Thesis (Master of Military Studies)-Marine Corps Command and Staff College, 2008. / Title from title page of PDF document (viewed on: Feb 11, 2010). Includes bibliographical references.

Thesis (MA (English))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: In its conversations with four texts by J.M. Coetzee – Age of Iron (1990), Life & Times of Michael K (1983), Elizabeth Costello: Eight Lessons (2003) as well as the critical essays published in Doubling the Point, “The Poetics of Reciprocity” (1992) – this thesis will demonstrate the manner in which the singularities of each of these texts prompt, expand and challenge the framework that sustains its reading of Coetzee’s fiction. Whereas some critical methodologies seek to eliminate the characteristic indeterminacy of Coetzee’s fiction, imprisoning his novels in a contextual cage, this thesis demonstrates an allegiance to the primacy of the literary text together with a concern with the ethics of reading. The thesis proposes – in both content and form – an inductive ‘style of reading’ concerned with the continuous modification of its own strategies according to the ‘internal logics of the text’. I first encountered the term, ‘confinement’, in relation to Coetzee in an unpublished conference paper by Lucy Graham, “‘It is hard to keep out of the camps’: Areas of confinement in the fiction of J.M. Coetzee”. Graham’s paper focuses on the different camps, the ‘different circles of hell’, in Life & Times of Michael K especially, mentioning that ‘images of the camp resonate throughout Coetzee’s most recent fiction’. Although this thesis considers a variety of concrete and conceptual camps as well, it rather places predominant emphasis on the relationship between reader and literary text, which is examined in terms of two forms of delimitation, confinement and containment. This study identifies its style of reading as a ‘containment’ rather than a ‘confinement’. The term is intended to evoke an adaptable, constructive delineation of Coetzee’s fiction that involves a reciprocal relationship between reader and/or critic and text. As the thesis’s primary conceptual tool, one that I will argue is both solicited and thematised in Coetzee’s fiction, containment refers not only to a style of reading, but also to any reciprocal relationship, any mutual exchange. It applies to the relationship between genres (realism and metafiction) and ‘reality’ in Age of Iron; between text and reader in Life & Times of Michael K; between self and other in Elizabeth Costello; and between text and critic in “The Poetics of Reciprocity”. The notion of containment accepts the critical challenge posed by Coetzee’s fiction to engage with what Derek Attridge would call each ‘singular event’ or ‘act of literature’ on its own terms. / AFRIKAANSE OPSOMMING: In die tesis se gesprek met vier tekste deur J.M. Coetzee – Age of Iron (1990), Life and Times of Michael K (1983), Elizabeth Costello: Eight Lessons (2003) asook die kritiese tekste wat in Doubling the Point, “The Poetics of Reciprocity” (1992) gepubliseer is – sal dit toon hoe die sonderlinghede van elk van hierdie tekste die raamwerk wat my interpretasie van Coetzee se fiksie ondersteun, uitbrei en uitdaag. Waar sekere kritiese metodologieë probeer om die kenmerkende onbepaaldheid van Coetzee se fiksie te elimineer en sy romans in ’n konstekstuele hok te beperk, demonstreer hierdie tesis ’n getrouheid aan die voorrang wat die literêre teks moet geniet, insluitend ’n gemoeidheid met die etiek van lees. Die tesis stel, ten opsigte van sowel inhoud as vorm, ’n induktiewe ‘leesstyl’ voor wat gemoeid is met die deurentydse aanpassing van sy eie strategieë volgens ‘die interne logikas van die teks’. Ek het die term ‘beperking’ vir die eerste keer teëgekom in ’n ongepubliseerde referaat deur Lucy Graham, “‘It is hard to keep out of the camps’: Areas of confinement in the fiction of J.M. Coetzee”. Hierdie voordrag fokus op die onderskeie kampe in spesifiek Life & Times of Michael K. Graham wys daarop dat ‘die kamp-beeld in resente Coetzee-werke resoneer’. Alhoewel hierdie tesis ook variante van konkrete en konsepsuele kampe bekyk, gaan dit verder om by voorkeur die klem te laat val op die verhouding tussen leser en literêre teks. Dit word ondersoek in terme van twee vorme van afbakening en ontperking, naamlik beperking en inperking. Hierdie studie definieer sy eie leesstyl as ‘inperking’, in teenstelling tot ‘beperking’. Die bedoeling met die term is om `n aanpasbare, konstruktiewe afbakening van Coetzee se fiksie te ontlok wat ’n wedersydse verhouding tussen leser en/of kritikus en teks behels. As die tesis se primêre konsepsuele instrument, waarvan ek sal aanvoer dat dit in Coetzee se fiksie aangevra en getematiseer word, verwys ‘inperking’ nie net na leesstyl nie, maar ook na enige wederkerige verhouding, enige wedersydse uitruiling. Dit geld vir die verhouding tussen genres (realisme en metafiksie) en realiteit in Age of Iron; tussen teks en leser in Life and Times of Michael K; tussen die self en die ander in Elizabeth Costello; en tussen teks en kritikus in “The Poetics of Reciprocity”. Die begrip ‘inperking’ aanvaar die kritiese uitdaging wat deur Coetzee se fiksie gestel word om wat Derek Attridge elke ‘sonderlinge geleentheid’ of ‘literatuurdaad’ sou noem, op sy eie terme te benader.

Världen globaliseras och urbaniseras i en allt högre takt vilket innebär utmaningar för framtida försvarsmakter. Försvarsmakterna kommer mer frekvent att få lösa militära operationer genom strid i bebyggelse (SIB). Denna undersöknings ansats är att pröva Alice Hills teori om framgångsfaktorer som analyserats fram ur krigshistoriens militära operationer i kontexten SIB. Hills argumenterar för en mängd framgångsfaktorer. Denna undersökning prövar faktorerna utbildningsståndpunkt/stridserfarenhet, tillgång till infanteriförband, nyttjande av indirekt bekämpning och tredje parts inverkan på operationer. Dessa faktorer prövas i en jämförande fallstudie av operationerna i Fallujah 2004 Operation Vigilant Resolve (misslyckad operation) och Operation Phantom Fury (framgångsrik operation) vilka båda ingick i Operation Iraqi Freedom. De källor som har nyttjats för att genomföra teoriprövningen är Vincent L. Foulks, ”The Battle for Fallujah: Occupation, Resistance and Stalemate in the War in Iraq” och Bing Wests ”No True Glory: A Frontline Account of the Battle for Fallujah”. Resultatet av undersökningen stärker Hills teori om de fyra prövade framgångsfaktorerna. Fallstudien påvisar att ingående förband i Operation Vigilant Resolve (misslyckad operation) endast hade en grundlagd utbildningsståndpunkt i SIB samt att stora delar av förbanden saknade stridserfarenhet. Vidare påvisar undersökningen att det var låg numerär av infanteriförband och att mixen mellan infanteri och pansarförband medförde att infanteriförbanden inte kunde lösa uppgiften att skydda pansarförbanden i tillräcklig omfattning. I denna operation finns inget som bevisar att någon form att markgrupperad, indirekt bekämpning nyttjats. Tredje parts påverkan var stor givet förutsättningen att endast en mindre del av befolkning flytt staden Fallujah. Operation Phantom Fury påvisar det motsatta gentemot Operation Vigilant Resolve. Förbanden var bättre utbildade genom att de fått dra lärdom under genomförande under Operation Vigilant Resolve samt att de fått stridserfarenhet genom samma operation. Stor numerär av infanteri och en bättre mix av infanteri och pansarförband där infanteriet understöddes av pansarförbanden istället för tvärtom som var fallet vid Operation Vigilant Resolve. Operation nyttjade indirekt bekämpning i form av granatkastare och artilleri i stor omfattning. Den fjärde och sist prövande framgångsfaktorn, tredje parts inverkan på operationen påvisar att stora delar av staden Fallujah var utrymd vilket indirekt påverkar framförallt faktorn nyttjande av indirekt bekämpning. Sammanfattningsvis stärker denna teoriprövande fallstudie Hills förklaringskraft avseende de fyra utvalda framgångsfaktorerna. Detta ger en vetenskaplig grund att bygga framtidens förband kring där SIB kommer vara frekvent återkommande.

The main aim of my thesis is to mediate information about interactive tables in the Czech language teaching at elementary schools and elaboration of the methodical support for teaching. The thesis is divided into the theoretical part, which includes the first three chapters, and the practical part which has two chapters. In the theoretical part the author first introduces readers with interactivity, technical and historical development of the tables and their use in teaching. Second chapter brings knowledge about teaching methods with the use of interactive tables, the requirements on teachers, and the positive and negative advantages of the use of the tables based on the teachers and the students view. The third chapter represents main resources of teaching materials. The practical part is based on the creation of the methodical support for teaching, which provides detailed instructions for working with the SMART Table. The subject of the fourth chapter is working with the SMART table, adjustment of the table and the work with activities. Fifth chapter will introduce the computer program SMART Table Toolkit, his installation, adjustment, adjustment of activities and their use in teaching.

Made available in DSpace on 2010-04-20T20:48:09Z (GMT). No. of bitstreams: 3 74611.pdf.jpg: 20731 bytes, checksum: 5e86170a141d515519731929d1f4822b (MD5) 74611.pdf: 2388952 bytes, checksum: 7e738f1e1fd329028554067a119933ad (MD5) 74611.pdf.txt: 863780 bytes, checksum: a3fcb3775dc6f2e0ce5107db3519725d (MD5) Previous issue date: 2005-03-09T00:00:00Z / Explorar as lições aprendidas na organização é uma tarefa relevante na gestão do conhecimento, pois a lição aprendida é um instrumento de conhecimento existencial, oriundo de experiência, positiva ou negativa, motivada durante a execução ou observação de fenômenos nas atividades e processos da organização, que, quando explicitado ou compartilhado, permite a elevação do conhecimento individual e, conseqüentemente, o aumento da inteligência organizacional. Estudos recentes e a literatura mostram que o compartilhamento e a transferência de conhecimento estão em estágio aquém dos resultados efetivos observados, mesmo com altos investimentos em projetos de gestão e em ferramentas de tecnologia de informação. Este trabalho estuda a gestão de Lições Aprendidas na organização sob uma perspectiva de como os mecanismos de compartilhamento e transferência de conhecimento podem promover uma gestão dinâmica de Lições Aprendidas, visando diminuir essa lacuna. Utiliza, como base conceitual, os ciclos de aprendizagem propostos por Stewhart e Kolb, por exemplo, empregados em processos de gestão de melhorias nas organizações. Também, foram estudados modelos de gestão de compartilhamento e transferência de conhecimento, de diversas fontes relevantes, tais como, Szulanski, Argyris e Dixon, a partir da análise dos seus fatores-chaves e do levantamento de mecanismos de comunicação, interpessoais e eletrônicos, aplicáveis ao contexto do estudo. O quadro teórico gerado serviu como protocolo para ser aplicado em pesquisa de campo, através do método de estudo de caso, em três empresas, indústrias brasileiras competitivas, tidas como sólidas, bem sucedidas, inovadoras e líderes em seus mercados de atuação, entre outros atributos que favorecem o escopo deste trabalho. Buscou-se identificar a replicação da teoria e o grau de suficiência e de eficiência dos mecanismos de “capilarização” das Lições Aprendidas – metáfora criada, no sentido de que, se a gestão das Lições Aprendidas for “capilar”, ou seja, conseguir chegar a todos os pontos da organização, aumenta-se o potencial de aproveitamento dos benefícios da exploração do conteúdo delas. Assim, se tem potencial para melhorar o desempenho da organização, objetivo chave da gestão do conhecimento. / Exploiting the organization's lessons learned is a relevant activity within knowledge management. Lessons learned are part of endemic knowledge instruments which originate from success or failure experience and are motivated during the deployment of tasks or phenomena observation in the activities or organizational processes, It can increase the individual's knowledge when shared or transformed into explicit knowledge which consequently contributes to enhance the organizational knowledge. Recent research and literature have shown that effective results from knowledge sharing and transferring are far beyond from what expected, especially in relation to returns on the high investments made in projects and information technology tools. The present work studies lessons learned in the organization through a perspective of knowledge transfer and sharing mechanisms in the context as how these can promote the dynamic management of lessons learned and thus bridging the result gap. The theoretical framework was developed based on learning cycles proposed by Stewhart and Kolb, for example, applied in continuous improvement processes in organizations. Furthermore, knowledge sharing and transfer models were studied, exploring a broad scope of relevant researchers, such as, Szulanski, Argyris and Dixon. The key success factors were analyzed and a list of relevant communication mechanisms was built, both for personal, face to face, and electronic ones, applicable to the study's scope. This theoretical framework served as a research protocol applied in a field case study in three Brazilian industrial enterprises, recognized as competitive, solid, successful, innovative and leading companies in their markets, among other attributes which contribute for the objectives of present study. Replication of the theoretical framework was sought, besides surveying the degree of "capillarity" of the lessons learned in the organization through observation of the sufficiency and efficiency of the sharing and transfer mechanisms deployed. The "capillarity" metaphor used in this context, refers to the extent of how the lessons learned reach every spot in the organization, increasing the potential use of the benefits carried by the knowledge held in them, creating possibilities for organizational improvement; a key role of knowledge management.

This thesis deals with the problematic of the tablet usage in an interactive teaching. The first chapter is devoted to interactive teaching at all. The second and third chapters are dedicated to a detailed description of tablet category. Both parts explain functions, technical details and key features. The fourth and fifth chapter narrate how interactive whiteboards and electronic voting equipment might be used in classrooms and other education process. The following chapter six is related to the issues of connectivity between tablet and interactive whiteboard. The seventh part narrates software and tutorials suitable for the teaching process. The eighth part consists of exact and specific examples of lessons, where interactive elements were used. The last ninth chapter investigates the technical school equipment and their access to interactive teaching. The conclusion summarizes which goals and aims of the thesis were reached.

Theme of this thesis is using of universal module LabJack U3-HVTM as support for physics lessons. This thesis describes the universal module LabJack U3-HVTM and evaluation method of measured value on the computer screen using software eSimLab. To all physical tasks is described path of signal with measured string from developed sensor until evaluation of signal in the computer. In the thesis is specifically described a function of developed sensors of physical quantities, there are subscribed diagrams including PCB and parts list. The thesis is including designed physical tasks for monitoring of atmospheric pressure, temperature, wind direction, sunshine duration and the role of measurement of the signal on the optical transmitter using the developed sensors and universal module LabJack U3-HVTM.

Made available in DSpace on 2016-06-02T19:39:40Z (GMT). No. of bitstreams: 1 5688.pdf: 1794888 bytes, checksum: f85cfd6ce3f8f8821206771cf936f0fd (MD5) Previous issue date: 2012-03-28 / Secretaria da Educação do Estado de São Paulo / This research aims to analyze the production of meanings that were articulated by students of grades of elementary school , while reading the book : " The Man Who Counted ." Thus , based on the assumption that reading literary texts in mathematics classes can instigate the imagination nurture the production of meaning not only to mathematics in everyday situations as experienced by students . Therefore , if selected for this study the work of Malba Tahan . It is driven by the following research question : what are the meanings mathematicians that can be produced by students of 8th and 9th grades of elementary school , a public school in the city of São Carlos , the state of São Paulo , from reading the stories of the book " the Man who Counted ?" . It is based primarily on studies of Lev Vygotsky , for the study of the production of meaning and meaning from the word , Bento de Jesus Caraga and George Ifrah , for the production of meanings to mathematical content through the history of mathematics . And is qualitative . Data were built in ten encounters were videotaped and analysis category was defined retrospectively . The analysis was made from a unit of meaning , descriptive - analytical nature of the role of the written and spoken word in the production of meanings for the mathematical content . As a result one can point out that the reading of literary texts in mathematics classes exceed the production of meaning in mathematics , arousing sense to everyday practices through relationships made between school subjects , not just math , and life . It was also possible to detect the difficulty of specific symbolic representation of mathematics especially in situations requiring a fractional representation of the situation , allowing us to ask: to what extent the way we teach mathematics with its own representation is being appropriated by the student as a way of interpreting the world ? / A presente pesquisa tem como objetivo analisar a produção de sentidos e significados que foram explicitadas por estudantes das séries finais do Ensino Fundamental, enquanto liam o livro: O homem que Calculava . Dessa forma, parte do pressuposto que a leitura de textos literários em aulas de Matemática pode instigar a imaginação oportunizar a produção de sentidos não só à matemática como em situações cotidianas experimentadas pelos estudantes. Para tanto, se escolheu para este estudo a obra de Malba Tahan. É conduzida pela seguinte questão de investigação: quais são os sentidos e significados matemáticos que podem ser produzidos por estudantes do 8º e 9º anos do Ensino Fundamental, de uma escola pública estadual da cidade de São Carlos, interior do Estado de São Paulo, a partir da leitura das estórias do livro O Homem que Calculava ?. Fundamenta-se basicamente nos estudos de: Lev Vygotsky, para o estudo sobre a produção de sentido e significado a partir da palavra, Bento de Jesus Caraça e George Ifrah, para a da produção de sentidos e significados aos conteúdos matemáticos através da história da matemática. E tem caráter qualitativo. Os dados foram construídos em dez encontros que foram filmados e a categoria de análise foi definida a posteriori. A análise foi feita a partir de uma unidade de significado, de natureza analítico-descritivas o papel da palavra escrita e falada na produção de sentidos e significados para os conteúdos matemáticos. Como resultado pode-se pontuar que a leitura de textos literários em aulas de matemática pode ultrapassar a produção de sentido para a matemática, suscitando sentido para práticas cotidianas através das relações feitas entre os conteúdos escolares, não só matemáticos, e a vida. Também foi possível detectar a dificuldade da representação simbólica específica da matemática principalmente nas situações que requeriam a representação fracionária da situação, nos permitindo questionar: até que ponto a forma como se ensina matemática com a sua representação própria está sendo apropriada pelo estudante como forma de interpretar o mundo?

This master thesis aims to introduce and describe effective strategies and teaching methods that teachers of gifted pupils with ADHD use and during which the different educational needs of these learners are taken into consideration. This thesis also presents how faculty primary school teachers apply these strategies and teaching methods in integrated and segregated forms of education focused on gifted pupils with ADHD. The theoretical part of this thesis summarizes findings about the issues of differentiation, individualization, talent and teaching strategies of gifted pupils. It also deals with a specific group of gifted pupils with ADHD which are classified as twice-exceptional learners. Therefore, there are also described the recommended strategies for the education of pupils with ADHD. Based on the study of Czech and foreign literature, this thesis delimits strategies and teaching methods which are suitable for gifted pupils with ADHD. The practical part of the thesis is a qualitative research done by analysing the observed lessons in classes with gifted pupils with ADHD, and subsequent in-depth interviews with the teachers of these pupils who teach in an integrated and segregated forms of teaching. This thesis tries to find out what strategies and teaching methods these teachers choose during...

A Lei 10.639/2003 institui a obrigatoriedade da temática \"História e Cultura Afro-Brasileira\" no currículo escolar, abrangendo os estabelecimentos de Ensino Fundamental e Médio das redes oficiais e particulares. Segundo esta lei, esses conteúdos devem ser ministrados no âmbito de todo o currículo escolar, incluindo, assim, o componente disciplinar inglês. O objetivo desta pesquisa consiste justamente em investigar as possibilidades de sensibilização para a temática étnico-racial, junto a um grupo de alunos de Ensino Fundamental da Escola de Aplicação da FEUSP, por meio da aplicação da lei nas aulas de inglês. A metodologia empregada está voltada para a criação e aplicação de materiais didáticos, bem como para a análise desse processo. O trabalho está embasado na teoria sócio-histórico-cultural de Lev Semenovich Vigotski, seus colaboradores e seguidores, principalmente no conceito de ZDP e de desenvolvimento humano por meio de ações mediadas, sejam por instrumentos como material didático ou por outros seres humanos o professor-pesquisador. Os resultados indicam a adequação da disciplina para a aplicação da lei, especialmente no sentido de promover engajamento e participação dos alunos, no uso da língua como meio de acesso a bens culturais e de promoção de reflexão, ao invés do estudo apenas de seu léxico e de suas estruturas gramaticais. As conclusões apontam para a necessidade de frequência das ações, bem como para a diversificação das estratégias didáticas. Também se evidenciou a relevância da lei como um esforço para a conscientização acerca das contribuições dos afrodescendentes na história e na formação da identidade e da cultura brasileiras como um todo. / The law 10.639/2003 establishes the obligation of \"history and Afro-Brazilian Culture\" themes in the school curriculum, comprehending the primary, secondary, public and private schools of the official educational system. According to the law, its contents must be taught in all curriculum subjects, thus, including English. The aim of this research is to investigate the possibilities of raising awareness about ethnic and racial themes with a group of secondary pupils at Escola de Aplicação da FEUSP, through the law implementation in the English lessons. The methodology involves the elaboration and use of teaching materials and the analysis of its process. The research is based on the historical sociocultural theory of Lev Semenovich Vigotski, his co-researchers and followers, mainly in the concepts of ZPD and human development through mediated action, either by tools or other human beings, seen here as the teaching material and the teacher-researcher respectively. Results show the English subject adequacy to implement the law, especially in terms of students\' engagement and participation, using the language as a means of access to cultural assets and reflection upon them, instead of lexicon and grammar practice only. Conclusions point to the need of frequency and diversification of didactical strategies, as well as to the relevance of the law as an effort to raise awareness about the afro-descendants importance in the history and in the formation of the Brazilian identity and culture as a whole.