Este trabalho consiste em um estudo da paisagem no ensino da Geografia que tem como eixo central investigar como está sendo abordada a construção desse conceito na 5ª série do Ensino Fundamental. Primeiramente, foi realizado um levantamento bibliográfico referente ao conceito de paisagem na Geografia. Também foi averiguado os métodos adotados pelos professores, o uso do livro didático, além do tratamento dado à paisagem nos 2 livros didáticos mais utilizados pelos professores. Para tanto, 11 professores de 9 escolas de Educação Básica da Rede Pública Estadual de Santa Cruz do Sul/RS foram entrevistados. Verificou-se que o conceito de paisagem é anterior à ciência geográfica, passando no decorrer dos tempos por diferentes métodos de aplicação. Em relação à sua construção na 5ª série do Ensino Fundamental, percebeu-se que ele, na maioria dos casos analisados, não está sendo trabalhado de forma significativa, já que os alunos pouco aprendem a fazer uso desse conceito na interpretação da realidade em que estão inseridos. Igualmente, constatou-se que está faltando domínio de conceitos básicos da ciência geográfica para o professor. Verificou-se isso através do entendimento que os professores têm do conceito paisagem, o que dificulta o trabalho desses conhecimentos básicos da Geografia. A carga horária intensa também é argumento para justificar a ausência de temas reflexivos e de situações de aprendizagem que vão além das quatro paredes da sala de aula. Ficou claro que o livro didático de Geografia é um recurso muito utilizado pelo professor, sem prévia e devida análise da proposta conceitual apresentada pelos autores. Essa análise não é realizada pelo professor porque ele próprio não possui clareza conceitual da Geografia e se limita a constantes reclamações e demonstrações de desinteresse em relação à qualidade dos recursos utilizados e às reflexões sobre o processo ensino/aprendizagem da Geografia. Por tudo isso, é preciso pensar em saídas, na busca de uma educação geográfica reflexiva e significativa. No entanto, isso depende muito do querer e da necessidade de cada educador. / This work is a study of the landscape in Geography teaching and has as main axis to investigate how the building of this concept is being approached in the fifth grade, Elementary School. First, a bibliographical survey concerning the concept of landscape in Geography, was performed. The methodology adopted by the teachers, the use of the pedagogical book was verified, as well as the landscape is seen and worked on the two pedagogical books most used by the teachers. Eleven teachers of nine Public Schools in Santa Cruz do Sul, RS were interviewed for this. It was verified that the concept of landscape is prior to the geographical science, being subject to different application methods. Concerning its construction in the fifth grade, it was noticed that, it is not, in most cases, being developed in a significant way, once students are not learning to use it when they are making interpretations of the reality. It was also seen that the teacher is lacking the understanding of this concept, what makes it difficult the work with basic concepts in Geography. Other point to justify the lack of thinking issues and of learning situations that go beyond the classroom walls, is the full working schedule. It is clear that the Geography pedagogical book is frequently used by the teacher, without a prior analysis of the conceptual plan introduced by the writers. This analysis is not performed by the teacher because he/she does not know the concepts of Geography very clearly and gets restricted to complaints and to demonstrations of indifference concerning the quality of the resorces and the reflections about the Geography learning/teaching process. Because of all this, it is necessary to think of unthreads searching for a significant and reflexive Geographical Education. However, this depends on the needs of each educator.

While the whole world is talking about China’s rise in wealth and power, most focus has been placed on understanding China’s present policies and future orientations. However, very little attention is devoted to examining how historical consciousness affects present China. People take for granted that the past—particularly the landmark traumas of the communist decades—is a far-reaching historical discontinuity, and that China’s profound changes in every aspect of society have rendered the past increasingly irrelevant. However, this thesis argues that this assumption is wrong. This thesis explores the ways that Chinese filmmakers rearticulate the historical traumas which continue to affect Chinese society in the post-WTO era. I will identify three historical traumas that feature prominently in the interplay between past and present. The first, revolution and modernization, occupies a hegemonic status in socialist history. The second historical trauma is the tradition and modernization entrenched in Chinese modern historiography. The third is the 1980s and post-1989 modernization that has found a voice in the period of reform and opening-up. I refer to and analyze a selection of films made by Chinese Fifth Generation filmmakers in the new century—Coming Home (Guilai, dir. Zhang Yimou, 2014), Together (He ni zai yiqi, dir. Chen Kaige, 2002), and The Founding of a Republic (Jianguo daye, dir. Han Sanping and Huang Jianxin, 2009)—to understand these historical traumas. To situate traumatic history in a broader Asian context, I will also offer comparative study of memory of World War II in postwar Japan by undertaking a close reading of Merry Christmas, Mr. Lawrence (Senjo no merii kurisumasu, dir. Nagisa Oshima, 1983). Employing a combination of methods, including textual analysis of films and institutional analysis of film industries, I will demonstrate that cinema finds innovative ways to engage the significant parts of national history and to generate remembrance and interpretation. Rather than reducing the Fifth Generation’s filmmaking trends in the new millennium to simplified government-appeasing or commercialization, this thesis emphasizes an understanding of their recollection of history, memory and trauma in a broader sociopolitical, economic, and cultural context. It shows how various factors—including the government’s cultural policy, economic transformation, and individual and generational sentiments—have influenced and shaped the historical discourses at specific historical moments. While affirming the significant role these films have played in keeping collective memories alive in the public sphere, this thesis also calls attention to their limitations, such as the problematic nostalgia for the Cultural Revolution, as well as the escapist imagination of cultural heritage and traditional values. / Graduate

The Reflection is a piece of chamber music that describes the human nature through the use of different "meanings" in music. By using various leitmotifs and different compositional techniques, the music becomes a helpful tool to reflect meanings. On the other hand, this piece uses one special idea, which is that the whole piece can be explained in terms of visual arts. Each primary motive represents a "primary color" that reflects various "moods" or "emotions." Through using combinations and mixtures of color, different "sceneries" are formed. Furthermore, The Reflection has three basic aspects: the function of transmitting messages through music; the exploration of different functions of fifth; and the emphasis of meaning, sound effect and timbre.

The purpose of this study is to change the structure of a fifth-grade class in order to increase the social interaction of the group.

This thesis seeks to further research into Prosper’s chronicle and to counter Theodor Mommsen’s conclusions that Prosper made no editorial changes between the 445 and 455 editions of his chronicle. The ultimate result will be to prove that there were significant and deliberate alterations made by Prosper and to create a critical edition and translation of the chronicle of 445. The methodology includes establishing Prosper’s place in the Latin chronicle tradition, his alleged role as secretary to Pope Leo, his supposed residence in Rome and his theological views. Mommsen’s edition will then be used to compare the manuscripts of the 445 and 455 editions and to determine what differences exist. This comparison will show that Prosper not only continued his own chronicle but also edited it between 445 and 455. We will then fill the void left by Mommsen when he created only one edition by providing a critical edition and translation of the 445 chronicle for the first time.

THIS STUDY INVESTIGATED THE EFFECTS OF THE TEACHER'S USE OF GUIDED INQUIRY IN A FIFTH GRADE SCIENCE CLASSROOM. INQUIRY IS SUPPORTED BY THE NATIONAL RESEARCH COUNCIL(2000), AND INDICATES THAT ALL STUDENTS SHOULD DEVELOP THE ABILITIES NECESSARY TO DO SCIENTIFIC INQUIRY AND DEVELOP UNDERSTANDINGS ABOUT SCIENTIFIC INQUIRY (P.21). THIS STUDY WAS A QUALITATIVE ACTION RESEARCH DESIGN, FOCUSING ON SEVENTEEN STUDENTS AND THEIR RESPONSES TO A GUIDED INQUIRY METHOD OF SCIENCE INSTRUCTION ON MATTER, ENERGY AND MOTION, AND EARTH AND SPACE. AN ANALYSIS OF STUDENTS' PERFORMANCE AND STUDENTS' ATTITUDES ABOUT SCIENCE IN THE CLASSROOM WAS CONDUCTED ABOUT EACH UNIT OF INSTRUCTION. THE 5-E MODEL OF GUIDED INQUIRY WAS USED TO ELICIT MEANINGFUL UNDERSTANDINGS WHILE COMPLETING THE UNITS OF MATTER, ENERGY AND MOTION, AND EARTH AND SPACE. STUDENTS WORKED IN COOPERATIVE GROUPS TO SUPPORT LAB ACTIVITIES, WHICH REQUIRED EACH MEMBER TO PARTICIPATE IN THE INVESTIGATIONS, PROJECTS, AND PRESENTATIONS. STUDENTS KEPT JOURNALS, RECORDED THEIR FINDINGS, AND WROTE RESPONSES ABOUT THEIR FINDINGS AND FEELINGS ON THE ACTIVITIES IN WHICH THEY WERE ENGAGED. STUDENTS' ATTITUDES WERE AFFECTED POSITIVELY BY THE USE OF GUIDED INQUIRY IN LEARNING SCIENCE. STUDENTS' PERFORMANCE FOR LAB ACTIVITIES WAS ALSO POSITIVE AND WAS SUPPORTED BY STUDENTS' RESPONSES IN JOURNALS, TEACHER OBSERVATIONS, AND PERFORMANCE TASKS. THIS STUDY SUPPORTS GUIDED INQUIRY IN THE SCIENCE CLASSROOM FOR IMPROVING STUDENTS' ATTIDUES AND STUDENTS' PERFORMANCE DURING CLASSROOM ACTIVITES.

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