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xi, 387 p. / A print copy of this title is available through the UO Libraries under the call number: MUSIC MT49 .K36 2006 / The use of basso continuo in the performance of many late eighteenth- and early nineteenth-century genres is well documented, yet the influence of this practice on the Lieder during that time has never been fully explored. This dissertation analyzes Lied accompaniments of the period in relation to the recommendations found in contemporary thorough bass treatises in order to demonstrate that continuo practice did have an effect both on what composers were writing and how the songs were being performed. The majority of written-out Lied accompaniments from the late eighteenth-century conform to the recommendations given by treatise authors on matters of texture, distribution of the notes between the hands, octave doublings, parallel intervals, embellishments, and relationship of the keyboard part to the solo line. Furthermore, figured basses were still printed in some songs into the early part of the nineteenth century. Well-known nineteenth-century Lied composers, such as Schubert, Mendelssohn, and Brahms also frequently use these simple, continuo-like keyboard parts, and incorporate common continuo techniques for filling out chords into their more complex accompaniments. The fact that continuo practice, a tradition in which improvisation played a large role, continued to have such a pervasive influence on the printed Lied suggests that additions and embellishments can be made to what is written on the page. Furthermore, evidence from secondary sources, statements by musicians of the period, and clues in the music itself confirm that composers did not always intend for performers to play exactly what is notated. In this dissertation, I argue that in many of these songs the musical score should be viewed as only a basic outline, which can then be adapted depending on the skill level of the performers, the available keyboard instruments, and the context of the performance. Principles from the continuo treatises serve as a guide for knowing what additions to make, and I offer suggestions of possible applications. Appendices detail the contents of 50 continuo treatises published between 1750 and 1810. / Adviser: Dr. Anne Dhu McLucas Committee: Dr. Marc Vanscheeuwijck, Dr. Marian Smith, Dr. Kenneth Calhoon

The problem of the investigator is the compilation of an exhaustive list of art songs other than those dealing with subjects of a romantic or religious nature.

The Marian songs of Sepekov is the title for a handwritten Hymnal, which nobody comprehensivly examined and never publish. I discovered this manuscript when I was researching materials for my Bacherol thesis. The hymnal contains 489 czech-language pages from which I composed 43 songs with the organs accompaniment or songs in a four-part adjustment. The transcript od melodic line, next processing of melody and composition of polyphony give the readers an insight into the period of the formation of manuscript and it zooms miracles for which the manuscript was created. The historical events, which were accured in 18th century in Sepekov and were an integral part of the life of people from sepekov, are component of Marian songs. The whole Hymnal is built on devotion, supplication, prayers and the love of the pilgrims to Pana Marie from Sepekov. The pilgrimages, which they performed to this marian's place, were a seal of approval of their belief and it was culmination of their spiritual life for most of them.

La recherche porte sur l’accompagnement dans le cadre de la politique de la protection de l’enfant à Madagascar. Malgré la montée de la maltraitance, dans un contexte de crises économiques et sociales répétitives provoquant l’extrême précarité de la population, cette protection peine à s’organiser du fait du manque de moyens de l’Etat, de l’absence d’une politique claire dans ce domaine, de l’insuffisance de coordination des « acteurs » engagés dans les réseaux de protection de l’enfance,Fondé sur vingt ans d’expériences de l’auteur dans le domaine social, sur un recueil de données mené par entretiens et questionnaires auprès de professionnels de terrain et des parents, cette recherche fait apparaître la contradiction entre les traditions coutumières propres à la culture malgache (mariage précoce, rejet des jumeaux…) et les exigences de la convention internationale relative aux droits de l’enfant à laquelle Madagascar a adhéré. Elle montre, compte-tenu de ces contradictions, la nécessité de l’accompagnement de l’enfant et de ses parents. En s’appuyant sur les recherches relatives à l’accompagnement et sur le rôle des différentes formes que prend ce dernier dans le développement d’un processus de résilience, l’auteur fait apparaître qu’une démarche fondée sur une pluralité d’accompagnements « naturel »,« psychosocial » et institutionnel peut initier un changement dans les représentations traditionnelles de l’enfant. Cette pluralité, en permettant de dépasser la simple « prise en charge », facilite aussi une implication accrue des familles et des communautés dans la prévention et la lutte contre la maltraitance. / This research study is on the accompaniment in framing policy with regard to theprotection of child in Madagascar. Despite the increasing abuse in the context of repeatingsocial and economic crisis provoking an extreme danger to the population, this protectionis not easy due to the facts of lack of state resources, absence of a clear policy in this area,and the requisite co-ordination of “actors” engaged in protection networks of children.Founded on the experience of the author for twenty years in social domain, and on theresponses collected through interviews and questionnaires from professionals in this areaand the parents, this study reveals the contradiction between the customs of the Malagasyculture (early marriage and rejection of twins…) and the requirement of InternationalConvention related to the rights of children to which the Madagascar has given itsadherence. It also gives an account of these contradictions and the necessity ofaccompaniment of the parents and the children.Basing herself on the related studies of accompaniment and on the role of different forms ittakes in the development process of resilience, the author shows that this process, foundedon the plurality of accompaniments “natural”, “psychological” and “institutional”, caninitiate a change in the child related traditional beliefs. This plurality, permitting us tobypass a simple approach of “control”, facilitates an implication increasing the role of thefamilies and communities in the struggle against and prevention of abuse.

Cette thèse a pour objectif de traiter la thématique de la gestion des émotions dans un contexte de changement technologique. Les organisations négligent encore cet aspect pourtant très important. Notre problématique concerne plus précisément l'intelligence émotionnelle. De nombreux chercheurs mettent en avant les solutions apportées par l’intelligence émotionnelle dans la gestion « humaine » des ressources humaines. Cependant, cette dernière, apporte-t-elle un véritable atout pour les managers dans le cadre des projets de changements technologiques et organisationnels, responsables de l’intégration et l’acceptation de ces transformations par les employés ? Cette thèse autorise de nombreux apports académiques et managériaux : une énumération des freins et surtout des leviers de la co-construction du changement, une modélisation de la courbe du changement assimilée à la courbe de deuil de Kübler-Ross (1969), une précision des aptitudes liées à l’aspect émotionnel des managers de premier rang pour mieux « driver » le changement technologique, à l’introduction de la notion du manager driver doué d’intelligence émotionnelle associant les aspects émotionnel et cognitif dans ses démarches de gestion des ressources humaines, en utilisant une méthodologie de recherche peu commune « l’ethnométhodologie ou l’observation participante clandestine » répandue en anthropologie et en sociologie. Cette méthode est très intéressante pour les sciences de gestion dans la mesure où elle présente une mine d’informations à essayer de comprendre et analyser. Elle permet, également, au chercheur de comprendre des mécanismes difficilement compréhensibles si l’on n’expérimente pas – au même titre que les sujets observés – les phénomènes étudiés / The main objective of this thesis is to address emotions management in the implementation of a new integrated management software package. The joint aspects cognition-emotion in the human resources management allows to channel emotions and negative causes of resistance. We lead a longitudinal study (3 years and 6 months) in a law firm of international affairs. At the end of this study, we find that the support associated with emotional intelligence decreases cognitive and emotional dissonance, promotes the co-construction of change, and participates in the acceptance and appropriation of change.

Essa pesquisa visa discutir as possibilidades de atuação do acompanhante escolar e sua relação com a inclusão escolar, a partir de uma experiência no Ensino Fundamental 2 em uma escola da rede privada de São Paulo. Acompanhar um aluno ou aluna com diferenças significativas na escola é uma prática que vem sendo realizada com formatos e nomes bastante diversos, de modo que a intenção deste trabalho é, com base na experiência como acompanhante escolar ao longo de quatro anos e meio, ampliar a discussão acerca do tema. Foi realizado um levantamento de trabalhos acadêmicos sobre experiências de Acompanhamento Escolar publicados na Biblioteca Digital Brasileira de Teses e Dissertações (BDTD). Algumas cenas vividas por mim no exercício desta função, escolhidas por sua relação com discussões e temas que se mostraram relevantes para pensar a presença do acompanhante na escola, são apresentadas no formato de narrativas. Na análise do material, estas cenas são ampliadas a partir do diálogo com as experiências dos autores pesquisados, ainda que em momentos diferentes de escolarização e por meio de abordagens distintas. A concepção de experiência utilizada nas análises é baseada nos escritos de Walter Benjamin. A partir desse percurso de trabalho, foi possível perceber a importância da construção de um ambiente inclusivo nas escolas, no qual haja espaço para dúvidas, questões, reflexões e compartilhamento coletivo de saberes e experiências. Nesse sentido, a concepção de inclusão escolar deve ser estrutural para a construção do projeto pedagógico da escola, possibilitando o acumulo de experiências e o cultivo da memória, não devendo ser considerada como um desvio ao qual a escola se adapta, para em seguida retornar ao modo de fazer anterior / This research aims to discuss the action possibilities of School accompaniment and its relationship with school inclusion, from an experience in a private middle school in São Paulo. Accompanying a student with significative differences in school is a practice that has been performed in diverse formats and under various denominations, thus this work intends to, through an experience as school companion along four and a half years, broaden the discussion about the subject. A bibliographic survey about experiences in School Accompanying was made in the Brazilian Digital Library of Thesis and Dissertations (BDTD). Some scenes lived by me while occupying this function, which have been chosen by their relationship with discussions and themes that have proved to be relevant to inquiring the presence of accompaniment in the school, are presented in a narrative format. In the materials analysis, these scenes are expanded through the dialogue with the experiences of the researched authors, even if with differences regarding the degree of schooling and from distinct approaches. The notion of experience employed in the analysis is based on Walter Benjamins writings. From this work course, it has been possible to realize the importance of constructing an inclusive environment in the schools, where there should be space for doubts, questions, reflections and collective sharing of knowledges and experiences. In this sense, the notion of school inclusion needs to be structural to the construction of the schools pedagogic project, enabling the accumulation of experiences and the cultivation of memory, not being considered a deviation to which the school must temporally adapt then return to its previous mode of operation in the next chance

Orientador: Carmen Maria Bueno Neme / Banca: Kleber Duarte Barretto / Banca: Ana Gracy Martins do Valle / Resumo: A literatura em Acompanhamento Terapêutico (AT) demonstra crescente número de estudos sobre as diversas variáveis que caracterizam esta modalidade clínica, revelando pouca exploração da natureza da participação dos acompanhados e dos familiares neste processo. O objetivo desta trabalho foi descrever e analisar cinco casos atendidos na modalidade do AT, identificando vivências, funções desempenhadas pelos acompanhantes terapêuticos (ats) e resultados do processo por meio do discurso desses sujeitos. Em cada caso, foram realizadas entrevistas gravadas e posteriormente transcritas com os participantes de cada processo de AT: ats, acompanhados e familiares. As entrevistas foram analisadas e os dados foram categorizados, de acordo com a técnica de análise de conteúdo de Bardin. Os resultados foram organizados segundo as categorias obtidas, analisando-se e comparando-se as vivências dos atores envolvidos no processo de AT no processo de AT, com base nos pressupostos da teoria psicanalítica. As vivências dos pacientes apontam para o AT como um dispositivo terapêutico integrador e antisegregador, por se consolidar em um lugar de ancoragem para as mais diversas angústias, além de instrumento de valorização da subjetividade e reconstrução social. As ats trazem com vivência a preocupação quanto à constituição deste local de ancoragem, capaz de ser continente para o que nele necessita se contido, e referenciam o espaço da supervisão e a troca grupal com ponto de ancoragem para suas próprias angústias durante o processo. A figura materna é prevalente como participante familiar nos processos de AT estudados. Os dados das vivências maternas revelaram que, se por um lado, a figura do at representou acolhimento, companheirismo e proteção, por outro lado, ele aparece como eliciadora de invasão e desconfiança. Conclui-se que o processo de AT, além de auxiliar... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The literature on Therapeutic Accompaniment (TA) shows an increasing number of studies about the several variables which characterize this clinic modality, reveling little exploration of the nature of the participation of the accompanied ones and their families in this process. The objective of this work was to describe and analyze five cases attended in this process. The objective of this work was to describe and analyze five cases attended in this modality of the TA, identifying experiences, functions performed by the therapeutic companions (TCs) and results of the process by means of the process by means of these individuals speeches. In each case, recorded interviews were done and they were later trasncribed with the participants of each process of TA: companions, accompained ones and family. The interviews were anlyzed and the data were categorized according to Bardin's content analysis technique. The results were organized according to the categories obtained, analyzing and comparing the experiences of the actors involved in the TA process, based on the psychoanalytic theory assumptions. The patients experiences indicate TA as a therapeutic, integrador and anti-segregating device, because it consolidates in a place of various agonies, besides being instrument of subjectivity appreciation and social reconstruction. The companions bring as experience the worry about the constitution of the place of anchorage, able to be continent to what needs to be kept in it, and cite the supervision space and the group exchange as an anchorage spot for their own agonies during the process. The mother figure is prevalent as a family participant in the TA processes studies. The data of maternal experiences reveated that, if on one hand, the companion figure represented reception, companionship and protection, on the otheir hand, it appears as invasion and distrust eliciting... (Complete abstract click electronic access below) / Mestre

A Orientação Profissional e de Carreira, como domínio teórico e prático, vem passando por várias mudanças ao longo de um século. Paradigmas desenvolvimentistas e mais construtivistas ganharam destaque, focalizando a construção da carreira com ênfase em maior flexibilidade, adaptabilidade e aprendizagem ao longo da vida. Para compreender os processos, estudos do tipo follow-up são úteis. Neste estudo, questões são formuladas sobre as trajetórias profissionais, sobre as narrativas de egressos do atendimento em Orientação Profissional, sobre as articulações possíveis entre conteúdos obtidos por diferentes estratégias e em diferentes momentos da carreira. Assim, este estudo, de natureza qualitativa, de caráter exploratório, visa analisar as narrativas de egressos de um Serviço de Orientação Profissional (SOP), compreender as histórias produzidas por meio do instrumento BBT-Br e desvelar a memória que permaneceu do processo de Orientação Profissional. Os participantes foram atendidos entre os anos de 2004 e 2009. Foram entrevistados 12 egressos, tendo como critérios para a inclusão na amostra determinadas condições na época do atendimento: a) cursar o ensino médio ou curso preparatório para o vestibular, (b) ter sido atendido em grupo no intervalo em 5 e 10 anos, anteriormente ao início desta investigação; (c) encontrar-se na situação problemática/de resolução ou na pré-dilemática/dilemática, e (d) ter o registro de alguma profissão ao final do processo de orientação. Para a obtenção de dados foram utilizados os instrumentos: (a) roteiro de triagem; (b) histórico do atendimento; (c) história das cinco fotos preferidas do Teste de Fotos de Profissões (BBT-Br); e (d) registros da entrevista de acompanhamento. A análise dos dados foi embasada nos referenciais teórico desenvolvimentista da Teoria da Construção da Carreira de Savickas e da Construção da Vida (Life Design) de Duarte e colaboradores. Os dados foram organizados e analisados de acordo com as seguintes categorias: (a) caminho imaginado e o caminho traçado - história do BBT-Br e resumo biográfico; (b) dificuldades encontradas nas trajetórias e recursos pessoais e contextuais para a solução dos problemas; (c) planos para o futuro: compreensão de si, expectativas, e atividades significativas; e (d) memórias da orientação profissional e possíveis influências. Os resultados mostram que há coerência e continuidade nas narrativas de construção da vida/carreira, corroborando as bases teóricas utilizadas. E que os conteúdos das narrativas no BBT-Br apresentam relações com os temas de vida obtidos por meio de outras estratégias. As redes de apoio exercem papel importante, mas não são suficientes se os comportamentos não forem adaptativos. E, a maioria dos participantes relata possuir lembranças do processo de Orientação Profissional, creditando os ganhos com a experiência como aprendizagem transferível para outros momentos, sobretudo quando precisam fazer uso das competências para a comunicação e as decisões relativas à construção da vida/carreira. / Vocational and Career Guidance, as a theoretical and practical domain, has been substantially changing over the last century. Developmental and more constructivist paradigms are promote, focusing on career building and, under this scope, emphasizing greater flexibility, adaptability and lifelong learning. To understand these processes, follow-up studies are useful. In this study, questions were formulated on the professional trajectories, on the egress reports from people who undertook Professional Guidance Services (SOP), and on the possible articulations among contents obtained by different strategies and at different moments of the career. Thus, this exploratory, qualitative study aims to analyze the egress reports of those who attended a SOP, to understand the stories produced through the Photo Test of Professions (BBT-Br) instrument and to uncover the remaining memory of these people regarding the career guidance. The researcher interviewed twelve people, who attended between 2004 and 2009. The criteria for inclusion in the sample were the following specific conditions at the time of attendance: a) to be enrolled at a high school or at a preparatory course for the University Entrance Examination; (b) to have participated in SOP Group sessions between five and ten years before the beginning of this survey; (c) to be in the problematic/resolution or pre-dilemma/dilemma situation; and (d) to register a profession at the end of the orientation process. The following instruments were used to obtain the data: (a) screening script; (b) service history; (c) history of the five favorite photos of the Photo Test of Professions (BBT-Br); and (d) records of the follow-up interview. The data analysis was based on the developmental theoretical framework of the Career Construction Theory of Savickas and the Life Design of Duarte et al. The data were organized and analyzed according to the following categories: (a) imagined path and the path actually followed - BBT-Br history and biographical summary; (b) difficulties faced in the trajectories and personal and contextual resources for problem solving; (c) plans for the future: self-understanding, expectations, and meaningful activities; and (d) memories and possible influences of the career guidance. The results show that there is coherence and continuity in the life/career construction narratives, corroborating the theoretical bases used, and that the contents of the narratives in the BBT-Br are congruent with the life themes obtained through other strategies. In addition, support networks play an important role, but are insufficient if the behavior is not adaptive. Finally, most participants report having memories of the career guidance process, acknowledging the gains from the experience as transferable learning to other moments, especially when they need to use communication skills and make decisions regarding life/career building.

Made available in DSpace on 2016-04-28T20:37:52Z (GMT). No. of bitstreams: 1 Cristiana Kehdi Gerab.pdf: 330562 bytes, checksum: 7a0ee5fca2c893dac3a5b34f3724b8cc (MD5) Previous issue date: 2011-10-24 / Fundação de Amparo a Pesquisa do Estado de São Paulo / The present research is based on a clinical case and its objective is to think about clinical Therapeutic Accompaniment (AT in Portuguese) by the transformation into narrative of what has been experienced between therapist and patient. The main questions that direct this work concern preoccupations experienced in the narrative fragments relating to the creation of the setting, the position of the therapist in transference and the tendency to a disorientation effect. It is not the purpose here to define AT from its history, nor to distinguish it from private or institutional clinical practice, nor to show the superiority of one over the other. This dissertation intends to consider the difficulties that this practice presents for the therapist, relating these to the basic foundations of psychoanalysis which refer to the creation and management of the setting. It is maintained here that the setting must be implicit in the therapist s body. From this central idea, it is possible to develop elements that allow us to think about an expansion of this clinical practice in difficult cases, and about the disorientation experienced by the therapist / A presente pesquisa, que tem como campo a Psicopatologia Fundamental, parte de um caso clínico e tem como objetivo pensar a clínica do Acompanhamento Terapêutico (AT) através da transformação em narrativa daquilo que foi vivido pela dupla acompanhante-paciente. As principais questões que a conduzem dizem respeito a inquietações vividas nos fragmentos narrados, no que se refere à criação do enquadre, à posição ocupada pelo terapeuta na transferência, e à tendência ao efeito de desorientação. Não é objetivo aqui definir a clínica do AT a partir de sua história, nem de distingui-la em relação à prática do consultório ou à clínica institucional, muito menos privilegiar uma sobre a outra. Trata-se, sim, de pensar nas dificuldades que o AT suscita ao terapeuta a partir dos fragmentos clínicos narrados, orientando-se pelos fundamentos básicos da psicanálise no que se refere à criação e manutenção de um enquadre. Sustenta-se aqui que o enquadre deve estar implícito no corpo do acompanhante. A partir desta ideia central é possível trazer elementos para que se pense na abertura da clínica para casos de difícil manejo e no tema da desorientação no AT