Tato diplomová práce se zaměřuje na současnou českou literaturu pro ženy psanou ženskými autorkami, a to zejména z hlediska čtenářů jejího dominantního žánru, červené knihovny. Cílem je popsat, jak dané autorky pracují s tradičními schématy žánru, nakolik realizují tradiční narativní schémata a jak tato schémata vnímají čtenářky preferující tento žánr. , Práce je rozdělena na teoretickou a výzkumnou část. V teoretické části jsme popsali stručný vývoj žánru jako součásti populární literatury a jeho charakteristické rysy. Základem výzkumné části je sociologické čtenářské šetření rozdělené na kvantitativní a kvalitativní. V kvantitativní části jsme provedli širší čtenářský průzkum formou dotazníků. Kvalitativní část je založena na analýze děl vybraných autorek, kterou jsme vedli pomocí volného hloubkového rozhovoru s úzkým okruhem respondentek. Tímto způsobem jsme analyzovali knihy Otcomilky od Simony Monyové, u knihy Bestiář od Barbary Nesvadbové a Tajné knihy Ireny Obermannové. Klíčová slova: současná česká literatura, červená knihovna, próza, čtenářský výzkum, Simona Monyová, Barbara Nesvadbová, Irena Obermannová Abstract My Diploma thesis is devoted to contemporary Czech literature for women. This type of literature write czech womens authors. We analyze this literary genre (women's fiction) in...

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.

Made available in DSpace on 2014-08-20T13:20:57Z (GMT). No. of bitstreams: 1 Estefania Jaekel da Rosa_Dissertacao.pdf: 60644934 bytes, checksum: 27a53333a9a00126c7765be510a69f4d (MD5) Previous issue date: 2012-03-23 / This paper presents an archaeological study of slavery in Pelotas Charlton in the nineteenth century in order to understand the dynamics of their operation and performance of labor-slave labor in these establishments. These issues were addressed by analyzing five charqueadas preserved in the stream Pelotas coast and a number of buildings that were part of a estanceiro-charqueador complex located on the banks of the old bed of the stream Santa Barbara. / Este trabalho apresenta um estudo arqueológico da escravidão nas Charqueadas pelotenses no século XIX, no intuito de compreender sua dinâmica de funcionamento e a atuação da mão-de-obra escrava nesses estabelecimentos. Essas questões foram abordadas a partir da análise de cinco charqueadas preservadas na costa do arroio Pelotas e de um conjunto de prédios que integravam um complexo estanceiro-charqueador localizado às margens do antigo leito do arroio Santa Barbára.

Mastering the physical aspect of piano technique has long been a topic of great interest and importance to pianists. This is borne out in the numerous pedagogical approaches on the topic of piano technique. Despite the many contributions from pedagogues and scholars in developing an understanding of piano technique, many conflicting approaches often cause more confusion than clarity. After reviewing the literature on pedagogical approaches to piano technique, this study determined that problematic language might lie at the root of the confusion. Core concepts identified in the review of literature as recurring areas of misunderstanding were tension, relaxation, co-contraction, arm weight, and hand and finger shape. The purpose of this study is to seek where issues of language exist in contemporary piano pedagogical approaches and to show how these problems may contribute to the systemic confusion in piano technique. To do this, the language that is used to describe and define the core concepts identified in the review of literature is analyzed in five modern pedagogical approaches. Five authors who have developed approaches that reflect current trends in piano technique have been selected for this study: Barbara Lister-Sink; Dorothy Taubman; Thomas Mark; Fred Karpoff; and Alan Fraser. The first step of this study entails collecting data from each of the five pedagogical approaches. The data is then analyzed for consistency and accuracy. Problems in language that contribute to the inconsistencies and inaccuracies are examined and illustrated with material from the data collection. This study concludes by identifying the main sources of confusion in the use of language: inconsistent and inaccurate use of terms; wavering between scientific, common, and invented language; challenges in describing opposing qualities that come from tension and relaxation; and failing to discern between the individual subjective experience and the mechanics of movement. By recognizing where the problems in language exist, this study represents an important first step for the pedagogical community to reach a common understanding of the language used to describe the physical aspect of piano technique.

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It is recommended that the City of Guadalupe prepare and implement a small-scale business expansion and retention program using existing service providers in the area. This type of program model seems to hold the most potential for Guadalupe. A mixed-methods approach including in-depth cases studies of existing economic development programs and an analysis of opportunities and constraints in Guadalupe informs a set recommendations for future economic development in the City. Data was collected in three phases: short interviews with a variety of economic development program staff, short interviews with Guadalupe business owners and City officials and in-depth interviews with staff from five selected case-study programs.

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This thesis explores the relationship between ideology generated by advocates of the Women's Liberation Movement and President Kimball's purposes of using Relief Society to strengthen Latter-day Saint (LDS) women. Navigating women through the societal attack on womanhood, President Kimball, and other general Church leaders during his administration (1973-1985), taught LDS women of their privilege and duty to the organization and the importance of generating strength through a sisterhood focused on service. Relief Society programs, procedures, and curriculum were evaluated, adjusted, and reinforced to deepen women's commitment to divinely established roles, to enhance women's doctrinal confidence, and expand the influence of women's leadership. The purpose of this thesis is to show how Relief Society strengthened LDS women's commitment to family and influenced increased cooperative efforts in defending families through Relief Society and priesthood organizations.

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