La présente étude vise à réexaminer l’oeuvre de Marguerite Yourcenar (1903-1987) sous le signe du néoclassicisme du XXe siècle. À travers une approche d’histoire littéraire et culturelle, sont analysés les écarts ou rapprochements qu’elle a opérés par rapport aux courants littéraires et artistiques de son temps, notamment ceux de l’Entre-deux-guerres. La première partie cherche à mettre au jour l’enjeu et la modalité de son rapport à l’Antiquité, en examinant, outre ses textespubliés, les documents inédits conservés aux archives à l’Université Harvard et à Petite Plaisance : le cahier dans lequel son père a copié des poèmes choisis ; le recueil Les Dieux ne sont pas morts (1922) et le tapuscrit de poèmes, « Album de vers anciens » (1917-1965) ; l’exemplaire de De Profundis sur lequel elle a laissé des traces de sa lecture. La deuxième partie retrace, en observant les textes publiés par l’auteur dans plusieurs revues ainsi que la correspondance, surtout dans les années trente et dans des écrits postérieurs sur cette période, l’itinéraire d’une jeune romancière qui n’est pas ignorante des courants majeurs — ceux qui se développent autour de la NRF, du courant dit du « retour à l’ordre » et de la découverte d’une nouvelle image de la Grèce — mais maintient un écart subtil entre eux et sa propre production. La troisième partie propose, à travers la caractérisation de son esthétique néoclassique, de définir Marguerite Yourcenar comme une figure de l’antimoderne et du dandy. / This study proposes to reexamine the works of Marguerite Yourcenar (1903-1987), focussing on the relation to the 20th century’s neoclassicism. By means of literary- and cultural-history approaches, it analyzes the gaps or connections between her and the literary or artistic currents in the Interwar period. The first part clarifies how the author moulded her view of ancient Greece and Rome, which affected her works. It examines published and unpublished documents conserved in Harvard University and in Petite Plaisance: the notebook in which her father copied the poems chosen by him; the collection of poems by Yourcenar, The Gods didn’t die (1922), and its related typed texts “Album of ancient poems” (1917-1965); the book De Profundis of Oscar Wilde which includes her reading notes. The second part traces the trajectory of the young novelist, which shows that she was not indifferent to the major currents; the NRF, the return to the order and the discovery of the new image of Greece. We examine especially her writings published in several magazines and her letters written in the thirties as well as her works concerning this period. The third part proposes to regard Yourcenar as an anti-modernist and a dandy, by clarifying her neoclassical aesthetics.

Practitioners working with children under three are often marginalised; both in terms of group settings and in terms of being a focus of research (see Manning-Morton, 2006; McDowell-Clark and Baylis, 2012). This research prioritizes the practitioner’s voice by exploring the subject area of personal theory. In this thesis, personal theory is conceptualised as a composite of understandings and experiences including policy, organisational procedures, Early Years literature, training and Continuing Professional Development as well as personal and professional experiences, beliefs, and values. As Stephen and Brown (2004) indicate, particular constructions of care, learning, and children shape what is considered desirable educational practice. Drawing on Aristotle’s intellectual virtue of phronesis, this research’s aim is to understand how practitioners’ personal and professional experiences and understandings contribute to practitioners’ construction of personal theory. Research questions focus on: 1) understanding which relationships are particularly influential, 2) understanding which experiences are particularly influential and 3) identifying key features of practitioners’ personal theories. Case study methodology frames the research design. The research demonstrates that although personal theory is tacit, linking to specific instances of practice enables practitioners to articulate personal constructions of care, learning and children. Findings relate to six key characteristics of practitioners’ personal theories: practice as an ‘Ethic of Care’, practice as pedagogy, practice as ‘subsitute mothering’, practice as distinctive for children aged birth to three years, practice as rooted in experience and practice as emotional activity. Joan Tronto’s (1993, 2013) ‘Ethic of Care’ affords further consideration of personal theory; particularly the contradiction between personal theory that shapes engagements with young children as an ‘Ethic of Care’ and that which shapes engagements as ‘substitute mothering’. The thesis’ discussion highlights how the articulation and discussion of personal theory enables a richer construction of Early Years professionalism and professional identity within Birth to Three settings.

Skolans matematikundervisning styrs till stor del av läromedel. Dessvärre finns inte så många vetenskapliga studier av de svenska matematikläromedlen. För elevers kunskaper i algebra är arbetet med mönster en viktig del. Därför handlar det här arbetet om hur mönster framställs i några av de vanligaste läromedlen som används i svensk skolas matematik­undervisning idag. Syftet med undersökningen har varit att ta reda på hur utbudet av mönster i läromedlen ser ut och vilket lärande som därmed erbjuds eleverna. Undersökningen har genomförts som en litteraturstudie med drag av en innehållsanalys. Studien har både kvantitativa och kvalitativa inslag.  Fyra serier av läromedel undersöks: Prima, Eldorado, Favorit och Matte Direkt, alla i årskurs 1-6. De böcker som har undersökts är de som eleverna använder i undervisningen och alltså inte lärarhandledningar eller andra böcker. Totalt omfattar undersökningen 43 läroböcker. Data ställs mot de kategorier som TIMSS 2015 har använt vid bedömning. Resultatet ställs mot tidigare forskning om vad som där pekas ut som viktigt för att eleverna ska utveckla en algebraisk förståelse för matematiken. Resultatet av studien är att det är stor skillnad på i vilken omfattning eleverna exponeras för mönster och vilka mönster och talföljder som erbjuds i de olika bokserierna. En förmåga som särskilt studeras i undersökningen är elevernas förmåga att generalisera, vilken är nära sammankopplad till att utveckla algebraiska resonemang. Uppgifter som är till för att låta elever utveckla eller träna på att generalisera samband erbjuds framför allt i de högre årskurserna. Sammanfattningsvis är Prima och Favorit de läromedel som erbjuder eleverna flest möjlighet till möte med mönster. Däremot har Eldorado en större spridning av uppgifter och bedömningskategorier från TIMSS 2015 som prövas. Matte Direkt har inte ett lika stort antal uppgifter och har även ett lite mindre utbud av spridning av olika mönsteruppgifter. Det kan eventuellt påverka elevernas framtida förståelse för algebra. / The teaching in mathematics is (at least in Sweden) to a large extent governed by textbooks. Unfortunately, there is little research about the Swedish teaching materials. One subject that is of particular importance for young students is to develop an algebraic thinking is patterns. Therefore, this study is about how patterns are presented in the most frequently used teaching materials in Swedish classrooms today. The aim is to find out what the teaching materials offer in terms of variation of patterns and number sequences and hence to conjecture what this implies for students’ learning. It is conjectured through an study about what types of patterns that are treated in the teaching materials and how the tasks in the textbooks are elaborated. Data are compared to research literature on patterns and number sequences and what has been shown to be necessary for students to attend to in order to develop an algebraic thinking. Data are also compared with the categories which TIMSS 2015 use in their assessment. The method that has been used in the study is influenced by content analysis. The study used mixed methods, meaning both quantitative and qualitative methods. The teaching materials being investigated are Prima, Eldorado, Favorit and Matte Direkt in the years 1-6, and the total number of books is 43. The analysis shows a big difference between the books regarding what types of patterns and tasks are being offered. I argue that students are given different opportunities to develop their abilities depending on what teaching materials they come across in the teaching. The students get opportunity to develop the ability to generalize mostly in higher grades. In summary, the teaching materials that offer students the most opportunities to meet patterns is Prima and Favorit. On the other hand, Eldorado has a larger diversity when it comes of tasks and assessment categories, as being compared to TIMSS 2015 framework. Matte Direkt has not that large number of tasks and offers a small supply of variation.  It may affect the students’ later understanding of algebra.

The aim of the diploma thesis is to evaluate how and to what extent the Vysočina Region fulfils recommendations of the National Cultural Policy of the Czech Republic for years 2009 to 2014. Subsequently, the general cultural concept will be proposed for regions, based on a survey of conceptual sources of individual regions. Results of the survey will be submitted to the Ministry of Culture as one of the basic sources for the creation of a new government policy. The author of the thesis uses primarily methods of comparison and expert interviews.

As dificuldades apresentadas pelos alunos, ao chegarem ao 6º ano do ensino fundamental, sempre me intrigaram. A busca de maneiras para minimizá-las foi o ponto de partida desta proposta de dissertação. Ao longo de minha experiência profissional identifiquei que muitas colegas dos anos iniciais não se sentiam confortáveis ao trabalharem com a matemática, muitas pediam auxilio, enquanto outras apenas reproduziam, mecanicamente, o que lhes fora ensinado. Trabalhar com estas colegas pareceu-me a solução natural para meus anseios. Desenvolver um material que pudesse auxiliá-las em sala de aula e, ao mesmo tempo, que fosse familiar ao aluno, levou-me à opção do uso da linguagem das histórias em quadrinhos e dos desenhos animados. Conversas e questionários com as professoras de anos iniciais indicaram o ensino de frações como o conteúdo em que os alunos apresentavam maiores dificuldades. Isto levou-me a optar por desenvolver o projeto para este conteúdo especifico. A análise de dissertações, livros e artigos relativos ao tema trouxeram os diferentes conceitos envolvidos: operador multiplicativo, razão, quociente, medida e, o escolhido para ser o foco do trabalho, parte-todo. A elaboração de roteiros, desenhar, digitalizar e por último animar o material através de softwares específicos geraram as histórias em quadrinhos e os desenhos animados que são o produto final desta dissertação. Com o material pronto, foram ofertadas oficinas de preparação aos professores. Nestas oficinas surgiram dificuldades maiores do que as previstas, conduzindo a uma reconstrução do material para adequá-lo à realidade apresentada. Esta caminhada está registrada neste trabalho. / The difficulties presented by the students upon arrival at the 6th grade level, have always intrigued me. The search for ways to overcome them was the starting point for this dissertation proposal. Throughout my professional experience, I identified that many of my colleagues of the early years were not comfortable when working with mathematics, so many of them asked for assistance, while others merely reproduced mechanically what they had been taught. Working with these colleagues seemed to me the natural solution to my desires. Develop a material that could help them in the classroom and, at the same time this was familiar to the student, took me the option of using the language of comics and cartoons . Questionaires and conversations with teachers of the early years have indicated the teaching of fractions as the topic that the students had more difficulties. This led me to choose to develop the design for this specific content. A review of dissertations, books and articles on the subject brought the different concepts involved: multiplicative operator, reason, ratio, measure, and chosen to be the focus of the work, part-whole. The roadmapping, draw, scan and finally animate the material through specific software generated the comics and animes final product of this work and, with the material ready, worshop of preparation were offered to teachers. In these workshops have appeared more difficulties than we have previewd, it lead this to a reconstrution of the material to fit the reality presented. This hike is recorded in this work.

Diploma thesis "The humanity against the hatefulness - The action " castles " of Premysl Pitter against the background of theyears 1945 -1947" deals with the life of Premysl Pitter. For understanding of P.Pitter's effort and the unique action the thesis describes also the cohabitation of Czechs and Germans on the present territory of the Czechoslovakia in the most dramatic events of modern history. It characterizes the historical roots of the transfer of Germans, because it is necessary to know something of historical background.

The purpose of this study is to determine whether there is a relationship between personal value preferences (PVPs) and burnout among music therapists. A total of 450 board-certified music therapists participated in this study. Four hundred and twenty-one participants finished the survey partially and completely, and were analyzed with regard to demographic information (gender identity, years of work, worksites, weekly work hours, annual salary range). Three hundred and forty-three participants who completed the Portrait Values Questionnaire (PVQ-RR), and Maslach Burnout Inventory-Human Services Survey (MBI-HSS) were subjected to non-parametric and linear regression analyses. Regarding the relationship between worksites and burnout, the Kruskal-Wallis H test was used to detect differences in burnout as a function of reported worksite and was found to be significant for Depersonalization. Post-hoc analyses using the Dunn-Bonferroni method found one pairwise difference: Those working in Psychiatric Hospitals report higher Depersonalization than those working in Private Practice/Agency settings. This would seem to suggest that some of the characteristics of the worksite might be related to the experience of burnout. A similar approach was used to detect differences in burnout as a function of reported salary range. The result was significant for Emotional Exhaustion; however, post-hoc tests revealed that no two salary ranges differ significantly from one another. Multiple regression was used to examine the extent to which years of work and weekly work hours are related to burnout. Findings suggest that both years of work and weekly work hours and burnout were statistically significant. Further analysis finds that years of work was negatively correlated with Emotional Exhaustion and Depersonalization, and positively correlated with Personal Accomplishment; and weekly work hours was positively correlated with Emotional Exhaustion, Depersonalization, and Personal Accomplishment. Although the results are statistically significant, the practical use of these findings may be limited because of the relatively small amount of variance explained by the overall model and individually by years of work and weekly work hours. Finally, multiple regression was conducted to examine the relationship between PVPs and burnout. Results suggest that PVPs as a group are related to Emotional Exhaustion, Depersonalization, and Personal Accomplishment. Specifically, Self-Transcendence is negatively related to Emotional Exhaustion, Depersonalization, and positively related to Personal Accomplishment; Self-Enhancement is positively correlated with Emotional Exhaustion and Depersonalization and negatively correlated with Personal Accomplishment; Openness to Change is negatively correlated to Emotional Exhaustion and Depersonalization, and positively correlated to Personal Accomplishment; and Conservation is positively correlated with Emotional Exhaustion and negatively with Depersonalization and Personal Achievement. These findings as well as implications for future research and implications are explored further.

This diploma thesis deals with the development of the rhythmic feeling of children aged 5-7 years in connection with the music element of The Good Start Method. The aim of the diploma thesis is to present the issue of connecting psychology and music for the use in pedagogy, with emphasis on The Good Start Method. Using my own research, i evaluate its theoretical basis, practical use and point out its problematic parts and try to find a possible improvement of this method. The theoretical part deals with the description of the use of the rhythmic element of music in accordance with the development of children's motor skills and the related development of their rhythmic feelings. It also focuses on a specific methodological approach to the development of musical abilities and related motor and graphomotor skills. The work is explicitly focused on the Czech version of The Good Start Method. This section focuses on the description and objectives of this method and it also presents its pitfalls, which are further mentioned and discussed in the empirical part of the work. In the practical part i present the realized empirical research, which focuses on one lesson of the Czech version of The Good Start Method with a song called Náchodský zámeček. In the beginning of the practical part i describe the...

Orientador: Rodolfo Langhi / Resumo: O atual crescimento das pesquisas envolvendo o ensino de Astronomia não se reflete na Educação Infantil, ignorando a necessidade de um ensino sistematizado nesta etapa escolar. Partindo do método materialista histórico-dialético são necessárias pesquisas que se debrucem sobre esse objeto a fim de superar as aparências e sanar esta problemática apresentada no ensino dessa etapa escolar. Logo, o trabalho se estrutura de forma a responder a seguinte questão: é possível ensinar Astronomia Observacional na escola de Educação Infantil, visando propiciar o desenvolvimento infantil no processo de ensino e aprendizagem? Assim, partindo das teorias críticas pedagogia histórico-crítica e psicologia histórico-cultural, buscou-se organizar um experimento didático que trabalhe o ensino do conceito de constelação para uma turma da Educação Infantil, se organizando a partir do conteúdo-sujeito. Isto possibilitou olhar para a construção do conceito em seu formato histórico contextual, expondo o movimento e constituição daquilo que se compreende historicamente como o conceito de constelação, apresentando um sistema conceitual de tal conteúdo que contemple então a unidade fundamental deste, compreendido aqui como observação celeste. Quanto à questão do desenvolvimento humano, da criança em idade pré-escolar, verificou-se as atividades dominantes e acessórias que guiam o desenvolvimento humano, fundamentado a partir da psicologia histórico-cultural, objetivando a periodização do pensamento e da ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Therefore, the work is structured to answer the following question: Is it possible to teach Observational Astronomy in the preschool, aiming to provide child development in the teaching and learning process? Thus, starting from critical theories, which are: historical-critical pedagogy and historical-cultural psychology; The aim was to organize a didactic experiment that worked on the teaching of the concept of constellation for a kindergarten class, organized from the subject-content. This allowed us to look at the construction of the concept in its contextual historical format, exposing the movement and constitution of what is historically understood as the concept of constellation, presenting a conceptual system of such content; and for the dominant and accessory activities that guide human development, based on historical-cultural psychology, with studies on the periodization of human development, preschool age children, and the stages of thought; expressing them in a didactic experiment that sought to relate the assumed content to the preschool age child, which was elaborated following philosophical ideas of historical-critical pedagogy. Therefore, the place where this research sought to manifest was in the didactic experiment, where we propose actions as possibilities for the teaching of Astronomy in Early Childhood Education. Thus, this research aimed to develop a didactic experiment that considers the subject content, developing such an experiment in a class of Infant... (Complete abstract click electronic access below) / Mestre

Orientador: Rodolfo Langhi / Resumo: Levantamentos realizados em publicações da área de Educação em Astronomia apontam que um dos focos recorrentes de pesquisa são os recursos/materiais didáticos e, dentre eles, estão os livros didáticos. Estes passaram a ser o principal foco das análises, pois, segundo alguns autores, eles se tornaram o principal, e às vezes o único, material utilizado pelos professores nas aulas de Ciências. Além disso, tem-se discutido o poder dos livros didáticos sobre o currículo. As pesquisas da área mostram que um dos obstáculos quanto ao ensino de astronomia é a relativa baixa quantidade de material bibliográfico, com linguagem acessível e fonte segura. Soma-se o fato de que, ao realizar um levantamento bibliográfico inicial, foram encontrados poucos trabalhos que discutiam a presença da astronomia em livros didáticos para o ensino fundamental I (ou anos iniciais). Diante de alguns questionamentos, o objetivo da presente pesquisa foi investigar o conteúdo de astronomia ensinado aos alunos dos anos iniciais do ensino fundamental I a partir da análise do livro didático de Ciências adotado pelo sistema municipal de ensino de Bauru/SP. Para esta análise, utilizou-se como referencial os resultados de pesquisas da área e os documentos oficiais do governo. Quanto à fundamentação metodológica, a pesquisa teve como apoio os princípios da Análise de Conteúdo, seguindo suas três fases: pré-análise, exploração do material e tratamento dos resultados e interpretações. Os resultados revelaram quais sã... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Surveys carried out in publications regarding the Astronomy Education area point out that one of the recurrent research focuses are resources and didactic materials and, among them, are the textbooks. These became the major focus of analysis, because, according to some authors, it became the main, sometimes the only, material used by teachers in Science classes. In addition, the power of textbooks on the curriculum has also been discussed. Researches in the area shows that one of the obstacles to astronomy teaching is the relatively low amount of bibliographic material with accessible language and reliable sources. In addition, when conducting an initial bibliographic survey, few studies that discussed the presence of astronomy in textbooks for the early years of elementary school were found. In the face of some questions, the objective of this research was to investigate the astronomy contents taught to students in the early years of elementary school based on the analysis of the science textbook adopted by the municipal educational system of Bauru/SP. For this analysis, research results in this area and official government documents were used as a reference. As for the methodological basis, the research was supported by the principles of Content Analysis, following its three steps: pre-analysis, exploration of the material and treatment and interpretation of the results. The results revealed what are the astronomy contents taught, how they are organized, how is their relati... (Complete abstract click electronic access below) / Mestre