This study investigates the effectiveness of Google Docs (GD) as a tool when students peer-review writing tasks. It also explorers different strategies for the teacher to use to fully utilize GD for peer-reviewing. Therefore, the research will specify in what ways can GD facilitate better student peer review for writing, both individually and collaboratively and what strategies can teachers employ to fully utilize GD for effective and timely student feedback within writing tasks. By collecting secondary empirical studies, we explore and provide an overview of the possible outcomes when using GD as a digital tool for peer-reviewing and the best strategies for teachers to use. Overall, the empirical researchers all agree that using GD improved students' implication through writing when having these peer-reviewing tasks. The researchers also pointed out that if the students are not trained and instructed the students will not develop a deeper understanding of structure and content when revising, which will lead to students not developing their critical thinking and writing ability when peer-reviewing. Therefore, it is vital for our future position as teachers to acknowledge the importance of using the right teacher strategies for the students to develop their knowledge and understanding of peer-reviewing.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-08-09T12:33:42Z No. of bitstreams: 1 Carlos Alessandro de Mesquita Gonçalves.pdf: 1744202 bytes, checksum: d03e177ad946747f62145e4211ba92b0 (MD5) / Made available in DSpace on 2018-08-09T12:33:42Z (GMT). No. of bitstreams: 1 Carlos Alessandro de Mesquita Gonçalves.pdf: 1744202 bytes, checksum: d03e177ad946747f62145e4211ba92b0 (MD5) Previous issue date: 2018-06-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The purpose of this thesis is to identify the structural features of the reviews elaborated by the teams of the Bravo!, Rolling Stone Brazil and Cult magazines in order to broaden the theories about the subject. The three are among the main publications aimed at covering the Brazilian cultural segment. At first, the genre took the marks of the academic segment to mass media, but acquired its own nuances over the years. There are 52 texts published by the magazines as a corpus. They presented diversified compositions, thematic contents and styles. Each publication was followed through 13 editions, which corresponds to the period of one year and one month. Concepts of authors who have worked on academic and journalistic reviews have served as the starting point for this survey. On the communication side, we consulted Coelho (2007), Marques de Melo (2003) and Piza (2013), among others. On the scientific side, we consulted Severino (2000), Maia (2007), Abreu-Tardelli, Lousada and Machado (2009), Medeiros (2009) and Didio (2013). The material was examined base on Bakhtin (2000). His theories about discourse genres were the main category of analysis used in this research, whose methodology is interpretative based on quantitative information for qualitative evaluations of the material and the results obtained. The main result is the observation that journalistic review, unlike what occurs in the university field, breaks with pre- established structures, although it is possible to say that its global order is roughly divided into introduction, development and conclusion. But the chain of ideas will depend much more on the knowledge about the focused object, on the professional experience and on the textual abilities of the reviewer than on the editorial rule. The exception occurs with one of two models used by Bravo! magazine that divided the text with explicit topics. The division presented variations according to the thematic content. In general, the compositional format brought this model closer to what is seen in the academic world, especially in the appreciation of books / O objetivo desta tese é identificar os traços estruturais das resenhas elaboradas pelas equipes das revistas Bravo!, Rolling Stone Brasil e Cult a fim de ampliar as teorias acerca do assunto. As três estão entre as principais publicações voltadas à cobertura do segmento cultural do País. Em um primeiro momento, o gênero carregou as marcas do segmento acadêmico para os veículos de comunicação, mas adquiriu matizes próprios através dos tempos. Como corpus, foram selecionados 52 textos difundidos pelas revistas. Eles apresentaram composições, conteúdos temáticos e estilos diversificados. Cada publicação foi acompanhada ao longo de 13 edições, número que corresponde ao período de um ano e um mês. Conceitos de autores que se debruçaram sobre as resenhas jornalística e acadêmica funcionaram como ponto de partida para este levantamento. Da comunicação, foram consultados Coelho (2007), Marques de Melo (2003) e Piza (2013), entre outros; do gênero científico, Severino (2000), Maia (2007), Abreu-Tardelli, Lousada e Machado (2009), Medeiros (2009) e Didio (2013). O material foi examinado à luz de Bakhtin (2000). As teorias dele em torno dos gêneros do discurso foram a categoria de análise condutora desta pesquisa, cuja metodologia é interpretativista com base em dados quantitativos para avaliações qualitativas do material e dos resultados obtidos. O principal deles é a constatação de que a resenha jornalística, diferentemente do que ocorre no campo universitário, rompe com estruturas pré-estabelecidas, embora seja possível afirmar que a sua ordem global seja dividida, grosso modo, em introdução, desenvolvimento e conclusão. O encadeamento de ideias, no entanto, vai depender muito mais do conhecimento acerca do objeto retratado, da experiência profissional e das habilidades textuais do resenhista do que propriamente de cânones editoriais. A exceção ocorre com um dos dois modelos utilizados pela revista Bravo! que fatiava o texto, de forma didática, com tópicos explícitos. A divisão apresentava variações de acordo com o conteúdo temático. De maneira geral, o formato composicional aproximava mais esse modelo daquilo que é visto no mundo acadêmico, sobretudo na apreciação de livros

Thesis (Ph.D.)--Princeton University, 2005. / Includes bibliographical references (leaves 234-255).

published_or_final_version / abstract / Education / Master / Master of Education

This thesis reports on a study which developed a profile of the reviewers of children's books in Australia. It then compared the profile with one which was developed by Kathleen Craver in 1984 of children's book reviewers in the United States. Five research questions were addressed by this study relating to reviewers and their opinions regarding review aspects, reviewer roles and review practices within the framework of their personal and professional background. Craver surveyed the reviewers from School Library journal because as a group, they provided the greatest potential for statistical significance of all the reviewing journals in the United States. As no Australian journal enjoys either the number of reviewers or the circulation of School Library journal, reviewers from eight journals which are most used by teacher and children's librarians were selected to form the population for this research. These journals are Fiction Focus, LINES, Magpies, Reading Time, Reviewpoin t, Review Bulletin, Scan and Tasmanian Resources Review. The reviewer profile which emerged from this study was very similar to Craver's in that it was not one which could be entirely defined in terms of group characteristics. Selected cross tabulations either with the particular journals, demographic details, or other variables, particularly those relating to reviewer experience failed to produce predictable behaviourial correlations. However, reviewers were united on certain issues which can be attributed to their own professional background.

No description available.

Carefully scanning and analysing web- applications is important, in order to avoid potential security vulnerabilities, or at least reduce them. Traditional code reviewing methods, such as manual code reviews, have various drawbacks when performed on large codebases. Therefore it is appropriate to explore automated code reviewing tools and study their performance and reliability. The literature study helped identify various prerequisites, which facilitated the application of automated code reviewing tools. In a case study, two static analysis tools, CodeQL and Semgrep, were used to find security risks in three open source web- applications with already known vulnerabilities. The result of the case study indicates that the automated code reviewing tools are much faster and more efficient than the manual reviewing, and they can detect security vulnerabilities to a certain acceptable degree. However there are vulnerabilities that do not follow a pattern and are difficult to be identified with these tools, and need human intelligence to be detected. / Det är viktigt att skanna och analysera webbapplikationer noggrant för att undvika potentiella säkerhetsproblem eller åtminstone minska dem. Traditionella kodgranskningsmetoder, såsom manuella kodgranskningar, har olika nackdelar när de utförs på stora kodbaser. Därför är det lämpligt att utforska automatiserade verktyg för kodgranskning och studera deras prestanda och tillförlitlighet. Litteraturstudien hjälpte till att identifiera olika förutsättningar, som underlättade tillämpningen av automatiserade kodgranskningsverktyg. I en fallstudie användes två statiska analysverktyg, CodeQL och Semgrep, för att hitta säkerhetsrisker i tre open sourcewebbapplikationer med redan kända sårbarheter. Resultatet av fallstudien indikerar att de automatiska kodgranskningsverktygen är mycket snabbare och effektivare än de manualla kodgranskningar och att de kan upptäcka säkerhetsproblem i viss acceptabel grad. Det finns emellertid sårbarheter som inte följer ett mönster och som är svåra att identifiera med dessa verktyg, och behöver mänsklig intelligens för att upptäckas.

The South African Schools Act of 1996 mandates the establishment of School Governing Bodies (SGBs) in all schools with grade eight and higher. Amongst others, the SGB has the authority to develop a Code of Conduct for learners in a school. This study includes a literature review of discipline in schools, the functions of SGBs, the development and implementation of a Code of Conduct by the SGB. A qualitative investigation of the perceptions of parents, educators and learners, of discipline and dealing with misbehaviour was conducted in three secondary schools in the North-West Province. It was established that role-players differed in their understanding of coming to a common understanding of what to include in a Code of Conduct. It seems as if measures to deal with misbehaviour are often in violation of the Bill of Rights in the Constitution. Based on the findings, recommendations for addressing discipline by means of a Code of Conduct were proposed. / Educational Studies / M. Ed. (Education Management)

The South African Schools Act of 1996 mandates the establishment of School Governing Bodies (SGBs) in all schools with grade eight and higher. Amongst others, the SGB has the authority to develop a Code of Conduct for learners in a school. This study includes a literature review of discipline in schools, the functions of SGBs, the development and implementation of a Code of Conduct by the SGB. A qualitative investigation of the perceptions of parents, educators and learners, of discipline and dealing with misbehaviour was conducted in three secondary schools in the North-West Province. It was established that role-players differed in their understanding of coming to a common understanding of what to include in a Code of Conduct. It seems as if measures to deal with misbehaviour are often in violation of the Bill of Rights in the Constitution. Based on the findings, recommendations for addressing discipline by means of a Code of Conduct were proposed. / Educational Studies / M. Ed. (Education Management)