Esta tese funde a princípios de preservação revisados a ideia de transformação social que possa se dar de forma legítima e sólida, tanto para moradores de habitações sociais ou em situação de rua como para toda a sociedade. É lançado outro olhar sobre a teoria e a prática do exercício intencional sobre as permanências e transformações; não aquele das cartas de conservação do patrimônio histórico – sob a égide do desenvolvimento patriarcal e do domínio mercantil –, mas um que se amplia até a área da rearquitetura social, o fazer arquitetura sobre a arquitetura social preexistente; nesse caso, contribuindo para as transformações de uma realidade homogeneizante, de segregação e subjugo. Um olhar que vê a preservação como algo natural, não imposto, característica de uma sociedade multicultural, com equilíbrio e justiça entre os homens e entre o sujeito e a coletividade, que parte do princípio de que a necessidade de pertencer e se individualizar é inerente a todos os sujeitos e que o preservar deve ajudar a manter a participação de todos no caráter da sociedade, representando as diversas identidades e suas expressões. Destaca-se, nesse processo, que a identidade da repetição e da diferença é aspecto fundamental para o preservar, e que essa ação se estabelece na interdependência da permanência com a transformação, dentro de uma lógica complexa e diversa de uma estrutura caleidoscópica multidirecional de relações humanas. Para essa construção são revisados e analisados conceitos como o de patrimônio, patrimônio histórico, monumento e monumento histórico, e trabalhado o mal do arquivo, da acumulação e do progresso, estabelecendo-se ainda uma aproximação às concepções da Nova Museologia. Essa obra, além do desenvolvimento teórico, se constrói na observação e reflexão de ambientes e eventos concretos, cotidianos, ilustrados por exemplos estudados e experienciados. Alguns desses exemplos já representam a contestação de um modelo que não atende as demandas sociais contemporâneas. / This thesis merges to revised principles of preservation the idea of social transformation, which can take place in a legitimate and solid way, both for residents of public housing or for the homeless population and the whole society. We look at the theory and practice of intentional exercise on the permanencies and transformations from under a different perspective. Not the one of the letters of historical patrimony conservation, under the aegis of patriarchal development and mercantile area, but one that extends to the area of social rearchitecture; the making of architecture over the existing social architecture, in this case, contributing to transform a homogenizing reality of segregation and subjugation. Our perspective sees preservation as something natural, not forced, characteristic of a multicultural society, with balance and justice among men and between the subject and the community, and which assumes that the need to belong and to individualize is inherent to all subjects, and that preserving should help keep the participation of all in the character of society, representing the diverse identities and expressions. It is noteworthy, in this process, that the identity of repetition and difference is a fundamental aspect to preserve, and that this action is established in the interdependence of permanence and transformation, within a diverse and complex logical structure of multidirectional kaleidoscopic human relations. For this purpose the concepts of patrimony, historical patrimony, monuments and historic monument are reviewed and analyzed, and the evil file, of accumulation and progress, is addressed, establishing an approximation to the conceptions of New Museology. This work, in addition to the theoretical development, builds itself on the observation and reflection of environments and concrete everyday events, studied and illustrated by experienced examples. Some of these examples already represent a challenge to a model that does not meet the contemporary social demands.

This diploma work raises the issues of preconcepts for didactics of students of teaching, deals with the perception of those concepts by primary school teachers, and subsequently with their diagnosis. The aim of this work is to find out to what extent the perception of some chosen didactic concepts are connected comparing students of pedagogical faculty and experienced primary school teachers. The theoretical part aims to define the concepts involved in the research and concerns with constructivists didactics. In the practical part the data relating to preconcepts were found and processed by method of semantic differential.

Velká Homolka (Great Homolka) Hill is located near the town of Vimperk in the south bohemian region of the Czech Republic. It is characterized by its predominantly southern exposure with the presence short-straw flat grassland communities with scattered bushes. The presence of important and protected species of insects and other animal groups assigned to this biotope is significant for this area. The territory is still not legally protected. A local NGO takes care of this site. It manages the area according to botanical and entomological surveys carried out in 2009. This work provides further description of the site in terms of different natural characteristics, provides a description of the results of (botanical, entomological, ornithological, etc.) surveys carried out for purposes of this work in 2013, and proposes a management plan that can serve as a basis for declaring this area as a SPAs according to the Czech legislation. Equally important significance of the plan is also the fact that it can serve as a guide how to manage this site properly and how to improve the state of the protected subject.

This diploma thesis focuses on using the technical monuments in Český Krumlov region in primary school education. The main principles of project teaching method in primary school are mentioned in the theoretical part. The practical part is based on these principles. This thesis also deals with the technical education which is used in the projects themselves and which result is gaining the principal technical literacy of students in primary schools. The last chapter of the theoretical part deals with ten technical monumets in Český Krumlov region which were used in the projects. The practical part of this thesis contains ten projects which were realized during the education process in the primary school. These projects were carried out in various classes according to the students´ ages and skills. The important part of this thesis is also the evaluation of the research carried out among the teachers who realized the projects in all classes in the primary school.

Skolan; ett monument Några av de ursprungliga byggnaderna i Slakthusområdet, ritade av Gustaf Wickman, ska i programmet omvandlas till gymnasieskolor och få ett kompletterande och samlande tillägg i form av ett lärocenter. Ett lärocenter som blandar läromiljöer med mer publikt inriktade funktioner så som bibliotek, servering och en blackbox för de omkringliggande gymnasieskolorna och området.  I mitt projekt har min utgångspunkt varit skolans status och funktion i samhället. En status som under skolans historia har präglats av dess funktion av att vara en viktig grundpelare och förutsättning för ett fungerande demokratiskt samhälle. Själva skolbyggnaden har i en historisk kontext ofta varit en materiell manifestation för att tydliggöra och i viss mån reproducera den status som var/är kopplad till skolan som institution. Skolbyggnaden tilläts ta plats fungerade och fungerar på flera sätt som ett monument. Skolbyggnaden tilläts ta plats i fysiskt bemärkelse men också i en aspekt av tid genom att i sin gestaltning och materialval bli en beständig del i sin kontext. Med begreppet status och kopplingen till skolan som utgångspunkt har jag valt att låta mitt projekt förhålla sig till sammanhängande och sammankopplade begrepp så som makt, hierarki, kunskap, monument (minnesmärke), landmärke, objekt och centrum mfl. Syftet med begreppen har varit att undersöka hur de kan hjälpa mig att skapa en byggnad som manifesterar sitt egna tänka värde och som tydligt avläses som en huvudbyggnad som hierarkiskt överordnar sig de omkringliggande gymnasieskolorna.  Jag har i min process låtit symboler, bilder och arkitekturhistoriska referenser påverka utformningen och gestaltningen av mitt lärocenter. Det har handlat om att låta en del av programmets funktioner referera på ett mer eller mindre tydligt sätt till klassiska element som bland annat amfiteatern, agoran och monumentet. Det har också handlat om att låta sig styras och påverkas av resultaten från bildsökningar av de begrepp som jag har valt att förhålla mig till. Mitt lärocenter är en byggnad som präglas av en monolitisk karaktär och placerar sig som en huvudbyggnad runt parken Fållan. Genom att plocka upp material och former från den ursprungliga byggnationen i området blir min byggnad ett med platsen. / The School Building; a Monument Some of the original buildings in the so called Slakthusområdet south of Stockholm, designed by Gustaf Wickman, will be transformed into upper secondary schools and receive a complementary and collective supplement in the form of a learning center. A learning center that mixes learning environments with more publicly oriented functions such as library, dining and a black box for the surrounding upper secondary schools and the area. In my project, my starting point has been the school’s status and function in society. A status that historically has been high due to the schools function of being an important pillar for a functioning democratic society. The school building itself has in a historical context often been a material manifestation to clarify and to some extent reproduce the status that was/is linked to the school as an institution. The school building was allowed to take up space and in the same time function and serve as a monument. The school building was allowed to take up space in a physical sense but also in an aspect of time by becoming a permanent part of its context in its form and choice of material. With the concept of status and connection to school as a starting point, I have chosen to let my project relate to coherent and interlinked concepts such as power, hierarchy, knowledge, monument, landmark, object and center, etc. The purpose of the concepts has been to explore how they can help me create a building that manifests its own perceptual value and is clearly read as a main building that is hierarchically superior to the surrounding schools. I have in my process let symbols, pictures and architectural references affect the design and the shape of my learning center. I have let some of the features of the program refer more or less obviously to classical elements such as the amphitheater, the agora and the monument. I have also allowed myself of being guided and influenced by the results of image searches of the concepts I have chosen to relate to. My learning center is a building of a monolithic character and places itself as a main building around the park called Fållan. By using materials and shapes that refers to the original buildings in the area, my building becomes one with its location.

abstract: This dissertation examines the conception, planning, creation, and management of Fort Union National Monument (FOUN) in northeastern New Mexico. Over approximately the last eighty-five years, writers, bureaucrats, boosters, and the National Park Service (NPS) have all been engaged in several different kinds of place-making at FOUN: the development of a written historical narrative about what kind of place Fort Union was (and is); the construction of a physical site; and the accompanying interpretive guidance for experiencing it. All of these place-making efforts make claims about why Fort Union is a place worthy of commemoration, its historical significance, and its relationship to local, regional, national and international contexts. The creation and evolution of Fort Union National Monument as a memorial landscape and a place for communion with an imagined past—in short, a site of memory and public history—is only the latest chapter in a long history of migration, conflict, shifting ownership, and land use at that site. I examine the evolution of a sense of place at Fort Union in two broad time periods: the twenty-five years leading up to the monument’s establishment, and the seven decades of NPS management after it was created. Taken as a case study, the story of FOUN raises a number of questions about the basic mission and meaning of NPS as a cultural institution and educational organization; how the agency conceptualizes and “talks about” Native Americans and the Indian Wars; the history and practice of public history; and how best to address sites like Fort Union that seek to historicize America’s imperial past. / Dissertation/Thesis / Doctoral Dissertation History 2016

The aim of this diploma work was to find out in what extent the monumental protection of rural monument preserves and zones affect the country development. Whether this monumental protection brings benefits for the municipality or not and how the citizens of selected villages perceive this monumental protection. Other aim of the research was to find out the rate of co-operation between the authorized municipal authority, monumental authority and the Regional authority in České Budějovice. The research was carried out in rural monumental preserves and zones in the region of České Budějovice {--} II part, specifically on rural monumental preserve (Holašovice) and eight rural monumental zones (Bavorovice, Božejov, Břehov, Dobčice, Kojákovice, Lipanovice, Opatovice, Rožnov).

The purpose of this thesis is to verify the effects of care of historical monuments and inhabitant´s sentiments, local government and the state administration to these questions and its effects on development of selected places. The result of this thesis is to propose a remedy for further development of studied territories of these regions.

This thesis dissert on sensitivity between development of countryside and protection of popular architecture in the countryside monument reservation and the countryside monument area. The point of this work is to verify the results of monument preservation; study the citizen, authority of autonomy and public administration position and describe the effects on the choosen places. The results of this work is to propose actions for next growth in selected places: Stachy, Lažiště, Mahouš, Vitějovice, Chalupy, Třešňový Újezdec, Zvěřetice, Mirkovice a Pernek.

The aim of this diploma project is to sum up the significance of the castle Rostejn for tourism in the micro-region Telcsko, in which the castle is situated, and point out the problems relevant to the development of this monument at the level of the micro-region.