Dissertations / Theses on the topic 'Reflective ONU'
To see the other types of publications on this topic, follow the link: Reflective ONU.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Reflective ONU.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Posthuma, Anna Barbara. "The nature of mathematics teachers’ reflective practice." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/24143.
Full textAbstract:
Thoughts about reflection and reflective practice have evolved over many decades, through carefully constructed theory and research applications, mainly based on the work of Dewey (1933) and Schön (1983). Evidence also exists in the literature that the ability to reflect on practice is considered a necessity for effective instruction (Sowder, 2007). By reflecting critically teachers become more positive in the search for a new understanding of their teaching practice and design more ways to deal with the challenges that confront them daily. When teachers act reflectively, they consider carefully the problems in their own teaching and think about how those problems are related to their educational or social context. They are aware of the consequences of their teaching and how their own assumptions or beliefs can influence their teaching. This main purpose of my research study was to explore the nature of mathematics teachers’ reflective practice in the context of lesson study. To achieve this aim, an in-depth exploration of five mathematics teachers’ reflection before, during and after teaching a lesson was conducted. The possible relationship between these teachers’ reflection and their classroom practice was also examined. The research also aimed to explore whether and how mathematics teachers’ reflections differ from the conceptualisations of reflection in classroom practice as found in the literature. Contextual factors that might influence the nature of mathematics teachers’ reflective practice were also investigated. My findings indicate that the mathematics teachers in my sample have a limited understanding of the concept of reflection. Furthermore, based on lesson plan analysis, there was no evidence that these teachers reflect-for-action. However, they all reflected on-action verbally and in writing, and three of the five teachers reflected-in-action while teaching. They all reflected on Level R1 (recall level of reflection) and Level R2 (rationalisation level of reflection) and three teachers reflected critically on their learners’ understanding of mathematics and their own teaching of concepts towards the end of the research project (Lee, 2005). Language and the lesson study group experience emerged as contextual factors that seemed to influence the teachers’ reflection. Although the research study’s results cannot be generalised due to the small sample, I believe that through engaging in the lesson study experience the five teachers of this study improved their reflective practice, reporting an increase in self-knowledge and finding new ways of teaching mathematics to learners.Thesis (PhD)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
2
Attard, Karl. "Reflecting on reflection : a case-study of one teacher's early-career professional learning." Thesis, Loughborough University, 2006. https://dspace.lboro.ac.uk/2134/34494.
Full textAbstract:
This research aims to analyse the ways in which one early-career teacher learns through and about professional practice. Data presented in this study are drawn from thirty months of reflective teaching and focus on pedagogical practices, critical reflection upon those practices, and the teacher's ongoing professional learning. The research methods used in this study are a combination of qualitative methods including reflection, action research, and case-study (more specifically, self-study). Also, reflective journal writing has been a useful tool for the teacher-researcher to understand his own development. It is interesting to note that reflective practice was the glue that kept the research process together, while also being the main focus of inquiry. A range of data analysis procedures were undertaken including reflective analysis, narrative analysis, and grounded theory analysis.
3
Imel, Telena S., Philip B. McManus, Maryanne Palmer, and Christine Panarese. "Engaging Teachers in the Reflective Process: How one Massachusetts School District Facilitates and Sustains Teacher Growth." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3834.
Full textAbstract:
Thesis advisor: Lauri JohnsonThis qualitative case study examined the perceptions of teachers and leaders in one Massachusetts school district about the actions of school leaders that engaged teachers in the reflective process. Utilizing Lave and Wenger's (1991) "Communities of Practice" as a framework enabled the researcher to examine the extent to which a social process of learning existed and whether the district's current structures and conditions engaged teachers in the reflective process. The findings from this study drew upon interview, observation, and document data to explore teacher and leader views regarding specific leadership actions (or inactions) that supported and facilitated teacher engagement in the examination of their practice and whether teachers viewed those actions as impacting their ability to reflect. Results indicated that school leaders implemented anticipatory and ongoing actions to create necessary preconditions, which fostered teacher reflection. Data revealed a district belief that reflective dialogue in pairs (teacher to teacher or teacher to administrator) or in groups (faculty meetings, grade level or departmental meeting) was important to educator growth. Administrators' actions, which engaged teachers in a reflective process, were perceived to be those associated with being an instructional leader. Recommendations include helping district leaders understand the role and design of collaborative reflection as well as the role of the principal in order to plan and implement effective professional learning, which develops reflective practitioners
Thesis (EdD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
4
Jones, Indra. "Reflective practice and the learning of health care students." Thesis, University of Hertfordshire, 2009. http://hdl.handle.net/2299/3471.
Full textAbstract:
Reflective practice, though ill-defined, has become an accepted educational concept within many health care disciplines particularly in nursing. Subsequently it has become benchmarked within Paramedic Sciences as a professional requirement for continuing education and clinical practice. However, despite the vast literature in nursing and the increasing growth of reflective practice in paramedic curricula it is unclear how it influences the students’ learning in preparation for graduate practice as future reflective practitioners. This research explored ‘to what extent does reflective practice in the paramedic curriculum influence the students’ academic and clinical learning leading to graduate practice’? A mixed methods approach with cohort samples of undergraduate health care students comprised four studies including surveys and non-participant observations of clinical simulation that were conducted in a university learning environment. The results showed overall that Paramedic students believed that they understood reflective practice and perceived it to be useful for their academic studies and clinical practice; although this is probably influenced more by formal teaching rather than the result of their own views. Students were able to describe reflective practice in ideal theoretical terms and were positive towards it regardless of their individual learning styles. However, in a clinical context, they applied it differently with significant emphasis on technical reflection. Evidence of the nature of reflective practice as it occurred during and after clinical simulation scenarios highlights a need for revised approaches to existing learning/teaching strategies with paramedic students. An extended understanding and refinement of reflective practice concepts including a new pedagogic framework to promote enhanced reflectivity are proposed. This theoretical framework is designed to accommodate reflective learning for both personal and collaborative learning related to curriculum outcomes. The use of clinical simulation for the development of reflective practice in the paramedic curriculum is supported with recommendations for further studies in academic and clinical settings.
5
Singh, Pushpinder 1972-2006. "EM-ONE : an architecture for reflective commonsense thinking." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/33926.
Full textAbstract:
Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2005.Includes bibliographical references (leaves 147-152).
This thesis describes EM-ONE, an architecture for commonsense thinking capable of reflective reasoning about situations involving physical, social, and mental dimensions. EM-ONE uses as its knowledge base a library of commonsense narratives, each describing the physical, social, and mental activity that occurs during an interaction between several actors. EM-ONE reasons with these narratives by applying "mental critics," procedures that debug problems that exist in the outside world or within EM- ONE itself. Mental critics draw upon commonsense narratives to suggest courses of action, methods for deliberating about the circumstances and consequences of those actions, and--when things go wrong-ways to reflect upon and debug the activity of previously invoked mental critics. Mental critics are arranged into six layers, the reactive, deliberative, reflective, self-reflective, self-conscious, and self-ideals layers. The selection of mental critics within these six layers is itself guided by a separate collection of meta-level critics that recognize what overall problem-type presently confronts the system. EM-ONE was developed and tested within an artificial life domain where simulated robotic actors face concrete physical and social problems.
(cont.) A detailed scenario is presented where EM-ONE enables two such actors to work together to build a table by engaging reactive, deliberative, and reflective processes operating across the physical, social, and mental realms.
by Push Singh.
Ph.D.
6
Uppman, Hannes. "The Reflection Principle for One-dimensional Quasiminimizers." Thesis, Linköping University, Department of Mathematics, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-19162.
Full textAbstract:
In this paper the reflection-extension of one-dimensional quasiminimizers is studied.A brief introduction to quasiminimizers, focused on the one-dimensional ones, is given.The main result of the study concerns the size of the quasiminimizing constant of theextended function relative to the unextended one. Previous work by O. Martio gives anupper bound for this relation. This bound is lowered, and the new bound is proven to besharp.Sharp quasiminimizer constants are calculated for a few simple functions and theirreflection-extensions.
I det här arbetet studeras reflektionsutvidgningen av endimensionella kvasiminimerare.En kortfattad introduktion till kvasiminimerare, fokuserad på de endimensionella, ges.Huvudresultatet av arbetet rör storleken av kvasiminimerarkonstanten för den utvidgade funktionen i förhållande till den outvidgade. Tidigare arbete av O. Martio ger en övre gräns för detta förhållande. Den gränsen sänks, och den nya gränsen visas vara skarp.Skarpa kvasiminimerarkonstanter ges för ett par enkla funktioner och för deras reflektionsutvidgningar.
7
Bodden, Lisa. "Developing a Creative Classroom through Drama Work: One Teacher's Reflective Journey." Thesis, The University of Arizona, 2006. http://hdl.handle.net/10150/193264.
Full textAbstract:
In this qualitative, action research study, I aimed to improve my teaching practices in my seventh grade drama classroom. I conducted the study by implementing a monologue unit plan I had used in the past adapted for this study. My emphases for the study were the promotion of creativity, the identification of drama and theatre elements, and the transformation in understanding. Data was gathered from students in my class, a third eye observer, and me. Notation, description, sources for analysis, and questioning procedures were used to survey the data by looking for patterns, coding the responses, and generating findings that satisfied the research questions. I discovered that imagination is supported in my classroom but that I need to develop better strategies to show how dramatic skills affect the daily lives of students and the importance of empathy for this class as well as the others I teach.
8
Mueller, Julia. "The impact of video as a self-reflective tool for improvement of teacher feedback practices." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2241.
Full textAbstract:
Teacher reflection on instructional practices can improve performance and positively influence student achievement. This qualitative quasi-ethnographic study investigated the impact of self-tracking video technology as a reflective tool for improvement of teacher feedback in a specialist primary classroom. Video provided observational data which was analysed using a checklist and researcher and reviewer annotations. The study concluded that the teacher used non-specific feedback strategies more than specific-feedback to respond to behavioural, engagement and learning issues. Thus, context was identified as an important determinant of effectiveness in feedback. The video technology features enhanced the teacher’s reflection and strengthened the collaborative reflective processes.
9
Griffiths, Mark Henry. "Fostering the Development of Expressive Performance Skills: A Gestural Approach within the Reflective, One-to-One Piano Studio." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/369427.
Full textAbstract:
This study reflects on my professional practice in the one-to-one piano teaching studio through the analysis of four case studies at a pre-tertiary music school attached to a major Australian university. Each research participant’s weekly lessons were recorded over a calendar year (30–40 lessons per student). Recordings of the 130–140 lessons were viewed retrospectively, with synopses, observations and reflections diarised. A reflective journal of lessons with the initial six case studies was kept throughout the 12-month period of data collection, and two rounds of semi-structured interviews were conducted with the research participants and their parents. Two additional cases provided pilot material. The research hopes to identify strategies that fostered the development of the research participants’ expressive performance skills. It also describes the kind of learning environment(s) that may encourage expressive sensibility in pianists of late elementary and early intermediate levels. Specifically, this research seeks confirmation that the working knowledge of tone production, articulation and phrasing through the adoption of expressive gesture can help young students learn to intrinsically link how they move at the piano with how they sound. The aim was that research participants would learn, with support and guidance, to expressively characterise their pieces, but still have the ability to build their own transferable knowledge base that could be applied to multi-genred repertoire in the future. The thematic analysis of my Reflective Journal, the lesson synopses and 12 semi-structured research interviews all provide rich and complex representations of the central research question: In what ways could expressive gesture be used to foster the expressive performance skills of late elementary and early intermediate level pre-tertiary pianists? The data indicates that this may not be appropriate as a single teaching approach with every individual; rather, it will need modification, especially where motor skill, kinaesthetic awareness, technique, practice habits and learning how to learn may be of greater priority. More widely, the study also demonstrates the need to think beyond a one-size-fits-all approach in one-to-one studio teaching, a context that has historically been quick to defend pedagogical lineage, thereby leading to a sometimes exclusive adoption of the teach-as-taught approach within a master–apprentice framework. Although generalisations are problematic, this project serves as a reminder that while the long-standing pedagogies of expressive gesture and physical movement are useful in improving a student’s sense of expressive playing, there is a need for increased awareness of the unique profile that each student presents. To seek pedagogy that is individualised in its very broadest sense is one of the greatest potential assets of the one-to-one context. The research provides a window into what is happening in the lives of the students, demonstrates how they grow with the research aims in their own way and time, and articulates their’s and their parent’s perception of the effectiveness of expressive gesture and ‘whole body’ playing. The project bridges theory and practice, providing adjunct methods for expressive performance instruction that may be of use to other piano pedagogues. The process provided an opportunity for me to reflect on my teaching in a real and sustained way. It has helped to continue the process of my teaching transformation, and provides a detailed look into the one-to-one environment, a context that is not well represented in the research literature. From my own perspective, the research journey has afforded an opportunity to be reminded of what it is like to be in the role of the less experienced learner, and has influenced the type of pedagogy that I employ in my everyday practice.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Arts, Education and Law
Full Text
10
Thakur, Manoj P. "VCSEL- based, access networks for DMT/OFDM transmission, utilising reflective ONUs and low-power drive techniques." Thesis, University of Essex, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511007.
Full text
11
McManus, Philip Brian, Telena S. Imel, Maryanne Palmer, and Christine Panarese. "New Teacher Support: How One Massachusetts School District Facilitates and Sustains Teacher Growth." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3835.
Full textAbstract:
Thesis advisor: Lauri JohnsonThis qualitative case study examined the structures and conditions in one Massachusetts school district that supported new teachers. Data was gathered from semi-structured interviews with teachers and administrators, artifact analyses and participant observations of district meetings. While the existing literature on new teacher support focuses on mentoring as the primary means of induction, study results indicated that the district supported new teachers through building a collaborative atmosphere where new teachers regularly meet with veteran teachers in their subject area and grade level; weekly meetings with mentor coordinators; and strong principal support. However, new teachers were not formally assigned a mentor, which can leave them without a primary support person. Recommendations are made to formalize the mentoring program, to provide a mentor coordinator for each building, and to involve principals more formally in the induction program
Thesis (EdD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
12
Blazek, Kirk. "The one-dimensional inverse problem of reflection seismology on a viscoacoustic medium /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/5725.
Full text
13
Goings, Carolyn Smith. "Racial Integration in One Cumberland Presbyterian Congregation: Intentionality and Reflection in Small Group." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1479350273590395.
Full text
14
Chase, Linda. "Student experiences of a developmental shift in reflective judgment in one Intermediate Accounting I classroom: A qualitative study." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1321111307.
Full text
15
Rakich, Andrew. "Simple four-mirror anastigmatic systems with at least one infinite conjugate." Thesis, University of Canterbury. Physics and Astronomy, 2007. http://hdl.handle.net/10092/1463.
Full textAbstract:
This thesis describes an analytical approach to the optical design of four-mirror anastigmatic optical systems. In all cases investigated here the object is at infinity. In the introduction the field of reflecting, or "catoptric", optical system design is discussed and given some historical context. The concept of the "simplest possible reflecting anastigmat" is raised in connection with Plate Diagram analysis. It is shown that four-plate systems are in general the simplest possible anastigmats, and that four-plate systems comprised of four spherical mirrors are the last family of "simplest possible reflecting anastigmats" for which the complete solution set remains unknown. In chapter 2 third-order aberration coefficients in wavefront measure are derived in a form that is particularly suitable for Plate Diagram analysis. These coefficients are subsequently used to describe the Plate Diagram, and to detail the application of the Plate Diagram to the survey of all possible solutions for four-spherical-mirror anastigmats. The Plate Diagram technique is also generalized to investigate its use as an optical design tool. In the example given a generalized Plate Diagram approach is used to determine solutions for four-mirror anastigmats with a prescribed first-order layout and a minimum number of conicoids. In chapter 3 results are presented for the survey of four-spherical-mirror anastigmats in which all elements are required to be smaller than the primary mirror. Two novel families of four-spherical-mirror anastigmats are presented and these are shown to be the only examples of four-spherical-mirror systems that exist under the given constraints. Chapter 4 gives an example of the application of Plate Diagram analysis to the design of an anastigmatic system with a useful first-order layout and a minimum number of conicoid mirrors. It is shown that systems with useful first-order layouts and only one conicoid mirror can be obtained using this method. In chapter 5 results are presented of the survey of all remaining four-spherical-mirror anastigmatic systems: that is systems in which elements are allowed to exceed the diameter of the entrance pupil, which includes systems with concave and convex primary mirrors. A wide variety of solutions are presented and classified according to both the underlying geometry of the solutions and the first-order layouts. Of these systems only one has been reported in previously published literature. The results presented in this thesis complete the set of "four-plate" reflecting anastigmats, and it can now be said that all possible solutions for four-spherical-mirror anastigmatic systems have been determined.
16
Kennedy, Jennifer J. "Through the Looking Glass: Ovid's Amores 2.1 as a reflection of Amores book one." [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=875.
Full text
17
Puligari, Chandrasekar Reddy. "Design and development of a one-degree-of-freedom force-reflecting manual controller prototype for teleoperation." FIU Digital Commons, 2004. http://digitalcommons.fiu.edu/etd/39.
Full textAbstract:
The present research is carried out from the viewpoint of primarily space applications where human lives may be in danger if they are to work under these conditions. This work proposes to develop a one-degree-of-freedom (1-DOF) force-reflecting manual controller (FRMC) prototype for teleoperation, and address the effects of time delays commonly found in space applications where the control is accomplished via the earth-based control stations. To test the FRMC, a mobile robot (PPRK) and a slider-bar were developed and integrated to the 1-DOF FRMC. The software developed in Visual Basic is able to telecontrol any platform that uses an SV203 controller through the internet and it allows the remote system to send feedback information which may be in the form of visual or force signals. Time delay experiments were conducted on the platform and the effects of time delay on the FRMC system operation have been studied and delineated.
18
Allan, Chad Everett. "Decision-making: a reflective journey of the lived experiences of experienced teachers." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1542390211994784.
Full text
19
Wysocka, Patrycja. "The study abroad experience : Self-reflecting on the development of intercultural competence and identity after one semester abroad." Thesis, Stockholms universitet, Engelska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144379.
Full textAbstract:
Study abroad programmes have become popular among students around the world nowadays. Thanks to the participation in the exchange, students are able to improve their intercultural skills, which may be beneficial for them in their future careers. This study investigates students’ development of intercultural competence and identity after spending one semester at the university in Hong Kong. Its main focus is to analyse how study abroad programmes impact students’ abilities in intercultural communication by analysing their self-reflections towards their re-invented identities as well as the overall experience of living and studying in a different country. The whole study is also based on the concept of linguistic repertoire, which is here being updated in the context of globalisation. In order to collect the data, four participants from the Netherlands, Germany and Canada were asked to fill in initial contact forms by providing information about one specific intercultural encounter that they have experienced during the study abroad period. This information then acted as the background knowledge used in the following interviews with each participant, where their opinions have been further developed in more detail. The results show that the participants further developed their skills in intercultural competence as well as enhanced their already interculturally-oriented identities. As for the impact on their linguistic repertoires, the interesting finding shows that the linguistic repertoires of the participants with English as a second language might have been affected slightly more than those of the native speakers. In the end, these results agree with the previous research on the development of intercultural skills after the study abroad period and highlight the importance of participating in study abroad programmes as students become prepared for their future careers in the highly globalised world.
20
Komar, Bogdana. "Macular pigment optical density measurements by one-wavelength reflection photometry – Influence of cataract surgery on the measurement results." Doctoral thesis, Universitätsbibliothek Leipzig, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-172371.
Full textAbstract:
Purpose:
The main objective of the present study was the investigation of possible influence of lens opacification on macular pigment optical density (MPOD) measurements.
Methods:
86 eyes of 64 patients (mean age 73.4(±8.3)years) were included in the study. MPOD was prospectively measured using one-wavelength reflection method (Visucam500, Carl Zeiss Meditec AG) before and after cataract extraction with implantation of a blue-light filtering intraocular lens (AlconSN60WF). The median of the maximum optical density (MaxOD) and the median of the mean optical density (MeanOD) measurements of macular pigment across the subject group were evaluated.
Results:
Statistically significant differences were noticed between pre-operative and post-operative measurements, the absolute values were generally lower after cataract extraction. The following median(lower/upper quartile) differences across the group were determined: MaxOD -33.8%(-46.2%/-19.1%), MeanOD -44.0%(-54.6%/-26.6%). Larger changes were observed in elderly patients (<70years of age: (n=25eyes) MaxOD -13.4%(-20.5%/3.6%), MeanOD -23.6%(-30.5%/-15.3%) versus patients ≥70years: (n=61eyes) MaxOD -40.5%(-53.2%/-30.1%), MeanOD -47.2%(-57.8%/-40.1%)) and in patients with progressed stage of cataract. MaxOD for lens opacification grade 1:(n=9eyes) -27.4%(-42.1%/-19.6%), 2:(n=26eyes) -35.0%(-44.2%/-25.3%), 3:(n=21eyes) -34.4%(-45.4%/-11.4%), 4:(n=25eyes) -32.6%(-53.2%/-6.4%) and 5:(n=5eyes) -53.5%(-61.7%/-38.7%) and MeanOD for cataract stage 1:(n=9eyes) -42.6%(-46.0%/-26.0%), 2:(n=26eyes) -44.1%(-51.8%/26.2%), 3:(n=21eyes) -45.7%(-54.7%/-24.7%), 4:(n=25eyes) -39.5%(-59.4%/-26.1%), 5:(n=5eyes) -57.0%(-66.1%/-51.4%).
Conclusions:
As established by comparison of pre- to post-operative measurements, cataract presented a strong effect on MPOD measured by one-wavelength reflection method. Particular care should therefore be taken when evaluating MPOD using this method in elderly patients with progressed stage of cataract. Future optimization of correcting parameters of scattered light and consideration of cataract influence may allow more precise evaluation of MPOD.
21
Feather, Andrew. "The Emergence of Hip Hop in West Virginia| One Man's Reflection on Personal Music Taste vs. Regional Identity." Thesis, Dartmouth College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10145502.
Full textAbstract:
In my thesis I set out to investigate and understand my personal relationship with hip-hop music and the part it played in my development. In addition to my personal story, I sought to understand the status of hip-hop in a rural state like West Virginia. I utilized a memoir style of writing that relied heavily on self- reflection. I then fact checked my memories by incorporating hard data which allowed me to gain a greater understanding of how media spreads, and is consumed in West Virginia. I could then compare this data to the media consumption of the United States. These statistics showed that West Virginia is cut off from much of the media that is enjoyed by the majority of the country. The reasons were more varied and complex that I imagined, and ultimately my thesis changed course as I learned about my home state. In conclusion, my personal experience with hip hop was not typical of most adolescents in West Virginia. The trend in West Virginia is to maintain the status quo and reject new ideas. Most likely this will continue to be the trend as college educated youth continue to leave for more forward thinking surroundings. Media is simply a microcosm of the greater lack of any change in the social or political climate of the state.
22
Gongora, Orozco Nalleli. "Experimental studies on internal shock wave phenomena and interactions." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/experimental-studies-on-internal-shock-wave-phenomena-and-interactions(6325f185-76a1-483a-9d14-606a6a48374e).html.
Full textAbstract:
Unsteady shock waves are formed by the coalescence of pressure waves. The attenuationof pressure and shock waves in general is of great importance in a wide varietyof application such as vehicle performance, health and safety. Previous researcheshave been carried out on a variety of geometries to understand the physics. Theaim of this project is to advance the previous-state-of-the-art and to shed furtherlight into the fundamental physics associated with the shock wave interactions andphenomena. Shock wave attenuation was studied by using rough walls in a three-pipe system. The roughness at the walls is added by placing grooves on the upper and lower wallsof the junctions. The angles of the branch pipe were varied from 30 to 150 degrees. Shock wave interactions with a co-flow jet were also examined. All the experimentswere performed for driver gas (air) pressures of 4, 8, and 12 bar and atmosphericpressure within the driven section, giving theoretical Mach number of 1.34, 1.54, and1.66, respectively. Three different velocities, 114, 138, and 178 m/s, were used forthe co-flow jet. High-speed schlieren photography, particle image velocimetry (PIV),and pressure measurements techniques were employed to visualise and quantify theflow field. Expansion and compression waves produced by the grooves led to a highly unsteadyflow field, an increase to the pressure upstream, and the formation of asecondary shock wave. The pressure of the incident shock front was reduced by anestimated 20%. A maximum of 10% reduction of velocity of the shock front at theexit was achieved. The shock vortex/ structure led to multiple reflections, distortionof the vortical field, a lambda-shock configuration and pressure fluctuations. Theinfluence of the co-flow jet dissipated the shock/vortex structure, and attenuatedthe pressure peaks caused by multiple reflections. Complementing this investigation the testing of pressure sensitive paints (PSP)for the use of unsteady and high speed flows was carried out. The results showedthat the use of luminophores with high intensity output, and pressure sensitivityapplied on a porous material were the most suitable PSPs for these applications.
23
Nhlengethwa, Khanyisile. "Effects of an explicit reflective approach on Swaziland pre-service elementary teachers' understanding of the Nature of Science." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40397.
Full textAbstract:
In this study, the effects of an explicit reflective intervention on Swaziland elementary preservice
teachers’ understanding of the Nature of Science (NOS) were investigated. The factors
that had an impact on the development of participants’ NOS views were also investigated. The
intervention made use of de-contextualized and contextualized activities as well as historical
narratives as contexts for reflecting about the empirical, creative, subjective as well as the
tentative NOS. The intervention included a discussion of the relationships and differences
between observations and inferences as well as scientific laws and theories in the context of the
aforementioned learning activities. Participants were 24 elementary pre-service teachers enrolled for their final year of their three
year teacher development programme. An adapted version of the Views of Nature of Science
Questionnaire-Form C (VNOS-C) was used in conjunction with individual interviews, to assess
the participants’ understanding of NOS at the beginning and conclusion of the intervention. At
the end of the programme, data from interviews, concept maps and reflective journals of seven
participants were analysed to ascertain their perceptions of the elements of the course and other
factors that had an impact on their development of more informed NOS views. These
participants were selected on the basis of their differential gains in NOS understanding.
The data that was analysed using both qualitative and quantitative techniques revealed that the
intervention brought about significant gains in some participants’ understanding of NOS.
Information obtained from the document analysis of journals and concept maps as well as exit
interviews of the selected group revealed that the pre-service teachers’ development of more
informed views was mediated by motivational and cognitive factors. These were the
participants’ perception of the value of teaching and learning NOS, their views about teaching
and learning science, and their ability to engage deeply with the NOS concepts as well as their
epistemic beliefs. The explicit reflective attention to NOS as well as metacognitive strategies
was reported by most of the selected participants as responsible for changes in their NOS views.Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Science, Mathematics and Technology Education
unrestricted
24
Cooke, Dawson Campbell. "Rasch analysis of the parental reflective functioning questionnaire: A critical examination of data from a non-clinical sample of mothers and fathers with a one-year-old child." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/398.
Full textAbstract:
Rasch measurement analysis and theory was used to critically examine data from the recently developed Parental Reflective Functioning Questionnaire (PRFQ) for both mothers and fathers in the context of the longitudinal Peel Child Health Study (N = 120 families). Data from a subset of seven items proved to be a valid measure of child-focused parental mentalizing (PRFQ-CF). Properties of the PRFQ-CF are described in detail and the shortcomings of other PRFQ subscales are identified.
25
Gorton, Catriona Julie Mae. "English Baptist denominational history as a resource for theological reflection on church health." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/english-baptist-denominational-history-as-a-resource-for-theological-reflection-on-church-health(4425a2f9-685f-4325-bda0-4784b7f85bed).html.
Full textAbstract:
‘Knowledge of their past will inform the decisions [Baptists] take today which will shape their tomorrow.’ These words of Baptist historian Barrie White along with some from Archbishop Rowan Williams, that to ‘engage with the Church’s past is to see something of the Church’s future’ which ‘makes for the health of the church…’ lie at the heart of my thesis that denominational history has the potential to form a valuable and engaging resource for theological reflection within the field usually termed church health, and specifically in the consideration of change, actual or potential, in pastoral practice. As a Practical Theologian, central to my approach is a belief that such reflection should be undertaken by and for the people who make up local congregations. My particular interest is in assisting local churches (congregations) to approach and manage change in ways that avoid the potential for destructive conflict: might it be that examples from denominational history form a valuable resource for reflection on processes that might be employed to approach contemporary issues? An initial survey of materials suggests that it might, but that in its current form it is largely inaccessible (literally and in relation to how it is presented). This submission presents a portfolio of work, based on the popular 'pastoral cycle' approach, exploring this possibility and establishing a way forward for developing a more accessible and engaging method to 'tell the story'.After a thorough literature, which presents an overview of developments in the disciplines of church health and history alongside an outline of readily available Baptist history, my publishable article develops a renewed vision for the Baptist Historical Society, the voluntary body which produces the majority of UK Baptist historical writing, taking account of insights gained. Specifically, the potential for a more narrative/literary approach with a recovery of theological/spiritual language is identified as a way forward in increasing accessibility and usability of this rich resource in the way I advocate. Three possible approaches to developing resources are identified and explored in the research proposal, ranging from almost entirely empirical to totally theoretical, with justification of why each constitutes Practical Theology. Emphasis shifts away from the central thesis in the reflective paper which explores questions of 'readers' and 'writers' in relation to my own work as a researcher and a practical theologian. A final reflection, in lieu of a conclusion, draws threads together and affirms my conviction that denominational history has the potential to provide a rich and fruitful resource for theological reflection in the area of church health.
26
Liu, Chuan-Chang. "Design, Analysis and Implementation of Fully-Integrated Millimeter-Wave Coupled-Oscillator Antenna Array." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1452240824.
Full text
27
Ericson, Matilda. "The Execution of Judgements of the European Court of Human Rights : A Reflection on Article 46.4 ECHR." Thesis, Uppsala universitet, Juridiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-281428.
Full text
28
Komar, Bogdana [Verfasser], Jens [Akademischer Betreuer] Dawczynski, Andreas [Gutachter] Reichenbach, and Marcus [Gutachter] Blum. "Macular pigment optical density measurements by one-wavelength reflection photometry – Influence of cataract surgery on the measurement results / Bogdana Komar ; Gutachter: Andreas Reichenbach, Marcus Blum ; Betreuer: Jens Dawczynski." Leipzig : Universitätsbibliothek Leipzig, 2015. http://d-nb.info/1238600417/34.
Full text
29
Weber, Valerie R. "The Compositional Style of Francesco Geminiani: a Reflection of Theory and Practice in His Music and Guida Armonica Treatise." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001224.
Full text
30
Hughes, Alice Sikes. "A Study of Service Learning at Virginia Highlands Community College and Mountain Empire Community College." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etd/633.
Full textAbstract:
The purpose of this study was to conduct a qualitative analysis of service learning. This analysis was performed to collect data on student perceptions of service learning and to understand the importance of service learning on community college students in their own words. Data were collected through interviews with 24 community college participants from Virginia Highlands Community College and Mountain Empire Community College, both in Southwest Virginia. I used a nonstandard interview because it is less abrupt, remote and arbitrary than the structured interview. I wanted to tap into the experiences of these students to learn what they thought, how they felt, and how service learning benefited or did not benefit them. Permission to conduct this study was granted by the Institutional Review Board. Personal contact was made with school officials. Interviews were conducted in phases depending upon the availability and convenience of the participant.
Findings showed that students involved in service learning experience many outcomes. These ranged from hands-on experience, social benefits, academic benefits especially in the area of accounting, civic responsibility, personal efficacy, civic mindedness and community building, developing a meaningful philosophy on life, appreciation for diversity, altruism and student autonomy. Findings did show that time and family or job responsibilities seemed to be the reason more students do not get involved. Students were concerned about the lack of enthusiasm from the instructors. They also said there would be more student participation if lab time, like a biology or science lab, were built into the service hours.
31
Amollo, Rebecca. "A critical reflection on the African Women's Protocol as a means to combat HIV/AIDS among women in Africa." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3083_1190369553.
Full textAbstract:
It is within the context of the persistent feminisation of the HIV and AIDS pandemic that this study, based on the normative provisions of the African Women's Protocol, focused on gender, sex and sexuality in the context of HIV and AIDS. The regime of the African Women's Protocol embodies a framework that can be utilised to combat HIV/AIDS amongst women in Africa by addressing some of the most important issues that need to be tackled if women are to live through this epidemic.
32
Palm, Ann-Christine. "Att skriva sig till läsning via datorn : Lärarens val?" Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-23385.
Full textAbstract:
The purpose of my study is to examine why five primary school teachers chose to start using the method ”Learning reading by writing on computer” in their teaching. How do they perceive that the method works in their classroom and do they perceive that the method affect the children’s literacy? The study consists of a qualitative method in form of interviews with five primary school teachers and also some observations made by me in the classrooms. I will use the findings I made during the interviews and observations and contrast these to relevant literature and research that I have collected. The result of my study shows that all of the interviewed teachers had a self-interest in working with the method ”Learning reading by writing on computers” and that they also worked closely with colleagues. The majority of the pupils could talk about their texts and the structure of the language already in grade one and many had learned to read faster than former pupils.
33
Mathaikutty, Deepak Abraham. "Metamodeling Driven IP Reuse for System-on-chip Integration and Microprocessor Design." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/29598.
Full textAbstract:
This dissertation addresses two important problems in reusing intellectual properties (IPs) in the form of reusable design or verification components. The first problem is associated with fast and effective integration of reusable design components into a System-on-chip (SoC), so faster design turn-around time can be achieved, leading to faster time-to-market. The second problem has the same goals of faster product design cycle, but emphasizes on verification model reuse, rather than design component reuse. It specifically addresses reuse of reusable verification IPs to enable a "write once, use many times" verification strategy. This dissertation is accordingly divided into part I and part II which are related but describe the two problems and our solutions to them.
These two related but distinctive problems faced by system design companies have been tackled through a unique approach which hither-to-fore only have been used in the software engineering domain. This approach is called metamodeling, which allows creating customized meta-language to describe the syntax and semantics for a modeling domain. It provides a way to create, transform and analyze domain specific languages, which are themselves described by metamodels, and the transformation and processing of models in such languages are also described by metamodels. This makes machine based interpretation and translation from these models an easier and formal task.
In part I, we consider the problem of rapid system-level model integration of existing reusable components such that (i) the required architecture of the SoC can be expressed formally, (ii) automatic selection of components from an IP library to match the need of the system being integrated can be done, (iii) integrability of the components is provable, or checkable automatically, and (iv) structural and behavioral type systems for each component can be utilized through inferencing and matching techniques to ensure their compatibility. Our solutions include a component composition language, algorithms for component selection, type matching and inferencing algorithms, temporal property based behavioral typing, and finally a software system on top of an existing metamodeling environment.
In part II, we use the same metamodeling environment to create a framework for modeling generative verification IPs. Our main contributions relate to INTEL's microprocessor verification environment, and our solution spans various abstraction levels (System, architectural, and microarchitecture) to perform verification. We provide a unified language that can be used to model verification IPs at all abstraction levels, and verification collaterals such as testbenches, simulators, and coverage monitors can be generated from these models, thereby enhancing reuse in verification.Ph. D.
34
Qian, Yusheng. "Compact Trench Based Bend and Splitter Devices for Silicon-on-Insulator Rib Waveguides." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1784.
Full textAbstract:
Bends and splitters are typically the fundamental limiting waveguide components in reducing the size of planar lightwave circuits (PLCs) based on waveguides that have a low core/clad refractive index contrast, such as silicon-on-insulator (SOI) rib waveguides. This dissertation presents a solution to this problem in the form of trench-based bends (TBBs) and trench-based splitters (TBSs). Emphasis is placed on experimental demonstration of these components and their integration into practical devices exhibiting significant size reduction. First, a compact and low loss silicon-on-insulator rib waveguide 90◦ TBB is demonstrated based on an etched vertical interface and total internal reflection (TIR) realized by a trench filled with SU8. The measured loss for TE polarization is 0.32 dB ± 0.02 dB/bend at a wavelength of 1.55 μm, which is the best reported in literature. Next, 90◦ TBSs are reported in which each splitter occupies an area of only 11 μm x 11 μm. These components require fabrication of trenches with a nearly 10:1 aspect ratio. A variety of single TBSs are fabricated having different trench widths. The relative amount of power directed into the transmission and reflection arms of the splitters is measured. The TBS reflection and transmission ratio agrees with three dimensional (3D) finite difference time domain (FDTD) predictions. An 82 nm wide trench filled with index matching fluid is experimentally shown to have a reflection/transmission splitting ratio of 49/51 at a wavelength of 1550 nm. To increase the fabrication yield of TBSs, the splitter angle is modified from 90◦ to 105◦, which permits the trench width to be increased to 116 nm for a 50/50 splitter using SU8 as the trench fill material. The fabrication and measurement of compact 105◦ TBBs and TBSs are reported followed by their integration into 1 x 4, 1 x 8, and 1 x 32 trench-based splitter networks (TBSNs). The measured total optical loss of the 1 x 32 TBSN is 9.15 dB. Its size is only 700 μm x 1600 μm for an output waveguide spacing of 50 μm. Finally, a compact SOI trench-based ring resonator (TBRR) composed of 90◦ TBBs, TBSs, and rib waveguides is demonstrated. A TBRR with a ring circumference of 50 μm occupies an area of 20 x 20 μm. The free spectral range (FSR) is as large as 14 nm. By changing the trench fill material from SU8 (n = 1.57) to index fluid (n = 1.733), the peak wavelength can be shifted ∼2 nm. Fabricated TBSNs and TBRRs demonstrate that large size reductions are possible for devices based on TBBs and TBSs. The net result is bend and splitter configurations with a size that is essentially independent of core/clad refractive index contrast. The approach developed in this dissertation is applicable to a wide range of waveguide material systems that have small core/clad refractive index contrast.
35
Thomadaki, Theodora. "How to Look Good Naked 'on the couch' : psychoanalytic approaches to British makeover television and gender." Thesis, University of Roehampton, 2017. https://pure.roehampton.ac.uk/portal/en/studentthesis/how-to-look-good-naked-on-the-couch(ea713220-0468-491f-b710-29592448039b).html.
Full textAbstract:
This project formulates an original psycho-cultural approach by studying the cultural and therapeutic value of Gok Wan’s makeover series How To Look Good Naked. Through an in-depth application of Donald Woods Winnicott’s object relations psychoanalysis to the textual narratives of the makeover show, and by developing a viewing method that derives from psychoanalytic training on observation, this thesis offers an account of the affective impact of Gok Wan’s popular makeover phenomenon. This thesis addresses key themes and elements that signal the evolution of British makeover television and identifies how Gok Wan’s format and strategies chime with what has widely been hailed as a particularly ‘therapeutic’ moment in popular culture. The emblematic features of Gok Wan’s rendition of the makeover format highlights its potential positive outcomes by examining the articulation of current embodied feminine subjective experiences, in order to interrogate the complex relationship between postfeminism and therapeutic discourse. This thesis recognises that the therapeutic opportunity of Gok Wan’s method lies in the transformational process by creating emotionally constructive spaces where the articulation of experiences leads to inner self-discovery. Playful mechanisms of creativity are central to Gok Wan’s empathetic approach to working with participants to enable transformation, reflecting a number of key themes in object relations psychoanalysis and its understanding of self-experience. The opportunities afforded to participants for self-interpretation create a useful platform to reflect on Gok Wan’s role, who has been candid about the parallels between his own emotional experience and that of his participants. Psychoanalytic models of transference and countertransference indicate how this dynamic challenges dominant notions of the makeover expert as omnipotent. This project demonstrates the value of object relations psychoanalysis for critical interventions in the field of media, cultural and feminist studies in order to provide a deeper understanding of the affective impact of makeover television in shaping notions of subjective experience.
36
Assos, Charalambos. "Organic ligand complexation reactions on aluminium-bearing mineral surfaces studied via in-situ multiple internal reflection infrared spectroscopy, adsorption experiments, and surface complexation modelling." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/organic-ligand-complexation-reactions-on-aluminiumbearing-mineral-surfaces-studied-via-insitu-multiple-internal-reflection-infrared-spectroscopy-adsorption-experiments-and-surface-complexation-modelling(43f53df4-8d74-4237-a67e-9b86f2dee9ac).html.
Full textAbstract:
Organic ligand complexation reactions at the mineral-water interface play an important role in several environmental and geochemical processes such as adsorption, dissolution, precipitation, pollutant transport, nutrient cycling, and colloidal stability. Although organic ligand surface complexation reactions have been extensively studied, a molecular level understanding regarding the mechanisms underlying the adsorption of such compounds is still limited. The purpose of the current study was to investigate the interactions between some common naturally occurring organic ligands and a common aluminosilicate clay mineral, kaolinite, using a combination of macroscopic and microscopic experimental methods. Molecular level information regarding the structure and binding mode of adsorbed species was obtained using in situ MIR-FTIR spectroscopy. Other experimental techniques including adsorption experiments, surface titrations, and surface complexation modelling were also employed in order to quantify and describe the macroscopic adsorption properties of the organic ligands examined. Three low molecular weight organic acids (oxalic, salicylic, and phthalic acid) and humic acid were chosen as representative organic ligands. Spectroscopic evidence revealed that low molecular weight organic acids are able to form both inner and outer sphere complexes on kaolinite, and the relative concentrations of these surface complexes varies with solution chemistry. Inner sphere coordination modes inferred are a mononuclear bidentate for oxalate (five-membered chelate ring) and phthalate (seven-membered chelate ring); and a mononuclear monodenate (six-membered pseudochelate ring) for salicylic acid. Similar coordination modes were shown to form on simpler mineral (hyrd)oxides. Elucidation of the coordination chemistry of these ligands can provide insights into the dissolution mechanisms of silicate minerals In contrast to low molecular weight organic acids, there was no evidence of inner sphere complexation by humic acid acids on kaolinite or gibbsite. The combined spectroscopic and macroscopic adsorption results suggest that cation bridging and van der Waals interactions are the two most probable mechanisms for the adsorption of humic acid by these mineral substrates. This finding casts doubts over the use of low molecular weight organic acids as humic acid analogs.
37
Montenegro, Vanda Luiza dos Santos. "Processo reflexivo e o desenvolvimento do conhecimento pedagógico do conteúdo: análise a partir de uma intervenção na formação contínua de professores de química." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-14062012-115507/.
Full textAbstract:
A pesquisa acerca dos conhecimentos dos professores representa a identificação e o resgate da base de conhecimento que sustenta a profissão do professor. Consideramos que as contribuições de Shulman são subsídios fundamentais à profissionalização docente, pois atrela os saberes pedagógicos aos específicos através do Conhecimento Pedagógico do Conteúdo, PCK. Nesta investigação analisamos o desenvolvimento do PCK de dois professores que participaram de um processo reflexivo num grupo colaborativo. Tal processo promoveu ações individuais e em grupo na forma de textos escritos e discussões orais. As ações reflexivas no grupo foram realizadas através da observação do vídeo de uma aula, apresentação do processo de análise pelo próprio professor e por um par utilizando o ciclo de Smyth e a análise pelo grupo tanto da discussão da aula como das análises individuais realizadas. A análise dos dados foi baseada no Modelo Hexagonal proposto por Park e Oliver, que apresenta como componentes: i.) Orientações para o Ensino de Ciências; ii.) Conhecimento do Currículo em Ciências; iii.) Conhecimento da Avaliação da Aprendizagem em Ciências; iv.) Conhecimento da Compreensão dos alunos em Ciências; v.) Conhecimento das Estratégias Instrucionais para o Ensino de Ciências e; vi.) Eficácia do professor. Analisamos ainda as intervenções discursivas ocorridas em sala de aula através da ferramenta proposta por Mortimer e Scott. Os professores investigados, a partir do processo reflexivo, tomam consciência de algumas características de suas atuações que não lhe eram transparentes. Essa reflexão atinge um maior nível de aprofundamento com a participação do grupo colaborativo, revelando um processo de desenvolvimento de conhecimento pedagógico do conteúdo de modo semelhante ao proposto pelo modelo de raciocínio pedagógico e ação de Shulman. Dentre os componentes do modelo hexagonal destaca-se a eficácia do professor como um importante aspecto do desenvolvimento do PCK. P1 apresenta uma prática contraditória com suas concepções reveladas em vários dos materiais analisados. Sua eficácia como professor não é boa e, sendo assim está mais propenso a mudanças em sua prática. A professora P2, por sua vez, mostra-se bastante segura e não há dúvidas sobre sua eficácia, embora atue de uma forma totalmente centrada no professor. Embora P2 perceba sua postura e nem sempre concorde com ela, sua eficácia a mantém nesse modelo didático. A eficácia parece assim ser um importante aspecto de desenvolvimento do PCK parecendo atuar como uma força propulsora das mudanças ou das permanências. Nosso trabalho reafirma também a importância da reflexão na formação contínua de professores de forma colaborativa. O processo reflexivo apresentado explicitou o PCK desses professores investigados permitindo que os professores se constituíssem de forma distinta e começassem a buscar novos caminhos em suas ações pedagógicas ou que se percebessem bem da forma que se encontram.The teacher knowledge research deal with the identification of the base knowledge that supports the profession of teacher. We consider the Shulman contributions\' as fundamental base to the teacher professionalization, it links specific to pedagogical content knowledge, establishing what he calls \"pedagogical content knowledge\" (PCK). In this study we analyze the PCK development of two teachers during a reflective process in a collaborative group. The process promoted individual and group actions by using written texts and oral discussions. The group reflective actions were accomplished through a class video observation, presentation of the analysis process by own teacher and by a colleague using the Smyth cycle. Also were accomplished the group analysis both the class discussion and individual analyses. Data analysis were performed based on the Hexagonal Model proposed by Park e Oliver, which has as components: 1) Orientations to Science Teaching, 2) Science Curriculum Knowledge, 3) Assessment of science learning Knowledge, 4) Knowledge of understanding of students in science, 5) Knowledge of Instructional Strategies and Representations for science teaching, and 6) Teacher efficacy. We also analyze the discoursive interactions occurred in the classroom through the tool proposed by Mortimer and Scott. The investigated teachers, from the reflective process, are awared of some own actions in classroom. The reflection is improved during the collaborative group and reveals a process of PCK development similar to that one proposed by Shulman in the Pedagogical Reasoning and Action Model. Among the hexagonal model components we emphasize the teacher efficacy as an important aspect of the PCK development. P1 shows a contradictory action in classroom revealed through several analysed data. P1 doesn´t have a good efficacy as teacher and so he is more able to look for changes in his practice. On the other hand, P2 is very secure and there is no doubt about her efficacy. Even though she has a teacher-centered action and not always she is confortable with her practice, she doesn´t want to change much in result of her efficacy. So, teacher efficacy seems to be an important aspect of the PCK development acting as a driving force of changes or of permanence. Our work states also the importance of reflection in a collaborative group during in-service education. The reflective process presented could make explicit the teachers\" PCK allowing these teachers a new comprehension of themselves. Also the reflective process shows teachers new ways of acting or it shows they were fine with their actions at classroom.
38
Bitencourt, Karliuza Fonseca. "Educação matemática por projetos : perspectivas e prática pedagógica no contexto escolar." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2007. http://hdl.handle.net/10183/8955.
Full textAbstract:
Este estudo discute a possibilidade de qualificação profissional do professor de matemática por meio da análise de sua ação docente. São também analisadas as relações entre as ações do professor de matemática no exercício da prática pedagógica por projetos no sistema educacional e como tais ações contribuem para a (re)significação da prática docente, possibilitando a qualificação profissional. Temse, ainda, como perspectiva na análise dos dados, a importância da formação docente do licenciado em sua constituição como educador matemático, as possíveis implicações dessa formação na sua prática pedagógica e a integração entre os saberes didático-pedagógicos na ação docente como fator para qualificação profissional do professor de matemática.This study discusses the possibility of professional qualification of Mathematics teachers through the analysis of their teaching action. The study also analyzes the relationships between the actions of Mathematics teachers when exercising the pedagogical practice of projects in the educational system and how those actions contribute towards the (re)signification of the teaching practice, thus enabling the professional qualification. As a perspective in data analysis, the importance of the teachers education for the constitution of Mathematics educators has also been considered, as well as possible implications of this education in the pedagogical practice, and the integration of didactical, pedagogical knowledge in the teaching action as a factor for the qualification of Mathematics teachers.
39
Silva, Maria Beatriz Telles Marques da. "Programa de formação em Venda Nova do Imigrante na perspectiva das coordenadoras pedagógicas de educação infantil." Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/18923.
Full textAbstract:
Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-08-24T12:11:08Z
No. of bitstreams: 1
Maria Beatriz Telles Marques da Silv.pdf: 1402139 bytes, checksum: 86d8737f70b46a70c7f39f78e3f598a6 (MD5)Made available in DSpace on 2016-08-24T12:11:08Z (GMT). No. of bitstreams: 1 Maria Beatriz Telles Marques da Silv.pdf: 1402139 bytes, checksum: 86d8737f70b46a70c7f39f78e3f598a6 (MD5) Previous issue date: 2016-03-31
This work covers the study of the formation program, held from 2010 to 2014, with the public schools infant educators of the Venda Nova do Imigrante (ES) town, developed by the Comunidade Educativa CEDAC, in partnership with the Education Office and the Jutta Batista Institute. The research main objective is to analyze the developed work as viewed by the pedagogical coordinators in charge of the town infant education, aiming at the formation programs improvement. Oh interest in the critical of this program is the fact that it has resulted in the organization qualification and working of schools, as long as practices offered to 0 – 5 years old children. The intent was to analyze the actions carried out in the vision of formation of pedagogical coordinators and teachers, focusing the formation concept and the way involved people were where considered, and the formation strategies which contributed most to allow the transformations in the schools as well. The theoretical reference used to support the analysis was organized in four topics: The in-service formation concept; Collaborative context formation; The role of the pedagogical coordinators; and the formation in the infant education, based in the following authors ideas: AZEVEDO (2013), (2012) CANÁRIO (2007), NÓVOA (2007), IMBERNÓN (2009, 2011), OLIVEIRA (2012, 2015) PERRENOUD (2002), PLACCO (2003, 2011, 2012), SCARPA (1998). The methodology approach is qualitative and the data collecting means were the semi-structured interviews and documental checking. Some of the findings revealed aspects which can contribute to the enhancement of the formation activity carried out with the partnership of towns. Amongst the findings some incoherencies can be mentioned in the formation strategies utilized, recognizing the importance of those which favor reflexive action, including practice into theory and the observation of practices, which are known as strategies which allow the transformations in the professionals practices. The advances reported by the pedagogical coordinators represent another important finding, thus evidencing they didn’t follow a sole formation model
O presente trabalho tem como contexto de estudo um programa de formação realizado, entre 2010 e 2014, com os profissionais da educação infantil das escolas públicas do município de Venda Nova do Imigrante (ES) e desenvolvido pela Comunidade Educativa CEDAC em parceria com a Secretaria de Educação do referido município e o Instituto Jutta Batista. O objetivo central da pesquisa é analisar o trabalho desenvolvido, na perspectiva das coordenadoras pedagógicas responsáveis pela educação infantil do município, com vistas no aprimoramento dos programas de formação. O interesse na realização de uma análise crítica deste programa de formação deve-se ao fato de que ele trouxe como resultado a qualificação da organização e funcionamento das escolas, bem como das práticas oferecidas às crianças de 0 a 5 anos. Pretendeu-se analisar as ações realizadas na formação das coordenadoras pedagógicas e na formação dos professores, com foco na visão do conceito de formação e na forma como os sujeitos envolvidos foram considerados, além das estratégias formativas que mais contribuíram para favorecer as transformações que aconteceram nas escolas. O referencial teórico utilizado para fundamentar a análise foi organizado em quatro temas: O conceito de formação em serviço; Formação em contexto colaborativo; O papel dos Coordenadores pedagógicos e A formação na Educação Infantil, pautando-se nas ideias dos seguintes autores: AZEVEDO (2013), (2012) CANÁRIO (2007), NÓVOA (2007), IMBERNÓN (2009, 2011), OLIVEIRA (2012, 2015) PERRENOUD (2002), PLACCO (2003, 2011, 2012), SCARPA (1998). A abordagem metodológica é qualitativa e os instrumentos utilizados para a coleta de dados foram a entrevista semiestruturada e a análise documental. Alguns dos achados revelaram aspectos que podem servir como contribuições para o aprimoramento do trabalho de formação realizado em parceria com os municípios. Dentre os achados pode-se mencionar algumas incongruências nas estratégias utilizadas na formação, reconhecendo-se a importância das que favorecem a ação reflexiva, dentre estas, a tematização da prática e a observação da prática são reconhecidas como as estratégias que favoreceram as transformações na prática dos profissionais. Os avanços que as coordenadoras pedagógicas relatam nas ações formativas que passaram a realizar de forma autônoma representam outro importante achado, evidenciando que não se prenderam a um modelo único de formação
40
Acker, Maria Teresa Vianna Van. "A reflexão e a prática docente: considerações a partir de uma pesquisa-ação." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-09102008-143551/.
Full textAbstract:
Esta tese tem em vista compreender de que modo a reflexão sobre as vivências dos professores na escola e na sala de aula geram conhecimento da prática em benefício do maior comprometimento profissional e, por conseguinte, com efeitos sobre autorização que reconhecem ter. Por se tratar de um tema que implica em considerar os processos de reflexão sobre a prática vivenciada pelos professores, ele exige metodologias de pesquisa que levem à colaboração eles. Escolhemos como abordagem metodológica a pesquisa-ação existencial pelo seu caráter de estímulo à reflexão. Como toda pesquisa-ação, essa investigação também se desenvolveu em diferentes etapas. Na primeira etapa, delineamos de que modos os professores produziam conhecimentos a partir de suas vivências práticas. Para isso nos utilizamos observações seguidas por entrevistas, as quais denominamos de entrevistas de explicação, inspiradas nas entrevistas de explicitação, descritas por Pierre Vermersch. Nessa etapa, identificamos que os professores valem-se de dois tipos de reflexão quando analisam e explicam suas práticas: uma reflexão que justifica o que fazem a partir de um costume, por um lado; por outro lado, uma reflexão que explica o percurso que traçaram até elaborarem um modo original de ensinar. Percebemos também que todos os professores, após a entrevista, revelaram ter descoberto que faziam coisas que não sabiam que faziam. Percebemos também a importância que as interações sociais exercem na ação docente, tanto no que diz respeito às atitudes conservadoras, quanto no que diz respeito às inovações. Diante da constatação da presença dessas interações no trabalho dos professores e também da dificuldade de auto-observação, decidimos prosseguir a pesquisa utilizando uma abordagem que favorece a emergência da subjetividade, nas suas dimensões intra e inter subjetivas. Para isso, recorremos ao Ateliê Biográfico de Projeto, descrito por Christine Delory-Momberger. O resultado desse procedimento foi o maior comprometimento dos professores com a pesquisa em relação à primeira etapa e, também, a formulação de um projeto do grupo tendo em vista estabelecer uma forma sistematizada de reflexão sobre a experiência, de modo a se esclarecerem sobre os desafios da profissão docente na atualidade. Essa decisão, agora do grupo, e não da pesquisadora, gerou uma terceira e última etapa, na qual utilizamos a técnica de Grupo Operativo, criada por Enrique Pichon-Rivière. A originalidade desta pesquisa consistiu em realizar uma intervenção que levou ao envolvimento os parceiros na investigação sobre suas próprias experiências. Isso possibilitou que a análise de deslocasse de uma abordagem centrada no indivíduo para uma abordagem do sujeito enquanto ser social e do grupo como produtor de pensamento. Ao afirmar a coexistência das dimensões intrasubjetiva, intersubjetiva e até impessoal da reflexão, os dispositivos de pesquisa revelaram a busca daqueles professores por formas de agrupamento que lhes permita resistir aos descompassos da sociedade do conhecimento que transforma os indivíduos em objetos autômatos e consumidores de informação.The purpose of this thesis is to understanding how reflection on teaching experiences generates practical knowledge that contributes to professional commitment, also affecting the authorization teachers acknowledge as theirs. As the subject involves reflection on teachers practices, it requires research methodology conductive to their cooperation. Thus, we have chosen to use existential action-research, an approach that encourages reflection. As in other action-research techniques, this was also developed in several steps. Initially, the manner in which teachers produce knowledge based on their practical experience was precisely outlined using observation followed by interviews, named explanatory interviews after those described by Pierre Vermersch. During this step we found that teachers use two types of reflection when analyzing and explaining their practices: they explain their actions by habit, or else they explain the path followed in order to developed an original way of teaching. After the interview teachers reported having found out that they did things they were previously unaware of. We also noted the importance of interaction in teaching, both regarding conservative attitudes and innovative ones. After having verified the presence of groups in teachers activities, and also the difficulty of self-observation, we decided to proceed using an approach capable of surfacing subjectivity, both internally and in interactions. The Autobiographic Workshop Project, as described by Christine Delory- Momberger, was used for this purpose, having yielded greater commitment of teachers with the first step of the research, and also a group project with the purpose of establishing an organized way of reflecting on their experience, and understanding their present professional challenges. This decision, of the group and no longer of the researcher, led to the third step, in which the Operative Group technique, created by Enrique Pichon-Rivière, was employed. The originality of this research lies in the fact that its intervention led to the progressive involvement of the research subjects in the investigation of their own experiences, which produced a shift from an analysis centered on the individual towards an analysis based on the individual as part of a group that produces knowledge. By stating the coexistence of intra-subjective, inter-subjective and even impersonal aspects of reflection, research techniques show that these teachers search for ways of forming groups that allow them to face the inconsistencies of the society of knowledge, which transforms individuals in automatons and consumers of knowledge.
41
Donnerstål, Linn, and Lisa Sjödin. "Kollektivt lärande : En kvalitativ studie om hur kollektivt lärande uppstår samt ledarskapets betydelse för det kollektiva lärandet vid en statlig myndighet." Thesis, Högskolan Dalarna, Personal och arbetsliv, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30506.
Full textAbstract:
Organisationer är beroende av medarbetarnas unika kunskap vilket även har kommit att betraktas som den viktigaste strategiska resursen. Kunskap är även betydelsefullt för organisationers framgång och konkurrenskraftighet. För att bibehålla konkurrensfördelar är det av vikt att skapa framgångsrika lärtillfällen som främjar både individuellt och kollektivt lärande. Den här undersökningen syftar till att beskriva och analysera hur kollektivt lärande uppstår samt ledarskapets betydelse för det kollektiva lärandet. Den teoretiska referensramen utgår från teorier om vilka förutsättningar som behövs för ett kollektivt lärande samt ledarskapets betydelse. Undersökningens empiri har inhämtats genom semistrukturerade intervjuer med tre medarbetare och tre ledare på en utvecklingsavdelning vid en statlig myndighet i Mellansverige. Undersökningens resultat har analyserats mot de teoretiska utgångspunkterna. Undersökningens slutsatser är att kollektivt lärande har potential att uppstå genom dialog och reflektion i gruppmöten, genom nära relationer och via digital dokumentation. De aktiviteter som ledare skapar som har potential för kollektivt lärande är; planerade aktiviteter som avdelningsdagar som möjliggör gemensamma övningar, kunskapsforum och gemensamma luncher. Vidare skapar ledare förutsättningar genom att bygga relationer till sina medarbetare och uppmuntra medarbetarna till samarbete genom att ange samarbete som ett lönekriterium.Organizations are dependent on the employees' unique knowledge, which has come to be regarded as the most important strategic resource. Knowledge is also important for organizations' success and competitiveness. To maintain competitive advantage, it is important to create successful learning opportunities that encourage both individual and collective learning. This study aims to describe and analyse how collective learning arises and the importance of leadership for collective learning. The theoretical frame is based on theories about what prerequisites are required for collective learning and the importance of leadership. The survey's empirical data has been obtained through semi-structured interviews with three employees and three leaders at a development department at a government agency in central Sweden. The study's results have been analysed in relation to the theoretical frame. The study's conclusions are that collective learning has the potential to arise through dialogue and reflection in group meetings, through close relationships and via digital documentation. The activities that leaders create and have the potential for collective learning are; planned activities such as departmental days that enable joint exercises, knowledge forums and common lunches. Furthermore, leaders create the prerequisites by building relationships with their employees and encouraging employees to collaborate by stating cooperation as a pay criterion.
42
Darracott, Rosalyn M. "The development and refinement of the practice domain framework as a conceptual tool for understanding and guiding social care practice." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/86048/15/86048.pdf.
Full textAbstract:
This study identified the common factors that influence social care practice across disciplines (such as social work and psychology), practice fields, and geographical contexts and further developed the Practice Domain Framework as an empirically-based conceptual framework to assist practitioners in understanding practice complexities. The framework has application in critical reflection, professional supervision, interdisciplinary understanding, teamwork, management, teaching and research. A mixed-methods design was used to identify the components and structure of the refined framework. Eighteen influential factors were identified and organised into eight domains: the Societal, Structural, Organisational, Practice Field, Professional Practice, Accountable Practice, Community of Place, and Personal.
43
Correia, Fábio Gonçalves. "Quality control of ultra high resolution seismic data acquisition in real-time." Master's thesis, Universidade de Aveiro, 2017. http://hdl.handle.net/10773/22007.
Full textAbstract:
Mestrado em Engenharia GeológicaA aquisicção de grandes volumes de dados durante uma campanha sísmica exige, necessariamente, mais tempo para o controlo de qualidade (QC). No entanto, o tempo de QC não pode ser extendido devido a limitações do tempo de operação, tendo de ser feito mais rápido, o que pode comprometer a qualidade. A alternativa, alocar mais pessoas e recursos para QC e melhorar a eficiência, leva a aumentos de custo e à necessidade de maiores embarcações. Além disso, o QC tradicional requer tempo de análise após a aquisição, atrasando a desmobilização da embarcação, aumentando assim os custos da aquisição. A solução proposta passou pelo desenvolvimento de um QC automático em tempo real eficiente, testando a Comparação Espetral e o Atributo Razão Sinal-Ruído - ferramentas desenvolvidas no software SPW, usado para processamento de dados sísmicos. Usando este software foi testada a deteção e identificação de dados de fraca qualidade através das ferramentas de QC automáticas e os seus parâmetros ajustados para incluir pelo menos todos os maus registos encontrados manualmente. Foi também feita a deteção e identificação de vários problemas encontrados durante uma campanha de aquisição, tais como fortes ondulações e respetiva direção, o ruído de esteira provocado pelas hélices da embarcação e consequente Trouser’s Effect e mau funcionamento das fontes ou dos recetores. A deteção antecipada destes problemas pode permitir a sua resolução atempada, não comprometendo a aquisição dos dados. Foram feitos vários relatórios para descrever problemas encontrados durante os testes de versões beta do software SPW e os mesmos reportados à equipa da Parallel Geoscience, que atualizou o software de forma a preencher os requisitos necessários ao bom funcionamento do QC em tempo real. Estas atualizações permitiram o correto mapeamento dos headers dos ficheiros, otimização da velocidade de análise das ferramentas automáticas e correção de erros em processamento dos dados em multi-thread, para evitar atrasos entre o QC em tempo real e a aquisição dos dados, adaptação das ferramentas à leitura de um número variável de assinaturas das fontes, otimização dos limites de memória gráfica e correção de valores anómalos de semelhança espetral. Algumas atualizações foram feitas através da simulação da aquisição de dados na empresa, de forma a efetuar alguns ajustes e posteriormente serem feitos testes numa campanha futura. A parametrização destas ferramentas foi alcançada, assegurando-se assim a correta deteção automática dos vários problemas encontrados durante a campanha de aquisição usada para os testes, o que levará à redução do tempo gasto na fase de QC a bordo e ao aumento da sua eficácia.
The acquisition of larger volumes of seismic data during a survey requires, necessarily, more time for quality control (QC). Despite this, QC cannot be extended due operational time constraints and must be done faster, compromising its efficiency and consequently the data quality. The alternative, to allocate more people and resources for QC to improve efficiency, leads to prohibitive higher costs and larger vessel requirements. Therefore, traditional QC methods for large data require extended standby times after data acquisition, before the vessel can be demobilized, increasing the cost of survey. The solution tested here consisted on the development of an efficient Real- Time QC by testing Spectral Comparison and Signal to Noise Ratio Attribute (tools developed for the SPW seismic processing software). The detection and identification of bad data by the automatic QC tools was made and the parameters adapted to include at least all manual QC flags. Also, the detection and identification of common problems during acquisition, such strong wave motion and its direction, strong propeller’s wash, trouser’s effect and malfunction in sources or receivers were carried out. The premature detection of these problems will allow to solve them soon enough to not compromise the data acquisition. Several problem reports from beta tests of SPW were transmitted to the Parallel Geoscience team, to be used as a reference to update the software and fulfil Real-Time QC requirements. These updates brought the correct mapping of data headers in files, optimization of data analysis speed along with multi-thread processing debug, to assure it will be running fast enough to avoid delays between acquisition and Real-Time QC, software design to read a variable number of source signatures, optimization of graphic memory limits and debugging of anomalous spectral semblance values. Some updates resulted from a data acquisition simulation that was set up in the office, to make some adjustments to be later tested on an upcoming survey. The parameterization of these tools was finally achieved, assuring the correct detection of all major issues found during the survey, what will eventually lead to the reduction of time needed for QC stage on board, as also to the improvement of its efficiency.
44
Burian, Eliana Aparecida Oliveira. "Dificuldade de estudar online: uma narrativa de experiência de aprendizagem." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/14106.
Full textAbstract:
Made available in DSpace on 2016-04-28T18:24:10Z (GMT). No. of bitstreams: 1
Eliana Aparecida Oliveira Burian.pdf: 1678357 bytes, checksum: 58480692dbe23cde6de1bb51c594eda1 (MD5)
Previous issue date: 2009-07-30Secretaria da Educação do Estado de São Paulo
This study aims to describe and to interpret the phenomenon of the difficulty of studying online in a continuing education course for teacher of English as a foreign language called Teachers Links, from the perspective of the teacherstudent. The interest on the study came from the need to understand from the point of view of the teacher-student, how the experience is given. The research is grounded on the social-historical-cultural view and on the concept of language as a social practice through which human beings develop and constitute themselves (VYGOTSKY, 1934; 1991) and on the power of the reflexive process for professional development (SCHÖN 1983, 1987/2000). The investigation was based on the Hermeneutic-Phenomenological Paradigm (vAN MANEN,1990; FREIRE, 2007, 2008; RICOUER,2002), which aimed to describe and to interpret the phenomenon under study, conducting the thematic analysis proposed by van Manen (1990) and adopting the systematization elaborated by Freire (2007; 2008). The texts derived from the experience were generated during my experience as a teacher-student during module I in the course, which was offered in the first semester of 2007. The Hermeneutic-Phenomenological reflection on the phenomenon of the difficulty on studying online in a continuing educational course for teachers of English as a foreign language reveled that it is structured around 6 basic themes: anxiety in relation to expectancies, insurance in relation to the new context, fear in relation to not being able to accomplish the proposed goals, despair in relation to the lack of development, questioning in relation to inconsistencies, indecision to make choices, and the search for strategies to solve problems as a continuing process
Este estudo tem como objetivo descrever e interpretar o fenômeno da dificuldade de estudar online em um curso de formação continuada para professores de Inglês denominado Teachers Links, do ponto de vista de quem o vivenciou, que no caso desta pesquisa sou eu, a própria pesquisadora. O interesse por esta investigação partiu da necessidade de compreender como, do ponto de vista do professor-aluno, se dá essa experiência. A pesquisa apóia-se na visão sócio-histórico cultural e na concepção de linguagem como prática social pela qual os seres humanos se desenvolvem e se constituem (VYGOTSKY, 1934; 1991) e nos construtos sobre os processos reflexivos e seu potencial para o desenvolvimento profissional (SCHÖN, 1983, 1987/2000). A investigação foi conduzida apoiando-se na Abordagem Hermenêutico- Fenomenológica (vAN MANEN,1990; FREIRE, 2007, 2008; RICOEUR,2002), que visa à descrição e interpretação do fenômeno em foco, utilizando o processo de tematização proposto por vAN MANEN (1990) e a sistematização delineada por FREIRE (2007; 2008). Os textos da experiência foram gerados durante minha participação como professora-aluna no módulo I do curso que foi oferecido no primeiro semestre do ano de 2007. O processo interpretativo revelou que o fenômeno da dificuldade de estudar online em um curso de formação continuada para professores de Inglês se estrutura em torno de 6 temas: ansiedade em relação à expectativas, insegurança em relação ao novo contexto, medo em relação a não conseguir atender aos objetivos propostos, desespero ao constatar carências, questionamento de inconsistências, indecisões para realizar escolhas e busca constante de estratégias para solucionar dificuldade
45
Ekwue, Uchechukwu Nwalibe. "A hybrid exploration of the impact of summative assessment on A-level students' motivation and depth of learning and the extent to which this is a reflection of the self." Thesis, King's College London (University of London), 2015. http://kclpure.kcl.ac.uk/portal/en/theses/a-hybrid-exploration-of-the-impact-of-summative-assessment-on-alevel-students-motivation-and-depth-of-learning-and-the-extent-to-which-this-is-a-reflection-of-the-self(793eab87-ec92-4c3a-970b-86cb65834aae).html.
Full textAbstract:
Research into what motivates students to learn has been longstanding. To further investigate, a theoretical framework relying on different theories of self was developed to help conceptualise motivation in the context of summative assessment. The aim of this study which focused on A-level students was to investigate how their motivation is related to their perception of summative assessment. The investigation addressed two main questions: “To what extent does post-16 A-level students' perception of summative assessment affect their motivation for learning?” and “To what extent do students’ narratives about summative assessment reflect the role of self in motivation?” Mixed methods were used for data collection and involved using an adaptation of AMS-HS 28, a motivation questionnaire and another questionnaire about perception of summative assessment generated for the purpose of this investigation. A total of 1016 students from 12 Secondary and Further Education settings participated in the questionnaire portion of the investigation. Additionally, 20 face-to-face interviews further explored how students’ perception related to their depth of learning. A main finding from the quantitative analyses was that students’ views about summative assessment are the best predictors of type of motivation adopted above and beyond the demographics and approach to learning variables. In relation to the qualitative analyses, it was found that despite students’ negative perception, summative assessment motivates them to learn. It was also found that summative assessment affects the type of approach students employ in their learning with the surface approach more likely very close to examination time. Further analyses suggest that how students perceive the impact of summative assessment on their motivation for and depth of learning is dependent upon their sense of self. Implications for practice are fully discussed in the thesis. Future studies on the current topic are suggested to continue to explore not just what motivates A-level students to learn but the alternatives to summative assessment.
46
Ramanathan, Sathish Kumar. "Linear Acoustic Modelling and Testing of Exhaust Mufflers." Thesis, KTH, Aeronautical and Vehicle Engineering, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-4340.
Full textAbstract:
Intake and Exhaust system noise makes a huge contribution to the interior and exterior noise of automobiles. There are a number of linear acoustic tools developed by institutions and industries to predict the acoustic properties of intake and exhaust systems. The present project discusses and validates, through measurements, the proper modelling of these systems using BOOST-SID and discusses the ideas to properly convert a geometrical model of an exhaust muffler to an acoustic model. The various elements and their properties are also discussed.
When it comes to Acoustic properties there are several parameters that describe the performance of a muffler, the Transmission Loss (TL) can be useful to check the validity of a mathematical model but when we want to predict the actual acoustic behavior of a component after it is installed in a system and subjected to operating conditions then we have to determine other properties like Attenuation, Insertion loss etc,.
Zero flow and Mean flow (M=0.12) measurements of these properties were carried out for mufflers ranging from simple expansion chambers to complex geometry using two approaches 1) Two Load technique 2) Two Source location technique. For both these cases, the measured transmission losses were compared to those obtained from BOOST-SID models.
The measured acoustic properties compared well with the simulated model for almost all the cases.
47
Bonnard, Anne. "Interpréter pour (inter)agir et apprendre : la course d'orientation en Education physique et sportive au Baccalauréat." Thesis, Besançon, 2012. http://www.theses.fr/2012BESA1028/document.
Full textAbstract:
Cette étude propose une approche centrée sur l’activité de l’élève telle que définie et expériencée en cours d’Education Physique et Sportive. Il s’agit d’accéder à ce qui fait sens pour lui/elle lorsque confronté à une situation de résolution de problème, étant entendu que la démarche menée est inductive, participante et internaliste. Le contexte de l’étude se place dans un cycle complet de Course d’Orientation (T = 16h de pratique effective ; 8 séances) mené par un enseignant expert de l’approche réflexive et de l’APSA, auprès d’une classe optionnaire de 19 élèves (âge moyen 17ans ½). Trois études sont menées afin de caractériser le fonctionnement des élèves confrontés à l’épreuve de Baccalauréat et à sa préparation. La première étude porte sur l’analyse de la performance à différents moments du cycle. La seconde étude porte sur les interactions entre profils moteurs, verbaux et réflexifs des élèves à partir des traces écrites de leur activité. La troisième étude s’intéresse, à partir d’un test ante/post cycle inspiré de la théorie des intelligences multiples de Gardner, à cerner l’évolution des capacités déclarées par les élèves. Les résultats montrent que les élèves voient leurs profils évoluer avec une réussite variable au cours du cycle ; ces profils s’expriment en contexte en fonction des situations d’apprentissage, des ressources mobilisées et de l’interprétation des relations carte/milieu naturel. Un suivi de cas permet d’individualiser les résultats qui viennent à la fois questionner la manière dont est abordée l’APSA Course d’Orientation et les stratégies complexes déployées par les élèvesThis study focuses on the student’s activity as defined and experienced in Physical Education. The target was to reach what makes sense for him/her when confronted with a problem solving task. The method used an inductive, participative and internalist approach. The study’s context was an optional full learning cycle of Orienteering (T= 16 hours duration; 8 sequences; n = 19 students 17 and half years old) taught by an expert teacher on critical thinking approach and on this sport practice. Three studies are expected to characterize the student functioning when confronted with the Baccalaureat examination and preparation. The first study layed on the analyzis of the performance at different moments of the learning. The second study was on the interactions between student motor, verbal and reflective profiles from the written reports of their activity. The third study was based on the pre/post test inspired from Gardner’ theory of the multiple intelligences: it helped describing the evolution of the declared capabilities of the students. Results showed that student profiles evolve according to a variable success all along the learning cycle; these profiles express within the situated context according to the learning tasks, the mobilized resources and the interpretation of the relationship between the map and the effective natural environment. A case study allowed individualizing the observations so as to question at a time the way Orienteering has to be taught and the complex strategies used by students
48
Patriarche, Manolis. "Mesure et modélisation de la lumière naturelle dans les canyons urbains." Thesis, Vaulx-en-Velin, Ecole nationale des travaux publics, 2014. http://www.theses.fr/2014ENTP0009/document.
Full textAbstract:
L’augmentation de la population mondiale et l’urbanisation croissante conduisent à une densification urbaine qui menace l’accès des habitants des villes au soleil et à la lumière naturelle. Cet accès est lié à des problématiques de consommation d’énergie, de santé et de bien-être ; il peut être limité par plusieurs caractéristiques du tissu urbain telles que la largeur des rues, la hauteur des bâtiments, la clarté des façades et de la chaussée. Nous avons étudié l’influence des caractéristiques les plus importantes d’un canyon urbain sur la disponibilité de la lumière naturelle à l’intérieur du canyon sous des conditions climatiques réelles. Nous avons fabriqué dans ce but, le modèle réduit d’un canyon urbain, la représentation simplifiée d’une rue. Cette maquette est modifiable, le rapport d’aspect H/W (Hauteur/Largeur) du canyon peut être modifié et les façades sont interchangeables. Durant une année, les éclairements lumineux y ont été mesurés sur le sol et à plusieurs hauteurs des façades, au pas de la minute, sous des conditions de ciel réelles. Au total, 12 configurations sont représentées dans la base de données obtenue, avec 3 rapports d’aspect : H/W=0,5, 1 et 2, et 4 types de façades de facteur de réflexion lumineux différent. Les revêtements de façade utilisés sont : noir, blanc, crépi et crépi avec des parties vitrées. Nous étudions l’influence de ces paramètres en fonction des types de ciel définis par la CIE pour un canyon orienté nord/sud. Nous utilisons aussi ces données pour étudier l’usage, la performance et la précision de trois logiciels de modélisation du rayonnement solaire en milieu urbain : Citysim, Daysim et Heliodon. Ces trois logiciels offrant différents niveaux de simplification. Enfin, nous avons mené une campagne de mesure dans les rues de Lyon. Cela nous a permis de nous confronter à la réalité des données de terrain, juger des difficultés à les recueillir et à modéliser le rayonnement solaire dans l'espace réel. Nous avons aussi évalué une nouvelle méthode de mesure des éclairements lumineux d’une façade. Cette méthode se base sur des cartes de luminances obtenues à partir de photos fisheye avec un appareil photo numérique étalonné en luminances. La comparaison de ces mesures avec celles de la maquette permet d’évaluer l’erreur commise en utilisant un revêtement simplifié. En utilisant les données récoltées sur la maquette, le rapport d’aspect H/W=1 permet d’obtenir le meilleur accès à la lumière naturelle dans le canyon, il correspond à un bon compromis entre la contribution des façades et du ciel. Pour chaque ville, une configuration optimale peut être déterminée en fonction du climat local, qui peut être représenté par la fréquence d’observation des différents types de ciel CIE. Nous avons évalué la capacité des logiciels choisis à prendre en compte le climat. Avec Heliodon, il est possible d’obtenir des éclairements lumineux proches de ceux mesurés sur la maquette, pour des ciels sans nuages. Puisque le climat varie tout au long de l’année, la prise en compte des 15 types de ciel CIE doit être préférée à l’utilisation d’un ciel uniquement sans nuages, ou couvert comme cela est souvent le cas. Les logiciels Citysim et Daysim sont capables de prendre en compte le climat réel et produisent de bonnes corrélations avec les mesures effectuées sur la maquette pour tous les types de cielAs the world population and the urbanization increase, cities become denser, thus reducing access to daylight and sunlight for city dwellers. This access is linked to some issues such as energy consumption, health and comfort; it can be limited by several urban fabric features such as street width, building height, façade and road coating. We have evaluated the influence of the most important features of an urban canyon regarding daylight availability inside the canyon under real sky conditions.To that end, we have built a scale model of an urban canyon, the simplest representation of a street. This scale model can be modified: the aspect ratio H/W (Height/Width) can be changed as well as the type of façade. During one year, outdoor illuminances have been measured every minute on the ground and at different heights of the façades. Hence, we created a database containing twelve combinations of an urban canyon with the following parameters: three aspect ratios (H/W=2, 1 and 0.5) and four types of façades with different reflection factors. The different coatings of the façades are: black, white, roughcast and roughcast with windows. We evaluate the influence of these parameters for each type of sky defined according to the CIE for a north/south orientated canyon.We also use this database in order to evaluate the ease of use, performance and precision of three software tools for the estimation of solar radiation in urban context: Citysim, Daysim and Heliodon, each having different simplification levels.Finally, we have carried a measuring campaign in the streets of the French city of Lyons. This campaign allowed us to realize the difficulty of collecting data in the field and modelling solar radiation of a real street. We have also assessed a new method for measuring illuminances of a whole façade. This method is based on a luminance map generated from a calibrated digital camera equipped with a fisheye lens. A comparison between these illuminances with illuminances measured on the scale model with regular sensors allows us to estimate the bias of using a simplified coating.Based on illuminances measured on the scale model, a canyon with an aspect ratio H/W=1 has a better access to daylight, it represents a good compromise between contributions of the sky and the opposing façade. Every city has an optimal canyon shape according to its local climate that could be defined as the frequency of occurrence of the CIE types of sky. We have evaluated the ability of the selected software tools to take into account the climate. For clear skies, Heliodon is able to produce illuminances close to those measured on the scale model. Because the weather changes throughout the year, one would rather take into account the 15 CIE types of sky instead of using either a clear sky or an overcast sky as many studies do. Citysim and Daysim are able to take into account the climate and correlate well with scale model measurements for each type of sky. The method for measuring illuminances using a fisheye lens camera has been validated based on the measurements in real streets of Lyons. This method could produce more accurate values using a reflection factor map of the façade. Illuminances measured on the scale models didn’t correlate well with illuminances measured in real streets because of the complexity of the streets compared to the simplicity of the idealized canyon of the scale model. The use of simplified models of streets can lead to bad results, for instance, with studies estimating the energy consumption of buildings for lighting at district or urban scale. The density of urban areas must decrease in order to improve access to daylight. That would provide other advantages such as the reduction of exposure to vehicles pollution or reduction of the urban heat island. The calculation of an ideal aspect ratio could be achieved using tools evaluated in this thesis
49
MORAES, Sérgio Antônio Penna de. "GRAVURAS COM USO DE COMPUTAÇÃO GRÁFICA: UM PROCESSO PESSOAL DE CRIAÇÃO, AUTOCONHECIMENTO E TRANSFORMAÇÃO." Universidade Federal de Goiás, 2007. http://repositorio.bc.ufg.br/tede/handle/tde/2778.
Full textAbstract:
Made available in DSpace on 2014-07-29T16:27:50Z (GMT). No. of bitstreams: 1
dissertacaosergiopenna.pdf: 6488148 bytes, checksum: bfd29b858bed8b31335611a27f8dca95 (MD5)
Previous issue date: 2007-04-17This Dissertation is a reflection upon a personal artistic creation in graving with computer graphics aid. Phenomenology is taken as the intellectual support on reading the knowledge resulting from this research. In Phenomenology, subject and object are interrelated in the sense of exploring potentialities that do come up as the result of the experience lived in ease but committed attitude regarding the research object. On reflecting on the artistic creation process, the idea is to contribute to the understanding of the process of visual art creation. An additional purpose is to inspire artists and art teachers to produce art and think on their own creative processes as well. Giving thought to art practice is also a methodological process in education and this can result in improving self-knowledge, classroom teaching methodology and artistic skills. The method used for this research includes a field diary called atelier diary. There is an overlapping and crossing between poetics and education in this study, which integrates the artist, the researcher and the teacher. It is felt from this experience that when one creates artistically, the process must come from within, so it is free. The artist should be open to the flow. It is important to access one s memories, feelings and other psychological phenomena. After an artistic work is done, then one goes back and gives it deep thinking. That s one when realizes what concepts are implied. The purpose of any artist should be to be true to himself or to herself. That is, to encounter oneself. Besides, the artist communicates with his or her audience through both conscious and unconscious layers of communication. Blending together creation and reflection, practice and theory can fuel in transformations that stir the full development of one s potentialities
A presente dissertação propõe uma reflexão sobre um processo pessoal de criação em gravura com uso de computação gráfica. O conhecimento gerado por esta pesquisa foi construído com base na epistemologia fenomenológica em que sujeito e objeto estão relacionados. Estão relacionados no sentido de explorar as potencialidades criativas oriundas da experiência vivida no contato despojado e compromissado com o objeto da pesquisa. Esse conhecimento contribui para a compreensão do processo criativo em artes visuais na atualidade, com base na reflexão sobre um processo pessoal de criação. Além disso, este estudo pode estimular artistas e professores de arte a vivenciarem e a refletirem sobre seus processos de criação. A reflexão sobre a prática é um instrumento metodológico do processo educacional que pode levar ao autoconhecimento, ao aperfeiçoamento da didática em sala de aula e ao amadurecimento artístico. A metodologia utilizada para a coleta de dados foi o diário de campo, neste estudo denominado diário de ateliê. Nesta investigação realizou-se um cruzamento entre as áreas da poética e da educação, que possibilita a integração do artista, do pesquisador e do professor. A reflexão sobre o processo de criação mostra que é preciso produzir livremente a obra, deixá-la nascer. É importante entrar em contato com seus conteúdos internos, memórias afetivas, sentimentos. Após a produção, então, pode-se refletir e compreender os conceitos que estão no trabalho. O objetivo do artista é ser verdadeiro, é encontrar-se. Pelas suas obras, o artista comunica-se com o espectador em níveis de comunhão inconsciente e consciente. O combustível das transformações que impulsionam o pleno desenvolvimento de potencialidades pode ser a capacidade de articular criação e reflexão, prática e teoria
50
Rämmal, Hans. "Studies of flow duct acoustics with applications to turbocharged engines." Doctoral thesis, KTH, MWL Marcus Wallenberg Laboratoriet, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-10590.
Full textAbstract:
A number of experimental and theoretical studies, performed in the field of technical flow duct acoustics are presented in this thesis. The acoustical methods treated are implemented on turbocharged IC-engines and engine gas exchange system components. A new method based on the well-known two-load technique has been developed. The method was applied to characterise the source data of various piston-engines with non-linear behaviour including a 6 cylinder turbo-charged truck diesel engine. The source characterisation results were compared to the results obtained using the linear two-load technique. It was demonstrated that the new non-linear multi-load technique gives improved results when the source is slightly non-linear. The use of active one-port models has been tested to characterize an air terminal device (ATD) as a source of flow generated noise. In order to predict the noise generation at different operating points of the device a scaling law was derived and verified. In the experimentally derived scaling law a flow speed dependence of 3 was found for the narrow band spectra, corresponding to a dipole-like behavior of the source in the plane wave range. The proposed technique was validated successfully and the results indicated a good prediction of in-duct sound generation by the air terminal device. Sound reflection from hot flow duct openings has been investigated experimentally. The reflection coefficient was measured for flow temperatures up to 500 ºC and jet velocities up to 108m/s. The results have been compared with famous Munt’s theory. It was concluded that at low Mach number and Helmholz number cases the results agree well with the Munt’s model. This was the first experimental validation of the theory for hot flow conditions. Experimental procedures to determine the sound transmission through automotive turbo-charger compressors were developed and described in detail. An overview of a unique turbocharger testing facility established at KTH CICERO in Stockholm is given. The facility can be used to measure acoustic two-port data for turbo-compressors. Results from measurements on a passenger car turbo-compressor are presented and the influence of operating conditions on the sound transmission is discussed. Current wave action models developed in CMT for computation of the gas exchange processes in I.C. engines have been implemented to determine the acoustic wave transmission through the turbo- compressor. The models are validated with the experimental data and the results are presented for different operating conditions of a Volvo passenger car turbo-compressor.QC 20100809