Muan Xingtao was a prominent Chan master of the seventeenth century. This study attempts to examine his religious and cultural legacy and his numerous accomplishments. Among his many achievements were his successful consolidation of the Obaku headquarters of Manpukuji in Japan and cultivation of many Japanese dharma heirs which greatly expanded the Obaku’s territories. He was praised for his artistic abilities in painting and calligraphy which led to the Japanese designating him as one of the “Obaku sanpitsu 黄檗三筆”. He earned the highest religious honors of the purple robe and obtained the patronage from the shogun and Japanese elite. He characteristically manifested the virtues of filial piety and loyalty and transmitted the Ming style of Buddhist teachings, which placed more emphasis on the lay believers, nenbutsu and monastic discipline to Japan. His life represented the religious influence achieved through the interconnection between nations.

Submitted by Larissa Vitoria Cardoso Cusielo (larissavitoria@id.uff.br) on 2017-05-19T20:30:06Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Lair Claudio Amorim - Dissertação Final.pdf: 7794942 bytes, checksum: 737051cdd5282eef6c476b1c6c88792f (MD5) Lair Claudio Amorim - Produto Educacional.rar: 11967387 bytes, checksum: bdb97859d86814aa92a9fc852b27f40c (MD5) / Rejected by Biblioteca do Aterrado BAVR (bavr@ndc.uff.br), reason: oi on 2017-05-22T16:24:03Z (GMT) / Submitted by Larissa Vitoria Cardoso Cusielo (larissavitoria@id.uff.br) on 2017-05-22T17:12:24Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Lair Claudio Amorim - Dissertação Final.pdf: 7794942 bytes, checksum: 737051cdd5282eef6c476b1c6c88792f (MD5) Lair Claudio Amorim - Produto Educacional.rar: 11967387 bytes, checksum: bdb97859d86814aa92a9fc852b27f40c (MD5) / Approved for entry into archive by Biblioteca do Aterrado BAVR (bavr@ndc.uff.br) on 2017-08-21T16:17:50Z (GMT) No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Lair Claudio Amorim - Dissertação Final.pdf: 7794942 bytes, checksum: 737051cdd5282eef6c476b1c6c88792f (MD5) Lair Claudio Amorim - Produto Educacional.rar: 11967387 bytes, checksum: bdb97859d86814aa92a9fc852b27f40c (MD5) / Made available in DSpace on 2017-08-21T16:17:50Z (GMT). No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Lair Claudio Amorim - Dissertação Final.pdf: 7794942 bytes, checksum: 737051cdd5282eef6c476b1c6c88792f (MD5) Lair Claudio Amorim - Produto Educacional.rar: 11967387 bytes, checksum: bdb97859d86814aa92a9fc852b27f40c (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Universidade Federal Fluminense. Instituto de Ciências Exatas. Programa de Pós-Graduação em Ensino de Física. Volta Redonda,RJ / O projeto “Física Animada é uma proposta que usa a técnica stop motion para ensinar conceitos da cinemática de maneira mais participativa e divertida para alunos do Ensino Médio, levando os alunos a compreenderem conceitos de deslocamento, posição, velocidade e aceleração, além de desenvolverem habilidades de interpretação de gráficos, tabelas e vetores, e também de relacionar os gráficos da cinemática com o movimento efetuado. Essa técnica consiste na criação do movimento quadro a quadro e existem diversas animações bem conhecidas como exemplos de sua aplicação. Neste trabalho, três etapas foram propostas para a condução do projeto e seguidas durante a aplicação: (i) Criação das personagens em massa de modelar; (ii) Gravação de vídeos com movimentos de velocidade constante e variável; (iii) Análise dos movimentos no vídeo para confrontar o modelo mental com os modelos da mecânica Newtoniana. A pesquisa foi conduzida em uma escola estadual voltada para o ensino de jovens e adultos (CEJA Centro de Educação de Jovens e Adultos) e ao longo do ano 2014 o minicurso foi realizado diversas vezes com diferentes alunos. No projeto foram utilizados dois softwares gratuitos: o MUAN, para a criação dos vídeos, e o Tracker, para a análise cinemática. Ambos possuem uma interface intuitiva e amigável, o que favorece o uso como ferramenta de ensino. Ao longo da aplicação do projeto, foram realizados exames diagnósticos com os alunos antes e após o minicurso de quatro aulas. Além disso, foram entregues questionários para todos os participantes e realizadas entrevistas com os que se voluntariaram a gravar suas impressões sobre a atividade. Verificou-se ainda a validade do projeto visando o aumento do interesse e da motivação dos alunos em se tratando do aprendizado de tópicos em cinemática e mecânica. / The Project “Animated Physics” is a proposal that uses the stop motion animation technique to teach concepts of kinematics in an active and fun way for high school students. This technique consists on the creation of motion frame by frame and there are several well-known animated movies as examples of its application. In this work, three steps were proposed for the project implementation: (i) Creation of characters in putty; (ii) Recording videos with constant and variable speed motion; (iii) Analysis of movements in the video to confront the mental model with Newtonian mechanics models. The research was conducted in a public school focused on youth and adult education (CEJA in Portuguese, Education Center for Youth and Adults) and during the year 2014 a short course was applied several times to different students. The project was performed through two free softwares: MUAN, for the creation of videos, and Tracker, for kinematic analysis. Both have an intuitive and friendly interface, which allows the use as a teaching tool. During the implementation of the project, diagnostic tests were performed with students before and after a short course of four lessons. In addition, questionnaires were applied to all participants and interviews were conducted with those who volunteered to record their impressions on the activity. The aim of this project was to make students understand concepts of displacement, position, speed and acceleration, to develop graphics, tables, and vector interpretation skills, and also to relate kinematics graphics with motion. The validity of the project in order to increase the interest and motivation of students learning topics in kinematics and mechanics was also assessed.