Erhvervsvejledning og uddannelsesvejledning

This book presents the results of an investigation into mathematical literacy in riverside schools in the Amazon. Its aim was to investigate theoretical and methodological approaches to the teaching and learning of maths, in the context of mathematical literacy, which could be established in multi-grade classes in riverside schools in the Amazon. From this perspective, the vision of mathematical literacy was constructed taking into account the child's initial reading and writing skills in school mathematical language, but also as a path to learning in the world of different mathematical relationships. The book presents contexts, teaching resources and pedagogical practices in Amazonian riverside schools.

The issue of gender in vocational training in Senegal is of crucial importance and deserves special attention. This issue raises key concerns with regard to gender equality, equitable access to education and training, and the empowerment of women in the vocational field.First of all, it is essential to recognize that gender disparities persist in Senegal's vocational training sector. Women often face barriers that limit their access to such training, including restrictive cultural and social norms, family expectations and financial constraints. This situation leads to an inequitable imbalance in women's participation in vocational training, limiting their employment opportunities and economic independence.What's more, even when women do manage to access vocational training, they often face additional challenges. Gender stereotypes persist, which can lead to discrimination and harassment at the training site.

Ce livre présente les résultats d'une enquête sur la culture mathématique dans les écoles riveraines de l'Amazonie. Son objectif était d'étudier les approches théoriques et méthodologiques de l'enseignement et de l'apprentissage des mathématiques, dans le contexte de la culture mathématique, qui pourraient être mises en place dans les classes multi-niveaux des écoles riveraines de l'Amazonie. Dans cette perspective, la vision de l'alphabétisation mathématique a été construite en tenant compte des compétences initiales de l'enfant en matière de lecture et d'écriture dans le langage mathématique de l'école, mais aussi en tant que voie d'apprentissage dans le monde des différentes relations mathématiques. Le livre présente des contextes, des ressources d'enseignement et des pratiques pédagogiques dans les écoles riveraines de l'Amazonie.

The utilization of waste material like fly ash is the need of time. Hence, application of fly ash for improving the properties of concrete is studied. It is found that by introducing fly ash in concrete, properties of concrete are altered. It will be helpful for sustainable development of concrete. Concrete containing very high volume of fly ash is usually called high volume fly ash concrete (HVFAC). The HVFAC is one specific type of fly ash concrete with higher fly ash contents, lower water/cement ratio (W/C), and lower cement contents. This is to take full advantage of the increased workability and strength provided by fly ash and the low W/C, and to produce a more environment friendly concrete by reducing its cement content. Volume change is one of the most detrimental properties of concrete, which affects the long-term performance of concrete. To the practical engineer, the aspect of volume change in concrete is important from the point of view that it causes unsightly cracks in concrete. One of the most objectionable defects in concrete is the presence of cracks, particularly in floors and pavements. Shrinkage is one of the main factors responsible for fine cracks in concrete.

In the vast expanse of the digital age, the quest for knowledge has transcended traditional boundaries, leading us to the doorstep of an educational revolution. "E-Learning for Entrepreneurs" is more than just a book; it's a voyage into the heart of modern education, where technology meets pedagogy to foster a new breed of learners and leaders. This prologue serves as the compass that will guide us through the intricate maze of digital learning, unraveling the threads of innovation that have woven the fabric of e-learning. As we embark on this journey, we delve into the historical depths of educational evolution, charting the course from chalkboards to virtual classrooms. This book is a testament to the transformative power of e-learning, highlighting its role in shaping the entrepreneurs of tomorrow. With each page, we invite you to explore the limitless possibilities that e-learning presents, challenging the status quo and embracing a future where learning knows no bounds.

This book recounts the experience of a group of trainers and the processes of signification regarding the expression inquiry teaching adopted as the name of a training course, within which the research subjects established tensions and consensus, not only about this expression but also about the possibilities and limits of science education. The theoretical framework adopted is based on Bakhtin and his circle, as well as Bruner's distinction between paradigmatic thinking and narrative thinking and the way in which this author characterizes the modalities of human thought. In order to understand the meanings attributed to this term, we went through the enunciations of the research subjects in the group's collective spaces, in interviews conducted with them and in all the texts written to support the course. The meanings that the subjects construct of the world are related to their experiences, as well as being mediated by a wide variety of texts. For this reason, there were many stories and many tensions in the group. As a result of these tensions, a movement began in search of stabilizing meanings and consensus.

This research reflects on the Teaching and Learning Process (TEP) of reading dissertation-based texts. The problem relates to the difficulties students face in reading/comprehending the text and the strategies used to teach it. The study started with the question: to what extent are reading teaching strategies involved in reading comprehension of the text, guided by the questions: what are the methodological strategies for teaching reading and what models of information processing do students use? The theoretical framework was based on studies on Learning Theory, studies on Reading and Reading Comprehension, studies on argumentation, studies on the Teaching of Reading in Portuguese Language classes and studies on the General Didactics and Teaching of the Portuguese Language. The research was empirical, with an inductive logic approach, a mixed data collection technique and case study procedures, carried out in Nacala-Porto.

This work consisted of studying how play is approached in primary schools in the early years. It sought to ascertain the importance of play for children's development, how teachers are prepared and trained to work with and provide play in the classroom and also to record some traditional games and games played in schools, in which data was collected for this work.

This book highlights the importance of reading and transcription professionals in the scenario of literary inclusion for people with visual impairments, and delves into the rich fabric of the role played by these professionals in promoting access to reading for those who face visual challenges. Throughout the pages, the reader is guided through a literature review that brings them up to date with the state of the art in this area of special education, highlighting how these professionals not only open doors to information, but also to the emancipation and full participation of people with visual impairments in society.

After the industrial revolution, a new capitalist world emerged in the face of old-fashioned forms of production. With the passing of time and the spread of globalisation, a very strong business area emerged whose potential and importance many had not yet imagined it would have for modern organisations: Human Resources. The question arises as to what human resources mean. It is nothing more than all the employees that make up an organisation, but it can also refer to a specific department that is responsible for selecting, hiring, training, monitoring the activities carried out and remunerating workers.

This book aims to understand the historical process of the collective actions of the deaf of the São Paulo Association of the Deaf (ASSP) between 1950 and 2011, a period that includes the foundation of this institution and the creation of the Municipal Schools of Bilingual Education for the Deaf in the capital of São Paulo. In this context, with the theoretical reference of Alberto Melucci, collected documents and interviews, the author seeks to understand how these collective actions emerged and how they were maintained. It can be seen that the collective actions culminated in the founding of ASSP in 1950, based on the interest of deaf people in having a space to socialise and practise sport. This space, in continuous interaction with other social actors, ended up favouring the strengthening of a collective identity and the political formation of many deaf people, a fact that motivated other collective actions that were decisive for the foundation of institutions for the deaf. In this network of relationships that were established throughout history, ASSP played a leading role in the deaf movements aimed at recognising Libras and defending bilingual education for the deaf.

This book will lead Physical Education teachers and teachers who work with Youth and Adult Education to re-read the students' representations of their bodies, their desires in the learning process, their views on school, giving them a voice. Considering teachers and students as parts that come together in learning and teaching, it is worth remembering that it is necessary to review what is based on truths so that new possibilities for constructing learning today can take place. Mediate, interact, understand, intervene - words that represent the teaching and learning process.

Ce livre amènera les professeurs d'éducation physique et les enseignants qui travaillent avec l'éducation des jeunes et des adultes à relire les représentations que les élèves ont de leur corps, leurs désirs dans le processus d'apprentissage, leurs points de vue sur l'école, en leur donnant la parole. En considérant les enseignants et les élèves comme des parties qui se rejoignent dans l'apprentissage et l'enseignement, il est utile de rappeler qu'il est nécessaire de revoir ce qui est basé sur des vérités afin que de nouvelles possibilités de construire l'apprentissage aujourd'hui puissent être réalisées. Médiation, interaction, compréhension, intervention - des mots qui représentent le processus d'enseignement et d'apprentissage.

Ce livre relate l'expérience d'un groupe de formateurs et les processus de signification autour de l'expression enquiry teaching adoptée comme nom d'un cours de formation, au sein duquel les sujets de recherche ont établi des tensions et des consensus, non seulement sur cette expression mais aussi sur les possibilités et les limites de l'enseignement des sciences. Le cadre théorique adopté est basé sur Bakhtin et son cercle, ainsi que sur la distinction de Bruner entre pensée paradigmatique et pensée narrative et la manière dont cet auteur caractérise les modalités de la pensée humaine. Pour comprendre les significations attribuées à ce terme, nous avons parcouru les énonciations des sujets de recherche dans les espaces collectifs du groupe, dans les entretiens avec eux et dans tous les textes écrits à l'appui du cours. Les significations que les sujets construisent du monde sont liées à leurs expériences et sont médiatisées par une grande variété de textes. C'est pourquoi il y avait beaucoup d'histoires et de tensions dans le groupe. Sur la base de ces tensions, un mouvement s'est mis en place pour rechercher la stabilisation des significations et le consensus.

Après la révolution industrielle, un nouveau monde capitaliste a émergé face à des formes de production dépassées. Avec le temps et l'expansion de la mondialisation, un secteur d'activité très fort est apparu, dont le potentiel et l'importance pour les organisations modernes n'avaient pas encore été imaginés : les ressources humaines. La question se pose de savoir ce que l'on entend par ressources humaines. Il ne s'agit de rien d'autre que de l'ensemble des employés qui composent une organisation, mais cela peut également faire référence à un département spécifique chargé de la sélection, de l'embauche, de la formation, du contrôle des activités réalisées et de la rémunération des travailleurs.

"50 Practical Ways to Motivate Teachers For Effective Display of Professional and Personal Qualities" est un texte complet sur la manière d'améliorer l'efficacité des enseignants dans notre système scolaire.Il adopte une vision holistique de la motivation des enseignants en ce qui concerne leurs qualités professionnelles et personnelles.Le LIVRE "Golden Apple" est composé de cinq chapitres et de quatorze annexes. Ce livre est recommandé à tous les enseignants en exercice ou en devenir.

Ce livre intéressant est le résultat d'une enquête qui a émergé d'un problème perçu dans un établissement d'enseignement où les gestionnaires exercent un leadership traditionnel, caractérisé par l'autoritarisme et la coercition, qui n'est pas très proche des caractéristiques du leadership transformationnel, si nécessaire pour le changement que les organisations exigent en ces temps postmodernes. La vérification scientifique a conduit le chercheur à mener cette recherche descriptive, soutenue par une étude sur le terrain, dans laquelle un instrument de type Likert a été utilisé. Les résultats ont montré qu'en général, les managers de l'institution étudiée présentent de sérieuses faiblesses dans leur performance en tant que leaders transformationnels, en tant qu'agents de changement, préparés à modifier positivement la culture organisationnelle par le biais des cinq actions de base étudiées : communication, motivation, prise de décision consensuelle, gestion des conflits et délégation de fonctions, et qu'ils doivent donc se transformer eux-mêmes pour le bien de l'organisation. D'où les recommandations formulées dans le cadre de la recherche.

Questo interessante libro è il risultato di un'indagine nata da un problema percepito in un'istituzione educativa in cui i dirigenti esercitano una leadership tradizionale, caratterizzata da autoritarismo e coercizione, che non è molto vicina alle caratteristiche della leadership trasformazionale, così necessaria per il cambiamento che le organizzazioni richiedono in questi tempi postmoderni. La verifica scientifica ha portato il ricercatore a realizzare questa ricerca descrittiva, supportata da uno studio sul campo, in cui è stato utilizzato uno strumento in formato Likert. I risultati hanno mostrato che, in generale, i dirigenti dell'istituzione oggetto di studio presentano gravi carenze nelle loro prestazioni di leader trasformazionali come agenti di cambiamento, pronti a modificare positivamente la cultura organizzativa attraverso le cinque azioni di base studiate: comunicazione, motivazione, processo decisionale consensuale, gestione dei conflitti e delega di funzioni, e che quindi hanno bisogno di trasformarsi per il bene dell'organizzazione. Da qui le raccomandazioni formulate nella ricerca.

"50 Practical Ways to Motivate Teachers For Effective Display of Professional and Personal Qualities" (50 praktische Wege, Lehrer zu motivieren, um ihre beruflichen und persönlichen Qualitäten wirksam zur Geltung zu bringen) ist ein umfassender Text darüber, wie die Effizienz und Effektivität von Lehrern in unserem Schulsystem verbessert werden kann.Es betrachtet die Motivation von Lehrern in Bezug auf ihre beruflichen und persönlichen Qualitäten aus einem ganzheitlichen Blickwinkel.Das BUCH "Goldener Apfel" besteht aus fünf Kapiteln und vierzehn Anhängen. Dieses Buch wird allen praktizierenden und angehenden Lehrern empfohlen.

Over the years, school drop-out rates have been alarmingly high in the country's educational institutions. In the subsequent technical courses at the Federal Institute of Santa Catarina (IF-SC), the high dropout rates have attracted attention. In addition to wasting public resources, the institution is not fully meeting its main objective, which is to raise the level of education of the population, demonstrating that action is needed to reverse this situation. With this in mind, the aim of this study was to understand the reasons that lead students to drop out of subsequent technical courses at IF-SC - Campus Criciúma. The specific objectives were to analyse the socio-economic profile of the students who dropped out and the profile of the students who remained; to identify the different reasons that lead students to drop out and that are not included in the Institutional Development Plan (IDP) and to present elements for the institution and staff to rethink the potential for change in their practices.

This book reflects the desire to highlight the trajectories of teachers and to demonstrate, in dialogue with these subjects, that teaching in Early Childhood Education involves dimensions that escape scientific objectivity and tension the discourse of technical rationality that permeates many discussions in the field of the teaching profession. Affections, relationships, care, values, aesthetics, commitment, the moral and ethical dimension of the work of teachers of babies and young children help to make up ways of being in the teaching profession and should not be considered unprofessional elements, as can be inferred from the narratives discussed throughout the chapters.

Kniga "50 prakticheskih sposobow motiwacii uchitelej dlq äffektiwnogo proqwleniq professional'nyh i lichnostnyh kachestw" - äto polnyj text o tom, kak powysit' äffektiwnost' i rezul'tatiwnost' raboty uchitelej w nashej shkol'noj sisteme.V nej daetsq celostnyj wzglqd na motiwaciü uchitelej, swqzannuü s ih professional'nymi i lichnostnymi kachestwami.KNIGA "Zolotoe qbloko" sostoit iz pqti glaw i chetyrnadcati prilozhenij. Kniga rekomenduetsq wsem praktikuüschim i buduschim uchitelqm.

This manual systematizes, updates and deepens the main contributions of texts on the use of technology in mathematics teaching, mainly in Portuguese and Spanish. In this context, the first chapter contributes to raising general culture by addressing the relationship between technology and society. The second reflects on ICT in the teaching and learning process. The third deals with teaching and the place of the computer in this category. The fourth deals with the use of computers in the teaching and learning process. The fifth section briefly analyzes the use of the Graphmatica software in teaching mathematics and the sixth deals with the derive software as a powerful tool in different operations. The seventh deals with Geogebra, the eighth with the internet in teacher training and, finally, the ninth deals with contemporary conceptions of the use of computers in teaching.

This interesting book is the result of a research that emerged from a problem perceived in an educational institution referred to the fact that managers exercise a traditional leadership, characterized by authoritarianism and coercion, not very close to the characteristics of a transformational leadership so necessary for the change that organizations demand in these postmodern times. Scientific verification led the researcher to carry out this descriptive inquiry, supported by a field study, in which a Likert format instrument was used. The results showed that in general, the managers of the institution under study present serious weaknesses in their performance as transformational leaders as agents of change, prepared to positively modify the organizational culture through the five basic actions studied: communication, motivation, consensual decision making, conflict management and delegation of functions; therefore, they need to transform themselves for the good of the organization. Hence the recommendations formulated in the research.

The aim of this research is to take a critical view of the learning assessment instruments used in distance learning higher education courses. The aim is to find out whether the assessment instruments used to monitor and measure the learning of students on distance learning higher education courses meet the objectives of the teaching-learning process. The circumstances surrounding assessment have aroused the interest of several researchers. Assessing is a complex act that has to be done with responsibility and ethical and moral commitment. The search for answers is investigating the following points: What is the importance of assessment in the teaching-learning context? What methods do teachers usually use to assess distance learning students? Does the way in which students are assessed in distance learning contemplate the purposes of the teaching-learning process? Assessment is part of the educational system. The interaction between the players in this process - teacher and student - makes education happen and the difference is the degree of commitment on the part of the teacher.

In the face of uncertainty and global changes, educational innovation emerges from the perseverance of all teachers involved in appreciating their professional practice as a legitimate act of what it means to be a teacher and its scope in any action of social relevance. The theoretical and methodological value is combined to put into practice all that knowledge, which from the results of the research, transcends the professional practice as an inherent aspect of decision making, problem solving and creativity for the development of education. Thus, from the perspective of technology and didactics, a series of dissertations and innovative, pertinent and assertive proposals to intervene in contexts of vulnerability are materialized, which propitiates a process of construction of systematic actions from a scientific representation, for the construction of new learning, through a genuine form of interaction and relationship between subjects. Throughout the text, alternatives for continuous improvement are integrated, an aspect that seeks to investigate, guide and delineate from educational innovation and its own actors.

Face à l'incertitude et aux changements globaux, l'innovation éducative émerge de la persévérance de tous les enseignants impliqués dans l'appréciation de leur pratique professionnelle en tant qu'acte légitime de ce que signifie être un enseignant et de sa portée dans toute action de pertinence sociale. La valeur théorique et méthodologique est combinée pour mettre en pratique toutes les connaissances qui, à partir des résultats de la recherche, transcendent la pratique professionnelle en tant qu'aspect inhérent à la prise de décision, à la résolution de problèmes et à la créativité pour le développement de l'éducation. Ainsi, du point de vue de la technologie et de la didactique, une série de mémoires et la mise en ¿uvre de propositions innovantes, pertinentes et affirmées pour intervenir dans des contextes de vulnérabilité, qui favorise un processus de construction d'actions systématiques à partir d'une représentation scientifique, pour la construction de nouveaux apprentissages, à travers une véritable forme d'interaction et de relation entre les sujets. Tout au long du texte, des alternatives d'amélioration continue sont intégrées, un aspect qui cherche à étudier, guider et délimiter l'innovation éducative et ses propres acteurs.

This book brings together a unique insight into the multifaceted nature of cancer. From the fundamental biology of diverse cancer types to the intricate molecular landscapes that govern their behaviour, the chapters within this book serve as a comprehensive guide, illuminating the path toward a deeper understanding of this complex disease. The title, "Cancer Unveiled," reflects our commitment to peeling back the layers of uncertainty and ambiguity surrounding cancer. Through meticulous exploration and analysis, this book aims to provide readers with a clear and informed perspective on the latest developments in cancer research and treatment. The journey begins with an exploration of the underlying biology of various cancer types, offering readers a foundation upon which to comprehend the subsequent discussions on molecular pathways and targeted therapies. The chapters are organized to serve as a roadmap through the intricate terrain of cancer research.

Welcome to "The Essentials of Academic Writing", a comprehensive guide designed to empower readers with the fundamental skills necessary for effective scholarly communication. In the dynamic landscape of academia, the ability to articulate ideas with clarity, precision, and authority is paramount. This book emerges as a beacon, offering a roadmap for navigating the intricacies of academic writing.Through carefully curated chapters, we delve into the foundational elements that constitute exceptional academic prose. From understanding the nuances of academic discourse to honing research skills, crafting compelling theses, and refining writing style, each section is crafted to instill confidence in writers at all levels of their academic journey.Our approach transcends the mechanical aspects of writing, emphasizing the cultivation of a writer's unique voice within the scholarly community. As you embark on this literary voyage, may "The Essentials of Academic Writing" be your trusted companion, illuminating the path to articulate, impactful, and sophisticated academic expression.

In the journey of intellectual exploration, the pursuit of critical thinking stands as an indispensable guide for undergraduate students navigating the complexities of academia and beyond. "Critical Thinking: A Guide for Undergraduates" is born out of a fervent commitment to empowering learners with the cognitive tools essential for success in the diverse landscape of higher education. This book transcends the traditional boundaries of disciplinary confines, offering a holistic approach that encourages active engagement with ideas, challenges assumptions, and cultivates the skills necessary for rigorous analysis. Structured into five distinct chapters, this guide unfolds a narrative that begins with the foundational principles of critical thinking and progressively extends to its practical applications in research, communication, and diverse academic disciplines. From unraveling the nuances of effective reading to fostering a lifelong habit of critical inquiry, each chapter is meticulously crafted to inspire curiosity, promote intellectual autonomy, and instill a sense of responsibility as global citizens.