吳達維. / 手稿本, 複本據手稿本影印. / Thesis (M.A.)--香港中文大學. / Shou gao ben, fu ben ju shou gao ben ying yin. / Includes bibliographical references: leaves 316-324. / Wu Dawei. / Thesis (M.A.)--Xianggang Zhong wen da xue. / 序言 --- p.1 / Chapter 第一部 --- 背景 / Chapter 第一章 --- 神學基礎 --- p.8 / Chapter (一) --- 個人經驗 --- p.10 / Chapter (二) --- 宗教觀 --- p.25 / Chapter (三) --- 釋經原則 --- p.40 / Chapter (四) --- 小結 --- p.66 / Chapter 第二章 --- 論人 --- p.71 / Chapter (一) --- 研究方法 --- p.72 / Chapter (二) --- 人的本性 --- p.75 / Chapter (三) --- 人的命運 --- p.84 / Chapter (四) --- 人的社會 --- p.91 / Chapter (五) --- 小結 --- p.97 / Chapter 第三章 --- 論上帝 --- p.102 / Chapter (一) --- 詞語釋義 --- p.104 / Chapter (二) --- 上帝的本性 --- p.109 / Chapter (三) --- 上帝的工作 --- p.122 / Chapter (四) --- 小結 --- p.138 / Chapter 第二部 --- 本論 / Chapter 第四章 --- 論基督 --- p.142 / Chapter (一) --- 基督的身份 --- p.146 / Chapter (二) --- 道成肉身的耶穌 --- p.154 / Chapter (三) --- 基督的工作 --- p.165 / Chapter 甲 --- 拯救 --- p.167 / Chapter 一 --- 贖罪 --- p.167 / Chapter 二 --- 修好 --- p.173 / Chapter 三 --- 除魔 --- p.178 / Chapter 四 --- 小結 --- p.189 / Chapter 乙 --- 生活示範 --- p.195 / Chapter 一 --- 肉身成道 --- p.203 / Chapter 二 --- 受苦死亡 --- p.204 / Chapter 三 --- 復活升天 --- p.205 / Chapter 四 --- 末日再臨 --- p.211 / Chapter 五 --- 小结 --- p.216 / Chapter 丙 --- 社會改良 --- p.219 / Chapter 一 --- 天國主義的釋 --- p.223 / Chapter 二 --- 天國主義的探索 --- p.226 / Chapter 三 --- 天國主義的目標 --- p.229 / Chapter 四 --- 天國主義的應用 --- p.233 / Chapter 五 --- 小結 --- p.237 / Chapter 第五章 --- 基督論的綜觀 --- p.241 / Chapter (一) --- 系統 --- p.242 / Chapter (二) --- 方法 --- p.247 / Chapter (三) --- 獨特性 --- p.257 / 結語 --- p.274 / 凡例 --- p.283 / 注釋 --- p.285 / 參考書目 --- p.316

A fines del siglo XIX en Lima, luego de un período republicano marcado por las guerras que reafirmaran la independencia, el conflicto con Chile y la posterior ocupación de Lima, se produce una de las más encarnizadas guerras civiles de la historia: la lucha por el poder entre Andrés A. Cáceres y Nicolás de Piérola. Nunca antes se había librado una batalla ideológica y mediática tan intensa y violenta en torno al poder. Y, en esta etapa, la caricatura política protagonizó grandes y contundentes espacios dentro de la prensa combativa de un bando y otro. Certeros ataques del lápiz, la pluma y la represión en la carrera por el sillón presidencial. / Tesis

李凱琳. / "2013年9月". / "2013 nian 9 yue". / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 138-146). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Li Kailin.

Not available / text

A presente pesquisa pretendeu estudar a questão da indisciplina/disciplina em oficinas de jogos, tendo como objetivo identificar ações de indisciplina em crianças nestes contextos. O estudo foi feito no Laboratório de Psicopedagogia (LaPp), do Departamento de Psicologia da Aprendizagem, do Desenvolvimento e da Personalidade, do Instituto de Psicologia, da Universidade de São Paulo. Foram observadas ao longo de um ano e meio (2005-2006), três crianças: duas com 10 anos e uma, 11 anos. Caracterizamos do ponto de vista conceitual os aspectos de disciplina (atenção / concentração, respeito e persistência) e indisciplina (desatenção / dispersão, desrespeito, trapaça e desistência) tanto numa perspectiva teórica como numa perspectiva prática (entrevistando profissionais deste Laboratório). Desta forma, as observações relativas à indisciplina das crianças foram analisadas pelas categorias de: desatenção/dispersão, desrespeito às regras dos jogos ou atividades, desrespeito às regras da oficina, desrespeito aos colegas, trapaça e desistência. Como resultados, verificamos que as atitudes mais observadas nos três sujeitos foram de desrespeito e a menos observada de trapaça; em relação à freqüência das ações de indisciplina de cada criança, pudemos verificar que dois dos sujeitos observados (C2 e C3) agiram com relativa indisciplina no primeiro semestre, aumentaram as ações de indisciplina no segundo semestre e reduziram drasticamente essas ações no terceiro semestre. C1 manteve praticamente a mesma quantidade de ações indisciplinadas no primeiro e segundo semestre, mas também as reduziu drasticamente no terceiro semestre. Ao final (terceiro semestre), as três crianças estavam mais familiarizadas com o sistema de regras e, de uma maneira geral, passaram a atribuir valor ao fato de triunfarem nas tarefas propostas, buscaram melhorar seus desempenhos e expandir a si próprias (com valores positivos), e, conseqüentemente, agiram com menos indisciplina. Discutimos que os jogos são excelentes meios para se observar o prejuízo das ações de indisciplina. Consideramos estas ações negativas, porque dificultam a realização bem sucedida das atividades pretendidas. Por fim, verificamos que as oficinas de jogos constituem um espaço no qual, além de as crianças ampliarem seus recursos cognitivos, são desenvolvidas atitudes favoráveis à aprendizagem, que requerem, dentre outros, o desenvolvimento de ações de disciplina. / This research intended studying the indiscipline/discipline issue in games workshops, aiming the identification of childrens indiscipline actions in those contexts. The study was carried out at the Psycho-pedagogic Laboratory (Laboratório de Psicopedagogia (LaPp)), at the Department of Learning Psychology and Personality Development, in the Institute of Psychology at the University of Sao Paulo. Three children, two with 10 years old and one with 11 years old, were observed along one and a half year (2005-2006). From the conceptual point of view, the discipline aspects (attention/concentration, respect, and persistency), and indiscipline (lack of attention/concentration, dispersion, disrespect, cheating, and quitting) were characterized, both in a theoretical perspective and in a practical perspective (interviewing the aforementioned laboratorys professionals). This way, the observations regarding the childrens indiscipline were analyzed according to the following categories: attention deficit/dispersion, disrespect to the rules of the game or activity, disrespect to the workshops rules, disrespect to colleagues, cheating, and quitting. As a result, we verified that the attitude most often observed in the three subjects was disrespect and the least present attitude was cheating; regarding the frequency of indiscipline actions in each child, we were able to substantiate that two of the observed subjects (C2 e C3) acted with relative indiscipline in the first semester, built up indiscipline actions in the second semester and drastically lessened those actions at the third semester. C1 not only kept practically the same amount of indiscipline actions in the first and second semesters, but also reduced them dramatically at the third semester. At the end (third semester), the three children became familiarized with the set of rules and, in general, seemed to value the fact that they were fulfilling the proposed tasks, seeking to improve their performance and expand themselves (with positive values), and, consequently, acting with less indiscipline. We point out that games are an excellent way to observe the harm of indiscipline actions. We find these actions hindering, for they obstruct the realization of successful intended activities. Last, we concluded that games workshops constitute an opportunity for children to broaden their cognitive resources, developing attitudes that foster learning, which also leads to the development of discipline actions, among other favorable aspects.

D.Litt. et Phil. / A sense of isolation pervades all of Montherlant's writings -- the notebooks, the essays, the novels, and the plays. Although cognisance has been taken of his oeuvre as a whole, we have limited our study to that of Montherlant's theatre, for it is in his theatre that many of the thematic interests dispersed throughout the novels and the essays are crystallised in a striking and concrete form. We have, however, had recourse from time to time to his other writings. The object of this study is to examine in both intellectual and theatrical terms, the way in which Montherlant presents the voluntary distancing of the self in his plays. Almost all of his protagonists appear isolated within their family groups and social frameworks, but they seem voluntarily to have embraced that condition, and, furthermore they actively seek this isolation. Montherlant's first play, L'Exil, establishes a leitmotif that recurs time after time in all his subsequent plays.

In order to investigate the stylistic transformation that occured before Bruckner abandoned the composition of Masses, this paper analyzes the Credo settings in his last three great Masses, with special attention to the treatment of the text. The relationship between the text and specific musical techniques is also considered. The trends found in these three works, especially in the last setting in F minor, confirm the assumption that Bruckner's Mass composition served as a transition to the composition of his symphonies.

L'œuvre de Jean Piaget a acquis sa notoriété par les études qu'il amenées sur le développement intellectuel chez 1 'enfant. Son volume "Le jugement moral chez l'enfant", recouvre par contre les domaines intellectuel et affectif. L'auteur de la présente thèse précise les liens qui existent entre ces deux domaines à partir d'une notion de la psychologie sociale, l'attitude. Pour ce faire, l'auteur expose de façon critique les thèses piagétiennes sur le jugement moral à l'aide de la théorie contemporaine des attitudes de A.W. Staats. Cette réunion de deux théories du domaine des sciences humaines est une tentative supplémentaire pour la création d'un paradigme unifié pour l'étude et la connaissance de 1 'être humain. L'originalité de la thèse est de préciser les liens entre l'affectivité et l'intelligence par l'intermédiaire de deux théories provenant de deux domaines différents.

Tesis para optar al grado de Magíster en Estudios Latinoamericanos

Relata uma experiência pedagógica, dentro de uma abordagem psicológica, realizada em forma de oficinas, nas quais foram desenvolvidas atividades visando fornecer instrumentos para a escrita de histórias – entrevendo um objetivo mais amplo de promover uma construção de conhecimentos sobre a escrita em geral –, explorando principalmente o universo dos contos populares de magia. Seis crianças, com idade entre nove e onze anos, aproximadamente, freqüentaram 25 oficinas, compreendidas no decorrer de dois anos. Participaram de atividades tais como movimentar o corpo, consultar livros, ouvir histórias contadas e lidas, praticar técnicas de escrita criativa, fazer trabalhos plásticos etc. Analisa o processo principalmente segundo dois recortes temáticos: “desempenho na escrita" e “interesse". Quanto ao primeiro, observa que todas as crianças apresentaram um bom desenvolvimento ao longo dos textos produzidos. Quanto ao segundo, apresenta dados indicadores de que o interesse por leitura e escrita em geral aumentou, e, em relação às atividades nas oficinas, observa que manteve-se alto na maior parte do tempo, tendo oscilado em alguns momentos. Com base nos referenciais teóricos de Jean Piaget e Donald W. Winnicott, faz um balanço de todas as atividades, avaliando sua eficiência em cativar o interesse, a atenção e o envolvimento dos participantes, pontuando os momentos bem sucedidos e os mal sucedidos – quanto aos últimos, critica a metodologia empregada e indica outros caminhos possíveis. Conclui que o interesse é reduzido sempre que uma atividade relega o fazer ativo e significativo das crianças; inversamente, é grande o envolvimento nos trabalhos interativos, em grupo, e nas atividades em que se considera a importância do brincar. / Outlines a pedagogical experience, within a psychological approach, that took place in workshops, which developed activities intending to offer tools to story writing – with the aim of promoting a building of knowledge concerning writing in general –, exploring mainly the world of folk magic tales. Six children aging from 9 to 11 attended to 25 workshops over two years. They took part in activities such as body movements, consulting books, listening to stories narrated and from books, practicing creative writing techniques, making handicraft etc. Analises the process mainly refering to two outline themes: “writing performance" and “interest". Concerning to the first, observes that all the children showed a good development in writing stories. Concerning to the latter, presents data that indicate that interest in reading and writing in general increased and, in relation to the proposed activities, it was high most part of the time, having oscilated in some moments. Grounded in the theoretical referencies of Jean Piaget and Donald Winnicott, considers all the activities and evaluates their efficiency in captivating the interest, attention and the envolvement of the participants, indicating the successes and failures – concerning the latter, criticises the methodology employed and indicates other possible solutions. Concludes that the interest is reduced when an activity relegates the active and significant doing of the children; inversely, the involvement is great with interactive works, in groups, and in activities in which the importance of play is considered.