Thesis (M.A.), Human Environmental Sciences--University of Central Oklahoma, 2008. / Includes bibliographical references (leaves 54-57).

Thesis (D. Min.)--Trinity Evangelical Divinity School, 1997. / Abstract. Includes bibliographical references (leaves 177-181).

Regardless of genre, Shakespeare’s plays open in many different ways on the stage. Some openings come in the form of a prologue and extend from it; others in the form of a framing dialogue; some may begin in medias res; and there is also a single case of an induction in The Taming of the Shrew. My dissertation, “Shakespeare’s Openings in Action: A Study of Four Plays from the Period 1591- c.1602,” subsequently referred to as “Shakespeare’s Openings in Action,” attempts to define the construction of openings in the context of Shakespeare’s dramaturgy and to understand texts which were written in the first place to be performed on a platform stage by actors experienced in theatrical practice. By analysing the playwright’s organization of the dramatic material, as reflected in the play-texts, I attempt to gauge how an opening set out to engage original audiences in the play, an essential function of theatrical composition, and to determine to what extent the play-text may be considered as an extended stage direction for early modern actors.1 What is the present state of scholarship in the subject? Although sparse, critical interest in the openings of Shakespeare’s plays can be found as early as 1935 in the work of A. C. Sprague, Shakespeare and the Audience. In more recent years, other studies have appeared, for instance, Robert F. Willson, Jr., Shakespeare’s Opening Scenes (1977), and a number of articles included in Entering the Maze: Shakespeare’s Art of Beginning, edited by F. Willson Jr. (1995). Existing scholarship provides a good general framework for further research into the openings of Shakespeare’s plays. In addition to the studies presented above, I shall draw on analytical approaches to play-text analysis which involve theatre practice, for example in the work of André Helbo, Approaching Theatre (1991), Anne Ubersfeld, Reading Theatre (1996), and John Russell Brown, Shakespeare’s Plays in Performance (1993); John Barton, Playing Shakespeare (1984), and Cicely Berry, Text in Action. London (2001). These works provide revealing insights into the theatrical possibilities of dramatic language and actor technique. 1The analytical method presented in this dissertation supplements studies made of the complex textual histories of Shakespeare’s plays by considering the staging and characterisation information they contain. In the case of multiple-text plays, it takes account of editorial scholarship and explains the reasons for choosing to analyse the material contained in one version over the other(s).

Regardless of genre, Shakespeare’s plays open in many different ways on the stage. Some openings come in the form of a prologue and extend from it; others in the form of a framing dialogue; some may begin in medias res; and there is also a single case of an induction in The Taming of the Shrew. My dissertation, “Shakespeare’s Openings in Action: A Study of Four Plays from the Period 1591- c.1602,” subsequently referred to as “Shakespeare’s Openings in Action,” attempts to define the construction of openings in the context of Shakespeare’s dramaturgy and to understand texts which were written in the first place to be performed on a platform stage by actors experienced in theatrical practice. By analysing the playwright’s organization of the dramatic material, as reflected in the play-texts, I attempt to gauge how an opening set out to engage original audiences in the play, an essential function of theatrical composition, and to determine to what extent the play-text may be considered as an extended stage direction for early modern actors.1 What is the present state of scholarship in the subject? Although sparse, critical interest in the openings of Shakespeare’s plays can be found as early as 1935 in the work of A. C. Sprague, Shakespeare and the Audience. In more recent years, other studies have appeared, for instance, Robert F. Willson, Jr., Shakespeare’s Opening Scenes (1977), and a number of articles included in Entering the Maze: Shakespeare’s Art of Beginning, edited by F. Willson Jr. (1995). Existing scholarship provides a good general framework for further research into the openings of Shakespeare’s plays. In addition to the studies presented above, I shall draw on analytical approaches to play-text analysis which involve theatre practice, for example in the work of André Helbo, Approaching Theatre (1991), Anne Ubersfeld, Reading Theatre (1996), and John Russell Brown, Shakespeare’s Plays in Performance (1993); John Barton, Playing Shakespeare (1984), and Cicely Berry, Text in Action. London (2001). These works provide revealing insights into the theatrical possibilities of dramatic language and actor technique. 1The analytical method presented in this dissertation supplements studies made of the complex textual histories of Shakespeare’s plays by considering the staging and characterisation information they contain. In the case of multiple-text plays, it takes account of editorial scholarship and explains the reasons for choosing to analyse the material contained in one version over the other(s).

Este trabalho discute a educação ambiental brasileira, contribuindo para no avanço do tema. A tese é que sem considerar o valor vida e o princípio da busca do atendimento mais adequado das necessidades filogenéticas, a educação ambiental terá dificuldades de avançar no sentido de edificar uma sociedade sustentável para todos. A discussão é complexa e a verificação destes pressupostos na sociedade mais ainda. Para tanto buscamos um recorte pela legislação, dentro deste tema trabalhamos especificamente com o Marco Regulador da Educação Ambiental brasileira. Analisamos os valores e princípios presentes nesses documentos. Consideramos como marco regulador os Parâmetros Curriculares Nacionais, particularmente, o tema transversal sobre o meio ambiente de 1997, a Lei nº 9.795 de 27/04/1999 que institui a Política Nacional de Educação Ambiental e o Programa Nacional de Educação Ambiental de 2005. Somos conscientes dos riscos de trabalhar com a legislação, já que a lei nem sempre é resultado de uma ampla discussão na sociedade e, portanto, não revela o pensamento e as necessidades da mesma. No entanto ela é, ao mesmo tempo, um retrato de que forças estão impondo a organização da sociedade no educacional e sob que pilares. Para apoiar nossa tese buscamos auxílio em Leff, particularmente no seu conceito heurístico de racionalidade ambiental, e para avançar na proposta de Leff, recorre-se a teoria da autopoiese de Maturana, a teoria da Endossimbiose de Margulis e a teoria da Gaia de Lovelock, a discussão existente de qualidade de vida e promoção da saúde. Isso tudo para fundamentar a necessidade de considerarmos o valor vida e o princípio da busca do atendimento mais adequado das necessidades filogenéticas. Partimos do conceito de conscientização, tal como Freire o entende, ou seja, uma posição epistemológica que assumimos para desvelar a realidade. Uma postura crítica frente ao atendimento das necessidades filogenéticas, tendo o sentimento de bem estar do próprio corpo como parâmetro dessa busca. Ação-reflexão na procura da melhor forma de atender a essas necessidades. Iniciamos mostrando onde nasce a insustentabilidade na sociedade capitalista: na crença que o material é o que importa. Diante da crítica da sociedade que valoriza o lucro apontamos como caminho a adoção de uma sociedade sustentável, onde a questão ambiental seja vista de uma forma mais ampla, numa valorização do ambiente e do ser humano. Consideramos que a vida como valor hegemônico deve fazer parte da orientação de uma Educação Ambiental (EA) que busca contribuir com a construção de uma sociedade sustentável. Sendo um valor alternativo ao valor dinheiro da sociedade capitalista. Nós defendemos que o principal valor é a vida porque se não estivermos vivos nada tem valor. O princípio que adotamos para viabilizar esse valor é a busca de atender adequadamente as necessidades filogenéticas de respirar, dormir, alimentar e excretar. Essas são as necessidades fundamentais exatamente porque é o atendimento dessas necessidades que nos mantêm vivos. Defendendo está tese partimos para análise do marco regulador brasileiro. Verifica-se que á qualidade de vida perpassa todos os textos jurídicos analisados, contudo seu conteúdo não é explicitado. A tese defendida é que para educação ambiental avançar é necessário que se considere valor vida e o princípio da busca de atender adequadamente as necessidades filogenéticas tornem-se uma práxis. Acreditamos que isso precisa estar presente para que a educação ambiental contribua com a construção de uma sociedade sustentável. / This work discusses the Brazilian environmental education, contributing for in the progress of the theme. The theory is that without considering the value life and the beginning of the search of the most appropriate service of the phylogenetic needs, the environmental education will have difficulties of moving forward in the sense of building a maintainable society for all. The discussion is complex and the verification of these presuppositions in the society stiller. For so much we looked for a cutting for the legislation, inside of this theme we worked specifically with Mark Regulator of the Brazilian Environmental Education. We analyzed the values and present beginnings in those documents. We considered as mark regulator the Parameters National Curriculares, particularly, the traverse theme on the environment of 1997, the Law no. 9.795 of 27/04/1999 that institutes the National Politics of Environmental Education and the National Program of Environmental Education of 2005. We are conscious of the risks of working with the legislation, since the law not always it is resulted of a wide discussion in the society and, therefore, he doesn't reveal the thought and the needs of the same. However she is, at the same time, a picture that forces are imposing the organization of the society in the education and under that pillars. To support our theory we looked for aid in Leff, particularly in his heuristic concept of environmental rationality, and to move forward in the proposal of Leff, it is gone through the theory of the autopoiese of Maturana, the theory of Endossimbiose of Margulis and the theory of Gaia of Lovelock, the existent discussion of life quality and promotion of the health. That everything to base the need of we consider the value life and the beginning of the search of the most appropriate service of the phylogenetic needs. We left of the understanding concept, just as Freire he understands it, in other words, a position epistemological that assumed to reveal the reality. A posture critical front to the service of the phylogenetic needs, tends the feeling of well to be of the own body as parameter of that search. Action-reflection in the search in the best way of assisting her those needs. We began showing where he is born the insustainable in the capitalist society: in the faith that the material is what matters. Before the critic of the society that values the profit we appeared as road the adoption of a maintainable society, where the environmental subject is seen in a wider way, in a valorization of the atmosphere and of the human being. We considered that the life as value hegemonic should be part of the orientation of an Environmental Education (EA) that looks for to contribute with the construction of a maintainable society. Being an alternative value to the value money of the capitalist society. We defended that the main value is the life because if we are not alive anything has value. The beginning that we adopted to make possible that value is the search of assisting the phylogenetic needs to breathe appropriately, to sleep, to feed and to excrete. Those are the fundamental needs exactly because it is the service of those needs that they maintain us alive. Defending is theory left for analysis of the mark Brazilian regulator. It is verified that á quality of life perpass all of the analyzed juridical texts, however her content is not explain. The protected theory is that for environmental education to move forward is necessary that she is considered value life and the beginning of the search of assisting the phylogenetic needs appropriately become a praxis. We believed that that needs to be present so that the environmental education contributes with the construction of a maintainable society.

Este trabalho discute a educação ambiental brasileira, contribuindo para no avanço do tema. A tese é que sem considerar o valor vida e o princípio da busca do atendimento mais adequado das necessidades filogenéticas, a educação ambiental terá dificuldades de avançar no sentido de edificar uma sociedade sustentável para todos. A discussão é complexa e a verificação destes pressupostos na sociedade mais ainda. Para tanto buscamos um recorte pela legislação, dentro deste tema trabalhamos especificamente com o Marco Regulador da Educação Ambiental brasileira. Analisamos os valores e princípios presentes nesses documentos. Consideramos como marco regulador os Parâmetros Curriculares Nacionais, particularmente, o tema transversal sobre o meio ambiente de 1997, a Lei nº 9.795 de 27/04/1999 que institui a Política Nacional de Educação Ambiental e o Programa Nacional de Educação Ambiental de 2005. Somos conscientes dos riscos de trabalhar com a legislação, já que a lei nem sempre é resultado de uma ampla discussão na sociedade e, portanto, não revela o pensamento e as necessidades da mesma. No entanto ela é, ao mesmo tempo, um retrato de que forças estão impondo a organização da sociedade no educacional e sob que pilares. Para apoiar nossa tese buscamos auxílio em Leff, particularmente no seu conceito heurístico de racionalidade ambiental, e para avançar na proposta de Leff, recorre-se a teoria da autopoiese de Maturana, a teoria da Endossimbiose de Margulis e a teoria da Gaia de Lovelock, a discussão existente de qualidade de vida e promoção da saúde. Isso tudo para fundamentar a necessidade de considerarmos o valor vida e o princípio da busca do atendimento mais adequado das necessidades filogenéticas. Partimos do conceito de conscientização, tal como Freire o entende, ou seja, uma posição epistemológica que assumimos para desvelar a realidade. Uma postura crítica frente ao atendimento das necessidades filogenéticas, tendo o sentimento de bem estar do próprio corpo como parâmetro dessa busca. Ação-reflexão na procura da melhor forma de atender a essas necessidades. Iniciamos mostrando onde nasce a insustentabilidade na sociedade capitalista: na crença que o material é o que importa. Diante da crítica da sociedade que valoriza o lucro apontamos como caminho a adoção de uma sociedade sustentável, onde a questão ambiental seja vista de uma forma mais ampla, numa valorização do ambiente e do ser humano. Consideramos que a vida como valor hegemônico deve fazer parte da orientação de uma Educação Ambiental (EA) que busca contribuir com a construção de uma sociedade sustentável. Sendo um valor alternativo ao valor dinheiro da sociedade capitalista. Nós defendemos que o principal valor é a vida porque se não estivermos vivos nada tem valor. O princípio que adotamos para viabilizar esse valor é a busca de atender adequadamente as necessidades filogenéticas de respirar, dormir, alimentar e excretar. Essas são as necessidades fundamentais exatamente porque é o atendimento dessas necessidades que nos mantêm vivos. Defendendo está tese partimos para análise do marco regulador brasileiro. Verifica-se que á qualidade de vida perpassa todos os textos jurídicos analisados, contudo seu conteúdo não é explicitado. A tese defendida é que para educação ambiental avançar é necessário que se considere valor vida e o princípio da busca de atender adequadamente as necessidades filogenéticas tornem-se uma práxis. Acreditamos que isso precisa estar presente para que a educação ambiental contribua com a construção de uma sociedade sustentável. / This work discusses the Brazilian environmental education, contributing for in the progress of the theme. The theory is that without considering the value life and the beginning of the search of the most appropriate service of the phylogenetic needs, the environmental education will have difficulties of moving forward in the sense of building a maintainable society for all. The discussion is complex and the verification of these presuppositions in the society stiller. For so much we looked for a cutting for the legislation, inside of this theme we worked specifically with Mark Regulator of the Brazilian Environmental Education. We analyzed the values and present beginnings in those documents. We considered as mark regulator the Parameters National Curriculares, particularly, the traverse theme on the environment of 1997, the Law no. 9.795 of 27/04/1999 that institutes the National Politics of Environmental Education and the National Program of Environmental Education of 2005. We are conscious of the risks of working with the legislation, since the law not always it is resulted of a wide discussion in the society and, therefore, he doesn't reveal the thought and the needs of the same. However she is, at the same time, a picture that forces are imposing the organization of the society in the education and under that pillars. To support our theory we looked for aid in Leff, particularly in his heuristic concept of environmental rationality, and to move forward in the proposal of Leff, it is gone through the theory of the autopoiese of Maturana, the theory of Endossimbiose of Margulis and the theory of Gaia of Lovelock, the existent discussion of life quality and promotion of the health. That everything to base the need of we consider the value life and the beginning of the search of the most appropriate service of the phylogenetic needs. We left of the understanding concept, just as Freire he understands it, in other words, a position epistemological that assumed to reveal the reality. A posture critical front to the service of the phylogenetic needs, tends the feeling of well to be of the own body as parameter of that search. Action-reflection in the search in the best way of assisting her those needs. We began showing where he is born the insustainable in the capitalist society: in the faith that the material is what matters. Before the critic of the society that values the profit we appeared as road the adoption of a maintainable society, where the environmental subject is seen in a wider way, in a valorization of the atmosphere and of the human being. We considered that the life as value hegemonic should be part of the orientation of an Environmental Education (EA) that looks for to contribute with the construction of a maintainable society. Being an alternative value to the value money of the capitalist society. We defended that the main value is the life because if we are not alive anything has value. The beginning that we adopted to make possible that value is the search of assisting the phylogenetic needs to breathe appropriately, to sleep, to feed and to excrete. Those are the fundamental needs exactly because it is the service of those needs that they maintain us alive. Defending is theory left for analysis of the mark Brazilian regulator. It is verified that á quality of life perpass all of the analyzed juridical texts, however her content is not explain. The protected theory is that for environmental education to move forward is necessary that she is considered value life and the beginning of the search of assisting the phylogenetic needs appropriately become a praxis. We believed that that needs to be present so that the environmental education contributes with the construction of a maintainable society.

Este trabalho discute a educação ambiental brasileira, contribuindo para no avanço do tema. A tese é que sem considerar o valor vida e o princípio da busca do atendimento mais adequado das necessidades filogenéticas, a educação ambiental terá dificuldades de avançar no sentido de edificar uma sociedade sustentável para todos. A discussão é complexa e a verificação destes pressupostos na sociedade mais ainda. Para tanto buscamos um recorte pela legislação, dentro deste tema trabalhamos especificamente com o Marco Regulador da Educação Ambiental brasileira. Analisamos os valores e princípios presentes nesses documentos. Consideramos como marco regulador os Parâmetros Curriculares Nacionais, particularmente, o tema transversal sobre o meio ambiente de 1997, a Lei nº 9.795 de 27/04/1999 que institui a Política Nacional de Educação Ambiental e o Programa Nacional de Educação Ambiental de 2005. Somos conscientes dos riscos de trabalhar com a legislação, já que a lei nem sempre é resultado de uma ampla discussão na sociedade e, portanto, não revela o pensamento e as necessidades da mesma. No entanto ela é, ao mesmo tempo, um retrato de que forças estão impondo a organização da sociedade no educacional e sob que pilares. Para apoiar nossa tese buscamos auxílio em Leff, particularmente no seu conceito heurístico de racionalidade ambiental, e para avançar na proposta de Leff, recorre-se a teoria da autopoiese de Maturana, a teoria da Endossimbiose de Margulis e a teoria da Gaia de Lovelock, a discussão existente de qualidade de vida e promoção da saúde. Isso tudo para fundamentar a necessidade de considerarmos o valor vida e o princípio da busca do atendimento mais adequado das necessidades filogenéticas. Partimos do conceito de conscientização, tal como Freire o entende, ou seja, uma posição epistemológica que assumimos para desvelar a realidade. Uma postura crítica frente ao atendimento das necessidades filogenéticas, tendo o sentimento de bem estar do próprio corpo como parâmetro dessa busca. Ação-reflexão na procura da melhor forma de atender a essas necessidades. Iniciamos mostrando onde nasce a insustentabilidade na sociedade capitalista: na crença que o material é o que importa. Diante da crítica da sociedade que valoriza o lucro apontamos como caminho a adoção de uma sociedade sustentável, onde a questão ambiental seja vista de uma forma mais ampla, numa valorização do ambiente e do ser humano. Consideramos que a vida como valor hegemônico deve fazer parte da orientação de uma Educação Ambiental (EA) que busca contribuir com a construção de uma sociedade sustentável. Sendo um valor alternativo ao valor dinheiro da sociedade capitalista. Nós defendemos que o principal valor é a vida porque se não estivermos vivos nada tem valor. O princípio que adotamos para viabilizar esse valor é a busca de atender adequadamente as necessidades filogenéticas de respirar, dormir, alimentar e excretar. Essas são as necessidades fundamentais exatamente porque é o atendimento dessas necessidades que nos mantêm vivos. Defendendo está tese partimos para análise do marco regulador brasileiro. Verifica-se que á qualidade de vida perpassa todos os textos jurídicos analisados, contudo seu conteúdo não é explicitado. A tese defendida é que para educação ambiental avançar é necessário que se considere valor vida e o princípio da busca de atender adequadamente as necessidades filogenéticas tornem-se uma práxis. Acreditamos que isso precisa estar presente para que a educação ambiental contribua com a construção de uma sociedade sustentável. / This work discusses the Brazilian environmental education, contributing for in the progress of the theme. The theory is that without considering the value life and the beginning of the search of the most appropriate service of the phylogenetic needs, the environmental education will have difficulties of moving forward in the sense of building a maintainable society for all. The discussion is complex and the verification of these presuppositions in the society stiller. For so much we looked for a cutting for the legislation, inside of this theme we worked specifically with Mark Regulator of the Brazilian Environmental Education. We analyzed the values and present beginnings in those documents. We considered as mark regulator the Parameters National Curriculares, particularly, the traverse theme on the environment of 1997, the Law no. 9.795 of 27/04/1999 that institutes the National Politics of Environmental Education and the National Program of Environmental Education of 2005. We are conscious of the risks of working with the legislation, since the law not always it is resulted of a wide discussion in the society and, therefore, he doesn't reveal the thought and the needs of the same. However she is, at the same time, a picture that forces are imposing the organization of the society in the education and under that pillars. To support our theory we looked for aid in Leff, particularly in his heuristic concept of environmental rationality, and to move forward in the proposal of Leff, it is gone through the theory of the autopoiese of Maturana, the theory of Endossimbiose of Margulis and the theory of Gaia of Lovelock, the existent discussion of life quality and promotion of the health. That everything to base the need of we consider the value life and the beginning of the search of the most appropriate service of the phylogenetic needs. We left of the understanding concept, just as Freire he understands it, in other words, a position epistemological that assumed to reveal the reality. A posture critical front to the service of the phylogenetic needs, tends the feeling of well to be of the own body as parameter of that search. Action-reflection in the search in the best way of assisting her those needs. We began showing where he is born the insustainable in the capitalist society: in the faith that the material is what matters. Before the critic of the society that values the profit we appeared as road the adoption of a maintainable society, where the environmental subject is seen in a wider way, in a valorization of the atmosphere and of the human being. We considered that the life as value hegemonic should be part of the orientation of an Environmental Education (EA) that looks for to contribute with the construction of a maintainable society. Being an alternative value to the value money of the capitalist society. We defended that the main value is the life because if we are not alive anything has value. The beginning that we adopted to make possible that value is the search of assisting the phylogenetic needs to breathe appropriately, to sleep, to feed and to excrete. Those are the fundamental needs exactly because it is the service of those needs that they maintain us alive. Defending is theory left for analysis of the mark Brazilian regulator. It is verified that á quality of life perpass all of the analyzed juridical texts, however her content is not explain. The protected theory is that for environmental education to move forward is necessary that she is considered value life and the beginning of the search of assisting the phylogenetic needs appropriately become a praxis. We believed that that needs to be present so that the environmental education contributes with the construction of a maintainable society.

La thèse est consacrée à la sociologie du début de carrière des enseignants du secondaire, à partir du cas de l’Education Physique et Sportive, entre l’obtention du concours et la troisième année de titularisation. Il s’agit de catégoriser les variables qui rendent compte des difficultés et celles qui, au contraire, facilitent les premiers moments dans le métier. Pour cela, nous avons enquêté pendant quatre années auprès d’un échantillon structuré et composé de cinquante-cinq enseignants répartis dans les académies de Lille et de Versailles. Des passations de questionnaires, des entretiens (soixante cinq), des observations du travail « en train de se faire » (dix fois une semaine) ont été réalisés. Cinq enseignants ont même été particulièrement « traités », constituant alors une sorte de « suivi longitudinal ». Finalement ce travail met en évidence les tensions entre l’apprentissage du métier dans les instances de formation et celui sur le terrain, entre les nécessités de respecter une culture professionnelle et de s’accommoder aux situations d’enseignement. Mais celles-ci procèdent de diverses variables qui s’expriment de façons équivoques. Nous proposons de systématiser cette complexité en montrant comment l’enseignant parvient à s’adapter. La « mastérisation » de la formation enseignante améliorera-t-elle cela ? Et, ce faisant, la transmission des savoirs en EPS tout comme les transformations qu’elle implique au niveau des élèves ? On peut se demander pourquoi la thèse ne répond pas définitivement à ces questions. Au lecteur d’apprécier si c’est à cause de l’hétérogénéité des configurations de débuts de carrières, grâce à la diversité des profils de débutants ou de la discipline d’enseignement choisie. / The thesis deals with the sociology of the beginning of career of the teachers in secondary school, from the case of the Physical and Sports Education, between the passing of the examination and the third year of actual professional appointment. The point here is to categorize the variables which report difficulties and those which on the contrary facilitate the first moments in the job. For that purpose, we investigated for four years with a structured sample consisting of fifty-five teachers appointed all over the academies (i.e. regional educational authorities) of Lille and Versailles. Signings of questionnaires, interviews (sixty- five), observations of the work “in progress” (ten times a week) were carried out. Five teachers were particularly « studied », even, establishing then a kind of “longitudinal follow-up”. Finally this work brings to light the tensions between the learning of the job by the official training authorities and that on the ground, between the necessities of respecting a professionnal culture and adapting to the actual teaching situations. But these proceed of diverse variables which express themselves in ambiguous manners. We suggest systematizing this complexity by showing how the teacher submits to the job in order to succeed in adapting. Will the current “masterization” of the teaching training programmes improve it ? And thus, the transmission of the knowledge and skills in Physical Education as well as the alterations which it implies at the level of the pupils ? We may wonder why the thesis does not give a definite answer to these questions. Now it is up to the reader to appreciate if it is either because of the heterogeneousness of the configurations of career debuts, thanks to the variety of the beginners’ profiles or the chosen teaching subject.

Possibilities of the recognize of the influences from the Great Moravia on the beginnings of the state of Přemyslides (On the ground of the archeological excavations on the Prague Castle and Uherské Hradiště) Abstract I have processed the epoch of the 9th century and the beginnings of the 10th century from four excavations in Prague Castle and four excavations in Uherské Hradiště. Prague Castle: 1) three layers of the wooden construction in the clayey rampart with small rocky walls indoor and the frontal wall were discovered in the Institute of the noblewoman; 2) the earlier moat and later vallum with frontal moat, rocky frontal wall and clayey rampart with wooden constructions were investigated in the Middle wing; 3) five periods of the settlement were investigated in the Informations Center: first line of the postholes, second the earlier moat, third big postholes, forth wallum with frontal moat, and clayey rampart with wooden constructions, finaly extension of the frontal rocky wall with the rock with the engraving; 4) the foundation of the log cabin was investigate in the Imperial Stables. In Uherské Hradiště: 1) a dead arm of Morava river and the remains of settlement was investigate in the Otakar lane. The aerlier layers were divided from the later by a layer of flood deposits. Important find is the...

Esta tese de doutorado foi construída a partir da visão estratégica da atuação de relações públicas como agente planejador e disseminador da comunicação organizacional. Esse pensamento foi construído por argumentos calcados em entrevistas, revisão bibliográfica e o acompanhamento institucional de organizações que divulgam a seus públicos os princípios organizacionais, alicerçados em pontos fundamentais: na elaboração dos textos de missão, visão e filosofia segundo os autores da administração e como esse textos são divulgados; no desenvolvimento dos preceitos de eqüidade, transparência, responsabilidade corporativa e prestação de contas a sociedade que regulam a governança corporativa; na comunicação institucional como prática de expressão da organização; da revisão bibliográfica, estudos, conceitos e teorias das relações públicas; e na própria vivência do autor como gestor da comunicação organizacional. / This doctorate theory was built based on the strategic vision of the performance of the public relation as a planner and disseminator agent of the organizational communication. This thought was executed stepped on interviews, bibliographical revision and the institutional attendance of organizations that publishes to their publics the organizational principles, reinforced by five fundamental points: the elaboration of the mission, vision and philosophy texts according to the administrations authors; in the development of the precepts of equity, transparency, corporate responsibility and rendering of accounts to the society that regulate the corporate governance; in the institutional communication as an expression practice of the organization starting from the Reference Revue and in the studies, concepts, theory of the public relation.