A INFLUÊNCIA DAS PRÁTICAS PEDAGÓGICAS DOCENTES E DAS BARREIRAS DISCENTES SOBRE O DESENVOLVIMENTO DA CRIATIVIDADE DO FUTURO ADMINISTRADOR

As empresas que almejam garantir e melhorar sua posição dentro de em um mercado cada vez mais competitivo precisam estar sempre atualizadas e em constante evolução. Na busca contínua por essa evolução, investem em projetos de Pesquisa & Desenvolvimento (P&D) e em seu capital humano para promover a criatividade e a inovação organizacional. As pessoas têm papel fundamental no desenvolvimento da inovação, mas para que isso possa florescer de forma constante é preciso comprometimento e criatividade para a geração de ideias. Criatividade é pensar o novo; inovação é fazer acontecer. Porém, encontrar pessoas com essas qualidades nem sempre é tarefa fácil e muitas vezes é preciso estimular essas habilidades e características para que se tornem efetivamente criativas. Os cursos de graduação podem ser uma importante ferramenta para trabalhar esses aspectos, características e habilidades, usando métodos e práticas de ensino que auxiliem no desenvolvimento da criatividade, pois o ambiente ensino-aprendizagem pesa significativamente na formação das pessoas. O objetivo deste estudo é de identificar quais fatores têm maior influência sobre o desenvolvimento da criatividade em um curso de graduação em administração, analisando a influência das práticas pedagógicas dos docentes e as barreiras internas dos discentes. O referencial teórico se baseia principalmente nos trabalhos de Alencar, Fleith, Torrance e Wechsler. A pesquisa transversal de abordagem quantitativa teve como público-alvo os alunos do curso de Administração de uma universidade confessional da Grande São Paulo, que responderam 465 questionários compostos de três escalas. Para as práticas docentes foi adaptada a escala de Práticas Docentes em relação à Criatividade. Para as barreiras internas foi adaptada a escala de Barreiras da Criatividade Pessoal. Para a análise da percepção do desenvolvimento da criatividade foi construída e validada uma escala baseada no referencial de características de uma pessoa criativa. As análises estatísticas descritivas e fatoriais exploratórias foram realizadas no software Statistical Package for the Social Sciences (SPSS), enquanto as análises fatoriais confirmatórias e a mensuração da influência das práticas pedagógicas e das barreiras internas sobre a percepção do desenvolvimento da criatividade foram realizadas por modelagem de equação estrutural utilizando o algoritmo Partial Least Squares (PLS), no software Smart PLS 2.0. Os resultados apontaram que as práticas pedagógicas e as barreiras internas dos discentes explicam 40% da percepção de desenvolvimento da criatividade, sendo as práticas pedagógicas que exercem maior influencia. A pesquisa também apontou que o tipo de temática e o período em que o aluno está cursando não têm influência sobre nenhum dos três construtos, somente o professor influencia as práticas pedagógicas.

A Cross-Cultural Examination of the Use of Multimodal Metaphor in English and Arabic Cartoons of the ‘Arab Spring’ in Egypt

El estudio de Lakoff y Johnson Metáforas de la vida cotidiana (1980) ha dotado al campo de la metáfora de un renovado interés, y a éste siguieron numerosas publicaciones abordándolo desde diversas perspectivas. Lakoff y Johnson (1980) aseguran que la metáfora es, de hecho, una característica del pensamiento y, por consiguiente, ya no es una propiedad exclusiva del lenguaje. La metáfora sería en realidad un reflejo de cómo concebimos e interpretamos el mundo en que vivimos, en la medida en que está conformada por nuestras experiencias corporales, un fenómeno al que Lakoff y Johnson se refieren como la “mente corpórea”. La metáfora cumple la función de “comprender” y facilitar la interpretación de un ámbito o experiencia en los términos de otro ámbito o experiencia (Lakoff & Johnson, 1980: 36). Los conceptos abstractos son difíciles de ser pensados per se; consecuentemente, las personas recurren a la metáfora para concebirlos en los términos de otras nociones más concretas que están, en cierto grado, vinculadas a nuestras experiencias somáticas. Si bien no escasean las investigaciones en el campo de las metáforas, parece haber, sin embargo, cierto vacío en lo tocante a la manifestación de la metáfora en modos distintos del modo verbal. Forceville (2009: 19) afirma que uno de los principios fundamentales de la Teoría de la Metáfora Conceptual es la idea de que el variado empleo de metáforas por parte del ser humano sugiere “que piensa en gran medida metafóricamente”. Esto lleva a la conclusión de que la manifestación de la metáfora debería estar presente en los diversos modos del pensamiento, y no únicamente en el verbal. Estos otros modos de pensamiento incluyen, entre otros, las imágenes, la música, los sonidos y los gestos. Asimismo, la mayoría de estudios que se han realizado en el área de las metáforas multimodales ha sido aplicada al terreno de la publicidad. Los anunciantes parecen advertir el ! 2! poder que se invierte en las metáforas, y las usan profusamente para transmitir mensajes a los consumidores. No obstante, recientemente existe un nuevo interés por investigar el uso de metáforas multimodales en las caricaturas (véase, por ejemplo, El Refaie 2003, 2009; Schilperoord y Maes 2009; Yus 2009; Bergen 2003; Marin Aresse 2008). Las tiras cómicas se distinguen de los anuncios principalmente por el hecho de que las caricaturas transmiten una postura negativa frente a un sujeto particular, mientras que los anuncios presentan una actitud positiva. Igualmente, les diferencia el hecho de que las tiras cómicas requieren un conocimiento social y político específico. El presente escrito examina y compara el uso de metáforas multimodales en caricaturas políticas – tanto inglesas como árabes – que retratan la Primavera Árabe en Egipto, con el fin de determinar: (1) si la mayoría de caricaturas son conceptualmente específicas o culturalmente específicas; (2) los principales dominios fuente empleados por los caricaturistas ingleses y árabes para interpretar la Primavera Árabe; (3) si hay semejanzas o diferencias entre las caricaturas inglesas y las árabes en su elección del dominio meta; y (4) observar también cómo los distintos modos (aquí esencialmente los modos verbal y pictórico) contribuyen a representar la Primavera Árabe. El corpus para este estudio se compone de un total de 50 tiras cómicas, 25 de ellas inglesas y las 25 restantes árabes. En cada una de estas tiras debe haber al menos una metáfora que representa la Primavera Árabe o alguno de sus subtemas. Las tiras han sido seleccionadas aleatoriamente a través de Internet. Para el análisis, la investigadora ha seguido el marco teórico propuesto por Bounegru y Forceville (2011) en cuanto a la determinación de metáforas en general, así como la determinación de metáforas multimodales de tipo verbovisual en particular. Por cada tira cómica se ha llevado a cabo un análisis independiente, determinando el dominio fuente y el dominio meta, las metáforas, las asignaciones, qué se está representando verbalmente y qué se representa pictóricamente. Además, la autora ha analizado ! 3! posteriormente si estas metáforas son culturalmente específicas o no, y/o si están relacionadas con metáforas más genéricas o universales. El análisis que comprende este trabajo se divide en dos secciones. La primera parte es un estudio detallado de los dos corpora, abordando los distintos escenarios de los dominios fuente empleados por los dibujantes según su similitud. Esta sección presenta a su vez un análisis de los diversos modos que se utilizan para revelar el dominio fuente así como el dominio meta. Del mismo modo, se incluyen las metáforas específicas manejadas en cada tira cómica y, cuando se da el caso, aquellas metáforas genéricas o universales a las que remite. La segunda sección del análisis presenta una comparativa entre ambos corpora basada en el análisis expuesto en la primera parte. Además, trata varios de los fenómenos lingüísticos a los que han recurrido frecuentemente los dibujantes ingleses y árabes. Estos fenómenos son principalmente la metonimia y la personificación. Igualmente, en esta sección la autora investiga en mayor profundidad las metáforas usadas por los dibujantes ingleses y los árabes, determinando si son ora conceptualmente específicas, ora culturalmente específicas, a partir del hecho de que las metáforas sirven como herramienta para reconocer la forma en que personas distintas, o bien culturas distintas, interpretan varias cuestiones. Por ejemplo, a la hora de conceptualizar el futuro, algunas culturas lo representan espacialmente como delante del hablante, mientras que otras se refieren al mismo como localizado detrás del sujeto (Lakoff y Johnson 1980: 14). Este trabajo ha permitido varios hallazgos. En cuanto a las metáforas empleadas para representar la Primavera Árabe, tanto las tiras inglesas como las árabes han recurrido a una cierta variedad de metáforas. Algunas de las tiras presentan más de una metáfora operando a la vez. Los dibujantes ingleses y árabes parecen haberse apoyado siempre en el modo pictórico para presentar el dominio fuente, así como en el modo verbal para mostrar el dominio meta. ! 4! Además, respecto a la naturaleza de las metáforas que figuran en sendos corpora, casi todas las metáforas son conceptuales en cuanto que se corresponden con nuestras experiencias corporales; no hay, por otro lado, ninguna metáfora culturalmente específica. Asimismo, la única diferencia a este respecto entre ambos corpora es una variación en lo que constituye el prototipo de una categoría particular – aquí concretamente la categoría “primavera” en cada una de las culturas –. En las tiras inglesas, una flor es empleada para representar la primavera, mientras que en las árabes el elemento natural más frecuente para simbolizar la primavera es un árbol.

Evaluation of the Implementation of CLIL (Content and Language Integrated Learning) Methodology in the Didactics of the English Language in Preschool Education Course Taught in the Preschool Education Teacher Undergraduate Program at the University of Alicante

Although it is known that the Spanish current Educative System promotes using the Communicate Approach to teach foreign languages in schools, other recently designed approaches are also used to help students improve their skills when communicating in a foreign language. One of these approaches is Content and Language Integrated Learning, also known as CLIL, which is used to teach content courses using the English language as the language of instruction. This approach improves the students’ skills in English as the same time as they learn content from other areas. The goal of this thesis is to present a research project carried out at the University of Alicante during the academic year 2011-2012. With this research we obtained results that provide quantitative and qualitative data which explains how the use of the CLIL methodology affects the English level of students in the “Didactics of the English Language in Preschool Education” course in Preschool Education Teacher Undergraduate Program as students acquire the contents of the course.

Hemorragia subaracnoideia (HSA) por rotura de aneurisma cerebral em doentes admitidos no Hospital de Santa Maria (HSM) : análise retrospetiva de 2008 a 2012

Trabalho Final do Curso de Mestrado Integrado em Medicina, Faculdade de Medicina, Universidade de Lisboa, 2014

Mesozooplankton and phytoplankton time series of the Baltic Monitoring Program (BMP)

Within the monitoring programme of the Helsinki Commission (HELCOM) the mesozooplankton of the Bornholm Basin (ICES subdivision 25, station BMP-K2) was sampled by the WP-2 net (lOOfJm) 5-8 times a year in 1988-1992. Abundance, biomass, secondary production and productivity (P/B) were given for mesozooplankton groups and copepod species. Environmental factors recorded were temperature, chlorophyll a and primary production. Within copepods, the dominant species were Temora longicornis and Pseudocalanus minutus with yearly peak values of 40-50% of the monthly copepod numbers and biomasses. The annual production of Temora longicornis was highest (6.5g C/m**2/y). The biomass of all copepods was at its maximum in June (mean = 2.25g C/m**2), especially in 1992 (3.65g C/m**2). The differences between results from two methods used to calculate the production of copepods were greatest in June and July. The cladocerans were only important in summer and the appendicularians only in spring. The productivity (P/B) of the appendicularians was highest of all mesozooplankton groups. Numbers and the biomass of the meroplankton were one or two orders of magnitude below the holoplanktic groups.

Global database of surface ocean particulate organic carbon export fluxes diagnosed from the 234Th technique

Through the processes of the biological pump, carbon is exported to the deep ocean in the form of dissolved and particulate organic matter. There are several ways by which downward export fluxes can be estimated. The great attraction of the 234Th technique is that its fundamental operation allows a downward flux rate to be determined from a single water column profile of thorium coupled to an estimate of POC/234Th ratio in sinking matter. We present a database of 723 estimates of organic carbon export from the surface ocean derived from the 234Th technique. Data were collected from tables in papers published between 1985 and 2013 only. We also present sampling dates, publication dates and sampling areas. Most of the open ocean Longhurst provinces are represented by several measurements. However, the Western Pacific, the Atlantic Arctic, South Pacific and the South Indian Ocean are not well represented. There is a variety of integration depths ranging from surface to 220m. Globally the fluxes ranged from -22 to 125 mmol of C/m**2/d. We believe that this database is important for providing new global estimate of the magnitude of the biological carbon pump.

Physical characteristics and bacterial production and respiration at stations sampled during 2008 in the eastern Beaufort Sea

Bacterial carbon demand, an important component of ecosystem dynamics in polar waters and sea ice, is a function of both bacterial production (BP) and respiration (BR). BP has been found to be generally higher in sea ice than underlying waters, but rates of BR and bacterial growth efficiency (BGE) are poorly characterized in sea ice. Using melted ice core incubations, community respiration (CR), BP, and bacterial abundance (BA) were studied in sea ice and at the ice-water interface (IWI) in the Western Canadian Arctic during the spring and summer 2008. CR was converted to BR empirically. BP increased over the season and was on average 22 times higher in sea ice as compared with the IWI. Rates in ice samples were highly variable ranging from 0.2 to 18.3 µg C/l/d. BR was also higher in ice and on average ~10 times higher than BP but was less variable ranging from 2.39 to 22.5 µg C/l/d. Given the high variability in BP and the relatively more stable rates of BR, BP was the main driver of estimated BGE (r**2 = 0.97, P < 0.0001). We conclude that microbial respiration can consume a significant proportion of primary production in sea ice and may play an important role in biogenic CO2 fluxes between the sea ice and atmosphere.

Raw data of SCADCP (self-contained Acoustic Doppler Current Profiler) from three moorings in the Eastern Weddell Sea, 2005-2008

The success of any efforts to determine the effects of climate change on marine ecosystems depends on understanding in the first instance the natural variations, which contemporarily occur on the interannual and shorter time scales. Here we present results on the environmental controls of zooplankton distribution patterns and behaviour in the eastern Weddell Sea, Southern Ocean. Zooplankton abundance and vertical migration are derived from the mean volume backscattering strength (MVBS) and the vertical velocity measured by moored acoustic Doppler current profilers (ADCPs), which were deployed simultaneously at 64°S, 66.5°S and 69°S along the Greenwich Meridian from February, 2005, until March, 2008. While these time series span a period of full three years they resolve hourly changes. A highly persistent behavioural pattern found at all three mooring locations is the synchronous diel vertical migration (DVM) of two distinct groups of zooplankton that migrate between a deep residence depth during daytime and a shallow depth during nighttime. The DVM was closely coupled to the astronomical daylight cycles. However, while the DVM was symmetric around local noon, the annual modulation of the DVM was clearly asymmetric around winter solstice or summer solstice, respectively, at all three mooring sites. DVM at our observation sites persisted throughout winter, even at the highest latitude exposed to the polar night. Since the magnitude as well as the relative rate of change of illumination is minimal at this time, we propose that the ultimate causes of DVM separated from the light-mediated proximal cue that coordinates it. In all three years, a marked change in the migration behaviour occurred in late spring (late October/early November), when DVM ceased. The complete suspension of DVM after early November is possibly caused by the combination of two factors: (1) increased availability of food in the surface mixed layer provided by the phytoplankton spring bloom, and (2) vanishing diurnal enhancement of the threat from visually oriented predators when the illumination is quasi-continuous during the polar and subpolar summer. Zooplankton abundance in the water column, estimated as the mean MVBS in the depth range 50-300 m, was highest end of summer and lowest mid to end winter on the average annual cycle. However, zooplankton abundance varied several-fold between years and between locations. Based on satellite and in situ data of chlorophyll and sea ice as well as on hydrographic measurements, the interannual and spatial variations of zooplankton mean abundance can be explained by differences in the magnitude of the phytoplankton spring bloom, which develops during the seasonal sea ice retreat. Whereas the vernal ice melt appears necessary to stimulate the blooming of phytoplankton, it is not the determinator of the blooms magnitude, its areal extent and duration. A possible explanation for the limitation of the phytoplankton bloom in some years is top-down control. We hypothesise that the phytoplankton spring development can be curbed by grazing when the zooplankton had attained high abundance by growth during the preceding summer.

A health program for the nursery school,

Mode of access: Internet.

Out-of-class programed instruction compared with conventional homework assignments in teaching expository writing in freshman English

"The research ... was supported by the cooperative research program of the [U.S.] Office of Education."

Training program for accident investigation and coding in the National Crash Severity Study. Final report.

National Highway Traffic Safety Administration, Washington, D.C.

Highway traffic safety self-instruction course: module 2 workbook - highway safety standards.

National Highway Traffic Safety Administration, Washington, D.C.

A scripture catechism, for the instruction of children and servants /

Includes publisher's advertisement on lower cover.

Spill risk analysis program : methodology development and demonstration /

Final report, Apr. 1977.

Develop and test an associate degree program for traffic records analyst. Final report.

National Highway Traffic Safety Administration, Washington, D.C.