Darbo objektas: mokinių malonų dalyvavimą įtakojantys veiksniai kūno kultūros pamokoje. Baigiamojo darbo tyrimo tikslas: nustatyti Kauno miesto 9-12 klasių mokinių malonų dalyvavimą įtakojančius veiksnius per kūno kultūros pamoką. Baigiamojo darbo tyrimo uždaviniai: 1. Nustatyti vidinius pasitenkinimo ir nepasitenkinimo kūno kultūros pamoka veiksnius 9-12 klasių mokinių tarpe pagal jų lytį. 2. Nustatyti išorinius pasitenkinimo ir nepasitenkinimo kūno kultūros pamoka veiksnius 9-12 klasių mokinių tarpe pagal jų lytį. Išvados: 1. Nustatyta, kad berniukų ir mergaičių dažniausiai nurodytas vidinis pasitenkinimo veiksnys, įtakojantis jų malonų dalyvavimą kūno kultūros pamokose, buvo galimybė išbandyti save ir įvertinti savo jėgas. Vidinio nepasitenkinimo veiksnys, labiausiai įtakojantis tiriamųjų (mergaičių ir berniukų) malonų dalyvavimą kūno kultūros pamokų metu buvo galimybė užsiimti mėgstama veikla ir galimybė save realizuoti. 2. Nustatyta, kad didžiausią malonumą kūno kultūros pamokų metu abiejų lyčių mokiniams sukelia išoriniai veiksniai, kurie susiję su rungtyniavimu su kitais. Vaikinams statistiškai reikšmingai dažniau nei merginoms (p<0,05), laimėjimo pojūtis įtakojo jų malonų dalyvavimą kūno kultūros pamokose; vaikinai statistiškai reikšmingai dažniau nei merginos (p<0,05) nurodė, kad išorinis pasitenkinimo veiksnys, įtakojantis maloniam dalyvavimui kūno kultūros pamokose yra galimybė pasirodyti geresniu už kitus. Išorinio nepasitenkinimo veiksniai įtakojantys... [toliau žr. visą tekstą] / Objective: students' pleasant participation influencing factors in physical education. The aim of the study: to determine the factors which influence the pleasant participation of 9th – 12th grade students in physical education classes in Kaunas. Goals: 1. To define the intrinsic - achievement and intrinsic – nonachievement factors in physical education based on the sex of the 9th-12th grade students. 2. To define the extrinsic – achievement and extrinsic nonachievement in physical education based on the sex of the 9th-12th grade students. Conclusion: 1. It was determined that intrinsic - achievement factor mostly shown by girls and boys influences their fun participation in physical education classes and enables them to test themselves and their skills. Intrinsic nonachievement factor mostly influencing girls’ and boys' participation in physical education classes is the opportunity to engage in favourite activities and prove themselves. 2. It was defined that the biggest enjoyment for students of both sexes during physical education classes is caused by external factors that relate to competition with others. According to statistics, for boys more than girls (p<0,05) the notion of winning influences their enjoyable participation in physical education; boys statistically more often than girls (p<0,05) have stated that the external factor of enjoyment that influences their participation in physical education is the opportunity to perform better than others. The external... [to full text]

Hälsorelaterade sjukdomar ökar och medicinska kostnader för samhället växer. Mycket av detta skulle kunna förebyggas med ett hälsosammare levnadsmönster. Samtidigt visas det att barn i skolan har mindre motivation till fysisk aktivitet än tidigare. Denna studie vill undersöka om de yttre, inre och autonoma motivationsfaktorer som fått några vuxna att göra livsstilsförändringar är desamma som motiverade dem att vara fysiskt aktiva som unga. Syftet är också att studera vad som motiverar dessa vuxna att fortsätta var fysiskt aktiva. Tre semistrukturerade kvalitativa studier genomfördes på en träning- och motionsanläggning i mellersta Sverige. Målgruppen var tre stycken medelålders kvinnor som varit fysisk aktiv som unga men som haft ett uppehåll för att sedan göra en livsstilsförändring och börja med fysisk aktivitet. Resultaten i studien visar att samtliga deltagare motiverats av positiv inre och yttre motivation som unga och att den autonoma motivationsfaktorn ”glädje” är viktigaste delen för dem både när de var yngre och som vuxen. Positiv motivation och en fördomsfri miljö fick dem att fortsätta träna efter livsstilsförändringen. / Health-related diseases and medical costs in society are growing. Much of this could be prevented with healthier lifestyles. At the same time, it appears that children in schools have less motivation for physical activity than before. This study wants to examine whether the internal, external and autonomous motivation factors with some adults to make lifestyle changes are the same that motivated them to be physically active as young. The aim is also to study what motivates these adults continue to be physically active. Three semi-structured qualitative studies were carried out on a training and exercise facilities in central Sweden. The target group was three middle-aged women who were physical active as young but have had a break and then gone through a lifestyle change and start getting physical active again. The results of the study shows that all participants were motivated by positive internal and external motivation that young and that autonomous motivation like joy is the most important part for both when they were younger, and as an adult. Positive motivation and an open-minded environment prompted them to continue training after the lifestyle change.

De multiples plaisirs sont présents dans À la recherche du temps perdu. Ils sont importants pour les personnages en ce que, bien souvent, ils dirigent leur vie, mais aussi parce qu’ils participent à la constitution de portraits : observer les plaisirs d’un personnage permet de le peindre. L’importance du plaisir dépasse le niveau individuel pour atteindre celui du récit (diégèse et narration). Malgré une présence qui tend à l’omniprésence, le plaisir peine à être vécu au présent par des personnages qui le conjuguent plus facilement au passé ou au futur, et en ont une image très négative. C’est que les sens ne sont pas aptes à véhiculer le plaisir, et n’apportent que culpabilité, punition et déception. Il faut alors explorer d’autres voies : apparaissent artifices et perversions, qui finissent aussi par échouer à procurer un plaisir pur. Le héros proustien le trouve dans l’imaginaire, notamment la création littéraire. Paradoxalement, de l’échec du plaisir vient la fertilité créatrice. / Pleasure appears in various guise in A la Recherche du Temps Perdu. It often directs the characters’ lives or serves to define them: the objects and forms of pleasure enjoyed by the characters constitute indirect portraits of them. Pleasure is not only to be observed on an individual level, but can be analysed on the narrative level. Although it is everywhere to be found, it fails to be actually experienced by characters who more often than not reject it into the past or the future, and entertain a very negative vision of it. The senses indeed appear unable to provide pleasure, and only become sources of guilt, disappointment and retribution. Other paths to pleasure must then be discovered, but artificial paradises or perversions fail to yield real pleasure. The Proustian hero ultimately finds it in the world of imagination, especially through literary creation. Paradoxically, it is from the failure of experiencing pleasure that creative power derives.

The thesis is divided into two blocks - the theoretical part and the empirical part. The first chapter of the theoretical part deals with pre-school education in general, with the educational mission of kindergartens in compliance with the FEP PSE, with pre- school age specifics, with a kindergarten teacher and his/her professional competences. The second and the third chapters deal with drama education in a kindergarten and with competences of pre-school teachers in drama teaching. In the empirical part I explore the approach to drama education in pre-school education in Jindřichův Hradec and preparedness of local teachers in the field of competences in drama teaching. The research has shown that most teachers consider drama education one of the most important elements of pre-school education. They have social and personality competences, among which they include empathy, understanding, tolerance, patience and ability to develop positive relations among children. However hardly anyone is concerned with theory.

L´existence d´état douloureux, chronique et sans substrat organique, de maladies de la douleur, sont signalés depuis le XIX siècle. La douleur, comme perception, est une expérience subjective qui intègre des sensations variées. Les différents syndromes de douleur chronique ont la douleur comme symptôme principal et se caractérisent par un ensemble de signes qui ne correspondent pas à un modèle de cause organiques non localisées. Alors que la douleur aigüe est un indicateur précieux dans l´établissement d´un diagnostic, la douleur chronique, pour avoir perdu son caractère de signald´alarme, nous renvoie à une multiplicité de déterminations d´ordre somatique, psychologique et/ou ambiant. L´apport de la psychanalyse, en partenariat avec la médecine se révèle utile dans l´appréhension du sens des symptômes dans laparticularité du cas et en relation avec la singularité du sujet. À la place de soutenir l´idée qu´il est nécessaire, à tout prix, d´éradiquer définitivement un syndrome douloureux quel qu´il soit et la souffrance psychique qui y est associée, il nous semble utile de prendre en considération ce qui est en jeu en termes structurel et inconscient. En d´autres mots, faire « parler » le corps, d´une douleur (psychique) impossible à symboliser. Possiblement, une douleur d´amour, c´est la supposition de base de notre hypothèse / The existence of painful condition, chronic and without organic substrate, disease of pain, are reported from the nineteenth century. Pain, such as perception, which is a subjective experience includes various sensations. Different chronic pain syndromes have pain as the main symptom and is characterized by a set of signs that do not correspond to a modelof organic causes unlocated. While acute pain is a valuable indicator in establishing a diagnosis, chronic pain, to have lost its character as a warning, we refer to a multiplicity of determinations order somatic, psychological and / or ambient. The contribution of psychoanalysis, in partnership with the medicine is useful in understanding the meaning of symptoms in the particularity of the case and in relation to the singularity of the subject. Instead of supporting the idea that it is necessary, at any cost, permanently eradicate a painful syndrome whatsoever and mental suffering associated with it, it is useful to consider what is involved in structural terms and unconscious. In other words, to "speak" the body, pain (psychic) Unable to symbolize. Possibly pain of love is the basic assumption of our hypothesis / A existência de condição dolorosa crônica e sem substrato orgânico , a doença de dor, são relatados a partir do século XIX. Dor, tais como percepção, que é uma experiência subjetiva inclui várias sensações . Diferentes síndromes de dor crônica tem a dor como o principal sintoma e é caracterizada por um conjunto de sinais que não correspondem a um modelo de causas orgânicas não localizados. Enquanto a dor aguda é um indicador valioso para estabelecer um diagnóstico, dor crônica, ter perdido seu caráter de advertência, nos referimos a uma multiplicidade de determinações ordem somática ,psicológica e / ou ambiente . A contribuição da psicanálise, em parceria com o medicamento é útil na compreensão do significado dos sintomas na particularidade do caso e em relação à singularidade do sujeito. Em vez de apoiar a ideia de que é necessário , a qualquer custo, eliminar permanentemente uma síndrome dolorosa que seja e sofrimento mental associado a ele, é útil considerar o que é envolvido em termos estruturais e inconsciente. Em outras palavras, para "falar" do corpo, dor ( psíquica ) Não é possível simbolizar . Possivelmente dor do amor é o pressuposto básico da nossahipótese

Background. Eye tracking has been evaluated and tried in different 2D settings for research purposes. Most commercial games that are using eye tracking use it as an assistive extra input method and are focused around third or first person. There are few 2D games developed with eye tracking as an input method. This thesis aims to test the use of eye tracking as a replacement input method with a chosen set of mechanics for the purpose of playing a 2D top-down game with eye tracking as the main input method. Objectives. To test eye tracking in a 2D top-down game and use it as a replacement input method for the mouse in a novel effort to evaluate immersion and enjoyment. Method. To conduct this study the Tobii 4C eye tracker is used as the replacement peripheral in a 2D game prototype developed for the study. The game prototype is developed with the Unity game engine which the participants played through twice with a different input mode each time. Once with a keyboard and mouse and a second time with a keyboard and an eye tracker. The participants played different modes in alternating order to not sway the results. For the game prototype three different mechanics were implemented, to aim, search for hidden items and remove shadows. To measure immersion and enjoyment an experiment was carried out in a controlled manner, letting participants play through the game prototype and evaluating their experience. To evaluate the experience the participants answered a questionnaire with 12 questions relating to their perceived immersion and a small interview with 5 questions about their experience and perceived enjoyment. The study had a total of 12 participants. Results. The results from the data collected through the experiment indicate that the participants enjoyed and felt more involvement in the game, 10 out of 12 participants answering that they felt more involved with the game using eye tracking compared to the mouse. Analyzing the interviews, the participants stated that eye tracking made the game more difficult and less natural to control compared to the mouse. There is a potential problem that might sway the results toward eye tracking, most participants stated that eye tracking is a new experience and none of the participants had used it to play video games before. Conclusions. The results from the questionnaire prove the hypothesis with statistics, with a p-value of 0.02 &lt; 5% for both increased involvement and enjoyment using eye tracking. Although the result might be biased due to the participant's inexperience with eye tracking in video games. Most of the participants reacted positively towards eye tracking with the most common reason being that it was a new experience to them.

Cette thèse porte sur l’unité du concept de liberté chez Spinoza. Aussi passe-t-elle par les trois objets privilégiés du philosophe, Dieu, l’homme et la multitude. A ces trois objets correspond une certaine forme de la liberté : liberté métaphysique, liberté éthique et liberté politique. Etant données, d’une part la définition de la liberté (en EID7), d’autre part l’affirmation faite par Spinoza selon laquelle seul Dieu est cause libre, le problème se pose en effet de savoir dans quel sens ou dans quelle mesure l’homme peut, du point de vue éthique et du point de vue politique, être dit libre. Nous avons tenté de résoudre le problème par l’étude d’un aspect peu ou pas étudié de la théorie spinoziste des affects, la notion de jouissance. Nous avons commencé par une étude du champ lexical motivé par l’absence de définition du terme fruitio, pour s’étendre ensuite vers d’autres termes proches, tels le gaudium (qui a deux sens différents chez Spinoza) et la delectatio. Ensuite, nous avons situé ces termes du point de vue de l’histoire de la philosophie au sein du débat auquel ils appartenaient : la question de la jouissance dans la philosophie médiévale chrétienne. Ainsi nous avons été amenés à nous interroger sur le concept central d’Amor intellectualis Dei, qui est ce en quoi consiste la liberté, à partir de l’idée de jouissance, et ce dans les deux domaines de Dieu et de l’homme. Enfin, nous avons montré qu’en politique l’unité du concept de liberté était maintenue aussi grâce à l’idée de jouissance (obtinentia). Bref, c’est toujours l’être qui jouit de sa puissance constitutive en tant que telle, parce qu’il existe et qu’il agit nécessairement, qui est dit libre. / This thesis refers to the unity of the concept of freedom in Spinoza, focusing in the three privileged objects of the philosopher: God, man and multitude. To each one belongs a certain form of freedom: metaphysical, ethical and political. Given that, in one hand, the definition of freedom (E1D7) and in the other hand the affirmation made by Spinoza, that God is the only free cause, the problem is indeed, knowing in which sense or measure man can, from the ethical and political point of view, called free. We have tried to solve the problem studying a barely or not studied at all issue of Spinoza’s theory of the affectus: the notion of fruitio (enjoyment). We started by studying the lexical field motivated by the absence of definition of the term fruitio, in order to go further with nearby terms, such as gaudium (which has two different senses in Spinoza) and the delectatio. Furthermore, we have placed these points of view of the history of philosophy in the core of the discussion where they belong: the question of fruitio in Christian medieval philosophy. Thus, we question ourselves about the main concept of Amor intellectualis Dei, which is freedom itself, starting from the idea of fruitio, and the same in both God’s and man’s domains. Finally, we showed that in politics, the unity of the concept of freedom was sustained also due to the idea of obtinentia (enjoyment). In brief, we call free the being that enjoys its constitutive power as such, because it exists and acts out of necessity.

O crescente uso de ambientes virtuais de aprendizagem faz com que os professores e desenvolvedores precisem avaliar qual o melhor formato de visualização a ser utilizado. Infográfico é tipo de visualização de informação que vem ganhando popularidade no contexto educacional. Ele utiliza figuras, gráficos e curtas explicações textuais associados à elementos de design, para transformar informações complexas em visualizações simples. No entanto, poucos trabalhos empíricos investigam a interferência do formato infográfico no processo de aprendizagem e consideram a influência dos estados afetivos (em particular a satisfação) e a preferência (i.e. estilo de aprendizagem) do aluno na sua capacidade de reter informação quando o material apresentado é o infográfico. Esse trabalho de mestrado tem como objetivo investigar os benefícios educacionais do uso de infográficos como material de aprendizagem comparando-os com materiais tradicionais, texto puro e gráfico+texto. Também visa analisar a influência de outras variáveis experimentais no processo de aprendizagem como complexidade do infográfico, satisfação e estilo de aprendizagem. Para isso, foi executado um experimento com 74 alunos de graduação distribuídos entre três formatos de materiais de aprendizagem (i.e. infográficos, gráficos+texto e texto puro) em uma sessão de aprendizagem individual suportada por computador. Os sujeitos foram avaliados quanto à aprendizagem imediata, retenção e perda de conhecimento, satisfação, estilos de aprendizagem e tempo. Os resultados obtidos sugerem que os infográficos são tão bons para a aprendizagem e retenção de conhecimento quanto os materiais tradicionais. Não foram encontradas evidências de que os estilos de aprendizagem visual ou verbal têm impacto na aprendizagem ou na satisfação dos alunos. Além disso, foram encontrados indícios de que satisfações positivas podem resultar em uma maior retenção de conhecimento. Para analisar a variável complexidade, foi proposto um framework para classificação dos infográficos. Pode-se concluir que, de fato, infográficos classificados como de baixa complexidade proporcionam maior aprendizagem. No entanto, o aprendizado por meio dos infográficos de complexidade alta não foi significativamente menor. É possível atribuir essa queda não significativa à natureza explicativa dos infográficos, capaz de estabilizar o aprendizado do aluno a partir de um determinado nível de complexidade, mesmo que a complexidade aumente. / The increasing use of virtual learning environments lead teachers and developers to assess what is the best visualization format to use. Infographic is an information visualization format that has gained the educational context. It uses figures, graphs, and short textual explanations associated with design elements, to transform complex information into simple display. However, few empirical studies investigate the interference of the infographic format in the learning process and consider the influence of affective states (in particular enjoyment) and preference (i.e., learning styles) in students information retention when using infographics. This masters dissertation aims at investigating the educational benefits of using infographics as learning material and comparing them to traditional materials, pure text and graphic+text. In addition, it aims at analysing the influence of other experimental variables such as infographics complexity, students satisfaction and learning style. For this, an experiment was carried out with 74 undergraduate students distributed among three formats of learning materials (i.e., infographics, graphics+text and pure text) in a computer-supported individual learning session. Subjects were evaluated about immediate learning, retention and loss of knowledge, satisfaction, learning styles and time. The results suggest that infographics are as good for learning and retention as traditional materials. There is no evidence that visual or verbal learning styles impact on student learning or enjoyment. In addition, evidence has been found that positive satisfactions may result in greater retention of information. To analyze the infographics complexity, a framework was proposed to classify infographics. It can be concluded that, in fact, infographics classified as low complexity provide greater results for learning. However, learning through infographics of high complexity was not significantly smaller. It is possible to assign this non-significant dacay to the infographics explanatory nature, capable of steading the students learning from a certain level of complexity.

Submitted by Jailda Nascimento (jmnascimento@pucsp.br) on 2016-10-26T15:09:33Z No. of bitstreams: 1 Mônica Marques Zilli.pdf: 898413 bytes, checksum: b9ee4ead79b3cd989666db8bcff48caf (MD5) / Made available in DSpace on 2016-10-26T15:09:33Z (GMT). No. of bitstreams: 1 Mônica Marques Zilli.pdf: 898413 bytes, checksum: b9ee4ead79b3cd989666db8bcff48caf (MD5) Previous issue date: 2016-09-09 / The aesthetic experience has been fascinating people throughout history, being the target of several investigations in different fields of knowledge. In this work, the aesthetic encounter is conceived as an experience of transformation of the self, in so far as it constitutes an encounter with a transformational object, the effects of which are rooted in the experiences with the first caregiver objects. Based on W. Bion’s concept of réverie and on H. Kohut’s of transmuting internalization, the functional dimensions of the transformational object, from which the work of art operates, conveying an intrinsic sublimating potential, are investigated. This perspective legitimizes art as a complex and rich therapeutic device, hence its importance as a promoter of individual and collective health / Há séculos a experiência de fruição estética fascina o ser humano, sendo alvo das mais diversas investigações em diferentes campos do saber. Neste trabalho, busca-se pensar o encontro estético como experiência de transformação do self na medida em que se constitui um encontro com um objeto transformacional, cujos efeitos radicam-se nas experiências com os primeiros objetos cuidadores. Com aporte na teoria bioniana da réverie e kohutiana da internalização transmutadora, são elucidadas as dimensões funcionais do objeto transformacional a partir das quais a obra de arte, entendida como tal, operaria, veiculando um potencial sublimatório intrínseco. Esta perspectiva legitima a arte como complexo e rico dispositivo terapêutico, de modo que as transformações propiciadas pelo encontro estético na experiência do self dizem respeito à oferta de uma forma especializada de cuidado - a partir do que também se advoga a importância da arte e da cultura enquanto promotores de saúde individual e coletiva

L'école devient le lieu d'un mal-être croissant qui met en péril l'accès égalitaire aux ressources éducatives et pervertit le rapport de l'élève au savoir. Il en résulte une augmentation des phénomènes de soumission, de rejet, de violence, source de tensions et de résistances à l'apprentissage qui se répercutent inévitablement dans la société. Pratiques de l'exclusion, de la ségrégation, de l'orientation, justifications de la logique individualiste et marchande que brandit le monde productiviste actuel. Malentendu fondamental de la notion de différence, de séparation, de coupure qui ébranle les principes mêmes de la raison et développe de manière pernicieuse un malaise, pour ne pas dire une haine de l'école et de l'institution. La réflexion vise à démontrer, à partir des concepts psychanalytiques, comment l'évaluation, nouvelle égérie technico-scientifique, dessine la figure de l'imposture scolaire actuelle par la fabrique d'un regard pervers et une logique d'« enfant dossier ». Cette perversion, à laquelle sont soumises les pratiques pédagogiques, génère une violence symbolique, physique et morale sur un nombre de plus en plus important d'élèves. Cette impasse du désir menace les structures symboliques et la construction même de la pensée. Dès lors, questionner « la Chose » scolaire, à ce point limite entre jouissance et sacrifice, place l'institution scolaire face à cet enjeu : qu'est-ce qui doit prendre fin et mourir pour qu'advienne à nouveau, au travers d'une pensée créatrice d'humanité, le désir d'un monde partagé dans la « grande maison commune »? / School is becoming the place of a growing malaise which endangers the egalitarian access to educational resources and perverts the learner/ knowledge relationship. This causes an increase in cases of submission, rejection, violence, sources of tension and resistance to learning with unavoidable repercussions on society. Acts of exclusion, segregation, imposed career choices, justifications of an individualistic and merchant logic brandished by the current productivist world. A fundamental misunderstanding of the notions of difference, separation, cut-off that shake the very principles of reason and adversely foster an unease, not to mention a hatred of schools and institutions. The thinking aims to demonstrate, based upon psychoanalytic concepts, how evaluation, a new techno-scientific muse, draws out the figure of the current educational imposture through the genesis of a twisted vision and a “case-file child” logic. This perversion permeates pedagogical practices, fostering a symbolic, physical and moral violence for a growing number of pupils. The desire deadlock threatens the very symbolic structures and construction of thought itself. As a consequence, to question the educational “thing”, on the threshold between enjoyment and sacrifice, forces the educational institution to confront the issue: what is it that needs to die a slow death so that can be reborn, through a humanity-bearing way of thinking, the desire for a shared world in “the great common house”?