This Thesis is focused on beginning teachers as absolvents of Charles University Faculty of Education with experience at most three years. There is explained what competences teachers have to individualize lessons at Primary school. This topic is very popular these days and doesn't cover only children with specific needs or children who are gifted, but it includes all pupils. This thesis tries to map this current situation with eight chosen teachers who respond to our requairments. The Teoretic part is divided into five chapters, which describe professional quality of teacher with deep focusing on personal characteristic, the term a beginning teacher and his most frequent problems. Next chapter is focused on pedagogical competences. Subchapters are conected with deep analyzation of teacher's competances to individualize his lessons and introduse some tendences in current preparatory education of teachers at primary schools. In penultimate chapter there is deeper describtion of preparatory education of teacher at primary school and personality. The last chapter of the teoretic part is focused on terms diferenciacion and individualisation. It introduces two alternative programmes know as Dalton plan and Winet system. The research, which belongs to an experimental part, is focused on quality. It was...

This thesis deals is focused the application of general individualization strategies during work in the regular primary school classroom where pupils with learning diasabilities and specific behavior are integrated. Its aim is to describe the way the teacher tries to find optimal solutions using a form of action research. It deals with the status of these pupils in the class. What is their attitude and how they are motivated for school work. It traces how is the process perceived by pupils themselves, by thein schoolmates and thein parents. Perception of their problems by classmates and their parents. It reflects how the choice of the strategy affects the level of professional competence and teaching style of the teacher. It describes the benefits and risks associated with the integration of children with learning disabilities in the common classroom. It maps the possible strategies of differentiation and individualization of teaching methods and strategies that support students with learning disabilities an specific behavioral. It deals with the requirements for the competence of teachers. Keywords: inclusion, individualization, work methods, language and communication skills, a student with learning disabilities and behavior

The thesis deals with various approaches of primary school teachers to pupils with Attention deficit hyperactivity disorder (ADHD). The theoretical part describes in detail the etiology of ADHD, the problems of ADHD children experienced in the learning process of primary education, as well as individual needs of ADHD students and recommended approaches of teachers to these students. It deals with possibilities of treatments. The empirical part is based on a survey performed among parents of primary school students with ADHD focusing on parents' perceptions of teachers' attitude toward pupils. Teachers' point of view and perceptions were gained through interviews. The results are summared and suggestions for thinking about it have been made in the end of the thesis.

Cette thèse montre comment une politique socioéducative locale, déployée à la croisée de plusieurs secteurs publics (éducatif, social, santé, loisir,…) et révélatrice de l’évolution actuelle des modes d’intervention sociale (individualisation, activation, contractualisation,…), est appropriée, construite et transformée par les acteurs de terrain, ainsi que dans l’interaction avec les usagers. À partir de l’étude du dispositif de Réussite éducative à Toulouse de 2006 à 2009, ce travail de recherche met en exergue les différentes phases qui ont balisé l’intégration et la structuration de cette nouvelle action publique sociale locale. D’une réception critique de la part des professionnels socioéducatifs locaux à une acceptation et une mobilisation progressives, nos investigations montrent comment les acteurs locaux ont contribué à transformer ce dispositif en une politique « palliative » et présentiste afin de répondre aux carences, aux dysfonctionnements du système socioéducatif local. C’est alors une adhésion « relative » à cette nouvelle politique publique que nous observons, dans le sens où les réticences exprimées au départ par les acteurs ne disparaissent pas, mais sont mises de côté compte tenu des besoins existants et de l’urgence des situations. Les acteurs ne sont pas dupes des tentatives de modification du système et continuent à y résister en cherchant à instrumentaliser le dispositif. Toutefois, l’adhésion, si relative soit-elle, finit par ouvrir progressivement la voie du changement sous l’effet de la création d’une succession de dispositifs, dont la Réussite éducative fait partie, qui tendent à promouvoir un nouveau paradigme social. / This thesis shows how local social and educational policy, deployed at the crossroad of several public sectors (educative, social, health, leisure, ...) and representative of the current trends in social intervention paths (individualisation, activation, contracting, ...) is appropriate, constructed and transformed by actors on the field, as well as in the interaction with users. From the study of the Educational Success operation in Toulouse from 2006 to 2009, this research highlights the different phases that have marked the integration and structuring of this new local social public action. From a critical reception by the local socio-educative professionals to a progressive acceptance and mobilization, our investigations show how local actors contributed to transforming the operation into a "palliative" and presentist policy in answer to the deficiencies and malfunctions of the local Socio-educative system. We then observe a "relative" adherence to this new public policy, in the sense that the reluctances expressed by the actors at the outset do not disappear, but are set aside considering the existing needs and the situations priorities. The actors are not fooled by the attempts to change the system and continue to resist them seeking to manipulate the operation. However, even if the adherence is limited, it could end by gradually opening the path to change under the influence of the a series of operation creation, including the Educational Success operation, which tend to promote a new social paradigm.

The thesis is focused on differentiation in school curriculum at primary schools. Its aim is to describe the conditions and schemes of differentiation in school curriculum at selected primary schools in Prague and to confirm if and how they are fullfilled in the classes. It is focused mainly on care for the groups of children to whom differentiation is highly recommended. These are children with specific educational needs and talented children. The practical part of the thesis presents results of qualitative research in casuistries of selected Prague primary schools, their school curriculum and practical use of the differentiation of education in their classes. The casuistries contain descriptions of functional and tested models of individualization and differentiation at these schools. Of organizational structures (as they are described in theory) combinations of these are used most often: intrinsic differentiation (in common classes) - individually or in groups (sometimes with pedagogical assistant) and group extrinsic differentiation, that is formed as special care for children either with specific educational needs or talented children. Key words: differentiation, individualization, talented child, school curriculum, child with specific educational needs

This thesis analyses discourses on health and wellbeing in three Swedish lifestyle magazines for women, Amelia, Tara and M-magasin, and how readers of these magazines reflect on and negotiate the values and identities presented in them. The aim of the thesis is to contribute to increased knowledge about mediatized religion, directed to women by commercial women's magazines on a secular market, and how this religion is presented, perceived and used as a resource for women's wellbeing, lifestyle and identity. The study is a qualitative case study combining a content analysis of what is referred to as the wellbeing discourses of the three magazines, and a reception study. This design was selected to combine a media centred and a consumer oriented perspective. Inspired by Nancy T. Ammerman, the magazines’ and the readers’ discursive understanding of religion and spirituality was approached through the concept of everyday religion. The magazines and the readers associated religion with institutional religion and a collective experience. Spirituality was related to non-institutional religion and individually chosen meaning-making elements from both non-institutional and institutional religion. This individualistic spirituality was, thus, still connected to institutional religion. This religion can, on an individual as well as structural level, be connected to a global holistic consumption spirituality and a standardization and homogenization of contemporary religion where practises like yoga and meditation occupied a prominent position. The understanding of religion and spirituality presented through the magazines’ wellbeing discourses, can be seen as “glossy-feminism”, a feminism that grows out of a neo-liberal self-help paradigm, and a feminisation of wellbeing in contemporary western society. Wellbeing is depicted as a female concern that legitimates the reader's attention to her own body as the primary tool to achieve control over her own life and social relationships, and for gender equality in society. This strategy is connected to female caring practice in traditional gender positions. The thesis draws on theories of deregulation of religion, the mediatization and individualisation of religion, and contributes to a deeper understanding of how these shape contemporary religious change. Through focusing the understudied area of commercial women's magazines, it contributes with new knowledge to the field of research on media as a primary source of peoples’ encounter with religion. / Impact of Religion

Made available in DSpace on 2016-04-26T20:19:42Z (GMT). No. of bitstreams: 1 Paulo Henrique Aranda Fuller.pdf: 507781 bytes, checksum: ccef426f79b27531f0ded48e5299796d (MD5) Previous issue date: 2010-11-09 / This paper tries to analyze the legal circumstances of a subjective nature - culpability, history, social behavior, agent s personality and motives of the crime - that occupy a central position in determining the sentence (cognitive judicial individualization), directing the court decision on the kind of penalty in case of alternative commination - the quantification of the base penalty, the initial regime s determination of the performance of the liberty s private penalty, the sufficiency of its replacement, the exasperation in particular continuing offense, the possibility of probation, criminal transaction and conditional suspension of the process. The indeterminacy of concepts, the shallowness of cognition and the absence of judicial reasoning properly about these conditions can transform the discretion legally bound to unwanted arbitrariness or absolute decisionism. The culpability, in its meaning of the penalty s amount, performs different functions and may act as the upper limit of the penalty (proportionality to the unjust criminal and legal ward) and as a judicial circumstance (individualization of the defendant s personal conditions). As the upper limit of the penalty, the culpability represents assurance (limiting retributive function as the ruling purpose of the penalty) in the face of preventive circumstance - general and specific, positive and negative. As a judicial fact, it allows the individual measurement of the unjust level of consciousness and of the diverse behavior chargeability s degree and of the subject s internal participation. We argue that the judicial circumstances imply the discretion in the penalty s determination, which must be controlled by defining its limits and cognitive materials (fission of the instruction and trial: interlocutory of the penalty s culpability and determination) / O presente trabalho busca analisar as circunstâncias judiciais de natureza subjetiva culpabilidade, antecedentes, conduta social, personalidade do agente e motivos do crime , que ocupam posição central na determinação da pena (individualização judicial cognitiva), orientando a decisão judicial sobre a espécie de pena em caso de cominação alternativa , a quantificação da pena-base, a determinação do regime inicial de cumprimento da pena privativa de liberdade, a suficiência da sua substituição, a exasperação em crime continuado específico, a possibilidade da suspensão condicional da pena, de transação penal e de suspensão condicional do processo. A indeterminação de conceitos, a superficialidade da cognição judicial e a ausência de fundamentação adequada a respeito dessas circunstâncias podem transformar a discricionariedade juridicamente vinculada em indesejada arbitrariedade ou puro decisionismo. A culpabilidade, em sua acepção de medida da pena, desempenha funções distintas, podendo atuar como limite superior da pena (proporcionalidade ao injusto penal e ao bem jurídico tutelado) e como circunstância judicial (individualização das condições pessoais do acusado). Como limite superior da pena, a culpabilidade representa garantia (função retributiva limitadora, como finalidade preponderante da pena) em face de considerações preventivas gerais e especiais, positivas e negativas. Como circunstância judicial, permite a aferição individual do nível de consciência do injusto e dos graus de exigibilidade de comportamento diverso e de participação interna do sujeito. Defendemos que as circunstâncias judiciais implicam discricionariedade na determinação da pena, que deve ser controlada por meio da definição dos seus limites materiais e cognitivos (cisão da audiência de instrução e julgamento: interlocutório de culpabilidade e determinação da pena)

A matriz energética mundial atual gera inúmeros impactos ambientais e, com isso, fontes de energia alternativas são necessárias para um futuro imediato. Desta forma, a energia solar se apresenta como uma das possíveis alternativas. A energia solar, principalmente quando utilizada para o aquecimento de água, ou seja, na sua forma térmica, não apresenta impactos ambientais durante sua produção e possui um funcionamento simples. Devido aos seus benefícios, sistemas de aquecimento solar de água já são muito utilizados em diversos países e, inclusive, incentivados por leis, como na cidade de São Paulo. Mesmo este sistema já tendo sido muito estudado, quando a sua aplicação é destinada a residências unifamiliares, ainda há algumas lacunas quando se trata da aplicação em residências multifamiliares. Um exemplo de lacuna é a questão da medição individualizada dos sistemas prediais, incluindo da energia solar. Sendo assim, o objetivo da presente pesquisa é encontrar um sistema de aquecimento solar mais apropriado quanto à medição individualizada. Para tanto, são analisados, teoricamente, diferentes sistemas e suas caraterísticas. Além disso, é realizado um estudo de caso para se avaliar as características de um sistema em funcionamento em um edifício localizado na cidade de São Paulo. Utilizando-se da junção dos conhecimentos adquiridos na seção teórica e na seção prática, são simuladas algumas propostas de alternativas do sistema, visando avaliar o comportamento da produção dos mesmos em situações distintas. Ao final é possível identificar que o sistema Solar coletivo com acumulação privado e auxiliar instantâneo privado foi o que atendeu a um maior número dos requisitos gerais de sistemas de aquecimento solar e dos requisitos de individualização, e não apresentou problemas de perdas térmicas significativas, apesar de inovações, vislumbradas para um futuro próximo, terem potencial para elevar ainda mais a qualidade do sistema. / The current global energy matrix generates many environments impacts and, thereby, alternative energy sources are required by an immediate future. Indeed, solar energy is presented as one of the possible alternatives. Solar energy, as more when it heats water, or in other words, when its thermal form is used on the system, does not generate environment impacts during its use and has a simple operation. Due its benefits, solar water heating systems are already widely used in many countries and even encouraged by laws, for example in São Paulo city. Even though this system has already been studied by many scientific researches regarding its application for single family dwellings, there are some gaps when it is related to multifamily dwellings. One example of it is the individualization of the building systems aspect, including the individualization of the solar energy use. Therefore, the aim of this research is find a solar water heating system more appropriated regarding the individualization aspect. Thereunto, different systems from various places are theoretically analyzed by their characteristics. Furthermore, a study case is held to evaluate characteristics of a working system in a residential building located in São Paulo city. Using the junction of both, theoretical and practical studies, some alternative proposals are simulated to evaluate how the production of the systems are in different situations. As a conclusion, it is possible to define the system with a shared solar energy, private boiler and instantaneous auxiliary energy heating as the system that meet a larger number of the general solar heating system requirements and of the individualization requirements and do not have significative thermal loss issues, although, prospected near future innovations have potential to further improve the system.

<p>The aim of this thesis is to explore from a cultural diversity perspective, students 'views on teachers' leadership styles in the classroom and what style of management students prefer. The study uses a qualitative methodology to interviewed focus groups of students consisting of a total of twelve students at a secondary school in Botkyrka municipality. The corpus was divided into three different groups. Overall, results showed that students seem to prefer an intercultural situational leadership style. This is based on the students expressed need of wanting to be understood on the basis of their cultural background. That means that the teacher according to their background,  situation and knowledge should adapt leadership. Teachers should also be leaders who maintain balance, responsiveness and flexibility in teaching style in order to increase the motivation of students.</p>

<p>The terms”inclusion” and” a school for all” are closely connected. The question schools can ask themselves is how they choose to create inclusion and a school for all and also in what perspective. The purpose with this study was to find out how the headmasters and the teachers at “Blommans skola” reasoned about the definition “inclusion”. In order to fulfill the purpose I used the following questions: How do the teachers reason around the two definitions “inclusion” and “a school for all” and how does this school include children with special needs?</p><p>I chose to work with a qualitative research method and I performed interviews based on an interview guide. The empirical material I gathered was divided into themes in order to analyze how the participants in the study had concluded the central definition inclusion to individualization, pupils with special needs, a school for all and interest and motivation.  The result of my research show that the informants define inclusion as having the same human value regardless and include everyone accordingly even the ones at the moment not present in the classroom. My material shows that it is the segregated integration that dominates the education situations and that the informants think that it is necessary in order to individualize learning. The informants think it is not excluding to have the pupil attend the school best fitted for the individual needs. My conclusion is that “a school for all” needs to be individually laid out, no matter what special needs are required, since all of us have a different way of learning.</p>