Syften med studien är att undersöka vilka läs- och skrivinlärningsmetoder verksamma lärare använder sig av samt vilken syn lärarna har på läs- och skrivinlärning. Våra frågeställningar berör även de faktorer som påverkar läs- och skrivinlärningsprocessen. Studien är en kvalitativ intervjustudie där fyra verksamma lärare har deltagit. Intervjuerna är gjorda i tre olika kommuner i södra Sverige. Resultatet visar att lärarna använder sig till största del av Phonics metoden men med inslag av andra metoder. Lärarna tryckte på vikten av att kunna alternera mellan olika metoder för att kunna tillgodose alla elevers behov. Resultatet visar även att samtliga lärare betonade att läs- och skrivinläringen är en viktig grund för elevers kommande skolgång.

Zugl.: Berlin, Freie University, Diss., 2006. / Dateiformat: zip, Dateien im PDF-Format.

Made available in DSpace on 2014-06-11T19:25:39Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-09-25Bitstream added on 2014-06-13T19:33:05Z : No. of bitstreams: 1 rodrigues_rvr_me_prud.pdf: 1982108 bytes, checksum: 5cd99583a59b533223f322970e160062 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta pesquisa, referente à linha de pesquisa Tecnologias de Informação e Comunicação e Educação, consiste na construção de um Objeto de Aprendizagem (OA) fundamentado sob a perspectiva lógico-histórica e, em decorrência de sua utilização em sala de aula, na análise das potencialidades formadoras do conceito números inteiros. Proporcionar o conhecimento da constituição e extensão de um conceito matemático deve ser um desafio à implementação de qualquer recurso de natureza tecnológica no ensino da Matemática, do contrário esta ferramenta corre o risco de reproduzir técnicas esvaziadas de sentido. Para enfrentar esse desafio, o aporte teórico oferecido por Kopnin (1978), Caraça (1984), Lanner de Moura (et al 2003), Sousa (2004) e Dias (2007) mostrou o movimento histórico e intelectual de criação de conceitos como forma de pensamento e perspectiva didática na produção do conhecimento. O percurso desta investigação, concebido como um estudo de caso qualitativo dividiu-se em duas etapas. A partir dos trabalhos de Lizcano (1993/2006), Schubring (2000/2001), Lima & Moisés (1998), Prado & Moura (2007a/2007b) e Prado (2008), na primeira etapa denominada por caráter bibliográfico/laboratorial, os aspectos substanciais e simbólicos, apreendidos do desenvolvimento lógico-histórico do conceito números inteiros, aliados aos efeitos comunicacionais das novas tecnologias (BELLONI, 2000/2001)... / This research is connected to the research line Information and Communication Technologies and Education. The present paper is about the development of a Learning Object (LO) that is based on logical-historical approach and, due to it is applied to the classroom, on forming potentiality of whole numbers concepts. Providing knowledge about a mathematical concept constitution and extension might be a challenge for implementing any technological resource to Mathematics instruction. On the contrary, this toll may reproduce techniques with no meaning. In order to face such challenge, this paper is based on theoretical approaches offered by Kopnin (1978), Caraça (1984), Lanner de Moura (et al 2003), Sousa (2004) e Dias (2007) who point out the historical and intellectual movement of creating concepts as a way to think and a didactic perspective to produce knowledge. This investigation is a qualitative case study that was divided in two steps. The first one was based on Lizcano (1993/2006), Schubring (2000/2001), Lima & Moisés (1998), Prado & Moura (2007a/2007b) e Prado (2008) works. It had a bibliographical/laboratorial character. At this stage, theoretical and methodological processes of the LO “The Universe and its Opposites” production were outlined by substantial and symbolic aspects, apprehend from logical-historical development of whole numbers concept, joined to communicative effects of new technologies (BELLONI, 2000/2001)... (Complete abstract click electronic access below)

Architecture consists of parts that make a whole. These parts can be defined as decisions, details, joints, spaces, forms. But what if these parts are experiences, specific encounters woven together to create the whole? This project is a whole, assembled by episodic moments. The pavilion is designed on Daingerfield Island, located south of Ronald Reagan National Airport along the Potomac River in Alexandria, Virginia. The site offers a panoramic view across the water of the airport, Washington Monument, Jefferson Memorial, and the U.S. Capitol. The Washington Sailing Marina and the Mount Vernon Trail define Daingerfield\'s edges. Despite its name, the now peninsula is a delightful place full of potential activity for sailors, bicyclists, and visitors who want to be near the water. Along the eastern edge exists an array of trees that provides a natural canopy for visitors who sit along the waterfront and watch the planes arrive and depart from the airport. The project proposes to design a pavilion with a second floor restaurant within these trees, anchored to the water\'s edge. The project removes the existing restaurant on the tip of the peninsula to create space for a park and open up the view across the water of Washington, D.C. In the project, the Mount Vernon Trail extends around Daingerfield Island along the waterfront. / Master of Architecture

Master of Science / Department of Food Science / Jon Faubion / There is evolving evidence that intake of whole grains protects against development of chronic diseases. Increasing the appeal of whole grain products proves difficult as they often have poor organoleptic properties attributed to the high water holding capacity, viscosity, and insolubility of components of the bran. Amaranth is a promising grain that is naturally gluten-free and has received much attention in recent years because of its excellent nutritional profile. Studies have shown encouraging approaches to modify the molecular makeup of amaranth by enzymatic hydrolysis. This approach suggests an increase in processability and incorporation of whole grain amaranth into processed foods by ameliorating the challenges inherent in the use of whole grain flours, thereby expanding consumer acceptance and intake of whole grains. This research investigates the effects of a two-level factorial design on the enzymatic hydrolysis of whole grain amaranth with enzymes alpha-amylase, cellulase, xylanase, and protease maintaining constant pH of 6 and temperature, 50°C. The main effects show decreased viscosity and water holding capacity, and increased solubility of whole grain amaranth. The most notable findings show enzymatic treatment decreases viscosity, with alpha-amylase having the most significant impact (P < 0.0001) 21,363-59± 244 cPs. Protease was eliminated from further testing as bitterness was generated with its hydrolysate. To solubilize insoluble components, a second two-level factorial design was employed analyzing pH (4.5 and 7.5) and temperature (50°C-70°C) with the same enzyme dosage as the first design. The main effects of the second design revealed alkaline conditions significantly increase soluble fiber (P < 0.0001) 3.01-5.05% ± 0.3%. Subsequent investigation proposes a response surface design with alpha-amylase in optimizing the effects of reaction time and alkaline conditions.

During these last decades there´s been a debate concerning children’s reading and writing skills. The opinion has been that children does not reach the goals in the curriculum. This study is focusing on the positive and negative sides in Phonics and Whole Language. It is also a presentation of the Witting Method and if this method can be a contributed factor when it comes to reaching curriculum goals.

Published Article / Studies show that although evaluation policies regarding educator development and whole-school improvement have been put in place and even though schools express willingness to participate in such evaluation actions, they remain deeply suspicious of, and even subvert the original goals of these policies. This study explores the involvement of educators in School Self Evaluation, an internal evaluation which is a pre-requisite in the process of Whole School Evaluation (WSE) and their views on School Self-Evaluation (SSE) in relation to their professional development. WSE is the official evaluation system in South Africa. Schools undergo both external and internal evaluation. Results thereof are used by schools together with the District Support System to draw up School Improvement Plans (SIP's). In this study, a mixed mode approach was used. Both quantitative and qualitative approaches were used. Data were gathered from 125 educators in sixteen randomly sampled evaluated schools. The research findings suggest that educators are neither sufficiently trained nor are they aware of the significance of their role in the process, as well as the impact of school self-evaluation on their professional learning. Educator's learning appears to be influenced by the learning environment nurtured by the school and the way the school implements SSE. The study also provides an insight to how stakeholders involved in the implementation of School Self-evaluation would foster the educator's professional development as well. Supportive school administration, adequate school leadership and collaborative educator culture would contribute a lot to constructive learning environment.

Published Article / This study explores the implementation of Whole School Evaluation (WSE) at selected primary schools in two Education Districts in the Free State Province. Both quantitative and qualitative approaches were used in this study. Simple random sampling of schools evaluated were done so as to give each school an equal chance of being selected. Data were gathered from 125 educators and twenty three WSE supervisors using questionnaires. Interviews were also conducted with the Chief Education Specialist: Whole School Evaluation, the parent complement of School Governing Bodies of sampled schools and the Director: Quality Assurance Directorate, Department of Education, Free State Province. Data from interviews were analysed by developing categories and making comparisons and contrasts. The study found that the Provincial WSE unit is faced with a problem of shortage of resources and that the manner in which training on the WSE process is offered to stakeholders is inadequate because the stakeholders are not trained and are not aware of the role they should play in the process. Detailed conclusions and recommendations drawn from this study are included in the article.

Comparisons of flowering plant genomes reveal multiple rounds of ancient polyploidy characterized by large intragenomic syntenic blocks. Three such whole-genome duplication (WGD) events, designated as rho (rho), sigma (sigma), and tau (tau), have been identified in the genomes of cereal grasses. Precise dating of these WGD events is necessary to investigate how they have influenced diversification rates, evolutionary innovations, and genomic characteristics such as the GC profile of protein-coding sequences. The timing of these events has remained uncertain due to the paucity of monocot genome sequence data outside the grass family (Poaceae). Phylogenomic analysis of protein-coding genes from sequenced genomes and transcriptome assemblies from 35 species, including representatives of all families within the Poales, has resolved the timing of rho and sigma relative to speciation events and placed tau prior to divergence of Asparagales and the commelinids but after divergence with eudicots. Examination of gene family phylogenies indicates that rho occurred just prior to the diversification of Poaceae and sigma occurred before early diversification of Poales lineages but after the Poales-commelinid split. Additional lineage-specific WGD events were identified on the basis of the transcriptome data. Gene families exhibiting high GC content are underrepresented among those with duplicate genes that persisted following these genome duplications. However, genome duplications had little overall influence on lineage-specific changes in the GC content of coding genes. Improved resolution of the timing of WGD events in monocot history provides evidence for the influence of polyploidization on functional evolution and species diversification.

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