This study seeks to understand how horror urban legends undergo changes over time and the possible reasons for their alterations. Past researchers have yet to analyze the shifts that have occurred within the retellings of these dark tales, and through this analysis, light will be shed onto what truly affects the media's storytelling behavior. Building upon meme theory, this study will use narrative and historical context analyses to uncover the objectives, narrative elements and temporal environments surrounding 10 replications of three horror urban legend memes over the past century. This research will uncover how these memes have mutated over time and inform the world as to how context plays a role. A total of 30 horror urban legend artifacts (10 per meme) were analyzed using qualitative research methods in order to uncover the similarities and differences that appeared in the replications of each of the memes. Also, the contemporary thoughts, attitudes and values of the various time periods in which each of the retellings existed were analyzed to understand how historical events and movements may have led to a change in the story. The findings revealed that social movements played a large role in the alteration of horror urban legend memes, particularly in regards to the second wave of Feminism. Additionally, the findings showed that memes that heavily portrayed racism were altered in more recent decades to include leading actors and characters of various ethnic backgrounds. Because of these findings, this research aligns with and expands upon the work completed by Joel Best and Gerald Horiuchi (1985). / Master of Arts / This study looks at how three icon horror urban legends have changed over the past century. Specifically, this study analyzes "Bloody Mary," "Sleepy Hollow" and the "Wendigo" in order to track the changes each tale has gone through, in addition to uncovering what might influence their change. Researchers have yet to understand this occurrence, and this study will serve as a way to answer why the media would be interested in revisiting and reviving older stories. Remakes of movies and TV shows are found in abundance within society, so this research will help assign a reason as to why ancient tales are dug back up from the grave. Using meme theory, this study examines how a story is able to be retold, remade and eventually changed by analyzing 10 remakes per urban legend, with each remake coming from a different decade between the 1920s and the 2010s. The findings reveal that history plays a role in the remaking and altering of previous tales, mainly due to the older versions of horror urban legends no longer being relevant or culturally appropriate. Occasionally, the older adaptation of a story will have material or revolve around a subject matter that is no longer acceptable within a more modern society, such as women being shown only as a damsel in distress. Because of this, in order for the story to not be forgotten, it must be remade and altered to align with where the world is today.

The inevitable changes to the built environment over time presents the question of what contemporary design is appropriate for existing historical context. This is inherently a wicked problem that is becoming increasingly important to designers in the 21st century. Wicked problems, as the connotation implies, are those that are multi-faceted, unique, and with innumerable possible solutions (Rittel, Webber 1973). Each individual architectural project is a cog in a city’s evolving machine, therefore no one project should ever be considered unimportant. As Robert Venturi said in his “Gentle Manifesto”, a designer should strive towards “messy vitality over obvious unity” (Venturi, 1966). Finding a simple design resolution is difficult if not impossible in a complex urban city layered with centuries of architecture. It is not necessary to copy the historic building next door, nor is it appropriate to design as if a site has no neighbors. The surrounding context should be evaluated for its mass, scale, program, history, and materials, among others, to inform and inspire a contemporary designer’s work. This thesis offers no “solution”; rather a series of design considerations. These considerations are by no means prescriptive, however. My aspiration is that this thesis can be used by future designers as a tool to prompt discussion and discovery about their own site specific project. / Master of Architecture

A large body of research exists concerning teaching students of Mexican background whose primary language is not English, who I call Potentially Biliterate Students (PBLs) in this study. The focus of the research around these students often addresses bilingual education, academic achievement, the impact of language policy, and segregation, among other areas. Yet inequalities still prevail when educating this group of students. Language policies such as Proposition 203 and House Bill 2064 in Arizona, which are not research-based, target this particular population -perpetuating inequalities that have been visible since the Mexican-American War of 1848. This dissertation is informed by sociocultural (Vygotsky, 1978) and sociocultural-historical (Rogoff, 2003) perspectives. Theories of second language (Krashen, 1982; Cummins, 1991; Collier, 1995) and the interplay with mathematics education (Moschkovich, 2002, Khisty, 1995) are also important components that frame my study. This study took place in two different third-grade classrooms, a mainstream and an English Language Development/Structured English Immersion (ELD/SEI), in an English-only environment. The school is part of a school district in southern Arizona where most students are of Mexican background. I employed ethnographic tools to address my research questions. The data sources of this study come from field notes from participant observations, video-recorded sessions, interviews (video- and/or audio recorded) with both teachers and students, and teachers autobiographies regarding their language and mathematics learning experiences, offering a rich source for analysis of the resources and classroom practices in the teaching-learning environment. This data allowed me to develop in-depth case studies for both teachers based on the nature of their classrooms. Thought the two case studies presented, I document how the sociopolitical-historical context and the teachers' training and professional development shape their classroom practices, language ideology, attitudes towards the subjects they teach, as well as their perceptions about their students and families; in particular around students of Mexican background. Additional research is needed to connect results similar to this study with the impact on students' outcomes and behavior, as also the impact on participation of the different school members -parents and other community members.

Made available in DSpace on 2016-08-03T16:16:20Z (GMT). No. of bitstreams: 1 Claudio Pinheiro.pdf: 435765 bytes, checksum: e5c1516db29adcdbcebe0109f02a9989 (MD5) Previous issue date: 2006-06-27 / They present research considers to analyse the occurred educational context in the period of the military dictatorship, searching to extract referryng historial and educational aspects to the period ( 1964 1985). It is carried through with degree as a research professors old of the public net of education of the city of Santo André (SP). It was opted to interviewing six professors (teachers) who had acted during this historical context. To ionvestigate, the historial metodológica boarding of qualitative matrix was used, choosing the memory as principal source of study. For in such a way, one appealed the contribuitions to it of Bosi (Memory and society: souvenirs of old, 1984), Thompson (The voice of Past, 1992), Romanelli (History of the Education in Brazil, 1978), Freitag (Been school and socity, 1980), Góes (The blow in the Education, 1996), Wedge (Education and Social Development in Brazil, 1977), Cardoso (For a critical one of the gift, 2001), Vieira (Been and social misery in Brazil, 1995), Minguili (Direction of School of 2º degree in the state of SP, 1984), Arelaro (The extension of basic education in Brazil, 1988), Teixeira (Politics and administration of teaching staff, 1988), Hilsidorf (History of the Brazilian education, 2005), Gadotti (Education and power, 2001), Full brother (Been military man and education in Brazil, 1990), Saviani (School and democracy, 1986), Saints (Teachers in times of changes, 2003). The worked hypotheses is concentrated in interpreting the position of the professors who had acted in the period in question, relative to the regimen politician whom if it installed in the coutry during this time, and of that it forms this reed echo in its teaching work. In the analysis of politico/social and educational the context, the revision was appealed to it that had supplied subsidies to understand and to show the voice of Dictatorship and Education. / A presente pesquisa propõe analisar o contexto educacional ocorrido no período da ditadura militar, buscando extrair aspectos históricos e educacionais referentes ao período (1964- 1985). Trata-se de uma pesquisa realizada com professores do antigo segundo grau da rede pública de ensino do Município de Santo André (S.P). Optou-se por entrevistar seis professores que atuaram durante esse contexto histórico. Para investigar, foi utilizada a abordagem histórica-metodológica de cunho qualitativo, elegendo a memória como fonte principal de estudo. Para tanto, recorreu-se às contribuições de Bosi (Memória e sociedade: lembranças de velhos, 1984), Thompson (A voz do Passado, 1992), Romanelli (História da Educação no Brasil, 1978), Freitag (Escola Estado e Sociedade, 1980), Góes (O golpe na Educação, 1996), Cunha (Educação e Desenvolvimento Social no Brasil, 1977), Cardoso (Para uma crítica do presente, 2001), Vieira (Estado e miséria social no Brasil, 1995), Minguili (Direção de Escola de 2º grau no Estado de São Paulo, 1984), Arelaro (A extensão do ensino básico no Brasil, 1988), Teixeira (Política e administração de pessoal docente, 1988), Hilsdorf (História da educação brasileira, 2005), Gadotti (Educação e poder, 2001), Germano (Estado militar e educação no Brasil, 1990), Saviani (Escola e democracia, 1986), Santos (Professoras em tempos de mudanças, 2003). A hipótese trabalhada centra-se em interpretar a postura dos professores que atuaram no período em questão, relativa ao regime político que se instalou no País durante esta época, e de que forma isso repercutiu no seu trabalho docente. Na análise do contexto político/social e educacional, recorreu-se à revisão que forneceram subsídios para compreender e explicitar a voz do professor.

nÃo hà / Este trabalho resgata no contexto da educaÃÃo brasileira, à reconstruÃÃo histÃrica e polÃtica do professor, identificando sua aÃÃo profissional e valorizaÃÃo social. De modo a fazer um esquadrinhamento de seu papel como educador sob a hegemonia do poder. Cujo objetivo geral à retratar o contexto polÃtico dos modelos da profissÃo docente, por meio da descriÃÃo de fatos e fenÃmenos histÃricos, buscando identificar na histÃria da educaÃÃo brasileira a condiÃÃo polÃtica do professor frente os interesses das polÃticas dos sistemas de governos as quais impactaram na formaÃÃo e atuaÃÃo. a metodologia se constitui de uma pesquisa bibliogrÃfica e documental. Quanto ao mÃtodo proposto, o trabalho compreende uma descriÃÃo do processo polÃtico e histÃrico do modelo da profissÃo docente em quatro contextos: o primeiro no Brasil colonial, em que, inicialmente, sÃo tratados os aspectos remotos da profissÃo do professor, desde o Egito sob a Ãgide do poder absoluto do faraÃ, atà o momento em que o professor passa a ser do domÃnio da igreja; o segundo caracteriza o professor no modelo de dominaÃÃo colonial e imperial e traz uma abordagem dos conflitos de interesses polÃticos, religiosos e monÃrquicos no delineamento da profissÃo docente; no terceiro modelo polÃtico do professor sob o domÃnio republicano e os conflitos entre o estado e a sociedade; e o quarto modelo polÃtico de professor no estado democrÃtico sob as influÃncias norte-americanas no campo das polÃticas pÃblicas. E por Ãltimo, as anÃlises dos dados, sendo observado o professor, como protagonista, subordinado aos ÃrgÃos de controle de poder hegemonicamente e historicamente constituÃdos. Revelado que sua aÃÃo profissional, atende as concepÃÃes ideolÃgicas de Estado, pelo qual à formado e exerce suas atividades, sem autonomia polÃtica, sendo subordinado a uma formaÃÃo que carece de desenvolvimento crÃtico da prÃpria identidade profissional. / This work rescues in the context of Brazilian education, to the historical and political reconstruction of the teacher, identifying his professional action and social valorization. In order to make a scrutiny of his role as educator under the hegemony of power. The general objective is to portray the political context of the models of the teaching profession, through the description of historical facts and phenomena, seeking to identify in the history of Brazilian education the political condition of the teacher facing the interests of the policies of the government systems that have impacted the formation and acting. the methodology consists of a bibliographical and documentary research. As to the proposed method, the work comprises a description of the political and historical process of the model of the teaching profession in four contexts: the first in colonial Brazil, in which the remote aspects of the teacher profession, from Egypt under the aegis of the absolute power of the pharaoh, until the moment when the professor happens to be of the dominion of the church; the second characterizes the teacher in the model of colonial and imperial domination and brings an approach to conflicts of political, religious and monarchical interests in the delineation of the teaching profession; in the third political model of the teacher under republican rule and the conflicts between the state and society; and the fourth political model of teacher in the democratic state under US influence in the field of public policy. And lastly, the analysis of the data, being observed the teacher, as protagonist, subordinated to the power control organs hegemonically and historically constituted. Revealed that its professional action, attends the ideological conceptions of State, whereby it is formed and carries on its activities, without political autonomy, being subordinated to a formation that lacks the critical development of its own professional identity.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Esse trabalho apresenta uma reflexÃo acerca do ensino da matemÃtica, bem como as dificuldades inerentes a esse tema que, ao longo da historia de nosso pais, teve seus momentos de gloria e de esquecimento. TambÃm e discutido o papel das demonstraÃÃes nas aulas de matemÃtica onde autores divergem quanto a ser ou nÃo uma ferramenta didÃtica no ensino bÃsico. Sempre existiu a preocupaÃÃo dos professores em tornar a MatemÃtica mais dinÃmica e mais fÃcil para os alunos. Do Brasil ColÃnia aos dias atuais o ensino de MatemÃtica sofreu grandes mudanÃas. Apesar de sua importÃncia e aplicabilidade houve tempos em que, o ensino de ciÃncias (incluindo matemÃtica) era reservado aos cursos de nÃvel superior. No Brasil ColÃnia predominava a escola dos JesuÃtas baseado em um ensino tradicional com pouco destaque para a matemÃtica. No Brasil ImpÃrio, foi criado a ConstituiÃÃo de 1824 e implantadas as primeiras instituiÃÃes culturais e educacionais do pais, caracterizando as primeiras mudanÃas educacionais. No Brasil Republica, aconteceram varias reforma no sistema educacional sob fortes influencia francesa, onde, pela primeira vez a MatemÃtica recebeu destaque. Em consequencia, houve a democratizaÃÃo da escola, favorecendo crianÃas e jovens das classes populares. A dÃcada de 50 foi marcada como o perÃodo de estudos e tentativas de implantaÃÃo do Movimento MatemÃtica Moderna que tinha como caracterÃsticas: precisÃo na linguagem matemÃtica; prioridade nos aspectos lÃgicos e estruturais; importÃncia em demonstraÃÃes; desfavorecimento ao ensino de geometria. Esse movimento surgia na tentativa de solucionar os problemas advindos do ensino tradicional. Hà vÃrios fatores que geram/influenciam as dificuldades no ensino de matemÃtica, tais como: a mà formaÃÃo inicial dos professores; metodologia tradicional com Ãnfase no cÃlculo e memorizaÃÃo de formulas; busca inadequada a novos recursos pedagÃgicos; descontextualizaÃÃo; o simbolismo prÃprio da linguagem matemÃtica, etc. A reintroduÃÃo de doses equilibradas de demonstraÃÃes no ensino de MatemÃtica no Brasil e uma pratica que incentiva a compreensÃo, ajuda no desenvolvimento do raciocÃnio matemÃtico e da lÃgica dedutiva. O ensino de matemÃtica necessita de mudanÃas de posturas, metodologias, mas sem abandonar as tÃcnicas e procedimentos operatÃrios caracterÃsticos da disciplina. Nesse trabalho, ainda sÃo apresentadas algumas âregrinhasâ com sua contextualizaÃÃo histÃrica e justificativa a fim de ajudar o professor a responder questionamentos dos alunos como, âde onde veio isso?â ou âpor que à assim?â. / This paper presents a reflection on the teaching of mathematics as well as the difficulties related to the subject, throughout the history of our country, had his moments of glory and oblivion. It discuss the function of demonstrations in math classes where authors disagree as to whether or not a teaching tool in elementary education. There has always been a concern of teachers to become more dynamic and easier for students to mathematics. From Colonial Brazil to today the teaching of Mathematics has undergone great changes. In spite of its importance and applicability there were times where the teaching of science (including mathematics) was reserved for university courses. In Colonial Brazil predominated the Jesuit school based on a traditional education with little emphasis on mathematics. In Empire Brazil, was created the Constitution of 1824 and implemented the first cultural and educational institutions in the country, featuring the first educational changes. In Republic Brazil, happened several reforms in the educational system under strong French influences, where, for the first time the Mathematics was highlighted. Consequently, there was the democratization of the school, encouraging children and young people of the popular classes.The 50's was marked as the period of studies and attempts to implement the Modern Mathematics Movement which had the following characteristics: precision in mathematical language; priority in logical and structural aspects; importance in demonstrations; disadvantage to teaching geometry. This movement arose in the attempt to solve the problems arising from traditional education. There are several factors that create/influence the difficulties in teaching of mathematics, such as: poor initial training of teachers; traditional methodology with emphasis on calculation and memorization of formulas; inadequate seeks new teaching resources; decontextualization; own symbolism of mathematics language etc.The reintroduction of balanced doses of demonstrations in the teaching of Mathematics in Brazil is a practice that encourages understanding, helps in the development of mathematical reasoning and deductive logic. The teaching of mathematics requires changes in attitudes, methodologies, but without give up the technical characteristics and operative procedures of the discipline. In this work is still displayed some "ground rules" with its historical context and justifications in order to help the teacher to answer questions of students as "where did that come from? " or "why is that?".

Ecotourism is a popular tool for biodiversity conservation and local community development. It has long been argued that the depth of community involvement and support is imperative in creating effective and sustainable ecotourism programs, although widespread community involvement is rarely achieved in practice. Local perceptions of the benefits and impacts of ecotourism development and held values for the resources utilized in ecotourism activities may influence community support and decisions to be involved; however, little is understood as to why such perceptions exist. This research highlights community perceptions of ecotourism and held values for sea turtles and explains the emergence of these perceptions within two villages on the Caribbean island of St. Kitts. Data were collected through face-to-face community surveys, key-informant interviews, and participant observation during the summer of 2012. The field data revealed that community members did not perceive ecotourism to be widely beneficial, but instead viewed the government, people who work in the tourism industry, and tourists themselves to benefit from ecotourism practices. Further, community members perceived ecotourism as negatively affecting poor people, people who do not work in the tourism industry, and the environment. These perceptions of who or what is affected by ecotourism development were traced back through centuries of political-ecological processes on St. Kitts that have mediated local people’s relationship with their land and resources, as well as their relationships with each other. The results of this research suggest a focus on the role of ecotourism in amending the persistent marginalization of local people from their resources by applying a participatory development approach to ecotourism development through collaboration with existing community groups and social networks.

Historical empathy as a didactic tool in teaching about the Holocaust: A qualitative study on history teachers' didactic design of Holocaust education and challenges they see in relation to this teaching.  The author of the study, which includes 44 pages, is Marcus Johannesson. The survey is aimed at teaching about the Holocaust in a Swedish school context. It was carried out against the background of research that has highlighted that students have difficulties in understanding the Holocaust and its circumstances. Considering this, the aim is to contribute with increased knowledge about how teachers handle teaching about the Holocaust and how they believe that such teaching should be designed to develop students' learning. Furthermore, the aim is to investigate what challenges teachers see in relation to teaching about the Holocaust, as well as how historical empathy as a didactic tool can be helpful for history teachers in their teaching. Another aspect that is important for teachers' teaching about the Holocaust is that anti-Semitic expressions are increasing in society. This is because of the ongoing conflict between Israel and Hamas in Gaza. The theory that is therefore applied in this study is Jason Endacott's definition of historical empathy, namely a concept that contains the three aspects of historical context, perspective taking and emotional attachment. The conclusion is that the interviewed teachers' design of Holocaust education to varying extents contains the three aspects of historical empathy, which can improve students' opportunities to understand and learn about the genocide. More conclusions are that the teaching needs to be adapted depending on the student group due to social development, that myths and misconceptions about the Holocaust occur in the respondents' classrooms and that historical empathy as a didactic tool can be helpful for current and future history teachers.

The thesis is focused on the creation of Jan Zahradníček in the 40th and 50th years of 20th century, namely collections of Rouška Veroničina, La Salleta, Znamení moci. Dům strachu and Čtyři léta. The aim of this thesis is to show exclusivity and specifics of these collections. The thesis analyzes the collection in the terms of composition, rhythm and motive, and monitors their individual transformations. All with taking into account the importance of historical context of the period in which these works were created. At the end we present prison Poetry of Zahradníček as a specific, non-contextual genre that does not have analogues in Czech literature. Keywords Jan Zahradníček, spiritual poetry, composition, time, space, theme, historical context.

O objetivo deste trabalho é analisar e comparar as peças Death of a Salesman [Morte dum caixeiro viajante] (1949), do dramaturgo americano Arthur Miller (1915-2005), e Rasga Coração (1974), do dramaturgo brasileiro Oduvaldo Vianna Filho (Vianinha) (1936-1974), especialmente em relação aos elementos épicos presentes nelas. Ambas as obras possuem uma estrutura formal que apresenta passado e presente simultaneamente no palco. Uma vez que uma peça dramática pressupõe sempre o tempo presente exposto cenicamente, o fato de o passado ser parte estrutural de Death of a Salesman e Rasga Coração já o transforma num primeiro importante traço épico das duas obras. A partir daí, vários outros elementos épicos serão apontados e examinados durante o trabalho sendo que estes elementos são importantes na representação dos conflitos sócio-históricos presentes nos Estados Unidos dos anos 40 e no Brasil nas primeiras sete dé-cadas do século XX. Outro aspecto que as duas peças apresentam em comum é o fato de analisarem um conflito geracional entre pai e filho(s), que representa, ao mesmo tempo, o conflito entre forças sociais e históricas maiores. Estudar quais são estas forças sociais representadas é também objetivo da pesquisa. Isto fará com que semelhanças e diferen-ças entre as obras e seus contextos apareçam e sejam discutidas. / The objective of this research is to analyze and compare the plays Death of a Salesman (1949), by the American playwright Arthur Miller (1915-2005), and Rasga Coração, by the Brazilian playwright Oduvaldo Vianna Filho (Vianinha) (1936-1974), especially concerning their use of epic elements. Both plays have a formal structure that presents past and present simultaneously on stage. Since a dramatic work always presupposes the scenic exposure of the present as a central characteristic, the fact that the past is part of the structure of Death of a Salesman and Rasga Coração transforms it into the most important epic element in both plays. Other epic elements of importance for the repre-sentation of social and historical conflicts of the United States in the forties and of Bra-zil in the first seven decades of the XX century will be examined as well. Another char-acteristic shared by these two plays is the fact that they discuss the generation conflict between father and son(s) in a way that combines the representation of private family affairs to the one of bigger social and historical forces. To study the nature of these so-cial forces represented in the two plays is another objective of this research, which will discuss and point out similarities and differences between them and their respective so-cial contexts.