lecturers are aware of the greater diversity of the student body, but that many of the lecturers share the traditional view of a university student and therefore expect the students to adapt to fit the existing system rather than considering changing their approaches to suit the students. The lecturers in my study have adopted a number of strategies to cope with the constant changes taking place within higher education. However, many of them are unclear as to what is expected of them and unsure about how they should prioritise the numerous demands on their time. This study differs from and complements other work because it focuses on the lecturers’ perceptions of the changes in their role as well as in the student body. The outcome of my study is a better understanding of the perceptions lecturers have of their role and the students that they teach. Although my study is small scale and specific to a particular academic discipline within a large university, the findings should be of value not only to the particular institution in the study, but the wider academic community as well.

Temos aktualumą sąlygoja sparti technologijų plėtra, naujų techninių galimybių atsiradimas bei siekis išlikti konkurencingais e-mokymosi paslaugų rinkoje. ViPS dėstytojo įrankių analizės ir galimybių plėtros tema yra aktuali, dabartiniu laikotarpiu svarbi, reikšminga mokslui ir praktikai. KTU Distancinio mokymo centras pastoviai tobulina ViPS sistemą diegdamas naujas technologijas bei plėtodamas jos funkcines galimybes. Tyrimo tikslas - ištirti sinchroninio mokymo(si) dėstytojo įrankių plėtros tendencijas ir pasiūlyti bei suprojektuoti naujas dėstytojo funkcines galimybes realizuojančius įrankius ViPS sistemoje. Tyrimo uždaviniai: 1. Ištirti ir įvertinti sinchroninio mokymosi sistemų dėstytojo įrankius ir jų panaudojimą. 2. Išnagrinėti ViPS sistemos įrankių plėtros galimybes. 3. Pateikti konkrečius pasiūlymus dėstytojo įrankių tobulinimui bei taikymui mokymo procese. Atlikus tyrimą gautos išvados, remiantis kuriomis pateikti vertingi pasiūlymai tolimesnei ViPS sistemos plėtrai. / The new functionalities of ViPS system is presented and the new module for loging and analising of users‘ actions. Main parameters of ViPS usage are analyzed, new planned functionalities explained and the results of user needs analysis presented. The priorities for further implementation of new features are discovered on the basis of users survey. The conclusions and recommendations for further development of the system are formulated. The object of this work is Teachers' Tools for Video Lecturing System ViPS The aim of the work is: to analyze the tendencies of synchronous teaching tools and to design new tools as well as provide with suggestions how to develop further teachers’ functionalities in ViPS system. The problems: to design tools that would allow more functional possibilities for teachers. o To examine and compare teachers' tools available in other synchronous training systems. o To analyze the potential of the ViPS tools and possibilities for their further development. o To give specific suggestions for the improvement and practice of teachers’ tools in the educational process. The subject is: the current situation of the ViPS; finding methods for improving the current situation; the potential and possibilities of teachers’ new ViPS system; design of ViPS realization tools. Methods for analysis: o The analysis of scholastic literature; o Questionnaires; o Statistical analysis.

Using the Chandra X-ray Observatory, Martini et al. (2006) found that the AGN fraction of galaxy clusters was five times higher than previous optical studies suggested. Using visual observations only, Dressler et al. (1985) estimated the AGN fraction of field galaxies to be 5%, while that of clusters was thought to be 1%. To understand the role that the environment plays in AGN fueling, the author studied a variety of environments, ranging from the field to groups to clusters. Will the AGN fraction of groups also be higher than that of the field? The author demonstrates how the AGN fraction of groups compares to that of clusters. In the following sections, the author describes the mechanics of X-ray astronomy, the group environment, and the characteristics of active galactic nuclei. The author briefly describes the possible mechanisms for AGN fueling.

Finding renewable sources of energy is becoming an increasingly important component of scientific research. Greater competition for existing sources of energy has strained the world’s supply and demand balance and has increased the prices of traditional sources of energy such as oil, coal, and natural gas. The experiment discussed in this paper is designed to identify and build an inexpensive and simple method for creating an effective organic solar cell.

Dit is nie oordrewe om te beweer dat die Suid-Afrikaanse onderwyssisteem tans midde-in 'n krisis staan nie. Dat ook die tersiere onderwyssektor ten nouste deur die omvang van hierdie krisis geraak word, kan nie betwis word nie. Die dilemma soos wat dit huidig binne die onderwys manifesteer, is direk herleibaar tot die jarelange apartheidsbeleid van die verlede. Dit is besonderlik die tersiere onderwyssektor wat 'n onvoldoende verrekening van die behoeftes van die gemeenskap weerspieel - veral die onderwysgerigte probleme en uitdagings binne die breer Afrikakonteks. In 'n poging om die onderwysspeelveld gelyk te maak, is indringende veranderings en hervormings besig om plaas te vind aan die bree onderwysfront. Verskeie onderwysimperatiewe tree na vore:Regstellings met betrekking tot die diskrepansie in onderwysstandaarde; Die toekomstige onderwysbehoeftes van die groeiende bevolking wat geakkommodeer moet word; Opgeleide mannekrag wat voorsien moet word ten einde 'n lewensvatbare en progressiewe ekonomie te verseker Die eiesoortige probleme van groot massas individue wat ongeskoold is of wat beskik oor 'n minderwaardige skoolopleiding, wat aangespreek moet word. Een van die grootste struikelblokke wat staan in die weg om die voorgenoemde probleemareas daadwerklik aan te spreek, is dosente aan tersiere onderwysinstansies se oenskynlike gebrek aan toereikende onderrig- en begeleidingsvaardighede. In die literatuurstudie is verskeie navorsingsbevindinge aangehaal wat daarop dui dat die meerderheid dosente vasgevang is in 'n nimmereindigende gejaag na die verwerwing van kwalifikasies en die publisering van navorsingsresultate - ongelukkig ten koste van doeltreffende onderrig en begeleiding van studente. Hierbenewens het dit ook aan die lig gekom dat meer as 80% van alle dosente aan geselekteerde tersiere onderwysinstansies in Suid-Afrika, oor geen vorm van formele onderrigkwalifikasies beskik nie.n Vraelys is ontwikkel ten einde te bepaal tot watter mate bevestiging vir die literatuurbevindinge in die praktyk gevind kon word en ook om dosente se algemene persepsies te toets met betrekking tot die doseerprofessie in sy geheel. Daar is veral klem gele op die onderskeie komponente van dosentskap - begeleiding en onderrig, navorsing, administrasie en gemeenskapsdiens. Drie bree kategoriee dosente is betrek by die studie, naamlik diegene verteenwoordigend van: Histories Afrikaanse Instellings; Histories Engelse Instellings; en Histories Swart Instellings. Uit hoofde van die bevindinge van die empiriese ondersoek, is praktykgerigte riglyne vir onderrig en begeleiding binne andragogiese konteks neergele. / It is not an exaggeration to maintain that the educational system in South Africa finds itself in the midst of a crisis. It can furthermore not be denied that tertiary education in particular is profoundly involved in this crisis. The dilemma which presently manifests in the educational sector is without doubt the result of the prolonged apartheidspolicy of the past. The tertiary sector, in particular, reflects an inadequate consideration of the unique needs of the broader community. In an effort to level the educational playfield, incisive changes and reconstruction are currently taking place in the broader educational sector. Various educational imperatives emerge:Affirmative action with regard to the discrepency in educational standards have to be addressed; The future educational needs of the growing South African population have to be accommodated; Qualified manpower that has to be provided so as to ensure a viable and progressive economy; The unique problems of large numbers of individuals who are unskilled or who are in possession of an inferior school education, have to be considered. A major obstacle in the way of addressing the aforementioned problem areas, is lecturers' apparent lack of sufficient teaching and accompaniment skills. Various research findings are quoted which point to the fact that the majority of lecturers are trapped in a spiral of obtaining qualifications and publishing research findings. This process unfortunately impacts negatively on effective teaching and the accompaniment of students. ·A related finding confirms that more than 80% of all lecturers at selected tertiary institutions in South Africa are not in possession of a professional teaching qualification. A questionnaire was developed in order to establish to which degree confirmation could be found in practice for the literature findings and also to establish lecturers' general perceptions with regard to the teaching profession. Emphasis was placed on the different components of the lecturing task. Three broad categories of lecturers were involved in the study, namely those representing: Historically Afrikaans Institutions; Historically English Institutions; and Historically black institutions. In view of the findings of the empirical study, practice-based guidelines for teaching and accompaniment within andragogical context were put forward. / Educational Studies / D.Ed. (Orthopedagogics)

Made available in DSpace on 2016-04-04T18:32:48Z (GMT). No. of bitstreams: 1 Ana Lucia Magano Henriques.pdf: 3712658 bytes, checksum: 881efbf8b68d9775831bbd1ef69257a6 (MD5) Previous issue date: 2009-03-09 / This research has the critics and revision that are being proposed to the Law school as its tool. Its objective is the teacher's conception, what they think about such critics and innovation. That way, this essay tries to understand the process of appropriation of academic knowledge in the jurisdiction of Law; inquiry if this knowledge is the result of a dialog of science and social reality, materialized in the economical politics and educational guidelines, and what are its interests and such dialog has supported and directed the Law school. Through this essay I also intend to detail which is the knowledge in law that the reality demands nowadays. While writing I researched what is the origin and development of the Law School and how it reflects in the history of our country and also what were the guidelines adopted in the academic life. Great names in Academics were interviewed and such interviews were supported by a written study that involved the areas of Law school and the teacher's development. Considering the data that resulted from such interviews and based on the theory adopted as a reference there are some propositions that can be used o face and overcome the issues presented. Among them we point out the proposal of adopting the pedagogical pratices that urges the sense of curiosity as this one inspires reflexation and shows itself loose as it allows and stimulates the student to be the leader of its own development. In this kind of method we don't waste the knowledge shared by the student and such knowledge is used as a starting point (or link) to the knowledge of Law. The teachers' attitude that becomes aware of the acquisition of such knowledge rejects the dogmatic knowledge so called arrogant by the interviewed teachers. From these reflections my intention is to contribute to the formation of more critic professionals of Law capable of acting in an effective and transforming way in this reality that we live in. / A presente pesquisa tem como problema as cr?ticas e as propostas de revis?o que est?o sendo feitas ao ensino do Direito. Tem como seu objeto as concep??es de professores da ?rea, ou seja, o que pensam eles sobre tais cr?ticas e inova??es. Dessa forma, o presente trabalho busca compreender o processo de apropria??o do conhecimento acad?mico na ?rea do Direito, inquirir se esse saber resulta do di?logo entre ci?ncia e realidade social e quais interesses, consubstanciados nas pol?ticas econ?micas e educacionais, t?m embasado e direcionado o ensino do Direito. Tem como objetivo, ainda, evidenciar qual seja o saber jur?dico que a realidade atual exige. No seu desenvolvimento, comportou revis?o bibliogr?fica sobre a origem e o desenvolvimento do ensino jur?dico e como este reflete a hist?ria do pa?s e as pol?ticas adotadas no ensino superior. Sustentadas por revis?o bibliogr?fica que abrangeu as ?reas do ensino jur?dico e da forma??o docente, entrevistas semi-estruturadas foram realizadas junto a professores de grande express?o na ?rea do Direito. A partir da an?lise dos dados obtidos e com suporte nos referenciais te?ricos adotados, apresentam-se algumas proposi??es para o enfrentamento e supera??o dos problemas apontados. Dentre elas, destacamos a proposta de ado??o de pr?tica pedag?gica que instigue a curiosidade epistemol?gica, pois esta provoca reflex?o e se revela emancipat?ria uma vez que permite e estimula o discente a ser sujeito da sua pr?pria forma??o. Nesse tipo de pr?tica n?o se desperdi?a o conhecimento trazido pelo estudante; o conhecimento que traz ? usado como ponto de partida (ou ponte de travessia) para o conhecimento jur?dico. A atitude docente que se conscientiza da import?ncia da aquisi??o de conhecimento contextualizado rejeita o conhecimento dogm?tico, chamado de arrogante pelos professores entrevistados. A partir dessas reflex?es, o que se almeja ? contribuir para a forma??o de profissionais do Direito mais cr?ticos e aptos a atuar de forma efetiva e transformadora sobre a realidade na qual se inserem.

Made available in DSpace on 2016-04-27T14:32:27Z (GMT). No. of bitstreams: 1 tese.pdf: 1028917 bytes, checksum: a4c94d7e19672dcf9a66b09499d42369 (MD5) Previous issue date: 2005-06-02 / The aim of this essay was to study the conditions of the training process of individuals for lecturing at colleges and universities in Brazil. Our starting point was learning about the lack of legislation and adequate courses which meet the requirements for lecturing in such degree. By and large, the selection of lecturers is grounded on technical competence or specific knowledge in their working areas, based on the belief that knowing the subject contents is all one needs to teach it. Due to the broadness of the topic, we have chosen to carry an exploratory study of a given teacher training institution, looking at the courses offered and their contents, as well as the methodology utilized. We have decided to include an ethnographic qualitative survey to be completed by those attending the afore mentioned courses. For that purpose, they will also be interviewed and asked for reports on the benefits such courses have brought to their professional growth. Our studies focused on reading Brazilian and foreign authors, such as Paulo Freire, Mario Sérgio Cortella, Marcos T. Masetto, Ana Maria Saul, Mere Abramowicz, Pedro Demo, Joseph Lowman, Philippe Perrenoud, Maurice Tardif, César Coll, Edgar Morin, Neil Postman and many others, who wrote about the topic of this essay. As a result, we realized that the chosen institution had only sowed the seed of awareness and commotion for the necessity of inclusion of specific papers about education and its applications in the curricula for training lecturers. That would involve skills in pedagogy, didactics, the philosophy of teaching, teaching techniques and above all, the contents of teaching and learning processes. As we came to the end of this essay, we realized that we truly commenced a new journey towards novel expertise. Following the trek, we found countless knowledge treasures which led us to new and successive discoveries. In fact, we noticed that in order to become better teachers, we need to become better human beings and better learners in the first place. / O objetivo deste trabalho foi o estudo sobre as condições da formação de professores para o nível superior de ensino no Brasil, a partir da constatação da inexistência de legislação e cursos adequados que atendam aos requisitos para o ensino naquele nível. De maneira geral, a seleção de professores é feita com base na competência técnica ou conhecimento específico da área de atuação, pela crença de que, para ensinar, é suficiente conhecer o conteúdo particular da disciplina. Dada a abrangência do tema, optamos por realizar um estudo exploratório de uma instituição de formação de professores, examinando os cursos oferecidos, seus conteúdos e a metodologia utilizada. Decidimos incluir no trabalho uma pesquisa qualitativa etnográfica junto aos professores que freqüentaram os cursos oferecidos pela instituição, entrevistando-os e colhendo suas declarações sobre os benefícios dos cursos para sua formação profissional. Nossos estudos voltaram-se para a leitura de autores brasileiros e estrangeiros que trataram do tema, tais como: Paulo Freire, Mario Sérgio Cortella, Marcos T. Masetto, Ana Maria Saul, Mere Abramowicz, Pedro Demo, Joseph Lowman, Philippe Perrenoud, Maurice Tardif, César Coll, Edgar Morin, Neil Postman e muitos outros. Como resultado, constatamos que a instituição analisada, lançou apenas as sementes para a conscientização e sensibilização da necessidade de incluir disciplinas especificas sobre a educação e suas práticas, em currículos destinados à formação de professores para o nível superior, tais como conhecimentos sobre pedagogia, didática, filosofia de ensino, técnicas de ensino e, principalmente, os conteúdos dos processos de ensino e aprendizagem. Ao finalizarmos este trabalho, descobrimos adicionalmente que iniciamos uma nova caminhada rumo a novos saberes. Na trilha, encontramos inúmeros tesouros de conhecimentos que nos levaram a novas e sucessivas descobertas. De fato, percebemos que para nos tornarmos melhores professores, precisamos, antes de tudo, tornamo-nos melhores seres humanos e melhores aprendizes. .

This study examined the language socialization of international students in the graduate school context of a western Canadian university. Focusing on one pervasive speech event, academic presentations (APs), this study explored the role this socioculturally organized activity played in facilitating students' linguistic and sociocultural development, and how it aided them in negotiating their entry into the academic world. The participants in this study included 55 graduate students and nine course instructors. Thirty seven students were native speakers (NSs) of English, while the remaining 18- -the focal participants of this study—were non-native speakers of English (NNSs). The sites were seven graduate courses in six different departments in three different faculties (Faculty of Medicine, Faculty o f Arts, and Faculty o f Applied Science). A qualitative approach was employed, and thus multiple kinds of data were gathered over a four-month period. Data collection methods included: (a) open-ended interviews with participants; (b) tape-recorded observations of APs; (c) researcher's fieldnotes of APs; and (d) collection of written documents (e.g., course outlines). Data were analyzed following Bogdan and Biklen (1992) by identifying major and minor themes while iteratively going over the data. A comparison of APs across disciplines is included, examining aspects such as A P content, sequence, length, and format. As well, an analysis of the qualities promoted in each field and of the multiple purposes APs fulfil is provided and related to the complex socialization (i.e., both linguistic and sociocultural) of international graduate students. Findings of the study suggested that APs are a complex task whose meaning is not fixed, but rather is determined by the interplay of the broad context of the academic world, the micro-context of each community of practice, and ultimately by each individual. With regard to the language socialization 6f NNSs, APs challenged students in both linguistic and sociocultural ways. However, by observing, participating in, and reflecting on APs, students gained increased membership and competence within their academic communities.