959 resultados para Single-grade classes


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O presente estudo busca identificar em que medida o pertencimento de classe social interfere nos sentidos e perspectivas do jovem brasileiro frente ao futebol espetáculo, bem como compreender os mecanismos sociais que determinam a decisão de os sujeitos investirem na carreira profissional esportiva em detrimento da trajetória escolar longa. Começamos com uma abordagem sociológica, a análise crítica dos processos de difusão, massificação e profissionalização do futebol ocorridas no contexto da sociedade pós-industrial. Enfocamos a conflituosa mutação da modalidade, inicialmente elitizada com fins social-distintivos para esporte de massa ideal de ascensão social da classe popular , além da dependência com a mídia, das razões que levaram a caracterizar-se como produto da indústria cultural, culminando com a transformação do futebol em mercadoria submetida às leis e lógica da sociedade de consumo. Em seguida, entrelaçamos as relações de poder, aliança e concorrência dos agentes sociais que participam do complexo campo das práticas esportivas com os canais com que o público jovem estabelece contato com o esporte espetáculo. Neste aspecto, especial atenção foi dada à mídia, difusora da ideologia de uma sociedade capitalista aberta, que reforça a idéia do esporte como via de ascensão social para indivíduos de baixa renda, na mesma medida em que oculta em seu discurso as reais probabilidades de concretização do sucesso esportivo. A pesquisa de campo foi realizada em duas escolas do município de São Bernardo do Campo (SP), uma da rede pública estadual e outra da rede particular de ensino. Assim, constituímos dois grupos com alunos de distintas classes sociais, compostos por estudantes do 1º ano do Ensino Médio, sexo masculino, com 15 anos de idade e praticantes de futebol nas aulas de Educação Física. Metodologicamente, fizemos uso da observação participante e de entrevistas como instrumentos para a coleta de dados. Conjugadas aos objetivos do estudo, estruturamos a análise do material colhido em seis categorias, articulando questões sobre o prosseguimento nos estudos e o trabalho, as tendências para a pratica esportiva profissional, as representações sociais em torno do futebol, os usos e costumes no tempo livre e as expectativas da pratica esportiva implicadas pela herança cultural familiar. Como referencial teórico de análise, utilizamos de Pierre Bourdieu os conceitos de campo, habitus, estratégia, capital econômico, social e, principalmente, capital cultural, partindo da hipótese de que o nível cultural dos alunos e seus familiares interferem nos sentidos e formas de apropriação do esporte. Entre outras conclusões, obtivemos como resultado a configuração de uma trajetória esportiva profissional voltada para os alunos de baixa classe social, em oposição à trajetória escolar longa, estrategicamente adotada pelos alunos de classe social alta.(AU)

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O presente estudo busca identificar em que medida o pertencimento de classe social interfere nos sentidos e perspectivas do jovem brasileiro frente ao futebol espetáculo, bem como compreender os mecanismos sociais que determinam a decisão de os sujeitos investirem na carreira profissional esportiva em detrimento da trajetória escolar longa. Começamos com uma abordagem sociológica, a análise crítica dos processos de difusão, massificação e profissionalização do futebol ocorridas no contexto da sociedade pós-industrial. Enfocamos a conflituosa mutação da modalidade, inicialmente elitizada com fins social-distintivos para esporte de massa ideal de ascensão social da classe popular , além da dependência com a mídia, das razões que levaram a caracterizar-se como produto da indústria cultural, culminando com a transformação do futebol em mercadoria submetida às leis e lógica da sociedade de consumo. Em seguida, entrelaçamos as relações de poder, aliança e concorrência dos agentes sociais que participam do complexo campo das práticas esportivas com os canais com que o público jovem estabelece contato com o esporte espetáculo. Neste aspecto, especial atenção foi dada à mídia, difusora da ideologia de uma sociedade capitalista aberta, que reforça a idéia do esporte como via de ascensão social para indivíduos de baixa renda, na mesma medida em que oculta em seu discurso as reais probabilidades de concretização do sucesso esportivo. A pesquisa de campo foi realizada em duas escolas do município de São Bernardo do Campo (SP), uma da rede pública estadual e outra da rede particular de ensino. Assim, constituímos dois grupos com alunos de distintas classes sociais, compostos por estudantes do 1º ano do Ensino Médio, sexo masculino, com 15 anos de idade e praticantes de futebol nas aulas de Educação Física. Metodologicamente, fizemos uso da observação participante e de entrevistas como instrumentos para a coleta de dados. Conjugadas aos objetivos do estudo, estruturamos a análise do material colhido em seis categorias, articulando questões sobre o prosseguimento nos estudos e o trabalho, as tendências para a pratica esportiva profissional, as representações sociais em torno do futebol, os usos e costumes no tempo livre e as expectativas da pratica esportiva implicadas pela herança cultural familiar. Como referencial teórico de análise, utilizamos de Pierre Bourdieu os conceitos de campo, habitus, estratégia, capital econômico, social e, principalmente, capital cultural, partindo da hipótese de que o nível cultural dos alunos e seus familiares interferem nos sentidos e formas de apropriação do esporte. Entre outras conclusões, obtivemos como resultado a configuração de uma trajetória esportiva profissional voltada para os alunos de baixa classe social, em oposição à trajetória escolar longa, estrategicamente adotada pelos alunos de classe social alta.(AU)

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The γ-aminobutyric acid type A (GABAA) receptor is a transmitter-gated ion channel mediating the majority of fast inhibitory synaptic transmission within the brain. The receptor is a pentameric assembly of subunits drawn from multiple classes (α1–6, β1–3, γ1–3, δ1, and ɛ1). Positive allosteric modulation of GABAA receptor activity by general anesthetics represents one logical mechanism for central nervous system depression. The ability of the intravenous general anesthetic etomidate to modulate and activate GABAA receptors is uniquely dependent upon the β subunit subtype present within the receptor. Receptors containing β2- or β3-, but not β1 subunits, are highly sensitive to the agent. Here, chimeric β1/β2 subunits coexpressed in Xenopus laevis oocytes with human α6 and γ2 subunits identified a region distal to the extracellular N-terminal domain as a determinant of the selectivity of etomidate. The mutation of an amino acid (Asn-289) present within the channel domain of the β3 subunit to Ser (the homologous residue in β1), strongly suppressed the GABA-modulatory and GABA-mimetic effects of etomidate. The replacement of the β1 subunit Ser-290 by Asn produced the converse effect. When applied intracellularly to mouse L(tk−) cells stably expressing the α6β3γ2 subunit combination, etomidate was inert. Hence, the effects of a clinically utilized general anesthetic upon a physiologically relevant target protein are dramatically influenced by a single amino acid. Together with the lack of effect of intracellular etomidate, the data argue against a unitary, lipid-based theory of anesthesia.

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The terminal regions (last 20 kb) of Saccharomyces cerevisiae chromosomes universally contain blocks of precise sequence similarity to other chromosome terminal regions. The left and right terminal regions are distinct in the sense that the sequence similarities between them are reverse complements. Direct sequence similarity occurs between the left terminal regions and also between the right terminal regions, but not between any left ends and right ends. With minor exceptions the relationships range from 80% to 100% match within blocks. The regions of similarity are composites of familiar and unfamiliar repeated sequences as well as what could be considered “single-copy” (or better “two-copy”) sequences. All terminal regions were compared with all other chromosomes, forward and reverse complement, and 768 comparisons are diagrammed. It appears there has been an extensive history of sequence exchange or copying between terminal regions. The subtelomeric sequences fall into two classes. Seventeen of the chromosome ends terminate with the Y′ repeat, while 15 end with the 800-nt “X2” repeats just adjacent to the telomerase simple repeats. The just-subterminal repeats are very similar to each other except that chromosome 1 right end is more divergent.

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Using partial amino acid sequence data derived from porcine methionyl aminopeptidase (MetAP; methionine aminopeptidase, peptidase M; EC 3.4.11.18), a full-length clone of the homologous human enzyme has been obtained. The cDNA sequence contains 2569 nt with a single open reading frame corresponding to a protein of 478 amino acids. The C-terminal portion representing the catalytic domain shows limited identity with MetAP sequences from various prokaryotes and yeast, while the N terminus is rich in charged amino acids, including extended strings of basic and acidic residues. These highly polar stretches likely result in the spuriously high observed molecular mass (67 kDa). This cDNA sequence is highly similar to a rat protein, termed p67, which was identified as an inhibitor of phosphorylation of initiation factor eIF2 alpha and was previously predicted to be a metallopeptidase based on limited sequence homology. Model building established that human MetAP (p67) could be readily accommodated into the Escherichia coli MetAP structure and that the Co2+ ligands were fully preserved. However, human MetAP was found to be much more similar to a yeast open reading frame that differed markedly from the previously reported yeast MetAP. A similar partial sequence from Methanothermus fervidus suggests that this p67-like sequence is also found in prokaryotes. These findings suggest that there are two cobalt-dependent MetAP families, presently composed of the prokaryote and yeast sequences (and represented by the E. coli structure) (type I), on the one hand, and by human MetAP, the yeast open reading frame, and the partial prokaryotic sequence (type II), on the other.

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Fusion phage libraries expressing single-chain Fv antibodies were constructed from the peripheral blood lymphocytes of two melanoma patients who had been immunized with autologous melanoma cells transduced the gamma-interferon gene to enhance immunogenicity, in a trial conducted at another institution. Anti-melanoma antibodies were selected from each library by panning the phage against live cultures of the autologous tumor. After two or three rounds of panning, clones of the phage were tested by ELISA for binding to the autologous tumor cells; > 90% of the clones tested showed a strong ELISA reaction, demonstrating the effectiveness of the panning procedure for selecting antimelanoma antibodies. The panned phage population was extensively absorbed against normal melanocytes to enrich for antibodies that react with melanoma cells but not with melanocytes. The unabsorbed phage were cloned, and the specificities of the expressed antibodies were individually tested by ELISA with a panel of cultured human cells. The first tests were done with normal endothelial and fibroblast cells to identify antibodies that do not react, or react weakly, with two normal cell types, indicating some degree of specificity for melanoma cells. The proportion of phage clones expressing such antibodies was approximately 1%. Those phage were further tested by ELISA with melanocytes, several melanoma lines, and eight other tumor lines, including a glioma line derived from glial cells that share a common lineage with melanocytes. The ELISA tests identified three classes of anti-melanoma antibodies, as follows: (i) a melanoma-specific class that reacts almost exclusively with the melanoma lines; (ii) a tumor-specific class that reacts with melanoma and other tumor lines but does not react with the normal melanocyte, endothelial and fibroblast cells; and (iii) a lineage-specific class that reacts with the melanoma lines, melanocytes, and the glioma line but does not react with the other lines. These are rare classes from the immunized patients' repertoires of anti-melanoma antibodies, most of which are relatively nonspecific anti-self antibodies. The melanoma-specific class was isolated from one patient, and the lineage-specific class was isolated from the other patient, indicating that different patients can have markedly different responses to the same immunization protocol. The procedures described here can be used to screen the antibody repertoire of any person with cancer, providing access to an enormous untapped pool of human monoclonal anti-tumor antibodies with clinical and research potential.

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High- to very-high-grade migmatitic basement rocks of the Wilson Hills area in northwestern Oates Land (Antarctica) form part of a low-pressure high-temperature belt located at the western inboard side of the Ross-orogenic Wilson Terrane. Zircon, and in part monazite, from four very-high grade migmatites (migmatitic gneisses to diatexites) and zircon from two undeformed granitic dykes from a central granulite-facies zone of the basement complex were dated by the SHRIMP U-Pb method in order to constrain the timing of metamorphic and related igneous processes and to identify possible age inheritance. Monazite from two migmatites yielded within error identical ages of 499 +/- 10 Ma and 493 +/- 9 Ma. Coexisting zircon gave ages of 500 +/- 4 Ma and 484 +/- 5 Ma for a metatexite (two age populations) and 475 +/- 4 Ma for a diatexite. Zircon populations from a migmatitic gneiss and a posttectonic granitic dyke yielded well-defined ages of 488 +/- 6 Ma and 482 +/- 4 Ma, respectively. There is only minor evidence of age inheritance in zircons of these four samples. Zircon from two other samples (metatexite, posttectonic granitic dyke) gave scattered 206Pb-238U ages. While there is a component similar in age and in low Th/U ratio to those of the other samples, inherited components with ages up to c. 3 Ga predominate. In the metatexite, a major detrital contribution from 545 - 680 Ma old source rocks can be identified. The new age data support the model that granulite- to high-amphibolite-facies metamorphism and related igneous processes in basement rocks of northwestern Oates Land were confined to a relatively short period of time of Late Cambrian to early Ordovican age. An age of approximately 500 Ma is estimated for the Ross-orogenic granulite-facies metamorphism from consistent ages of monazite from two migmatites and of the older zircon age population in one metatexite. The variably younger zircon ages are interpreted to reflect mineral formation in the course of the post-granulite-facies metamorphic evolution, which led to a widespread high-amphibolite-facies retrogression and in part late-stage formation of ms+bi assemblages in the basement rocks and which lasted until about 465 Ma. The presence of inherited zircon components of latest Neoproterozoic to Cambrian age indicates that the high- to very-grade migmatitic basement in northwestern Oates Land originated from clastic series of Cambrian age and, therefore, may well represent the deeper-crustal equivalent of lower-grade metasedimentary series of the Wilson Terrane.

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O presente estudo busca identificar em que medida o pertencimento de classe social interfere nos sentidos e perspectivas do jovem brasileiro frente ao futebol espetáculo, bem como compreender os mecanismos sociais que determinam a decisão de os sujeitos investirem na carreira profissional esportiva em detrimento da trajetória escolar longa. Começamos com uma abordagem sociológica, a análise crítica dos processos de difusão, massificação e profissionalização do futebol ocorridas no contexto da sociedade pós-industrial. Enfocamos a conflituosa mutação da modalidade, inicialmente elitizada com fins social-distintivos para esporte de massa ideal de ascensão social da classe popular , além da dependência com a mídia, das razões que levaram a caracterizar-se como produto da indústria cultural, culminando com a transformação do futebol em mercadoria submetida às leis e lógica da sociedade de consumo. Em seguida, entrelaçamos as relações de poder, aliança e concorrência dos agentes sociais que participam do complexo campo das práticas esportivas com os canais com que o público jovem estabelece contato com o esporte espetáculo. Neste aspecto, especial atenção foi dada à mídia, difusora da ideologia de uma sociedade capitalista aberta, que reforça a idéia do esporte como via de ascensão social para indivíduos de baixa renda, na mesma medida em que oculta em seu discurso as reais probabilidades de concretização do sucesso esportivo. A pesquisa de campo foi realizada em duas escolas do município de São Bernardo do Campo (SP), uma da rede pública estadual e outra da rede particular de ensino. Assim, constituímos dois grupos com alunos de distintas classes sociais, compostos por estudantes do 1º ano do Ensino Médio, sexo masculino, com 15 anos de idade e praticantes de futebol nas aulas de Educação Física. Metodologicamente, fizemos uso da observação participante e de entrevistas como instrumentos para a coleta de dados. Conjugadas aos objetivos do estudo, estruturamos a análise do material colhido em seis categorias, articulando questões sobre o prosseguimento nos estudos e o trabalho, as tendências para a pratica esportiva profissional, as representações sociais em torno do futebol, os usos e costumes no tempo livre e as expectativas da pratica esportiva implicadas pela herança cultural familiar. Como referencial teórico de análise, utilizamos de Pierre Bourdieu os conceitos de campo, habitus, estratégia, capital econômico, social e, principalmente, capital cultural, partindo da hipótese de que o nível cultural dos alunos e seus familiares interferem nos sentidos e formas de apropriação do esporte. Entre outras conclusões, obtivemos como resultado a configuração de uma trajetória esportiva profissional voltada para os alunos de baixa classe social, em oposição à trajetória escolar longa, estrategicamente adotada pelos alunos de classe social alta.(AU)

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Silicone elastomers are commonly used in the manufacture of single-piece joint replacement implants for the finger joints. However, the survivorship of these implants can be poor, with failure typically occurring from fracture of the stems. The aim of this paper was to investigate the crack growth of medical-grade silicone using pure shear tests. Two medical-grade silicones (C6-180 and Med82-5010-80) were tested. Each sample had a 20 mm crack introduced and was subjected to a sinusoidally varying tensile strain, with a minimum of 0 per cent and a maximum in the range 10 to 77 per cent. Testing was undertaken at a frequency of 10 Hz. At various times during testing, the testing machine was stopped, the number of cycles completed was noted, and the crack length measured. Graphs of crack length against number of cycles were plotted, as well as the crack growth rate against tearing energy. The results show that Med82-5010-80 is more crack resistant than C6-180. Graphs of crack growth rate against tearing energy can be used to predict the failure of these medical-grade elastomers.

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The purpose of this study was to examine the effectiveness of peer counseling on high school students who have previously failed two or more classes in a nine week quarter.^ This study was constructed by comparing students who previously failed and were subsequently given peer counseling with a matched group of students who failed and did not receive peer counseling.^ To test the proposed research question, 324 students from a large urban school system were randomly chosen from a computer generated list of students who failed courses, matched on variables of number of classes failed, grade level and gender. One student from each matched pair was randomly placed in either the experimental or control group. 162 students from Group 1 (experimental) were assigned a peer counselor with their pair assigned to Group 2 (control). Group 1 received peer counseling at least 4 times during the third nine week academic quarter (Quarter 3) while Group 2 did not.^ The Grade Point Averages (GPA) for all students were collected both at the end of Quarter 2 and Quarter 3, at which time peer counseling was terminated. GPA's were also collected nine weeks after counseling was terminated.^ Results were determined by multiple regression, analysis of covariance and t-test. A level of significance was set at.05. There was significant increase in the GPA's of those counseled students immediately after peer counseling and also nine weeks after counseling was terminated, while the group not receiving peer counseling showed no increase. It was noted that there were significantly more school drop-outs from the non-counseled group than the counseled group. The number of classes failed, high school attended, grade level and gender were not found to be significant.^ The conclusion from this study was that peer counseling does impact significantly on the GPA's of students experiencing academic failure. Recommendations from this study were to implement and expand peer counseling programs with more failing students, continue counseling for longer than one quarter, include students in drop-out programs and students from different socio-economic and racial backgrounds, and conduct subsequent evaluation. ^

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The purpose of this study is to determine which of several treatment groups and/or grades have shown growth when increased writing time allotment has occurred. Third, fourth and fifth grade students identified as Gifted, Learning Disabled, and Limited English Proficient enrolled in ESOL classes were the 69 subjects.^ All students were allotted at least one hour of writing time, four days a week for the school year of 1994-1995. Writing activities conducted during the school year involved the full writing process, including prewriting, drafting, revising, and editing. Pretests and posttests were administered across the grade levels at a designated period of time using the same administration procedures as the Florida Writing Assessment Program. Three teachers rated each sample on a scale of zero to three.^ The results of the oneway ANOVA indicated that the three raters did not score the pretests and posttests significantly different from each other. A single group pretest-posttest experimental design was used on the three groups. The results of the Gifted group revealed that the Gifted C subgroup (Gifted Behavioral) appeared to have averaged a higher gain score than both the Gifted A and Gifted B subgroups. For the four subgroups of the LD group, no distinct pattern was evident. The Group C subgroup (ADD) appeared to have scored lower than the other three subgroup although their mean IQ score was higher than the others LD subgroups. Comparisons were difficult to make among the four ESOL subgroups due to low subjects and/or scores. Qualitative analyses were also conducted using semi-structured interviews with the Gifted, Learning Disabled, and ESOL teachers. All believed the additional instructional time spent on writing made the difference in the increased writing scores.^ The study indicated that time alone is not a significant factor in developing accomplished writers. Direct instruction perhaps in a specific strategy or skill may lead to significant results. ^

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This study examines the effects of looping (staying with the same teacher for two grade levels) on the reading achievement of fourth graders within a large, urban, multicultural school. Looping was expected to have a positive effect on reading achievement and reading qualities. Additional benefits, such as its effect on anxiety levels and self-concept were also assumed to accrue from looping. ^ A causal-comparative design was employed. Four existing classrooms consisting of eighty-one fourth grade students comprised the treatment and comparison groups. The two “looping” treatment groups consisted of students who had the same teacher for their third and fourth grade school years. The remaining two classes comprised the comparison groups. Pre- and post-tests for reading achievement total scores and subscores for main idea and comparisons were obtained using the Florida Comprehensive Assessment Test (FCAT). Assessments were also obtained from the State-Trait Anxiety Inventory for Children, modified to reflect reading, and the Self-Perception Profile for Children. The difference in pre- and post-test FCAT scores were analyzed via a four group simple ANOVA to examine the effects of the looping model on reading achievement and reading qualities. Similar simple ANOVAs were performed to investigate the relationship of looping to anxiety and self-concept. ^ The findings led to the conclusion that looping was significantly related to improvement in reading achievement and reading qualities. In addition, the hypothesized relationship of lower anxiety in the looping group compared to the comparison group was supported. There were no significant effects on self-concept for any of the comparisons. ^ The study clearly demonstrated the positive effects of looping, on total reading achievement scores, on reading qualities of fourth grade students who participated in looping classes and on differences in students' anxiety. Looping did not have an effect on general self-concept. ^ The results demonstrate the effects of looping on teaching methods. In looping practice teachers have the advantage of knowing their students and the students' readiness and can make adaptations of teaching methods accordingly. From the students' perspective, the looped students do not have to adapt to a new teacher and thus, experience lower anxiety. ^

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A concern for both educators and policy makers is how to increase the reading achievement of African American students. Studies have shown that rap music, which has its roots in the African American community, can be used as a tool to facilitate this increase, specifically how using rap songs in reading lessons can improve a child's reading motivation, information recall, and vocabulary development. There are also studies on how repeated reading of a text can help improve a child's reading fluency. Yet, there are no studies that combine rap music and repeated reading of a text. This study describes the effects of using a culturally responsive reading strategy on the fluency, decoding, and comprehension skills of African American students. ^ The sample consisted of 105 African American students within eight, second grade classrooms at two different elementary schools. The classes were randomly selected and assigned to the rap group or the control group. Students received eight half-hour sessions using either a rap text or a traditional text in a repeated reading lesson. All of the students were pre-tested and post-tested on the Oral Reading Fluency and the Nonsense Word Fluency portions of the Dynamic Indicators of Basic Literacy Skills Test. Additionally, a researcher constructed comprehension quiz was given to the students at the beginning, middle, and end of the study. Research questions were analyzed using ANOVAs and t tests. ^ The hypotheses were not supported but there was some evidence that rap music in a reading lesson helped improve the fluency skills of African American students at one of the schools. The results also revealed that rap music used in a reading lesson initially improved the comprehension skills of African American students. The rap treatment may not have worked best overall because of the lack of intensity of the treatment. ^ The study has shown some evidence to support using culturally appropriate materials such as rap with students. There needs to be more research on the interaction between teaching methods, materials, and students. ^

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The National Center for Family Literacy (2003a) and the National Even Start Association (2005) have stated that the single most effective and influential factor in increasing student academic achievement is parental involvement. The purpose of this qualitative study was to determine how participation in adult literacy courses influences parent-child interaction in various educationally related activities known as Interactive Literacy Activities (ILAs). This study investigated ILAs from the mothers? perspective, and examines the changes that occur in parental involvement or ILAs when immigrant parents of a limited educational background participate in an adult education program. The principal method of data collection was key informant interviews (Gall, Borg, & Gall, 1996). Other methods of data collection included observations of parent-child interactions and field observations. Data analysis methods included Memo-ing (Miles & Huberman, 1994), within case analysis and cross-case analysis. ^ Findings demonstrate that changes occurred in the parent-child relationship when mothers of a limited educational background participated in an adult literacy course. When participating in ILAs or English literacy activities related to second language acquisition (including reading and speaking for comprehension and pronunciation), the children of these mothers took on the role of the adult. Participation in literacy activities was often initiated by the child and the children were frequently concerned with their mother's literacy acquisition. Mothers reported that their children were more confident, worked harder on school related activities and were more open to communication. ^ It can be concluded from this study that, in the case of these immigrant families, a mother's participation in adult literacy classes is influential in the relationship between mother and child. These children participated in ILAs for the benefit of their mothers and initiated literacy activities more frequently. The children responded better to their parents during literacy activities because there was a positive change in the relationship between mother and child. The relationship between mother and child appeared to be strengthened by greater trust, a sense of pride and more communication. ^

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This study examined the representation of national and religious dimensions of Iranian history and identity in Iranian middle school history textbooks. Furthermore, through a qualitative case study in a school in the capital city of Tehran, teachers' use of textbooks in classrooms, students' response, their perceptions of the country's past, and their definitions of national identity is studied. The study follows a critical discourse analysis framework by focusing on the subjectivity of the text and examining how specific concepts, in this case collective identities, are constructed through historical narratives and how social actors, in this case students, interact with , and make sense of, the process. My definition of national identity is based on the ethnosymbolism paradigm (Smith, 2003) that accommodates both pre-modern cultural roots of a nation and the development and trajectory of modern political institutions. Two qualitative approaches of discourse analysis and case study were employed. The textbooks selected were those published by the Ministry of Education; universally used in all middle schools across the country in 2009. The case study was conducted in a girls' school in Tehran. The students who participated in the study were ninth grade students who were in their first year of high school and had just finished a complete course of Iranian history in middle school. Observations were done in history classes in all three grades of the middle school. The study findings show that textbooks present a generally negative discourse of Iran's long history as being dominated by foreign invasions and incompetent kings. At the same time, the role of Islam and Muslim clergy gradually elevates in salvaging the country from its despair throughout history, becomes prominent in modern times, and finally culminates in the Islamic Revolution as the ultimate point of victory for the Iranian people. Throughout this representation, Islam becomes increasingly dominant in the textbooks' narrative of Iranian identity and by the time of the Islamic Revolution morphs into its single most prominent element. On the other hand, the students have created their own image of Iran's history and Iranian identity that diverges from that of the textbooks especially in their recollection of modern times. They have internalized the generally negative narrative of textbooks, but have not accepted the positive role of Islam and Muslim clergy. Their notion of Iranian identity is dominated by feelings of defeat and failure, anecdotal elements of pride in the very ancient history, and a sense of passivity and helplessness.