Lendas Capixabas (2000) para violão solo, do compositor brasileiro Carlos Cruz (1936-2011), é constituída por três movimentos que representam lendas do estado do Espírito Santo: Juparanã, O Frade e a Freira e Itabira. Esta obra apresenta, por vezes, uma escrita não idiomática para o instrumento, dado que Cruz não tocava violão. Com vistas à resolução dessas passagens e das inconsistências presentes na única edição da obra, objetivamos a elaboração de uma edição críticointerpretativa de Lendas Capixabas, o que se deu a partir da comparação entre fontes, da resolução das passagens não idiomáticas e da proposição de digitações. Para tal, identificamos os manuscritos dessa obra no acervo de partituras do compositor, realizamos uma pesquisa bibliográfica sobre edições musicais, entrevistamos os intérpretes da obra e coletamos proposições de outros violonistas em alguns excertos da obra. Como resultado, elaboramos uma edição críticointerpretativa embasada por todos os parâmetros supracitados. / Lendas Capixabas (2000) for solo guitar, by Brazilian composer Carlos Cruz (1936-2011), consists of three movements that represent legends from the state of Espírito Santo: Juparanã, O Frade e a Freira and Itabira. This work presents sometimes a non-idiomatic writing for the instrument, since Cruz did not play the guitar. In order to solve these passages and the inconsistencies of the only edition of this work, we aimed the development of a critical-interpretative edition of Lendas Capixabas, from the comparison between sources, the resolution of non-idiomatic passages and the fingering proposition. Moreover, to do this, we have identified the manuscripts in the composer's scores collection, conducted a bibliographical research on musical editions, interviewed performers who have performed the work, and collected other guitarists’ proposals in some excerpts of the work. As a result, we developed a critical-interpretative edition grounded on all the aforementioned parameters.

Orientador: Cesar Apareciddo Nunes / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-03T15:53:27Z (GMT). No. of bitstreams: 1 Oliveira_FatimaAparecidaChaguride_M.pdf: 833931 bytes, checksum: 49635faf66c37c1f42f917434451f466 (MD5) Previous issue date: 2003 / Mestrado

Le régime juridique des soins psychiatriques sans consentement et les dispositions légales qui l’entourent sont le fruit de la longue évolution de la collectivité à prendre en charge les personnes atteintes de troubles psychiques. Cette maturation, qui témoigne de l’équilibre fragile entre le respect des libertés fondamentales et les impératifs d’ordre public, explique en grande partie la reconnaissance tardive de ces patients vulnérables comme véritables sujets de droit. A travers la loi n°2011-803 du 5 juillet 2011 et la loi n°2013-869 du 27 septembre 2013, le législateur a conservé le système médico-administratif des soins sans consentement qu’il a érigé au XIXe siècle. Néanmoins, via ces deux dernières réformes, il l’a atténué en introduisant un contrôle obligatoire du Juge des libertés et de la détention et a élargi ces prises en charge aux soins ambulatoires. Ce système est caractérisé par une dualité des modalités d’admission : les soins à la demande du représentant de l’Etat (S.D.R.E.) d’une part, et les soins à la demande d’un tiers (S.D.T.) d’autre part. Ces deux blocs sont eux-mêmes subdivisés en une pluralité de mesures, chacune justifiée pour des motifs divers : urgence, absence de tiers, circonstances de fait, existence d’un trouble grave à l’ordre public ou à la sûreté des personnes… Si le régime juridique des soins sans consentement est censé prévoir une prise en charge adaptée à chaque situation particulière, en réalité, ces orientations sont souvent prises pour des raisons d’opportunité et ne correspondent pas toujours à la réalité. Les contentieux issus de ce régime juridique d’exception témoignent des nombreuses atteintes aux droits subies par les patients qui en font l’objet. Pour ces raisons, un toilettage de fond peut être envisagé. Il passerait par la fusion des deux blocs d’admission en un seul, par le prononcé des mesures par le juge et par un renforcement de la protection des droits et des libertés, dispositions qui devront s’entourer de garanties plus effectives et de contrôles plus appuyés. / The legal regime of the psychiatric care without consent, and the relevant legal provisions that surround it, are the direct consequence of the long-term development of the society in managing the mentally disabled people. This process of maturing, which reflects the delicate balance between the respect for fundamental freedoms and the imperatives of public order, mainly explains the rather belated recognition of these vulnerable patients as real subjects of rights. Through the law n°2011-803 of 5 July 2011 and the law n°2013-869 of 27 September 2013, the legislator maintained the model of care and medical administrative system without consent, dating from the nineteenth century. Nevertheless, through these last two reforms, the system has been attenuated by the introduction of a mandatory control of the liberty and custody judge and expanded these medical cares at the ambulatory. This system is characterised by its own duality in terms of admission rules: the request for care on demand of the representative of State (S.D.R.E.) on the one hand, and of a third party (S.D.T.) on the other hand. These two sets of procedures themselves are subdivided in a plurality of actions, each one justified on various purposes: urgency, absence of a third party, factual circumstances, existence of a serious public disorder or threat to the safety of individuals… Even if the legal regime for the medical care without consent is supposed to provide an appropriate care for each and every specific situations, often these policies are actually set for opportunistic reasons and do not always match reality. The disputes resulting from this exception legal regime demonstrate the many human rights violations suffered by the concerned patients. For these reasons, some tidying up can be envisaged. The latter would involve the merging of the two sets of procedures, the issuance of measures by the judge himself and a strengthening of the protection of civil rights and freedoms, provisions which will have to be surrounded by more effective safeguards and stronger controls.

This dissertation analyzes art in Mozambique during the country’s transition from Marxist-Leninism to a multi-party democracy (1984-1994). The end of the socialist regime elicited diverse responses from Mozambican artists and art institutions, all of which tried to reconsider the recent radical past to suit the new political conditions of liberalization at the end of the Cold War. Part I of the dissertation focuses on the 1980s rehabilitation of artist Malangatana Valente Ngwenya, one of the first and most important figures in African modernism. Malangatana’s image as a national artist will be discussed alongside the emergence of the collective of art critics known as Rhandzarte, and the reconsideration of the state’s narrative of national unity. Part II looks at the artist Naguib Elias Abdula as an example of the move away from state patronage towards reliance on the private sector. Following the wide changes in its artistic values, Mozambique was the first African country to create an institution to foster corporate collecting in a state-owned initiative known as Horizon Art Diffusion. Part III will focus on the rise of abstraction in the late 1980s and early 1990s. While figurative works of art had been the norm since independence, the increased visibility of abstraction at the end of socialism shook the foundations of the country’s aesthetics. On the one hand, some abstract works can be seen as radical interrogations of what had constituted Mozambican art until then. On the other hand, much of the momentum of abstraction was a product of the Ujamaa workshops, which were modelled on the Triangle Art Foundation. In its significantly different political and aesthetic reverberations, Mozambican abstraction appeared as a definite break from the socialist past.

Reading can improve the quality of life for individuals and is widely considered the cornerstone of learning. However, many boys who enjoy reading are bullied. The direct, negative effects of bullying on academic achievement have been exposed in previous research. The purpose of this empirical study was to examine whether any statistical relationship existed between the low overall reading literacy achievement scores of Grade 4 boy learners and whether they experienced being the victims of peer bullying. Three research questions underpinned this quantitative, non-experimental, secondary data analysis. The primary data were collected from 8 196 Grade 4 boy learners in South Africa as part of the Progress in International Reading Literacy Study 2011. The three research questions were: What is the relationship of bullying with Grade 4 boy learners overall reading literacy achievement scores when categorised for each of the individual prePIRLS 2011 benchmarks? What is the correlation between overall reading literacy achievement scores and being a victim of bullying as measured by the Learners Bullied at School Index? What is the potential statistical relationship between the overall reading literacy achievement scores of Grade 4 boy learners and the degree to which they have experienced bullying as measured by prePIRLS 2011, looking at the Learners Bullied at School Index as well as the six independent bullying variables individually? Bronfenbrenner s Ecological Model of Human Development served as a theoretical framework for the study, and a post-positivistic epistemological paradigm was adopted. Overall reading literacy achievement scores from the reading assessments were positioned on a common reading achievement scale using item response theory methods that offered an overall image of the assessment outcomes. The prePIRLS 2011 Learner Questionnaire itself was based on the Likert scale, while the variable Learners Bullied at School Index is a contextual scale based on Rasch modelling. The descriptive statistical analysis revealed that the more frequently the Grade 4 boy learners experienced bullying, the lower their overall reading literacy achievement scores were and vice versa. The Pearson correlation revealed that, as bullying increased, overall reading literacy achievement scores decreased proportionately. The multiple regression revealed that a school that had higher levels of bullying could expect overall reading literacy achievement scores to be lower. Finally, the model statistics revealed that bullying accounted for only 5% of the variation in the target population s overall reading literacy achievement scores. Therefore, other associated variables can be investigated in future research, including, but not limited to, cyberbullying. If the statistical relationship between bullying (including cyberbullying) and reading literacy receives immediate attention, it could lead to stronger design, improved development, and implementation of preventative measures. / Die sleutel tot leer is geletterdheid. Geletterdheid word bereik deur te lees. Lees beskik oor die vermoë om die lewensgehalte van individue te verbeter. Vir dié rede is die leesgedrag van Graad 4-skoolseuns, wat die teikenpopulasie van die huidige studie is, die fokuspunt. Vorige navorsing het reeds die negatiewe en regstreekse gevolge van afknouery (boeliegedrag) op akademiese prestasie onthul. Dus, as lees die hoeksteen van leer is, moet afknouery as 'n moontlike struikelblok tot leer ondersoek word. Die doel van die studie was om te ondersoek of daar enige statistiese verhouding bestaan tussen die lae algehele leesgeletterdheidsprestasie van Graad 4-skoolseuns en of hul die slagoffers is van afknouery. Die studie het gebruik gemaak van Bronfenbrenner se Ekologiese Model van Menslike Ontwikkeling as teoretiese raamwerk. Verder het die studie ? post-positivistiese epistemologiese paradigma aangewend. Die studie is gegrond op 'n kwantitatiewe, nie-eksperimentele, sekondêre data-ontleding van data versamel van 8 196 Graad 4-skoolseuns in Suid-Afrika. Die data is versamel as deel van die Progress in International Reading Literacy Study 2011. Algehele leesgeletterdheidsprestasie is geplaas op 'n algemene leesprestasieskaal met behulp van itemresponsteoriemetodes. Die prePIRLS 2011-leerdervraelys is gebaseer op die Likert skaal. Die Leerders Afgeknou by die Skool Indeks is ? kontekstuele skaal wat gebaseer is op Rasch-modellering. Die drie navorsingvrae wat ondersoek is, was die volgende: • Wat is die verhouding tussen afknouery van skoolseuns en die algehele leesgeletterdheidsprestasie gemeet teen elk van die prePIRLS 2011 individuele maatstawwe? • Wat is die korrelasie tussen algehele leesgeletterdheidsprestasie en om ‘n slagoffer te wees van afknouery soos gemeet deur die Leerders Afgeknou by die Skool Indeks? • Wat is die potensiële statistiese verhouding tussen die algehele leesgeletterdheidsprestasie van Graad 4-skoolseuns en die mate waarin hulle afknouery ervaar het soos gemeet deur prePIRLS 2011, met inagneming van die Leerders Afgeknou by die Skool Indeks asook die ses onafhanklike afknouveranderlikes individueel beskou? Die beskrywende statistiese analise het getoon dat meer gereelde ervarings van afknouery ? verhouding het met laer algehele leesgeletterdheidsprestasies van Graad 4-skoolseuns. Die Pearson-korrelasie het getoon dat, indien afknouery vermeerder, algehele leesgeletterdheidsprestasies proporsioneel afneem. Die veelvoudige regressie-analise het getoon dat by skole waar hoër vlakke van afknouery gevind is, die algehele leesgeletterdheidsprestasie laer is. Ten slotte, het die modelstatistieke aan die lig gebring dat afknouery verantwoordelik is vir slegs 5% van die variasie in Graad 4-skoolseuns se algehele leesgeletterdheidsprestasie. Daarom moet ander veranderlikes, met inbegrip van kuberafknouery, met 'n moontlike verhouding met leesgeletterdheid deur toekomstige navorsing ondersoek word. Indien afknouery dringende aandag ontvang, kan dit lei tot verbeterde ontwerp, ontwikkeling en implementering van voorkomende maatreels. / Dissertation (MEd)--University of Pretoria, 2017. / Humanities Education / MEd / Unrestricted

This study aims to establish the relationship between reading literacy in the primary school and parental attitudes and behaviour to reading. Reading literacy is another dimension of literacy (Dubin & Kuhlman, 1992), notably the ability to understand and make use of written language (Mullis, Martin, Kennedy, Trong & Sainsbury, 2009). Despite various educational improvement initiatives undertaken by the South African Education system (ANAs, SACMEQ, TIMMS, PIRLS) as a means of creating systems to improve standards of education (Education Policy Act 2015 of 1998), learner achievement in the primary school remains low. This study makes use of selected variables from the PIRLS 2011 parent questionnaire to measure the extent of the relationship between learner reading achievement in Grade 5 and home level factors such as learning environment, parental behaviours in reading and parental attitudes towards reading. It adopts a secondary analysis design and makes use of quantitative approaches (Creswell, 2003). The Developed model of Home Learning Environment, Parental Behaviours and Parental Attitudes to Reading and Reading Literacy Achievement was adapted from the model of attitudes, behaviours and reading as developed by Abu-Rabia and Yaari (2012). This study was able to establish that the home learning environment and parental behaviours to reading had negative association with reading literacy, meaning that in their absence reading literacy would decrease. It established that parental attitudes to reading had positive association with reading literacy, meaning that in the presence of positive parental attitudes, reading literacy would increase. This highlights the importance of parental involvement in learner reading development. / Dissertation (MEd)--University of Pretoria, 2017. / Science, Mathematics and Technology Education / MEd / Unrestricted

Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Hispánica / La presente lectura de Contra la muerte (1964) de Gonzalo Rojas tiene como principal objetivo, a partir de una metodología no biografista, ahondar en los diferentes modos que el poemario propone para buscar la trascendencia. Para ello, se comenzó por el análisis de “El sol es la única semilla”, poema clave para encontrar estos medios de sobrevivir a la muerte, que en el orden de los capítulos resultan ser los siguientes: a través de la mujer y el encuentro sexual; a través de la reproducción; a través de la disolución del sujeto en la comunidad; y, por último, a través del lenguaje mismo. El camino escogido fue realmente efectivo, pues el poema central demostró dar cuenta de diferentes modos de trascendencia que, en diálogo con el resto de los poemas, evidenciaron la coherencia global de Contra la muerte, tejida principalmente por el símbolo del sol como experiencia del tiempo cíclico, y por las ansias del sujeto poético de alcanzar lo absoluto y regresar al origen, aventura que resulta en fracaso pues siempre encuentra como límite la condición mortal. Esto, sin embargo, no impide que el hablante tenga acercamientos a lo trascendente, que resultan ser solo destellos en su búsqueda incesante.

Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Hispánica mención Literatura

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Syftet med detta examensarbete är att ta reda på hur samhällskunskapslärare på gymnasiet både upplever och arbetar med bedömning. Vi kommer att ta reda på vilken syn lärarna har på bedömning, vilka former för bedömning de använder sig av, vilka skillnader de upplever mellan Lpf 94 och Gy 2011 samt hur de ser på avsaknaden av nationella prov i samhällskunskap. För att ta reda på detta har vi använt oss av och besvarat följande frågeställningar: Vilken syn har samhällskunskapslärare på bedömning; Vilka former för bedömning använder sig lärare i samhällskunskap på gymnasiet av; Hur upplever lärare i samhällskunskap på gymnasiet skillnader mellan Lpf 94 och Gy 2011 gällande betyg och bedömning; Hur ser lärare i samhällskunskap på avsaknaden av nationella prov i deras ämne? Vi har genomfört kvalitativa semistrukturerade intervjuer med fem stycken erfarna samhällskunskapslärare. Slutligen har vi sammanställt ett resultat och gjort en analys av resultatet med hjälp av ramfaktorteorin.Vårt resultat visar att lärarnas syn på bedömning skiljer sig åt men att samtliga lärare är överens om att bedömning är svårt och att det är viktigt att få till en så rättssäker bedömning som möjligt. Vidare kom vi fram till att fyra av fem lärare uppger att de försöker ha varierande bedömningsformer och att samtliga av de intervjuade lärarna jobbar med återkoppling i någon form. Därutöver visar vårt resultat att samtliga lärare upplever läroplanen från 2011 som mer tydlig och genomarbetad än den från 1994 och att alla fem lärare är överens om att kraven har höjts med den nya betygsskalan och de uppskattar att det tillkommit fler steg. Slutligen kom vi fram till att endast en av de intervjuade lärarna ställer sig positiv till ett eventuellt införande av nationellt prov i samhällskunskap medan de andra fyra ställer sig kritiska till det. Sammanfattningsvis skulle det vara intressant att ta del av den generella synen hos en större mängd samhällskunskapslärare gällande bedömning och de ramar som påverkar det dagliga arbetet.