Made available in DSpace on 2016-06-02T19:46:06Z (GMT). No. of bitstreams: 1 DissVLCC.pdf: 1131386 bytes, checksum: 05728bd4e8ecbc23fcec7789545514e5 (MD5) Previous issue date: 2004-07-27 / The scholar integration proposal demands that the school organize itself to facilitate the access for students with hearing impairment to the curriculum, allowing them, under those circumstances, to have educational opportunities to reach enough knowledge to perform their citizenship. The educational needs of these students demand effort of educators providing them a flexibility of the instruction resources, making feasible the opportunities of learning that take into account their singularity, especially related to communication. This paper had as the main objective an assessment to evaluate the effectiveness of the use of fairy tale dramatization, as an educational strategy to provide an improvement of the oral comprehension of stories for five students with hearing impairment, aged between 7 and 13, enrolled on a public school. It was used an experimental multiple baseline design between individuals, which started with an assessment of previous knowledge that each participant had; hearing impairment, previous knowledge about the fairy tale, followed by the participation of each one in a training with a pedagogical activity and in the end a dramatization related to the fairy tale. These activities were performed by each student in different moments, in a same group composed of four no-hearing-impairment participants. The data were collected by video and/or tape recordings. One statistical descriptive analysis was applied, by comparing the previous knowledge that each student with hearing impairment had about the fairy tale, before and after the achievement of both pedagogical activities and dramatization. The results showed that the participants who had been exposed to the two posterior interventions showed more improvement in performing the assessment tests of the fairy tale oral comprehension, as much in the evaluations accomplished after the introduction of the pedagogical support activity as after the dramatization activity. Although the two interventions had promoted improvement in this performance, there were differences in the magnitude of the change when it was compared with each individual among themselves, or in the student himself, the effect of the two strategies (pedagogical support and dramatization). The inter and intra-individual rate differences suggest that individuals benefited themselves in different ways when the two teaching strategies were used, and it seems to point toward that there is no superiority of one strategy over another, what implies the importance in diversifying the teaching instruction to fulfill the individual particularities in learning condition of students with hearing impairment. / A proposta de integração escolar exige que a escola se organize para facilitar o acesso dos alunos com deficiência auditiva ao currículo, permitindo, assim, que eles tenham oportunidades educacionais na aquisição de conhecimentos necessários, para o exercício de sua cidadania. As necessidades educacionais desses alunos exigem que os educadores proporcionem a eles uma flexibilização dos recursos instrucionais, viabilizando oportunidades de aprendizagem que considerem a sua singularidade, especialmente em relação à comunicação. Este estudo teve por objetivo principal avaliar a efetividade da utilização da dramatização de uma história infantil, como uma estratégia educacional para promover a melhora da compreensão oral de histórias por cinco alunos com deficiência auditiva, com idade entre 7 e 13 anos, matriculados em uma escola pública. Foi utilizado um delineamento experimental de linha de base múltipla entre sujeitos, o qual iniciou-se com a avaliação do conhecimento prévio que cada participante portador de deficiência auditiva tinha da História, prosseguiu com a participação de cada um deles em treino via atividade pedagógica e, posteriormente, via dramatização referente à História, sendo que essas atividades foram realizadas com cada um deles em momentos diferentes, embora com um mesmo grupo composto por quatro participantes ouvintes. Os dados foram coletados através da gravação em vídeo e/ou áudio. Aos resultados aplicou-se uma análise estatística descritiva, comparando-se o conhecimento prévio que cada aluno com deficiência auditiva tinha da História, antes e após a realização das atividades pedagógicas e de dramatização. Os resultados demonstraram que os participantes que foram submetidos às duas intervenções subseqüentes apresentaram melhora no desempenho em testes de avaliação da compreensão oral da História, tanto nas avaliações realizadas após a introdução da atividade de apoio pedagógico, quanto após a atividade de dramatização. Embora as duas intervenções tenham promovido melhora no desempenho, houve diferenças na magnitude da mudança quando se comparam os diferentes sujeitos entre si, ou no mesmo sujeito. As diferenças inter e intra-sujeitos sugerem que os indivíduos se beneficiaram de forma diferente quando as duas estratégias de ensino foram utilizadas, e isso parece indicar que não há superioridade de uma estratégia sobre a outra, o que implica na importância de diversificar o ensino, a fim de atender às especificidades individuais no estilo de aprendizagem de alunos com deficiência auditiva.

The thesis thema is "Fairy Tales activities in kindergarten: Hansel and Gretel". Theoretical part of this thesis displays the definition of fairy tale and specifications of the preschool age. The goal of practical part is to compare different versions of the fairy tale and chose the best one for preschool age childern. Next step then is preparation of project foccused on children skills developement by work with fairy tale Hansel and Gretel. Organisation of lessons in the ordinary kindergarden. Summary of the project and recomendation for praxis. Methhods as interview and observation has been used. Childern have been developping six types of inteligence by participation in this project, they also developed their ideas presentation in the group and also in comunication with the teacher. KEYWORDS: pre-reading literacy, work with book, dramatization of fairy tales, development of reading methods pre-reading literacy, Hansel and Gretel

À partir d’un corpus ouvert de photographes et de cinéastes coloristes qui ont une fascination pour le nocturne, cette thèse explore les différentes gradations et significations de celui-ci, des plus évidentes aux plus abstraites. La thèse s’attache alors à démontrer que le régime nocturne transforme l’obscurité en valeurs chromatiques et qu’il éclaire, avec une subtilité qu’occulte la vision diurne, les aspects les plus complexes de la société et de l’esprit humain. La confrontation des analyses de séquences filmiques et de photographies dans une perspective articulant esthétique, philosophie et histoire de l’art, a permis de construire la thèse autour de trois grandes notions, Distorsion, Sublimation, Transfiguration, qui fondent le nocturne comme catégorie esthétique de l’image.Le corpus principal organisé sur des critères externes (nocturne, couleur post-années 1960-70) et internes (processus esthétiques conjoints) est composé de séquences de films en couleurs de Stanley Kubrick (1928-1999), de David Lynch (1946), de Brian de Palma (1940), de Francis Ford Coppola (1939) et de séries photographiques de Gregory Crewdson (1962), Bill Henson (1955), Rut Blees Luxemburg (1967) et Daniel Boudinet (1945-1990).Le corpus secondaire est constitué de séries photographiques de Darren Almond (1971), Jean-Christian Bourcart (1960), Nicolas Dhervillers (1981), Laurent Hopp (1974), Chrystel Lebas (1966), d’extraits d’un court métrage d’Antoine Barraud (1973) et d’une série TV de Nic Pizzolatto (1975) et Justin Lin (1973), nécessaire pour finaliser la démonstration. / Based on a large corpus of colorist film directors and photographers who share a fascination for the nocturne, this thesis explores the different gradations and meanings of this one, from the more obvious to the more abstracts. The thesis endeavours to demonstrate how the nocturne reasserts the darkness values to turn them into colors, and how it illuminates, with a subtlety absent in diurnal vision, the more complex aspects of society as well as the human mind.The confrontation between picture and film sequences analysis, with a perspective articulating aesthetic, philosophy and art history, leads to three main concepts: Distortion, Sublimation and Transfiguration. Thereby it establishes the nocturne as an image’s aesthetic category in cinema and photography.The main corpus in cinema and photography, organised by externals criteria (nocturne, post-1960-1970 years color) and internals criteria (similar operating processes aesthetic), is established with the movie extracts of Stanley Kubrick (1928-1999), David Lynch (1946), Brian de Palma (1940), Francis Ford Coppola (1939) as well as the photographic series of Gregory Crewdson (1962), Bill Henson (1955), Rut Blees Luxemburg (1967) and Daniel Boudinet (1945-1990).The second is based on the photographic series of Darren Almond (1971), Jean-Christian Bourcart (1960), Nicolas Dhervillers (1981), Laurent Hopp (1974) and Chrystel Lebas (1966), as well as Antoine Barraud’s (1973) movie extracts. Finally, for the requirement of the demonstration, a Nic Pizzolatto (1975) and Justin Lin (1973) TV show.

Bc. Simona Suchanová: Dramatization of Czech folk song on secondary schools (thesis) ABSTRACT This diploma thesis deals with the possibilities of dramatization of folk songs represented in textbooks for music education in the 2nd grade of elementary school. The text clarifies the phenomenon of folk song, defines the concept of dramatization as a "dramatization of the curriculum", mentions the psychological characteristics of the student in the 2nd grade of elementary school and the specifics of pedagogical work related to it. The thesis expands the methodological tasks in textbooks represented by new dramatic elements, presents new proposals for methodological tasks, conceiving dramatization as another of the creative ways of working with folk songs. In this way, it would like to contribute to the improvement and attractiveness of music education in elementary school. KEYWORDS Czech folk song, dramatization, pubescent, music and movement activities, music education, drama education, 2nd grade of elementary school

La continuité a un statut compliqué pour Deleuze et Leibniz. Chez Leibniz, la continuité est omniprésente dans ses mathématiques et sa métaphysique, mais il est aussi le théoricien de l'individualité absolue des monades, qui peuvent être interprétées comme des discontinuités irréductibles. Chez Deleuze, le champ Idéal est parfois considéré comme une continuité, mais il se caractérise aussi par une affirmation de divergence (et d'incompossibilité), qui pourrait impliquer une sorte de discontinuité dans l'ordre virtuel. Cette étude aborde ce problème chez les deux penseurs et révèle le rôle de la continuité dans leur métaphysique. En effet, un concept deleuzien de continuité est reconstitué en explorant Le pli, Différence et répétition, et Logique du sens. Il est montré comment la continuité (chez les deux penseurs), en tant que concept mathématique, se transforme en une notion métaphysique indispensable à la philosophie de l'événement de Deleuze. Cette recherche développe les nuances conceptuelles d'une notion deleuzienne de continuité et identifie ses différents types, à savoir la continuité divergente, la continuité intensive, la continuité torsionnelle et la continuité ten(or)sionnelle. Cette analyse permet de mettre au premier plan la correspondance architectonique de la métaphysique de Deleuze dans ces trois livres, une architecture empreinte de continuité et de pli. / Continuity has a complicated status for Deleuze and Leibniz. For Leibniz, continuity is prevalent in his mathematics and metaphysics, but he is also known to be the theoretician of the absolute individuality of monads, which can be interpreted as irreducible discontinuities. For Deleuze, the Ideal field is sometimes regarded as continuity, but it is also characterized by an affirmation of divergence (and incompossibility), which might imply a kind of discontinuity in the virtual order. This study engages with this problem in both thinkers and discloses the role of continuity in their metaphysics. Indeed, a Deleuzian concept of continuity is reconstituted while exploring The Fold, Difference and Repetition, and Logic of Sense. It is shown how continuity (in both thinkers), as a mathematical concept, turns into a metaphysical notion that is indispensable for Deleuze’s philosophy of event. This research unfolds the conceptual nuances of a Deleuzian notion of continuity and identifies its different types, namely, divergent continuity, intensive continuity, torsional continuity, and ten(or)sional continuity. This analysis allows us to foreground the architectonic correspondence of Deleuze's metaphysics in these three books, an architecture imbued with continuity and fold.

No description available.

The aim of this diploma thesis is to find out the influence of methods and techniques of active teaching on the level of essay-writing in the basic school. The theoretical part describes chosen methods and techniques of active teaching within the context of the educational process. An experiment was carried out in the practical part and it verified the influence of these methods on the development of essay-writing potential of the pupils. The popularity of the chosen methods and techniques of active teaching was being researched by a questionnaire survey. The methods of active teaching were discovered to facilitate the success rate of the essay-writing and a statistically significant increase in the number of sentences and syntactic pairs was found in the experimental group.

The core concern of my thesis is with shifting the focus from the description on how innovation is done (predominantly STS accounts of innovation in-the-making) to what designers do with conceptions of innovation. The thesis is based on ethnographic fieldwork within a group of interaction designers of Milan. Despite the different conceptions and traditions of innovation that these designers bring in – the artistic and technological ones – I observed that a design-centered conception of innovation is reproduced, as well as the idea that plans and intentions precede things. However, another key idea of my fieldwork is the importance designers give to imagining things as they might be, rather than focusing on how things are. This is where different models of action, planned and open ones coexist in creative ways: it is these processes that the ethnography details.