An investigation of the organization of canoe fisheries in Nigeria: A case study of Ilaje/Esedo local government area of Ondo State

The effects of some socio-economic variables on the performance of artisanal fishermen were investigated. The variables include the age-structure of the fishermen, level of investment, educational background, membership of co-operative societies and marketing arrangements. All these variables were found to be crucial to productivity in the artisanal fishing sector

The role of fishermen cooperative societies in the development of fisheries resources on Kainji Lake basin, Nigeria

Field survey was conducted to evaluate the role of fishermen cooperative in the development of fisheries resources in Kainji Lake. The study was conducted with aid of questionnaires administered in five fishing villages namely Monnai, Yuna, Kaya, Malale and Tunga Danbaba. Ten questionnaires were administered in each fishing village majority of the fishermen interviewed are between the ages of 20-40 years. The results of the educational background revealed that 60% of the respondents were knowledgeable only on Quranic education. Majority of the respondents (86%) was members of fishermen cooperative societies. Only 32% of the respondents indicated to have benefited for loan and credit facilities. Sixty-nine (69) percent of fishermen realized income of between N1, 000-N2, and 000 daily. The major problem facing fishermen cooperative includes lack of capital, lack of access to loan and credit facilities, shortage of adequately trained and well-motivated fisheries extension workers, inadequate fishing inputs and high charge of fishing license fees by Kainji Lake fisheries Management and Conservation Unit (KLFMCU). Recommendation was made on how to improve fishermen cooperative for the development of the lake fisheries resources

História de Vida de alunos com deficiência intelectual: percurso escolar e a constituição do sujeito

Esta tese procura compreender o processo de inclusão escolar dos alunos com deficiência intelectual a partir das suas histórias de vida e da percepção que eles têm da escola, considerando a relação entre deficiência, escola e construção do conhecimento. A pesquisa foi realizada em uma escola do campo, pertencente à rede pública estadual do município de Teresópolis no Rio de Janeiro. Objetivo principal foi compreender o processo de inclusão das pessoas com deficiência intelectual na escola regular a partir das histórias de cinco jovens inseridos na rede regular de ensino. Tratou-se de uma pesquisa qualitativa norteada pelo método da história de vida, segundo os pressupostos de Glat (2009), Augras (2009), Ferrarotti (1993) e outros. O referencial teórico adotado no estudo pautou-se na abordagem psicossocial da deficiência, ressaltando a relação que a pessoa com deficiência estabelece com o meio social e cultural do qual faz parte. A partir das histórias de vida dos sujeitos foi possível compreender como os jovens narram sua trajetória escolar, com destaque para as seguintes categorias: 1) trajetória escolar, 2) o papel da escola; 3) relação com os professores e as disciplinas; 4) relação com os colegas dentro e fora da escola; 5) perspectivas de futuro e transição para a vida adulta. O estudo revelou as contradições e a complexidade do processo de inclusão de alunos com deficiência intelectual em escolas comuns, particularmente quando se trata da inserção de jovens no segundo segmento do Ensino Fundamental e no Ensino Médio. Percebemos que mesmo após anos de discussões e pesquisas sobre a inclusão escolar de alunos com deficiência intelectual suas trajetórias ainda são marcadas pela cultura da incapacidade e do descrédito em relação ao que esses alunos podem fazer. As políticas de inclusão, embora bastante avançadas do ponto de vista de suas concepções teóricas, na prática não se traduzem na superação de práticas homogeneizadoras de ensino e organização do espaço escolar. Esperamos que esta pesquisa contribua significativamente para o contexto da educação brasileira, seja no âmbito da escola comum ou da Educação Especial, de maneira que as falas que aqui foram apresentadas ecoem e signifiquem um ponto de reflexão sobre como os sistemas educacionais e nós mesmos estamos compreendendo o processo de inclusão de alunos com deficiência e outras necessidades especiais na escola e na sociedade.

Diagnóstico de um Centro de Estudos Supletivos na cidade do Rio de Janeiro: o que é qualidade na educação de jovens e adultos?

A pesquisa objetivou refletindo sobre concepções de educação de jovens e adultos (EJA) vigentes e analisando práticas diversificadas de atendimento a esse público, desenvolvidas em um Centro de Estudos Supletivos (CES), expressão de política pública estadual existente há quase 40 anos avaliar qualidade de ensino nessa modalidade, em instituição escolar na cidade do Rio de Janeiro, tomada como estudo de caso. Qualidade foi assumida teoricamente com sentido quantitativo referente ao atendimento à demanda por vagas e aumento de certificação; e qualitativo verificando como práticas de atendimento eram compreendidas e apreendidas por professores e alunos, e como recursos e dispositivos escolares se punham a serviço do atendimento. Para empreender a pesquisa, utilizou-se metodologicamente de: revisão de literatura sobre estudos precedentes e legislação pertinente em nível federal e estadual; levantamento de perfis de alunos; dados de matrículas e conclusões de curso; observações sobre o cotidiano escolar; aplicação de questionários a professores e alunos, e consequente análise de dados; avaliação de percursos escolares; práticas pedagógicas adotadas em um período de tempo. A diversificação do atendimento incluindo práticas instituintes revelou-se um caminho para a melhoria da qualidade de ensino no CES, porque fruto da ação humana, que respeita a diversidade de sujeitos e percursos de formação, possibilitando aproveitamento de estudos e reconhecimento de saberes. O entrelaçamento observado no fazer desse CES estudado pode ter ampliado os resultados e a certificação de alunos, constituindo um indicativo de que o CES pode, também, ser um espaço de possibilidades ainda não desenvolvidas ou subutilizadas, à medida que atenda necessidades e interesses dos sujeitos.

Memórias, leituras e escritas comuns de um protagonista anônimo da história: José Luiz da Silva

A pesquisa teve como objetivo conhecer o processo de formação de um sujeito comum: José Luiz da Silva, ararunense (PB), nascido em 1929, oriundo de família de classe popular. Para isso, combinou duas fontes possíveis em estudos envolvendo os protagonistas anônimos da História: seus relatos orais de vida construídos em situação de entrevista e suas escritas ordinárias, buscando identificar marcas de escolarização nesses materiais e suas possíveis ausências , produzidas pelos modelos praticados em contextos escolares, assim como dificuldades enfrentadas por quem foi privado do direito à educação escolar, e que aprendeu a ler e a escrever em outros espaços. Por meio desses fundamentos indispensáveis para o desenvolvimento de aprendizagens, aventurou-se à construção de conhecimentos de forma pessoal, sobretudo, pela leitura. O estudo (auto)biográfico revelou parte das interdições sofridas, em um Estado republicano, destacando períodos cruciais que atravessaram a trajetória do colaborador, percebidos a contrapelo. As narrativas construídas durante os encontros dialógicos permitiram entrar em contato com memórias e subjetividades inerentes ao processo identitário do sujeito, bem como aproximar-me da complexidade que envolveu seu processo de construção de conhecimento nas práticas sociais, à medida que durante as construções narrativas apoderou-se de seus territórios de passagem. A proposta indiciária contribuiu na percepção e apreensão de detalhes reveladores do processo de formação do sujeito e dos usos que fez de táticas, na condição de subalternidade imposta pelos modelos hegemônicos. A pesquisa favoreceu-se, apesar da falta de objetos-monumentos das passagens escolares, do transbordamento da memória de um cidadão octogenário. As experiências (re)construídas pelo Sr. José Luiz revelaram aspectos que se assemelham a histórias de vida de outros sujeitos adultos: no momento em que o direito à educação na infância lhes é negado, (re)inventam outras formas de aprender e de participar da sociedade da cultura escrita

Marketing of small indigenous species of fish (SIS) in three selected fish markets of Mymensingh

A socio-economic survey was conducted round the year in three fish markets at Mymensingh, Bangladesh. The selected markets were categorized as rural market (Sutiakhali market), a peri-urban market (Kamal Ranjeet market, BAU) and an urban market (Notun Bazar market, Mymensingh town). It was learnt from the survey that the availability of Small Indigenous Fish Species (SIS) declined to a great extent over the last few years and at presently many of such fish species are either threatened or at the edge of extinction. The supply of SIS was highest in KR market (37% of total) and more or less similar in Notun Bazar and Sutiakhali fish market (25 and 27% respectively). The total supply of SIS fluctuated from 25% to 35% throughout the year in these markets. About 48 SIS were found in the sampled markets over the survey period. The highest number of species (45) was found in KR market followed by Notun Bazar (42) and Sutiakhali (37) fish markets. During the survey, three critically endangered species namely, schilbid catfish, garua catfish and rita were found in these markets. Beside these, other 11 and 10 species were listed to be endangered and vulnerable respectively. The biodiversity of 21 SIS found in three markets were no threat at all. Three species (guntea loach, Indian glass barb and flying barb) were 'data deficient' as reported by the IUCN Red Book (IUCN-Bangladesh 2000). From the supply point of view small prawn, spotted snakehead, stinging catfish, pool barb, striped dwarf catfish, Gangetic mystus, walking catfish and tank goby were the prominent fish. The least available species found in this survey were lesser spiny eel, barred spiny eel, Gangetic ailia, freshwater garfish, zig-zag eel, flying barb, Ganges river sprat, freshwater river shad and dwarf gourami. The weight of SIS available in Notun bazar was highest and nearly double than other two markets. There was no significant difference recorded in the supply of SIS in Sutiakhali and KR markets. The average monthly SIS supply was 185, 192 and 467 kg in KR, Sutiakhali and Notun Bazar, respectively; therefore, the cumulative average supply was 844 kg per month in three markets. The price of SIS ranged widely from taka 50-450/kg depending on species, location of market, time of purchase and the condition of fish. In general small prawn, ticto barb, dwarf gourami, Gangetic leaffish, and Annandale loach were sold at a lower price (ranged taka 50-100/kg) and these species could be considered at the bottom of the market-price list. Other SIS like walking catfish, climbing parch, butter catfish, cotio and schilbid catfish valued as highest price (ranged taka 150-450/kg). There was no specific marketing chain for SIS in Mymensingh region. The components of marketing channels and their expansion varied with seasons and locations. The general pattern, however, was as this - after buying fish from fish farmer/fishermen, middlemen (locally known as Foria) used to buy fish to wholesale market and sell to the wholesalers. The retailers used to buy fish from wholesaler through auction to the highest bidders. The retailers then send the fish to particular market where the fish reached the consumers. The livelihood strategy of SIS retailers in three fish markets showed that socio-economic constraints such as low income, poor educational background, low economic status and lack of capital are the main constrains [sic]. Most of the retailers proposed that government should control the fish price throughout the year, so that the producers can get reasonable and stable price. Construction of cold storage and preservation facilities at market sites, improvement of road and communication, improvement of physical market facilities and reduction of market chain is essential. Credit facilities, improvement of their standard of living, health and sanitary condition, housing condition, children education and access to drinking water facilities were identified as additional aspects to improve socio-economic condition of SIS retailers.

5-9岁儿童对常见食物及其功能的认知发展

Research on naïve biology investigates children spontaneous understanding of biology objects, phenomena and function. Previous researches focus mostly on biology phenomena. Little has done on organism’s function, such as eating food. Many research in this field found that children were unable to categorize food by nutrition criterion, but rely on physical cues. In order to investigate the development of children’s naïve understanding of food and to find if they can classify food by nutrition criterion, three age groups (5-year-olds, 7-year-olds, and 9-year-olds) were included in this study. Varies experimental tasks were also used to explore the children’s understanding of food and its function. The results showed as the followings: 1) A few 5-year- old children can classify food by nutrition criterion when they take the spontaneous classification task. However, more and more children can realize what make a kind of food different from another can be the nutrition it contains. 2) Kindergarteners can find the relation between food and its output. When they become older, more and more children can explain the relation by consistent theory. It can be said that 9-year-old children have already have a profound understanding of nutrition. They gradually developed naive theory of biology on nutrition level. 3) Even kindergarteners can understand the concept of “food balance”. However, with development there was a significant age increase in food balance choice. 4) Children’s knowledge of food balance grows with age, but urban and rural educational background influence cognitive performance.

学前儿童朴素生物学“理论”的发展——对“生长”认知的实验研究

There is a debate in cognitive development theory on whether cognitive development is general or specific. More and more researchers think that cognitive development is domain specific. People start to investigate preschoolers' native theory of human being's basic knowledge systems. Naive biology is one of the core domains. But there is argument whether there is separate native biological concepts among preschoolers. The research examined preschoolers' cognitive development of naive biological theory on two levels which is "growth" and "aliveness", and it also examined individual difference and factors that lead to the difference. Three studies were designed. Study 1 was to study preschoolers' cognition on growth, which is a basic trait of living things, and whether children can distinguish living and non-living things with the trait and understanding the causality. Study 2 was to investigate preschoolers' distinction between living things and non-living things from an integrated level. Study 3 was to investigate how children make inferences to unfamiliar things with their domain specific knowledge. The results showed the following: 1. Preschoolers gradually developed naive theory of biology on growth level, but their naive theory on integrated level has not developed. 2 Preschoolers' naive theory of biology is not "all or none", 4- and 5-year-old children showed some distinction between living and non-living things to some extent, they use non-intentional reason to explain the cause of growth and their explanation showed coherence. But growth has not been a criteria of ontological distinction of living and non-living things for 4- and 5-year-old children, most 6-year-old children can distinguish between living and non-living things, and these show the developing process of biological cognition. 3. Preschoolers' biological inference is influenced by their domain-specific knowledge, whether they can make inference to new trait of living things depends on whether they have specific knowledge. In the deductive task, children use their knowledge to make inference to unfamiliar things. 4-year-olds use concrete knowledge more often while the 6-year-old use generalized knowledge more frequency. 4. Preschoolers' knowledge grow with age, but individuals' cognitive development speed at different period. Urban and rural educational background affect cognitive performance. As time goes by, the urban-rural knowledge difference to distinguish living and nonliving things reduces. And preschoolers' are at the same developmental stage because the three age groups have similar causal explanation both in quantity and quality. 5. There is intra-individual difference on preschoolers' naive biological cognition. They show different performance on different tasks and domains, and their cognitive development is sequential, they understand growth earlier than they understand "alive", which is an integrated concept. The intra-individual differences decrease with age.

La valoración que los graduados tienen sobre su formación universitaria desde su situación laboral actual

En este artículo analizamos la valoración de los titulados universitarios sobre la formación recibida y su utilidad en la ocupación actual. El objetivo es analizar si existen diferencias por el nivel formativo de origen y el sexo de los estudiantes. A su vez, examinamos si las características de la situación laboral intervienen en estas relaciones afectando diferencialmente según las características sociodemográficas. Los resultados muestran la existencia de diferencias valorativas entre los jóvenes según su origen social y sexo, siendo las mujeres y los jóvenes de clase trabajadora los que valoran mejor su formación recibida. Finalmente, con la introducción de la situación laboral como variable de control constatamos que, en algunos casos, estas diferencias valorativas son debidas al contexto laboral actual de los graduados más que a diferencias sociodemográficas.

The British conservative party and Europe:The choosing of John Major

This article provides an empirical analysis of voting behaviour in the second ballot of the 1990 Conservative leadership contest that resulted in John Major becoming party leader and prime minister. Seven hypotheses of voting behaviour are generated from the extant literature relating voting to socio-economic variables (occupational and educational background), political variables (parliamentary experience, career status, age and electoral marginality) and ideological variables (drawn from survey data on MPs' positions on economic, European and moral issues). These hypotheses are tested using data on voting intentions gathered from published lists of MPs' declarations, interviews with each of the leadership campaign teams, and correspondence with MPs. Bivariate relationships are presented, followed by logistic regression analysis to isolate the unique impact that each variable had on voting. This shows that educational background, parliamentary experience and (especially) attitudes to Europe were the key factors determining voting. The importance of Europe in the contest is particularly instructive: the severe problems for Major's leadership which were caused by the issue can be attributed to, and understood in the context of, the 1990 contest in which he became leader.

Turismo e transportes num mundo global : uma experiência didática no 8º ano de escolaridade

Relatório da prática de ensino supervisionada, Mestrado em Ensino de História e Geografia para o 3º ciclo do Ensino Básico e do Ensino Secundário, Universidade de Lisboa, 2014

Razões da escolha do ensino secundário profissional pelos jovens : análise comparativa entre as escolas profissionais e as escolas secundárias no Concelho de Ponta Delgada

Dissertação de Mestrado, Ciências Sociais, 2 de Março de 2016, Universidade dos Açores.

An exploration of the impact of a mandatory quality assurance program on the staff nurse's commitment to professional development /

This study explored experiences in relation to the impact of the College of Nurses of Ontario's (CNO's) mandatory Quality Assurance (QA) program on registered nurses (RNs) working in a clinical setting of an acute care hospital. A qualitative descriptive research design was used and data collection was done in 2 stages. First, a survey with open-ended questions was given to 45 nurses. Second, 8 respondents from the survey were interviewed using a semistructured format. Data were obtained from 2 groups-diploma-prepared and post diploma-prepared RNs. Findings demonstrated that the CNO's QA program had varying influences on the RNs' learning paths, and these differences appeared to be related to the educational background of the individual. The diploma-prepared nurses reported that their commitment to professional development was influenced by their level of internal motivation, the pressures associated with time, and the need for a strong external motivator, namely the obligation of management to conduct formal performance appraisals. They further reported that the QA program played a part in positively altering their commitment to continuing education. The post-diploma baccalaureate nurses reported that the QA program played a positive role in influencing their ongoing learning, along with their level of internal motivation, the work and health care environment, and the element of professionalism. Several implications for nursing practice, theory, and fiirther research also became evident.

Interaction and knowledge exchange among academic business librarians in Ontario

A research project submitted to the Faculty of Extension, University of Alberta in partial fulfillment of the requirements for the degree of Master of Arts in Communications and Technology in 2005.

A especificidade da escolha da profissão de professor de educação física nos estudantes da Faculdade de Educação Física e Desporto da Universidade Lusófona de Humanidades e Tecnologias

RESUMO: O presente estudo pretende distinguir a especificidade das referências dos estudantes dos três ramos da licenciatura de Educação Física da Universidade Lusófona de Humanidades e Tecnologias (ULHT), para a escolha do curso e da profissão de professor de educação física, bem como comparar a especificidade das referências dos estudantes dentro dos cinco anos constituintes da formação inicial. Pretende-se ainda caracterizar as representações dos estudantes de Educação Física e Desporto Escolar (EFDE), a frequentar o 3º ano da Licenciatura e o 1º e 2º ano do Mestrado, sobre as orientações da formação recebida. Juntos dos estudantes do 5º ano, pretende-se caracterizar as representações que estes tiveram sobre o apoio e supervisão dos Orientadores de Estágio, bem como caracterizar a auto-avaliação que realizam sobre os seus resultados profissionais no relacionamento com os alunos, durante o ano de estágio pedagógico. Participaram neste estudo 450 estudantes da Faculdade de Educação Física e Desporto, da Universidade Lusófona de Humanidades e Tecnologias. Tendo por base o estudo “Motivação para a Profissão Docente”, de 1996, do Professor Doutor Saul Neves de Jesus e a metodologia por ele realizada, foi aplicado o mesmo tipo de estudo a outra amostra tentando perceber de que forma é que esta se manifestava, tendo em conta os objectivos delineados. O instrumento utilizado, originalmente construído e aplicado por Jesus (1996), é um inquérito por questionário, composto por 44 itens com resposta em escala tipo likert. De forma a avaliar as problemáticas em estudo, estes itens encontravam-se divididos em quatro dimensões: motivação inicial para a profissão docente, modelo de formação educacional, apoio no estágio pedagógico e resultados profissionais obtidos no ano de estágio pedagógico. Os estudantes do ramo de EDFE mostram estar mais focados nos aspectos nucleares a ter em conta aquando da escolha da profissão de professor de educação física do que os estudantes dos ramos de Exercício e Bem-Estar (EBE) e Treino Desportivo (TD). Dos três ramos em análise, os estudantes de TD são os que mais vincadamente marcam a posição de não quererem ser professores de educação física. Os estudantes de EFDE, a frequentar o 3º e último ano da Licenciatura e o 1º e 2º ano da Mestrado (descritos como 4º e 5º ano), avaliam positivamente o modelo de formação educacional recebido. Dos três anos em análise, são os alunos do 3º ano que obtiveram a média mais alta na pontuação de sete dos onze itens que compunham esta dimensão. Os estudantes do 5º ano têm uma representação bastante positiva acerca do apoio prestado pelos seus orientadores de estágio, bem como realizam uma auto-avaliação bastante positiva no que diz respeito ao relacionamento com os seus alunos e aos objectivos profissionais daí inerentes durante o ano de estágio pedagógico. ABSTRACT: The present study aims to distinguish the specificity of the references of the students in the three branches, of the Physical Education degree on Universidade Lusófona de Humanidades e Tecnologias (ULHT), for choosing the course and the profession of physical education teacher, and to compare the specificity of the references of students within five years of initial constituents. Another objective is to characterize the representations of the students of Physical Education and School Sport (EFDE), to attend the 3rd year of Bachelor and 1st and 2nd year of the Masters on the guidelines of the education received. Have participated in this study 450 students from the Faculty of Physical Education and Sport, of Universidade Lusófona de Humanidades e Tecnologias. Based on the study "Motivation for the Teaching Profession", 1996, by Professor Saul Neves de Jesus and the methodology he performs, we applied the same type of study to another sample trying to understand how this is manifested, taking into account the objectives outlined. The instrument used, originally built and used by Jesus (1996), is a questionnaire composed of 44 items with Likert scale response. In order to assess the problem under study, these items were divided into four dimensions: initial motivation for the teaching profession, type of educational background, support in teaching practice and professional results obtained in the year of teaching practice. Students of the branch EDFE shown to be more focused on core aspects to consider when choosing the profession of physical education teacher compared to students from branches of Exercise and Wellness (SBS) and Sports Training (DT). Of the three branches in analysis, students of TD are the most that distinctly mark the position of not wanting to be physical education teachers. EFDE students, to attend the 3rd and final year of the Bachelor and the 1st and 2nd year of Master (described as 4th and 5th year), positively evaluate the educational model received. Of the three years under review the third grade students are the ones who achieved the highest average score in seven of the eleven items that made up this dimension. Students in fifth grade have a very positive representation about the support provided by their advisors stage and perform a self-assessment very positive with regard to the relationship with their students and professional goals there inherent during stage pedagogical.