Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-04-03T14:42:24Z No. of bitstreams: 1 leonardosoaresbarbosa.pdf: 327719 bytes, checksum: ede46db2e5951d5ec8e94b5c6dc04352 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-04-03T19:02:42Z (GMT) No. of bitstreams: 1 leonardosoaresbarbosa.pdf: 327719 bytes, checksum: ede46db2e5951d5ec8e94b5c6dc04352 (MD5) / Made available in DSpace on 2017-04-03T19:02:42Z (GMT). No. of bitstreams: 1 leonardosoaresbarbosa.pdf: 327719 bytes, checksum: ede46db2e5951d5ec8e94b5c6dc04352 (MD5) Previous issue date: 2010-02-05 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Mostram-se neste trabalho as bases proféticas de Vieira que permitiram fazer uma análise do seu projeto imperial, especificamente do Quinto Império. Neste contexto, obras proféticas como a Clavis Profetarum , a Apologia das coisas profetizadas e principalmente a História do Futuro foram úteis nesta empreitada. Tomando como ponto de referência este último escrito, observei que a obra de Vieira de ve ser enxergada em uma unidade e não em partes fragmen- tadas. O veio que une os escritos do jesuíta é a sua profecia, principalmente a referente ao Quinto Império. A busca desta concretização o m ove a tomar muitas decisões práticas dentro e fora do reino luso. Estas ações, muitas vezes explicitamente políticas, estão expressas em alguns de seus escritos (o Papel Forte , por exemplo), demonstrando o seu verdadeiro anseio de transformar o reino português no tão sonhado Quinto Império do mundo. / This study intends to show the pr ophetic bases of Vieira that allowed to make an analysis of his imperial project, specificly from the Fifth Empire. In this context, prophetic works like the Clavis Profetarum , the Apologia das coisas profetizadas and the História do Futuro were helpful in this research. Starting from this la st writing, I observed that Vieira ́s work should be seen uniquely and not as fragmented parts. The tie that unites the jesuit ́s writing is his prophecy, mainly the one that refers to the Fi fth Empire. The search for this concretization moves him to take many pratic decisions insi de and outside of the Portugal kingdom. These actions, many times explicitly politic, are expressed in some of his writings (the Papel Forte , for exemple), demonstrating his real desire to promote changes in the Portugal kingdom in the so dreamed Fifth Empire.

The career development of students, demonstrated by students' career interest, is important for a more effective career education program. This study focused on the career choices of fifth grade students through the use of a career interest inventory before and after the use of a career education program. The design was experimental, and the purpose was to determine if there were differences in the career interest of fifth grade students who participated in a career education program compared with the career interest of fifth grade students who did not participate in a career education program. The COPS-PIC Picture Inventory of Careers (COPS-PIC) was used as a pretest and posttest for fifth grade students to determine baseline career interests. The COPS-PIC career inventory results were incorporated into the career education program and served as a career planning guide for incorporating students' input into career choices and exploration of those choices for a better understanding of the process of finding out who they want to be and what type of careers exists. The experimental group was provided instruction and career exploration opportunities for 4 weeks. The control group was not provided career education instruction and career exploration opportunities. This study suggests that fifth grade students who participated in a career education program were able to make more concentrated career choices at higher levels of interest after participating in the career education program. Additional studies that include the use of career interest inventories and a career education program are needed before extensive generalizations can be made.

« Accident de l’histoire » selon les termes du rapport Warsmann, réalisé au moment de la réforme constitutionnelle de 2008, l’interdiction faite au chef de l’État de se présenter devant le Parlement, comme plus largement la question de la communication entre les deux organes, méritent d’être reconsidérées. La faculté du chef de l’État de s’adresser au Parlement s’insère dans une mécanique des pouvoirs que son étude contribue à éclairer notamment dans le cadre parlementaire où la Ve République réalise un agencement dont l’originalité doit être soulignée. Parce que la communication parlementaire de l’Exécutif apparaît tout à la fois comme un outil pour celui-ci de direction du travail du Parlement, et, pour ce dernier, comme un instrument de contrôle de l’action exécutive, cette question se situe déjà au cœur des préoccupations révolutionnaires relatives à l’organisation de la séparation des pouvoirs. La synchronisation qu’opère le régime parlementaire entre responsabilité politique et communication vient renouveler l’interrogation et singulariser celle relative à la communication du chef de l’État. L’irresponsabilité de ce dernier va impliquer qu’il ne s’adresse au Parlement que par des messages écrits et sous le contrôle des ministres responsables. La Ve République provoque une rupture dans la conception parlementaire de la faculté du chef de l’État de s’adresser au Parlement qui accompagne la redéfinition de la fonction présidentielle. Elle s’observe tant au niveau de l’émetteur que du récepteur de la communication. Au niveau de l’émetteur, une disjonction s’opère entre pouvoir et responsabilité à travers, dans un premier temps, la suppression de l’exigence de contreseing pour l’exercice du droit de message malgré le maintien de l’irresponsabilité présidentielle, puis, dans un second temps, par la reconnaissance à son profit d’un certain droit d’entrée et de parole dans l’hémicycle parlementaire. Au niveau du récepteur, la communication parlementaire du chef de l’État subit le contrecoup d’une évolution de la conception de la représentation qui paraît amener le Président à faire du peuple son interlocuteur privilégié. / « Accident of history » according to the Warsmann report, executed at the time of the 2008 constitutional reform, the ban of the Head of State to appear before the Parliament, as the broader matter of the communication between the two bodies, deserve to be reconsidered. The ability of the Head of State to address the Parliament fits into a mechanical of powers which study contributes to enlighten notably through the parliamentary framework where the Fifth Republic carries out an arrangement whose original feature must be emphasized. For the parliamentary communication of the Executive appears all at once as a tool, for this one, to conduct the Parliament’s work, and, for the latter, as a tool to control the executive action, this issue already is at heart of the revolutionaries’ concerns relating to the organisation of the separation of powers. The synchronization operated by the parliamentary system among political responsability and communication comes to renew the query and distinguish the one relative to the Head of State communication. The irresponsability of the latter will entail a prohibition to appear before the Parliament and an obligation to address them through written messages, under the control of the accountable ministers. The Fifth Republic causes a break in the parliementary design of the Head of State’s ability to address the Parliament which accompanies the redefinition of the presidential office. This break manifests itself both on the issuer and on the receiver’s levels. At the issuer’s level, a disjunction appears between power and responsability, first, through the abolition of the countersignature requirement for the exercise of the right to send messages despite the maintenance of the presidential irresponsability, then, secondly, through the acknowledgment of a certain right to enter and speak in the parliamentary hemicycle. At the receiver’s level, the parliamentary communication of the Head of State is affected by the repercussions of the evolution of the representation’s notion that seems to lead the President to make of people his favored interlocutor.

This study was designed to determine the effects of the infusion of career-education concepts into the language arts and social studies curricula of fifth-grade students. Hypotheses related to differences in mean scores of students in the experimental group and the control group on the Reading Test, Language Test, Study Skills Test of the Comprehensive Tests of Basic Skills, as well as on the total battery scores. Additional hypotheses were formulated concerning the difference between proportional mean scores on the Career Education Questionnaire and three self-concept inventories designed by Instructional Objectives Exchange. The following conclusions are based on the findings of this study: (1) Infusion of career-education concepts into content areas of the curriculum can result in the increased academic achievement of-students. This conclusion is reinforced by the fact that, statistically, the arithmetic mean scores for the experimental and the control groups were not significantly different. Gains in language expression and mechanics, reading vocabulary, and references study skills can result when students relate academic knowledge to the world of work; (2) Students' attitudes toward career education can be altered through the provision of factual information and meaningful experiences; and (3) The self-concepts of students are relatively stable and not altered appreciably during a brief period of time.

As boys in the upper elementary grades become increasingly influenced by peer pressure, many are less likely to participate in singing activities because singing is considered a "feminine" activity. The purpose of this research was to explore if there was an effect on upper elementary boys' level of participation during group singing activities when they attended music classes in a single-sex setting. This study employed a true experimental design and a mixed method. Boys (N = 186) were videotaped during their regular coeducational music classes on two occasions to establish baseline data. Then the students were randomly assigned to attend music classes in either a single-sex or coeducational group. Boys were videotaped again after seven music classes (approximately 9 weeks later). The videos were scored using the author-designed Singing Participation Measure, and the scores (N = 123) were analyzed using an analysis of variance (ANOVA). In addition, qualitative data were collected in the form of music teacher interviews and journal entries. The ANOVA showed no statistically significant differences between groups (single-sex or coeducational) or within groups (baseline scores versus post-treatment scores). In contrast, the qualitative data showed substantial differences in most of the boys' participation in single-sex classes. The teachers reported a sudden increase in the boys' singing participation and described numerous advantages of single-sex music education. Further research is needed. Implications for music educators suggest teachers could create single-sex singing opportunities, choose repertoire mindfully, and establish a "singing culture" at the school to increase boys' participation during singing activities. In addition, music educators are encouraged to know their students' strengths, weaknesses, interests, and needs, and to remember that "one size" does not "fit all" when it comes to what is best for developing young musicians.

This research study investigated the effectiveness of the application of child-centered play therapy procedures and skills by trained fifth grade students in play sessions with kindergarten children who had adjustment difficulties. Specifically, this research determined if play sessions with trained fifth grade students facilitated change in kindergarten children's self concept, internalizing behavior, and externalizing behavior and their parents' stress level.

The purpose of this study was to determine the personal reading interests of students in the third, fourth and fifth grades and to determine if advances in technology in the past twenty years have changed their reading interests.

The nutritional status of children is declining as evidenced by the steady rise in childhood obesity rates over the last three decades. Consuming five servings of fruit and vegetables (FV) daily has shown to help with weight maintenance, but children are consuming far less than the recommended servings. This study was designed to test the efficacy of a sensory-focused multi-component school-based program at increasing vegetable intake among fifth-graders. Classroom, family, and community components allowed children to explore thirteen target vegetables with their senses including taste. Vegetable consumption was measured by digitalized observations of lunchtime vegetable selection and consumption. Vegetable acceptance was evaluated using a selfadministered survey assessing attitude and behaviors related to vegetable consumption. Measures were assessed at multiple time points and compared between the intervention school and a comparison school matched for demographic similarities. Parental consent was obtained for 136 fifth-graders to participate in the multicomponent study and 114 were included in the plate waste study. Data were collected over six days of plate waste observations including two phases: the control phase (CP) and the target vegetable phase (TVP) where target vegetables were served in addition to the regular lunch vegetables. Differences in mean vegetables taken and consumed during each phase of the plate waste study were analyzed using analysis of variance (ANOVA) and paired sample t-tests. When fried potatoes were included as a vegetable in the analysis, the comparison school took (P < 0.001) and consumed (P < 0.001) significantly more vegetables than the intervention school. There were no significant differences in vegetables taken (P < 0.258) and consumed (P < 0.217) when fried potatoes were excluded. Self-administered surveys were analyzed using the Fisher’s exact test and ANOVA. Significantly more children at the intervention school compared to the comparison school reported ever eating bell peppers, butternut squash, and cucumbers. The findings of this study do not show significant differences in vegetable consumption when the intervention school is compared to the comparison school, but do show a small trend toward increased acceptance of target vegetables. Future studies should evaluate a larger sample size with increased frequency of taste testing opportunities.

The implementation of collaboration and the use of graphic organizers in the teaching of programming and writing in the elementary grades have proven to be effective instructional strategies. There is evidence that shows the students who are motivated to program and perform well in this content area are not necessarily representative of the students who are motivated to write. Since the organizational skills required in the two content areas are similar, there may be an opportunity to motivate students who engage in computer programming to become more motivated in writing. As a result, the purpose of this study was to investigate the change in the dimensions of motivation which are: challenge, choice, enjoyment, and interest of fifth-grade students to engage in an expository writing activity after being taught to develop computer programs with the same teaching strategies used in the writing activity. The results of this study suggest that the teaching of computer programming was not effective with the intention of motivating the masses of fifth-grade students to write. However, there appears to be supporting evidence that teaching computer programming to fifth-grade students may help some individual students who are not initially motivated to write.

Symbolic interactionism has scarcely been used as a framework in the field of music education. The purpose of this case study was to understand the verbal and nonverbal interactions of four fifth-grade general music students while they collaborated with peers to compose original songs. Through the lens of symbolic interactionism, data from video and audio recordings, student artifacts, and researcher memos were examined to answer the following research questions: 1) How do fifth-grade general music students interact with their peers during composition activities in a constructivist learning environment? 2) How do fifth-grade general music students self-indicate and create shared meanings through verbal and nonverbal symbolic interactions? A within and cross-case analysis revealed that students interacted with their peers through communicative acts, forming friendships, nonverbal gestures, and forming social roles. The participants self-indicated and created shared meanings as a result of shared responsibilities, musical dialogue, improvisation, and symbolic exclusion. Findings suggested that fifth-grade students develop social roles and engage in follower and leader behaviors in situations where teacher scaffolding is purposefully suspended. The results of the research contribute to an existing body of literature regarding fifth-grade general music students’ abilities to self-direct their own learning during collaborative activities.