Made available in DSpace on 2014-06-11T19:24:34Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-09-18Bitstream added on 2014-06-13T20:31:41Z : No. of bitstreams: 1 raniro_c_me_arafcl.pdf: 1435076 bytes, checksum: ba513814ab03117b757d2e1c7ac0d243 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Partindo da aprovação da Lei nº 11.114, sancionada em 16/05/2005 - que estabeleceu que crianças de seis anos fossem então matriculadas no ensino fundamental e da Lei nº 11.274, sancionada em 06/02/2006 que amplia a duração do ensino fundamental para nove anos – e considerando que família e escola são os contextos mais relevantes da vida de uma criança – esse trabalho teve por objetivo constatar como se configura o 1º ano do ensino fundamental de nove anos e como os principais envolvidos - crianças, pais e professoras percebem este processo. O estudo, de caráter qualitativo, se fundamenta na abordagem bioecológica de desenvolvimento humano de Bronfenbrenner (1996), cuja ênfase está na interconexão entre vários níveis do sistema ecológico. É uma abordagem que privilegia estudos em ambientes naturais que contemplem a realidade cotidiana vivenciada pelos sujeitos envolvidos - considerando estes em suas particularidades, bem como os ambientes nos quais estão inseridos. Dessa forma, a presente pesquisa possibilitou a inserção da pesquisadora no campo para coletar informações e poder dar ênfase ao olhar de crianças matriculadas no primeiro ano do ensino fundamental, para além da visão de seus pais e professores. Sendo assim, foram realizadas observações e entrevistas semi-estruturadas, com o objetivo principal de constatar situações de práticas e apreender as percepções dos sujeitos envolvidos com o ingresso no ensino fundamental. A pesquisa foi desenvolvida em uma escola municipal de uma cidade do interior paulista, que atende estudantes do ensino fundamental. A coleta de dados ocorreu no período de março a agosto de 2008. Somaram-se trinta e três o número de sujeitos deste estudo: três professoras atuantes no 1º ano do ensino fundamental, quinze crianças deste mesmo ano e quinze responsáveis destas (pais e/ou mães, neste caso). As observações... / From the approval of the Law 11.114, released in 05/16/05, which established that the sixyear- old children were enrolled in fundamental school - and considering that the family and the school are the most relevant contexts in a child’s life - the aim of this work was to notice how the first year of the nine-year fundamental teaching takes place, and also, how the main involved – children, parents and teachers – notice the procedure. The quality study is based in the bioecological approach of Bronfenbrenner’s human development, which emphasizes the interconnection among several levels of the ecological system. It’s a kind of approach that privileges studies in natural atmospheres that contemplate the daily reality lived by the involved characters – considering them in their features, as well as the atmospheres in which they’re inserted. This way, the present research enabled the researcher’s inset to get information and be able to emphasize the look at the children who were enrolled in the first year of the fundamental reaching, for a further vision of their parents and teachers. So, remarks and semi-structured interviews were carried out, with the main goal of noticing practical situations and learning the perceiving of the characters involved in the entrance in the fundamental teaching. The research was carried out at a Town hall school in a city in the countryside of São Paulo state, which deals with fundamental teaching students. The data collection happened from March to August in the year 2008. The number of characters in this study was thirty-six: three teachers of the first year of fundamental teaching, fifteen children at the same course, and their fifteen fathers and mothers. The observations inside the classroom were carried out during the research time, and focused the situations in regular classes and other moments that surround the school... (Complete abstract click electronic access below)

This thesis is concerned with the first and second five-year economic plans in Czechoslovakia. These plans were created as a centrally planned. The paper starts with the global and domestic situation, both from a political and an economic perspective for understanding these events. The second part is a description of the two-year Czechoslovak economic plan, which hadn't been created purely the responsibility of the Communist Party, or under the influence of Soviet advisers. The main part deals with the first and second five-year plan, its creation, realization, including problems, it was necessary to revise the plan, what happened, especially in the second five-year plan and a summary of the results and deviations from the original plan. Conclusion compares these five-year plans, what were similar and different, what mistakes were repeated, and whether we can see or not to see parallels of the plans.

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The purpose of this study was to compare the academic achievement of students in looping programs from school systems in East Tennessee to their peers in traditional one-year instructional programs. Looping is defined as any program design that perpetuates a cohesive student group with the same teacher for more than one year. The study included all students who had completed fourth grade in 2001 at every school in East Tennessee that implemented a third/fourth grade looping design. Student scores reported for 1999, 2000, and 2001 on the TerraNova Standardized Achievement Test were obtained from individual student records. Comparisons were made on the Total Reading, Total Language, Total Math, and Total Battery scores. Differences between program design groups (looping and traditional) on "pre-looping" second grade (1999) scores were assessed using t-tests for two independent groups. Two-way Analysis of Covariance (ANCOVA), was used to examine the main effects of program design and student gender on 2000 and 2001 test scores, along with program design x gender interactions, while controlling for prior test score differences. The findings suggested that students in looping classrooms benefited academically by remaining with the same teacher and classmates for two successive years. Significant main effects were detected for program design in first year comparisons, as indicated by significantly higher scores on all four subtests. Scores for those in the looping classrooms remained significantly higher in second year comparisons on each subtest, except Total Language, even after controlling for third grade (2000) test scores. Significant main effects for gender were detected after the first year of participation in each design. This included significantly higher Total Language and Total Battery scores for female participants. No significant differences by gender were detected when scores were compared on the four subtests at the end of the two-year cycle. A program design x gender interaction was detected at the end of the first year. This interaction showed that female participants in looping classrooms showed higher Total Math achievement. A program design x gender interaction also occurred after the second year where male participants in the looping classrooms obtained higher Total Language scores.

Denna uppsats analyserar nyckelord som ett modernt sociolingvistiskt fenomen och derasfunktion som samhällets spegel, dess kultur och politik under en viss tid.De ryska nyckelorden och fraserna för perioden 2016-2021 har valts ut och beskrivits. Detdiskuteras huruvida dessa nyckelord har en koppling till de viktigaste händelserna i Rysslandoch i världen för åren 2016-2021 och huruvida de reflekterar det sätt som vi ser omvärlden påoch samt vilka tematiska grupper de aktuella nyckelorden hör till. Metoden som används iuppsatsen kallas för härledd/kompilerad data där bakgrunden till forskningen ärutgångspunkten för analysen och jämförelsen. Google Trends tas i anspråk för att samlastatistiskt data om hur pass nyckelorden i uppsatsen är överensstämmande med nyckelorden isökmaskinen. Analysen visar att de undersökta nyckelorden har en betydelsefull relation till dehuvudsakliga händelserna under de nämnda åren eftersom minst ett av nyckelorden hade endirekt eller indirekt koppling till de årens viktigaste händelser. De dominanta ämnena förnyckelorden visade sig vara politisk eller så utgjorde de en blandning av politik och samhälle.Slutligen kan det konkluderas att nyckelorden vi använder är en signifikant del av av ennations ordförråd och dess politiskt och kulturellt tankesätt. / This thesis analyses keywords as a modern sociolinguistic phenomenon and their function asthe mirror of society, its culture and politics over a period of time. The keywords and phrasesfor the period of 2016-2021 are selected and described. It is discussed whether thesekeywords have a relation to the main events in Russia and the world years 2016-2021, dokeywords in general reflect the way we perceive the outer world and which thematic groupsthe keywords in question belong to. The method used in the thesis is called thederived/compiled data where the research background is the starting point for the analysisand comparison. Google Trends is accustomed to gather statistical data over how thekeywords in question are coherent with the keywords in the search engine. The analysis shows that the researched keywords do have a crucial relation to the events on-going in the years mentioned as at least one of keywords had a direct or indirect relation tomain events of these years. The dominant subject of the keywords is thought to be political ora blend between politics and society. Finally it can be concluded that the keywords we use -are a meaningful part of a nation's vocabulary and its political and cultural mindset.

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