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Horizontal alliances amongst small retailers in Brazil

Tipo: Artigo de Revista Científica
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Purpose - Application of the horizontal alliance paradigm has particularly relevance to small retailers. It is a powerful mechanism for independents and non-integrated chain retailers to develop competitive advantage, maintaining and improving their performance. The purpose of this article is to analyse the theory of alliance in the context of the retail sector. Design/methodology/approach - Both quantitative and qualitative research was carried out with horizontal retail alliances in Brazil. Findings - Focusing on the alliances among independents and non-integrated chain retailers, our discussion covers specifically the following issues: the reasons for forming a strategic alliance in retail; minimum criteria for the alliance activity amongst retailers; steps that managers must take to create a competitive retail alliance; critical core competencies to be developed on the retail alliance; types of retail alliances; and, finally, forms of strategic retail alliances and stages/steps to develop a retail alliance over time. Research limitations/implications - The study considers horizontal alliances in a Brazilian retail context, which is in some ways unique, however, key principles and findings are very much transferable. Practical implications/implications - The study is of value not only to researchers of retail horizontal alliances...

Tarefas de exploração e investigação no ensino e na aprendizagem da geometria : uma experiência com alunos do 10º ano de escolaridade

Branco, Maria Gorete Pires
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Dissertação de Mestrado
Publicado em //2011 Português
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Dissertação de mestrado em Ciências da Educação (área de especialização em Supervisão Pedagógica na Educação Matemática); O presente estudo procura compreender como é que os alunos de uma turma do 10.º ano de escolaridade, trabalhando em pequenos grupos e realizando actividades com tarefas de exploração e investigação, desenvolvem a capacidade de comunicação e superam dificuldades na aprendizagem da Geometria. Com este objectivo, pretende-se dar resposta às seguintes questões de investigação: (1) Que dificuldades manifestam os alunos de uma turma do 10.º ano, e como evoluem, na actividade desenvolvida em tarefas de exploração e investigação no âmbito da Geometria? (2) Quais os contributos da discussão em pequeno grupo e em grande grupo para superar dificuldades sentidas pelos alunos de uma turma do 10.º ano, em Geometria? (3) Quais os contributos da realização de tarefas de exploração e investigação, resolvidas em pequenos grupos, para o desenvolvimento da capacidade de comunicação matemática dos alunos em Geometria? A metodologia adoptada neste estudo é de natureza qualitativa e insere-se no paradigma interpretativo, estruturando-se em dois estudos de caso que correspondem a dois grupos de alunos. Os dados foram recolhidos através da observação participante...

Advancing teacher knowledge of effective argumentation pedagogy

Simon,Shirley; Davies,Paul; Trevethan,Jillian
Fonte: Setor de Educação da Universidade Federal do Paraná Publicador: Setor de Educação da Universidade Federal do Paraná
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/06/2012 Português
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This paper provides a discussion of the methodological approach to a research project that builds on previous studies of effective argumentation pedagogy undertaken by one of the authors. In this study, teachers from six schools in a city location are taking part in a one-year project to use new web-based professional development materials to advance their practice in using group discussion and argumentation in science. The teachers attend workshops on planning and organising effective group-work, introducing argument and sustaining small group discussion, and curriculum planning to promote argumentation activity. Between sessions the teachers develop each aspect of pedagogy in their schools. Data are collected from each of the participating schools using teacher survey and interviews to ascertain perspectives on argumentation practice in science, pedagogical strategies used, changes in practice and collaborative working with colleagues in school. The paper focuses on the issues of research design in determining the impact of the workshops.

Bringing a virtual library to a small group classroom.

Cimino, C.
Fonte: American Medical Informatics Association Publicador: American Medical Informatics Association
Tipo: Artigo de Revista Científica
Publicado em //1999 Português
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A small group case discussion class would seem to be the ideal setting for a virtual library. Two courses at the Albert Einstein College of Medicine were observed. One hour of observation was of groups with no computer available, one hour of groups with a computer available "incidentally", and two hours of groups with computer integrated case material. Across all groups, at least one student was using a reference source (paper or computer) 55% of the time. In a room with no computer, paper references were used 59% of the time. In a room with a computer, references were used 53% of the time (18% computer only, 13% paper only, 22% both). While the amount of data is insufficient for detecting statistically significant difference, this study does provide important baseline data not previously available concerning reference use behavior for electronic and paper sources.

A Computer Assisted Human Relations Training Tool for Small Group Interactions

Ayers, James L.; Haight, Stewart A.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em 26/10/1983 Português
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This paper describes the most recent developments of MAGIE-G (Minnesota Automated Guided Interaction Enhancement - Group version). MAGIE-G is an interactive video/microcomputer system designed to help participants in various kinds of small group meetings assess their face-to-face interactions with each other. This takes place in three stages. First, the group session is recorded on video tape. Next, all the group members view a video monitor presenting playback of their small group session while at the same time answering a sequence of questions systematically presented on a second monitor by a microcomputer. Immediately after viewing their tape, group members can receive feedback in the form of colored bar graphs, summarizing their responses to specific questions and allowing them to study changes in their responses over the course of their group session. Because MAGIE-G is a fully interactive video-computer system, the group can use the graphs to identify critical moments in their group session and instruct the microcomputer to play back those moments on the video tape for futher analysis and group discussion. In addition to describing the operation of MAGIE-G, this paper also discusses the hardware/software configuration in current use...

Enhancing a Cancer Prevention and Control Curriculum through Interactive Group Discussions

Forsythe, L.P.; Gadalla, S.M.; Hamilton, J.G.; Heckman-Stoddard, B.M.; Kent, E.E.; Lai, G.Y.; Lin, S.W.; Luhn, P.; Faupel-Badger, J.M.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /06/2012 Português
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The Principles and Practice of Cancer Prevention and Control course (Principles course) is offered annually by the National Cancer Institute Cancer Prevention Fellowship Program. This four-week post-graduate course covers the spectrum of cancer prevention and control research (e.g. epidemiology, laboratory, clinical, social, and behavioral sciences) and is open to attendees from medical, academic, government, and related institutions across the world. In this report, we describe a new addition to the Principles course syllabus, which was exclusively a lecture-based format for over 20 years. In 2011, Cancer Prevention Fellows and staff designed and implemented small group discussion sessions as part of the curriculum. The goals of these sessions were to foster an interactive environment, discuss concepts presented during the Principles course, exchange ideas, and enhance networking amongst the course participants, and provide a teaching and leadership opportunity to current Cancer Prevention Fellows. Overall, both the participants and facilitators who returned the evaluation forms (n=61/87, and 8/10, respectively), reported high satisfaction with the experience for providing both an opportunity to explore course concepts in greater detail and to network with colleagues. Participants (93%) and facilitators (100%) stated they would like to see this component remain a part of the Principles course curriculum...

Teaching medical ethics: problem-based learning or small group discussion?

Heidari, Akram; Adeli, Seyyed-Hassan; Taziki, Sadegh-Ali; Akbari, Valliollahe; Ghadir, Mohammad-Reza; Moosavi-Movahhed, Seyyed-Majid; Ahangari, Roghayyeh; Sadeghi-Moghaddam, Parvaneh; Mirzaee, Mohammad-Rahim; Damanpak-Moghaddam, Vahid
Fonte: Tehran University of Medical Sciences Publicador: Tehran University of Medical Sciences
Tipo: Artigo de Revista Científica
Publicado em 01/01/2013 Português
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Lecture is the most common teaching method used in ethics education, while problem-based learning (PBL) and small group discussion (SGD) have been introduced as more useful methods. This study compared these methods in teaching medical ethics.

Pleasure and Pain: Teaching Neuroscientific Principles of Hedonism in a Large General Education Undergraduate Course

Bodnar, Richard J.; Stellar, James R.; Kraft, Tamar T.; Loiacono, Ilyssa; Bajnath, Adesh; Rotella, Francis M.; Barrientos, Alicia; Aghanori, Golshan; Olsson, Kerstin; Coke, Tricia; Huang, Donald; Luger, Zeke; Mousavi, Seyed Ali Reza; Dindyal, Trisha; Naqv
Fonte: Faculty for Undergraduate Neuroscience Publicador: Faculty for Undergraduate Neuroscience
Tipo: Artigo de Revista Científica
Publicado em 15/10/2013 Português
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In a large (250 registrants) general education lecture course, neuroscience principles were taught by two professors as co-instructors, starting with simple brain anatomy, chemistry, and function, proceeding to basic brain circuits of pleasure and pain, and progressing with fellow expert professors covering relevant philosophical, artistic, marketing, and anthropological issues. With this as a base, the course wove between fields of high relevance to psychology and neuroscience, such as food addiction and preferences, drug seeking and craving, analgesic pain-inhibitory systems activated by opiates and stress, neuroeconomics, unconscious decision-making, empathy, and modern neuroscientific techniques (functional magnetic resonance imaging and event-related potentials) presented by the co-instructors and other Psychology professors. With no formal assigned textbook, all lectures were PowerPoint-based, containing links to supplemental public-domain material. PowerPoints were available on Blackboard several days before the lecture. All lectures were also video-recorded and posted that evening. The course had a Facebook page for after-class conversation and one of the co-instructors communicated directly with students on Twitter in real time during lecture to provide momentary clarification and comment. In addition to graduate student Teaching Assistants (TAs)...

Group discussion improves lie detection

Klein, Nadav; Epley, Nicholas
Fonte: National Academy of Sciences Publicador: National Academy of Sciences
Tipo: Artigo de Revista Científica
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Detecting lies is difficult. Accuracy rates in experiments are only slightly greater than chance, even among trained professionals. Costly programs aimed at training individual lie detectors have mostly been ineffective. Here we test a different strategy: asking individuals to detect lies as a group. We find a consistent group advantage for detecting small “white” lies as well as intentional high-stakes lies. This group advantage does not come through the statistical aggregation of individual opinions (a “wisdom-of-crowds” effect), but instead through the process of group discussion. Groups were not simply maximizing the small amounts of accuracy contained among individual members but were instead creating a unique type of accuracy altogether.

Drivers of Entrepreneurship and Post-entry Performance of Newborn Firms in Developing Countries

Quatraro, Francesco; Vivarelli, Marco
Fonte: World Bank Group, Washington, DC Publicador: World Bank Group, Washington, DC
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The aim of this paper is to provide an updated survey of the "state of the art" in entrepreneurial studies with a particular focus on developing countries (DCs). In particular, the concept of "entrepreneurship" is critically discussed, followed by a discussion of the institutional, macroeconomic, and microeconomic conditions that affect the entry of new firms and the post-entry performance of newborn firms. The reviewed literature bears some policy implications for the support of the creation new firms, such as the targeting of policy measures to prospective entrepreneurs who possess high education levels, long previous job experience, and innovative skills. Specifically, for DCs, tailored subsidies and support should be coupled with framework and infrastructural policies that are able to improve the business environment such that new ventures can start and grow.

The Relationship of Culturally Responsive Instruction and the Reading Comprehension and Attitude of Struggling Urban Adolescent Readers

Olukolu, Rona M
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
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Culturally responsive instruction refers to the identification of relevant cultural aspects of students’ lives and infusion of these into the curriculum. This instructional approach assumes that a culturally appropriate curriculum can potentially motivate, engage, and lead students to higher rates of achievement. This quasi-experimental study (N=44) investigated the relationship of culturally responsive instruction and the reading comprehension and attitude of struggling urban adolescent readers. The study incorporated the use of culturally responsive instruction using culturally relevant literature (CRL), the Bluford Series Novels, as authentic texts of instruction. Participants were seventh grade reading students at a Title I middle school in South Florida. After a baseline period, two different classes were taught for 8 weeks using different methods. One class formed the experimental group (n=22) and the other class formed the comparison group (n=22). The CRI curriculum for the experimental group embraced the socio-cultural perspective through the use of small discussion groups in which students read and constructed meaning with peers through interaction with the Bluford Series Novels; gave written responses to multiple strategies according to SCRAP – Summarize...

Appendix IV: Small Group Discussions

Schmidt, Nancy J.
Fonte: Indiana University Libraries Publicador: Indiana University Libraries
Formato: 245927 bytes; application/pdf
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Includes information about two discussion sessions that occurred during the conference. Appendix IV-A lists members of each discussion group. Group facilitators and reporters are also identified. Appendix IV-B lists discussion questions given to each group during both sessions.

Positioning of Fifth Grade Students in Small-Group Settings: Naming Participation in Discussion-Based Mathematics

Graves, Ingrid Smoker
Fonte: [Bloomington, Ind.] : Indiana University Publicador: [Bloomington, Ind.] : Indiana University
Tipo: Doctoral Dissertation
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Thesis (Ph.D.) - Indiana University, School of Education, 2010; Abstract: Through the lens of Schegloff¡®s (1996) Action Theory, this study examined the dynamics of four groups of fifth-grade students as they learned to talk about academic mathematical reasoning over the course of a school year using Freeze Frame Analysis (Leander & Rowe, 2006) to help map ¨Dtalking spaces¡¬ and Critical Discourse Analysis to understand the discursive turns that helped students to become more effective in small- group settings. In this study, I theorize, if teachers understand how and why students position each other within small-group discussion-based mathematics (Boaler & Greeno, 2000), they can create conditions for increased student engagement in mathematics. While the results of this study were mixed, several conditions or factors, which both supported and hindered mathematical discussions arose. Discursive actions, which supported mathematical discussions, included the use of common ground, positive assessment, transmediation, and teacher confidence in student abilities. Discursive actions, which hindered effective mathematical discussion, were over use of negative assessment turns, ratification, use of rules, facts, and formulas as arguments...

Prescribing Data in General Practice Demonstration (PDGPD) project - a cluster randomised controlled trial of a quality improvement intervention to achieve better prescribing for chronic heart failure and hypertension

Williamson, M.; Cardona-Morrell, M.; Elliott, J.; Reeve, J.; Stocks, N.; Emery, J.; Mackson, J.; Gunn, J.
Fonte: BioMed Central Ltd. Publicador: BioMed Central Ltd.
Tipo: Artigo de Revista Científica
Publicado em //2012 Português
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Background: Research literature consistently documents that scientifically based therapeutic recommendations are not always followed in the hospital or in the primary care setting. Currently, there is evidence that some general practitioners in Australia are not prescribing appropriately for patients diagnosed with 1) hypertension (HT) and 2) chronic heart failure (CHF). The objectives of this study were to improve general practitioner’s drug treatment management of these patients through feedback on their own prescribing and small group discussions with peers and a trained group facilitator. The impact evaluation includes quantitative assessment of prescribing changes at 6, 9, 12 and 18 months after the intervention. Methods: A pragmatic multi site cluster RCT began recruiting practices in October 2009 to evaluate the effects of a multi-faceted quality improvement (QI) intervention on prescribing practice among Australian general practitioners (GP) in relation to patients with CHF and HT. General practices were recruited nationally through General Practice Networks across Australia. Participating practices were randomly allocated to one of three groups: two groups received the QI intervention (the prescribing indicator feedback reports and small group discussion) with each group undertaking the clinical topics (CHF and HT) in reverse order to the other. The third group was waitlisted to receive the intervention 6 months later and acted as a "control" for the other two groups. De-identified data on practice...

Changing small group interaction through visual reflections of social behavior

DiMicco, Joan Morris
Fonte: Massachusetts Institute of Technology Publicador: Massachusetts Institute of Technology
Tipo: Tese de Doutorado Formato: 141 leaves
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People collaborating in groups have potential to produce higher-quality output than individuals working alone, due to the pooling of resources, information, and skills. Yet social psychologists have determined that groups rarely harness this potential. This thesis proposes that technology in face-to-face settings can be used to address the social factors that have damaging influence on group decision-making processes. While there is much work in the area of collaborative software and groupware, this work differentiates itself with its specific aim to influence the way a group shares information without mediating the group's communication. By presenting visualizations to the group of individual levels of participation and turn-taking behavior, the technology aims to augment the group's communication ability, by making it more aware of imbalances. A series of dynamic displays positioned peripherally to a discussion were developed and used by a variety of groups during face-to-face meetings. Both observational and experimental results indicate that these displays influence individual participation levels and the process of information sharing used during a decision-making discussion. A display revealing real-time participation levels caused those at the highest levels of participation to decrease the amount they spoke. Viewing a visualization of previous turn-taking patterns caused those who spoke the least to increase the amount they spoke in a subsequent discussion; real-time feedback did not produce this change. Additionally...

Small-group CME using e-mail discussions. Can it work?

Marshall, J. N.; Stewart, M.; Ostbye, T.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /03/2001 Português
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PROBLEM BEING ADDRESSED: Traditional continuing medical education (CME) approaches do not work well in changing physicians' behaviour, but some promising strategies and technologies might help. Our program sought to meld small-group learning with an Internet e-mail approach. OBJECTIVE OF PROGRAM: In 1994, the Family medicine Education and Research Network (FERN) was developed to support on-line discussion among London, Ont, and area family physicians. To support educational, moderated case discussions using e-mail, FERN Dissemination (FERN-D) was introduced to a subgroup of participants. We hoped to increase awareness and use of evidence-based research in clinical practice and to increase use of Internet-based resources for CME. The target group was family physicians in the London area. MAIN COMPONENTS OF PROGRAM: Forty volunteers were recruited and were e-mailed one case every 2 weeks; 34 completed the study. Each case was followed by further postings and, at the end of 2 weeks, by a summary of the group's discussion. Background material for each case was researched and was evidence-based. Evaluation was conducted using preintervention and postintervention mailed surveys combined with an e-mail feedback questionnaire and a modified focus group. CONCLUSION: On-line case-based discussion is a promising strategy for encouraging family physicians to access current research. More research is needed to determine whether it can be effectively used to change physicians' practice.

Talking for meaning: the dialogic engagement of teachers and children in a small group reading context

Maine, Fiona; Hofmann, Riikka
Fonte: Elsevier Publicador: Elsevier
Tipo: Article; accepted version
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This is the author accepted manuscript. It is currently embargoed pending publication.; This paper reports a UK study which investigated the instruction of comprehension strategies for elementary children in small group discussions about short animated films. The qualitative analysis of three lessons is reported to illustrate the differing approaches that the teachers took, showing how they initiate discussions and follow up responses from the children. We examine how children?s ideas are elicited, selected for further discussion, developed and evaluated by the teachers. Findings highlight operating principles for how teachers conceptualise and realise reading comprehension instruction and how these relate to the use of key language, focusing on whether this produces a ?performance? of dialogue or genuine dialogic engagement.

Improving secondary students' revision of physics concepts through computer-mediated peer discussion and prescriptive tutoring

Soong, Benson
Fonte: University of Cambridge; Department of Education; Wolfson College Publicador: University of Cambridge; Department of Education; Wolfson College
Tipo: Thesis; doctoral; PhD
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In this dissertation, I report on the design, implementation, and evaluation of my intervention for the revision of physics in a mainstream public secondary school in Singapore. This intervention was conducted over a one-year period, and involved students who were taking their GCE 'O' level physics examination after immersion in the intervention, which was conducted as part of their regular physics revision curriculum. Based on sociocultural theory, the intervention changed the practice of how physics revision was conducted in a particular secondary physics classroom. The intervention consisted of a computer-mediated collaborative problem-solving (CMCPS) component and a teacher-led prescriptive tutoring (PT) component. The CMCPS portion of the intervention required the students to follow basic ?ground rules? for computer-mediated problem-solving of physics questions with other students, while the PT portion saw the teacher prescriptively addressing students' misconceptions, misunderstandings, and other problem-solving difficulties as captured by the discussion logs during the CMCPS session. The intervention was evaluated in two stages. First, a small-scale (pilot) study which utilised a control group (CG) / alternate intervention group (AG) / experimental group (XG) with pre- and post-test research design was conducted in order to evaluate whether the intervention was effective in promoting improved learning outcomes of a small group of students. Given the success of the pilot study...

The small group and the complexity paradigm in Edgar Morin; Le petit groupe et le paradigme de la compléxité d' Edgar Morin; O pequeno grupo e o paradigma da complexidade em Edgar Morin

Alves, Míriam Cristiane; Seminotti, Nedio
Fonte: Universidade de São Paulo. Instituto de Psicologia Publicador: Universidade de São Paulo. Instituto de Psicologia
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; Formato: application/pdf
Publicado em 01/06/2006 Português
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The different ways of action and reflection facing group phenomenon are well known as controversial. They run against in the dichotomy between the subject and the society, between the parts and the whole. According to the view of the observer either the subject or the group disappears. This fact alone opens a mental abyss impossible to cross over in terms of social and individual phenomena. Conceptions of subject and society, subject and group that might be seen as antagonistic and concurrent, at first sight, might be taken as supplementary under the perspective of complex thinking. This theoretical article aims to bring into discussion the possibility of articulating complexity paradigm by studying small groups. The main theoretical reference is The Complexity Theory in Edgar Morin. In complex thinking, subject, small group and larger context constitute themselves at the same time. The reciprocal interference that characterizes a dialogic, systemic, hologramic, resourceful and complex relation is highlighted.; Les différentes façons d'action et de réflexion devant le phénomène groupe sont tout à fait polémiques à cause de la dichotomie entre l'individu et la société, entre les parties et le tout. Selon le regard de l'observateur...

Importância das pequenas empresas industriais no problema de acidentes do trabalho em São Paulo; Importance of small factories in occupational accidents in S. Paulo, Brazil

Mendes, René
Fonte: Universidade de São Paulo. Faculdade de Saúde Pública Publicador: Universidade de São Paulo. Faculdade de Saúde Pública
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; Formato: application/pdf
Publicado em 01/12/1976 Português
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Após análise das medidas legais recentemente introduzidas no Brasil para controle do problema de acidentes do trabalho, é verificada a distribuição dos acidentes de acordo com o tamanho das empresas, em número de empregados. Foram analisados 6.033 "acidentes graves" ocorridos em São Paulo, no período de 1969 a 1974, comparando-se sua distribuição com a da mão-de-obra industrial, no mesmo período. Verificou-se, então, que o "risco" de acidentes nas pequenas empresas (menos de 100 empregados) é 1,96 vezes o das empresas médias (100 a 499 empregados} ou 3,77 vezes o das empresas grandes (500 e mais empregados). Sugere-se uma política de prevenção de acidentes do trabalho para pequenas empresas.; After a discussion on the legal means recently adopted in Brazil aiming at the control of occupational accidents, the distribution of the latter according to the size of the organizations was studied. 6,310 serious occupational injuries which took place in the City of São Paulo between 1969 and 1974 were studied and distributed in "small" (up to 100 employees), "medium" (from 100 to 499J and "large" (500 and more) industries. The "small" group is further subdivided into five strata: 1 to 4, 5 to 9, 10 to 19, 20 to 49 and 50 to 99 employees. The ratio of the number of accidents over the number of employees in each stratum shows that the risk in small industries...