Dissertationen: „Instrumentace programu“

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Ševčík, Václav. „Rozvoj instrumentace programu při překladu“. Master's thesis, Vysoké učení technické v Brně. Fakulta informačních technologií, 2020. http://www.nusl.cz/ntk/nusl-417212.

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The focus of this master's thesis is on the topic of instrumentation during the compilation process in the LLVM compiler. The tool enables to instrument memory accesses and functions. The instrumentation is realized through adding a novel pass to the LLVM's optimalization phase. Information about variables are managed by the created framework. The framework is linked with the program. The overhead of the instrumentation increases duration of the program by about 14 % in the case of switched off indirect addressing and 23 % in the case of switched on indirect addressing. The main benefit of the work is the possibility of easy instrumentation of the program which can even monitor operation of local variables through indirect addressing) and support multithread programs. The framework is part of Testos's tools where it provides automatic instrumentation in the Spectra tool.

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Ling, David. „Dynamická analýza paralelních programů na platformě .NET Framework“. Master's thesis, Vysoké učení technické v Brně. Fakulta informačních technologií, 2021. http://www.nusl.cz/ntk/nusl-445497.

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The thesis deals with a design and implementation of the dynamic analyser of parallel applications on the .NET Framework platform. The problematic of synchronization in parallel applications, the instrumentation of such an applications, testing of parallel applications and a specifics of these problems for C\# language and for the platform .NET Framework are discussed in the theoretical part. Selected algorithms for detection of deadlocks (the algorithm of Goodlock) and data-race errors (the algorithm of FastTrack and AtomRace) are described in detail in this part as well. Requirements for the dynamic analyser and the system design is made in the following part of this thesis. The thesis also contains a description of the implementation of the proposed solution, a description of the entire testing of the implemented tool. Last but not least, the thesis describes the sample of using dynamic analysers in a particular application environment.

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Žárský, Jan. „Instrumentace Java programů, kontrakty pro paralelismus“. Master's thesis, Vysoké učení technické v Brně. Fakulta informačních technologií, 2021. http://www.nusl.cz/ntk/nusl-445489.

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Contracts for concurrency describe required atomicity of method sequences in concurrent programs. This work proposes a dynamic analyzer to verify programs written in Java against contracts for concurrency. The analyzer was designed to detect violations of parametric contracts with spoilers. The proposed analyzer was implemented as an extension to the RoadRunner framework. Support for accessing the method arguments and return values was added to RoadRunner as a part of the solution. The analyzer was fully implemented and verified on a set of testing programs.

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García, Núñez Luis. „Econometría de evaluación de impacto“. Economía, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/117180.

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In recent years the program evaluation methods have become very popular in applied microeconomics. However, the variety of these methods responds to specific problems, which are normally determined by the data available and the impact the researcher tries to measure. This paper summarizes the main methods in the current literature, emphasizing the assumptions under which the average treatment effect and the average treatment effect on the treated are identified. Additionally, after each section I briefly present some applications of these methods. This document is a didactic presentation for advanced students in economics and applied researchers who wish to learn the basics of these techniques
En años recientes los métodos de evaluación de impacto se han difundido ampliamente en la investigaciónmicroeconómica aplicada. Sin embargo, la variedad de métodos responde a problemas particulares y específicos los cuales están determinados normalmente por los datos disponibles y el impacto que se busca medir. El presente documento resume las principales corrientes disponibles en la literatura actual, poniendo énfasis en los supuestos bajo los cuales el efecto tratamiento promedio y el efecto tratamiento promedio sobre los tratados se encuentran identificados. Adicionalmente se presentan algunos ejemplos de aplicaciones prácticas de estos métodos. Se busca hacer una presentación didáctica que pueda ser útil a estudiantes avanzados y a investigadores aplicados que busquen conocer los principios básicos de estas técnicas.

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Jones, Lloyd Edward Walls Kimberly C. „Instrumental jazz ensemble programs in Alabama high schools“. Auburn, Ala., 2009. http://hdl.handle.net/10415/2023.

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Price, Benjamin J. „Resilience Among High Achievers In An Instrumental Music Program“. Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103376/.

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Positive adaptations experienced in spite of challenges faced is known as resilience. Comparatively little research has focused on in-depth descriptions regarding how resilience is manifested in children. The purpose of this study was to add to previous research in the identification of characteristics of resilience in students, and to determine the extent to which band membership has aided their resilience in other domains. Data was collected from a random sample of band seniors from the class of 2011 (n = 3) who attended a large high school in the South. Specific research questions were: (1) What characteristics of resilience are present in the talk of participants in a high school instrumental music program? (2) To what extent has this population perceived that membership in band aided their resilience in other domains? A descriptive study design was chosen that used qualitative data. Following data analysis that included category matrices, prominent themes emerged from the participants’ responses. These included self-improvement, forward thinking, optimism, inner drive, increased achievement, determination, development of relationships to peers and adult mentors, and development of connectedness to the school. The findings of this study complemented previous research on characteristics of resilient students, and suggested that the participants derived positive benefits from group membership and from positively contributing to the school. Recommendations based on these findings for researchers included the need for resilience to be studied across other subject areas in school, and across different populations of students. Recommendations for teachers and administrators included varied opportunities for extra-curricular and co-curricular student engagement.

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Walsh, Brenda 1956. „The effects of an alternative instrumental music program on elementary school children“. Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35225.

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Music education is an important element in the development of the whole child. The school is a place where children learn about and are directly influenced by things that make a lasting impression on their development. What better place for music to be taught? Music is a course of study that can have a direct influence on a child's lifetime tastes and values for the arts.
This study investigates the effects of an Alternative Instrumental Music Program on grade three children, at an elementary school situated on the West Island of Montreal, Quebec. One of the two classes involved in the Study (Experimental Group) participated in an alternative instrumental music program and its applications; the other class (Control Group) followed a traditional music program. Each class consisted of twenty-eight students. Quantitative and qualitative data were collected from both groups of students, homeroom teachers, and parents over a period of ten consecutive weeks.
The findings revealed that the children in the Experimental Group enjoyed learning music in school more than those in the Control Group. The Experimental Group also indicated a greater increase in the enjoyment of activities experienced during music class than those in the Control Group. Moreover, there was a higher increase of musical knowledge in the Experimental Group.
The author suggests that further research on the effects of alternative music programs on elementary school children would be beneficial to the educational community.

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David, Maria João Cardoso. „Plasticidade cognitiva e envelhecimento bem-sucedido: otimização e compensação funcional através das atividades de vida diária instrumentais“. Master's thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/10928.

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A presente investigação tem como intuito avaliar o impacto de um programa de treino de memória, integrado nas atividades de vida diária, na otimização do desempenho funcional em idosos. A amostra deste estudo experimental é constituída por 16 participantes, que foram avaliados através do Mini Mental State Examination (MMSE), da Escala de Depressão Geriátrica (GDS) e da Escala de Memória de Wechsler (WMS-III) e foi implementado um programa de treino da memória, durante um mês, cinco vezes por semana, cujas tarefas foram incluídas nas suas atividades de vida diária. Decorrido este tempo, foram aplicados os mesmos instrumentos de avaliação, com o objetivo de perceber se existiram alterações ao nível da memória. Verificámos a existência de diferenças significativas na memória imediata e na memória geral. Os resultados sugerem que a estimulação cognitiva nos idosos conduz a uma melhoria na cognição, mais especificamente na memória, confirmando a presença de plasticidade no envelhecimento; ### Cognitive plasticity and successful ageing: optimization and functional compensation through instrumental daily life activities ABSTRACT: The present study aims at evaluating the impact of a memory training program, integrated into the daily life activities, in the optimization of functional performance in the elderly. The sample of this experimental study is comprised by 16 participants, who were evaluated using the Mini Mental State Examination (MMSE), of Geriatric Depression Scale (GDS) and Wechsler Memory Scale (WMS-III) and a memory training program was implemented, for one month, five times a week, whose tasks were included in the daily life activities of the elderly. After this time, the same instruments were used again in order to understand if there were changes at the level of memory. We observed the existence of significant differences in the immediate memory and in the general memory. The results suggest that cognitive stimulation in the elderly leads to an improvement in cognition, more specifically in memory, confirming the presence of plasticity in ageing.

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Ulasowicz, Carla. „Uma avaliação da influência do Programa de Enriquecimento Instrumental no desempenho cognitivo de idosos“. Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-16082016-145922/.

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O Programa de Enriquecimento Instrumental (PEI) é um programa psicoeducativo que busca, por meio de instrumentos apropriados, estimular funções cognitivas de forma que o aluno otimize seu pensamento e torne-o mais reflexivo. O objetivo desta pesquisa foi realizar uma avaliação da influência do Programa de Enriquecimento Instrumental sobre algumas funções cognitivas dos idosos, quais sejam: resolução de problemas, memória, atenção e concentração. Participaram 66 indivíduos voluntários de ambos os sexos, com idade igual ou superior a 60 anos, fisicamente independentes e saudáveis, com escolaridade mínima 4ª série do ensino fundamental I (atual 5º ano) e máxima 8ª série do ensino fundamental II (atual 9º ano), sem restrições quanto ao nível socioeconômico, subdivididos em dois grupos: experimental e controle. Os sujeitos de ambos os grupos foram avaliados antes do início do programa de intervenção (fase pré-teste) e ao seu final (fase pós-teste) por meio dos seguintes testes: Teste Wisconsin de classificação de cartas versão para idosos, subescala memória do Exame Cognitivo de Addenbrooke, Teste de Memória de Lista de Palavras, Teste de Repetição de Pseudoplavaras, subescala atenção e orientação do Exame Cognitivo de Addenbrooke e teste de Trilhas parte A e parte B. Com o objetivo de rejeitar a hipótese de que a melhora do desempenho do grupo experimental, que recebeu a intervenção cognitiva, pudesse ser devida a aprendizagem dos testes na primeira fase em que foram aplicados, outros testes para avaliação das mesmas funções investigadas foram realizados nas fases pós e reteste, esta última realizada após três meses do término do programa de intervenção. Os testes com este objetivo foram: subteste cubos da Escala Wechsler Abreviada de Inteligência, testes de extensão de dígitos em ordem direta e em ordem inversa da Escala de Memória Wechsler de Inteligência para Adultos, Bateria Psicológica para Avaliação da Atenção. A escala de autoestima foi aplicada nas fases pré, pós e reteste apenas para o grupo experimental. As aulas do Programa de Enriquecimento Instrumental foram ministradas ao grupo experimental pela pesquisadora durante cinco meses e meio, uma vez por semana com a duração de 90 minutos cada, totalizando 21 aulas. A avaliação dos resultados mostrou que o Programa de Enriquecimento Instrumental levou a um maior desempenho do grupo experimental quando comparado ao grupo controle em todas as funções cognitivas analisadas, as quais ou se mantiveram ou apresentaram melhoras no desempenho mesmo após três meses do término do programa. Na discussão dos resultados procurou-se identificar e relacionar os instrumentos do PEI com as funções cognitivas avaliadas
The Instrumental Enrichment Program (IEP) is a psycho-educative program that seeks, through appropriate instruments, to stimulate cognitive functions so the student optimizes her/his thinking and makes it more reflective. The objective of this research was to conduct an assessment of the Instrumental Enrichment Program influence on some cognitive functions of the elderly, such as: problem solving, memory, attention and concentration. Sixty-six volunteers from both sexes participated, aged 60 years or older, physically independent and healthy, schooled until the 4th grade of elementary school (currently 5th year) at minimum and until the 8th grade of secondary school (currently 9th year) at maximum, without restrictions on the socioeconomic level, subdivided into two groups: experimental and control. The subjects from both groups were assessed before the intervention program (pre-test phase) and its ending (post-test phase) through the following tests: Wisconsin Card Sorting Test version for the elderly, memory subscale of Addenbrookes Cognitive Examination, Word List Memory Test, Pseudowords Repetition Test, attention and guidance subscale of Addenbrooke\'s Cognitive Examination, and Trails Test parts A and B. In order to reject the hypothesis that improvement in the experimental group performance, that received cognitive intervention, could be due to the learning of tests during the first phase in which they have been applied, other tests for evaluation of the same investigated functions were performed in post-test and retest phases, the latter performed after three months of the intervention program completion. The tests used for this purpose were: Wechslers Abbreviated Scale of Intelligence cubes subtest, digit extension tests in direct and in reverse order from Wechslers Adult Intelligence Memory Scale, and Psychological Battery for Attention Assessment. The self-esteem scale was applied in the pre, post and retest phases only for the experimental group. The Instrumental Enrichment Program classes were given to the experimental group by the researcher for five and a half months, once a week, lasting 90 minutes each, totaling 21 classes. Evaluation of the results showed that the Instrumental Enrichment Program has led to a higher performance by the experimental group compared to the control group in all cognitive functions analyzed, which either remained or showed improvement in performance even after three months of program completion. The discussion of results sought to identify and relate the IEP instruments with the assessed cognitive functions

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Mowery, Ward Franklin. „An investigation of the relationship between selected personality variables and retention of students in the string orchestra program /“. The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487848531362534.

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Babatunde, John Akanbi. „Assessing the Impact of an ESL/bilingual Program by Means of Instrumental Variable Estimation“. PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4608.

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The purpose of this study was to assess the impact of the Portland (Oregon) public school district's ESL/bilingual program on the academic performance of limited English proficiency (IEP) students. The study attempted to correct a statistical bias that might lead to underestimating the effectiveness of ESL/bilingual programs. This statistical bias is caused by a negative correlation between student achievement and the characteristics which result in a student being placed in the ESL/bilingual program. Several variables and proxies representing characteristics of the school, the neighborhood, and the student's personal background were examined for their contribution to explaining the academic progress of LEP students in reading, mathematics, and English language usage. This dissertation attempts to answer the following major questions: 1. Is the Portland school district's ESL/bilingual education approach effective in increasing LEP students' academic progress in reading, mathematics, and English language usage? 2. Does the amount of FSL/bilingual instruction influence the academic achievement of LEP students in reading, mathematics, and English language usage? 3. Do the personal background characteristics of LEP students influence their academic gains in reading, mathematics, and English language usage? 4. Do neighborhood factors influence LEP students' gains in reading, mathematics, and English language usage? 2 Achievement gains of LEP students in Grades 3-11 from the Portland (Oregon) Public School district were examined. Data on pertinent characteristics relating to school, neighborhood, and personal background information were collected. The data were analyzed using multiple regression analysis and instrumental variable estimation. Instrumental variable (IV) estimation was found to be appropriate to deal with the serious problem of "selection bias" in evaluating achievement gains of LEP students in ESL/bilingual programs. The problem of selection bias occurs when learners are selected for a program or for evaluation study because of characteristics which will also influence their scores on a test. Subsequent effects of this type of selection, and possible solutions to this type of problem, are discussed. The findings suggest that the ESL/bilingual education approach had a strong and statistically significant impact in improving mathematics achievement. '!he program's impact on language usage achievement was weak, and it showed no consistent results relating to reading achievement. The findings indicate that the greatest impacts are in academic areas rather than in language areas. The results were not strong, but the ESL/bilingual program appeared to have some positive benefits in terms of achievement gain in mathematics and language usage which simpler statistical techniques tend not to show. However, because of the statistical problems and the methods used to address them, confidence in estimates of the specific parameters is not great. Studies covering different geographic areas and longer periods of time are recommended.

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Johnstone, Barbara Ann. „Teachers working together in the Wider Opportunities instrumental programme in the primary school“. Thesis, University of Greenwich, 2016. http://gala.gre.ac.uk/18074/.

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The context for this qualitative case study is the primary school classroom and the Wider Opportunities instrumental teaching programme. The rational for the research is based on the premise that there is real potential for professional collaboration in the teaching of music when two bodies of knowledge are brought together, combining the class teacher’s expertise in pedagogy and the visiting instrumentalist’s expertise in music. The study investigates the nature of the professional collaboration between the generalist class teachers and the visiting instrumentalists in five primary schools in an outer London borough. The theoretical bases developed from the literature are framed by the concept of collaboration; the theories of behaviourism, progressivism and constructivism and their contribution to learning and teaching; and the writings of Swanwick (1979, 1988, 1994, 1999) on music education. The methodology used to examine the experiences of class teachers, head teachers, pupils, instrumental teachers, associates connected to the local music education hub and experts from the field of music education comprised questionnaires, semi-structured interviews and the observation of twenty Wider Opportunities lessons over a twelve month period and analysed using thematic analysis (Braun and Clarke, 2006, 2012; Howitt and Cramer, 2011). The themes that emerged from the data included detached collaboration; uncertainty about the aims of the Wider Opportunities programme; incomplete discourses of music education; and missed opportunities for professional learning. The key findings from this study identified that rich collaborative practices were an underused resource in the schools. Several factors prevented meaningful collaborations, including a crowded curriculum which limited the time available for curriculum planning and professional discussions, and the status given to arts and music education in primary schools. Although rich collaborative practices were not fully embedded in the case study schools, there was evidence to suggest that some teachers would have welcomed closer collaboration. The Conclusions to the study highlighted the need for closer communication between the music education hubs and the schools involved in the Wider Opportunities programme in order to clarify the aims and approaches. Furthermore, the promotion of professional collaboration in the Wider Opportunities programme should be strengthened in schools by providing more opportunity for professional discussions between teachers and the sharing of expertise.

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Holmes, David M. „An examination of fifth grade instrumental music programs and their relationships with music and academic achievement /“. Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/11419.

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Falsete, Filipe Ortiz. „O impacto do programa de eletrificação no Brasil na redução de homicídios“. reponame:Repositório Institucional do FGV, 2013. http://hdl.handle.net/10438/11395.

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This paper analyzes benefits acquired by a higher level of electricity access, evaluating if the natural experiment “Luz Para Todos”, a Brazilian social program may effect crime reduction. Among the many befits provided by electrification, it is noticed a improvement in health, income and information access. Criminality is one of the most concerning issues in Brazilian politics, in spite of much effort to lower criminal rates they are still high. Homicide rates, analyzed variable in this study, is comparable to countries in civil war, situating in approximately 27 murders per a 100,000 inhabitants in this decade. Considering the importance of this subject, aiming to increase society well-being, searching for efficient alternatives in which significant results can be achieved at lower costs is essential. Thus, central idea consists in the fact of widening electricity energy access may give an additional option to policy makers seeking for crime reduction and this policy is able to be included in already formulated ones. Using panel models with fixed effects and later a more adequate methodology of instrumental variable, results achieved demonstrates that an increase in electricity energy access to households in one city, affects a significant reduction in crime rates for North and Northeast Brazilian regions the poorest and most affected by the program. In detailed analysis, dividing crimes by place of death register, it was noticed a reduction in public street crimes, indicating a benefit caused for public lighting as a preventive factor working as a crime combative effect.
Este trabalho analisa os benefícios que podem ser obtidos por meio de um maior acesso à rede elétrica e avalia através do programa 'Luz Para Todos' se entre uma das vantagens pode ser verificada uma redução na atividade criminosa. Entre os benefícios já verificados pelo aumento na eletrificação estão: a melhora na saúde, na renda e no acesso à informação. Quanto à criminalidade, trata-se de um dos temas que mais preocupa os brasileiros e, embora exista esforço para reduzi-la, seus índices continuam altos. A taxa de homicídios, variável a ser analisada neste estudo, se assemelha a países em guerra civil, situando-se ao longo desta década no patamar de aproximadamente 27 homicídios por cem mil habitantes. Dada a importância do tema, buscar alternativas eficientes com efeitos significativos e custos menores em tecnologias de combate ao crime é fundamental, tendo em vista o aumento do bem-estar da sociedade. Assim, a ideia central consiste em que a ampliação do acesso à energia elétrica pode fornecer uma ferramenta adicional aos formuladores de política para redução na criminalidade e pode ser vinculada a outras ferramentas já existentes de combate ao crime. Por meio de regressões em painel com efeitos fixos e pela metodologia mais adequada de variáveis instrumentais com efeitos fixos, um resultado encontrado é que o aumento no acesso à energia elétrica nos domicílios de um município gera uma redução significativa na taxa de homicídio das regiões Norte e Nordeste, as mais carentes do país que também são as mais propensas a possuírem municípios elegíveis ao programa. Também em análise mais detalhada em que foram seccionados os crimes por local de registro da morte, é verificada uma redução naqueles registrados em vias públicas, indicando que a iluminação pública pode ser um fator preventivo no combate ao crime. Por meio de regressões em painel com efeitos fixos e pela metodologia mais adequada de variáveis instrumentais com efeitos fixos, um resultado encontrado é que o aumento no acesso à energia elétrica nos domicílios de um município gera uma redução significativa na taxa de homicídio das regiões Norte e Nordeste, as mais carentes do país que também são as mais propensas a possuírem municípios elegíveis ao programa. Também em análise mais detalhada em que foram seccionados os crimes por local de registro da morte, é verificada uma redução naqueles registrados em vias públicas, indicando que a iluminação pública pode ser um fator preventivo no combate ao crime.

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Chen, Sulan. „Instrumental and induced cooperation environmental politics in the South China Sea /“. College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/3227.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.
Thesis research directed by: Government and Politics. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Billy-Rouis, Danielle Avanzini Guy. „La médiation par le PEI“. Lyon : Université Lumière Lyon 2, 2002. http://demeter.univ-lyon2.fr:8080/sdx/theses/lyon2/2002/billy_d.

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Triolet, Michel Meirieu Philippe. „Vers l'émergence d'un nouveau paradigme éducatif en formation d'adultes ? recherche sur la signification et les effets de l'introduction du P.E.I. au sein de l'A.F.P.A. de 1985 à 1988 /“. [S.l.] : [s.n.], 1991. http://theses.univ-lyon2.fr/sdx/theses/lyon2/1991/triolet_m.

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Billy-Rouis, Danielle. „La médiation par le PEI“. Lyon 2, 2002. http://theses.univ-lyon2.fr/documents/lyon2/2002/billy_d.

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Le concept santé, entité purement médicale du "modèle-étalon" de notre société, a instruit notre système de soins et orienté ce secteurs hors-marché dans une logique économique préoccupante pour les pouvoirs publics, en aggravant parallèlement les inégalités d'accès aux soins. Nous nous devions de lui rétablir ses titres de noblesse et lui reconnaître sa dynamique de vie dans un jeu d'articulations inter-disciplinaires. Le PEI, ou programme d'enrichissement instrumental créé par Reuven Feuerstein, est une méthode pédagogique et notre support de travail qui repose sur des bases scientifiques rigoureuses. La médiation est un type de relation qui lui est liée et interdépendante, la complexité de sa fonction engendre nombre de pratiques adaptatives avec la réalité fonctionnelle de l'instant. Notre public en cumul de handicaps, fragilisé par les amputations plurielles et douloureuses du présent, semble répondre aux besoins de notre application dans une perspective globalisante d'une pédagogie vers l'autonomisation. Cette idée repose sur une conception philosophique de l'individu et présente une expérience méthodologique très limitée. Elle n'a d'autres prétentions que de soulever un questionnement et d'ouvrir des perspectives. L'éducation pour la santé impose une transformation des cultures dont les usagers par souci d'innocence, et les prestataires de soins par intérêts économiques, sont actuellement immatures
The concept of health, a purely medical entity of the standards in our society has informed our health care system and led this off-market sector into an economic logic which public authorities have been preoccupied with and which has, in the mean time, increased inequalities between individuals in access to medical treatment. It is our duty to restore its noble value and admit its vital dynamics within interdisciplinary connections. The PEI –Instrumental Enrichment Programme- set up by Reuven Feuerstein, is a pedagogic method and has been our working materiel. It is based on rigorous scientific basis. Mediation is a type of relation which is closely linked to and interdependent on it. Its complex function generates a great amount of adjustment processes to the functional realities of the moment. Our public ridden with handicaps, weakened by the present cuts seem to meet the needs of our work in a globalising prospect towards teaching methods in autonomisation. This thesis is based on the philosophical concept of the individual and deals with a limited methodological experience. It has no other aim but to raise some questioning and open perspectives. Health education calls for change in cultural habits which the public out of innocence, or medical service providers out of economic motives, are at present unable to bring about

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Triolet, Michel. „Vers l'émergence d'un nouveau paradigme éducatif en formation d'adultes ? : recherche sur la signification et les effets de l'introduction du P.E.I. au sein de l'A.F.P.A. de 1985 à 1988“. Lyon 2, 1991. http://theses.univ-lyon2.fr/sdx/theses/lyon2/1991/triolet_m.

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Les pédagogues, les psychologues de l'A. F. P. A. (Association nationale pour la formation professionnelle des adultes) ne trouvant plus dans le paradigme éducatif historique de l'A. F. P. A. , les réponses aux questions de leurs pratiques quotidiennes avec les stagiaires, se sont tournés vers des outils d'éducabilité. Cinquante trois se sont formés au P. E. I. (programme d'enrichissement instrumental du professeur Reuven Feuerstein). Ils ont pu se définir de nouvelles finalités pour répondre aux exigences de la société et des entreprises. Le P. E. I. Fournit des grilles d'analyse (carte cognitive, paramètres de la médiation, fonctions cognitives déficientes, opérations mentales) qui permettent de questionner en permanence le travail du pédagogue : que maîtrise l'apprenant ? Est-il capable de comprendre, d'apprendre l'enseignement qui lui est destiné ? Que dit l'enseignement a l'enseigne ? C'est un tout nouveau regard, ou un regard ancien qu'ils ont su redécouvrir, que les pédagogues portent sur leur fonction d'enseignant. Il ne s'agit plus uniquement de transmettre l'indispensable savoir, mais, bien plus, grâce à l'"insight" (moment où l'apprenant comprend comment il vient d'apprendre) et au "bridging" (moment où l'apprenant est capable de prouver qu'il a compris en donnant des exemples dans d'autres champs), de s'assurer que les processus se sont transformés en procèdures et que celles-ci sont mobilisables pour être ré-utilisées dans des domaines différents. Ce faisant, l'apprenant manifeste cette malléabilité que le fait adaptatif et non pas adaptable, gage de pérennité pour l'enseignement dispense. Les pédagogues se sont apercus que ce nouveau regard est exigeant et demande un engagement de tous les instants : de plus en plus cependant, des pédagogues entrent, à titre personnel, dans cette logique, ils se sont redéfinis un nouveau paradigme éducatif en formation d'adultes
As A. F. P. A. Teachers and psychologists no longer find answers in their institution's historical and teaching paradigm which are relevent to their everyday practice in the classroom they have turned to new teachning tools. Fifty-three teachers were trained to use I. E (instrument enrichment) and they were able to define new objectives in order to meet society's and the public's large companies. I. E. Provides analysis grids so that teachers can always question what they are doing : what does the learner know ? Can he understand and, in the end, learn what the teacher intends to teach him ? What does the teacher's method convey to him ? For teachers it's either a new approach to their teaching or an old one they have rediscovered ; the problem is no longer to focus on what to teach but thanks to "insight" (the moment when the learner understands how he has learned) and "bridging" ( the moment when the learner can show that he has understood by giving examples taken in other areas of his experience) to make sure that learning processes are changed into methods that can be used any moment in different fields. In this way the learner will show the flexibility that will enable him to adjust and not to be ajusted. Teachers are aware that this new approch is most demanding and requires constant involvement ; however, more and more teachers are adopting this new logic. They have defined a new teachnig paradigm for adult vocational training

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Heerman, Diane L., und Joseph 1732-1809 Songs violin continuo acc Selections Haydn. „A master's recital and program notes“. Thesis, Kansas State University, 1985. http://hdl.handle.net/2097/9847.

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Collins, Caron L. „A study of the instrumental music programs in the secondary Catholic Schools of the United States“. The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1180115929.

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Sanders, Allison. „Educational policy and instrumental music finding: teachers' perceptions of how No Child Left Behind and the economic recession have affected instrumental music programs in Massachusetts public schools“. Thesis, Boston University, 2014. https://hdl.handle.net/2144/11041.

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Thesis (D.M.A.)--Boston University
The purpose of this study was to determine what effects, if any, No Child Left Behind, and the economic downturn starting in 2008, had on the staffing, scheduling, instructional time, and funding of Massachusetts' public school instrumental music programs between 2002 and 2009. This study also attempted to document some of the anecdotal evidence on the state of instrumental music programs in Massachusetts. It was theorized that NCLB and the economy had some effect on instrumental music programs. The study employed a survey design in order to investigate instrumental music teachers' and music, fine arts, and performing arts directors' perceptions of these changes, if any. A researcher-designed questionnaire was sent to instrumental music teachers and directors to gather data on the staffing, scheduling, instructional time, and funding of their programs. Closed and open-ended response items were used to gather the data. The questionnaire was distributed via email over three weeks yielding 81 usable responses. One-sample t-tests were used to determine the statistical difference in the means for staffing levels, the number of students enrolled, and instructional minutes between the 2002-2003 and 2008-2009 school years. Data from the open-response items was coded and analyzed to determine the respondents' perceptions of changes to their programs. The findings demonstrated statistically significant changes in staffing levels between the two years in question. Changes in the number of instructional minutes were statistically significant at the elementary and high school levels, but not at the middle school level. The effect of standardized testing on instructional minutes was also statistically significant at the middle and high school levels. NCLB and the economy affected funding of instrumental music. The number of districts collecting fees for instrumental programs increased significantly between the two years. Money was increasingly directed away from music programs to fund reading and math positions. Funding cuts affected staffing, class sizes, and equipment purchases. Recommendations for application of these findings and suggestions for further research are included.

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Murray, Joan. „Impact of a Music Program on Students' Standardized Test Scores“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2938.

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Administrators at the focus school had not determined if participation in a music program has influenced students' academic achievement, thereby ushering doubt about the utility of this program. The purpose of this causal-comparative study was to determine the impact of the music program on students' English language arts (ELA) and math Measure of Academic Progress (MAP) scores. The theoretical foundation for this study was Miendlarzweska and Trost's model of musical training, which indicates the impact of musical training on academic, social, and cognitive outcomes and identifies factors that mediate that impact. Archival data were retrieved on 74 Grade 5-8 students who participated in the program during the 2012-2013 school year and who also participated during the 2011-2012 school year as Grade 4-7 students. Analysis of covariance indicated no significant effect on ELA or math MAP scores for music program participation. Implications for positive social change include providing initial research findings to the local site on the potential academic impact of this music program. Further research with recent data and larger sample sizes were recommended. Additional research at the local level may yield results that can help administrators better support higher levels of student success.

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Pavela, Jiří. „Efektivní techniky pro měření výkonu programů“. Master's thesis, Vysoké učení technické v Brně. Fakulta informačních technologií, 2020. http://www.nusl.cz/ntk/nusl-417205.

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Tato práce představuje optimalizační techniky zaměřené na proces sběru výkonnostních dat v rámci výkonnostní analýzy a profilování programů v nástroji Perun. Rozšíření architektury a implementace těchto nových optimalizačních technik v nástroji Perun (a převážně pak v jeho modulu Tracer) zlepšuje jeho škálovatelnost a umožňuje tak provádět výkonnostní analýzu i nad rozsáhlými projekty. Zaměřujeme se především na zvýšení přesnosti sběru dat, redukci množství instrumentovaných bodů programu, omezení časové režie procesu sběru dat a výkonnostního profilování, snížení objemu sbíraných dat a velikosti výsledného výkonnostního profilu. Optimalizace je dosažena pomocí aplikace statistických metod, množství technik statické a dynamické analýzy (případně jejich kombinací) a využitím pokročilých možností a schopností nástrojů SystemTap a eBPF. Na základě vyhodnocení provedeného na dvou vybraných projektech a množství experimentů můžeme konstatovat, že se nám úspěšně podařilo dosáhnout značné optimalizace u téměř všech sledovaných metrik a kritérií.

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Chacín, Migdy, Kolster Mariangelina de und Zobeida Ramos. „El desarrollo del personal académico de las universidades venezolanas: propuesta para diseñar e instrumentar un programa de formación“. Universidad Peruana de Ciencias Aplicadas (UPC), 2015. http://hdl.handle.net/10757/346245.

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mchacin@cantv.net
Intentan dar respuesta instrumentando acciones relacionadas al mejoramiento de los profesores. Para acometer esa tarea, se propone un modelo de formación profesoral fundamentado en la satisfacción de necesidades individuales, institucionales y contextuales. Se describen las etapas de diseño e instrumentación del programa de formación, concluyendo con una reflexión sobre la importancia de atender apropiadamente lo relativo al desarrollo de los profesores universitarios y al compromiso que los gerentes educativos deben adquirir con el uso eficiente de los recursos y la gestión de instituciones que respondan cabalmente a lo que la sociedad requiere.

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Ricci, Karen Alves. „Eficácia do Programa de Enriquecimento Instrumental-PEI, versão básica, em crianças com transtornos do neurodesenvolvimento (TDAH e Dislexia)“. Universidade Presbiteriana Mackenzie, 2016. http://tede.mackenzie.br/jspui/handle/tede/3008.

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Feuerstein's Instrumental Enrichment (FIE), by Reuven Feuerstein, aims to increase the level of cognitive modifiability and learning ability, but the research about the efficacy of FIE basic version in neurodevelopmental disorders is still scarce. This research addressed two specific neurodevelopmental disorders, the Attention deficit hyperactivity disorder (ADHD), characterized by harmful levels of inattention, disorganization and / or hyperactivity-impulsivity; and developmental dyslexia, specific learning disorder with impairments in reading, characterized by specific deficits in individual ability to perceive and process academic information efficiently and accurately. In this sense, the objective was to verify the efficacy of FIE, basic version, in children with ADHD and dyslexia. To do this, 22 elementary school children from public and private institutions, with a previous diagnosis of neurodevelopmental disorder, particularly ADHD and Dyslexia, participated in the study. From the 22 participants, 11 children were allocated semi-randomly in the experimental group and 11 children in the control group. A battery of neuropsychological tests with the following instruments was applied: Computerized Dynamic Test of Inductive Reasoning for Children; Raven Progressive Matrices; Wechsler Intelligence Scale for Children- WISC-IV (estimated IQ); Trail Making Test A and B; Trails Making Test for preschoolers; Semantics Stroop Test; Executive Function and Children Regulation Inventory; Words and Pseudowords Repeating Test; Infant Nomination Test and Rey Complex Figure Test. For the intervention, the experimental group was divided into four groups, two groups of children diagnosed with ADHD and two groups of children diagnosed with dyslexia. The intervention sessions with FIE occurred in 21 to 26 sessions depending on group, the last quarter of the school year, in twice a week meetings of 50 minutes each. After it was verified that not all the distributions followed the standard of normality, Mann-Whitney U non-parametric analyzes were conducted to compare the differences between the pre-and-post-test in the experimental and control groups and, afterwards, the Cohen's d effect size. The results revealed significant effect on the Rey Complex Figure Test in copy, and the Trail Making Test part B in which the experimental group presented higher gains. In the naming part of the Stroop Test, the control group presented higher gains. Although there were no significant differences in most of the evaluated measures, there was an increase in the scores of the intervention group compared to the control group in most of the measures. The effect size, by Cohen's d, was small to moderate for most measures. We concluded that the FIE, basic version, is tool to be used with ADHD and dyslexic children, however more research is necessary. Although the results show few significant effects, the effect sizes analysis may have practical implications, revealing the importance of intervention for children with neurodevelopmental disorders.
O Programa de Enriquecimento Instrumental (PEI), de Reuven Feuerstein, tem por objetivo aumentar o nível de modificabilidade cognitiva e a capacidade de aprendizagem, porém raras são as pesquisas sobre a eficácia do PEI, versão básica, em transtornos do neurodesenvolvimento. Na presente pesquisa foram abordados dois transtornos do neurodesenvolvimento, o Transtorno do déficit de atenção e hiperatividade (TDAH), caracterizado por níveis prejudiciais de desatenção, desorganização e/ou hiperatividade-impulsividade; e a dislexia do desenvolvimento, Transtorno específico da aprendizagem com prejuízos na leitura, caracterizada por déficits específicos na capacidade individual para perceber ou processar informações acadêmicas com eficiência e precisão. Nesse sentido, o objetivo foi verificar a eficácia do PEI, versão básica, em crianças com TDAH e dislexia. Para tal, participaram do estudo 22 crianças do ensino fundamental de instituições públicas e particulares com diagnóstico prévio de TDAH e dislexia. Dos 22 participantes da pesquisa, 11 crianças foram alocadas de modo semi-aleatório no grupo experimental e 11 crianças no grupo controle. Foi aplicada uma bateria de testes neuropsicológicos com os seguintes instrumentos: Teste Dinâmico Informatizado de Raciocínio Indutivo para Crianças; Matrizes Progressivas de Raven; Escala de Inteligência Wechsler para Crianças- WISC-IV (QI estimado) Teste de Trilhas: Partes A e B; Teste de Trilhas Pré-escolares; Teste de Stroop Semântico; Inventário de Funcionamento Executivo e Regulação Infantil; Teste de Repetição de Palavras e Pseudopalavras; Teste Infantil de Nomeação e Teste da Figura Complexa de Rey. Para a intervenção, o grupo experimental foi subdividido em quatro grupos, sendo dois grupos com crianças com diagnóstico de TDAH e dois grupos com crianças com diagnóstico de dislexia. As sessões de intervenção com o PEI ocorreram em 21 a 26 sessões a depender do grupo, no último trimestre do ano letivo, em encontros de duas vezes por semana, com período de 50 minutos cada. Após se verificar que nem todas as distribuições seguiam o padrão de normalidade foram conduzidas análises não-paramétricas Mann-Whitney U para comparar as diferenças entre o pré e o pós-teste nos grupos experimental e controle e, sem seguida, foi calculado o tamanho de efeito pelo d de Cohen. Os resultados revelaram efeito significativo no Teste da Figura Complexa de Rey em cópia e no Teste de Trilhas escolares parte B, em que o grupo experimental apresentou maiores ganhos. Já na parte de nomeação do teste Stroop, o grupo controle apresentou maiores ganhos. Apesar de não ter havido diferenças significativas nas demais medidas avaliadas, houve aumento nos escores do grupo de intervenção em relação ao grupo controle na maioria das medidas. O tamanho de efeito, pelo d de Cohen, foi pequeno a moderado para a maioria das medidas. Conclui-se que o PEI, versão básica, é uma ferramenta que pode ser utilizada com crianças com TDAH e dislexia, porém mais estudos são necessários. Embora os resultados apresentem poucas medidas significativas, as análises do tamanho de efeito podem ter implicações práticas, revelando a importância da intervenção para as crianças com transtornos do neurodesenvolvimento.

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Lee, Young-ok. „L'impact de la formation à la médiation cognitive sur la posture des enseignants et des formateurs en région parisienne“. Paris 12, 2007. http://www.theses.fr/2007PA120085.

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Au cours des travaux menés dans cette thèse, nous avons analysé les discours des enseignants et des formateurs sur leur pratique pédagogique résultant de la formation à la médiation cognitive en formation continue en région parisienne. Nous nous sommes appuyés sur la perspective théorique, qui se situe à la croisée des conceptions de Vygotski sur le rôle des interactions sociales dans le développement/l'apprentissage, de la médiation brunérienne de tutelle, et de travaux de la médiation cognitive de Feuerstein et de Britt-Mari Barth, qui nous a permis de construire une grille de comportements du médiateur plus adaptés selon le besoin, selon le public, ou le contexte. Prendre conscience de la posture du médiateur qui travaille sur le fonctionnement cognitif suppose donc le postulat de l'éducabilité cognitive (comme toutes les méthodes de l'éducabilité cognitive), qui nous a invité à analyser la recherche d'Huteau et al. : l'évaluation d'une méthode d'éducation cognitive. Contrairement à nos auteurs qui insistent sur les effets de la méthode proprement dite, nous avons essayé, quant à nous, de découvrir auprès des pratriciens ce qui s'est passé pendant la formation et son impact sur l'enseignement des pratriciens qui peut nous permettre de vérifier nos hypothèses. Il s'agit d'illustrer empiriquement la thèse selon laquelle la posture de médiateur résulte de la transformation du processus de la formation à travers les outils ou le support utilisé lors de la formation en appropriation méthodologique
In this doctor's thesis we have analyzed the discourse about the practice teachers and instructors who were trained in the field of the cognitive mediation in junior high schools, and the general adult education of promgrams of Life Long Education in Ile-de-France. On the basis of this theory we focused on conceptions of Vygotski about the role of social interaction of children's development and learning and the cognitive mediation of Brunet about a tutor, and the works of the mediation of Feuerstein and of Britt-Mari Barth, which help us organize action guides as a mediator to be adapted better according to the need of educational situations or objects. To be conscious of the posture of a mediator who studies the cognitive function supposes the postulate of the cognitive educability which allowed us to analyze The Evaluation of the Method of Cognitive Education, the research of Huteau and his party. Differently from authors who simply insist the effect on the method itself, what tried to find out in this thesis is things which happened through the training of teachers and the impact of the educational practice. That verified hypotheses of this thesis. In short this thesis experientially shows the posture of mediators caused by the transformation which they used in training through the methods and the tools while they were trained

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Choudhury, Gias Uddin Ahmed. „Impact of Microcredit Program on Women's Empowerment in Rural Bangladesh“. Thesis, Karlstads universitet, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-80192.

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Background – This study is an attempt to explore the relationship between microcredit and the socio-economic empowerment of women in rural Bangladesh. Microcredit is simply the extension of a small amount of collateral-free institutional loans to jointly liable poor group members to generate employment and income enhancing activities. As it is too difficult for poor members to get loan from the formal credit institutions, Grameen Bank (GB) or other Non-Government Organizations (NGOs) provide small loans to vulnerable groups of the society by which they are expected to empower over his counterparts. Research questions – RQ1: How does micro-credit affect different indicators of women empowerment in the rural areas of Bangladesh? RQ2– Is the impact different from the male counterparts in the sample households? Purpose – This study is an effort to find the impact of microcredit on a number of indicators of women’s empowerment in the rural areas in Bangladesh. Methodology – Quantitative Regression Techniques such as Ordinary Least Square (OLS) and Instrumental Variable (IV) method have been applied to get the relationship between microcredit and women empowerment. Conclusion – Applying nationally representative cross-section survey data, Bangladesh Integrated Household Survey (BIHS) 2015, this thesis is intended to find the causal linkage between microcredit and women empowerment’s with different dimensions of women’s decisions are taken as empowerment indicators: production, resources, income, leadership, savings and time. The analysis has been conducted at the household level. The study assumes that women empowerment is endogenous. After controlling for endogeneity in the estimation by using an instrumental variable (IV) ‘distance to the market’ this study finds a significant relationship between microcredit and different dimensions of women’s empowerment. Participation in the microcredit program is found to be significant in explaining some of the outcome indicators of empowerment for the sampled households.

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Kloppers, Magdalena Maria. „Die invloed van Feuerstein se instrumentele verrykingsprogram op die ontwikkeling van denkvaardighede by onderwysstudente / Magdalena Maria Kloppers“. Thesis, North-West University, 2009. http://hdl.handle.net/10394/2865.

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This study was undertaken in an attempt to establish the cognitive development of student teachers and to determine the impact of Feuerstein's Instrumental Enrichment programme on the development and/or improvement of the cognitive skills of student teachers. A literature study was undertaken to highlight the importance and nature of thinking abilities necessary for learning, as well as the role of Feuerstein's Instrumental Enrichment programme in this regard. Explanatory mixed method research by means of testing, as well as a narrative analysis was employed. An empirical study with a pre-experimental research design in which intervention research was incorporated was conducted over a period of twelve weeks with twenty four second-year student teachers majoring in Mathematics. The students were randomly assigned to two groups. A pretest with the DAT-L test was administered to both groups to determine the extent of their thinking skills development. After the pre-test group 1 was exposed to intervention with the Feuerstein Instrumental Enrichment programme for a period of six weeks in an attempt to develop and/or improve thinking skills. After the intervention program group 1 was tested again with the DAT-L test in order to determine if the intervention programme had developed and/or improved thinking skills or not. After this, group 2 was exposed to intervention with the Feuerstein Instrumental Enrichment programme for a period of six weeks. After the six week period both groups were tested again with the DAT-L test to determine the impact of the intervention programme on the thinking skills of group 2 and to establish what happened to the thinking skills of group 1 during the period in which they were not exposed to the intervention. In support of the data gained through the test results, participants were requested to write up their perceptions of and experiences related to the Feuerstein Instrumental Enrichment programme in a narrative. The narratives were analysed and the results were utilized to support the data obtained with the quantitative study. Results indicated that room exists for improving the thinking skills of student teachers and that Feuerstein's Instrumental Enrichment programme possesses the latent potential to improve and develop thinking skills. The study is concluded with recommendations on how to develop and improve thinking skills.
Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

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Richard, Gilbert Avanzini Guy. „A qui profite la médiation éducative ? étude d'une évaluation diagnostique au cycle 3 de l'école élémentaire /“. [S.l.] : [s.n.], 2001. http://theses.univ-lyon2.fr/sdx/theses/lyon2/2001/richard_g.

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Chi, Catherine Kai-ling. „Building an ideal high school instrumental ensemble program in Taiwan : based on the theory of multiple intelligences and Ithaca High School Band Program from 1955 to 1967 directed by Frank Battisti /“. Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/11411.

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Cordero, Toledo Manuel Antonio. „La experiencia de los programas de retencion estudiantil en una universidad privada en Puerto Rico| Un estudio instrumental de caso“. Thesis, University of Puerto Rico, Rio Piedras (Puerto Rico), 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133520.

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El propósito del estudio se enfocó en conocer cómo funcionan los programas de retención. Utilizó un diseño instrumental de caso (Stake, 1995) y se delimitó en su alcance a explorar y describir la experiencia de un programa de retención, en el contexto de una institución universitaria privada en Puerto Rico (PR). Enfatizó en los procesos y experiencias del programa, interesados en mejorar el entendimiento del fenómeno de la retención estudiantil en el entorno de la universidad privada en PR.

Las preguntas fueron dirigidas a explorar y describir: los procesos y experiencias del programa que facilitan la integración de los estudiantes; condiciones que generan una ecología que facilite el éxito de éstos; mecanismos anticipatorios y de adaptación que se observan en ellos, y cómo son incentivados para responder a eventos que les afectan; y, aquellas interacciones en el campus y con el programa que involucran a éstos en su vida académica. La información se recopiló mediante grupos focales, y el análisis e interpretación, mediante triangulación de datos y secuenciación analítica (Stake, 1995), discutiendo y armonizando contrastes sobre la percepción entre los participantes sobre el éxito y contribuciones del programa.

Los hallazgos revelan: a) consensos sobre la contribución del programa para facilitar la integración de los estudiantes, mediante el apoyo para el manejo de la transición, el trato individualizado, la disponibilidad y accesibilidad de los servicios, ambientes de oportunidades, y el compromiso y liderazgo institucional; b) experiencias con influencias positivas en la retención, posibilitadas mediante interacción entre pares, contacto con profesores, involucramiento en actividades extracurriculares, grupos de apoyo e interacciones con el personal del programa; c) fuertes conexiones de los estudiantes con el personal, con profesores y compañeros de grupo para responder a situaciones personales y de riesgo; y, d) testimonios que demuestran las fortalezas del programa para involucrar a los estudiantes académicamente, para mejorar el desempeño académico y retención. Finalmente, se plantean contrastes entre los participantes del programa, acerca de asuntos que les resultan comunes, pero que mantienen apreciaciones discrepantes entre sí, las cuales deben tener consideración futura en el diseño e implantación de los programas similares en otras universidades privadas en PR.

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Soidet, Isabelle. „Formes et efficacité de la médiation éducative dans les interactions de tutelle : à propos de l'influence du style d'apprentissage du tutore, du style pédagogique du tuteur et du type de tâche“. Paris 5, 2003. http://www.theses.fr/2003PA05H012.

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Au cours des travaux menés dans cette thèse nous avons analysé les médiations éducatives (formes et efficacité) résultantes d'interactions de tutelle entre élèves, à la fois d'un point de vue individuel -en étudiant les stratégies éducatives de tuteurs-, et d'un point de vue séquentiel -en étudiant les dynamiques interactives tuteur-tutoré attachées aux aides apportées. Nos principaux résultats s'articulent autour : -De la définition (et de l'évaluation) de style pédagogiques tutoriels (libéral versus social), -De la mise en évidence de stratégies éducatives plus ou moins efficaces, du point de vue de l'apprentissage, selon certaines conditions particulièrement attachées à telle ou telle caractéristique personnelle ou situationnelle, -De la construction de grilles d'analyse du discours permettant une étude à la fois des stratégies individuelles et des dynamiques interactives
In the works carried out in this thesis, we analysed the educational mediations (ways and effectiveness) resulting from tutoring interactions between learners, both in studying the teachers' individual strategies, and, from a sequential point of view, in studying the dynamic interactions teacher-learner attached to the brought help. Our main results are linked around : -defining and assessing teachers' pedagogical styles (liberal/social), -bringing out more or less effective educational strategies, from a learning angle, according to some conditions specific of any personal or situational feature, -building grids of speech analysis, in order to study both individual strategies and dynamic interactions

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Herbert, Jean-Marie. „Effet du PEI (Programme d'Enrichissement Instrumental de Feuerstein) sur la capacité de la mémoire de travail estimée à partir des activités de lecture“. Lille 3, 1999. http://www.theses.fr/1999LIL30007.

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Hastings, Alcee L. II. „An Instrumental Case Study on Declining Enrollment Conditions for an Associate of Arts in Early Childhood Degree Program W ithin a Private University“. Thesis, NSUWorks, 2014. https://nsuworks.nova.edu/fse_etd/17.

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This study addresses the declining enrollment conditions for an Associate of Arts Program at a private university. The problem this dissertation will address involves a need for increasing enrollment in the Associate of Arts (AA) in Early Childhood Education. The information about the program is currently not reaching the targeted population in order to raise awareness and in turn increase the enrollment in the program. The purpose of this project is to enable the enrollment service representatives, with the aid of their knowledge of recruiting the potential student population and information about the Associate of Arts in Early Childhood Education Degree (AA/ECE). The enrollment services representatives should be able to recruit and enroll new students in the program. The recommendations to effect dramatic enrollment changes in the program consist of the following: registration initiatives designed to focus on prospective students interested in the program, such as, recruiting calls from staff and offering direct assistance with registration, the development of a new database specially targeting prospective students, and a marketing and advertising campaign using traditional and social media to find new applicants. It also seeks to assess the impact the marketing and recruiting training will have on the staff and on the AA/ECE program.

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Richard, Gilbert. „A qui profite la médiation éducative ? : étude d'une évaluation diagnostique au cycle 3 de l'école élémentaire“. Lyon 2, 2001. http://theses.univ-lyon2.fr/documents/lyon2/2001/richard_g.

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La médiation éducative est une extension de la " médiation cognitive " issue des travaux théoriques et empiriques du professeur israélien Reuven Feuerstein sur l'expérience d'apprentissage médiatisée et la modifiabilité cognitive structurale. Elle s'actualise par les recherches menées au Québec sur l'efficience cognitive et les stratégies de résolution de problèmes (P. Andy et alii). Elle s'enrichit de l'apport des études américaines et australiennes sur le rôle des attitudes et des émotions dans les situations d'apprentissage (A. Ellis, M. Bernard). Cette approche se caractérise par le rôle décisif que joue l'enseignant (dit médiateur) grâce à son intervention intentionnelle dans les processus d'apprentissage des élèves. De façon à optimiser le fonctionnement intellectuel de l'apprenant, le maître respecte des attitudes éducatives, appelées également critères de médiation, dont les trois principaux consistent à : - avoir des intentions claires, - donner du sens à ce qui est entrepris et enseigné, - tirer des leçons ou des règles de ce qui est appris. Cette étude réalisée sur une année scolaire, auprès de 14 classes de cycle 3 de l'école élémentaire, regroupant un échantillon de près de 300 élèves, vise à identifier quels types d'élèves profitent le plus de cette pratique pédagogique. A l'aide d'une évaluation diagnostique de l'efficience cognitive (P. E. S. D), et après comparaison des performances au pré-test et au post-test, elle montre que près de 60% d'entre eux manifestent des changements significatifs et que ce sont plutôt les élèves faibles et moyens - une fois n'est pas coutume - qui en bénéficient davantage. Par ailleurs, des effets notables sont observés sur la compréhension de lecture et la production d'écrits ; la capacité d'attention et les méthodes de travail, ainsi que certaines attitudes face à la tâche. Pouvant être opérationnalisée dès le cycle 2 en une démarche spécifique, au cours des apprentissages fondamentaux, puis renforcée dans le cycle des approfondissements, la médiation éducative revalorise l'acte d'enseignement, remotive les enseignants et redonne le goût d'apprendre aux élèves parfois laissés pour compte. Fondée sur les valeurs humanistes universelles, elle doit conduire chaque partenaire de l'éducation (enseignant, parent, enfant) à assumer ses responsabilités.

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La, Tegola Antonella. „L'Italiano a Miami: An Investigation of the Current Status of the Teaching and Learning of the Italian Language in Miami and of Students' Motivational Factors“. FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2226.

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The purpose of this thesis was to investigate the current status of the study of Italian in Miami and particularly to identify the motivational factors behind student enrollment in local Italian programs. A qualitative study was carried out based on interviews with the local director of “Società Dante Alighieri” and four students studying Italian in two different settings. Gardner and Lambert’s (1959) concepts of instrumental and integrative motivation and the motivation components identified by Csizér and Dörnyei (2005) provided the conceptual framework for this study. According to the information obtained from the five participants the study of Italian in Miami is mostly linked to integrative motivation and particularly to the motivation components referred by Csizér and Dörnyei as “attitude toward the L2 speakers/community” and “culture interest”. These findings are in line with previous research that linked the study of Italian in the United States to cultural and ethnic factors related to integrative motivation.

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Stewart, Michael John. „A study of first-year students within The Ohio State University and the factors influencing nonparticipation in band programs at the collegiate level“. Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180417443.

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Cruz, Sylvio Benedicto. „A teoria da modificabilidade cognitiva estrutural de Feuerstein. Aplicação do Programa de Enriquecimento Instrumental (PEI) em estudantes da 3ª série de escolas do ensino médio“. Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-10122007-160413/.

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A Sociedade e o mercado de trabalho exigem de cidadãos e trabalhadores, nos últimos tempos, um perfil de desempenho diferente daquele até então aceito. As principais carências do trabalhador dizem respeito, dentre outras necessidades, ao desempenho de certas competências pessoais e a melhoria do funcionamento cognitivo. As escolas, responsáveis pela preparação dessas pessoas para viver em Sociedade - o que inclui a preparação para o mundo do trabalho - não costumam realizar ações educacionais intencionais na direção da melhoria do desenvolvimento cognitivo de seus alunos. O foco do presente estudo está na possibilidade da Escola realizar intencionalmente o desenvolvimento cognitivo de estudantes, futuros trabalhadores. utilizando um programa já existente, criado e estruturado para essa finalidade por Reuven Feuerstein. No final da década de 1940, coube a Feuerstein a tarefa de educar centenas de crianças e jovens, órfãos da guerra, para que se tornassem cidadãos autônomos e produtivos. Diante da necessidade real de modificar o desempenho cognitivo e resgatar a cidadania dessas pessoas, Feuerstein criou - a partir de sua visão de mundo, de um conjunto de crenças por ele estabelecido e de sua experiência - duas teorias: Modificabilidade Cognitiva Estrutural e Experiência de Aprendizagem Mediada e três sistemas inter-relacionados, ou seja, um sistema de avaliação: Avaliação Dinâmica do Potencial de Aprendizagem, um sistema de intervenção: Programa de Enriquecimento Instrumental e um sistema de manutenção: Modelagem de Ambientes Modificadores. Avaliar o efeito do primeiro nível do Programa de Enriquecimento Instrumental (PEI I) no desenvolvimento cognitivo de estudantes da 3ª série de Escolas pública ou privada de Ensino Médio é o objetivo amplo desse trabalho. Em resumo, foram envolvidos no projeto 96 estudantes (54 rapazes e 42 moças) de duas Escolas de Ensino Médio: uma privada e outra pública. Sessenta e sete desses alunos participaram dos grupos experimentais que se submeteram ao PEI I e as outras 29 pessoas integraram grupos de controle, não participando, portanto, da aplicação do Programa. Todos os estudantes participaram de uma avaliação inicial diante de seis instrumentos, sendo que alguns deles permitiam avaliação dinâmica. Da análise dos resultados dos instrumentos, que envolviam avaliação dinâmica, foram levantadas necessidades e estabelecidos procedimentos de intervenção. Os alunos dos grupos experimentais foram submetidos ao primeiro nível do Programa de Enriquecimento Instrumental (PEI I). Durante a aplicação do PEI I, alunos participaram de avaliação intermediária, realizada a partir da aplicação de instrumento de avaliação e ou de questionário para levantamento da percepção dos estudantes sobre o PEI. Finalmente, todos os participantes foram submetidos a uma avaliação final. Os resultados foram analisados de forma descritiva e estatística. Os testes U ou de Mann- Whitney e o teste t de Student foram utilizados para indicar semelhanças e diferenças prováveis entre os desempenhos dos grupos de alunos. A partir da discussão desses resultados foram montadas proposições que justificaram as seguintes conclusões: A modificabilidade cognitiva estrutural dos estudantes dos grupos experimentais foi ampliada. O desenvolvimento cognitivo demonstrado pelos estudantes dos grupos experimentais foi maior que o desempenho cognitivo demonstrado pelos alunos do grupo de controle.
In the recent past, both society and labour market are demanding from citizens a performance far different from those accept until then. The major lacks of workers may concern, among others, to the development of specific personal competences and to the improve of the cognitive process. Schools, responsible for the preparation for life in society - including the life in the labour market - don\'t usually take intentional educational actions aiming the improve of the cognitive development of their students. The focus of the present study is mainly on analyzing the possibility of Schools to make an intentional effort to develop student\'s cognitive habilities, future workers, using a preexisting program created and structured for this meaning by Reuven Feuerstein. In the late 40\'s, Feurstein took the task of teaching hundreds of children and teenagers, war orphan children, to become autonomous and productive citizens. Facing the real need of improving their cognitive habilities and rescuing their citizenship, Feuerstein came up - using his own wide world perception, personal beliefs and experience - with two theories: Structural Cognitive Modifiability (SCM) and Mediated Learning Experience (MLE) and three interrelated systems, or an evaluation system: Learning Potential Assesment Device (LPAD), an interventional system: Feuerstein Instrumental Enrichment (FIE) and a maintenance system: Shaping Modifying Environments (ME). The aim of this paper is to evaluate the effect of the first level of the Feuerstein Instrumental Enrichment (FIE I) on 3rd grade public or private High School student\'s cognitive development. Summing up, there were 96 students involved in this project (54 boys and 42 girls) from two different High Schools: one private and one public. Sixty seven of these students were placed on experimental groups that were submitted to FIE I and the other 29 kids took part on control groups, staying away from the program application. All the students participated on an initial evaluation, facing six instruments, some of then allowing a dynamic evaluation. From the instrument result analysys, needs were raised and intervention procedures were established. The students\'s experimental group was submitted to the first level of the Feuerstein Instrumental Enrichment (FIE I). During its application, the students had an intermediary evaluation, made by the application of the evaluation instrument and by a questionnaire to measure the student\'s level of perception about the (FIE I). Finally, all the participants were submitted to a final evaluation. The results were analyzed in a descriptive statistical way. The U or Mann-Whitney tests and the t for Student test were used to indicate probable similarities and differences among the student\'s groups performances. From its discussion were put together propositions to justify the following conclusions: The student\'s experimental group structural cognitive modifiability was raised. The cognitive development shown by the student\'s experimental group was higher than the cognitive performance shown by the student\'s control group.

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Lawson, Jordan L. „Strengthening Causal Inferences: Examining Instrument-Free Approaches to Addressing Endogeneity Bias in the Evaluation of an Integrated Student Support Program“. Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108595.

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Thesis advisor: Laura M. O'Dwyer
Education researchers are frequently interested in examining the causal impact of academic services and interventions; however, it is often not feasible to randomly assign study elements to treatment conditions in the field of education (Adelson, 2013). When assignment to treatment conditions is non-random, the omission of any variables relevant to treatment selection creates a correlation between the treatment variable and the error in regression models. This is termed endogeneity (Ebbes, 2004). In the presence of endogeneity, treatment effect estimates from traditionally used regression approaches may be biased. The purpose of this study was to investigate the causal impact of an integrated student support model, namely City Connects, on student academic achievement. Given that students are not randomly assigned to the City Connects intervention, endogeneity bias may be present. To address this issue, two novel and underused statistical approaches were used with school admissions lottery data, namely Gaussian copula regression developed by Park and Gupta (2012), and Latent Instrumental Variable (LIV) regression developed by Peter Ebbes (2004). The use of real-world school admissions lottery data allowed the first-ever comparison of the two proposed methods with Instrumental Variable (IV) regression under a large-scale randomized control (RCT) trial. Additionally, the researcher used simulation data to investigate both the performance and boundaries of the two proposed methods compared with that of OLS and IV regression. Simulation study findings suggest that both Gaussian copula and LIV regression are useful approaches for addressing endogeneity bias across a range of research conditions. Furthermore, simulation findings suggest that the two proposed methods have important differences in their set of identifying assumptions, and that some assumptions are more crucial than others. Results from the application of the Gaussian copula and LIV regression in the City Connects school lottery admissions study demonstrated that receiving the City Connects model of integrated student support during elementary school has a positive impact on mathematics achievement. Such findings underscore the importance of addressing out-of-school barriers to learning
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement and Evaluation

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Fillet, Dorothée. „Niveau de contrôle par l’apprenant de son épisode d’apprentissage hypermédia : Influences sur son activité métacognitive et ses performances“. Rennes 2, 2010. http://tel.archives-ouvertes.fr/tel-00565852/fr/.

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Un environnement d’apprentissage hypermédia se caractérise par un haut niveau de contrôle de l’apprenant sur son épisode d’apprentissage: Or, ce haut niveau de contrôle ne bénéficie pas à tous les apprenants selon certaines différences interindividuelles Les objectifs de cette étude sont donc de déterminer le(s) facteur(s) influençant l’utilisation des fonctions de contrôle dans un environnement d’apprentissage hypermédia, et de comprendre comment il(s) influence(nt) à la fois l’utilisation de l’environnement d’apprentissage et les performances d’apprentissage. Les premières expériences permettent de souligner l’importance du niveau de connaissances préalables des apprenants dans le domaine. En effet, en situation d’apprentissage hypermédia, les apprenants n’ayant pas ou peu de connaissances préalables dans le domaine adoptent des stratégies de consultation non appropriées (Etude 1). Or, lorsque le contrôle du séquençage est limité, il est observé que ces mêmes apprenants mettent en place des comportements de navigation plus pertinents, obtiennent de meilleures performances d’apprentissage (Etude 2) et éprouvent moins de difficultés à évaluer leur niveau de connaissances réel en fin de consultation (Etude 3). L’utilisation d’une méthode d’enregistrement des mouvements oculaires couplée à un protocole verbal différé met en évidence une activité métacognitive plus importante de ces apprenants (Etude 4). Ainsi, les apprenants en situation de contrôle libre ou limité de l’épisode d’apprentissage se différencient-ils concernant la charge cognitive liée à l’utilisation de l’environnement hypermédia en lui-même et la pertinence des traitements cognitifs réalisés sur le contenu informationnel (Etude 5). La cohérence de cet ensemble d’études étant établie (Etude 6), les résultats sont discutés en termes de retombées pour la conception d’environnements hypermédias pour l’apprentissage
A high level of learner control characterizes hypermedia learning environments. However this increased control over access to information is not equally beneficial to all learners depending on interindividual differences. This thesis aims at determining factors influencing the use of control functions in a hypermedia learning environment and understanding how these factors have an impact on both hypermedia use and learning outcomes. The first experiments underlined the importance of prior domain knowledge level. Indeed, low knowledgeable learners adopted inappropriate reading strategy during hypermedia learning (Study 1) However we observed that they had more relevant navigation behaviors and better comprehension outcomes when control was limited (Study 2). They were also more accurate when assessing their understanding of information at the end of the learning session (Study 3) An eye-tracking method and a thinkaloud protocol were jointly used and results indicated that they had a greater metacognitive activity during learning (Study 4) Thus cognitive load linked to hypermedia using activity and relevance of information processing were affected by the level of learner control (Study 5). Once coherence of this serie of experiments has been established (Study 6), outcomes and design issues are discussed

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Guibert, Nicolas. „Validation d'une approche basée sur l'exemple pour l'initiation à la programmation“. Poitiers, 2006. http://www.theses.fr/2006POIT2341.

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Alors qu’ordinateurs et programmes informatiques se sont implantés dans nombre de disciplines scientifiques en tant qu'outils d'analyse ou instruments de mesure, l'acquisition des compétences requises pour la conception de programmes ne se fait pas aisément. De nombreuses études ont caractérisé les erreurs et difficultés rencontrées par les programmeurs novices. Les environnements actuellement utilisés pour l’apprentissage de la programmation se composent d’outils conçus dans une unique optique de développement, et non pas dans cadre explicitement pédagogique. A cette approche « industrielle » s’oppose une approche explicitement pédagogique, où le but premier est la découverte et la construction de connaissances, et non pas la réalisation de tâches techniques. Cette Thèse étudie l’usage d'un paradigme de programmation alternatif, la programmation graphique sur exemple, comme support à la construction active d’un savoir viable par l'étudiant, en s’appuyant sur des expérimentations en situations réelles avec un environnement adapté conçu explicitement pour l’apprentissage
Although computers and programs have now become essential in experimental sciences as analysis or measurement tools, many students still find learning Computer Science is extremely difficult. Many studies have characterised the errors and difficulties encountered by novice programmers. The environments in use nowadays for learning programming are tools built in the unique perspective of development, and not in a pedagogical perspective. This “industrial” approach is often opposed to a genuine pedagogical approach, where the goal is discovery and acquisition of knowledge, and not the realisation of technical tasks. This thesis explores the use of an alternative interaction paradigm, “programming by examples”, to support the student’s active construction of viable knowledge, by the use of experimental studies led in a concrete environment, with an adapted programming by examples environment, engineered specifically for a pedagogical purpose

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Torres, Ospina Sara. „Uncovering the Role of Community Health Worker/Lay Health Worker Programs in Addressing Health Equity for Immigrant and Refugee Women in Canada: An Instrumental and Embedded Qualitative Case Study“. Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/23753.

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“Why do immigrants and refugees need community health workers/lay health workers (CHWs) if Canada already has a universal health care system?” Abundant evidence demonstrates that despite the universality of our health care system marginalized populations, including immigrants and refugees, experience barriers to accessing the health system. Evidence on the role of CHWs facilitating access is both lacking and urgently needed. This dissertation contributes to this evidence by providing a thick description and thorough analytical exploration of a CHW model, in Edmonton, Canada. Specifically, I examine the activities of the Multicultural Health Brokers Co-operative (MCHB Co-op) and its Multicultural Health Brokers from 1992 to 2011 as well as the relationship they have with Alberta Health Services (AHS) Edmonton Zone Public Health. The research for this study is based on an instrumental and embedded qualitative case study design. The case is the MCHB Co-op, an independently-run multicultural health worker co-operative, which contracts with health and social services providers in Edmonton to offer linguistically- and culturally-appropriate services to marginalized immigrant and refugee women and their families. The two embedded mini-cases are two programs of the MCHB Co-op: Perinatal Outreach and Health for Two, which are the raison d’être for a sustained partnership between the MCHB Co-op and AHS. The phenomenon under study is the Multicultural Health Brokers’ practice. I triangulate multiple methods (research strategies and data sources), including 46 days of participant and direct observation, 44 in-depth interviews (with Multicultural Health Brokers, mentors, women using the programs, health professionals and outsiders who knew of the work of the MCHB Co-op and Multicultural Health Brokers), and document review and analysis of policy documents, yearly reports, training manuals, educational materials as well as quantitative analysis of the Health Brokers’ 3,442 client caseload database. In addition, data include my field notes of both descriptive and analytical reflections taken throughout the onsite research. I also triangulate various theoretical frameworks to explore how historically specific social structures, economic relationships, and ideological assumptions serve to create and reinforce the conditions that give rise to the need for CHWs, and the factors that aid or hinder their ability to facilitate marginalized populations’ access to health and social services. Findings reveal that Multicultural Health Brokers facilitate access to health and social services as well as foster community capacity building in order to address settlement, adaptation, and integration of immigrant and refugee women and their families into Canadian society. Findings also demonstrate that the Multicultural Health Broker model is an example of collaboration between community-based organizations and local systems in targeting health equity for marginalized populations; in particular, in perinatal health and violence against women. A major problem these workers face is they provide important services as part of Canada’s health human resources workforce, but their contributions are often not recognized as such. The triangulation of methods and theory provides empirical and theoretical understanding of the Multicultural Health Brokers’ contribution to immigrant and refugee women and their families’ feminist urban citizenship.

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Demaret-Fouli, Elodie. „La médiation comme facteur de maîtrise intellectuelle et cognitive en cas de déprivation culturelle : étude longitudino-transversale portant sur 66 enfants de 3 à 11 ans“. Amiens, 2011. http://www.theses.fr/2011AMIE0036.

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Au travers de la médiation sociale et humaine, nous recevons nos modalités de vie, de pensée et d'apprentissage. La médiation est un élément important dans le développement intellectuel. L'intelligence se construit, en effet, dans les interactions sociales et culturelles. La culture donne une signification à l'action. Quand la médiation manque ou est insuffisante, le sujet devient, ce que Feuerstein appelle, un « déprivé culturel ». L'enfant n'a pas alors les instruments nécessaires pour s'adapter, traiter l'information et acquérir ainsi de nouvelles connaissances occasionnant des difficultés scolaires dès qu'il entre à l'école. Notre objectif est de montrer l'importance de la médiation dans les acquisitions. Médiation que l'enfant va trouver dans des interactions programmées avec des sujets experts animés d'intentions pédagogiques spécifiques pour l'aider, l'orienter et l'accompagner. Notre recherche comporte le versant psychopédagogique d'une étude longitudino-transversale réalisée auprès de 66 enfants âgés de 3 à11 ans. La méthodologie utilisée repose sur le test-retest : le premier établit un bilan clinique destiné à montrer que les enfants présentent les caractéristiques de normalité, les potentialités d'apprentissage et les repères premiers indispensables à la mise en oeuvre des apprentissages, le second est réalisé après une sensibilisation de près d'un an des enseignants à la médiation. Un bilan terminal est effectué pour observer l'impact et le rôle de la médiation sur les apprentissages. L'analyse des résultats débouche, d'une part, sur des constats quantitatifs globaux qui servent d'indicateurs à des constats spécifiques quantitatifs et qualitatifs, effectués, d'autre part, sur des analyses de cas individuels. Il ressort des constats effectués que la diversité des aptitudes appréhendées en phase test à l'aide des subtests des échelles de Wechsler, des bilans psychomoteurs et des épreuves de dessin n'est pas distribuée de manière toujours harmonieuse chez les sujets, que lors du retest, ceux qui ont bénéficié de médiation cognitive tendent davantage à harmoniser leurs aptitudes, mais aussi modifient leurs comportements, en particulier dans le sens d'une utilisation des échecs et des erreurs pour parvenir à corriger leurs stratégies de raisonnement mais aussi pour mieux chercher à s'adapter, par prise de recul intellectuel aux réalités changeantes. Les analyses de cas individuels permettent de mettre l'accent sur la réalisation de progrès auto-contrôlés dans les repérages des données d'espace et de temps par rapport à soi mais aussi de manière décentrée intellectuellement, ce qui conduit l'enfant qui a bénéficié de la médiation à s'éloigner d'une pensée concrète pragmatique et à s'accoutumer à une pensée symbolique plus abstraite
Through the social and human mediation, we receive our modalities of life, thought and learning. Mediation plays an important role in the intellectual development. Indeed, intelligence is built through social and cultural interactions. The culture gives a meaning to the action. When the mediation misses or is insufficient, the subject becomes, in Feuerstein's words, a "culturally deprived" person. Then the child doesn't have the right tools to adapt and deal the information, and thus gain new knowledge which then creates learning difficulties when they are of school age. Our goal is to show the importance of mediation in learning. Mediation which the child is going to find in interactions programmed with expert subjects livened up by specific educational intentions to help him, direct him and accompany him. Our research bears a psycho-pedagogical side of a longitudino-transverse study realized with 66 children from 3 to 11 years old. The used methodology bases on the test retest. The first is a clinical checkup aiming to show that the children have the characteristics of normality, the ability of learning, and the basic references necessary to implement the learnings ; the second is done after the teachers have been trained on mediation for a year ; a final assessment is made to observe the impact and the role of mediation on learnings. The analysis of the results uncorks, on one hand, on global quantitative reports which are of use as indicators to make quantitative and qualitative specific reports, on the other hand, on analyses of individual cases. The made reports show that the variety of the capacities grasped in test phase, by means of the subtests of the ladders of Wechsler, psychomotor assessments and tests of drawing, is not distributed in a always harmonious way at the subjects, during the retest ; those who benefited from cognitive mediation tend more to harmonize their capacities, but also modify their behavior, in particular in the sense of a use of the failures and the errors to succeed in correcting their strategies of reasoning, but also to try better to adapt itself to the changeable realities. The analyses of individual cases allow to emphasize the realization of progress auto-checked (auto-controlled) in the locations of the data of space and of time with regard to one but also by moving away intellectually, what leads the child who benefited from the mediation to go away from a pragmatic concrete thought and to get used to a more abstract symbolic thought

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Albert, Cécile Avanzini Guy. „Pour quoi pratique-t-on les techniques Freinet, la Gestion mentale ou le PEI ? les facteurs d'un choix /“. [S.l.] : [s.n.], 2001. http://theses.univ-lyon2.fr/sdx/theses/lyon2/2001/laniesse_c.

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Crabb, Brooke Evangeline. „Perceptions of the transition to assisted living as a function of psychological well-being, instrumental activities of daily living, and coping: A prospective study“. CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2439.

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This study examined the influence of three predictor variables on perceptions of assisted living: psychological well-being, functional status, and coping strategies. A multiple regression analysis was used to examine the influence of these factors on perceptions of the transition to assisted living.

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Thureau, Nathalie. „Contribution à l'interférométrie optique à longue base en mode multi-tavelures : analyse formelle et quantitative des pertes de visibilité instrumentales pour l'interféromètre GI2T-REGAIN. Préparation du programme d'observation des étoiles multiples“. Nice, 2001. http://www.theses.fr/2001NICE5607.

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Ce mémoire de thèse présente le résultats des travaux que j'ai effectué à l'observatoire de la Côte d'Azur (OCA). Le projet que j'ai mené s'inscrit pleinement dans le cadre du développement des techniques de haute résolution angulaire. L'objectif principal de ce travail de thèse était de mener une analyse formelle et quantitative des effets instrumentaux pouvant affecter l'information interférométrique dans le contexte particulier de l'interféromètre stellaire GI2T-REGAIN. Cet interféromètre longue base, à deux ouvertures, fonctionne dans un mode multi-tavelures. L'utilisation d'un spectrographe comme instrumentation focale permet de combiner des capacités de haute résolution angulaire et de résolution spectrale. Dans une première partie, je rappelle le contexte dans lequel s'est développé l'interférométrie stellaire optique à l'OCA. Je donne ensuite une description de la table de recombinaison REGAIN et du spectrographe installé au foyer de l'interféromètre. Une seconde partie décrit l'analyse que j'ai faite des pertes de visibilité instrumentales résiduelles. Pour avoir une information interférométrique de qualité et exploitable, il faut assurer la précision et l'exactitude de la mesure. Il faut donc être capable de distinguer la contribution de l'information astrophysique et la contribution de l'instrumentation sur la mesure. Cela nécessite un étalonnage et une connaissance exacte des phénomènes pouvant affecter le faisceau stellaire pendant sa propagation dans l'instrument. Pour cela, j'ai travaillé à la modélisation de différents effets dont il fallait connaître l'incidence sur la mesure. Ce travail a permis de savoir à quel niveau peuvent se produire ces pertes de contraste, et si elles sont à prendre en compte ou non dans la préparation de l'observation et la réduction des données. La troisième partie de ce manuscrit décrit l'implantation des modules de compensation de la dispersion longitudinale dans la table REGAIN. J'ai réalisé une étude théorique complète du phénomène en regard des spécificités de l'instrument. Cette étude théorique m'a ensuite permis d'écrire le logiciel permettant la gestion de ces modules. Après cette partie théorique, j'ai participé à l'intégration mécanique du système et réalisé les alignements optiques. Les modules sont maintenant opérationnels. La dernière étape de ce projet consiste à qualifier les modules sur le ciel. Dans la dernière partie de ce document j'explique quelle a été ma participation au développement du programme d'observation d'étoiles multiples. D'une part par la réalisation d'un logiciel permettant d'estimer la fonction de visibilité en fonction des paramètres orbitaux et de la configuration instrumentale. D'autre part par la réalisation d'études spécifiques sur quelques objets qui bénéficieraient pleinement des capacités de haute résolution angulaire et haute résolution spectrale de l'instrument. Ainsi, la géométrie complexe et intrigante de l'étoile phi Persei en fait une bonne candidate pour les prochaines campagnes d'observation.

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Batista, Janete Jakatanvisky Alves. „Os efeitos da metodologia de Feuerstein no desempenho de trabalhadores do setor de serviços : um estudo de caso“. reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2000. http://hdl.handle.net/10183/3617.

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Este trabalho tem por objetivo avaliar os resultados do método PEI – Programa de Enriquecimento Instrumental – desenvolvido por Reuven Feuerstein, em trabalhadores de baixa escolaridade e qualificação de uma empresa de serviços. A fim de compreender as demandas das empresas modernas em relação aos seus trabalhadores, buscou-se na literatura o referencial teórico das escolas de administração que acompanham a crescente complexidade do ambiente empresarial moderno. A tendência à descentralização, principalmente na área de serviços, tem exigido o desenvolvimento da capacidade cognitiva e criativa de seus colaboradores. Considerando que o processo evolucionário, mesmo coletivamente, é resultado de uma aprendizagem individual, buscou-se no trabalho do educador Reuven Feuerstein um referencial teórico e metodológico que pudesse contribuir para que este ajustamento ocorra sem prejuízos para o trabalhador. Sua abordagem partiu da proposta de Piaget e está alinhada à de Vygotsky e Paulo Freire, também estudados na Parte I deste trabalho. A Parte II apresenta o desenrolar da pesquisa na empresa de serviços terceirizados, a ANDRITA Dragagens e Limpezas, onde o método de Feuerstein foi ministrado para 19 empregados voluntários, por 22 semanas. Nela são expostas as apreciações das avaliações, baseadas em testes e entrevistas individuais, realizadas pré e pós- intervenção. Os resultados do programa foram medidos por meio da análise comparativa das avaliações efetuadas antes e depois do PEI e são explanados na Parte III. Eles indicam que o método produziu mudanças positivas para todos os participantes, embora variando de foco e intensidade. Os efeitos mais significativos apareceram na auto-estima, os quais repercutiram na visão mais otimista do futuro e na atitude mais ativa e reflexiva diante de adversidades. A grande maioria dos participantes percebeu diferenças em seu jeito de ser e agir, tais como maior controle emocional, melhor comunicação e relacionamento interpessoal. Também foram comprovados ganhos no nível intelectual e na criatividade dos participantes. Essas mudanças se refletiram nas várias esferas da vida social, principalmente profissional e doméstica, proporcionando melhora em algum aspecto do desempenho percebido por eles próprios ou pela chefia. Passaram a assumir mais a responsabilidade pelo próprio desempenho, o que é uma característica desejável em trabalhadores de serviços. Um aspecto marcante da participação no programa foi o engajamento nas tarefas propostas pelos exercícios. Há vários relatos de como mergulhavam nas atividades e esqueciam do tempo e das preocupações, o que também é esperado no programa e visa desenvolver a motivação intrínseca, pela formação do hábito de realizar atividades que desafiem a própria capacidade. As entrevistas assinalaram, ainda, opiniões quanto ao método, seus exercícios e forma de condução, permitindo levantar idéias acerca da possibilidade de enriquecimento das atividades junto aos grupos de adultos em ambiente de trabalho.

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Albert, Cécile. „Pour quoi pratique-t-on les techniques Freinet, la Gestion mentale ou le PEI ? : les facteurs d'un choix“. Lyon 2, 2001. http://theses.univ-lyon2.fr/sdx/theses/lyon2/2001/laniesse_c.

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La thèse montre qu'en dépit des différences parfois radicales entre des pédagogies innovantes, les enseignants qui les pratiquent partagent une visée éducative commune se référant à la valeur de la personne. Cette référence essentielle constitue en réalité le fondement authentique de leur pratique persévérante. La recherche s'appuie sur trente entretiens réalisés auprès de praticiens des techniques Freinet, de la Gestion Mentale et du PEI (Programme d'Enrichissement Instrumentale
This dissertation shows that, in spite of the sometimes radical differences between the various types of innovative pedagogy, the teachers who use them all share a common vision which constitutes their commitment This vision issues from their reference to personnal value which is the fundamental basis of the hard work and persevereace they show in their career. This analysis includes 30 interviews with teachers who use the Freinet techniques, Mental management and PEI (Instrumental Enrichment)

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Gómez, Gabriela. „Intervención cognitiva en la enseñanza de la física y la matemática para estudiantes de los primeros ciclos“. En Blanco y Negro, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/117191.

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En este artículo, se describe una experiencia de intervención cognitiva, realizada en la universidad, organizada por la Oficina de Apoyo Académico y orientada a la problemática de las dificultades para alcanzar un aprendizaje significativo por parte de nuestros estudiantes. Para ello se aplicó el Programa de Enriquecimiento Instrumental (PEI)[1], con la finalidad de que el alumno sea consciente de su propio proceso de pensamiento, sea capaz de modificar sus hábitos de procesamiento de información y resuelva situaciones problemáticas de física y matemática, desde un enfoque estructurado y organizado, considerando las operaciones mentales necesarias.

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Dissertationen zum Thema „Instrumentace programu“

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