Made available in DSpace on 2016-04-27T14:48:46Z (GMT). No. of bitstreams: 1 Clodoaldo Barbosa da Silva.pdf: 1281221 bytes, checksum: c71e74bc966ddc0f534e7448a598d147 (MD5) Previous issue date: 2015-09-18 / The aim of this paper is in to create a training activity for teachers, directed to the process of continuing education, focusing on assessment of learning. The strategy is to apply concepts and consideration of procedures doing this performed through a Solo Adventure or Game Book, inspirited in role-playing Game - RPG. This training activity aims to create an analysis and an discussion of environment, related to the daily life in the classroom, leading teachers to reflect on their practices, while there is the appropriation of theoretical foundations that contribute to its formation in evaluation of the field of learning. The conclusion shows that the adaptation of a Solo Adventure, as a formative activity, stimulates the reactivity through issues-problem / O objetivo desse trabalho é a elaboração de uma atividade formativa para professores, direcionada ao processo de formação continuada, com foco na avaliação da aprendizagem. A estratégia leva à aplicação de conceitos e à reflexão dos procedimentos e é realizada por meio de uma Aventura Solo ou Livro Jogo, modalidade originária do Role-playing game- RPG. Essa atividade formativa tem como meta criar um ambiente de análise e discussão, relacionado com o cotidiano em sala de aula, levando os professores a refletir sobre suas práticas, ao mesmo tempo em que há a apropriação dos fundamentos teóricos que venham contribuir com sua formação no campo da avaliação da aprendizagem. A conclusão mostra que a adaptação de uma Aventura Solo, como atividade formativa, estimula a reatividade por meio de questões-problema

Submitted by Jean Medeiros (jeanletras@uepb.edu.br) on 2016-04-05T13:56:20Z No. of bitstreams: 1 PDF - Tafarel Fernandes Tavares de Melo.pdf: 782970 bytes, checksum: a6522e2c2a3797c1b79260ddd14866b4 (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2016-07-22T20:18:30Z (GMT) No. of bitstreams: 1 PDF - Tafarel Fernandes Tavares de Melo.pdf: 782970 bytes, checksum: a6522e2c2a3797c1b79260ddd14866b4 (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2016-07-22T20:18:39Z (GMT) No. of bitstreams: 1 PDF - Tafarel Fernandes Tavares de Melo.pdf: 782970 bytes, checksum: a6522e2c2a3797c1b79260ddd14866b4 (MD5) / Made available in DSpace on 2016-07-22T20:18:39Z (GMT). No. of bitstreams: 1 PDF - Tafarel Fernandes Tavares de Melo.pdf: 782970 bytes, checksum: a6522e2c2a3797c1b79260ddd14866b4 (MD5) Previous issue date: 2014-12-11 / The official documents that are references to Science Education on Brazilian context (Lei de Diretrizes e Bases and the Parâmetros Curriculares Nacionais) encourage a broad and complex proceed teaching capable of stimulating dialogue between curriculum subjects, the social-historical context and pre-established knowledge in the natural networks of students, emphasizing the importance of exercise of uncertainty. As proposed the inclusion of this feature in the conduct of the Natural/Biological Sciences teaching-learning process, emerges from this context the study of Role Playing Game (RPG) lectured here, which aimed to reflect the relevance of the RPG as strategy to rethink the teaching practice in the Science Education. To this purpose, we sought to draw a theoretical walk that focuses on the importance of uncertainty in the educational dialogue, working possibilities about aspects such as inquietude, imagination and metaphor in the construction of knowledge process and reconstruct the emergence of the game, setting the aspect of multiple entries of RPG in the educational context. The construction and data processing/analysis happened through nondirective interviews with RPG’s masters and players audio/video recording, analyzed from thematic discourse analysis (BARDIN, 2011), observing the construction of arguments between shifts speech, worked from pragmadialetical analysis (PÊCHEUX, 2012). We highlight de construction of four categories that emerges of this analysis: 1) community on practice; 2) playfulness on practice; 3) creativity during practice; and 4) learning during practice. The results show the possibility of reflect the teaching practice from the game driving held by the RPG master, highlighting important aspects as the collective construction of the educational process, the mediating role of the teacher and the need for uncertainly in the process of teaching-learning. / A Lei de Diretrizes e Bases (1996) e os Parâmetros Curriculares Nacionais (1998; 2000), documentos oficiais que norteiam o Ensino de Ciências, incentivam um proceder didático amplo e complexo, capaz de estimular o diálogo entre as disciplinas curriculares, o contexto histórico-social e os conhecimentos pré-estabelecidos nas redes naturais dos estudantes, destacando-se a importância do exercício da incerteza. Como proposta à inserção desta característica na condução do processo de ensino-aprendizagem em Ciências Naturais/Biológicas, emerge deste contexto o estudo sobre Role Playing Game (RPG) aqui dissertado, no qual se objetivou refletir sobre a pertinência do RPG como estratégia para repensar a prática docente no Ensino de Ciências. Para tanto, buscou-se traçar um caminhar teórico que versa sobre a importância da incerteza no diálogo educacional, trabalhando possibilidades sobre aspectos como a inquietude, a imaginação e a metáfora no processo de construção de saberes e reconstruir a emergência do jogo, situando o aspecto fractalizado do RPG no contexto educacional. Paralelamente, a construção e tratamento dos dados aconteceu através da gravação em áudio/vídeo de entrevistas não diretivas com os participantes de pesquisa, mestres e jogadores de RPG, trabalhadas mediante análise temática do discurso (BARDIN 2011), observando-se a construção de argumentos entre turnos de fala, trabalhados a partir da análise pragmadialética (PÊCHEUX, 2012). Evidenciamos a construção de quatro categorias emergentes desta análise: 1) coletividade na prática; 2) ludicidade na prática; 3) criatividade durante a prática; e 4) aprendizagem durante a prática. Os resultados apontam que determinadas características pertinentes à prática do mestre de RPG na condução do jogo, entre as quais destacamos a construção coletiva do processo educacional, a função mediadora do processo, a pesquisa e a necessidade da incerteza durante a prática são parâmetros que podem ser considerados pelo professor de ciências durante o processo de ensinoaprendizagem.

Com a transformação da assistência psiquiátrica, torna-se importante verificar como o enfermeiro especialista em enfermagem psiquiátrica e saúde mental se encontra diante de seus papéis, conflitos e gratificações. Assim, trinta e um enfermeiros que se especializaram em enfermagem psiquiátrica e saúde mental responderam um questionário com esse objetivo. Os resultados mostraram que a grande maioria trabalha na área em que se especializaram, e, quanto aos papéis, desenvolvem os administrativos, como: a coordenação e organização do serviço de assistência e participação em conselhos de saúde; os de cuidado direto, como: atuar junto ao paciente e familiar, execução dos cuidados de higiene, medicações e orientações, escuta qualificada, apoio psicológico e controle de crises; específicos do enfermeiro psiquiátrico, como: coordenação/supervisão/orientação da equipe de enfermagem, consulta e pós consulta de enfermagem, exame de estado mental, triagem, acolhimento, visita domiciliar, prevenção na comunidade, escuta terapêutica, avaliação clinica, desenvolvimento de projeto terapêutico individual, profissional de referência, participação em grupos, oficinas e atendimento individual. Possuem conflitos relativos à falta de reconhecimento profissional, como: falta de reconhecimento como enfermeiro especialista, falta de credibilidade no atendimento do enfermeiro especialista e falta de autonomia enquanto enfermeiro; condições de trabalho como: falta de recursos materiais, humanos e de espaço físico, sobrecarga do profissional qualificado, falta de oportunidades de capacitação da equipe, dificuldade de aliar gestão e assistência, dificuldade de associar a teoria com a prática; dificuldades de relacionamento com a equipe, como: profissionais médicos que não conseguem trabalhar em equipe, falta de cooperação entre enfermeiros, desrespeito da equipe pelas decisões tomadas. Como gratificações destacam o reconhecimento profissional, como: agradecimento do paciente pelos serviços prestados, melhora do paciente e reconhecimento da equipe multiprofissional pelo trabalho; reconhecimento pessoal, como: satisfação pessoal, ser reconhecido como enfermeiro psiquiátrico, prazer em trabalhar e paixão pelo que faz; qualificação, como: aplicação dos conhecimentos, postura ética, interesse em buscar mais qualificação e satisfação em conseguir desempenhar o que aprendeu. Assim sendo, pode-se considerar que os enfermeiros pesquisados identificaram o seu papel de especialista na área de enfermagem psiquiátrica e o exercem com propriedade. Seus conflitos relacionaram-se a aspectos de reconhecimento profissional como enfermeiro especializado, estruturais dos serviços e relacionamento, que podem se constituir em agentes complicadores para o desenvolvimento de um bom trabalho, e, suas gratificações, estão ligadas a fatores de reconhecimento profissional, pessoal, qualificação profissional e aplicação de conhecimentos, levando ao entendimento de que o idealismo contido nessas colocações tem grandes chances de serem traduzidos em ações levando a transformações, o que vai de encontro ao que é esperado de um enfermeiro especialista na área de enfermagem psiquiátrica saúde mental. / Due to psychiatric assistance changes, it is important to check how the nurse specialized in psychiatric nursing and mental health deals with his roles, conflicts and rewards. Thus, thirty-one nurses specialized in psychiatric nursing answered a questionnaire for this purpose. Results showed that most of them worked within the area of their specialization and as to roles, they performed administrative ones, such as: coordination and organization of assistance service and participation in health councils; direct care ones, such as: action with patient and relatives, hygiene care performance, medications and guidance, qualified hearing, psychological support and crisis control; psychiatric-nurse specific ones, such as: nursing team coordination/supervision/guidance, nursing appointment and post-appointment, mental state examination, triage, reception, home visit, prevention within the community, clinical evaluation, individual therapeutic project development, reference professional, participation in groups, workshops and individual support. They show conflicts related to the lack of professional recognition, such as: lack of recognition as a specialist nurse, of credibility in specialist nurse assistance and of autonomy as a nurse; work conditions such as: shortage of material and human resources, and physical space, overburden of qualified professional, lack of opportunities for team empowerment, difficulty to ally management and assistance, difficulty to associate theory to practice; difficulty relationship with the team, such as: medical professionals that are not able to work as a team, lack of cooperation among nurses, team\'s disrespect as to decisions made. As rewards they point out professional recognition, as: patient\'s gratitude for services provide, patient\'s improvement and work recognized by the multi-professional team; personal recognition, as: personal satisfaction, recognition as a psychiatric nurse, pleasure to work and passion for the profession; qualification, such as: knowledge application, ethical attitude, interest in looking for a deeper qualification and satisfaction to perform what was learnt. Thus, we may consider that researched nurses have identified their specialized role within psychiatric nursing area and suitably perform it. Their conflicts are related to aspects of professional recognition as a specialized nurse, services structure and relationship, which may become complicating agents for a good work development, and their rewards refer to professional and personal recognition, professional qualifications and knowledge application factors, and we may conclude that idealism contained in these statement has large chances to be translated into actions leading to changes, meeting what is expected from a nurse, who is specialized in psychiatric and mental health nursing area.

No description available.

This study analyzes the use of linguistic stereotypes in two fantasy role-playing games, Witcher 3: The Wild Hunt and Dragon Age: Origins with a focus on phonology. It investigates how accent stereotypes are used and why they are important for characters in video games, for example regarding prestige and attractiveness. It analyzes each character from a character type perspective: hero, villain, comic-relief, mentor and lover. The results show that there are accent stereotypes in fantasy role-playing games and that they are, most likely, deliberately placed as such. It also shows that standard variations of English are mainly used for characters that serves a purpose to the story while non-standard variations are used for characters that serves no purpose to the game other than working as tools to enrich the world with a sense of life.

With the rapid development of the tourism industry in China, the need to train more and more competent tour guides has become more urgent than ever. These tour guides require a sophisticated level of spoken English, but, at present, their English-speaking proficiency is far from satisfactory. It is this problem that has inspired the writing of this paper. The paper attempts to search for appropriate teaching techniques that would be useful for improving the speaking skills of Chinese tour guide students. The paper is divided into six chapters. Chapter 1 will outline the problem being discussed. Chapter 2 then aims to suggest solutions to the problem stated in Chapter i After discussion of relevant issues, it is decided that Mim-Mem, Dialogue and Role-playing might be appropriate techniques for teaching the speaking skills to Chinese tour guide students. Chapters 3, 4, and 5 deal with the Mim-Mem Technique, the Dialogue Technique and the Roleplaying Technique respectively. After an examination of the three suggested techniques, Chapter 6 discusses material preparation and provides practical suggestions for classroom applications. The paper should be regarded as an initial base for further discussion and research.

Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaf 71-80). Also available in print.

Fler timmar och större intresse läggs idag ner på onlinerollspel vilka under de senaste åren blivit omåttligt populära. Våra sociala beteenden har idag förändrats och vi behöver inte längre fysiskt beträda det rum vi vanligen kommunicerade i. Vi öppnar istället upp dörrarna till en ny dimension där du “är” en virtuell identitet, och där du kanske har väldigt många fler möjligheter än i ditt fysiska liv. World of Warcraft är just ett sådant spel vilket underhåller tusentals av spelare och som kommer ligga till grund för denna uppsats. Syftet är att skapa en dokumentation av och ge en insyn i dessa nya sociala miljöer som vi finner i World of Warcraft. Vad har tillexempel en online identitet för betydelse för jaget (spelaren) och kan det som händer i ett community på internet påverka våra fysiska sociala liv? Samma sak händer om man vänder på frågan, vad händer med spelvärldens sociala liv om man inte spelar tillräckligt mycket, hur påverkar det spelandet i sig? Är en spelare tvungen att välja bara en social arena, eller finns det en god möjlighet till en balans mellan miljöerna? Frågor om interagerbarhet, interaktivitet och kommunikation i spelet kommer också att vara centrala i uppsatsen, eftersom dessa i någon form påverkar oss som individer och sociala varelser. Alltså vad är det som lockar och varför kan vi som individer bli påverkade av detta? De komponenter jag finner mest bidragande till delaktighet i World of Warcraft diskuteras och analyseras sedan utifrån utvalda teoretiska utgångspunkter. Syftet är också att utifrån videoinspelade intervjuer med spelarna ge en slags bild av hur fenomenet kan se ut. I Själva dokumentärfilmen ( som tillhör uppsatsen och som finns på separat DVD) läggs Fokus på intervjuerna, (där de intervjuade får en chans att säga sin mening) och de spelmiljöer man kan stöta på i World of Warcraft . Vi följer spelaren in i världen .Med dessa rörliga bilder kan vi också få större förståelse för vad World of Warcraft är och vad det betyder för miljontals människor. I intervjuerna med dessa respondenter försöker jag att gå in i samtal som är mer djupgående och kvalitativa. Denna form av undersökning, där så få personer medverkar kan inte kvantitativt framlägga ett övergripande mönster av hur majoritetens spelvanor ser ut.

This thesis examines the architecture and space simulated in massively multiplayer online role-playing games (MMORPGs) and argues that the hand which guides the design of virtual architecture and space in these games originates from the same primogenitor of traditional mythology. The simulation of the game-world and the performance of in-game elements which include, avatars, player characters, non-player characters (NPCs), and artifacts, is regulated by the semantics of an in-game narrative that maintains a core structure of hierarchical spaces and traditional and modified architectural paradigms. Hierarchical spaces and architectural interventions are used to curate a mythologically derived model of personal transformation known as the ‘Hero Cycle’ that is based on hermeneutic principles whereby the identity of the collective is required to understand the identity of the individual. As a result, this cycle of personal transformation relies on the integration of the individual with the collective and is a revitalizing process within society. While it is believed that contemporary (computer) role-playing games (RPGs) are built on the shoulders of early pen and paper (PNP) role-playing games, both the early PNP and later RPGs are in fact founded on principles of ritual movement through space, developed by traditional mythology to enact Hero Cycles and by ritualized religious worship, to symbolically enact mythology. Role-playing games can bring forth the benefits of the experience of mythological progenitors of cultural narratives and religious theology. In-game, a narrative is presented to players as the face of the collective identity of the game-world and incorporates many traditional (and modified) iconographic and architectonic typologies that support the semantics of game-play and the theology that ties the game-mechanics to the narrative.

This thesis examines the architecture and space simulated in massively multiplayer online role-playing games (MMORPGs) and argues that the hand which guides the design of virtual architecture and space in these games originates from the same primogenitor of traditional mythology. The simulation of the game-world and the performance of in-game elements which include, avatars, player characters, non-player characters (NPCs), and artifacts, is regulated by the semantics of an in-game narrative that maintains a core structure of hierarchical spaces and traditional and modified architectural paradigms. Hierarchical spaces and architectural interventions are used to curate a mythologically derived model of personal transformation known as the ‘Hero Cycle’ that is based on hermeneutic principles whereby the identity of the collective is required to understand the identity of the individual. As a result, this cycle of personal transformation relies on the integration of the individual with the collective and is a revitalizing process within society. While it is believed that contemporary (computer) role-playing games (RPGs) are built on the shoulders of early pen and paper (PNP) role-playing games, both the early PNP and later RPGs are in fact founded on principles of ritual movement through space, developed by traditional mythology to enact Hero Cycles and by ritualized religious worship, to symbolically enact mythology. Role-playing games can bring forth the benefits of the experience of mythological progenitors of cultural narratives and religious theology. In-game, a narrative is presented to players as the face of the collective identity of the game-world and incorporates many traditional (and modified) iconographic and architectonic typologies that support the semantics of game-play and the theology that ties the game-mechanics to the narrative.