O presente trabalho trata sobre a insuficiência do ensino e da aprendizagem de geografia na educação básica apoiado na categoria lugar sem conexões com outras escalas de tempo e espaço do problema estudado. Atualmente, crianças e adolescentes em idade escolar encontram-se num meio técnico-científico-informacional e sociedade em rede, sendo, inclusive, considerados nativos digitais. No entanto, enfrentam dificuldades intelectuais para resolver problemas colocados pela contemporaneidade e estão expostos à estímulos diretos com pouca ou nula mediação humana, o que pode comprometer seu desenvolvimento intelectual e cognitivo. A geografia, enquanto conhecimento científico e disciplina escolar, pode contribuir substancialmente para o desenvolvimento desses jovens escolares, mas se focada em estudos limitados de um dado recorte espacial, sem conexões com outras escalas de tempo e espaço do problema estudado, será insuficiente. Esta pesquisa utilizou-se da aplicação de uma sequência didática em quatro turmas de oitavas séries e apoiou-se nos aportes teóricos de Lev Semionovitch Vigotski e Reuven Feuerstein, com a Psicologia da Aprendizagem e a Teoria da Experiência de Aprendizagem Mediada, respectivamente. Num primeiro momento os estudantes responderam a três questões-problema referentes à migração nordestina no país, porém a fizeram propositadamente sem qualquer tipo de mediação do professor. Noutro momento, após terem realizado atividades didático-pedagógicas em que o professor se utilizara dos três critérios universais da Teoria da Experiência de Aprendizagem Mediada de Feuerstein e de algumas das premissas de Vigotski, apoiando-se, sobretudo, em diferentes recursos pedagógicos e modalidades de linguagem, os estudantes refizeram as três questões. Paralelamente às atividades da sequência didática, os estudantes realizaram entrevistas com migrantes nordestinos do Distrito de Pedreira, zona sul da capital paulista, a fim de que pudessem ter contato com as memórias e representações de mundo dessas pessoas, num mundo de meio técnico-científico-informacional e significativas injustiças de toda a ordem. O objetivo de tal atividade fora que pudessem aprender geografia enquanto conhecimento científico, trabalhando com escalas de tempo e espaço que não somente restrita ao lugar do aluno, mas que pudessem transcender a noção de lugar enquanto espaço territorialmente isolado, fragmentado, com pouca ou nula conexão com outras escalas espaciais e temporais, de outros lugares. Obtivemos que os alunos apresentaram seus conhecimentos espontâneos fortemente atrelados ao lugar e ao que lhe é mais próximo, mas após serem mediados, demonstraram que começaram paulatinamente a operar cognitiva e intelectualmente conectando outras escalas do problema estudado, neste caso, a migração nordestina na metrópole paulistana. / The current work discusses the insufficiency of teaching and learning geography in basic education grounded on the category of the surroundings without other space time scales over the studied issue or phenomenon. Nowadays, school-aged children and teenagers are in a technical-scientific-informational medium and a network society, even being known as \"digital natives\". Although, they go through intellectual hardships to fathom problems placed by contemporaneity and are exposed to direct stimuli with little to no human mediation, what can havoc their cognitive and intellectual development. Geography as science and a subject can substantially contribute to the development of this student youth, yet will be insufficient when focused on limited studies within a certain spacial trim. This research applied a didactic sequence on four eighth grades and based itself on Lev Semionovitch Vigotski\'s and Reuven Feuerstein\'s theoretical works about the Learning Psychology and the Mediated Learning Experience Theory, respectively. Firstly, the students answered to three questions involving migration from the north-east in the country, whereas on purpose there wasn\'t any mediation from the teacher. In another moment, after having done the didactic-pedagogical activities in which the teacher used the three universal criteria from the Feuerstein\'s Mediated Learning Experience Theory and some of the Vigotski\'s premisses, overall relying on different pedagogical resources and language models, students redid such questions. Parallel to the activities from the didactic sequence, the students interviewed north-eastern migrants in the Distrito de Pedreira, south zone of the paulista capital, so that they could have contact with the memories and world representations from these people in a globalized planet with considerable injustice and all its types. The activity\'s goal was to learn geography as a scientific knowledge, dealing with space and time scales not restricted to the \"student\'s surroundings\", but transcendent to the notion of place as an isolated, fragmented territory, with scarce to nonexistent connection with other scales from other places. We found the students presented their spontaneous knowledge strongly associated to their surroundings, but progressively demonstrated to relate other scales from the studied issue, the north-eastern migration to the paulistana metropolis.

O presente trabalho trata sobre a insuficiência do ensino e da aprendizagem de geografia na educação básica apoiado na categoria lugar sem conexões com outras escalas de tempo e espaço do problema estudado. Atualmente, crianças e adolescentes em idade escolar encontram-se num meio técnico-científico-informacional e sociedade em rede, sendo, inclusive, considerados nativos digitais. No entanto, enfrentam dificuldades intelectuais para resolver problemas colocados pela contemporaneidade e estão expostos à estímulos diretos com pouca ou nula mediação humana, o que pode comprometer seu desenvolvimento intelectual e cognitivo. A geografia, enquanto conhecimento científico e disciplina escolar, pode contribuir substancialmente para o desenvolvimento desses jovens escolares, mas se focada em estudos limitados de um dado recorte espacial, sem conexões com outras escalas de tempo e espaço do problema estudado, será insuficiente. Esta pesquisa utilizou-se da aplicação de uma sequência didática em quatro turmas de oitavas séries e apoiou-se nos aportes teóricos de Lev Semionovitch Vigotski e Reuven Feuerstein, com a Psicologia da Aprendizagem e a Teoria da Experiência de Aprendizagem Mediada, respectivamente. Num primeiro momento os estudantes responderam a três questões-problema referentes à migração nordestina no país, porém a fizeram propositadamente sem qualquer tipo de mediação do professor. Noutro momento, após terem realizado atividades didático-pedagógicas em que o professor se utilizara dos três critérios universais da Teoria da Experiência de Aprendizagem Mediada de Feuerstein e de algumas das premissas de Vigotski, apoiando-se, sobretudo, em diferentes recursos pedagógicos e modalidades de linguagem, os estudantes refizeram as três questões. Paralelamente às atividades da sequência didática, os estudantes realizaram entrevistas com migrantes nordestinos do Distrito de Pedreira, zona sul da capital paulista, a fim de que pudessem ter contato com as memórias e representações de mundo dessas pessoas, num mundo de meio técnico-científico-informacional e significativas injustiças de toda a ordem. O objetivo de tal atividade fora que pudessem aprender geografia enquanto conhecimento científico, trabalhando com escalas de tempo e espaço que não somente restrita ao lugar do aluno, mas que pudessem transcender a noção de lugar enquanto espaço territorialmente isolado, fragmentado, com pouca ou nula conexão com outras escalas espaciais e temporais, de outros lugares. Obtivemos que os alunos apresentaram seus conhecimentos espontâneos fortemente atrelados ao lugar e ao que lhe é mais próximo, mas após serem mediados, demonstraram que começaram paulatinamente a operar cognitiva e intelectualmente conectando outras escalas do problema estudado, neste caso, a migração nordestina na metrópole paulistana. / The current work discusses the insufficiency of teaching and learning geography in basic education grounded on the category of the surroundings without other space time scales over the studied issue or phenomenon. Nowadays, school-aged children and teenagers are in a technical-scientific-informational medium and a network society, even being known as \"digital natives\". Although, they go through intellectual hardships to fathom problems placed by contemporaneity and are exposed to direct stimuli with little to no human mediation, what can havoc their cognitive and intellectual development. Geography as science and a subject can substantially contribute to the development of this student youth, yet will be insufficient when focused on limited studies within a certain spacial trim. This research applied a didactic sequence on four eighth grades and based itself on Lev Semionovitch Vigotski\'s and Reuven Feuerstein\'s theoretical works about the Learning Psychology and the Mediated Learning Experience Theory, respectively. Firstly, the students answered to three questions involving migration from the north-east in the country, whereas on purpose there wasn\'t any mediation from the teacher. In another moment, after having done the didactic-pedagogical activities in which the teacher used the three universal criteria from the Feuerstein\'s Mediated Learning Experience Theory and some of the Vigotski\'s premisses, overall relying on different pedagogical resources and language models, students redid such questions. Parallel to the activities from the didactic sequence, the students interviewed north-eastern migrants in the Distrito de Pedreira, south zone of the paulista capital, so that they could have contact with the memories and world representations from these people in a globalized planet with considerable injustice and all its types. The activity\'s goal was to learn geography as a scientific knowledge, dealing with space and time scales not restricted to the \"student\'s surroundings\", but transcendent to the notion of place as an isolated, fragmented territory, with scarce to nonexistent connection with other scales from other places. We found the students presented their spontaneous knowledge strongly associated to their surroundings, but progressively demonstrated to relate other scales from the studied issue, the north-eastern migration to the paulistana metropolis.

A conservação do patrimônio urbano encontra, nesta tese, aspectos de sua gênese legal na Itália. Abordam-se, em diálogo com a historiografia dedicada à obra de Gustavo Giovanonni, as importantes contribuições desse influente engenheiro para a introdução do conceito de \"ambiente\" nas leis de proteção do patrimônio cultural desse país no período entreguerras, inclusive aquelas voltadas para as chamadas \"belezas naturais e panorâmicas\". Com a interpretação de ideias e expressões utilizadas por Giovannoni, como \"ambiente do monumento\", \"ambiente tradicional dos lugares\" e \"complexo de coisas imóveis que compõem um característico aspecto com valor estético e tradicional\", evidencia-se ter sido ele um agente central à ampliação da tutela no seu país, para além daquela voltada ao \"monumento\" isolado, assim como para a introdução, na legislação, de instrumentos importantes para o campo da conservação urbana, como a figura do \"plano\". Nesse processo, identifica-se grande coerência entre a atuação do Giovannoni consultor ministerial e a do Giovannoni idealizador de leis, assim como entre o Giovannoni prático e o teórico, em campos imbricados como aqueles que hoje seriam definidos como do desenho urbano, do planejamento urbano e da conservação urbana. Intenta-se empreender uma abordagem historiográfica que contemple esse personagem, respeitando a complexidade de sua atuação. / The conservation of urban heritage finds, in this thesis, aspects of its legal genesis in Italy. Through dialogue with the historiography dedicated to the work of Gustavo Giovanonni, the thesis touches on the important contributions this influential engineer had on the introduction of the idea of \"ambiente\" in laws protecting cultural heritage in the country in the period between the first and second world wars, including those concerning so-called \"natural and panoramic beauties\". Through the interpretation of ideas and expressions used by Giovannoni, such as \"ambiente of monuments\", \"traditional ambiente of sites\" and \"the complex of immovable objects which form an appearance of aesthetic and traditional value\", we can see clearly that he was a key figure in widening the scope of protection laws in his country, taking it beyond that concerning isolated monuments as well as introducing legislation concerning important measures to be used in the area of urban conservation such as a master plan. During this process we can identify a great coherence between the work of Giovannoni as ministerial consultant and that of Giovannoni creator of laws, as well as the practical and theoretic Giovannoni in overlapping areas, such as those today defined as urban design, urban planning and urban conservation. The intention of this work is to use a historiographical approach which contemplates this man whilst respecting the complexity of his work.

In this examination project I look into what ways upper secondary school students conceive themselves as politically influenced before they voted for the general election of 2010. The purpose is to examine which influences the upper secondary school surroundings and the classes of civic education are contributing with to students before they voted. As a method, I have used personal, semi-structural interviews on eight upper secondary school students who all voted for a party represented in the parliament. I have asked questions about how they believe their parents, the surroundings of their school and the classes of civic education have influenced them. To separate which influences primarily the upper secondary school and the classes of civic educations have had on the students, I have selected two comparison groups of four students in each. One group contains only parent-influenced students whereas the other group contains only not parent-influenced students.   My findings show that the upper secondary school surroundings have played an important part to both student groups and the outcome may be theoretically generalized to all upper secondary school students studying natural science. The influences related to the classes of civic education have had a diversified outcome, mostly on not parent-influenced students. Therefore, this piece of result cannot be theoretically generalized to all natural science students. Not parent-influenced students also perceive themselves as more influenced by miscellaneous meaningful people, than do parent-influenced students.   I understand the results as students not concurring with their parents politically, are more inclined to chase their political identity among their peer friends and other meaningful people. They are also more open-minded in the teaching moments of political parties, also during the political debate throughout the civic education. Finally, I discuss how the results should be viewed by teachers in civic education and what role the upper secondary school continues to play, as a political socialization agent.

À partir de courts récits, la narratrice reconstitue le passé d’une famille. Le personnage central, une petite fille, est la narratrice qui retrace les événements qui ont mené à l’éclatement de la cellule familiale. Cette histoire autobiographique est rédigée au « elle » dans un souci de se distancier de ce passé. La petite fille a grandi et la narratrice qu’elle est devenue se réapproprie son héritage : la possibilité d’écrire cette histoire. Dans l’œuvre de Marguerite Duras, les lieux sont souvent sollicités pour participer à la narration des événements. Dans La pute de la côte normande et Écrire, deux œuvres autobiographiques rédigées au « je », les lieux sont ceux du quotidien. Ceux-ci sont révélateurs de la psychologie de l’auteure et se mêlent à la préoccupation d’écrire. Ainsi, Marguerite Duras, ses lieux et son écriture se retrouvent-ils liés par le langage de l’auteure, lequel témoigne du vide laissé par la mort de son père. / Through short accounts, the narrator reconstitutes the past of a family. The main character, a young girl, is the narrator attempting to trace the events which led to the break-up of her family cell. Seeking to distance herself from this past, she delivers the auto-biographical story using the third person. The little girl has grown up, and the narrator she has become attempts to reclaim her heritage: the possibility of writing this story. In Marguerite Duras’ work, the presence of surroundings is often solicited to participate in narrating the events. In La pute de la côte normande and Écrire, two auto-biographical works written in the first person, the places evoked are those sheltering her everyday life. Those are revealing of the author’s psychology and intertwine with the concern of writing. Marguerite Duras, her surroundings and her writing style become bound to one another by the author’s language, which reveals the void caused by her father’s death.

A conservação do patrimônio urbano encontra, nesta tese, aspectos de sua gênese legal na Itália. Abordam-se, em diálogo com a historiografia dedicada à obra de Gustavo Giovanonni, as importantes contribuições desse influente engenheiro para a introdução do conceito de \"ambiente\" nas leis de proteção do patrimônio cultural desse país no período entreguerras, inclusive aquelas voltadas para as chamadas \"belezas naturais e panorâmicas\". Com a interpretação de ideias e expressões utilizadas por Giovannoni, como \"ambiente do monumento\", \"ambiente tradicional dos lugares\" e \"complexo de coisas imóveis que compõem um característico aspecto com valor estético e tradicional\", evidencia-se ter sido ele um agente central à ampliação da tutela no seu país, para além daquela voltada ao \"monumento\" isolado, assim como para a introdução, na legislação, de instrumentos importantes para o campo da conservação urbana, como a figura do \"plano\". Nesse processo, identifica-se grande coerência entre a atuação do Giovannoni consultor ministerial e a do Giovannoni idealizador de leis, assim como entre o Giovannoni prático e o teórico, em campos imbricados como aqueles que hoje seriam definidos como do desenho urbano, do planejamento urbano e da conservação urbana. Intenta-se empreender uma abordagem historiográfica que contemple esse personagem, respeitando a complexidade de sua atuação. / The conservation of urban heritage finds, in this thesis, aspects of its legal genesis in Italy. Through dialogue with the historiography dedicated to the work of Gustavo Giovanonni, the thesis touches on the important contributions this influential engineer had on the introduction of the idea of \"ambiente\" in laws protecting cultural heritage in the country in the period between the first and second world wars, including those concerning so-called \"natural and panoramic beauties\". Through the interpretation of ideas and expressions used by Giovannoni, such as \"ambiente of monuments\", \"traditional ambiente of sites\" and \"the complex of immovable objects which form an appearance of aesthetic and traditional value\", we can see clearly that he was a key figure in widening the scope of protection laws in his country, taking it beyond that concerning isolated monuments as well as introducing legislation concerning important measures to be used in the area of urban conservation such as a master plan. During this process we can identify a great coherence between the work of Giovannoni as ministerial consultant and that of Giovannoni creator of laws, as well as the practical and theoretic Giovannoni in overlapping areas, such as those today defined as urban design, urban planning and urban conservation. The intention of this work is to use a historiographical approach which contemplates this man whilst respecting the complexity of his work.

Vi har funnit att det finns få studier som analyserar relationen mellan generationstillhörighet och konsumentlojalitet. Inom befintlig företagsekonomisk forskning råder det heller ingen konsensus gällande lojalitetsbegreppets innebörd. Vad tidigare forskning ej beaktat är huruvida generationstillhörigheten influerar konsumentlojaliteten vid olika sorters köp. I denna flerfallstudie med kvalitativ inriktning har syftet varit att analysera generation X-respektive Z:s köpbeteende, då de skiljer i uppväxt, tankesätt och egenskaper vilket vidare antas påverka lojaliteten. Studien resulterade i att de två generationernas konsumentlojalitet uppträdde på olika sätt, då skillnader i attityden och beteendet var framträdande. Genom detta resultat har studien indikerat att generationstillhörigheten är av central betydelse vid förklaring av konsumentlojaliteten. / When discussing consumer loyalty, generational affiliation is a matter of interest. Research shows a discordant meaning when evaluating consumer loyalty. Previous research has not taken into account whether generational affiliation is a matter of importance in different types of consumption, and whether it affects consumer loyalty. The purpose of this multiple case study was to analyze whether consumer loyalty is significant with generational affiliation. Two generations that have been selected and analyzed are generation X and Z. The generation gap is of interest since their childhood, attitudes, and beliefs differ and is in this study assumed to influence their consumer loyalty. The result was that the two generations differed in various ways in their consumer loyalty, generation X and Z:s attitudes and behavior were expressed differently which influenced their consumer loyalty. With this result, the study indicates that generational affiliation is influencing consumer loyalty and has a central importance.

This thesis deals with the theme of urban space in all its parts, which consist of personal interpretation and definition of urban space. In theory, it deals with different approaches to defining cities and states the view on a city as a spatial arrangement. It also briefly deals with historical and urbanistic development of the cities of Karvina and Prague. The theme of urban space is further elaborated toward the philosophical and psychological experience of cities and the phenomenon of genius loci, both in general and specific terms of each individual city. The urbanistic theme is also elaborated from the perspective of art, focusing on traditional techniques and the work of Czech artists. The starting point for the didactic part are the theoretical pieces of knowledge and expert experience of my own creative activities with an emphasis on my experience of cities and their creative representation. The starting point of the theoretical and teaching part is the part that is the most important one - the practical part - which defines the subjective relationship with cities, inspirational artistic influences and the creative process. My work of art consists of a series of drawings of larger and smaller formats. The basic principle is a diptych in black and white which defines and reflects my personal...

The project of revitalisation of the Ambit area in Český Krumlov emerges from the current needs and the future strategic visions of the town as well as from its historical context and cultural heritage. It proposes a natural and simple cultivation of the grounds and their transformation into a park and riverside promenades creating an agreeable background for the pedestrian paths joining the downtown with the housing areas in the suburbs. This environment creates a set for a multifunctional cultural and community centre. The historically protected building, originally a cloth factory, is transformed into a hotel with a restaurant and connected to two new objects of the cultural centre. In their volume and location these buildings don’t exceed the maximal height level of the surrounding area and respect its natural configuration as well as its historical value. Both houses correspond not only in terms of materials but also in their simple conception free of all unnecessary formalities. They are not trying to compete with the town and its genius loci; on the contrary, they attempt to create a dignified entrance wordy of the town. Their floor plan creates a coherent space with a certain amount of tension created by the very not-orthogonal arrangement.

The goal of the thesis is describing the value orientation of young people from the socially and culturally disadvantaged surroundings. The thesis is theoretical and empirical and it has a qualitative character. The research pattern are young people who are visiting a low- threshold facility for children and teenagers. We are describing the issue of the age of young people, conception of values, evaluation process, classification of values, value orientation, education to values, moral development of human, socially and culturally disadvantaged surroundings, family, peer groups and the low-threshold facility for children and teenagers in the theoretical part. There was performed an analysis of the value orientation of the selected group of respondents based on the data from semi-structured interview in practical part. The results of research shows that the part of the value orientation of the young people is the family, life in prosperity, free time, education, friends, interest activities, love, surroundings, make own family and responsibility. These parts characterize what is important, valuable and necessary for the respondents.