Text in Afrikaans / Die twee boeke waarin J.J. Collyer die kampanjes in Duits Suidwes-Afrika (Namibie) en Duits Oos-Afrika (Tanzanie) beskryf, bevat enkele kennis stellings wat vandag nog bruikbaar is. Collyer verduidelik dat militere foute van die verlede histories deur die staf ontleed moet word om sodanige foute in die toekoms te vermy. Hy gaan egter verder en verduidelik dat die moontlikheid om toekomsti.ge optrede te verbeter nodig is om onnodige bloedvergieting te verhoed. Hierdie verhandeling het ten doel gehad om die laaste stelling van Collyer te ondersoek en te bepaal of dit wel in Suid-Afrika toegepas is. Die navorsingsprobleem van die verhandeling was om te bepaal ofKrygsgeskiedenis aangewend is om die militere doktrine in Suid-Afrika mee te verbeter. Die bevinding van die verhandeling was dat daar slegs in enkele gevalle deur die SuidAfrikaanse Nasionale Weermag (en sy voorgangers) wel van Krygsgeskiedenis gebruik gemaak was om doktrine mee te ontwikkel en dat baie meer gedoen behoort te word. / The two books of 1.1. Collyer which discuss the campaigns in German South West Africa (Namibia) and German East Africa (Tanzania) contain knowledge propositions that are still valid today. Collyer explains that the military mistakes that were made in the past should be analysed especially by the staff today to prevent making the same mistakes in the future. He goes on to explain that future conduct should be improved in order to prevent unnecessary bloodshed. This dissertation's aim was to investigate Collyer's proposition and to determine whether this was applied in South Africa. The research problem of the dissertation was to determine whether Military History was utilised to improve South Africa's military doctrine. The finding of the dissertation was that the South African National Defence Force (and its predecessors) utilised Military History only in very few cases to develop doctrine and that much remains to be done. / Political Sciences

Made available in DSpace on 2016-12-08T16:35:02Z (GMT). No. of bitstreams: 1 Ada.pdf: 366439 bytes, checksum: bdd0af2f7b9b59c1da95cec65484e83f (MD5) Previous issue date: 2011-12-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research has the aim to verify the pedagogic contribution of Fontes Series. Series of books for reading, organized by professor Henrique da Silva Fontes, adopted in public schools of the State of Santa Catarina, in the early 1920‟s and widely used until the 1950‟s. The production of school textbooks and manuals of instruction had its major impetus with the replacement of the abstract nature and few utility of education for intuitive teaching method, also known as object lessons. This method was the basis of the new way of teaching, at the transition of the XIX-XX centuries. After being successfully implemented in several countries, was conducted extensive feasibility study for Brazil, through the reports about Reform of Primary, Secondary and Higher levels, written by Rui Barbosa. However, the implementation of the desired innovations collide with the use of manuals and compendiums for schools who, although express the same philosophical basis, communicated on different aspects to the scientific progress. The procedures and curricular subjects needed to be reviewed, to the effect to print a particular vision of the teaching through the object lessons, which constitute the national modernization project. What is the contribution of the Fontes Series in this context? From that question the research retrieves legal, methodological and didactic aspects of the period, with the purpose of demonstrate the social and pedagogic performed by this series of books for reading. At the time that the school books were translated from German and Italian, in Santa Catarina and, in other states, from French, English, Polish and Japanese, the Fontes Series has collected texts of Brazilian and Portuguese poets and prosaist, emphasizing the value of the vernacular language / Esta pesquisa tem como escopo verificar a contribuição pedagógica da Série Fontes. Série de livros de leitura, organizada pelo professor Henrique da Silva Fontes, adotada nas escolas públicas do Estado de Santa Catarina, no início da década de 1920 e largamente utilizada até a de 1950. A produção de livros escolares e manuais de ensino teve seu grande impulso com a substituição do caráter abstrato e pouco utilitário da instrução escolar pelo método de ensino intuitivo, também conhecido por lições de coisas. Este método constituía a base da nova forma de ensinar, na transição dos séculos XIX-XX. Após ser implementado com êxito em vários países, foi realizado vasto estudo para sua exequibilidade no Brasil, por meio dos pareceres sobre a Reforma do Ensino Primário, Secundário e Superior, redigidos por Rui Barbosa. Porém, a realização das inovações almejadas colidia com o uso de manuais e compêndios escolares que, embora expressassem a mesma fundamentação filosófica, comunicavam vertentes distintas em relação ao progresso científico. Os procedimentos e conteúdos curriculares precisavam ser revisados, a fim de imprimirem a visão específica do ensino por meio das lições de coisas, constitutivas do projeto modernizador nacional. Qual a contribuição da Série Fontes nesse contexto? A partir dessa questão a pesquisa recupera aspectos legais, metodológicos e didáticos da época, com o propósito de demonstrar a função social e pedagógica desempenhada por esta série de livros de leitura. Ao tempo em que os livros escolares eram traduções do alemão e italiano, em Santa Catarina e, em outros estados, do francês, inglês, polonês e japonês, a Série Fontes reuniu textos de poetas e prosadores brasileiros e portugueses, dando ênfase à valorização da língua vernácula

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-07-01T21:32:07Z No. of bitstreams: 1 Roberto Antonio Winter.pdf: 2306529 bytes, checksum: a8d1cdc9ad22f45147be60e7a42ca592 (MD5) / Made available in DSpace on 2016-07-01T21:32:07Z (GMT). No. of bitstreams: 1 Roberto Antonio Winter.pdf: 2306529 bytes, checksum: a8d1cdc9ad22f45147be60e7a42ca592 (MD5) Previous issue date: 2016-02-22 / Organizational learning process is part of the quest for competitiveness and it is also present on the project’s results, summing up together with several organization projects in order to make up its result. The learned lessons support managers in their projects with the successful and unsuccessful experiences through the registry stored and provided in a centralized and organized way. The learned lessons registry in any project stage helps the project members to meditate about the process, achievements, stimulating the sharing of tacit and explicit knowledge created. On this process of storing and retrieving learned lessons, the web’s 2.0 collaborative tools are present, and in this context the wiki platform is one of the most cited when storing and retrieving learned lessons. Add up the fact that there are no process on the most used references (PMBOK-PMI and ICB-IPMA) to these factors and it is identified a gap on the studies. This scenario motivates the quest for a model that helps the learned lessons management in Information Technology projects and Information Systems. This dissertation aims to evaluate a learned lesson management model on IT/IS project utilizing web 2.0 tools. This model supports the management of learned lessons: gathering, verification, dissemination and reusing. This study has an explanatory and prescriptive approach using an abductive, inductive and deductive method. The Design Science Research is the research’s approach. This study looks for contributing towards the project’s practice and its results and creating academic knowledge with the accuracy that the study requires in its method. The Target 2.0 was instantiated in the implementation phase of an IT project, demonstrating that the model achieved its expected results, solving while searching the company's problem with the GLA. The result emerged evidence of the sociomaterial relations, the quality of relations between people and the model, under present social theory. The research contributes to the GLA practice in projects, helps with project managers in GLA, besides contributing to the Administration allowing expand the use of the organization's knowledge management model. The research contributes to the theory and use of GLA model in the implementation phase of an IT project, in a small business, with improvements in GLA. / O resultado dos diversos projetos de uma empresa contribui para o resultado estratégico do negócio, para a aprendizagem nos projetos, e para o processo de aprendizagem organizacional. Em adição a aprendizagem em projetos, com as lições aprendidas, apoiam os gestores em seus projetos, com o registro das experiências bem sucedidas e de fracassos, coletando e reutilizando as experiências de forma organizada e centralizada. Esta pesquisa explora a gestão de lições aprendidas (GLA), com apoio de uma plataforma wiki, em uma empresa de médio porte, no ramo de TI, especializada em sistemas de logística e transporte. Na relevância do tema, encontram-se as necessidades das empresas, a pouca atenção ao tema nos guias mais utilizados em projetos (PMBOK-PMI e ICB-IPMA). Esse cenário motiva a busca de um modelo que auxilie a GLA em projetos de Tecnologia da Informação e Sistemas de Informação (TI/SI). Essa dissertação tem como objetivo avaliar a instanciação de um modelo de gestão de lições aprendidas em projetos de TI/SI, utilizando uma wiki. Este modelo suporta os processos de GLA: conscientização; coleta; verificação; armazenamento; disseminação e reuso. Este estudo adota o paradigma Design Science Research e o método Technical Action Research, têm uma abordagem exploratória e prescritiva, com uso dos métodos abdutivo, indutivo e dedutivo. A pesquisa instanciou o modelo Target 2.0 na fase de execução de um projeto de TI, demonstrando que o modelo atingiu seus resultados, contribuindo durante a pesquisa para a solução do problema da empresa com a GLA. No resultado emergiu evidências da relação sócio material, na qualidade das relações entre as pessoas e o modelo, sob uma presente teoria social. A pesquisa contribui para a prática de GLA em projetos, contribui com gestores de projetos na GLA, além de contribuir com a Administração permitindo expandir o uso do modelo gestão do conhecimento da empresa. A pesquisa contribui na teoria com uso do modelo na GLA da fase de execução de um projeto de TI, apresentando melhorias na GLA. As seis proposições elaboradas pelo pesquisador, foram confirmadas pela análise dos resultados da pesquisa de campo, sendo que uma possui ressalva que sugere melhorias na elaboração das páginas wiki.

The Ph.D. thesis Reflection of the Framework Educational Program for Basic Schools of Art in Czech Elementary Art Education deals with current development of pedagogical reform and its implication in lessons of music theory at basic schools of art. It traces its historic development and changes in educational content, methods and organizational forms of education, according to resources that are at disposal. Based on the research, current pedagogical reform helped to define content and scope of work in lessons of music theory. It enabled to adjust its educational content to specific conditions and profile of individual schools, it gave new view of teaching goals and strengthened teacher's position in creation of strategic school documents. Content based, interpretation skills are complemented with understanding of music core; pupils'values and attitudes are built. Among popular teaching methods feature critical thinking, peer learning and group work, learning through demonstration and actions. The most frequently used progressive method, according to the research, is the simulation method. Based on research findings, music theory at basic schools of art is a subject to continual improvements. Currently, according to accessible resources, there is no complex teaching material that involves modern...

The diploma thesis is focused on Czech folk feasts. They are introduced to pupils by using methods of drama education. The thesis is divided into theoretical part and practical part. The theoretical part contains the characteristic of drama education and its methods, purposes and principles. In the theoretical part there is also an explanation of Czech folk and non-traditional feasts. The theoretical part also allows interior view into drama education methods czech feasts. These feasts are part of "Man and his world", which is part educational program for elementary school. In the practical part there is written five individual lessons, which were realized in the third year of elementary school. Each lesson is focused for specific czech feast. These lessons support communication, cooperation and individual abilities of all pupils. Beacause of that children absorb basic methods of drama education. I tried to create these lessons for every teacher, even if drama it's not their topic. The practical part also includes my results and elaborated suggestions for further lessons. These results describe pupil's progress and evaluation. The practical part includes a description of my own action research as well. The action research is followed by its evaluation and questionnaire survey as to how the methods...

With the aim of designing tools, processes and means to support secondary school teachers in maintaining a sense of presence, closeness and immediacy when interacting with their pupils remotely in rapidly appropriated digital learning environments due to Covid-19, this thesis examined the meaning, importance and possibilities of creating a sense of presence, closeness and immediacy in remote digital teaching.The process was based on research for design, encompassing literature study, field research and methods of interaction design to reach conclusions on meaningful tools, processes and means of supporting secondary-school teachers in remote digital teaching.Main findings unveiled a sense of presence as a prerequisite for closeness and immediacy and real-time video lessons as the main approach to remote digital teaching, potentially creating an illusion of presence, closeness and immediacy due to pupils’ choice of black screens and muted microphones.Potentially meaningful approaches to achieving a sense of presence, closeness and immediacy identified in this thesis include the use of digital representations, representational correspondence and the concept of testimony in designing for a sense of presence, closeness and immediacy in remote digital environments.

Diplomová práce přináší návrh písňových tabulí obsahujících písně, které lze využít při výuce intonační výchovy v hodinách hudební výchovy na prvním stupni základní školy. Ke každému ročníku je vytvořen výběr písní, které se týkají problematiky intonační výchovy příslušného ročníku. Pod notovou osnovou písně je uvedeno, kde se nachází první stupeň dané tóniny, podle které se žáci mohou orientovat, a text písně, který je psán drobným písmem, aby žákům nenapověděl, která píseň k této melodii patří, a který slouží jako případná pomůcka pro učitele.

The "Dancing with Change" Programme (DWCP) is an ecosystemically informed substance abuse intervention programme that was developed by the participants and myself with the aim of building resilience towards substance abuse among youth. The DWCP was conducted in the school setting, with ten volunteer Grade 7 learners over a ten-week period for an hour a week. The learners' parents participated in an initial needs assessment and in a feedback session at the end of DWCP, together with the life skills teacher and headmaster who observed and contributed to the process. An independent observer, present at each session, served to increase the dependability and confirmability of the evaluation findings. The DWCP appeared to have achieved its goals as defined by the participants. The evaluation findings are presented as a guide for people working in the field of adolescent substance abuse that synthesises best practice and lessons learnt in the field. / Psychology / M.A.(Clinical Psychology)

"A paper submitted to the faculty of the NWC in partial satisfaction of the requirements of the JMO Department." / Title from title screen (viewed June 10, 2008). "February 14, 2005." Faculty advisor: Douglas Hime. "ADA464898"--URL. Includes bibliographical references (p. 24-27).

The "Dancing with Change" Programme (DWCP) is an ecosystemically informed substance abuse intervention programme that was developed by the participants and myself with the aim of building resilience towards substance abuse among youth. The DWCP was conducted in the school setting, with ten volunteer Grade 7 learners over a ten-week period for an hour a week. The learners' parents participated in an initial needs assessment and in a feedback session at the end of DWCP, together with the life skills teacher and headmaster who observed and contributed to the process. An independent observer, present at each session, served to increase the dependability and confirmability of the evaluation findings. The DWCP appeared to have achieved its goals as defined by the participants. The evaluation findings are presented as a guide for people working in the field of adolescent substance abuse that synthesises best practice and lessons learnt in the field. / Psychology / M.A.(Clinical Psychology)