Gifted and talented in the early years : practical activities for children aged 3 to 5.

En este manual se orienta cómo identificar a los niños superdotados y talentosos en educación infantil y cómo pueden usarse los recursos existentes para ayudarles a progresar en su aprendizaje, y a todos los niños a beneficiarse de los innovadores enfoques del aprendizaje. Considera cuatro áreas curriculares, desarrollo de movimiento físico-motor, música, lenguaje y matemáticas. Incluye ideas para actividades que pueden utilizarse como aparecen o pueden ser adaptadas y desarrolladas según las disposiciones individuales, resúmenes de ideas final de cada capítulo, glosario.

Carpentry and joinery. Book two : practical activities.

Se divide en áreas específicas de trabajo para carpinteros y ebanistas. La introducción a cada capítulo, el texto y las ilustraciones guían al lector en la tarea, que se refuerza con una cobertura más amplia de cada tema para facilitar la comprensión y permitir la aplicación de las habilidades a otras tareas. También, proporciona conocimientos profundos de los métodos básicos, herramientas y materiales que son esenciales para los estudiantes, además de material más extenso y temas especializados para los que trabajan en la industria.

Using a threaded framework to enable practical activities in Operating Systems courses

Teaching Operating Systems (OS) is a rather hard task, since being an OS designer is not a desired goal for most students and the subject demands a large amount of knowledge over system's details. To reduce the difficulty many courses are planned with laboratory practices, differing in how the practices are designed. Some try to implement next-to-real kernels, others use simulators, and even others use synthetic kernels. In this paper an approach based on synthetic kernels is described. It uses thread programming in order to establish control over the operating system components. T his approach allows the kernel to grow following the materials presented in the course. It has been successfully applied in two different courses at our University, the first one being a basic OS course and the second one an upper level course. Results from these applications are presented.

Modern church brotherhoods; a survey of the practical activities of the churchmen's clubs and brotherhoods,

Mode of access: Internet.

Practical Activities. Subject: Ecology. Undergraduate Studies in Biology and Marine Sciences. Ecology Department

Notebook of practical activities in Ecology during the 2on course of Biology career.

On a practical realization of Kolb's experiential learning cycle

This study aims to extend prior knowledge on the learning and developmental outcomes of the experiential learning cycle of David Kolb by the analysis of its practical realization at Team Academy. The study is based on the constructivist approach to learning and considers, among others, the concepts of autonomy support, Nonaka and Takeuchi's knowledge creation model, Luft and Ingham's Johari Window and Deci and Ryan's Self-determination theory. For the investigation deep interviews were carried out with the participants of Team Academy, both learners and coaches. Taking the interview results and the above described theories into consideration this study concludes that experiential learning results not only in effective learning, but also in a remarkable soft skill acquisition, self-development and increase in motivation with an internal locus of causality. Real-life projects permit the learners to experience real challenges. By the practical activities and teamwork they also get the possibility to find out their personal strengths, weaknesses and unique capacities.

The influence of an in-service programme on primary teachers conceptions about practical work

The purpose of this study was to investigate how an in-service programme influenced primary teachers’ conceptions about practical work. Ten elementary teachers participated in a Portuguese city in an one-year professional development programme, which aimed to promote the use of practical activities in classroom. Semi-structured interviews and classroom observations were both used to examine changes in teachers’ conceptions about science teaching and in their classroom pratices. Data also included written artefacts, such as teachers’ written reflections, lesson plans, activity sheets, assessment items and student work samples. Based on the analysis of the data, the changes in teachers’ conceptions were organized into four categories: student and learning, teacher and teaching, science teaching, and teaching context. Throughout their participation in the programme, teachers pointed out several constraints related to planning and implementing practical activities. Results indicate that most teachers were able to overcome their initial difficulties and progressively gained more confidence in using student-centered pratices. However, one year after the end of the programme, teachers reported that their actual practices did not changed significantly, particularly with regard to inquiry-based practical and collaborative activities, which remained absent or rare. Implications for professional development and further research are discussed.

A dimensão prática na preparação profissional em educação física : concepção e organização acadêmica

Universidade Estadual de Campinas . Faculdade de Educação Física

Analise da disciplina de educação fisica especial nas Institutições de Ensino Superior publicas do estado do Parana

Universidade Estadual de Campinas . Faculdade de Educação Física

Evaluation of gastrointestinal motility in awake rats: a learning exercise for undergraduate biomedical students

Souza MA, Souza MH, Palheta RC Jr, Cruz PR, Medeiros BA, Rola FH, Magalhaes PJ, Troncon LE, Santos AA. Evaluation of gastrointestinal motility in awake rats: a learning exercise for undergraduate biomedical students. Adv Physiol Educ 33: 343-348, 2009; doi: 10.1152/advan.90176.2008.-Current medical curricula devote scarce time for practical activities on digestive physiology, despite frequent misconceptions about dyspepsia and dysmotility phenomena. Thus, we designed a hands-on activity followed by a small-group discussion on gut motility. Male awake rats were randomly submitted to insulin, control, or hypertonic protocols. Insulin and control rats were gavage fed with 5% glucose solution, whereas hypertonic-fed rats were gavage fed with 50% glucose solution. Insulin treatment was performed 30 min before a meal. All meals (1.5 ml) contained an equal mass of phenol red dye. After 10, 15, or 20 min of meal gavage, rats were euthanized. Each subset consisted of six to eight rats. Dye recovery in the stomach and proximal, middle, and distal small intestine was measured by spectrophotometry, a safe and reliable method that can be performed by minimally trained students. In a separate group of rats, we used the same protocols except that the test meal contained (99m)Tc as a marker. Compared with control, the hypertonic meal delayed gastric emptying and gastrointestinal transit, whereas insulinic hypoglycemia accelerated them. The session helped engage our undergraduate students in observing and analyzing gut motor behavior. In conclusion, the fractional dye retention test can be used as a teaching tool to strengthen the understanding of basic physiopathological features of gastrointestinal motility.

Estratégias de abordagem à escrita criativa em educação pré-escolar e 1º ciclo do Ensino Básico

Mestrado, Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, 2 de Julho de 2013 (Relatório de Estágio).

Conservação e manutenção nos pavimentos rodoviários e a sua importância

Trabalho Final de Mestrado para obtenção do grau de Mestre em Engenharia Área de Especialização em Vias de Comunicação e Transportes

A aplicação do imposto sobre o valor acrescentado nas autarquias locais

Mestrado em Fiscalidade

Prática de ensino supervisionado no 1.º e 2.º ciclo do ensino básico: contributo das atividades práticas e experimentais em ciências para o aumento da motivação dos alunos

Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1º e 2º Ciclo do Ensino Básico

Prática de ensino supervisionado no 1.º e 2.º ciclo do ensino básico: a importância das atividades práticas no processo de ensino e aprendizagem do Estudo do Meio Social (1.º CEB)

Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º e 2.º ciclo do Ensino Básico