Dissertations / Theses on the topic 'Third class'
To see the other types of publications on this topic, follow the link: Third class.
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 'Third class.'
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
Worley, Matthew. "Class against class : the Communist Party of Great Britain in the third period, 1927-1932." Thesis, University of Nottingham, 1998. http://eprints.nottingham.ac.uk/11061/.
Full textAbstract:
This thesis provides an analysis of communism in Britain between 1927 and 1932. In these years, the Communist Party of Great Britain (CPGB) embarked upon a 'new period' of political struggle around the concept of class against class. The increasingly draconian measures of the Labour Party and trade union bureaucracy between 1924 and 1927 significantly restricted the scope of communist influence within the mainstream labour movement. As such, the CPGB - in accordance with the Communist International - attempted to establish an 'independent leadership' of the working class. The decline in Communist Party membership that accompanied the 'New Line' has led historians to associate an apparent collapse in CPGB influence with the political perspective of class against class. Similarly, the CPGB's initial resistance to the line has been interpreted as evidence of the Party's willing subservience to Moscow. In this thesis, such a portrayal of communist motive and experience will be challenged. Instead, a more multifaceted approach will endeavour to show that: i) the 'left turn' of 1927- 28 complemented attitudes evident in Britain since at least 1926; ii) the simultaneous collapse in CPGB influence related primarily to the structural changes afflicting Britain (and the British labour movement) between the wars; iii) the period was a difficult but not completely disastrous time for the Party. Rather, the years should be seen as a transitional period, in which the focus of communist activity moved out of the workplace and onto the streets. Thus, the Party's successful mobilisation of the unemployed, and the development of an idiosyncratic communist culture, were 'positive' factors. And finally; iv) that the political line pursued by the CPGB was more flexible and changeable than has hitherto been recognised. The Party continually modified its political strategy and objectives throughout the Third Period. Moreover, the 'sectarian excesses' that characterised class against class were due in part to the will of the Party rank and file. Many in the Party embraced the exclusivity of the New Line, and were responsible for interpreting the policy 'on the ground.'
2
McCrink, Sean H. "Forecasting advancement rates to petty officer third class for U.S. Navy hospital corpsmen." Thesis, Monterey, California: Naval Postgraduate School, 2014. http://hdl.handle.net/10945/42681.
Full textAbstract:
Approved for public release; distribution is unlimitedWe develop forecasting models to identify the most influential decision variables in predicting advancement probabilities to petty officer third Class (E-4) in the Hospital Corpsman rating in the U.S. Navy. Analyzing a Sailor’s first three opportunities at advancement to E-4, the possible outcomes are advancement, failure to advance, or separation from the Navy between advancement opportunities. Using data collected from 1996 through 2004, on more than 50,000 Sailors in this rating, multivariate logistic regression models are developed to estimate Sailors’ advancement probabilities based on their individual personal and professional attributes. We find that the three corresponding models developed are nearly identical with respect to the influences of year of promotion, length of service, Navy enlisted classification code, the total number of sea months, the proportion of vacancies to test takers, Armed Forces Qualification Test score, and performance mark average (PMA). Among the variables considered, PMA is found to be the most influential in predicting a Sailor’s estimated advancement probability, supporting the hypothesis that sustained superior performance is the key to success in a military career.
3
White, Judith Deierling Klass Patricia Harrington. "Reduced class size and teacher perceptions of its impact in kindergarten through third grade." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819904.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 1997.Title from title page screen, viewed June 30, 2006. Dissertation Committee: Patricia Klass (chair), Paul Baker, Larry McNeal, Thomas F. Ryan. Includes bibliographical references (leaves 109-112) and abstract. Also available in print.
4
Arnado, Mary Janet Madrono. "Class Inequality among Third World Women Wage Earners: Mistresses and Maids in the Philippines." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/26397.
Full textAbstract:
This dissertation is geared toward a deeper understanding of the complexity of the multiple positions of women in the â Third World,â and on how these positions create, sustain, and reproduce inequalities. I examine class inequality among employed women in the Philippines in the context of mistress-maid employment relationship. Using feminist fieldwork approaches, my gatekeeper, Merly, and I conducted extensive interviews and focus groups with thirty-one maids and ten mistresses between May and August 2000 in a medium-sized city in the Philippines. Recorded interviews were transcribed and processed using QSR NUD*IST N4.
Domestic workers, who started as child laborers, live in their mistressesâ homes where they perform household chores and carework. Aside from their â job description,â they carry out additional tasks within and outside the household. The maidsâ relationship with their mistresses is based on maternalism, in which the mistresses integrate them into the family, engage in gift giving, provide educational support, but at the same time, control their bodies, times, spaces, and relationships. Except in cases where maternalist behavior becomes violent, both maids and mistresses approve of maternalism. In looking at the factors that may contribute to the mistressesâ maternalist behavior, this study found that mistresses who are subordinate relative to their spouses and their workplaces are more likely than those who are not subordinate to engage in maternalist behavior with their maids. As maids prefer maternalist relationship with their mistresses, they accommodate their mistressesâ dominating tendencies. When reprimanded, they respond through culture-specific rituals of subordination. However, when their threshold of tolerance is breached, they apply a combination of subtle and blatant resisting strategies.
Younger maids perceive domestic work as a stepping-stone toward a more comfortable future, while older maids view it as a dead-end occupation. From a global standpoint, class mobility is examined based on the domestic workers dialectic positions within the international division of reproductive labor. Throughout this dissertation, womenâ s inequality in the context of mistress-maid relations were analyzed from various angles, shifting the analysis from micro to macro dynamics; from class to the intersection of gender, ethnicity, age, and class; and from local to global. In addition to providing a sociological understanding of this phenomenon, I put the varied voices of â Third World womenâ at the forefront of this study.Ph. D.
5
Ziegler, Kathryn A. ""Formidable-femininity" : performing gender and third wave feminism in a women's self defense class /." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1594479911&sid=12&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Full text
6
Lyon, Katherine. "“There's no excuse for slowing down" : doing gender, race, and class in the third age." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/61123.
Full textAbstract:
Within social gerontology, the third age is often imagined to be a time of healthy, prosperous, flexible retirement, yet this interpretation can overshadow the experiences of more marginalized elders. Drawing on over 135 hours of participant-observation and twenty-six semi-structured interviews conducted between January and September 2015 at a Vancouver Neighbourhood House, I explicate how elder volunteers and staff take up the third age discourse through their development and implementation of a Seniors’ Drop-In Program. Drawing on feminist gerontology and the sociology of gender, I trace how these low-income elders “do” gendered and generational conceptions of aging through accessible, affordable, productive activity by replicating and revising the third age discourse mediated through institutional texts targeted toward the “boomer” generation. At the same time, elders develop distinct relationships to and perform different interpretations of these Seniors’ Drop-In activities, particularly the multicultural lunch components, based on their intersecting social locations, including generation, class, race, and gender. This thesis also explores the standpoint of staff in order to demonstrate how the work of senior-driven programming is constrained and enabled by grant-based funding and workload pressures articulated through the discourse of managerial efficiency. In sum, this work’s key findings concern how a senior-driven Drop-In Program in a Neighbourhood House context is coordinated by the complementary and contradictory textually-mediated discourses of the third age, senior-driven programming, and managerial efficiency that elders and staff enact and bring into being in particular interindividual and institutional contexts. This dissertation is sociologically significant in centring age and generation within theories of intersectionality and performativity through an inductive, qualitative exploration of low-income elders often erased from dominant third age scholarship, and through an examination of senior-driven program planning dynamics within the unique understudied context of a community-based Neighbourhood House.Arts, Faculty of
Sociology, Department of
Graduate
7
German, Lindsey. "Contrasting debates and perspectives from second and third wave feminists in Britain : class, work and activism." Thesis, University of Hertfordshire, 2015. http://hdl.handle.net/2299/16331.
Full textAbstract:
The dissertation rests firstly on the author's previously published work (German, 1989; German, 2007; German, 2013) which attempted to analyse the position of women in British society in terms of their relationship to class, work and oppression; and secondly on original research in the form of interviews with a number of Second Wave and Third Wave feminists, which aimed to elicit their responses to a variety of questions in relation to class, women's role at work, and feminist activism. The aim is to contrast the expectations and influences of the different generations of feminists in order to understand what has motivated them and what issues continued to be important for them. The research investigates differences between the two groups of women, considering the extent to which this reflects the different economic and social circumstances in which they were shaped politically. It argues that there is a strong ideological commitment to women's equality across the different age groups, itself based on the inability of successive generations to achieve full equality, but that there are considerable differences of approach to activism and campaigning priorities, as well as to some theoretical questions. It considers the extent to which the Third Wave reflects a fragmentation from Second Wave approaches. It argues that the continued centrality of class in understanding women's oppression and other forms of oppression is related to the discrepancy between the expectations of oppressed groups for equality and capitalism's structural inability to deliver such equality.
8
Finazzo, Constance Lea. "Increased coordination skills for the third through sixth grade special day class: A dance curriculum unit." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1453.
Full textAbstract:
This project is a dance curriculum unit designed for teachers working with students who have learning handicaps. It is specifically designed for students in grades three through sixth. It can be used in coordination with the performing arts curriculum or the physical education curriculum.
9
Albaker, Awatif. "Mutational Analysis to Define the Functional Role of the Third Intracellular Loop of D1-Class Dopaminergic Receptors." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35063.
Full textAbstract:
The third intracellular loop (IL3) and cytoplasmic tail (CT), which are the most divergent regions between human D1-class dopaminergic receptors (hD1R and hD5R), have been implicated in modulating their subtype-specific functional phenotypes. The importance of the IL3 for Guanine nucleotide-binding protein (G-protein) coupling and specificity has long been acknowledged in the G-protein-coupled receptor (GPCR) field. However, the exact role the central region of the IL3, notably the N- and C-terminal moieties, plays in GPCR receptor functionality remains unclear. Studies in our laboratory indicated that the IL3/N-terminal moiety of hD1-class receptors appears to be critical for facilitating agonist-independent and dependent activation of hD1R and hD5R. Furthermore, the IL3/C-terminal portion of hD1-class receptors constrains the receptor in the inactive state and reduces receptor affinity for agonists and G-protein coupling. I put forward the following hypothesis: 1. The functional properties of hD1-class receptors are regulated via a molecular micro-switch present within the IL3 central region modulating the functional properties of the receptor distinctly, 2. The functional differences between D1R and D5R require structural elements from both N- and C-terminal halves of the IL3 central region, and 3. The molecular interplay between the N- and C-terminal halves of the IL3 central region is dependent on the amino acid chain length and content. Herein, I have employed site-directed mutagenesis, and alanine replacement approaches to analyze comprehensively the structural determinants within the N- and C-terminal moieties of the IL3 central region that regulate ligand binding and G-protein coupling properties of hD1-class receptors. Moreover, my Ph.D. research aimed to pinpoint whether the IL3 length and/or structural motif(s) regulate ligand binding and activation properties of hD1R and hD5R. The results of my study highlight the importance of structural elements from both the proximal and distal segments of the IL3/central region of hD1-class receptors for the ligand binding and receptor activation status. Additionally, my results underline the significance of preserving the length of the IL3 regardless of the amino acid content. This study also shows the pivotal role played by a phenylalanine residue, F2646.27, in the signaling properties of hD1R. Notably, mutating F2646.27 leads to a mutant hD1R with characteristics resembling those of constitutively active mutant GPCRs. Unraveling the amino acid/amino acids constraining the receptor in the inactive state will perhaps provide an attractive target for drug design. Future work aims at developing drugs that particularly bind to the intracellular face of hD1R and improving selectivity towards hD1R may prove useful in limiting the side effects associated with the conventional therapy of brain disorders such as in the case of L-DOPA induced dyskinesia (LID) seen in individuals suffering from Parkinson’s disease.
10
Charrette, Andrew. "The Role of the Central Region of the Third Intracellular Loop of D1-Class Receptors in Signalling." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23080.
Full textAbstract:
The D1-class receptors (D1R, D5R) each possess distinct signaling characteristics; however, pharmacological selectivity between them remains elusive. The third intracellular loops (IL3) of D1R and D5R harbour divergent residues that may contribute to their individual signalling phenotypes. Here we probe the function of central region of IL3 of D1R and D5R using deletion mutagenesis. Radioligand binding and whole cell cAMP assays suggest that the N-terminal and C-terminal moieties of the central IL3 oppositely contribute to the constitutive and agonist-dependant activity of D1-Class receptors. Whereas the N-terminal deletions ablated constitutive activity and decreased DA-induced activation, C-terminal deletions induced robust increases. These data, interpreted in concert with structural predictions generated from homology modeling implicate the central IL3 as playing an important role in the activation and subtype-specific characteristics of the D1-class receptors. This study may serve as a basis for the development of novel drugs targeting the central IL3 region.
11
Jao, Jui-Chang. "MIDDLE-CLASS CRISIS IN THE COLONIZATION TRANSITION: COMPARING CATALYSTS AND CONSEQUENCES IN TAIWAN, 1988-2008." UKnowledge, 2012. http://uknowledge.uky.edu/sociology_etds/9.
Full textAbstract:
The Taiwanese middle class has experienced two waves of crisis over the past three decades in the context of a colonization transition involving globalization and democratization as primary catalysts. On the economic front, Taiwan’s economy has become increasingly integrated into the Chinese market, resulting approximately one million of the Taiwanese middle class relocating to China. Moreover, neoliberal economic reforms have led to a downsized state sector of the Taiwanese economy. These economic changes affect the growth and stability of the Taiwanese middle class. Meanwhile, on the political front, an ongoing democratic consolidation and decolonization efforts have brought about significant political changes in Taiwan that have deepened Taiwanese nationalism. While economic and political processes appear to be opposite, however, in reality they have been mutually reinforcing, causing increasingly differentiated middle class. The political economy dynamics conditioned in a colonial context suggest that the swing voters of a differentiated middle class play a pivotal role in determining electoral outcomes, and electoral outcomes reshape the differentiated middle class.
12
Kim, Myonghee. "An ethnographic study of the culture of a third-grade ESL class ESL education for whole child development." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3229579.
Full textAbstract:
Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006."Title from dissertation home page (viewed July 3, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2913. Adviser: Bill Johnston.
13
Ekstrand, Otto. "Minns ni oss kamrater, vi som ännu knegar här? : Samtalsintervjuer med LO-experter om Socialdemokraternas kärnväljartapp – dess orsaker, konsekvenser och framtid." Thesis, Linköpings universitet, Statsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-164262.
Full textAbstract:
The core support for social democratic parties has long rested in labour union members. That is no less true for the Swedish Social Democratic party (SAP) in relation to the main industrial labour union (LO). The support for SAP among LO-member has however faltered in recent years, and increasingly the core voters are lending their support to the Sweden Democrats (SD), a right-wing populist party. The purpose of this study was to identify possible explanations as to why the core voters have abandoned the party, with an emphasis on the party’s own actions and strategy. The method to achieve this were extensive interviews with experts at LO, through which both pre-existing as well as new modells of explanations were developed and presented. Crucially the factors and models intended to explain this occurrence is thus rooted in an union perspective, since the interviewees are expected to express the clearest analysis of the situation, as well as represent the interests of their members. The study has found a number of possible reasons for the core voter flight. 1) Underlying reasons, i.e changes in the socioeconomic structure, due to among other things urbanisation, increased employment and education opportunities – which has eroded working class consciousness and thus the degree of class voting. Furthermore SAP has exacerbated the situation, either 2) subconsciously by adopting new frames of references and changing the party’s class character, or 3) consciously by pursuing a supra-class strategy in order to maximize votes. Regardless of how or why the party currently lacks its former ability to appeal to its working class base. Furthermore it can in part be ascribed to a prioritizing of strategic aims above ideological ones. However, the party can reverse the trend of core voter flight by refocusing on classic social democratic policies of redistribution, welfare, and class politics.
14
Gava, Maristela. "Viabilidade técnica e econômica da produção de componentes construtivos para habitação social utilizando madeira serrada de pinus de terceira classe de qualidade." Universidade de São Paulo, 2005. http://www.teses.usp.br/teses/disponiveis/18/18131/tde-24102005-110841/.
Full textAbstract:
Este trabalho tem como objetivo avaliar a viabilidade técnica e econômica da utilização da madeira serrada de pinus, de terceira classe de qualidade, na produção de componentes para vedação vertical destinados à habitação social, empregando a técnica da laminação vertical cavilhada. Para o desenvolvimento da pesquisa, foi realizado um estudo de caso, que teve como unidade de análise o assentamento rural Fazenda Pirituba, localizado na região Sudoeste do estado de São Paulo. A viabilidade técnica da proposta foi avaliada a partir da produção e experimentação por meios de ensaios exploratórios, de modelos em escala 1:1 e a viabilidade econômica, por sua vez, foi estudada através da simulação de diferentes cenários de produção dos componentes, considerando todas as etapas da cadeia produtiva da habitação em madeira. Os resultados obtidos com os ensaios exploratórios, indicaram a possibilidade de que a proposta seja tecnicamente viável. Contudo, a simulação de cenários de produção indicou que, para que a mesma seja viável economicamente, torna-se necessária a introdução de políticas públicas que interfiram especialmente na dinâmica da produção de madeira serrada, desde a etapa de plantios, através do estímulo à reposição florestal em pequenas propriedades rurais e uso sustentável dos recursos florestais, passando pela produção, através da introdução de relações de trabalho mais justas, até a comercialização, a partir da expansão do mercado consumidor de produtos de madeira de plantios florestaisThis work has as objective to evaluate the technique and economic feasibility of the utilization of the third class sawed wood of pinus in the production of components for vertical seal for social housing, using the vertical wooden dowel lamination technique. To the development of the research, was realized a study of case that had as unit of analysis the Fazenda Pirituba rural settlement, located in the southwestern portion of the state of São Paulo, Brazil. The technique feasibility of the proposal was evaluated through the production and experimentation by exploratories assays in models made in 1:1 scale and the economic feasibility, was studied through the different scenes of production of the components simulation, having considered all the stages of the productive chain of the habitation made by wood. The gotten results had indicated the possibility that the proposal is technically feasible. However, the scenes of production simulation had indicated that: to the economic fesibility of the proposal, becomes necessary the introduction of public politics that intervene especially in the dinamic of the sawed wooden production, since the stage of plantantion, by the stimulation to the forest replacement in small properties and sustainable use of the forest resources, passing through the production, by the introduction of the works relationship more justs, until the commercialization, from the expansion of the consuming market of the products made by wood from the planted forests
15
Růžičková, Veronika. "Stát blahobytu, střední třída a demokracie - předpoklady, rizika a východiska." Master's thesis, Vysoká škola ekonomická v Praze, 2011. http://www.nusl.cz/ntk/nusl-125139.
Full textAbstract:
This diploma thesis deals with the welfare state. The first chapter describes the characteristics of the welfare state and its possible different types. The second chapter is concerned with the historical background. The third chapter focuses on the relationship of the welfare state to the middle class and potentional risks which development of the middle class brings. Last, the fourth chapter elaborates one of the proposals for a reform of the welfare state. Specifically, it is focused on Gidden's Third way. This concept is first introduced, followed by critical responses, where a reader learns what above all bothers most opponents of this specific programme.
16
Third, Pamela Joan. "Class encounters of the third kind, bridging the gap between the knowledge of academic insiders and academic outsiders about our universities, in the era of the de-class-ification of Western academic knowledge." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0006/NQ41325.pdf.
Full text
17
Stranne, Staffan. "Produktion och arbete i den tredje industriella revolutionen : Tarkett i Ronneby 1970-2000." Doctoral thesis, Växjö universitet, Institutionen för humaniora, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-374.
Full textAbstract:
The main research questions for this local study of Tarkett AB, a floor manufacturer, are based on the central characteristics of the third industrial revolution: globalization, technological development, and organizational change. As a background to the local development and change towards the end of the twentieth century, I have chosen to emphasize, on the one hand, the increasing need of the industry for internationalization, rationalization, and productivity development after fordism and the demise of the regulated “real wages capitalism” in the middle of the 1970s, and, on the other, the work rights offensive of the labor movement in the 1970s and its continued struggle for economic and industrial authority. The method to analyze the essential traits of the organizational change process has aimed to construe a field of organizational change whose ideal types are based on taylorism, toyotism, flexible specialization, just-in-time, and lean production. Methods used to analyze change from the perspective of social structuration are also related to the theories of dynamic contradictory class locations, local hegemony, and gender. Apart from traditional source material and interviews, the study builds on the results from a study group consisting of a number of factory workers from Tarkett. Technological change and development (IT) of the work process on the factory floor has been analyzed as technological rationalization, quality development, work environment improvement, and as issues of gender relations and class positions at the work place. As regards the management process, leadership and control, centralization and decentralization concepts are vital. In matters concerning working conditions, including salaries, working hours, and job profiles (qualifications required for employment) are central. The management process was subject to changes that entailed deviations from the principles of traditional tayloristic management philosophy. Instead a participant change strategy implemented decentralized leadership functions in the shape of management by objectives via autonomous groups according to principles of ”responsible autonomy”. The investigation shows that computer-aided centralized control functions, competence improvement, and intensified ideological control worked together to change the management process. Decentralization of responsibility, the integration of white-collar like duties, the general competence development, and the higher demands on job qualifications, combined to render workers’ class locations more contradictory. This, together with ideological control and change, contributed to consolidate local hegemony.
18
Alexander, Lisa Doris. "RACE ON FIRST, CLASS ON SECOND, GENDER ON THIRD, AND SEXUALITY UP TO BAT: INTERSECTIONALITY AND POWER IN MAJOR LEAGUE BASEBALL, 1995 - 2005." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1162833225.
Full text
19
Northcutt, Woody. "The influence of short term missions trips to third world countries on Anglo, middle-class-American evangelical Christian students' attitude and behavior toward poverty." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.
Full text
20
Cosmah, Michelle L. "Ohio’s Urban Eight: An Analysis of Administrative Staffing Options and their Implications on Reading Achievement." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1378109617.
Full text
21
Strouthous, Andrew George. "A comparative study of independent working-class politics : the American Federation of Labour and third party movements in New York, Chicago and Seattle, 1918-1924." Thesis, University College London (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361658.
Full text
22
Kamalak, Ihsan. "Continuity And Change In European Social Democracy: Reasserting Its Viability Within The Context Of Globalization." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/3/12607126/index.pdf.
Full textAbstract:
The arguments concerning the unviability of Social Democracy at the beginning of new century within the context of globalization, and the accusations for its shift towards the New Right/Neo-Liberalism in the case of the Third Way has been criticized in a historico-critical way in this thesis. It is claimed that the insufficiency of these arguments arises from their analysis of Social Democracy merely through policies, or party politics, which have displayed great variety in the evolution of Social Democracy. Their shortage also stems from misunderstandings concerning Social Democracy before 1980, such as that it was against the market economy, that it was a working class ideology, and that it neglected the individual. Against the arguments of unviability and the accusations directed to Social Democracy, the thesis will assert that the theorization of Social Democracy should be based on its principles, such as democracy, progressiveness (movement) and social justice. By focusing on social democratic conception of social justice, this thesis defends that there is continuity within the tradition of Social Democracy, even in the face of globalization and in its encounters with the developments after 1980.
23
Guimarães, Alexandre José. "Direitos de terceira dimensão: a tutela do direito do consumidor no Brasil por meio das ações coletivas." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/6685.
Full textAbstract:
Made available in DSpace on 2016-04-26T20:23:27Z (GMT). No. of bitstreams: 1
Alexandre Jose Guimaraes.pdf: 1720291 bytes, checksum: 09a6816da10baedcd2113f5b1004d700 (MD5)
Previous issue date: 2015-02-10The objective of this thesis is to set the mechanism by which the state will judicially protect the Brazilian consumer, and this way put into power what is stated in the 5th Article Item XXXII of the Brazilian Federal Constitution. A wide bibliographic research was used for the preparation of the text, applying the deductive method for the achievement of the conclusions. The text was divided into seven chapters, as follows: 1) Fundamental rights in 1988 Constitution; 2) Consumers Right as third dimension fundamental right; 3) Defense of consumers rights in Brazil; 4) Ineffectiveness of State in the defense of consumers rights; 5) Microsystem of Consumers Right Code; 6) Class action in Brazil; 7) Conclusion. The initial concern was the ineffectiveness of State in the defense of consumer s rights, particularly before the public numbers of National System of Consumer's Defense - NSCD, which shows the reduced numbers of Procons in Brazil in contrast with high number of consumer's lawsuits. In this scenario, the necessary doubt about the correct state structure for consumer's defense arises, for millions of individual demands could be substituted with class actions, thereby reducing the pressure on the Judiciary Power and increasing the social response. The application of the class actions proves to be more appropriate with judicial defense of consumer's rights, most importantly in face of being third dimension fundamental right, thereinafter. The correct approach of fundamental rights in the Brazilian Constitution and showing those rights as fundamentals of third dimension were shown therein, followed by the analysis of state defense of consumers rights, both judicially and non judicially. In the sequence the microsystem of Consumers Defense Code was thoroughly assessed with the purpose of showing the judicial defense of consumer's rights, although it can individually performed, it must be made by class actions by the State, organs and entities. The next step was the assessment of the Brazilian Class Actions as a way to assure the effectiveness of the fundamental right ruled by 5º, XXXII, of 1988 Brazilian Federal Constitution
A tese visa esclarecer os mecanismos que permitirão a materialização do direito fundamental insculpido no inc. XXXII do art. 5º da Constituição federal de 1988, estabelecer os mecanismos pelo qual o Estado protegerá o consumidor brasileiro como reflexo da proteção que deve ser outorgada aos direitos de terceira dimensão. Ampla pesquisa bibliográfica foi utilizada para a construção do texto, com o método dedutivo para fixação das conclusões. O texto foi dividido em sete capítulos: 1) Os direitos fundamentais na Constituição de 1988; 2) O Direito do Consumidor como direito fundamental de terceira dimensão; 3) A defesa do consumidor no Brasil; 4) A ineficácia do Estado na defesa dos direitos do consumidor; 5) O microssistema do Código de Defesa do Consumidor; 6) A tutela coletiva de direitos no Brasil; e 7) Conclusão. O objeto central da pesquisa foi a ineficácia estatal na defesa dos direitos do consumidor, especialmente diante dos números publicados pelo Sistema Nacional de Defesa do Consumidor SINDEC -, que mostra o reduzido número de Procons1 no Brasil em contraste com o elevado número de demandas judiciais consumeristas2. Diante desse quadro surge a necessária dúvida sobre a correção da estrutura estatal para a defesa do consumidor, pois milhões de demandas individuais poderiam ser substituídas por ações coletivas, diminuindo a pressão sobre o Poder Judiciário e aumentando a resposta social esperada. O uso das ações coletivas se mostra consentâneo com a defesa judicial do direito do consumidor, principalmente por se tratar de direito de terceira dimensão, como se verá. Procurou-se, dessa forma, delinear corretamente os direitos fundamentais na constituição brasileira e classificar o direito do consumidor como de terceira dimensão, para, em seguida, analisar a defesa estatal dos direitos do consumidor, judicial e extrajudicialmente. Em seguida o microssistema do Código de Defesa do Consumidor foi cuidadosamente analisado, a fim de demonstrar que a defesa judicial do consumidor, em que pese a possibilidade de ser feita individualmente, deve ser tutelada coletivamente pelo Estado e por seus órgãos e entes. Passou-se, então, à análise do processo coletivo no Brasil como forma de demonstrar o poderoso instrumento de defesa dos direitos do consumidor. Na conclusão, que se seguiu, procura-se demonstrar que os direitos do consumidor, considerados de terceira dimensão, devem ser judicialmente protegidos pelo Estado com o uso de ações coletivas, a fim de garantir a materialização do direito fundamental insculpido no inc. XXXII do art. 5º da Constituição federal de 1988
24
Kiely, Yagan M. "An exploration of octatonicism: From Liszt to Takemitsu." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2534.
Full textAbstract:
The octatonic pitch set can be found in the works of many composers since the early nineteenth century, often with different characteristics of the pitch set being exploited by the composers. Much of the literature on octatonicism relates to specific instances in compositions or a specific composer’s approach to it rather than exploring octatonicism from a more holistic perspective. This dissertation serves as a holistic resource for the characteristics of the octatonic pitch set; whether as a scale, especially with regards to common practice harmony; or an unordered set. It does this by considering the contextual historical implications of the octatonic pitch set; the historic lineage of octatonic usage; and, significantly, with the goal of extracting specific compositional devices from the works of various composers that come from a variety of stylistic, historical, and harmonic perspectives. These compositional devices are learnable methods, or conventions that a composer can modify, build upon or implement into their own work. The contextual historical information, along with the description of the characteristics of the octatonic pitch set and, especially, the compositional devices are all intended to be both a single pedagogical resource and starting point for composers in relation to developing new octatonic compositional techniques and a holistic theoretical overview of octatonicism. The evidence, retrieved from third party analysis of select composers’ octatonic works, finds learnable compositional devices from broad stylistic backgrounds that can be reinterpreted and expanded into individualised compositional methods.
25
Cruz, Alexandre José. "Terceiros anos do Ensino Fundamental: castelos de areia da sala de aula." Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/19124.
Full textAbstract:
Submitted by Jailda Nascimento (jmnascimento@pucsp.br) on 2016-09-30T22:04:10Z
No. of bitstreams: 1
Alexandre José Cruz.pdf: 4724975 bytes, checksum: 8b578d0f088a644486e621eed1ff0c9d (MD5)Made available in DSpace on 2016-09-30T22:04:10Z (GMT). No. of bitstreams: 1 Alexandre José Cruz.pdf: 4724975 bytes, checksum: 8b578d0f088a644486e621eed1ff0c9d (MD5) Previous issue date: 2016-07-26
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This research arose from an inquietude originating with a reflection on the results of master’s research by the author about the use of technology in schools. During that study, it was possible to verify the difficulty of early elementary teachers when proposing tasks for students to carry out using donated computers. As such, questions arose along with a desire to comprehend how teachers organize activities to be used in the classroom, how teachers structure the classes, and what kind of educational experiences they provide students. We opted to study third grade classrooms since they are considered to be a privileged locus for understanding and explaining the teaching environment. The point of departure was always the teachers, but the strategic position this grade has occupied over the last decade, in the organization of instruction throughout the schooling process, was considered. For this reason, we initially counted on the ample spectrum of studies and research realized in recent decades. As such, the central objective of this research was to characterize the fundamental aspects of the work of two third grade teachers and their classrooms in two different schools in a small, rural city in the state of São Paulo. This city was chosen since it is understood that the relations is these spaces are very different from those in medium-sized and large cities, locations where educational research is already happening regularly. In addition to an analysis of the official documents of these schools, classroom observations were carried out between the months of March and October of 2014. Procedures for classroom observations, data collection and analysis were based on Gimeno (2000) who, with his concept of “the architecture of practice,” suggests essential points for observing teaching practice in the classroom. This allows us to understand the characteristics of the class and classroom practices through the educational tasks proposed for the students, possible points to consider as a fundamental part of this concept. In order to amplify the qualitative dimension of this understanding, we also made use of Bloom (1974) and his collaborators’ concept of taxonomy, since in addition to classifying the educational tasks, cognitive levels were highlighted, from simple to elaborate levels of thinking. This research indicated that even when faced with different teacher profiles, uneven educational objectives among the schools, and educational tasks that could be characterized as unequal, the students advanced little in their cognitive levels, with teaching and learning designs defining a three-tiered construction marked by three levels of results and the formation of three groups of students in regards to their learning outcomes
Esta pesquisa partiu de inquietação oriunda da reflexão sobre os resultados de pesquisa de mestrado sobre o uso de tecnologias na escola. Durante esse estudo verificou-se a dificuldade de os professores das séries iniciais do ensino fundamental para proporem tarefas aos alunos usando microcomputadores recebidos por doação. Assim, surgiu o questionamento e a vontade de verificar como os professores organizam as atividades a serem utilizadas em sala de aula: como se estruturam as aulas e que tipo de formação elas propiciam aos alunos. Optou-se pelo estudo da sala de aula de terceiros anos/séries por entendê-la como lócus privilegiado para compreender e explicar o ensino que ocorre nas classes escolares, sempre a partir do professor, mas, sobretudo, pela posição estratégica dessa série na organização do ensino no percurso da escolarização nas últimas décadas. Para isso valemos inicialmente de amplo espectro de estudos e pesquisas sobre realizadas por décadas. Assim, o objetivo central desta pesquisa foi o de caracterizar aspectos fundamentais do trabalho de duas professoras, em duas escolas e classes escolares do terceiro ano do ensino fundamental, em um município de pequeno porte do interior do estado de São Paulo. A decisão por essa cidade ocorreu por entender que as relações que se sucedem nesses espaços são muito diferentes daquelas que temos nas cidades de grande e médio porte, locais em que pesquisas educacionais já são muito recorrentes. Além da análise dos documentos oficiais dessas escolas, foram feitas observações na sala de aula entre os meses de março a outubro de 2014. Tanto para os procedimentos de observação, coleta quanto análise de dados partiu-se das notas sugeridas por Gimeno (2000) ao indicar pontos indispensáveis para observar a prática docente na classe, já que constrói o conceito de “arquitetura da prática”, que nos permite compreender as características da aula e das práticas por meio das tarefas escolares propostas aos alunos, pontos possíveis enquanto parte fundamental integrante desse conceito. Para ampliar a dimensão qualitativa desse entendimento, também foi utilizado o conceito de taxionomia de Bloom (1974) e seus colaboradores, pois além de caracterizar as tarefas escolares, destaca níveis de qualidade cognitiva, do pensamento mais simples ao mais elaborado. Esta pesquisa indicou que mesmo diante de perfis tão diferenciados dos professores para ensinar, dos objetivos educacionais díspares entre as escolas e de tarefas escolares desiguais na sua caracterização, os alunos avançam pouco nos níveis de cognição, com desenhos de ensino e aprendizagem definindo uma construção em três patamares marcados por três níveis de resultados, formação de três grupos de alunos quanto ao seu aprendizado
26
North, Naomi. "Fall Like a Man." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460115929.
Full text
27
MARIOTTI, MARTINA. "Effeti dentoalveolari indotti dalla terapia precoce della malocclusione di III classe con espansore rapido e maschera facciale: valutazione tridimensionale su modelli digitali della arcate dentali." Doctoral thesis, 2014. http://hdl.handle.net/2158/869119.
Full textAbstract:
La malocclusione di III Classe rappresenta ancora oggi una sfida per
l’ortopedia dentofacciale. La terapia con espansore rapido del palato e
maschera facciale (ERP/MF) rappresenta il più comune protocollo di
trattamento ortopedico per la malocclusione di III Classe1. In letteratura
esistono numerosi lavori sugli effetti a breve termine della terapia con
ERP/MF nei soggetti in crescita con disarmonia dento-scheletrica di III
Classe2;3. Un recente studio a lungo termine sulla terapia con espansore
rapido del palato e maschera facciale4 mostra che, all’osservazione a
distanza, le modifiche favorevoli dento-scheletriche intermascellari
risultano stabili; i cambiamenti ottenuti a livello mandibolare sono
significativamente stabili nel lungo termine, mentre il mascellare
presenta una completa perdita degli effetti favorevoli della fase
ortopedica di trattamento.
Molti studi si concentrano principalmente sui cambiamenti scheletrici
indotti da questa terapia, e riguardo le modifiche dento-alveolari la
maggior parte degli autori analizza solo overjet, overbite e relazione
molare5;6.
Ci sono pochi studi in letteratura che esaminano la perdita di ancoraggio
relativamente al tipo di espansore palatale e soprattutto il metodo di
analisi di questi studi si basa esclusivamente sull’analisi cefalometrica7.
In letteratura non ci sono dati disponibili circa i cambiamenti dentoalveolari
al termine della terapia con ERP/MF, valutati su modelli in
gesso dell’arcata superiore.
Alcuni Autori8 valutano i cambiamenti dento-alveolari sulle fotografie ma
piccole deviazioni nelle angolazioni della fotocamera possono produrre
un’immagine alterata, migliore o peggiore rispetto alla realtà. Se queste
immagini vengono utilizzate per fare delle misurazioni, otteniamo
4
risultati inaccurati. E’ stato quindi proposto l’uso di uno scanner ottico
per avere immagini tridimensionali dei modelli di studio9 e ottenere
quindi misure più accurate. Queste immagini tridimensionali possono
essere utilizzate per valutare misure lineari e angolari e descrivere i
cambiamenti dento-alveolari10.
L’obbiettivo dello studio oggetto della presente tesi è stato quello di
analizzare i cambiamenti dento-alveolari, in particolare la perdita di
ancoraggio, su modelli digitali tridimensionali in un gruppo di soggetti
affetti da malocclusione di III Classe trattati con espansore rapido
incollato e maschera facciale confrontandoli con un gruppo controllo di
soggetti con occlusione normale non sottoposti a trattamento.
28
Kim, Wang Sik. "IMF, economic stabilization, and class conflict in the Third World." 1989. http://catalog.hathitrust.org/api/volumes/oclc/28729338.html.
Full text
29
HWAY, CHEN UON, and 陳永輝. "Improving class discussion in third grade mathematical classroom by action research." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/78236589041987734264.
Full textAbstract:
碩士國立新竹教育大學
數理研究所(數學組)
92
The main purpose of this study was to explore the problems that an elementary school teacher encounters when he uses instructional strategies to improve students’ classroom discussion. There were three questions to be answered: i. How did the teacher lead class discussions in mathematics class? ii. Searching the categories of questions that the teacher encounters as he improved classroom discussions, and the categories of the assistance that he needs. iii. Searching the appropriate mathematics discussion model. In this study the researcher found six difficulties in improving students’ classroom discussions: the schedule of progress lag behind; students’ inadequate expression ability; the parents’ effect; the teachers’ mind doesn’t adapt to the educational reform ; bad ability of the teacher guiding students’ classroom discussion; teacher’s poor problem posing ability. Teacher play an active and positive role in this study. There were several instructional strategies for teacher to improve students’ discussion. First the teacher could use following strategies to assist students’ discussion: repetition; revoking; questioning; explanation; challenge. Second teacher can ask students “why” to clarify their mathematical conception. Finally asking students to analyze and compare different methods is an excellent way to extend their mathematical thinking. Furthermore the research also found the teacher need two aids: mathematical concept knowledge and mathematical professional team.
30
郭靜美. "An Action Research of Developing Third Graders’ Mathematical Class Discussion Culture." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/60958355577404384108.
Full textAbstract:
碩士國立新竹教育大學
數理研究所(數學組)
103
The action research discussed about how a teacher builtthrough social norms and sociomathematical norms to develop the third graders’ mathematical class discussion culture. The study collected data collected including video recording from mathematics classeslessons, the students’ questionproblem-solving records, mathematical diary, the teacher’s teaching reflection and the comments from other teachers who were involved in the observation and discussions. Social norms have shaper that were built in the study are as follows: (1) Raising hands before speaking. (2) Concentrating on listening. (3) Solving questions independently and quietly. (4)Presenting the question-solving process clearly. (5) Expressing their thoughts to classmates clearly and loudly. (6) Discussing within groups peacefully. Socimathematical norms have shaper that were built in the study are as follows: (1) Listing the formulas according to the question. (2) Explaining the connection between the solution and the question. (3) Raising mathematical concepted questions based on the solution. (4) Using multiple strategies to solve questions. (5) Classifying and comparing different records of question-solving processes. The result shows that the discussion of teaching events between the teacher and the students formed and developed the social norms and the sociomathematical norms which complement each other. The development of norms has positive effects on students’ mathematical learning which also encourages students to become intellectual and autonomous learners. Keywords: mathematical class discussion culture, social noums, socimathematical norms
31
Chen, Yu-Ya, and 陳愉雅. "State-Dependent Riccati Equation Control for a Class of Third-Order Systems." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/y4nwze.
Full text
32
Chŏng, Yŏng-tʻae. "Toward a synthetic analysis of working class formation in the Third World South Korea, 1945-1948 /." 1988. http://catalog.hathitrust.org/api/volumes/oclc/23091678.html.
Full text
33
Chih-Yun, Wang, and 王芝澐. "An Action Research of a Third-Grade Teacher Developing Mathematical Class Discussion Culture." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/24111788359250411605.
Full textAbstract:
碩士國立新竹教育大學
數理教育研究所
100
An Action Research of a Third-Grade Teacher Developing Mathematical Class Discussion Culture Abstract The purpose of this study was to investigate an approach of developing the discussion culture in a mathematical class through the action research from a third-grade teacher. We could establish the mathematical knowledge from the process of social interaction and enhance the sophisticated teaching ability and solve the teaching plight through some teaching reflection. This study was executed with some qualitative action research analysis. They are including some approaches of collecting the audio or video data from some teaching sites, the students' problem-solving records, the discussing records from the mathematics teacher support groups, and the comments and teaching reflection log from some friends capable of direct admonition. The outcome of the action development was to show that some social norms were formalized by a teacher in third-grade mathematics classrooms. They include raising a hand before making a speech, facing to people, speaking with loud and clear voice, listening with quiet and concentrated mood, recording of problem-solving with concise statements and asking if you do not understand of the details. Sociomathematical norms include that everyone need to explain mathematics, clarify and compare problem-solving records, have the problem-solving strategies accepted by others, explain the ideas of reasons when you return to the topic, formalize the efficient problem-solving records and discover the mathematical relationships. We encountered some difficulties in the process of development, such as, general poor habits, lack of self-confidence, slow problem-solving speed for copying, stick to some problem-solving method, adult operators effect, facial discussion and lack of professional teaching skill. But we also found that most of students’ enthusiasm and confidence were all coming back. The academic performance for those low achievements students has made significant progress, which is the largest harvest via the classroom discussion. Keywords: mathematical class discussion, social norms, sociomathematical norms, action research.
34
徐金蓮. "Integrating instructional technology into elementary school Chinese teaching:case study of a third-grade class." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/62194998845839041164.
Full textAbstract:
碩士國立花蓮教育大學
中國語文學系碩士班
97
The purpose of the study is to examine the learning effects of integrating instructional technology into Chinese language teaching in an elementary school. This research also aims to provide the patterns regarding how the technology was applied. Findings and implications are discussed as well. The current study took place in a third-grade class in an elementary school in Wan-Hua District, Taipei City. A total of 27 students participated in the study with the implementation of five sessions of Chinese language teaching interventions. Two questionnaires pertaining to students’ technology literacy and preference were administered both prior to and after the teaching interventions. Data collection includes students’ questionnaire responses, activity sheets, video-recordings, classroom observation, interviews, and field notes. Major findings are summarized below: 1. Choose suitable instructional technology for Chinese language teaching. 2. Integrate Chinese language teaching materials with instructional technology. 3. Findings show that both the instructor and the students gave positive feedback toward the use of the technology in the Chinese language classes.
35
Chen, Kai-chen, and 陳凱貞. "Implementing Electronic Portfolio Assessment: A Case Study of A Third Grade Elementary English Class." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/41279220995469792804.
Full textAbstract:
碩士國立台北師範學院
兒童英語教育研究所
92
The study aimed to investigate the impacts of implementing electronic portfolio assessment in elementary school English class. This research started from September 2003 to January 2004. The research subjects were 34 third graders in a Taiwan elementary school. During the study period, students’ oral productions, English chant recitations, were collected regularly and released on a class website for self-evaluation, peer evaluation, and parental evaluation. After the research, questionnaires were distributed to the subjects and their parents for their comments on electronic portfolio assessment. In addition, an interview was conducted to the English teacher find out her attitude toward the implementation of electronic portfolio assessment. The results indicate that electronic portfolio assessment offers a better sharing mechanism, with which the English teacher can operate students’ folders with ease, and the problem of file storage and management can be solved effectively. It further motivates students to learn English actively, and helps them to set learning goals, and to enhance their English pronunciation and listening abilities. Both the teacher and parents considered electronic portfolio assessment feasible and might facilitate the communication between the teacher and parents. However, some problems were accompanied by implementing electronic portfolio assessment, such as insufficient hardware for students to go on-line, the unstable web server, students’ limited ability to construct digitalized folders, and the insufficient time needed to construct electronic portfolio. Finally, the study made a few suggestions for further research as well as for English teachers and the school authority who would like to implement electronic portfolio assessment in their educational settings.
36
Chun, Chiu Hsien, and 邱顯鈞. "The Transformation of Hakka “Temple Courts”：A Study of the Third Class Historic Heritages." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/48kf6s.
Full textAbstract:
碩士中華大學
景觀建築學系
95
Hakka Temple Courts were public spaces where people gathered for recreational activities, and had a strong tie with daily lives of locals. Now, these temple courts have evolved into tourism spots for people from other places. The appearance of temple courts changed along with urbanization and different public lifestyles. Different religions also attribute to the diversity in these temple courts, thus showing a great variety of landscape elements. The aim of this thesis is to discuss how restoration projects and society change the appearance of temple courts. Examples provided here are all Hakka temple courts designated as third-class historical heritage in 1985. The beginning of restoration projects marks the initiative timeframe of the discussion. In addition to gods of the Han Chinese, Hakkanese people also worship their ancestors. For traditional Hakkanese people, within families, private shrines are the most important public spaces. To focus on the third-class heritage on the one hand shows the differences between Hakkanese and Holo cultures; on the other gives people a better understanding of Hakkanese religious elements, making it easier to analyze the transformation of Hakka temple courts during and after restoration projects. The examples given here include 11 Hakka temple courts, both public and private ones. The public ones include Yin-shan Temple, Guan-fu Temple in Taipei, Jing-shan Temple, Tzi-tien Temple and Bao-zhong Temple in Shin-chu, San Shan Guo Wang Temple in Yun-lin, Wen-tzang Temple in Miao-li, Tien-ho Temple in Ping-tun. The private ones include family halls of the Liu in Shin-chu, the Zhang in Tai-chung and the Xiao in Ping-tun. The research will analyze Hakka temple courts from three perspectives, including the mode of application, spacial elements and commercial facilities, to first of all, highlight the influences of culture on the constructive elements and secondly to find out the role of restoration in the transformation of traditional temple courts. The methodology includes field study and literature review along with some auxiliary interviews. The study is done from June 2006 to April 2007. Literature reviewed include theses, papers about transformation of temples, reports of restoration projects, and books about the meaning of elements. Through analysis and comparison, the conclusion is made that public temple courts are expanding while private ones reducing in spaces. With restoration projects, the landscape elements are also changing, showing more inclination to the development of tourism, therefore, the modes of application and spaces of temple courts are thereby changed.
37
Lin, Pei-Tan, and 林佩曇. "A Study of the process of group learning in a third-grade science class." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/76743603388992451309.
Full textAbstract:
碩士臺中師範學院
國民教育研究所
91
The purpose of this study was to explore the circumstance of group learning in a third-grade science class. A science teacher and a group of students were involved in the study. Qualitative research was adopted during the period of two months and two weeks. The data was collected by participant-observation, interview, questionnaire-survey and document-analysis. The main findings were drawn as follows: 1. This teacher mainly used small group discussion and observation-experiment in the science class. She employed small group discussion and observation-experiment in different ways. 2. These activities of group learning were small group discussion, observation, and experiment according to the different types of tasks. Students participated in learning more actively and performed cooperatively in small group discussion. But they didn’t perform well in the observation. Besides they completed tasks together in the experiment. 3. Students agreed with the way of grouping, and they participated in group learning actively and hope to perform well. According to the main findings, the suggestions are addressed as below: 1. For science instruction: (1) The association of group members keeps invariable during a semester. (2) Before activities teacher should clearly address expected cooperative behaviors to students. (3) Teacher should pay attention to students’ learning situation during activities. Besides, teacher should retrace the situation of performance after activities. (4) Teacher could combine discussion and work sheet when she practices observation. 2. For future research: (1) The researcher compares the learning situation of the different grades of students. (2) The researcher studies the process of knowledge constructing of students in group learning. (3) The researcher studies the process of teacher’s teaching.
38
SHU, CHIANG MEI, and 江美書. "A Study of The Small Group Learning Process in a Third Grade Chinese Class." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/21821548257301149933.
Full textAbstract:
碩士臺北市立師範學院
國民教育研究所
93
A Study of The Small Group Learning Process in a Third Grade Chinese Class. Abstract The purpose of this study was to explore the circumstance of group learning in a third-grade Chinese class. A Chinese teacher and a group of students were involved in the study to proceed the mission executing and discussing. Therefore,before understanding the way of research, to know the opinions of the group learning and realize the role and the function of teacher play can be a group teaching reference for Chinese teacher. Qualitative resarch was adopted in this study during the period of two semseters. The data was collected by participant-observation, interview and document-analysis. The findings of the research were drawn as follows： 1.The dicussion was coming out by the leader of students, not by members interact amply. 2.The main roles in the group was including the information providers, supervisor of discussion process and time controller. 3.Students agreed with the way of grouping, and they participated in group learning actively and hope to perform well. According to the main findings, the suggestions are addressed as below： 1. For Chinese instruction： （1） The association of group members keeps invariable during group learning. （2） Before activities teacher should address clearly expected the behaviors of group learning to student. （3） Teacher should often pay attention to students’learning situation during activities. 2. For future research： （1） The researcher compares the learning situation of the different grades of students. （2） The research studies the process of knowledge construction of students in group learning.
39
Lee, Yu-ching, and 李昱慶. "Teaching English E-books to A Third Grade Elementary School Class: A Case Study." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/73919445031164473616.
Full textAbstract:
碩士雲林科技大學
應用外語系碩士班
98
The purpose of this study was to investigate whether teaching English by using e-book would influence students’ learning motivation and learning attitudes, and students’ react to the e-book instruction. The participants were 26 third-grade elementary school students in Yunln County. This study used case study as the method, collecting 25 participants’ data through questionnaires, 6 interview data, and some teacher’s logs. The questions addressed by this study are: (1) Do third-grade elementary school students have a high degree of motivation on e-book teaching? (2)How does third-grade elementary school students’ learning attitudes on e-book instruction? (3)How do the students react to the e-book instruction? The findings of this study are summed up as follows. First, students have positive learning motivation via English e-book teaching. Second, students are generally inclined to the teaching of English e-books. Third, English teaching e-book is applicable. Finally, according to the result, there are some suggestions for educators and future researchers: First, English teachers should establish multiple e-teaching environments. Second, English teachers should design games suitable to the course conducted by the class. Third, English teachers should be familiar with educational software of e-books. Fourth, English teachers should give advice to e-books developers and publishers. Fifth, the future researcher should use different methods, tools, hardware, materials, and curriculum design for future study.
40
李欣怡. "The Effects of Class Blog on Third Grade Students' Science Achievement and Attitudes toward Science Class—Using Vegetable Planting as an Example." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/y3pb7n.
Full textAbstract:
碩士國立新竹教育大學
人資處數理教育研究所
100
The purpose of this study is to explore the effects of class blog on the third grade students’ science achievement and attitudes toward the science class. Quasi-experimental design was applied in this study. The participants were from two classes of third graders in a public elementary school in Hsinchu county. The class blog was used in the experimental group , whereas the traditional instruction was used in the control group. Data were collected from four data sources: (a) The Attitudes toward Science Class Survey, (b) Science Achievements Test, (c) The Attitudes toward Using Class Blog Survey, and (d) The Views toward Science Teaching Questionnaire. The results were as fallows: 1.The students in the experimental group with the use of class blog outperformed the students in the control group with the traditional instruction in science achievement. 2.The students in the experimental group with the use of class blog exhibited more positive attitudes toward science class compared to the students in the control group with traditional instruction. 3.The students in the experimental group exhibited positive attitudes toward the use of class blog. 4.The students in the experimental group had positive views toward the use of class blog in their science class. 5.The students in the experimental group showed positive peer interaction on class blog.
41
HSU, YEN-CHEN, and 許宴真. "A Collaborative Action Research on Modeled Sustained Silent Reading in a Third-Grade Elementary Class." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/83460553325238256666.
Full textAbstract:
碩士國立高雄師範大學
教育學系
105
Based on the concept of “Modeled Sustained Silent Reading”, this study aims to develop a suitable MSSR program for a third-grade class in elementary school under the principle of “teaching by setting an example”, “uninterrupted tranquility”, “continuous sustainability”, “freedom of choice” and “burden free”. The reading program is gradually implemented in three phases being "warm-up period", "habitual period" and "autonomy period", with a total of 18 weeks. It is expected to stimulate students’ interest in reading and develop an active reading habit. The research method adopted in this study is “collaborative action research”, which keeps track of the preparation and the planning consideration of the MSSR plan in class, problems encountered in the implementation process, as well as amendments and reflections through observation records, reflection notes and collective record of teacher’s discussion. Through students’ interview records and feedback questionnaire and the information analysis of other relevant documents, we can understand students’ transition, reflection and feedback in their reading performance. The main conclusions of the study are as follows: The design and revision of the MSSR reading plan can achieve good results. Most students of the class give positive feedback to this reading activity, which also improves the reading performance of most students.
42
Tsai, Shu-Lin, and 蔡淑玲. "An Action research of Implementation Gender Equity Education in Elementary School－in one third-grade class." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/90019933604032357872.
Full textAbstract:
碩士國立嘉義大學
國民教育研究所
90
An Action research of Implementation Gender Equity Education in Elementary School－in one third-grade class Thesis for the Master Degree in Education Shu-Lin Tsai National Chia-yi University, 2002 Abstract The purpose of the study is to implement Gender Equity Education Curriculum in the third grade student, and understand the progress and the effect of implementation. Using the action inquiry, the researcher makes up the program about Gender Equity Education Curriculum as the main theme. The data was collected by participant-observation, interview and document analysis. At last, according to the following findings, offer the own the suggestions for the reference of the Gender Equity Education Curriculum. The research purposes exposed as follows： 1. Understanding the concepts about sexual-role stereotypes and sexual abuse prevention of the third grade student in elementary school. 2. Investigating the teacher-pupil interaction through the progress of the implementing Gender Equity Education Curriculum. 3. Studying the change in condition about sexual-role stereotypes and sexual abuse prevention after implementing Gender Equity Education Curriculum. Based on the aforementioned research resulted obtains as follows： 1. Most of the third grade students exist some impressions about sexual-role stereotypes. 2. Most of the third grade students have no sufficient concepts and the deviation about sexual abuse prevention. 3. The teacher’s attitude to different gender students affects the students’ participant opportunities. 4. Implementing Gender Equity Education Curriculum lowers the sexual-role stereotypes of most third grade students. 5. Implementing Gender Equity Education Curriculum can improve and sexual abuse preventive concepts of the third grade students. At last, there were more advises for administration, school administration, and suggestions to further researches. Key word：gender equity education action research
43
Hsiao, Shu-Chin SIAO, and 蕭淑瑾. "The Action Research of choreography by Cooperative learning at the third grade of Dancing- talented class." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/09268632565215000007.
Full textAbstract:
碩士國立臺灣藝術大學
舞蹈學系
101
Based on the observation of qualitative analysis, this research applies STAD teaching strategy in cooperative learning theory at the third-grade of Dancing-talented class. The researcher aims at exploring how students learn and be influenced by the process of choreography. Through the cooperative learning of choreography teaching, the course has a pattern of design, action and reflection. Over the course of ten weeks of choreography, the research interviews with students, collect students’ worksheets, write down the class observation and discuss with the observers and senior observers. From the research purpose and the research result, the researcher gets the following conclusions: 1. Students promote the cognition of team work of dance. In the team, students practice the spirit of team work, help others and share actively. The unity and cooperation as a team is strongly enhanced. 2. The researcher finds it’s helpful to apply cooperative teaching in the guidance of choreography. Students are more willingly to learn and create. They express and narrate things in a more organized manner. Moreover, they pay more attention to finish their worksheets about dance. 3. The researcher should think outside his or her own box. Thus, students can develop their own multiple abilities. Sharing and suggestions: 1. Promote cooperative learning cognition overall. 2. Offering more opportunities to advanced studies and improve the theory and practice of education.
44
Mai, Te-Li, and 麥德莉. "Action Research on Implementing Blended Teaching in a Third Grade Mathematics Class in one Elementary School." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/3dh7e3.
Full textAbstract:
碩士國立臺中教育大學
教師專業碩士學位學程
107
Action Research on Implementing Blended Teaching in a Third Grade Mathematics Class in one Elementary School Abstract The purpose of this research was implementing blended teaching to improve learning achievement of Mathematics in a third class in one elementary school. The participants were 23 students at PingAnn Elementary School in Taichung City. The research was conducted once a week, 40 minutes per period, and a total of 6 weeks(from September to October, 2018).This study adopted the action research approach, and analyzed students’ learning achievement through observing, interviewing, self-assessment journals, learning sheets and students’ feedback. The results of this study are as follow: 1.There are three steps on implementing blended teaching in Mathematics of third grade students in elementary, which are student self-student, individual teacher instruction and whole-class discussion. 2.There are three major problems on implementing blended teaching in Mathematics of third grade students in elementary, which are students are unfamiliar with computer operations, have difficulty understanding WSQ learning sheets, and have different learning speeds among students. 3.Students’ Mathematics learning achievement can be enhanced by implementing blended teaching in elementary. 4.Teacher’s professional development can be enhanced by implementing blended teaching in elementary. The suggestions of this study were as follow: 1.Teachers should understand the characteristic of online learning platform before implementing blended teaching. 2.Teachers can revise the WSQ learning sheets into individualized learning content. 3.Group cooperation and discussion can be increased during blended teaching. 4.Teachers can develop students' self-learning ability through online homework 5.Teachers can try to combine blended teaching with remedial instructions. 6.Using differentiated instruction to explore the cooperation among teacher, parents and students. Keywords: Blended teaching, Mathematics learning, Junyi academy, WSQ learning sheets, Action research
45
Chen, Chiu-Li, and 陳秋莉. "Action Research on the Design and Implementation of Performance Arts Integrated Class in the Grades One-Nine Curriculum:A Study on a Third-Grade Dance Class." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/95073580253055973482.
Full textAbstract:
碩士台北巿立體育學院
舞蹈碩士班
95
Action Research on the Design and Implementation of Performance Arts Integrated Class in the Grades One-Nine Curriculum: A Study on a Third-Grade Dance Class Abstract “Performance Arts” is a class newly added to the grades 1-9 curriculum. How to design and teach Performance Arts to assure that it follows the idea of “integration” is a concern that has been intensively discussed by scholars and practitioners in education. The researcher has been teaching Performance Arts since 2001 and has found problems related to curricular design and student learning, which pushed her to further explore the design and implementation of performance arts class. There are four purposes of this research: 1.Design a dance class of performance arts for children in the 3rd grade. 2.Discuss advantages/functions that the new design brings. 3.Explore teaching strategies of the Performance Arts dance class. 4.Analyze how design of the class influences children’s learning. Students in the 3rd grade from Le-Le Elementary School (pseudonym) were the participants of this study, which lasted from September 2005 to January 2006. Action Research is employed as the research method. Qualitative inquiry was used for data analysis, and quantitative inquiry was added when needed. The conclusion and the suggestions were made based on the analysis of information gathered from observation, meeting records, teacher’s reflective journal, student learning sheets and interviews, etc. The following are some important findings of this research: 1.Principles of The Design of Performance Arts Dance Class (1)Topics of the class should be connected to life experiences so that they are easy to understand and easy to learn for children. (2)Integrate students’ personal experiences with movement practice materials so that materials can be appropriate, various, and unique. (3)The use of props helps the exploration of skills. (4)The use of cooperative learning can help integrate knowledge of arts, humanities and social sciences. (5)The class should not cover too many topics and needs adjustment according to the learning situations of students. (6)Memory of movement skills and postures should be the foundation of creative dance education in order to improve the learning effects. 2.Advantages/Functions That the New Design of Class Brings (1)Strengthen students’ cognitive abilities. (2)Increase students’ willingness to be open with their bodies. (3)Motivate students to express positive emotions and to learn. 3.Teaching Strategies of Performance Arts Dance Class (1)Implement Master Learning, Learning by Discovery, and Herbart’s Five-Step Teaching Method to help students with skills and postures. (2)Through Discovery Teaching Method, asking questions and guiding with stories to challenge students’ thinking, understanding, and creation. (3)Class performance and the assignment of the group leaders can develop students’ ability of self presentation. (4)Constant care and encouragement, positive reinforcement, and assessment of group cooperation can motivate learning. 4.The Influences on Learning from The New Design of The Class (1)Cognition: Almost all students achieve the objectives of each learning unit and establish the basic knowledge foundation of dance education. (2)Skills: Students learn more basic skills, become more open with the body, and develop cooperative skills in group creation activities. However, the improvement on individual performance is not as apparent as the improvement on group performance. (3)Emotion: Most students can follow rules, express their feelings, work with others, and enjoy the class.
46
Demont, Brandi Leanne. "Finding the third space : a case study of developing multiple literacies in a foreign language conversation class." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-748.
Full textAbstract:
The present inquiry is a qualitative case study of conversations and attitudes of students participating in a non-required, second-year conversation section offered as a voluntary adjunct to required second year courses in Italian. The findings in this dissertation support calls by policy makers in foreign language education who advocate for a more integrated and holistic approach to foreign language education. Through this empirical qualitative case study, I have used the construct of Third Space (Gutiérrez, 2008) to examine students’ development of multiple literacies (Swaffar & Arens, 2005) in a foreign language conversation-based classroom. The theory of Third Space is seen as a kind of authentic intersubjective space, where students’ ways of knowing and learning are accepted and expanded in the learning environment.
The study describes the results from the implementation of a language pedagogy based on the model of multiple literacies in an Italian conversation class. Students in the class read and viewed a wide variety of authentic materials, around which they anchored their class discussions. Through activities involving multiple readings of the given text, the students co-constructed their interpretations based on personal experiences and on the socio-cultural background of the text. Students also engaged in self-reflective exercises documenting their own learning processes.
Through interpretive analysis of student work produced in the class, the ecology of learner developments and the corresponding classroom talk are assessed. I have identified three major themes that are evident as essential elements to the students’ developing trans-linguistic proficiency in conjunction with their evolving cultural literacy. In particular, self-reflection and identity, expanded practices of knowing and learning, and the influence of semiotic mediation on classroom interactions are the three elements that define how these students articulated their Third Space in conjunction with this particular language learning context.text
47
Chang, Ju-Ying, and 張如瑩. "The Effects of Cooperative Learning on Learning Performance in the Social Studies Class for the Third Graders." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/46809512887145762887.
Full textAbstract:
碩士大葉大學
教育專業發展研究所碩士在職專班
99
The Purpose of this study was to evaluate the effects of cooperative learning on learning performance in the social studies class for the third graders.This research adopted the method of ‘Nonequivalent group pretest-post’ quasi-experimental design. The total sample of this study was 50 third grade pupils from two classes of an elementary school. One class was assigned as the experimental group, while the other class was as the control group. The total experiment period was 6 weeks, which equaled to 720 Minutes of teaching. The measurements for this experiment included social studies motivation scale, social studies classroom climate scale and social studies achievement scale. The experimental data were analyzed by descriptive statistics, ANCOVA and MANOVA. The major findings of this study were as follows: 1) On the social studies learning motivation scale: Cooperative learning group was significantly higher than that lecturing teaching group. 2) On the social studies classroom climate scale: Cooperative learning group was significantly higher than that lecturing teaching group. 3) There was no significant difference between the two groups of pupils on the social studies learning achievement scale. Finally, suggestions for implementing cooperative learning and future studies were recommended.
48
Yu, Hsiu-Hsuan, and 游岫萱. "The Impact of POE Teaching Strategy on the Motivation of Learning Science in the Third Grade Class." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/81486841474491691512.
Full textAbstract:
碩士臺北市立教育大學
科學教育碩士學位學程
97
The purposes of this study were to investigate the impact of Prediction－Observation－Explanation (POE) teaching strategy on: (1) The third graders’ inclination to A, R, C, S motivation toward learning science. (2) The different gender of third graders’ inclination to A, R, C, S motivation toward learning science. (3) The high and low achievement of third graders’ inclination to A, R, C, S motivation toward learning science. This study was based on the quantitative and quasi-experimental research. The samples were two homogeneous third grade classes in a school of Taipei County; seventy students were included as participants. The experimental and control group were assigned randomly. The experimental group was instructed by POE teaching strategy edited by the researcher. And the control group was taught according to the text book, workbook, and the teaching guide. There were two units of teaching content “Magnet Toys” and “Air and Wind”. Students received instruction of three class periods per week for eight weeks. “The Test of Inclination of Learning Motivation toward Science (TILMS)” designed by Yu-Ming Hsu (2008) was adopted as a research tool. Both groups were pre-tested by the “TILMS” and post-tested after the teaching activity was given. The pre-test and post-test data were analyzed by SPSS for descriptive statistics, and by the one-way ANCOVA to compare the pre-post test differences of (1) the experimental group and the control group, (2)different gender of experimental group, (3)high and low achievement of experimental group. The findings were as follows: (1) the “TILMS” scores of experimental group were higher significantly than the control group, the first subscale “ attention” and the second subscale “relevance” were also statistically significant (p<.05), and there were no significant differences between the two groups in the third subscale “confidence”, and fourth subscale “satisfaction”. (2) The post-test scores of experimental group were higher than pre-test for both genders, but there was no significant difference between genders of the experimental group. (3)within experimental group, the higher achievement students had significant higher “TILMS” scores than the lower achievement students, and the first subscale “attention”, third subscale “confidence” and forth subscale “satisfaction” scores were also statistically significant (p<.01). And there was no significant difference on the second subscale “relevance”. According to the result, the researcher concluded: (1) POE teaching strategy may intrigue students’ attention. Students had the awareness what they learned from science class were connected to their daily life. Generally speaking, POE teaching strategy had a certain amount of effect to promote students learning motivation. (2) There was no significant difference between the different genders of experimental group about “learning motivation in science”. Therefore, POE teaching strategy may be helpful to motivation. (3)POE teaching strategy may be helpful for promoting the attention and interest of high achievement students. Students got the successful experience and self-confidence in the process of learning. They can also get satisfaction in the good circulation.
49
Wang, Mei-Hui, and 王美惠. "Application of Latent Class on The Usage of Intuitive Rules for the third-graders in elementary school." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/09522619108341131352.
Full textAbstract:
碩士國立臺中教育大學
數學教育學系
102
According to the sample of the third-graders in elementary school, the research investigate the usage and the correlation of intuitive rules( “MoreA-MoreB”, “SameA-SameB”, “Everything comes to an end”, “Everything can be divided endlessly”, “Linear A-Linear B”, “Different A-Different B”, “Habituation”, and “MoreA-MoreA”) in mathematics. This study applied the latent class analysis (LCA) to group and then to discuss their characteristics and the differences of meta-cognition among each latent class. Based on the results of this study, the assistance was provided for teachers to have further understanding on the application of intuitive rules, to carry out an appropriate remedial instruction, or to decide suitable teaching method through the grouping. The results are summarized as follow. First, one intuitive rule may have a correlation with another, or not. The utilization between intuitive rules and meta-cognition demostrate that there is a positive relationship between the intuitive rule of “Same A-Same B” and meta-cognition. However, the intuitive rules of “Habituation” and “MoreA-MoreA” are the same. Next, the correct rate between intuitive rules and meta-cognition indicate that there is a positive relationship between the intuitive rule of “MoreA-MoreB” and meta-cognition. Nevertheless, the intuitive rule of “Different A-Different B” is the same. Moreover, by using LCA analysis there were three groups can be classified. The pupils of group one mainly used the rule of “MoreA-MoreB” and “Different A-Different B”. The pupils of group two mainly used the rule of “SameA-SameB”, “Linear A-Linear B”, and “Everything can be divided endlessly”. The pupils of group three mainly used the rule of “Habituation” , “MoreA-MoreA” and “Everything comes to an end”. Finally, there was a significant difference in “the meta-cognition of habituation”. To sum up, the results of this study provided further understanding of intuitive rules and the basis on the correlation between intuitive rules and meta-cognitions. Furthermore, it can be the reference for teachers. That is, when teachers proceed to teach, they can use homogeneous grouping. In other words, when they carry out an appropriate remedial teaching, they can use heterogeneous grouping in progress.
50
HSIN-WEN, HSU, and 許馨文. "The use of portfolio as assessment in general music class : A Case Study of the Third Grade." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/66202603613141568230.
Full textAbstract:
碩士國立台北師範學院
音樂研究所
94
The purposes of this study were to explore and describe the use of individual portfolios of third grade in general music classroom, influence of portfolios on students’ learning, as well as perspectives of students’ parents about portfolio assessment. This study is a qualitative case study. An elementary third grade class, 35 students and one music teacher, were invited to participate in this study by purposeful sampling. Data collected include students’ portfolios, interview transcripts, video tape recordings, teacher reflection journals by participant teacher, and field notes by researcher. The findings of this study as follows: (1) The content of a portfolio included checklists, worksheets, and assessment sheets et al; (2) Time consuming and improving students’ self-reflection were issues; however, the use of portfolio was positive and feasible to the students’ learning; (3) The participant teacher and students’ parents had positive attitudes toward the approach of portfolio assessment. Recommendations were provided to music teachers, school administrators, and educational institudes in this study. Keyword: portfolio assessment, elementary general music, recorder teaching