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Metodologia Empírica Seguida Neste Trabalho
Universidade do Minho Escola de Psicologia Sílvia Correia Monteiro Percursos de excelência académica no ensino superior: Estudo em alunos de Engenharia em Portugal Percursos de excelência académica no ensino superior: de excelência Percursos Estudo em Portugal em alunos de Engenharia Sílvia Correia Monteiro Julho de 2012 UMinho | 2012 Universidade do Minho Escola de Psicologia Sílvia Correia Monteiro Percursos de excelência académica no ensino superior: Estudo em alunos de Engenharia em Portugal Tese de Doutoramento em Psicologia Área de especialização em Psicologia da Educação Trabalho efectuado sob a orientação de Professor Doutor Leandro da Silva Almeida e da Professora Doutora Rosa Maria de Castro Fernandes Vasconcelos Julho de 2012 DECLARAÇÃO É AUTORIZADA A REPRODUÇÃO INTEGRAL DESTA TESE APENAS PARA EFEITOS DE INVESTIGAÇÃO, MEDIANTE DECLARAÇÃO ESCRITA DO INTERESSADO, QUE A TAL SE COMPROMETE. Braga, ___/___/______ Assinatura: __________________________________________________________ AGRADECIMENTOS O desenvolvimento deste trabalho, concretizado na presente tese, resultou de um intenso percurso de desenvolvimento pessoal e profissional no qual colaboraram e contribuíram várias pessoas, junto de quem pretendo manifestar o meu reconhecido agradecimento. Aos meus orientadores, Professor Doutor Leandro Almeida e Professora Doutora Rosa Maria Vasconcelos, pela disponibilização de oportunidades que permitiram desenvolver este trabalho e, sobretudo, pela partilha dos conhecimentos que o orientaram, desde o primeiro momento. Ao Professor Doutor José Cruz, pelo apoio e conselhos prestados em diversas fases, e que em muito contribuíram para o desenvolvimento deste trabalho. Ao Professor Doutor Raúl Vidal, da Faculdade de Engenharia da Universidade do Porto, e à Dra. Isabel Gonçalves e Dra. Ana Lucas, do Instituto Superior Técnico, pelo apoio concedido no contacto com os participantes deste trabalho, que em muito contribuíram para o seu enriquecimento metodológico. -
Excerpt from Elizabeth Borgwardt, the Nuremberg Idea: “Thinking Humanity” in History, Law & Politics, Under Contract with Alfred A
Excerpt from Elizabeth Borgwardt, The Nuremberg Idea: “Thinking Humanity” in History, Law & Politics, under contract with Alfred A. Knopf. DRAFT of 10/24/16; please do not cite or quote without author’s permission Human Rights Workshop, Schell Center for International Human Rights, Yale Law School November 3, 2016, 12:10 to 1:45 pm, Faculty Lounge Author’s Note: Thank you in advance for any attention you may be able to offer to this chapter in progress, which is approximately 44 double-spaced pages of text. If time is short I recommend starting with the final section, pp. 30-42. I look forward to learning from your reactions and suggestions. Chapter Abstract: This history aims to show how the 1945-49 series of trials in the Nuremberg Palace of Justice distilled the modern idea of “crimes against humanity,” and in the process established the groundwork for the modern international human rights regime. Over the course of the World War II era, a 19th century version of crimes against humanity, which might be rendered more precisely in German as Verbrechen gegen die Menschlichkeit (crimes against “humane-ness”), competed with and was ultimately co-opted by a mid-20th- century conception, translated as Verbrechen gegen die Menschheit (crimes against “human- kind”). Crimes against humaneness – which Hannah Arendt dismissed as “crimes against kindness” – were in effect transgressions against traditional ideas of knightly chivalry, that is, transgressions against the humanity of the perpetrators. Crimes against humankind – the Menschheit version -- by contrast, focused equally on the humanity of victims. Such extreme atrocities most notably denied and attacked the humanity of individual victims (by denying their human rights, or in Arendt’s iconic phrasing, their “right to have rights”). -
(“Terry”) Tao and Lenhard (“Lenny”) Ng Reflect on Their Talent Development
SMP y ’ S G R E a T E S T c H I l D P R o D IGIES Insights From SMPy’s Greatest Former child Prodigies: Drs. Terence (“Terry”) Tao and lenhard (“lenny”) Ng Reflect on Their Talent Development Michelle C. Muratori and Julian C. Stanley Miraca U. M. Gross Johns Hopkins University University of New South Wales Lenhard Ng Terence Tao Duke University University of California, Los Angeles Jack Ng Billy Tao University of North Carolina, Chapel Hill Flinders University aSTRB a c T PTINGu T T HE R ESE a R c H T o u S E If the academic needs of the most profoundly gifted students can be met through the use of existing Given the wide-ranging differences in abilities, educational practices, specialists in gifted education interests, personalities, life experiences, and cul- can assume that the educational needs of less able, but ture that are evident among academically talented still academically talented, students can also be met students, most specialists in gifted education would by using some combination of these strategies as well. agree that a one-size-fits-all approach to educating This paper illustrates the feasibility and effectiveness of the gifted is antithetical to the fundamental prin- ® ¨ utilizing an individualized educational approach with ciples underpinning gifted education. As responsive gifted students by highlighting the unique educational as educators would like to be to the needs of their paths taken by two of the very ablest math prodigies gifted students, they may be reluctant to individual- identified by Dr. Julian Stanley through the Study ize the curriculum for these students on the grounds of Mathematically Precocious Youth (SMPY) since that they lack sufficient resources to provide such a its founding in 1971. -
Measurement and Research in the Service of Education. INSTITUTIGN Georgia Univ., Athens
DOCUMENT RESUME ED 04E 725 TM 000 305 AUTHOR Findley, Warren G. TITLE Measurement and Research in the Service of Education. INSTITUTIGN Georgia Univ., Athens. Research and Development Center in Educational Stimulation. SPONS AGENCY Office of Education (DREW), Washington, D.C. Cooperative Research Program. REPORT NO Ccc-Pap-10 PUB DATE Jun 70 CONTRACT CEC-6-10-061 NOTE 18p.; Invited address to Division D, Measurement and Research Methodology, American Educational Research Association, Minneapolis, Minnesota, March 1970 EDRS PRICE EDRS Price MF-$0.25 HC-$1.00 DESC2IETOES Educational Innovation, Educational Policy, Educational Problems, *Educational Research, Educational Testing, *Evaluation, Instrumentation, International Education, Longitudinal Stuclies, *Measurement Techniques, National Surveys, *Research and Development Centers, Research Methodology, Research Utilization, *Statistical Analysis AESTRACT This running commentary cites examples to show. that measurement and research in education, since Binet, have been used to solve schccl problems. Current problems cited stem from post-World War II acceptance of the goal of educating "all the children of all the people." Compensatory education, peer-tutoring vs. competitive scrambling, mastery learning, retention vs. dropout, and socioeconcmic segregation by tests, require study. Background surveys are cited that define the scope of the problems. Longitudinal studies ale recommended that feed back evidence of need and of success and failure en route to terminal evaluation. Multivariate analysis is advanced as essential methodology; person-environment interactions should be studied, not just controlled, if individualization is a goal of the teaching-learning process. Major research and development organizations need to be based on an interactive model, rather than a linear model, tc speed action and guide research. -
Youths Who Reason Extremely Well Mathematically: Smpy's
Editorial The guest editor for this issue is Professor Julian Stanley, Chair- man of the Department of Psychology of The Johns Hopkins Univer- sity, Baltimore, Maryland. Professor Stanley has been directing the Study of Mathematically Precocious Youth, perhaps the out- standing longitudinal study since Terman’s Genetic Studies of Genius. His editorial follows: YOUTHS WHO REASON EXTREMELY WELL MATHEMATICALLY: SMPY’S ACCELERATIVE APPROACH Julian C. Stanley For this special issue I commissioned three articles to be prepared by persons presently or formerly associated with the Study of Mathematically Precocious Youth (SMPY) at The Johns Hopkins University in Baltimore. These are supplemented by a selection of items from SMPY’s newsletter-journal, the Intellectually Talented Youth Bulletin (ITYB), which appears ten times yearly. For several months I also looked for other novel approaches to helping mathematically precocious youths a great deal educationally but could not find any that seemed nearly as strongly facilitative as SMPY’s &dquo;smorgasbord&dquo; of accelerative opportunities. Quite a few courses such as calculus are being taught better hitherto in a number of schools. Many summer, evening, or Saturday mor- 237 ning schools, camps, institutes, or supplemental programs offer cer- tain mathematics courses to able enrollees, usually as &dquo;enrichment&dquo; rather than for high school or college credit. Few of these are radical departures from long-known best practice, however, nor do they usually help relieve much of the fru~tration that the mathematically brilliant boy or girl is virtually certain to find in typical mathematics classes. During its first five years, supported financially by a grant from the Spencer Foundation of Chicago (which recently was renewed for three years), SMPY has been resoundingly successful in helping many certifiably youths move ahead in mathematics and other sub- jects at levels and rates appropriate FOR THEM. -
Student Experiences of an out of School Academic Enrichment Programme for High Ability Students Transitioning from DEIS Primary Schools to DEIS Secondary Schools
Student experiences of an out of school academic enrichment programme for high ability students transitioning from DEIS primary schools to DEIS secondary schools Eamonn Carroll B.A. M.Phil Institute of Education, Dublin City University Thesis submitted for the Award of Ph.D. to Dublin City University (DCU) Submission Date- September 2020 Supervisors: Prof. Joe O’Hara & Dr. Colm O’Reilly Declaration of Work I hereby certify that this material, which I now submit for assessment on the programme of study leading to the award of Doctor of Philosophy is entirely my own work, that I have exercised reasonable care to ensure that the work is original, and does not to the best of my knowledge breach any law of copyright, and has not been taken from the work of others save and to the extent that such work has been cited and acknowledged within the text of my work. Signed: ______________________________________ (Candidate) ID No: 16210030 Date: _________________________ i ii Acknowledgements Firstly, I would like to thank my two doctoral supervisors, Professor Joe O’Hara and Dr. Colm O’Reilly for their constructive feedback, guidance and encouragement throughout this project. I would also like to thank Dr. Jennifer Riedl Cross and Professor Tracy Cross for the interest they have shown in my project and in my development as a researcher, as well as the kindness they have shown in all of our interactions. This thesis would not have been possible without the incredible (professional and personal) support I have received from everyone in the CTYI office over the last four years. -
Franklin D. Roosevelt
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1957 A Rhetorical Study of the Gubernatorial Speaking of Franklin D. Roosevelt. Paul Jordan Pennington Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Pennington, Paul Jordan, "A Rhetorical Study of the Gubernatorial Speaking of Franklin D. Roosevelt." (1957). LSU Historical Dissertations and Theses. 222. https://digitalcommons.lsu.edu/gradschool_disstheses/222 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. A RHETORICAL STUD* OP THE GUBERNATORIAL SPEAKING OP FRANKLIN D. ROOSEVELT A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Meohanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Speech by Paul Jordan Pennington B. A., Henderson State Teachers College, 19U8 M. A., Oklahoma University, 1950 August, 1957 ACKNOWLEDGMENT The writer wishes to acknowledge the inspiration, guidance, and continuous supervision of Dr. Waldo W. Braden, Professor of Speech at Louisiana State University. As the writer1s major advisor, he has given generously of his time, his efforts, and his sound advice. Dr. Braden is in no way responsible for any errors or short-comings of this study, but his suggestions are largely responsible for any merits it may possess. Dr. C. M. Wise, Head of the Department of Speech, and Dr. -
1996 Election Results 1996 Election Results
4/14/2016 1996 ELECTION RESULTS 1996 ELECTION RESULTS U.S. President / Vice President Bob Dole/Jack Kemp, Rep 27,443 48.8% Bill Clinton/Al Gore, Dem 21,404 38.1% Diane Templin/Gary Van Horn, IA 168 0.3% A Peter Crane/Connie Chandlr, Ind 84 0.2% Harry Browne/Jo Jorgensen, Lib 261 0.5% John Hagelin/Mike Tompkins, NL 87 0.2% Ross Perot/ , Ref 6,204 11.0% Howard Phillips/Herbrt Titus, UST 261 0.5% Ralph Nader/Winona LaDuke, Green 282 0.5% Earl Dodge/Rachel Kelly, Prohib 6 0.0% James Harris/Laura Garza, Soc Wkr 18 0.0% Monica Moorehead/Gloria Lariv, WW 23 0.0% U.S. Representative Dist. 1 James V. Hansen, Rep 31,957 56.9% Gregory J. Sanders, Dem 23,012 41.0% Randall Tolpinrud, NL 1,151 2.1% Governor & Lt. Governor Michael Leavitt/Olene Walker, Rep 41173 72.0% Jim Bradley/Shari Holweg, Dem 14,891 26.1% Ken Larsen/Lamont Harris, IA 482 0.8% Dub Richards/Ed Little, Ind 324 0.6% Robert Lesh/Wm Scott Shields, NL 286 0.5% Gene MetzgerAgin/Linda MetzgerA 0 0.0% Attorney General Scott Burns, Rep 21,897 38.7% Jan Graham, Dem 33,755 59.7% W. Andrew McCullough, Ind 655 1.2% W. Andrew McCullough, Lib 233 0.4% State Auditor Auston G. Johnson, Rep 29,324 53.2% Karen L. Truman, Dem 25,753 46.8% State Treasurer Edward T. Alter, Rep 28,816 51.9% D'arcy Dixon Pignanelli, Dem 24,407 44.0% Hugh A. -
El-Estudio-De-Julian-C--Stanley-Sobre
El estudio de Julian C. Stanley sobre talento excepcional: Una aproximación personalizada para dar respuesta a las necesidades de los estudiantes con altas capacidades The Julian C. Stanley Study of Exceptional Talent: A Personalized Approach to Meeting the Needs of High Ability Students Linda E. Brody El estudio de Julian C. Stanley sobre talento excepcional: talento sobre Stanley C. Julian de estudio El Una aproximación personalizada para dar respuesta a las a respuesta dar para personalizada aproximación Una necesidades de los estudiantes con altas capacidades altas con estudiantes los de necesidades The Julian C. Stanley Study of Exceptional Talent: Exceptional of Study Stanley C. Julian The A Personalized Approach to Meeting the Needs of High of Needs the Meeting to Approach Personalized A Ability Students Ability Brody, J.E. THE JUlIAn C. S TAnlEy STUDy Of EXCEpTIOnAl TAlEnT : Un EnfOqUE pERSOnAlIzADO pARA ATEnDER lAS nECESIDADES DE lOS AlUmnOS DE AlTA CApACIDAD Universidad John Hopkins, como desde su predecesor el Estudio de Jóvenes Matemáticamente Precoces (SMPY, Study of Mathematically Precocious Youth ). Con el renovado interés en el aprendizaje personalizado que existe en nuestros días, se nos presenta la oportunidad de institucionalizar este enfoque con mayor amplitud. Aún con todo, los alumnos necesitan información y recomendaciones de adultos expertos en programas que les ayudarán a desarrollar sus talentos; las escuelas deben ser flexibles y estar dispuestas a modificar sus currículos así como a otorgar créditos académicos por el trabajo realizado fuera de la escuela; también se deben abordar aquellas barreras económicas que puedan limitar el acceso a los programas fuera de la escuela. -
Fall 2007 1942
Rhode Island History articles, January 1942 – Fall 2007 1942 (vol. 1) January "John Brown House Accepted by the Society for Its Home," by George L. Miner "The City Seal of the City of Providence," by Bradford Fuller Swan "Commodore Perry Opens Japan," by A[lice] V[an] H[oesen] [?] "A Rhode Islander Goes West to Indiana," communicated by George A. White Jr. General Washington's Correspondence concerning The Society of the Cincinnati, reviewed by S. E. Morison April "The Issues of the Dorr War," by John Bell Rae "The Revolutionary Correspondence of Nathanael Greene and John Adams," by Bernhard Knollenberg "A Rhode Islander Goes West to Indiana" (continued), communicated by George A. White Jr. "Roger Williams: Leader of Democracy," reviewed by Clarence E. Sherman July "An Italian Painter Comes to Rhode Island," by Helen Nerney "Biographical Note: Sullivan Dorr," by Howard Corning "The Revolutionary Correspondence of Nathanael Greene and John Adams" (continued), by Bernhard Knollenberg "Last Meeting Held at the Old Cabinet," by B[radford] F[uller[ S[wan] "A Rhode Islander Goes West to Indiana" (continued), communicated by George A. White Jr. "The Great Suffrage Parade," communicated by John B. Rae "A Plymouth Friend of Roger Williams," by Bradford Fuller Swan "The Brown Papers: The Record of a Rhode Island Business Family," by James B. Hedges, reviewed by W. G. Roelker October "Mrs. Vice-President Adams Dines with Mr. John Brown and Lady: Letters of Abigail Adams to Her Sister Mary Cranch," notes by Martha W. Appleton "The Gilbert Stuart House," by Caroline Hazard "Order of Exercises at the Celebration of the 200th Anniversary of the Birthday of General Nathanael Greene "The Youth of General Greene," by Theodore Francis Green "General Nathanael Greene's Contributions to the War of American Independence," by William Greene Roelker "A Rhode Islander Goes West to Indiana" (continued), communicated by George A. -
Illinois Council for the Gifted Journal, 1992
DOCUMENT RESUME ED 347 752 EC 301 368 AUTHOR Smutny, Joan Franklin, Ed. TITLE Illinois Council for ttle Gifted Journal, 1992. INSTITUTION Illinois Council for the Gifted, Palatine. PUB DATE 92 NOTE B5p. PUB TYPE Collected Works - Serials (022) -- Guides - Fon-Classroom Use (055) JOURNAL CIT Il1inci-.; Council for the Gifted Journal; v11 1992 EDRS PRICE MFUl/PCG4 Plus Postage. DESCRIPTORS *Ability Identification; *Child Rearing; Classroom Environment; Cooperative Learning; *Curriculum Development; Educational Planning; Educational Practices; Elementary Education; *Gifted; Models; Parent Child Relationship; Preschool Children; i-reschool Education; *Program Development; Student Characteristics; Student Evaluation; *Talent Identification; Thinking Skills; Whole Language Approach IDENTIFIERS Illinois ABSTRACT This annual issue of the Illinois Council for the Gifted Journalkincludes 20 articles focusing on young gifted children. Titles and authors are: "How Can I Tell If My Preschooler is Gifted?" (Susan Golant); "Early Childhood Education for the Gifted: The Need for Intense Study and Observation" (Maurice Fisher); "Assessing Gifted and Talented Children" (James Webb); "Early Assessment of Exceptional Potential" (Beverly Shaklee and Jane Rohrer); "Teacher Assessment of Preschool and Primary Giftedness" (Jane Wolfe and W. Thomas Southern); "Characteristics of Gifted. Children and How Parents and TeaChers Can Cope with Them" (Arn3oarie Roeper); "The Needs of the Young Gifted Child (A Short and Incomplete Overview)" (Annemarie Roeper); "The -
Akron1185381373.Pdf (1.49
© 2007 DAVID ZIETSMA ALL RIGHTS RESERVED IMAGINING HEAVEN AND HELL: RELIGION, NATIONAL IDENTITY, AND U.S. FOREIGN RELATIONS, 1930-1953 A Dissertation Presented to The Graduate Faculty of The University of Akron In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy David Zietsma August, 2007 IMAGINING HEAVEN AND HELL: RELIGION, NATIONAL IDENTITY, AND U.S. FOREIGN RELATIONS, 1930-1953 David Zietsma Dissertation Approved: Accepted: _____________________________ _____________________________ Advisor Department Chair Dr. Walter L. Hixson Dr. Walter L. Hixson _____________________________ _____________________________ Committee Member Dean of the College Dr. T. J. Boisseau Dr. Ronald F. Levant _____________________________ _____________________________ Committee Member Dean of the Graduate School Dr. Mary Ann Heiss Dr. George R. Newkome _____________________________ _____________________________ Committee Member Date Dr. Brant T. Lee _____________________________ Committee Member Dr. Elizabeth Mancke ii ABSTRACT This dissertation argues that religiously framed narratives of national identity conditioned the United States approach to the world from 1930 to 1953. When the Great Depression called into question U.S. manifest destiny, Americans reified their divine chosenness first through a “good neighbor” national image and later through a narrative imagining the United States as a righteous nation battling evil enemies. During the Franklin Roosevelt and Harry Truman administrations, competing religious groups/organizations