In-house Preparation of Examination Papers using troff, tbl, and eqn.

Starting in December 1982 the University of Nottingham decided to phototypeset almost all of its examination papers `in house' using the troff, tbl and eqn programs running under UNIX. This tutorial lecture highlights the features of the three programs with particular reference to their strengths and weaknesses in a production environment. The following issues are particularly addressed: Standards -- all three software packages require the embedding of commands and the invocation of pre-written macros, rather than `what you see is what you get'. This can help to enforce standards, in the absence of traditional compositor skills. Hardware and Software -- the requirements are analysed for an inexpensive preview facility and a low-level interface to the phototypesetter. Mathematical and Technical papers -- the fine-tuning of eqn to impose a standard house style. Staff skills and training -- systems of this kind do not require the operators to have had previous experience of phototypesetting. Of much greater importance is willingness and flexibility in learning how to use computer systems.

Tecnologias de informação geográfica e promoção do pensamento espacial crítico: estratégias transdisciplinares em educação para o desenvolvimento sustentável no 3º CEB

Perante a fragilidade da atual conjuntura mundial nos contextos económico, social e ambiental, urge a necessidade de educar os novos cidadãos para a sustentabilidade, pelo conhecimento interativo do local onde vivem e do mundo que os integra. “Ensinar a pensar” e a encontrar soluções criativas sustentáveis, torna-se incontornável. Reconhecendo-se que este propósito carece da integração do conhecimento presencial no território, e a importância das competências de saber pensar o espaço e intervir no meio, partilhadas pela Educação Geográfica (EG) e pela Educação para o Desenvolvimento Sustentável (EDS), onde a dimensão “Espaço” é crítica e aglutinadora das aprendizagens, no presente trabalho propõe-se dar resposta à questão de como desenvolver o Pensamento Espacial Crítico, com recurso a Tecnologias de Informação Geográfica (TIG), de forma a promover aprendizagens significativas em EDS, ao nível do 3.º Ciclo do Ensino Básico (CEB) e no contexto da Escola Básica de Campia. Tendo como grande finalidade a inovação das práticas educativas, espera-se com esta investigação contribuir para o alargamento de fronteiras do conhecimento em Multimédia em Educação e da EG, assumindo-se a importância desta no domínio da EDS, estimulando o Pensamento Espacial (PE), o Pensamento Crítico (PC) e a forma como os alunos e restante comunidade educativa olham e atuam sobre o meio. Face à finalidade apresentada e dado o caráter inovador da presente investigação, adotou-se a metodologia de investigação-ação (I/A), no contexto do paradigma sóciocrítico, de pendor qualitativo. Este estudo foi desenvolvido por intermédio de uma Oficina de Formação, em dois ciclos de I/A, tendo como objetivo a conceção e implementação de estratégias transdisciplinares de ensino e aprendizagem (E/A) em EDS, visando o desenvolvimento de capacidades de PEC e sendo suportadas por TIG. Foram concebidos diversos instrumentos de recolha de dados, para cada ciclo de I/A, e o corpo de dados foi analisado essencialmente através da técnica de análise de conteúdo e pontualmente através da análise estatística de cariz descritivo. O modelo de análise de dados centrou-se numa análise SWOT para identificação das forças, fraquezas, oportunidades e ameaças, e numa matriz TOWS para identificação das ações a empreender entre os ciclos de I/A. Propõe-se, para o efeito, um referencial teórico didático para o conceito de PEC, através de uma taxonomia de capacidades e competências resultante da implementação dos ciclos de I/A. Os resultados obtidos permitem observar que: i) a EG, pelas competências que preconiza e pelo enfoque da dimensão espacial, é potencialmente aglutinadora das aprendizagens, no currículo do 3.º CEB, e pode favorecer a transdisciplinaridade, essencial na EDS; ii) as estratégias de ensino e aprendizagem assentes na EG e com recurso a TIG são promotoras de aprendizagens significativas em EDS pelo desenvolvimento de capacidades de PEC. Contudo, as limitações evidenciadas na investigação suscitaram, através dos ciclos de I/A, a redefinição do percurso formativo proposto e dos instrumentos de recolha de dados concebidos, bem como a introdução de melhorias à taxonomia de PEC desenvolvida no âmbito da presente tese. Entre outras limitações discutidas (como a resistência à utilização de tecnologia em contexto de E/A), salientamos uma limitação sistémica, inerente aos atuais contextos educativos formais (currículo, distribuição do serviço docente, etc.), que desincentiva uma efetiva implementação de estratégias transdisciplinares e do trabalho colaborativo entre professores. Apesar das limitações elencadas consideramos que este estudo contribui para um aprofundamento do conhecimento sobre a potencialidade das TIG na promoção de competências e capacidades de PEC dos alunos, nomeadamente pelo avanço na clarificação das mesmas, plasmadas no instrumento desenvolvido no âmbito desta tese (taxonomia de PEC). Como disseminação desta investigação, salienta-se que o referido instrumento integrará o referencial teórico de um projeto europeu Erasmus + (ENAbLE), para suporte à conceção dos dispositivos didáticos que acompanharão uma aplicação de TIG que será concebida especificamente para o contexto de E/A.

The 1997 BFA Graduating Class: Department of Visual Arts.

This catalogue of works by senior students of the visual arts program continues our tradition of recognizing and recording the accomplishments of each graduating class. It Provides a historical record of those who are about to receive their bachelor of fine arts degrees from Sir Wilfred Grenfell College, as well as a contemporary reflection of the diverse array of creative talents and technical skills these students have refined and honed during four years of study - attributes and abilities that will be brought fully into play in their many future endevours.

Working with Student Teachers: A Mixed Methods Study to Examine the Roles and Self-Identified Dispositions of Cooperating Teachers

A critical component of teacher education is the field experience during which candidates practice under the supervision of experienced teachers. Programs use the InTASC Standards to define the requisite knowledge, skills, and dispositions for teaching. Practicing teachers are familiar with the concepts of knowledge and skills, but they are less familiar with dispositions. Practicing teachers who mentor prospective teachers are underrepresented in the literature, but they are critical to teacher preparation. The research goals were to describe the self-identified dispositions of cooperating teachers, identify what cooperating teachers consider their role in preparing prospective teachers, and explain challenges that cooperating teachers face. Using a mixed methods design, I conducted a quantitative survey followed by a qualitative case study. When I compared survey and case study data, cooperating teachers report possessing InTASC critical dispositions described in Standard 2: Learning Differences, Standard 3: Learning Environments, and Standard 9: Professional Learning and Ethical Practice, but not Standard 6: Assessment and Standard 10: Leadership and Collaboration. Cooperating teachers assume the roles of modeler, mentor and advisor, and informal evaluator. They explain student teachers often lack skills and dispositions to assume full teaching responsibilities and recommend that universities better prepare candidates for classrooms. Cooperating teachers felt university evaluations were not relevant to teaching reality. I recommend modifying field experiences to increase the quantity and duration of classroom placements. I suggest further research to detail cooperating teacher dispositions, compare cooperating teachers who work with different universities, and determine if cooperating teacher dispositions influence student teacher dispositions.

Validity and reliability of a pictorial instrument for assessing perceived motor competence in Portuguese children

It is important to assess young children's perceived Fundamental Movement Skill (FMS) competence in order to examine the role of perceived FMS competence in motivation toward physical activity. Children's perceptions of motor competence may vary according to the culture/country of origin; therefore, it is also important to measure perceptions in different cultural contexts. The purpose was to assess the face validity, internal consistency, test–retest reliability and construct validity of the 12 FMS items in the Pictorial Scale for Perceived Movement Skill Competence for Young Children (PMSC) in a Portuguese sample. Methods Two hundred one Portuguese children (girls, n = 112), 5 to 10 years of age (7.6 ± 1.4), participated. All children completed the PMSC once. Ordinal alpha assessed internal consistency. A random subsamples (n = 47) were reassessed one week later to determine test–retest reliability with Bland–Altman method. Children were asked questions after the second administration to determine face validity. Construct validity was assessed on the whole sample with a Bayesian Structural Equation Modelling (BSEM) approach. The hypothesized theoretical model used the 12 items and two hypothesized factors: object control and locomotor skills. Results The majority of children correctly identified the skills and could understand most of the pictures. Test–retest reliability analysis was good, with an agreement ration between 0.99 and 1.02. Ordinal alpha values ranged from acceptable (object control 0.73, locomotor 0.68) to good (all FMS 0.81). The hypothesized BSEM model had an adequate fit. Conclusions The PMSC can be used to investigate perceptions of children's FMS competence. This instrument can also be satisfactorily used among Portuguese children.

Profile detection through source code static analysis

The present article reflects the progress of an ongoing master’s dissertation on language engineering. The main goal of the work here described, is to infer a programmer’s profile through the analysis of his source code. After such analysis the programmer shall be placed on a scale that characterizes him on his language abilities. There are several potential applications for such profiling, namely, the evaluation of a programmer’s skills and proficiency on a given language or the continuous evaluation of a student’s progress on a programming course. Throughout the course of this project and as a proof of concept, a tool that allows the automatic profiling of a Java programmer is under development. This tool is also introduced in the paper and its preliminary outcomes are discussed.

Demonstração de fórmulas matemáticas no ensino médio

The objective of this study is to analyze the validity of working with proofs in the classroom and to present a partial list of proofs of mathematical formulae of the Brazilian secondary/high school curriculum. The adaptation of the proofs into the knowledge and abilities of a secondary school student should also be considered. How the teaching of proofs is treated in official publications in Brazil and other countries is also described. Working with proofs provides a number of benefits to the students, including: the development of logical reasoning, argumentative capacity, analytical skills on a daily basis, as well as motivation and a better understanding of mathematics as a science. The convenience of including the teaching of proofs in Brazilian secondary school curriculum and the need of a balance between the abstraction of proofs and contextualization of the school programmes is discussed. The approach of the proof teaching in the classroom can become a motivating factor or, conversely, a discouraging one. The conclusion is that it would be very useful to create a reference list covering the mathematical expressions of school programmes with their respective proofs that can be understood by secondary school students.

Metacognition and executive functioning in Elementary School

This study analyzes differences in metacognitive skills and executive functioning between two groups of students (10-12 years) with different levels of metacognitive knowledge (high n = 50, low n = 64). Groups were established based on students' score on a test of knowledge of strategy use. Metacognitive skills were assessed by means of self-report. Students reported the frequency with which they applied these strategies during the phases of planning, execution, and evaluation of learning. Information about student executive functioning was provided by families and teachers, who completed two parallel forms of a behavior rating scale. The results indicated that: a) the group with high levels of metacognitive knowledge reported using their metacognitive skills more frequently than their peers in the other group. These differences were statistically significant in the phases of planning and execution; b) both family and teachers informed of better levels of executive functioning in the students with high metacognitive knowledge. Statistically significant differences were found in planning, functional memory, focus, and sustained attention. These results show the existence of an association between different levels of metacognitive knowledge, and differences in metacognitive skills and executive functions, and suggest the need to emphasize this set of variables in order to encourage students to acquire increasing levels of control over their learning process.

KEY COMPONENTS OF TEAMWORK AND THE SERVICE (TO) YOU (A) (A) DOMESTIC (A) AND EXTERNAL (A)

The article examines a range of components for the customer service from the point of view of marketing.It start with the explanation of several features that are required for a company to crystallize teamwork that finally, after all, will be provided by the success or failure of that company.These features are named: engagement, cooperation, companionship, communication, motivation and leadership.Subsequently, this article presents a section which explores human relationships and conflict management within organizations, with emphasis on attitudes, skills and personality types that present human beings as part of its essence.Finally, this text includes a section that highlights concepts related to customer service and sales techniques that exist today.

Relatório de estágio de qualificação profissional

Relatório EPE - Relatório de estágio em Educação Pré-Escolar: O presente relatório de estágio em educação pré-escolar tem como intuito apresentar a descrição e a análise do percurso formativo da mestranda ao longo da prática pedagógica. O relatório integra os referenciais teóricos e legais adotados pela mesma, através de uma descrição reflexiva acerca da sua prática educativa, que lhe conferiu o desenvolvimento de competências e saberes profissionais. Neste sentido, o relatório irá abordar as conceções, os processos e os resultados obtidos pela mestranda ao longo da sua ação, onde o processo de ensino e de aprendizagem procurou focar-se no desenvolvimento de competências e capacidades das crianças, de acordo com uma perspetiva socioconstrutivista, suportada em vários modelos curriculares. Cabe ao educador proporcionar aprendizagens significativas às crianças com as quais desenvolve a sua prática devendo, por isso, intervir de forma fundamentada e em conformidade com as necessidades e interesses do grupo, através de uma postura observadora, dinâmica, flexível e proactiva adaptando as suas ações e reajustando as suas estratégias pedagógicas diferenciadas. Deste modo, a formanda procurou ser interveniente na construção de saberes pedagógicos, com uma postura investigadora da sua prática, sendo clarificado, ao longo de todo o documento, todo o seu percurso com o intuito de conhecer e compreender as competências profissionais desenvolvidas. Estando apresentadas as suas aprendizagens, bem como as suas reflexões, que potenciaram a evolução da formanda tanto a nível pessoal como profissional.

The Impact of a Simulated Clinical Experience on CEGEP Nursing Students’ Perceptions of Self-Efficacy and Achievement

Abstract : Providing high-quality clinical experiences to prepare students for the complexities of the current health-care system has become a challenge for nurse educators. Additionally, there are concerns that the current model of clinical practice is suboptimal. Consequently, nursing programs have explored the partial replacement of traditional in-hospital clinical experiences with a simulated clinical experience. Despite research demonstrating numerous benefits to students following participation in simulation activities, insufficient research conducted within Québec exists to convince the governing bodies (Ordre des infirmières et des infirmiers du Québec, OIIQ; Ministère de L’Éducation supérieur, de la Recherche, de la Science et de la Technologie) to fully embrace simulation as part of nurse training. The purpose of this study was to examine the use of a simulated clinical experience (SCE) as a viable, partial pedagogical substitute for traditional clinical experience by examining the effects of a SCE on CEGEP nursing students’ perceptions of self-efficacy (confidence), and their ability to achieve course objectives. The findings will contribute new information to the current body of research in simulation. The specific case of obstetrical practice was examined. Based on two sections of the Nursing III-Health and Illness (180-30K-AB) course, the sample was comprised of 65 students (thirty-one students from section 0001 and thirty-four students from section 0002) whose mean age was 24.8 years. With two sections of the course available, the opportunity for comparison was possible. A triangulation mixed method design was used. An adapted version of Ravert’s (2004) Nursing Skills for Evaluation tool was utilized to collect data regarding students’ perceptions of confidence related to the nursing skills required for care of mothers and their newborns. Students’ performance and achievement of course objectives was measured through an Objective Structured Clinical Examination (OSCE) consisting of three marked stations designed to test the theoretical and clinical aspects of course content. The OSCE was administered at the end of the semester following completion of the traditional clinical experience. Students’ qualitative comments on the post -test survey, along with journal entries served to support the quantitative scale evaluation. Two of the twelve days (15 hours) allocated for obstetrical clinical experience were replaced by a SCE (17%) over the course of the semester. Students participated in various simulation activities developed to address a range of cognitive, psychomotor and critical thinking skills. Scenarios incorporating the use of human patient simulators, and designed using the Jeffries Framework (2005), exposed students to the care of families and infants during the perinatal period to both reflect and build upon class and course content in achievement of course objectives and program competencies. Active participation in all simulation activities exposed students to Bandura’s four main sources of experience (mastery experiences, vicarious experiences, social persuasion, and physiologic/emotional responses) to enhance the development of students’ self-efficacy. Results of the pre-test and post-test summative scores revealed a statistically significant increase in student confidence in performing skills related to maternal and newborn care (p < .0001) following participation in the SCE. Confidence pre-test and post-test scores were not affected by the students’ section. Skills related to the care of the post-partum mother following vaginal or Caesarean section delivery showed the greatest change in confidence ratings. OSCE results showed a mean total class score (both sections) of 57.4 (70.0 %) with normal distribution. Mean scores were 56.5 (68.9%) for section 0001 and 58.3 (71.1%) for section 0002. Total scores were similar between sections (p =0.342) based on pairwise comparison. Analysis of OSCE scores as compared to students’ final course grade revealed similar distributions. Finally, qualitative analysis identified how students’ perceived the SCE. Students cited gains in knowledge, development of psychomotor skills and improved clinical judgement following participation in simulation activities. These were attributed to the « hands on » practice obtained from working in small groups, a safe and authentic learning environment and one in which students could make mistakes and correct errors as having the greatest impact on learning through simulation.

Examining barriers to internationalisation created by diverse systems and structures in vocational education and training

In a global society, all educational sectors need to recognise internationalism as a core, foundational principle. Whilst most educational sectors are taking up that challenge, vocational education and training (VET) is still being pulled towards the national agenda in terms of its structures and systems, and the policies driving it, disadvantaging those who graduate from VET, those who teach in it, and the businesses and countries that connect with it. This paper poses questions about the future of internationalisation in the sector. It examines whether there is a way to create a VET system that meets its primary point of value, to produce skilled workers for the local labour market, while still benefitting those graduates by providing international skills and knowledge, gained from VET institutions that are international in their outlook. The paper examines some of the key barriers created by systems and structures in VET to internationalisation and suggests that the efforts which have been made to address the problem have had limited success. It suggests that only a model which gives freedom to those with a direct vested interest, students, teachers, trainers and employers, to pursue international co-operation and liaison will have the opportunity to succeed. (DIPF/Orig.)

Espionage against Poland in the Documents and Analyses of the Polish Special Services (1944 - 1989) - as Illustrated by the Intelligence Activities of the USA

The text analyses the intelligence activity against Poland in the period 1944-1989. The paper also contains a case study, i.e. an analysis of the American intelligence service activity held against Poland. While examining the research thesis, the author used the documents and analyses prepared by the Ministry of Internal Affairs. In order to best illustrate the point, the author presented a number of cases of persons who spied for the USA, which was possible thanks to the analysis of the training materials of the Ministry of Internal Affairs directed to the officers of the Security Service and the Citizens’ Militia. The text tackles the following issues: (1) to what extent did the character of the socio-political system influence the number of persons convicted for espionage against Poland in the period under examination?, (2) what was the level of interest of the foreign intelligence services in Poland before the year 1990?, (3) is it possible to indicate the specificity of the U.S. intelligence activity against Poland? 1) The analysis of data indicates that the period 1946-1956 witnessed a great number of convictions for espionage, which is often associated with the peculiar political situation in Poland of that time. Up to 1953, the countries of the Eastern bloc had reproduced the Stalin’s system, which only ceased due to the death of Stalin himself. Since then, the communist systems gradually transformed into the system of nomenklatura. Irrespective of these changes, Poland still witnessed a wave of repressions, which resulted from the threats continuously looming over the communist authorities – combating the anti-communist underground movement, fighting with the Ukrainian Insurgent Army, the Polish government-in-exile, possible revisionism of borders, social discontent related to the socio-political reforms. Hence, a great number of convictions for espionage at that time could be ascribed to purely political sentences. Moreover, equally significant was the fact that the then judicial practice was preoccupied assessing negatively any contacts and relations with foreigners. This excessive number of convictions could ensue from other criminal-law provisions, which applied with respect to the crimes against the State, including espionage. What is also important is the fact that in the Stalin’s period the judiciary personnel acquired their skills and qualifications through intensive courses in law with the predominant spirit of the theory of evidence and law by Andrey Vyshinsky. Additionally, by the decree of 1944 the Penal Code of the Polish Armed Forces was introduced; the code envisaged the increase in the number of offences classified as penalised with death penalty, whereas the high treason was subject to the military jurisdiction (the civilians were prosecuted in military courts till 1955; the espionage, however, still stood under the military jurisdiction). In 1946, there was introduced the Decree on particularly dangerous crimes in the period of the State’s recovery, which was later called a Small Penal Code. 2) The interest that foreign intelligence services expressed in relation to Poland was similar to the one they had in all countries of Eastern and Central Europe. In the case of Poland, it should be noted that foreign intelligence services recruited Polish citizens who had previously stayed abroad and after WWII returned to their home country. The services also gathered information from Poles staying in immigrant camps (e.g. in FRG). The activity of the American intelligence service on the territory of FRG and West Berlin played a key role. The documents of the Ministry of Internal Affairs pointed to the global range of this activity, e.g. through the recruitment of Polish sailors in the ports of the Netherlands, Japan, etc. In line with the development in the 1970s, espionage, which had so far concentrated on the defence and strategic sectors, became focused on science and technology of the People’s Republic of Poland. The acquisition of collaborators in academic circles was much easier, as PRL opened to academic exchange. Due to the system of visas, the process of candidate selection for intelligence services (e.g. the American) began in embassies. In the 1980s, the activity of the foreign intelligence services concentrated on the specific political situation in Poland, i.e. the growing significance of the “Solidarity” social movement. 3) The specificity of the American intelligence activity against Poland was related to the composition of the residency staff, which was the largest in comparison to other Western countries. The wide range of these activities can be proved by the quantitative data of convictions for espionage in the years 1944-1984 (however, one has to bear in mind the factors mentioned earlier in the text, which led to the misinterpretation of these data). Analysing the data and the documents prepared by the Ministry of Internal Affairs, one should treat them with caution, as, frequently, the Polish counter-intelligence service used to classify the ordinary diplomatic practice and any contacts with foreigners as espionage threats. It is clearly visible in the language of the training materials concerned with “secret service methods of the intelligence activity” as well as in the documents on operational activities of the Security Service in relation to foreigners. The level of interest the USA had in Poland was mirrored in the classification of diplomatic posts, according to which Warsaw occupied the second place (the so-called Group “B”) on the three-point scale. The CIA experienced spectacular defeats during their activity in Poland: supporting the Polish underground anti-communist organisation Freedom and Independence and the so-called Munich-Berg episode (both cases took place in the 1950s). The text focuses only on selected issues related to the espionage activities against Poland. Similarly, the analysis of the problem has been based on selected sources, which has limited the research scope - however, it was not the aim of the author to present the espionage activity against Poland in a comprehensive way. In order to assess the real threat posed by the espionage activity, one should analyse the case of persons convicted for espionage in the period 1944-1989, as the available quantitative data, mentioned in the text, cannot constitute an explicit benchmark for the scale of espionage activity. The inaccuracies in the interpretation of data and variables, which can affect the evaluation of this phenomenon, have been pointed out in the text.

Testosterone and attention deficits as possible mechanisms underlying impaired emotion recognition in intimate partner violence perpetrators

Several studies have reported impairments in decoding emotional facial expressions in intimate partner violence (IPV) perpetrators. However, the mechanisms that underlie these impaired skills are not well known. Given this gap in the literature, we aimed to establish whether IPV perpetrators (n = 18) differ in their emotion decoding process, attentional skills, and testosterone (T), cortisol (C) levels and T/C ratio in comparison with controls (n = 20), and also to examine the moderating role of the group and hormonal parameters in the relationship between attention skills and the emotion decoding process. Our results demonstrated that IPV perpetrators showed poorer emotion recognition and higher attention switching costs than controls. Nonetheless, they did not differ in attention to detail and hormonal parameters. Finally, the slope predicting emotion recognition from deficits in attention switching became steeper as T levels increased, especially in IPV perpetrators, although the basal C and T/C ratios were unrelated to emotion recognition and attention deficits for both groups. These findings contribute to a better understanding of the mechanisms underlying emotion recognition deficits. These factors therefore constitute the target for future interventions.

The library of the Institute of Alajuela address the information and communication technologies: User training and information literacy

The Library of the Institute of Alajuela made an induction experience and training of users and ventured into the information literacy and engaged in the work of the teaching-learning as an integral part of the curriculum. The actions of the library in developing search strategies, location, selection and use of information brought inthe health service, changes to the role of the library, the librarian, the book and the information in the educational environment.By sharing this experience is intended to provide information that can motivate staff of educational institutions that wish toenter the field of information literacy as a strategy to support the development oflifelong independent learning skills and meaningful learning. Currently, the library should be a proactive part in the education of students but also teachers, administrative and family.This will result in a benefit to Costa Rica: the development of youth and their proper integration into the workplace.