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Published: 11 September 2023

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1

Cavazos, Salvador. "The A/B alternating block versus the modified block in the middle school." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3077616.

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2

Litz, Elizabeth Wright. "An Analysis of Bullying Behaviors at E. B. Stanley Middle School in Abingdon, Virginia." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1102.

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Many stakeholders in American education are concerned about the frequency of reported bullying incidents within schools in general and middle schools in particular. This nationwide problem has manifested itself in many ways over the past few decades. These manifestations include, but are not limited to, increased gang violence, school shootings, and attendance problems due to student concerns over safety. The purpose of this quantitative study was to investigate the bullying behaviors of a single class of students as they progressed through E. B. Stanley Middle School in Abingdon, Virginia. Data were gathered over the course of three consecutive school years beginning in August 2002 and continuing through May 2005. Reported bullying incidents were analyzed based upon gender of students, grade level of students, frequency of bullying behaviors, types of bullying behaviors (verbal, physical, or emotional), and location of incidents (bus, classroom, hallway, or other). The study offers a valuable insight into the bullying incidents that occur within E. B. Stanley Middle School. It also offers a number of recommendations to combat this problem in middle level schools. Effective implementation of bullying prevention programs will need to involve all school stakeholders in order to be successful. Students have a right to feel safe at school as they grow and mature into adulthood. It is the duty of all schools to provide them that safe and secure atmosphere.
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3

Saunders, Godfrey Eugene. "Principals' perceptions of mentoring in Montana's AA, A and B high schools." Thesis, Montana State University, 2008. http://etd.lib.montana.edu/etd/2008/saunders/SaundersG0508.pdf.

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Mentoring programs have become a popular source of training and professional development for high school principals over the past few years (Darish, 2001). However, there is little research which investigates the types of mentoring support these programs provide and the effectiveness of this support (SREB, 2007). This mixed methods study was undertaken to determine the frequency of mentoring support that high school and assistant principals in Montana's AA, A and B schools experienced during their beginning years as building administrations. In addition, this study also investigated principals' perceptions of the main sources of mentoring support and to describe the support strategies that principals used in the absence of mentoring. One hundred and twenty-two high school principals and assistant principals were sent the School Administration and Leaderships Skills Inventory (SALSS) (Stout, 2001) and asked to rate their perceptions of mentoring support during their novice years as building administrators. Results from this research found that when averaged across the ISLLC Leadership Skill domains, 95% of lead principals and assistant principals indicated that mentoring support would have been beneficial during their induction years as building administrators. Follow-up interviews were conducted with five principals were to more fully understand the sources of administrative support that were available to the support strategies that they used in the absence of mentoring. Results from semistructured interviews identified, "Supportive Peer Administrators", "Personality Traits", "Self-Development" and "Experience" as themes that described principals' sources of administrative support. "Creating Supportive Relationships", "Reflection", and "Supportive Peer Administrators" were the themes that principals collectively used to describe the support strategies they used in the absence of formal or informal mentoring. Results from this study suggest that there is a lack of mentoring support networks novice high school principals practicing in the state of Montana. Findings from this research suggest that Montana's school districts and the university principal preparation programs need to make a concerted effort to establish formal mentoring programs for new school administrators. It is recommended that these organizations work collaboratively to mentoring support networks for novice principals and to use the findings from this study to guide those efforts.
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4

Walters, David Clyde. "EXPLORING A DEFINITION OF LEADERSHIP AND THE BIOGRAPHY OF DR. FRANK B. WYNN." The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-10132009-113837/.

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Frank B. Wynn was a leader in the first decades of the 20th Century. In the process of establishing timeless leadership standards for reconstructing his biography, it became apparent that no such standard existed, owing to more than 300 definitions of leadership at the end of the 20th century. The central research question asked what elements of leadership are historically and logically independent of context, and if those elements can be illuminated in a specific example of a leader examined from holistic criteria? The study consisted of an etymology of leadership terms, an exploration of Aristotle's Nicomachean Ethics, Politics, and Categories, an examination of the criteria for accurate definition, and finally a reconstructed biography of Dr. Frank B.Wynn.
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5

Hao, Shuang. "Play [bi-directional arrows] learn: Susan B. Anthony Middle School site as a neighborhood park design." Kansas State University, 2012. http://hdl.handle.net/2097/13659.

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Master of Landscape Architecture
Department of Landscape Architecture/Regional and Community Planning
Mary Catherine (Katie) Kingery-Page
Neighborhood parks can provide a place for children and teens to satisfy their curiosity and learn about nature. Without an open-space policy or regulation from the city, no park was proposed during the development of the neighborhood adjacent to Susan B. Anthony Middle School in Manhattan, Kansas. People have to cross Highway 113 (Sethchild Road) or Kimball Avenue to the closest parks: Marlatt and Cico. However, neither of them is within walking distance for children and teens in this neighborhood. As a result, families have to build private playgrounds in their own backyards. In addition, technological development makes children and teens prefer staying inside playing video games. Neither private playgrounds nor video games provide interaction with nature or social interaction around nature. This project considers how the middle school site, which sits on approximately 40 acres, can be designed as a neighborhood park to allow children and teens to have close nature access and experiential learning opportunities. To better understand what users really need, interviews with teachers and questionnaires for students determined their current and preferred future use of the school site. In addition, neighborhood children, who are not in the middle school, were interviewed about their play preferences. Observations of the school site usage during school time and after were recorded for design purposes. Six precedents were examined to compare and understand what works to connect children and young teens to nature. After analyzing user needs and physical conditions of the site, a neighborhood park design for the site of Susan B. Anthony Middle School was proposed. The proposed design meets both students’ experiential learning needs and the need of neighborhood children and young teens to connect to nature. Because the 40-acre schoolyard is a nationally recommended size for middle schools, this joint-use schoolyard and park concept can be applied cross the country where needed.
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6

Kollipara, Sireesha. "Theoretical studies of rates of electron transfer between cytochrome b₅ reductase and cytochrome b₅ a thesis presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online, 2008. http://proquest.umi.com/pqdweb?index=0&did=1674959791&SrchMode=1&sid=2&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1268413954&clientId=28564.

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7

Halim, Fachrizal. "The axis of authority in the later Shāf'ī school of law: Yahyā b. Sharaf al-Nawawi (631-76/1233-77)." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119454.

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The present dissertation examines the legacy and contribution of Yaḥyā b. Sharaf Muḥyī al-Dīn al-Nawawī (d. 631-76/1233-77), who attained a reputation in Muslim jurisprudence as the mainstay of the doctrines of the Shāfiʿī school of law. This status was constructed during a time in which the Muslim community needed to anchor legal authority in an eponymous figure given that the ruling powers did not produce or promulgate law. Eschewing intellectual idealism, pragmatic considerations demanded certain measures that were in keeping with day-to-day legal reality, i.e., structured authority and a sense of determinacy in law. Al-Nawawī's juristic legacy suited these requirements and in fact served well those Muslims who had chosen to settle ultimate legal authority on al-Shāfiʿī, the supposed founder of the school of law named after him. As demonstrated in his major, substantive legal works, al-Nawawī effectively reduced the inherent plurality of methods of reasoning (ṭarīqa) and legal opinions among jurists, a situation that had often prevented jurists from discovering the authoritative solution to a given case. Al-Nawawī's achievement was to investigate the existing doctrine of the school and extract from them a set of canonical doctrines as followed by the Shāfiʿī school of law. This selection of canonical doctrine in turn became the primary set of rules by which jurists were enabled to discover authoritative legal solutions to cases, and at the same time provided a road map for further development of legal doctrine under the skilful guidance of later jurists. Furthermore, in addition to providing later jurists with a greater sense of certainty, al-Nawawī's juristic project also sought to vindicate the Shāfiʿī school of law as the most faithful to the legal tradition of the Prophet. By virtue of these practical innovations, al-Nawawī became an extended axis of authority, who managed to reconnect later Shāfiʿite jurists with the authority of al-Shāfiʿī and the legal tradition of his school of law.
La présente thèse porte sur l'héritage et la contribution de Yaḥyā b. Sharaf Muḥyī al-Dīn al-Nawawī (d. 631-76/1233-77), qui a acquis une réputation dans la jurisprudence musulmane en tant que pilier des doctrines de l'école de droit de Chāfiʿī. Ce statut a été établi à l'époque où il était nécessaire pour la communauté musulmane d'ancrer l'autorité judiciaire dans un personnage éponyme étant donné que le pouvoir en place n'avait pas établi ou promulgué de loi. Évitant l'idéalisme intellectuel, les considérations pragmatiques exigeaient des mesures cohérentes avec la réalité juridique quotidienne, à savoir, une autorité structurée et un sentiment de détermination dans la loi. L'héritage juridique d'al-Nawawī répondait à ces exigences et servait aussi bien les musulmans qui avaient choisi d'établir l'ultime autorité judiciaire sur al-Chāfiʿī, le supposé fondateur de l'école de droit qui porte son nom. Comme il l'a prouvé dans ses principaux ouvrages juridiques de fond, al-Nawawī a effectivement réduit la multiplicité des avis juridiques parmi les juristes, une situation qui les a souvent empêchés de découvrir la solution faisant autorité dans certaines affaires. La réussite d'al-Nawawī a été d'enquêter sur la doctrine actuelle de l'école et d'en extraire un ensemble de doctrines canoniques suivies par l'école de droit de Chāfiʿī. Cette sélection d'une doctrine canonique est devenue à son tour le premier ensemble de règles grâce auxquelles les juristes ont permis de découvrir des solutions juridiques faisant autorité pour certaines affaires et de fournir en même temps une feuille de route pour le développement ultérieur d'une doctrine juridique, sous la direction sage et éclairée de juristes plus contemporains. Par ailleurs, en plus de fournir un plus grand sentiment de certitude aux juristes plus contemporains, le projet juridique d'al-Nawawī a également cherché à montrer que l'école de droit de Chāfiʿī était la plus fidèle à la tradition juridique du Prophète. En vertu de ces innovations pratiques, al-Nawawī est devenu un pilier prolongé de l'autorité, qui est parvenu à rassembler plus tard les juristes Chāfiʿī avec l'autorité de al-Chāfiʿī et la tradition juridique de son école de droit.
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8

Gracia, Ann. "A Correlational Study of a Random Stratified Sample of Superintendents in Michigan – Analyzing the Relationship Between MBTI® Reported Personality Preference Types and FIRO-B™ Interpersonal Leadership Styles, MBTI® Perceived and." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1150229700.

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9

Špániková, Katarína. "B + B BARCELONA." Master's thesis, Vysoké učení technické v Brně. Fakulta architektury, 2010. http://www.nusl.cz/ntk/nusl-215695.

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The concept of design of secondary school in Barcelona responds to an existing build - up area, topography, to what was here, but sthe school system is different. The diversity of the environment I translate into surrounding of school, in every corner is taking place a different activity, a different movement.
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10

Thomas, George. "Evaluating the impact of the 'Paws .b' mindfulness programme on mainstream Primary School aged pupils' suppressing and sustaining attention skills, and their academic proxy measures." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/evaluating-the-impact-of-the-paws-b-mindfulness-programme-on-mainstream-primary-school-aged-pupils-suppressing-and-sustaining-attention-skills-and-their-academic-proxy-measures(1712d5dd-3e0d-4ce7-bcb0-66026081b98f).html.

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Few studies have evaluated the impact of mindfulness programmes on aspects of positive functioning amongst mainstream children and problems in design, sample size, and measurement are commonplace. The present study sought to address this and rigorously evaluate the impact of a 6-hour manualised mindfulness programme called 'Paws .b' on mainstream Primary School aged pupils' suppressing and sustaining attention skills, and their academic proxy measures. Two classes of Year-4 pupils (n = 30), their class teachers (n = 3), and a mindfulnessteacher (n = 1) were recruited from a mixed comprehensive Primary School. A quasi-mixed methods Randomised Control Trial (RCT) design with a quasi-experimentalintervention cross-lag was used. There were four data collection time-points 6- to 8-weeks apart. Pupils and class teachers were randomly assigned to the experimental group or the waitlist control group. Experimental pupils received a 1-hour Paws .b lesson per week for 6-weeks between baseline and Time-1; waitlist control pupils received Paws .b between Time-1 and Time-2. The remaining time-points acted as the 6- to 8-week and 14-week follow-ups. Quantitative data were gathered using teacher-reported and standardised attention measures, and teacher-reported academic proxy measures. Qualitative data were gathered using post-intervention pupil focus groups (FGs) and teacher semi-structured interviews. Within-condition comparisons revealed several significant pre- vs. post-intervention effects within the attention measures, the majority of which were maintained at one or both of the follow-ups, whereby several large estimated effect sizes were noted. Between-condition comparisons revealed a number of significant partial condition × time-point interactions within the attention measures. However, no significant effects were noted within the academic proxy measures. Positive and critically constructive evaluative themes were identified within the qualitative data. Findings were discussed relative to mindfulness and attention literature, and further implications for school implementation and future research were outlined.
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11

Boleloucká, Alice. "B + B BARCELONA." Master's thesis, Vysoké učení technické v Brně. Fakulta architektury, 2010. http://www.nusl.cz/ntk/nusl-215648.

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The subjekt of the project is the building of a new secondary school in Barcelona, the place, which is typical with his regular piles designed by architekt Cerda. I projected the building with the respect of the shape of site. My tendency was to not only make a educational building for students, but also the cultural and social centre for local inhabitants. The site is conceived as a small city, which invites passers-by to a visit. The pleasant scale factor stayed on.
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12

Mård, Grinde Josefin. "“She is such a B!” – “Really? How can you tell?” : A qualitive study into inter-rater reliability in grading EFL writing in a Swedish upper-secondary school." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-42885.

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This project investigates the extent to which EFL teachers’ assessment practices of two students’ written texts differ in a Swedish upper-secondary school. It also seeks to understand the factors influencing the teachers regarding inter-rater reliability in their assessment and marking process. The results show inconsistencies in the summative grades given by the raters; these inconsistencies include what the raters deem important in the rubric; however, the actual assessment process was very similar for different raters. Based on the themes found in the content analysis regarding what perceived factors affected the raters, the results showed that peer-assessment, assessment training, context, and time were of importance to the raters. Emerging themes indicate that the interpretation of rubrics, which should actually matter the most when it comes to assessment, causes inconsistencies in summative marking, regardless of the use of the same rubrics, criteria and instructions by the raters. The results suggest a need for peer-assessment as a tool in the assessment and marking of students’ texts to ensure inter-rater reliability, which would mean that more time needs to be allocated to grading.
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13

Sharber, Casey D. "An analysis of the mutual awareness between public horticulture and the national FFA organization." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 173 p, 2007. http://proquest.umi.com/pqdweb?did=1453233021&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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14

Markevič, Jiří. "B + B BARCELONA." Master's thesis, Vysoké učení technické v Brně. Fakulta architektury, 2010. http://www.nusl.cz/ntk/nusl-215691.

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Design is supporting the urbanism of the block and the whole city. So the koncept of urbanism point out the idea of reconstruction some the old halls. The new building of the clasrooms represent the identity of the whole secondary school and point out the diagonal.
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15

Kennedy, Mark Thomas. "The contribution of Dr. Sampson Paul Robins to education in the province of Québec : with special reference to the McGill Normal School." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66200.

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16

Fabián, Ondřej. "B + B BARCELONA." Master's thesis, Vysoké učení technické v Brně. Fakulta architektury, 2010. http://www.nusl.cz/ntk/nusl-215696.

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The proposal for place like the district of Poblenou is a great adventure. The blocks of the famous urban Plan Cerda closest inside in itself dramatic history of old industrial era, when they have called Barcelona " The Manchester Of Catalunya ". And here I ask myself the question. What does the word landscape in this environment? How to apply to old buildings and chimneys of the idea of the archetype of landscape? Is it just those elements that had nurtured almost all Catalunya? They can be roof now abandoned industrial buildings become something else? The new facade?A Sea? A Landscape ?
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17

Kasková, Michaela. "B + B BARCELONA." Master's thesis, Vysoké učení technické v Brně. Fakulta architektury, 2010. http://www.nusl.cz/ntk/nusl-215697.

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The project oh high school, located on the outskirts of Barcelona on site, where plain seashore turns into upland. The project encourages the potencial of its location. New building structures form the public space, which becomes the centre of the distrikt.
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18

Axelsson, Thom. "Rätt elev i rätt klass : Skola, begåvning och styrning 1910–1950." Doctoral thesis, Linköpings universitet, Tema Barn, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-7994.

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I centrum för den här avhandlingen står det tidiga 1900-talets diskussion om skola, begåvning och social organisering. Tidsperioden som omfattas är 1910– 1950. Det är skolan i de större städerna Stockholm, Göteborg och Malmö som har stått i fokus. Det övergripande syftet har varit att analysera den betydelse som begåvning och intelligens fick i relation till skolväsendets förändring. Med utgångspunkt i detta syfte diskuteras hur uppfattningar om samhällets begåvningsresurser och individers förmågor har format 1900-talets samhällsliv. Betoningen på begåvning förde med sig primärt två saker: Att tillvarata god begåvning och att motverka låg begåvning. Avhandlingen har främst syftat till att granska de sociala och institutionella sammanhang i vilka intelligensmätningarna kom att uppfattas som användbara. Det innebär att intresset har riktats mot det inflytande som olika professionella via förhandlingar, professionalisering och vetenskapliggörande fick över skolans utformning. Teoretisk har undersökningen hämtat inspiration hos Michel Foucault, vilket ger en utgångspunkt som betonar sambandet mellan kunskapsbildning och makt. Genom olika gränsdragningar och uteslutningar – ”åtskiljande praktiker” – i utbildningssystemet blir individerna synliga i förhållande till olika institutionella arrangemang och konstrueras därmed både som individer och som grupper. Avhandlingen använder ett historiskt perspektiv för att studera hur makt och vetande i en given tid formulerar vad som är att betrakta som ett problem i samhället.
At the centre of this thesis is the early 20th century’s discussion on school, talent and social organisation. The period that is covered is 1910 – 1950. It is schools in the cities Stockholm, Gothenburg and Malmö that have been focused on. The overall purpose has been to analyse the importance that talent and intelligence had in relationship with the changes in the educational system. Using this as a starting point, it was discussed how views on society’s talent resources and the abilities of individuals have formed 20th century social life. Emphasis on talent led to primarily two things: to utilise good talent and counteract poor talent. The thesis has mainly aimed at examining the social and institutional contexts in which intelligence testing came to be seen as usable. This means that interest has been directed at the influence that different professionals had via deliberations, professionalizing and scientificating had on the forming of schools. Theoretically the study has been inspired by Michel Foucault, which provided an excellent starting point that emphasises the connection between education and power. Through different boundaries and conclusions – “separating practices” – in the education system the individuals become visible in relation to different institutional arrangements and can therefore be construed both as individuals and groups. The thesis uses an historic perspective to study how power and knowledge in a given time formulate what is considered as a problem in society.
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19

Gutowski, James Arthur. "Politics and Parochial Schools in Archbishop John Purcell's Ohio." Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1254177639.

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20

Georgievskaya, Liudmila. "A Performer's Guide to Samuil Feinberg's Sonata No. 6: A Window into Russian School Pianism." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011846/.

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Samuil Feinberg was an important performing pianist, composer, and one of the protagonists of Russian Piano School. Among his numerous piano compositions, the Sixth Sonata is one of the most complex and illustrative of his deeply personal musical ideas. The following performer's guide offers some ideas on interpreting and performing the sonata from the perspective of Russian school pianism. Having trained in Russia for nearly a decade with two of Feinberg's most eminent disciples and assistants (Tatiana Galitskaya and Liudmila Roschina) makes this author part of living chain back to his pedagogical principles. I will draw upon my knowledge and expertise to illustrate how interpretation of Feinberg's Sonata No. 6 embodies many of the particular and subtle aspects of the Russian piano school technique.
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Santos, Altamir Gomes dos. "Estudo de uma ferramenta online para o ensino de ingl?s: subs?dios para uma Pol?tica P?blica." Pontif?cia Universidade Cat?lica de Campinas, 2017. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/984.

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In a bibliographical survey process with the Bank of Theses and Dissertations (BTD), the various public policies that deal with foreign language teaching, especially English, do not contemplate the use of specific tools for middle school. The learning of a second language in a process of globalization is very important in the development of the subject, and this is why the legislation presupposes the teaching of English to students of basic education in grades 5-8. Considering the mapping of the specific literature, it is possible to affirm that the students' learning has been deficient, even with four consecutive years of teaching English. Similarly, some authors still claim that the teacher is responsible for the students' lack of learning. Faced with the insertion of new technologies in schools, it is necessary to make available to our school institutions, through the formulation of public policy, tools that contribute as a proposal to meet the demands of education and student learning. This research investigated the application of a specific software in a private school in the interior of the State of S?o Paulo, involving two groups of 8th graders, with the purpose of evaluating the referred tool. The research problem was thus formulated: what results, after applying the software, can be evaluated as subsidies for a public policy? The method used was documentary, bibliographic and field study, and the instruments were: two questionnaires and class observation, in addition to the perspective of teachers as interlocutors of this process. As a result, the importance of the English teaching tool was evidenced, which acts as an ally in the daily experience of teaching and learning English, as well as motivating students to practice the foreign language out of the traditional classroom environment. Difficulties were encountered with the connection of the tool with the internet in the first two months of implantation, mainly with respect to the speech device that gave access to the program.
Por meio de um levantamento bibliogr?fico junto ao Banco de Teses e disserta??es (BTD), as diversas pol?ticas p?blicas que tratam do ensino de l?ngua estrangeira, em especial o ingl?s, n?o contemplam a utiliza??o de ferramentas espec?ficas para o Ensino Fundamental II. O aprendizado de uma segunda l?ngua em um processo de globaliza??o ? muito importante na forma??o do sujeito, e esta afirma??o ? confirmada pela determina??o da LDB (Leis de Diretrizes e Bases) para que haja o ensino de pelo menos uma l?ngua estrangeira para alunos da educa??o b?sica de 6? ao 9? ano, que geralmente ? o Ingl?s; e a escolha depender? de cada esfera estadual ou municipal conforme as realidades regionais. Considerando o mapeamento da literatura espec?fica, ? poss?vel afirmar que a aprendizagem dos alunos tem sido deficit?ria, mesmo com quatro anos seguidos de ensino de ingl?s. Igualmente, alguns autores ainda afirmam ser o professor o respons?vel pela aus?ncia de aprendizagem dos alunos. Face ? inser??o das novas tecnologias nas escolas, percebe-se a necessidade de ser colocada ? disposi??o de nossas institui??es escolares, por meio da formula??o de pol?tica p?blica, ferramentas que contribuam como proposta para atender as demandas da educa??o e a aprendizagem dos estudantes. Esta pesquisa investigou a aplica??o de um software espec?fico em uma escola privada no interior do Estado de S?o Paulo, envolvendo duas turmas do 8? ano, com o prop?sito de avaliar a referida ferramenta. O problema da investiga??o estava assim formulado: que resultados, ap?s aplicar o referido software, podem ser avaliados como subs?dios para uma pol?tica p?blica? O m?todo utilizado diz respeito ? pesquisa documental, bibliogr?fica e estudo de campo, e os instrumentos foram: dois question?rios e observa??o de classe, al?m da perspectiva dos professores como interlocutores deste processo. Como resultado, evidenciou-se a import?ncia da ferramenta de ensino de ingl?s, a qual atua como aliada na experi?ncia di?ria do ensino e aprendizagem do ingl?s, como tamb?m motivar os alunos para a pr?tica da L?ngua Estrangeira fora do ambiente de sala de aula tradicional. Evidenciou-se tamb?m dificuldades de conex?o da ferramenta com a internet nos primeiros dois meses de implanta??o, principalmente com rela??o ao dispositivo de fala que dava acesso ao programa.
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Fernandes, Marlene Neves. "Saberes em foco: diálogos de M. B. Lourenço Filho na série de leitura graduada Pedrinho (1953 1970)." Universidade do Estado de Santa Catarina, 2011. http://tede.udesc.br/handle/handle/1064.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
In this master's degree dissertation, are presented the results of the research held on the reading textbooks written and produced between 1953 to 1957 by Teacher Manoel Bergström Lourenço Filho (1897- 1970), aimed at students of primary public schools of the country. Known as the Pedrinho Graduate Reading Series, consisted of four literature books and a reading primer, namely: Pedrinho (1953), Pedrinho e seus amigos (1954), Aventuras de Pedrinho (1955), Leituras de Pedrinho e Maria Clara (1956), and the primer, Upa, cavalinho! (1957) All published by Companhia Editora Melhoramentos, (SP). For the elaboration of the Series (Lourenço Filho), beyond the texts of his authorship, selected excerpts were taken from work already published by other authors, all of whom appeared throughout the four books of literature in the form of lessons. These textbooks were produced with the intention to stimulate the desire to read with comprehension in a productive form, and the second specifies the actual author on the presentation of the first volume of The first grade to watch the problems of human relations at home, at school, and in the social life (LOURENÇO FILHO, 1961). Approached based upon the assumptions of the Educational History in interface with the books history and the literature, is centered in researched bibliography and documentary. The objective of the present job consists of elaborating in a mapping of the authors chosen by Lourenço Filho to compose the scope of Series. From this survey, only a few authors were highlighted, due to those who contributed more in terms of quantity of lessons published, and identified himself to learn more focus placed on those same lessons. This analyses created possibilities to conclude what, in the historic moment in which what was published and utilized, as selected lectures continued knowing who composed the Primary Education pertaining to various disciplines; however, it was found that Lourenço Filho, whom chose authors to write the Series, emphasized texts that privileged knowledge especially dedicated to the teaching of History and Geography in Brazil as disciplines formed the Brazilian nationality
Nesta dissertação de mestrado, são apresentados os resultados de pesquisa realizada nos manuais escolares de leitura escritos e produzidos entre 1953 e 1957 pelo prof. Manoel Bergström Lourenço Filho (1897 1970), voltados a alunos de escolas primárias públicas do País. Conhecida como Série de Leitura Graduada Pedrinho, era composta por quatro livros de leitura e uma cartilha, a saber: Pedrinho (1953), Pedrinho e seus amigos (1954), Aventuras de Pedrinho (1955), Leituras de Pedrinho e Maria Clara (1956), e a cartilha Upa, cavalinho! (1957), todos publicados pela Companhia Editora Melhoramentos (SP). Para a elaboração da Série, Lourenço Filho, além de textos de sua autoria, selecionou variados trechos de obras já publicados por outros autores e autoras que figuram ao longo dos quatro livros de leitura em forma de lições. Esses manuais escolares foram produzidos com a pretensão de estimular a vontade de ler com compreensão, de forma produtiva, bem como, segundo explicita o próprio autor na apresentação do primeiro volume, ser a primeira série a cuidar dos problemas das relações humanas no lar, na escola e na vida social (LOURENÇO FILHO, 1961). Mediante abordagem baseada nos pressupostos da História da Educação em interface com a História do Livro e da Leitura e centrado em pesquisa bibliográfica e documental, o objetivo do presente trabalho consiste em elaborar um mapeamento dos autores e autoras escolhidos por Lourenço Filho para compor o escopo da Série. A partir desse mapeamento, destaca-se os que mais contribuíram em termos de quantidade de lições publicadas, bem como identificou-se os saberes mais colocados em foco nessas mesmas lições. Esta análise criou possibilidades para concluir que, no momento histórico em que foi publicada e utilizada, as lições selecionadas continham saberes que compunham o Ensino Primário concernentes a diversas disciplinas; entretanto, verificou-se que Lourenço Filho, ao escolher autores para compor a Série, enfatizou textos que privilegiavam especialmente saberes dedicados ao ensino da História e da Geografia brasileiras identificadas como disciplinas formadoras da nacionalidade
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Arnold, Douglas E. II. "Comparison of Achievement in 7A/B Block Scheduled Schools and 7-Period Traditional Scheduled Schools in Virginia." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30428.

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The American high school schedule of single-period classes has remained mostly unchanged for over one hundred years. In response to societal changes and reform movements, the secondary school schedule is receiving renewed attention. Block scheduling, the use of extended periods of time for learning, is one response to school restructuring in Virginia and throughout the nation. In Virginia, the 7A/B block schedule is used by 23.3% of the high schools. Although advocates have convinced school boards to adopt this schedule, there is little hard data available to assess its efficacy. In this study the relationship between two types of schedules(7A/B block and 7-period traditional) and student achievement at the eleventh grade was examined. No differences were found between the two schedules for achievement as measured by the subscales of the eleventh grade Tests of Achievement and Proficiency.
Ed. D.
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Broome, Judson B. (Judson Bentley). "Development of a robust heat treating process for Rockwell B-scale hardness test blocks." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/42702.

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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 1997, and Thesis (M.S.)--Massachusetts Institute of Technology, Sloan School of Management, 1997.
Includes bibliographical references (p. ).
by Judson B. Broome.
M.S.
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Spagnuolo, Augusto Yuji Nojima. "Projeto padrão e conforto térmico : estudo de caso nas creches PROINFÂNCIA Tipo B /." Bauru, 2019. http://hdl.handle.net/11449/181793.

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Orientador: João Roberto Gomes Faria
Banca: Maria Solange Gurgel de Castro Fontes
Banca: Karin Maria Soares Chvatal
Resumo: No Brasil, a implantação de edificações públicas em série através da adoção de projetos padronizados é prática recorrente e visa a racionalização de custos, agilidade e melhoria contínua do padrão estabelecido. Este trabalho tem como objetivo avaliar o comportamento térmico de projetos padrão de alcance nacional nas 8 Zonas Bioclimáticas brasileiras. O estudo foi concentrado na avaliação da escola de educação infantil Proinfância Tipo B, com 3446 unidades implantada entre os anos de 2007 e 2017 em todo o território nacional. A análise foi realizada através de estudo de caso, onde a simulação térmica foi adotada para determinação das temperaturas operativas horárias dos ambientes de ensino nas 8 localidades representativas das Zonas Bioclimáticas. Para cada modelo também foram consideradas 4 orientações solares e a adequação da edificação ao clima local através da adoção das estratégias passivas recomendadas na ABNT NBR 15.220. Os dados foram avaliados com a aplicação do modelo de conforto térmico adaptativo da ASHRAE 55-2013, determinando a porcentagem de horas de uso em conforto e desconforto térmico em cada situação. O resultado apresentado é a síntese da avaliação do conforto térmico dos ambientes educacionais do edifício original e o impacto da utilização das estratégias bioclimáticas de forma individual e combinada. A edificação original apresentou índices adequados em 45% das horas de uso e a aplicação das estratégias reduziu significativamente as horas em desconforto t... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: In Brazil, the implementation of public buildings in series through the adoption of standardized projects is a recurring practice and aims at cost rationalization, agility and continuous improvement of the established standard. This work aims to evaluate the thermal behavior of standard projects of national scope in the 8 Brazilian Bioclimatic Zones. The study was concentrated in the evaluation of the kindergarten school Proinfância Tipo B, with 3446 units implanted between the years of 2007 and 2017 throughout the national territory. The evaluation was carried out through a case study, where the thermal simulation was adopted to determine the hourly operating temperatures of the teaching environments in the eight representative locations of Bioclimatic Zones. For each model, 4 solar orientations and the adequacy of the building to the local climate were also considered through the adoption of passive strategies recommended in ABNT NBR 15.220. The data were evaluated using the adaptive thermal comfort model of ASHRAE 55-2013, determining the percentage of hours of use in comfort and thermal discomfort in each situation. The result presented is the synthesis of the thermal comfort evaluation of the educational environments of the original building and the impact of the use of bioclimatic strategies individually and in combination. The original building had adequate indexes in 45% of the hours of use and the application of the strategies significantly reduced the hours in therm... (Complete abstract click electronic access below)
Mestre
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Keller, Travis Lee. "An examination of selected works for high school euphonium students : Conqueror by Leonard B. Smith, In the Hall of the Mountain King by Edvard Grieg, Allerseelen by Richard Strauss, Pearl by H.A. Vandercook, Andante et Allegro by J. Ed. Barat, Andante et Allegro by J. Guy Ropartz, and Morceau Symphonique by Alexandre Guilmant." Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1357.

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Vinterek, Monika. "Åldersblandning i skolan : elevers erfarenheter." Doctoral thesis, Umeå universitet, Institutionen för svenska och samhällsvetenskapliga ämnen, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-6913.

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Mixing ages in school classes became more and more common during the last dec-ades of the 20th century. From being a way to organise classes out of necessity they have now come to be something which is implemented on the basis of pedagogical arguments. The aim of this research has been to improve our knowledge of classes where pupils are not of the same age. A study of the pupils’ perspectives has been my main interest. (Age) homogeneous class can been looked upon as a result of the authorities’ deci-sion to have a fixed age for children to start school and their decision that certain courses should be completed within a defined period of time. Terms and the data concerning heterogeneous age groupings are ambiguous and cannot be fully understood without knowledge of national and sometimes even local contexts. Practices within age heterogeneous classes may differ greatly. A great deal of individual work takes place in age heterogeneous classes. Whether the class is non-mixed or mixed-aged does not seem to have a major im-pact on cognitive or non-cognitive abilities among the pupils, but there are suggestions that age heterogeneous classes might be disadvantageous to pupils in problematic situations. I am able to show that more than 30% of pupils in grades 1-3, close to 25% in grades 4-5, about 15% in grade 6 and a couple of percent of Swedish pupils in the later school years are taught in mixed-age groups. My own empirical research focuses on pupils’ experiences. My investigation has a ‘life-world’ oriented approach inspired by phenomenology. Pupils in grades 5 and 6 from three schools in three different socio-economic settings were interviewed. These pupils had experienced both mixed-age and single-age classes. The life-world of pupils seems to be something different from that encompassed by the philosophy about the advantages of mixing the ages in classes. Pupils find it diffi-cult to maintain or create relationships when only a few pupils of the same sex, who have started school at the same time, can be together in a class for a long time. Be-cause of the importance of social relationships almost every pupil in this investigation wished to be in a single-age class during the following year. It is the importance of common experiences rather than age that is central. Pupils stated that having things in common to study in their everyday schoolwork makes it easier to communicate and contributes to stable friendships. In my conclusion I focus on what it means to have relationships and how these are important for human identity. I also try to show how relationships are important in learning situations at school and for pupils’ opportunities to expand their knowledge.
digitalisering@umu
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Karlbom, Joni, and Mattias Norström. ""a äter upp b" : hur gymnasieelever översätter mellanmatematiskt språk, symbolspråk och vardagsspråk." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-24404.

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Syftet med denna studie var att undersöka hur gymnasieelever översätter mellan tre matematiska språkformer (symbolspråk, matematiskt språk och vardags-språk). Studien använde ett slags test, en kunskapsdiagnos, för att undersöka detta. Gymnasieelever från samma program i tre olika årskurser fick möjlighet att delta i studien. Diagnosen var uppdelad i tre översättningsområden: från matematiskt språk till symbolspråk, från symbolspråk till matematiskt språk och till sist från symbolspråk till vardagsspråk. Resultatet visar att gymnasieeleverna, oavsett årskurs, har problem med översättningarna. Bland annat använde eleverna fel operationstecken, missade att sätta ut väsentliga parenteser och blandade i vissa fall de olika språkformerna i samma mening. Eleverna lyckades bäst med översättningen från symbolspråk till matematiskt språk, och de allra flesta kände till symbolen för ”mindre än”.
The purpose of this study was to investigate how upper secondary school students translate between three mathematical language forms (symbolic language, mathematical language and everyday language). The study used a test (a diagnosis), to investigate this. Upper secondary school students belonging to the same program in three different grades were given the opportunity to take part in the study. The diagnosis was divided into three translation areas: from mathematical language to symbolic language, from symbolic language to mathematical language and finally from symbolic language to everyday language. The result shows that upper secondary school students, regardless of grade, have problems with the translations. Among other things, the students used the wrong operation signs, missed writing crucial parentheses and in some cases, they mixed the various language forms in the same sentence. The students were most successful with the translation from symbolic language to mathematical language, and the vast majority had knowledge of the "less than" - symbol.
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Gillespie, Aidan. "How do primary school teachers understand and express their spirituality in the workplace? : an interpretative phenomenological analysis of professional educators' spiritual expression in primary schools." Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/17437/.

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The aim of this study was to uncover and illuminate aspects of spirituality, which may be present in the work of primary school teachers. Four themes emerged out the analysis and were coded using the methodology consistent with an Interpretative Phenomenological Analysis (IPA). The themes were: ● Spirituality as an aspect of identity formation and understanding. ● Relationships as central to understanding and formation. ● Teaching and learning as a shared encounter through mentoring. ● Spirituality as a contextual resource. IPA was chosen as a methodology as it places the participant as central to and expert in their lived experience whilst acknowledging the ways in which the researcher impacts on the interpretative process. Drawing on phenomenology whilst adopting a systematic process of analysis, the material uncovered ways in which spirituality can be used a resource in the professional encounter. The implications for this study points towards a new definition of spirituality that encompasses ‘moments of profundity and connection with other that leads to change’. This is particularly important in relation to the teachers in this study and could be of value to others in the education profession. Seeing one’s spirituality as a source of wisdom and as a contextual resource has allowed the participants to make connections with their colleagues and pupils that draw heavily on their spirituality in order to make sense of and bring change to situations and relationships. These instances are profound in nature for each individual but has brought about change in the situation, relationship or way of teaching and relating to one’s environment. As such the definition of spirituality in this study both encompasses established understanding of what it means to be spiritual but places this in the educational environment and profession. It is hoped that the findings of this study lead to an awareness of the way in which one’s spirituality can be drawn upon as a positive agential resource will be acknowledged in teacher education programmes and school-based teaching.
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Chan, Yung. "A study of changes in belief structures of preservice primary teachers involved in peer collaboration in science." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36666/1/36666_Digitised%20Thesis.pdf.

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The study aimed at investigating to what extent and in what ways a peer collaboration program based on constructivist views and hands-on activities affected the science teaching self-efficacy beliefs of a group of preservice primary teachers in a Hong Kong context. The beliefs concerning the students' perceptions of their capability to teach science were grounded in Bandura's social cognitive theory of behaviour and motivation. This theory predicts that given certain experiences in which individuals perceive themselves to be competent in undertaking a particular behaviour they will engage and persist in the behaviour even in the face of adversity. The peer collaborative learning was underpinned by a constructivist inspired teaching approach with different strategies such as preset questions, concept mapping, students designing experiments, and small group discussions. The research design included both quasi-experimental and interpretive methodologies, giving rise to a rich data set. 186 full-time preservice primary teachers completing a science content module offered by the Hong Kong Institute of Education participated in the study. The research employed a Chinese version of the widely used Science Teaching Efficacy Beliefs Instrument that was specifically modified and validated by the candidate. It was confirmed that preservice primary teachers' science teaching self-efficacy increased significantly after completion of the program. Notwithstanding this statistical finding, large variations in the magnitude, and direction, of the change in individuals' science teaching self-efficacy were documented. Interview and observational data were employed to explore why such variations occurred. Ten assertions based on the research findings are presented, and their implications for science teacher education and primary science teaching in Hong Kong are discussed.
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Santos, Daniel Ferreira. "Ensino instrumental na escola básica e sua aplicação na U. E. B. Gomes de Sousa, São Luís-MA." Universidade Federal do Maranhão, 2016. http://tedebc.ufma.br:8080/jspui/handle/tede/1481.

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This study aimed to analyzing the application of a teaching methodology based on musical instruments practices in U.E.B. Gomes de Sousa school. This institution is located in the suburb of Sao Luis named as Vila Maranhão. The methodology is characterized as a complementary way to the music art teaching and learning process of the students enrolled in the final levels of the elementary school. Moreover, its contributions on the thinking about the applicability and importance of instrumental teaching as well as its capability to offer a vision of how musical education and instrumental practices can integrate the curriculum of the basic education were taken in account. For a better comprehension regarding to the reality of this method, it was conducted a profound research on the instrumental music teaching programs adopted in other countries educational systems. To improve the practice used here, the methodology used by teachers and teaching strategies that can be consistent and enrich the approach of this research were analyzed. Among them, it could be mentioned the Suzuki philosophy, the fundamental learning theory based on Edwin Gordon, and the usage of the teaching collective method tools knows as orchestra Da Capo Tutti from Prof. Dr. Joel Barbosa. As the main methodological procedure in order to carrying out this research work, it was done a kind of research-action. This aimed to make links between theory and practice on the application of instrumental project onset practices by investigating their contributions and results on the educational, social and political outcomes for the area of instrumental music education. The results achieved allowed to perceive the challenges on the issues about the curriculum concepts and implementation of instrumental training programs to provide a complementary background to the students enrolled in the basic education system. Furthermore, the results enable to evaluate the significant gains during the construction process of various diversity ways to be followed in the music learning. To sum up, through all the research carried out and pedagogical suggestions, it was possible to confirm that the instrumental teaching process applied to the elementary school acted as a strengthening way to consolidate the music teaching in this context. Moreover, was observed a natural interest in musical art from the part of youth people and comprehensiveness that this practice offers. Finally, this practice serves as a model of idealization for an effectiveness way to implement musical instruments teaching routine in all Brazilian schools.
Este estudo objetivou a aplicação de uma metodologia de ensino voltada à prática de instrumentos musicais na escola U.E.B. Gomes de Sousa, localizada na Vila Maranhão, como forma complementar ao ensino e aprendizagem musical dos alunos das series finais do ensino fundamental e suas possíveis contribuições na reflexão acerca da aplicabilidade e importância do ensino instrumental, bem como, oferecer uma visão de como a educação musical e a prática instrumental podem integrar o currículo da educação básica. Para uma melhor compreensão desta realidade, realizamos um levantamento sobre os programas do ensino musical instrumental em sistemas educacionais de outros países. Para melhor fundamentar nossa prática, analisamos o trabalho de pedagogos e de estratégias de ensino que podem coadunar e enriquecer nossa abordagem, no qual, apresentamos a filosofia Suzuki, a teoria da aprendizagem fundamentada em Edwin Gordon e à utilização do método coletivo de ensino de instrumentos de orquestra Da Capo Tutti do Prof. Dr. Joel Barbosa. Como principal procedimento metodológico na realização deste trabalho de pesquisa, lançamos mão da pesquisa-ação, visando tecer elos entre a teoria e a prática diante da aplicação do projeto de iniciação instrumental, investigando suas possíveis contribuições e resultados educacionais, sociais e políticos para área da educação musical instrumental. A partir dos resultados alcançados foi possível perceber os desafios sobre as questões acerca da concepção dos currículos e da implementação de programas de formação instrumental que contemplem alunos da Educação Básica, além de ser capaz de avaliar os significativos ganhos na construção da diversidade de caminhos da educação musical. Enfim, por meio de todo o estudo realizado e das sugestões pedagógicas apresentadas, foi possível confirmar que o ensino instrumental aplicado à escola básica pode servir como meio de fortalecimento do ensino de música neste contexto, haja visto o interesse natural dos jovens pela arte musical e a abrangência educacional que este ensino oferece, servindo como como modelo para a idealização de um percurso para o ensino instrumental e sua implementação efetiva nas escolas brasileiras.
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Dahlgren, Jenny. "Minoritetsspråkens synliga osynlighet : En kvalitativ studie om hur lärare och läroböcker belyser minoritetsspråken i Svenska B på gymnasiet." Thesis, Umeå University, Department of language studies, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-36505.

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Detta är en kvalitativ uppsats med syfte att ge en inblick i hur ett antal läroböcker och lärare valt att belysa Sveriges nationella minoritetsspråk i Svenska B på gymnasiet. Jag har analyserat fem läroböcker böcker i svenska, samtliga utgivna efter år 2000. Analysen visade att alla analyserade böcker utom en har gett minoritetsspråken mycket lite utrymme. Informationen i majoriteten av böckerna fokuserar på vilka minoritetsspråken är och vilka rättigheter de sedan 2000 erhållit. I tre av de analyserade böckerna nämns den historiska aspekten men informationen är ofta tagen ur sin kontext. Till studien intervjuades också tre verksamma gymnasielärare i svenska med avsikten att ta reda hur de tolkar minoritetsspråkens roll i Svenska B. Resultatet visade att samtliga informanter gav minoritetsspråken mycket lite och ibland inget utrymme i Svenska B. Sammanfattningsvis kan sägas att minoritetsspråken varken i den analyserade litteraturen eller av de intervjuade lärarna gavs vidare stort utrymme.


This is a qualitative essay in order to study how a number of textbooks and teachers illuminate Sweden’s national minority languages in the B-course in Swedish, in the upper secondary school. Five Swedish textbooks, published after year 2000 has been analysed which showed that all books except one gave the minority languages little room and that the information in the majority of textbooks was focused on which languages that are the minority languages and the rights they have received. In three books of five, the historical aspect is mentioned but it is often taken out of its context. For the study I also interviewed three active Swedish teachers with the intention to find out there view on the minority languages role in the Swedish b-course. The result showed that all teachers gave the minority languages very little or sometimes no space at all.

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Moraes, Sandro Ricardo Coelho de. "Auto-avalia??o institucional numa escola p?blica b?sica da rede estadual de S?o Paulo." Pontif?cia Universidade Cat?lica de Campinas, 2008. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/638.

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The aim of this thesis is to analyze the implementation process of institutional self-evaluation, under an improvement perspective, in small public school, in a rural area, within S?o Paulo State. For this purpose, the specific bibliography offered theoretical and methodological basis. There was also the consultation of documents from the mentioned school and the use of questionnaires that privileged 23 respondents' points-of-view, of five different groups (direction board, teachers, technical staff, parents and students), that manifested their position concerning the theme. In the studied case, there was evidence of many contributions that the practice brought to the institution: the validation of participants? voices as reality transformers, the development of an evaluation methodology to enable self-knowledge and creation of a participative structure to lead to improvement. However, limitations were verified and allowed us to say that the school is in an initial process of construction of democratic administration and improvement evaluation. Finally, this work considered that there is space for this kind of evaluation at the public school, since there is real intention of valuing the democratic administration, able to promote a participation climate and, consequently, the development of an evaluation culture, that not focusing on merit or punishment seeks revision of practices and the daily transformation of the school and why not? gets to produce reflexes in the community's own relationships.
O presente trabalho de mestrado objetivou analisar processo de implementa??o de auto-avalia??o institucional, numa perspectiva de aperfei?oamento, em escola p?blica, de pequeno porte e de zona rural, da rede estadual de S?o Paulo. Para essa finalidade, al?m de bibliografia espec?fica que ofereceu base te?rico-metodol?gica, houve a consulta de documentos do estabelecimento de ensino, bem como a utiliza??o de question?rios que privilegiaram a ?tica de 23 participantes, dos v?rios segmentos escolares (dire??o, professores, funcion?rios, pais e alunos), os quais explicitaram posi??es acerca do tema. No caso estudado, foram evidenciadas contribui??es que a pr?tica trouxe ? institui??o, como a valoriza??o das vozes de seus sujeitos enquanto agentes transformadores da realidade, o desenvolvimento de uma avalia??o capaz de proporcionar autoconhecimento ? institui??o e a cria??o de uma estrutura de participa??o que tende a se aperfei?oar. Entretanto, verificaram-se limita??es que permitiram dizer que a escola est? num processo inicial de constru??o tanto de gest?o democr?tica quanto de avalia??o de aperfei?oamento. Finalmente, este trabalho considerou que h? espa?o para tal tipo de avalia??o na escola p?blica, desde que haja a real inten??o de se valorizar a gest?o democr?tica, capaz de promover um clima participativo e, conseq?entemente, o desenvolvimento de uma cultura avaliativa, que longe de m?rito ou puni??o vise ? revis?o de pr?ticas e ? transforma??o cotidiana do estabelecimento de ensino e por que n?o? chegue a produzir reflexos nas pr?prias rela??es da comunidade.
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R?go, Suzie Anne de Souza Jacinto. "Marcas dermatogl?ficas, Antropometria e as qualidades f?sicas b?sicas dos escolares da rede municipal da cidade de Manaus." Universidade Federal do Rio Grande do Norte, 2007. http://repositorio.ufrn.br:8080/jspui/handle/123456789/13169.

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The objective of this study of comparative descriptive character went aimed at to analyze the characteristics dermatoglyphics, anthropometrics and the basic physical qualities, in 180 selected scholars in a stratified way, distributed like this: 10 year-old boys = 32; 09 years = 32; 08 years = 32; 10 year-old girls = 28; 09 years = 28; 08 years = 28), studying the fundamental teaching of the School Good Municipal Hope, located in the area east, in the Neighborhood of the Crowned, in the city of Manaus, Amazon. For identification of the dermatoglyphics characteristics collected, was the fingerprints; for evaluation of the corporal mass, height and IMC, they were used a digital scale with an estadiometer of the mark Filizola. The tests: to sit down and to reach flexibility); Horizontal Impulse or I jump in distance stopped (force of inferior members); Flex and extension of the trunk (it Forces abdominal); Flexion and extension of the arms in suspension in the bar (Force of superior members); 30 meters (Speed) and 9 minutes (Resistance applied aerobic) was to evaluate the basic physical qualities. The results demonstrated that differences didn't exist among the goods, in most of the studied variables, and the existent differences among the ages of 8, 9 and 10 years, they demonstrate a normality tendency in the infantile development
O objetivo deste estudo de car?ter descritivo comparativo foi objetivou analisar as caracter?sticas dermatogl?ficas, antropom?tricas e as qualidades f?sicas b?sicas, em 180 escolares selecionados de forma estratificada, assim distribu?dos: meninos de 10 anos = 32; 09 anos = 32; 08 anos = 32; meninas de 10 anos = 28; 09 anos = 28; 08 anos = 28), cursando o ensino fundamental da Escola Municipal Boa Esperan?a, localizada na Zona Leste, no Bairro do Coroado, na cidade de Manaus, Amazonas. Para identifica??o das caracter?sticas dermatogl?ficas, foram coletadas as Impress?es Digitais; para avalia??o da massa corporal, estatura e IMC, foram utilizados uma balan?a digital com um estadi?metro da marca Filizola. Os testes: sentar e alcan?ar (flexibilidade); Impuls?o Horizontal ou salto em dist?ncia parado (for?a de membros inferiores); Flex?o e extens?o do tronco (For?a abdominal); Flex?o e extens?o dos bra?os em suspens?o na barra (For?a de membros superiores); 30 metros (Velocidade) e 9 minutos (Resist?ncia aer?bica)foram aplicados para avaliar as qualidades f?sicas b?sicas. Os resultados demonstraram que n?o existiram diferen?as entre os g?neros, na maioria das vari?veis estudadas, e as diferen?as existentes entre as idades de 8, 9 e 10 anos, demonstram uma tend?ncia de normalidade no desenvolvimento infantil
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35

Ribeiro, Djeissom Silva. "Teoria de administração escolar em José Querino Ribeiro e M. B. Lourenço Filho : raízes e processos de constituição de modelos teóricos /." Marília : [s.n.], 2006. http://hdl.handle.net/11449/104791.

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Resumo: O trabalho toma como fontes documentais os livros "Ensaio de uma teoria da Administração Escolar", de José Querino Ribeiro, e "Organização e Administração Escolar", de Manoel Bergström Lourenço Filho. Através dessas fontes, analisa-se a teoria de Administração Escolar produzida no Brasil, entre 1952 e 1963, objeto de estudo da pesquisa. A partir das datas de publicação dos livros referidos, o recorte histórico é delimitado entre 1930 e 1960. As três referências bibliográficas da área de Administração Escolar, comuns em ambos os livros, possibilitaram a investigação das raízes de modelos teóricos (racional/burocrático, de sistema social, político e anárquico) apresentados na obra "A Escola como Organização e a Participação na Organização Escolar", de Licínio C. Lima, utilizada como referência teórica. Os três trabalhos identificados, escritos em língua inglesa, foram: "Public School Administration", de Ellwood Cubberley; "School Administration. Its Development, Principles and Function in the United States", de Arthur B. Moehlman; e "The Nature of the Administrative Process. With Special Reference to Public School Administration", de Jesse B. Sears. A partir desse referencial teórico e metodológico, a pesquisa ensaiou uma abordagem sociológica na análise dos dados, apontando para a necessidade de um aprofundamento na área da Sociologia da Ciência. A tese defendida é a de que havia, nos anos de 1930, uma concepção de ciência que possibilitou a constituição inicial do campo de estudos da Administração Escolar. Nos anos de 1950, condições e processos de produção científicos diferenciados permitiram identificar as raízes dos modelos teóricos, constituindo-se como instrumentos analíticos.
Abstract: The doctoral dissertation has as sources the books "Ensaio de uma teoria da Administração Escolar", by José Querino Ribeiro and "Organização e Administração Escolar", by Manoel Bergström Lourenço Filho. Through those sources the school administration theory produced in Brazil between 1952 and 1963, the study object of the research, is analyzed. From the referred books publishing dates the research historical period of analysis is limited between 1930 and 1960. The three bibliographical references on school administration, common in both books, made it possible to investigate the roots of potential theoretical models (rational/bureaucratic, social system, political and anarchical) presented in the book "A Escola como Organização e a Participação na Organização Escolar", by Licínio C. Lima, used as theoretical reference on the subject. The three pieces of work identified, written in English, were: "Public School Administration", by Ellwood Cubberley; "School Administration. Its Development, Principles and Function in the United States", by Arthur B. Moehlman; and "The Nature of the Administrative Process. With Special Reference to Public School Administration", by Jesse B. Sears. The thesis defended is that there was, in the 1930's, a conception of science that permitted the initial constitution for School Administration studies. In the 1950's scientifically differentiated production conditions and processes made it possible to identify the roots of the theoretical models getting shaped as analytical instruments.
Orientador: Lourdes Marcelino Machado
Coorientador: Licínio C. Lima
Banca: Benno Sander
Banca: João Gualberto de Carvalho Meneses
Banca: Maria Sylvia Simões Bueno
Banca: Paschoal Quaglio
Doutor
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36

RAGHAV, SHAGUN. "STUDY OF THE DECISION MAKING PROCESS FOR CHOOSING A COLLEGE/INSTITUTION FOR PURSUING FULL -TIME MBA EDUCATION IN INDIA." Thesis, 2015. http://dspace.dtu.ac.in:8080/jspui/handle/repository/17371.

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The study seeks to explore the criteria with which students select their choice of MBA College. In essence, I try to establish the ranking of variables thought to be important for college selection. Also, the degree of influence by external sources on students’ decision would also be evaluated. The main purpose of the present study is to identify the factors (common and least common) that influenced the choice of career of students pursuing an MBA degree in India, and the role that various people and factors played in their decision making process. The study also aims to identify the correlation between various factors and decision making process for selection of any B school by a student. Demographic variables, educational background, work experience and personality type of students play an important role in decision making process and therefore, the study attempts to find out the differences in choices made by students and explore various other criteria for the selection of B- school among students. The following objectives have been outlined: • To determine whether demographic factors influence college choice. • To explore other factors(campus, infrastructure, faculty, placements) influencing college decision making • To find correlation among various factors influencing college decisi
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ASHRAF, AATIF SOHAIL. "EMPLOYABILITY AMONG MBA STUDENTS A STUDY AT AN INDIAN B-SCHOOL." Thesis, 2022. http://dspace.dtu.ac.in:8080/jspui/handle/repository/19561.

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Purpose- The purpose of this study is to determine the need for employability skills among MBA students and to propose recommendations for enhancing their abilities in order to become more "Employable." This particular study focuses on the relationship between the educational background, qualifying examination (CAT) percentile, graduation degree, etc., on placement obtained by the management students and the placement package offered to them. Design/Methodology- Inferential research design was used to complete this study to assess the relationships between and among two or more variables using statistical tools. Findings - Educational background as well as graduation degree have negligible impact on the placement of the student. While, work experience and qualifying examination (CAT) percentile also have negligible impact on the placement package offered to the student. Research Limitations/Future Scope - Study is limited to a small portion of Delhi (DTU), Data could be taken from various other B-Schools within India. Cross Sectional study can be conducted to make the study more exhaustive. Implications - The study's findings will help to improve research quality in the future in the field of employability of students particularly among mid-tier B-schools in India. The study can also help educational planners, firms, faculty, mentors, parents, students, and the general public as they can gain knowledge about the employability scenario of MBA students within India and what all factors affect the placement. Originality- The study is of its first kind as it focuses on the relationship between the educational background, qualifying examination (CAT) percentile, graduation degree, etc., on placement obtained by the management students and the placement package offered to them.
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HUANG, CHI-HSIEN, and 黃啟賢. "Class B Skill Testing Training for Technological Institute & Vocational School Teachers." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/90474904797980702270.

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碩士
國立臺北科技大學
技術及職業教育研究所
89
Abstract This study aimed at exploring the current implementation of class B skill testing training programs for technological institute and vocational school teacher in Taiwan. The concrete purposes were as follows: 1.To approach the reasons and theories that influence technological institute and vocational school teacher’s pursuing advanced technical skill training. 2.To approach the influences on technical skill teaching after technological institute and vocational school teacher finish Class B testing training programs. 3.To approach the present implementation of Class B skill testing training programs for technological institute and vocational school teacher. 4.To investigate the advantages and disadvantages for technological institute and vocational school teacher attending Class B testing training programs. This study adopted literature analysis, questionnaire survey, experts and scholars’ symposium and individual interview. Starting with collecting materials including technological and vocational education, vocational training, vocational certification system, skill testing, advanced technical skill training for technological institute and vocational school teacher and the reasons and theories that influence technological institute and vocational school teacher’s pursuing advanced technical skill training. Furthermore, the entire official documents related to class B skill testing training programs for technological institute and vocational school teacher from academic year 1995 to 2000 were collected to develop survey questionnaire. Four hundred and two technological institute and vocational school teacher participating the programs in academic year 2000 were practiced questionnaire survey and the results were analyzed statistically. The suggestions for improvement according to the results of questionnaire survey were also proposed in this study. The crucial comments to facilitate improvement were as follows: 1.The effectiveness of Class B testing training programs was superior and should be keeping implementing. 2.The teachers selected to join the programs should be screen prudently. 3.The vocational training categories should be chose cautiously. 4.The teachers acquiring Class B skill certification should be participated in the proctor workshop. The concrete suggestions were as follows: 1.For government: (1)The implementing of the programs should be beforehand with preparation. (2)The restricted budget and resources should be used effectively. (3)The new vocational training category should be developed properly. 2.For schools undertaking the training programs: (1)The qualified environment and sufficient equipment should be provided. Teachers joining the training programs should be taken good care of. (2)All the related affairs should be processed according to skill testing regulations. 3.For vocational training institutes undertaking the training programs: (1)To provide school with training programs instructors. 4.For teachers attending the training programs: (1)To upgrade one’s teaching technique in professional skill by taking the opportunity to learn diligently. (2)To adjust one’s attitude of mind and never concentrate only on passing the skill testing. (3)To support the principle of “user pays”. 5.For technological institutes and vocational schools: (1)To encourage teachers to join the training programs and provide them with necessary assistance. (2)To screen the most proper teachers and recommend them to join the training program. (3)To integrate teachers finishing training programs and help other teachers modify teaching techniques by organizing practical school workshop. Keyword：skill testing training, teachers’ in service training.
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LU, MENG-YIN, and 呂孟穎. "Immunoepidemiologic study of hepatitis B virus among keelung school children in Taiwan." Thesis, 1991. http://ndltd.ncl.edu.tw/handle/96847536593164860662.

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Chen, Chao Yu, and 陳昭瑜. "A study of B&B consumers’ motivation, determining elements and future intension: the case study of elementary school teachers in Kaohsiung City." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/84593833516596645477.

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碩士
南台科技大學
應用英語系
99
The main purpose of this study is to explore the B&B customers’ accommodation motivation, determining elements, and future intension which were referred to the prior B&B experience of elementary school teachers who have different life style. .The questionnaire take elementary school teacher in Kaohsiung City as participants and had 389 effective questionnaires. Then, the study use SPSS to do descriptive statistics, reliability analysis, T-test, one-way ANOVA and factor analysis. According to the analysis result, the main motivations were “social demand” and “relaxation”. In determining elements, people would pay more attention on “image and style” and “guide and extra service” of B&B. Therefore, according to the result, the study suggests that B&B management ought to know the demand that customers need and their behaviors. Then, try to enhance customers’ positive feeling to B&B and increase opportunities and activities to contact with host and other customers.
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41

"An Analysis of Bullying Behaviors at E. B. Stanley Middle School in Abingdon, Virginia." East Tennessee State University, 2005. http://etd-submit.etsu.edu/etd/theses/available/etd-1212105-102455/.

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42

Wen, Zhen-Fu, and 溫振甫. "High school mathematics textbooks inquiry generic example: 99 lesson outline (a), (b) Case Volume." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/73243089709604257213.

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Wei, Mei-Ling, and 危美玲. "Study on Stay Motivation, Satisfaction and Loyalty of B&B Guests- Case study on public primary school teachers in Luzhu District, Taoyuan City." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/rfxb3e.

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碩士
開南大學
觀光運輸學院碩士在職專班
104
The purpose of this study is to understand the motivation of choosing the B&B, satisfaction after staying, and loyalty et al status of public primary school teachers in Luzhu District Taoyuan City in their leisure travelling; as well as the co-relation among stay motivation, satisfaction and loyalty. Using “convenience sampling” of total 14 primary schools in Luzhu District in Taoyuan City, asking them to fill out the questionnaires based on the B&B that they had the best experience with. The survey was conducted during July 01th to September 30th in 2015, a period of 90 days in total. 334 questionnaires were distributed in all primary schools, among which 321 effective questionnaires were retrieved with retrieval rate at 96%. The retrieved effective questionnaires were then analyzed and discussed with SPSS12.0 statistic software. The study result showed that 1, the stay motivation aspects of the B&B guests were high on “B&B image”, “leisure and stress release”, “local specialties”, and lower on “improving socialization”. Satisfaction aspects after staying were high on “service and pricing”, “B&B facilities”, “environment and safety”, and lower on “operation specialties”. Loyalty aspects were higher on “willingness to stay again”, followed by “willingness to refer to others”. 2, the background differences of teachers in “gender”, “age”, “marital status”, “years of service”, “position in school”, and “highest education received” were found partially distinctive in motivation, satisfaction and loyalty. 3, primary school teachers were predictive in satisfaction on stay motivation, and predictive in loyalty on satisfaction; this explained that there was a co-relation among The purpose of this study is to understand the motivation of choosing the B&B, satisfaction after staying, and loyalty et al status of public primary school teachers in Luzhu District Taoyuan City in their leisure travelling; as well as the co-relation among stay motivation, satisfaction and loyalty. Using “convenience sampling” of total 14 primary schools in Luzhu District in Taoyuan City, asking them to fill out the questionnaires based on the B&B that they had the best experience with. The survey was conducted during July 01th to September 30th in 2015, a period of 90 days in total. 334 questionnaires were distributed in all primary schools, among which 321 effective questionnaires were retrieved with retrieval rate at 96%. The retrieved effective questionnaires were then analyzed and discussed with SPSS12.0 statistic software. The study result showed that 1, the stay motivation aspects of the B&B guests were high on “B&B image”, “leisure and stress release”, “local specialties”, and lower on “improving socialization”. Satisfaction aspects after staying were high on “service and pricing”, “B&B facilities”, “environment and safety”, and lower on “operation specialties”. Loyalty aspects were higher on “willingness to stay again”, followed by “willingness to refer to others”. 2, the background differences of teachers in “gender”, “age”, “marital status”, “years of service”, “position in school”, and “highest education received” were found partially distinctive in motivation, satisfaction and loyalty. 3, primary school teachers were predictive in satisfaction on stay motivation, and predictive in loyalty on satisfaction; this explained that there was a co-relation among The purpose of this study is to understand the motivation of choosing the B&B, satisfaction after staying, and loyalty et al status of public primary school teachers in Luzhu District Taoyuan City in their leisure travelling; as well as the co-relation among stay motivation, satisfaction and loyalty. Using “convenience sampling” of total 14 primary schools in Luzhu District in Taoyuan City, asking them to fill out the questionnaires based on the B&B that they had the best experience with. The survey was conducted during July 01th to September 30th in 2015, a period of 90 days in total. 334 questionnaires were distributed in all primary schools, among which 321 effective questionnaires were retrieved with retrieval rate at 96%. The retrieved effective questionnaires were then analyzed and discussed with SPSS12.0 statistic software. The study result showed that 1, the stay motivation aspects of the B&B guests were high on “B&B image”, “leisure and stress release”, “local specialties”, and lower on “improving socialization”. Satisfaction aspects after staying were high on “service and pricing”, “B&B facilities”, “environment and safety”, and lower on “operation specialties”. Loyalty aspects were higher on “willingness to stay again”, followed by “willingness to refer to others”. 2, the background differences of teachers in “gender”, “age”, “marital status”, “years of service”, “position in school”, and “highest education received” were found partially distinctive in motivation, satisfaction and loyalty. 3, primary school teachers were predictive in satisfaction on stay motivation, and predictive in loyalty on satisfaction; this explained that there was a co-relation among stay motivation, satisfaction and loyalty of primary school teachers in their B&B experience, and that there was predictability between the variants; which meant that when the stsy motivation of the teachers was stronger, the satisfaction was higher and the loyalty was also higher.
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Huang-Ji-Xiao and 蕭煌几. "Use ISM to plan School-Based Curriculum in Vehicle Subject at Vocational Schools-taking vehicle painting skill B test as an example." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/hta34n.

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碩士
國立彰化師範大學
工業教育與技術學系
102
Abstract This study aims to implement the structural teaching methods and takes vehicle painting skill B test in school-based curriculum as an example to design a structural material. The researcher found two results. One is that the material designed by ISM in vehicle painting skill B tests can present the thinking path concretely . this study is based on research by Professor Wang Jianguang - painting skills categories of vehicles B Technician Skill Standards - Applicability of the findings of the study .The material also enhanced teachers teaching efficiency and shortened teachers preparing time .The other is that using images to present ISM can help teachers to accurately recognize students learning orders and easily understand the reasons for students failing study. Structural teaching methods based on the hierarchical diagraph theory of ISM include three systematic processes. Beginning is the structural analysis of teaching materials. The next stage is the structural analysis of teaching methods and the final is the evaluation
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Liao, Huei-Wen Chang, and 張廖惠文. "An association study on genotypes of HLA-A, -B, and -DRB1 and responsiveness to hepatitis B vaccine in Han Chinese and Amis senior high school students in Hualien." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/75574605025292313925.

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碩士
慈濟大學
原住民健康研究所
93
Taiwan is an endemic area of hepatitis B virus (HBV) infection. HBV infection can cause acute and chronic hepatitis, cirrhosis, and hepatocellular carcinoma. To control hepatitis B (HB), a mass vaccination program was launched in July 1984. From the results of a series seroepidemiological surveys conducted in Taipei City, this program significantly reduced HBsAg carrier rate of children aged 2-6 years. However, approximately 5-10% of vaccinees were poor or no response to hepatitis B (HB) vaccine. The human leukocyte antigen (HLA) system plays a fundamental role in the homeostasis of immune response to infectious pathogens. We recruited 704 adolescents who had voluntarily participated health examination at entrance in 2003. Genotypes of HLA-A, -B and -DRB1 were determined by sequence-specific oligonucleotide probe hybridization (SSOPH). The relationships between responsiveness to HB vaccine and either genotypes or subtypes of HLA-A, -B and -DRB1 were assessed in Han Chinese (N=350) and Amis (N=147) adolescents separately. We found that HLA-A11, -B40, and -DRB1*04 were the most frequent types in Han Chinese adolescents and HLA-A24, -B40, and -DRB1*04 were the most frequent types in Amis adolescents. In Han Chinese adolescents, the presences of HLA-A*02, and -DRB1*0803 were significantly associated with reduced risk of non-responsiveness to HB vaccine. Sex-adjusted odds ratio (OR) were 0.47 (95% confidence interval [CI], 0.25-0.91; p=0.02) and 0.13 (95% CI, 0.03-0.58; p=0.007), respectively. However, the presences of HLA-B*13 was significantly associated with elevated risk (OR=2.49; 95% CI, 1.03-6.04; p=0.04). In Amis adolescents, OR of non-responsiveness to HB vaccine for the presence of HLA-B*5601 was 4.52 (95% CI, 1.48-13.77; p=0.008). These results indicate that HLA system also plays a significant role in the responsiveness to HB vaccine and the responsiveness to HB vaccine is determined by different HLA-types/subtypes in different ethnic groups.
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Ho, SHU-CHEN, and 何淑真. "The Case Study of Remedial Teaching in Beverages Preparation in F＆B Department Students for Vocational High School." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/5auv68.

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碩士
國立屏東科技大學
技職教育研究所
106
Abstract Student ID：N10570019 Title of Thesis：The Case Study of Remedial Teaching in Beverages Preparation in F＆B Department Students for Vocational High School Total Pages：228 Department/Graduate Institute：National Pingtung University of Science and Technology,Graduate Institute of Technological and Vocational Education Date of Graduation：June,2018 Degree Conferred：Master Name of Student：SHU-CHEN Ho Advisor：Dr.Ya-Ling Wu Abstract： The study focuses on the low-achieved freshmen in of a F＆B department vocational high School in Pingtung city.The remedy Program is designed for the eleventh students. It is a set of beverages preparation teaching programs that can improve students ’learning outcomes in beverages preparation disciplines.We are exploring the students’ learning progresses and teachers’ feedbacks in teaching, and checking the effectiveness of the course for the low-achieved students in beverages preparation course.This study provides the better instruction for the low-achieved students in the course of beverages preparation, and offers students with simplified teaching materials and diversified teaching strategies. After the 12-week remedial course on beverages preparation, the data was collected by using case-study methods, interviews, and subject-analysis. Data were analyzed by qualitative Data Analysis and Excel Software. The followings are the result of the study: First, to design a set of courses helps the backward students to improve their beverages preparation skills and pass the license tests. A. The course objectives are: (1) The students can cultivate the correct concepts of the safe and healthy beverages preparation.(2) The students can operate the processes of five kinds of beverages preparation methods correctly and quickly. B. The followings are the teaching strategies: (1) Direct teaching method. (2) Skillful teaching method. (3) Peer pair work teaching method. Second, the implementation of the beverage remedy teaching course for the vocational high school students in the restaurant department will be 12 weeks. Each time includes: (1) Teachers could remind students at least twenty key points for the subject. (2) Teachers make the demonstrations for students to practice more correctly in order to help them improve their skills and experience and get teachers’ correction and feedback.(3) The teachers make the demonstration teaching 2; the students make practices and get the teachers’ revision and feedback. (4) Comprehensive activities conclude the feedback of their skills , reviews, the marks of the academic paper tests, and feedback form filling. Finally,the remedy courses can help and promote the vocational high school students' learning outcomes. First, the students get the higher level and good effectiveness from the courses.Second, the students’ effectiveness of the skills can be improved. Keywords: Remedy teaching, Beverages preparation, Case study, Peer teaching
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47

Wu, Hsiang-Kun, and 吳祥坤. "The Urban-rural Divide Comparative Study Conferring the Causes of Difference in the Basic Competence Test for Junior High School Students—A School in Taipei City and B School in Kinmen as Samples." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/w529g8.

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碩士
銘傳大學
公共事務學系碩士在職專班
97
The topic of the study is “The urban-rural divide comparative study conferring the causes of difference in the basic competence test for junior high school students—A school in Taipei city and B school in Kinmen as samples.” It was to compare and analyse the drop in the grades and the causes of urban-rural divide from following four aspects: students, families, schools, and the educational policies of the county government. In this study, the questionnaire was taken as the first step to investigate students in each school in Taipei city and Kinmen county. The questionnaire was designed to observe how junior high school students’ cognition, attitude, and behavior toward basic competence test were developed, basing on their family background, personal learning attitude, parents’ participation and the teaching activities in schools. Secondly, in order to deeply comprehend the differences about the educational policies and teaching enforcement between Taipei city and Kinmen county, the study proceeds in-depth interview with the administrative staffs and teachers at two schools. That was the reason why this questionnaire was composed to fully understand related opinions and perspectives. We could learn that the achievements of the basic competence test for junior high school students at school A in Taipei city is obviously better than school B in Kinmen county. The differences were caused by the following four reasons: Ⅰ. Learning Attitude: the students at school A spend much more time in study and outside-school learning than school B students. In the active learning, automatically, and scheme parts, there are noticeable distinctions between these two schools. Ⅱ. Parents’ Participation: the socio-economic background of students at school A is exceedingly better than school B students; including parental education activity, the attention for schoolwork and etc. Ⅲ. Class Teaching: the quantity of subjects testing and basic competence at school A are apparently more than school B; otherwise, there are obvious differences in teaching method, self-criticism, and teaching aids. Ⅳ. Education Policy and Teaching Behavior: the education policy in Taipei city appears to be more active and flexible than in Kinmen; this study reveals the characteristics of the urban-rural division.
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48

Lee, Pi-Fen, and 李碧芬. "The Study on Elementary School Teachers’ Landscape Cognitionand Environment Perception of B&Bs at 5 Towns in Yilan." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/03018355894531008593.

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碩士
國立臺北教育大學
社會與區域發展學系碩士班
99
The aim of this thesis is to investigate residents’ landscape cognition and environment perception of B&Bs in Yi-lan. Researcher perused other surveys and went to field observations, adopting 5 towns as research areas, which are Dongshan township, Wujie township, Yuanshan township, Sanxing township, and Toucheng township. Researcher started from analyzing residents’ characteristics, and then investigating the difference between people who have different background and who live in different areas and their attitudes of landscape cognition and environment perception. Researcher designed the questionnaire through reading other theoretical literature, and using the statistics software “SPSS 10.0” to analyze data. There were total 370 effective samples. The results showed as follows: 1. The residents who live in different areas and with different B&Bs’ types do have significant different feelings of landscape cognition. 2. The residents who live in different areas, have different job positions, and with different B&Bs’ types do have significant different attitudes of landscape elements. 3. The residents who live in different areas and have different positions do have significant difference in environment perception. 4. The residents who with different ages, live in different areas, and live at different times do have significant different attention to environmental elements. Overall, “the areas” is an important variable in residents’ landscape cognition and environment perception of B&Bs. According to the results, researcher suggests that different areas of the B&Bs in managing can match the local characteristics of the region's tourism development, to enhance the special tourist landscape and environment.
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49

HSU, PEI-WEN, and 徐沛汶. "The Effect of Computer Software Application B-Level Flipped Teaching on the Learning Motivation of Senior High School Students." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/2bqfrc.

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碩士
國立臺中教育大學
數位內容科技學系碩士在職專班
106
This study aimed to use the flipped education concept to design the curriculum of the Class B Certification for Computer Software Application by changing the teaching style of teachers and the learning pattern of students to investigate the influence of course design on the motivation for students in the technical internship courses. The research adopted a quasi-experimental design, where the experimental group received the flipped courses and the control group remained in the traditional didactic teaching, as 98 sophomore students of a technical high school in Taoyuan were included through purposive sampling. With Keller's (1983) ARCS motivation model as the theoretical basis, the author modified the "Learning Motivation Scale" for quantitative data research tool, supplemented by qualitative information from "class observation records" and "student interviews" to explore in-depth the impact and the difference in learning motivation, as well as the underlying implication and the students' experience of flipped courses, to mutually verify (triangulation) the correlations. The research tool, learning motivation scale, under the factor analysis, indicated the cumulative variance as 75.203% and the Cronbach's α coefficient of the total scale was 0.968, suggesting that the scale was reliable and valid. The analysis of covariance was performed on the experimental results of the learning motivation scale, yielding F=0.673 and P=0.414>0.05, which was not statistically significant and thus, no difference in learning motivation between the experimental group and the control group. When the experimental results were combined with qualitative data, it was found that variance in learning motivation was instead affected by course content, student attributes, study habits, live performance, teacher trust and other factors. Lastly, this study would propose recommendations for subsequent researches in the future.
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50

Macedo, Maria José dos Reis de. "The B Corp certification model applied to Iscte Executive Education." Master's thesis, 2020. http://hdl.handle.net/10071/22283.

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In this master thesis of company-project type, the B Corp certification model was applied to the ISCTE Executive Education organization, to provide a diagnosis on its level of contribution to the sustainable development of the planet and to identify the improvement actions that can be implemented. The score obtained is 65.6, below the minimum eligible for certification. Customers is the impact area where ISCTE Executive Education’s sustainable performance is better. Workers is the second contributor to the final score but presents low score in most of the topics. The chapters that poorly scored are Governance and Environment, followed by Community. A comparison to other organizations that have applied the same model was performed. The total scores were also compared to certified organizations of the same industry and a similar trend was identified. Comparatively, Workers is the impact area where ISCTE Executive Education presents the worst performance followed by Environment. The impact areas where ISCTE Executive Education is performing better than others are Customers, followed by Governance and Community. The recommended actions to improve this score were prioritized and organized in clusters. A TO BE scenario was presented and quantified.
Nesta tese de mestrado do tipo projeto-empresa, o modelo de certificação B Corp foi aplicado ao ISCTE Executive Education, para efetuar um diagnóstico da sua contribuição para o desenvolvimento sustentável do planeta e identificar as ações de melhoria que podem ser implementadas. A pontuação obtida é de 65,6, abaixo do mínimo elegível para certificação. Clientes é a área de impacto em que o desempenho sustentável do "ISCTE Executive Educatio" é melhor. Trabalhadores é o segundo contribuidor para a pontuação final, mas a pontuação é baixa na maioria dos tópicos. Os capítulos com pontuação mais baixa são Governança e Meio Ambiente, seguidos por Comunidade. Efetuou-se uma comparação com outras organizações que aplicaram o mesmo modelo. As pontuações totais também foram comparadas com organizações certificadas do mesmo setor, tendo-se observado uma tendência semelhante. Comparativamente, Trabalhadores é a área de impacto que o "ISCTE Executive Education" apresenta o pior desempenho, seguida de Meio Ambiente. As áreas de impacto em que o "ISCTE Executive Education" tem um desempenho melhor do que outras são os Clientes, seguidas pela Governança e pela Comunidade. As ações recomendadas para melhorar essa pontuação foram priorizadas e organizadas em "clusters". O cenário posterior à sua implementação (TO BE) foi quantificado.
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