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The author in this thesis titled Children and young people from socially excluded localities and their failure in non-formal education deals with the causes of failure of children and young people from socially excluded localities in the process of informal education. Informal education is now perceived as a group, institutionalized, planned process that takes place outside or out of the formal education curriculum, ie, in free, "optional" or after-school time. To determine the causes of failure of children and youth in the formal education process, the chosen method of individual interviews. The research sample consisted of five clients open club. People in Need in Bilina, who have failed or are failing in the process of informal learning in institutionalized facilities. In conclusion there are recommendations for working with this client segment. Keywords: Rom, ethnic minority, socially excluded, socially excluded localities, community, neformal education

The aim of the thesis was to analyze and to confirm or to contradict short-term orientation of the Gypsies and through realized research to offer the representation of school motivation of the Gypsy learners. The thesis is divided to four chapters. It contains 2 pictures, 1 map, 2 charts, 30 graphs and 3 supplements. The first chapter contains clarification of theoretical basics of the motivation. In the second chapter the perspective orientation is characterized; its theoretical starting points, characteristics and components. The third chapter deals with Gypsy ethnic-group society and represents the basic view about its history, Gypsy family, education development and about actual level of education. The last chapter, containing research, presents the results of the research and interpretation of obtained indications. This chapter refers clearly a short-term orientation in some issues but also manifestation of perspective orientation of a segment of the respondents in the other issues. It contradicts the hypothesis that Gypsy learners are not interested to study at the University.

During the second century BCE the Roman norms regarding female clothing changed. From being a garment worn by both men and women, the toga hereafter came to be a symbol for female indecency. The following study aims to understand why the toga came to symbolize this and does that by analyzing and discussing both ancient and modern sources. The study have been thematically divided, with chapters discussing different parts of the Roman society which all give some insight as to why the toga came to represent female indecency. A chapter discussing the ancient Roman female and male norms regarding clothes and status is followed up by a chapter analyzing how the ancient sources depicts situations in which women wear the toga. Lastly, chapters discussing the Roman view on women in prostitution and adulteresses, other situations in which women wore the toga and whether or not the female toga was an actual garment or a epithet will be included as well.  The discussion and analysis have all come to the following conclusion: the toga was used as a way for the Roman society to make the adulteress or the woman in prostitution less feminine. By associating a certain (female) behavior with a masculine garment, in a society obsessed with femininity and masculinity, the faulty behavior could be punished. Adulteresses and women in prostitution did not abide by what the ideal sexual behavior was for women, and therefore those women would not be considered feminine. Further studies are required to be able to distinguish whether this was limited to the Roman capital or if the toga as a symbol for female indecency could be found elsewhere in the empire.

Made available in DSpace on 2016-08-10T10:36:52Z (GMT). No. of bitstreams: 1 ENIO DOS SANTOS.pdf: 14195974 bytes, checksum: c01c685a5b57e657bcae19639e647f5c (MD5) Previous issue date: 2008-01-16 / Por meio dos recursos da antropologia visual, pretende-se fomentar um diálogo entre o processo histórico, os conceitos de memória, fotografia e cultura, para compreender as relações de passado/presente, as modificações ocorridas nesse lapso de tempo, mostrando para os usuários do CD-ROM INTERAGYN que o trabalho da memória é voltar no tempo e evocar lembranças e momentos significativos que servem para refletir acerca do presente e do futuro. As mudanças que ocorrem no mundo a cada dia refletem-se no cotidiano das pessoas. As formas de comunicação, aprendizado e pesquisas sofreram mudanças nas últimas décadas. No ensino de temas culturais e patrimoniais, o uso de ferramentas de multimídia, neste caso, o CD-ROM, acrescenta maior agilidade ao processo de aprendizagem, garantindo maior acesso às pesquisas com possibilidades interativas com maior rapidez na divulgação das mensagens. O roteiro deste CD-ROM busca promover a participação de indivíduos e da comunidade de diferentes instituições como as escolas, possibilitando conhecimentos didáticos, dando a oportunidade de gerarem discussões e ações ativas nas questões patrimoniais, estabelecendo uma maior integração social e cultural desses grupos e deles com o centro histórico de Goiânia e o patrimônio cultural local.

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Axial rotation is regarded as an essential movement of the trunk that allows many individuals to participate in vocations, sports and activities of daily living. Unfortunately when the destabilising nature of rotation is combined with that of spinal flexion, the risk of injuring the spine can increase significantly. Few studies have investigated the potential benefits that maximizing trunk rotation has in certain vocation and sport-related arenas and none have looked at whether adopting certain spinal postures in the sagittal plane can maximise trunk rotation more than others. The aim of the study was to determine the effects of alterations of trunk inclination, spinal posture, pelvic fixation and turning direction on the active range of motion (ROM) of trunk rotation. Twenty healthy individuals participated in the main study. Retro-reflective markers were placed on key anatomical locations and used to track the movement of the thorax and pelvis during a series of repeated maximal trunk rotations in ten different spinal positions within the sagittal plane. Trunk kinematics and kinetics were recorded simultaneously using an optoelectronic motion analysis and force platform measuring system. A repeated-measures multiple analysis of variance (MANOVA) was used to test for the main effects of trunk inclination, spinal posture, fixation of pelvis and direction of turn on maximum active ROM of trunk rotation, maximum pelvic rotation and the anterior-posterior and lateral displacement of the centre of pressure (COP). To investigate test-retest reliability, ten participants were tested on two separate days. Repeatability for each outcome measure was investigated using interclass correlation coefficients (ICC) and Bland Altman graphs. The majority of subjects showed reasonable test-retest reliability for trunk rotation measures in each of the test positions, with ICC’s ranging between 0.562 – 0.731. Overall, trunk inclination (0°, 22.5°, 45°) forward in the sagittal plane had a significant effect on trunk and pelvic rotation (p<0.001) and lateral displacement of the COP (p<0.005) during trunk rotation. As trunk inclination increased from 0° to 45° there was an average increase in trunk rotation ROM of approximately 10 % (approximately 3.4°). Furthermore, increasing trunk inclination led to an increase in lateral displacement of the COP and a decrease in pelvic rotation. Spinal posture (neutral, flexed, extended) at a forward inclination of 45° had a significant effect on trunk rotation (p<0.01) and pelvic rotation (p<0.05), with a neutral spine averaging approximately 3 % (approximately 1.1°) more trunk rotation than a flexed or extended posture. The position and posture of the spine in the sagittal plane appears to have a significant influence on ranges of trunk rotation. The study suggests that rotating the trunk when adopting a neutral spine inclined to 45° will maximise range of trunk rotation and encourage a natural stabilisation of the lower body. This posture meets the unique set of biomechanical requirements for the sport of golf and may help to reduce the risk of injury in manual material handling tasks. Conversely, rotating the trunk whilst the thoracolumbar spine is flexed leads to a reduction in trunk rotation ROM, encourages greater pelvic and lower body rotation, reduces torque production of the trunk and may increase the risk of lower back injury. These findings have important implications in relation to the teaching of spinal position during vocations, sports and activities of daily living that seek to maximise trunk rotation.

L'arrivée de produits multimédias dans le domaine de la formation en langues, comme le souligne Cembalo (2001), a fait naître "excitation et curiosité, espoirs et doutes, certitudes péremptoires et proclamations catastrophistes". Effectivement, alors que certains parlent à leur propos d'une révolution comparable à celle opérée par l'imprimerie de Gutenberg, d'autres n'en voient qu'une simple tromperie consumériste (Lancien 1998a). <br />L'objectif de ce travail est donc de tirer au clair les caractéristiques les plus prometteuses des produits multimédias ainsi que leurs limites afin de montrer ce que ces produits apportent comme changements notables et de quels points de vue ils diffèrent des autres processus déjà utilisés et qui continuent à être utilisés en didactique des langues. <br />Notre travail s'articule autour de trois grandes parties. Dans la première partie nous essayons d'interroger la généalogie des produits multimédias pour les situer par rapport aux technologies qui les ont précédés, car ils ne sont pas nés de rien. Dans la deuxième, nous procédons à l'analyse des cédéroms de langue et des sites Internet conçus pour l'apprentissage/enseignement du français afin d'envisager leur fonctionnement et caractéristique tant didactiques que techniques. Nous étudions, dans la troisième partie, les rapports établis entre ces outils et les autres méthodes ou approches du Français pour les positionner dans le terrain de la didactique des langues.<br />En ce qui concerne le choix des logiciels et des sites Internet qui sont toujours au centre de ce travail, nous nous en tenons aux produits, conçus pour la langue générale, qui s'adressent uniquement à un public débutant, faux-débutant ou intermédiaire et non pas à un public avancé que les concepteurs ne considèrent pas comme clientèle.

<p>Denna rapport beskriver utvecklingen av examensarbetet som utfördes på uppdrag av BrandEx Brandtätningar AB. Ett företag som brandskyddar byggnader, fartyg, oljeplattformar med mera. En officiell webbsida och en CD-ROM-produktion skapades åt företaget. </p><p>Webbsidan konstruerades i webbredigeringsprogrammet Macromedia Dreamweaver 4 och CD-ROM-produktionen i multimedieprogrammet Macromedia Director 7. Det använda materialet innehöll bilder och PDF-filer som BrandEx hade i sitt arkiv, men mycket nytt skapades, exempelvis animeringar och egna musikstycken. Webbsidan gjordes enligt önskemål från BrandEx med en enkel ochstilren design. CD-ROM-produktionen skapades under friare förhållanden med avseende på innehåll och design. Innehållet blandades med animeringar, en videofilm, bilder, text, ljud och musik. </p><p>Både webbsidan och CD-ROM-produktionen gjordes mer som produktionsmallar åt BrandEx. De skall själva kunna uppdatera dessa med ny information. BrandEx kommer att ge ut CD:n till kunder och andra intressenter som vill veta mer om företaget och om brandskydd. Den skall distribueras kostnadsfritt. Webbsidan kommer att vara den centrala informationsplatsen för BrandEx i Sverige. </p> / <p>This report describes the process of the examination work that was made after an offer from BrandEx Brandtätningar AB. A company that fireprotects buildings, ships, oil platforms and so on. An official web site and a CD-ROM-production were created for the company. </p><p>The web site was constructed in the web editing software Macromedia Dreamweaver 4 and the CD-ROM-production in the authoring tool for multimedia production Macromedia Director 7. The used material contained pictures and PDF-files from BrandEx archives, but lot of new material was created, for instance animations and own music tracks. The web site was made according to the wishes from BrandEx in a simple and pure design style. The CD-ROM-production was created under rather free conditions concerning content and design. The content was mixed with animations, a video, pictures, text, sounds and music. </p><p>Both the web site and the CD-ROM-production were made more like production templates for BrandEx. They will be able to update with new information by themselves. BrandEx will issue the CD to customers and other partners that want to know more about the company and about fireprotections. It will be freely distributed. The web site will be the central place of information for BrandEx in Sweden.</p>

<p>Uppsatsens syfte var att undersöka om lärare och elever som använder sig av CD-rom-baserade läromedel i undervisningen, anser att denna undervisningsform motiverar eleverna till att lära sig. För att kunna uppfylla syftet har vi gjort observationer och semistrukturerade intervjuer. Det var en personlig intervju med en lärare och två gruppdiskussioner med totalt åtta elever ur en mellanstadieklass. Klassen använde sig av CD-rombaserad undervisning i ämnet engelska. Observationen gav hjälp att utforma intervjufrågorna och möjlighet att jämföra det vi observerade med svaren vi fick under intervjuerna. Det resultat vi har kommit fram till är bl.a. att majoriteten av de tillfrågade eleverna tycker att det är roligare att arbeta med datorn än att arbeta i boken. Fem av eleverna tycker att undervisningsformen är rolig på grund av de ingående spelmomenten i programmet. Lika många anser att de skulle vilja ha liknande program i andra ämnen. Klassens lärare anser att den här arbetsformen gör att eleverna inte tänker på att de lär sig engelska. Eleverna är motiverade till att använda datorn och det leder till att de lär sig engelska på köpet. Lärarens tidigare erfarenhet från att byta läromedel i en klass, får henne att tro att motivationen till programmet kan vara på grund av nyhetens behag. Läraren kunde inte se någon skillnad i motivation mellan pojkar och flickor till att använda datorn eller att lära sig engelska med CD-romprogrammet.</p>