Submitted by Fabielle Cheuczuk (fabielle.cheuczuk@unioeste.br) on 2018-07-25T14:32:23Z No. of bitstreams: 2 DISSERTAÇÃO_FINAL Milena.pdf: 3915938 bytes, checksum: ba72dc55891b0b70bbebe71b643d734b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-07-25T14:32:23Z (GMT). No. of bitstreams: 2 DISSERTAÇÃO_FINAL Milena.pdf: 3915938 bytes, checksum: ba72dc55891b0b70bbebe71b643d734b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-02-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work aimed to highlight the importance of soil related subjects in school and its integration with other contents and variables of the geographic space, as well as to provide, from the perspective of Elementary and High School teachers in the municipality of Francisco Beltrão, a moment of reflection and systematization of pedagogical practices, linked to the teaching of soil science, in order to produce support material related to the local area and promote the quality of the education offered in public schools in Francisco Beltrão. Therefore, we used the case study methodology, which allowed the research carried out directly linked to the universe of those who work with the teaching of geography in Elementary and High School levels in Francisco Beltrão to be divided into two parts. The first consists of literature review; application of questionnaires to 24 (twenty four) teachers, out of the 40 (forty) who work in the state school system in Francisco Beltrão, and conducting semi-structured interviews with 21 (twenty-one) of these teachers. The second part, the research comprises the preparation of three workshop proposals for continuing teacher training on the teaching of soil science with the systematization of activities on the subject, from the indications given by teachers about the needs and gaps of support materials on this topic. As to the results, we found out that the subject of soils is covered by the teachers, and each professional has very rich experiences and perspectives regarding the teaching of this content. From the analyzed data, we verified that the teachers are excited about the methodological construction of their teaching practices, but they also show deficits in this sense. For this reason, the workshop proposals have as their main intention to help and support these teachers who work in the municipality in their demands and to encourage them to continue teaching soil in the their Geography classes. / Este trabalho teve como objetivo geral ressaltar a importância do conteúdo de solos na escola e a sua integração com os demais conteúdos e variáveis do espaço geográfico, assim como proporcionar, a partir da visão dos professores do Ensino Fundamental e Médio do município de Francisco Beltrão, um momento de reflexão e sistematização sobre práticas pedagógicas, vinculadas ao ensino de solos, objetivando a construção de material de apoio associado ao espaço local e favorecendo a qualidade do ensino ofertado na rede pública de Francisco Beltrão. Para tanto, foi utilizada a metodologia de Estudo de Caso, que permitiu que a realização da pesquisa diretamente vinculada ao universo de professores ligados ao ensino de Geografia nos níveis Fundamental e Médio de Francisco Beltrão fosse dividida em dois momentos. O primeiro constituído por revisão bibliográfica; aplicação de questionários para 24 (vinte e quatro) professores, dentre os 40 (quarenta) que trabalham na rede estadual de Francisco Beltrão e a realização de entrevistas semiestruturadas com 21 (vinte e um) desses professores. O segundo momento da pesquisa, composto pela elaboração da proposta de três oficinas de formação continuada em ensino de solos com a sistematização de atividades sobre o tema, a partir das indicações dadas pelos professores sobre as necessidades e lacunas de materiais de apoio sobre o ensino de solos. Como resultados, pudemos constatar que o conteúdo de solos é abordado pelos professores, sendo bastante ricas as experiências e perspectivas de cada profissional a respeito do ensino deste conteúdo. A partir dos dados analisados, verificamos que os professores apresentam ânimo na construção metodológica de suas práticas docentes, mas também défices neste sentido. Por esse motivo, as propostas de oficinas possuem como principal intento auxiliar e apoiar esses professores que trabalham no município em suas demandas e estimulá-los a continuar o ensino de solos em suas aulas de Geografia.

Entendemos que o sentido da Geografia no currículo do ensino básico é a sua potencialidade para a formação de cidadãos críticos, autônomos e conscientes para atuarem em sociedade. A Geografia escolar pode contribuir para essa formação ao trabalhar, no ensino, as temáticas físico-naturais do espaço geográfico, todavia esta contribuição está vinculada à forma como o ensino é encaminhado. Esta forma se relaciona, além de outros fatores, à formação teórico-metodológica do docente que, bem fundamentada, lhe possibilita desenvolver o processo de ensino e aprendizagem a partir da articulação entre objetivos, conteúdos e métodos. Para refletir sobre esta questão, buscamos analisar a relação existente entre a concepção de professores de Geografia acerca dos conceitos de natureza e ambiente e o ensino realizado por eles sobre as temáticas físico-naturais do espaço geográfico nas Redes Municipal e Estadual de Educação de Goiânia-Goiás nos amparando nos conhecimentos didáticos do conteúdo. Assim, nesta tese tivemos a intenção de verificar se os docentes que atuam nestas redes, ao ensinarem os conteúdos relevo, rochas e solos na Geografia escolar, ratificam a separação entre os aspectos físicos e sociais instituída na dicotomia entre a Geografia Física e a Geografia Humana. Se assim o fazem, eles reforçam uma concepção clássica e tradicional de Geografia. Analisamos as relações que os professores estabelecem entre a sua formação inicial e a atuação docente mediante a realização de entrevistas semiestruturadas. Discutimos, então, os conhecimentos docentes considerando a relação entre a Geografia acadêmica e a Geografia escolar e analisamos os materiais pedagógico-didáticos utilizados como subsídios para o ensino dessa temática no Ensino Fundamental, como os PCNs, as Diretrizes Curriculares Municipal e Estadual e os livros didáticos do 6º ano aprovados pelo PNLD/2008. Com base nas atividades realizadas em um ciclo de oficinas, no qual foram empregadas diferentes metodologias, e nos resultados das entrevistas focais, discutimos os conhecimentos didáticos do conteúdo mobilizados pelos professores quando abordam os temas relevo, rochas e solos no ensino de Geografia. Diante dos resultados alcançados com a realização das oficinas e no sentido de revalorizar o ensino acerca das temáticas físico-naturais do espaço, apresentamos os conceitos de natureza e ambiente como eixos estruturadores na Geografia escolar. Discutimos, então, o ensino das temáticas físico-naturais do espaço na Geografia escolar como instrumento para favorecer a formação cidadã. / We understand that the reason Geography is part of the curriculum of elementary school lies in its potentiality for molding citizens who will be critical, independent and socially aware to live in society. Geography in school can help with this molding process when it deals with the physical-natural themes of geographical space at school. However, this contribution has to do with the way this teaching is carried out. Besides other factors, this way of teaching is related to the theoretical-methodological background of the teacher, which when well- founded, will allow the teacher to develop the process of teaching and learning through the combination of objectives, content and methods. In order to reflect on this question we analyzed the existing relation between the conception that Geography teachers have about the definition of nature and environment and their way of teaching the physical-natural themes of the geographical space in the Municipal and State Schools in Goiânia-Goiás, focusing on the didactical knowledge of the content. Thus, in this thesis, our intention was to check if the teachers who work in these schools, when teaching the contents about terrain, rocks and soil in geography, pinpoint the separation between the physical and social aspects that exist in the dichotomy between Physical Geography and Human Geography. If they do that, they reinforce a classical and traditional conception of Geography. We analyzed the relations that the teachers establish between his/her academic background and his/her actual teaching through semi- structured interviews. This way, we discussed the teacher´s knowledge, taking into consideration the relation between academic Geography and Geography taught in school and we analyzed the pedagogical-didactical material used as a helping instrument for the teaching of these themes in Elementary Schools, such as the PCNs (National Pattern Parameters) and the Municipal and State curricular requirements and the didactic books of the 6th grade approved by PNLD/2008. Based on the activities that were carried out in a series of workshops, in which different methodologies were used, and through the results of the focal interviews, we discussed the didactic knowledge of the content explained by the teachers when they talk about terrain, rocks and soil when teaching Geography. Based on the results achieved with the workshops and with the intention of revaluing the teaching of the physical natural themes of space, we presented the concepts of nature and environment as a support for Geography in school. Therefore, we discussed the teaching of the physical-natural themes of space in Geography in school as a tool to promote civic awareness.

Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished

Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished

This diploma thesis is written on one of the least investigated and the least known areas of the Russian literature - contemporary Russian poetry. The aim of this thesis is to propose certain perception of, on one hand, the artistic patterns and contents, and, on the other hand, of the historical, cultural, social and aesthetic significance of the contemporary poetry. The key principles of the current poetic scene include the shift of the literary paradigm, aesthetic pluralism, and variety of the artistic styles. This work consists of three parts. The first chapter describes the theory of the forming of the post- Soviet literature, as well as its state after the second half of the 1980's until the present day, in the context of social, cultural and literary factors. The features and certain phenomena of the current literary process are also discussed within the first chapter. The second chapter examines the main aesthetic trends of the contemporary Russian poetry. The last part of the thesis provides the look upon the problematic and thematic characteristics as well as the stylistic features of the contemporary poetry. The research is based on the analysis of the works of some of the most outstanding contemporary Russian poets, which were included in the representative sample of this thesis: A....

By referring to established concepts and theories which contemplate our experiences in relation to others and space, this thesis examines the interactions and responses of an audience during various participatory artworks. I draw upon Jean-Paul Sartre’s Being and Nothingness and Elizabeth Grosz’ Architecture From The Outside: Essays on Virtual and Real Space in order to understand our interactions with other people, our interactions inside an environment, and the objects and ceremonies we use during these interactions. I align these experiences with the methods which are employed to anticipate and create the interactions between an audience and a participatory artwork. Our daily interactions can be considered a frame that an artist shapes for their represented situation to allow, provide and guide an audience towards their possibilities for movements and actions within a participatory artwork. The interactions that occur in participatory art are done in relation to others and include groups of people interacting with each other rather than an individual disembodied experience. I refer to Claire Bishop in her book, Artificial Hells, and Nicolas Bourriaud in Relational Aesthetics in order to define participatory art. In defining participatory art I focus on the idea that participation is a social activity without which the artwork does not function or exist. I unravel Brett Bailey’s Exhibit A, Anthea Moys Anthea Moys vs The City of Grahamstown and Christian Boltanski’s Personnes in terms of the frame they use to construct participation and interaction. I refer to my own exhibition Ineffaceable as an exploration of these frames which encourage participation. The inside and the outside are a constant theme throughout this thesis and my exhibition. This thematic re-emerges in relation to a number of opposing and fluctuating dynamics: the self and the other; the object and the subject; familiarity and strangeness; the participator and the spectator; the immersive and the disembodied; and the artwork and the audience. Participatory art has not been sufficiently explored particularly in South Africa with South African case studies and particularly from a practical standpoint that includes methodologies for creating participation. This thesis hopes to enrich and contribute to the contemplations on participatory art by focusing on our interactions with others.

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This thesis aimed to: (a) design a factorially valid survey to assess sub-themes relating to ‘involvement opportunities’ (IOs), which are an antecedent variable in the sport commitment model (Wilson et al., 2004); (b) examine the placement of enjoyment alongside IOs in the sport commitment model; (c) determine the pathways (i.e., direct and/or indirect) by which specific IOs sub-themes affect functional and obligatory commitment and if they differ in number, strength and direction of association (Choosakul et al., 2009); and (d) examine differences between recent initiates compared to those who have been more continuously involved (Chu & Wang, 2012) in Masters swimming. Based on exploratory and confirmatory factor analyses of survey data from 725 swimmers (260 males, 465 females, M age = 50.5, range = 25-92), results confirmed a 10 factor solution of IOs sub-themes. Structural equation modeling demonstrated that the number, direction, and strength of associations between specific IOs sub-themes and commitment vary depending on commitment type, as do the nature of direct and indirect pathways affecting commitment. Invariance testing showed recent initiates and continuously-involved swimmers to be invariant across measurement and structural models. Overall, results support the need to measure and assess IOs at the level of the sub-theme and to consider a bi-dimensional (Santi et al., 2014; Wilson et al., 2004) sport commitment model.

Abstract “The question of finding a merciful God. Understanding Martin Luther’s relation to metaphysics and ontology” Myrén, Anna. 2017, Master’s Thesis, 30 credits. E-mail: annamyren@live.se The Department of Theology, Uppsala University, Engelska Parken, Thunbergsv. 3B, Box 511, SE-751 20 UPPSALA, Sweden, info@teol.uu.se  This thesis examines arguments and premises for understanding Luther’s relationship to metaphysics and ontology. The main theoretical sources are firstly research that, on the one hand argue that Luther’s doctrine of justification has ontological structures and on the other treat his relation to metaphysics, and secondly sources that treat Luther’s development of theological themes and issues from a history of ideas perspective.  The thesis concludes that the arguments of Finnish Luther scholars Tuomo Mannermaa and Sammeli Juntunen are helpful for understanding the relationship between Luther, metaphysics and ontology. Their conclusions display different levels of structures in his doctrine; thematic as well as re-oriented structures of thought, showing that Luther is occupied with metaphysical and ontology and presenting strong arguments for his doctrine of justification as ontological. Luther’s doctrinal development can be understood both as a result of criticism of substance-metaphysics, as well as itself ultimately displaying metaphysical and ontological issues. Such contents in his theology should be viewed in the larger perspective of forming theology, a history of ideas context that broadens the question to one of structures of thought, involving themes, issues, forming of doctrine as processual development. However, their thematic, doctrinal focus risks not giving full account for understanding Luther’s relation to metaphysical and ontological issues. An intricacy of the question is displayed and possible to trace when Luther’s theology is addressed from systematical as well as historical perspectives. The thesis finally argues with the help of a history of ideas perspective that the theologia crucis - specifically with its concept of the hidden God, the deus absconditus – is a resource for further inquiry of Luther and metaphysics, in understanding his theology as describing reality.  Keywords: Luther, metaphysics, ontology, doctrine of justification, Mannermaa, Juntunen, themes, structures of thought, theologia crucis, deus absconditus.

The thesis "The Launch and Growth of the Reader's Digest Phenomenon on the Czech Media Market" recounts the history of the Reader's Digest Association (RDA) and its Czech affiliated company, Reader's Digest Výběr s.r.o. The first part of the thesis presents a chronological overview of the RDA's development from its founding to the present day. The second part describes and characterizes the RDA's first and best known product, Reader's Digest magazine. The magazine also engages in thematic analysis, which determines the specific themes of its content. The thesis describes the RDA's activities in the international sphere, focusing primarily on its Czech affiliate, namely on both its production and the marketing methods used by this Czech company.