Através do manejo do foco narrativo,dentre outros recursos literários, o Autor alterna e entrelaça narrativas de experiências de personagens oriundas de formações culturais diferentes com a representação do pensamento de cada uma delas sobre o passado, sobre si, sobre o outro e sobre vários espaços em que atuam. Esses espaços se revelam incongruentes com a idéia de um mundo sem fronteiras conforme se apregoa na modernidade tardia. O objetivo desta tese é discutir como aspectos do real histórico e do real psicológico nos tempos em que vivemos se sedimentam na forma deste romance contemporâneo / Through shifts in point-of-view, among other literary resources, the Author alternates and intertwines narratives of the experiences of two characters from contrasting cultural formations with narratives of their thoughts about the past, themselves, each other and the various settings in which they act. These spheres are rendered as incongruent with the idea of a world without borders, so often celebrated in late modernity. The aim of this thesis is to discuss how elements of present-day historical and psychological experience solidify in the form of this particular contemporary novel

Abstract This comparative study examines the views of Finnish and Japanese student teachers on global perspectives (GP) in relation to their future profession. As global citizens, teachers should know, one, the cultural and historical backgrounds of pupils and their families, and two, how to teach interrelated themes and global issues. The research questions of this study are, "How do student teachers conceptualise global perspectives in relation to their future teaching, in Oulu and Hiroshima?"; "How do those students view the role and significance of GP in their future teaching?"; and, "How does teacher education support the development of GP?" My theoretical framework rests on Gaudelli’s heuristic model of global citizenship education (2009) and on Hanvey’s five aims of GP (1982), enriched by principles of critical pedagogy (Giroux 2004, Freire 1985). The main body of empirical data was acquired through interviews with and questionnaires completed by students in the two contexts. This study found differences and similarities in the Finnish and Japanese student teachers’ views of global perspectives. Those views, in many respects, reflect Hanvey’s model of five aims, "perspective consciousness" and "cross-cultural awareness" in particular. Views derived from critical pedagogy were less visible. Remarkable differences were evident in terms of Gaudelli’s "four orientations" model. The Japanese student teachers expressed nationalistic tendencies more often than their Finnish counterparts, who stressed humanistic principles. Neo-liberalist and transformational orientations were more difficult to detect in the Japanese data. In both cases, the student teachers saw GP as valuable for their future profession, referring to "cross-cultural awareness" within a humanistic orientation. However, the Japanese student teachers stressed "perspective consciousness" as part of a nationalistic orientation, while the Finns justified the teaching of GP in terms of "global dynamics" in a transformational orientation. Both groups saw teacher education programmes as significant to the development of GP, expressing similar views on the importance of curricula and of professors’ knowledge. Yet, while the Finnish student teachers saw peer support and varied assignments as helpful in developing GP, the Japanese considered those factors to be less relevant. / Tiivistelmä Tämä vertaileva tutkimus tarkastelee suomalaisten ja japanilaisten opettajaksi opiskelevien näkemyksiä globaaleista näkökulmista (global perspectives) suhteessa heidän tulevaan ammattiinsa. Maailmankansalaisina opettajien tulisi tuntea oppilaidensa ja heidän perheidensä kulttuurihistorialliset taustat sekä kuinka heidän tulisi huomioida globaalit kysymykset opetuksessa. Tutkimuskysymykset ovat: 1) Kuinka Oulussa ja Hiroshimassa opettajaksi opiskelevat käsitteellistävät globaalit näkökulmat suhteessa heidän tulevaan ammattiinsa? 2) Millaisena nämä opiskelijat näkevät globaalien näkökulmien merkityksen ja tehtävän tulevassa ammatissaan? 3) Kuinka opettajankoulutus opiskelijoiden mielestä tukee globaalien näkökulmien kehittymistä? Tutkimuksen teoreettinen viitekehys rakentuu seuraavista osa-alueista: 1) Gaudellin heuristinen maailmankansalaisuuden malli, 2) Hanveyn malli globaalin näkökulman viidestä tavoitteesta sekä 3) kriittisen pedagogiikan pääperiaatteet. Empiirinen aineisto koostuu pääasiallisesti kyselyistä ja opiskelijoiden haastatteluista näissä kahdessa kontekstissa. Tulokset osoittavat, että suomalaisten ja japanilaisten opettajaksi opiskelevien käsityksissä globaaleista näkökulmista on sekä yhtäläisyyksiä että eroavuuksia. Heidän käsityksensä heijastavat suurelta osin Hanveyn mallin viittä tavoitetta, joista vallitsevimpia olivat "näkökulmatietoisuus" ("perspective consciousness") ja kulttuurien välinen ymmärrys ("cross-cultural awareness"). Kriittiseen pedagogiikkaan pohjaavia näkemyksiä esiintyi aineistossa vähemmän. Gaudellin neljän orientaation malliin osalta tuloksissa oli havaittavissa huomattavia eroja. Japanilaiset opiskelijat ilmaisivat nationalistisia tendenssejä useammin kuin suomalaiset, jotka taas painottivat humanistisia periaatteita. Uusliberalistisia ja transformatiivisia orientaatioita oli vaikeampi havaita japanilaisten aineistossa. Sekä japanilaiset että suomalaiset opettajaksi opiskelevat pitivät globaaleja näkökulmia merkittävänä osana tulevaa ammattiaan ja viittasivat perusteluissaan kulttuurien väliseen ymmärrykseen. Japanilaiset opiskelijat kuitenkin painottivat näkökulmatietoisuutta osana nationalistista orientaatiota, kun taas suomalaiset perustelivat globaalien näkemysten opettamista "globaalilla dynamiikalla" osana transformatiivista orientaatiota. Mitä tulee opettajankoulutuksen rooliin, kumpikin ryhmä piti koulutusohjelmiaan merkittävinä globaalien näkökulmien kehittymiselle painottaen opetussuunnitelmien ja opettajankouluttajien tiedon tärkeyttä. Kuitenkin suomalaiset opiskelijat pitivät vertaistukea ja erilaisia tehtäviä oppimisprosessia edistävinä, mikä taas ei korostunut japanilaisten aineistossa.

Made available in DSpace on 2014-12-17T15:42:09Z (GMT). No. of bitstreams: 1 GilberlandioNS_DISSERT.pdf: 1649647 bytes, checksum: 34b4c44283fc70f12bbd88843af8f3cf (MD5) Previous issue date: 2013-02-27 / The aiming of this work is linked to chemical education, focusing organic chemistry classes of Chemical Engineering, Pharmacy and Zootechny graduate courses of the Federal University of Rio Grande do Norte. For that, teaching-learning process related to basic chemical subjects which support the understanding of organic chemistry concepts was evaluated in a research period of two years. The education proposal linked to the theoretical content of the cited classes, pointed out the process of knowledge construction, in which educational commitment as well as dedication in the teaching-learning process was also valued. In that approach several didactic tools were applied, among them scientific articles were used as supplementary studies of the basic organic chemistry concepts and related. The acceptability of students, as well as their motivation, performance and learning process was justified by the data collection of the applied teaching methodology. The acceptability and commitment of the students facing this teaching interactive approach, which transversely contributed to the intellectual maturity growth of the students, as well their professional development, were evidenced by satisfactory obtained results that will be herein discussed / O enfoque deste trabalho est? vinculado ao ensino de qu?mica, com abordagem espec?fica para disciplinas de Qu?mica Org?nica ministradas nos cursos presenciais de gradua??o em Engenharia Qu?mica, Farm?cia e Zootecnia da Universidade Federal do Rio Grande do Norte. Para tanto, realizou-se uma pesquisa com dura??o de dois anos consecutivos, objetivando-se a avalia??o do processo ensino e aprendizado referente aos conceitos qu?micos b?sicos que d?o suporte ao entendimento da qu?mica org?nica. A proposta de ensino vinculada aos conte?dos te?ricos dessas disciplinas valorizou o processo de constru??o do conhecimento, que sinaliza para a necessidade de comprometimento educacional no processo ensino e aprendizado. Neste estudo, diversas ferramentas did?ticas foram aplicadas, dentre elas, destaca-se leituras complementares de artigos cient?ficos que abordam assuntos pontuais ou correlatos aos conhecimentos b?sicas de qu?mica org?nica. A proposta para o instrumento de coleta de dados consistiu em avaliar o desempenho e aprendizado dos alunos. De acordo com os resultados obtidos foi poss?vel comprovar que os ?ndices satisfat?rios de aprova??o nas turmas avaliadas, demonstram o comprometimento do aluno diante da metodologia aplicada, que de forma transversal contribui para a forma??o profissional e o amadurecimento intelectual do estudante

The introduction of Education, Health and Care (EHC) plans proposed in the Children and Families Act 2014 has aimed to give parents and children who are going through the assessment process greater control and choice in decisions, and enhance the multi-professional collaboration between education, health services and social care. This research seeks to evaluate to what extent parents’, children and young people’s, and professionals' experiences correspond to these values at an early stage of implementation. The methodology of this thesis is based on a realistic evaluation framework informed by the work of Pawson and Tilley (1997). Realistic evaluation aims to construct a programme theory which links three distinct broad aspects of a programme: its context, mechanisms and outcomes (C-M-Os). This research employs a programme theory of how an EHC assessment is conducted and has been developed from the current literature on person-centred theory. Person-centred theory has been chosen because of its corresponding value base to the SEND reforms and the recommendation of its use in a number of government policy documents including the SEND Code of Practice (DfE, 2014). The programme theory has been used to devise questionnaires that have sought to gain professionals' experiences of the assessment process, particularly in relation to multi-agency working, and their perceptions of the person-centred nature of the assessment. In addition, five case studies have explored these issues in more depth to ascertain whether the EHC assessment process in this authority is meeting the core aims of the Children and Families Act 2014. Semi structured interviews and card sorting tasks were devised using the programme theory and conducted with a total of one child, five families and five professionals from five individual EHC assessments. This analysis goes beyond a description of the facilitating factors and barriers to person-centred support and examines how person-centred outcomes arise from specific contexts and mechanisms. Findings suggest that experiences of face-to-face multi-professional collaboration were positive within the EHC assessment group. Nevertheless, professionals expressed frustration that in some cases colleagues were not able to attend meetings due to time constraints, capacity within their services and the commissioning arrangements of their services. Parental and professional experiences of the process appear to be positive. The research demonstrates one case study where a person centred planning approach was utilised very successfully from the perspective of all involved. However, there are significant concerns raised in both phases of this study as to the way in which children and young people are provided with opportunities of contributing to their EHC assessment. The findings are relevant to the development of the EHC assessment process in the local authority (LA) in which I am employed, and will contribute to the debate about the role of educational psychologists (EPs) in evaluating this national policy.

The oral traditions in the Islamic world presented only the moral benefits of Jihad. Yet, the fact is that, though the moral benefits continued to exist before and after the First Crusade, though the interest seemed to have been present and the necessary intellectual theories continued on, Muslims did not advance the practical Jihad. Nonetheless, the disastrous Second Crusade struck a powerful chord among Muslims. It forced Muslims to battle for their very survival, and to do so they would have to adapt, but equally they could only survive by drawing on their imperial inheritance built up over centuries. A number of concerns identified with the “golden age” of the Islamic empire influenced the Jihad movements for Muslims associated the imperial traditions with Islam itself. Given the examples of the First and Second Crusades, this study proposes that the idea of “Islamic Empire” constituted Muslims’ practical response to the crusades.

Book Summary: Does theism dominant the language and practices of public life in the United States? This volume explores this question from a humanist perspective, and in so doing it provides insight into the relationship of religion to public policy, and offers ways to advance a more democratic and secular public arena.

In a multiphasic study, the stories of 29 female Appalachian cancer survivors were collected through either a day-long modified story circle event (n=26) or an in-depth interview (n=3). Qualitative content analysis was used to identify emergent themes in the data. The analysis revealed 5 types of family cancer communication including both pre-diagnosis and postdiagnosis cancer communication strategies

This thesis aims to explore the compliance of blockchain technology and the GDPR. The GDPR was implemented for the EU member states in May 2018 with the purpose of harmonizing data protection regulation. However, the regulation is based on the notion that data is stored and processed in a centralized system. This causes an issue when it comes to distributed networks, and in particular with the distributed ledger technology (DLT), the underlying technology of blockchain. For this thesis, a literature review has been conducted to investigate the problems of GDPR compliance for blockchain projects, and what technical solutions exist to make a blockchain solution more GDPR compliant. In addition, interviews have been conducted to investigate the technical and legal perspectives on the current and future situations of regulation and technology. Compatibility problems mainly concern the immutability and transparency of a blockchain and examples of technical solutions that handle those problems can be found in the literature. Nevertheless, none of the discussed solutions are yet to guarantee full GDPR compliance. The technical and legal perspectives share ideas of the main compliance issues. However, differences such as interpretation of technical details can be identified, indicating problems to arise when regulating blockchains in the future. Further interdisciplinary work on guidelines for the GDPR is necessary for blockchain projects to be successful in complying with the regulation as well as to strengthen the technology neutrality of the GDPR.

Conditions related to tobacco use constitute the single most preventable cause of death in the United States. Approximately 443,000 U.S. adults die each year from smoking-related illnesses. During young adulthood, social and behavioral changes occur; experimentation with tobacco products such as cigarettes is common and may lead to a habit of smoking. A gap was identified in the literature on the perceived impact of family communication on young adults' decisions regarding smoking. The purpose of this descriptive phenomenological study was to address this gap by gathering information on the perspectives of young adults toward tobacco use. Fifteen young adults aged 18 to 26 from the northeastern region of New Jersey who were currently engaged in the use of tobacco products participated in open-ended interviews. Research questions were designed to investigate young adults' views and perceptions regarding cigarette use and to explore information regarding how smoking-related communication received from family members influenced young adults' decision to smoke. The theory of planned behavior and social learning theory provided the theoretical underpinnings and consistent themes by young adults from the study. Van Manen's data analysis strategy demonstrated thematic reports from young adults that behaviors, habits, attitudes, communications, including verbal and nonverbal cues and practices are learned from their parental figures in the home environment. Recommendations for future research include exploring young adults from other geographical locations regarding their perspectives toward tobacco use. This study may promote positive social change for the public and health practitioners by providing insight on family interactions regarding smoking behaviors for young adults..

The Common Core State Standards recommend that all educators prepare students with the literacy skills needed for college and careers. The purpose of this qualitative case study was to examine 7th and 8th grade content area teachers' perspectives towards teaching literacy. The research questions addressed teachers' capabilities in the role of literacy instructor as well as the actual application of literacy. The conceptual framework included Bruner's constructivist, Bandura's self-efficacy, and Knowles's andragogy theories. These theories informed the investigation of adult learners' perspectives regarding the way they learn and gain confidence to provide literacy instruction. Eleven English, math, science, and social studies teachers participated in this study through interviews. Data were also gathered via classroom observations and lesson plans. A qualitative data analysis software program was used to manage the qualitative data. Inductive and deductive coding were used to analyze the data and identify themes. The findings of this study indicated that teachers felt unprepared to teach reading. While teachers saw value in literacy, their perspectives were affected by their commitment to content instruction and time constraints to meet disciplinary curriculum requirements. This study affects positive social change by providing increased understanding of literacy instructions in the content classroom. These findings can facilitate communication between teachers and other stakeholders regarding school literacy initiatives. Further, the findings informed creation of a professional training program to provide teachers with on-site support for literacy integration.