The diploma thesis titled Individualized Czech language teaching methods by MGML represents MultiGradeMultiLevel didactic system, which was developed based on the training needs of poor rural people in Rishi Valley, in India. It is a highly structured system, which uses the heterogeneity of students in class. It is realized in perfectly prepared learning environment and with activities based on the principles of constructivism. The main principles correspond to the theory of Russian psychologist Lev Vygotsky called Zone of proximal development. The aim of the study is to realize and reflect the teaching of Czech language using the MGML-Methodology and thus use action research to verify the possibility of applying the method in the Czech school environment. The teaching took place in the program Step by Step, because its principles are closest with the MGML-Methodology approach. We conclude that the method can be used as an enriching element in teaching at Czech primary school.

The aim of this diploma thesis is to find out and present primary school teachers' attitude to the possibilities of the implementation of an individualized approach in terms of the prevention of school difficulties. The method that was chosen in order to achieve this aim was a structured interview carried out with primary school teachers. The collected data were processed with the use of the grounded theory method and assessed in discussion. The results of this thesis offer a great amount of information and topics about the means and conditions of realization of individualized education in the first grade with the aim of the highest development of a pupil who is potentially at the risk of future school difficulties or who already has them. These findings may help not only for broadening of primary school teachers' awareness about the possibilities of an individualized approach but also for another research into this issue. Key words: early childhood, individualization, teacher, school difficulties, family cooperation

Today’s increasing information supply raises the needfor more effective and automated information processing whereindividual information adaptation (personalization) is onepossible solution. Earlier computer systems for personalizationlacked the ability to easily define and measure theeffectiveness of personalization efforts. Numerous projectsfailed to live up to the their expectations, and the demand forevaluation increased. This thesis presents some underlying concepts and methodsfor implementing personalization in order to increase statedbusiness objectives. A personalization system was developedthat utilizes descriptions of information characteristics(metadata) to perform content based filtering in anon-intrusive way. Most of the described measurement methods forpersonalization in the literature are focused on improving theutility for the customer. The evaluation function of thepersonalization system described in this thesis takes thebusiness operator’s standpoint and pragmatically focuseson one or a few measurable business objectives. In order toverify operation of the personalization system, a functioncalled bifurcation was created. The bifurcation functiondivides the customers stochastically into two or morecontrolled groups with different personalizationconfigurations. Bygiving one of the controlled groups apersonalization configuration that deactivates thepersonalization, a reference group is created. The referencegroup is used to measure quantitatively objectives bycomparison with the groups with active personalization. Two different companies had their websites personalized andevaluated: one of Sweden’s largest recruitment servicesand the second largest Swedish daily newspaper. The purposewith the implementations was to define, measure, and increasethe business objectives. The results of the two case studiesshow that under propitious conditions, personalization can bemade to increase stated business objectives. Keywords:metadata, semantic web, personalization,information adaptation, one-to-one marketing, evaluation,optimization, personification, customization,individualization, internet, content filtering, automation. / <p>QCR 20161027</p>

A Profilaxia Pré-exposição ao HIV (PrEP) é uma nova estratégia de prevenção na qual os indivíduos consomem uma combinação de antirretrovirais diariamente para evitar a aquisição do vírus da AIDS. O objetivo deste estudo foi compreender, a partir da experiência dos usuários de PrEP, a produção do processo de individualização e saúde. Analisou-se o conteúdo de discussões de um grupo de usuários de PrEP, e de pessoas interessadas no assunto, numa rede social virtual com predominância de gays, bissexuais e outros homens que fazem sexo com homens. Os resultados e discussão foram distribuídos em três artigos científicos: o primeiro, discute os conflitos da experiência dos usuários no contexto da sociedade do risco e da individualização. O segundo explora a produção das dimensões do desejo e do prazer sexual - mediados pela PrEP - na vida dos indivíduos. O terceiro, aproxima e discute a experiência dos usuários de PrEP com processos identitários autoproduzidos na individualização contemporânea. As considerações finais, por fim, refletem sobre as implicações às repostas sociais e políticas à epidemia de HIV/AIDS no atual contexto de quimioprofilaxias. / HIV Pre-exposure Prophylaxis (PrEP) is a new prevention strategy in which individuals take a daily combination of antiretrovirals in order to prevent acquiring HIV. This study aimed to understand, grounded in PrEP users\' experiences, the production of the individualization process and health. We conducted a discussion-content-analysis of PrEP users, and of interested persons on the subject, in a digital social network. Gays, bisexuals and other Men who have sex with Men accounted for the majority of the group members. Results and discussion were presented in three scientific articles: the first discusses conflicts from the experience of PrEP users in the context of risk society and individualization. The second explores productions of sexual desire and sexual pleasure - mediated by PrEP - on individuals\' lives. The third approaches and discusses PrEP users experiences and self-produced identity processes in contemporary individualization. Final remarks reflects on the implications for social and political responses to the HIV / AIDS epidemic given the current context of chemoprophylaxis.

A educação continuada é uma expressão que se refere à modalidade de ensino na qual a pessoa procura aprendizagem a vida inteira. Os cursos a distância não estão preparados para lidar com as singularidades de um aluno que busca esse tipo de educação, resultando em cursos que contém atividades de ensino que não são propostas de forma contextualizada à realidade do aprendiz. A tese propõe uma metodologia de trabalho para o EaD na qual o professor atua como orientador de estudo de cada aluno, percebendo as suas necessidades e o seu contexto de vida partir de diálogos assíncronos, possibilitando a criação e seleção de conteúdos e atividades de ensino que sejam contextualizadas a realidade do aprendiz. Para tentar resolver as questões técnicas e operacionais que são resultantes desta proposta, foi criado um software que implementa uma comunicação assíncrona entre professor e aluno e automatiza a execução de ações que devem ser realizadas pelo professor, liberando-o de executar tarefas repetitivas, e possibilitando ao docente concentrar-se na atividade criativa de individualização. Além disso, foi feita uma prospecção para determinar de que forma o paradigma atual da internet, chamada de WEB 2.0, pode auxiliar o professor nesse processo de individualização. O software foi testado com relação ao seu desempenho com alunos de dois cursos a distância, o que permitiu comprovar a eficiência do sistema. / Continuing education is an expression that refers to the mode of teaching in which the person seeks to lifelong learning. The distance courses are not prepared to deal with the singularities of a student seeking this type of education, resulting in courses that contain learning activities that are not contextualized to the reality of the learner. This thesis proposes a methodology of distance learning in which the teacher acts as an adviser to the study of each student, understanding their needs from asynchronous dialogs, enabling the creation and selection of content and teaching activities that are contextualized to the reality of the learner. A software has created to resolve the technical and operational issues that are resulting from this proposal. This software implements an asynchronous communication between teacher and student and automates the execution of actions that must be performed by the teacher, enabling the teacher to concentrate on the creative activity of individualization. In addition, a survey was done to determine how the current paradigm of the Internet, called Web 2.0, can help teachers in the process of individualization. The software was tested on two distance courses, which helped to check the efficiency of the system.

A Profilaxia Pré-exposição ao HIV (PrEP) é uma nova estratégia de prevenção na qual os indivíduos consomem uma combinação de antirretrovirais diariamente para evitar a aquisição do vírus da AIDS. O objetivo deste estudo foi compreender, a partir da experiência dos usuários de PrEP, a produção do processo de individualização e saúde. Analisou-se o conteúdo de discussões de um grupo de usuários de PrEP, e de pessoas interessadas no assunto, numa rede social virtual com predominância de gays, bissexuais e outros homens que fazem sexo com homens. Os resultados e discussão foram distribuídos em três artigos científicos: o primeiro, discute os conflitos da experiência dos usuários no contexto da sociedade do risco e da individualização. O segundo explora a produção das dimensões do desejo e do prazer sexual - mediados pela PrEP - na vida dos indivíduos. O terceiro, aproxima e discute a experiência dos usuários de PrEP com processos identitários autoproduzidos na individualização contemporânea. As considerações finais, por fim, refletem sobre as implicações às repostas sociais e políticas à epidemia de HIV/AIDS no atual contexto de quimioprofilaxias. / HIV Pre-exposure Prophylaxis (PrEP) is a new prevention strategy in which individuals take a daily combination of antiretrovirals in order to prevent acquiring HIV. This study aimed to understand, grounded in PrEP users\' experiences, the production of the individualization process and health. We conducted a discussion-content-analysis of PrEP users, and of interested persons on the subject, in a digital social network. Gays, bisexuals and other Men who have sex with Men accounted for the majority of the group members. Results and discussion were presented in three scientific articles: the first discusses conflicts from the experience of PrEP users in the context of risk society and individualization. The second explores productions of sexual desire and sexual pleasure - mediated by PrEP - on individuals\' lives. The third approaches and discusses PrEP users experiences and self-produced identity processes in contemporary individualization. Final remarks reflects on the implications for social and political responses to the HIV / AIDS epidemic given the current context of chemoprophylaxis.

O sistema de medidas cautelares pessoais no processo penal brasileiro não mais gravita em torno da prisão preventiva, uma vez que o legislador instituiu um rol de medidas cautelares menos gravosas, a ela alternativas. Nesse contexto, como deve orientar-se a escolha judicial da medida a ser aplicada ao caso concreto? A constitucional idade de qualquer intervenção no direito fundamental de liberdade depende, essencialmente, de sua fundamentação constitucional, que é controlada a partir da proporcionalidade. A proporcional idade, portanto, é a pedra angular do sistema de medidas cautelares pessoais. A decisão que impõe uma medida cautelar pessoal jamais pode resultar de uma intuição individual misteriosa, senão de um procedimento cognoscitivo estruturado e comprovável de maneira intersubjetiva. Daí a importância da investigação da existência de um direito fundamental do imputado à individualização da medida cautelar pessoal, para afastar qualquer discricionariedade judicial na sua escolha. O objetivo do presente trabalho, portanto, é propor um método racional, baseado no exame da proporcionalidade, para controle intersubjetivo da justificação da decisão judicial que, no processo penal, imponha uma medida cautelar pessoal. / The system of personal precautionary measures in Brazilian criminal procedure no longer revolves around preventive incarceration, as the legislature has established a listo f less restrictive precautionary measures, as alternatives. In this context, how should the judicial choice of the measure to be applied to cases be directed? The constitutionality of any intervention on the fundamental right of freedom essentially depends upon its constitutional foundation, wich is controlled by its proportionality. Proportionality, therefore, is the corner stone of the system of personal precautionary measures. The decision to impose a personal precautionary measure can never be a result of mysterious individual intuition, but rather be based upon a structured and verifiable cognitive procedure, in an intersubjective manner. Hence the importance of researching the existence of a fundamenta right of the accused to the individualization of personal precautionary measures, to rule out any judicial discretion in their determination. The objective of this paper, therefore, is to propose a rational method, based upon an examination of proportionality, for intersubjective control of the judicial decision justification process that, in criminal procedure, imposes a personal precautionary measure.

This study investigates the development of the subject of English in Swedish upper secondary schools through an analysis of the syllabi in the curricula Lgy 70, Lpf 94 and Lgy 11, with a focus on English teaching and learning. In the last 50 years, the Swedish upper secondary school has undergone three major reforms. These three reforms have had an impact on the ways of teaching the English subject. By employing Fairclough’s (1992a) three-dimensional model, the study finds that these three major reforms had an impact on English teaching and learning in terms of communicative competence and individualization and teachers’ roles. The finding is important because it indicates that the current upper secondary English classroom needs to be changed when it comes to teaching and learning methods.

This thesis deals with the issue of the autistic spectrum disorders. The main goal is to find out if it's possible to integrate the autistic children into the society. Another task is to find those educational and formative methods which can positively influence the integration. This thesis focuses on different aspects of this disorder as well such as diagnostic, personal and work assertion of these handicapped people in the maturity.

Cette thèse s'intéresse à l'engagement dans une démarche de VAE de professionnels de l'animation socioculturelle. Les exigences de professionnalisme renforcent sensiblement les logiques de professionnalisation. Des apports nouveaux en ce domaine semblent alors utiles pour nourrir les connaissances d'autant que le rapport à la formation est une situation privilégiée d'observation de l'articulation et de la négociation entre les dynamiques identitaires d'un sujet, d'une part, et les logiques institutionnelles, d'autre part. L'évolution des métiers de l'animation renforce les rhétoriques de la professionnalisation. Ce mouvement s'inscrit dans un contexte social caractérisé par des transformations convergentes travail/formation apportant une conception nouvelle du professionnel : autonome, responsable et adaptable. Cependant, les savoirs et les valeurs acquis ainsi que la production d'un ethos professionnel participent de la construction de représentations identitaires, de cultures professionnelles et favorisent la socialisation. La signification subjective de la professionnalisation est donc ce qui permet au sujet de mobiliser les ressources subjectives pour l'élaboration de son expérience tout en intégrant des contraintes objectives. Le choix de la VAE comme objet d'analyse s'inscrit dans cette double perspective. Elle constitue une expérience singulière dans la mesure où elle place le sujet au centre du processus. Si cette nouvelle modalité d'obtention de diplômes apporte des droits nouveaux, elle introduit dans le même temps des paradigmes pédagogiques centrés sur l'individualisation des parcours mais aussi une demande de reconnaissance. La question qui est au centre de cette recherche est de savoir comment les sujets construisent leur expérience, en tant qu'expérience de l'expérience. Le rapport à la formation ne s'inscrit pas seulement dans une logique d'acquisition de savoirs mais dans la capacité des sujets de maîtriser leurs expériences d'apprentissage successives. Celles-ci sont une construction du versant subjectif du système pédagogique, se révèlent dans des dynamiques identitaires et combinent les logiques institutionnelles que les sujets doivent articuler entre elles : l'adhésion aux normes pédagogiques instituées, la construction de stratégies, la maîtrise subjective des éléments qui les portent. C'est bien à cette « expérience » que cette recherche s'intéresse pour comprendre si les sujets enquêtés ont la capacité de construire et de gérer toutes les dimensions d'une expérience de formation, qui se nuance diversement selon leur position dans le système pédagogique et selon les situations sociales qui les caractérisent. En articulant de manière inductive l'analyse des entretiens issus d'une enquête menée auprès de 42 animateurs socioculturels, des logiques mises en jeu et des processus d'élaboration d'une interprétation de la situation ont été repérés chez chacun des sujets. De même que des types de rapport à la formation liant construction de l'expérience et interaction avec le système pédagogique ont été mis en évidence. Ceux-ci conduisent à trois formes identitaires typiques qui désignent les modes d'intégration dans le système pédagogique et les dynamiques qui lient rapport à la trajectoire passée, vécu de la formation et anticipation de l'avenir. Si les témoignages recueillis sont le reflet de la complexité de l’univers de la formation, les formes identitaires dégagées ici ne sont en aucun cas à considérer comme un inventaire de nouvelles catégories sociales à partir desquelles il est possible de hiérarchiser, grouper et désigner objectivement les sujets en formation. D'autres articulations sont explorées. / This thesis is interested in engaging in a process of VAE subjects belonging to the professional group of community workers. Professionalism demands that circulate in institutions significantly strengthen professional logics. New contributions in this area seem to be useful to feed all the knowledge that the report to training is a privileged observation position of articulation and negotiation between identity dynamics of a subject on the one hand and the institutional logic, on the other.The development of business of animation, itself linked to the profound changes at work in society, strengthens rhetoric of professionalization. This move is part of a social context characterized by convergent transformations work / training bringing a new design professional: autonomous, responsible and adaptable. However, knowledge and values gained and the production of a professional ethos participate in the construction of identity representations, professional cultures and promote socialization. The subjective meaning of professionalization is thus about mobilizing subjective resources for the development of his experience while integrating objective constraints. The choice of VAE as an object of analysis is in this dual perspective. It is a unique experience in that it places the subject in the center of the process. If this new modality graduation brings new rights, it introduces at the same time teaching paradigms centered on the individualization of course but also a request for recognition.The question that is central to this research is how the subjects are building their experience, as an experience of experience. The report to training is not only anchored in a process of acquiring knowledge, but in the ability of the subjects to control their subsequent learning experiences. These are construction of the subjective side of the educational system, appear in identity dynamics and combine the institutional logic that subjects must articulate them : adherence to established educational standards , construction strategies , mastery subjective elements who wear them. It is this "experience" that this research is interested in understanding whether respondents’ subjects have the ability to build and manage all the dimensions of a learning experience, which variously grade according to their position in the educational system and in social situations that characterize them. This work is not only realizes the sole educational report, it commits the relational sphere but also anchoring in a professional identity and position in the the organization of work.Articulating inductively analyzing interviews from a survey of 42 community workers, with other elements observed in the course of VAE, logic in play and the process of developing an interpretation the situation were located in each subject. Similarly, the type of report to training binder construction experience and interaction withe educational system was highlighted. These lead to three typical forms of identity that designate the modes of integration in the educational system and the dynamic linking compared to the past trajectory, experienced training and anticipation of the future. If the evidence collected reflects the heterogeneity and complexity of the universe of training, identity forms identified here are by no means to be considered as an inventory of new social categories from which it is possible to prioritize, group and objectively identify the subjects in formation. Other joints are explored.