Дисертації з теми "Concept of Maya"
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Dasgupta, (Mohanta) Sanghamitra. "The Concept of Maya with special reference to modern Indian philosophy." Thesis, University of North Bengal, 1994. http://hdl.handle.net/123456789/85.
Повний текст джерелаBarnes, Edwin Brooks. "The dual center concept in the Southeast Maya periphery evidence from the El Cafetal Monumental Core, El Paraiso Valley, Honduras /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p1457292.
Повний текст джерелаTitle from first page of PDF file (viewed November 7, 2008). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 47-50).
Eley, Dikeita N. "Color (Sub)Conscious: African American Women, Authors, and the Color Line in Their Literature." VCU Scholars Compass, 2004. http://scholarscompass.vcu.edu/etd/1486.
Повний текст джерелаBranco, Joana Pavão. "Insucesso escolar e Autoconceito: (um estudo na área escolar da Maia)." Master's thesis, [s.n.], 2012. http://hdl.handle.net/10284/3786.
Повний текст джерелаO insucesso escolar e o autoconceito têm sido objeto de diversos estudos ao longo dos tempos, dada a sua relevância para a vida profissional, pessoal, social e emocional dos indivíduos. Esta pesquisa pretendeu verificar a relação existente entre as duas variáveis supramencionadas na área escolar da Maia, ilha de S. Miguel, através de um estudo descritivo misto. Procurou-se estudar o autoconceito de alunos com e sem insucesso escolar e, ao mesmo tempo, fazer o levantamento da perceção dos seus professores sobre estas duas temáticas. Para atingir estes objetivos, foram formuladas três hipóteses de investigação, as quais passaram por relacionar o nível de autoconceito dos alunos com o número de retenções, com o número de permanências no mesmo nível e com o número de insuficientes no Ciclo e, simultaneamente, comparar estes resultados aos dos alunos sem insucesso escolar. Após a aplicação da Escala de Autoconceito para Crianças de Piers-Harris (versão de Veiga, 2006) aos alunos de nível III e IV da referida área escolar e da realização de duas sessões de Grupos Focados aos professores dos alunos em estudo, concluiu-se que o autoconceito é mais baixo em alunos que já tiveram retenções, que já tiveram permanências no nível e que já tiveram alguma menção insuficiente, confirmando-se a correlação anteriormente descrita. Por outro lado, a análise dos dados obtidos através dos Grupos Focados permitiu verificar que os docentes consideram possível uma relação entre insucesso escolar e autoconceito, mas pouco fazem nas suas aulas para promover este último nos seus alunos. Por esta razão, a presente investigação pretendeu sensibilizar professores, órgãos de gestão e tutela para a aplicação de programas de promoção do autoconceito enquanto um possível meio de melhoria do sucesso escolar, fazendo diminuir as dificuldades de muitos alunos. Neste seguimento, e ainda que este estudo não permita apontar o autoconceito como uma das causas do insucesso escolar, o que é facto é que esta correlação existe e deve estar presente aquando da organização de programas e currículos. School failure and self-concept have been the subject of numerous studies over time, given its relevance to the professional, personal, social and emotional development of individuals. This research intended to verify the existence of a correlation between these two variables (self-concept and school failure), through a study in school area of Maia, S. Miguel’s island. This research intended to study the student’s self-concept with and without failure at school and, at the same time, check the perception of their teachers on these two themes. To achieve these goals, three research hypotheses were formulated, which began by relating the degree of student’s self-concept with the number of retentions, with the number of stays at the same level and with the number of insufficient grades, and simultaneously compare these results to the results of students without school failure. After applying the Piers-Harris Self-Concept Scalde for Children – PHSCSC (version of Veiga, 2006) to students at level III and IV of that school area and doing two sessions of Focus Groups with their teachers, it was concluded that the self-concept is lower in students who have had retentions, who have had stays in the level and who have had negative grades, confirming the correlation described above. On the other hand, the analysis of the data given by the Focus Groups allowed us to conclude that teachers consider a possible relationship between self-concept and school failure, but don’t do enough in their classrooms to promote student’s self-concept. Thus, this research aims to sensitize teachers, management and guardianship for the implementation of programs to promote self-concept as a possible mean of promoting educational success and to lessen the difficulties of many students. Although we can’t imply that the self-concept is one of the causes of school failure, the truth is that the relationship exists and that should be taken into account in the organization of programs and curricula.
Martins, Gracy Kelli. "Mapa conceitual de uma ontologia de domínio do patrimônio imaterial brasileiro: um percurso pelos caminhos de Peirce, Dahlberg e Novak." Universidade Federal da Paraíba, 2010. http://tede.biblioteca.ufpb.br:8080/handle/tede/3985.
Повний текст джерелаCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
Research in the Graduate Program in Information Science UFPB around the construction of a conceptual map of a domain ontology. The mapping process relied on analysis of the domain, conducting surveys that involved issues ranging from determining the appropriate side view until the capture of terms and concepts contained in the sources of information about the analyzed field. The corpus of study selected is classified by the Instituto do Patrimônio Artístico Histórico Nacional IPHAN, as Intangible Heritage. Much more of a theoretical, research purposed to describe how the lifting of a given area must be driven from its aspect of knowledge representation and how is the establishment of relations between terms and concepts, preliminary step in the development of ontologies and domain central objective of this work. No attempt to develop an ontology in the context of artificial intelligence, computational logic through, and even develop a new methodology, but the rescue and application of methods has long worked for CI today and the technologies needed for representation and retrieval of information, focusing on the Core Principles for Domains Modeling (CAMPOS, 2004). Reasoned from the strong interdisciplinary character of CI, the proposal was to map the area within the cutout area of the Intangible Heritage, through methodological triangulation, identifying the representations of signs that exist in information processes and representational knowledge based on analysis Semiotics (PEIRCE , 1977), Theory of the Concept of Dahlberg (1976) and graphical representation of conceptual maps (Novak,1995).
Pesquisa realizada no Programa de Pós-Graduação em Ciência da Informação da UFPB, em torno da construção de um mapa conceitual de uma ontologia de domínio. O processo de mapeamento se apoiou na análise do domínio, realizando levantamentos que envolveram questões que vão desde a determinação do recorte adequado, até a captura dos termos e conceitos constantes nas fontes de informação sobre o domínio analisado. O corpus de estudo selecionado é classificado pelo Instituto de Patrimônio Artístico Histórico Nacional IPHAN, como Patrimônio Imaterial. Muito mais de caráter teórico, a pesquisa tencionou descrever como o levantamento de determinado domínio deve ser conduzido a partir do seu aspecto de representação do conhecimento e como se dá o estabelecimento das relações entre termos e conceitos, etapa preliminar no desenvolvimento de ontologias de domínio e objetivo central desse trabalho. Não se buscou desenvolver uma ontologia no âmbito da inteligência artificial, através da lógica computacional, e nem mesmo desenvolver uma nova metodologia, mas o resgate e aplicação de métodos há muito trabalhado pela CI e hoje necessários para as tecnologias de representação e recuperação da informação, tendo como foco os Princípios Fundamentais para Modelagem de Domínios (CAMPOS, 2004). Fundamentada a partir da forte característica interdisciplinar da CI, a proposta foi mapear o domínio dentro da área de recorte do Patrimônio Imaterial, através de uma triangulação metodológica, identificando as representações sígnicas existentes nos processos informacionais e representacionais do conhecimento com base na análise Semiótica (PEIRCE, 1977); Teoria do Conceito de Dahlberg (1976) e representação gráfica dos Mapas conceituais (NOVAK, 1995).
Estorninho, da Mata Maria Isabel. "Pratiques sociales et construction de catégories conceptuelles hiérarchisées/ Maria Isabel Estorninho da Mata." Aix-Marseille 1, 1997. http://www.theses.fr/1998AIX10023.
Повний текст джерелаMay, Katja 1961. "A German reaction to Native Americans: Karl May's concept of cultural development." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/291661.
Повний текст джерелаPinho, Laura Ramos Pimentel. "O mapa conceitual na construção de taxonomias para organização da informação na WEB." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/27/27151/tde-12012018-110159/.
Повний текст джерелаThis research was motivated by the identification of finding out, comprehending and managing informations on the web - considering the necessity of a specific methodology to organize informations in a digital environment, and also that does not exist a defined pattern that make the concepts and issues comprehensible. It\'s necessary to maintain a clear logic that makes sense to the user. Hypothesis were analyzed to validate the information organization on the web from the Information\'s Organization and Representation perspective, from the taxonomy and documentary language with the concept map (software created based on the Psychology of Learning) support. The terminology was introduced to identificate terms and definitions related to the concept map, verifying how it can help on the construction of navigating taxonomy for the web. A theoretical and methodologic survey about the concept map was made, investigating: definitions, applications and features. We also analyzed the connection between concepts that relate to each other through the prepositions on the concept map, to comprehend it all through its interconnected parts. A few types of concept maps were identified, and to this specific research the hierarchic type was used, which is directly related to the taxonomy within a structural complexity. The taxonomy, otherwise, was analyzed from the information\'s organization on the web perspective. Were identified its definitions, applications and the relation with the information\'s organization and with the concept map. Because it\'s the web concept, the concepts of user interface were used, contextualizing and relating to the representation of the information in an applied way. The software CMap Tools was used to exemplify the construction of a concept map, showing how it\'s possible to organize informations on the web, based upon the premises used in Science Information. Basing it upon the bibliography research, on the technical analyzes and on the created exemple, it showed that the concept map is a software that helps on the taxonomy constructions, and that these premises are reinforced by researchers from other areas, like Design and Computer Science, that emphasize the importance of taxonomy in representing the information and the satisfaction the user feels when finds what was being searched.
Bittencourt, Júvio Marcelo de Almeida. "Proposta didática : o mapa conceitual à luz das práticas sociais de linguagem." Universidade Federal de Mato Grosso, 2015. http://ri.ufmt.br/handle/1/399.
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O presente trabalho tem o objetivo principal de discutir os mapas conceituais, tratados como objetos de ensino-aprendizagem e orientação metodológica na Área de Conhecimento Ciências Naturais e Matemática à luz das Orientações Curriculares para Educação Básica no Estado de Mato Grosso (abreviadas por OCs/MT). Com base nessa orientação dirigida para as escolas de Ensino Médio mato-grossenses, elabora uma proposta didática sobre os mapas conceituais ancorada nas práticas sociais, um dos principais princípios legais educacionais brasileiro (BRASIL, 1996, 1998, 2001, 2013), como também no princípio educacional das OCs/MT (MATO GROSSO, SEDUC, 2012). Para tal propósito, este trabalho científico estabelece como aporte teórico da aprendizagem significativa de David Ausubel (1963, 1981, 2000) e em sua apropriação à produção dos mapas conceituais por Joseph Novak (1981, 1984). Como também, fundamenta-se em alguns princípios da Teoria de Aprendizagem Significativa Crítica à luz dos estudos de Marco Antonio Moreira (1997, 2000, 2005, 2006, 2010) presentes nas OCs/MT da Área de Ciências da Natureza e Matemática. A fim de realizar isso, enfatiza o papel da linguagem e de sua natureza social em conformidade com a perspectiva das práticas sociais. Por essa razão, alicerça-se na acepção sócio-histórica de Lev S. Vygotsky aplicada ao ensino-aprendizagem da linguagem pela interação social, e, principalmente nos mapas como ferramentas psicológicas (VYGOTSKY, 1930, 1933, 1934). Ainda, no ponto de vista social e histórico de Vygotsky, leva-se em consideração as premissas vigotskianas sobre a linguagem (RINALDI, SANTOS, 2011) e também toma em conta, no escopo deste trabalho, a linguagem como práticas sociais e como práticas básicas de atividades humanas no ambiente social (LURIA, 1955, 1974, 1979, 1991, LURIA & YUDOVICH, 1959, 1987) e principalmente como práticas de linguagens (BRAIT & ROJO, 2002; ROJO, 2006). No nível metodológico, assume a natureza qualitativa e a pesquisa-ação colaborativa com a aplicação de questionário de perguntas abertas para dez professores de uma escola pública estadual no município de Várzea Grande, Estado de Mato Grosso. Assim, em nível de metodologia da pesquisa, também adota-se uma triangulação de dados voltada para o objeto do conhecimento - mapas conceituais; práticas de uso da linguagem dos professores; e metodologia de orientação como disposto nas OCs/MT. Do ponto de vista do nível de análise de dados, as respostas quanti-qualitativas dos questionários e nossa observação aplicadas trazem à tona a análise das atividades e os tratamentos de práticas de uso da linguagem pelos professores. Especificamente para a análise de dados das práticas de leitura e escrita dos professores, os dados revelaram as práticas de linguagens notacionais, um diagnóstico muito relevante que orientou diretrizes para a elaboração de um modelo de nossa proposta didática. Finalmente, a partir de análises de dados, este trabalho propõe uma orientação didática de produção de mapas conceituais que contemplam as práticas de linguagem no Ensino Médio de escolas públicas estaduais de Mato Grosso.
The present work has the main purpose of discussing the conceptual maps, treated as a teaching and learning objects and methodological orientation in the field of knowledge of Natural Sciences and Mathematics, in the light of Curriculum Guidelines for Basic Education in Mato Grosso`s state (abbreviated OCs/MT). Based on Ocs/MT directed to Mato Grosso`s Secondaries Schools, it elaborates a didactic proposal on the conceptual maps anchored in social practices, one of main education´s principles in the Brazilian educational legal guidelines (BRAZIL, 1996, 1998, 2001, 2013), as well as the educational principle in the OCs/MT (MATO GROSSO, SEDUC, 2012). For such purpose, this scientific work establishes as the theoretical framework from David Ausubel´s Meaningful Learning (1963, 1981, 2000) and in its appropriation to the production of conceptual maps by Joseph Novak (1981,1984). As well as, it is based on some principles of Critical Meaningful Learning Theory in the light of studies of Marco Antonio Moreira (1997, 2000, 2005, 2006, 2010) present in OCs/MT from Natural Sciences and Mathematics` field of knowledge. In order to accomplish this, it emphasizes the role of language and its social nature in accordance with the perspective of social practices. For this reason, is founded on the socio-historical standpoint from Lev S. Vygotsky applied to language teaching and learning by social interactions, and mainly on the maps as psychological tools (VYGOTSKY, 1930, 1933, 1934). Still, in the basis from Vygotsky´s social and historical point of view, it takes into consideration the vygotskyan assumptions about language (RINALDI, SANTOS, 2011) and also takes into account, in the scope of this work, the language as social practice and as basic practices of human activities the social environment (LURIA, 1955, 1974, 1979, 1991; LURIA & YUDOVICH, 1959, 1987) and mainly as language practices (BRAIT & ROJO, 2002; ROJO, 2006). On the methodological level, it assumes the qualitative nature analysis on quantitative collected data and also the collaborative action-research with the application of opened-question questionnaire to ten teachers from a public state school in the municipality of Várzea Grande, Mato Grosso´s state. Thus on the research´s methodology level, it also adopts a data triangulation focused on the knowledge object – conceptual maps; teachers´ practices language usage; and orientation methodology showed in the OCs/MT. From the standpoint of data analysis level, the quanti-qualitative responses of the questionnaires and our observation applied bring to the fore the analysis of the activities and the treatments of practices of language usage by the teachers. Specifically to the data analysis of reading and writing practices of the teachers, the data revealed the notational practices of language usage, a data diagnostic very relevant which it has oriented guidelines for creating a model of our didactic proposal. Finally, from the data analyses, this work proposes a didactic guidance of conceptual maps production which contemplates the practices of language in the high school from Mato Grosso´s public state schools.
Xavier, João Marcelo dos Santos. "Influência da utilização de um conceito obrigatório quantificado sobre a rede proposicional do mapa conceitual." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/81/81133/tde-25112015-140753/.
Повний текст джерелаConcept maps are pedagogical resources used as a way to represent graphically part of the knowledge stored in long-term memory of the students. The propositions are the basic units constituents of conceptual maps and can display static or dynamic nature. Concept maps by their nature lead to the establishment of static propositions. Adequate representation of knowledge requires the establishment of two types of propositions. This research aimed to evaluate the influence of the use of a compulsory concept quantified in propositional network of concept maps produced by the students in two conditions: (1) fixed compulsory concept (used as initial reading concept of the concept map) and (2) mobile compulsory concept (used in a position chosen by the student). The elaborated concept maps were evaluated on analyzes (1) the nature of propositions; (2) the location of the compulsory concept quantified in the required quantified mobile rating condition; (3) the structure and nature of propositions established using the binding concept quantified and (4) of propositional network for adherence to the focal question. The results obtained from these analyzes demonstrated that: (1) standards of concept maps developed in the two conditions are similar and the nature of propositions; (2) a large proportion of students (n = 7, 22.8%) used the concept as required initial concept in mobile compulsory concept condition; (3) The average number of propositions established using the binding concept quantified as initial concept was higher in condition 1 in comparison with the condition 2 (t = 2.47) and the average number of propositions established using the binding concept quantified as the final concept was lower in condition 1 in comparison with the condition 2 (t = -1.72); (4) There was no statistical difference between the average number of concept maps whose propositional networks joined the focal question, the comparison between the conditions 1 and 2 (t = 0.46). Based on the results obtained from the analyzes, the working hypothesis: no difference in the propositional network concept map, when using a quantized concept as initial concept read the concept map, compared with the use of a concept quantified in any another part of the conceptual map, was partially disproved.
Moura, Ronnie Wesley Sinésio. "As caatingas do Cariri Paraibano: mapa conceitual como ferramenta para aprendizagem significativa no ensino de biologia." Universidade Federal da Paraíba, 2014. http://tede.biblioteca.ufpb.br:8080/handle/tede/4849.
Повний текст джерелаCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
This research is linked to the Line of Teaching-Learning Processes at the Post-Graduation Program in Education PPGE, at the Federal University of Paraíba - UFPB, the campus in João Pessoa. Thus, the discussion in analysis has the general objective to investigate the perception of the students in relation to the construction and use of Concept Maps as a tool for Meaningful Learning about the Caatinga biome. The study is based on theories by Ausubel et al (1980) and Ausubel (2003) regarding Meaningful Learning, Novak (2000) in relation to the use of Concept Maps as an instrument to make the students learn how to learn and structure their knowledge, and Krasilchik (2011) when it comes to field studies, more specifically Guided Study Tours. This study was carried out with 24 students in the 3rd grade of the State High School in Monteiro, Paraíba. Initially, we made a pedagogical intervention where a questionnaire was carried out with the students about the content of the Caatinga biome, in order to identify some subsumer elements. Thereafter, we ministered an expository class about this content to these students, in which we organized the activities in accordance with Ausubel s Theory of Meaningful Learning, taking into consideration the Progressive Differentiation and the Integrative Reconciliation. Later on, we carried out a Guided Study Tour to a private property and Environmentally Protected Area called Manga do Forno in the municipality of Monteiro. After that, we offered workshops on Concept Maps, where the students had the opportunity to construct their own Concept Maps, oriented by the content about the Caatinga biome and their reflections from the Guided Tour. After the conclusion of this pedagogical intervention we carried out semi-structured interviews with five of the participating students. The methodology used in this research can be classified as a field study with a quantitative-qualitative approach, because, although them being different, we see them as complementary. To analyze the gathered data, we used Bardin s Content Analysis (2011), in order to understand if our a priori about the study object are supported or not. Thus, we tried to break our first impressions and make a careful and relevant analysis of our research source. From our analysis and discussion of the data, we can perceive that the majority of the students already had been in contact with Concept Maps; that they believe that the Concept Maps contributed to their learning about the Caatinga biome; that the fact that they already had some understanding about the content facilitated the construction of the Concept Maps; that the contextualization of the content contributed to the creation of the maps; and that they can use Concept maps not only to learn biology contents, but also in other subjects. Thus, we can infer that the students managed to perceive the Concept Maps as a tool that enables Meaningful Learning, and that it also helps in the construction, structuration and extension of knowledge.
Essa pesquisa está vinculada a Linha de Processos de Ensino-Aprendizagem, do Programa de Pós-Graduação em Educação PPGE, da Universidade Federal da Paraíba - UFPB, campus de João Pessoa. Assim, a discussão em análise tem como objetivo geral investigar a percepção dos/as alunos/as no tocante à construção e do uso dos Mapas Conceituais, enquanto uma ferramenta para uma Aprendizagem Significativa acerca do conteúdo Bioma Caatinga. Para tanto, embasamo-nos teoricamente em Ausubel et al. (1980) e Ausubel (2003) no que diz respeito à Aprendizagem Significativa, Novak (2000) no que tange à utilização da técnica dos Mapas Conceituais como ferramenta que possibilita ao/a aluno/a a aprender a aprender e como estruturador do conhecimento e Krasilchik (2011) para discutirmos sobre estudos do meio, mais especificamente, acerca da Visita Guiada. Este trabalho foi realizado com 24 alunos/as da 3ª série C do Ensino Médio de uma Escola da Rede Estadual de Monteiro-PB. Inicialmente, realizamos uma intervenção pedagógica em que aplicamos um questionário aos/as alunos/as acerca do conteúdo Bioma Caatinga a fim de identificarmos alguns elementos subsunçores; em seguida, ministramos para estes uma aula expositiva sobre o conteúdo já evidenciado, em que organizamos as atividades de acordo com a Teoria da Aprendizagem Significativa (TAS) de Ausubel levando em consideração a Diferenciação Progressiva e a Reconciliação Integrativa. Posteriormente, realizamos uma Visita Guiada a uma propriedade privada e Área de Preservação Ambiental localizada no município de Monteiro PB denominada Manga do Forno . Em um momento seguinte, oferecemos aos/as alunos/as atividades sobre Mapas Conceituais em que eles/as tiveram a oportunidade de construir seus próprios mapas tomando como norte o conteúdo Bioma Caatinga e as reflexões desencadeadas a partir da Visita Guiada. Após concluirmos este momento de intervenção pedagógica, realizamos entrevistas semiestruturadas com cinco alunos/as pertencentes à turma partícipe da pesquisa. Ainda, no que diz respeito à metodologia, classificamos esta de acordo com a estratégia como sendo uma pesquisa de campo e no que diz respeito à natureza, apresenta-se como uma abordagem quantiqualitativa, pois, apesar de serem distintas, entendemos estas como complementares. Para analisamos os dados coletados, utilizamos a Análise de Conteúdo de Bardin (2011), numa perspectiva de compreendermos se os nossos a priori a respeito do objeto em estudo possuem sustentação ou não. Tentamos, assim, romper com impressões primeiras e construir uma leitura atenta e pertinente de nossa fonte de pesquisa. Sendo assim, diante da análise e discussão dos dados pudemos perceber que os/as alunos/as, em sua maioria, já haviam tido contato com os Mapas Conceituais; que eles/as acreditam que os estes contribuíram para a aprendizagem do conteúdo Bioma Caatinga; que o fato de já terem algum entendimento acerca do conteúdo trabalhado facilitou a construção deste; a contextualização do conteúdo contribuiu para a criação do mapa; e que o Mapa Conceitual pode ser utilizado para eles/as aprenderem os conteúdos não só de Biologia, mas também de outras disciplinas. Sendo assim, pudemos inferir que os/as alunos/as conseguiram perceber os Mapas Conceituais, como ferramenta que possibilita uma Aprendizagem Significativa, além de ajudar na construção, estruturação e ampliação do conhecimento.
Balsanelli, Alessandra Cristina Sartore. "Fatores preditores da esperança em pacientes com câncer de mama em tratamento quimioterápico." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/7/7139/tde-19032013-175858/.
Повний текст джерелаHope is defined as a multidimensional dynamic force of life characterized by a reliable expectation, however uncertain, of getting a good future, to the person who waiting, it really is possible and meaningful. This study aimed to characterize the hope in patients with breast cancer at the beginning and end of chemotherapy treatment and identify associated factors and predictors for variation of hope. This is a quantitative study, exploratory and prospective longitudinal cutting. It was performed in a Large Public Hospital, Reference Center for Womens Health. The study included breast cancer patients with clinical stage I, II e III; over 18 years of age; aware of their diagnosis. In the first chemotherapy treatment and able to read and answer the questionnaires needed. The sample consisted of 122 women with a mean age of 50 (±10) years and who answered the instruments at the beginning and end of chemotherapy treatment. The instruments were: Herth Hope Index, Questionnaire for Research on knowledge of diagnosis; collection instrument socio-demographic and clinical data; Karnofsky Performace Status, Numerical Pain Scale, Inventory about Coping-Jalowiec, Hospital Scale of Anxiety and Depression, Scale of Rosenberg\'s Self Esteem, Religiosity Index of Duke University and the Fatigue Pictogram. The analyses were performed by univariate statistics to identify factors associated with hope, and multivariate (logistic regression) to identify analysis predictors. The results has shown that the sample had a high level of hope and that there was a significant increase in the scores of hope at the end of treatment (p=0,0012). The Factors associated with hope has been time elapsed between the onset of symptoms and treatment initiation (p=0,013), Karnofsky Performace Status (p=0,02), depression (p=0,004), self-esteem (p=0,001) and pain (p=0,034). Among the variables analyzed the pain has appeared with the only significant predictor for hope. The presence of pain has a chance to decrease the hope of 2,199 times higher than in patients without pain. The findings of this study allow concluding that despite the cancer and the chemotherapy treatment, the patients progressed during treatment with high hopes, improves self-esteem and performance status and decreased depression. The patients without pain had higher scores on hope.
Zanardo, Vivian Polachini Skzypek. "C?ncer de mama : comportamento alimentar e concep??o de envelhecimento em mulheres idosas em tratamento quimioter?pico." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2006. http://tede2.pucrs.br/tede2/handle/tede/2666.
Повний текст джерелаIntrodu??o: O Brasil esta vivenciando um intenso processo de envelhecimento populacional, e as doen?as cr?nico-degenerativas, incluindo o c?ncer est?o predominando na popula??o. Com exce??o do c?ncer de pele n?o melanoma, no Brasil o c?ncer de mama ? o primeiro entre as mulheres, apresentando maior incid?ncia na faixa et?ria entre 40 e 69 anos de idade. Durante o tratamento quimioter?pico podem ocorrer altera??es no comportamento alimentar e no perfil nutricional das pacientes. A identifica??o da concep??o de envelhecimento das mulheres idosas nos permite conhecer suas id?ias, expectativas e ansiedades relacionadas ao processo de envelhecimento. Objetivo: Avaliar a evolu??o da alimenta??o em mulheres idosas, com diagn?stico de c?ncer de mama em tratamento quimioter?pico, bem como descrever altera??es antropom?tricas, caracter?sticas sociodemogr?ficas, dados referentes ao tratamento do c?ncer de mama, e analisar a concep??o de envelhecimento. Material e M?todos: A metodologia utilizada foi de natureza qualitativa/quantitativa observacional, descritiva e explorat?ria. A popula??o estudada foi composta por 14 idosas que realizaram tratamento quimioter?pico no Centro de Oncologia Cl?nica e Instituto de Oncologia Erechim, com idade igual ou superior a 60 anos e que n?o realizaram acompanhamento nutricional com nutricionista. Os dados foram coletados atrav?s de entrevista estruturada e do registro alimentar. A an?lise qualitativa foi realizada atrav?s de an?lise de conte?do segundo Bardin (2004), e na quantitativa as vari?veis categ?ricas foram tratadas com base na estat?stica descritiva, sob a forma tabular, e an?lise de vari?ncia. Resultados e Conclus?o: Os resultados mostram que as pacientes apresentaram efeitos colaterais, avers?es alimentares e altera??es nas quantidades ingeridas de energia e macronutrientes no in?cio e final do tratamento. N?o houve diferen?a significativa entre estas ingest?es alimentares. Constatou-se aumento de peso durante o tratamento, mas n?o foi encontrada diferen?a significativa ao comparar os dados referentes ao peso no in?cio e final do tratamento, assim como ao comparar o ?ndice de massa corporal no in?cio e final do tratamento. Ainda sobre o comportamento alimentar foram identificadas as categorias orienta??o, conhecimento, ades?o, motiva??o e envelhecimento; na concep??o do envelhecimento biol?gica, psicol?gica, social, produtiva e espiritual. Atrav?s destes resultados, conclui-se que as altera??es quantitativas no comportamento alimentar n?o foram significativas, uma das limita??es para estas an?lises pode ter sido o tamanho da amostra. Entretanto, atrav?s da an?lise qualitativa observou-se que as pacientes consideram importante a orienta??o e o acompanhamento nutricional e aceitam o processo natural do envelhecimento.
Takeuchi, Margareth Yuri. "Estudo do uso de mapa conceitual na promoção de aprendizagem significativa de conteúdo de neurociência na graduação." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/47/47135/tde-08122009-102302/.
Повний текст джерелаThe study of cognitive processes provide a promising scenario to research aimed at better understanding of how the functioning of the brain may promote the education, enabling the development of new theories and approaches that encourage learning. This work will mainly occurs as the acquisition, storage, processing and retrieval of knowledge from the viewpoint of neuroscience, and how the conceptual map can map the knowledge of the individual. The conceptual map (CM) can be used both as a strategy of learning for the understanding of key concepts and relations between them and to promote critical thinking of the individual. Two-dimensional graphical representation, the CM allows visually organize the relationships between concepts. This structure from the wider concepts up to less comprehensive and relations between them can be indicated by words, phrases and symbols. It is used to facilitate the learning concepts ranking by building significant to the individual. The concepts appear in the boxes and lines that unite them: two concepts connected call proposition. During the construction of a CM, the individual exercises its ability to establish relationships between knowledge that he has already acquired in the course of learning to represent graphically the concepts of a particular subject.
Linhares, Carmen. "Mana From Heaven: The Essential Structure of the Lived Experiences of Nurse-Midwives with the Concept of Spirituality in Childbirth A Phenomenological." Diss., University of Hawaii at Manoa, 2007. http://hdl.handle.net/10125/22059.
Повний текст джерелаSchäfer, Patrícia Behling. "Desenvolvimento da conceituação sobre a escrita mediado pela produção de mapas conceituais em uma rede de comunicação online." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/70618.
Повний текст джерелаThis study presents the evaluation of a proposal for the creation and implementation of an intervention method focused on the development of students’ conceptualization on written language considering semantic and structural aspects of linear texts. The proposal rests on the integration of concept mapping to textual constructions of elementary school (fourth grade) and high school (second grade) students in an online news production network. The investigation was carried out as a case study with incorporated units of analysis, focusing on the assessment of impacts of the construction of concept maps in the context of a news production network on personal writing and on the classmates’ writing. The sources of evidence for the analysis were constituted by the texts produced by the students for the network, the concept maps produced on the personal texts and on the classmates’ texts, the transcription of the interviews performed with guidance of Jean Piaget's Clinical Method and high school students’ daily records. The theoretical framework for the study was based on Jean Piaget’s Genetic Epistemology and on the contribution provided by Text Linguistics. The assessment of the processes of conceptualization on students’ writing was based on the triangulation of data according to the levels of development of linear writing, topological taxonomy and semantic taxonomy for concept maps. The results indicate a reciprocal development with regard to the conceptualization of linear writing and the construction of concept maps, favoring consciousness-raising in the process of reviewing texts, in order to improve semantic and structural aspects of written language, mainly considering productions performed by fourth grade elementary school students.
Laia, Maria da Penha de. "Modelagem teórica e experimental da dinâmica de corpos rígidos em superfícies com atrito aplicada ao ensino do conceito de energia e suas transformações." reponame:Repositório Institucional da UnB, 2015. http://dx.doi.org/10.26512/2015.12.D.22009.
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Nesse trabalho, apresentamos o desenvolvimento e a construção de um aparato experimental e de uma sequência de aprendizagem para realizar um estudo do conceito de energia e de suas transformações utilizando a dinâmica de um corpo rígido deslizando sobre uma superfície com atrito. O aparato consiste em um dispositivo capaz de lançar um disco de madeira munido de quatro pontos de apoio sobre uma superfície plana, em movimento combinado de rotação e translação. O movimento de rotação é produzido pela conversão de energia potencial gravitacional, estocada em um peso suspenso, enquanto o movimento de translação é produzido pela conversão de energia potencial elástica, estocada em uma mola. Ao final de cada ensaio, uma trajetória desenhada sobre a superfície é analisada para avaliar o princípio de conservação da energia mecânica e as perdas energéticas por atrito por meio da superfície e das partes móveis do aparato. Para uma avaliação qualitativa do desempenho da estratégia, foram utilizados mapas conceituais. Esse produto educacional foi aplicado no Instituto Federal Norte de Minas Gerais - Campus Salinas, para uma turma do primeiro ano do Ensino Médio. Acreditamos que esse produto tem grande potencial para enriquecer não apenas as aulas relacionadas com o tema “energia e suas transformações”, mas todas as demais aulas de mecânica. Ele possibilita, ainda, estudar o impacto que a introdução de aparatos experimentais, manipuláveis diretamente pelo aluno, permite alcançar na melhoria da aprendizagem significativa de conceitos básicos da mecânica, integrando de forma mais efetiva os conceitos e suas definições matemáticas. A estratégia utilizada para a aplicação desse trabalho visou uma participação ativa dos estudantes na construção dos conceitos, na manipulação do experimento e na execução de medidas.
In this work, we present the development and construction of an experimental apparatus and a sequence of learning to conduct a study of the concept of energy and its transformations using the dynamics of a rigid body sliding on a surface with friction. The apparatus consists of a device capable of launching a disc of wood supported by four points upon a flat surface, in a combination of rotational and translational movement. The rotational motion is produced converting gravitational potential energy, stored in a suspended weight, while the translational motion is produced converting elastic potential energy stored in a spring. At the end of each trial, a trajectory drawn on the surface is analyzed to assess the principle of conservation of mechanical energy and the energy losses through the forces of friction produced both by the surface and by the movable parts of the apparatus. For a qualitative assessment of the strategy, we used conceptual maps. This educational product was applied at the Instituto Federal do Norte de Minas Gerais - Campus Salinas, for a first year high school class. We believe that this product has great potential to enrich not just the classes related to the theme "energy and its transformations", but all other classes of mechanics. It also allows to study whether the introduction of experimental apparatus, directly manipulated by the students, allows to improve meaningful learning of basic concepts of mechanics, integrating more effectively the mathematical concepts and their definitions. The strategy used for the application of this work aimed at the active participation of the students in the construction of concepts, in the handling of the trial and execution of measurements.
Silva, Patricia Andrade da. "Mapas e redes conceituais: uma proposta metodológica para a sua construção a partir de textos." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-20092016-105920/.
Повний текст джерелаThe drafting of essays by students in response to essay questions in the school context seems to be the most conventional way to assess the students` knowledge. The essay produced by a student seeks to approximately reflect his/her knowledge structure about a certain domain. The reading and the analysis of essays are tasks that require a considerable time in a teacher\'s or researcher\'s routine and, when the interest on knowing the most important ideas about a certain topic is verified in a group of students, the task is even harder. The main objective of this research is to develop a methodology that uses computational tools in order to transform written essays in graphic structures such as concept maps and networks graphs. This methodology could be useful not only for teaching research purposes but also for teaching practice, since the final product of its application may lead to inferences about the knowledge structure of a group of students. The investigation developed herein was based on data collected from two distinct matters of undergraduate IQ-USP. That data refer to written essays of 42 students in response to an essay question provided of some pre-established concepts. From the students\' responses, tests were performed: (i) with two softwares for text analysis with a view of quantifying the relationships between concepts, (ii) to investigate the influence on the quantification of relationships between concepts, from the original text and from the propositions extracted from this original text and (iii) to obtain different types of graphic structures. From the tests that were done, it was possible to conclude that Hamlet® consists in a more efficient and convenient program than ALA-Reader® to the objectives of this research. Furthermore, the array generated by Hamlet® program to quantify the relationships between concepts depends essentially on the structure of the essay - either the original text or the modified text. The three types of graphic structures that were built present different focuses, however, these graphic structures may be considered complementaries. The (V+P) network graphs can be thought as interesting representations that focuses on pre-established concepts that were provided on the essay questions. Network graphs from cutting percentage can be thought as representations that are more useful for investigations interested in making a cut or in highlighting the most relevant aspects of a subject by the students. The concept maps constructed in this paper can be thought as extremely valuable representations to know the approximate knowledge structure of the students groups, since they make clear the nature of the propositional relationships between concepts. The construction of concept maps starting from the original texts and also from the modified texts proved that both graphic structures obtained are very close to each other, being highly similar. This similarity suggests that the use of the Hamlet® program to obtain arrays that quantify relationship between concepts found in an original text is more effective in comparison to manual and time-consuming process of extracting propositions from the original text to obtain an array.
Lacerda, Rosália Procasko. "Aprendizagem e hiperdocumento : a vinculação entre a linguagem hipertextual e a construção de sistemas conceituais." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/114758.
Повний текст джерелаThis study aims to investigate how students organize and restructure their ideas during learning projects when registering them in a hyperdocument. The proposal integrated the organization of concept maps to the construction of hyperdocuments (wikis) by a group of students from a public school whose ages ranged between 10 and 12 years old. Based on the Genetic Epistemology of Jean Piaget and the support of Applied Linguistics, the study investigated how students represented the relations, coordinations, and inferences established when registering their findings by means of hypertextual language. The research consists of a case study whose units of analysis intend to explain the transformations in students’ registers from the researcher’s interventions and different versions of the concept maps. Sources used for the investigation consisted of hyperdocuments produced by the students; history of the transformations carried out in the registers; interventions made both by the researcher and teachers guiding students on their researches; face to face meetings to tutor and guide the learning projects; qualitative and quantitative analysis, and also a few clinical interviews carried out by the researcher. The results suggest some development in students’ hypertextual register, from the intervention and different versions of the concept map, as evidence of moving from a hyperdocument in a linear form where navigational links predominate to a document whose links express the subject’s inferential coordinations and relate different wikis through common concepts.
Schürmann, Christian Joseph [Verfasser], Dietmar [Akademischer Betreuer] Stalke, Dietmar [Gutachter] Stalke, and Ricardo [Gutachter] Mata. "Chemical Concepts and X-ray Technologies challenged by Charge Density / Christian Joseph Schürmann ; Gutachter: Dietmar Stalke, Ricardo Mata ; Betreuer: Dietmar Stalke." Göttingen : Niedersächsische Staats- und Universitätsbibliothek Göttingen, 2019. http://d-nb.info/1182033628/34.
Повний текст джерелаMarques, António Manuel Figueiredo. "Organização do conhecimento: contributos para a representação dos sistemas eleitoriais." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2010. http://hdl.handle.net/10362/5731.
Повний текст джерелаNeste trabalho elaborámos uma proposta de representação do domínio referente aos Sistemas Eleitorais. O nosso trabalho inscreve-se na perspectiva da organização do conhecimento, sendo, por isso, conceptualmente orientado. Dando primazia ao conceito, às suas características e às relações conceptuais, estabelecemos mapas conceptuais do domínio e construímos fichas terminológicas para dois termos, como proposta metodológica, para serem validados pelos especialistas. Pretendemos, assim, estabelecer uma proposta para uma interface electrónica, na óptica do utilizador, pensada para um público tanto especialista como não especialista.
Kokanović, Marković Marijana. "Short music biography of Bosnia and Herzegovina (1878–1918): concert recordings (October 24, 2014); Academy of Music in Sarajevo, Sarajevo, 2014; Maja A ́vckar Zlatarević, piano; Concert organizer and editor Dr. Lana Paćuka, [Rezension]." Gudrun Schröder Verlag, 2019. https://ul.qucosa.de/id/qucosa%3A70780.
Повний текст джерелаBernardi, Nubia 1969. "A aplicação do conceito do desenho universal no ensino de arquitetura : o uso de mapa tatil como leitura de projeto." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/258187.
Повний текст джерелаTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Engenharia Civil, Arquitetura e Urbanismo
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Resumo: Esta pesquisa aborda a aplicação do conceito do Desenho Universal no ensino do projeto de arquitetura. O objetivo geral do trabalho é aplicar uma metodologia de ensino de projeto arquitetônico que remeta a projetos qualitativos na questão da inclusão espacial. A revisão da literatura concentra-se em métodos de projeto, experiências de ensino em arquitetura e meios de comunicação apropriados para um processo de projeto participativo. Esta pesquisa adota como metodologia os preceitos da simulação/modelagem combinada com um estudo de caso. A modelagem foi feita em mapas táteis, construídos em escala e passíveis de manipulação, tendo sido investigados como instrumentos de leitura de projeto e apresentados de maneira inovadora no processo de ensino. É dada ênfase à interação entre alunos e voluntários com baixa visão através das possibilidades, potencialidades e dificuldades de participação durante o processo. Os voluntários foram divididos em grupos com diferentes afinidades visuais e fizeram análises de projetos arquitetônicos através da manipulação destes mapas (desenvolvidos por alunos de arquitetura e engenharia civil). Questionam-se também as formas tradicionais de comunicação (desenhos, maquetes, desenhos elaborados no computador) que são utilizadas no ensino do projeto arquitetônico, inserindo como novo elemento a participação de indivíduos com diferentes habilidades visuais. Concluiu-se que a metodologia aplicada obteve resultados positivos e que a inserção dos conceitos de acessibilidade no ensino de projeto arquitetônico deve adotar um conjunto de parâmetros. A pesquisa mostrou-se didaticamente eficiente ao incorporar a participação do usuário durante processo de ensino de projeto e permitiu reflexões sobre o significado do espaço arquitetônico e sua utilização a partir de outros referenciais perceptivos. Os resultados demonstram que o processo de projeto deve ocorrer de forma participativa e que novas formas de comunicação são necessárias. As investigações realizadas contribuem para a melhoria do ensino de projeto arquitetônico e vislumbram a formação de novos profissionais com atitudes sensíveis às diversidades dos usuários e fundamentadas no conceito do Desenho Universal para estimular projetos com qualidade arquitetônica reconhecida
Abstract: The application of Universal Design (UD) principles to the built environment has had an important impact on users, ensuring their quality of life. Most countries, including Brazil, laws and regulations exist to improve accessibility of users with various disabilities and turn environments more inclusive. However, creating a 100% accessible environment is still a challenge. The profession needs to adopt new attitudes, based on the UD principles. The design process must change as well, to communicate design intentions to potential users with disabilities. This thesis presents a study of a design teaching method, which includes UD principles and reflects on users with visual impairment as subjects of investigation. A literature review concentrates on design methods, architectural teaching experiences and means of communication, appropriate for a participatory design process. Tactile maps were investigated as an innovative tool in such a process. The goal of this study was to develop new communication instruments to include the visually impaired into the design process and improve the quality of designs as a whole. The investigation started from the premise that spatial orientation is of extreme importance even for the blind and needs to be addressed in new and innovative ways in architectural design education. Role playing as a means of bringing students closer to the issues of users with disabilities was shown to be insufficient and a collaborative design process increased student¿s sensibility. The research was based on a design class which included a group of participants with low vision. Designs were evaluated, focusing on spatial perception and orientation of such users through tactile maps. Braille and large-scale fonts were used for text communication with the group of the visually impaired. The spatial perception which the different means of communication and the actual space can transmit, were measured through a questionnaire and all designs were evaluated by the participants. Design students of two courses, Architecture and Civil Engineering, learned new and innovative ways of designing, improved their perception of user needs and were challenged to create design communication media, as well as learned to design in a participative process. The results of this study showed that the design process, when users with various deficiencies are involved, must change. New ways of communicating design solutions are_necessaries and design education must include the UD concepts to ensure that future professionals have new and deeper attitudes towards users and are able to create high quality environment
Doutorado
Arquitetura e Construção
Doutor em Engenharia Civil
Peres, Ana Carolina Atanes Mendes. "Avaliação da postura, qualidade de vida, imagem corporal e autoestima em mulheres com mastectomia sem reconstrução e com a reconstrução imediata da mama." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/5/5163/tde-05082014-154238/.
Повний текст джерелаINTRODUCTION: Mastectomy is a procedure that can generate diverse physical and emotional repercussions. Currently, there is a tendency to perform breast reconstruction as soon as possible in order to mitigate the psychological impact of the disease. There are few studies in the literature on the effects of mastectomy and breast reconstruction on body posture. However, it has been observed that there is no consensus regarding the quality of life, body image, and self-esteem of women undergoing mastectomy, with or without breast reconstruction. OBJECTIVE: The aim of this study was to evaluate posture, quality of life, body image, and self-esteem in women with mastectomy without reconstruction and with immediate breast reconstruction. METHODS: The study included 76 women, 35-70 years of age, who were diagnosed with breast cancer and underwent mastectomy. The women were divided into two groups: without breast reconstruction (MSR, n=38) and with immediate breast reconstruction with an abdominal flap (M+IR, n=38). To assess body posture, specific anatomical points for obtaining photographs were located and marked in anterior, posterior, and right and left side views. The photographs were analyzed using Postural Assessment Software (PAS/SAPO). The Short-Form Health Survey was used to assess quality of life, body image was assessed with the Questionnaire Body Image after Breast Cancer, and self-esteem was assessed with the Rosenberg Self-Esteem Scale. The significance level was set at alfa=0.05. RESULTS: A higher angle of vertical alignment of the trunk in the left lateral view was observed in the MSR postural assessment group (4.2 vs 3.1; p=0.05). Differences in the other postural alignment variables were not significant. Lower functional capacity in the quality of life assessment was also observed in the MSR group (66.3 vs. 76.4; p=0.01). No statistically significant differences were found in the body image and self-esteem assessments. CONCLUSION: In the left side view, women with mastectomy without breast reconstruction presented with the shoulder positioned more posteriorly in relation to the greater trochanter, indicating trunk rotation. In addition, they exhibited lower functional capacity in quality of life. Body image and self-esteem were not affected by whether or not breast reconstruction was performed
Militz, Mari Lucia. "Análise do conteúdo de geometria espacial em livros didáticos do ensino médio: uma atividade no âmbito da formação inicial de professores." Universidade Federal de Santa Maria, 2016. http://repositorio.ufsm.br/handle/1/12168.
Повний текст джерелаEste trabalho apresenta uma pesquisa no âmbito da formação de professores a partir de uma atividade de análise de livros didáticos oferecidos pelo Programa Nacional do Livro Didático. Com isso, busca-se investigar como se dá o processo de atribuição de significado em torno do conteúdo de Geometria Espacial pelos acadêmicos do curso de Licenciatura em Matemática da Universidade Federal de Santa Maria. Para isso, utilizou-se a elaboração de Mapas Conceituais (Novak, 1984) como método de avaliação dos conceitos existentes na estrutura cognitiva dos participantes e um roteiro de análise, que continha os passos da análise e, por fim, um questionário com perguntas subjetivas sobre a atividade realizada. Este trabalho foi realizado nos aportes da teoria da Aprendizagem Significativa (Ausubel, 2003), que define a aprendizagem significativa como sendo a relação entre conceitos, os presentes na estrutura cognitiva (subsunçores) e os que serão aprendidos. Além do mais, define um material potencialmente significativo como sendo aquele capaz de se relacionar com o conhecimento prévio do aprendiz. Dessa forma, deseja-se mostrar aos futuros professores que um material didático não pode ser escolhido de qualquer maneira como material instrucional, é necessário saber se seu aluno terá condições de aprender o conteúdo desejado através da maneira como está exposto no livro. Com a atividade realizada, pode-se mostrar a importância dessa escolha consciente, visto que, quando os participantes da pesquisa elaboraram um segundo mapa conceitual no intuito de detectar a aprendizagem, encontrou-se casos onde não conseguiram aprender com o material ao qual foram orientados a analisar.
Gomes, Alisson Leite. "A mediação num museu de ciências: a perspectiva do mediador." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-03062015-143319/.
Повний текст джерелаThis research aims to study the conceptions of mediators of the Science museum - Catavento Cultural e Educacional - about what is mediation. Our interest boils down to knowing these views and analyze its foundations. With this we hope to identify possible directions for the process of training of mediators and the dissemination of science with subsidies brought by this empirical research. This research was developed in the light of the theory of Biology of Cognition Humberto Maturana and Francisco Varela which considers the explanation as a human and biological phenomenon that exists only when it is accepted by the observer. The data used for analysis in this study were obtained during the performance of semi-structured interviews with the mediators of the museum investigated. After collecting the data, transcribed the interviews and prepare four concept maps corresponding to each of them. Then we ask that respondents recognize your map and draw up collaboratively a single concept map with the same focal issue of individual maps: what is mediation in the science museum? From this, with the help of our theoretical framework and conceptual maps, build our categories and analyzes the concepts of mediators. The results of this analysis revealed that his explanations of mediation in the science museum have a predominance of informed views on the experience of living within the museum space. His distinctions about it not relied on theoretical reflections, mainly those dealing with communication and education in these areas, because the academic and the one offered in the museum were insufficient.
Pinheiro, Lisiane Araújo. "Partículas elementares e interações fundamentais no ensino médio." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/49342.
Повний текст джерелаThis dissertation presents a suggestion to upgrade the physics high school curriculum through the introduction of topics of Modern and Contemporary Physics. The main objective was to develop and implement a Learning Unit (LU) on Elementary Particles, in addition of searching for hints of meaningful learning resulting from this unit. The methological approach of the LU was based on Vygotsky mediation theory. The LU is composed by: a text dealing with the development of the elementary particle concept from an historical framework, and anlysed according to Bachelard‘s epistemology; instructional activies, among them the construction and presentation of concept maps in small groups. The Learning Unit was implemented in a public high school of the Rio Grande do Sul state, during six weeks, with a third year group. The research regarding evidences of meaningful learning used individual pre and posttests and three versions of concept maps, sequentially constructed, as instruments for data gathering. Quantitative and qualitative methodologies were used in data analysis. In spite of the fact that some difficulties were detected in the implementation of the LU, the majority of the students showed a high degree of satisfaction with the proposal; in the analysis of the data some evidences of meaningful learning were found.
Carvallo, Munar Edgardo Gabriel. "Propuesta de aplicación de conceptos de manufactura esbelta a una línea de producción de Costura de una empresa de confecciones de tejido de punto para exportación." Universidad Peruana de Ciencias Aplicadas (UPC), 2014. http://hdl.handle.net/10757/337076.
Повний текст джерелаDelgado, Heloísa Orsi Koch. "Proposta de uma didática de tradução de linguagens especializadas para licenciados em língua inglesa." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/56030.
Повний текст джерелаThis doctoral thesis advocates the inclusion of the theme of translation of specialized texts in the field of English Language Teaching. This idea is considered here mainly because of two facts: i) there are few Translation Studies undergraduation courses in our country; and ii) there are no autonomous disciplines whose subject matter is the integration of translation studies in the English teaching course curriculum. A qualified integration of these two areas at an undergraduate level would provide a basis for the familiarization of prospective teachers with translation tasks of specialized languages, and possibly motivate them to obtain another professional qualification in the future. An educational proposal for an autonomous discipline of scientific text translation is presented, based on the areas of Didatics of Translation, Translation Studies, Assimilation Theory and Languages for Specific Purposes. This proposal is structured in a specific data collection methodology which assumed that the concept map is an efficient teaching strategy.
Correia, Tânia Alexandra Silva. "Avaliação da eficácia de um programa de intervenção multidisciplinar em sobreviventes de cancro da mama." Master's thesis, Universidade de Aveiro, 2015. http://hdl.handle.net/10773/15176.
Повний текст джерелаCom os avanços que se têm alcançado na deteção precoce e no tratamento do cancro da mama tem-se verificado um aumento no número de sobreviventes de cancro da mama. A intervenção multidisciplinar tem demonstrado a sua eficácia em sobreviventes de cancro da mama. O presente estudo pretende implementar e avaliar um programa de intervenção multidisciplinar, que integra a psicoeducação com a fisioterapia, em mulheres sobreviventes de cancro da mama. A amostra foi constituída por 19 sobreviventes de cancro da mama distribuídas por dois grupos: 9 com intervenção multidisciplinar e 10 sem qualquer intervenção. Ambos os grupos de sobreviventes foram sujeitos a dois momentos de avaliação: antes e após a intervenção. Os instrumentos utilizados foram o Questionário de Qualidade de Vida da Organização Europeia de Investigação e Tratamento do Cancro com o módulo suplementar de cancro da mama (EORTC QLQ-C3O e BR-23), a Escala de Ansiedade e Depressão Hospitalar (EADH), o Cancer Coping Questionnaire (CCQ), o Inventário Clínico de Autoconceito (ICAC) e o Questionário de Medo de Progressão (QMP). No grupo experimental verificou-se um aumento significativo da subescala função física do domínio da qualidade de vida. No grupo de controlo verificou-se uma diminuição significativa na subescala interpessoal e um aumento significativo no autoconceito total. Conclui-se que o programa multidisciplinar implementado revelou ser eficaz no aumento da qualidade de vida de mulheres portuguesas sobreviventes de cancro da mama.
Treatment evolution and early detection have led to higher survival rates. The multidisciplinary intervention has demonstrated its effectiveness in breast cancer survivors. This study aims to implement and evaluate a multidisciplinary intervention program, which includes psychoeducation with physiotherapy in women survivors of breast cancer. A sample of 19 breast cancer survivors divided into two groups: 9 were proposed intervention and 10 without intervention. Both groups were monitored within two different moments: before and after intervention. The assessments instruments used were Organization for Research and Treatment of Cancer Quality of Life Questionnaire of the European with the Supplementary Questionnaire Breast Cancer Module (EORTC QLQ-C3O and BR-23), Hospital Anxiety and Depression Scale (HADS), Cancer Coping Questionnaire (CCQ), Self-Concept Clinical Inventory (ICAC) and Fear of Progression Questionnaire (FoP-Q). Experimental group showed significant increase of physical scale of quality of life domain. In control group showed significant decrease of interpersonal scale and significant increase of total self-concept. Multidisciplinary program implemented reveal effective on quality of life increase of Portuguese women’s breast cancer survivors.
Viana, Anderson Dias. "Estudos comparativos sobre a elaboração de mapas conceituais durante processo de avaliação da aprendizagem: identificando a importância das demandas e do efeito de preparação." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-24062016-160055/.
Повний текст джерелаConcept maps are graphical tools that allows the representation of the student\'s mental models. Due to this capacity, the concept map can be used as an assessement tool of knowledge. The use of this tool in the classroom generates loads in working memory which can be related to the content (intrinsic load) or how this feature is being used in the classroom (extrinsic load). This study aims to investigate how the concept maps help to assess learning in the Natural Science: Science, Culture and Society course offered at the University of São Paulo for students of various undergraduate courses (n = 64) during the 2013.1 on the content of climate change. In the course, conceptual map could be used as a preparation tool for test (CM-PREP) and was also used as part of the formal evaluation of the course (CM-EVAL). This research is composed of three studies that investigate: 1. Differences in conceptual maps profiles obtained on condition of CM-PREP x CMEVAL; 2. If the group of students who took CM-PREP had a different profile in CMAVAL of those who did not; 3. The existence of a correlation between CM-EVAL features with the declarative knowledge of students. Concept maps were evaluated considering structural and semantic aspects. The methodologies of analyzes are taken from other papers. Among the semantic aspects were the use of instructional materials, the nature of the propositions, the presence of errors and adhesion to focus question. In addition to these analyzes, it was verified the presence of natural groups that could be explained with the use of theoretical categories. Analysis of the results indicates that the conceptual maps of the CM-PREP and CM-EVAL conditions are quite distinct from each other as it catered to different educational goals. At the Study 2, it was found that the CM-PREP not strongly influenced the development of CM-EVAL, as the reduction of extrinsic charge caused by CM-PREP elaboration was not enough to show differences between the groups, since both were highly trained in conceptual mapping technique. Finally, in Study 3, the main factor correlating the declarative knowledge to the complexity of the conceptual maps was the percentage of appropriate propositions. We concluded that the demand of elaboration of the conceptual map is actually the guide to the type of conceptual map obtained, the elaboration of CM-PREP does not change in a well-trained group in the technique and the main method of assessing concept maps should be reading its propositions.
Miranda, Márcio Santos. "Objetos virtuais de aprendizagem aplicados ao ensino de física: uma sequência didática desenvolvida e implementada nos conteúdos programáticos de física ondulatória, em turmas regulares do nível médio de escolarização que utilizam um sistema apostilado." Universidade Federal de São Carlos, 2013. https://repositorio.ufscar.br/handle/ufscar/4449.
Повний текст джерелаThe use of digital learning objects (DLO) in the classroom has become more relevant and frequent. Therefore, reflecting on pupils and teacher s attitude, in real-class situations about the insertion of new educational technologies has proved pertinent and up to date. This paperwork presents a didactic sequence about Physics of Waves using mainly PhET Interactive Simulations. The methodological approach is based on the Meaningful Learning Theory by Ausubel and coworkers and the Face-to-Face Collaborative Method developed by Moreira. The sequence was applied in two Physics classes of two different Brazilian High Schools which use a Teaching Structured System. All the activities are designed in the form of a preliminary, Interaction with the DLO, and outcome and planned for double 45-minute classes. The continuous use of Maps of Concepts in order to follow the evolution of concepts understanding of the student has allowed to conclude that there have been effective learning gains in the process of hierarchical organization and relationship between the concepts involved in the Physics of Waves. The work described here has shown that it is possible successfully insert DLO in the regular classrooms of a traditional private school. However, the most important result from this work has been the change in the attitudes of students and teacher and their behavior in the classroom. After this practice, the teacher has planned the classes more carefully, introducing new teaching initiatives, and the students have experienced a more active and protagonist role in the process of knowledge building.
O uso dos Objetos Virtuais de Aprendizagem (OA) em sala de aula tem se tornado mais relevante e frequente. Portanto, refletir sobre a atitude de alunos e professores, em situações reais de sala de aula e considerando a inserção de novas tecnologias educacionais, torna-se pertinente e atual. Esse trabalho apresenta uma sequência didática sobre Física Ondulatória, construída a partir das simulações disponibilizadas pela Universidade do Colorado (PhET Physics Interactive Simulations). A abordagem metodológica se baseia na Aprendizagem Significativa de Ausubel e no Método Colaborativo Presencial de Moreira. A sequência foi aplicada em aulas de física de duas distintas turmas do Ensino Médio que utilizam como material didático as apostilas do Sistema Anglo de Ensino. Todas as atividades foram construídas apoiadas em três momentos distintos: preliminar, interação e desfecho planejadas para aulas duplas de 45 minutos cada. Foi fundamental, para avaliação da compreensão dos alunos, o uso contínuo de mapas de conceitos. Ademais, pudemos concluir o que de fato eles haviam aprendido quanto à hierarquização e relação entre os conceitos da Física Ondulatória. O trabalho descrito aqui permite evidenciar a possibilidade de inserção de OA em salas de aula regulares de um ensino médio privado. E o resultado mais importante desse trabalho é, enfim, a mudança nas atitudes, tanto de professor, quanto de alunos, em relação ao comportamento em sala de aula. Depois dessa prática, o professor passou a planejar mais cuidadosamente a aula, tornando o processo autoral e os alunos experimentaram uma posição mais ativa e protagonista no processo de construção do conhecimento.
Alou, Ramis Damià. "El concepto de marcador estructural: su aplicación en el discurso poético de Phipil Larkin." Doctoral thesis, Universitat Pompeu Fabra, 2008. http://hdl.handle.net/10803/7588.
Повний текст джерелаPosteriormente, se aplica el análisis basado en los marcadores estructurales a 21 poemas de Philip Larkin, seleccionados por temas. El producto práctico de este análisis es la traducción al castellano de cada poema, acompañada de un mapa donde figuran los rasgos que forman la estructura; y el producto teórico una caracterización estilística de la poesía de Larkin, representada en un mapa donde figuran sus principales rasgos estilístico.
También se aporta un esbozo de crítica de la traducción basado en dicha herramienta.
This dissertation consists of two parts. The first one is an attempt to define and delimit the concept of structural marker as a tool of text analysis applied to poetic translation. After dealing with the specificity of the poetic text and re-examining the main theories about poetic translation, structural markers are identified with the stylistic features that mark the semantic frame of the text.
Afterwards, we apply the analysis based on the structural markers to 21 poems by Philip Larkin, put into groups by themes. The practical outcome of this analysis the translation to Spanish of this poems, accompanied with a map where the main structural features can be seen; and the theoretical outcome is a stylistic characterisation of Larkin's poetry, which we represent in a stylistic map.
We also find an outline of translation criticism based in this tool called structural marker.
Padilla, Maturana Eric Nibaldo. "“Diseño de un Sistema de Control de Gestión Bajo el Concepto y Metodología de un “Cuadro de Mando Integral (CMI)”, para la Empresa Tecno Tip-Top (Chile) S.A. Sucursal Iquique." Tesis, Universidad de Chile, 2008. http://www.repositorio.uchile.cl/handle/2250/101948.
Повний текст джерелаJunior, Jerson Geraldo Romano. "Mapas conceituais no ensino de ciências: identificação de proposições estáticas e dinâmicas nas relações entre a ciência, tecnologia e a sociedade." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-25022013-131417/.
Повний текст джерелаThe concept maps (CMs) are useful for representing knowledge and promote meaningful learning, but recent studies in the literature indicate that they are not being fully exploited because they are rarely used to represent knowledge by diversifying the propositions. The propositions are fundamental units of knowledge in concept maps (CMs). Different authors may answer the same question different focal performing connections and related concepts in different ways to represent knowledge. Our purpose is to prepare an analysis of propositions (n = 1455) present in MCs (n = 104) collected in the course of Nature Sciences (EACH-USP/Leste) in 2009, during the first (MC5) and third assessment (MC15). The analysis used the propositional proposed a scheme for taxonomic classification of static and dynamic propositions in six categories. The proposals represent the static knowledge with definitions and classifications, while the dynamic propositions expressing relations of action, influence, dependence, and proportionality between cause and effect concepts. The number of propositions in each category went through descriptive statistical methods, to show the statistical parameters as mean, median, lower quartile, upper quartile, the sample minimum and maximum sample to describe each of the six variables considered in the analysis proposed propositional this work. A comparison of mean values for each category analysis of propositional evaluations MC05 to mean values for each category of MC15 evaluation was made using t-test. The exploratory multivariate statistical method was used to perform hierarchical cluster analysis (HCA) to observe possible trends among students and / or categories. HCA grouped the categories and in MC15 was a greater distribution of the types of propositions between the dynamic categories. The HCA was formed three groups for both assessments and, although trends of groupings have been kept, there was an increase in the total number of propositions, and more than 60% of students opted for dynamic propositions, proving the effectiveness of the stimuli provided in the evaluations . The results point to the necessity of using propositional analysis of the conceptual mapping to diversify forms of knowledge representation, they are not solely for the purpose of describing, defining and classifying concepts, but are used to encourage conceptual relations action, influence, dependence, proportionality and cause and effect.
Beber, Silvia Zamberlan Costa. "Aprendizagem significativa, mapas conceituais e saberes populares : referencial teórico e metodológico para o ensino de conceitos químicos." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/181067.
Повний текст джерелаThe process involving the teaching and learning of Sciences, especially Chemistry, is the central focus of this qualitative research. We start from the assumption made by Joseph Novak that cognitive, affective and psychomotor aspects exert a positive or a negative influence on students and teachers involved in teaching and learning situations. Potentially meaningful material, stable subsumption available in students' cognitive structure and willingness to learn are essential prerequisites for promoting meaningful learning, according to Ausubel and his colleagues. Elementary schools reproduce curricula that are generally composed of a body of school knowledge, based on scientific knowledge and with little or no relation to the everyday knowledge present in the students' lives, who often do not understand the reason why they are supposed to learn such content. This study aims to investigate whether a teaching methodology that employs popular knowledge and concept maps can facilitate the meaningful learning of chemical concepts among high school students of a public school. For this purpose, a Potentially Meaningful Teaching Unit (PMTU), as defined by Marco Antonio Moreira, was elaborated and developed, having as its common thread a practical activity with residents of the school community who have the popular knowledge of cheese production. During the development of the PMTU, data were collected through a questionnaire (pre-test and post-test), experimental activities, an individual written evaluation and concept maps. By analysing these data, we intended to identify possible signs of meaningful learning, considering school knowledge and popular knowledge all together, contemplating the ecology of knowledges proposed by Boaventura de Sousa Santos. The evaluation of learning occurred through interpretive qualitative analysis in order to verify the expansion of the subsumption identified in the cognitive structure, the evolution of the understanding of the concepts studied and the assimilation of new concepts. The concept maps were analysed through categories related to the concept map structure and to the category of chemical kinetics concepts. Students, teachers and holders of popular knowledge were interviewed so that they could evaluate the teaching methodology used in the development of the research. Moraes and Galiazzi's Discursive Textual Analysis (DTA) was adopted as an analysis methodology, and a priori and emerging themes and categories were established based on the collected data. The results indicate that popular knowledge and concept maps are effective for the teaching and learning process in Chemistry. Concept maps are excellent resources for diagnosing and tracking the learning process of students. In this research, they proved to be an efficient way to systematise the knowledge of cheese production and also to verify the learning of the body of knowledge studied at the end of the PMTU development. Moreover, popular knowledge influenced the willingness to learn. According to the students and the teacher, the holders of this knowledge felt valued by the school community and the university as they participated in the activity, disseminating their knowledge. The collaborative research model met the objective of integrating school, university and community into the teaching and learning process.
Baptista, Darcilio Fernandes. "Estrutura e função de comunidades de insetos aquáticos em um sistema fluvial de Mata Atlântica no sudeste brasileiro, com especial referência à avaliação do conceito de continuidade de rios (CCR)." Universidade Federal do Rio de Janeiro, 1998. http://hdl.handle.net/11422/3993.
Повний текст джерелаMade available in DSpace on 2018-05-24T18:11:06Z (GMT). No. of bitstreams: 1 278479.pdf: 14197093 bytes, checksum: b90b49fcc6d0208f5fad41bb55856752 (MD5) Previous issue date: 1998
CAPES
Os rios passaram a ser vistos como ecossistemas complexos há muito pouco tempo atrás. Somente nos meados deste século deixaram de ser considerados como meros canais de escoamento das águas pluviais, para serem tratados como sistemas abertos com suas espécies constituintes conferindo-lhes uma organização em estrutura e função. A partir desta mudança de paradigma, foram desenvolvidos diversos modelos para explicar o comportamento de tais ecossistemas nas mais diferentes situações ecológicas. No entanto, em sua grande maioria, esses modelos foram baseados em conhecimentos ecológicos de regiões de clima temperado, havendo pouquíssimos estudos sobre a organização das comunidades de invertebrados nestes sistemas em regiões tropicais. O presente trabalho procura trazer uma contribuição para o entendimento do funcionamento de um ecossistema de rio de tamanho médio nos domínios da Mata Atlântica no sudeste brasileiro. Inicialmente, apresentamos uma breve revisão de alguns conceitos sobre comunidades e a descrição dos principais modelos que explicam o funcionamento dos ecossistemas de rios e, em especial, o Conceito de Continuidade de Rios de VANNOTE et al.(1980). A conceituação geral dos modelos é apresentada de forma que possamos compará-la com nossos resultados. A seguir, são apresentados os estudos sobre a composição e organização estrutural das comunidades de insetos aquáticos ao longo do gradiente longitudinal da bacia do Rio Macaé no Estado do Rio de Janeiro. Foi analisada, por estatística multivariada (Análise de Correspondência e Análise de Agrupamento), a distribuição espacial das comunidades...
Rivers became regarded as complex ecosystems very recently. Only at the middle of the 20th century they stopped from being considered mere drainage channels for pluvial waters and started to be seen as open systems, with their constituent species providing a functional and structural organization. From then on, several models were developed to explain the behavior of these ecosystems under a wide variety of ecological situations. However, most of these models were based in the knowledge acquired in temperate areas, with very few studies focused on the organization of invertebrate communities from tropical regions. The present work intends to contribute to the understanding of a middle-sized river ecosystem placed in the Atlantic Forest of southeastern Brazil. A brief review of some concepts about communities is presented. First, as well as the description of the major models that explain river ecosystem function, especially the River Continuum Concept from VANNOTE et. al (1980). The general foundations of these models are displayed in a way that allows an easy comparison with the results presented herein. Next, the results about the composition and structure of the aquatic insects communities along the longitudinal gradient of the Macaé river basin are exhibited. The spatial distribution of these communities...
Sestari, Fabiane Beatriz. "A construção e apropriação do conhecimento através da interação discente e di-docente em projetos experimentais no ensino de física." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/72588.
Повний текст джерелаIn the current educational system, teaching methods usually favor the transmission of authoritative knowledge, enhancing the student's ability to memorize and to reproduce the curriculum content, without exhibiting significant appropriation of knowledge. To give a priority to the construction of knowledge and to the meaning of what is taught, introducing Physics in an attractive manner to the student, those are some challenges of the teaching practice. In order to valorize exchanges among students themselves and the students with the teacher, in the teaching-learning process, and to promote an educational practice which results in a consistent and lasting Physics learning, we have developed a proposal that includes a set of methodologies: experimentation activities, projects methodology, and the use of concept maps as tools for the teaching-learning process. In order to equip the Physics teachers, and from other fields of knowledge, we designed a website called "Experiencing Physics", which introduces the construction stages, the methodologies used and the resulting material. Through concept maps we relate physical experiments with their underlying concepts. The page presents a methodological suggestion, as well as an extensive list of experimental projects that can be used in classroom, through videos created by the students themselves. We have adopted, as the main basis for this research, the theories of meaningful learning, by Ausubel, and of social interaction, by Vygotsky, emphasizing the importance of mediation in student's progress and learning. Other authors are cited to reinforce this theoretical choice. The proposal was developed in six high school classes at a private school in the city of Carazinho/RS, from March to December 2011.
Conceição, Adriano Nardi. "Estudos sobre o uso de mapas conceituais na avaliação da aprendizagem: a importância da tarefa." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-06012017-143248/.
Повний текст джерелаConcept maps are graphic organizers that favor the explicit description of conceptual relationships due to the need to prepare them from propositions that containing a binding term. The challenge to obtain concept maps prepared by students that are correlated with part of their mental models is an obstacle that deserves further investigation. Two important aspects can usually be neglected by teachers who use concept maps in the classroom: (i) the need to train students in the concept mapping technique, and (ii) the importance of to define how the concept maps are requested to students. These two aspects of assessment task with the use of maps generated in students working memory cognitive loads that need to be managed. The neglect of these factors results in superficial concept maps and low semantic clarity that do not reflect the conceptual organization that is contained in cognitive structure of mapper. In this work we investigate the use of concept maps as an assessment tool in one of the moments of discipline ACH 0131 Natural Science offered to first year undergraduate students, in order to verify the conceptual knowledge of students about astronomy from the perspective of technological and scientific development. Two concept maps were considered in this study: the first done one week before the test and that could be used as reference material (CM-PREP) and other that was a part of the test and should be done on day test (CM-EVAL). For this work we proposed two complementary studies to evaluate the effect of the preparation of CM-PREP about the structural and semantic features of the CM-EVAL (Study I) and evaluation of the relationship between structural and semantic features of the CM-EVAL and conceptual understanding of students about astronomy in the context of the emergence of modern science and scientific-technological development (Study II). As methodology were used the analyzes that consider the maps on the levels of concept, proposition and propositional network, offering several perspectives under which the conceptual maps prepared by students can be evaluated. The Study I showed that the development of CM-PREP did not influence the structural features of the CM-EVAL, but influenced the semantic features, so the students used more appropriate propositions and showed a low incidence of escape of the focal question. The Study II verified that the factors of CM-EVAL that are positively correlated with the conceptual understanding of students on the subject are mainly the amount of appropriate propositions and the choice of more complex concepts to compose the test map. We conclude with this work that for well trained students in the concept mapping technique the elaboration of a preparatory concept map does not influence the test map structural features even being near to the training stage. This was explained by the restrictive characteristics of demand and the proficiency of students. On the semantic aspects we observed that the preparation of the students had a positive effect on CM-EVAL features and also that the obtained maps were correlated with the declarative knowledge of the students and can be used as tools for learning assessment.
Urzedo, Junior Sérgio. "Identificação de famílias em situação de vulnerabilidade social no Brasil para planejamento de políticas públicas : estudo dos segmentos urbanos das capitais e regiões metropolitanas." Niterói, 2016. https://app.uff.br/riuff/handle/1/2174.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Fundação Centro Estadual de Estatísticas, Pesquisas e Formação de Servidores Públicos do Rio de Janeiro. Coordenadoria de Gestão da Informação. Rio de Janeiro, RJ
Este trabalho teve como objetivo desenvolver uma metodologia de diagnóstico social de modo a ajudar na identificação e ordenação de regiões em termos do grau de vulnerabilidade social. Para tal foi discutido o conceito de vulnerabilidade social (KAZTMAN e FILGUEIRA, 2006) e a relação de sua formulação teórica com as mudanças ideológicas no pensamento econômico. Para tal foi realizada uma análise histórica sobre o pensamento desenvolvimentista, teorias Cepalinas, em especial, nas teorias de Celso Furtado, e sobre a evolução da pobreza e miséria no Brasil. Para construção do Indicador de Vulnerabilidade Social (IVS) utilizou-se o conceito de multidimensionalidade para cálculo da vulnerabilidade das famílias/domicílios. A fonte dos dados foi o censo demográfico de 2010, de onde foram retirados os microdados do universo e através de análise fatorial foi possível ordenar os setores censitários de acordo com sua classificação. Estas informações georreferenciadas possibilitaram a construção de mapas que apontam geograficamente a Vulnerabilidade das famílias/domicílios possibilitando uma análise do microssocial para fins de planejamento público e privado em programas e projetos voltados à assistência social.
This study aimed to develop a methodology for social diagnosis in order to assist in the identification and ordering of regions in terms of the degree of social vulnerability. For this was discussed the concept of social vulnerability (Kaztman and FILGUEIRA, 2006) and the relationship of its theoretical formulation with ideological shifts in economic thinking. For such a historical analysis of development thinking, Cepal theories, especially theories of Celso Furtado, and on the evolution of poverty and misery in Brazil was performed. Construction of Social Vulnerability Indicator (IVS) we used the concept of multidimensionality for calculating the vulnerability of families / households. The data source was the census of 2010, which were removed from the microdata of the universe and through factor analysis it was possible to sort the census tracts according to their classification. This information allowed the construction of georeferenced maps that link geographically Vulnerability of families / households enabling an analysis of the micro for purposes of public and private planning programs and projects aimed at social assistance.
Svobodová, Veronika. "Hodnocení výkonnosti podniku." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2015. http://www.nusl.cz/ntk/nusl-225076.
Повний текст джерелаELNER, FREDRIK. "Faktorer som påverkar en miljöinvestering." Thesis, KTH, Industriell Management, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-155129.
Повний текст джерелаThe purpose of this master thesis is to present a comparison between the factors that affects an environmental investment. This is done through applying a theoretical framework on the factors affecting a company’s existing appraisal model for environmental investments. The company that was a part of this thesis asked at an initial stage for confidentiality, therefore it is called the Company in this thesis. The Company that contributes with the appraisal model is a multination-al group with operations in many different industries, but with a focus on the Nordic countries and products that may be linked to the agricultural sector. The theoretical framework has its base in the concepts of value and investments and their connection to the environment and the envi-ronmental investment. The identified factors in the theoretical framework are: The investment’s addition to the value creation to the company The investment’s environmental impact How the investment affects the production Demands from society Customer demands From these, the factors affecting a company’s existing appraisal model were compared and their connection to theoretical framework was judged according to a 5-grade scale. Information from the Company was acquired through semi-structured interviews with representatives from the Company. The largest deviation is how the company considers an investment’s contribution to the produced value. Because of this imperfection does the company's model not fully incorporate the produced value and that an environmental investment is irreversible. The overall conclusion is that the Company has identified the same factors as the theoretical framework. The Company has though chosen to use their existing methods and performance indicators that don’t fully incorporate the factors in the theoretical framework. The largest devia-tions are how the company considers an investment’s contribution to the produced value and that it should be considered as irreversible. The Company must therefore in order to enhance their appraisal model develop new performance measures for the factors.
Bernatz, Michele Mae 1955. "The concept of divinity in Maya art." 2006. http://hdl.handle.net/2152/13122.
Повний текст джерела"Der Maya-Countdown 21/12." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-111373.
Повний текст джерелаSoto-Estrada, Engelberth [Verfasser]. "Strategic environmental assessment of a land use programme in the Riviera Maya, Mexico : analysis of alternatives, development of a monitoring concept and GIS monitoring assessment / presented by Engelberth Soto-Estrada." 2008. http://d-nb.info/987499475/34.
Повний текст джерелаVaňková, Petra. "Pojmové mapy jako nástroj hodnocení ve vzdělávání." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-300131.
Повний текст джерелаFerreira, Tânia Raquel Trindade. "Estudo da relação Lean/Green com recurso à metodologia de "Mapeamento de conceitos"." Master's thesis, 2012. http://hdl.handle.net/10316/20571.
Повний текст джерелаNeste estudo procurou-se estabelecer uma relação entre as práticas Lean e Green, e dos impactos que a sua aplicação conjunta pode ter no desempenho das empresas. Para atingir esse objectivo decidiu-se recorrer à metodologia de mapeamento de conceitos. A SRAMPORT foi a empresa a elegida para o caso de estudo, onde onze participantes foram seleccionados para participar no projecto e colaborar na elaboração dos mapas conceituais. O mapa conceito é constituído por seis passos, e estes foram seguidos ao longo do projecto. Os resultados obtidos são analisados e discutidos. Por fim, é analisada a relação entre o Lean Manufacturing e Green Thinking através dos dados fornecidos pelo mapa conceito final, à qual se observou uma relação positiva na implementação simultânea destas duas práticas.
Abstract In this work we tried to establish a relationship between Lean and Green practices, and the impacts that their joint implementation can have on corporate performance. To achieve this it was decided to use the methodology of concept mapping. The SRAMPORT the company was elected to the case study, where eleven participants were selected to participate in the project and assist in the preparation of concept maps. The concept map consists of six steps, and these were followed throughout the project. The results are also discussed. Finally, we analyzed the relationship between Lean Manufacturing and Green Thinking through the data provided by the final concept map, which was observed a positive relationship in the simultaneous implementation of these two practices.
Hurt, Ariana. "La Spirale, Le Zodiaque, and Mana : the convergences between Georges Migot and André Jolivet (1932-1937) = La Spirale, Le Zodiaque, et Mana : les convergences entre Georges Migot et André Jolivet (1932-1937)." Thesis, 2019. http://hdl.handle.net/1866/24565.
Повний текст джерелаThis Master’s thesis explores the convergences between the French composers Georges Migot (1891-1976) and André Jolivet (1905-1974) during the 1930s, in terms of their respective musical aesthetics, compositional techniques, and involvement in the Parisian music scene. The aim is to provide a clearer picture of the relationship between Migot and Jolivet, to evaluate its influence upon their musical ideas and shared interest in the development of the concert society La Spirale, and to assess its significance in the wider sphere of French music. Currently, music history of this period is saturated with writings on Stravinsky, Ravel, and the Groupe des six. This study seeks to provide a better understanding of the other various musical manifestations in 1930s Paris. The first chapter of this thesis consists of an examination of Migot and Jolivet’s respective aesthetics ideas and a discussion of their similarities. The second chapter explores a shared project of the two composers: the concert society La Spirale (1935-1937). While largely un-studied, this organization is known for having given rise to the group La Jeune France (1936-1942), an association formed by Olivier Messiaen, Daniel-Lesur, André Jolivet, and Yves Beaudrier, as the first three also took part in the executive of the former society. Through an exploration of La Spirale’s activities, this thesis not only provides a complete and revisited list of all works performed at its concerts, but also qualifies the involvement of Jolivet and Migot. Finally, this research will conclude with a comparative analysis of select movements from solo piano collections by Migot and Jolivet, Le Zodiaque (1931-1932) and Mana (1935), respectively. While Migot uses a more modal language to convey his lyrism, Jolivet employs an emancipated post-tonal idiom. This analysis will take into consideration pitch and motivic structure (modal and serial practices) and temporal sequences. Moreover, it will provide an examination of the use of the Golden Mean and the Fibonacci series in some pieces.
Vaňková, Petra. "Didaktické aspekty pojmového mapování na základní škole." Doctoral thesis, 2016. http://www.nusl.cz/ntk/nusl-353573.
Повний текст джерелаZůnová, Tereza. "Pojmové mapy a jejich využití v učení vysokoškolských studentů." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-358486.
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