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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
41

Paisagem : uma análise no ensino da geografia

Puntel, Geovane Aparecida January 2006 (has links)
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.
42

Paisagem : uma análise no ensino da geografia

Puntel, Geovane Aparecida January 2006 (has links)
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.
43

Does time heal?: cinematic reconstruction of historical trauma in twenty-first century China

Zhang, Shiya 10 April 2018 (has links)
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
44

The Reflection

Wu, Yuk Yee 12 1900 (has links)
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.
45

Increasing the Social Interaction in a Fifth-Grade Class: a Sociometric Study

Baugh, James Robert 05 1900 (has links)
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.
46

Status of Democratic Practices in the Ten Fifth Grade Groups in Denison, Texas

Burris, Ethel L. January 1950 (has links)
This is a study of the democratic practices in ten fifth grade groups of Denison, Texas, in administration, methods, and curriculum. The purpose of this study is three-fold: 1. To make criteria to be used in evaluating democratic action in the elementary schools. 2. To evaluate the democratic practices in ten fifth grade groups of Denison, Texas. 3. To offer recommendations for changes that could be made for the improvement of these groups.
47

Prosper's Chronicle: A Critical Edition and Translation of the Edition of 445

Brook's, Deanna January 2014 (has links)
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.
48

A Descriptive Evaluation of the Reading Experiences of Certain Children

Livingston, Thomas B. January 1941 (has links)
The purpose of this study is to discover through the use of the descriptive evaluation technique information about children's reading which may be of value as suggestions for classroom teachers who teach reading in the intermediate level. It is hoped that through the use of this technique the relation of the reading level of the individual children in a fourth and fifth grade group to the reading level of the material the children would read if left to their own choice in its selection may be determined.
49

The Integration of a Fifth-Grade Curriculum Through Language-Arts Subjects in the Stonewall Jackson Elementary School, Denton, Texas.

Williams, Maude Ann January 1941 (has links)
As a result of the upheaval in educational theories and practices, many new philosophies and methods have appeared. Among them is the subject of integration in the elementary school curriculum. Much has been written regarding its meaning and application. An interest in the subject prompted the writer to choose as a thesis subject the problem of what could be done to integrate the fifth-grade curriculum through the language arts subjects in the Stonewall Jackson Elementary School, Denton, Texas.
50

Integrating Art with Other Subjects in a Fifth Grade of the Robert E. Lee School in Denton, Texas

Huggins, Cleo Bell January 1950 (has links)
The purpose of this study was threefold: (1) to develop an integrative program using art as its core which was put into effect in one of two fifth grades in the Robert E. Lee School in Denton, Texas, (2) to develop criteria for evaluating an art program used as an integrating agent, and (3) to evaluate the program in terms of the criteria and in outcomes in achievement in subject matter.

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