Academic literature on the topic 'Educational Senario'

Robert William Fogel and G. R. Elton. Which Road to the Past? Two Views of History. New Haven and London: Yale University Press, 1983. Pp. vii, 136. Cloth, $14.95. Review by Stephen Kneeshaw of The School of the Ozarks. Emmanuel LeRoy Ladurie. The Mind and Method of the Historian. Translated by Sian Reynolds and Ben Reynolds. Chicago: University of Chicago Press, 1981. Pp. v, 310. Paper, $9.95. Review by Richard Harvey of Ohio University. John E. O'Connor, ed. American History/ American Television: Interpreting the Video Past. New York: Frederick Ungar Publishing Company, 1983. Pp. 463. Cloth, $17.50; Paper, $8.95. Review by D' Ann Campbell of Indiana University. Foster Rhea Dulles & Melvyn Dubofsky. Labor in America: A History. Arlington Heights, Illinois: Harlan Davidson, Inc., 1984. 4th edition. Pp. ix, 425. Cloth, $25.95. Paper, $15.95. Review by Robert W. Dubay of Bainbridge Junior College. Karen Ordahl Kupperman. Roanoke: The Abandoned Colony. Totowa, New Jersey: Rowman & Allanheld, 1984. Pp. viii, 182. Cloth, $24.95; Paper, $12.50. Review by John T. Reilly of Mount Saint Mary College. Kevin O'Reilly. Critical Thinking in American History: Exploration to Constitution. South Hamilton, Massachusetts: Hamilton-Wenham Regional High School, 1983. Pp. 86. Paper, $2.95. Teacher's Guides: Pp. 180. Paper, $12.95; Kevin O'Reilly. Critical Thinking in American History: New Republic to Civil War. South Hamilton, Massachusetts: Hamilton-Wenham Regional High School, 1984. Pp. 106. Paper, $2.95. Teacher's Guide: Pp. 190. Paper, $12.95. Review by James F. Marran of New Trier Township High School, Winnetka, Illinois. Michael J. Cassity, ed. Chains of Fear: American Race Relations Since Reconstruction. Westport, Connecticut: Greenwood Press, 1984. Pp. xxxv, 253. Cloth, $35.00. Review by Ann W. Ellis of Kennesaw College. L. P. Morris. Eastern Europe Since 1945. London and Exeter, New Hampshire: Heinemann Educational Books, 1984. Pp. 211. Paper, $10.00. Review by Thomas T. Lewis, Mount Senario College. John Marks. Science and the Making of the Modern World. Portsmouth, New Hampshire: Heinemann Educational Books, Inc., 1983. Pp. xii, 507. Paper, $25.00. Review by Howard A. Barnes of Winston-Salem State University. Kenneth G. Alfers, Cecil Larry Pool, William F. Mugleston, eds. American's Second Century: Topical Readings, 1865-Present. Dubuque, Iowa: Kendall/ Hunt Publishing Co., 1984. Pp. viii, 381. Paper, $8.95. Review by Richard D. Schubart of Phillips Exeter Academy. Sam C. Sarkesian. America's Forgotten Wars: The Counterrevoltuionary Past and Lessons for the Future. Westport, Connecticut: Greenwood Press, 1984. Pp. xiv, 265. Cloth, $29.95. Review by Richard Selcer of Mountain View College. Edward Wagenknecht. Daughters of the Covenant: Portraits of Six Jewish Women. Amherst: University of Massachusetts, 1983. Pp. viii, 192. Cloth, $17.50. Review by Abraham D. Kriegel of Memphis State University. Morton Borden. Jews, Turks, and Infidels. Chapel Hill and London: University of North Carolina Press, 1984. Pp. x, 163. Cloth, $17.95. Review by Raymond J. Jirran of Thomas Nelson Community College. Richard Schlatter, ed. Recent Views on British History: Essays on Historical Writing Since 1966. New Brunswick: Rutgers University Press, 1984. Pp. xiii, 524. Cloth, $50.00. Review by Fred R. van Hartesveldt of Fort Valley State College. Simon Hornblower. The Greek World, 479-323 B.C. London and New York: Methuen, 1983. Pp. xi, 354. Cloth, $24.00; Paper, $11.95. Review by Dan Levinson of Thayer Academy, Braintree, Massachusetts. H. R. Kedward. Resistance in Vichy France. New York: Oxford University Press, 1978. Paper edition 1983. Pp. ix, 311. Paper, $13.95. Review by Sanford J. Gutman of the State University of New York at Cortland.

Abstract: The emergence of tahfiz institutions (IT) is a benchmark that tahfiz education is one of the choices of society nowadays. This scenario makes tahfiz institutions grow in various categories to give tahfiz education opportunities to every age group. The objectives of this study are to identify the diversity of management of tahfiz IT institutions, to identify the potential diversity of tahfiz education in Malaysia and to evaluate the challenges of tahfiz education specifically in the era of the Covid-19 pandemic. This article is a conceptual paper using qualitative methods. The study uses the literature review method by analyzing the content of primary and secondary sources to answer the three objectives of the study. The results of the study found that the diversity of management of tahfiz institutions in Malaysia includes three main categories, namely government tahfiz schools, private tahfiz schools and government tahfiz colleges. These three main categories are seen to provide opportunities for people of all ages who want to study IT. In addition, IT is seen to have good potential to continue to develop with the opportunity to continue studying in professional fields at public and private higher education institutions. However, IT is seen to have challenges that must be overcome in order to maintain the institution, especially in the face of the Covid-19 pandemic era. Various alternatives and innovations are implemented to help educational institutions including IT to continue operating. Various parties are seen to be always ready to take proactive steps to ensure that IT continues to develop Keywords: Al-Quran; Challenges; Management; Potential; Tahfiz Institution Abstrak: Kepesatan institusi tahfiz (IT) menjadi penanda aras bahawa pendidikan tahfiz merupakan antara pilihan masyarakat pada masa kini. Senario ini menjadikan institusi tahfiz berkembang dalam pelbagai kategori bagi memberi peluang pendidikan tahfiz kepada setiap peringkat umur. Objektif kajian ini adalah untuk i) mengenalpasti kepelbagaian pengurusan institusi tahfiz IT, ii) mengenalpasti kepelbagaian potensi pendidikan tahfiz di Malaysia, iii) menilai cabaran pendidikan tahfiz khusus di era pandemik Covid-19. Artikel ini merupakan kertas konseptual menggunakan kaedah kualitatif. Kajian menggunakan kaedah kajian kepustakaan dengan menganalisa kandungan terhadap sumber primer dan sekunder bagi menjawab ketiga-tiga objektif kajian. Hasil kajian mendapati bahawa kepelbagaian pengurusan institusi tahfiz di Malaysia merangkumi tiga kategori utama iaitu sekolah tahfiz kerajaan, sekolah tahfiz swasta dan kolej tahfiz kerajaan. Tiga kategori utama ini dilihat memberi peluang kepada segenap lapisan umur yang ingin menuntut ilmu di IT. Selain itu, IT dilihat mempunyai potensi yang baik untuk terus membangun dengan adanya peluang menyambung pengajian dalam bidang profesional di institusi pendidikan tinggi awam dan swasta. Namun, IT dilihat mempunyai cabaran yang terpaksa diharungi demi mengekalkan institusi terutama dalam mendepani era pandemik Covid-19. Pelbagai alternatif dan inovasi dilaksanakan bagi membantu institusi pendidikan termasuklah IT untuk terus beroperasi. Pelbagai pihak dilihat sentiasa bersedia dalam mengambil langkah proaktif bagi memastikan IT kekal membangun. Kata kunci: Al-Quran; Cabaran; Institusi Tahfiz; Pengurusan; Potensi

A. K. Dickinson, P. J. Lee, and P. J. Rogers. Learning History. London: Heinemann Educational Books, Ltd., 1984. Pp. x, 230. Paper, $14.00; Donald W. Whisenhunt. A Student's Introduction to History. Boston: American Press, 1984. Pp. 31. Paper, $2.95. Review by Robert A. Calvert of Texas A&M University. Ronald J. Grele. Envelopes of Sound: The Art of Oral History. Chicago: Precendent Publishing, Inc. 1985. Second Edition. Pp. xii, 283. Cloth, $20.95. Review by Marsha Frey of Kansas State University. Reginald Horsman. The Diplomacy of the New Republic, 1776-1815. Arlington Heights, Illinois: Harlan Davidson., 1985. Pp. vii, 153. Paper, $7.95. Review by William Preston Vaughn of North Texas State University. Lynn Y. Weiner. From Working Girl to Working Mother: The Female Labor Force in the United States, 1820-1980. Chapel Hill and London: The University of North Carolina Press, 1985. Pp. xii, 187. Cloth, $17.95. Review by E. Dale Odom of North Texas State University. Mary Custis Lee de Butts, ed. Growing Up in the 1850s: The Journal of Agnes Lee. Chapel Hill and London: University of North Carolina Press, 1984. Pp. xx, 151. Cloth, $11.95. Review by Clarence L. Mohr of Tulane University. Raymond A. Mohl. The New City: Urban America in the Inudstrial Age, 1860-1920. Arlington Heights, Illinois: Harlan Davidson, Inc., 1985. Pp. 242. Paper, $8.95; Melvyn Dubofsky. Industrialism and the American Worker, 1865-1920 (Second Edition). Arlington Heights, Illinois: Harlan Davidson, Inc., 1985. Pp. 167. Paper, $8.95. Review by Richard L. Means of Mountain View College. David D. Lee. Sergeant York: An American Hero. Lexington, Kentucky: University Press of Kentucky, 1985. Pp. 162. Cloth, $18.00. Review by Richard Selcer of Mountain View College. Studs Terkel. "The Good War": An Oral History of World War Two. New York: Pantheon Books, 1984. Pp. xv, 589. Cloth, $19.95. Review by William Vance Trollinger of The School of the Ozarks. David W. Reinhard. The Republican Right Since 1945. Lexington: The University Press of Kentucky, 1983. Pp. ix, 294. Cloth, $25.00. Review by James C. Williams of Gavilan College. Christina Larner. Witchcraft and Religion: The Politics of Popular Belief. New York: Basil Blackwell, 1984. Pp. xi, 172. Cloth, $24.95. Review by K. Gird Romer of Kennesaw College. F. R. H. DuBoulay. Germany in the Later Middle Ages. New York: St. Martin's Press, Inc., 1984. Pp. xii, 260. Cloth, $30.00; Joseph Dahmus. Seven Decisive Battles of the Middle Ages. Chicago: Nelson Hall, 1984. Pp. viii, 244. Cloth, $23.95. Review by Robert H. Welborn of Clayton College. Gerald Fleming. Hitler and the Final Solution. With an Introduction by Saul Friedlaender. Berkeley: University of California Press, 1984 (German, 1982). Pp. xxxvi, 219. Cloth, $15.95; Sarah Gordon. Hitler, Germans, and the "Jewish Question." Princeton: Princeton University Press, 1984. Pp. xiv, 412. Cloth, $40.00; Limited Paper Edition, $14.50. Review by Thomas T. Lewis of Mount Senario College. Alan Cassels. Fascist Italy. Arlington Heights, Illinois: Harlan Davidson, Inc., 1985. Second Edition. Pp. x, 146. Paper, $8.95. Review by Lawrence S. Rines of Quincy Junior College; Additional response by Lawrence S. Rines of Quincy Junior College.

[Bahasa]: Kawasan Hutan Pendidikan Senaru atau disebut juga dengan Kawasan Hutan dengan Tujuan Khusus (KHDTK) Senaru memiliki potensi multi fungsi yang dapat memberikan manfaat ekonomi, lingkungan, pendidikan dan sosial bagi umat manusia. Manfaat tersebut diantaranya berasal dari Hasil Hutan Kayu (HHK) dan Hasil Hutan Bukan Kayu. Selain manfaat yang bersumber dari HHK dan HHBK terdapat juga manfaat jasa lingkungan seperti wisata alam dan pendidikan. Dalam perjalanannya KHDTK Senaru dimanfaatkan sebagai tempat wisata bagi masyarakat baik lokal, nasional maupun internasional yang datang ke KHDTK Senaru untuk menikmati pemandang alamnya atau melewati KHDTK untuk melanjutkan perjalanan mereka menuju puncak Gunung Rinjani. Kondisi ini tentunya merupakan perkembangan yang positif bagi KHDTK Senaru dan pengelola, dalam melakukan pengembangan wisata kedepannya. Permasalahan yang terjadi pada saat ini yaitu belum maskimalnya informasi terkait sumberdaya hutan yang ada pada KHDTK Senaru untuk menunjang wisata edukasi bagi pengunjung maupun masyarakat sekitar terkait dengan alam sekitar, terutama pengenalan jenis vegetasi yang terdapat disepanjang jalur wisata. Sehingga tujuan dilaksanakannya kegiatan pengabdian ini adalah: (1) untuk menyediakan informasi vegetasi yang terdapat pada jalur wisata, (2). menyediakan herbarium vegetasi yang ada sepanjang jalur dan (3) menyediakan papan informasi terkait vegetasi pada jalur wisata. Motode yang digunakan adalah observasi, focus group discussion (FGD), dan sosialisasi. Adapun hasil yang diperoleh adalah sebagai berikut: (1) masyarakat memiliki data terkait jenis-jenis vegetasi yang terdapat pada jalur-jalur wisata, (2) tersedianya herbarium jenis-jenis vegetasi yang ada di sepanjang jalur (3) tersedianya papan informasi terkait jenis-jenis vegetasi yang ada di sepanjang jalur. Kata Kunci: KHDTK; Senaru; wisata edukasi; pengenalan jenis vegetasi [English]: Senaru Educational Forest or also known as Forest Area with Special Purposes (KHDTK) has a multi-functional potency that can provide economic, environmental, educational, and social benefits for people. The benefits are derived from Timber Forest Products (HHK) and Non-Timber Forest Products (HHBK). In addition, there are also benefits from environmental services such as natural tourism and education. KHDTK Senaru is used as a tourist destination ranging from local, national and international tourists who came to enjoy its natural views or pass through to the summit of Mount Rinjani. This condition is certainly a positive development for KHDTK Senaru and the management, in carrying out tourism development in the future. The current problem is the lack of information regarding the forest resources available at the KHDTK Senaru to support educational tourism and the local communities regarding the natural environment, especially the introduction of vegetation species along the tracks. Thus, the aims of this community service program are (1) to provide information on vegetation available along the tourist track, (2) to provide herbariums for vegetation along the tourist track, and (3) to provide information boards related to vegetation available on the tourist track. The methods used are observation, focus group discussion (FGD), and socialization. The results obtained after the program are as follows: (1) the local communities have database regarding list of vegetation species available along the tourist tracks, (2) the availability of herbariums of vegetation on the tourist track, and (3) the availability of information boards of vegetation at the tourist track. Keywords: KHDTK; Senaru; educational tourisme; species identification

Bu çalışmada Afyonkarahisar Organize Sanayi Bölgesi’nde yer alan büyükbaş hayvan kesimi yapılan bir kesimhanenin Yaşam Döngüsü Analizi (YDA) ile çevresel etkileri ortaya konmuş ve çevresel etkilerin azaltılmasına yönelik alternatif senaryolar değerlendirilmiştir. Fonksiyonel birim olarak 1 kg karkas et alınmıştır. Sistem sınırı içerisinde canlı hayvanın transferi, karkas et üretimi ve et üreticisine transfer yer almaktadır. Çalışmada; abiyotik tüketim potansiyeli (ATP), abiyotik tüketim potansiyeli-fosil yakıtlar (ATP-fosil), küresel ısınma potansiyeli (KIP), ozon tabakası incelmesi potansiyeli (OTİP), insana toksisite potansiyeli (İTP), tatlı su canlılarına ekotoksisite potansiyeli (TSCEP), deniz canlılarına ekotoksisite potansiyeli (DCEP), kara canlılarına ekotoksisite potansiyeli (KCEP), fotokimyasal oksidan oluşumu potansiyeli (FOP), asidifikasyon potansiyeli (AP) ve ötrofikasyon potansiyeli (ÖP) etki kategorileri SimaPro 9.1.1 yazılımı ve CML-IA hesaplama metodu ile belirlenmiştir. Çevresel etkilerin azaltılmasına yönelik enerji ve transfer aşaması için alternatif senaryo geliştirilerek mevcut durum ile karşılaştırılmıştır. Şebeke elektriğine alternatif olarak jeotermal enerji, rüzgâr enerjisi, güneş enerjisi ve biyogaz enerjisi ile senaryolar ve üreticiye transfer aşamasında kullanılan araç tipine alternatif senaryo oluşturulmuştur. Mevcut tesisin çevresel etkileri incelendiğinde ATP-fosil ve OTİP dışındaki tüm etki kategorilerinde en yüksek katkının kesimhaneye transfer aşamasından (%94,72-%99,94) kaynaklandığı görülmüştür. Kesimhaneye transfer aşamasının ATP-fosil’e katkısı %62,97, OTİP’ye %83,11 iken temizlik aşamasının ATP-fosil’e katkısı %33,95; OTİP’ye %15,69’dur. Karkas et üretimi aşaması için önerilen alternatif enerji senaryoları AS-1, AS-2 ve AS-3; ATP etki kategorisi dışındaki 10 etki kategorisinde %95 civarında azalma sağlamıştır. Biyogaz enerjisinin ele alındığı AS-4 senaryosu, FOP ve AP etki kategorilerinde sırasıyla %34,78 ve %0,46 oranında artışa neden olmuştur. Üreticiye transfer aşaması için önerilen AS-5 senaryosu bütün etki kategorilerini %33,57-%76,31 oranında azaltmıştır.

Bu çalışma, 24 Ocak 2020 Elazığ-Sivrice depremi sonrasında kontrollü bir şekilde yıkılan binalardan ortaya çıkan geri dönüştürülmüş beton agregaları kullanılarak üretilen geri dönüşüm iri agregalı betonların (GDİAB) ve doğal agregalı betonların (DAB) çevresel etki sonuçlarını karşılaştırmayı amaçlamaktadır. Bu amaçla 12 farklı beton serisi üretilmiş ve çevresel etki değerlendirmeleri karşılaştırılmıştır. Karşılaştırmalar yapılırken çevresel etki kategorilerinden Enerji Tüketimi, Küresel Isınma Potansiyeli, Atık Üretimi ve Abiyotik Tükenme ele alınmıştır. Üretilen betonların çevresel etki karşılaştırmalarını yapabilmek için dört farklı senaryo geliştirilmiştir. Senaryolar incelendiğinde geri dönüşümlü beton agregaların kullanımının büyük çevresel faydalar sağladığı görülmüştür. Deprem sonrası ortaya çıkan milyonlarca ton atık malzeme ve yeni inşa edilen binalar göz önüne alındığında, atık malzemelerin geri dönüştürülmesinin büyük önem taşıdığı bir kez daha ortaya çıkmıştır.

Senaru specific destination forested area is the only educational forested area which is situated in Lombok Island. It has important roles in providing facilities and information supporting knowledge of bamboo characteristics growing naturally in this area. Many studies about the characteristics of bamboo have been done, but none has been conducted for this area. The information about bamboo distribution was important to understand the potency of bamboo of this area and the information about bamboo physical characteristics were used as raw material data for bamboo crafting, furniture, and simple constructions. The aims of this study were at understanding the bamboo distributions and the physical characteristics of bamboo of this area. Samplings were conducted in two phases which the first phase was collecting bamboo species, number of the bamboo clumps and sticks. The second phase was conducted several tests for the physical characteristics of the bamboo collected from the first stage. The results of this testing were described and compared to the existing bamboo quality standards. 6 (six) bamboo species were identified in this forest: yellow bamboo (Bambusa vulgaris var. striata), Petung bamboo (Dendrocalamus asper (Schult. f.) Backer ex Heyne), ampel bamboo (Bambusa vulgaris Schrad. ex J.C), Santong bamboo (Gigantochloa atter (Hassk.) Kurz), Bilis bamboo (Schizostachyum lima (Blanco) Merr) and Tali bamboo (Gigantolochloa apus Kurz). The number of bamboo clump was 160 clumps and 299 individuals. The physical characteristics of the bamboo were: fresh moisture content ranged between 37,93% – 69,49%, air-dried moisture content between 8,84% - 12,10%, fresh density ranged between 0,32 – 1,03, air-dried density ranged between 0,59 – 1,11 and oven-dried density between 0,55 – 1,04.

Senaru specific destination forested area is the only educational forested area which is situated in Lombok Island. It has important roles in providing facilities and information supporting knowledge of bamboo characteristics growing naturally in this area. Many studies about the characteristics of bamboo have been done, but none has been conducted for this area. The information about bamboo distribution was important to understand the potency of bamboo of this area and the information about bamboo physical characteristics were used as raw material data for bamboo crafting, furniture, and simple constructions. The aims of this study were at understanding the bamboo distributions and the physical characteristics of bamboo of this area. Samplings were conducted in two phases which the first phase was collecting bamboo species, number of the bamboo clumps and sticks. The second phase was conducted several tests for the physical characteristics of the bamboo collected from the first stage. The results of this testing were described and compared to the existing bamboo quality standards. 6 (six) bamboo species were identified in this forest: yellow bamboo (Bambusa vulgaris var. striata), Petung bamboo (Dendrocalamus asper (Schult. f.) Backer ex Heyne), ampel bamboo (Bambusa vulgaris Schrad. ex J.C), Santong bamboo (Gigantochloa atter (Hassk.) Kurz), Bilis bamboo (Schizostachyum lima (Blanco) Merr) and Tali bamboo (Gigantolochloa apus Kurz). The number of bamboo clump was 160 clumps and 299 individuals. The physical characteristics of the bamboo were: fresh moisture content ranged between 37,93% – 69,49%, air-dried moisture content between 8,84% - 12,10%, fresh density ranged between 0,32 – 1,03, air-dried density ranged between 0,59 – 1,11 and oven-dried density between 0,55 – 1,04.

Senaru specific destination forested area is the only educational forested area which is situated in Lombok Island. It has important roles in providing facilities and information supporting knowledge of bamboo characteristics growing naturally in this area. Many studies about the characteristics of bamboo have been done, but none has been conducted for this area. The information about bamboo distribution was important to understand the potency of bamboo of this area and the information about bamboo physical characteristics were used as raw material data for bamboo crafting, furniture, and simple constructions. The aims of this study were at understanding the bamboo distributions and the physical characteristics of bamboo of this area. Samplings were conducted in two phases which the first phase was collecting bamboo species, number of the bamboo clumps and sticks. The second phase was conducted several tests for the physical characteristics of the bamboo collected from the first stage. The results of this testing were described and compared to the existing bamboo quality standards. 6 (six) bamboo species were identified in this forest: yellow bamboo (Bambusa vulgaris var. striata), Petung bamboo (Dendrocalamus asper (Schult. f.) Backer ex Heyne), ampel bamboo (Bambusa vulgaris Schrad. ex J.C), Santong bamboo (Gigantochloa atter (Hassk.) Kurz), Bilis bamboo (Schizostachyum lima (Blanco) Merr) and Tali bamboo (Gigantolochloa apus Kurz). The number of bamboo clump was 160 clumps and 299 individuals. The physical characteristics of the bamboo were: fresh moisture content ranged between 37,93% – 69,49%, air-dried moisture content between 8,84% - 12,10%, fresh density ranged between 0,32 – 1,03, air-dried density ranged between 0,59 – 1,11 and oven-dried density between 0,55 – 1,04.

A good deal has been written about the origin and recruitment of centurions, but their language use has not been analysed as an index to their literacy, culture, educational levels, and (in some cases) bilingualism. This paper will be about the sociolinguistics of the centurionate. I take as my starting point two poems from Bu Njem in the African desert, one of which has only recently been published for the first time.The military outpost of Bu Njem (Golas, Gholaia) lay 200 km south of Cape Misurata in the desert of Tripolitania. The fort, the construction of which began some time after 24 January 201, was garrisoned by auexillatioof thelegio III Augusta, and later by anumerus collatus. From here there survive ostraca of various kinds dated mainly to the 250s, but in this paper I am going to deal with the unlikely topic of poetic activity within the camp. Curiously, we have poems set up on stone in the name of two centurions, both of them acrostichs which spell out the centurions' names. The first, in iambic senarii and dated 202–3, has the name of Q. Avidius Quintianus, the second, dated to early 222, that of M Porcius Iasucthan;Iasucthanis of Libyan origin. This poem, on a charitable view, is composed in hexameters. The poems provide remarkable evidence for the cultural and linguistic level of centurions, if one can make the assumption that the texts were the responsibility of the two centurions themselves.

The purpose with this study is to gain understanding about student´s view of mathematical education, in the later years of nine-year compulsory school, and the motivation factors that can be identified when student´s gives opportunity to express their own thoughts due to the mathematical education.   From experiences we have gained during the practical part of our teachers education we got the impression that student´s think that the mathematical education is boring and uninteresting. Through qualitative methods such as survey and discussions in focus group we have analyzed student´s views of mathematical education and pointed out witch motivation factors that are expressed when student´s gives opportunity to influence over their own education.   The results are shown from the answers and comments that student´s gave, during the survey and focus group, and is divided into two main parts, both with focus on motivation “Mathematics and motivation” and “Student´s influence and motivation” and also a summery part “Motivated for mathematical education when the student is given influence over the education”. The study showed that student´s wants to have more difference in the work methods that are used in their mathematical education such as problem solving, games, more work in groups and pairs and more use of IT.   In conclusion the study also gives suggestions to other studies that can be made in the same genre as this study in the way that IT can be used in mathematical education and how student´s interest can be used in the education to gain more motivated student´s.
The purpose with this study is to gain understanding about student´s view of mathematical education, in the later years of nine-year compulsory school, and the motivation factors that can be identified when student´s gives opportunity to express their own thoughts due to the mathematical education.From experiences we have gained during the practical part of our teachers education we got the impression that student´s think that the mathematical education is boring and uninteresting. Through qualitative methods such as survey and discussions in focus group we have analyzed student´s views of mathematical education and pointed out witch motivation factors that are expressed when student´s gives opportunity to influence over their own education.The results are shown from the answers and comments that student´s gave, during the survey and focus group, and is divided into two main parts, both with focus on motivation “Mathematics and motivation” and “Student´s influence and motivation” and also a summery part “Motivated for mathematical education when the student is given influence over the education”. The study showed that student´s wants to have more difference in the work methods that are used in their mathematical education such as problem solving, games, more work in groups and pairs and more use of IT.In conclusion the study also gives suggestions to other studies that can be made in the same genre as this study in the way that IT can be used in mathematical education and how student´s interest can be used in the education to gain more motivated student´s.

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The present work of research entitled History, Work and Education: Vocational education at the Senai Ponta Grossa, PR, was developed in the State University of Ponta Grossa in the program of Post-Graduation in Education - Stricto Sensu, in the research line of History and Educational Policies. The research had as general objective to investigate and to analyze the relations of the work with the vocational education of Senai, as well as to analyze the historical mediation inserted in this context. The specific objectives of the research were, to analyze the transformations of the educational processes and professional qualification instituted in important historical phases for consolidation of such modality of education. By means of the inquiry of production organization forms of the professional knowledge, it was possible to describe and to analyze historically the Senai`s consolidation phase in Ponta Grossa, PR. To initiate the research the survey of primary sources was done; subsequently the elaboration research of the state of knowledge, referring to the professional education, additionally, reading and articulation of bibliography which had already been produced on the subject, amongst which I detach: Cunha (1983); (1979); (2000); Kuenzer (1997); Ianni (1988); Senai (1995);Trevisan (1995) and the doctorate theses of Nascimento (2009); Muller (2009) The research presents the historical trajectory of Senai`s institutionalization in Brazil, Curitiba and the city of Ponta Grossa, PR, presenting the existing relations of mediation in the categories of analysis among state, education and work. The challenge of the research was to understand the historical relations for institutionalization of the Senai, in the city of Ponta Grossa, from a general understanding of its institutionalization in Brazil, later in the capital of the Paraná and finally in the related city. It was used to structuralize the research as methodological principle, the historical materialism, which considers the inquiry of the object searched from the reality and in the search to overcome the idealistic conceptions of history. This research was divided in three parts. Firstly, “The work and the professional education in Brazil”, secondly “the relations of the work and the professional education in the State of the Paraná” and the last “Economic relations, political and educational in the consolidation of the Senai in Ponta Grossa,PR”. From this is concluded that, the research contributed for the understanding and agreement of the intentions in the creation of the Senai in the Brazilian territory, which goal, in practical and objective way was to qualify professionals to fit the industrialist`s interests and unlike what the existing speeches in documents and reports, that happened in accordance with a specific social class and also related to political ideologies of the State.
O presente trabalho de pesquisa intitulado História, Trabalho e Educação: Ensino Profissionalizante do Senai Ponta Grossa, PR, foi desenvolvido na Universidade Estadual de Ponta Grossa no programa de Pós-Graduação em Educação – Stricto Sensu, na linha de pesquisa de História e Políticas Educacionais. A pesquisa teve como objetivo geral investigar e analisar as relações do trabalho com a educação profissionalizante do Senai, bem como analisar as mediações históricas inseridas neste contexto. Os objetivos específicos da pesquisa foram, analisar as transformações dos processos educacionais e de qualificação profissional, instituídos em fases históricas importantes para a consolidação de tal modalidade de ensino. Por meio da investigação das formas de organização da produção do conhecimento profissional, foi possível descrever e analisar historicamente a fase de consolidação do Senai em Ponta Grossa, PR. Para iniciar a pesquisa realizou-se o levantamento de fontes primárias; posteriormente a elaboração da pesquisa do estado do conhecimento, referente à educação profissional, além de, leitura e análise de bibliografias sobre o tema, dentre as quais destaco: Cunha (1983); (1979); (2000); Kuenzer (1997); Ianni (1988); Senai (1995);Trevisan (1995) e as teses de doutorado de Nascimento (2009) e Muller (2009). A pesquisa apresenta a trajetória histórica da institucionalização do Senai no Brasil, em Curitiba e no município de Ponta Grossa, PR, apresentando as relações de mediação existentes nas categorias de análise entre Estado, educação e trabalho. O desafio da pesquisa foi compreender as relações históricas para institucionalização do Senai, no município de Ponta Grossa, partindo de uma compreensão geral da sua institucionalização no Brasil, posteriormente na capital do Paraná e por último no referido município. Utilizou-se, para estruturar a pesquisa, como pressuposto metodológico o materialismo histórico, o qual propõe a investigação do objeto pesquisado a partir da realidade e na busca da superação das concepções idealistas da história. Esta pesquisa foi dividida em três partes sendo a primeira: “O trabalho e a educação profissional no Brasil”; a segunda: “As relações do trabalho e da educação profissional no Estado do Paraná”; e a última sobre as “Relações econômicas, políticas e educacionais na consolidação do Senai em Ponta Grossa, PR”. Conclui-se que a pesquisa contribuiu para compreensão e entendimento das intenções na criação do Senai no território brasileiro, cujo objetivo era, de maneira prática e objetiva qualificar profissionais para atender aos interesses dos industriários e que, ao contrário dos discursos presentes em documentos e relatórios, esta se deu de acordo com os interesses de uma determinada classe social atreladas também as ideologias políticas do Estado. Palavras – chave: Ensino Profissional. Senai. Política Educacional. Trabalho. História.

Orientador: Sergio Eduardo Montes Castanho
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Ensinar a trabalhar é uma preocupação presente nos mais diversos agrupamentos humanos. No Brasil, registros sobre espaços de formação profissional aparecem desde o período colonial. No lar, nas oficinas, nos engenhos ou em escolas, o ensino de ofícios é uma constante, apresentando, muitas vezes, características próprias da filantropia ou da caserna, sendo quase sempre destinado aos "pobres, órfãos e desprovidos da sorte". Nos anos finais do Império e nas primeiras décadas da República, o Estado, a sociedade civil e a Igreja criaram várias instituições dessa natureza com a preocupação declarada de, a par da formação profissional, tentar manter a paz social pelo confinamento de jovens e crianças em espaços onde se formariam os futuros trabalhadores braçais, já que o trabalho intelectual era destinado aos filhos das elites. Em 22 de janeiro de 1942, parte integrante da assim chamada "Reforma Capanema" foi criado o SENAI - Serviço Nacional de Aprendizagem Industrial pelo decreto-lei 4.048 do então presidente Getúlio Vargas, a partir da interferência direta da elite empresarial, representada por Roberto Simonsen, Roberto Mange, Euvaldo Lodi e outros. A justificativa para tal criação foi a "falta de braços necessários ao parque industrial, então em franca expansão". Defendemos, porém, a tese de que essa premissa não é verdadeira e que a criação de escolas voltadas ao ensino de profissões foi, na verdade, necessária à manutenção e crescimento do capitalismo. A institucionalização do SENAI, diferente do discurso que afirma que os industriais o teriam "idealizado" a pedido do governo, percebemos que nem a massa empresarial (formada por pequenos e médios empresários) e nem os próprios operários o compreenderam num primeiro momento, não o identificando como um órgão pertencente a todos, mas como um encargo a mais, pelo recolhimento compulsório de impostos e que poderia causar desemprego aos não freqüentadores. Uma vez implantado, entretanto, o SENAI acabou por se constituir, por muitos anos, como o órgão hegemônico de formação de mão-de-obra industrial no Brasil, procurando, cada vez mais, uma aproximação com o sistema produtivo e cada vez menos com a educação. Esta tese procurou analisar a maneira como se configura a educação profissionalizante ofertada pelo SENAI à luz do materialismo históricodialético, refletindo sobre o método adotado (as S.M.O - Séries Metódicas Ocupacionais), os critérios para seleção e ingresso de alunos-aprendizes, suas normas acadêmicas e administrativas, o perfil do aluno que espera formar e as permanências e rupturas ocorridas no interior do processo nesses quase setenta anos de sua existência. Utilizando como modelo para análise a Escola SENAI Roberto Mange, de Campinas, nossa pesquisa apontou que o SENAI instituiu um modelo de educação profissionalizante que transita entre o desejo das classes dominantes de se manterem no poder para, a partir dali, capacitar trabalhadores que elas mesmas utilizarão e o discurso da "prestação de serviços", através do qual tenta convencer a opinião pública de que pratica uma educação democrática e desinteressada, afirmações que nosso trabalho procurou contribuir para desconstruir.
Abstract: Teaching young people and children how to work has been an usual concern in the majority of the human groups. In Brazil, it appears since the colonial period: inside the houses, at workshops or in proper institutions, professional education has always been developed, but maintaining the characteristics of philanthropy or the army, it has been, most of the time, destined to "poor, orphan or misfortunate people". During the final years of the Imperial period and the first decades of the Republic period, the government, the civil society and the Church created some institutions of this type with the stated goal to not only provide professional education but also to try to keep the social peace, by keeping poor teenagers and children indoors, in spaces where they could be rained to be future manual workers, because the intellectual work had lways been reserved to the rich children. In 1942, as an integrating part of the so called "Capanema Reformation" SENAI (National Service of Industrial Learning) was created through Edict number 4048 by President Getulio Vargas, with the direct interference of the entrepreneur elite, represented by Robert Simonsen, Robert Mange, Euvaldo Lodi and others. The explanation for such creation was the "lack of necessary arms to the industrial field, then in expansion". We defend, however, the thesis that this premise is not true and that the creation of schools providing professional formation was, actually, necessary for the maintenance and growth of the capitalism. The institutionalization of SENAI, differently from the speech which states that the industrial managers had "idealized" it due to a demand from the government, our researched showed that nor the enterprise mass (small and medium business owners) nor the workers had understood it at first, not being able to see it as an institution which belonged to all. but as another duty for taxes collection which could bring unemployment to those who wouldn't attent it. However, once implemented, SENAI turned out to be, for many years, the hegemonic institution for the formation of industrial labor workers in Brazil, searching to be closer to the productive system and further from education itself. This study meant to analyse the way how the professional education offered at SENAI is configurated based on dialect-historical materialism, considering the method which was adopted (the SMO - Occupational methodical grades), the criteria for approval and enrollment of apprentice-students, it's academical and administrative rules and the profile of the students the institution expects to form and also the parts of the interior process which remained and which were ruptured during its almost seventy years. Using SENAI Roberto Mange school, in the city of Campinas, as a subject of study, this research concluded that SENAI established a model of professional education which moves between the desire of the elite to hold the power to, through such courses, train workers who they will be able to hire later and the speech of "rendered public service", through which they try to convince the public opinion that an uninterested democratic education is actually offered, and with this research we hope to have helped decompose such statements.
Doutorado
Educação, Conhecimento, Linguagem e Arte
Doutor em Educação

Orientador: Maria Ines Rosa
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Mestrado
Educação, Sociedade, Politica e Cultura
Mestre em Educação

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The present dissertation falls within the field of studies produced on large scale educational evaluation systems, specifically on the evaluation of technical higher education. The guiding problem of the present study is contextualized in the need to achieve strategy 11.8 of the National Education Plan (2014) that provides, until 2024, the creation of the System of Evaluation of the Quality of Vocational Education. Thus, taking as reference the National Service of Industrial Learning (SENAI), the largest vocational training center in Brazil and Latin America, which has the Vocational and Technological Education Evaluation System (SAEP), it is asked: what is the trajectory, the method of operation and the methodologies adopted by SAEP? What are the trends presented by the results of this evaluation from a longitudinal perspective? What uses are made of these results by the actors who participate in these educational processes? This dissertation aims to study SAEP with a focus on the description and analysis of its trajectory, functioning, methodologies adopted, trends and analysis of the results. The specific objectives of this research were: to produce the State of the Question of the Brazilian scientific literature on the evaluation of professional education focused on SENAI and its historical trajectory; to research the trajectory, operation and methodologies adopted by the SAEP and to analyze its results, having as reference the Technical Course of Mechanics of SENAI-SP. To achieve these objectives and to find answers to the problems generating this study, a qualitative research was carried out, with a bibliographical and documentary character, without disregarding the quantitative data, developed through the analysis of available data in theses and dissertations bank, libraries of the main universities of the country, books, database of scientific articles, official document and so on. Among the main conclusions are the improvement of the teaching quality of almost all schools evaluated and the creation of ranking by some national departments, despite SAEP's recommendation not to do so.
A presente disserta??o se insere no campo dos estudos produzidos sobre sistemas de avalia??o educacional em larga escala, especificamente sobre a avalia??o da educa??o profissional t?cnica de n?vel m?dio. O problema norteador do presente estudo contextualiza-se na necessidade de atingir a estrat?gia 11.8 do Plano Nacional de Educa??o (2014) que prev?, at? o final de sua vig?ncia, a cria??o do Sistema de Avalia??o da Qualidade da Educa??o Profissional. Assim, tomando como refer?ncia o Servi?o Nacional de Aprendizagem Industrial (SENAI), maior centro de forma??o profissional do Brasil e da Am?rica Latina, no qual, j? possui institucionalizado o Sistema de Avalia??o da Educa??o Profissional e Tecnol?gica (SAEP), objetiva-se conhecer: qual ? a trajet?ria, os princ?pios e os fundamentos operacionais e as metodologias adotadas pelo SAEP? Quais s?o as tend?ncias apresentadas pelos resultados desta avalia??o dentro de uma perspectiva longitudinal? Quais os usos que s?o feitos desses resultados por parte dos atores que participam destes processos educativos? Esta disserta??o tem como objetivo geral estudar o SAEP com foco na descri??o e an?lise de sua trajet?ria, funcionamento, metodologias adotadas, tend?ncias e an?lise dos resultados. Os objetivos espec?ficos desta pesquisa foram: produzir o Estado da Quest?o da literatura cient?fica brasileira sobre avalia??o da educa??o profissional com foco no SENAI e sua trajet?ria hist?rica; pesquisar a trajet?ria, funcionamento e as metodologias adotadas pelo SAEP e analisar os seus resultados, tendo como refer?ncia o Curso T?cnico de N?vel M?dio em Mec?nica do SENAI-SP. Para atingir estes objetivos e encontrar respostas aos problemas geradores deste estudo, realizou-se uma pesquisa qualitativa, de car?ter bibliogr?fico e documental, sem desprezar os dados quantitativos, desenvolvida atrav?s da an?lise de dados dispon?veis em banco de teses e disserta??es, bibliotecas das principais universidades do pa?s, livros, base de dados de artigos cient?ficos, documentos oficiais, etc. Dentre as principais conclus?es destacam-se a melhoria da qualidade de ensino de quase todas as escolas avaliadas e a cria??o de ranking por parte de alguns departamentos nacionais, apesar da recomenda??o do SAEP em n?o faz?-lo.

I examensarbetet analyseras läromedlet Wings (2003, 2005) ur ett genusperspektiv. De frågeställningar som ligger till grund för undersökningen är hur många gånger kvinnor/flickor och män/pojkar förekommer i texter och övningar, vem som har en aktiv respektive passiv roll, samt vilka yrken, handlingar och attribut som är kopplade till personerna.

Läromedlet Wings för år 7-9 har gåtts igenom och varje gång texter eller övningar har handlat om kvinnor/flickor och/eller män/pojkar har detta antecknats. Den person som har en framträdande roll, en aktiv roll, i en text eller övning har benämnts som ”huvudroll” i undersökningen. För ”huvudrollerna” har antecknats vilka yrken de har eller hur de presenteras för läsaren. Handlingar och attribut som är kopplade till ”huvudrollerna” har även antecknats. En analys görs också av foton på ”huvudrollerna” Kerrie och David och deras familj, släkt och vänner som finns i Base Book 7 (2003).

Undersökningen visar att Wings i stort förmedlar ett sunt genusperspektiv, där kvinnor/flickor och män/pojkar får lika stort utrymme och där både kvinnor/flickor och män/pojkar presenteras i sammanhang som visar på könens lika möjligheter. Samtidigt finns skildringar som förmedlar traditionella könsroller och negativa förväntningar på kvinnor/flickor och män/pojkar. Examensarbetet visar på vilka styrkor och svagheter läromedlet har ur ett genusperspektiv, samt hur man som lärare kan använda dessa i arbetet kring genus med eleverna.

Syftet med studien är att studera den sociala ordningen i klassrummet och lärares ledarskap i relation till den sociala ordningen i klassrummet. Studien vill visa hur, och närmare när läraren går in och utövar sitt ledarskap, vilket visas i form av observationer. I intervjuer försöker studien förstå och få lärarnas perspektiv på hur de ser på sitt eget ledarskap. Studien visar att lärarna som studien baseras på har åsikter och förhållningssätt som överrensstämde med Lärarutbildningskommitténs betänkande. Framförallt avseende lärares behov av en reformering av ledarskapet som beror på de förändrade villkor för arbetet man ansåg samhällets utveckling lett fram till.

Syftet med detta arbete var att få kunskap om vad några elever i år 9 anser motiverar dem i skolarbetet och vad som får dem att anstränga sig och göra sitt bästa i skolan samt att försöka ta reda på om det verkar finnas några skillnader i uppfattningar om motivation mellan elever med höga betyg och elever med låga betyg. Som undersökningsmetod användes kvalitativa intervjuer med nio elever i år 9, varav fem med höga betyg och fyra med låga betyg. Resultaten visar att elevernas motivation påverkas av flera faktorer. Eleverna drivs av både yttre motivation i form av betyg och inre motivation där känslan av att lyckas och förstå är viktig liksom att det man arbetar med känns meningsfullt och intressant. Läraren har också en stor betydelse för elevernas motivation. Andra viktiga drivkrafter för eleverna är deras framtidsmål, egna prestationskrav och förväntningar från föräldrar och kompisar. Det gick inte att se några skillnader i uppfattningar om motivation mellan elever med höga betyg och elever med låga betyg.

Grundtanken med vår forskning har varit att genom kvalitativa intervjuer ta reda på några skolledares uppfattning kring skriftliga ordningsomdömen och vad införandet av dem skulle kunna tänkas få för konsekvenser för såväl personal, föräldrar men kanske främst för eleven. Vi vill belysa både konkreta och påtagliga fördelar och nackdelar med omdömena, såväl som långsiktiga spekulativa effekter som införandet av skriftliga ordningsomdömen skulle kunna föra med sig. Allt detta ställs också i kontrast till hur det ser ut i skolorna idag och hur skolorna arbetar för att upprätthålla ordning och reda, och hur de arbetar för att stimulera en positiv social utveckling hos eleverna. Vår slumpmässigt utvalda grupp av informanter har bestått av rektorer från åtta stycken skolor som alla är belägna i Stockholms nord-västra stadsdelar. Vi valde att koncentrera oss på skolor belägna i Stockholms stad, eftersom det är den enda kommun som för närvarande är aktuell i sammanhanget med att redan erbjuda elever och föräldrar skriftliga ordningsomdömen. Gemensamt för våra rektorers skolor är att årskurserna 7-9 finns representerade, något som gör att dessa rektorer har god erfarenhet av både bedömning och betygsättning. Undersökningen visar att rektorerna övervägande är negativt inställda till skriftliga ordningsomdömen och att de redan anser sig ha goda redskap tillgängliga i skolan för att kunna arbeta med elevernas sociala utveckling. Många av rektorerna menar att de elever som lever under destruktiva eller svåra förhållanden utanför skolan, påverkas av detta även i skolan. I dessa fall krävs ett nära samarbete med såväl föräldrar som socialtjänsten och ibland även av polisen, något som de flesta rektorer anser fungera mindre bra i många fall.

A multimedia web-based scenario-learning package is prepared for the students of an engineering course. This learning package is to simulate a scenario, which is close to the students’ learning or future working environment. Using up-to-date information and multimedia technology, it can simulate issues and conditions similar to those encountered in the real world. Students can virtually experience how the actual working environment should be. They can also take this opportunity to study how different equipment are interconnected together and signals flowing between different units. Student can use this virtual environment to understand deeper about the operation and the theory behind. Further explanation will be displayed in hierarchical way to suit different background of students. This online scenario-based learning package is to let all students have chance to virtually immerse in a scenario to enhance their learning and knowledge. Preliminary study shows that this scenario-based learning is well accepted by students and is worth for further study.

This chapter focuses on São Paulo’s breakneck industrial growth that required not only proportionately more skilled workers but also a larger percentage with more advanced skills, especially in the new capital-intensive industries. Given the partial, intermittent, and usually incomplete primary school education among migrant families, the opportunity for social mobility by becoming a skilled worker was enormously attractive and much sought after. This chapter discusses the apprenticeship to become a machinist that Lula pursued through the employer-supported agency SENAI. Discussing its founder Roberto Mange, SENAI’s innovative pedagogy is laid out as well as its goal of producing a self-conscious, collaborative working-class intelligentsia who took pride in their hard-earned skills. The world of factories in the late 1950s increasing attracted young students from the University of Sāo Paulo, including sociologist Fernando Henrique Cardoso, interested in the industrial revolution surrounding them.