Esta pesquisa buscou analisar a atual situação das disciplinas cartográficas, especificamente a de Cartografia Temática, ministradas nos cursos de Geografia em instituições públicas de ensino superior do Estado do Paraná e o uso da Semiologia Gráfica entre elas, partindo-se da premissa de que o estudo da linguagem da representação gráfica, tendo esta como base metodológica, é aplicado aos conteúdos ministrados nas disciplinas cartográficas que compõem a grade curricular dos cursos paranaenses, fato que foi investigado através de entrevistas realizadas com os professores responsáveis e por meio da análise de seus planos de ensino. Ademais, buscou-se expor como esta é trabalhada nas disciplinas, investigando algumas questões como: em quais delas esta é empregada?; qual a formação dos docentes quanto a esta metodologia?; quais as bibliografias utilizadas por eles para embasar os conteúdos da Semiologia Gráfica?; como se encontram a estrutura da instituição, seus laboratórios e os softwares utilizados na disciplina?; as dificuldades dos alunos no processo de aprendizagem da Semiologia Gráfica; a importância desta, segunda a opinião dos docentes e; se há outras orientações metodológicas as quais os docentes utilizam além desta. A partir desta investigação, conclui-se que a Semiologia Gráfica continua sendo a corrente metodológica que orienta o entendimento da estruturação de uma linguagem, a da representação gráfica, essencial para a formação do licenciado e bacharel dessa ciência, como parte dos conteúdos cartográficos trabalhados dentro do curso superior de Geografia, sobretudo das instituições públicas de Ensino superior do Paraná. / This research sought to analyze the current situation of cartographic disciplines, specifically the Thematic Cartographic, being taught in geography courses in public higher education institutions of the Parana State and the use of Semiology of Graphics among them, starting from the premise that the language study of graphic representation, which was taken as a methodological basis, it is applied to the contents taught in cartographical disciplines which compose the curriculum grade of Parana courses, a fact that was investigated by interviewing responsible teachers and analyzing their teaching plans. In addition, it sought to expose how this is worked in the disciplines, investigating some questions such as: Which of them are being used? What is the knowledge of teachers about this methodology? Which are the bibliographies used by them to support the Semiology of Graphics Content? How the institution structure is found and how its laboratories and software are used during the discipline? Which are the main difficulties of the students in the learning process of Semiology of Graphics its relevance from teachers opinion and if there are other methodological guidelines which teachers use beyond it? From this work, it is concluded that the Semiology of Graphics remains the current methodological that guides the understanding of language structure, the graphical representation, being essential for licensee and bachelor formation of geography science, as part of cartographic contents worked out in Geography Degree, mainly in public higher education institutions of the Parana State.

In Darwinian evolution, a living population evolves when it is exposed to the selection pressures of a new biological medium. Analogously, in my chromatic evolution a chord "evolves" when it is exposed to a new chromatic medium, forcing it to adapt and harmonically modify its pitch content. This is a process by which a diatonic, consonant chord is progressively transformed into a chromatic substitute, over a span of several similar works, without losing or modifying the chord’s resolution tendencies, harmonic function, or formal location. From a Schenkerian perspective—and using Felix Mendelssohn’s Songs without Words as my corpus study—I will demonstrate how the pre-recapitulatory dominant (the root-position dominant that conventionally precedes the recapitulation) progressively evolves into a highly chromatic substitute: the dominant of the mediant.

No description available.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The methodological foundations of educational concept proposed by Freire are based on dialogicity and problematization about the reality and social contradictions experienced by the students, who are involved on the generating themes. Obtaining a generating theme, according to Freire (2014), occurs through a thematic investigation. Delizoicov (1990) systematized the thematic investigation in five stages: 1st - preliminary survey of reality, 2nd analysis of the situations and choice of encodings, 3rd - circle of thematic investigation, 4th - thematic reduction and 5th - development of the program in the classroom. In this research, we incorporated a 6th stage, which refers to the assessment of learning. In this perspective, the focus of this study was to evaluate the implications of the use of generating themes in the learning of high school students. To do this, firstly, we conducted interviews, visits and researches in educational and government sources. The data were collected through interviews and questionnaires applied to about 150 members of the school community, including high school students, parents, teachers, staff and residents around school environment. From the results of the first and second steps came the following themes: violence, safety, health, drugs, basic sanitation and infrastructure. In the 3rd stage, these issues were discussed with all school community in order to choose the most significant, which was "Drugs". From this generating theme, it was selected, with teachers of Chemistry and Biology, the necessary contents for the interpretation and understanding of this subject (4 th Step - Thematic reduction). From this, we developed two blocks of studies which were applied in two classes of third grade of high school, in a public school in Santa Maria, RS, Brazil. The data in this stage of the research were collected through textual productions, surveys, exercises, construction of Comics Strips (CS) and production of concept maps, and analyzed using content analysis proposed by Bardin (1994). The results of this research demonstrate that the use of the generating theme in the school program structure favors the teaching of Chemistry and Biology, as well as a more critical and citizen education. / Os fundamentos metodológicos da concepção educacional proposta por Freire se apoiam na dialogicidade e problematização em torno da realidade e das contradições sociais vivenciadas pelos estudantes, as quais se encontram representadas nos temas geradores. A obtenção de um tema gerador, segundo Freire (2014), ocorre por meio de uma investigação temática. Delizoicov (1990) sistematizou a investigação temática em cinco etapas: 1ª - levantamento preliminar da realidade, 2ª - análise das situações e escolha das codificações, 3ª - círculo de investigação temática, 4ª - Redução temática e 5ª - desenvolvimento do programa em sala de aula. Nesta pesquisa incorporamos uma 6ª etapa, a qual refere-se à avaliação da aprendizagem. Nesta perspectiva, o foco deste trabalho foi avaliar as implicações da utilização dos temas geradores na aprendizagem dos estudantes do ensino médio. Para isso, primeiramente, realizamos entrevistas, visitas, pesquisas em fontes educacionais e governamentais. Os dados foram obtidos através de entrevistas e questionários aplicados a cerca de 150 membros da comunidade escolar, dentre eles: alunos do ensino médio, pais, professores, funcionários e moradores do entorno da escola. Dos resultados das duas primeiras etapas, emergiram os seguintes temas: violência, segurança, saúde, drogas, saneamento básico e infraestrutura. Na 3ª etapa, problematizou-se estes assuntos com toda comunidade escolar com o intuito de escolher o mais significativo, que foi Drogas . A partir deste tema gerador selecionou-se juntamente com os professores de Química e Biologia, os conteúdos necessários para a interpretação e compreensão desse tema (4ª etapa redução temática). A partir disso, desenvolvemos 2 blocos de estudos que foram aplicados a duas turmas de 3ª séries do ensino médio de uma escola pública da cidade de Santa Maria, RS, Brasil. Os dados desta parte da pesquisa foram coletados através de produções textuais, questionários, exercícios, elaboração de Histórias em Quadrinhos (HQs) e produção de mapas conceituais, e analisados através da análise de conteúdo, proposta por Bardin (1994). Os resultados desta pesquisa demonstram que a utilização do tema gerador na estrutura do programa escolar favorece o ensino de Química e Biologia, bem como uma formação mais crítica e cidadã dos estudantes.

Magister Artium (Psychology) - MA(Psych) / Ulwaluko is a Xhosa word that refers to male circumcision, an initiation ritual performed to transform boys into men. The ritual is supposed to instill good moral and social values. Research has demonstrated that, the practice of Ulwaluko has undergone many changes primarily because of urbanization, acculturation and the emergence of back-door circumcision schools amongst other things. This has culminated in instances of moral decline such as criminal activity, drug abuse, risky sexual behaviour and inhumane behaviour among some of the initiates. There has been a recent upsurge in research on Ulwaluko in South Africa. However, lacking in this body of scholarship is a focus on how Ulwaluko constructs masculinities. This served as the motivation for my study. Given the above, my study explored the role of Ulwaluko in the construction of masculinity in men at the University of the Western Cape (UWC). Hegemonic masculinity (Connell, 1994; Connell & Messerschmidt, 2005) was used as a theoretical framework conceptualizing this study. The study utilised a qualitative framework and data was collected using in-depth semi-structured interviews. Seven participants aged from 19 to 32, consented to be part of the study. These were recruited using purposive sampling. The ethical considerations of the study adhered to the guidelines stipulated by UWC. Data was transcribed, and analysed using thematic decomposition analysis. The findings of this study indicate that Ulwaluko constructs masculinity in hegemonic ways. Through hegemony it establishes, maintains and retains control over young men, boys and women. It constructs an idealised masculine identity that is morally upright, faced with ritual challenges and burdened by a prescriptive set of masculine role expectations. This study also shows the self-reflexive, critical and imaginative engagement by men as they negotiated Ulwaluko‟s ideal masculinity. Such contestations resulted in the creation of rival masculinities. It also demonstrates how subject position(s) impact understandings and constructions of masculinities. This study provided a richer and more nuanced contextual understanding of the psychosocial realities of men who underwent Ulwaluko

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Chemistry and its relationship with the sport has been plaiyng a key role, through scientific and technological advances to the appearance of new substances and materials. Due to its great social relevance and being a matter of knowledge of students, the theme "sport" was chosen for the development of this research, a different approach being made to work out the scientific content of Organic Chemistry, third-year of high school students belonging to a public school of the city of Santa Maria, RS, Brazil. From the work with students during the school year of 2013 different issues were addressed , such as the chemistry of sporting goods, through debates and discussions on scientific and technological advances in sports, the history and evolution of sporting goods and the study of polymers, biochemistry of exercise, in which issues related to the power needed to care were addressed, the study of different nutrients in foods, cellular metabolism and bioenergetics; as well as the study of prohibited substances in sports, desired by athletes in competition effects and side effects caused by improper intake of these substances. Data from this study were collected from questionnaires, textual productions, research papers, and records of the researcher in relation to the development of interventions, and analyzed by discursive textual analysis. Among the activities of this work, we highlight the experiment of synthesis of nylon 6,6, the preparation of a glossary as paradicdatic material, entitled "A, B, C. .. Chemical and Sports," and the resolution of several cases relating to doping in the Olympics in 2012 through Case Study. We are able to see the results from this research that the use of the theme "sport" favored the understanding of scientific knowledge of chemistry and its relationship with other areas of knowledge, by developing teaching methodologies that allowed the students' active participation, promoting greater interest and involvement of them in carrying out activities in the school. / A Química e sua relação com o esporte vêm desempenhando um papel fundamental, através dos avanços científicos e tecnológicos para o surgimento de novas substâncias e materiais. Devido a sua grande relevância social e por ser um assunto de conhecimento dos estudantes, a temática esporte foi escolhida para o desenvolvimento desta pesquisa, sendo realizada uma abordagem diferenciada para trabalhar os conteúdos científicos de Química Orgânica, com estudantes da terceira série do ensino médio pertencentes a uma escola pública estadual da cidade de Santa Maria, RS, Brasil. A partir do trabalho desenvolvido com os alunos durante o ano letivo de 2013, foram abordados diferentes assuntos, tais como: a química dos materiais esportivos, através da realização de debates e discussões sobre os avanços científicos e tecnológicos nos esportes, o histórico e a evolução dos materiais esportivos e o estudo dos polímeros; a bioquímica do exercício físico, em que foram abordados assuntos relacionados aos cuidados necessários com a alimentação, ao estudo dos diferentes nutrientes presentes nos alimentos, o metabolismo celular e a bioenergética; assim como o estudo das substâncias proibidas nos esportes, os efeitos desejados pelos atletas em competições e os efeitos colaterais ocasionados pela ingestão indevida destas substâncias. Os dados desta pesquisa foram coletados a partir de questionários, produções textuais, trabalhos de pesquisa, e registros da pesquisadora com relação ao desenvolvimento das intervenções, sendo analisados através da análise textual discursiva. Dentre as atividades deste trabalho, destacamos a realização do experimento de síntese do náilon 6,6, a confecção de um glossário como material paradidático, intitulado A, B, C...da Química e do Esporte , e Estudo de caso através da resolução de diversos casos referentes ao doping nas Olimpíadas de 2012. Podemos evidenciar a partir dos resultados desta pesquisa que a utilização da temática esporte favoreceu a compreensão de conhecimentos científicos de química e sua relação com outras áreas do conhecimento, através do desenvolvimento de metodologias de ensino que permitiram a participação ativa dos estudantes, promovendo um maior interesse e envolvimento dos mesmos durante a realização das atividades no âmbito escolar.

This research presents a study concerning the (re) construction of the knowledge of organic chemistry by students in the 3rd stage of Education for Young and Adults (EJA) from a public school. In the search for a meaningful learning it was used the theme The chemistry of teas associated to the teaching methodology Learning Unit (UA), for having structural basis in the previous knowledge and the daily life of the students. In the development of the activities, it was offered to the students an environment favorable for the interaction and socialization of their knowledge through different activities. The data were collected through a questionnaire which aimed to know their previous conceptions; the diagnostic questionnaires which allowed to evaluate the apprenticeship of the concepts of Organic Chemistry seen in theoretical and practical forms by the theme proposed; the class casebook which allowed to testify the process of evolution of the knowledge in the different activities proposed and the final questionnaire which allowed to evaluate the proposal developed. The data were analyzed in an interpretative manner, in a predominantly qualitative approach. Based on these data, it was possible to identify the development and maturation of the knowledge of the students about organic chemistry and especially about these concepts with everyday life. / Este trabalho de pesquisa apresenta um estudo a respeito da (re) construção do conhecimento de química orgânica por estudantes da 3ª etapa da Educação de Jovens e Adultos (EJA) de uma Escola da Rede Pública de ensino. Na busca por uma aprendizagem significativa, utilizou-se a temática A química dos Chás associada a metodologia de ensino Unidade de Aprendizagem(UA), por ter base estrutural no conhecimento prévio e no cotidiano dos estudantes. No desenvolvimento das atividades foi oportunizado aos estudantes um ambiente propicio para a interação e socialização de seus conhecimentos, através de diferentes atividades. Os dados foram coletados através de um questionário inicial, que objetivava conhecer as concepções prévias; os questionários diagnósticos, que permitiram avaliar a aprendizagem dos conceitos de Química Orgânica trabalhados de forma teórica e prática através da temática proposta; o diário de aula, que permitiu constatar os processos de evolução do conhecimento nas diferentes atividades propostas e o questionário final, o qual permitiu avaliar a proposta desenvolvida. Os dados foram analisados de maneira interpretativa, em uma abordagem predominantemente qualitativa. Com base nestes dados, foi possível identificar a evolução e amadurecimento dos conhecimentos dos estudantes com relação a química orgânica e principalmente a relação destes conceitos com cotidiano.

This thesis focuses on the comparison of two short stories by Angela Carter with the fairy tale on which they are based. It attempts to discern to what extent the author preserved the structure of the fairy tale, as viewed from a linguistic point of view, in her short stories. The thesis also suggests an interpretation of the motivation and effect of the divergences of the structure of the short stories from that of the fairy tale. The three texts are analysed from three points of view: thematic progressions, discourse subjects and cohesive chains, and cohesive ties. Attention is payed first to the description of the individual texts, and then to the comparison of the three texts. The comparison puts emphasis on the distinction between the shorts stories on one hand and the fairy tale on the other hand. The comparison shows that the structure of the fairy tale is to a large extent retained in the short stories, as they share characteristics on all the three levels of analysis. The short stories were found to differ from the fairy tale in two main respects, connected to each other, which influence the differences in their structure: the age of the intended reader, and the context and setting of the story.

The purpose of this study is to investigate the status quo of the integration of Information and Communication Technology (ICT) in Swaziland Mathematics and Science form four classrooms. The rationale is to understand the status in order to propose an appropriate strategy for policy and practice in education. The research design is a survey conducted in the Manzini region, the most central, largest region with the largest number of schools. The study focused on all schools that had computers for the purpose of education. There were 149 participants from 43 schools. All Mathematics, Science, and ICT teachers were included in the study, including head teachers. The study instruments were adapted from the Second Information Technology in Education Study (SITES) undertaken under the auspices of the International Association for the Evaluation of Educational Achievement. Permission to adapt South African instruments was granted through the Centre for Evaluation and Assessment at the University of Pretoria. Four types of questionnaires were adapted and used. The data was analysed using descriptive statistics. The study revealed that very little had been done by Swaziland to integrate ICT in Mathematics and Science classrooms. The status quo indicated that the Student Computer Ratio was very high (14:1). In terms of ICT literacy 67% of the ICT teachers were diploma holders, 72% of the Mathematics, 78% of the Science teachers had no ICT qualification and most of vi the learners were not competent. The computers were found old and out of date and lacking maintenance. The lack of School ICT policy as a possible factor that could explain the pedagogical use of ICT was found to be a major obstacle in the integration of ICT in the classrooms, and this was a major thematic area that has to be addressed. This is viewed as an obstacle by Mathematics, Science and ICT teachers together with their principals. The elimination of this obstacle could possibly ensure sufficient funding, appropriate knowledge and skills, efficient leadership, proficient teachers and competent students, and thereby give impetus to ICT integration in Mathematics and Science classrooms. It was then concluded that Mathematics and Science teachers do not integrate ICT in their practice, despite being core subjects. The channelling of more resources by government to ICT education was strongly recommended. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Science, Mathematics and Technology Education / unrestricted

Although interventions that take an individualized, holistic approach to service delivery have been recommended for homeless youth, few such interventions have been described in the literature. This study sought to examine a unique, multi-faceted, community-based intervention developed in 2009 in Tampa, FL to provide services to homeless adolescents who are no longer living in the custody of a parent or guardian (i.e. unaccompanied youth). The intervention, titled Starting Right, Now (SRN), has served over 100 youth to date. The program provides residential, educational, recreational, and professional development services, as well as mental and physical health care. Each youth also receives a trained mentor who is in frequent contact with the youth. Other individualized services are provided as needed. Although SRN has been in existence for six years, the program has only been evaluated using measures such as changes in GPA, absentee rates, etc. In the current study, individual interviews with nine program participants who had been in SRN for at least one year were analyzed to explore how the youth themselves perceived that their lives had been impacted. Thematic analysis of interviews provided an opportunity to examine common themes among participants. Results showed that despite encountering some challenges, participants perceived that they had been lifted to higher educational and personal levels through obtainment of resources; adult and peer support systems; renewed trust in adults; increased hope; improved mental health; and a heightened sense of community. Practical implications for practice and research are discussed.