DALTON PLAN, its application and realization as of an educational system This work brings results of a survey of the realization and application of the dalton plan as of an educational system in czech and foreign schools. It concentrates on the impact of the enforcement of the principles of this system on school teachers and directors but mainly on students and their parents. It characterizes the specifications of the dalton plan in the Czech Republic and contrasts them, above all, with dalton in Holland but also with other countries in the world. The theoretical part of this work summarizes facts concerning history, principles, personalities and places connected with dalton. The practical part follows the ultimate methods used at different school stages, benefits and problems linked with application of dalton methods at schools. This work also involves some ideas and quotes some teachers of the dalton schools, which I have visited during my school practice and while collecting data for this work. The picture apendix of this work is an actual evidence of a real life of a dalton school in the Czech Republic.

MUNHOZ, Virgínia Magda Alexandre. Nelsinho, o vampiro de almas femininas. 2008. 100f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Letras, Fortaleza (CE), 2008. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-08-08T11:08:41Z No. of bitstreams: 1 2008_dis_vmamunhoz.pdf: 3053541 bytes, checksum: 3622993861b0f6206df4ea835fe0d823 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-08-08T11:09:30Z (GMT) No. of bitstreams: 1 2008_dis_vmamunhoz.pdf: 3053541 bytes, checksum: 3622993861b0f6206df4ea835fe0d823 (MD5) / Made available in DSpace on 2016-08-08T11:09:30Z (GMT). No. of bitstreams: 1 2008_dis_vmamunhoz.pdf: 3053541 bytes, checksum: 3622993861b0f6206df4ea835fe0d823 (MD5) Previous issue date: 2008 / This study aims to examine the protagonist of the book The vampire of Curitiba, of the writer Dalton Trevisan, the character Nelsinho, which can be found in the fifteen stories of the book. The analysis will be made under the perspective of the studies of gender, Stylistic and social history, and is divided into three chapters: Being the first chapter entitled "Women, men and vampires," the second "A vampire in Curitiba" and the third "The seduction in movement". / O presente trabalho se propõe a analisar o protagonista da obra O vampiro de Curitiba do escritor Dalton Trevisan, o personagem Nelsinho, que pode ser encontrado nos quinze contos do livro. A análise será feita sob a perspectiva dos estudos de gênero, Estilística e história social, dividindo-se em três capítulos: Sendo o primeiro capítulo intitulado “Mulheres, homens e vampiros”, o segundo “Um vampiro em Curitiba” e o terceiro “A sedução em movimento”.

Fundação de Apoio a Pesquisa e à Inovação Tecnológica do Estado de Sergipe - FAPITEC/SE / Based on the readings of Antonio Carlos Viana and Dalton Trevisan, it was noticed the occurrence of similar situations which include violence directed at all levels of society, be it sexual or social. Both authors produce works that peculiarly exhibit to the readers violent relationships in an unusual manner, leading them to see beyond what is written in every detail of the author's works. Founded on the thematic of violence, we selected Viana and Trevisan's short stories in order to discover the structure created from the writing and style of both writers. To do so, we chose the following short stories: “A culpada”, “O grande deflorador” and “Ezequiel”, by Trevisan, published respectively in Violetas e Pavões (2009), Chorinho Brejeiro (1981) and Duzentos ladrões (2008); by Viana, “Barba de arame”, “Das Dores” and “Olhos de fogo” in Aberto está o inferno (2004) and O meio do mundo e outros contos (1993). Furthermore, aiming to understand building style processes and the prevalent thematic, we opted for theories regarding the short story genre, such as of: Moisés (2012) and Cortázar (1993); concerning violence we studied: Nilo Odalia (2004), Yves Michaud (2001), Morais (1983), Arendt (1985), Lia Zanotta Machado (1998, 1999, 2000, 2001, 2006), Rita Laura Segato (1993, 1998, 2003, 2004, 2006), and other complementary texts. / Partindo das leituras dos escritores Antonio Carlos Viana e Dalton Trevisan, perceberam-se as ocorrências de situações semelhantes que englobam a violência voltada para todos os lados da sociedade, seja ela sexual ou social. Eles produzem textos que de maneira peculiar apresentam essas relações de forma inusitada ao leitor, levando-o a ver muito mais além do que está escrito em cada detalhe. Para este trabalho, recortamos alguns contos destes autores para tentar levantar as tessituras que se constroem a partir da escrita e do estilo de cada um, partindo da temática da violência. Para tanto, escolhemos os contos “A culpada”, “O grande deflorador” e “Ezequiel”, de Trevisan, presentes nos livros Violetas e Pavões (2009), Chorinho Brejeiro (1981) e Duzentos ladrões (2008), respectivamente, e de Viana, “Barba de arame”, “Das Dores” e “Olhos de fogo” nas obras Aberto está o inferno (2004) e O meio do mundo e outros contos (1993). Além disso, para ajudar a entender esses processos de construção de estilo e a temática vigente, utilizamos de teorias sobre o gênero conto: Moisés (2012), Cortázar (1993); e sobre a violência: Nilo Odalia (2004), Yves Michaud (2001), Morais (1983), Arendt (1985), Lia Zanotta Machado (1998; 1999; 2000; 2001; 2006) e Rita Laura Segato (1993; 1998; 2003; 2004; 2006), entre outros textos complementares.

The Thesis deals with the Dalton Plan and it is divided into two parts. The theoretical part is concerned with the scientific literature connected with the pragmatic pedagogy, the Dalton Plan and specifics of the Dalton Plan in the Czech Republic. The goal of the empirical part is to research of social climate in Dalton and traditional classes and traditional classes and their mutually comparison.

The topic of my thesis is experimental schools in Prague Michle, Nusle and Hostivař. It tries to shed light on the circumstances of the birth and end of these schools and to determine their characteristic features. Emphasis is put on the social aspect of experimentation and its close relation to the environment of the First Czechoslovak Republic. Inspiration by modern pedagogical theories is taken into account. The thesis traces the lives of several teachers. As sources were used not only archives but also a series of interviews with graduates of these schools. It aims, on the basis of a comparison of written and oral sources, to give a complex image of experimental education in Czechoslovakia at the time of the First Republic and the Protectorate. Last but not least it tries to answer the question whether experimental schools can contribute to today's education. Keywords: experimental schools, Dalton plan, pragmatism, globalisation, individualisation, differentiation, social studies, coeducation

This Master's thesis examines options to advance reading literacy in schools with alternative education. Thesis is focused on teachers work and used methods. The aim of the thesis was to determine, how schools using alternative educational programs support the reading literacy. Theoretical part explores reading literacy, characteristics of alternative educational programs and schools -Montessori, Waldorf, Dalton and program Step by Step. It specifies RWCT - reading and writing to critical thinking program and method of advancement reading literacy and reading. The practical part evaluates surveys filled by teachers from alternative schools and teachers using alternative educational programs. Survey is focused on teacher's job, utilization of RWCT method in schools, working with reading literacy and support of reading.

Kurbelová, Jana: The individualization of teaching - the school reform of the thirties in the Czechoslovak Republic. Diploma work, Charles University in Prague, Faculty of Arts, Department of Pedagogy, 2013. 78 pages (include insets). The consultant of diploma work: doc. PhDr. Růžena Váňová, CSc. The diploma work is primarily focused on the school system reform in 1930s' in Czechoslovakia led by Václav Príhoda. It detaily elaborates a Príhoda's new method of teaching, especially the individual approach to a teacher- pupil relationship. The goal of this diploma work is to analyse the individual approach implementation in detail on a theoretical and practical level. In theory, it is a description and an analysis of the Příhoda's method of the unitary and internally differentiated education with a respect to pupil's individuality. The practical level is represented by conclusions coming from the experimental work focused on theoretical rules in praxis application, provided by reformational schools. The diploma work has a historical and didactic meaning. Key words individualization of teaching, individualization, collectivism, differentiation, self- education, Dalton plan, Vaclav Prihoda, school reform, experimental schools, 1918-1938

The thesis is focused on a subjective perspective of students from Faculty of Education of University of South Bohemia in České Budějovice on attitudes in education and on potential application of these methods in their practise. In this thesis is covered general exploration which characterizes particular types of alternative schools and alternative approaches in the process of education. Data were gained from questionnaire and with usage of didactical test. On research were participated 139 students from Faculty od Education of University of South Bohemia in České Budějovice. In the result part are covered finding outs which refer to fact that most of students would use alternative attitudes during their practise even if only small part of them have ever visited any of alternative schools. The higher percentage of respondents answered that they have only limited information about alternative education which was verified by didactical test. The average access from the test was 50%.

Orientador: Matthieu Tubino / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Quimica / Made available in DSpace on 2018-08-04T03:12:16Z (GMT). No. of bitstreams: 1 RicchiJunior_ReinaldoAlberto_M.pdf: 4065240 bytes, checksum: ccb81d6f92559f8d681bdc429d168a79 (MD5) Previous issue date: 2004 / Resumo: Nesta dissertação, fizemos uma "visita" ao trabalho desenvolvido por John Dalton, com a intenção de tentar entender minimamente as circunstâncias que o estimularam à observação, ao estudo, ao pensamento filosófico, à inovação. Não há duvida de que as pessoas não possuem as mesmas qualidades. Indivíduos diferentes submetidos a condições idênticas reagirão de modos diferentes. Educação musical refmada pode até despertar o gosto pela música, mas não fará de todos os educandos instrumentistas, cantores ou compositores. Em se tratando de Ciência a situação é a mesma. Por melhor e estimulante que seja o ensino nesta área do conhecimento humano, não formaremos, necessariamente, cientistas talentosos. É imprescindível a presença dos indivíduos certos. É como se dentro de certas pessoas houvesse a "semente" da atitude científica. Quais as causas disto? Não sabemos e nem é pretensão desta modesta dissertação encontrar resposta cabal para tão profunda pergunta. Sabemos, porém, que se os estudantes não forem estimulados ao aprendizado da Ciência, provavelmente não brotará neles o desejo deste aprendizado, em prejuízo de toda a sociedade. Nesta dissertação, o que fizemos foi tentar entender o pensamento de Dalton, e como ele trabalhou, numa época em que tudo estava por fazer na Ciência (comparando com o atual estado do conhecimento), para então propor atividades de ensino que possam fazer brotar naqueles que possuem a "semente" da Ciência em seu interior, aquele impulso que leva ao desejo de descobrir. Ao analisarmos o trabalho de Dalton, dentro dos aspectos pessoal e histórico, percebemos que ele foi muito estimulado pelos interesses da época, tendo havido uma associação desse estímulo ao seu inquietante desejo de saber. Com poucos instrumentos, ele foi. capaz de realizar progressos incríveis. Os seus trabalhos em Meteorologia eram de grande interesse para a Inglaterra colonialista. As suas pesquisas com gases, com reações químicas, respondiam às questões do seu íntimo, que pode ser entendido como sendo o seu interesse "fIlosófico" pela "ordem das coisas no universo". A sua capacidade de ligar a observação macroscópica com a "visão" da intimidade da matéria foi imprescindível para a realização do seu trabalho. Além disso, parece que tinha uma péssima (ou boa?) qualidade, a teimosia (ou será persistência?). Por outro lado, por ser uma pessoa que aprendeu o gosto pela leitura, adquiriu conhecimentos que formaram uma base sólida para a sua futura construção científica. Não se pode criar conhecimento novo se não tivermos embasamento. Também ficou claro para nós que não pode surgir nova idéia se não houver rompimento de preconceitos, se não houver espírito crítico. Dalton fez tudo isso, assim como outros cientistas verdadeiros. Também, numa tentativa de tentar perceber como o trabalho de Dalton foi visto por e influenciou outros autores, foi feita uma rápida incursão pelos trabalhos de Gay-Lussac, de Avogadro e de Cannizzaro. Quanto à influência decisiva de todos os autores citados, no desenvolvimento da Química e da Ciência, não resta qualquer dúvida. É interessante, por outro lado, frisar o cuidado de Cannizzaro em passar a informação conceitual correta aos seus alunos. No final desta dissertação, de modo incipiente e sem grande pretensão, apresentamos algumas modestas sugestões de atividades experimentais, que podem servir para o estímulo dos alunos em aula / Abstract: For the preparation of this dissertation, it was necessary to "visit" Dalton's work, with the intention of trying to understand, at least only in part, the circumstances that stimulated this author in his observations, and "divagations", which lead to innovations. There is no doubt that people do not have the same qualities. Different individuaIs when submitted to equal conditions will react in different modes. For example, a musical education could awake the liking for the music in the students but will not transform alI of them in refined instrumentists, singers or composers. In the case of the Science, the situation is the same. Even, stimulating teaching of good quality in an area of knowledge will be not necessarily form talented scientists. Only certain kinds of individuais are capable of becoming outstanding scientists. What are the causes of this? We do not know and it is not in the scope of this modest dissertation to find a complete and absolute answer to such a profound question. However, we know that if students are not stimulated to the learning of the Science, probably will not grow into them the desire of such king of knowledge and the human society will lose. In this work we tried to understand Dalton's thinking, how it worked in a time were alI was to be done (comparing with the present state of human knowledge). If we understand, at least a little, the way of thinking, the way of felIing, of such kind of historical person, we would be able to propose teaching activities that could stimulate the growing of the "seed" of the Science into the students: ''the growing of the desire of to know". Analyzing Dalton' s work in personal and historical aspects we see that he was very stimulated by the interests of his time and had a disquieting desire of knowledge. With few instruments, he was able to achieve incredible progress. His work in Meteorology was of great interest to England, a colonialist state, due to her extensive dependence on navigation. His researches with gases and chemical reactions answered some of his innermost questions, which can be understood as being his "philosophical" interest in the "order of the things in the universe". Dalton's capacity in linking the macroscopic observation with the "vision" of the intimate nature of matter was indispensable for the realization of his work. AIso, it seems that he had a very bad (or good?) quality, a stubborness (or it was persistence?). On the other hand, he was a person who had a liking for the reading and acquired knowledge that formed a solid basis for his future scientific construction. It is not possible to create new knowledge if there are no foundations. AIso, and this could seems contradictory, a new idea cannot appears if there is not a rupture of prejudices, if there is no critical spirit. Dalton did all these things, in the same manner as other true scientists. Summarizing, we can conclude that for the formation of good scientists, it is absolutely necessary, from the youngest age possible, to stimulate a liking for the observation of nature, an interest for the knowledge in general and a critical spirit. Also, it is indispensable a major motivation that we can call "social motivation" that refers to the insertion of the person, in a certain manner, into the social medium where he lives. In Dalton it is possible to observe all these. In an attempt to perceive how Dalton's work had been seen and how it influenced other authors, we also carried out a rapid incursion through the works of Gay-Lussac, Avogadro and Cannizzaro. All these cited authors decisively influenced the developing of the Chemistry and Science in general there is no doubt. It is interesting, inclusive, to mention that Cannizzaro gave a special care in passing correct conceptual information to his students. Form a scientist is not an easy task. In the end of this dissertation we present some modest suggestions of experimental activities that could be useful to stimulate students in science classes / Mestrado / Quimica Analitica / Mestre em Química

This thesis explores and expands upon theoretical means of quantifying a number of nonlinear spectroscopies, including two-photon absorption, resonant-inelastic x-ray scattering, Jones birefringence, and magnetic circular dichroism. On top of that, detailed information is given for the derivation and program implementation of damped cubic response functions. Complex-valued cubic response functions have been implemented in the quantum chemistry package DALTON, based on working equations formulated for an approximate-state wave function. An assessment of the implementation, such that for small frequencies the second-order hyperpolarizability should behave according to an analytic function that depends quadratically on the optical frequencies. It is demonstrated how two-photon absorption (TPA) can be described either through second-order transition moments or via the damped cubic response function. A few calculated TPA profiles are produced for a set of smaller molecules, in order to display the capability of the cubic response function in the x-ray frequency region. Resonance-inelastic x-ray scattering (RIXS) is explored in a similar manner as two-photon absorption. It is shown how the second-order hyperpolarizability can represent RIXS in the limit of intermediate-state and final-state resonances. Complications emerging from the complex dispersion of the hyperpolarizability are discussed. Moreover, linear birefringences, with focus on the Jones birefringence, are investigated for noble gases, monosubstituted benzenes, furan homologues, and a pure acetonitrile liquid. A linear relation between the Jones birefringence and the empirical para-Hammett constant as well as the permanent electric dipole moment is presented. Estimations of three linear birefringences --- Kerr, Cotton--Mouton, and Jones ---are obtained by averaging over a set of liquid snapshots. The Jones effect for acetonitrile turns out to be unusually large inmparison to the other two investigated linear birefringences. The final chapter of the thesis investigates magnetically induced circular dichroism (MCD). A question regarding relative stability of the first set of excited states for DNA-related molecular systems is resolved through MCD by exploiting the signed nature of circular dichroisms. Furthermore, to what extent solvent contributions affect MCD spectra is explored. The effect on uracil MCD spectrum due to thionation is studied, for which the degree of redshifting for systems 2-thiouracil and 4-thiouracil can be seen to be addative as compared to the 2,4-dithiouracil system. / <p>QC 20171129</p>