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Imagen de portada: Máscara para Ariadne (2016)

Máscara para Ariadne (2016)

Livsfrågor och religionskunskap : En belysning av ett centralt begrepp i svensk religionsdidaktik

This thesis focuses on “livsfrågor” (questions of life) a typical Swedish concept introduced in the RE syllabus in the curriculum for compulsory schools in 1969. The study poses three questions: what can qualify as a “livsfråga”, why are they regarded important, and how do they fit into teaching? The main purpose is to study differences of the concept in two materials. Primarily interviews with Teacher educators all over Sweden and, secondly in the R.E. syllabus for compulsory and secondary schools from 1962 until today. Finally, the two materials used, will be brought together, and foci are recognized with the help of a tool for thought.  The study is using the concept dialogicity from Bachtin. Syllabus are viewed as compromises in accordance with a German tradition. In the syllabus, “livsfrågor” is one within many different words used with none what so ever stringency. It is not necessarily the most important term, as “livsåskådningsfrågor” (questions within philosophies of life)  is often dominating in objectivities. Also “existential questions” etc is used. The relation between the words are never made clear.  The syllabus are in one sense monologial as different meanings of the word are not made explicit, and other utterances are not invoked. In the interviews the dialogicity is more obvious. Philosophy is mentioned, eg.. Martin Buber, Viktor Frankl, theology (Paul Thillich), but also literature (Lars Gyllensten) and existentialism in a general sence. Other words are not as frequent – but “livsåskådningsfrågor” are of course mentioned, eg. Faith vs. knowledge. In the last chapter “livsfrågor” is problematized with the help of Andrew Wright and his three metanarrativies within the modern R.E. And the assumption, especially in the syllabus, of “livsfrågor”, as common between cultures and over time is problematized with the help of . feministic theory of knowledge.

Artefatos educacionais com memória cinética Topobo: uma abordagem para o currículo dos anos iniciais

Este artigo apresenta o lúdico como uma forma de trabalhar conteúdos na escola, mostrando de forma introdutória a importância desta atividade. Após é apresentado o kit Topobo, uma ferramenta de uso pedagógico desenvolvido no laboratório de mídias do MIT (Massachusetts Institute of Technology) o qual é comercializado em caixas com diferentes quantidades de peças, onde o professor pode explorar conteúdos de forma lúdica. A partir disto, é mostrada uma metodologia para auxiliar o professor a trabalhar com robótica educacional em sala de aula, e por fim conclui com algumas percepções do uso de um kit Topobo comercial de 100 peças.

A simbiose da educação - aprender a aprender em educação pré-escolar e ensino do 1º ciclo do ensino básico

Relatório de Estágio apresentado à Escola Superior de Educação de Paula Frassinetti para obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico

O papel do e-professor na plataforma de e-learning e-raízes : redes

Relatório de estágio apresentado para obtenção do grau de mestre em Educação e Comunicação Multimédia

Creación de la identidad gráfica para la Biblioteca de la Universidad de Cuenca

El proyecto de identidad gráfica para la Biblioteca de la Universidad de Cuenca presenta las diferentes etapas en la creación de un identificador gráfico. La primera etapa se basa en la investigación y el análisis de los datos recopilados, en la segunda etapa se desarrollan los atributos y parámetros de diseño, e incluye el trabajo gráfico, desde los bocetos hasta el identificador gráfico definitivo, por último, un manual de identidad gráfica presenta todo el contenido de la construcción del identificador gráfico y el uso correcto del sistema de identidad en todas las aplicaciones impresas y digitales.

Self-ordered pointing as a test of working memory in typically developing children

The self-ordered pointing test (SOPT; Petrides & Milner, 1982) is a test of non-spatial executive working memory requiring the ability to generate and monitor a sequence of responses. Although used with developmental clinical populations there are few normative data against which to compare atypical performance. Typically developing children (5!11 years) and young adults performed two versions of the SOPT, one using pictures of familiar objects and the other hard-to-verbalise abstract designs. Performance improved with age but the children did not reach adult levels of performance. Participants of all ages found the object condition easier than the abstract condition, suggesting that verbal processes are utilised by the SOPT. However, performance on the task was largely independent from verbal and nonverbal cognitive ability. Overall the results suggest that the SOPT is a sensitive measure of executive working memory.

Whose health, whose care, whose say? Some comments on public involvement in new NHS commissioning arrangements

Recent health policy in England has demanded greater involvement of patients and the public in the commissioning of health and social care services. Public involvement is seen as a means of driving up service quality, reducing health inequalities and achieving value in commissioning decisions. This paper presents a summary and analysis of the forms that public involvement in commissioning are to take, along with empirical analysis from a qualitative study of service-user involvement. It is argued that the diversity of constituencies covered by the notion of ‘public involvement’, and the breadth of aims that public involvement is expected to achieve, require careful disaggregation. Public involvement in commissioning may encompass a variety of interest groups, whose inputs may include population needs assessment, evaluation of service quality, advocacy of the interests of a particular patient group or service, or a combination of all of these. Each of these roles may be legitimate, but there are significant tensions between them. The extent to which the structures for public involvement proposed recognize these possible tensions is arguably limited. Notably, new Local Involvement Networks (LINks), which will feed into commissioning decisions, are set as the arbiters of these different interests, a demanding role which will require considerable skill, tenacity and robustness if it is to be fulfilled effectively.

Carbon gold rush and carbon cowboys: a new chapter in green mythology?

Individual and collective efforts to mitigate climate change in the form of carbon offsetting and emissions trading schemes have recently become the focus of much media attention. In this paper we explore a subset of the UK national press coverage centered on such schemes. The articles, selected from general as well as specialized business and finance newspapers, make use of gold rush, Wild West and cowboy imagery which is rooted in deeply entrenched myths and metaphors and allows readers to make sense of very complex environmental, political, ethical, and financial issues associated with carbon mitigation. They make what appears complicated and unfamiliar, namely carbon trading and offsetting, seem less complex and more familiar. A critical discussion of this type of imagery is necessary in order to uncover and question tacit assumptions and connotations which are built into it and which might otherwise go unnoticed and unchallenged in environmental communication.

Carbon reduction activism in the UK: lexical creativity and lexical framing in the context of climate change

This article examines discourses associated with a new environmental movement, “Carbon Rationing Action Groups” (CRAGs). This case study is intended to contribute to a wider investigation of the emergence of a new type of language used to debate climate change mitigation. Advice on how to reduce one's “carbon footprint,” for example, is provided almost daily. Much of this advice is framed by the use of metaphors and “carbon compounds”—lexical combinations of at least two roots—such as “carbon finance” or “low carbon diet.” The study uses a combination of tools from frame analysis and lexical pragmatics within the general framework of ecolinguistics to compare and contrast language use on the CRAGs' website with press coverage reporting on them. The analysis shows how the use of such lexical carbon compounds enables and facilitates different types of metaphorical frames such as dieting, finance and tax paying, war time rationing, and religious imperatives in the two corpora.

Beyond the human genome: microbes, metaphors and what it means to be human in an interconnected post-genomic world

Four years after the completion of the Human Genome Project, the US National Institutes for Health launched the Human Microbiome Project on 19 December 2007. Using metaphor analysis, this article investigates reporting in English-language newspapers on advances in microbiomics from 2003 onwards, when the word “microbiome” was first used. This research was said to open up a “new frontier” and was conceived as a “second human genome project”, this time focusing on the genomes of microbes that inhabit and populate humans rather than focusing on the human genome itself. The language used by scientists and by the journalists who reported on their research employed a type of metaphorical framing that was very different from the hyperbole surrounding the decipherment of the “book of life”. Whereas during the HGP genomic successes had been mainly framed as being based on a unidirectional process of reading off information from a passive genetic or genomic entity, the language employed to discuss advances in microbiomics frames genes, genomes and life in much more active and dynamic ways.

Relatório final de estágio pedagógico realizado na Escola Básica Secundária José Gomes Ferreira

A necessidade de um profissional reflexivo é a base que sustenta a realização deste relatório de estágio. A reflexão sobre a ação permite que o professor possa melhorar o seu processo de ensino-aprendizagem conduzindo a uma melhoria tanto no seu desempenho como nodos seus alunos. Para além de reflexivo o professor deve procurar inovar a sua ação. Com isto, torna-se essencial que saiba ser crítico e fundamentar as suas decisões cientificamente definindo as suas ideias com base em pressupostos científicos que também deverão ser questionados por si. A participação na escola e comunidade através de atividades como desporto escolar ou a direção de turma pressupõem que o professor tenha uma formação inicial devidamente abrangente que lhe permita abordar da melhor forma os vários desafios da comunidade escolar. Como professor estagiário todas estas componentes que formam um "bom professor" foram experienciadas neste processo de supervisão pedagógica. Torna-se imperativo que este processo finda com uma reflexão crítica que abranja todas as áreas de desenvolvimento de competências do professor.

Literacy Content and Core Practices: Teacher Educator Pedagogy as the Bridge Between Knowing and Doing

Thesis (Ph.D.)--University of Washington, 2016-04