Orientador: Maria Augusta Bastos de Mattos / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-12T06:45:58Z (GMT). No. of bitstreams: 1 Silva_SilvioRibeiroda_D.pdf: 10751691 bytes, checksum: 31334721d2f838e7cf24ee2b168963fe (MD5) Previous issue date: 2008 / Resumo: Com este estudo, intencionei refletir e analisar se a forma como alguns gêneros da ordem do argumentar são trabalhados numa escola pública (4º ciclo - 7ª e 8ª séries), no ensino de Língua Portuguesa (na figura do LDP e do professor), na produção de textos escritos, colabora para a formação de produtores desses textos. As perguntas que motivaram sua realização foram: (i) Como alguns gêneros da ordem do argumentar são trabalhados nas aulas de Língua Portuguesa nas atividades de produção escrita de um LDP? e (ii) Que reflexos do ensino do LDP e do professor são percebidos em alguns textos escritos pelos alunos em gêneros da ordem do argumentar? Para respondê-las, desenvolvi um estudo baseado nos procedimentos metodológicos da Lingüística Aplicada (LA) com base interpretativista, focalizando o processo de uso da linguagem. O corpus de análise do estudo foi constituído por algumas das propostas de produção escrita de gêneros argumentativos apresentadas pelo LDP "Português - Linguagens", pelas aulas em que duas professoras desenvolveram as atividades relacionadas a essas propostas de produção e pelos respectivos textos escritos pelos alunos. Com a análise dos dados, percebi que os alunos conseguem, de maneira geral, produzir textos argumentativos escritos. Concluí que eles levam para seus textos reflexos do conhecimento extra-escolar sobre a produção de gêneros argumentativos escritos, tendo em vista marcas estilísticas e temáticas detectadas nos textos não ensinadas pelo LDP nem pelas professoras. Este estudo indica que muito do conhecimento sobre argumentação que o aluno mostra no texto escrito não vem da contribuição direta do LDP, nem do professor. Deve vir, portanto, de suas experiências extra-escolares. / Abstract: With this study, I intend to reflect on and to analyze whether the way some argumentative genres are explored in a public school (4th cycle - 7th and 8th grades), in the class of Portuguese Language (in the figure of the LDP and the teacher), in the production of written texts, collaborates for training the producers of these texts. The questions that motivated its accomplishment were: (i) How are some argumentative genres are explored in Portuguese Language classes in the activities of written production of a LDP? and (ii) What effects of LDP's and teachers' teaching are perceived in some texts written by pupils using argumentative genres? To answer them, I developed a study based on interpretivist Applied Linguistics (AL) methodological procedures, focusing on the process of language use. The corpus for analysis consists in some of the proposals of written production of argumentative genres presented by the LDP "Português - Linguagens", by the classes where two teachers developed the activities related to these proposals of production and by the corresponding texts written by the pupils. Data analysis showed that pupils generally are able to produce written argumentative genres. I concluded that they bring to their texts some traces of extra-school knowledge on the production of written argumentative genres as regards the stylistic and thematic marks detected in the texts that were not taught by the LDP or by teachers. This study indicates that much of the knowledge on argumentation pupils show in written texts does not come from the direct contribution of the LDP or the teacher's. It must come, therefore, from pupils' extra- school experiences. / Doutorado / Lingua Materna / Doutor em Linguística Aplicada

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-05-03T13:30:59Z No. of bitstreams: 1 mariliabarrosodepaula.pdf: 1050008 bytes, checksum: b61c23abc36032093ca12fca3c2cf629 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-06-07T15:13:22Z (GMT) No. of bitstreams: 1 mariliabarrosodepaula.pdf: 1050008 bytes, checksum: b61c23abc36032093ca12fca3c2cf629 (MD5) / Made available in DSpace on 2016-06-07T15:13:22Z (GMT). No. of bitstreams: 1 mariliabarrosodepaula.pdf: 1050008 bytes, checksum: b61c23abc36032093ca12fca3c2cf629 (MD5) Previous issue date: 2014-02-28 / As concepções de doença e saúde modificam-se com o passar do tempo, conforme padrões estabelecidos em cada época, considerando a perspectiva de cada período histórico. Estruturas que tinham seu significado estabelecido e revelado, hoje possuem outras denominações e fazem parte de outro entendimento de sujeito, como é o caso da histeria. Na Antiguidade, era relacionada às causas uterinas; após, na Idade Média, foi associada à bruxaria e punida pelos tribunais da Inquisição. No decorrer da história, foi considerada uma doença de simulação, caindo em descrédito. Enquanto categoria descritiva foi usada de diferentes formas através de períodos históricos e de contextos culturais diferentes. Charcot foi o primeiro a realizar estudos sistemáticos sobre tal patologia, tendo em vista descrever minuciosamente seus sintomas e delimitá-la enquanto entidade autônoma. Influenciado por Charcot, Freud se volta para a investigação da histeria e, a partir dela, formula as hipóteses centrais que irão compor a teoria psicanalítica. Ao longo de seus primeiros textos, Freud vai progressivamente demonstrando a origem psicogênica dos sintomas histéricos – distanciando-se de Charcot para quem a hereditariedade seria o fator etiológico central – e elucidando a complexidade dos fatores envolvidos em sua etiologia. Freud estudou profundamente a histeria e seus processos psicodinâmicos, desenvolvendo um vasto material sobre o assunto. Durante décadas, as ideias de Charcot e Freud predominaram na tentativa de explicar e compreender o sintoma na estrutura histérica, bem como os métodos de tratamentos possíveis. A partir de 1980, com a publicação do DSM-III, a concepção da doença histérica mudou radicalmente com o desenvolvimento de uma nosologia ligada à visão psiquiátrica, na qual a histeria perdeu seu sentido original, ramificando-se em diversos transtornos. Enquanto o termo histeria permanece de uso corriqueiro, o diagnóstico formal com o seu agrupamento específico de sinais e sintomas desapareceu no curso do século XX. A doença pode ter-se desvanecido, contudo, os seus sintomas não desapareceram. Passaram a ser descritos e enquadrados nos distúrbios dissociativos e somatoformes até a quarta edição do DSM e décima edição da CID. Atualmente, existem autores que defendem que a histeria também pode estar associada a outros diagnósticos, apresentada outras formas. Os sintomas histéricos são incluídos em quadros clínicos como as crises não epilépticas psicogênicas, fibromialgia, anorexia, bulimia e tantos outros. / The concepts of disease and health change over time according to standards set for each period of time, taking into account the perspective of the historical moment. Structures that once had their meaning revealed and settled now have different designations, and are part of a different understanding of subject, such as Hysteria. In ancient times it was related to the uterus. Following, in the middle age, it was related to witchcraft and punished by the Inquisition. Further it was considered a simulated sickness, making it to be discredited. As a descriptive category it was used in various ways through different cultural contexts and historical periods. Charcot was the first researcher to perform systematic studies about Hysteria with the purpose of carefully describing its symptoms and limiting it as an autonomous entity. Inspired by Charcot, Freud directed his attention to Hysteria and stated the first main points that would later constitute the Psychoanalytical Theory. In his early writings, Freud gradually proves the psychogenic origin of the symptoms - apart from Charcot's beliefs that the main reason for the development of Hysteria was heredity - clarifying the factors that constitute the disease's etiology. Freud studied deeply Hysteria and its psychodynamic processes, providing extensive material on the subject. The ideas from Charcot and Freud focused on attempting to explain the symptoms in the Hysterical structure as well as possible treatment methods. As of 1980, with the publication of DSM-III, the concept of Hysterical disease changed greatly, developing a new nosology from a psychiatric point of view in which it lost its original meaning and formed different disorders. Although the word Hysteria remains popular, the official diagnostics with its specific symptoms disappeared along the 20th. Century. The disease may have disappeared, however the symptoms are still present, being described as part of dissociative and somatoform disorders until the fourth edition of DSM and tenth edition of CID. Currently, some authors argue that Hysteria may be related to different diagnostics and otherwise presented. The hysterical symptoms are considered as part of psychogenic non-epileptic seizures, Fibromyalgia, Anorexia, Bulimia and many others.

M.Cur. / Coronary stenting as a treatment method for the "in-between" patient with atherosclerosis was instituted in October 1991. It was initially used as secondary treatment to balloon angioplasty as "bail-out", when dissection or secondary closure of the coronary artery occurred. It has now become the primary method of treatment for atherosclerosis. It is apparent that there is a deficit in the information available to patients who have received a coronary stent. The objective of this study was therefore firstly to compile an information booklet for the patient who has received a coronary stent and secondly to set nursing guidelines for use on the implementation of this booklet. A literature study was undertaken on the following topics: atherosclerosis and its associated risk factors; the patient as an adult learner; coronary stents and the function of the nurse. This study showed that the literature covered the procedure of coronary stenting but not patient education. Interviews were conducted with two doctors that do coronary stenting as a method of treatment s as to determine what they see as import ant information to be given to these patients. Further interviews were conducted with patients that have received coronary stents to determine what they wanted and needed to know. From all the information gathered from the literature review and interviews, the information booklet was compiled, as well as the guidelines set for the nurse on how to implement the booklet.

Melin, O-P, 2017, Metoder för flerfärgsstickning - En undersökning av instruktioner i handböcker. (Fair-isle knitting methods – A survey of instructions in knitting manuals), Institutionen för Konstvetenskap, Department of Art History, Uppsala University.   The study researches the instructions for various methods of executing patterned knitting with two or more colours (often called Fair Isle knitting) in knitting-manuals from the Nordic countries, the UK and North America, in search of similarities, differences and traditions. Professor Edward Shils defines tradition as something created by humans which is transmitted between at least three generations. Are there similarities and differences between these areas in regard to how colour knitting is worked? The study identifies and differentiates between four main methods for colour-knitting. The researched ca 130 manuals, dated from the 1950´s until the present - were analyzed in regard to the relative frequency of the methods they advocate. The result is that two-thirds of the instructions for Fair Isle knitting, during the period and regardless of geographical/cultural area, propose the stranded method with parallel floats. The other stranded method - with rotated floats - is less often given, and seems to have become less popular within the researched period. The method with rotated floats is mentioned more often in manuals from the Anglo-Saxon countries. The bound methods of Fair Isle knitting are the least suggested in the researched manuals, despite the bound and woven method being referred to, especially in British manuals, as equally advantageous. This method also never seems to have had much popularity in the Nordic countries. Bound and twined knitting, although until recently only used in areas of Sweden and Norway, might, because of the recent publication of manuals, find a new lease of life. Professor Shils regards tradition as a transmitted pattern of thought connected to a thing or practice. Knitting to create textile from thread is therefore a tradition, as well as the methods that are handed down weather by oral or written instruction. As noted, some methods of colour-knitting are traditions more in some areas than in others. Also, some knitting methods may never have been lasting enough to establish themselves as traditions.   Keywords: Fair Isle knitting, instructions, methods, knitting-manuals

M. Ed. / The learning disabled pupil often finds himself a stranger in the world of learning, in view of his backlog and difficulties in educational experiences. Research shows that these children already experience failure at the onset of schooling and are hardly ever Existing parent guidance and stress control programmes were investigated in detail. A survey indicated that there were certain guidelines and measures which could serve to design an appropriate parent guidance programme relating to stress control of learning disabled pupils. It could be concluded that the survey of literature constituting this study indicates beyond all doubt that a parent guidance programme relating to the stress control of learning disabled pupils could prove invaluable in the learning experiences and behaviour changes of these children. able to revert this failure orientation to success. Repetitive failure and persistent learning difficulties contribute to a poor self-esteem, poor achievement motivation and eventually chronic negative stress. In reviewing the literature the role of parents con= cerning their learning disabled child's experiences came to light. Parents of these children often find themselves at loggerheads with each other, their child, teachers and education systems. In braving the effort to learn, the learning disabled child needs the close understanding support of his parents. Literature indicates further that parents are viewed as the most important and accessible agents of change in a child's life.

This study examined the appropriateness of introducing computer programming to kindergarten children. Three issues were explored in the research: 1. the programming capabilities of kindergarten children using a single keystroke program 2. suitable teaching techniques and learning environments for introducing programming 3. the benefits of programming at the kindergarten level. The subjects for the study were 40 kindergarten students from a surburban community in British Columbia, Canada. All students used the single keystroke program, DELTA DRAWING. Two teaching techniques were used—a structured method and a guided discovery method. Quantitative data were collected by administering five skills tests (skills relating to programming) as pretests and postests to both groups. A programming posttest was also given. Qualitative data were obtained by recording detailed observation reports for each of the 22 lessons (11 for each group), conducting an interview with each child at the end of the study and distributing a parent questionnaire. It can be concluded that it is appropriate to introduce computer programming to kindergarten students. The children in this study showed they are capable of programming. All students mastered some programming commands to instruct the "turtle" to move on the screen. DELTA DRAWING was determined to be a suitable means to introduce programming to kindergarten children. A combination of a structured teaching method and a guided discovery method is recommended for introducing a single keystroke program. It was observed that students in a guided discovery learning environment are more enthusiastic and motivated than students in a structured environment. Students need time to explore and make discoveries, but some structure is necessary to teach specific commands and procedures which may otherwise not be discovered. Social interaction should be encouraged while children use the computer, however most kindergarten children prefer to work on their own computer. There was no significant difference between the two groups on all but one of the five skills tests for both the pretests and the posttests. On the Programming Test the two groups did not perform significantly different. It can also be concluded that learning to program promotes cognitive development in certain areas. On all but one of the five skills test both the Structured Group and the Guided Discovery Group scored significantly better on the posttest than on the pretest. Lesson observation reports, student interviews and responses on parent questionnaires suggested that the computer experience was positive and rewarding for the kindergarten students. / Education, Faculty of / Graduate

This curriculum project reviews the current research on laboratory activity formats and their effectiveness. The literature concerning laboratory safety and teacher liability is also reviewed. The revision of Florida state high school science requirements is presented and the curriculum developed corresponds to these revisions. The project includes laboratory activities that correspond to the course student performance standards as designated by the state of Florida for the Physics I course and strives to aid teachers in fulfilling the 72 hour laboratory time requirement to meet eligibility requirements for additional state funding. The criteria for selecting activities and materials are also included in this project. A sample evaluation form is included, as well as a summary of these teacher evaluations of the developed curriculum.

The purpose of this study is to determine pertinent contents for a bulletin for beginning teachers in the public schools of Port Arthur, Texas. An effort is made to evaluate the findings and to make specific recommendations regarding the contents of such a bulletin.

No description available.

No description available.