A educação é um tema geralmente considerado periférico à teoria moral de Kant. A presente pesquisa pretende apontar para a possibilidade não usual de uma leitura da filosofia moral kantiana, a partir das contribuições de Barbara Herman. Defende-se que é possível adotar a perspectiva da formação moral do agente concreto como uma maneira de compreender uma importante conexão entre os conceitos de moralidade, autonomia e educação. O primeiro passo é observar que a discussão em torno do valor do motivo do dever não compromete Kant com uma filosofia moral rigorista, absolutamente formal e abstrata. Após, avança-se na compreensão de sua filosofia que se afasta de uma deontologia, colocando em evidência como a racionalidade é considerada um valor, quando é trazida a discussão sobre o papel da opacidade motivacional. Em seguida, o assunto é como se dá o juízo e deliberação moral a partir da distinção entre os campos teórico e prático e os conceitos, utilizados por Herman, de Regras de Saliência Moral e Presunções Deliberativas. O passo seguinte á a autonomia do agente concreto, ocasião para tratar da necessária distinção entre a autonomia como uma propriedade essencial dos agentes racionais e a sua realização empírica, mais ou menos efetiva. Esse assunto remete ao tema de como se dá a educação moral em Kant, o que revela ser a autonomia empírica um feito realizável segundo certas condições, o que requer treinamento dentro do contexto social do agente. Conclui-se que se faz necessário observar a teoria kantiana de uma perspectiva mais ampla para compreender o significado de sua filosofia como comprometida com prática moral e não apenas como uma reflexão desinteressada sobre seus fundamentos. / Education is a subject generally considered peripheral to Kant's moral theory. This research aims to point to the possibility of an unusual reading of Kantian moral philosophy, based on the contributions of Barbara Herman. It is argued that it is possible to adopt the perspective of the formation of the moral agent as a concrete way to understand the important connection between the concepts of morality, autonomy and education. The first step is to observe that the discussion around the value of the motive of dutie does not compromise Kant with a rigorist, absolutely formal and abstract moral philosophy. After, we advance in the understanding of his philosophy that moves it away from a deontology, highlighting how rationality is considered as a value, when it is brought to discussion the role of motivational opacity. Then, the issue is how judgment and moral deliberation work, based on the distinction between theoretical and practical fields and concepts used by Herman, Rules of Moral Salience and Deliberative Presumptions. The next step will be the autonomy of the concrete agent, which is the occasion to address the necessary distinction between autonomy as an essential property of rational agents and their empirical more or less effective realization. This refers to the subject of how come such moral education takes place in Kant, which reveals empirical autonomy be an achievement possible under certain conditions, which requires training within the social context of the agent. We conclude that it is necessary to observe the Kantian theory of a broader perspective to understand the meaning of his philosophy as committed to moral practice and not just as a disinterested reflection on their groundings.

A educação é um tema geralmente considerado periférico à teoria moral de Kant. A presente pesquisa pretende apontar para a possibilidade não usual de uma leitura da filosofia moral kantiana, a partir das contribuições de Barbara Herman. Defende-se que é possível adotar a perspectiva da formação moral do agente concreto como uma maneira de compreender uma importante conexão entre os conceitos de moralidade, autonomia e educação. O primeiro passo é observar que a discussão em torno do valor do motivo do dever não compromete Kant com uma filosofia moral rigorista, absolutamente formal e abstrata. Após, avança-se na compreensão de sua filosofia que se afasta de uma deontologia, colocando em evidência como a racionalidade é considerada um valor, quando é trazida a discussão sobre o papel da opacidade motivacional. Em seguida, o assunto é como se dá o juízo e deliberação moral a partir da distinção entre os campos teórico e prático e os conceitos, utilizados por Herman, de Regras de Saliência Moral e Presunções Deliberativas. O passo seguinte á a autonomia do agente concreto, ocasião para tratar da necessária distinção entre a autonomia como uma propriedade essencial dos agentes racionais e a sua realização empírica, mais ou menos efetiva. Esse assunto remete ao tema de como se dá a educação moral em Kant, o que revela ser a autonomia empírica um feito realizável segundo certas condições, o que requer treinamento dentro do contexto social do agente. Conclui-se que se faz necessário observar a teoria kantiana de uma perspectiva mais ampla para compreender o significado de sua filosofia como comprometida com prática moral e não apenas como uma reflexão desinteressada sobre seus fundamentos. / Education is a subject generally considered peripheral to Kant's moral theory. This research aims to point to the possibility of an unusual reading of Kantian moral philosophy, based on the contributions of Barbara Herman. It is argued that it is possible to adopt the perspective of the formation of the moral agent as a concrete way to understand the important connection between the concepts of morality, autonomy and education. The first step is to observe that the discussion around the value of the motive of dutie does not compromise Kant with a rigorist, absolutely formal and abstract moral philosophy. After, we advance in the understanding of his philosophy that moves it away from a deontology, highlighting how rationality is considered as a value, when it is brought to discussion the role of motivational opacity. Then, the issue is how judgment and moral deliberation work, based on the distinction between theoretical and practical fields and concepts used by Herman, Rules of Moral Salience and Deliberative Presumptions. The next step will be the autonomy of the concrete agent, which is the occasion to address the necessary distinction between autonomy as an essential property of rational agents and their empirical more or less effective realization. This refers to the subject of how come such moral education takes place in Kant, which reveals empirical autonomy be an achievement possible under certain conditions, which requires training within the social context of the agent. We conclude that it is necessary to observe the Kantian theory of a broader perspective to understand the meaning of his philosophy as committed to moral practice and not just as a disinterested reflection on their groundings.

A educação é um tema geralmente considerado periférico à teoria moral de Kant. A presente pesquisa pretende apontar para a possibilidade não usual de uma leitura da filosofia moral kantiana, a partir das contribuições de Barbara Herman. Defende-se que é possível adotar a perspectiva da formação moral do agente concreto como uma maneira de compreender uma importante conexão entre os conceitos de moralidade, autonomia e educação. O primeiro passo é observar que a discussão em torno do valor do motivo do dever não compromete Kant com uma filosofia moral rigorista, absolutamente formal e abstrata. Após, avança-se na compreensão de sua filosofia que se afasta de uma deontologia, colocando em evidência como a racionalidade é considerada um valor, quando é trazida a discussão sobre o papel da opacidade motivacional. Em seguida, o assunto é como se dá o juízo e deliberação moral a partir da distinção entre os campos teórico e prático e os conceitos, utilizados por Herman, de Regras de Saliência Moral e Presunções Deliberativas. O passo seguinte á a autonomia do agente concreto, ocasião para tratar da necessária distinção entre a autonomia como uma propriedade essencial dos agentes racionais e a sua realização empírica, mais ou menos efetiva. Esse assunto remete ao tema de como se dá a educação moral em Kant, o que revela ser a autonomia empírica um feito realizável segundo certas condições, o que requer treinamento dentro do contexto social do agente. Conclui-se que se faz necessário observar a teoria kantiana de uma perspectiva mais ampla para compreender o significado de sua filosofia como comprometida com prática moral e não apenas como uma reflexão desinteressada sobre seus fundamentos. / Education is a subject generally considered peripheral to Kant's moral theory. This research aims to point to the possibility of an unusual reading of Kantian moral philosophy, based on the contributions of Barbara Herman. It is argued that it is possible to adopt the perspective of the formation of the moral agent as a concrete way to understand the important connection between the concepts of morality, autonomy and education. The first step is to observe that the discussion around the value of the motive of dutie does not compromise Kant with a rigorist, absolutely formal and abstract moral philosophy. After, we advance in the understanding of his philosophy that moves it away from a deontology, highlighting how rationality is considered as a value, when it is brought to discussion the role of motivational opacity. Then, the issue is how judgment and moral deliberation work, based on the distinction between theoretical and practical fields and concepts used by Herman, Rules of Moral Salience and Deliberative Presumptions. The next step will be the autonomy of the concrete agent, which is the occasion to address the necessary distinction between autonomy as an essential property of rational agents and their empirical more or less effective realization. This refers to the subject of how come such moral education takes place in Kant, which reveals empirical autonomy be an achievement possible under certain conditions, which requires training within the social context of the agent. We conclude that it is necessary to observe the Kantian theory of a broader perspective to understand the meaning of his philosophy as committed to moral practice and not just as a disinterested reflection on their groundings.

The purpose of this study is to analyze sets of variations on Paganini's theme by three twentieth-century composers: Ferruccio Busoni, Ignaz Friedman, and Robert Muczynski, in order to examine, identify, and trace different variation techniques and their applications. Chapter 1 presents the purpose and scope of this study. Chapter 2 provides background information on the musical form "theme and variations" and the theme of Paganini's Twenty-fourth Caprice, Op. 1. Chapter 2 also deals with the question of which elements have made this theme so popular. Chapters 3,4, and 5 examine each of the three sets of variations in detail using the following format: theme, structure of each variation, harmony and key, rhythm and meter, tempo and dynamics, motivic development, grouping of variations, and technical problems. Chapter 6 summarizes the findings from this study and attempts to compare those elements among the three variations. Special attention is given to the application of the motivic cells, which are drawn from the original Paganini theme, in the development of succeeding variations. This study shows how these motivic cells contribute to the construction of new motives and melodies in each variation. Additionally, this study attempts to examine each composer's efforts in expanding variation procedure to the areas of structures and tempo markings in succeeding variations.

For the past two decades, both pros and cons of calculus reform have been discussed. A question often asked is, “Has the calculus reform project improved students’ understanding of mathematics?” The advocates of the reform movement claim that reform-based calculus may help students gain an intuitive understanding of mathematical propositions and have a better grasp of the real-world applications. Nonetheless, many still question its effect and argue that calculus reform purges calculus of its mathematical rigor and poorly prepares students for advanced mathematical training. East Asian students often rank in the top 10 of TIMSS and PISA. However, out-performing others in an international comparison may not guarantee their success in the learning of calculus. Taiwanese college students usually have a high failure rate in calculus. The National Science Council of Taiwan therefore initiated several projects in 2008 for improving students’ learning in calculus. This paper provides a preliminary report on one of the projects, PLEASE, and discusses how it was planned to respond to the tenets of calculus reform movement.

Der Beitrag gibt einen Einblick in musikdidaktische Diskussionen zum »Reden über Musik« im besonderen Sinne ästhetischen Streits. Nach einer knappen Darlegung von Theoriebezügen werden anhand von beispielhaften Dialogen Grundformen ästhetischer Praxis im Musikunterricht vorgestellt, in denen ästhetische Arten des Redens über Musik eine Rolle spielen. Als Grundformen werden produktionsorientierte, rezeptionsorientierte und kulturorientierte Projekt- bzw. Unterrichtssituationen unterschieden. / The paper provides insight into discussions about “Talking about Music” in the meaning of aesthetic argument in the field of Music Education in Germany. After giving a brief explanation of the theoretical references, the text presents basic situations of aesthetical Praxis in Music Education with aesthetic dialogues about music. The basic situations are distinguished as situations of producing (in the meaning of inventing and performing) music, listening to music and dealing with different cultures (styles) of music.

Diese Dissertation befaßt sich mit kinetischen und dynamischen Analysen an spinmarkierten Proteinen mittels Elektronenspinresonanz-Spektroskopie (ESR-S) in Kombination mit weiteren biophysikalischen Methoden. Die Spinmarkierung der hier untersuchten Proteine (z.B. Bakteriorhodopsin (EF-loop) bzw. Reverse Transkriptase) erfolgt durch spezifische Substitution ausgewählter Aminosäure-Seitenketten durch eine radikalische Seitenkette ("R1", MTS-Spinlabel an Cystein gebunden). Der Schwerpunkt dieser Arbeit liegt in der Methodenentwicklung eines neuen Simulationsverfahrens für ESR-Spektren basierend auf einer speziellen Molekulardynamik-Simulation (MD-S). Das Verfahren nutzt den von Robinson et al. (J.Chem.Phys.96:2609-2616) vorgeschlagenen Trajektorien-basierten Berechnungsalgorithmus für ESR-Spektren. Hierfür sind zahlreiche Trajektorien der umgebungsabhängigen Umorientierungsdynamik von R1 mit Längen von jeweils über 700 ns erforderlich. Diese Trajektorien werden im hier präsentierten Simulationsverfahren mit minimalem Zeitaufwand in drei Stufen generiert: i) statistisch korrekte Erfassung des gesamten verfügbaren Konformationsraums von R1 in positionsspezifischer Proteinumgebung mittels einer kurzen (ca. 10 ns) speziellen MD-S (in-vacuo, 600 Kelvin); ii) Berechnung eines Potentials im Eulerwinkelraum welches das spezifische Umorientierungsverhalten der radikalischen R1-Kopfgruppe widerspiegelt; iii) Trajektorienberechnung mittels Simulation der potentialabhängigen Brownschen Umorientierungsdynamik eines virtuellen Teilchens bei 300 Kelvin (Einteilchen-Simulation). Die Statistiken wichtiger dynamischer Prozesse während der speziellen MD-S werden analysiert und mit Langzeit-Dynamiken aus herkömmlichen MD-S unter physiologischen Bedingungen verglichen. Zusätzlich wird ein Simulationsverfahren zur Identifikation von Wasserstoff-Brücken vorgestellt. In einem weiteren Kapitel dieser Arbeit werden Konzeption, Aufbau und Test einer Temperatursprung-ESR-Anlage beschrieben.

Das autobiografische Gedächtnis findet als Thema der psychologischen Grundlagenforschung immer größere Aufmerksamkeit. Vorliegende Arbeiten haben zur differenzierten Charakterisierung des autobiografischen Wissensbestands in seiner Gesamtheit und der autobiografischen Erinnerungen als dessen Elemente beigetragen. Neben Fragen der Repräsentation liegt es nahe, Besonderheiten des autobiografischen Gedächtnisses über die Lebensspanne hinweg zu betrachten. Schwerpunkt der Analysen ist die Verteilung individueller Erinnerungen an Ereignisse über den gesamten Lebenslauf. Das zentrale Merkmal der Verteilung ist der relative Anstieg der Zahl von Erinnerungen im Zeitraum zwischen dem 10.und dem 30. Lebensjahr, vergleicht man diese mit der Zahl von Erinnerungen in den Lebensabschnitten direkt vor diesem und direkt im Anschluss an diesen Zeitabschnitt. Die Analyse dieser robusten und reliablen Besonderheit der Verteilung autobiografischer Erinnerungen - des bump - ist Gegenstand der vorliegenden empirischen Arbeit. Im Gegensatz zu bisherigen Studien galt unser Interesse aber nicht nur frei wählbaren Erinnerungen. Es stand vielmehr die Klasse der lebendigen autobiografischen Erinnerungen im Mittelpunkt, die innerhalb des autobiografischen Wissensbestands unterschiedlichen, aber in der individuellen Entwicklung über die Lebensspanne relevanten, von uns vorgegebenen Themen zuzuordnen sind (Arbeitsleben Beziehung zu Geschwistern, Beziehung zu Freunden und Bekannten, zusätzlich: Allgemeine lebendige Erinnerungen ohne thematische Bindung). Die berichteten Erinnerungen verteilten sich insgesamt in typischer Weise über die Lebensspanne. Unabhängig von themenspezifischen Aspekten zeigte sich auch in der vorliegenden Studie der bump in der Gesamtverteilung autobiografischer Erinnerungen über die Lebensspanne. Bei den themenspezifischen Verteilungen waren jedoch Abweichungen von der erwarteten Verteilungsform festzustellen. Der bump ließ sich bei den Themen Arbeitsleben und Freunde, Bekannte nur in abgeschwächter Form identifizieren, beim Thema Zwillinge war er dagegen auf einen früheren Zeitpunkt als erwartet datiert und sehr ausgeprägt. Die Verteilung im Themenblock Allgemein deckte sich weitgehend mit dem erwarteten Verteilungsmuster. Durch Einbindung in ein größeres Forschungsprojekt konnten die Verteilungen in den Themen Zwillinge und Arbeitsleben im Kontext relevanter biografischer Informationen weiter analysiert und z.T. auf lebensalters- und kontextgebundene Entwicklungen zurückgeführt werden. Die Ergebnisse der Studie werden im Hinblick auf ihre theoretischen Implikationen und ihre Bedeutung für nachfolgende Arbeiten aus einer entwicklungspsychologischen Perspektive diskutiert.

Born April 2, 1873, on the estate of Oneg in the province of Novgorod, Russia, Sergei Vassilyvitch Rachmaninoff was the fifth of the six children of Vassili and Lyoubov Boutakova Rachmaninoff. Rachmaninoff's aristocratic descent was traced to the Hospodars Dragosh, rulers of the realm of Molday from the fourteenth to the sixteenth century. One of the daughters from this family had married a son of the Grand Duke Ivan III of Moscow. The son's nephew was named Rachmanin, and from this source the family name originated.1 Rachmaninoff's mother was the daughter of a general, head of Araktcheyev Military College in Novgorod and the owner of a number of estates in the district. It was with a dowry of five of these estates that Lyoubov Boutakova married Vassili Rachmaninoff, and on one of these estates, Oneg, the couple settled down to married life.

Ausgehend von Tom Johnsons Rezension über David Tudors Aufführung von Pulsers werden unterschiedliche Reflexionen und Strategien verfolgt, wie über Klang und Geräusch kommuniziert werden kann. / Starting from Tom Johnson’s article on David Tudor’s performance Pulsers, this essay discusses different reflections on and ways to talk about sound.