The aim of this diploma thesis is to find out models and ideals of the pupils of elementary schools. The study is divided into two major parts. The theoretical part describes specifics of pupils from a view of developmental psychology, areas where pupils can find their models and the issue of youth subcultures. Furthermore the attention is aimed at a development of research of pupils' models and ideals. Two extensive studies concerning this topic are described here. The empirical part presents results of the questionnaire survey conducted at an Elementary School in Prague. The topic of this survey was pupils' models, ideals and life wishes.

A descriptive and critical account of the theory of valuation presented by C.I. Lewis in An Analysis of Knowledge and Valuation. Both the a priori and empirical basis for the theory are examined. The essential weakness of the theory lies in an inability to overcome some of the criticisms of the emotivists, especially in the concept of the ultimately valuable. Hence Lewis in unable, even, to present a view as plausible as the emotivists in that his theory of evaluation is, for all practical purposes, a tautology. In order to overcome this difficulty Lewis must hypostatize some non-empirical property or some imperative. However, Lewis has presented the most comprehensive and analytic defense of a naturalistic system since the appearance of Perry's Interest Theory. Many of the value concepts are analyzed showing the development and structure of Lewis' theory. / Arts, Faculty of / Philosophy, Department of / Graduate

This dissertation provides a critical old-spelling edition of George whetstone's An Heptameron of Civill Discourses (1582). The text follows the principles formulated by McKerrow, Greg, and Bowers. Ten known extant copies of the Heptameron have been collated: the Folger Shakespeare Library STC 25337, copy 3, has been used as the control text. The textual apparatus includes a textual introduction, a bibliographical description of the Heptameron, and lists of substantive emendations, emendations of accidentals, press variants, and variants in the 1593 edition, entitled Aurelia, The Paragon of Pleasure and Princely Delights. The critical introduction summarizes Whetstone's life and works; relates the Heptameron to the Renaissance interest in Italy, to the ideal of civility, to courtesy literature, to dialogue literature, to marriage literature, and to Renaissance prose fiction; discusses Whetstone's sources; and examines the book's structure. The notes explain mythological, historical, literary, and contemporary allusions; identify proverbs; suggest sources; and illustrate the accuracy of Whetstone's observations on Italy. A bibliography, a glossary, and indices of proper nouns, stories, and first lines of poems complete the critical apparatus. The dissertation shows that Whetstone, drawing both on his own experience of Italy and on a variety of literary traditions and sources, fuses fact and fancy into a carefully constructed literary work, in which discussions, dramatic entertainments, poems, and tales are thematically integrated, progressing towards a definite resolution in the Seventh Day's Exercise. / Arts, Faculty of / English, Department of / Graduate

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2015-11-12T21:53:54Z No. of bitstreams: 1 Disserta??o Mestrado em Educa??o UEFS ( Edeil Reis do Esp?rito Santo Vers?o Final ).pdf: 1852867 bytes, checksum: f85bdee8e6513375863fedd8d6da24ae (MD5) / Made available in DSpace on 2015-11-12T21:53:54Z (GMT). No. of bitstreams: 1 Disserta??o Mestrado em Educa??o UEFS ( Edeil Reis do Esp?rito Santo Vers?o Final ).pdf: 1852867 bytes, checksum: f85bdee8e6513375863fedd8d6da24ae (MD5) Previous issue date: 2013-05-09 / El presente estudio tuvo como objetivo central analizar se, al planear sus acciones de ensinagem, las profesoras alfabetizadoras buscan en la conciencia fonol?gica bases te?ricos y metodol?gicos para ser m?s funcional la comprensi?n de los/as alumnos/as sobre la l?gica organizativa del sistema de la escrita. El estudio fue realizado con 8 profesoras de alfabetizaci?n de la Rede P?blica Municipal de Senhor do Bonfim - BA, la pesquisa fue desarrollada en una perspectiva cualitativa, mediante la solicitud de un Plan de Clase Semanal, ben como la realizaci?n del grupo focal con las alfabetizadoras. El procesamiento de datos se realiz? mediante la T?cnica de An?lisis del Contenido. Para orientar la organizaci?n de los datos, fueran listados dos bloques de categor?as. El primer bloque representa el tratamiento de datos relativos a los Planes de Semanales, el segundo toma para an?lisis los discursos registrados durante el grupo focal. Ambos los bloques expresan el conocimiento que las alfabetizadoras tienen acerca de las actividades de alfabetizaci?n de an?lisis y reflexi?n fonol?gica. Los datos revelaran que las habilidades fonol?gicas m?s evidentes en la pr?ctica de las alfabetizadoras son las habilidades de consciencia de la rima y de conciencia de la s?laba. El conjunto de actividades estrategias e encaminamientos did?cticos encontrados en los Planes Semanales de Clase evidencian que algunos planes presentan un mayor n?mero de habilidades fonol?gicas, as? como el hecho de que algunos de estos planes son m?s completos, teniendo en cuenta los objetivos y un conjunto de orientaciones did?cticas se presentan tambi?n m?s concatenadas. Los discursos que surgir?n del grupo focal, junto con los datos recogidos en los planes, dejan claro que la incorporaci?n de las habilidades de reflexi?n fonol?gicas las pr?cticas did?ctica y pedag?gica de las docentes acontecen en un tono de instrumentalidad, pues las alfabetizadoras demostraran un dominio de estas habilidades con base en su saber experiencial, cuando, a trav?s del conocimiento t?cito, reconstruyen y tejer comprensiones que se constituyen como saber te?rico y metodol?gico vigorizado por situaciones inusuales y inherente saber-hacer. / O presente trabalho teve como objetivo central analisar se, ao planejar suas a??es de ensinagem, as professoras alfabetizadoras buscam na consci?ncia fonol?gica bases te?rico-metodol?gicas para tornar mais funcional a compreens?o pelos/as alfabetizandos/as de como se d? a l?gica organizacional da escrita enquanto sistema. O estudo foi realizado com 8 professoras alfabetizadoras da Rede P?blica Municipal de Senhor do Bonfim ? BA; a pesquisa se deu numa perspectiva qualitativa, por meio da solicita??o de um Plano Semanal de Aula, bem como da realiza??o de um Grupo Focal com as alfabetizadoras. O processamento dos dados se deu por meio da T?cnica de An?lise do Conte?do. Para orientar o a organiza??o dos dados, elencamos dois blocos de categorias. O primeiro bloco traduz o tratamento dos dados referentes aos Planos Semanais; o segundo toma por an?lise as falas registradas durante o Grupo Focal. Ambos os blocos expressam o conhecimento que as alfabetizadoras t?m sobre as atividades de an?lise e reflex?o fonol?gica. Os dados revelam que as habilidades fonol?gicas mais evidentes na pr?tica das alfabetizadoras s?o as habilidades de consci?ncia da rima e de consci?ncia da s?laba. O conjunto de atividades estrat?gias e encaminhamentos did?ticos encontrados nos Planos Semanais de Aula evidenciam que alguns planos apresentam um maior n?mero de habilidades fonol?gicas, bem como o fato de alguns desses planos serem mais completos, haja vista os objetivos e o conjunto de orienta??es did?ticas se apresentam bem mais concatenados. Os discursos que emergiram do Grupo Focal, somados aos dados levantados nos Planos, deixam transparecer que a incorpora??o das habilidades de reflex?o fonol?gica ?s pr?ticas did?tico-pedag?gicas das docentes acontece num tom de instrumentalidade, pois as alfabetizadoras apresentam um dom?nio de tais habilidades com base no seu saber experiencial, quando, por meio do conhecimento t?cito, ressignificam e tecem compreens?es que se constituem como saber te?rico-metodol?gico revigorado pelas situa??es inusitadas e inerentes ao saber-fazer.

The purpose of this paper is to analyse the link between human rights and, HIV and AIDS. It also assesses whether persons who experience inequality, prejudice, marginalisation and limitations in their social, economic and cultural rights are at a greater risk of HIV exposure. The study aims to assess whether persons living with cognitive disabilities have been a marginalised in the international and regional responses to HIV and AIDS, because cognitive disabilities impact on the basic social skills of an individual such as reading, writing, interacting with people and affect the ability of an individual to learn new things and infer information from social cues and body language. The author will therefore review specific international human rights instruments, African human rights instruments and some national policies and legislation in order to examine this, and based on the findings will provide recommendations accordingly. / Dissertation (LLM)--University of Pretoria, 2012. / gm2014 / Centre for Human Rights / unrestricted

Beginning and intermediate piano students typically study the repertoire of the eighteenth and nineteenth centuries. This pedagogical approach leaves them underprepared to approach compositions written since the latter part of the twentieth-century which are significantly different in terms of harmony, rhythm, meter, and compositional procedure. Therefore, a step-by-step method is necessary to prepare a student for the challenges of learning twentieth and twenty-first century piano music. Civil War Variations (1988), by Logan Skelton, is an excellent example of a piece that presents a number of challenges characteristically found in late twentieth-century piano music. The twenty-five variations that comprise the work incorporate a series of twentieth-century musical techniques, namely complex rhythms, extreme dissonance, frequent metric changes, dissonant counterpoint, the inclusion of blues scales and rhythms, and new notations. The purpose of this study is to identify the technical, musical, structural and notational challenges posed by a work such as Logan Skelton’s Civil War Variations; examination of this piece will lead to suggestions regarding repertoire that a teacher may assign to beginning, intermediate, and advanced students in order to prepare them logically and in a step-by-step fashion to cope with and meet the challenges posed by this and other compositions having similar characteristics.

Lease of an Apartment: Rights and Duties of the Lessee and Lessor Abstract The diploma thesis deals with the actual issue of the lease of an apartment, which is primarily regulated in the Act No. 89/2012 Coll., the Civil Code, as amended (hereinafter the "CC"), in the specific provisions on the lease of an apartment and the lease of a building (Sections 2235 to 2301). Secondarily, the issue of the lease of an apartment is also regulated by other legal regulations - e.g. Act No. 67/2013 Coll., regulating certain issues concerning the providing of services associated with the use of the apartment and non-residential premises of an apartment house (the Services Act), or Government Regulation No. 308/2015 Coll., on the definition of the terms of routine maintenance and minor repairs related to the use of the apartment. The regulation of the cooperative apartment lease is then excluded from the Civil Code, when the legislator decided to include it in the Act No. 90/2012 Coll., on Commercial Companies and Cooperatives. The subject of the diploma thesis is not to provide a detailed analysis of all specific provisions on the lease of an apartment and the lease of a building, but to give an overview of the rights and duties arising for lessees and lessors, in particular from the provisions of the Sections 2242 to...

No abstract available. / Thesis (DSc(Agric))--University of Pretoria, 1975. / Production Animal Studies / unrestricted

No description available.

Magister Philosophiae - MPhil / For decades literature on Islam and Muslims utilised nomenclature which drew from commentary within news and mass media that perpetuated bias representations of Islam and Muslims as dangerous, violent, threats to democratic freedom, oppressors of women, oppressed women, terrorists, fundamentalists and a range of other stereotypes in society. Although Muslims have been an inherent part of South African society for nearly five hundred years, and are protected under ambit of religious freedom granted by the constitution, there is a on-going record micro-aggression and covert discrimination against Muslims from sections of society.