Getting pupils to 'see the point' of school subjects: history, a case study

This paper examines the factors that influence pupil take up of a subject, in this case history, at GCSE. The research indicates that pupils enjoy history but significant factors prevent many from choosing it for further study; these include factors that are beyond the control of teachers, such as government policy and the way this is interpreted by senior managers in school, and factors that are within the control of teachers. The paper suggests that there are lessons that departments can learn from more successful departments but there are also important side effects of government policy that are having unintended consequences.

Daisy's diary: issues surrounding teaching history through drama

In what Williams (1975) described as a dramatised world, a great deal of children���s historical knowledge is acquired through dramatised versions of historical events. As the characters who actually took part in historical events become the dramatis personae of re-enacted accounts, their stories are edited not only to meet dramatic necessities but the social, psychological and cultural needs of both storytellers and audience. The process of popularising history in this way thus becomes as much about the effects of events on people as the events themselves, so mirroring debates within history education regarding the teaching of ���facts��� and the development of empathy. In this article, Andy Kempe explores how stories of evacuees and other ���war children��� have been dramatised in traditional playscripts and through structured ���process dramas��� in schools in the British Isles. It argues that drama and history as curriculum subjects may find common ground, and indeed complement each other, in the development of a critical literacy concerned not so much with either fact or empathy as with interrogating both why and how stories are told.

LOFZY 2005 - Field experiment on Cyclones over the Norwegian Sea: meteorological measurements of the research aircraft Falcon, 23 autonomous water buoys and radiosoundings at the research vessel Celtic Explorer

The field campaign LOFZY 2005 (LOFoten ZYklonen, engl.: Cyclones) was carried out in the frame of Collaborative Research Centre 512, which deals with low-pressure systems (cyclones) and the climate system of the North Atlantic. Cyclones are of special interest due to their influence on the interaction between atmosphere and ocean. Cyclone activity in the northern part of the Atlantic Ocean is notably high and is of particular importance for the entire Atlantic Ocean. An area of maximum precipitation exists in front of the Norwegian Lofoten islands. One aim of the LOFZY field campaign was to clarify the role cyclones play in the interaction of ocean and atmosphere. In order to obtain a comprehensive dataset of cyclone activity and ocean-atmosphere interaction a field experiment was carried out in the Lofoten region during March and April 2005. Employed platforms were the Irish research vessel RV Celtic Explorer which conducted a meteorological (radiosondes, standard parameters, observations) and an oceanographic (CTD) program. The German research aircraft Falcon accomplished eight flight missions (between 4-21 March) to observe synoptic conditions with high spatial and temporal resolution. In addition 23 autonomous marine buoys were deployed in advance of the campaign in the observed area to measure drift, air-temperature and -pressure and water-temperature. In addition to the published datasets several other measurements were performed during the experiment. Corresonding datasets will be published in the near future and are available on request. Details about all used platforms and sensors and all performed measurements are listed in the fieldreport. The following datasets are available on request: ground data at RV Celtic Explorer

At�� que ponto as IEBTs est��o cumprindo seu dever de casa? um estudo de caso da incubadora de empresas da PUC - RJ

This study aims at understanding the entrepreneurial process and the capacity of the incubators of promoting the technical training of the entrepreneurs as well as developing projects, turning them into prosperous companies. The bibliography about this topic is recent and it is based on actual cases and experiences. The development of the sector is quite big and has been happening with a certain speed, creating a demand for studies and scientific production. Due to the fact that it is an exploratory research, the chosen method was the case study, from which we aim at obtaining current information, representative of the reality. The universe of this research will be the incubators of companies that have a technological basis, the sample of which being the companies that are in the ��G��nesis Institute��, the incubator of companies of PUC-RIO. From the results, it will be possible to see entrepreneurial processes, training of businessmen, technological development and generation of prosperous companies. The theoretical reference presents the concepts of entrepreneurialship and IEBTs.

Justi��a distributiva aplicada a realidade brasileira: um estudo te��rico

O presente trabalho tem por objetivo analisar a aplica����o da justi��a distributiva na realidade brasileira. A fim de se ter uma perspectiva hist��rica dos conceitos de justi��a e justi��a distributiva, ao longo da filosofia moral e pol��tica antiga e contempor��nea, procurou-se mostrar a evolu����o do princ��pio geral de justi��a com rela����o a sua constru����o e fundamento, bem como a introdu����o do estudo da justi��a distributiva na psicologia social. Analisou-se os estudos e pesquisas emp��ricas realizadas pelos psic��logos sociais brasileiros e pela compara����o de pesquisas e estudos de outros pa��ses, procurou-se concluir sobre a aplica����o das normas de justi��a distributiva na realidade brasileira. Concluiu-se, que se faz necess��rio uma atua����o mais sistem��tica dos psic��logos sociais no estudo dessa ��rea, devido a exiguidade de estudos e pesquisas nacionais.

Moedas sociais digitais: estudo de caso de duas experi��ncias em bancos comunit��rios

Este trabalho parte de duas experi��ncias de implanta����o de moedas sociais digitais pelo poder p��blico para responder se a introdu����o de uma tecnologia de pagamentos digital, em conjunto com moedas sociais, pode modificar conceitos b��sicos de comunidade e sociedade ou se �� a tecnologia que precisa se adaptar a estes conceitos. Com os casos representando polos opostos na teoria de T��nnies em termos de comunidade/sociedade, t��m-se como hip��tese que a introdu����o da tecnologia em moedas sociais precisa estar em linha com conceitos b��sicos de comunidade, solidariedade, pertencimento, entre outros, de acordo com o frame de cada experi��ncia. Como resultado, h�� poucas evid��ncias que possam ser tidas neste momento como definitivas. Resta especular que o uso da tecnologia de pagamentos digitais como forma de ganho de escala do modelo de economia solid��ria em sociedades do tipo gemeinschaft encontra falta de elementos facilitadores que incentivem sua implementa����o e uso, sendo que, novamente, indaga-se que as tecnologias dispon��veis de moedas sociais digitais parecem ser pouco congruentes com o pr��prio conceito de comunidade que faz parte do cerne da economia solid��ria e de sociedades locais do tipo gemeinschaft, podendo haver maior proximidade com sociedades do tipo gesellschaft. Em adi����o a isto, especula-se que (1) mesmo havendo ��xito na implanta����o de moedas sociais digitais em comunidades do tipo gemeinschaft, que isto somente se confirmar�� mediante a cria����o de um modelo inovador de tecnologia de pagamentos que leve em conta o capital social dessas localidades; (2) as tecnologias hoje existentes para confec����o de uma moeda social digital tendem a um ganho de escala que pode mostrar alguma incompatibilidade com pequenas comunidades onde o senso solid��rio �� maior que o individual; (3) for��ar a ado����o de moedas sociais digitais em pequenas comunidades do tipo gemeinschaft pode eventualmente levar a um maior grau de individualiza����o e �� contratualiza����o das rela����es interpessoais, dado que hoje muitas das rela����es nestas comunidades cont��m alto grau de pessoalidade e informalidade; (4) havendo uma implementa����o de moedas sociais digitais de cima para baixo, este modelo tende a ser mais prop��cio para experi��ncias liberais focadas nos indiv��duos do que para experi��ncias comunit��rias focadas no desenvolvimento do modelo pela pr��pria comunidade. Como contribui����o te��rica, o estudo tenta mostrar o potencial do uso da teoria de T��nnies com o conceito de frames de Goffman.

Os desafios da internacionaliza����o da ind��stria do varejo brasileiro de supermercados: o crescimento do Condor Super Center analisado em um estudo de caso para ensino

Este trabalho tem como objetivo oferecer um caso para ensino tendo como refer��ncia uma empresa brasileira do com��rcio varejista aliment��cio de supermercados e hipermercados. A estrat��gia de crescimento �� o dilema central. Internacionalizar-se ou n��o? Atualmente, nenhuma empresa brasileira deste segmento se encontra internacionalizada por meio de lojas pr��prias no exterior. Uma vis��o hist��rica da empresa e de seu fundador �� apresentada. Aspectos do setor, no Brasil, tamb��m s��o fornecidos. O caso coloca em evid��ncia as caracter��sticas da organiza����o e do seu presidente. Este trabalho apresenta mais do que um estudo de caso para ensino. Abordagens te��ricas baseadas em conceitos de empreendedorismo, orienta����o empreendedora, empreendedorismo internacional e vis��o baseada em recursos s��o apresentadas como uma alternativa de an��lise. Uma contextualiza����o introdut��ria �� feita sobre a import��ncia da internacionaliza����o do varejo em rela����o �� sociedade em rede. Uma compara����o entre estudo de caso para pesquisa e um caso de ensino �� oferecido no cap��tulo sobre metodologia. Disciplinas como gest��o estrat��gica, empreendedorismo, internacionaliza����o de empresas, teorias organizacionais, marketing e economia s��o boas op����es para se empregar o caso proposto.

Co-creation in hospitality industry: a case study on the drivers of traveler-generated content

User-generated content in travel industry is the phenomenon studied in this research, which aims to fill the literature gap on the drivers to write reviews on TripAdvisor. The object of study is relevant from a managerial standpoint since the motivators that drive users to co-create can shape strategies and be turned into external leverages that generate value for brands through content production. From an academic perspective, the goal is to enhance literature on the field, and fill a gap on adherence of local culture to UGC given industry structure specificities. The business��� impact of UGC is supported by the fact that it increases e-commerce conversion rates since research undertaken by Ye, Law, Gu and Chen (2009) states each 10% in traveler review ratings boosts online booking in more than 5%. The literature review builds a theoretical framework on required concepts to support the TripAdvisor case study methodology. Quantitative and qualitative data compound the methodological approach through literature review, desk research, executive interview, and user survey which are analyzed under factor and cluster analysis to group users with similar drivers towards UGC. Additionally, cultural and country-specific aspects impact user behavior. Since hospitality industry in Brazil is concentrated on long tail ��� 92% of hotels in Brazil are independent ones (Jones Lang LaSalle, 2015, p. 7) ��� and lesser known hotels take better advantage of reviews ��� according to Luca (2011) each one Yelp-star increase in rating, increases in 9% independent restaurant revenue whereas in chain restaurants the reviews have no effect ��� , this dissertation sought to understand UGC in the context of travelers from S��o Paulo (Brazil) and adopted the case of TripAdvisor to describe what are the incentives that drives user���s co-creation among targeted travelers. It has an outcome of 4 different clusters with different drivers for UGC that enables to design marketing strategies, and it also concludes there���s a big potential to convert current content consumers into producers, the remaining importance of friends and family referrals and the role played by incentives. Among the conclusions, this study lead us to an exploration of positive feedback and network effect concepts, a reinforcement of the UGC relevance for long tail hotels, the interdependence across content production, consumption and participation; and the role played by technology allied with behavioral analysis to take effective decisions. The adherence of UGC to hospitality industry, also outlines the formulation of the concept present in the dissertation title of ���Traveler-Generated Content���.

A contribui����o do est��gio supervisionado para a forma����o reflexiva do pedagogo

This study aims to investigate the contribution of supervised training for training reflective of the students in the service of pedagogy course of the Vocational Training Program for Basic Education - PROFORMA����O Universidade Estadual do Rio Grande do Norte / Campus Avan��ado Professor Jo��o Ismar de Moura - CAJIM Patu City / RN. Based on studies of Schon (2000), Alarc��o (2003), Pimenta (1994, 2000), Tardif (2002) Ibiapina (2008) among others have adopted a theoretical framework which have been focusing on studies concerning the formation of the reflective teacher, in perspective also contribute to the professionalization of teachers. The study falls within the qualitative approach of educational research and the methodology chosen has characteristics of a collaborative research. In the process, we used the following instruments: individual and group interview, sitting reflective observation, videoforma����o, material prescribed personal documents. The relevance of this research is to highlight the contribution of reflexive perspective in the teaching profession for: knowledge of teachers, teacher professional development, relationship between theory and practice, collective work, school and university as a place of training. These findings indicate that: a) the stage for advanced teacher becomes a teacher action research, seeking to (re) signification practices, b) the stage still presents itself as an activity limited to the applicability of the theories, hence the need for dialogic relations between theory and practice in education, requiring their redefinition c) despite experiencing an in-service training, the students still need information to enable them to link theory to practice, but understand its importance, d) a collaborative discussion can be a strategy that encouraged and implemented, is likely to be an alternative to the consolidation of training reflective e) It is important to the collective action of teachers in the school and the university as an opportunity for development of the reflective process f) the students-teachers still do not understand what is reflection and not experiencing it, but realizes the need to change the thinking and way of acting, g) there are conflicts between the teacher's knowledge of the students, teachers and the actions constituting the real, creating contradictions between saying and doing training

Aten����o, consci��ncia e pr��tica pedag��gica: um estudo de suas interconex��es

This thesis entitled, Attention, Consciousness and Practice of Teaching: A Study of its Interconnects, argues about a relationship between development of attention and consciousness and its connection to the pedagogical practice developed in a public elementary school in Natal city, Rio Grande do Norte state. The research school is located in the south of the city. School activities are developed according with the political pedagogical project. The group investigated was 25 students aged between 8-12 years of the fourth grade. The students of the research are residents of Ponta Negra village, Pirangi and Ne��polis districts. The research was effected by three teachers however, the purpose of this thesis was to investigate the relationship between the development of attention and awareness and the pedagogical practice of one of the teachers who participated in the research, and more specifically understand the psychic procedures involved in the development of attention and awareness; enabling conditions for the realization of an educational action that enables the development in terms of focused attention and states of consciousness of students, analyzing their interrelations. Therefore, it was used as methodology the collaborative research by providing elements for research as strategy of formation and development, the coproduction of knowledge, and the change of educational practice through reflective processes effected through the collaboration and critical reflection among participants. For empirical construction, it was used the following procedural elements: meeting, planning, diagnosis of attention and awareness, reflective period studies, collaborative observation and reflection sessions with the participant teachers and the students. The diagnosis of attention was effected through a game and its elaboration was based on the study proposed by Luria (1991). The purpose of the game was to apprehend the stage where students were in relation of a development attention. Concerning the diagnosis of consciousness, it was taken as reference studies by Burlatski (1987), Pinto (1960a, 1960b), Rubinstien (1973), Leontiev (1978) and others studies discussing this topic. As a method of analysis, it was resorted to the dialectical historical materialism, the ability to identify, analyze and explain those contradictions generated in the process. In the analysis procedures were prepared some categories as well as, were used categories by other authors with the purpose of understanding the critical reflective process collaborative evidencing the formation of concepts and pedagogical practice of the participants, and the analysis of a practical pedagogical of a teacher and her relationships with the development of the psychic process and functions of students, in other words, attention and awareness. Regarding the reflective process were used the categories: technical reflection, critical reflection and practical reflection (LIBERALI, 2008). Concerning the analysis of the concepts were used the categories: description, characterization, definition and conceptualization (FERREIRA, 2003). And for critical collaboration were the categories: critical collaboration, uncritical, technique and practice. In pedagogical practice, were used categories: repetitive practice teaching, heterogeneous and reflexive critical (SOUZA, 2010). During the collaborative observation was evident predominance of heterogeneous practice, because the main participant teacher searches for immediate solution to the situations problem, as well as reflection moments, is the technical arrangement, practice, critical, as well as concern in interacting with students, the qualitative changes, deep knowledge, renewal and transformation of the teaching activity. In this process, the collaborative reflection proved to be an effective strategy for developing awareness of students, because through reflection sessions, the students were able to understand that learning is a building process and that it necessary to be careful for their development

A interculturalidade no cinema: um estudo da legendagem e da dublagem brasileiras em um filme franc��s contempor��neo

In this research we present a study of cultural aspects in dubbed and subtitled films. As a case study, we chose to compare the original French version of "Le fabuleux destin d'Amelie Poulain" with both the subtitled and the dubbed versions in Portuguese, with focus on the interaction between the French and the Brazilian cultures. First we considered that (i) the translation process interferes on the perception of cultural relationships; and that (ii) dubbing and subtitling are two methods of translation that result in distinct perceptions from the spectator. Then, we adopted the translation interpretative theory (Seleskovicth; Lederer, 2001; Deslile, 1980) as the general theoretical framework, since it emphasizes the extralinguistic equivalence on the translation process. Furthermore, we based this research on three analytical procedures, which are: the four-step translating operation, the contrastive perception and a translation's typology based on Vinay and Dalbernet's linguistic procedures (Srpov��, 1991, 1995, 2004). We extracted forty-six culture-related elements from the film and identified those belonging to the French ethno-universe. Then, the elements were classified with respect to a theoretical typology, based on concepts found in the Ethnography of Communication and a general typology, based on five general thematic groups, defined by the corpus. The results showed that both Brazilian versions tend to preserve those culture-related elements by using lexical loan and literal translation. The visual context, in its association with the linguistic procedures in both Brazilian versions, was also observed as an important element to the comprehension of the culture-related elements as they are considered in the French culture. As a general observation, the perception of culture-related elements in the film seems effectively be oriented by the translation methods

Sujeito e liberdade no pensamento de Michel Foucault

The leitmotif of this dissertation research is on the relationship between two fields of questioning in the Foucauldian works that may be considered, at a first glance, irreconcilable: the understanding of subject as the result of determinations, on the one hand, and its ethical stance of seeking the creation of liberty, on the other. Since, despite this apparent inconsistency, both ideas are present with much emphasis on the work of the French thinker, to understand the way Foucault articulated these two ideas was necessary to elucidate and interrelate the way in which he thought about the concepts of subject, power and liberty. Traveling with the author his intellectual itinerary, it was revealed that his conception of subject and liberty can be reconciled (although maintaining its problematic nature) and, also, both are inextricably linked each one as a result of the other. Tracing, with the author, his intellectual itinerary, it was also possible to identify and describe the fruitful conceptual tools for thinking about our own determinations and about the possibilities we have of creating new subjectivities and liberating experiences

Saberes docentes na organiza����o do ensinio-aprendizagem: uma constru����o reflexiva com professoras do ensino fundamental

The present study has the objective to analyze with teachers from Elementary School the knowledge mobilized in the organization of the teaching-learning process, and its implications in the exploitation of that process. The investigation was developed with two teachers from the first years of the Elementary School, from a public school in Pau dos Ferros-RN. It adopts as basis the notion of knowledge as a set of individual and social relations that the individuals maintain with the world and with themselves, in the teaching and learning relation. (CHARLOT, 2000). It considers yet that the knowledges are immediate processes, reconstructed and mobilized by the practice of reflection, in dialogical and interactional contexts in contact with others. (BAKHTIN, 2002, 2003; VYGOTSKY, 1991, 2004, 2005). The collaborative approach was the theoretical and methodological background that oriented the investigative-educative process. By choosing a collaborative research as basis of the investigative pathway, it starts from the knowledge that the critical and collaborative reflection developed with the teachers from the first years of the Elementary School contribute to explicitate and resignify the meanings assigned to the knowledges that these teachers mobilize in the organization of the teaching-learning and its implications in this process. The results of the reflexive and investigative process developed with the teachers demonstrate that the familiar, scholastic, academic, professional, and the work knowledges lived, constitute the consciousness of being a teacher, and that these knowledges implicate in the dynamics of the process of teaching-learning, but not always the teachers take consciousness about these knowledges. The critical and collaborative reflection, mediated by the actions of describing, announcing, facing and reconstructing allowed to the participants of the research to realize the knowledges of themselves and of the other, the difficulties and possibilities in the organization of the teaching-learning process

Atlas municipais elaborados por professores: a experi��ncia conjunta de Limeira, Rio Claro e Ipe��na

Na ��ltima d��cada, as recomenda����es curriculares de hist��ria e geografia para o ensino fundamental incentivaram a produ����o de atlas municipais, uma vez que permitem incluir num s�� volume mapas, textos, fotografias, gr��ficos, entre outras fontes de informa����o, a respeito do espa��o local. Este artigo apresenta uma experi��ncia em que a produ����o de atlas municipais se tornou projeto de pesquisa colaborativa entre pesquisadores da universidade e professores de geografia, hist��ria e ci��ncias de tr��s munic��pios. Problemas como recorte curricular, linguagem cartogr��fica e forma����o de professores consistem nos pontos principais da pesquisa, a qual traz uma contribui����o significativa para a constitui����o de uma linha de pesquisa que vem sendo chamada de cartografia escolar.