The healthy and right food plays a very important role in everybody's life. It works as a prevention of many diseases of civilization. Good nutrition can contribute to improve life quality. It gives a longer life and we stay more healthy. The most important thing in forming healthy eating habits is our own family. The next important factor is a school where children spend a lot of time. They create their own views and habits there. There are usually canteens at schools which offer some food to pupils. This dissertation is focussed on basic nutrients, education for a healthy lifestyle and the eating habits of pupils from 6 to 16 years at basic schools. I will also look into which food is preferred by pupils - healthy or unhealthy -their eating habits and the ways of their feeding. The aim of my dissertation is to find and evaluate eating habits of children of younger and older school age and detect if these children are interested in what they eat and if we can influence them by edification. In the practical part of my work I'd like to find out through a questionnaire what children at basic school know about healthy nutrition and a healthy lifestyle. The research was done at a peripheral basic school. The questionnaires were given to all pupils of primary and secondary school. The primary school's...

Made available in DSpace on 2016-04-27T17:27:10Z (GMT). No. of bitstreams: 1 Christian Emmanuel de Menezes Montenegro.pdf: 1632030 bytes, checksum: 5a16ca4636299f21667da413dcc8fd26 (MD5) Previous issue date: 2015-03-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper aims to achieve a study of the conceptions of causality in David Hume, a Scottish empiricist philosopher of the 18th century and in Charles Sanders Peirce, an American pragmatist philosopher of the 19th century. In order to discuss these conceptions, a historical-critical approach was chosen. We believe this approach should enable the reader a clearer perception of what is at stake, namely, the passage of a deterministic vision for an indeterministic worldview. Hence we will take a route we intend to present the modern scientific thinking from its genesis to mid 20th century. As Michel Paty tells us in his article entitled The genesis of physical causality2, (published in the journal Studia Scientiae): the notions or categories of causality and determinism have accompanied the formation of modern sciences, foremost, the Physical Science one . At the time of Galileo, Descartes and Newton, physics was called Natural Philosophy and comprised a search laws of Nature expressed through regularities and causal relations. Although the notion or idea of causality were always present in Western Thought since Greek times it could be mainly found merged with metaphysical conceptions. Aristotle, for example, in his work entitled Metaphysics, lists four causes, namely, material cause, formal cause, efficient cause and final or teleological cause. According to Paty, it was due to d Alembert s Traité de dynamique more than Newton s Principia the idea of a physical causality subsumed to a mathematical functional relation (differential temporal causality), in the sense of efficient cause, that took shape. It was this conception, excluding other causes, says Paty, that prevailed in Modern Science, from the 18th century, Hume s time. The success achieved by Newtonian synthesis, expressed in its analytical form by d Alembert, led to the belief in determinism, expressed in Laplace s saying. With the advent of the theory of evolution by natural selection in the biological sciences of the 19th century, many thinkers considered that living being built up as something irreducible, which could not be explained solely in terms of efficient cause, therefore it would be necessary to resort to some kind of life force or vital breath inflated by an intelligent intention and only by him. Hence the need to resort to the final or teleological causes. Peirce was one of these thinkers, as we will have the opportunity to see along the exposition of his philosophy. We take as theoretical basis of our research the following works: 2 PATY, Michel. The genesis of physical causality . In Scientiae Studia, São Paulo, vol. 2, n. 1, 2004, p. 9. Available in www.scielo.br/scielo.php?pid=S1678-31662004000100002&script. X A Treatise of Human Nature, Enquiries Concerning Human Understanding and the Principles of Moral and An Abstract of a Treatise of Human Nature by David Hume, besides the works of two commentators, namely, The Hume s Skepticism by Plínio Junqueira Smith and Hume and the Epistemology by João Paulo Monteiro. In the same way, Regarding Peirce s works, we have taken the following works: The Essential Peirce, vol. 1; The Essential Peirce, vol. 2; Illustrations of the Logic of Science; Semiotics; Semiotics and Philosophy and the works by three commentators, namely, Kósmos Noetós by Ivo Assad Ibri; The Induction from Aristotle to Peirce, by Maria de Lourdes Bacha; Charles S. Peirce s Evolutionary Philosophy by Carl Hausman / O presente trabalho tem por objetivo realizar um estudo das concepções de causalidade em David Hume, filósofo empirista escocês do século XVIII, e em Charles Sanders Peirce, filósofo pragmatista americano do século XIX. Abordaremos estas concepções através de um enfoque de caráter histórico-crítico. Acreditamos que esta abordagem deva possibilitar ao leitor uma percepção mais clara do que está em jogo, a saber, a passagem de uma visão determinista para uma visão indeterminista do mundo. Para tanto, faremos um percurso no qual pretendemos apresentar o pensamento científico moderno, desde sua gênese até meados do século vinte. Como nos diz Michel Paty em um artigo publicado na Revista Scientiae Studia intitulado A gênese da causalidade física1, as noções ou categorias de causalidade e determinismo acompanharam a formação das ciências modernas e, em primeiro lugar, da física . Na época de Galileu, Descartes e Newton a física era denominada filosofia natural e compreendia uma busca de leis da Natureza expressa através de regularidades e relações causais. Embora a concepção ou ideia de causalidade sempre estivesse presente no pensamento ocidental desde a Antiguidade grega, ela encontrava-se mesclada com concepções metafísicas. Aristóteles, por exemplo, em sua Metafísica, relaciona quatro causas, a saber, causa material, causa formal, causa eficiente e causa final ou teleológica. Segundo Paty, foi com d Alembert, no seu Traité de dynamique, mais do que com os Principia de Newton, que a ideia de uma causalidade física subsumida a uma relação matemática funcional (causalidade temporal diferencial), no sentido de causa eficiente, ganhou forma. Foi esta concepção, excluindo outras causas, diz-nos Paty, que prevaleceu na Ciência Moderna, a partir do século XVIII, época de Hume. O sucesso alcançado pela síntese newtoniana, expressa em sua forma analítica por d Alembert, levou à crença no determinismo expresso no célebre dito de Laplace. Com o advento da teoria da evolução por seleção natural, nas ciências biológicas do século XIX, muitos pensadores consideraram que o ser vivo constituía-se como algo irredutível, que não poderia ser explicado somente em termos de causas eficientes e, portanto, seria necessário recorrer-se a uma espécie de força vital ou sopro vital insuflado por um propósito inteligente, e apenas por ele. Donde a necessidade de recorrer-se à causa final ou teleológica. Peirce foi um desses pensadores, como teremos a oportunidade de ver na 1 PATY, Michel. A gênese da causalidade física . In Scientiae Studia, São Paulo, vol. 2, n. 1, 2004, pp. 9-32, p. 9. Disponível em www.scielo.br/scielo.php?pid=S1678-31662004000100002&script. VIII exposição de sua filosofia. Tomamos como fontes básicas de nossa pesquisa as obras: Tratado da Natureza Humana, Investigações sobre o entendimento humano e os princípios da moral e Sumário do Tratado da Natureza Humana de David Hume, além das obras de dois comentadores de Hume, a saber, O ceticismo de Hume, de Plínio Junqueira Smith e Hume e a Epistemologia de João Paulo Monteiro. Com relação a Peirce tomamos as seguintes obras: The Essential Peirce, vol. 1; The Essential Peirce, vol. 2; Ilustrações da Lógica da Ciência; Semiótica; Semiótica e Filosofia e as obras de três comentadores, a saber, Kósmos Noetós de Ivo Assad Ibri, A Indução de Aristóteles a Peirce de Maria de Lourdes Bacha e Charles S. Peirce s Evolutionary Philosophy de Carl Hausman

The purpose of the present study is to investigate preschool teachers' perceptions about how they work with responding to children in need of special support as part of the preschool's inclusion work. The study further includes what resources are available in the preschool to make the best possible for children in need of special support. The study is based on which working methods preschools use when including all children in preschool activities. The design of the environment is important for inclusion in the business. This study is based on a qualitative method with interviews as a way of gathering data material about the inclusion of children, even those in need of special support from legitimate-preschool teachers. It is based on interviews in five different communes to see differences and similarities between what resources and working methods the preschools have available to work with including all the children. The results indicate that it differs between the preschools for their resources and how they work with children in need of special support to include all children in the activities. There are differences in what the informants think about what children in need of special support are and some point out that it can be whole families that need support. All informants also explain about the design of the environment and how important it is in their work of including all the children. What all five preschools have in common is that they have special pedagogue available for their preschool teachers. The views that the data material is analyzed from are theories intersectional perspective and socio-cultural perspective. / Syftet med föreliggande studie är att undersöka förskollärares uppfattningar om hur de arbetar med att bemöta barn i behov av särskilt stöd som en del av förskolans inkluderingsarbete. Studien innefattar vilka resurser som finns att tillgå i förskolan, för att göra bästa möjliga för barn i behov av särskilt stöd. Studien utgår från vilka arbetssätt som förskolor har gällande att inkludera alla barn i förskolans verksamhet. Miljöns utformning är betydelsefull för inkluderingen i verksamheten. Denna studie utgår från en kvalitativ metod, med intervjuer som samlar in datamaterial om inkludering och barn i behov av särskilt stöd från legitimerade förskollärare. Studien utgår ifrån intervjuer i fem olika kommuner för att se skillnader och likheter mellan vilka resurser och arbetssätt som förskolorna har till förfogande i arbetet. I resultatet framkommer det skillnader mellan olika förskolor med vilka resurser som finns att tillgå, hur pedagogerna arbetar med barn i behov av särskilt stöd och att inkludera alla barn i verksamheten. Det är skillnader på informanternas beskrivningar om barn som är i behov av särskilt stöd och några påvisar att hela familjer som är i behov av stöd. Det alla fem förskolorna har gemensamt är att de har tillgång på specialpedagog. Alla informanter förklarade även kring miljöns utformning som är en viktig del i arbetet för en inkluderande verksamhet. Synsätten som datamaterialet analyseras ifrån är teorierna intersektionellt perspektiv och sociokulturellt perspektiv.

The aim of this study is to investigate how pedagogues through their language construct the concept of children in need of special support who often end up in conflicts. In this context the influence of two discourses from the scientific field of special pedagogy are analyzed: the psycho-developmental- and the relational discourse. The analysis also seeks to find whether pedagogues in this frame of discussion maintain or challenge traditional power relations between them and these children. The following questions are used to receive answers to the aim mentioned above: “How do the pedagogues describe the difficulties that the children exhibit in conflict situations?”, “What kind of support do the pedagogues consider the children to be in need of in their work with conflict management?” and “What are the consequences of the subject positions assigned to the children by the pedagogues?” The study is based on qualitative interviews with seven pedagogues from two different sections at the same preschool. In the analysis theoretical framework from social constructionism and, mainly, critical discourse analysis has been used. The choice to use critical discourse analysis also provided the study with a method, including linguistic features, in how to analyze the data. The key findings of this study showed that the pedagogues’ way of constructing the concept of children in need of special support, who often end up in conflict, differed depending on which discourse had the most influence in the pedagogues’ way of using their language. The psychodevelopmental discourse assigned the children with a subject position which did not provide them with power and impact in conflict situations. On the other hand, this proved to be the case when the words of the pedagogues were affected by the relational discourse. With impact of the relational discourse, in their way of using language, the pedagogues were also able to change traditional power relations between them and these children.

This thesis deals with the theory of information within the framework of the socio-economic systems. The first part includes consultation of theories that relate to information and other information needs, including drawing implications for the chosen target segment of microfirms. The practical part is devoted to the design and creation of advanced software module for the information management and documents of the selected small company. The resulting application is put into practice, the benefits are measured and recommendations for further development are identified.

No description available.

Le paradigme actuel de pleine participation sociale place la lecture en compétence fondamentale. Dans ce contexte, notre thèse cherche à comprendre le développement de la lecture dans la déficience intellectuelle et d’approcher des interrelations possibles entre les différents domaines cognitifs et la lecture. Notre étude longitudinale suit le développement de la lecture d’une trentaine d’enfants non-lecteurs bénéficiant d’un dispositif Ulis Ecole dans l’Académie de Rouen. Le protocole expérimental évalue la lecture et des compétences générales et spécifiques impliquées en lecture durant trois années scolaires. Pour comparaison, une trentaine d’enfants non-lecteurs ne présentant pas de déficience intellectuelle est évaluée avec le même protocole de la grande section au CE1.Les séquences développementales de la lecture observées mettent en évidence l’importance de la connaissance du nom et du son des lettres dans le développement de la lecture dans la déficience intellectuelle, tandis que les compétences phonologiques se développeraient en appui sur ces connaissances de la langue écrite. Toutefois, ces enfants peuvent présenter des profils de lecteurs en développement identiques à ceux d’enfants au développement typique. Ces résultats questionnent la définition et le développement de la conscience phonologique, ses interrelations avec la mémoire phonologique et son impact sur le niveau de lecture ultérieur. Les retombées sociales de notre recherche visent un changement de représentation du potentiel de développement de la lecture dans la déficience intellectuelle pour une école inclusive où les besoins doivent guider la réponse à l’intervention et non le diagnostic. / Today, full social participation paradigm places reading in fundamental competence. In this context, our thesis seeks to understand reading development in intellectual disability and to approach possible interrelations between different cognitive domains and reading. Our longitudinal study follows reading development of thirty non-reading children in Ulis School in Rouen Academy. The experimental protocol measures reading skills and general and specific skills involved to read during three school years. For comparison, 30 non-readers children without intellectual disability are evaluated with the same protocol from preschool third year to primary school second year. The developmental sequences of reading observed further highlight the importance of knowledge of the name and sound of letters in the development of reading in intellectual disability, while phonological skills would develop due to this written language knowledge. However, these children may have similar developing reader profiles to those of typically developing children. These results question the definition and development of phonological awareness, its interrelations with phonological memory and its impact on the future level of reading. The social benefits of our research aim to change the representation of the reading developmental potential in intellectual disability for an inclusive school where needs must guide the response to the intervention and not the diagnosis.

Bakgrund: Barn i behov av särskilt stöd kan ses som ett komplext begrepp. En rapport från Skolinspektionen (2017) ligger till grund för uppsatsens motiv, rapporten visar att förskolepersonal ofta saknar en samsyn över vad särskilt stöd innebär och hur det särskilda stödet utformas. Den teoretiska ansats vår studie utgår från är socialkonstruktivistisk, där människors uppfattningar ses som socialt konstruerade. De analytiska begrepp som används i studien är det kompensatoriska perspektivet, det kritiska/relationella perspektivet och dilemmaperspektivet. Dessa används för att kunna problematisera och analysera förskollärares uppfattningar och erfarenheter om arbetet med barn i behov av särskilt stöd. Syfte: Den här studien syftar till att problematisera arbetet med barn i behov av särskilt stöd. Metod: I föreliggande studie används semistrukturerade intervjuer för att besvara våra frågeställningar. Nio förskollärare har intervjuats i en mellanstor kommun i Sverige. Resultat: Vi finner att förskollärarna anser att barn som avviker från normen, barn med språksvårigheter, barn med diagnoser och barn i gråzonen är de som är i behov av särskilt stöd. Inom temat barn i gråzonen beskrivs bland annat barn med utåtagerande, alternativt inåtvända beteenden och koncentrationssvårigheter. Det särskilda stödet utformas främst i helgrupp, genom bilder och tecken som stöd men även i mindre grupper och individuellt. Så gott som alla förskollärare betonar att deras bemötande är en central del i hur det särskilda stödet utformas. Slutligen anser nästintill alla förskollärare att även faktorer såsom ekonomi, tid och personaltäthet avgör hur särskilda stödet utformas.

This study examines the effect of deep approaches to learning on development of the inclination to inquire and lifelong learning over four years, as an essential graduated outcome that helps students face the challenges of a complex and rapidly changing world. Despite the importance of the inclination to inquire and lifelong learning, some literature has attempted to operationalize this concept in practical ways. In another limited line of studies, researchers explored how the education process and deep approaches to learning affected students' cognitive development among first-year undergraduates. This dissertation focuses on the ways that the process of deep approaches to learning influences the development of the inclination to inquire and lifelong learning through the positive feelings from information acquisition and the conceptual change from meaningful structure of information. The individuals in the sample were 1,914 first-year undergraduate students participating in the Wabash National Study on Liberal Arts Education at each of the 17 institutions in the study. This longitudinal study was designed to use three waves of data to control for student background characteristics, institutional types, overall exposure to organized instruction, and other college experiences. The current study employed ordinary least squares regressions with a weighting algorithm and also investigated whether the effects were general or conditional based on differences in race, gender, precollege total academic preparation, and precollege measure of need for cognition. Using longitudinal, pretest-posttest deign with statistical control, this study found that the higher-order learning subscale, the integrative learning subscale, and reflective learning subscale generated a significant positive effect on the development of inclination to inquire and lifelong learning over four years. Furthermore, the study demonstrated that the effect of deep approaches to learning appear to be general rather than conditional. In summary, the results confirm that the growth of inclination to inquire and lifelong learning can be fostered through deep approaches to learning. The findings suggest that higher education educators should create a developmentally-appropriate learning environment for students to organize their knowledge into cognitive structure, which fosters the capacity for lifelong learning.

Studiens syfte är att belysa begreppet barn i behov av särskilt stöd. Detta har vi granskat genom att undersöka förskolepersonalens uppfattningar om vilka barn som kan tänkas vara i behov av särskilt stöd och hur arbetet med dessa barn i förskolan ser ut, samt vilket stöd dessa barn kan få. Vi har använt oss av en kvalitativ metod och använt oss utav semi-strukturerade intervjuer och de respondenterna som deltog representerades av verksamma pedagoger i förskolan. Vi har sedan analyserat intervjustudien och studiens resultat tyder på att begreppet barn i behov av särskilt stöd är svårdefinierat och otydlig. Resultatet visade även att en diagnos i många fall kan underlätta arbetet för pedagogerna och de barn som är i behov av särskilt stöd, eftersom de lättare kan få tillgång till det stöd som behövs, exempelvis en resurs. Vår studie visade även på att pedagogernas bemötande, kunskap och kompetens om de barn som är i behov av särskilt stöd är viktigt för att kunna stötta barnen. Slutsatsen av vår intervjustudie blir att barn i behov av särskilt stöd är ett komplext område att förhålla sig till samt att, det krävs fördjupade kunskaper inom de olika områden som finns gällande barn i behov av särskilt stöd. Exempelvis fördjupade kunskaper om diagnoser, funktionsnedsättningar, språksvårigheter samt verktygens användningsområden. Slutsatsen blir även att tillgången till resurser är begränsad hos de förskolor som vi har besökt och det krävs oftast en diagnos eller uttalad funktionsnedsättning, för att pedagogerna i förskolans verksamhet ska få in resurser till ett barn som är i behov av särskilt stöd.