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1
Mills, Catherine. "Competition between specialist and generalist species in computational and experimental model ecosystems". Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/25502.
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An ecological community is complex and the mechanisms behind the assembly of such a community are still poorly understood. Here, we concentrate on the question of what mechanisms affect the proportion of specialists and the proportion of generalists in a community. First, we use an individual-based model to explore the effects of the available resource spectrum on the specialist-generalist balance in well-mixed and spatially structured environments. In the well-mixed model, we uncover a new mechanism which we term `resource spectrum engineering', in which opportunistic specialists occupying small niches in a mostly generalist community can change the resource spectrum that is experienced by other species strongly disfavouring generalists and causing a community-wide shift towards specialist strategies. Extending to a spatially structured model in which the dispersal distance of species may be limited, we find that specialism is linked to intermediate dispersal lengths, whereas generalism is linked to short and long dispersal lengths. We then investigate two real microbial systems, using 16rRNS sequence data. In the first experiment, we identify functional groups of specialists and generalists by perturbing the microbial environment with variable nutrient concentrations and establishing which groups survive across different concentrations and which do not. In the second experiment we use many replicates of samples from the same source to find co-occur find that generalist species may be more likely to be dependant on the presence of each other than on specific environmental conditions.
2
Baxter, Alistair. "Understanding the factors associated with declines of an alpine specialist bird species in Scotland". Thesis, University of Aberdeen, 2016. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=231634.
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As we have become increasingly aware of the rapidity of climate change in high elevation and high latitude environments, conservation concern has grown for arctic-alpine species. This thesis capitalises on the rare availability of detailed data from intensive site monitoring and Scotland-wide surveys conducted over five decades and supplements this with new data to investigate the potential factors driving declines of Dotterel (Charadrius morinellus), an enigmatic arctic-alpine specialist bird species in decline. In accordance with expectations of predictions of climate warming, Dotterel shifted uphill in their distribution and contracted their breeding range within Scotland to their historic core. Dotterel were less likely to be retained at survey sites at low elevations, with a narrow elevational range, where nitrogen deposition was high, where vegetation was tall and dominated by graminoids, and where Ravens were present. Data also suggested that snow lie patterns affected Dotterel distribution between sites, with abundance being substantially greater at generally snow rich sites when these were relatively snow-free (possibly due to the physical restrictions to breeding that snow lie imposes). Despite an increased presence of Ravens in the alpine zone, dramatic declines in the abundance of Tipula montana (a previously important prey resource) at many lower elevation sites and shifts to breeding earlier, we detected little substantial change in breeding success between 1987 and 2011. Despite identifying numerous mechanisms through which environmental change may have acted on Dotterel we found little quantitative evidence for climatic changes to have driven Dotterel abundance declines, suggesting factors elsewhere in the species distribution are worthy of investigation as driving changes within Scotland. This thesis contributes valuable knowledge that can be used to help increase the resilience of arctic-alpine species to environmental change and highlights the pressing need for an integrated, international approach to monitoring and research to contextualise regional changes in abundance.
3
Gerry, Shannon Page. "Feeding mechanics of a trophic generalist and a specialist shark species : a comparison of diet, behavior and function /". View online ; access limited to URI, 2008. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3314455.
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Alonso, Pernas Pol [Verfasser], Wilhelm [Gutachter] Boland, Erika [Gutachter] Kothe y Dieter [Gutachter] Spiteller. "On the composition and function of the gut microbiome of two insect species, the generalist Spodoptera littoralis and the specialist Melolontha hippocastani / Pol Alonso Pernas ; Gutachter: Wilhelm Boland, Erika Kothe, Dieter Spiteller". Jena : Friedrich-Schiller-Universität Jena, 2018. http://d-nb.info/1170588417/34.
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Lindgren, Jessica. "Small remnant habitats : Important structures in fragmented landscapes". Doctoral thesis, Stockholms universitet, Institutionen för naturgeografi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-148653.
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The world-wide intensification of agriculture has led to a decline in species richness due to land use change, isolation, and fragmentation of natural and semi-natural habitats in agricultural and forestry landscapes. As a consequence, there is a current landscape management focus on the importance of green infrastructure to mitigate biodiversity decline and preserve ecosystem functions e.g. pollination services and pest control. Even though intensification in agriculture has been ongoing for several hundreds of years, remnant habitats from earlier management practices may still be remaining with a surprisingly high plant richness. Preserving these habitats could help conserving plant species richness in agricultural landscapes, as well as other organisms that are dependent on plants for food and shelter. In this thesis I focus on two small remnant habitats; midfield islets and borders between managed forest and crop field in southeastern Sweden. In the past, both habitats were included in the grazing system and therefore often still have remnant population of grassland specialist species left today. I have used these two remnant habitats as model habitats to investigate the effect of landscape factors and local factors on species richness of plants, flower morphologies and plants with fleshy fruits. Additively, I analysed the effect of surrounding landscape and local openness on the functions; pollination success, biological pest control of aphids and seed predation on midfield islets. One of my studies showed that spatial distribution and size of the habitat affected plant species richness. Larger habitat size and higher connectivity between habitats increased species richness of plants in the habitats. Openness of the habitats was shown to be an important factor to increase species richness and richness of flower morphologies, both on midfield islets and in forest borders. Even though midfield islets had the highest species and morphology richness, both habitat types are needed for habitat complementary as forest borders have more plants with fleshy fruits and a higher richness of plant species that flowers in spring/early summer. It was also shown that a more complex forest border, not just with gaps in the canopy, but also with high variation in tree stem sizes increases plant species richness in the field layer. The conclusion is that by managing small remnant habitats to remain or become more semi-open and complex in their structure, would increase species richness of plants, grassland specialist species, and flower morphologies. It would also increase some ecosystem functions as seed predation and biologic pest control of aphids are more effective close to trees. If both midfield islets and forest borders would be managed to be semi-open, the area and connectivity of semi-open habitat would increase in the agricultural landscape, which may also improve pollination success as the connectivity between populations has a possibility to increase. Grassland specialist species are clearly abundant in the small remnant habitats. As the decline of semi-natural grasslands is causing a decline in grassland specialists’ species, not only plants, I recommend that small remnant habitats are included in conservation and management plans and strategies to improve habitat availability and connectivity for grassland species in agricultural landscapes.Research funder Ekoklim. Project:4339602.
At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 4: Manuscript.
6
Uimaniemi, L. (Leena). "Maintenance of genetic diversity in four taiga specialists". Doctoral thesis, University of Oulu, 2004. http://urn.fi/urn:isbn:9514274105.
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Abstract
Genetic diversity in three taiga specialists – the Siberian
tit (Parus cinctus), the Siberian jay
(Perisoreus infaustus) and the Siberian flying
squirrel (Pteromys volans) – was assessed by
comparing DNA sequence variation across the mitochondrial control region
and allele frequencies of microsatellites from samples collected from
Fennoscandia and Siberia. Population sizes of these species have
declined in association with fragmentation and loss of suitable forest
habitat due to modern forestry practices in Fennoscandia. The red
squirrel (Sciurus vulgaris) served as a reference
for the flying squirrel.
Genetic differentiation among species studied ranged from a
panmictic population in the Siberian tit to that of the strong
differentiation of populations
(θST = 53%) in the flying squirrel
in Finland. MtDNA and microsatellite data, together with assignment
studies, showed the Siberian jay population to be significantly
genetically structured and supported the existence of a metapopulation
like structuring in Fennoscandia. Division of genetic variation among
flying squirrel populations along the ancient shoreline of the Littorina
Lymnea Sea stage of the Baltic Sea (7000 BP) and two geographically
associated branches in the minimum spanning network supported a two-way
colonisation history for the species. The Finnish inland appears to have
been colonised from the east in association with the arrival of Norway
spruce. At the same time, Coastal Finland was colonised from the
south-east through the Karelian Isthmus. Gene flow of the species
appeared female biased and restricted. Species exhibiting more
restrictive dispersal characteristics and habitat requirements possessed
stronger population genetic structure than those with opposite
characteristics.
Growth or contractions in population size leave characteristic
signatures in mtDNA that can be studied by comparing different sequence
diversity estimates among populations. I applied this method to the
species studied. Significant differences in nucleotide diversities
indicated restrictions in gene flow among populations in all species
studied. Half of the Siberian jay populations gave a signal of
population size bottleneck.
All the species studied showed differences in their population
genetic structures across their entire distribution ranges consistent
with the multirefugia model, most likely to be attributable to
differences in their ecological characteristics and Pleistocene
histories.
7
Maillard, Desgrées Du Loû Dominique. "Police generale, polices speciales (recherche sur la specificite des polices generale et speciales)". Rennes 1, 1988. http://www.theses.fr/1988REN11025.
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L'objet de la these est la mesure de la specificite des polices generales et speciales en droit administratif francais. La premiere partie porte sur les caracteres de la competence de police generale et sur ceux de la competence de police speciale et verifie que ces deux appelations recouvrent deux realites juridiques differentes. Ainsi la police generale apparait fondee sur une norme implicite d'habilitation: l'ordre public general, qui lui confere certaines caracteristiques (caractere conservateur, liberal et general de l'habilitation, pour agir dans la mesure necessaire a la satisfaction de l'ordre). La police speciale est toujours fondee sur un texte expres ayant au moins une origine legislative. Elle manifeste l'affirmation de la puissance publique dans les limites du principe de specialite. La deuxieme partie porte sur la specificite du regime de chaque competence. Elle demontre que les polices ne presentent pas une specificite totale l'une par rapport a l'autre et que l'exercice de la police dans son ensemble voit sa specificite s'amenuiser par rapport au reste de l'activite administrative. On remarque ainsi une faible specificite des decisions de police, que le controle juridictionnel de la legalite est largement adapte a la nature de chaque police et qu'il s'est maintenue une relative specificite du regime de la responsabiliteThe aim of the thesis is to evaluate the specificity of general and special polices in french administrative law. The first part studies the characteristics of the competence of general police and those of the competence of special police, and acertains that these two expressions represent two different legal realities. Thus the general police appears to be based on an implicit standard of empowerment general public order, which gives it certain characteristics (the conservative, liberal and general character of the empoverment, to act insofar as the preservation of order requires). The special police is always based on an explicit text, which has at least a legislative origin, it represents the assertion of public power within the limits of the principle of specialty. The second part deals with the specificity of the regime of each competence. It shows that the polices do not present an entire specificity (with respect to one an other) and that the exercise of the police as a whole sees its specificity diminish with respect to the other administrative activities. Therefore we notice a small specificity in the decisions of the police, that the jurisdictional control of legality is amply suited to the nature of each police and that a relative specificity of the regime of responsability is maintained
8
Jacobs, Jodee Elizabeth. "Secondary Special Education Teachers and Transition Specialists| Collaborative Efforts". Thesis, Grand Canyon University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602670.
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This qualitative case study explored how secondary special education teachers and transition specialists perceived their collaborative efforts when transitioning students with Autism Spectrum Disorder (ASD) from secondary to higher education. The theory of transition established the platform for this study. Two of the theoretical principles of situation and support were used as a lens to determine the collaborative perceptions between these two educator groups. The research questions specified educator perceptions of collaboration throughout the transition process and building collaborative relationships. The sample consisted of seven secondary special education teachers and seven transition specialists within the State of Arizona. Data collection sources the secondary transition plan document, semistructured individual interviews and two focus group sessions. Data coding procedures determined specific patterns that emerged in the analysis. A total of seven themes emerged: Collaboration ongoing, team effort, unrealistic expectations affect transition, attitude of specialists affecting student success, trust is vital to building relationships, lack of knowledge in preparing students during transition, and the importance of parental involvement throughout the transition process. The results that provided the greatest influence to the collaborative process included parental involvement and relationships, trust building between educators, continued training, provision of resources, and the development of the transition plan. The implications of this study suggested that educational organizations provide opportunities for these specialists to attend trainings for continued professional development.
9
Patel, Riddhi [Verfasser]. "“Generalists” & “Specialists”: Closely Related Felidae Species exhibit Diverse Evolutionary Histories / Riddhi Patel". Berlin : Freie Universität Berlin, 2017. http://d-nb.info/1142155390/34.
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Olsen, Walter O. Jr. "Attendance modification of resource specialist program students using postcards and parents as change agents". Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/3304.
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Purpose. The purpose of this study was to determine if a letter and postcard treatment program would induce parents to act as change agents for the purpose of improving Resource Specialist Program student attendance. Procedures. Subjects were 270 kindergarten through twelfth grade RSP students in a suburban school district near Sacramento, California. Five variables were studied including RSP student gender, grade level, ethnicity, socio-economic status and time-in-program. These variables were statistically combined with 1983-84 and 1984-85 fall semester absence data and postcard return rates to investigate what influence the letter and postcard treatment would have on rates of absence. Analysis of variance, t-test statistics, and multiple regression analyses were used to assess the effects of the postcard and letter treatment on the absence rates of RSP students at the.01 level of significance. Findings. (1) Monthly correspondence with the parents of RSP students on attendance related topics worsened pre-existing attendance problems for students in grades seven through twelve. (2) Resource Specialist Program students in Level 1 (grades K-6) have better attendance as a group than students in Level 2 (grades 7-9). Similarly, students in Level 2 have better attendance as a group than students in Level 3 (grades 10-12). (3) The number of postcards returned by parents is unrelated to changes in RSP student rates of absence following implementation of a monthly attendance related letter and postcard treatment program. (4) None of the interactions among gender, ethnicity, socio-economic status, time-in-program or postcard returns affected changes in RSP student absence rates.
11
Hocking, Ned H. "Self esteem of learning handicapped students in resource specialist programs at the secondary level". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/521.
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Blackburn, Dean. "Penguin specials and the centre left, 1937-1988". Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602618.
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From the late-1930s until the mid-1980s, one of Britain's most prominent publishers, Penguin Books, produced a series of titles that examined the issues and events that were shaping the nation's political life. Referred to as 'Specials', these books were an important component of Britain's political climate that exerted a significant influence upon elite and popular attitudes. By interrogating the content of these works, and by tracing their reception among both political elites and their wider audience of readers, the following study explores the intellectual and electoral politics of post-war Britain.
13
Rumiancevienė, Violeta. "Švietimo pagalbos teikėjų veiklos kryptys tautinių mažumų lenkų dėstomąja kalba mokyklose". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120807_125526-96938.
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Švietimo pagalba reglamentuojančiuose dokumentuose yra suprantama kaip mokiniams, jų tėvams (globėjams, rūpintojams), mokytojams ir švietimo teikėjams specialistų teikiama pagalba, kuri yra orientuotą į vaiką ir jo poreikius bei gebėjimus atitinkantį ugdymą, kurios tikslas – didinti švietimo veiksmingumą.
Siekiant užtikrinti kokybišką specialiųjų poreikių turinčių vaikų mokymą(si), mokykloje turėtų dirbti kompetentingi specialistai, tokie kaip: specialusis pedagogas, logopedas, socialinis pedagogas, psichologas ir kt. Mokykloje turėtų būti sudarytos visos sąlygos, kad mokinys, kuris turi negalę arba specialiųjų poreikių jaustųsi gerai ir saugiai. Bendradarbiaujant pedagogams, tėvams ir specialistams, vaikui turėtų būti pritaikytas ugdymo turinis bei ugdymo aplinka, taip pat aprūpintas pritaikytomis mokymo priemonėmis.
Tyrimo objektas – tautinių mažumų lenkų dėstomąja kalba mokyklų švietimo pagalbos sistema.
Tyrimo problema – švietimo pagalbos organizavimo ypatumai tautinių mažumų lenkų dėstomąja kalba mokyklose.
Tyrimo tikslas – išanalizuoti švietimo pagalbos organizavimą tautinių mažumų lenkų dėstomąja kalba mokyklose.
Tyrimo uždaviniai:
1. Mokslinės pedagoginės, psichologinės literatūros bei juridinių dokumentų pagrindu aprašyti švietimo pagalbos sistemą bendrojo ugdymo mokyklose.
2. Išnagrinėti tautinių mažumų lenkų dėstomąja kalba mokyklose dirbančių mokytojų geros švietimo pagalbos sampratą.
3. Nustatyti, kaip tautinių mažumų lenkų dėstomąja kalba mokyklose yra teikiama... [toliau žr. visą tekstą]Educational assistance in regulating documents is understood as an assistance rendered by specialists to pupils, their parents (tutors, guardians), teachers and education providers, which is oriented to a child and to an education with regard to his needs and abilities, the purpose of which is to increase the effectiveness. Trying to ensure quality teaching and learning of children with any special needs, the following competent specialists should work at school: special pedagogue, speech therapist, social pedagogue, psychologist etc. All the circumstances should be created to let a disabled pupil or a pupil with special needs feel good and safe. When carrying out collaboration of pedagogues, parents and specialists, a child should get an adjusted educational content and educational milieu, as well as be provided with some adjusted means of educational. Research object: educational assistance system at Polish ethnic minority schools, where the medium of instruction is Polish. Research problem: peculiarities of educational assistance organization at ethnic minority schools, where the medium of instruction is Polish. Research purpose: to analyze the educational assistance organization at ethnic minority schools, where the medium of instruction is Polish. Research tasks: 1. To describe the educational assistance system at general education schools on the grounds of scientific pedagogical, psychological literature and legal documents. 2. To explore the conception of a good... [to full text]
14
Calhoun, Jerlisa M. "Intervention Specialists' Perceptions of a Tutoring Program for High School Students with Disabilities". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5544.
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Students with disabilities (SWD) at an urban high school in Midwestern United States experienced academic, social, and emotional problems. When SWD experience difficulties in high school, they may drop out and face potentially life-long problems. The purpose of this case study was to understand how a Response to Intervention (RTI) tutoring program addressed the academic, social, and emotional needs of students using the RTI model as a conceptual framework. The research questions addressed intervention specialists' perceptions of how use of the RTI model helped them meet SWD needs and what tutoring documents revealed about tutoring practices. Data sources consisted of interviews with 7 purposely selected intervention specialists who worked as special education teachers at the research site for at least 2 years, lesson plans provided by participants, and reviews of 20 student work samples including pre and post assessments. The data were analyzed by coding for emerging ideas related to interventions within the RTI framework and academic and social/emotional issues. The findings revealed that intervention specialists perceived the overarching academic difficulty for SWD was reading deficits, the out-of-class tutoring program was beneficial for SWD academically by using one-on-one and small-group instruction to scaffold success, and RTI was successful socially/emotionally by guiding students to use appropriate classroom behaviors. The results of the documentary data was that the created lessons were academically appropriate for the SWD they taught in the tutoring center. This study can contribute to positive social change by providing guidance to intervention specialists for increasing SWD social and academic success.
15
URBAIN, BERNARD. "Le certificat d'etudes speciales de stomatologie a lyon : historique et bilan". Lyon 1, 1988. http://www.theses.fr/1988LYO1M233.
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GRENIE, LOIC. "VALEURS SPECIALES DE FONCTIONS L DE GL(R) x GL(R)". Paris 7, 2000. http://www.theses.fr/2000PA077100.
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Nous demontrons dans cette these un resultat qui etend le resultat de h. Hida sur les valeurs speciales de fonctions l automorphes de gl(2) gl(2) au groupe gl(r) gl(r). Les donnees sont deux representations automorphes paraboliques (irreductibles) de gl(r). Nous utilisons la representation integrale de cette fonction l donnee par h. Jacquet et j. A. Shalika, ce qui introduit une serie d'eisenstein d'une representation induite d'un sous-groupe parabolique maximal de gl(r). Nous pouvons alors interpreter cette serie d'eisenstein comme le residu d'une serie d'eisenstein provenant du sous-groupe de borel. Nous relions ensuite ces valeurs speciales au cup-produit de classes de cohomologie (relative) d'algebre de lie. Les resultats de l. Clozel sur la descente aux structures rationnelles et celui de g. Harder sur la rationnalite des residus de series d'eisenstein provenant du sous-groupe de borel donnent alors des informations sur les valeurs speciales. Le resultat obtenu est qu'a un nombre algebrique pres, la valeur speciale est un produit de trois nombres, dependant chacun d'une seule des trois representations considerees, divise par une integrale archimedienne. Comme les k-types supportant la cohomologie ont ete calcules, il ne reste qu'a prouver la non nullite de l'integrale archimedienne ou meme a la calculer.
17
Nykvist, Fanny. "SPECIALKOST VID MÅLTIDSSERVICE : En kvalitativ intervjustudie". Thesis, Umeå universitet, Enheten för restauranghögskolan, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-161198.
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Hos barn förekommer allergier, överkänsligheter och intoleranser mot födoämnen allt oftare. För dessa tillstånd krävs näringsrik specialkost. Celiaki är ett sådant exempel som kräver en strikt kosthållning helt fri från gluten för ett gott välmående. Syftet med arbete är att undersöka hur måltidsservice på några av de olika produktionsköken i Umeå kommun arbetar med specialkost på förskolor. Studien baseras på sju stycken kvalitativa semistrukturerade intervjuer. Det insamlade materialet analyserades med hjälp av innehållsanalys. Resultatet visade på att produktionsköken har strikta rutiner angående specialkost och en god kommunikation ger trygghet för både kökspersonalen och föräldrarna. Resultatet pekade på att barn vid kommunens förskolor har intyg och arbetet med specialkost uppfattas som tidskrävande. Utbildning angående specialkost på produktionsköken var bra medan det framkom variation bland förskolepersonalens utbildning och utbudet av utbildning. Strikta rutiner följs i produktionsköken för att garantera en icke kontaminerad måltid för barnen som behöver följa en specialkost.Allergies, oversensitivity, and intolerances towards food are more becoming more common found amongst children. For these kinds of diseases, a nutritious special diet is required. Same thing is necessary for children with coeliac disease, that due to the certain condition requires a strict gluten free diet for a good wellbeing. The purpose of this thesis was to investigate how the food service in Umeå county is working with special diets for preschools in the different production kitchens. Seven qualitative interviews that were semi structured where collected. This data was thereafter analyzed with content analysis. The result showed that the production kitchens had strict routines regarding special diets, and a good communication is a vital part for the safety between kitchen staff and the children's parents. Further on, the result indicates that the children need to have a certain certificate and that special diets are perceived as a time consuming. Education about special diets were seen as good in the production kitchens, whereas at the preschools the educational level and possibility to educate themselves were more varied. Strict routines are followed to guarantee a non-contaminated meal for the children that are required to follow a special diet.
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Lamour, Marianne. "Le principe lex specialis en droit international". Thesis, Paris 10, 2017. http://www.theses.fr/2017PA100188.
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L’accroissement sensible des références au principe lex specialis dans le discours des acteurs du droit international, notamment depuis la fin du XXe siècle, a contribué à le faire apparaître comme un concept incontournable. Pourtant, la question de son contenu fait toujours débat dans les travaux de la doctrine comme dans la pratique de ces acteurs. Une dualité des perceptions de la fonction du principe lex specialis existe en effet dans leurs discours où il est entendu soit comme un principe d’articulation de règles concurrentes soit comme un principe de solution de conflit entre règles incompatibles. Cette dualité n’est pas surprenante : elle prend sa source dans des genèses historiquement différentes et conceptuellement antagonistes de chacune de ces fonctions. Celle de solution de conflit procède pourtant dès l’origine d’une incohérence conceptuelle puisque deux règles contradictoires n’entretiennent en fait pas de relation de généralité et de spécialité. Elle n’est au demeurant pas transposable dans l’ordre juridique international moderne car le fait qu’un de ses sujets puisse ne pas se conformer à une obligation qui lui incombe en raison de l’existence d’une autre obligation contradictoire avec celle-ci, et ce licitement, est irréconciliable avec le principe axiomatique pacta sunt servanda. Par contraste, sa fonction d’articulation constitue un outil pour l’interprète au service de l’affirmation de la cohérence et de l’unité du droit qu’il applique. Dans le contexte contemporain d’interrogation sur la fragmentation du droit international, il n’est donc pas étonnant que ce soit cette fonction que les acteurs mettent majoritairement en œuvre de nos joursThe significant increase in references to the lex specialis principle by international actors, especially since the end of the twentieth century, has made it appear as an unavoidable concept. However, the question of its content is still debated by scholars and in practice. A duality of perceptions of the function of the lex specialis principle exists. Indeed, it is understood either as a principle of articulation of competing rules or as a principle of solution of conflict between contradictory rules. That duality is not surprising: each of these functions derives from historically different and conceptually antagonistic genesis. But the solution of conflict function proceeds from the outset of a conceptual incoherence since two contradictory rules have no relation of generality and specialty. Moreover, it can not be transposed into the modern international legal order because the fact that one of its subjects may lawfully not comply with one of its obligation due to the existence of another obligation contradictory to it is irreconcilable with the axiomatic principle pacta sunt servanda. By contrast, its articulation function constitutes a tool for the interpreter to affirm the coherence and unity of the law it applies. In relation to the contemporary concerns about fragmentation of international law, it is not surprising that this is the function most of its actors implement today
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Bailey, Donisha Noel. "The Collaboration Experiences of Elementary School Intervention Specialists in Inclusive Classroom Settings". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6519.
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Collaboration is one of the most significant components of inclusive education, according to professional literature. The purpose of this study was to understand the perceptions of intervention specialists in terms of collaboration with general education teachers in elementary school inclusive classrooms and administrative support of collaboration. The collaboration and the community of practice theories were used for the conceptual framework in this study to understand how collaboration is an ongoing interaction between people to achieve a common goal. Research questions were designed to understand the perceptions of intervention specialists who work in inclusive classrooms regarding collaboration and administrative support by documenting their experiences through interviews. In this basic qualitative study, 9 intervention specialists were interviewed. Interview data were analyzed using thematic coding. The results of this study indicated that each participant was a part of a weekly collaboration meeting with teachers, an administrator, and an instructional coach. Most participants reported that they had to complete a 5-step form, and it was not a good source of time because it did not directly focus on students' needs. Most participants also reported that they did not receive training in college or professional development at work on how to collaborate or work in inclusive classroom settings. Participants reported that their administrators were supportive, but some classroom teachers were not. The implications of social change for this study include insight on the importance of collaboration in inclusive classrooms and insight on how administrators can create training programs for the collaboration of all teachers who work in inclusive classrooms.
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Edwards, Evonne. "A challenge to teacher professionalism : the training and deployment of Specialist Teacher Assistants in the North West of England". Thesis, Liverpool John Moores University, 2002. http://researchonline.ljmu.ac.uk/4974/.
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Assistants have been working in schools for many years. There are numerous types of assistants at the moment, such as: school caretakers, cleaners, cooks, dinner ladies, classroom assistants (including nursery nurses) and school secretaries. They relieve teaching staff from non-professional or time-consuming tasks, which could be carried out by a responsible adult, rather than a qualified teacher. The ST A initiative introduced a different set of tasks for classroom assistants. These placed a direct emphasis on assistants "contributing to teaching and learning of basic skills" (DfE 1993: par. 33). STAs were trained to work in the classroom supporting children with mathematics and English activities as opposed to carrying out non-teaching tasks such as: photocopying, making booklets or preparing resources for lessons, previously expected of assistants. The ST A scheme was the first initiative to acknowledge explicitly that assistants could contribute to teaching; a professional duty expected of a teacher. The National Union of Teachers (NUT) and the Association of Teachers and Lecturers (ATL) construed this as a challenge to teachers' professionalism; but the STA initiative has not created a new challenge. The vision that assistants can contribute to teaching has been known for some time. The Plowden Report (CACE 1967) first discussed the prospect of introducing teacher aides almost thirty years ago, but at that time it was not realised. Since then to the present day, assistants have seen their deployment change through the plethora of educational policy and the demands they have placed on teachers in their classrooms. This has led teachers to use the support they receive of assistants in different ways to maintain and raise standards in education. Assistants' roles, in recent years, have vi changed and they are likely to continue to change, as announcements from the government indicate (DfEE 1998). However, a concern regarding the STA scheme is that a minority of STAs' roles went much further than what might be expected. They were used as surrogate teachers with qualified teacher responsibilities.
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Burgos, Betsy B. "A Study of Assistive Technology Competencies of Specialists in Public Schools". NSUWorks, 2015. http://nsuworks.nova.edu/gscis_etd/60.
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Despite the rapid proliferation of assistive technology implementation, studies have revealed that a number of professionals that provide assistive technology services do not have adequate competencies to recommend and deliver assistive technologies in school settings. The purpose of the study was to examine the competencies of assistive technology specialists in Florida K-12 public schools, and identify training opportunities that may have helped them achieve professional competence in the evaluation and provision of assistive technology devices and services across AT service providers from different preparations.
The study applied quantitative and qualitative methods to determine answers to the following six research questions: (1) to what extent does the perceived level of AT knowledge differ among AT specialists from different occupations in the Florida public school setting, (2) to what extent does the perceived level of AT skills differ among AT specialists from different occupations in the Florida public school setting, (3) what are the AT specialists’ perceptions about their AT knowledge and skill levels, (4) what common competency sets are needed for the AT specialist, regardless of their occupational role, (5) what are the training opportunities among AT specialists from different occupations in the Florida public schools setting, and (6) what type of training opportunities are essential among AT specialists from different occupations in the Florida school setting.
In order to gather data of breadth and depth, the researcher disseminated an online survey, which 39 AT providers from the five Florida school regions completed. Interviews were conducted with seven of the survey respondents to triangulate interview data with the survey data. Results suggested that assistive technology specialists possess different levels of assistive technology knowledge and skills. Assistive technology specialists from different professional backgrounds and years of experience identified a lack of competence in several areas where they currently provide AT services. Assistive technology specialists should seek continuous in-service training to increase their assistive technology knowledge in the evaluation and recommendation of AT equipment and services for students with special needs in schools. This training is vital to meet their students’ assistive technology needs and legislation requirements for assistive technology services for students with disabilities. Recommendations for the improvement of assistive technology professional practice in schools are included in the study.
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Kondrotienė, Lina. "Specialistų, dirbančių su ankstyvojo ir ikimokyklinio amžiaus vaikais, turinčiais specialiųjų poreikių, ir jų šeimomis, profesinės kompetencijos". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080926_174019-60016.
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Darbe atlikta teorinė kompetencijos sampratos ir specialistų, dirbančių su ankstyvojo ir ikimokyklinio amžiaus vaikais, turinčiais specialiųjų poreikių, bei jų šeimomis, profesinio pasirengimo ypatumų analizė.
Iškelta hipotezė, kad Lietuvos specialistų, dirbančių su ankstyvojo ir ikimokyklinio amžiaus vaikais, turinčiais specialiųjų poreikių, bei jų šeimomis, profesinio pasirengimo turinys iš dalies atitinka Europos ankstyvosios intervencijos specialistų profesinio rengimo programos turinį, o profesinės kompetencijos įgyjamos ir per praktiką.
Atliktas kokybinis tyrimas, kurio tikslas išanalizuoti, kokias profesines kompetencijas specialistai, dirbantys su ankstyvojo ir ikimokyklinio amžiaus vaikais, turinčiais specialiųjų poreikių, ir jų šeimomis (t.y. ankstyvosios intervencijos specialistai) įgyja universitetinėse studijose bei kvalifikacijos kėlimo kursuose ir įvertinti specialistų turimų kompetencijų tinkamumą darbui ankstyvosios intervencijos srityje. Tyrimo duomenys buvo renkami naudojant atviro tipo klausimyną, parengtą remiantis Leonardo da Vinčio projekto „Ankstyvosios intervencijos vaikystėje specialistų rengimo Europinis pažymėjimas“ (EBIFF) esminėmis nuostatomis, kuriame specialistai kartu su tyrėja išsamiai apibūdino savo įgytas žinias ir gebėjimus, remdamiesi formaliais dokumentais (bakalauro ir magistro studijų diplomų priedėliais ir kitais jų kompetenciją įrodančiais dokumentais). Specialistų profesinės kompetencijos sąlygiškai vertinamos atsižvelgiant į... [toliau žr. visą tekstą]The theoretical analysis of the concept of competence and peculiarity of professional training of the specialists, who work with early and preschool age children with special needs and their families, had been performed in this work. The hypothesis stating that the principles of professional training of Lithuanian specialists, who work with early and preschool age children with special needs and their families, partly matches the content of the European programme, which resumes the principles of professional training for the early intervention specialists. The hypothesis also states that professional competence is gained through the process of practice. The qualitative investigation, whose aim was to analyze what professional competence is gained by the specialists, who work with early and preschool age children with special needs and their families (these are the early intervention specialists), during the university studies and courses of professional improvement and evaluate the suitability of their present competence for the work in the field of the early intervention, had been performed. The data had been collected using the open type of questionnaire, which was prepared according to the main regulations of the Leonardo da Vinci project “The European passport of the early childhood intervention specialists’ training” (EBIFF). During the investigation, the specialists along with the investigator had comprehensively described knowledge and skills they already had... [to full text]
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D, amore Monique Evelyn Cardoso. "A INSTITUIÇÃO ESCOLAR ESPECIAL E SEUS CONFLITOS ESTUDO DE CASO". Universidade Metodista de São Paulo, 2013. http://tede.metodista.br/jspui/handle/tede/1007.
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This study conducts an analysis of the conflicts between specialists in organizing special private school, according to the perception and analysis of records of the researcher as a teacher and coordinator in the area of special education. Some time ago, the school organization special is composed of several experts to meet the needs of their students. These professionals have training and performance of distinct roles that are fuel conflicts. The research addresses the issue through theories: classical, human relations and structuralist ,sociology and psychology of organizations. By uniting the records of lived experience by the researcher with bibliographic studies presented the hypothesis that the conflicts in organizing special school place for dispute, for legitimacy, for role playing, by specialty and by changes.
O presente estudo realiza uma análise dos conflitos entre profissionais especialistas na organização escolar especial privada, segundo a percepção e análise dos registros da pesquisadora como docente e coordenadora na área de Educação Especial. Há algum tempo, a organização escolar especial é composta de diversos especialistas para atender às necessidades dos seus alunos. Tais profissionais possuem formações e desempenho de papéis distintos que são combustíveis para conflitos. A pesquisa trata do assunto por meio das teorias: clássica, das relações humanas e teoria estruturalista, da sociologia e psicologia das organizações. Por meio da união dos registros da experiência vivida pela pesquisadora com os estudos bibliográficos confirmou as hipóteses de que os conflitos na organização escolar especial ocorrem por disputa, por legitimidade, por desempenho de papéis, pelas especialidades e por mudanças.
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Martin, David Spencer. "Cognitive scaling, emotions, team identity and future behavioural intentions an examination of sporting event venues /". Auburn, Ala., 2007. http://repo.lib.auburn.edu/07M%20Dissertations/MARTIN_DAVID_16.pdf.
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Petkevičiūtė, Kamilė. "Sutrikusio intelekto mokinių ugdymas(is) bendrojo lavinimo mokykloje". Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140227_152124-51606.
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Bakalauro darbe analizuojama mokslininkams ir praktikams (pedagogams, švietimo
pagalbos specialistams) aktuali tema, susijusi su mokytojų, ugdančių specialiųjų ugdymo(si)
poreikių turinčius mokinius, sėkmingo ugdymo(si) sąlygomis ir patiriamais iššūkiais inkliuzinėje
mokykloje. Darbe remiantis mokytojų ir mokinių požiūriu, siekiama atskleisti nežymų intelekto
sutrikimą turinčių mokinių ugdymo(si) ypatumus bendrojo lavinimo mokyklos pradinėse
klasėse.
Atliktos anketinės apklausos raštu rezultatų analizė atskleidė, jog pagrindiniais sunkumais,
ugdant sutrikusio intelekto mokinius laikoma netinkama švietimo politika, įgūdžių ir priemonių
įtraukti tėvus į ugdymo(si) procesą trūkumas. Mokytojai savo patirtį ugdant nežymų intelekto
sutrikimą turinčius mokinius bendrojo lavinimo mokykloje vertina kaip (labai) sėkmingą.
Svarbiausiais gebėjimais mokytojai laiko bendravimo su mokiniais ir praktinius pamokos
vedimo gebėjimus. Dažniausiai mokytojai akcentuoja individualizuoto ugdymo strategijų
taikymo pamokoje svarbą, nors yra manančių, kad intelekto sutrikimų turinčių mokinių ugdymas
turėtų būti organizuojamas atskirai. Mokytojai pažymi, kad svarbiausios asmeninės savybės,
kurių reikia mokytojo profesinėje veikloje yra kūrybiškumas, atsakingumas, tačiau taip pat
mokytojas turėtų būti komunikabilus, pozityviai nusiteikęs, supratingas. Pažymėtina, jog dalis
respondentų tik iš dalies svarbia savybe laiko reiklumą ar polinkį mokytis.
Apibendrinant mokinių patirtis, išryškėja... [toliau žr. visą tekstą]The topic of this baccalaureate work is very relevant for the scientists and practitioners (teachers, social workers) and related to the specific conditions for the successful education and challenges, which are usually met in the inclusive schools. The goal of the work is after analyzing the attitudes of the teachers and students, reveal the characteristics of the education of the students with mild intellectual disabilities in the primary classes of state schools. After the analysis of the data of the written questionnaire, the results revealed that the main difficulties of the education of the students with intellectual disabilities, are considered to be irrelevant educational politics and lack of means and competences of involvement of the parents in the educational process. The teachers value their practice of education of the students with mild intellectual disabilities, as very successful. The main competences, helpful in this process, teachers consider to be the communicational skills and professionally organized lessons. The teachers often mention that the most important is individualization of the educational strategies, but there are some that are tend to have the opinion that the students with mild intellectual disabilities should be educated separately. The teachers also reveal the opinion, that the main personal characteristics of the teacher should be creativity, positive thinking, and empathy. It is important to mention that a certain part of the... [to full text]
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ZRIBI, MOURAD. "Les fonctions speciales et les representations des groupes pour la reconnaissance de formes application a l'imagerie medicale". Rennes 1, 1997. http://www.theses.fr/1997REN10159.
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Cette etude montre la possibilite d'application des fonctions speciales et des representations des groupes en reconnaissance de formes. En ce qui concerne les fonctions speciales, nous avons propose un nouvel algorithme em (estimation-maximisation) non parametrique base sur la methode des fonctions orthogonales. Cet algorithme a pour but d'identifier le melange non parametrique, ce qui revient a l'estimation d'un nombre fini mais variable de parametres. L'application de cette methode en segmentation bayesienne non supervisee des images a deux avantages. D'une part, elle ne suppose pas des hypotheses sur le type de lois du melange et d'autre part, la generalisation au cas multivarie peut se faire sans peine ce qui permet de realiser aisement les segmentations contextuelles. Par l'approche de la theorie des representations des groupes, des descripteurs invariants et stables par rapport au groupe des deplacements de l'espace euclidien a trois dimensions pour des objets a niveaux de gris sont construits. L'expression de ces descripteurs est obtenue par la definition d'une pseudo-transformee de fourier sur ce groupe verifiant le theoreme du retard generalise. Ces descripteurs ne verifient pas le critere de completude de crimmins. Ceci n'est pas un inconvenient majeur car pour une large classe d'applications, ces descripteurs invariants sont suffisants. De plus, ces descripteurs invariants ne supposent aucune connaissance prealable sur le type de forme a etudier et prennent en compte l'information contenue dans la texture de l'objet. Nous exploitons les liens entre ces invariants et les transformees de fourier usuelles, pour construire un algorithme de calcul rapide. Ces nouvelles techniques sont introduites pour la modelisation des images medicale volumiques. Cette modelisation conduit a une importante compression des donnees et permet de quantifier les differences entre les representations de plusieurs objets de maniere plus precise.
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Millington, Devon S. "Training Non-Board Certified Behavior Analyst (BCBA) Behavior Specialists to Conduct Trial-Based Functional Analyses in Residential Settings". DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7404.
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This study investigated a process for identifying the reasons why a person with an intellectual disability has problem behaviors. This process is called a trial-based functional analysis (TBFA). The researchers wanted to know if a person who was not an expert behavior analyst could be trained to perform the TBFA and if the results obtained from the TBFA could be used to create a program to reduce the problem behavior of a person with an intellectual disability living in a community-based group home for persons with disabilities. The results of this study show that a person who is not an expert behavior analyst can be trained to perform a TBFA and that the results obtained from the TBFA were useful in creating a program to reduce the problem behavior of an adult male person living in a rural area in Utah.
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Roberts, Lesley. "The challenges facing leaders and managers in the independent special school sector : a changing agenda". Thesis, University of Lincoln, 2008. http://eprints.lincoln.ac.uk/1844/.
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This study investigates the challenges facing leaders and managers of independent special schools during the period during when inclusion of SEN students in mainstream schools has been government policy. The challenges investigated centre around ascertaining the key role of these schools at this time, the general challenges they have faced, and the implications for them in the years ahead. This has included research on how independent special schools respond to external demands and expectations and how they balance these with their own internal imperatives. The research was carried out using an empirical phenomenological approach, with the objective of gathering qualitative data through the undertaking of interviews at both the micro and meso level of the organisational structures involved in SEN education. Participants were drawn from three approved independent special schools and three non-maintained special schools from the south east regions of England. Schools represented varying medical forms of SEN such as deafness, physical disabilities, severe learning difficulties and specific learning difficulties. Interviewees consisted of the headteacher, a deputy and classroom teacher from each school and the data was triangulated through documentation analysis using the participating schools’ recent OFSTED and CSCI reports as well as interviews with three SEN Caseworkers employed by three different LEA regions. The findings revealed that a key role for independent special schools is propping up a seemingly failing national strategy. Challenges arise from educational matters when internal visions of what good special education should mean are over-ridden by external ideologies. External accountability tends to suppress innovation and change within the school by making the change process unwieldy. External accountabilities are inclined to conflict when they encroach upon the professionalism of staff, yet complement internal interests by effecting motivation to question objectives more closely. Balancing internal/external accountabilities is no problem for these leaders and managers, because their internal imperatives will always come first. Implications for the years ahead will arise from the success or failure of the national inclusion strategy to accommodate a rising number of SEN students under limited state provision.
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Hillen, Jessica [Verfasser]. "Intra- and interspecific competition in western barbastelle bats (Barbastella barbastellus, Schreber 1774) : niche differentiation in a specialised bat species, revealed via radio-tracking / Jessica Hillen". Mainz : Universitätsbibliothek Mainz, 2012. http://d-nb.info/1019191082/34.
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Chatterjee, Piya. "Elusive Attitudes and Perceptions of Inclusion Of Dual Licensure Candidates in Early Childhood InclusiveTeacher Preparation Program". University of Akron / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=akron1594996633900818.
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DEBE', ANNA. "MAESTRI "SPECIALI" ALLA SCUOLA DI PADRE GEMELLI. LA FORMAZIONE DEGLI INSEGNANTI PER FANCIULLI ANORMALI ALL'UNIVERSITA' CATTOLICA (1926-1978)". Doctoral thesis, Università Cattolica del Sacro Cuore, 2014. http://hdl.handle.net/10280/2994.
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La “Scuola per la preparazione del personale insegnante ed assistente degli anormali”, avviata da padre Agostino Gemelli nel 1926 presso l’Università Cattolica di Milano, fu uno dei primi tentativi italiani di formazione degli insegnanti dei fanciulli deficienti. La Scuola, oltre a rappresentare il percorso italiano verso l’inclusione scolastica dei fanciulli disabili, testimonia il lavoro di Gemelli nel campo dell’educazione speciale. L’attenzione al tema della disabilità da parte del frate francescano riflette l’interesse del mondo cattolico a lui contemporaneo per la formulazione di interventi guidati non solo da sentimenti caritatevoli, ma basati su solide fondamenta scientifiche. Inoltre, il lavoro evidenzia come la formazione dei docenti degli anormali sia cambiata dagli anni Venti agli anni Settanta del Secolo scorso, parallelamente al processo di progressivo abbandono delle scuole speciali in favore dell’inclusione scolastica dei disabili. La ricerca, che contribuisce a incrementare gli ancora scarsi studi italiani di storia della pedagogia speciale, è stata condotta attraverso un’approfondita indagine archivistica, con lo scopo di far luce su docenti, studenti, materiali e libri di testo della Scuola, dalle sue origini fino agli anni Settanta.The “School for the special aids and assistants for disabled children”, opened in 1926 at the Catholic University of Milan by father Agostino Gemelli, was one of the very first in Italy to set up about disabled children teacher training. This School gives evidence of Gemelli’s work in the special education area and also represents the Italian path toward scholastic inclusion for disabled persons. The interest of Gemelli, one of the most famous psychologists in the XX Century Italian framework, towards disability reflects how the contemporary Catholic world cared about interventions for the weakest not only driven by a charity feeling but based on scientific studies. Moreover, the study highlights how teacher training has changed from the Twenties to the Seventies of the last Century, following the different way of looking at disabled children, from isolation in special schools to inclusion in common classes. The thesis contributes to improve Italian studies in the field of the history of special education, a subject that has, for the most part, to be written. The research is carried out through archival investigations with the purpose of shedding light on teachers, users, materials and textbooks of the School, since its origin until the Seventies.
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Edelmann, Gerhard. "Lexicography for specific purposes. Equivalence in bilingual and multilingual specialised dictionaries with reference to conceptual systems". WU Vienna University of Economics and Business, 2012. http://epub.wu.ac.at/3508/1/Edelmann_M%C3%A4rz2012_Lexicography_for_specific_purposes.pdf.
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Terminological equivalence is one of the central issues in translation. To secure equivalence in translations for special purpose languages, the translator has to structure the terms of a given text by reference to a conceptual system and thus identify - independently for both the source and target languages - the conceptual system in which a specific term is embedded. Bilingual and multilingual dictionaries are indispensable tools for any translator. However, due to the importance of the conceptual systems in specialised-language translation, a specialised dictionary has to fulfill higher requirements than general dictionaries. As a matter of fact, a dictionary suitable for specialised-language translation should follow an onomasiological rather than a semasiological approach to lexicography. In this paper, the author studies the basic requirements for a bilingual dictionary that is intended to be of practical use for specialised-language translation, taking a user's perspective when discussing the problem of equivalence between terms in two languages. This is based on selected concepts taken from the field of accounting (IAS/IFRS and national accounting rules) that are translated from German to Spanish and vice versa.
While the dictionaries examined are generally well prepared, the study shows that none of them includes information necessary to a translator for ensuring a correct translation.Series: WU Online Papers in International Business Communication
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Šmaukštienė, Lėtutė. "Specialiojo ugdymo institucijų pedagogų požiūrio į organizacijos veiklą ir identifikavimosi su institucija raiška". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070816_173859-07195.
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Darbe analizuojama specialiųjų ugdymo institucijų veikla. Pasirinktos temos sprendime keliami du probleminiai klausimai: 1) kaip specialiojo ugdymo institucijų pedagogai vertina organizacijos veiklą? ir 2) kokie identifikacijos su organizacija bruožai jiems būdingi?
Sprendžiant šiuos probleminius klausimus tyrimo objektu pasirinktas specialiojo ugdymo institucijų pedagogų požiūris į organizacijos veiklą ir identifikavimasis su institucija.
Tyrime keltas tikslas- nustatyti specialiojo ugdymo institucijų pedagogų požiūrį į organizacijos veiklą ir atskleisti identifikacijos su instituciją raišką. Siekiant šio tikslo formuluoti keturi tyrimo uždaviniai:
1. teoriniu aspektu išanalizuoti socialinės identifikacijos sampratą;
2. nustatyti pedagogų požiūrį į organizacijos veiklą;
3. atskleisti jų identifikavimosi su institucija raišką;
4. įvertinti tyrimo objekto kintamųjų tarpusavio ryšį ir jų sąsajas su socialiniais demografiniais veiksniais.
Sprendžiant šiuos tyrimo uždavinius taikytas apklausos raštu metodas, korio pagrindą sudarė Edinburgo universiteto parengtas veiklos vertinimo klausimynas (Peterson, 2003) ir Osborne (1977) identifikavimosi su institucija teiginių skalė. Tyrimo duomenims apdoroti taikyti aprašomosios ir inferentinės statistikos metodai.
Gauti tyrimo duomenys atsakė į keltus klausimus ir formuluotus uždavinius. Remiantis šiais duomenimis atskleista, kad specialiųjų vaikų auklėjimo ir globos namų pedagogai, išreikšdami savo požiūrį į... [toliau žr. visą tekstą]The degree work analyzes activities, carried out by institutions of special education. The following two questions were analyzed in regard to the selected subject: 1) How pedagogues of special education institutions assess organization’s activities? 2) What peculiarities in reference to their identification with such organization are typical? To analyze these issues, the pedagogues’ attitude towards activities of the organization and their mutual identification were selected as the research subject. The objective of the research is to determine the attitude of pedagogues of special education institutions towards organization’s activities and to reveal their identification with such organization. To achieve the objective, four tasks were formulated as follows: 1) to analyze conception of social identification in theoretical aspect; 2) to determine the attitude of pedagogues towards organization’s activity; 3) to reveal expression of their identification with such organization; 4) to evaluate interrelationship of variables of the research subject as well as their link with social demographic factors. These tasks were dealt with the help of a questionnaire based on the Peterson’s questionnaire on organization evaluation, prepared at the University of Edinburgh (Peterson 2003) and Osborne’s measurement scale of academic identity (1997). Descriptive and interference statistical methods were applied for the processing of research data. The results of the research solved both... [to full text]
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Pazdrazdis, Algirdas. "Krepšinio treniruočių įtaka 12-14 metų mergaičių su klausos negalia fiziniam išsivystymui, specialiam fiziniam ir techniniam parengtumui". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070816_175246-06291.
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Krepšinis dėl didelės ir įvairios fizinės judamosios bei emocinės veiklos Lietuvoje populiarus tarp įvairių socialinių grupių gyventojų, tarp jų ir turinčių klausos negalią vaikų. Norint gerai įvaldyti krepšinio techniką reikalingas aukštas fizinis parengtumas bei ilgos ir tikslinės krepšinio technikos treniruotės. Mokslinių tyrimų apie klausos negalią turinčių žmonių sportinio rengimo ypatumus aiškiai nepakanka, o mergaičių, žaidžiančių krepšinį, sportinio parengimo ypatumai Lietuvoje visai netyrinėti. Darbo tikslas buvo ištirti ir įvertinti krepšinio treniruočių poveikį 12-14 metų mergaičių su klausos negalia fizinio išsivystymo, parengtumo ir krepšinio technikos įgūdžių kaitai.
Tyrimas vykdytas dviem etapais: pirmasis tyrimas atliktas 2006 metų sausio mėnesį, o antrasis – tų pačių metų spalio mėnesį. Tyrimo metu naudoti antropometrijos metodai bei įvairūs testavimo metodai įvertinti mergai����ių fizinį parengtumą bei krepšinio technikos įgūdžius. Tyrime dalyvavo aštuonios 12-14 metų mergaitės su klausos negalia, lankančios krepšinio treniruotes.
Tyrimo metu nustatyta, kad tirtos mergaitės yra nevienodo fizinio išsivystymo lygio ir fizinio vystymosi greitis skiriasi. Antrojo tyrimo metu lyginant su pirmuoju tyrimu vidutinis mergaičių ūgis statistiškai patikimai padidėjo 5,6 centimetrais (p<0,001) nuo 151 cm iki 156,6 cm, vidutinė kūno masė statistiškai patikimai padidėjo 3,6 kg (p<0,001) nuo 45,3 kg iki 48,9 kg, tačiau patikimo skirtumo tarp vidutinio kūno masės indekso... [toliau žr. visą tekstą]Due to extensive and varied physical movable and emotional activity basketball is very popular in various Lithuanian population groups, hearing impaired children among them. In order to perfectly master basketball technique, high physical sportsmanship as well as a long and targeted basketball training is needed. Scientific research regarding characteristics of sport training of hearing impaired people is still insufficient while sportive sportsmanship of girls playing basketball in Lithuania have not been investigated at all. The aim of this work is to examine and assess the influence of basketball training to the change of physical development, sportsmanship and basketball technique skills of 12-14 years old hearing impaired girls. The research was performed in two stages. The first study was performed in January 2006 and the second one was performed in October of the same year. Methods of anthropometry as well as various test methods were used in research process to evaluate physical sportsmanship and basketball technique skills. Eight hearing impaired girls of the age of 12-14 years attending basketball trainings participated in the research. During the research it was found that the researched girls were not of the same physical development and the rate of their physical development was different. During the second study in comparison with the first one the average height of the girls reliably increased by 5,6 cm (p<0,001) from 151 cm to 156,6 cm, average body mass... [to full text]
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Gibler, Veronika. "Specialiųjų ugdymosi poreikių turinčių mokinių motyvacijos skatinimas pasiekimų vertinimo aspektu". Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110804_084010-04108.
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Bakalauro darbe yra analizuojamas specialiųjų ugdymosi poreikių turinčių mokinių motyvacijos skatinimas pasiekimų vertinimo aspektu. Darbe suformuluotas ginamasis teiginys, kad specialiųjų ugdymosi poreikių turintys mokiniai menkai motyvuojami siekti geresnių mokymosi rezultatų.
Buvo atlikti du tyrimai:
1. Bendrojo lavinimo mokyklų mokytojų anketinė apklausa, siekiant nustatyti, kokius metodus ir būdus jie taiko, norėdami paskatinti specialiųjų ugdymosi poreikių turinčių mokinių motyvaciją bei išsiaiškinti, kaip jie vertina padarytą pažangą, ar tas vertinimas paskatina mokinius siekti geresnių rezultatų.
2. Logopedinių pratybų veiklos analizė, kuomet buvo siekiama nustatyti, ar logopedinių pratybų metu skaitomos pasakos skatina specialiųjų ugdymosi poreikių turinčius mokinius lankytis užsiėmimuose bei gerina jų pasiekimus įveikiant sutrikimus.
Anketinės apklausos būdu buvo apklausta 50 mokytojų, kurie dirba su specialiųjų ugdymosi poreikių turinčiais mokiniais, ir nustatyta, kad mokytojai įdeda daug pastangų tam, kad motyvuotų specialiųjų ugdymosi poreikių turinčius mokinius siekti geresnių rezultatų. Savo darbe jie naudoja tokius skatinimo būdus, kaip pagyrimas, paskatinimas, klaidų bei nesėkmių analizė, atkreipia mokinių dėmesį į padarytą pažangą, stengiasi bendradarbiauti su tėvais (globėjais), nuolat pabrėžia mokinių stipriąsias puses bei motyvuoja parašytą pažymį.
Logopedinių pratybų veiklos tyrime dalyvavo 15 specialiųjų ugdymosi poreikių turinčių mokinių, besimokančių... [toliau žr. visą tekstą]The paper deals with very popular though at the same time problematic topic. The reason is, that children with special educational needs are not keen on accepting help that is offered, they think about it as an unpleasant experience. Why is that? To answer this question the paper presents defensive affirmation, that schoolchildren with special educational needs are not motivated enough to strive to get better results. While analyzing pedagogical literature it became apparent that this topic is popular and has scientific literature that researches normal schoolchildren. However, information concerning schoolchildren with special educational needs is lacking. This topic is discussed among teachers – practicians who work with these children every day, and share their experience. In order to confirm or deny the statement there was a survey among teachers in apprehensive school, to find out what methods or approach they use, how they evaluate the progress schoolchildren with special educational needs make, and if evaluation helps these children to strive for better marks. It is established, that teachers invest a lot of effort to motivate schoolchildren with special educational needs to aim for better grade. Teachers use various methods of encouragement, such as encouragement, praise, failure and success analysis, take notice of progress that students make, also teachers cooperate with parents (guardians), constantly emphasize students’ strong sides and reason the mark... [to full text]
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Ekmark, Daniel. "En inkluderande skola för alla? : En kvalitativ intervjustudie om tre pedagogers syn på begreppet en skola för alla". Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31377.
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This study presents some teachers' views on whether today's school is a school for everybody or not. It has also looked into what special resources that are put in for children in special needs. The purpose of this study is to find out some teachers' views and thoughts on the concept of "an Education for everybody" and how these teachers said they worked with children in special needs. After taking part of and processed recent research results and literature, I chose to examine this through qualitative interviews. I interviewed three teachers, one primary school teacher, one special education teacher and one preschool teacher. The conclusions were that the concept of education could be understood in different ways. One teacher said that today’s school is for everyone because all children have the right to go to school. The other teachers said that today’s school is not a place for everybody since some children go to separate schools and special schools. The importance of including all students became clear since the teachers felt that that was the goal, but that the environment and time plays a big role when working with it. The teachers felt that more recourses would contribute to a more including and integrating environment. The school must adapt to the students' needs regardless of what they might be.
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Krivickienė, Rita. "Specialiosios kardomosios priemonės Lietuvos ir užsienio valstybių baudžiamuosiuose procesuose". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120124_134526-69450.
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Procesinės prievartos priemonės, kuriomis ribojamos asmenų teisės ikiteisminio tyrimo metu ar bylą nagrinėjant teisme yra leistinos ir netgi būtinos. Priešingu atveju nebūtų pasiekti proceso tikslai ir įvykdytas teisingumas. Šių priemonių įvairovė yra didelė. Jos skiriasi prievartos įgyvendinimo būdu, žmogaus teisių suvaržymo pobūdžiu ir kitais aspektais. Įvairios valstybės baudžiamąjį procesą reglamentuojančiuose įstatymuose gali numatyti skirtingas prievartos priemonių sistemas ir taikymo tvarką, tačiau demokratinėms valstybėms būdinga tai, kad numatant ir taikant prievartos priemones, paisoma proporcingumo principo.
Lietuvos, kaip ir daugelio valstybių, buvusių SSRS sudėtyje, baudžiamajame procese iš bendros procesinių prievartos priemonių sistemos yra išskirtos kardomosios priemonės, kurios taikomos įtariamajam, kaltinamajam ar nuteistajam siekiant užtikrinti jo dalyvavimą procese, netrukdomą tyrimą ir užkertant kelią naujoms nusikalstamoms veikoms. Kardomųjų priemonių sistemoje yra išskiriama grupė priemonių, kurios vadinamos specialiosiomis kardomosiomis priemonėmis. Pagrindinis jų skiriamasis bruožas yra tai, kad jos taikomos ne bet kuriam, tačiau tik specialius ypatingus požymius turinčiam subjektui. Tradiciškai teisinėje literatūroje šioms priemonėms priskiriamas nepilnamečių atidavimas prižiūrėti ir karinio dalinio vadovybės stebėjimas, kurios taikomos tik nepilnamečiams ir kariams. Jas numato ir kitų buvusių SSRS respublikų baudžiamojo proceso įstatymai. Šios... [toliau žr. visą tekstą]Of procedural measures that restrict the rights of persons with pre-trial or during court proceedings is permitted and even necessary. Otherwise, the process would not achieve the objectives of justice and executed. Diversity of these measures is high. They are different ways of implementing the abuse of human rights restrictions on the nature and other aspects. Various state laws governing criminal procedure may provide different coercive measures, systems and procedures for the application, but democracies characterized by the fact that the planning and application of coercive measures to respect the proportionality principle. Lithuania, like many states, former Soviet Union, the criminal process from the general procedural abuse of the system of supervision measures are identified that apply to the suspect, accused or convicted person in order to ensure its participation in the process, unhindered investigation and prevention of further offenses. Preventative measures, the system is isolated by a group of measures known as special preventive means. Their main distinguishing feature is that they do not apply to any, but only the special features of having a specific subject. Traditionally, the legal literature, these measures include the release of juvenile supervision and monitoring of the leadership of the military, which apply only to minors and soldiers. Provides them and other former Soviet republics of Criminal Procedure Act. These measures were not provided for 1961... [to full text]
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Daniels, Ardela. "The practice of school systems consultation by the educational psychologist : a reflection on the process at a school for specialised education". Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/17450.
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Bibliography: pages 71-78.Educational Psychology has been defined in the past as an interventionist profession, mainly focused on the alleviation of educational problems that interfere with the educational process. Currently a paradigm shift seems to herald new opportunities for the profession to develop whole school approaches and devote less of its time to individual case work. Educational psychologists world-wide foresee a broadening in the focus of their work to include a larger commitment to consultancy and school systems development. The benefits are seen in terms of the more efficient use of time, eliciting wider ranging change and the opportunity for offering a preventative approach to service delivery. School systems consultation represents such an approach. This study explores the practice of school systems consultation using an action research approach. It is argued that action research methodology provides a framework to contain and guide the complex developments which emerge once the consultation gets under way. Central concepts in an action research approach such as collaboration, participation and reflection are analysed and reflected upon in terms of the opportunities and constraints they presented to school systems consultation as a service delivery option for the educational psychologist. The role of the educational psychologist in South Africa has been conservative and the shift towards a more socially accountable one seems inevitable if such services are to be regarded as appropriate. The role of the educational psychologist as change agent in the transformation process in the South African education system is explored in this study.
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Aslan, Jiyan. "FLERSPRÅKIGA ELEVER MED DYSLEXI : En kvalitativ studie om specialpedagogers och speciallärares arbete med att stödja flerspråkiga gymnasielever som har dyslexi". Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-46138.
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In order for special educators and specialist teachers to be able to support multilingual students, a mapping system is needed in the student’s mother tongue. It’s needed because special educators and specialist teachers should, in the best possible way, be able to assess and offer the support that a multilingual student need. The purpose of the study is to analyze in detail how special educators and specialist teachers work to support multilingual students who have dyslexia. The study has the socio-cultural perspective as a theoretical starting point and the reason for that is that the socio-cultural perspective focuses on learning and the learning of individuals in social contexts. The scientific approach that becomes current and applied in the study is qualitative research method and the applicable method is semi- structured qualitative interview, where four special educators and two specialist teachers are interviewed regarding their work to support multilingual students with dyslexia. The result of the study is that screening tests can determine if a student has dyslexia and therefore assess the support that is required. If a student has dyslexia in Swedish, the student will also have it in their mother tongue. Since the tests are performed in Swedish, in order to be able to process dyslexia in the best possible way, you have to map the difficulty in both the students mother tongue and Swedish.
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Grugan, Cecilia Spencer. "Disability Resource Specialists’ Capacity to Adopt Principles and Implement Practices that Qualify as Universal Design at a 4-Year Public Institution". Wright State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=wright1526997302503817.
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Batista, Claudenilson Pereira. "Política Pública de inclusão: atendimento de educandos com deficiência visual no município de Manaus/AM". Universidade Federal do Amazonas, 2015. http://tede.ufam.edu.br/handle/tede/4878.
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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This work, which deals with Public Inclusion Policy, elected to field of research, educational public network in the city of Manaus, state of Amazonas. Our study is contextualized in the actions taken by government policies for education in the context of inclusion, guided in guiding elements such as the National Policy on Special Education in the Perspective of Inclusive Education, 2008, in Resolution 04 of 2009 and Decree No. 7611, 2011, which provides for the Educational Service Specialist. The implementation of such documents, raised attention to this work, with specific interest in serving students with visual impairments in Multifunctional Resource Room. This research, theoretical and practical approach has the theoretical underpinning, critical theory, especially in the thought of Adorno (2012), and engage in dialogue also with renowned authors such as: Peter Mittler (2003), Mazzotta (2011), Mantoan (2011 -2014), Masini (2007), Jannuzzi (2006), Romeo Kazume Sassaki (1997), among others. This work constitutes a case study with a qualitative approach. Procedures are bibliographical, documentary character and field. To collect data, we use tools such as semi-structured interviews and non-participant direct observation. For data analysis, we work with the content analysis. The problem of research, was well prepared: as learners with visual impairment are being met in multifunctional resource rooms, from said of the laws of the Educational Service Specialist, whose main objective is to analyze the pedagogic action directed to the visually impaired person, considering the contemporary brasileossoiro context, and the challenge of political propositions that indicate the school inclusion as a guideline. As for the specifics, we propose: unravel the historical and political aspects of visually impaired people in the city of Manaus; examine the role and the actions taken by special education in the city of Manaus; identify from the manager's perceptions (a) of the surveyed school, what were the actions implemented from the national guidelines for inclusive education, considering that such guidelines proposed access, permanence and quality of the visually handicapped student education in regular schools . Generally, we accept the challenge to perform this study, in order to try to contribute to the improvement of our local education, our professional knowledge and for the stoning of our academic reflections on the subject
Este trabalho, que versa sobre Política Pública de Inclusão, elegeu como campo de investigação, a rede pública educacional do município de Manaus, Estado do Amazonas. Nosso estudo se contextualiza, nas ações implementadas pelas políticas governamentais para a Educação no contexto da Inclusão, pautadas em elementos norteadores como a Política Nacional de Educação Especial, na Perspectiva da Educação Inclusiva, de 2008,na Resolução 04, de 2009, e no Decreto nº 7611, de 2011, que dispõe sobre o Atendimento Educacional Especializado. A implementação de tais documentos, suscitou atenção a esse trabalho, com interesse específico no atendimento aos educandos com deficiência visual em Sala de Recurso Multifuncional. Essa pesquisa, de abordagem teórica e prática, tem como esteio teórico, a teoria crítica, especialmente no pensamento de Adorno (2012), e dialogamos ainda, com renomados autores como: Peter Mittler (2003), Mazzotta (2011), Mantoan (2011-2014), Masini (2007), Jannuzzi (2006), Romeu Kazume Sassaki (1997), entre outros. Este trabalho se constitui em um estudo de caso, com abordagem qualitativa. Os procedimentos são de caráter bibliográfico, documental e de campo. Para a coleta de dados, utilizamos instrumentos como: entrevista semiestruturada e observação direta não participante. Para análise dos dados, trabalhamos com a análise de conteúdo. O problema da pesquisa, foi assim elaborado: como os educandos com deficiência visual estão sendo atendidos nas salas de recurso multifuncionais, a partir do dito das legislações do Atendimento Educacional Especializado, cujo objetivo maior é analisar a ação pedagógica dirigida à pessoa com deficiência visual, considerando o contexto brasileiro contemporâneo, e o desafio de proposições políticas que indicam a inclusão escolar como diretriz. Quanto aos específicos, nos propomos: desvendar os aspectos históricos e políticos das pessoas com deficiência visual no município de Manaus; analisar o papel e as ações desenvolvidas pela educação especial no município de Manaus; identificar a partir das percepções do gestor(a) da escola pesquisada, quais foram as ações implementadas a partir das diretrizes nacionais para a educação inclusiva, considerando que tais diretrizes propunham acesso, a permanência e a qualidade da educação do aluno deficiente visual no ensino regular. De um modo geral, aceitamos o desafio de realizar esse estudo, com o intuito de tentar contribuir, para a melhoria de nossa educação local, de nossos conhecimentos profissionais bem como, para a lapidação de nossas reflexões acadêmicas acerca do tema
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Jansson, Ulla y Anette Ringnér. "Specialpedagogens uppdrag Quick fix eller Helhetslösning?" Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-18232.
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Inledning: Författarna har under sina fältdagar i utbildningen uppmärksammat att det finns olika åsikter och tankar om specialpedagogens uppdrag i verksamheterna bland pedagogerna. Specialpedagogens uppdrag styrs på olika sätt beroende på ledning och vilka befogenheter specialpedagogen har i verksamheterna. Syfte: Att öka kunskapen om pedagogers syn på det specialpedagogiska uppdraget samt hur det kan påverka specialpedagogens roll i en verksamhet. Metod: Vid ett tillfälle träffades fyra pedagoger i en fokusgrupp där deltagarna fick diskutera ett antal bilder med påståenden utifrån den specialpedagogiska examensordningen. En rektor och två specialpedagoger besvarade en enkät med samma tolv påståenden som fokusgruppen samt med några öppna frågor. Resultat: Det skiljde sig i pedagogernas diskussioner om specialpedagogens uppdrag beroende på om det diskuterades utifrån vad det står i examensordningen eller om det var utifrån pedagogernas önskan. Handledningssamtal var ofta i fokus samt hur handledningssamtal påverkade pedagogernas arbete. Pedagogerna ville ha specialpedagogens kunskap och tar upp att det är viktigt med ett bra samarbete mellan professionerna. Skolutveckling diskuterades mest i fokusgruppen när det var utifrån examensordningen. Synen på det specialpedagogiska uppdraget behöver utvecklas i verksamheten menar rektorn. Slutsats: Pedagogerna uttrycker att specialpedagogerna är viktiga i verksamheten samtidigt som det finns en osäkerhet och otydlighet i det specialpedagogiska uppdraget.Introduction: The authors have noted during their field days in the education that there are different opinions and thoughts about the special educator's assignments in the activities of the educators. The Special Education Officer's assignments are governed differently depending on management and the powers of the Special Pedagogue in the activities. Aims: To raise awareness of educators' views on the special education assignment and how it may affect the role of the Special Educator in an activity. Method: At one time, four educators met in a focus group where the participants were allowed to discuss a number of pictures with claims based on the special education degree scheme. A principal and two special educators answered a questionnaire with the same twelve statements as the focus group and with some open questions. Result: It was different in the pedagogues discussions about the special educator's assignments, depending on whether it was discussed based on the degree program or whether it was the wish of the educators. Tutorials were often in focus and how tutoring conversations influenced the teachers' work. The educators wanted the specialist teacher's knowledge and stated that it is important to have good cooperation between the professions. School development was discussed most in the focus group when it was based on the degree scheme. The view of the special education mission needs to be developed in the activities, says the director. Conclusion: Educators express that the special educators are important in the activities while there is uncertainty and ambiguity in the special education mission.
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Subačius, Vitalijus. "14—16 metų pradedančių boksininkų atletinio ir specialaus fizinio parengtumo kaita per metinį rengimo ciklą". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070816_150220-01134.
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Aktualumas. Didžiausia dalis mokslinių, metodinių publikacijų nagrinėja suaugusių boksininkų rengimą ir mažai analizuojama jaunųjų boksininkų atrankos, technikos mokymo, treniravimo, varžybinės veiklos problemos (Cтрелников, 2000; Полиевский и др., 2002; Морозов, 2004). Šiuolaikinė praktika rodo, kad būtent ankstyvojo rengimo etapais (pradinio rengimo, sportinių įgūdžių ugdymo, pradinės specializacijos) būtina formuoti racionalią judesių techniką, atsižvelgiant į jaunųjų boksininkų greitumo, jėgos—greitumo kaitos dėsningumus (Суслов, Холодов, 1997; Новиков, 1999; М��розов, 2004). Mažai nagrinėjama ir aktuali problema jaunųjų boksininkų atletinis ir specialus fizinis parengtumas pradinio rengimo etapu.
Tyrimo tikslas — ištirti 14—16 metų boksininkų atletinio ir specialiojo parengtumo kaitos ypatumus per metinį pradinio rengimo ciklą.
Uždaviniai:
1. Išnagrinėti boksininkų rengimo vyksmo struktūrą ir turinį per pradinio rengimo vienų metų ciklą.
2. Ištirti pradedančių boksininkų kūno sudėjimo rodiklių kaitą per vienų metų rengimo ciklą.
3. Ištirti boksininkų atletinio parengtumo kaitą per vienų metų pradinio rengimo ciklą.
4. Ištirti boksininkų specialiojo parengtumo kaitą per pradinio rengimo metinį ciklą.
Tyrimo metodai: teorinės analizės ir apibendrinimo, treniravimo planų analizė, testavimas, matematinė statistika.
Tyrimo organizavimas. Buvo atlikti trys testavimai: pirmas testavimas — 2005 10 14 — 2005 10 25 dienomis; antras testavimas — 2006 01 30 — 2006 02 07 dienomis... [toliau žr. visą tekstą]Topicality of the research. The majority of scientific publications and teaching materials devoted to methods of research deal with training of adult boxers. Little attention, however, is given to selection of young boxers, their training and teaching the technique of boxing, problems of competitive activities included (Cтрелников, 2000; Полиевский и др., 2002; Морозов, 2004). Current practice shows that it is in the early stages of training (elementary training, the period of developing sports skills and primary specialization) that the technique of rational movements with respect to the dexterity of boxers and the regularities of changes in force — dexterity complex should be formed (Суслов, ���олодов, 1997; Новиков, 1999; Морозов, 2004). Insufficient attention has also been given so far to the athletic and special physical preparedness of young boxers during the stage of initial training. The aim of the research — was to study the peculiarities of changes in the athletic and special physical preparedness of young boxers during the yearly cycle of initial training. The tasks set were as follows: 1. To investigate the structure and content of the training process of boxers during the one—year cycle of initial training. 2. To study the changes in the indices of body composition of beginners boxers during the one—year cycle of initial training. 3. To study the changes in athletic preparedness of boxers during the one—year cycle of initial training. 4. To study the changes... [to full text]
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Jankauskienė, Sonata. "Informacijos apie vaiko specialiuosius ugdymosi poreikius pateikimo ugdymo dalyviams ypatumai". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140227_144808-48996.
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Darbe analizuojami informacijos apie vaiko specialiuosius ugdymosi poreikius pateikimo ugdymo dalyviams ypatumai. Interviu metodu buvo atliktas tyrimas, kurio tikslas - atskleisti informacijos apie vaiko specialiuosius ugdymosi poreikius pateikimo ugdymo dalyviams ypatumus. Tyrime dalyvavo 17 4 – 11 metų amžiaus vaikų, turinčių SUP; 16 tėvų, auginančių vaikus, turinčius SUP; 7 bendrojo ugdymo pedagogai, ugdantys vaikus, turinčius SUP; 6 pagalbos mokiniui specialistai. Empirinėje dalyje nagrinėjami ikimokyklinio ir mokyklinio amžiaus vaikų, turinčių SUP, jų tėvų, bendrojo ugdymo pedagogų, pagalbos mokiniui specialistų informacijos apie vaiko SUP pateikimo ypatumai. Svarbiausios empirinio tyrimo išvados: 1. Vaikams, turintiems SUP, dažniausiai nepateikiama informacija apie jų specialiuosius ugdymosi poreikius. Tai liudija nepakankamą mokinio įtraukimą į ugdymo procesą., Informaciją vaikui dažniau teikia pagalbos mokiniui specialistai (specialieji pedagogai, logopedai ir kt.). 2. Pateikiama informacija apie vaikų vidutinius, didelius ir labai didelius SUP labiau neigiamo pobūdžio, dominuoja informacija apie negalias, sutrikimus ir kt. 3. Informuojant apie vaikų SUP realizuojamos tokios nuostatos kaip pozityvumas, orientacija į ugdymosi procesą; nepakankamai realizuojamos tokios svarbios nuostatos kaip mokinio ir tėvų įtraukimas ir dalijimasis informacija, tėvų kompetencijos vertinimas, atsakomybės už vaiko ugdymą pasidalijimas, bendras problemos sprendimas.This paper analyses the features of presenting information about child’s special educational needs to education participants. By the method of interviewing there was a study made with an aim to find out the features of presenting information about child’s special educational needs to education participants. In the study participated 17 children between the ages of 4 and 11 who have special educational needs; 16 parents of children with SEN; 7 pedagogues of general education who educate children with SEN; 6 specialists of pupil’s help. In the empirical part there is an investigation of features of how the information was given to pre – school and school children with SEN, their parents, pedagogues of general education, specialists of pupil’s help. The most important conclusions of empirical investigation: 1. The information about children’s special educational needs in most cases is not presented to them. It witnesses the insufficient child’s inclusion into the education process. The information is more frequently given to the child by specialists of pupil’s help. (Special pedagogues, speech – language pathologists, etc.) 2. Given information about children’s medium, big, or very big SEN is mostly negative, dominates information about disabilities, disorders, etc. 3. Such aspects as positiveness and orientation to education process are realized by informing about children’s SEN; such important aspects as involving child and his parents and sharing information, estimation of... [to full text]
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Silva, Ana Lúcia Migowski da. "Memórias coletivas na comunicação mediada por computador : uma análise à luz do acontecimento de 11 de setembro de 2001 em seu décimo aniversário". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/76136.
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A manifestação de memórias coletivas sobre o acontecimento de 11 de setembro de 2001 é o tema mobilizador deste trabalho. A partir da percepção de que a interação com e através de tecnologias digitais de comunicação e informação atua nesse processo, o qual envolve diferentes atores sociais em diversos contextos, buscar-se-á compreender e identificar como o fenômeno ocorre. Com isso será possível analisar formas de atualizar, narrar e registrar coletivamente acontecimentos contemporâneos, notadamente marcados pela comunicação mediada por computador. Para desenvolver esse trabalho será preciso abarcar uma série de conceitos – tais como memória, acontecimento, experiência e interação –, provenientes de diferentes áreas do conhecimento. Desse modo será possível constituir uma base sólida destinada à análise dos desdobramentos do acontecimento e das performances que o acompanham. O corpus, composto de manifestações coletadas no microblog Twitter e em especiais multimídia de portais de notícias, foi explorado a partir do método da análise de conteúdo por coocorrência. O acontecimento de 11 de setembro, marco da entrada do século XXI, continua atuando no imaginário coletivo de diversos grupos sociais. É possível identificar nas manifestações, cujos conteúdos foram analisados, a manutenção de práticas tradicionais nos processos memoriais coletivos – como a oralização da linguagem, conversações e disputas de sentido –, bem como a introdução de estratégias próprias das interações através de artefatos digitais em rede. Verificou-se também que os sentidos memoriais destacados na comunicação mediada por computador são potencializados pelos recursos tecnológicos que, nos ambientes avaliados, auxiliam na exposição daquilo que é relatado e como é relatado. Assim, diante da impossibilidade de reificação das memórias coletivas, foi preciso analisá-las a partir das manifestações sociais exteriorizadas por aspectos cognitivos, culturais e materiais que as suportam. A heterogeneidade, pluralidade e as disputas de sentidos são algumas das características que se pode apontar em relação ao fenômeno analisado.Collective memories’ manifestation about September 11 2001 events is the mobilizer theme of this dissertation. From the perception that the interaction with and through digital communication and information technologies act on this process, that involves different social actors in diverse contexts, it will seek to understand and identify how the phenomenon occurs. Then it’ll be possible to analyze ways to actualize, narrate and register collectively contemporary events, notedly marked by computer mediated communications. To develop this dissertation it’ll be necessary to cover a series of concepts – such as memory, events, experience and interaction –, derived from different knowledge areas. Thereby it’ll be possible to constitute a solid basis destined to the events unfoldings analyses and the performances that follow it. The corpus, composed by manifestations collected on Twitter microblog and multimedia specials of news websites, has been explored through content analysis by co-occurrence method. September 11 2001 events are a XXI century’s milestones, that continue acting on diverse social groups collective imaginary. It is possible to identify on the manifestations, witch contents have been analyzed, traditional practices of collective memories processes maintenance – like the language oralization, conversations and meaning dispute –, and the introduction of digital artifacts interactions’ strategies. It was also verified that memorial meanings highlighted on computer mediated communications have been potentialized by technological resources that, on the reviewed environments, support the exposition of what is reported and how is reported. Thus, given the impossibility of collective memories reification, it was necessary to analyze them from social manifestations exteriorized by cognitive, cultural and material aspects that support them. The heterogeneity, plurality and meaning dispute are some of the characteristics that can be pointed in relation to the phenomenon analyzed.
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Svensson, Fredrik y Kristina Klang. "Nationella prov som vägledare i lärarens kompetensutveckling : Ett förebyggande arbete för särskilt stöd i matematik". Thesis, Linnéuniversitetet, Institutionen för matematikdidaktik (MD), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-48489.
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Syftet med studien är att undersöka och följa matematiklärares resonemang kring ämnesplanens förmågor, genom problematisering av nationella provuppgifter. Matematikundervisningen både på grundskolan och gymnasiet har visat sig vara begränsad när det gäller målstyrning av undervisningen som bygger på medvetenhet och kunskap om förmågorna. En förutsättning för att undervisningen ska kunna vara målstyrd med avseende på förmågorna ser vi är lärares kunskap och medvetenhet om desamma. Avsikten med studien är därför att ur ett utvecklingsperspektiv hitta sätt att för lärare ge ämnesplanens förmågor innebörd. De nationella proven konkretiserar flera av förmågorna, och skulle därför kunna fungera som vägledare i lärares kompetensutveckling kring förmågornas innebörd. Undersökningen baseras på två filmade fokusgruppsdiskussioner i vilka gymnasielärare i matematik deltar. Diskussionerna utgår från nationella provuppgifter i matematik, med stegvis introducering av skolverkets definitioner av förmågorna och senare också av skolverkets bedömning av desamma. Studiens teoretiska ramverk utgörs av ett kollegialt lärandeperspektiv och ett multimodalt och socialsemiotiskt perspektiv, som också används i den kvalitativa videoanalysen. Studien visar att lärarnas resonemang förändras under diskussionen utan Skolverkets definitioner, så till vida att en slags överenskommelse görs, av på vilket sätt förmågorna kan tolkas. Skolverkets definitioner visade sig ha marginell inverkan på resonemangets utveckling i riktning mot Skolverkets intentioner. Skolverkets bedömning tillsammans med definitionerna fungerade däremot som utmanare till lärarnas egen tolkning och skapade genom det ett ökat resonemang. Resonemanget visade dock inte på ökad kunskap och medvetenhet kring förmågornas innebörd, som är förenligt med Skolverkets intentioner. Med stöd av forskning kring kollegialt lärande, skulle ledning av expertis på området kunnat möjliggöra ett resonemang i riktning mot intentionerna.The aim of this study is to investigate and to monitor teachers of mathematics when they reason on the abilities as expressed in the curriculum, through problematisation of Swedish national test questions. Teaching mathematics in Sweden has shown itself to be limited when it comes to setting objectives when based on awareness and knowledge of the abilities. One condition for the teaching to be manageable is that the teachers are aware of the abilities. The intention of this study is to find a way for the teachers through a perspective of development, where the abilities are given meaning. The national tests define many of the abilities and therefore the tests could be a guide in the teachers’ development of the reasoning of the abilities. The investigation is based on two videotaped focus discussions by high school teachers of mathematics. These discussions are based on national test questions, where the teachers are gradually introduced to the national educational agency’s (henceforth Skolverket) definitions of the abilities and assessments that are given by Skolverket. The theoretical framework of the study is based on collegial teaching perspective and a multimodal- and social semiotic perspective, which is also being used in the qualitative video analysis. The study shows that the teachers’ reasoning changes during the discussions without Skolverket’s definitions, and the teachers reach a consensus on how the abilities should be interpreted. Skolverket’s definitions had only marginal effects on the teachers’ reasoning regarding the intentions of the abilities. However, the teachers’ interpretations were challenged by the assessments which resulted in an increase in the teachers’ reasoning and interpretations. But the outcome of the study has not given any convincing evidence that an actual increase in knowledge nor awareness of the abilities has occurred. According to research into collegial learning, experts in this field would have been able to support more developed reasoning in line with the intentions.
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Fraga, Lissandra Mendes. "A ESCOLA DE CEGOS NA HISTORIOGRAFIA DA EDUCAÇÃO ESPECIAL MARANHENSE". Universidade Federal do Maranhão, 2013. http://tedebc.ufma.br:8080/jspui/handle/tede/267.
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Previous issue date: 2013-06-14Consideration about Blind School in the Historiography of Maranhense Special Education where we propose to historicize the first educational institution created to care for disabled in the state of Maranhão. We inquire in this study the socio-historical-educational school contexts of implantation of the blind school in Sao Luis- MA, the schooling offered to the students of it, as well as its external and internal determinant traits historically constructed. In order to identify the trajectory of Special Education in Maranhão demonstrating its social and educational development, with the specific purpose to analyze the identity of Blind School in Maranhão, its social meaning and its historical density, recording, the transformation of schooling dispensed to people with disabilities, and also preserve the memory of special education in the state of Maranhão. Therefore, we had as theoretical basis about the historical context of special education, the social production and specialized educational institutions the studies of Mazzotta (2005), Jannuzzi (2006), among others. For the historicity of educational institutions we have elected studies of Magalhães (2004), and the analysis on symbolic struggles, supporters of the educational inequalities we have chosen Bourdieu e Champagne (2007) and Bourdieu and Passeron (2008). The methodology is based on the cultural history, the historiographical approach, thus we observed the particular phenomena of ESCEMA as being possessors of a subjective dependency built by historical circumstances dependent on several factors. The procedures for data collection were interviews with alumni of Blind School and teachers who participated in the time of implantation of special education in the state of Maranhão and as well as in São Luís, we also have literature and documentary research through documents most from ESCEMA file and documents of the Public Archives of the State of Maranhão. We emphasize the importance of Blind School of Maranhão in the education of people with disabilities as well as the destinations of life of these students. Despite ESCEMA have been founded at a time of little responsibility for political- governmental for disabilities, both on the issue of financial aid and in the control of these, which has brought several deficiencies in the subjects studied. However from the professional‟s destinations, mainly affective bonds of alumni to the institution, it is understood that it was fulfilled, despite the difficulties, and its social meaning.
Apreciação acerca da Escola de Cegos na Historiografia da Educação Especial Maranhense, onde se propõe historicizar a primeira instituição educacional criada para atender deficientes visuais no estado do Maranhão. Indagam-se neste estudo o contexto sócio-histórico-educacional de implantação da Escola de Cegos em São Luís-MA (ESCEMA), a escolarização ofertada aos seus alunos, como também os traços determinantes - externos e internos historicamente construídos. O propósito de identificar a trajetória da Educação Especial no Maranhão é para evidenciar a evolução social e educacional, tendo como fim específico a análise da identidade da Escola de Cegos do Maranhão, seu significado social e a sua densidade histórica, registrando-se, assim, as transformações da escolarização dispensada às pessoas com deficiência, e também a preservação da memória da educação especial no estado do Maranhão. Para tanto, teve-se como base teórica, quanto ao contexto histórico da educação especial, a produção social e as instituições educacionais especializadas - Mazzotta (2005), Jannuzzi (2006), entre outros. Para a historicidade das instituições educativas, elegeram-se os estudos de Magalhães (2004), e, na análise das lutas simbólicas, favorecedoras de desigualdades educativas, escolheu-se Bourdieu e Champagne (2007) e Bourdieu e Passeron (2008). A metodologia tem como base a história cultural, e na abordagem historiográfica observam-se os fenômenos particulares da ESCEMA como sendo possuidores de uma dependência subjetiva, construída por circunstâncias históricas dependente de diversos fatores. Os procedimentos para coleta de dados foram entrevistas com ex-alunos da Escola de Cegos e com professoras que participaram do momento da implantação da educação especial no estado do Maranhão e em São Luís. Procedeu-se ao levantamento bibliográfico e documental, com informações através de documentos em sua maioria disponíveis no arquivo da ESCEMA e no Arquivo Público do Estado do Maranhão. Ressalta-se a importância da Escola de Cegos do Maranhão na educação de pessoas com deficiência, bem como nos destinos da vida destes alunos. Apesar de a ESCEMA ter sido fundada em um momento de pouca responsabilidade político-governamental para com deficientes, tanto na questão do auxílio financeiro quanto na fiscalização destes, presume-se ser este um dos fatores das carências enfrentadas pelos seus alunos. Contudo, a partir dos destinos profissionais e, principalmente, dos laços afetivos de ex-alunos para com a instituição, entende-se que esta cumpriu, em parte, apesar das dificuldades, seu significado social.
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AGUZZI, GIULIA. "Lingue straniere e sordità: un percorso possibile". Doctoral thesis, Università Cattolica del Sacro Cuore, 2020. http://hdl.handle.net/10280/78940.
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L’obiettivo di questo lavoro è guidare il docente attraverso la letteratura esistente, gli strumenti già in uso e si propone di fornire una modellizzazione per la pratica didattica delle lingue straniere ad alunni sordi. Nel primo e nel secondo capitolo si raccolgono, analizzano e definiscono le basi teoriche di riferimento per la didattica delle lingue a soggetti sordi. Nello specifico, si definiscono il quadro della glottodidattica speciale, i principi di bisogno speciale e specifico e le linee guida per la didattica in contesti di disabilità, procedendo con l’inclusione della sordità tra le esigenze a cui riferirsi con tali strumenti. Il terzo e il quarto capitolo rappresentano l’applicazione concreta dei modelli esposti con l’applicazione del modello SOMA al mondo della sordità e la costruzione del Profilo Glottomatetico Funzionale dell’alunno sordo. Nell’ultimo capitolo si presenta la proposta operativa di didattica dell’inglese ai sordi, partendo dall’analisi e la scelta dei materiali più accessibili, passando per la progettazione fino ad arrivare alla strutturazione specifica del lavoro di classe.This work aims to guide the foreign language teacher trough the literature on special education needs and deafness, the available tools, and the modeling for everyday practice to encourage the inclusion of deaf students until now considered not teachable. In the first and second chapters, the theoretical approaches to deaf students learning are presented in the contexts of special language teaching, special education, and disabilities. The third and fourth chapters represent the application of those principles to include deaf students in the language classroom activities following the operational models usually used for different learning disabilities. The last chapter offers the concrete model that may guide teachers from their deaf students' needs analysis and the correct material choice for them, passing through the learning project management to get to the specific class lessons, in collaboration with support staff members.
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Parry, Melissa Louise. "An exploratory study of the incorporation of their 'future-self' as part of transition preparation in to and out of further education for young people with learning disabilities". Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24045.
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This research explored the perception of the incorporation of ‘future-self’ for young people (YP) moving from specialist provision for children where the Local Authority have identified the provision as Moderate Learning Difficulties and additional needs, their parent/carers views, and the perspectives of professionals supporting their transition to mainstream further education. The ‘future-self’ approach had its basis in social cognitive theory, as the creation of imagined ‘future-selves’ is thought to influence an individual’s behaviour to aid them to work towards their aspired self (Baker, 2015; Markus & Nurius, 1986; Oysterman & James, 2011). Phase one used a case study methodology using semi-structured interviews to explore the YP and their parent/carer’s experience of transition planning having included the young person’s vision of their ‘future-self’, at aged 16. Materials were designed to aid their understanding using visual support. Phase two gained the views of YP using focus groups as they approach transition out of FE at aged 19 or older into continued training, employment, and on towards adulthood, in relation to inclusion of their vision of their ‘future-self’ in this preparation. This phase also explored the perceptions of the professionals for incorporating the young person’s view of their ‘future-self’ using semi-structured interviews. Interview transcripts were analysed using Braun and Clarke’s (2006) six stage thematic analysis to identify themes in the data. Focus groups were thematically analysed using Ritchie and Spencer’s (1994) five stage analysis. A number of themes were found for the YP at both stages, the parents/carers and the professionals. Findings indicated that the YP are more involved in the transition planning and a range of methods are applied to prepare the YP however there are a number of barriers still limiting the options for the YP such as: lack of choice available, protectiveness of others, low aspirations, failure to explore holistic longer term outcomes, insufficient multi-agency involvement, overreliance on parents, and the need for more effective strategic planning and awareness of the systems around the YP. The findings from this research indicate that applying a ‘future-selves’ approach for YP as a method to generate future aspirations to motivate YP’s behaviour has been effective as a tool to add to existing transition preparations. This could act as a way to overcome the currently existing poorer long term outcomes for YP with this population. Based upon this small scale project, further investigation would be required to assess the benefit for a wider population.
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Balat, Nicolas. "Essai sur le droit commun". Thesis, Paris 2, 2014. http://www.theses.fr/2014PA020012/document.
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Le présent travail propose une étude d’ensemble sur le droit commun, notion fondamentale au coeur de la théorie et de la pratique quotidienne du droit. Contrairement à une première impression suivant laquelle il serait une notion à géométrie variable (droit civil ? théorie générale ? droit romain ? droit européen ? principes ?), le droit commun apparaît comme le concept technique désignant, pour une institution donnée, les règles juridiques dont le domaine d’application est indéfini. En outre, l’étude en révèle les deux applications pratiques fort distinctes que sont le droit commun territorial et le droit commun matériel. Le droit commun territorial d’abord, apparaît mal connu mais techniquement et historiquement premier ; c’est celui que l’on trouve par exemple à l’article 1393, alinéa 2, du code civil (qui vise le « droit commun de la France » des régimes matrimoniaux), ou dans un principe fondamental reconnu par les lois de la République dégagé par le Conseil constitutionnel en 2011. Le droit commun matériel ensuite, se révèle mieux connu mais appelle une synthèse ; c’est celui qui est visé, par exemple, dans la section contenant les articles 2333 et suivants du code civil (sur le « droit commun du gage ») tels qu’ils résultent de l’ordonnance du 23 mars 2006. Ces deux volets du droit commun expriment une "summa divisio", dans laquelle s’ordonnent toutes ses utilisations en droit positif. S’ils présentent des similitudes de régime, ils se distinguent néanmoins : ils ne renvoient pas aux mêmes règles – règles au domaine d’application "ratione loci" indéfini d’un côté, règles au domaine d’application "ratione materiæ et personæ" indéfini de l’autreThis work offers a comprehensive study on the “droit commun” (approximately translated into “general rules of law” or “ordinary law”), a fundamental concept at the core of the theory and daily practice of French law. Contrary to traditional approaches involving the impression of a changing and variable concept (civil law, general theory, Roman law, European law, principles?), “droit commun” is a technical concept referring, for a given institution, to the legal rules whose scope of application is indefinite. This study also reveals the two distinct applications of “droit commun”; “droit commun territorial” (“territorial general rules of law”) and “droit commun matériel” (“material general rules of law”). The first application, “droit commun territorial”, although lesser known, is technically and historically primal. Droit commun territorial is specifically mentioned for in article 1393 of the French civil code (regarding the matrimonial property regimes), and in a fundamental principle identified by the French Constitutional Council in 2011. The second application, “droit commun matériel”, is better known but needs an overview. In particular, the section of the French civil code which contains articles 2333 and following (on the “droit commun” of pledging of corporeal movables), refers to it. These two applications of “droit commun” are the expressions of a summa divisio. Although both applications have similarities, they remain fundamentally different. The respective applications of “droit commun” do not refer to the same rules of law: rules where territorial scope of application is unlimited versus rules where material and personal scope of application is unlimited