A teoria dos temperamentos de David Kersey indica que há diferentes disposições de agir e comportar-se de acordo com tipos psicológicos. Diferentes temperamentos têm diferentes interpretações dos fatos, reagem de modo distinto a essas interpretações, tomam decisões baseados em diferentes critérios e lidam com as situações de modo diverso. A presente tese pretende tornar os tipos (ideais) de Keirsey (ISTP, ESFJ etc.) visíveis e concretos, por meio da análise de personagens de ficção: a família Barone da série televisiva Everybody Loves Raymond, e assim poder oferecer subsídios para a educação, tornando visíveis, em perfis biográficos, temas nos quais o temperamento deve ser levado em conta por educadores para aperfeiçoar sua compreensão dos educandos. São assim analisados em detalhes, dos personagens bem elaborados de Everybody Loves Raymond, pessoas comuns, vivendo seu quotidiano de acordo com seus tipos de temperamento e mostra-se em vida real um ESFP, uma ESTJ, uma ESFJ, um ISTP e um NF/SJ. Eles nos propiciam um melhor reconhecimento, melhor compreensão e discussão de importantes temas pedagógicos (aprendizagem, concepção de escola, lidar com a culpa e o dever etc.), tal como vivenciados por diferentes tipos de temperamento. / The temperament theory of David Kersey indicates that each individual was born with a disposition to act and behave in certain ways according to his type. People with different temperaments have different interpretations of events, will react to these interpretations in different manners, will make choices based on different criteria, and will deal with situations in different manners. Keirseys theory is also important for education: teachers and parents should take temperament into account in order to improve their understanding of the students. This thesis aims to make Keirseys (ideal) types (ISTP, ESFJ etc.) more concrete by fleshing them out into fictional characters: the Barone family of the TV series Everybody Loves Raymond. Throughout the episodes of the sitcom, we can see three-dimensional and believable characters: ordinary people living ordinary lives according to their temperament types. In Everybody Loves Raymond we have in action, like in real life, an ESFP (Raymond), an ESTJ (Debra), an ESFJ (Marie), an ISTP (Frank) and a NF/SJ (Robert). They make easier to recognize, understand and discuss different types of temperament on important educational matters (learning, conception of the school, guilt, duty etc.)

nÃo hà / Esta pesquisa tem como objetivo descrever as estratÃgias utilizadas na traduÃÃo de referÃncias culturais na dublagem da sÃrie de TV americana Everybody Hates Chris. Os Estudos Descritivos da TraduÃÃo de Toury (1995) forneceram os fundamentos metodolÃgicos para este trabalho, especialmente no que tange as normas que regem o processo tradutÃrio. A anÃlise das referÃncias culturais baseou-se principalmente em DÃaz-Cintas & Remael (2007) e Antonini (2009). Os conceitos de estrangeirizaÃÃo e domesticaÃÃo estabelecidos por Venuti (1995), bem como o estudo de Ranzato (2013), serviram de base para a classificaÃÃo das estratÃgias de traduÃÃo. O corpus analisado consiste em 66 episÃdios de 20 minutos cada, totalizando 22 horas de material. Na anÃlise, buscou-se, primeiramente, identificar e classificar, de um ponto de vista quali-quantitativo, as referÃncias culturais contidas no texto-fonte. Em seguida, as estratÃgias de traduÃÃo foram classificadas para que fosse possÃvel inferir a influÃncia que cada tipo de referÃncia cultural teve na escolha dessas estratÃgias. Os resultados demonstram que, para cada tipo de referÃncia, foram adotadas estratÃgias diferentes, embora tenha havido uma predominÃncia de estratÃgias estrangeirizadoras. / This research aims to describe the strategies used in the translation of cultural references in the dubbing of the American TV series Everybody Hates Chris. Touryâs Descriptive Translation Studies (1995) laid out the methodological foundations for this paper, especially with regard to the norms which govern the translation process. The analysis of cultural references was primarily based on DÃaz-Cintas & Remael (2007) and Antonini (2009). The concepts of foreignization and domestication, as put forth by Venuti (1995), as well as Ranzatoâs (2013) study, were the basis for the classification of the translation strategies. The corpus analyzed consists of 66 20-min episodes, with a total of 22 hours of material. In the analysis, we first tried to identify and classify, from a qualitative and quantitative point of view, the cultural references found in the source text. Then, the translation strategies were classified so that we could infer the influence of each kind of cultural reference on the choice of these strategies. Results show that, for each kind of reference, different strategies were adopted, although there was a prevalence of foreignizing strategies.

A teoria dos temperamentos de David Kersey indica que há diferentes disposições de agir e comportar-se de acordo com tipos psicológicos. Diferentes temperamentos têm diferentes interpretações dos fatos, reagem de modo distinto a essas interpretações, tomam decisões baseados em diferentes critérios e lidam com as situações de modo diverso. A presente tese pretende tornar os tipos (ideais) de Keirsey (ISTP, ESFJ etc.) visíveis e concretos, por meio da análise de personagens de ficção: a família Barone da série televisiva Everybody Loves Raymond, e assim poder oferecer subsídios para a educação, tornando visíveis, em perfis biográficos, temas nos quais o temperamento deve ser levado em conta por educadores para aperfeiçoar sua compreensão dos educandos. São assim analisados em detalhes, dos personagens bem elaborados de Everybody Loves Raymond, pessoas comuns, vivendo seu quotidiano de acordo com seus tipos de temperamento e mostra-se em vida real um ESFP, uma ESTJ, uma ESFJ, um ISTP e um NF/SJ. Eles nos propiciam um melhor reconhecimento, melhor compreensão e discussão de importantes temas pedagógicos (aprendizagem, concepção de escola, lidar com a culpa e o dever etc.), tal como vivenciados por diferentes tipos de temperamento. / The temperament theory of David Kersey indicates that each individual was born with a disposition to act and behave in certain ways according to his type. People with different temperaments have different interpretations of events, will react to these interpretations in different manners, will make choices based on different criteria, and will deal with situations in different manners. Keirseys theory is also important for education: teachers and parents should take temperament into account in order to improve their understanding of the students. This thesis aims to make Keirseys (ideal) types (ISTP, ESFJ etc.) more concrete by fleshing them out into fictional characters: the Barone family of the TV series Everybody Loves Raymond. Throughout the episodes of the sitcom, we can see three-dimensional and believable characters: ordinary people living ordinary lives according to their temperament types. In Everybody Loves Raymond we have in action, like in real life, an ESFP (Raymond), an ESTJ (Debra), an ESFJ (Marie), an ISTP (Frank) and a NF/SJ (Robert). They make easier to recognize, understand and discuss different types of temperament on important educational matters (learning, conception of the school, guilt, duty etc.)

(English version) Title: Characteristic of the Czech kiteboarding population Objectives: The main goal of this thesis is research of available sources concerning to the topic and analysis and detailed characteristic of the Czech kiteboarding population. Methods: Research of this thesis was based on questionnaires which were collected between kiteboarders and following analysis of collected information. Questionnaire has 20 topics, which were given to respondents who already have experiences with kiteboarding. The questions in the research were made to give one answer or select one of the options. It was collected 200 questionnaires at total. Main methods used in this work are: analysis, synthesis, induction. Results: On the base of research were confirmed given hypothesis. Which are: 1. We assume that at least half of the kiteboarding population think that kiteboarding is dangerous. 2. More than half of the respondents started with kiteboarding on their own. In diploma thesis which is about relatively young and developing sport were collected and analyzed important figures on sample of kiteboarding population. Keywords: Kiteboarding, snowkiting, powerkiting, landkiting.

This study presents some teachers' views on whether today's school is a school for everybody or not. It has also looked into what special resources that are put in for children in special needs. The purpose of this study is to find out some teachers' views and thoughts on the concept of "an Education for everybody" and how these teachers said they worked with children in special needs. After taking part of and processed recent research results and literature, I chose to examine this through qualitative interviews. I interviewed three teachers, one primary school teacher, one special education teacher and one preschool teacher. The conclusions were that the concept of education could be understood in different ways. One teacher said that today’s school is for everyone because all children have the right to go to school. The other teachers said that today’s school is not a place for everybody since some children go to separate schools and special schools. The importance of including all students became clear since the teachers felt that that was the goal, but that the environment and time plays a big role when working with it. The teachers felt that more recourses would contribute to a more including and integrating environment. The school must adapt to the students' needs regardless of what they might be.

Made available in DSpace on 2014-12-17T14:35:50Z (GMT). No. of bitstreams: 1 ClaudiaSRSR.pdf: 3854621 bytes, checksum: ee658ff597e1b92db291c54dde771957 (MD5) Previous issue date: 2008-04-28 / The purpose of this study is to understand what are the matrix elements in which everyday activities of social author/authors, actor/actors and actress/actresses are embedded, in order to carry out the Escola da Ponte s political and pedagogic process (PPP). Thus, the object of this study is to reflect on an experience developed in a public school supported by the Portuguese State within the scenario of institutions that are committed to building up a school of the people by investing in democratization and community participation in their management process. The methodological course of action was targeted at the presuppositions of qualitative research (WOODS, 1999; BURGESS, 1997; MILLS, 1982; OLIVEIRA, 1998; BOGDAN and BIKLEN, 1994; MACEDO, 2000; CASAL, 1996; GEERTZ, 2000), with data collected from random word association (MACHADO and CARVALHO, 2003), the discourse of the interviewed (KAUFMANN, 1996; SILVA, 2006; 2002), observation notes and documents (ELIAS, 1997). Based on a multiple reference and theoretical framework, the investigation revealed elements that are construed as the raw material and pillars supporting the bridge of a school of the people, as well as the self-organization of the school community which emerges as a dimension that binds together all the elements and brings new arrangements into the school dynamics by moving from the individual to the society (DUPUY, 1990). Along this line, the central argument is that in the short and long run the public school quality does not spring from macro educational policies, nor from ephemeral mass-production programs, projects or governmental policies, but from the intent of the professionals working there in becoming authors and characters in the process of building up and carrying out the PPP. The Project has been conceived in the light of the needs and intentionality of the community whose support comes from the participation and social control held by the students families and the community s power to force to action public administration central agencies aiming at having the State fulfill its responsibilities / O presente estudo tem por objetivo compreender quais sejam os elementos matriciais que permeiam a pr?tica cotidiana dos (as) autores (as), atores e atrizes sociais, para a efetiva??o do projeto pol?tico-pedag?gico (PPP) da Escola da Ponte. Constitui-se, portanto, em objeto deste estudo, uma reflex?o sobre a experi?ncia desenvolvida numa escola p?blica, mantida pelo Estado portugu?s, inscrita no cen?rio das institui??es que assumem o compromisso com a constru??o de uma escola de todos (as), pelo investimento na democratiza??o e participa??o da comunidade em seus processos de gest?o. O percurso metodol?gico foi norteado pelos pressupostos da pesquisa qualitativa (WOODS, 1999; BURGESS, 1997; MILLS, 1982; OLIVEIRA, 1998; BOGDAN e BIKLEN, 1994; MACEDO, 2000; CASAL, 1996; GEERTZ, 2000), com dados produzidos a partir da t?cnica da associa??o livre de palavras (MACHADO e CARVALHO, 2003), das falas dos (as) entrevistados (as) (KAUFMANN, 1996; SILVA, 2006; 2002), notas de observa??es e documentos (ELIAS, 1997). Ancorada por um quadro te?rico multireferencial, a investiga??o apontou elementos considerados mat?ria-prima e pilares da ponte para a escola de todos (as), bem como a auto-organiza??o da comunidade escolar que surge como dimens?o que liga todos os elementos, imprimindo novas ordena??es na din?mica escolar a partir do movimento entre o individual e o social (DUPUY, 1990). Nesta linha, o argumento central ? de que, a curto e m?dio prazo, a qualidade da escola p?blica n?o ? tribut?ria de pol?ticas educacionais macros, tampouco de massificados e ef?meros programas, projetos ou pol?tica de governo, mas sim da decis?o dos (as) profissionais que nela trabalham de tornarem-se autores (as) e protagonistas, no processo de constru??o e implementa??o do PPP. Projeto concebido ? luz das necessidades e intencionalidades da comunidade e cuja defesa passa, sobretudo, pela participa??o e controle social das fam?lias dos (as) estudantes e pelo poder de press?o que a comunidade possa exercer junto aos ?rg?os centrais da gest?o p?blica, no sentido de fazer com que o Estado cumpra com as suas responsabilidades

The tourism is an inherent part of humans life because the desire to travel and experience has become a part of current life style. But also the tourism represents the need of self-realization that everybody without any difference wants to satisfy. Therefore it is important to enable as large spectrum of people (healthy as well as disabled) as possible to travel. The main goal of the dissertation thesis is to analyse specific Leeds of disabled people within their participation in tourism activities. The partial goal is to describe the accessible tourism issues, recommend mesures in the field of accomodation and catering facilities and transport services that would lead to the satisfaction of disabled people needs and last but not least to point to an importance of observing the rules when treating disabled people. The dissertation thesis is devided into eight chapters that solve issues of making tourism accessible to disabled people. The part of the thesis is dedicated to the principles of providing informations about accessibility and particular attention is payed to specific needs of disabled people in case of using accomodatin and catering facilities and means of transport. Results of the questionnaire surfy are summarized in conclusion of the thesis.