Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-04-04T13:54:26Z No. of bitstreams: 1 andreiaalvimbellotti.pdf: 4102218 bytes, checksum: a37f0d472dbe493c8b121f0659256d30 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-04T14:27:36Z (GMT) No. of bitstreams: 1 andreiaalvimbellotti.pdf: 4102218 bytes, checksum: a37f0d472dbe493c8b121f0659256d30 (MD5) / Made available in DSpace on 2018-04-04T14:27:36Z (GMT). No. of bitstreams: 1 andreiaalvimbellotti.pdf: 4102218 bytes, checksum: a37f0d472dbe493c8b121f0659256d30 (MD5) Previous issue date: 2017-08-23 / PROQUALI (UFJF) / A apropriação das Tecnologias Digitais (TDs) na prática pedagógica, pelos professores dos anos iniciais do Ensino Fundamental da Rede Municipal de Juiz de Fora e a possível articulação dessa prática com a Proposta Curricular de Língua Portuguesa desse nível de ensino, tendo em vista o processo de alfabetização e letramento dos alunos, constituiu-se o foco desta pesquisa. Sua organização orienta-se a partir de uma pesquisa qualitativa que se fundamenta na teoria da construção social do conhecimento de Vygotsky (1995, 1996,1998, 2007) e na teoria enunciativa da linguagem de Bakhtin (1992, 1999, 2003). Somando-se a essas teorias, a fundamentação está ancorada nos estudos de Soares (2002, 2004), Freitas (2008, 2009, 2010 e outros), Rojo (2010, 2012), Lévy (1999), Bevilaqua (2013) e Kenski (2012a, 2012b). A entrevista, a observação participante e o questionário são os instrumentos escolhidos para a coleta de dados por propiciarem uma relação dialógica entre pesquisadora e pesquisados. Acrescenta-se a estes a análise documental da Proposta Curricular de Língua Portuguesa. A pesquisa identificou que os professores vêm se apropriando das TDs em sua prática pedagógica enquanto instrumentos culturais de aprendizagem da atualidade e desenvolvendo um trabalho com vistas a alfabetizar letrando com as TDs. As práticas dos professores sujeitos da pesquisa se mostraram alinhadas ao propósito de construção de um currículo escolar coadunado com as novas tendências sociais de uma sociedade tecnologizada. Os docentes propõem atividades variadas com a intenção de trabalhar o uso instrumental das tecnologias ou, de forma mais ampla, com finalidade pedagógica, em que os objetivos vão além do uso instrumental, relacionando-se aos conteúdos curriculares previstos. De todas as práticas mencionadas, o jogo é proeminente no Laboratório de Informática (LI), permitindo a construção do conhecimento nas diversas áreas e maior apropriação do universo digital. O planejamento e os recursos materiais e humanos foram apontados como elementos fundamentais para o trabalho com as TDs, destacando-se como entraves a uma boa prática a dificuldade de conexão com a internet, a condição e quantidade insuficiente dos equipamentos e o desvio de função do professor do LI. O professor responsável pelo LI da escola tem sua prática voltada ao processo de ensino-aprendizagem dos alunos, porém também é um formador de seus pares, reconhecido por eles, no que se refere ao uso das TDs. A prática pedagógica desenvolvida no LI é influenciada pelas orientações da Proposta Curricular de Língua Portuguesa, de acordo com a concepção dos letramentos (múltiplos), embora a suplante no que se refere à construção de um trabalho que se volta à perspectiva dos multiletramentos. Nessa direção, ficou evidenciada a importância de dar continuidade ao trabalho com a multiplicidade semiótica dos textos e investir também, de forma mais efetiva, no trabalho com a multiplicidade cultural das populações, de modo a redesenhar o processo de ensino-aprendizagem. / The appropriation of Digital Technologies (DTs) in the pedagogical practice, by elementary and junior high teachers in municipal schools of Juiz de Fora, and the possible articulation of such practice with the Portuguese Language Curricular Proposal for that level, considering the basic process of reading and writing and process of literacy constitutes the focus of this research. Its organization is guided by a qualitative research based on Vygotsky's theory of social construction of knowledge (1995, 1996, 1998, 2007), and Bakhtin'senunciative theory of language (1992, 1999, 2003). In addition to these theories, the groundwork is anchored in studies by Soares (2002, 2004), Freitas (2008, 2009, 2010 and others) and Rojo (2010, 2012), Lévy (1999), Bevilaqua (2013) and Kenski (2012a, 2012b). The interview, the participant observation and the questionnaire are the chosen instruments for data collection once they provide a dialogical relationship between the researcher and the researched ones. Moreover, it was added the documental analysis of the Portuguese Language Curricular Proposal. The research verified that teachers have appropriated DTs in their pedagogical practice as cultural instruments of current learning and developed a work hoping to teach the alphabet with literacy by using DTs.The practices of the teachers who are subjects of the research were aligned with the purpose of building a school curriculum in line with the new social tendencies of a technologized society.Teachers propose varied activities with the intention of working on the instrumental use of technologies or, more broadly, for pedagogical purposes, in which the objectives go beyond the instrumental use, being related to the curricular contents that are expected.Of all the mentioned practices, the game is prominent in the Computer Laboratory (CL), allowing the construction of knowledge in different areas and greater appropriation of the digital universe. Planning and material and human resources were identified as fundamental elements for the work with DTs, being pointed as obstacles to a good practice, the difficulty of connecting to the Internet, the insufficient condition and quantity of equipment and the function diversion of the CL teacher.The teacher responsible for the CL of the school has its practice focused on the teaching-learning process of the students, but also the teacher is a trainer of their peers, recognized by them, regarding the use of DTs. The pedagogical practice developed in the CL is influenced by the orientations of the Portuguese Language Curriculum Proposal, according to the conception of the literacies (multiple), although it supplants the last one, concerning the construction of a work that goes towards the perspective of multiliteracies. According with this direction, it became evident the importance of continuing the work with the semiotic multiplicity of the texts and also investing, more effectively, in the work with the populations cultural multiplicity, in order to redesign the teaching-learning process

The subject of this thesis is the issue of overdue receivables and their reflection in accounting according to accounting and tax legislation valid in the Czech Republic. First it discusses debt collection and related costs. Then it maps the rules for recognition of impairment loss on receivables in the accounts through allowances and write-offs, also from the perspective of international financial reporting standards and in terms of tax optimization. The main part of the work is an analysis of overdue debts and formed allowances in the years 2004 to 2014 in nine selected leasing companies operating on the Czech market, focusing on the influence of the financial crisis of 2008 and 2009.

This study aims at exploring the quality of the Swedish and Norwegian national tests using their respective model texts for assessing. The study does so by relating them to the CEFR and the grading tool Write & Improve within the context of the two countries and the field of language testing. The study finds there to be a set of inconsistences between what the national tests want to do and what they actually do. In particular, the study finds the Swedish national test not to be up to its own standards.

In view of the new compulsory assessment support and the added learning requirements in the curriculum, the aim of this study is to investigate how teachers work with teaching reading and writing in grade 1 in relation to the method used in the school. The study uses interviews as a method to answer the questions. The result shows that both schools use a combination of methods in the teaching of reading and writing. The teachers who took part in the study are favourably inclined to the new assessment support and hope that more follow-ups of the pupils’ results can mean that resources are provided earlier for those who need it. The teachers have differing opinions about changes in teaching taking place in connection with changes or additions to the curriculum. The crucial factor appears to be how great the changes are or what the additions concern, and how they relate to existing methods.

De nationella proven i svenska omfattar olika riktlinjer om vilka anpassningar som är tillåtna. Syftet med denna kvalitativa studie är att undersöka lärares uppfattningar om Skolverkets riktlinjer som finns gällande anpassningar för elever i läs- och skrivsvårigheter inför de nationella proven i svenska för årskurs 3. Det empiriska materialet har inhämtats via intervjuer med fem lärare i grundskolans tidigare år. Intervjuerna utfördes på tre olika skolor och i två olika kommuner. Ramfaktorteorin hjälper oss att förstå villkoren bakom de intervjuade lärarnas beslut om anpassningar för elever inför de nationella proven. Studiens resultat påvisar att majoriteten av respondenterna har svårigheter att tolka de nuvarande riktlinjerna. Respondenterna efterfrågar förändringar som kan ha en positiv inverkan för elever i läs- och skrivsvårigheter. Samtliga respondenter uttrycker att det finns andra omständigheter, till exempel lokaler, ekonomi, tillgång till specialpedagog, kollegial samverkan och Skolverkets riktlinjer som påverkar arbetet inför de nationella proven. Samtliga respondenter befarar att genomförandet av de nationella proven medför negativa konsekvenser för de elever som inte tillåts att använda sina vanliga hjälpmedel. / The national tests in Swedish comprise different guidelines on specifically allowed adaptations. The purpose of this qualitative study is to examine teachers' perceptions regarding the guidelines of the Swedish National Agency for Education (Skolverket) that apply to adaptations for pupils in reading and writing difficulties in preparation for the national exams in Swedish in year 3. The empirical material been obtained through interviews with five teachers from compulsory school early years. The interviews were accomplished at three different schools and in two different municipalities. The frame factor theory helps us understand the conditions behind the interviewed teachers' decision on adaptations pupils for the national exams. The results of the study demonstrate that the majority of the respondents has difficulties interpreting the existing guidelines. All respondents express that there are other circumstances, such as premises, finances, access to special education, collegial cooperation and the guidelines of the Swedish National Agency for Education that affect the work for the national exams. All respondents fear that the implementation of the national exams will have negative consequences for the pupils who are not allowed to use their ordinary tools.

Nous proposons Dido, un langage dédié (DSL) implicitement parallèle qui capture les spécifications de haut niveau des stencils et génère automatiquement du code parallèle de haute performance pour les architectures à mémoire distribuée. Le code généré utilise ORWL en tant que interface de communication et runtime. Nous montrons que Dido réalise un grand progrès en termes de productivité sans sacrifier les performances. Dido prend en charge une large gamme de calculs stencils ainsi que des applications réelles à base de stencils. Nous montrons que le code généré par Dido est bien structuré et se prête à de différentes optimisations possibles. Nous combinons également la technique de génération de code de Dido avec Pluto l'optimiseur polyédrique de boucles pour améliorer la localité des données. Nous présentons des expériences qui prouvent l'efficacité et la scalabilité du code généré qui atteint de meilleures performances que les implémentations ORWL et MPI écrites à la main. / In this work, we present Dido, an implicitly parallel domain-specific language (DSL) that captures high-level stencil abstractions and automatically generates high-performance parallel stencil code for distributed-memory architectures. The generated code uses ORWL as a communication and synchronization backend. We show that Dido achieves a huge progress in terms of programmer productivity without sacrificing the performance. Dido supports a wide range of stencil computations and real-world stencil-based applications. We show that the well-structured code generated by Dido lends itself to different possible optimizations and study the performance of two of them. We also combine Dido's code generation technique with the polyhedral loop optimizer Pluto to increase data locality and improve intra-node data reuse. We present experiments that prove the efficiency and scalability of the generated code that outperforms both ORWL and MPI hand-crafted implementations.

Skolsituationen för elever med neuropsykiatriska funktionsnedsättningar, NPFproblematik är ofta problematisk på grund av de svårigheter de befinner sig i. Lärare saknar också ofta kunskap om och har därför svårt att möta och anpassa undervisningen för elever med den här typen av problematik. Eftersom skolans kunskapsinhämtning bygger på det skrivna ordet är det av största vikt att eleverna så fort som möjligt tillgodogör sig läs- och skrivundervisningen. Det finns en koppling mellan NPF-problematik och Dyslexi och läs- och skrivsvårigheter, vilket gör att läs- och skrivinlärningen kan blir extra bekymmersam för elever med NPFproblematik. Detta gör att det finns en ämnesdidaktisk vinst i att ta reda på hur metoder som används i läs- och skrivundervisningen ur ett NPF- perspektiv. Digitala verktyg används mer och mer i undervisningen och en metod för läs- och skrivinlärningen som utgår från användningen av dator eller lärplatta är Att skriva sig till läsning, ASL. Syftet med denna kvalitativa studie är att undersöka hur verksamma lärare upplever att ASL som metod för läs- och skrivinlärning fungerar för elever med NPF-problematik. Den teoretiska utgångspunkt som används är sociokulturellt perspektiv på lärande och metoden för undersökningen är halvstrukturerade intervjuer.

Den här kunskapsöversikten syftar till att redogöra för olika aspekter som bidrar till ökad motivation hos elever i de tidiga skolårens skrivundervisning. Kunskapsöversikten är en sammanställning av tio vetenskapliga artiklar som har tagits fram genom en systematisk litteratursökning via databasen ERIC via Proquest. Genom våra söksträngar har vi velat undersöka vad forskningen menar vara bidragande aspekter till ökad skrivmotivation. Studierna som används i denna kunskapsöversikt har visat på resultat som lyfter olika aspekter som bidrar till ökad skrivmotivation. Dessa resultat har därmed analyserats, tematiserats, presenterats och diskuterats. Resultatet visar att det finns flera olika aspekter i undervisningen som påverkar elevernas skrivmotivation. En aspekt som lyfts och diskuteras extra är arbetet med digitala verktyg, då våra valda studier har ställt sig olika till detta. I slutsatsen diskuteras sedan lärares förhållningssätt till digitala verktyg utifrån gjorda praktikerfarenheter, valda studier samt utifrån styrdokumenten. Utifrån diskussionen dras en slutsats om hur lärare har möjlighet att påverka elevernas skrivmotivation genom utformningen av skrivundervisningen. Slutligen ges det förslag på hur vidare forskning inom området skulle kunna utformas.

No description available.

No description available.