Inaug.-Diss.--Bonn. / At head of title: Aus dem Psychologischen Institut der Universität Bonn ... Lebenslauf. "Literaturnachweis": p. 95-96.

Esta dissertação apresenta aspectos relacionados às instituições de ensino particulares na cidade de Porto Alegre, capital do Rio Grande do Sul, entre 1927 e 1957. Tempo, espaço e cidade são fatores que fazem parte da análise que envolve escolarização e urbanização da capital sul-rio-grandense. Visando identificar características das escolas fundadas na cidade, optou-se por fazer um levantamento dos educandários e suas particularidades, além da localização e possíveis alteração de endereço. Por meio da pesquisa em livros, trabalhos acadêmicos, artigos, textos e materiais históricos, como por exemplo, documentações oficiais, relatórios de instrução e de intendência, atas, documentos municipais e estaduais, legislações, mapas e através da internet, foi efetuado o levantamento das escolas e sua localização nos mapas de 1928 e 1952. Visitas aos acervos de bibliotecas, arquivos, consultas virtuais foram realizadas para obtenção dos dados e posterior análise das informações e na relação destas com características socioeconômicas, políticas, culturais, étnicas e confessionais. Após examinar o conjunto de informações foi possível perceber aspectos que impactaram nos processos de escolarização do período da pesquisa. Cynthia Greive Veiga, Luciano Faria Filho, Milton Santos e Célia Ferraz de Souza foram autores que colaboraram com as análises e reflexões deste estudo. / This thesis presents aspects related to the private education institutions in Porto Alegre, the capital of Rio Grande do Sul, between 1927 and 1957. Time, space and city are factors involved in the analysis that concerns schooling and urbanization in the capital of Rio Grande do Sul. Aiming to identify the characteristics of the schools established in the city, it was chosen to make a survey of the schools and their features, as well as their location and any possible change of address. Through research in books, academic works, articles, texts and historical materials, such as official documentation, instruction and stewardship reports, minutes, municipal and state documents, legislations, maps and the internet use, a survey was carried out on the schools and their locations in the 1928 and 1952 maps. Archives and libraries collections were visited and virtual consultations were carried out to obtain the data, later information analysis and their relation with socioeconomic, political, cultural, ethnic and confessional characteristics. After examining the set of information, it was possible to detect aspects that impacted the schooling processes of the research period. Cynthia Greive Veiga, Luciano Faria Filho, Milton Santos and Célia Ferraz de Souza were authors who collaborated with the analyzes and reflections of this study.

Esta dissertação apresenta aspectos relacionados às instituições de ensino particulares na cidade de Porto Alegre, capital do Rio Grande do Sul, entre 1927 e 1957. Tempo, espaço e cidade são fatores que fazem parte da análise que envolve escolarização e urbanização da capital sul-rio-grandense. Visando identificar características das escolas fundadas na cidade, optou-se por fazer um levantamento dos educandários e suas particularidades, além da localização e possíveis alteração de endereço. Por meio da pesquisa em livros, trabalhos acadêmicos, artigos, textos e materiais históricos, como por exemplo, documentações oficiais, relatórios de instrução e de intendência, atas, documentos municipais e estaduais, legislações, mapas e através da internet, foi efetuado o levantamento das escolas e sua localização nos mapas de 1928 e 1952. Visitas aos acervos de bibliotecas, arquivos, consultas virtuais foram realizadas para obtenção dos dados e posterior análise das informações e na relação destas com características socioeconômicas, políticas, culturais, étnicas e confessionais. Após examinar o conjunto de informações foi possível perceber aspectos que impactaram nos processos de escolarização do período da pesquisa. Cynthia Greive Veiga, Luciano Faria Filho, Milton Santos e Célia Ferraz de Souza foram autores que colaboraram com as análises e reflexões deste estudo. / This thesis presents aspects related to the private education institutions in Porto Alegre, the capital of Rio Grande do Sul, between 1927 and 1957. Time, space and city are factors involved in the analysis that concerns schooling and urbanization in the capital of Rio Grande do Sul. Aiming to identify the characteristics of the schools established in the city, it was chosen to make a survey of the schools and their features, as well as their location and any possible change of address. Through research in books, academic works, articles, texts and historical materials, such as official documentation, instruction and stewardship reports, minutes, municipal and state documents, legislations, maps and the internet use, a survey was carried out on the schools and their locations in the 1928 and 1952 maps. Archives and libraries collections were visited and virtual consultations were carried out to obtain the data, later information analysis and their relation with socioeconomic, political, cultural, ethnic and confessional characteristics. After examining the set of information, it was possible to detect aspects that impacted the schooling processes of the research period. Cynthia Greive Veiga, Luciano Faria Filho, Milton Santos and Célia Ferraz de Souza were authors who collaborated with the analyzes and reflections of this study.

Esta dissertação apresenta aspectos relacionados às instituições de ensino particulares na cidade de Porto Alegre, capital do Rio Grande do Sul, entre 1927 e 1957. Tempo, espaço e cidade são fatores que fazem parte da análise que envolve escolarização e urbanização da capital sul-rio-grandense. Visando identificar características das escolas fundadas na cidade, optou-se por fazer um levantamento dos educandários e suas particularidades, além da localização e possíveis alteração de endereço. Por meio da pesquisa em livros, trabalhos acadêmicos, artigos, textos e materiais históricos, como por exemplo, documentações oficiais, relatórios de instrução e de intendência, atas, documentos municipais e estaduais, legislações, mapas e através da internet, foi efetuado o levantamento das escolas e sua localização nos mapas de 1928 e 1952. Visitas aos acervos de bibliotecas, arquivos, consultas virtuais foram realizadas para obtenção dos dados e posterior análise das informações e na relação destas com características socioeconômicas, políticas, culturais, étnicas e confessionais. Após examinar o conjunto de informações foi possível perceber aspectos que impactaram nos processos de escolarização do período da pesquisa. Cynthia Greive Veiga, Luciano Faria Filho, Milton Santos e Célia Ferraz de Souza foram autores que colaboraram com as análises e reflexões deste estudo. / This thesis presents aspects related to the private education institutions in Porto Alegre, the capital of Rio Grande do Sul, between 1927 and 1957. Time, space and city are factors involved in the analysis that concerns schooling and urbanization in the capital of Rio Grande do Sul. Aiming to identify the characteristics of the schools established in the city, it was chosen to make a survey of the schools and their features, as well as their location and any possible change of address. Through research in books, academic works, articles, texts and historical materials, such as official documentation, instruction and stewardship reports, minutes, municipal and state documents, legislations, maps and the internet use, a survey was carried out on the schools and their locations in the 1928 and 1952 maps. Archives and libraries collections were visited and virtual consultations were carried out to obtain the data, later information analysis and their relation with socioeconomic, political, cultural, ethnic and confessional characteristics. After examining the set of information, it was possible to detect aspects that impacted the schooling processes of the research period. Cynthia Greive Veiga, Luciano Faria Filho, Milton Santos and Célia Ferraz de Souza were authors who collaborated with the analyzes and reflections of this study.

One of the main goals of computer graphics is the fast synthesis of photorealistic image of virtual 3D scenes. The work presented in this thesis addresses this goal of speed and realism. In real-time realistic rendering, we encounter certain problems that are difficult to solve in the traditional 3-dimensional geometric space. We show that using an image-space approach can provide effective solutions to these problems. Unlike geometric space algorithms that operate on 3D primitives such as points, edges, and polygons, image-space algorithms operate on 2D snapshot images of the 3D geometric data. Operating in image-space effectively decouples the geometric complexity of the 3D data from the run-time of the rendering algorithm. Other important advantages of image-space algorithms include ease of implementation on modern graphics hardware, and fast computation of approximate solutions to certain lighting calculations. We have applied the image-space approach and developed algorithms for three prominent problems in real-time realistic rendering, namely, representing and lighting large 3D scenes in the context of grass rendering, rendering caustics, which is a complex indirect illumination effect, and subsurface scattering for rendering of translucent objects.

International Telemetering Conference Proceedings / November 04-07, 1991 / Riviera Hotel and Convention Center, Las Vegas, Nevada / As we develop more space vehicles, a pressing requirement emerges to provide precision tracking information. This need for exact time and space-position information (TSPI) persists whether developing and testing space weapons or locating the precise position of intelligence-gathering satellites. Because this is a worldwide tracking requirement, the use of conventional tracking techniques such as radar is precluded. Fortunately the Global Positioning System (GPS) is now in place and can provide the tracking information required. GPS offers two techniques for tracking space vehicles. A GPS receiver can be installed on the vehicle to determine the position that is then relayed to a ground terminal, or a GPS frequency translator can be used to compute the vehicle position at the master groundsite. Since both techniques have been proven satisfactory, the specific tracking requirement determines the method selected. For the flight tests of the Exoatmospheric Reentry-Vehicle Interceptor Subsystem (ERIS), the GPS frequency translator technique is used. A GPS frequency translator is installed on the target (a reentry-vehicle launched on a Minuteman from Vandenberg), and a translator is also installed on the ERIS, which is launched from Meck Island in the Kwajalein Atoll. The GPS frequency translator approach was chosen for these tests for a variety of reasons, the most important of which were the limited instrumentation space on the target and interceptor, the extreme dynamics of the interceptor, the tracking accuracy required, and the range at which the operation must be tracked. For the tracking of orbiting satellites, a GPS receiver can be flown on the satellite with its derived position information continuously stored. This data can then be dumped as the satellite passes over a selected groundsite.

Este trabalho tem por objetivo principal investigar a relação entre epistemologia e cultura no ensino de física. Para isso, estudamos dois conceitos de base, tempo e espaço, nos seus aspectos multiconceituais e culturais. Como referência para esse estudo, utilizamos as noções de perfil e obstáculo epistemológico propostas pelo epistemólogo francês Gaston Bachelard. Em sua obra A filosofia do Não, ao propor e analisar seu perfil epistemológico do conceito de massa, Bachelard utiliza, nas explicações das diferentes escolas filosóficas que o formam, elementos próprios da sua cultura como, por exemplo, a conduta da balança, identificada com o seu trabalho nos correios e no laboratório de química. No entanto, não se aprofunda nem define a noção de cultura que utiliza. Sendo assim, adotamos a ação cultural freireana como o nosso referencial cultural, pois entendemos que a cultura como criação humana nos possibilita uma análise do perfil epistemológico mais ajustada com a proposta bachelardiana. Além disso, os níveis de consciência apresentados por Freire são referência para a nossa análise da presença da física na cultura, algo que também está em nosso objetivo. O estudo empírico, que tem na construção do instrumento de coleta de dados um dos nossos desafios, foi realizado em duas instituições da cidade de Guarulhos, uma de nível básico e outra de nível básico e superior. Foram 150 estudantes participantes da atividade de sala de aula, na forma escrita, sendo que 25 deles foram entrevistados. Por fim, destacamos o potencial do perfil epistemológico na análise das concepções de tempo e espaço que identificamos nesse estudo empírico, assim como a presença e influência da cultura como elemento importante na constituição dessas concepções, além da presença da física nas áreas racionais desses perfis. / The main purpose of this research is to investigate the relation between epistemology and culture on the physics teaching. To show this, two concepts of base, time and space were studied on its cultural and multi-concept aspects. As a reference to this study, notions of profile and epistemological obstacle were used. In his work, The Philosophy of No, when the concept of mass was proposed and analyzed, Bachelard uses, within explanations of different philosophical schools which he was formed, elements of his own culture, as for example the conduct of the identified balance with his work on the post offices and chemistry labs. However, the cultural notion is not clearly taken further. So Paulo Freire\'s cultural action was adopted as a cultural reference, because our understanding is that the culture as human creation enables a profile analysis more focused with Bachelard\'s proposal. Besides, the levels of consciousness presented by Freire are reference to our analysis of the presence of physics in culture, which is also the aim of our work. The empiric study, which is one of our challenges, was made in two schools in the city of Guarulhos, one basic level and another one basic and superior levels. A total of 150 students took part on written form, but only 25 were interviewed. In the end, it is important to emphasize the epistemological profile in analyzing the concepts of time and space that were identified in this empiric study, as well as the presence and influence of culture as an important element on the constitutions of these conceptions, and the presence of physics on rational areas of these profiles.

The development of the video game industry and the increasing popularity of the medium as a form of entertainment have led to significant developments in the discipline of game studies and a growing awareness of the cultural significance of video games as cultural artefacts. While much work has been done to understand the narrative aspect of games, there are still theoretical gaps on the understanding of how video games generate their narrative experience and how this experience is shaped by the player and the game as artefact. This interdisciplinary study investigates how meaning is created in Western Role Playing Games (WRPGs) video games by analysing the narrative strategies they employ in relation to those commonly used in Heroic Epic and Fantasy narratives. It adopts the Bakhtinian concepts of chronotope and dialogue as the main theoretical tools to examine the creation and integration of narratives in WRPGs with a special focus on the time-space perspective. Elder Scrolls V: Skyrim and Dragon Age Origins were chosen as representatives of the WRPG video game genre while Beowulf and the tale of Sigurd, as it appears in the Poetic Edda and the Volsung Saga, were chosen as representatives of the Heroic Epic poetic tradition. References are also made to Fantasy novels, especially the work of J.R.R. Tolkien. Textual analysis along with some techniques employed by researchers working with visual methodologies and compositional interpretation were used to analyse relevant aspects of the texts and games. The findings suggest that intertextual and genre materials considerably shape the narrative of WRPGs and exercise a profound dialogical effect on the ludonarrative harmony of the games investigated through their interaction with the game world and gameplay systems. This relationship is most visible in the chronotopic (time-space) aspect of the chosen games. The findings also suggest that Epic material dialogically orients the WRPG players' experience and adjusts their expectations and understanding of the fictional world. This study as well as the refining of chronotopic analytical tools to encompass chronotopic awareness, transportation, and flow may be of use in further chronotopic investigations of different games, literary genres, and/or other media artefacts.

nÃo hà / Compreender a docÃncia, o ensino de Geografia e a escola no contexto da sociedade contemporÃnea em situaÃÃes reais de trabalho foi o maior desafio desta pesquisa, que tinha como preocupaÃÃo primordial saber como os professores se mobilizam nas escolas considerando que estas se organizam seguindo os princÃpios que fundamentam o currÃculo tradicional, sobretudo, a organizaÃÃo dos espaÃos e tempos escolares. Como objetivo geral, foram analisados os desafios e obstÃculos para a docÃncia e o ensino de Geografia, impostos Ãs escolas, aos professores e alunos, no contexto dessa sociedade mediada pelos recursos tecnolÃgicos e informacionais. A abordagem teÃrica se inscreve no campo da Teoria CrÃtica e segue a vertente desenvolvida por Giroux (1983, 1986,1988, 1997). Desse arcabouÃo teÃrico, tomaram-se os conceitos escola como esfera pÃblica democrÃtica, professores intelectuais crÃticos transformadores, resistÃncia e possibilidades. A abordagem à de natureza qualitativa, do tipo estudo de caso descritivo em uma escola pÃblica do MunicÃpio de Fortaleza â CE. A coleta de dados ocorreu no ano letivo de 2013, com anÃlise documental, levantamento bibliogrÃfico, entrevistas por pauta, aplicaÃÃo de questionÃrio, observaÃÃo de sala de aula e do espaÃo escolar e registros fotogrÃficos. O estudo revelou que a organizaÃÃo dos tempos e espaÃos da escola à inspirada no modelo seriado e disciplinar, com uma rotina que subdivide o tempo em cargas horÃrias iguais para todos, tempo coletivo que reproduz um pattern bÃsico com perÃodos de trabalho em classe, intervalos e atividades de preparaÃÃo para os professores. Os espaÃos, como pÃtio, salas de aula, quadra esportiva e centro de multimeios, sÃo pequenos, apertados e os recursos didÃticos sÃo escassos, para atender as demandas prescritas nos textos acadÃmicos da Geografia, nas diretrizes e nos parÃmetros curriculares. Verificou-se, contudo, que os professores acionam estratÃgias criativas para superar os obstÃculos e os desafios da escola nesse panorama de escassez. Os docentes sÃo movidos por uma linguagem crÃtica que, unida a uma linguagem da possibilidade, nÃo os faz desistir, antes se entregam à labuta diÃria, tentando fazer do chÃo da escola um espaÃo de transformaÃÃo. Destacou-se a possibilidade de melhoria da qualidade do ensino de Geografia na EducaÃÃo BÃsica, pela maximizaÃÃo do ambiente escolar e pela valorizaÃÃo dos saberes experienciais dos professores. / Understanding the art of teaching, the teaching of Geography and the school inserted in the social contemporaneous context and also in real situations of work was the greatest challenge of this research, that had as the main concern the fact of getting to know how the teachers mobilize themselves in schools considering that these schools are organized in order to follow the principles that are the foundation of the traditional curriculum, above all, the organization of space, and the schoolÂs periods of time. As a general objective, the challenges and the obstacles for the practice of teaching including the teaching of geography imposed to the schools, to the teachers and to students were analysed considering the context of a society that is completeley led by technological resources and the mainstream media. The theoretical approach is inscribed in the field of theoretical critic and follows the strand developed by Giroux (1983,1986,1988,1997). Starting from this theoretical carcase the concepts of school were considered as a public democratic sphere, intelectual, critical and transformer professors, resistence and possibilities. The nature of the approach is qualitative using the kind of method of descriptive study in a public school of Fortaleza city â CE. The collect of data occured in 2013 with documental analysis, bibliographical research, interviews according to the referred issue, application forms with questionnaires, observing the classrooms, schools spaces, and photografic registers. The study revealed that the organization of time and spaces in schools are inspired in a sequenced and disciplinar model in a routine that subdivides the time in equal periods of time for all. Coletiv time that reproduces a basic pattern of periods of work in class, coffee breaks, and acitivities of preparation for the teachers. The spaces like halls, sports court, classrooms, informatics classroom, are small and cramped and even without mentioning the shortage of pedagogical resources.In order to attend the demands prescribed in the academic books of geography, guidelines, and school parameters. It was also verified that the teachers use creative strategies to overcome the obstacles and challenges of the school. The teachers are mobilized by a critical language when United to a language of possibility makes them motivated to go on and donÂt give up, and to face the daily challenges, trying to make the floor of the school a space of transformation. It was highlighted the possibility of the quality improvement about the teaching of geography in basic education, by the maximization of school environment and for the practical knowledge of the teachers.

This study reports on an investigation into individuals’ experiences of spiritual leisure. Though there is a range of literature and research that examines the independent concepts of leisure and spirituality, there continues to be a lack of empirical research into the existence and experience of leisure that may be spiritual. Given that both traditional and ongoing understandings of leisure emphasise their impact on the whole of the person, this lack of attention to the spiritual dimension creates a gap in our understanding. Leisure is increasingly seen as having a role to play in human well-being. What is less well known is the role and place of spirituality in that interplay. It is recognised that a sense of spirituality can be accessed in a diversity of ways, through, for example prayer, meditation and an engagement with sacred places. The spiritual forum of leisure however, remains less acknowledged and understood despite the fact that spiritual benefits have been identified as part of leisure participation. The purpose of this study was to develop insight into the existence and nature of this relationship by exploring the phenomenon of spiritual leisure experiences. As a primary research focus, this topic is rarely directly considered. Rather it is most often raised as an anecdotal benefit of leisure, a philosophical potential for leisure, or more recently, a component of people’s spiritual and general well-being. Based on personal interest, informed by intuition and grounded in the theoretical and philosophical concepts of leisure and spirituality, this study sought to fill some gaps in our understandings of spiritual leisure experiences. Using a phenomenological approach, this descriptive, qualitative study aimed to explore the subjective meanings individuals give to experiences they refer to as spiritual leisure. Thus, 24 co-researchers were invited to share their self-defined spiritual leisure experiences, through open, unstructured interviews and reflective journaling. The leisure experiences the co-researchers described as spiritual occurred within various locations and involved multiple contexts. These included social and solo experiences, nature based or urban environments and active or passive pursuits. Reflective of what happened, the descriptions of the co-researchers revealed that spiritual leisure experiences could vary in situation, conditions, activity and contexts. The meanings behind these descriptions were also sought and three groupings of common themes were recognised: namely triggers; responses and outcomes. These structural components of spiritual leisure were interrelated in the co-researchers conscious understandings and represented a suite of feelings, thoughts, sensations and meanings embedded in the context, actions and locations of their leisure. Finally, the research included an exploration of the underlying essences of the experiences. Five interrelated essences of spiritual leisure emerged representing the phenomenon of spiritual leisure. These were: experiencing self; time and space for self; being; becoming; and belonging. Overall, the results demonstrated that experiences of leisure that were spiritual were evident for the 24 co-researchers. The experience of spiritual leisure was understood as an event that was lived physically, emotionally and affectively and while it varied in context it also shared the characteristics of providing a forum for knowing, being and becoming more of the self. In spiritual leisure, individuals found a life-space in which to discover and know aspects of themselves and to feel a sense of belonging. This study clearly identifies leisure as a valuable and edifying aspect of some people’s lives in relation to developing their spiritual self or for experiencing their spirituality. The essential themes remind us of the true potential leisure can have in people’s lives. More broadly, the study acknowledges the nature of spiritual leisure, its structural components and the value of studying the phenomenon from the perspective of the experiencing person.