The thesis deal with the topic of induced abortion and euthanasia as the basic issue of the theme of process of dying and death. The theoretical part presents how an acceptation of death have been changing during the human history, deals with the concept of after-life in five world religions, presents how death is perceived in different life period, gives the analysis of abortion and euthanasia as an issue of ethics. The second part od the thesis is to serve as the background material to design lessons of ethics for the secondary schools according to the RWCT program (Reading and Writing Critical Thinking). The aim is to depict the topicality and importance of these issues that a disciple is not only to meet during the lesson, but also to be able to handle, to judge and to draw conclusions for his behaviour.

Esta dissertação analisa as questões concernentes às tutelas de urgência antes e durante o processo arbitral (incluindo-se a forma como podem ser pleiteadas, apreciadas e efetivadas), bem como a interação entre os árbitros, o Poder Judiciário e também entre a Câmara de Arbitragem responsável pela condução do processo arbitral (no caso de arbitragem institucional). O trabalho traz uma breve análise sobre a história da arbitragem e acerca de sua natureza jurídica, com um enfoque específico às tutelas de urgência, analisando, igualmente, os regulamentos dos principais centros de arbitragens pátrios e alienígenas, bem como a legislação nacional e estrangeira sobre o tema das tutelas de urgência em arbitragem. Os principais pontos analisados referem-se: (i) às tutelas de urgência prévias à instauração da arbitragem (quando as partes já se comprometeram, por meio de cláusula compromissória ou de compromisso arbitral, a solucionar eventual lide por meio da arbitragem); (ii) às tutelas de urgência no curso de um processo arbitral; (iii) à efetivação das tutelas de urgência, a qual exige a utilização de força e, por conseguinte, depende do auxílio e de interação com o Poder Judiciário; (iv) à efetivação das tutelas de urgência proferidas em arbitragens estrangeiras; e (v) às anti-suit injunctions. / This dissertation analyses the questions regarding provisional and interim measures previously or during an arbitration proceeding (including the means they can be pleaded, analyzed and enforced), as well as the interaction between the arbitrators, the Judiciary Power and also with the Court of Arbitration responsible for the conduction of the arbitration proceeding (in the case of institutional arbitration). The study brings a brief analysis of the history of arbitration and about its legal nature, with a specific focus on provisional and interim measures, also analyzing the regulations of the main Courts of Arbitration from Brazil and from abroad, as well as the Brazilian and foreign legislation about provisional and interim measures in arbitration. The main topics analyzed are referred to: (i) provisional and interim measures previously to the beginning of the arbitration (when the parties have already committed themselves, through arbitration clause or arbitration agreement, to resolve any conflict through arbitration); (ii) provisional and interim measures during an arbitration proceeding; (iii) the enforcement of provisional and interim measures, which requires the use of force (coercive power) and, therefore, depends on the assistance and the support of the Judiciary Power; (iv) the enforcement of provisional and interim measures rendered on foreign arbitrations; and (v) the anti-suit injunctions.

O trabalho visou o entendimento do sucesso escolar, na área de alfabetização, pelas experiências docentes, investigando os saberes e as práticas relacionados à vida pessoal, escolar e profissional de quatro alfabetizadoras bem sucedidas, que exerceram a profissão nas décadas de 50 a 80, no Estado de São Paulo. Estudou-se o peso da reforma de 1971 e os determinantes advindos das diferentes políticas, anteriores e posteriores, e o provável período em que se iniciou a conformação profissional das educadoras pesquisadas. Pelo estudo de histórias de vida, a investigação caracterizou as diferentes experiências das alfabetizadoras, identificando os saberes e as práticas, que deram sustentação ao trabalho bem sucedido com a alfabetização, e os condicionantes que acompanharam a formação docente. A articulação dos saberes da infância pré-escolar, da vida escolar, da trajetória no curso de formação e da vida profissional com o estudo das características das práticas alfabetizadoras justificou o sucesso escolar. Pela análise dos resultados, concluiu-se que as várias facetas da história de vida das educadoras, com saberes e concepções de ensino, sustentaram o êxito na alfabetização. Apesar das situações bem heterogêneas, o sucesso escolar decorreu da autonomia no trabalho docente para a organização de práticas de ensino, que garantissem a aprendizagem bem sucedida da leitura e escrita, sempre considerando que toda criança apresentava capacidade para aprender, independentemente das condições socioeconômicas, culturais e de aprendizagem. O estudo da história de vida das alfabetizadoras bem sucedidas, envolvendo saberes e práticas importantes e diferentes para configurações de práticas de alfabetização, que garantiram o êxito de todos os alunos, não visou apenas a sistematização de situações pedagógicas que servissem somente como referenciais para organizar o processo de alfabetização de docentes da atualidade, mas também a problematização de aspectos inerentes às ações educativas, no ensino da leitura e escrita, e o resgate de alguns valores que, na época dessas professoras, eram considerados essenciais e que, atualmente, recebem críticas e depreciações. A análise das práticas educativas sinalizou uma diversificação de estratégias de ensino entre as professoras pesquisadas. Apesar dessa diferença, as docentes apresentaram objetivos semelhantes, visando a aprendizagem de todos e rejeitando qualquer forma de discriminação. Verificou-se ainda a criação de rotinas e rituais, durante o desenvolvimento dos conteúdos e das atividades, mas com práticas e aspectos diferenciados. Essa característica confirma a formação de uma ética de trabalho pedagógico. A presente pesquisa oferece, assim, informações para o estudo da alfabetização, enriquecendo a análise dos elementos do trabalho docente, para o êxito escolar, e dos novos dados que possibilitam investigações da temática, também em outras abordagens. / This paper focused on the understanding of academic success in the alphabetizing area by investigating the knowledge and practices related to the personal, academic and professional life of four successful alphabetizers who exercised their profession in the state of Sao Paulo throughout 1950 to 1980. The impact of the 1971 reform was duly studied and so were the direct consequences of the different previous and posterior policies and also the probable period during which started the professional making of the researched teachers. By studying the life histories, the investigation underlined the different experiences of the alphabetizers, identifying the various knowledge and practices which gave support to the successful alphabetizing work, and the decisive factors which accompanied the process of a teacher\'s formation. The articulation of the pre-school childhood knowledge, academic life, personal performance, both scholar and professional, together with the study of the alphabetizing practices characteristics justified the academic success. The results analysis concluded that the various aspects of the teachers\' life history, together with their personal knowledge and teaching concepts, sustained the alphabetizing success obtained. In spite of quite heterogeneous scenarios, the academic success resulted from the autonomy in the work to organize teaching practices which would ensure a successful learning of writing and reading, always considering that every child presented capacity to learn independently of social/economic, cultural and learning conditions. The study of the life histories of the successful alphabetizer teachers, involving important and different knowledge and pratices to build up alphabetizing practices which guaranteed the success of every student, didn\'t focus just the systematizing of pedagogic aspects which would serve solely as references to organize the alphabetizing process of today\'s teachers, but also the intrincacies of those aspects inherent to educative actions, in teaching writing and reading techniques, and the rescue of a few values which were considered essential, back at the time when the researched teachers were active, and nowadays are criticized and depreciated. The analysis of educational practices pointed out a diversification of teaching strategies amongst the researched teachers. In spite of the differences, they presented similar purposes - everyone should learn and any form of discrimination was rejected. It was also verified the creation of routines and rituals while developing the contents and related activities, but with distinguished practices and aspects. This characteristic confirms the making of ethics applied to pedagogical work. So, the present research offers information for the study of alphabetizing while making richer the analysis of the elements pertaining to teaching work to achieve academic success, and of the new data which make possible the investigation of the matter also with other approaches.

A dissertação trata do debate acerca do início da proteção do direito à vida e as consequências dessa proteção em relação às pesquisas com células-tronco embrionárias humanas, autorizadas no ordenamento jurídico brasileiro pelo artigo 5º, da Lei nº 11.105/2005, julgada constitucional pelo Supremo Tribunal Federal em sede de controle concentrado de constitucionalidade. A abordagem, que se concentrou no estudo da doutrina, legislação e jurisprudência, tem caráter preponderantemente dogmático jurídico, nas dimensões analítica, empírica e normativa. As principais conclusões são as seguintes: o direito à vida garantido pela Constituição Federal, estruturalmente, consiste em um princípio, com âmbito de proteção amplo, ensejando a necessidade de sopesamento com outros valores protegidos pelo ordenamento jurídico para sua aplicação; dentre as possíveis interpretações acerca do que consiste esse direito, ele pode ser considerado como um direito à própria existência, um direito à vida digna e um direito à proteção em face do desenvolvimento da biotecnologia; o início da proteção do direito à vida e as pesquisas e terapias com células-tronco embrionárias são disciplinados no direito brasileiro por dispositivos internacionais e nacionais, tais como a Convenção Americana de Direitos Humanos, a Constituição Federal e a Lei nº 11.105/2005; o fato de o Supremo Tribunal Federal ter considerado constitucional o artigo 5º, da Lei nº 11.105/2005, em sede de controle concentrado, não afastou a aplicação da Convenção Americana de Direitos Humanos (a qual contém norma que protege o direito à vida, em geral, desde a concepção) e nem impediu um controle estatal e internacional efetivo sobre as pesquisas e terapias com células-tronco embrionárias a fim de resguardar, dentre outros aspectos, o direito à vida em um enfoque transindividual. / The present work deals with the debate about the beginning of the protection of the right to life and the consequences of this protection related to human embryo-based stem cell research, authorized by the Brazilian legal legislation according to the Article 5 of Law no. 11.105/2005, considered constitutional by the Federal Supreme Court in the concentrated model of constitutional control. The approach, centralized in the study of the doctrine, legislation and jurisprudence, is based on a predominantly dogmatic legal nature, in the analytical, empirical and regulatory dimensions. Following are the main conclusions: the right to life grated by the Federal Constitution structurally consists of a principle, with a broad protection scope, that justifies the need of weighting with other values protected by the legal legislation for its application; among the possible interpretations of what this right is consistent of, it can be considered as a right to the existence itself, a right to a decent life and a right to protection facing the development of the biotechnology; the beginning of the protection of the right to human embryo-based stem cell research and therapies are set in the Brazilian Law by national and international precepts, such as the American Convention of Human Rights, the Federal Constitution and the Law nº 11.105/2005; the fact that the Federal Supreme Court considered the Article 5 of Law nº 11.105/2005, in the concentrated model of constitutional control, did not distract the application of the American Convention of Human Rights (which contains the regulations that protects the right to life, in general, from its conception) neither obstructed an actual state or international control on the human embryo-based stem cell research and therapies in order to protect, among other aspects, the right to life in a transindividual approach.

Après la fondation de la première chartreuse en 1084 par Bruno de Cologne dans les Alpes, ces monastères, installés au départ dans des sites isolés, furent réputés pour leur austérité. Les moines, qui faisaient vœu de silence, vivaient reclus dans leur cellules la plupart du temps, ne se retrouvant que deux fois par jour pour célébrer la messe. Dans ce cadre, qui a donné lieu à une architecture spécifique, les premières mentions d’œuvres d’art, dans la législation, apparaissent dans la deuxième moitié du XIIIe siècle. Cette période correspondait à la fois à une modification de la structure de l’ordre, prenant en compte l’accroissement du nombre des maisons, et aux premières fondations à proximité des villes. Le rapprochement des centres urbains allait déterminer une relation nouvelle entre les chartreux et leurs bienfaiteurs, exprimée dans les donations d’œuvres d’art en vue de la commémoration. Si de la chartreuse de Vauvert, établie près de Paris en 1259, subsistent surtout des relevés de plaques de fondation et de tombeaux, les commandes d’œuvres d’art pour les chartreuses princières et royales de Champmol et de Miraflores, destinées à recevoir les tombeaux de leurs fondateurs, étaient plus variées. L’implication des chartreux dans l’aménagement du décor de leurs maisons est attestée par les sources. Elle peut être observée lorsqu’ils recevaient les dons d’œuvres d’art de la part de plusieurs bienfaiteurs et elle prend un sens particulier quand les frères commandaient eux-mêmes des tableaux. Dans la spiritualité des chartreux, les œuvres d’art avaient un rôle au sujet duquel les moines, en participant à leur création, pouvaient nous renseigner. / Following the foundation of the first charterhouse by Bruno of Cologne, in 1084, in the Alps, these monasteries, established at first in solitary places, were well-known for their austere conditions. The monks, which had taken a vow of silence, lived isolated in their cells most of the time, meeting each other only twice a day, to celebrate mass. In these monasteries, characterized by their own architecture, the first mentions of artworks, in the legislation, date from the second half of the 13th century. At that time, the structure of the order was being revised by taking into account the multiplication of the charterhouses. Furthermore, the first foundations near cities were then established. This proximity to urban centres would determine a new relationship between Carthusians and their benefactors, visible through the donations of works of art for commemoration. From the charterhouse of Vauvert, established near Paris in 1259, have been preserved mostly drawings of memorial tablets or tombs. Nonetheless, for the princely and royal charterhouses of Champmol and Miraflores, that were to house the tombs of their founders, the commissions of works of art were more varied. The Carthusians’ participation in building the appearance of their monasteries is attested by the sources. This fact may also be observed when the Carthusians received donations of works of art from several benefactors and a special significance is attached to it when the brothers themselves commissioned paintings. In Carthusian spirituality, works of art had a role about which the monks, by involving themselves in their creation, could inform us.

Si la gestion de la crise de Berlin 1948-1949 est d’emblée une affaire anglo-américaine pouvant déboucher sur un affrontement avec les Soviétiques, l’observateur est très rapidement confronté à une littérature qui traite du sujet massivement du point de vue états-unien. Le point de départ de ce travail consiste à dissocier le front anglo-américain contre l’URSS en explorant la voix du Royaume-Uni dans la résolution de la crise de Berlin alors qu’un gouvernement travailliste, ayant obtenu pour la première fois une majorité confortable aux élections en juillet 1945, est au pouvoir. Pour ce faire, nous interrogeons ce cas d’étude selon deux axes. Le premier concerne la signification particulière des micro-débats dans les instances gouvernementales en charge de la gestion de la crise berlinoise. Ce cadre spécifique ne peut éluder un deuxième niveau d’analyse qui relève du contexte général dans lequel le processus décisionnel s’opère, renvoyant à la politique étrangère des années Attlee et à la politique d’occupation du Royaume-Uni en Allemagne après 1945. La thèse défendue est que l’étude micro-historique de la gestion britannique de la crise berlinoise prend tout son sens si celle-ci est appréhendée dans sa dimension duale, c’est-à-dire spécifique et globale. En effet, le problème berlinois est géré par une multitude d’instances gouvernementales, situées à Londres ou dans la zone d’occupation allemande, avec des acteurs qui ne sont pas tous au Parti travailliste. Dès lors, comment peut-on caractériser leur style décisionnel à l’aune des débats qui sont considérés comme des micro-récits d’un événement de la guerre froide naissante ? En outre, cette analyse micro-historique témoigne d’une politique britannique élaborée vis-à-vis de l’Allemagne depuis la Deuxième Guerre mondiale avec la participation active de certaines figures travaillistes issues d’un parti qui a longuement œuvré pour des relations harmonieuses dans les affaires internationales. Dans ce cas, comment peut-on distinguer la perception britannique du problème allemand à partir de 1940 ? Ces deux niveaux de contextualisation globale permettent ainsi de comprendre les catégories notionnelles autour desquelles s’organisent les micro-récits de la gestion britannique de la crise de Berlin. Le cadre analytique de ce travail qui utilise l’approche interprétative de Mark Bevir donne également à voir des caractéristiques d’une conception et d’une pratique de la politique étrangère par le Parti travailliste qui héberge plusieurs courants en son sein. / The Berlin crisis 1948-1949 has received some attention in scholary literature on the origins of the Cold War. But the British part has been poorly served compared to the American. This thesis examines the British decision-making process during the Berlin crisis considering that the Labour Party formed its majority government for the first time in July 1945. It offers a detailed examination of the Berlin crisis tackled as a specific case study through which it becomes possible to analyse the debates in a variety of governmental structures dealing with an issue which also pertained to the general context of the Attlee years’ foreign policy as well as to the British occupation policy in Germany after 1945. This thesis argues that the Berlin crisis can be properly understood if it is contextualised in its twofold dimension i.e. at specific and global levels. Firstly, the British decision-making process involved a variety of actors in London or in the occupied zone of Germany who were not all from the Labour Party. Thus, how can the decision-making process be characterised by studying the multi-faceted debates during this prominent 11-month event of the early Cold War? Secondly, the Berlin case also refers to the British policy towards Germany outlined during the Second World War with key Labour politicians’ active contribution. Considering that the Labour Party had long advocated harmonious international relations, what has the British perception of the German problem since 1940 highlighted? The dual contextualisation of the Berlin crisis within Labour foreign policy, on the one hand, and within the framework of British occupation policy in Germany, on the other hand, offers a better understanding of the story-telling of its decision-making process. Besides, using Mark Bevir’s interpretive method, this thesis helps evaluate British role during the Berlin crisis as well as the Labour Party’s approach to foreign policy in the early Cold War.

In my thesis I focus on diagnosing school maturity of children and finding out possibilities of its development. In theoretical part I describe pre-school period as such, then I focus on pre- schools involved in the "Beginning together" program. Furthermore, I explain characteristics of school maturity and ways how to develop them, and finally I address Pedagogic - psychological diagnostics of school maturity. In practical part I researched into how pre- schools with the "Beginning together" program work with pre-school children and children with delayed school entry, I also researched if this program has any special procedures for development of school maturity.

The goal of this diploma work is to evaluate the process and form of determination for czechoslovak crown's exchange rate at beginning of the autonomous Czechoslovak republic and consequential implementation of monetary policy according to the development of economic situation until the beginning of the Second World War. At first I will aim to outline initial economic and monetary situation in the Czech countries before the Austria-Hungary empire break-up. The main focus of the whole work is the monetary reform in the Czechoslovak republic in 1919 whose creator was Alois Rašín. Consequently I will focus on formation of the Czechoslovak monetary policy and monetary stabilization until the world economic crisis. The important step in this period was the foundation of the autonomous emissive bank, which should have strengthened the confidence of currency and separated monetary policy from political interests. The start of the world economic crisis caused breakdown of all economics including the czechoslovak one. Due to this situation I would like to focus also on consequences of the crisis and the solutions suggested by Karel Engliš. At the end of this diploma work I would like to describe the final years of independence of the czechoslovak monetary policy before occupation and the Second World War.

This diploma thesis deals with theme of a work of a novice drama teacher at the beginning of school attendance. Specially in the first mid-term of the first class. The theoretical part is a vocational knowledge file which is the practical part based on. The thesis allows a deep view into the drama education. It will help us to learn about a child in the start of schooling and also the aims of the early education of the first mid-term. It also defines the drama education and its principles, goals and forms. The thesis describes an inclusion of drama education in FEP (for Elementary Education) and the ideal properties of a drama education teacher. It deals with an idea of dramatic game, system of the preparatory games and exercises. It does not only introduce methods and techniques of drama education, but it also helps us to create and plan the lessons, often with a use of literary basis. Practical part is based on an assumption or editing of ten lessons of drama education taught by a novice teacher. The lessons aim to develop friendly climate in a class, cooperation support, child social development and teaching of drama education with basic techniques. Other components of the practical part are reflections of lessons describing the progress of the pupils. This is also described by a survey from...

The diploma thesis deals with the issue of pair teaching between teachers. The main goal is to map the advantages and disadvantages of this teaching. It focuses on the broader specifics of pair teaching, which it then compares in the environment of primary and university. The work is divided into theoretical and practical part. In the introductory chapters of the first part, the issue is viewed from a theoretical point of view, i.e. they describe the model of pair teaching. The theoretical part further defines its basic key principles, especially under what conditions it works and what benefits for pupils, students and teachers brings. It focuses on the prerequisites for proper functioning, cooperative teaching and deals with possible models of cooperation between two teachers. The work also mentions the influence of pair teaching on the quality of professional development of future teachers. The practical part is designed as a qualitative research. This survey is conducted using a structured interview with primary and university teachers who teach in tandem. The obtained necessary data are analyzed by the method of so-called open coding, which will help us answer research questions leading to the achievement of the main goal of this work. The practical part therefore maps the possibilities and...