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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
111

Caravaggio, Spenser e Rei James I, em Innocence, Mutabilitie e Speaking Like Magpies de Frank McGuinness / Caravaggio, Spenser and King James I, in Innocence, Mutabilitie and Speaking like Magpies by Frank McGuinness

Mariese Ribas Stankiewicz 10 September 2013 (has links)
Esta tese tem como objetivo verificar os processos de transposição histórica e biográfica para três peças do dramaturgo irlandês Frank McGuinness, Innocence (1986), Mutabilitie (1997) e Speaking like Magpies (2005), e a interculturalidade deles resultante. Ela também se baseia na hipótese de que todos os processos se estruturaram a partir da ficcionalização de informações contidas em textos históricos e biográficos sobre os assuntos tratados em cada uma dessas peças, como uma crítica às narrativas que visam à objetividade. Este estudo constatou que, em relatos inconclusivos e em perfis de um famoso pintor italiano, de um renomado poeta inglês e de um controverso rei escocês da Inglaterra, modelados na Renascença a partir de suas obras e feitos, o dramaturgo encontrou uma oportunidade de mostrar a história e a biografia segundo a perspectiva irlandesa. / This dissertation aims at verifying the processes of historical and biographical transposition to three plays by Irish playwright Frank McGuinness, Innocence (1986), Mutabilitie (1997) and Speaking like Magpies (2005), and the interculturality resulting from them. It is also based on the hypothesis that all of the processes are structured from the fictionalization of the data contained in historical and biographical texts about the issues dealt with in each of these theatrical plays, as a way to criticize the narratives that target objectivity. In this study, it has been noticed that, in inconclusive reports and in the profiles of a famous Italian painter, of a renowned English poet, and of a controversial Scottish king of England, modeled in the Renaissance according to their works and deeds, the playwright found an opportunity to show history and biography from the Irish perspective.
112

Casas móveis: experiência na região oeste do Paraná / Mobile houses: the experience in western Paraná

Ricardo Marques Gutierrez 07 May 2008 (has links)
Esta dissertação busca, inicialmente, investigar formas de mobilidade habitacional, sobretudo, em contextos urbanos. Partindo da hipótese de que a mobilidade é um fenômeno existente e crescente, apresentam-se seus reflexos na arquitetura. Propõe-se à arquitetura, voltada em essência, para formas estáticas, uma reflexão sobre seu interesse e possibilidades na produção de casas móveis. Para contribuir com a arquitetura em face desse paradigma são: investigados na história grupos marcados pela mobilidade; expostos os efeitos possíveis sobre a questão do solo urbano; apresentados os aspectos jurídicos relacionados à habitação sobretudo, a sua mobilidade; mostrados alguns modelos de mobilidade utilizados. Ainda, após pesquisa de campo, expõe-se um caso de transposição de casas de madeira, construídas, em sua maioria, pelos carpinteiros migrantes e emigrantes no Oeste do Paraná, de 1940 a 1970. Essas construções, que outrora sustentaram a maior parte da demanda habitacional da região, são, hoje, viabilizadoras de uma prática local que expressa movimentos contemporâneos de proporções globais. / This study seeks initially for investigating ways of habitational mobility, especially in urban contexts. Starting from the hypothesis that mobility is an existing and increasing phenomenon, they present their reflexes in the architecture. The architecture proposes turned in essence to static forms, a reflection about its interest and possibilities of mobile house production. To contribute with the architecture in view of this paradigm are investigated groups marked by the mobility in the history, exposed the possible effects about the urban soil matter presented the juridical aspects related to habitation especially to its mobility and shown some models of used mobility, yet after field research a wooden house transposition case is exposed, built in its majority by the migrant carpenters and emigrants in Paraná´s West from 1940 to 1970. These constructions that formerly sustained most habitational demand of the regions they are today facilitators of a local practice that expresses contemporary actions of global proportions.
113

Consultorias de bioética clínica : da teoria à prática

Genro, Bruna Pasqualini January 2013 (has links)
Introdução: Quando os dilemas éticos surgem no âmbito de assistência à saúde, surge a necessidade de fazer uma reflexão no âmbito da Bioética Clínica, que pode ser entendida como sendo a identificação, análise e resolução de problemas ou dilemas morais que surgem no cuidado individual de pacientes. Embora as questões práticas sejam usualmente priorizadas na assistência ao paciente, é reconhecida a importância da teoria nos modelos de tomada de decisão. Quando a atenção se volta para a prática, descobrimos regras complexas de ação e percepção que raramente são discutidas. O Modelo da Bioética Complexa busca agregar estas visões, e sugere que a Bioética é uma reflexão complexa, compartilhada e interdisciplinar sobre a adequação das ações que envolvem a vida e o viver. Objetivos: O objetivo desta tese é analisar as consultorias de Bioética Clínica realizadas em um hospital geral universitário de grande porte, verificando os aspectos teóricos e práticos identificados e as suas interações. Métodos: Foi realizado um estudo transversal das 317 consultorias de Bioética Clínica realizadas no Hospital de Clinicas de Porto Alegre de fevereiro de 2009 até abril de 2013, que tiveram registros nos prontuários de 300 pacientes internados. O levantamento dos prontuários foi fornecido pelo Serviço de Arquivo Médico e Informações em Saúde, que é o responsável pela guarda e manutenção destes registros. Os referenciais teóricos utilizados foram analisados a partir da abordagem complexa da Bioética, utilizando quatro grandes referenciais: Virtudes, Princípios, Direitos Humanos e Alteridade. Os temas das consultorias foram analisados de acordo com a classificação proposta pela National Reference Center for Bioethics Literature, da Georgetown Law Library, adaptada nesta tese. Resultados: Foi possível identificar que 94,7% dos solicitantes eram médicos e 5,3% eram enfermeiros. Os Serviços que mais solicitaram consultorias foram o de Medicina Interna (22,3%), Pediatria (15,7%) e Psiquiatria (9,3%). O referencial das Virtudes estava presente em 99,3% dos casos, o dos Princípios em 99,0%; o dos Direitos Humanos em 97,3% e o da Alteridade em 94,4%. Dos pacientes, 50,0% eram do sexo feminino, com idade média de 37,42 + 25,61 anos, e tempo médio de internação de 52,1+120,82 dias. Destes, 63,0% tiveram alta para o domicílio e 33,3% foram a óbito. Os três temas mais frequentes nas consultorias foram: Morte e Morrer, (81,7%), Relacionamento Profissional (66,0%), e Consentimento Informado (64,7%). A média anual de consultorias foi de 78,0 e a mensal de 6,52, e o tempo para responder às consultorias foi, em média, de 40,0+102,1 horas. Avaliando os aspectos translacionais em prontuário, foi possível identificar que em 73,3% houve transposição evidente das condutas sugeridas para a prática assistencial. Conclusão: As características dos profissionais que solicitaram consultorias, para quais pacientes ocorreram estas solicitações, e os respectivos seviços médicos associados, possibilitaram identificar os temas mais relevantes nas consultorias de Bioética Clínica, e quais os referenciais teóricos que estão envolvidos nestes problemas éticos. Esta análise permitiu verificar a interação existente entre teoria e prática e a transposição das reflexões da Bioética à assistência aos pacientes. / Background: When ethical dilemmas arise in the context of health care, arises the need to think in the Clinical Ethics field, which can be understood as the identification, analysis and resolution of problems and moral dilemmas that arise in the individual patients care. Although practical issues are usually prioritized in patient care, the importance of theory in models of decision making process is recognized. When attention turns to practice, we find complex rules of action and perception that are rarely discussed. The Complex Bioethics Model intended to add these visions, and suggests that bioethics is a complex, interdisciplinary and shared reflection on the actions adequacy involving life and living. Objective: The aim of this thesis is analyze the Clinical Ethics consultations performed in a large general university hospital, verifying theoretical and practical aspects identified and their interactions. Methods: A cross-sectional study was conducted with 317 Clinical Bioethics consultations performed at Hospital de Clinicas de Porto Alegre in February 2009 until April 2013, registered in 300 inpatients medical records. The Medical Records and Health Information Service, responsible for the custody and maintenance of these records, provided medical records survey. The theoretical frameworks were analyzed using the bioethics complex approach to, using four major benchmarks: Virtues, Principles, Human Rights and Alterity. The consultations themes were analyzed according to the classification proposed by the National Reference Center for Bioethics Literature, the Georgetown Law Library, adapted for this purpose. Results: We found that 94.8 % of applicants were physicians and 5.3 % were nurses. Services that most requested consultations were Internal Medicine (22.3%), Pediatrics (15.7%) and Psychiatry (9.3%). The Virtues benchmark was present in 99.3% cases, Principles in 99.0%, Human Rights in 97.3 % and Alterity in 94.4 %. About patients, 50.0 % were female, mean age was 37.42 + 25.61 years, and mean hospital stay 52.1 days +120.82. Of these, 63.0 % were discharged home and 33.3 % died. The three most frequent themes in consultations were: Death and Dying, (81.7%), Professional Relationship (66.0%), and Informed Consent (64.7%). Annual consultations average was 78.0 and monthly average 6.52, time to respond to consultations was on average 40.0 +102.1 hours. Evaluating patient records translational aspects, we found that 73.3% had evident transposition of conduct suggested for clinical practice. Conclusion: Professionals characteristics of those who have requested consultations, which patients had these requests and their associated medical services, allowed to identify the most relevant Clinical Bioethics consultations topics, and which theoretical frameworks are involved in these ethical problems. This analysis enables to verify the theory and practice interaction and the transposition of the Bioethics reflections to patients’ assistance.
114

Objetos-modelo no ensino de astronomia e o processo da transposição didática

Silva, Fernando Siqueira da 31 August 2011 (has links)
Uma investigação no âmbito do ensino em astronomia envolvendo objetos-modelo, modelização e transposição didática foi realizada com um grupo de 11 alunos do último ano do Ensino Básico. A atividade de ensino visou o estudo dos seguintes fenômenos naturais: a) o movimento anual aparente do Sol b) as direções do nascimento do Sol ao longo do ano c) e a duração aproximada do dia em qualquer região da Terra, para qualquer época do ano. Inicialmente, por meio da aplicação de um questionário de perguntas abertas, identificaram-se as concepções prévias dos alunos a respeito destes fenômenos, momento em que se verificaram alguns equívocos e distorções como, por exemplo, a ideia bastante enraizada entre os alunos de que o Sol nasce “sempre” no leste e se põe no oeste. Essa concepção parece bastante difundida na escola básica. A ideia de que a duração aproximada do dia claro, ao longo do ano, é a mesma para todas as regiões da Terra; a ideia de que o Sol atinge o zênite em Caxias do Sul – RS e a ideia de que a causa das estações do ano é consequência da maior ou menor proximidade da Terra ao Sol, são outros exemplos. Depois de feita a análise das concepções prévias dos participantes, muitas delas errôneas e em desacordo com as concepções científicas, foi desenvolvida uma intervenção didática na qual diversos fenômenos naturais foram investigados em um conjunto de ambientes de aprendizagem, dotados de uma pluralidade de objetos-modelo didáticos que serviram de instrumentos auxiliares ao estudo. Este momento possibilitou aos alunos uma retomada de concepções, fazendo com que suas ideias fossem novamente revistas, exploradas e confrontadas. Ao final, através de entrevistas semi-estruturadas, os alunos foram convidados a expor as suas pós-concepções, depois de passarem pelas atividades de modelização, tendo a possibilidade de demonstrar o que ficou e o que mudou para eles em termos de conhecimento. A pesquisa nos mostrou que os objetosmodelo didáticos utilizados para o ensino e aprendizagem dos objetos do saber astronômico colocados em a), b) e c) foram, de modo geral, instrumentos valiosos para a representação e compreensão, possibilitando aos alunos o conhecimento de alguns aspectos da realidade dos fenômenos naturais em estudo. Pode-se afirmar ainda que os objetos-modelo didáticos de fato permitiram a passagem do saber sábio ao saber ensinado, oportunizando a ponte entre o saber científico astronômico e o saber escolar, como fica demonstrado em muitas das falas dos participantes, recolhidas ao longo da pesquisa. / An investigation on astronomy teaching using model-objects, modeling and didactic transposition was performed with 11 students of the last year of basic school. The activities were focused on the study of the following natural phenomena: a) the annual apparent movement of the Sun; b) the directions of sunrise throughout the year; and c) the length of the clear day in any place on Earth for any period of the year. Initially, the students were asked to respond several open questions with which it was possible to identify the students' preconceptions on these phenomena. We found, for example, a misconception on the wellestablished idea among students that the Sun “always” rises in the east and sets in the west. This concept seems widespread in all school levels. The ideas that the length of daylight throughout the year is the same for all regions of the Earth, the Sun reaches the zenith in Caxias do Sul - RS, and the seasons is a consequence of greater or lesser proximity of Earth to the Sun are other examples. After analysing the students conceptions, many of them wrong and at odds with scientific concepts, a didactic intervention was implemented to study the phenomena using learning environments enriched with model-objects which were used as teaching auxiliary tools. This teaching strategy allowed the students a recovery of conceptions, so that the ideas were further reviewed, explored and confronted. Finally, using semi-structured interviews, the students were invited to present their post-conception, after performing the activities of modeling, where they took the opportunity to demonstrate what has changed for them in terms of knowledge. The research showed us that learning environments enriched with model-objects for studying the a), b) and c) astronomical phenomena were, in general, valuable tools for the representation and understanding, improving the students' knowledge on some aspects of the reality of natural phenomena. Additionally, this study showed that model-objects didactics allowed the passage of knowledge taught to the wise, building the bridge between scientific knowledge and school knowledge.
115

Laparoscopic ovarian transposition in human dead fetus / TransposiÃÃo ovariana por videolaposcopia em cadÃver de feto humano

Manoel Oliveira Filho 01 October 2004 (has links)
CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Objetivo: A Cirurgia VÃdeoendoscÃpica tem inicio no final do sÃculo vinte, como uma grande inovaÃÃo da medicina, porÃm sà recentemente tem sido explorado seu potencial. Os endoscÃpicos tem sidos utilizados atualmente para realizar uma variedade de procedimentos diagnÃsticos e terapÃuticos. A aquisiÃÃo de novos conhecimentos e habilidades sÃo exigidos pela tÃcnica que obriga, tanto ao novo cirurgiÃo como atà mesmo ao cirurgiÃo mais experiente, buscar conhecimentos, treinamentos, habilitaÃÃo e credenciamento no novo mÃtodo operatÃrio para que possa exercer a medicina cirÃrgica da atualidade. A videoendoscopia na ginecologia oncolÃgica ainda nÃo esta completamente definida, pois somente nos Ãltimos dez anos à que o desenvolvimento da cirurgia endoscÃpica de mÃnimo acesso tem tido uma marcante expansÃo nas suas aplicaÃÃes. A preservaÃÃo da funÃÃo ovariana nas mulheres jovens que tem cÃncer de colo uterino em estÃgio precoce, linfomas Hodgkin e nÃo Hodgkin e de carcinoma colo retal que necessitam submeter-se a radioterapia externa e interna, a videoendoscopia tem sido usada como mÃtodo cirÃrgico com a finalidade de minimizar os efeitos da radiaÃÃo, à um procedimento seguro e eficaz na preservaÃÃo da funÃÃo ovarina. O objetivo deste trabalho foi transpor os ovÃrios de cadÃver fetal para fora da regiÃo pÃlvica e reposicionÃ-los o mais alto possÃvel na parede lateral do abdÃmen, fixando-os com fios e grampos metÃlicos. / Objectives: Videoendoscopic surgery began at the end of twentieth century as a great innovation however; only in recent years its potential role has been explored. The endoscopes have been used to carry out a variety of diagnosis and therapeutic procedures. The acquisition of knowledge and habilities required by the technique obligates both the inexperienced surgeon and the experienced one, to seek information, training, qualification, and accreditation on new operative method in order to practice present time surgical medicine. Minimum access endoscopic surgery had an outstanding expansion on its applications for the past 10 (ten) years; due to this the Videoendoscopic is not totally defined within the oncologic gynecology. The preservation of ovarian function on young women that have precocious stage uterine colon cancer, Hodgkin lymphoma, Non-Hodgkin lymphoma and colon carcinoma â rectal that requires external and internal radiotherapy, the Videoendoscopic has been used as a surgical method in order to minimize the radiation effects, because it is a safe and effective procedure to preserve the ovarian function. The purpose of this work was to transpose the ovaries in human corpse fetus to outside the pelvic region and replace them in the highest possible point on the abdomen sidewall. Methods: Videolaparoscopic fixation of the ovaries with purse-string suture and clips. Two 18.9 in. (48cm) and 19.7 in (50cm), weighting 6.8 and 7.3 pounds (3.1 and 3.3 (kilograms) respectively, human fetus corpses were used. All the equipments and Videoendoscopic surgery instruments were used The usage of human material as a way of training provided the activity the possibility to carry out in similar conditions and of identical anatomy, whenever coming across surgery with alive individuals. Conclusion: the purpose of this work represents a perfectly feasible method of carrying out, training practice importance and surgeon improvement for the ovarian function preservation.
116

O percurso epistemológico dos saberes e a equivalência massa-energia / The epistemological path of knowledge and the mass-energy equivalence\'

Fabiana Botelho Kneubil 19 December 2014 (has links)
O ensino da física tem sido alvo de muitas pesquisas nas últimas décadas e o tema da inovação curricular, no cenário brasileiro, é bastante presente. A inserção da física moderna no ensino médio foi tratada por muitos educadores, principalmente no que diz respeito a metodologias e estratégias. Neste trabalho, abordamos a mesma temática, mas com maior ênfase em questões internalistas. Nosso interesse principal consistiu em acompanhar o percurso epistemológico de um tema de física moderna, a equivalência entre massa e energia, desde o âmbito acadêmico erudito até a sala de aula. Partimos de uma revisão do conceito de massa, em três contextos diferentes, o da mecânica clássica, do eletromagnetismo e da relatividade, com a finalidade de mostrar que as propriedades da inércia e da atratibilidade, que na concepção newtoniana são atributos da matéria, passam a ser da energia, na relatividade. Essa revisão resultou em um material escrito sobre o tema, motivado pela percepção que o ensino da fórmula E = mc2 está praticamente ausente dos livros didáticos destinados aos ensinos superior e médio. A partir do nosso texto, desenvolvemos uma sequência didática sobre o conceito de massa, seguindo a metodologia da pesquisa baseada em design e, em seguida, implementamos um curso para professores de física do ensino médio, que foi aplicado por um professor implementador, com experiência no ensino superior. Este professor teve acesso ao material escrito antes do design, participou de reuniões preparatórias e ajudou a desenvolver um manual de instrução para a implementação do curso. Para compreender o fluxo do conceito de massa em diferentes esferas, utilizamos a Teoria da Transposição Didática, de Chevallard. Isto permitiu definir a Intenção Didática do curso, que foi decomposta em cinco componentes: matemática, ordenamento, significação, epistemologia e re-significação. Nossa questão de pesquisa está relacionada à atuação do professor que ministrou este curso e à sua apropriação desta intenção didática. Suas aulas foram registradas e analisadas com métodos de pesquisa qualitativa. A análise dos dados mostrou que existe uma correlação entre a dificuldade de manifestação da intenção didática e conteúdos inovadores. À medida que o curso progredia e o conteúdo de física moderna aparecia, a dificuldade do professor em expressar a intenção didática aumentava. Os resultados de nossa pesquisa indicam, também, que estas dificuldades estão diretamente relacionadas à natureza do conhecimento científico e, consequentemente, à vivência em epistemologia por parte do professor. / A considerable amount of research on Physics Teaching has been performed in the last decades. In Brazil, the insertion of modern Physics in high schools has already been considered by a number of researchers, mostly regarding methodologies and strategies. In this work, we have approached the same subject, but emphasized internalistic matters. Our main interest was to follow the epistemological path of a theme of modern Physics, the mass-energy equivalence, from the scholar realm to the classroom. We began by making a revision of the mass concept in three different frameworks, namely classical mechanics, electromagnetism and relativity, with the purpose of amassing evidence that the properties of inertia and attractibility, which were attributes of matter in Newtonian mechanics, shift to the energy, in relativity. This revision yielded a written material about the theme, motivated by the perception that discussions of the formula E=mc2 are practically absent from textbooks used in both high school and basic courses at university. Our text was used to develop a didactic sequence about the concept of mass, employing the design based research methodology, followed by a course aimed at high school teachers, run by an invited implementer teacher, who had already experience at university. This teacher had access to the text produced before the design, took part in preparatory meetings and helped to develop an instruction manual used in the course. In order to understand the flux of the mass concept along different spheres, we employed Chevallard\'s Didactic Transposition Theory. This allowed the definition of the Didactic Intention of the course, which was decomposed into five components: mathematics, ordering, signification, epistemology and re-signification. Our research question is related to the actions performed by the implementer teacher during the course and to his appropriation of the didactic intention. His classes were recorded and analyzed, using methods of qualitative research. The analysis of data has shown that there is a correlation between his difficulties in manifesting the didactic intention and innovative contents. As the course progressed and modern Physics contents appeared, the difficulty the teacher had in manifesting the didactic intention increased. Our results also indicate that these difficulties are directly related with the nature of scientific knowledge and, therefore, associated with the experience teacher had in dealing with epistemology.
117

Autoria no livro didático de língua portuguesa = o papel do editor = The authorship in portuguese language textbook: the role of editor / The authorship in portuguese language textbook : the role of editor

Teixeira, Adriana Luzia Sousa, 1980- 04 November 2012 (has links)
Orientador: Roxane Helena Rodrigues Rojo / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-20T10:05:27Z (GMT). No. of bitstreams: 1 Teixeira_AdrianaLuziaSousa_M.pdf: 4674831 bytes, checksum: 163762059a360572393612b21f7fd47b (MD5) Previous issue date: 2012 / Resumo: Esta dissertação tem por objetivo principal analisar o papel do editor na autoria do Livro Didático de Língua Portuguesa (LDP). Tal objetivo se desdobra nos questionamentos sobre como a indústria editorial de livros didáticos tem funcionado na atualidade, qual é o papel do editor, quais são as práticas de produção envolvidas e de que maneira essas práticas influenciam na escolha dos objetos de ensino a serem transpostos no LDP. Para isso, lançando-se mão do estudo de caso como ferramenta metodológica, enfocam-se 2 (duas) editoras de livros didáticos de expressão nacional, cujos editores responsáveis pela área de Língua Portuguesa são entrevistados. Dessa forma, esta pesquisa se caracteriza como qualitativa, com abordagem metodológica - estudo de caso único incorporado, uma vez que aborda um contexto específico (a produção do LDP) a partir de análise de mais de uma unidade (duas editoras de livros didáticos). Como pano de fundo que sustenta as questões principais, há o contexto histórico do ofício de editor e as influências que o mercado editorial recebeu de programas do Governo para avaliação de livros didáticos - principalmente o PNLD. O referencial teórico apoia-se em discussões sobre a transposição didática (CHEVALLARD, 1991 [1985]), práticas sociais de referência (MARTINAND, 1984), ressignificação, gêneros, esferas e vozes (BAKHTIN, 1997; 1998; 2006) e questões sobre autoria individual e autoria institucionalizada (ALVES FILHO, 2005). Tal percurso se estabeleceu tendo em vista o tipo de autoria que o LDP congrega, posto que, por se tratar de um instrumento pedagógico, os agentes responsáveis por tal produção devem estar conectados a um universo de referência ao qual se aderem, a partir de uma ideologia. Dentre os agentes da produção, destaca-se o editor, que, mediante os dados das entrevistas, mostrou exercer importante influência na constituição do gênero LDP. Ele trabalha na situação de produção de tal gênero no sentido de atender a diferentes demandas do mercado escolar, seja o público, seja o privado. Além disso, pelo fato de instituir parâmetros pedagógicos e editoriais, ter uma atitude relacional com várias instâncias de produção e ainda trabalhar no ajuste das transposições e didatizações que serão realizadas na produção da obra, o editor passa a ocupar a posição de autor institucional, uma vez que todas as definições para a produção, que envolvem esse agente, são preestabelecidas em uma instituição / Abstract: This dissertation has as the main goal to analyze the role of the editor in the authorship of the Portuguese Language Textbook (PLT). Such goal unfolds throughout the questioning about how the textbooks editorial industry has worked nowadays, what the role of the editor is and what are the practices of production involved in are and how these practices influence the choice of the objects of study to be transposed in the PLT. To do so, availing case studies as a methodological tool, two national well-known textbooks publishers are focused, whose editors in charge of the Portuguese Language department are interviewed. Hence, this research is characterized as qualitative, with a -unique incorporated case study as methodological approach, since it approaches a specific context (the PLT production) starting from the analysis of more than one unity (two textbooks publishers). As a background which sustains the main questions, there is the historical context of the job of the editor and the influences the editorial market has received form Governmental programs for the evaluations of textbooks - mainly the PNLD [National Program of Textbooks]. The theoretical reference is based in debates about the didactic transposition (CHEVALLARD, 1991 [1985]), social practices of reference (MARTINAND, 1984), redefinition, genres, spheres and voices (BAKHTIN, 1997; 1998; 2006) and questions about individual authorship and institutionalized authorship (ALVES FILHO, 2005). Such course was established in view of the type of authorship that the PLT congregates, since it deals about a pedagogical instrument, the responsible agents for such production must be connected to a universe of reference to which they adhere, starting from an ideology. Among the production agents, the editor is highlighted, who, through the interviews data, has shown to exert an important influence in the constitution of the genre PLT. The situation of production of such genre is commanded by him in the sense of attending different demands from the school market, be it public, be it private. Moreover, the fact of establishing pedagogical and editorial guidelines, having a relational attitude with many instances of production and also working on adjusting the transpositions and didatizations which will be performed in the production of the piece, the editor starts to occupy the position of - institutional author, once all the definitions for production, which involves this agent are pre-established in an institution / Mestrado / Lingua Materna / Mestre em Linguística Aplicada
118

La transformation du boulevard par la création de nouveaux dispositifs de bus : BHNS / BRT / BSP : regards croisés entre la France et la Colombie / The boulevard transformation by the creation of new bus devices : BHLS / BRT / OBS : crossing view methodology between France and Colombia

Diaz Cely, Mélanie 02 July 2014 (has links)
Réalisant un croisement de regards entre l’Europe et l’Amérique Latine, cette thèse étudie le caractère d’un nouveau type de voie - le boulevard - qui a été redéfini à l’occasion des travaux d’Haussmann à Paris et s’est transformé tout au long de ce dernier siècle et demi. Un nouveau type de boulevard s’affirme ainsi au cours du XXe siècle, caractérisé par une répartition de la chaussée favorisant l’ordonnancement des différentes formes de mobilité en couloirs réservés par fonctions (piétons, vélos, bus, voitures). Ce nouveau boulevard est aussi le reflet d’une stéréotypie dans le projet de la voirie résultant d’un aménagement davantage techniciste de l’infrastructure. Il fait référence à des espaces qui adoptent et adaptent des modèles exogènes sans vraiment réussir à produire des configurations urbaines en accord avec les caractéristiques paysagères identitaires des villes, tout en créant des espaces de voirie fragmentés. Au XXIe siècle, cette configuration a été renforcée par l’introduction des nouveaux dispositifs de bus (BSP, BRT, BHNS). Les exemples du boulevard Magenta à Paris transformé en "espace civilisé" et de la avenida de las Américas à Cali avec l’implantation du BRT MIO illustrent cette problématique. / Taking into account different perspectives from Europe and Latin America through a crossing view methodology, we have studied the birth and transformation of a new type of boulevard developed since Haussmann. This boulevard derives from a roadbed distribution favoring the organization of various forms of mobility into dedicated corridors according to their function (pedestrians, bicycles, buses, cars). It also reflects a form of stereotyping in the urban project, contributing to an even more technical street planning. It refers to a road space pretending to adopt and adapt exogenous models without really succeeding on producing urban configurations in accordance with the city’s particular landscape, whilst creating fragmented road spaces. In the 21st century, this composition has been reinforced by the introduction of new bus devices (own-site bus service, BRT, BHLS). The example of the Magenta Boulevard in Paris transformed into a civilized space and the las Américas avenue in Cali with the introduction of the MIO BRT illustrate this issue.
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The most common orchestral excerpts for the horn : a discussion of performance practice

Armer, Shannon L 12 February 2007 (has links)
This study describes in detail the preparation that must be done by aspiring orchestral horn players in order to be sufficiently ready for an orchestral audition. The general physical and mental preparation, through to the very specific elements that require attention when practicing and learning a list of orchestral excerpts that will be performed for an audition committee, is investigated. This study provides both the necessary tools and the insight borne of a number of years of orchestral experience that will enable a player to take a given excerpt and learn not only the notes and rhythms, but also discern many other subtleties inherent in the music, resulting in a full understanding and mastery thereof. Ten musical examples are included in order to illustrate the type of additional information that a player must gain so as to develop an in-depth knowledge of an excerpt. Three lists are presented within the text of this study: 1) a list of excerpts that are most commonly found at auditions, 2) a list of those excerpts that are often included and 3) other excerpts that have been requested but are not as commonly found. Also included is advice regarding the audition procedure itself, a discussion of the music required for auditions, and a guide to the orchestral excerpt books in which these passages can be found. / Dissertation (MMus)--University of Pretoria, 2007. / Music / unrestricted
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Postmodern Epistemology and the Christian Apologetics of C S Lewis

Wilson, Donald Neil 04 October 2006 (has links)
Epistemology in its contemporary post-modern ethos is generally believed to be inseparably hinged upon language. This of course ensures a major paradigm shift in the disciplined human conceptions of reality. It has been stated and is widely acknowledged that the Kantian Noumenal barrier has, in this recent shift, been proved to be looming far closer than it was ever previously considered. This new barrier to the world of ‘objective absolutes’ comprises a barrier of semantics and syntax, and calls for a radical restructuring of all the human sciences. There is surely no discipline in the humanities that can claim immunity to this colossal shift in epistemology, and theology (particularly of the Evangelical variety) is no exception to the rule. The impact of post-modern epistemological assumption upon contemporary Evangelicalism presents to those who adhere to this school’s position, a profound challenge. Conservative Christians, who hold to the propositional universality and the objectivity of biblical truth, find in the post-modern ethos little sympathy and no rational justification granted for their ‘metaphysical objectivity’. A major challenge therefore to Evangelical Christianity at the present time is this: Is there, in the light of the challenge of post-modern epistemology, any reasonable justification for continuing to adhere to the evangelical claim that God has spoken in unchanging propositional terms that are universally valid and binding? It would seem that in this regard many evangelicals are feeling pressured. Evidence of the pressure of this challenge can readily be found either in the growing contemporary evangelical tendency towards advocating a more cooperative attitude to the post-modern ethos, or in the reactionary theology of schools of thought like the Spiritual Warfare Movement. The writings of Clive Staples Lewis (1898 – 1963) have been proven effective in the countering of negative challenges to Christian faith for the past sixty years. Lewis, as an apologist, in the opinion of many intellectual searchers, positively and convincingly countered modernistic objections to faith in his own time. Modernistic assumptions prevailed in the Western world in Lewis’ day that tended to discredit a rational belief in the supernatural. Lewis was widely held to be an effective apostle to counter this modernistic scepticism. It is the conviction of the present writer that C. S. Lewis apologetics can be just as effectively utilised today in addressing post-modern challenges, as it was fifty years ago used to answer the questions raised by modernism. Lewis in all of his Christian writings, reveals an underlying epistemology that I believe (because it is based firmly upon Christian orthodoxy), has stood the test of time. The apologetics of C. S. Lewis may serve to answer post-modern challenges just as rationally as it did modernism. In this thesis, Lewis’ underlying epistemology will be examined. This will comprise the first part of my work. The second part of the thesis deals with the post-modern epistemological challenge to Evangelicalism as a world-view. The final part of this thesis consists of a dialogue between the most common post-modern challenges to evangelical thinking, and rationally compelling answers thereto that are found in Lewis’ writings. / Thesis (PhD)--University of Pretoria, 2007. / Dogmatics and Christian Ethics / Unrestricted

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