Syftet med Androids system för åtkomsttillåtelser är att informera användaren om riskernasom kan uppstå vid nedladdning av en applikation. När en användare väljer att ladda neren speci k applikation, presenteras den med en display av åtkomsttillåtelser, dvs. datasom applikationen vill ha tillgång till. Användaren har då ett val att antingen tillåta allaåtkomsttillåtelser, eller avbryta nedladdningen.I denna studie undersöker vi androidanvändarnas kunskap om hot som kan uppstå vidnedladdning av en applikation och vilka åtgärder de tar för att hindra dessa hot från attuppstå.Via enkätundersökningar undersöker vi vilka åtgärder användaren vidtar när personenladdar ner en applikation och om dessa åtgärder påverkas utifrån kunskap och förståelsekring åtkomsttillåtelser och potentiella hot.Slutligen kontrollerar vi om användarnas åsikt kring säkerheten förändras gällandesäkerhetsåtgärder efter att ha besvarat enkäten.Min hypotes är att användarna är medvetna om att det nns potentiella hot mot derasenheter och att, trots att displayen för åtkomsttillåtelser är till för att varna användaren,bryr sig användaren inte om detta. Vidare tror jag inte att det nns någon större skillnadenmellan könen och mellan deras kunskap om hot som kan uppstå vid nedladdningar, vilketockså gäller för åldersgrupperna.Resultatet visar att er män än kvinnor är medvetna om riskerna och tar åtgärder föratt skydda sig mot dessa. Det gäller även den äldre åldersgruppen då den yngre åldersgruppenvisar mindre medvetenhet om riskerna.Vidare visar resultatet att majoriteten av användarna faktiskt har låg riskmedvetenhet,vilket inte stämde överens med min hypotes. 13 av 39 respondenter är bekanta med displayenför åtkomsttillåtelser varav 10 kontrollerar dessa åtkomster och 10 av 39 är bekantamed malwares. Färre kvinnor har kunskap om dessa hot till skillnad från män, samt äldreåldersgruppen visar mer riskmedvetenhet än den yngre åldersgruppen. / The purpose of the Android's permissions system is to allow users to be informed aboutrisks that can occur when downloading an application. When a user chooses to downloada speci c application, they are presented with a display of permissions. The user then hasa choice to either allow all the permissions, or cancel the download.In this study, we will examine android users knowledge of threats that can occur whendownloading an application and what steps they take to prevent these threats from occuring.A survey will be made, to analyze what measures users take when downloading anapplication and if these measures are a ected based on their knowledge and understandingof permissions and potential threats. Lastly we will check if users opinion about securitychanges regarding safety measures after conducting part of the survey.My hypothesis is that users are aware that there are potential threats to their unitsand that the permissions display is intended to alert the user, but they do not take thisinto account. Further I believe that the di erence of knowledge of threats between gendersthat can occur is not great, which also applies to the di erent age groups.Results show that more men than women are aware of risks and take measures toprotect themselves from these which also applies to the older age group where the youngergroup are less aware of risks. Further shows the result that majority of users actually havelow risk awareness which is not consistent with my hypothesis. 13 of 39 users are awareof the permissions display in which 10 of them examines the permissions and 10 of 39 areaware of malwares. Fewer women than men have knowledge regarding these threats, alsothe older age group show more risk awareness than the younger age group.

Am 14. März 2007 hat der Senat der Technischen Universität der Einführung eines dreijährigen Bachelor-Studienganges „Law in Context – Recht mit seinen internationalen Bezügen zu Technik, Politik und Wirtschaft“ zum Wintersemester 2007/2008 zugestimmt. Mit diesem Beschluss besteht für Studienanfänger die Möglichkeit, seit Oktober 2007 ein dreijähriges Jurastudium mit dem Studienziel „Bachelor of Laws“ (LL.B.) aufzunehmen. Die Technische Universität Dresden erfüllt damit als eine der ersten Universitäten in Deutschland die Anforderungen des Bologna-Prozesses im Bereich Jura.

Die Zentren für Lehrerbildung an den sächsischen Universitäten führen seit 2008 (TU Dresden) bzw. seit 2009 (Universität Leipzig) mit finanzieller Unterstützung des SMWK und des SMK Befragungen von Studierenden und Dozenten durch, die in Verbindung mit anderen Informationen einer kritische Bestandsaufnahme der neu eingeführten BA/MA-Lehramtsausbildung dienen sollen. Wenn man sich der Einschränkungen und Grenzen von Befragungen bewusst ist, kann man statt von einer Bestandsaufnahme auch von Evaluationsstudien sprechen. Aktuelle Ergebnisse, die sich zum jetzigen Zeitpunkt allerdings nur auf den BA-Abschnitt des Studiums beziehen können, werden auf einer Arbeitstagung am 4. Juni 2010 vorgestellt. Wie dem Programm zu entnehmen ist, wollen wir aber nicht bei der Präsentation der Resultate stehen bleiben. Dem Anspruch unserer Begleitforschung entsprechend, an der Lehrerbildung beteiligten Akteuren aus Hochschule und Politik nutzbare Informationen anzubieten, haben wir Schlussfolgerungen gezogen und Problemfelder der Lehrerbildung in Sachsen benannt, die wir zur Diskussion stellen. Ein Forum zum Weiterdenken auf der Grundlage der Befragungsergebnisse soll die am Nachmittag stattfindende Podiumsdiskussion sein, zu der wir Vertreter der Ministerien (SMWK und SMK), der Hochschulleitungen und der Studierenden eingeladen haben.

Der Beitrag zeigt anhand des 2009 als Projekt gegründeten Center for Teaching and Learning / CTL, wie fakultäre Akteurinnen und Akteure einer Großuniversität bei der kontinuierlichen Weiterentwicklung der Bachelorstudien strukturiert unterstützt werden können. Dabei setzt das CTL mit seinen Maßnahmen sowohl auf der Ebene des Studienprogramms (Makrodidaktik) als auch auf der Ebene der Lehrveranstaltung (Mikrodidaktik) an. Auf der Grundlage des Entwicklungsplans der Universität Wien ist es das Ziel des CTL, die Handlungsfähigkeit der Akteurinnen und Akteure (insbesondere Studienprogrammleiter/innen und Lehrende) zu stärken, dabei disziplinäre Spezifika zu berücksichtigen und faculty involvement zu fördern. Mit diesem Zugang sollen die seit dem Studienjahr 2006/07 eingeführten Bachelorstudien auf Basis eines gemeinsamen Qualitätsverständnisses der Akteurinnen und Akteure schrittweise optimiert werden.

Am 14. März 2007 hat der Senat der Technischen Universität der Einführung eines dreijährigen Bachelor-Studienganges „Law in Context – Recht mit seinen internationalen Bezügen zu Technik, Politik und Wirtschaft“ zum Wintersemester 2007/2008 zugestimmt. Mit diesem Beschluss besteht für Studienanfänger die Möglichkeit, seit Oktober 2007 ein dreijähriges Jurastudium mit dem Studienziel „Bachelor of Laws“ (LL.B.) aufzunehmen. Die Technische Universität Dresden erfüllt damit als eine der ersten Universitäten in Deutschland die Anforderungen des Bologna-Prozesses im Bereich Jura.

This thesis, which supports an exhibition of visual art, develops from Jean Baudrillard's philosophy of seduction. I have focused on the representation of the bachelor and his pad in American men's magazines from the mid-twentieth century. During this period, magazines such as Playboy, Escapade and Rogue created features on modern living to reassure an independent and affluent man that a dwelling with style and taste would ensure a happy bachelor life and facilitate intimacy. My photographs and collages add complexity to this portrait by framing this unique space as a stage where an unmarried man encircled by his lusty decor acted to entrance a woman.

HYBNER, Otakar. Bachelor Diploma Thesis: Genre of the Bachelor Diploma Thesis, its Formation and Contemporary Form. Prague, 2019. Master thesis. Charles University in Prague, Faculty of Education, Department of Czech Language. Supervisor PhDr. Radka Holanová, Ph.D. This master thesis deals with the context of conditions leading to the existence of the bachelor thesis genre. A style norm of this expert communication genre is interpreted on the basis of the available literature. The overall conception of this issue in the available literature is evaluated. With respect to the style norm, criteria that are expected to be fulfilled in a bachelor thesis are set. The fulfilment of the criteria is tested on a randomly selected sample of bachelor theses.

Qualitatively and quantitatively, this thesis investigates student engagement and success in post-secondary teacher education. The research is a case study conducted in Rwanda using the Classroom Survey of Student Engagement (CLASSE), interviews, and document analysis techniques. It aims at comparing two groups of teacher education students in terms of how different factors of student engagement affect their performance. The study provides a sound contribution in understanding how students with a professional background effectively engage and succeed in modules/courses of the teacher education programme that are shared with students without such background. The study claims that student teachers’ beliefs brought to teacher education play a vital role in determining the level of student engagement and performance in both professional and non-professional courses rather than their academic background. Findings indicate that these courses were taught and learnt in inappropriate teaching and learning environments. Despite unfavourable conditions, results also indicate that students with professional preparation prior to the post-secondary teacher education programme have positive beliefs about the career, interact with lecturers and peers more frequently, devote much time and effort on educationally purposeful activities, and participate more frequently in engaging activities than students who have just started teacher training. In addition, the study indicates that these factors of student engagement influence performance. The study also reveals that the former have developed their professional teacher identity which facilitates their social and academic integration and their intrinsic motivation to learning for the career while the latter are struggling learning for the profession in which they are not motivated and interested. Therefore, students with teacher identity perform significantly better than those who are new in teacher training even in non-professional courses in which they have fewer prerequisites.

Made available in DSpace on 2016-04-27T14:31:41Z (GMT). No. of bitstreams: 1 Wanderley Carneiro.pdf: 2653089 bytes, checksum: 01cd1228c74c0fec8b42c73cd7c6b034 (MD5) Previous issue date: 2016-02-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Regarding to quality of graduates training, measured by ENADE test, we seek to understand how a Bachelor's degree, within a highly rated Business Management course, integrates its curriculum to 2005 DCNs and develops the teaching-learning process. With this purpose, a case study was conducted through document analysis procedures of the Pedagogical Project Course (PPC), as well as an interview with the Coordinator of the course and a questionnaire to professors and graduates, besides visit observation. Therefore, we seeked to solve the following problem: how should a Bachelor's degree in Business Administration compose and articulate their Educational Project Course in order to get excellent results at official evaluations of MEC and lead Graduates to reach skills and competences that meet the contemporary professional demands? The results show that the curricular elements of the course are evaluated in accordance to DCNs and specific literature about curriculum. It is also clear that the development of these curricular elements require strong institutional support and processes adjusted to the reality of the Institution. In this context, it is necessary to have institutional assessment tools that can involve stakeholders so that the issues and suggestions can be quickly covered. Finally, it is understood that the information obtained in this study can be applied, with adaptations, to other Administration curricula, searching to make them better. As this occurs, other Colleges can improve their curricula and consequently their students professional and educational process / Tomando como referência a qualidade da formação dos egressos, medida na prova do ENADE, busca-se entender como um curso de bacharelado em Administração bem avaliado integra seu currículo às DCN de 2005 e desenvolve o processo de ensino-aprendizagem. Com este propósito, foi conduzido um estudo de caso com procedimentos de análise documental do Projeto Pedagógico de Curso (PPC), entrevista com o coordenador do curso, aplicação de questionário aos professores e egressos, e observação participante. Desta forma, busca resolver o seguinte problema: como um curso de bacharelado em Administração deve compor e articular seu Projeto Pedagógico de Curso para que tenha excelentes resultados nas avaliações oficiais do MEC e egressos com habilidades e competências que atendam as demandas profissionais contemporâneas? Os resultados mostram que os elementos curriculares do curso avaliado estão em acordo com as DCN e com a literatura especializada em currículo. Fica evidente também que o desenvolvimento desses elementos curriculares necessitam de forte apoio institucional e de processos ajustados para a realidade da instituição. Neste contexto, é necessário que se tenham instrumentos de avaliação institucional que consigam envolver as partes interessadas de modo que os problemas e sugestões sejam rapidamente contemplados. Ao final, entende-se que as informações obtidas nesse estudo podem ser aplicadas, com adaptações, a outros currículos de Administração, com vistas a torná-los melhor. À medida que isso ocorrer, outras escolas poderão melhorar seus currículos e consequentemente o processo de formação profissional de seus alunos

Orientador: Luciano Fernandes Silva / Resumo: A legislação brasileira recomenda a inserção da Educação Ambiental (EA) nos diferentes níveis de ensino, inclusive no superior. De maneira específica, alguns instrumentos normativos enfatizam que a EA deve ser incorporada à formação inicial dos professores, independentemente da área do conhecimento a que se vincula o curso ou do nível de ensino em que os futuros docentes atuarão. Além disso, o destaque concedido à questão ambiental na atualidade faz com que o campo de pesquisa da área também reconheça a necessidade de que este tema componha a formação inicial do professor. Assim, reunimos esses argumentos para justificar a presença da temática ambiental na formação inicial do professor de Física. Nesse contexto, a presente investigação foi orientada pelas seguintes questões: Os cursos de Licenciatura em Física consideram a temática ambiental como uma dimensão importante para a formação do professor de Física? A incorporação da referida temática nesses cursos acarreta quais impactos para o processo de formação do professor de Física? Com isso, objetivamos analisar as estratégias utilizadas para inserção da temática ambiental em cursos de Licenciatura em Física e, a partir dessa análise, oferecer alguns subsídios para a sua abordagem em cursos de formação inicial de professores de Física, através de uma integração sistêmica, transversal e interdisciplinar. Para tanto, reunimos as informações presentes nos Projetos Pedagógicos e entrevistamos os coordenadores de 15 cursos de Lic... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Brazilian legislation recommends the Environmental Education (EE) insertion of at different levels of education, including in higher education. Specifically, some normative instruments emphasize that EE should be incorporated into the initial teachers training, regardless of the knowledge area to which the course or education’s level in which the future teachers will work. In addition, nowadays the emphasis given to the environmental issue makes the research field in the area also recognize the need for this theme to compose the initial teacher training. Thus, we gather these arguments to justify the presence of the environmental theme in the initial Physics teacher formation. In this context, the present research was guided by the following questions: Do the Bachelor Education degree courses in Physics consider the environmental theme as an important dimension for the physics teacher formation? The incorporation of this theme in these courses entails what impacts to the physics teacher formation process? With this, we aim to analyze the strategies used to insert the environmental theme in Bachelor Education degree courses in Physics and, from this analysis, offer some subsidies for its approach in initial training courses for physics teachers, through a systemic, transverse integration and interdisciplinary. To do so, we gathered the information present in the Pedagogical Projects and interviewed 15 coordinators Bachelor Education degree courses in Physics, offered by Public... (Complete abstract click electronic access below) / Doutor