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1
Mitchell, Darren. "Anzac Rituals – Secular, Sacred, Christian." Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/22695.
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This thesis argues that Australia’s Anzac ceremonial forms emerged from Christian thinking and liturgy. Existing accounts of Anzac Day have focussed on the secular and Western classical forms incorporated into Anzac ritual and minimised the significant connection between Christianity and Anzac Day. Early Anzac ceremonies conducted during the Great War were based on Anglican forms, and distinctive commemorative components have their antecedents in religious customs and civic rites of the time. Anglican clergy played the leading role in developing this Anzac legacy - belief in Australia in the 1910s and 1920s remained predominantly Christian, with approximately half of believers being Anglican adherents - yet this influence on Anzac ritual has heretofore received scant acknowledgement in academic and popular commentary which views Anzac Day’s rituals as ‘secular’, devoid of religious tradition and in competition with it. Sydney’s Anzac Day in 1916, the first anniversary of the Gallipoli landings, and the ceremonies that followed through to 1919, illuminate the significant role of the city’s Anglican leadership in early Anzac ceremonial remembrance practice. The history, adoption and adaptation of elemental Anzac commemorative elements such as laying wreaths at memorials and pausing in silence, as well as the unique Australian ‘dawn service’ tradition, reveal their roots in Biblical theology and church approaches to mourning, challenging the secularisation hypothesis. Christian design motifs and inscriptions will also be noted in significant public memorials, adding to the argument that Christianity was the principal cultural repository for responding to the disastrous consequences of the Great War. This study will reveal the deep current of Biblical thinking in Anzac commemoration and how Anzac public remembrance is not only ‘sacred’ in a ‘secular’ formulation but also, fundamentally, Christian.
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Bromfield, Nicholas James. "The Turn to Anzac: A Critical Discourse Analysis of Prime Ministerial Anzac Entrepreneurship, 1972-2007." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15561.
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Australian Prime Ministers in the 1970s and early 1980s did not incorporate Anzac into their discourse of national identity. However, since 1990 Australian Prime Ministers and their governments have increasingly engaged with Anzac in a manner that has supplanted the traditional role of the Returned and Services League as custodians and drivers of Anzac. This has involved them consistently giving Anzac Day addresses during the last twenty-five years, both at home and at significant sites of Australian war remembrance overseas. But this has not always been the case. Prime Ministerial engagement with Anzac in the past was primarily as a participant, not as a custodian, and was more sporadic, more suburban, and less spectacular. The thesis explains this shift by tracing the increasing use of Anzac discourse by Australian Prime Ministers from 1972-2007. It will be argued that these Australian Prime Ministers have increasingly shown ‘Anzac entrepreneurship’ – successfully identifying the public’s desire to engage with Anzac and facilitating Anzac’s resurgence by employing the power resources of the state in order to amplify Anzac. Critical discourse analysis is adopted to analyse the integration of Anzac discourse into Prime Ministerial language. Such an approach points to the socially embedded nature of language, whilst simultaneously analysing the linguistic construction of this language. The thesis identifies that Prime Ministers have engaged with Anzac in order to both constitutively renovate Anzac as a central Australian identity and for instrumental policy ends. These twin developments have pertained especially to the processes of domestic economic reform in a globalising world and the deployment of Australian troops during the War on Terror. Such a study is important, as recent scholarly interest in Australian politicians’ role in the resurgence of Anzac from political scientists and historians has not seen systematic investigation of Prime Ministerial Anzac Day addresses that analyses the evolution of these addresses over time or closely examines their language on a sustained basis.
3
Dunge, Magnus. "Diggers och Kiwis i Vietnam." Thesis, Försvarshögskolan, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-10098.
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The Vietnam war has had a huge influence on how we fight counterinsurgencies and although the war is generally seen as a failure, lessons from it are still being learned to this day. Unlike the Amer- icans, the Australians and New Zealanders using a more population-centric approach where quite successful in pacifying their assigned province. This thesis aims to examine if the population centric approach is the reason for this success by using Kilcullens modern theory of company-level COIN. The 28 articles for successful COIN in Kilcul- lens theory are interpreted and operationalized into questions. Using a qualitative text analysis, the questions are then tested against both first- and second-hand sources discussing Australia’s and New Zealand’s operations in the war. The result of the analysis shows that although the 28 articles were not used on a company level, the majority of them were used on a battalion level. After discussing the way companies and battalions were used in the war, this study reaches the conclusion that Kilcullens theory can explain the success achieved. However, Kilcullens theory is most likely not solely responsible for the success, more unknown factors are probably involved which gives suggestions for further research.
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au, petcell@arach net, and Pamela M. Etcell. "Our Daily Bread: The Field Bakery & the Anzac Legend." Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20041107.152144.
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The First World War and the Australian Imperial Force have generated thousands of books and articles. Many studies adhere to the emphasis of C.E.W. Bean, and recount the history of the infantry or a particular infantry battalion. Others examine both the short term and long-lasting effects of the war on the Australian psyche. Some historians have acknowledged that a particular group of non-fighting combatants has been neglected, but generally, this group has been employed in dangerous and difficult pursuits. Very few historians have studied the roles of non-fighting combatants whose contribution is considered as lacklustre, such as the Australian Field Bakeries.
When I began my research, I could not understand why the Australian Field Bakeries did not play any part in the historiography of World War One. An examination of the Anzac legend revealed an emphasis on the characteristics of the Anzac, especially masculinity and heroism. I argue that the bakers employment might be considered as being situated within the womans sphere and therefore unmasculine, whilst that same employment did not offer the chance for acts of heroism. Because of an emphasis on the exciting exploits of the infantry within Anzac historiography, the Australian Field Bakeries and their role as support troops have been ignored and omitted.
Comparing demographic statistics and the war experiences, values and attitudes of the Australian Imperial Force and the bakers, I conclude that the bakers of the Australian Field Bakeries were extraordinarily similar to the men of the Australian Imperial Force. Only those experiences and statistics directly related to the two groups specific fields of employment are significantly different. I argue that specialised skills and a perceived lack of masculinity and heroism have seen the men of the Australian Field Bakeries excluded from all existing Anzac historiography.
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Etcell, Pamela M. "Our daily bread: the field bakery and the Anzac legend." Thesis, Etcell, Pamela M. (2004) Our daily bread: the field bakery and the Anzac legend. PhD thesis, Murdoch University, 2004. https://researchrepository.murdoch.edu.au/id/eprint/64/.
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The First World War and the Australian Imperial Force have generated thousands of books and articles. Many studies adhere to the emphasis of C.E.W. Bean, and recount the history of the infantry or a particular infantry battalion. Others examine both the short term and long-lasting effects of the war on the Australian psyche. Some historians have acknowledged that a particular group of non-fighting combatants has been neglected, but generally, this group has been employed in dangerous and difficult pursuits. Very few historians have studied the roles of non-fighting combatants whose contribution is considered as lacklustre, such as the Australian Field Bakeries.
When I began my research, I could not understand why the Australian Field Bakeries did not play any part in the historiography of World War One. An examination of the Anzac legend revealed an emphasis on the characteristics of the Anzac, especially masculinity and heroism. I argue that the bakers' employment might be considered as being situated within the woman's sphere and therefore unmasculine, whilst that same employment did not offer the chance for acts of heroism. Because of an emphasis on the exciting exploits of the infantry within Anzac historiography, the Australian Field Bakeries and their role as support troops have been ignored and omitted.
Comparing demographic statistics and the war experiences, values and attitudes of the Australian Imperial Force and the bakers, I conclude that the bakers of the Australian Field Bakeries were extraordinarily similar to the men of the Australian Imperial Force. Only those experiences and statistics directly related to the two groups' specific fields of employment are significantly different. I argue that specialised skills and a perceived lack of masculinity and heroism have seen the men of the Australian Field Bakeries excluded from all existing Anzac historiography.
6
Etcell, Pamela M. "Our daily bread: the field bakery and the Anzac legend." Etcell, Pamela M. (2004) Our daily bread: the field bakery and the Anzac legend. PhD thesis, Murdoch University, 2004. http://researchrepository.murdoch.edu.au/64/.
Full textAbstract:
The First World War and the Australian Imperial Force have generated thousands of books and articles. Many studies adhere to the emphasis of C.E.W. Bean, and recount the history of the infantry or a particular infantry battalion. Others examine both the short term and long-lasting effects of the war on the Australian psyche. Some historians have acknowledged that a particular group of non-fighting combatants has been neglected, but generally, this group has been employed in dangerous and difficult pursuits. Very few historians have studied the roles of non-fighting combatants whose contribution is considered as lacklustre, such as the Australian Field Bakeries.
When I began my research, I could not understand why the Australian Field Bakeries did not play any part in the historiography of World War One. An examination of the Anzac legend revealed an emphasis on the characteristics of the Anzac, especially masculinity and heroism. I argue that the bakers' employment might be considered as being situated within the woman's sphere and therefore unmasculine, whilst that same employment did not offer the chance for acts of heroism. Because of an emphasis on the exciting exploits of the infantry within Anzac historiography, the Australian Field Bakeries and their role as support troops have been ignored and omitted.
Comparing demographic statistics and the war experiences, values and attitudes of the Australian Imperial Force and the bakers, I conclude that the bakers of the Australian Field Bakeries were extraordinarily similar to the men of the Australian Imperial Force. Only those experiences and statistics directly related to the two groups' specific fields of employment are significantly different. I argue that specialised skills and a perceived lack of masculinity and heroism have seen the men of the Australian Field Bakeries excluded from all existing Anzac historiography.
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Mageros, Peter. "Anzac Cinema: The Heroic Depiction of Australia’s Film Industry, 1906-1988." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/14307.
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In 1915 Australia’s bush-bred soldier-warrior, the ‘Anzac’, wrote himself into history on the battlefields of Europe, earning a reputation as one of the world’s most fearsome and indefatigable fighters. Back home he was conscripted in an equally fierce cultural war as local film interests battled to keep Australian films on Australian screens. This thesis examines the historical prolificacy of Australian cinema to portray itself as heroic as the nation’s Anzac soldier, who is also commonly referred to as the ‘digger’. As such, the thesis aims to contribute to scholarship about the relationship between the Australian film industry and the national identity by examining how the cinema has at pivotal moments sought to incorporate the Anzac legend into its own identity. It is argued that Australian cinema has sought to depict itself in the ‘heroic’ image of the legend. This nationalist tendency was most apparent at moments of crisis for the production sector – the First World War, the arrival of sound cinema in the early 1930s and the period during and immediately after the Second World War. It is also argued that Anzac-themed films were the catalyst for the cultural nationalist-boom of the early 1980s. The main argument is that the Anzac legend was exploited at these pivotal moments as the film industry sought to re-establish or consolidate its presence in the domestic market when faced with the reality of Hollywood’s dominance. This idea of the ‘heroic film industry’ involved metaphorically aligning the fighting image of the ‘digger’ with the struggle of the film industry itself, culminating in a depiction for both that was interchangeable. This thesis examines a selection of Bush-Anzac-themed films released between 1906 and 1988, with each chapter focussing on a particular phase of the cinema. This is essentially an interventionist approach to the study of Australian film history. As such, it is involved in a critical analysis of the films in question and discourse on the film industry, the result of which is a fresh approach to the relationship between cinema and mythology.
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bm, jgarstang@bermudasun, and Edward John Garstang. "Crime and punishment on the Western Front: the Australian Imperial Force and British Army discipline." Murdoch University, 2009. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090831.143148.
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The Australian Imperial Force in the First World War had a deserved reputation as an effective fighting force, and at the same had the worst disciplinary record away from the frontline when compared with other Dominion forces and the rest of the British Army. Australian indiscipline is a subject that has been largely ignored, or when dealt with as in the Official History by C. E. W. Bean, has had to pass through the filter of the Australian Legend. This study examines the link between Australian indiscipline and the privileged position they held of being the only force immune from the death penalty, except for mutiny, desertion to the enemy and traitorous activity. This simple fact would have a major influence on the relatively high numbers of absentees and desertions within Australian ranks. General Headquarters in France (GHQ) saw these high levels of indiscipline as a direct result of Australian authorities not allowing their soldiers to be placed under the Army Act in full. Further differences surfaced between the British and Australians when it came to punishment, with Australian courts criticised by British Army authorities for not using the powers they possessed to impose penalties that would act as a deterrent, as well as their reluctance to impose Field Punishment No. 1. This study examines these general differences as well as dealing with a specific case of an Australian soldier charged with the murder of a French civilian, a case that attracted the attention of senior political and military figures when it transpired Australians were immune from the death penalty for murder. Maintaining discipline was a constant struggle for the authorities when faced with those determined to avoid frontline duty either by committing military crime or through self-maiming. In this context the high venereal disease rate is discussed and evidence presented that this could be considered as a self-inflicted wound. The mutiny in the 1st Battalion of September 1918 is examined as well as a mutiny in a military prison in France in 1919. It is not the purpose of this study to tarnish the reputation of the many thousands of brave men who fought in the AIF, rather it is an attempt to understand the high levels of indiscipline within the context of the war on the Western Front and the disciplinary code under which they operated.
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Rochette, Peter. "The influence of the Anzac legend on the Australian soldiers of the Vietnam War /." Title page, contents and introduction only, 1993. http://web4.library.adelaide.edu.au/theses/09AR/09arr677.pdf.
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Pavils, J. G. "ANZAC culture : a South Australian case study of Australian identity and commemoration of war dead /." Title page, table of contents and abstract only, 2004. http://web4.library.adelaide.edu.au/theses/09PH/09php3382.pdf.
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Scheib, Michael. "Painting Anzac: a history of Australia’s official war art scheme of the First World War." Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/13139.
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This history of Australia’s official war art scheme of the First World War examines the processes by which its part in the conflict was given pictorial form as part of an official and publicly funded project of nation-building – the project of the official representation of Anzac – which involved representing Anzac in a written history, pictures, photographs, trophies, relics, models and sculptures, and as a national war museum. Conceived during the war by Charles Bean, Australia’s official war correspondent and historian, the object of this project was to construct a story of Australia’s part in the war – the Anzac story – to be told for posterity in a national war museum erected in the nation’s capital as a monument to the AIF, ultimately the Australian War Memorial. The story he constructed told of the arrival on the world stage of a young nation through its supreme military performance and of the forging of a military tradition known as Anzac. While Bean’s involvement in creating the Anzac legend is universally acknowledged, his role in constructing the official version of it has not been recognised. This history fills that gap in knowledge. Revering Britain’s military tradition and inculcated in the forms in which it was represented, Bean resolved to represent the Anzac story identically. Its tradition was represented pictorially by battle pictures, military scenes and portraits. The official war art scheme produced pictures made at the front, large historical pictures which illustrated the Anzac story, and portraits of its principal actors. This history shows how Bean exercised control over the scheme to create an image of Anzac that reflected his conception of it; to ensure that the Anzac story was illustrated as he wished it told for posterity; to promote the idea that Anzac was a military tradition which stood alongside the great traditions of other nations; and to promote the idea that Australia’s future nationality should be defined by that tradition.
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Thomson, Alistair. "The Great War and Australian memory : a study of myth, remembering and oral history." Thesis, University of Sussex, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292571.
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Howard, Matthew. "The law in Anzac Day : an exploration of the commemorative narrative and its implication in the enactment of community." Thesis, University of Kent, 2017. https://kar.kent.ac.uk/63717/.
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This research considers the contributory role played by the Anzac commemorative programme in Australia in determining a conception of Australian identity. It is suggested that the commemoration of Anzac Day propagates an exclusion of Aboriginal and Torres Strait Islanders from the Australian national community, however nebulous the definition of Australian-ness may be. Bound up in this exploration of the exclusivity of Anzac Day are interrogations of time, memory, historical authority, and expectation. The interrogation of such themes is framed by an approach that draws on actor-network theory (ANT) and new materialism, both of which are identified as a useful means for articulating the way in which a commemorative programme is able to participate in effecting an exclusionary community identity. In particular, ANT and new materialism are invoked in order to articulate the complexity and situatedness of time. Approaching time in the manner facilitated by materiality-inflected methodologies enables an accentuation of the situatedness of memory and expectation. For instance, it is argued that rationalized temporalities, synchronicity, and calibration are folded into memorializations and commemorative expectations in order to effect an exclusion. Moreover, the methodological approach used in this thesis allows questions of truth, knowledge, and relativism to be engaged with. This enables a critique of simple and exclusionary historical authority around which commemorations are built to be developed. The challenge to the facticity of 'a historical truth' builds on the approach taken when identifying the contingent enactment of memory, exemplifying that historical authority is also a political actor implicated in an exclusionary commemorative narrative and not an unequivocal fact. By demonstrating the role played by the complexity, situatedness, and multiplicity of the aforementioned themes in the development of an Anzac Day commemorative programme, it is possible to understand how a mnemonic narrative is a contested site of legal and political significance.
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Davis, George Frederick, and n/a. "Anzac Day meanings and memories : New Zealand, Australian and Turkish perspectives on a day of commemoration in the twentieth century." University of Otago. Department of History, 2009. http://adt.otago.ac.nz./public/adt-NZDU20090519.163222.
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This study examines the changing perceptions of Anzac Day in New Zealand, Australia and Turkey in the twentieth century. Changing interpretations of Anzac Day reflect social and political changes in the nations over that time.
Anzac Day is an annual commemoration which has profound significance in the Australian and New Zealand social landscape. It has undergone significant changes of meaning since it began, and may be regarded as being an example of the changeable script of memory. The thesis argues that memory and landscape intersect to influence the way commemorative gestures are interpreted. Personal and community memories are fluid, influenced by the current historical landscape. This means that each successive Anzac Day can have different connotations. The public perception of these connotations is traced for each of New Zealand, Australia and Turkey.
Anzac Day reflects the forces at work in the current historical landscape. Within that landscape it has different meanings and also functions as an arena for individual and community agency. On Anzac Day there are parades and services which constitute a public theatre where communities validate military service. Individual and communal feats are held high and an ethic or myth is placed as a model within the social fabric. Anzac Day is contested and reflects tides of opinion about war and society and the role of women. It is also the locale of quiet, personal contemplation, where central family attachments to the loved and lost and the debt owed by civilian communities to the military are expressed. Generational change has redefined its meanings and functions.
Anzac Day was shaped in a contemporary historical landscape. It reflected multi-national perspectives within British Empire and Commonwealth countries and Turkey. For Turkey the day represented a developing friendship with former foes and was couched within Onsekiz Mart Zaferi, a celebration of the Çanakkale Savaşlari 1915 victory in the Dardanelles campaign. As Anzac Day evolved, Turkey, the host country for New Zealand and Australian pilgrims, became the focus of world attention on the day. Gallipoli is now universally recognised as the international shrine for Anzac Day.
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Baird, Rosemary Anne. "ANZAC Peacekeeping: Trans-Tasman Responses to the Bougainville Crisis in 1997 and the Subsequent Evolution of Australia's and New Zealand's Regional Peacekeeping." Thesis, University of Canterbury. School of History, 2008. http://hdl.handle.net/10092/2783.
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This thesis investigates the evolution of Australian and New Zealand peacekeeping operations in the Pacific through a trans-Tasman lens. Both Australian and New Zealand sources are used in order to understand the relationship and interaction between the two nations. This study has a particular focus on the Truce Monitoring Group (TMG) sent to Bougainville in late 1997. This New Zealand-led operation was the first long-term regional peace initiative of recent times, and set the stage for future regional interventions by Australia and New Zealand. The thesis also considers more broadly the subsequent involvement of Australian and New Zealand peacekeepers in the International Force in East Timor (INTERFET) and Regional Assisted Mission to Solomon Islands (RAMSI). These two later operations are considered with particular attention to lessons learnt from previous peacekeeping experiences and the changing tenor of trans-Tasman relations. Since this is a history thesis it sets the argument within a historical and historiographical framework. It seeks to identify long-term trends surrounding Australia's and New Zealand's relationship with the Pacific, defence connection and Anzac heritage. A further aim of this thesis is to investigate whether joint Australian and New Zealand peacekeeping in the Pacific revived the Anzac relationship first formed at Gallipoli. By looking at evidence taken from interviews and first-hand accounts with Australian and New Zealand participants in the TMG, INTERFET and RAMSI, this thesis argues that hallmarks of the earlier Anzac relationship did re-emerge, though in a slightly different form. The phenomenon of New Zealand's reputation as having a cultural advantage in the Pacific is explored in some detail as this is an important aspect of the Anzac relationship.
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Rae, Ruth Lillian. "Jessie Tomlins: An Australian Army Nurse World War One." University of Sydney. Clinical Nursing, 2001. http://hdl.handle.net/2123/840.
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There is an abundance of historical and anecdotal material relating to the experiences of the Australian soldier during World War 1. These soldiers were conscious both during and after the war that their contribution was important and that it was recognised as such by Australian society at large. Conversely there is an almost total absence of historical or anecdotal material about the role of the Australian nurse who served during this same conflict. Whether these nurses had the same degree of consciousness, either during or after the war, that their contributions were valued or seen as important by Australian society remains, largely, unknown. This thesis attempts to redress, in part, this absence by telling the story of a nurse, Jessie Tomlins, who served in the Australian Army Nursing Service during this period. At the same time specific aspects of the historical events surrounding World War One will be explored. Jessie Tomlins served, first as a Staff Nurse and later as a Sister, in the 14th Australian General Hospital in Egypt during 1916. At the same time her brother, Fred Tomlins, was already serving in the 1st Australian Light Horse Regiment and spent the entire four years of World War 1 in Palestine and Egypt. At the end of 1916 their younger brother, Will Tomlins, also joined the Army and became a member of the Anzac Mounted Division. The letters, postcards and photographs that Jessie, Fred and Will sent home to their mother and family, as well as Fred's fourteen diaries, form the foundation of this thesis. This thesis provides a meaningful snapshot of one woman from rural Australia who completed her nurse training during the war and then served her country during one of the most brutal periods of humankind. Her own words clearly tell the story of her war time experiences whilst, at the same time, conveying her expectations, prior to, during and after, this event. The development of the Australian Army Nursing Service, as it affected Jessie, over this period is also considered. It will be demonstrated that whilst ordinary men, soldiers, were at the military front line so too were ordinary women, nurses. The thesis will provide support for the contention that the contribution of Australian nurses in World War One, especially that of the ordinary nurse caring for the ordinary soldier, has been poorly recorded and as a result remains under-valued.
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Allerding, Amanda J. "Signing off on the state." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/130.
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This thesis provides a contextual analysis of my creative practice as a visual artist. An overview of the social and historical relationships of the individual in societal organisations, and in relation to what Stuart Hall refers to as tendential lines of force, the dominant structures of religion and the state (Hall, 1996), set the context for a selfreflexive analysis of my practice. In carrying out a contextual analysis of my practice, it is the intention of this thesis to map a context by which Australian national identity is manufactured. This context is the hegemonic processes that seek to maintain a cultural and political dominance using systems of representation and symbolic power to do so. I have framed this subject against the United Nations as an international body with which the nation-state needs to negotiate. This thesis draws on the debates surrounding the history wars in Australia under the former Howard government, with particular reference to the Australian War Memorial and the National Museum Australia, and their particular responses to the histories of frontier warfare. The significations of state power on Anzac Day are examined, as are the state embodied mechanisms that have censored the representation of Australia’s history. This is supported by a visual register of historical images from the archives of various state libraries depicting frontier violence in Australia over the first 160 years of European settlement. This thesis is supported by visual documentation of my exhibition Signing Off on the State held at the Fremantle Arts Centre in 2005. Seminal texts I have referred to are; Pierre Bordieu’s Language and symbolic power (1991), Stuart Hall, Critical dialogues in cultural studies (1996), Adolpho Sanchez Vazquez Art and Society: Essays in Marxist aesthetics (1973), John Connor’s The Australian frontier wars (2002), and Mckernan and Browne, Australia – two centuries of war and peace (1988).
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Robinson, Helen Alexandra. "Remembering the past, thinking of the present : historic commemorations in New Zealand and Northern Ireland, 1940-1990 /." Thesis, University of Auckland, 2009. http://hdl.handle.net/2292/5380.
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This thesis analyses and compares two historic commemorations in Northern Ireland with two in New Zealand, in the period from 1940 to 1990. These commemorations are the Twelfth of July and Remembrance Sunday in Northern Ireland, and Waitangi Day and Anzac Day in New Zealand. Examination of these commemorations has revealed several patterns. In the commemorations studied in this thesis, levels of public adherence generally depended on the extent to which the values that the commemoration symbolised were seen as threatened or highly needed. The commemorations which reaffirmed compelling values tended to enjoy higher levels of public support than those expressing values which were seen as either unnecessary or unthreatened. In both countries, historic commemorations were capable of uniting communities behind core values. However, in cases where there was no general agreement on what those values were or what they meant, commemorations frequently became sites of division and conflict. All four commemorations were regularly used by organisers and participants to express views on contemporary political and social issues and, on several occasions in both countries, different groups battled for the control of particular commemorations. In both countries, increased levels of social conflict often led to the increased use of the past as a rhetorical device. The main conclusion to be drawn from this study is that these historic commemora¬tions derived more of their meaning from their contemporary context than from the historical events which they commemorated. In particular, how the public viewed and understood the values symbolised and reaffirmed by the commemorations strongly affected their levels of support. People were most likely to observe the commem-orations when they were seen as symbolising values which were widely adhered to and seen as threatened or urgently needed. The historic commemorations examined in this thesis were often strongly affected by contemporary events which were seen as relating, positively or negatively, to the values which the commemorations embodied.
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Smith, Matthew Stuart. "The relationship between Australians and the overseas graves of the First World War." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/38655/1/Matthew_Smith_Thesis.pdf.
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The purpose of this thesis is to outline the relationship that existed in the past and exists in the present, between Australians and the War Graves and Memorials to the Missing. commemorations of Australians who died during the First World War. Their final resting places are scattered all over the world and provide a tangible record of the sacrifice of men and women in the war, and represent the final result by Official Agencies such as the Imperial, and later, Commonwealth War Graves Commission, and its agency representative, the Office of Australian War Graves, of an attempt to appropriately commemorate them. The study follows the path of history from the event of death of an individual in the First World War, through their burial; temporary grave or memorial commemoration; the permanent commemoration; the family and public reaction to the deaths; how the Official Agencies of related Commonwealth Governments dealt with the dead; and finally, how the Australian dead are represented on the battlefields of the world in the 21st century. Australia.s war dead of the First World War are scattered around the globe in more than 40 countries and are represented in war cemeteries and civil cemeteries; and listed on large „Memorials to the Missing., which commemorate the individuals devoid of a known graves or final resting place.
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Spurling, Kathryn Lesley History Australian Defence Force Academy UNSW. "The Women's Royal Australian Naval Service : a study in discrimination 1939-1960." Awarded by:University of New South Wales - Australian Defence Force Academy. History, 1988. http://handle.unsw.edu.au/1959.4/38740.
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Throughout history women have shown a willingness to participate actively in the defence of their country, home, and beliefs, and gave lie to the assertion that they were intrinsically less able than men when it came to achieving the ends through violent means. As Western civilization progressed however, women became restricted to ???womanly??? duties and separated from the official military sphere. The power to make war became exclusively men???s. In Australia immigration patterns, geographic features, and a particular historical period combined to create a virulently male dominated society. This was particularly apparent in the armed services. Australia did not allow women to enlist in its defence forces until 1941, a time of unprecedented national peril. Female volunteers were the final option. The Women???s Services were disbanded following World War II and not re-established until the armed forces again could not fulfil their defence commitment. The Royal Australian navy was the last service to permit a female branch, and between 1942 and 1960 the development of the Women???s Royal Australian Naval Service was inhibited by both societal values and attitudes and the traditions and priorities of the Navy.
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Stoffle, Richard W., Jessica L. Medwied-Savage, and Katie Beck. "Anza Ethnographic Study Photographs." Bureau of Applied Research in Anthropology, University of Arizona, 2011. http://hdl.handle.net/10150/294834.
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Stoffle, Richard W. "Anza Ethnographic Study Presentation." University of Arizona Libraries, Special Collections, 2011. http://hdl.handle.net/10150/294836.
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Anderson, Maggie (Margaret). "Investigating the robustness of the Anzai respiratory gating system." Thesis, University of Canterbury. Physics, 2013. http://hdl.handle.net/10092/8796.
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This research was undertaken in order to investigate the robustness of the Anzai respiratory gating system. Tests were performed to verify the transfer of image data, to identify the method of gating and the accuracy of phase identification. It was found to have sizeable limitations which could result in either incorrectly gated images or serious artefacts. For these reasons it is recommended it be used under the guidance of a suitably qualified physicist.
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Stoffle, Richard W., Henry F. Dobyns, Jessica L. Medwied-Savage, James B. Madril, Hector Acosta, Katie Beck, and Phillip Dukes. "Analyzing 18th Century Lifeways of Anza Expedition Members in Northwestern Sinaloa & Southwestern Sonora Mexico." Bureau of Applied Research in Anthropology, University of Arizona, 2011. http://hdl.handle.net/10150/294793.
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This report was assembled by a team at the University of Arizona to provide ethnographic and ethnohistorical information to interpret and define preexisting lifeways of the people who settled San Francisco. These founders were selected, organized, educated, and guided to San Francisco by Juan Bautista de Anza (Anza). This study is especially focused on why Anza selected potential founders, why founders would have gone on this settlement journey, and what lifeways the founders would have carried with them—mostly in their heads.
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Barbosa, Marco Antonio de Castro. "ANAC : uma ferramenta para a automatização da análise da complexidade de algoritmos." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2001. http://hdl.handle.net/10183/2827.
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A análise de um algoritmo tem por finalidade melhorar, quando possível, seu desempenho e dar condições de poder optar pelo melhor, dentre os algoritmos existentes, para resolver o mesmo problema. O cálculo da complexidade de algoritmos é muito dependente da classe dos algoritmos analisados. O cálculo depende da função tamanho e das operações fundamentais. Alguns aspectos do cálculo da complexidade, entretanto, não dependem do tipo de problema que o algoritmo resolve, mas somente das estruturas que o compõem, podendo, desta maneira, ser generalizados. Com base neste princípio, surgiu um método para o cálculo da complexidade de algoritmos no pior caso. Neste método foi definido que cada estrutura algorítmica possui uma equação de complexidade associada. Esse método propiciou a análise automática da complexidade de algoritmos. A análise automática de algoritmos tem como principal objetivo tornar o processo de cálculo da complexidade mais acessível. A união da metodologia para o pior caso, associada com a idéia da análise automática de programas, serviu de motivação para o desenvolvimento do protótipo de sistema ANAC, que é uma ferramenta para análise automática da complexidade de algoritmos não recursivos. O objetivo deste trabalho é implementar esta metodologia de cálculo de complexidade de algoritmos no pior caso, com a utilização de técnicas de construção de compiladores para que este sistema possa analisar algoritmos gerando como resultado final a complexidade do algoritmo dada em ordens assintóticas.
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Cassiliano, Michael Louis. "Paleoecology and taphonomy of vertebrate faunas from the Anza-Borrego Desert of California." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/187564.
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Sedimentary deposits in the Salton Trough of California record the infilling of the northern part of the Gulf of California. The final phase of deposition began about 4.0 Ma with development of the delta plain of the Colorado River and ended about 0.9/0.7 Ma after a period during which deposition was dominated by bedload streams. During the final phase of deposition, a diverse assemblage of mammals characteristic of the Blancan and Irvingtonian Mammal Ages inhabited the area. The Blancan-Irvingtonian boundary is placed in the Fish Creek-Vallecito Creek section at the lowest stratigraphic occurrence of Hammuthus at about 1.77 Ma. The Fish Creek-Vallecito Creek section contains superposed Blancan and Irvingtonian faunas separated by a newly recognized Blancan-Irvingtonian boundary in continuously deposited sediments correlated with the magnetic polarity time scale. It is proposed that the Fish Creek-Vallecito Creek section be recognized as the standard section in which to define the Blancan-Irvingtonian boundary. Taphonomic analysis indicates that skeletal elements accumulated in five major depositional environments: tidal flat, lacustrine, channel, channel "fill", and floodplain. Only the fluvial environments produced significant skeletal abundances and taxonomic diversity. Taphonomic analysis indicates that pre-transport taphonomic processes were more important than fluvial transport in modifying thanatacoenoses. Taphonomic analysis also suggests that taxonomic diversity and relative abundances of large and small mammals are reliably preserved so that assemblages can be used in realistic, but general, analyses of paleoecology
and paleocommunity structure. Actualistic and cenogram methods were used to study the Fish Creek-Vallecito Creek paleocommunity. Both methods suggest a savannah-community. The cenogram analysis shows the structure of the paleocommunity based on body size distribution. The data are grouped into assemblages based on the following criteria: change in fluvial environment, change in taxonomic composition, and change in paleoclimate. Stable, discrete small- and large-sized components with homogeneous body-size distributions are separated by an unstable medium-sized component. Results are consistent
regardless of how the data are grouped, suggesting confidence in the results, stability in the paleocommunity despite environmental change, and a reality to the existence of the paleocommunity.
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LO, NIGRO Wanda. "Razionalizzazione del processo e deflazione del contenzioso negli appalti pubblici: le problematiche ancora aperte." Doctoral thesis, Università degli studi di Bergamo, 2021. http://hdl.handle.net/10446/186141.
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Oliveira, Anderson Marcio de. "Intervenção regulatória do TCU: avaliação empírica nos processos de concessão da ANTT, ANTAQ e ANAC." reponame:Repositório Institucional do FGV, 2017. http://hdl.handle.net/10438/19724.
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The aim of this article is to assess the role of Brazilian Court of Auditors - TCU and itspossible intervention in regulatory matters in view of public service concession processes.In order to structure a concession it is necessary the production of feasibility studies bythe regulatory agency and subsequently edit the bid invitation and its annexes, which willbe the cornerstone for the bid. Regulatory decisions are reflected in those documentsduring the structuring phase. According to legal requirement this documentation shall beapproved by TCU for effective concession implementation and that raises the doubt if theCourt must analyze the regulatory issues contained in it. With the aim of clarifying thisstir an empirical study was carried out with three regulatory agencies from the logisticssector: National Railroad Transportation Agency - ANTT, National WaterwayTransportation Agency - ANTAQ and National Civil Aviation Agency - ANAC. Thisarticle evaluated 40 judgments issued by TCU for the current concession structuring inthe herein mentioned sectors. The purpose was to verify if any deliberation from thisCourt has the power to intervene in regulatory subjects in which therefore the decisionmakingshould rely on the regulatory agency.
O presente trabalho visa analisar a atuação do Tribunal de Contas da União (TCU) e sua possível intervenção em matéria regulatória, nos processos de concessão de serviços públicos. Para a estruturação de uma concessão é necessário que a agência reguladora produza os estudos de viabilidade e, posteriormente, publique o edital e seus anexos que servirão de base para a licitação. Durante a fase de estruturação ficam refletidos nesses documentos decisões de caráter regulatório. Por imposição legal, essa documentação precisa ser aprovada pelo TCU para a efetiva implementação da concessão. Surge então dúvida sobre se poderia a Corte de Contas intervir nas questões regulatórias ali contidas. Para esclarecer tal questão, foi realizado um estudo empírico nos processos de concessão de três agências reguladoras do setor logístico: Agência Nacional de Transportes Terrestres (ANTT), Agência Nacional de Transportes Aquaviários (ANTAQ) e Agência Nacional de Aviação Civil (ANAC). Neste trabalho foram avaliados quarenta acórdãos do TCU emitidos para a estruturação de concessões atualmente em vigor, nos referidos setores. O intuito foi verificar se alguma determinação dessa Corte de Contas teve o condão de intervir em matérias de caráter regulatório e que, portanto, deveriam ficar na alçada decisória da agência reguladora.
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Herrera, Rodr?guez Susana. "Zitra: dise?o de videojuego para la ense?anza de energ?as renovables no convencionales." Tesis, Universidad de Chile, 2016. http://repositorio.uchile.cl/handle/2250/143531.
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Memoria para optar al t?tulo de Dise?ador Gr?ficoEl siguiente proyecto es de car?cter profesional. Consiste en la realizaci?n de un videojuego que sirva para ense?ar a la vez que divierta, es decir, con t?cnicas de Gamification enfocado a ni?os entre 10 y 12 a?os. El videojuego se trata sobre Energ?as Renovables No Convencionales y su prop?sito es ense?ar mediante la interacci?n sobre el funcionamiento de estas, de c?mo es que se produce la energ?a el?ctrica por estos medios y lo beneficioso que pueden ser para el medio ambiente. Se investig? sobre Dise?o de Videojuegos partiendo por sus componentes esenciales y las distintas perspectivas para elaborar uno. Luego se desarroll? cada energ?a comenzando con la definici?n de los contenidos a tratar y c?mo manejarlos, con esto se crearon las mec?nicas de juego y cada uno de los 4 niveles donde se desarrolla la narrativa del desaf?o que se plantea. A la vez se construy? la historia que da contexto para terminar en la elaboraci?n de un Mockup que recoge los atributos esenciales del videojuego.
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Bellomo, Elisa. "Il disegno di riforma plurilivello nel sistema di contrasto al fenomeno corruttivo e alla maladministration tra pianificazione, controlli e appalti." Doctoral thesis, Università del Piemonte Orientale, 2019. http://hdl.handle.net/11579/115131.
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Il presente studio intende fornire un'analisi dell'impatto determinato dalla riforma sul sistema di regolazione delle misure preventive della corruzione, tanto a livello legislativo quanto amministrativo, in una fase di loro già compiuta maturazione. In particolare, nel primo capitolo è analizzato lo stato dell'arte sulla pianificazione e gestione del rischio a sei anni dall'emanazione della prima legge in materia, unitamente alla scelta di centralizzare, in capo al responsabile della prevenzione e della corruzione, le responsabilità circa la predisposizione e il controllo delle misure di attuazione. Sarà altresì oggetto di indagine la scelta di istituire un'autority dai poteri rafforzati nella materia della corruzione (ANAC), attribuendo alla stessa ampi margini di incidenza nell'attività organizzativa delle pubbliche amministrazioni e di regolazione nella materia degli appalti.
Nel secondo capitolo è analizzata l'evoluzione della disciplina appalti e le scelte legislative volte a riordinare complessivamente la materia, con il fine di prevenire il fenomeno corruttivo in uno dei settori maggiormente esposti e a rischio. Nel terzo capitolo, viene approfondito il tema della valenza giuridica delle linee guida emanate: in particolare, si approfondiranno quindi le ragioni, e le conseguenze, poste a fondamento della scelta del legislatore di attribuire nuovi poteri a tale autorità, che non si limita solo a fornire suggerimenti con valenza di indicatori di buone prassi, ma adotta atti con valenza para normativa. Registrando in tale scelta un'ulteriore conferma del fenomeno già in passato qualificato come "fuga dal regolamento", ci si soffermerà sulla collocazione degli atti di regolazione flessibile nel sistema delle fonti del diritto. Ulteriore approfondimento, nell'ultimo capitolo finale, è dedicato al ruolo delle autorità tradizionalmente poste a presidio del sistema della legalità nelle pubbliche amministrazioni, con funzioni principalmente repressive delle pratiche corruttive: si andrà, nel presente studio, ad analizzare ulteriori ambiti di intervento delle magistrature contabile e amministrativa, evidenziando altresì le sinergie sempre più marcate tra i distinti ruoli e le azioni di contrasto della magistratura della Corte dei conti, del Giudice amministrativo e di ANAC, in particolare nella materia appalti.
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Dearworth, Emily. "Un estudio del uso de literatura en las clases de espanol como lengua extranjera en la educacion secundaria." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1337351370.
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Jones, Kristine L. "In Appreciation of Henry Farmer Dobyns, 3 July 1925 to 22 June 2009." Duke University Press, 2010. http://hdl.handle.net/10150/302704.
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This is a tribute published in the journal Ethnohistory for Dr. Henry F. Dobyns in 2010. This piece was written by one of his former colleagues that he worked with at the Newberry Library in Chicago, IL.
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Stoffle, Richard W. "Tribute to Henry F. Dobyns." Bureau of Applied Research in Anthropology, University of Arizona, 2009. http://hdl.handle.net/10150/297165.
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The Analyzing 18th Century Lifeways of Anza Expedition Members in Northwestern Sinaloa & Southwestern Sonora Mexico project was the last one Dr. Dobyns worked on before he passed away in 2009. Richard Stoffle and his team dedicated the final report to him. Dr. Stoffle wrote the included obituary to honor Dr. Dobyns' contributions to not only the Anza study but to Applied Anthropology.
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Alemany, Hormaeche Margarita. "El proceso de ense��anza-aprendizaje de la materia de Econom��a en el bachillerato. El caso de las Islas Baleares." Doctoral thesis, Universitat de les Illes Balears, 2012. http://hdl.handle.net/10803/84076.
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Resende, Bruno César Mariano. "Estimativas do efeito da taxa de despacho de bagagem." reponame:Repositório Institucional do FGV, 2018. http://hdl.handle.net/10438/25652.
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Esta dissertação tem como principal objetivo estudar o impacto da cobrança de taxa de bagagem sobre o nível de preço das passagens aéreas e o comportamento do consumidor. Utilizando dados sobre o preço de passagens aéreas vendidas divulgados nos Microdados da ANAC, estimo regressões sob diferentes especificações de efeitos fixos e variáveis de controle para avaliar o impacto da cobrança da taxa de bagagem sobre tarifas. Na especificação que julgo mais adequada para lidar com possíveis endogeneidades, encontro uma redução média de R$ 14,85 no preço da tarifa. Em seguida, realizo estimativas da demanda por passagens aéreas em um modelo logit e do efeito da taxa de bagagem sobre a valoração do consumidor
The main objective of this dissertation is to study the impact of baggage fees adoption on the level of airline tickets prices and the behavior of consumers. Using microdata on the price of airline tickets published by ANAC (the Brazilian airlines regulator), I estimate regressions under different specifications of fixed effects and covariates to evaluate the impact of baggage fee adoption on prices. In the specification that I argue as the most appropriate to avoid possible endogeneities, I find an average reduction of R$14.85 in the price of airline tickets. Next, I develop estimates of the demand for airline tickets under a logit model and the effect of baggage fee adoption on consumer’s utility.
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Silva, Cristiane Mariano Zavati. "Identificação de um processo da garantia do produto espacial (INPE) e proposição de seu aperfeiçoamento baseada na sumarização de um correspondente processo aeronáutico (ANAC)." Instituto Nacional de Pesquisas Espaciais (INPE), 2017. http://urlib.net/sid.inpe.br/mtc-m21b/2017/02.06.19.45.
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Este trabalho apresenta a identificação de um processo da garantia do produto espacial (INPE) e proposição de seu melhoramento baseada na sumarização de um correspondente processo aeronáutico (ANAC). Para isso, o trabalho: 1) revisa e analisa os processos e padrões utilizados na garantia do produto espacial (INPE) para satélites de pequeno e médio porte; e identifica o processo de certificação de tipo da indústria aeronáutica civil (ANAC), adicionalmente, são elencadas algumas contribuições originadas na certificação aeronáutica militar brasileira e certificação civil internacional; 2) através de comparações entre os processos, elenca propostas para o aperfeiçoamento do processo da garantia do produto, da área espacial estudada; 3) avalia as propostas sugeridas; 4) ilustra uma das propostas por meio de uma aplicação na área espacial. Ao fim do trabalho, foi possível compreender os processos utilizados e seus padrões, bem como apresentar algumas atividades e exemplos de utilização.This work presents the identification of a space product assurance process (INPE) and a proposition of its improvement based in the summary of a corresponding aeronautical process (ANAC). For this, the work: 1) reviews and analyzes the processes and standards used in space product assurance (INPE) for small and medium satellites and identifies the aeronautical certification process (ANAC), in addition, there are some contributions originated in Brazilian military aeronautical certification and international civil certification; 2) through comparisons between both processes, establishes proposals for improvement of the product assurance process in space area; 3) evaluates suggested proposals; 4) illustrates one of the proposals by an application in a space product example. At the end of the work it was possible to understand the processes used in both areas and their standards, as well as to present some activities and examples of uses.
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Azevedo, Josilete Alves Moreira de. "Eensino de l?ngua portuguesa: da forma??o do professor ? sala de aula." Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16371.
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Previous issue date: 2012-11-30La reflexi?n cr?tica sobre la escuela y los quehaceres docentes ha favorecido la producci?n y la sistematizaci?n de nuevos saberes basados en fundamentos cient?ficos, principalmente sobre las pr?cticas pedag?gicas. En la ense?anza de Lengua Portuguesa, las investigaciones buscan comprender lo qu? y c?mo se ense?a y se aprende durante la escolarizaci?n. En esa perspectiva, realizamos un estudio sobre la formaci?n del profesor de Lengua Portuguesa y sus implicaciones en la clase, buscando observar la actuaci?n de los alumnos-maestros en el contexto escolar, durante la realizaci?n de las Pr?cticas. Para tanto, elegimos como objetivo general, investigar c?mo la carrera de Filolog?a de la UFRN/CERES/Campus de Currais Novos promov?a la formaci?n de futuros profesores para atender a las expectativas de las pol?ticas p?blicas para la ense?anza de Lengua Materna. Como referencial te?rico, estudiamos los PCN, el proyecto pol?tico pedag?gico de la carrera y autores del ?rea de ense?anza de Lengua Portuguesa y de Educaci?n, entre ellos, Geraldi (1996), Travaglia (1996, 2003), Antunes (2003, 2007, 2009 y 2010), Lomas (2003), Figueiredo (2005), Marcuschi (2001, 2008), Oliveira (2010), Riolfi et al. (2008), Possenti (2003), Alarc?o (1996, 2001) Imbern?n (2011), Pimenta y Lima (2010) y Sch?n (1993). El estudio est? situado en el ?mbito de la Ling??stica Aplicada y se caracteriza como investigaci?n cualitativa de naturaleza interpretativista, a partir de un abordaje de inspiraci?n etnogr?fica del ambiente de las Pr?cticas. En los resultados constatamos que los alumnos-maestros privilegian la ense?anza prescriptiva, fundamentado en una concepci?n de lengua como sistema, direccionando la ense?anza de la lengua para la direcci?n contraria al abordaje funcionalista (lengua / uso), distanci?ndose considerablemente de la propuesta de formar un alumno cr?tico y agente de transformaci?n. Respecto a la visi?n de los alumnos-maestros sobre la carrera, fueron listadas algunas cuestiones relevantes, entre ellas, los contenidos que hacen parte de la carrera, la distribuci?n de la carga horaria de los componentes curriculares, la revisi?n de las ementas, la oferta de asignaturas de inclusi?n social, la reorganizaci?n de las actividades de la pr?ctica en relaci?n al acompa?amiento y orientaci?n a los alumnos-maestros y, especialmente, la desarticulaci?n teor?a / pr?ctica que fue considerada como responsable por muchas de las dificultades encontradas por los referidos alumnos en la fase de regencia de clase en la ense?anza de Lengua Portuguesa en los niveles de ense?anza fundamental y media. De ese modo, a partir del an?lisis de estos significados construidos por los alumnos-maestros sobre el proceso de formaci?n en esa carrera de Letras, constatamos la necesidad de una revisi?n del proyecto de la carrera, pues ?ste presenta esas fragilidades que necesitan ser analizadas en funci?n de la mejor?a de la calidad de la ense?anza de la graduaci?n
A reflex?o cr?tica sobre a escola e os fazeres docentes tem favorecido a produ??o e a sistematiza??o de novos saberes alicer?ados em fundamentos cient?ficos, notadamente sobre as pr?ticas pedag?gicas. No ensino de L?ngua Portuguesa, as pesquisas buscam compreender o que e como se ensina e se aprende durante a escolariza??o. Nessa perspectiva, foi realizado um estudo sobre a forma??o do professor de L?ngua Portuguesa e suas implica??es na sala de aula, procurando observar a atua??o dos alunos-mestres no contexto escolar durante a realiza??o dos Est?gios Supervisionados. Para tanto, elegeu-se como objetivo geral investigar como o curso de licenciatura em Letras da UFRN/CERES/campus de Currais Novos promovia a forma??o de futuros professores para atender ?s expectativas das pol?ticas p?blicas para o ensino de L?ngua Materna. Foram tomados como referenciais os PCN, o Projeto Pol?tico-Pedag?gico do curso e autores da ?rea de ensino de L?ngua Portuguesa e de Educa??o, dentre eles: Geraldi (1996), Travaglia (1996, 2003), Antunes (2003, 2007, 2009, 2010), Lomas (2003), Figueiredo (2005), Marcuschi (2001, 2008), Riolfi et al. (2008), Possenti (2003), Alarc?o (1996, 2001), Imbern?n (2011), Pimenta e Lima (2010) e Sch?n (1993). O estudo est? situado no ?mbito da Lingu?stica Aplicada e caracteriza-se como pesquisa qualitativa de natureza interpretativista, a partir de uma abordagem de inspira??o etnogr?fica do ambiente do Est?gio Supervisionado. Nos resultados, constatou-se que os alunosmestres privilegiam o ensino prescritivo, fundamentado numa concep??o de l?ngua como sistema, direcionando o ensino de l?ngua na contram?o da abordagem funcionalista (l?ngua/uso) e distanciando-se consideravelmente da proposta de formar um aluno cr?tico e agente de transforma??o. No que diz respeito ? vis?o dos alunos-mestres sobre o curso, foram elencadas algumas quest?es relevantes, dentre elas: o car?ter conteud?stico do curso, a distribui??o da carga hor?ria dos componentes curriculares, a revis?o das ementas, a oferta de disciplinas de inclus?o social, a reorganiza??o das atividades de est?gio em rela??o ao acompanhamento e ? orienta??o aos alunos-mestres e, especialmente, a desarticula??o entre teoria/pr?tica, que foi considerada como respons?vel por muitas das dificuldades encontradas pelos referidos alunos na fase de reg?ncia de classe nos n?veis de ensino fundamental e m?dio. Desse modo, a partir da an?lise desses significados constru?dos pelos alunos-mestres sobre o processo de forma??o na licenciatura de Letras, constatou-se a necessidade de uma reestrutura??o do projeto do curso, em virtude de ele apresentar fragilidades que precisam ser revistas em fun??o da melhoria da qualidade do ensino de gradua??o
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Valente, Patrícia Rodrigues Pessôa. "A qualidade da regulação estatal no Brasil: uma análise a partir de indicadores de qualidade." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/2/2134/tde-16052016-164903/.
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As primeiras agências reguladoras foram criadas a partir da segunda metade dos anos 1990, e a mais recente delas, em 2005. Com as agências surgiram também os atores privados regulados, os usuários e consumidores, e uma nova forma de interação entre os Poderes Executivo, Legislativo e Judiciário. Esses atores participam e dão forma ao processo de aprendizagem institucional das agências. Passado o período de criação e após quase duas décadas de existência, é necessária uma visão crítica sobre as agências. Propõe-se, então, um método de avaliação regulatória a partir de três variáveis que serão decompostas em diversas subvariáveis (quesitos a serem respondidos objetivamente). A primeira variável, institucionalização, mede as regras aplicáveis à própria agência: características dos mandatos dos dirigentes, autonomia decisória, autonomia financeira e de gestão de pessoal. A segunda, procedimentalização, ocupa-se do processo de tomada de decisão da agência e de sua transparência. Ambas as variáveis procuram medir as agências do ponto de vista formal, a partir de normas aplicáveis (leis, decretos, resoluções, portarias etc.), e pela prática regulatória, com base nos fatos ocorridos demonstrados por meio de documentos oficiais (decretos de nomeação, decisões, relatórios de atividade das próprias agências etc.). A última variável, judicialização, aponta as várias vezes em que a decisão administrativa muda de status e o nível de confirmação dessas decisões pelo Poder Judiciário. O modelo teórico de avaliação das agências ora apresentado é aplicado e testado em três setores que são submetidos à regulação econômica e contam com forte presença de atores sociais e empresa estatal federal. Assim, as agências analisadas foram: Agência Nacional de Energia Elétrica ANEEL, Agência Nacional de Telecomunicações ANATEL e Agência Nacional de Aviação Civil ANAC. Em termos gerais, não é possível garantir a existência de um isoformismo entre essas agências, nem mesmo entre agências criadas em momentos diferentes e por presidentes distintos. Também não foi possível demonstrar que a interferência política seja uma marca de um único governo. A ANATEL, a melhor avaliada das três agências, destaca-se pelo rigor de suas normas que seu processo decisório reflete. A ANEEL e a ANAC tiveram uma avaliação mediana já que apresentaram avaliação sofrível quanto ao processo, mas mostraram ter instituições (regras) um pouco melhores.The first regulatory agencies were created from the second half of 1900s, and the lasted of them in 2005. With the agencies, emerged regulated private players, users and consumers, and a new approach of interaction between the Executive, Legislative and Judiciary. These actors take part and shape the institutional learning process of agencies. After the creation and over nearly two decades, a critical view is needed on agencies development. It is proposed, therefore, a method of evaluation based on three variables, which will be decomposed into several sub-variables (questions to be answered objectively). The first variable, institutionalization, looks into the rules to which the agency is submitted, as the mandates of the directors, autonomy to take decisions on its own, financial autonomy, and personnel management. The second variable, proceduralizing, deals with the agencys decision-making process and its transparency. Both variables seek to measure the agencies from a formal point of view, based on applicable rules (laws, decrees, resolutions, ordinances, etc.), and the regulatory practice, based on the facts officially documented (appointment decrees, decisions, reports issued by the agencies, etc.). The last sub-variable, judicialization, points out the several times the administrative decision changes status due to judicial review and the level of confirmation of such decisions by the Judiciary. The theoretical model of evaluation of agencies presented here is applied and tested in three sectors that are subject to economic regulation and have a strong presence of social actors and a federal state enterprise. Thus, the agencies analyzed were: Brazilian Electricity Regulatory Agency ANEEL, the Brazilian Telecommunications Agency ANATEL and the Brazilian Civil Aviation Agency ANAC. In general, one cannot assure there is an equal framework between these agencies, even among agencies created at different times and by different presidents. Nor was it possible to demonstrate that political interference is a mark of a single government. ANATEL, the best rated of the three agencies, stands out for the accuracy of its rules, which its decision-making process reflects. ANEEL and ANAC presented poorly assessment regarding the decision-making process, but proved to have institutions (rules) a little stronger.
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Oliveira, Ana Maria Cardoso de. "A qu?mica no ensino m?dio e a contextualiza??o: a fabrica??o dos sab?es e detergentes como tema gerador de ensino aprendizagem." Universidade Federal do Rio Grande do Norte, 2006. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16027.
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Previous issue date: 2006-05-19El conocimiento qu?mico es muy importante a la comprensi?n de procesos f?sicos y qu?micos que nos acercan, por una opci?n de una vida mejor con calidad, fomentando y acompa?ando el desarrollo tecnol?gico. Sin embargo, la formaci?n de un pensamiento qu?mico fruto de un aprendizaje significativo es hoy, en todo el pa?s, un reto paro los educadores de qu?mica. Est?dios se?alan la contextualizaci?n de los contenidos qu?micos como recurso para promover una interrelaci?n entre conocimientos escolares y hechos/situaciones presentes en el cotidaiano de los alumnos, a?adiendo significado a los contenidos escolares, proporcionando a los alumnos un aprendizaje significativo. Con tal objetivo, la siguiente pesquisa se realiz? con la intenci?n de contribuir con la ense?anza de qu?mica y con el prop?sito general de proponer un materila did?ctico que presentase una forma contextualizada de trabajar algunos conceptos y contenidos fundamentales a la qu?mica, con tema generador de la ense?naza y aprendizaje a la fabricaci?n de jabones y detergentes. Con objetivo de justificar la elecci?n del planteamiento de la contextualizaci?n y la elaboraci?n del material did?ctico, se hizo una pesquisa acerca de la ense?naza de qu?mica en al red p?blica de educaci?n y la relaci?n de ?sta con los contextos pertenecentes a la realidad de los alumnos. Se observ? que la ense?anza de qu?mica actual en la red p?blica de educaci?n es tradicional y descontextualizada. Los resultados de esta pesquisa muestran la necesidad de c?mbios la forma de como se ense?an los contenidos qu?micos. En la segunda parte de la pesquisa, se produjo la elaboraci?n de la unidad did?ctica de ense?anza, con el objetivo de promover el aprendizaje significativo de conocimientos qu?micos a partir del tema de la fabricaci?n de jabones y detergentes. Se observ? que el trabajo alcanz? los objetivos propuestos. Una evaluaci?n cualitativa mostr? que los alumnos estuvieron m?s participativos e interesados al estudiar qu?mica de esta forma. Relatos y decalraciones de los alumnos tambi?n indicaron que hubo un aprendizaje significativo de los contenidos trabajados y que los alumnos son capaces de transferirlos para la comprensi?n de situaciones reales. Y una evaluaci?n cuantitativa del material nos revel? que 87,09% de los alumnos obtuvieron apuntes iguales o superiores a la media necesaria para la aprobaci?n. Esperamos que hayamos contribu?do para mejorar la calidad de la ense?anaza de qu?mica y que este trabajo sea solamente un comienzo de una gran jornada
O Conhecimento qu?mico ? fundamental ? compreens?o de processos f?sicos e qu?micos que nos cercam, para fazer op??o por uma vida com qualidade, promover e acompanhar o desenvolvimento tecnol?gico. Por?m, a forma??o de um pensamento qu?mico fruto de uma aprendizagem significativa, tem sido um desafio para educadores em qu?mica de todo o pa?s. Estudos apontam para a contextualiza??o dos conte?dos qu?micos como recurso para promover uma inter-rela??o entre conhecimentos escolares e fatos/situa??es presentes no cotidiano dos alunos, imprimindo significado aos conte?dos escolares, fazendo com que os alunos aprendam de forma significativa. Nessa perspectiva, esta pesquisa foi realizada no sentido de contribuir com o ensino de qu?mica e com o objetivo geral de propor um material did?tico que apresentasse uma forma contextualizada de trabalhar alguns conceitos e conte?dos fundamentais da Qu?mica, tendo como tema gerador de ensino aprendizagem a fabrica??o dos sab?es e detergentes. Com o fim de respaldar e justificar a escolha do enfoque contextualiza??o e a elabora??o do material did?tico realizou-se uma pesquisa sobre o Ensino de Qu?mica na rede p?blica e a rela??o deste com os contextos inerentes ? realidade dos alunos. Constatou-se que o Ensino de Qu?mica atual na rede p?blica ? tradicional e descontextualizado. Os resultados desta pesquisa acenam para a necessidade de mudan?as na forma como devem ser ensinados os conte?dos qu?micos. A segunda parte da pesquisa consistiu justamente na elabora??o da Unidade Did?tica de Ensino, com o fim de promover a aprendizagem significativa de conhecimentos qu?micos a partir do tema fabrica??o de sab?es e detergentes. Verificou-se que o trabalho atingiu aos objetivos propostos. Uma avalia??o qualitativa mostrou que os alunos tornaram-se mais participativos e interessados em estudar Qu?mica dessa forma. Relatos e depoimentos dos alunos tamb?m demonstraram que houve uma aprendizagem significativa dos conte?dos trabalhados e que os alunos s?o capazes de transferi-los para a compreens?o de situa??es reais. E uma avalia??o quantitativa do material revelou que87,09% dos alunos atingiram notas iguais ou superiores a m?dia necess?ria ? aprova??o. Espera-se que tenhamos contribu?do para a melhoria do Ensino de Qu?mica, e que esse seja apenas um come?o de uma grande jornada
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Minhas, Gurjeet S. "Complementary therapies : familiarity and use by midwives and women." Thesis, View thesis, 1998. http://handle.uws.edu.au:8081/1959.7/513.
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This study is an exploratory study, descriptive in nature and investigates the familiarity and practices of midwives and women with regard to complementary therapies during pregnancy and labour. The study was conducted in four major hospitals in Western Sydney, namely Nepean, Jamieson, Blue Mountains Anzac Memorial and Hawkesbury hospitals. The findings showed that in the main the midwives and women were familiar and made use of four therapies, ie. aromatherapy, massage, music and hydrotherapy. The midwives practiced without any significant training in these therapies. Hospital policies were almost non existant in relation to the practice of complementary therapies and nurses often felt frustrated at not being able to implement complementary therapies. The main issues that emerged from the study were the need for education for the midwives related to specific complementary therapies, hospital policies conducive to the practice of complementary therapies and research into the efficacy of the different complementary therapies. The women need further exposure to complementary therapies and education in the respective therapies if they are to feel empowered in dealing with the stress of their daily lives
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Carvalho, Rozicleide Bezerra de. "O espa?o formativo na escola: um estudo com professoras dos 4? e 5? anos do ensino fundamental." Universidade Federal do Rio Grande do Norte, 2008. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16047.
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Previous issue date: 2008-06-27Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico
Es extensa, de parte de los docentes, la discusi?n sobre la articulaci?n de actividades y estrategias de ense?anza que vengan a proporcionar una participaci?n m?s activa del alumnado. Sin embargo tal tarea constituye un desaf?o para muchos profesores ya que, muchas veces, la formaci?n inicial no siempre los prepara para esta perspectiva. Nosotros entendemos que es necesario desarrollar en los maestros una autonom?a cr?tica, tomando la escuela como espacio formativo. El objetivo de este trabajo fue ?l de incentivar un espacio de discusi?n y reflexi?n para profesores en ejercicio de los 4? y 5? a?os de la Ense?anza Fundamental I. Ese espacio que era orientado para que ellos estudiasen y articulasen, entre otras cosas, el conocimiento disciplinar de Ciencias y la organizaci?n y sistematizaci?n de actividades de ense?anza que lleven a una participaci?n m?s activa de los estudiantes. La investigaci?n se realiz? en una escuela privada de Natal/RN, que atiende a estudiantes desde la educaci?n infantil hasta la ense?anza secundaria. Se desarroll? en cuatro fases: la 1?, de familiarizaci?n, cuyo objeto de estudio se dio a trav?s de la observaci?n del sal?n de clase y del an?lisis de la planificaci?n anual: la 2?, de identificaci?n de las dificultades de los maestros, teniendo como instrumentos encuestas con preguntas abiertas y elaboraci?n de textos. La 3?, en la perspectiva de proporcionar una intervenci?n, se us? como instrumentos de investigaci?n, el diario de clase y otras actividades como talleres, cursos y la elaboraci?n de material did?ctico. En la 4? fase, para reconocer los posibles cambios en la pr?ctica docente, ocurrieron nuevas observaciones en el sal?n de clase, el an?lisis de las planificaciones. Los datos obtenidos fueron organizados en tablas y clasificados. Los resultados se?alan cambios en la pr?ctica de esos profesionales, la introducci?n de la disciplina de Ciencias en el espacio formativo y el material did?ctico elaborado ha sido un subsidio importante para ayudarlos en las clases
? extensa, por parte dos professores, a discuss?o sobre a articula??o de atividades e estrat?gias de ensino que venham a proporcionar participa??o do alunado. Entretanto tal tarefa constitui um desafio para muitos docentes visto que, muitas vezes, a forma??o inicial nem sempre os prepara para essa perspectiva. Entendemos que ? necess?rio promover nos docentes uma autonomia cr?tica, assumindo-se a escola como espa?o de forma??o. O objetivo deste trabalho foi o de viabilizar um espa?o de discuss?o e reflex?o para professoras em exerc?cio dos 4? e 5? anos do Ensino Fundamental I. Esse espa?o era dirigido para estudarem e articularem, entre outros, o conhecimento disciplinar de Ci?ncias e a elabora??o e sistematiza??o de atividades de ensino que levem a uma participa??o mais ativa dos estudantes. A pesquisa foi realizada em uma escola particular de Natal/RN, que atende a alunos da Educa??o Infantil ao Ensino M?dio. Foi desenvolvida em quatro etapas: a 1?, de familiariza??o, cujo objeto de estudo se deu por meio da observa??o da sala de aula e da an?lise dos planejamentos anuais; a 2?, de identifica??o das dificuldades das professoras, tendo como instrumentos question?rios com perguntas abertas e elabora??o de textos; na 3?, na perspectiva de promover uma interven??o, utilizou-se, como instrumentos de investiga??o, o di?rio e outras atividades, como oficinas, cursos e a elabora??o de material did?tico; na 4? etapa, para reconhecer as poss?veis mudan?as na pr?tica docente, ocorreram novas observa??es em sala de aula, an?lise dos planejamentos. Os dados obtidos foram organizados em tabelas e categorizados. Os resultados sinalizam mudan?as na pr?tica dessas profissionais, a introdu??o da disciplina de Ci?ncias no espa?o formativo e o material did?tico elaborado tem sido um subs?dio importante para auxili?-las nas aulas
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Lima, A?lton Dantas de. "Vozes em di?logo na escola : uma an?lise de posicionamentos sobre a disciplina l?ngua portuguesa no ensino m?dio integrado ? educa??o profissional do IFRN." Universidade Federal do Rio Grande do Norte, 2011. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16347.
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Previous issue date: 2011-04-13Esta investigaci?n toma como tema la asignatura Lengua Portuguesa en el contexto de la ense?anza media integrada a la educaci?n profesional, implementado en el a?o de 2005, en el Instituto Federal de Educa??o, ci?ncia y tecnolog?a del Rio Grande do Norte. En el ?mbito general, objetiva analizar las voces reveladas en posicionamientos sobre la asignatura Lengua Portuguesa en este contexto. En este estudio, el uso del adjetivo integrado es comprendido como revelador de una formaci?n escolar no basada en investigaciones dicot?micas, sobre todo en aquellas que evidencian una separaci?n entre el conocimiento y el ejercicio profesional. Se busc? aporte te?rico en los debates del ?rea de educaci?n, sobre formaci?n integrada, en la visi?n de contemporaneidad de Bauman y en la concepci?n de lenguaje de M. Bakhtin. El corpus se compone de material emp?rico de la naturaleza cuantitativa y cualitativa, obtenido por medio de aplicaci?n de cuestionarios con alumnos y profesionales, adem?s del an?lisis documental de los PCNEM y de las OCEM, a lo que se refiere a asignatura Lengua Portuguesa. El direccionamiento metodol?gico es guiado por el paradigma cualitativo inserido en una perspectiva socio-hist?rica y eligi? como categor?a de an?lisis el concepto de voces sociales. Los resultados indican que la asignatura Lengua Portuguesa, en la perspectiva de integraci?n con el mundo del trabajo, adquiere, en mayor o menor grado, en lo observado en los documentos oficiales y en los posicionamientos de alumnos y profesionales de la ense?anza media integrada a la educaci?n profesional del IFRN, un perfil cuya esencia, lejos de asumir caracter?sticas de una ense?anza instrumental reductora, requiere una concepci?n de lenguaje que est? en sinton?a con el mundo del trabajo de la sociedad contempor?nea, una sociedad cada vez m?s abierta a la pluralidad de opiniones y a la ambivalencia de sentidos
Esta pesquisa toma como vi?s tem?tico a disciplina L?ngua Portuguesa no contexto do ensino m?dio integrado ? educa??o profissional, implantado no ano de 2005, no Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte. No ?mbito geral, objetiva analisar as vozes reveladas em posicionamentos sobre a disciplina L?ngua Portuguesa nesse contexto. Neste estudo, o uso do adjetivo integrado ? compreendido como revelador de uma forma??o escolar n?o assentada em perspectivas dicot?micas, sobretudo naquelas que evidenciam uma separa??o entre o conhecimento e o exerc?cio profissional. Buscou-se aporte te?rico nos debates da ?rea de educa??o, sobre forma??o integrada, na vis?o de contemporaneidade de Bauman e na concep??o bakhtiniana de linguagem. O corpus comp?e-se de empiria de natureza quantitativa e qualitativa, obtida via aplica??o de question?rios com alunos e professores, al?m da an?lise documental dos PCNEM e das OCEM, no que se refere ? disciplina L?ngua Portuguesa. O direcionamento metodol?gico ? guiado pelo paradigma qualitativo inserido em uma perspectiva s?cio-hist?rica e elegeu como categoria de an?lise o conceito de vozes sociais. Os resultados indicam que a disciplina L?ngua Portuguesa, na perspectiva de integra??o com o mundo do trabalho, adquire, em maior ou menor grau, nos dizeres dos documentos oficiais e nos posicionamentos de alunos e professores do ensino m?dio integrado ? educa??o profissional do IFRN, um perfil cuja ess?ncia, longe de assumir caracter?sticas de um ensino instrumental redutor, requer uma concep??o de linguagem que esteja em sintonia com o mundo do trabalho da sociedade contempor?nea, uma sociedade cada vez mais aberta ? pluralidade de opini?es e ? ambival?ncia de sentidos
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Vieira, Alexandre Sérgio Alves. "Agências reguladoras independentes?: especialização e captura nas trajetórias de carreira dos reguladores federais brasileiros." reponame:Repositório Institucional do FGV, 2015. http://hdl.handle.net/10438/13715.
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This study analyzes profiles and career paths of directors and counselors from the following federal agencies: ANEEL, ANATEL, ANP, ANVISA, ANS, ANA, ANCINE, ANTAQ, ANTT e ANAC. We observe dimensions relating with conditions which, in theory, allow more decision-making autonomy to Brazilian federal regulators: 1) regulator’s level of expertise and skilled knowledge, watching his trainig area, level of education and previous experience in the regulated sector; 2) the existence of party affiliation before his appointment to the post at the agency; 3) the existence of cases of renewal regulators, beyond the government mandates of different presidents; 4) the professional origin of regulators and destination after their performance in regulatory agencies. At the same time, it is observed the institutional design of these Brazilian agencies and how some aspects of its structure and process can interfere with the outcome of the regulatory process, specially in regard to how regulators are indicated. Among the main results of this work, we highlight the strong connection between the training area of regulators and the playing field of regulatory agencies; the recovery of post-graduate courses in qualifying a candidate for a federal regulatory agency; and the proof of previous professional experience in the regulated sector, indicating that Brazilian regulators have relevant indicators of specialization and expertise in the sector. There have also been cases of indicated and reappointed regulators by different presidents, reinforcing the hypothesis that value expertise. Regarding political capture, stands out that just under a third of tregulators had previous party affiliation before their appointments. Most regulators are selected within the public service, but most of them will work in the private industry sphere, reinforcing the evidence that there may have been capture during their mandates in the agency. It is clear, also, a trend of strengthening of agencies’ bureaucracy from the end of the first term of President Lula, movement wich has increased in President Dilma Rousseff’s first term.
Este trabalho analisa o perfil e as trajetórias de carreira dos diretores e conselheiros das se-guintes agências federais: ANEEL, ANATEL, ANP, ANVISA, ANS, ANA, ANCINE, AN-TAQ, ANTT e ANAC. São observadas algumas dimensões que se relacionam com condicio-nantes que, em tese, permitiriam uma maior autonomia decisória do regulador brasileiro federal: 1) o nível de expertise e conhecimento especializado do regulador, observando sua área de formação, nível de escolaridade e sua experiência prévia no setor regulado; 2) a existência ou não de filiação partidária antes de sua indicação para o cargo na agência; 3) a existência ou não de casos de recondução de reguladores, além dos mandados governamentais de diferentes presidentes; e 4) a origem e o destino profissional do regulador após sua atuação na agência reguladora. Paralelamente, observa-se como foi elaborado o desenho institucional destas agências brasileiras e como algumas características de sua estrutura e processo podem interferir com o resultado do processo regulatório, especialmente no que se refere à forma como os reguladores são indicados. Entre os principais resultados do trabalho, destacam-se a forte co-nexão entre a área de formação dos reguladores e o campo de atuação das agências reguladores; a valorização de cursos de pós-graduação na qualificação de um candidato para uma agência reguladora federal; e a comprovação de experiência profissional prévia no setor regulado, indicando que os reguladores brasileiros apresentam indicadores relevantes de especialização e expertise no setor. Também ocorreram casos de reguladores indicados e reconduzidos por presidentes diferentes, reforçando a hipótese de valorização da especialização. Com relação a captura política, se destaca que pouco menos de um terço dos indicados possuía filiação partidária anterior à nomeação. A maioria dos reguladores é selecionada dentro do serviço público, mas boa parte deles vai trabalhar na esfera privada do setor, reforçando os indícios de que pode ter havido captura durante os mandatos na agência. Percebe-se, ainda, uma forte tendência de fortalecimento da burocracia das agências a partir do final do primeiro mandato do presidente Lula, movimento acentuado no primeiro mandato da presidente Dilma Rousseff.
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Mota, Clebson dos Santos. "A influ?ncia da rela??o afetiva entre professores e estudantes do curso de Educa??o F?sica da UEFS no processo de forma??o acad?mica." Universidade Estadual de Feira de Santana, 2017. http://localhost:8080/tede/handle/tede/574.
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La investigaci?n que dio origen a esta tesis de maestr?a, desarrollada en el Programa de posgrado en Educaci?n de la Universidade Estadual de Feira de Santana, tuvo por objetivo general Comprender la influencia de la relaci?n afectiva entre profesores y estudiantes del curso de Educaci?n F?sica de la UEFS, en el proceso de formaci?n acad?mica. El estudio es de abordaje cualitativo en la construcci?n de los datos, se utiliz? la entrevista semi estructurada del tipo cuestiones de estimulo. El contenido fue compuesto por siete estudiantes del curso de educaci?n f?sica y 4 profesores. El estudio est? basado en autores como Ribeiro (2004, 2006 2009, 2010, 2011), Dantas (1992), Day (2011), Freire (1996, 1997, 2005), Freitas (1995), Leite (2005), Luckesi (1995), Piagget (1976), Pinto (2009), Dam?sio (2000), Pozzo (2009), Sayla (2012), Balzan (2015), Coulon (2008) Tardif (2008), Tassoni (2000, 2013, 2015), Vygotski (1991, 1996). El an?lisis de datos fue inspirado en el An?lisis de Contenidos de Bardin (1997). Con el estudio de los datos construimos dos categor?as. El primero habla sobre el perfil del estudiante en la ense?anza superior y el segundo sobre relaci?n entre profesores y estudiantes. Para mejor estructura de datos, las categor?as fueron separadas en subcategor?as. Los resultados obtenidos apuntan que los sentidos atribuidos por los colaboradores de la investigaci?n en relaci?n a la afectividad vinculase: a las pr?cticas del docente en relaci?n a los estudiantes; a las cualidades personales del docente y de los discentes. Se hizo evidente la necesidad de la reflexi?n sobre la propia pr?ctica y la formaci?n continuada de los profesores de la educaci?n superior. Adem?s, los resultados revelan que el profesor afectivo es cercano, solidario, acogedor, preocupase con las necesidades formativas de los estudiantes, respeta las diferencias culturales, dedicase a la profesi?n, es amigo, tiene sensibilidad, flexibilidad y humanidad al tratar de las dificultades cognitivas y afectivas de los estudiantes.
A pesquisa que deu origem a esta disserta??o de Mestrado, desenvolvida no Programa de P?s-Gradua??o em Educa??o da Universidade Estadual de Feira de Santana (UEFS), teve por objetivo geral: Compreender a influ?ncia da rela??o afetiva entre professores e estudantes do curso de Educa??o F?sica da UEFS, no processo de forma??o acad?mica. O estudo ? de abordagem qualitativa, na constru??o dos dados utilizamos a entrevista semiestruturada do tipo quest?es est?mulo. A amostra foi composta por quatro professores e sete estudantes do curso de Educa??o F?sica. O estudo se referenciou em autores como Ribeiro (2004, 2006 2009, 2010, 2011), Dantas (1992), Day (2011), Freire (1996, 1997, 2005), Freitas (1995), Leite (2005), Luckesi (1995), Piagget (1976), Pinto (2009), Dam?sio (2000), Pozzo (2009), Sayla (2012), Balzan (2015), Coulon (2008) Tardif (2008), Tassoni (2000, 2013, 2015), Vygotski (1991, 1996), A an?lise dos dados foi inspirada na An?lise de Conte?dos de Bardin (1997). Com a an?lise dos dados constru?mos duas categorias. A primeira fala sobre o perfil do estudante na educa??o superior e a segunda sobre professores e estudantes na rela??o educativa. Para uma melhor estrutura??o dos dados, as categorias foram divididas em subcategorias. . Os resultados obtidos apontam que os sentidos atribu?dos pelos colaboradores da pesquisa em rela??o ? afetividade se vinculam: ?s atitudes do docente em rela??o aos estudantes; ?s qualidades pessoais do docente e dos discentes. Ficou evidente a necessidade da reflex?o sobre a pr?pria pr?tica e a forma??o continuada dos professores da educa??o superior. Al?m disso, os resultados revelam que o professor afetivo ? pr?ximo, solid?rio, acolhedor, preocupa-se com as necessidades formativas dos estudantes, respeita as diferen?as culturais, dedica-se ? profiss?o, ? amigo, tem sensibilidade, flexibilidade e humanidade ao tratar das dificuldades cognitivas e afetivas dos estudantes.
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Freitas, Edilson Pereira de. "Uma an?lise do ensino de Geografia utilizando as representa??es cartogr?ficas no 2? ciclo nas escolas p?blicas de Natal - RN." Universidade Federal do Rio Grande do Norte, 2005. http://repositorio.ufrn.br:8080/jspui/handle/123456789/18881.
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Previous issue date: 2005-11-10An?lisis de Ensino de la geograf?a usando las representaciones cartogr?ficas en el ciclo 2? en las escuelas p?blicas de Navidad - RN, en la vista de la relaci?n teo'rico-pra'ctica dividida en dos, en cuanto a la aplicabilidad verdadera de estos recursos en la educaci?n de la geograf?a. Este an?lisis entiende una revisi?n bibliogr?fica, a la luz de teor?as y de conceptos en el proceso de la educaci?n y de aprender de la geograf?a y el uso de los recursos de los geocartogr?ficos el largo de historia. El objetivo para caracterizar pertenecer al espacio de la escuela, a la escuela en la comunidad, a la educaci?n de la geograf?a y al uso de los recursos cartogr?ficos, la importancia de los recursos did?cticos como ayudas de los metodol?gicos en la educaci?n de la geograf?a, la direcci?n de se?alar soluciones para mejorar las lecciones en Ensino b?sico, y comtemplaba preguntas primordiales relativas a los profesores pr?cticos; para la comprensi?n, mientras que profesional de la educaci?n, la lucha para la valuaci?n de la ense?anza y la educaci?n p?blica; para la importancia social de la mejora de la formaci?n de profesores de la educaci?n b?sica, en el ejercicio completo de las actividades de ense?anza, y para el acceso a las fuentes y a los espacios de la investigaci?n donde ejercemos la funci?n del profesor del formador en el Instituto de Educaci?n Superior Presidente Kennedy IFESP
An?lise do Ensino da Geografia utilizando as representa??es cartogr?ficas no 2? ciclo nas escolas p?blicas de Natal RN, tendo em vista a rela??o te?rico-pr?tica dicotomizada, no que se refere a aplicabilidade real desses recursos no ensino da Geografia. Essa an?lise compreende uma revis?o bibliogr?fica, ? luz de teorias e concep??es sobre o processo de ensino e de aprendizagem da geografia e da utiliza??o dos recursos geocartogr?ficos ao longo da hist?ria. Objetiva-se caracterizar o espa?o escolar, a escola na comunidade, o ensino de geografia e o uso dos recursos cartogr?ficos, a import?ncia dos recursos did?ticos como suportes metodol?gicos no ensino de Geografia, no sentido de apontar solu??es para melhorar as aulas no Ensino Fundamental, e contemplar quest?es primordiais relativas ?s pr?ticas docentes; pela compreens?o, enquanto profissional de educa??o, da luta pela valoriza??o do magist?rio e da educa??o p?blica; pela relev?ncia social da melhoria da forma??o de professores da Educa??o B?sica, em pleno exerc?cio das atividades docentes, e pelo acesso ?s fontes e espa?os de pesquisa onde se exerce a fun??o de professor formador no Instituto de Educa??o Superior Presidente Kennedy IFESP
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Pinheiro, Maur?cio Fa?anha. "O ensino por problemas nos livros de qu?mica: uma an?lise do conte?do estrutura at?mica." Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16090.
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Previous issue date: 2012-08-14La ense?anza de problemas se ha investigado en la did?ctica de las ciencias naturales como un medio importante para desarrollar el aprendizaje de los conocimientos cient?ficos y la formaci?n de competencias b?sicas. Dada la importancia de los libros de texto para la ense?anza de la ciencia, con el fin de verificar el enfoque de la ense?anza con problemas en los libros de qu?mica, se procedi? a una investigaci?n realizada en las obras aprobadas en PNLD 2012, basado en el m?todo de An?lisis de Contenido. Se analiz? el contenido de la estructura at?mica, como marco te?rico la perspectiva de la ense?anza probl?mica, basada en el materialismo hist?rico y dial?ctico. Metodol?gicamente la investigaci?n presenta un car?cter cualitativo. Los resultados del an?lisis de contenido corroboraron la cuestiones de estudio iniciales relacionadas con la explicaci?n centr?ndose en los problemas, lo que permiti? inferir la elaboraci?n de una Unidad Didactica basada en los m?todos probl?micos para la ense?anza de los modelos at?micos por la exposici?n probl?mica, la conversaci?n heur?stica y la busca parcial, como forma de aproximar los estudiantes a la naturaleza de las ciencias naturales y contribuir al desarrollo de actitudes positivas en el aprendizaje de la qu?mica
O Ensino por Problemas tem sido investigado na Did?tica das Ci?ncias Naturais como um meio importante de desenvolver a aprendizagem de conhecimentos cient?ficos e formar compet?ncias b?sicas. Diante da import?ncia dos livros did?ticos para o ensino de Ci?ncia, com o intuito de verificar a abordagem do ensino por problemas nos livros de Qu?mica, procedeu-se uma pesquisa nas obras aprovadas no PNLD 2012, baseada no m?todo de An?lise de Conte?do. Foi analisado o conte?do Estrutura At?mica, tendo como referencial te?rico a perspectiva do Ensino Probl?mico, fundamentada no materialismo hist?rico dial?tico. Metodologicamente a pesquisa apresentou car?ter qualitativo. Os resultados da an?lise de conte?do corroboraram as quest?es de estudo iniciais relacionadas ao enfoque na explica??o por problemas, cujas infer?ncias permitiram elaborar uma Unidade Did?tica baseada nos m?todos probl?micos, para o ensino dos modelos at?micos mediante a exposi??o probl?mica, a conversa heur?stica e a busca parcial, como forma de aproximar os estudantes ? natureza das ci?ncias naturais e contribuir com o desenvolvimento de atitudes positivas na aprendizagem de Qu?mica
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Filgueiras, Fernanda Celeste da Rocha. "Eventos de oralidade em aulas de l?ngua portuguesa: um estudo de caso." Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14514.
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Previous issue date: 2012-03-09Este trabajo tiene como objetivo investigar el tratamiento ofrecido al estudio de la lenguaje en la modalidad oral en clases de lengua portuguesa en los 3? y 4? ciclos del Nivel Fundamental a la luz de concepciones sociointeracionistas de lenguaje. Para tal, tomamos como referencia las contribuciones de Bakhtin (1992) Marcuschi (2005), Batista (2001), Antunes (2009), Bagno (2002), Suassuna (2009), Ramos (2002), Castilho (2000), Oliveira (2003), entre otros, como tambi?n tomamos como referencia los objetivos establecidos en los programas oficiales, entre los cuales est?n los PCN de lengua portuguesa, el PNLD y el regimiento escolar. El campo de pesquisa seleccionado fue una escuela p?blica de la ciudad de Parnamirim donde los datos fueran colectados en visitas, en las entrevistas grabadas con los sujetos y tambi?n durante las observaciones a las clases. Hecho estos procedimientos de coleta de datos se hizo su an?lisis que estuvo vinculada al referencial te?rico. Los resultados de la pesquisa indican caracter?sticas en el tratamiento ofrecido al lenguaje oral que refleja, principalmente, una concepci?n de lengua y lenguaje adoptada por los profesores a?n muy vinculada a las concepciones estructuralistas, sin lograr una pr?ctica que contemple la oralidad como objeto de estudio
Este trabalho tem como objetivo investigar o tratamento oferecido ao estudo da linguagem na modalidade oral nas aulas de l?ngua portuguesa nos 3? e 4? ciclos do Ensino Fundamental, ? luz de concep??es sociointeracionistas da linguagem. Para tal, fundamentamo-nos nas contribui??es de Bakhtin (1992), Marcuschi (2005), Batista (2001), Antunes (2009), Bagno (2002), Suassuna (2009), Ramos (2002), Castilho (2002), Oliveira (2003), dentre outros, como tamb?m fundamentamo-nos nos objetivos estabelecidos nos programas oficiais, dentre os quais est?o os PCN de l?ngua portuguesa, o PNLD e o regimento escolar. O campo de pesquisa escolhido foi uma escola p?blica da cidade de Parnamirim-RN, onde os dados foram coletados durante as visitas, em entrevistas gravadas com os sujeitos e tamb?m durante as observa??es ?s aulas. Ap?s esses procedimentos de coleta de dados, procedeu-se ? sua an?lise, que esteve vinculada ao referencial te?rico. Os resultados da pesquisa apontam caracter?sticas no tratamento da linguagem oral que refletem, principalmente, uma concep??o de l?ngua e linguagem trazida pelos professores, ainda muito vinculada a concep??es estruturalistas, sem conseguir efetivar um trabalho que contemple a oralidade como objeto de estudo
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Rocha, Adriana da Silva. "A pol?tica de forma??o continuada de professores do ensino m?dio no RN: limites e possibilidades." Universidade Federal do Rio Grande do Norte, 2009. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14341.
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Previous issue date: 2009-11-17El trabajo titulado La Pol?tica de Formaci?n Continua de Profesores de Ense?anza Media en RN: l?mites y posibilidades tiene como objetivo analizar la pol?tica de formaci?n continua de profesores de Ense?anza Media implantada en R?o Grande del Norte. Parte del supuesto de que las directrices de formaci?n continuada se articulan conforme a los organismos internacionales que desde la d?cada de 1990 extendieron por Am?rica Latina un modelo homog?neo de formaci?n, que tiene como principales caracter?sticas la de constituir un servicio a trav?s de la modalidad a distancia y teniendo a la escuela como principal locus. En Brasil, estas caracter?sticas se apoyan en la Ley de Directrices y Bases de Educaci?n Nacional n?. 9.394/96. Este trabajo es parte de un estudio que se desarrolla desde 2004 por la base de investigaci?n Pol?ticas y Gesti?n de Educaci?n llamada Factores que influyen en la productividad de la Escuela Media: un estudio en R?o Grande del Norte. El estudio en cuesti?n se centra en la dimensi?n pedag?gica de la referida investigaci?n y analiza la pol?tica de formaci?n continua del personal docente, y considera como dimensiones de an?lisis la formaci?n continua promovida en el ?mbito escolar, ofrecida por la SECD/RN en el marco de la autoformaci?n. Para la realizaci?n del estudio se hizo una b?squeda bibliogr?fica y documental que permiti? la comprensi?n del objeto de estudio. La investigaci?n emp?rica se realiz? mediante la aplicaci?n de cuestionarios, con preguntas abiertas y cerradas, a los maestros de Ense?anza Media de RN, y a trav?s de entrevistas, semi-estructuradas de naturaleza complementaria, a las coordinadoras estatales de programas dirigidos a la Ense?anza Media. El an?lisis de los datos obtenidos muestra que no hay en SECD/RN una programaci?n espec?fica para la formaci?n continua de los docentes de ese nivel educativo. Los programas implantados son de car?cter nacional, de ?ndole focalizada y no prestan atenci?n a la mayor?a de los docentes. La formaci?n continua desarrollada en el ?mbito escolar es pr?cticamente inexistente, y se limita a reuniones y algunos seminarios, sin mucha repercusi?n en la pr?ctica docente. En cuanto a la autoformaci?n son pocos los profesores que tratan de mejorar su pr?ctica pedag?gica con cursos de capacitaci?n. Por lo tanto, se percibe una laguna en la formaci?n de esos profesores y la necesidad de implementar acciones generales de formaci?n continua que favorezcan una mayor y mejor articulaci?n entre la formaci?n inicial y continua, entre la teor?a y la pr?ctica, desde una perspectiva transformadora, en el sentido de superar modelos tradicionales de formaci?n que no han tenido repercusi?n en la pr?ctica docente
O trabalho intitulado A Pol?tica de Forma??o Continuada de Professores do Ensino M?dio no RN: limites e possibilidades t?m como objetivo analisar a pol?tica de forma??o continuada dos professores do Ensino M?dio implantada no Rio Grande do Norte. Parte do pressuposto de que as diretrizes da forma??o continuada est?o articuladas aos organismos internacionais que a partir da d?cada de 1990 passaram a disseminar pela Am?rica Latina um modelo homog?neo de forma??o, que tem como principais caracter?sticas ser realizada em servi?o, por meio da modalidade ? dist?ncia tendo a escola como locus principal. No Brasil, essas caracter?sticas encontram suporte a partir na Lei de Diretrizes e Bases da Educa??o Nacional n?. 9.394/96. Este estudo faz parte de uma pesquisa que vem sendo desenvolvida desde 2004 pela base de pesquisa Pol?ticas e Gest?o da Educa??o denominada Fatores que interferem na produtividade do Ensino M?dio: um estudo no Rio Grande do Norte. O estudo em quest?o privilegia a dimens?o pedag?gica da referida pesquisa e analisa a pol?tica de forma??o continuada dos professores, tomando como dimens?es de an?lise a forma??o continuada promovida no ?mbito da escola, oferecida pela SECD/RN e no ?mbito da autoforma??o. Para a realiza??o do estudo fez-se uma pesquisa bibliogr?fica e documental que possibilitou a compreens?o do objeto de estudo. A pesquisa emp?rica foi realizada por meio da aplica??o de question?rios, com quest?es abertas e fechadas a professores do Ensino M?dio do RN, e por meio da realiza??o de entrevistas, semi-estruturadas de car?ter complementar, com as coordenadoras estaduais dos programas voltados para o Ensino M?dio. A an?lise dos dados obtidos evidencia que n?o existe na SECD/RN uma programa??o espec?fica para a forma??o continuada dos professores desse n?vel de ensino. Os programas em implanta??o s?o de car?ter nacional, de natureza focalizada e que n?o atinge a maioria dos professores. A forma??o continuada realizada no ?mbito da escola ? praticamente inexistente, limitando-se a reuni?es e alguns semin?rios, sem muitas repercuss?es na pr?tica docente. No que se refere ? autoforma??o poucos s?o os professores que procuram melhorar a sua pr?tica pedag?gica com cursos de capacita??o. Dessa forma, percebe-se uma lacuna na forma??o desses professores e a necessidade de implementar a??es gerais de forma??o continuada que busque uma maior e melhor articula??o entre a forma??o inicial e continuada, entre a teoria e a pr?tica, numa perspectiva transformadora, no sentido superar os modelos tradicionais de forma??o que n?o t?m tido repercuss?o sobre a pratica docente
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Dantas, Augusto Ribeiro. "Avalia??o da educa??o f?sica na escola: an?lise de uma proposta de interven??o." Universidade Federal do Rio Grande do Norte, 2011. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14455.
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Previous issue date: 2011-03-25El presente estudio tiene como tema principal el debate sobre la evaluaci?n de la escuela, espec?ficamente la evaluaci?n de la ense?anza y el aprendizaje de la educaci?n f?sica en la escuela. Presenta las tendencias pedag?gicas que influyeron en los modelos de valoraci?n de la educaci?n en general y espec?ficamente determinados que el proceso de evaluaci?n en la escuela de educaci?n f?sica. Analiza la evaluaci?n en educaci?n f?sica de una experiencia de ense?anza en la escuela p?blica. Para ello, hemos desarrollado la siguiente pregunta: ?cu?les son las posibilidades de evaluaci?n en Educaci?n F?sica, teniendo en cuenta su significado y sus implicaciones en el proceso de ense?anza-aprendizaje que experimentan los estudiantes? Ya que era un problema se gu?an la reflexi?n sobre nuestra pr?ctica docente, hablamos de la evaluaci?n en Educaci?n F?sica de cinco cuestiones esenciales para nuestra consideraci?n, a saber: ?para qu? evaluar (razones) para evaluar la (las dimensiones del contenido ), al evaluar (momentos) se eval?a (estrategias metodol?gicas), que eval?a (responsable de la evaluaci?n)? En este sentido, este estudio tuvo como objetivo discutir el proceso de evaluaci?n en Educaci?n F?sica, al reflexionar sobre su significado y sus implicaciones pedag?gicas en la ense?anza y el aprendizaje de la educaci?n f?sica, y guiado por el informe de una experiencia de aprendizaje experiencia en una clase de 6 ? y 7 ? grado de la escuela primaria Escuela Fernandes Arcelina Estado, ubicado en la ciudad de Maca?ba / RN. Hemos encontrado en este estudio que es la evaluaci?n de la escuela es un proceso complejo determinado por muchos factores sociales,. Jur?dica, cultural, estructural, y que sea ?til para repensar el proceso de ense?anza-aprendizaje y su propia pr?ctica docente Tambi?n creemos que nuestro estudio se revela como una evaluaci?n metodol?gica de las posibilidades. En ella, que se encuentra es posible evaluar en Educaci?n F?sica que estudia no s?lo los resultados de aprendizaje de los contenidos t?cnicos, habilidades y destrezas motrices, sino que nos permite analizar el rendimiento de los estudiantes en otras dimensiones de la integridad humana, como la las actitudes (valores), los conceptos, los aspectos afectivos y sociales
O presente estudo apresenta como tema principal o debate em torno da avalia??o escolar, especificamente, a avalia??o do processo ensino-aprendizagem da educa??o f?sica na escola. Apresenta as tend?ncias pedag?gicas que influenciaram os modelos de avalia??o na educa??o em geral e, especificamente, as que determinaram o processo de avalia??o em educa??o f?sica escolar. Discute a avalia??o na educa??o f?sica a partir de uma experi?ncia pedag?gica na escola p?blica. Para tanto, elaboramos a seguinte quest?o: quais as possibilidades para a avalia??o na Educa??o F?sica escolar, considerando seus significados e suas implica??es no processo ensino-aprendizagem vivenciado pelos alunos? Tendo-se tal problema como eixo norteador da reflex?o sobre a nossa pr?tica pedag?gica, discutimos a avalia??o na Educa??o F?sica escolar a partir de cinco quest?es fundamentais para nossa reflex?o, a saber: por que avaliamos (raz?es); o que avaliamos (dimens?es dos conte?dos); quando avaliamos (momentos); como avaliamos (estrat?gias metodol?gicas); quem avalia (respons?veis pela avalia??o)? Nesse sentido, o presente estudo teve como objetivo discutir o processo de avalia??o na Educa??o F?sica escolar, refletindo sobre o seu significado e suas implica??es pedag?gicas no processo de ensino-aprendizagem da educa??o f?sica, tendo-se como eixo norteador o relato de uma experi?ncia pedag?gica vivenciada numa turma do 6? e do 7? ano do ensino fundamental da Escola Estadual Arcelina Fernandes, situada na cidade de Maca?ba/RN. Verificamos a partir desse estudo que a avalia??o escolar constitui-se um processo complexo, determinado por diversos fatores sociais, legais, culturais, estruturais, e que ? ?til para repensar o processo ensino-aprendizagem e a pr?pria pr?tica pedag?gica. Consideramos ainda que nosso estudo se revela como uma das possibilidades metodol?gicas de avalia??o. Nele, verificamos ser poss?vel realizar uma avalia??o na Educa??o F?sica escolar que analisa n?o somente os resultados de aprendizagem dos conte?dos t?cnicos, das habilidades e destrezas motoras, mas, que permite analisar o desempenho dos alunos em outras dimens?es da totalidade humana, tais como, as atitudes (valores), os conceitos, aspectos afetivos e sociais
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Winker, Charles David 1952. "Neogene stratigraphy of the Fish Creek-Vallecito section, southern California : implications for early history of the northern Gulf of California and Colorado Delta." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/191123.
Full textAbstract:
The Fish Creek-Vallecito section is the most stratigraphically complete and structurally intact Neogene exposure in the Salton Trough, and thus provides a useful reference section for regional stratigraphie revision and historical interpretation of the early Gulf of California and Colorado Delta. The section comprises a marine sequence (Imperial Formation) bracketed by nonmarine units (Split Mountain and Alverson Formations below, Palm Spring Formation and Canebrake Conglomerate above). Recognition of distinct suites of locally-derived and Colorado River-derived sediment, combined with sedimentological evidence, led to revision of this sequence in terms of informal members and geneticstratigraphic units: (1) pre-rift braided-stream deposits (2) syn-rift fanglomerates and volcanics, with local pre-marine evaporites; (3) pre-deltaic marine units, deposited primarily as small fan deltas; a progradational sequence of the ancestral Colorado delta, consisting of (4) an upward-shoaling marine sequence, and (5) a nonmarine deltaplain sequence; (6) lacustrine units; and (7) locally-derived basinmargin alluvium that interfingers with (4), (5) and (6). Neogene palinspastic base maps for paleogeographic mapping were based on displacement histories for the Pacific-North American plate boundary and its constituent faults. The tectonic-sedimentary history consists of: (1) early to middle Miocene rifting that propagated southward from southern California to the Gulf mouth; (2) northward marine transgression of the rift basin, reaching southern California by the late Miocene; (3) development of the San Andreas-Gulf of California transform boundary by inboard transfer of intraplate slip; (4) earliest Pliocene initiation of the lower Colorado River and Delta by rapid epeirogenic uplift of the Bouse Embayment; and (5) late Pliocene or Pleistocene transpressive uplift in the western Salton Trough caused by outboard transfer of slip from the San Andreas fault. The stratigraphic succession in the western Salton Trough resulted largely from tectonic transport through a series of paleoenvironments anchored to the North American plate by the entry point of the Colorado River.