Ši pagrindinė tezė apima teorinę ir praktinę pusę, analizę ir ikimokyklinių ugdymo įstaigų valdymo optimizavimo strateginių tikslų pagrindimą. Tezė apima: strateginio valdymo teorijos analizę, tam tikrų segmentų empirinį viešos nuomonės tyrimą (ikimokyklinių ugdymo įstaigų direktorių, pavaduotojų, auklėtojų, tėvų), jų nuomones apie ikimokyklinių ugdymo įstaigų valdymo optimizacijos strateginius tikslus, empirinį vadovavimo įvertinimo tyrimą apie dabartinių vaikų darželių direktorius, patikrinant jų gebėjimą vadovauti. Buvo apklausta trisdešimt Šiaulių miesto ir rajono ikimokyklinių ugdymo įstaigų. 30 – direktorių, 30 – direktorių pavaduotojų, 100 pedagogų, 140 tėvų. Išanalizuota 30 įstaigų veiklos planų. Tezė aptaria ikimokyklinių ugdymo įstaigų specifinę valdymo sferą, analizuoja valdymo teorijų formą, veiklos struktūros optimizavimo klausimą, strateginius dokumentus ir dokumentaciją. Po teorinės ir empirinės analizės buvo padarytos sekančios išvados: strateginis valdymas yra esminis ikimokyklinėms ugdymo įstaigoms, nepaisant skirtingų situacijų ir įvairų metodų, pateiktų institucijų veikloje, yra tam tikri valdymo optimizavimo strateginiai tikslai, vedantys į efektyvesnę veiklą ir augimą. / This leading thesis involves aspects of theory and practice, analysis and explanation of strategic aims for management optimization in preschool education institutions. Thesis involves: theoretical analysis of strategic management, empirical research of public opinion in certain segments (of the directors, director’s assistants, educators of preschool education institutions and parents), their opinions about the strategic aims for management optimization in preschool education institutions, empirical research about management assessment of the directors of present preschools, testing their ability to head up. The research included 30 preschool education institutions of Šiauliai town and its region. 30 directors, 30 director’s assistants, 100 educators, 140 parents. There were analyzed thirty management plans of institutions. Thesis discusses about the specific spheres of management in preschools, analysis the forms of management theories, question of the work structure optimization, strategic documents and documentation. The following conclusions have been drawn after theoretical and empirical analysis: strategic management is fundamental for preschool education institutions despite the different situations and various methods which are listed in the work of these institutions; there are certain strategic aims of management which leads to effective work and growth.

AB banke Snoras kaip ir daugelyje organizacijų skiriami trys pagrindiniai strategijų lygiai: korporacinė strategija; strateginio verslo vieneto strategija; funkcinės strategija. Strateginio verslo vieneto AB banke Snoras funkcinės strategijos kuriamos siekinat tinkamai vykdyti šio vieneto atskirus veiksnius. Todėl nagrinėjant vartotojiškų paskolų teikimą, baigiamajame darbe išskirtinai nagrinėjama viena iš funkcinių strategijų – marketingo strategija. Vartotojiškos paskolos užima didelę AB banko Snoras paskolų portfelio dalį. Tačiau magistriniame darbe nagrinėjama problema - AB banko Snoras vartotojiškų paskolų dalies mažėjimas visame vartotojiškų paskolų rinkos potfelyje. Todėl tyriamoje dalyje ieškoma sprendimų, kaip išlaikyti AB banko Snoras turimą vartotojiškų paskolų rinkos dalį ar net ją padidinti. Darbe analizuojama AB banko Snoras veikla, verslo rezultatai bei AB banko Snoras vieta Lietuvos komercinėje bankininkystėje. Antroje darbo dalyje analizuojama AB banko Snoras marketingo strategijos vieta, jo strateginės kryptys, AB banko Snoras vartotojiškų paskolų rinkos dalys ir jų kitimo tendencijos. Taip pat analizuojama vartotojiškų paskolų marketingo strategija, jos pagrindinių marketingo elementų veiksniai, klientai ir konkurentai. Praktinėje dalyje atliktas AB banko Snoras vartotojiškų paskolų marketingo tobulinimo tyrimas. Anketinės apklausos būdu atlikta tiek vartotojų, tiek darbuotojų nuomonių analizė, pateikiami sugretinti ir apibendrinti duomenys. Magistrinis... [toliau žr. visą tekstą] / In AB bank Snoras, as well as in any other organisation, there are 3 levels of strategy: a corporate strategy; a strategic business unit strategy; functional strategy. The functional strategies of a strategic business unit are created in order to pursue the functions of this unit. Therefore in analysing the consumer loan deals, we exceptionally look at the marketing strategy, one of the functional strategies in AB bank Snoras. Consumer loans form a large part of the AB bank Snoras loans portofolio. However, the main issue in this master’s thesis to deal with is the decrease of the consumer loan market offered by AB bank Snoras bank in the main consumer loan market. And therefore in the analytic part of master’s thesis the solutions are sought to how the consumer loan market of AB bank Snoras can be retained at the same level or even increased. In this master’s thesis the AB bank Snoras business and the results are being analysed, as well as AB bank Snoras situation in the current market of commercial banking in Lithuania. In the second part of the master’s thesis the situation of the consumer loan of AB bank Snoras is being analysed, as well as its strategic directions and parts of the consumer loan market and the changes that take place. A marketing strategy of spending loans, factors of the substantial marketing elements as well as the clients and rival competitors – all these topics are also being analysed in this master’s thesis. In a practical part we analysed the... [to full text]

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal

Att undervisa i teaterämnet på gymnasiet innebär bedömning och betygssättning. Betygssättning är en komplex uppgift särskilt när det gäller sceniska uttryck eftersom de involverar tycke och smak eller det som Shifra Schonman kallar för magkänsla (Schonman 2007). Med gymnasiereformen 2011 följde ny läroplan, nya kursplaner och en ny betygsskala. De nya styrdokumenten krävde att teaterlärare reflekterade över sina bedömnings- och betygssättningsprocesser på ett nytt sätt. Den nya betygsskalan skiljer sig radikalt från den tidigare. I kursen Scenisk gestaltning 1 är kunskapskraven långt fler och definierar kunskapsprogressionen på detaljnivå. Det innebar helt nya krav på elevers prestationer och färdigheter vilket låg i linje med en skoldiskurs som främst utbildningsminister Jan Björklund har fört som en konsekvens av Sveriges allt sämre resultat i PISA-undersökningarna. Riskerar denna diskurs genom högre krav, fler prov och noggrann dokumentation av elevers resultat att påverka teaterundervisningens innehåll? Syftet med min undersökning har varit att från ett diskursanalytiskt perspektiv se om Skolverkets riktlinjer och direktiv inför formuleringarna av de nya styrdokumenten var uttryck för skoldiskursens styrande kraft. Med avstamp i en semiotisk läsning av Eugène Ionescos Den skalliga primadonnan, med Michel Foucaults maktbegrepp som teoretisk grund och Norman Faircluoghs kritiska diskursanalys samt Michael Polaniys teori om den tysta dimensionen, har min avsikt varit att problematisera den nya betygsskalans detaljerade kunskapskrav som verktyg för bedömning i kursen Scenisk gestaltning 1. Jag ville därmed kasta ett nytt ljus på betygens roll i teaterämnet och undersöka om detaljerade värdemarkörer som skiljer olika betygssteg från varandra, riskerar att inskränkta på lärarens frirum i bedömning av gestaltande processer.

abstract: Throughout western clarinet art music, there are not only a large number of great performers and classical works, but also a valuable body of literature that has laid a solid foundation for clarinet development and global dispersion. By contrast, Chinese clarinet literature is lacking in quantity and global distribution. However, this is the first comprehensive study that discloses the mysterious mask of China’s clarinet art. This study does not merely discuss the Chinese clarinet history, but it also introduces important historical events that influenced the development of the Chinese clarinet industry (excluding manufacturing), including Chinese military bands, clarinet music, pedagogy, clarinet figures, and its future direction. In the conclusion of this paper, the author discusses the deficiency of the Chinese clarinet industry and makes suggestions for solving problems with clarinet players practicing more technique rather than focusing on musicianship, educators’ lack of concentration on teaching and academic research, and the shortage of Chinese clarinet works. Additionally, the author appeals to Chinese clarinet players to actively participate in international activities and the Chinese government to increase incentives to introduce high-level Chinese talents overseas to help make China a better country in any field. / Dissertation/Thesis / Theme and Variations_Shuang Zhu / The Song of Grazing Horses_Shuang Zhu / The Sound of Pamir I_Shuang Zhu / The Sound of Pamir II_Shuang Zhu / The Sound of Pamir III_Shuang Zhu / Doctoral Dissertation Music 2017

Esta dissertação visa a demonstrar como o conto O Barão, de Branquinho da Fonseca, publicado em 1942, foi estilizado por Sttau Monteiro. Para tanto, examina alguns mecanismos intertextuais presentes na peça homônima adaptada para o teatro em 1964. Inicialmente, discutimos o conceito de intertextualidade, a partir dos estudos sobre a linguagem empreendidos por Mikhail Bakhtin, e das contribuições teóricas de Julia Kristeva, além de outros pesquisadores, que têm, ao longo do tempo, pesquisado e ampliado as diretrizes bakhtinianas em torno do dialogismo. Dentro de tais princípios também serão investigadas as mensagens sugeridas pelas rubricas. Finalmente, a análise dos mecanismos intertextuais e da visão sócio-política estilizada visa a confirmar que Sttau estilizou a obra de Fonseca. / This lecture intend to demonstrate how the short-story O Barão, by Branquinho da Fonseca, published in 1942, was stylished by Sttau Monteiro. Thus, we describe some intertextual mechanisms constant in the homonymous play adapted for the theater in 1964. To start, we will discuss the concepto if intertextuality, from the Mikhail Bakhtin studies about language, and the Julia Kristevas theoric contributions, besides other Researcher, that have enlarged the bakhtian directions on dialogism. Within those principles we are also investigating the messages suggested by the directions. Finally, the analysis of the intertextual mechanisms and of the socio-political conception of the playwright intend to confirm that Sttau stylished Fonsecas work.

Submitted by Fabielle Cheuczuk (fabielle.cheuczuk@unioeste.br) on 2018-06-05T12:41:15Z No. of bitstreams: 2 Dulcinéia .pdf: 3586390 bytes, checksum: 29d58aec68d358ecd143c02c6aeb2652 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-06-05T12:41:16Z (GMT). No. of bitstreams: 2 Dulcinéia .pdf: 3586390 bytes, checksum: 29d58aec68d358ecd143c02c6aeb2652 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-02-26 / This master thesis about “The teaching of topological relationship with children from the first years of Elementary School I" focuses on the difficulties that the child presents in the learning process, mainly, in the formation of concepts that involve the laterality, the cardinal directions and the other guiding principles. It is justified by the fact that many children present difficulties to understand the topological relationship and to relate the laterality directions to the cardinals (right / East, left / West, front / North and back / South). Also by the difficulty to teaching Geography in the children education and, consequently, by the lack of importance given to the geographic contents. The text approach the Theory of Activity proposed by Leontiev, because it supports the foundations of the relationship between those who teach and those who learn. It explains the process of construction concepts and the apprehension of certain activities realized in the school context. Another basis is in Vygotsky because he proposes the emphasis on action and learning as a process that occurs from outside to into and is full of historicity. Also by the context that those who teaches is the mediator of the process. Another theorist is Lúria that defends the activities in the concrete context, to enable to pass to the abstract categories. This research of a methodological nature, a case study, is based on Yin (2001). The data collection was based on interviews with 114 children between five (5) and six (6) years; five (5) teachers; one (1) coordinator. It was realized in four (4) municipal schools from Itapejara D’Oeste/PR. The interviews were conducted individually and 39 activities were done, four (4) individual and thirty five (35) in the collective. It enabled a space for discoveries of teaching methodologies that, through them, teachers can teach important geographical concepts. It identifies the importance of considering the individuality of the child to investigate the difficulties presented by this child. The didactic sequences give the children the opportunity to participate in the construction of knowledge, show the importance of pedagogical work related to the geographical concepts of: laterality, cardinal directions, also, to work the cartographic representations. If the child presents difficulty during the formation of these concepts is because the process is still in progress. The child needs to have the knowledge associated with something that is part of his daily life, mainly in terms of cardinal directions and spatial references. When the child does not understand the relationship between the concepts North / Front, South / Back, East / Right and West / Left, it is difficult for the child to orient or locate himself in space and even understand what these concepts are for. / Esta dissertação sobre “O ensino das relações topológicas com crianças dos anos iniciais do Ensino Fundamental I” enfoca as dificuldades que a criança apresenta no processo de aprendizagem, principalmente, na formação de conceitos que envolvem a lateralidade, as direções cardeais e os demais princípios norteadores. Se justifica pelo fato de muitas crianças apresentarem dificuldades para compreender as relações topológicas e de relacionar as direções de lateralidade com as cardeais (direita/Leste, esquerda/Oeste, frente/Norte e atrás/Sul). Também pela dificuldade de ensinar Geografia na educação infantil e, consequentemente, pela falta de importância dada aos conteúdos geográficos. O texto aborda a Teoria da Atividade proposta por Leontiev, porque sustenta os alicerces da relação entre quem ensina e quem aprende. Explicita o processo de construção de conceitos e a compreensão de determinadas atividades realizadas no ambiente escolar. Outra base é em Vygotsky porque propõe a ênfase na ação e na aprendizagem, como processo que ocorre de fora para dentro e está repleto de historicidade. Também pelo contexto de que quem ensina é o mediador do processo. Outro teórico é Lúria que defende as atividades no contexto concreto, para possibilitar passar às categorias abstratas. Esta pesquisa de cunho metodológico estudo de caso, está baseada em Yin (2001). A coleta dos dados teve por base entrevistas com 114 crianças entre cinco (5) e seis (6) anos; cinco (5) professores; uma (1) coordenadora. Foi realizada em quatro (4) escolas municipais de Itapejara D’Oeste/PR. As entrevistas foram realizadas individualmente e foram trabalhadas 39 atividades, quatro (4) individuais e trinta e cinco (35) no coletivo. Possibilitou um espaço, para descobertas de metodologias de ensino que, por elas, os professores podem ensinar conceitos geográficos importantes. Identifica a importância de considerar a individualidade da criança para investigar as dificuldades apresentadas por ela. As sequências didáticas proporcionam às crianças a oportunidade de participarem da construção do conhecimento, mostram a importância do trabalho pedagógico relacionado aos conceitos geográficos de: lateralidade; direções cardeais, também, para trabalhar as representações cartográficas. Se a criança apresentar dificuldade durante a formação desses conceitos é porque o processo ainda está em curso. A criança precisa ter o conhecimento associado a algo que faça parte do seu cotidiano, principalmente, no que se refere às direções cardeais e referências espaciais. Quando a criança não compreendem a relação entre os conceitos Norte/frente, Sul/atrás, Leste/direita e Oeste/ esquerda, fica difícil para ela se orientar ou se localizar no espaço e mesmo de entender para que servem esses conceitos.

La transformée de Radon généralisée est une extension de la transformée de Radon qui généralise ses courbes de projection. Ce mémoire présente de nouveaux formalismes théoriques à la transformée de Radon Généralisée discrète. Les approches proposées dans ce mémoire ont différentes propriétés. Nous citons principalement : l'aspect modèle où chaque point dans l'espace de Radon correspond à un modèle dans l'espace spatial. Il est le résultat de la somme des pixels appartenant au modèle, la projection multidirectionnelle dans le sens que le domaine transformé de Radon se constituera au fur et à mesure que les courbes effectuent une rotation, selon le même principe utilisé dans la transformée de Radon classique et l'inversion exacte qui signifie la reconstruction exacte de l'image initiale à partir de l'espace de Radon de telle sorte que l'image reconstruite à partir de l'espace de Radon est égale en tout point à l'image initiale. La première approche proposée, appelée la transformée de Radon Généralisée Discrète multidirectionnelle est basée sur un formalisme algébrique défini par une multiplication matricielle entre des matrices de projection et l'image. Cette transformée permet une projection multidirectionnelle vu que les matrices de projection sont définies pour sélectionner des courbes épousant différentes directions. Cette transformée a l'avantage de ne poser aucune contrainte sur la nature des courbes projetées tout en permettant une inversion exacte. Nous avons appliqué la nouvelle transformée dans le domaine de la reconnaissance de formes, plus précisément dans la reconnaissance des bâtiments de forme rectangulaire dans des images satellitaire de haute résolution. En partant du principe qu'une courbe est transformée en un point de forte intensité dans l'espace de Radon, notre méthode de reconnaissance adoptée est basée sur l'étude de l'espace de Radon dans le but d'en extraire les pics. Ces derniers portent les informations cherchées sur la forme à identifier, à savoir ses paramètres, sa localisation et son orientation. Une deuxième approche appelée transformée de radon discrète polynomiale a été également proposée. Cette transformée projette une image discrète suivant des courbes polynômiales de différents degrés et orientations. Cette approche, fondée sur des propriétés arithmétiques, est également exactement inversible et multi directionnelle. Nous avons appliqué cette approche dans la reconnaissance des empreintes digitales. Les résultats montrent la précision de la méthode pour la détection de la position et de la direction des courbes polynomiales. Des propriétés intéressantes comme l'invariance aux transformations comme la rotation, la translation et le bruit caractérisent cette approche / The Generalized Radon transform is an extension of the Radon transform which generalizes its projection curves. This paper presents new theoretical formalism to the generalized discrete radon transform. The approaches proposed in this paper have different properties. We mainly cite: the model aspect where each point in Radon space corresponds to a model in spatial space. It is the result of the sum of the pixels belonging to the model, the multi-projection which means that the Radon transform domain will be constructed as the curves are rotated according to the same principle used in the classical Radon transform and exact inversion which means the exact reconstruction of the original image from Radon space so that the reconstructed image is equal in all pixels to the original image. The first proposed approach, called the Generalized Discrete Radon transform is based on an algebraic formalism defined by a matrix multiplication between the projection matrices and the image. This transform allows multidirectional projection since the projection matrices are defined to select curves following different directions. This transform has the advantage of not posing any constraints on the nature of the projected curves while allowing an exact inversion. We applied the new transformed in the field of pattern recognition, specifically in recognition of rectangular buildings in satellite images of high resolution. Assuming that a curve is transformed into an intensive point in the Radon space, our adopted recognition method is based on the study of Radon space in order to extract the peaks. These point out the needed information to identify the pattern, i.e., its parameters, its location and orientation. A second approach called polynomial discrete Radon transform was also proposed. This transform projects a discrete image following polynomial curves of different degrees and directions. This approach, based on arithmetic properties, is exactly reversible and multi-directional. We applied this approach to fingerprint recognition. The results show the precision of the method on detecting the position and direction of polynomial curves but also interesting properties such as invariance transformations such as rotation, translation and noise

Cette thèse s’intéresse aux énoncés catégorisés métadiscursivement comme ironiques par le dramaturge dans les didascalies et par l’instance journalistique dans la presse écrite. Par la sélection du corpus sur la base des métadiscours, nous tentons de nous départir d’une démarche fondée sur des critères subjectifs et, partant, d’une définition pré-construite de l’ironie. Il s’agit de déterminer les sens que les locuteurs-scripteurs attachent à ces termes afin de dresser un portrait prototypique voire plusieurs portraits récurrents de l’ironie, et d’envisager, dans un second temps, une comparaison entre les deux genres étudiés. On analyse ainsi le processus de production de sens en recherchant les éléments qui ont conduit, dans tel ou tel contexte, le locuteur à caractériser l’énoncé comme ironique. Nous entendons démontrer que l’ironie est une, malgré sa complexité apparente : elle consiste en une forme de moquerie qui passe par une attaque indirecte. Nous analysons ainsi les différents éléments mis en avant par les diverses conceptions de l’ironie existantes (écho, feintise, antiphrase, implicite…) comme des procédés par lesquels s’exerce la moquerie, qui peuvent selon les cas se combiner ou se réaliser isolément. / This thesis is concerned with utterances metadiscursively categorized as ironic by playwright in the stage directions, and by the journalistic authority in the press, in order to be part of a approach untied to subjective criteria and, consequently, liberated from a predefined conception of irony. This is to determine meaning that speakers-writers attach to these terms in order to develop a prototypical portrait or several portraits recurring of irony by comparative study of two above textual genres. Thus, we study the process of meaning production by searching for information that led, in a particular context, speaker to characterize his statement as ironic. We intend to demonstrate that irony is one, despite its apparent complexity: it is a form of mockery that goes through an indirect attack. We analyze different elements, highlighted by various existing conceptions of irony (echo, pretense, antiphrasis, implicit …), as processes by which mockery is exerted, which can be combined with each other or achieve alone.

The problem that Groenewald (1995: 4) mentions in connection with the Sepedi drama is that, it is not performable and that it is actually not a drama in the true sense of the word. In the African languages there is actually no theatre tradition and the written dramas are, with the exception of a few, plays that should be read. The few exceptions are small works that were written for schoolchildren and that were performed once or twice by them. Groenewald emphasises the fact that school and university syllabi demand that there be dramas in the these languages, but that they are never performed. This dissertation wants to scrutinise the main shortcomings related to performance so that the findings can serve as an incentive to prospective playwrights to improve on what already exists. In order to limit the magnitude of such an investigation, a specific drama, namely Nkadimeng's Ntšhutelele (1985) is concentrated on. This work is choosen because almost all shortcomings with regard to performance appear in it. Two authors have already discussed this drama and have pointed out a few problems. The first investigator is Mohlala who comments mainly on the dialogue and monologue. The second person is Mokwebu, and in his report he obliquely touches on the aspects of time and place in the course of events. Although they do bring up certain problems related to performability, their discussions deal mainly with the drama as a literary work. This dissertation, however, does not only want to discuss the problem related to the performability of the Sepedi drama, but also wants to explain why each specific problem hampers the performability of the work. In this discussion, the drama is discussed as a work that has two modes of existence, i.e. that it is a literary work as well as a stage play. As a drama it thus exists thanks to (a) the author and (b) a producer who is responsible only for the performance. The latter, amongst other things, must make sure that the performance does not take too long and that the stage that he uses has enough space to accommodate the reality that is being presented. The problems related to performance that will be discussed are classified under the following: time and place of the events that are presented, the dialogue and the monologue, and the role played by the author's directions. Structural errors that have implications for the performance are also pointed out in the work. The concepts that are used in the analysis of Ntšhutelele are defined comprehensively in advance. It stands to reason that literary concepts that are relevantto the discussion like content, structure and the author's vision are amongst these concepts. However, the concept of performance is explained in the greatest detail so that the requirements in such a case can be sketched clearly and that they can be used as evaluation criteria in the discussion of the drama Ntšhutelele. In the following analysis, the shortcomings with regard to performance as listed above are discussed comprehensively and critically. In a few cases, one or more merits are indicated in addition to the pointing out of the shortcomings. The concept of time is examined in the widest sense of the word, as is the duration of the performance as such. / Dissertation (MA (African Languages))--University of Pretoria, 2007. / African Languages / MA / unrestricted