A capacidade de executar uma obra à primeira vista no violão é considerada por muitos uma tarefa de difícil execução. Um dos principais motivos para isto é o fato de uma mesma nota poder ser tocada em diferentes lugares da escala do violão, gerando diversas possibilidades de digitação para uma mesma passagem. A presente pesquisa investigou os procedimentos utilizados por 11 estudantes de graduação em violão durante a execução de uma tarefa de leitura à primeira vista. Os sujeitos da pesquisa foram filmados e entrevistados e os dados relativos ao histórico de cada sujeito foram acessados pela aplicação de questionário. Foram considerados como variáveis influentes na execução dessa tarefa fatores como as diferentes possibilidades de digitação para uma mesma passagem, o conhecimento das possibilidades expressivas do instrumento, e a habilidade motora. A digitação e a tonalidade apresentaram-se como as principais dificuldades. As questões expressivas foram deixadas em segundo plano, considerando a quantidade de decisões a serem tomadas no tempo de um minuto dado a leitura silenciosa. Assim, nem sempre a execução mais correta em termos de acertos de notas e tempo foi a de resultado mais expressivo. Evidenciou-se na pesquisa que nem sempre o tempo de estudo reflete no melhor resultado quando se trata da tarefa de leitura à primeira vista. Os sujeitos de melhores desempenhos na tarefa de leitura à primeira vista responderam em questionário que praticam música de câmara e/ou canto coral, mostrando que essas práticas podem influenciar positivamente o desenvolvimento da habilidade de leitura à primeira vista. Com relação ao teste de habilidade motora, os sujeitos com os melhores desempenhos na execução do teste de leitura à primeira vista (considerando fluência de tempo, evitando correções de notas e ritmos) ultrapassaram os sujeitos de menor desempenho em marcas metronômicas. / Sight-reading a piece on the guitar is often considered a difficult task. One reason for this may be the fact that the same note on the guitar may be played in different ways, thus generating various fingering possibilities for the same passage. The present study investigated the procedures adopted by 11 undergraduate guitar students in a sight-reading exercise. The subjects were filmed and interviewed and their background was taken from a written questionnaire. Distinct fingering possibilities for the same passage, knowledge of expressive possibilites of the guitar and mechanical dexterity were considered as influential variables in this study. Fingering and tonality proved to be the main difficulties. Expressive aspects were not considered the most important, considering the number of decisions to be made in the one minute allotted for silent reading before the sight-reading began. Thus, the best performances in terms of correct notes and tempo were not necessarily the most expressive. The best outcomes came from students who engage in choral or chamber music activities, therefore, these may have a positive influence on sight-reading. The mechanical ability exercise applied showed that the subjects that did better on the sight-reading passsage (considering tempo, correct notes and rhythm) surpassed those that had lower metronomical markings.

Muitos são os dilemas no mundo da educação. Conflitos são próprios do trabalho docente, desestabilizando o ‘Ser’, comprometendo não só a prática do educador, como também a qualidade de vida do sujeito. A Tese objetiva analisar e compreender as relações que, ao movimentar o todo social, agregam a escola como espaço de embate de forças conflitivas, com implicações no 'Ser' professor-educador e nas práticas (de)formadoras dos sujeitos no processo do “educar/educar-se”. Para entender o atual contexto social, político e econômico em que os educadores estão inseridos, a fim de identificar os limites e as possibilidades ineditamente-viáveis deste 'Ser' no caminho da educação libertadora–transformadora, apresentam-se os argumentos e conclusões, frutos da coleta e análise de dados, apreendidos no processo do desenvolvimento de pesquisa qualitativa, centrado na Associação de Educação Católica/RS (AEC-RS) e nos espaços educativos onde o ‘Ser’ professor-educador faz sentido – as escolas. Com o cimento teórico Gramsci e Freire analisa-se, a relação ou correlação de forças que permeiam os agrupamentos sociais, manifestando os interesses de classe. Cada uma delas, representando uma posição determinada, confrontam-se na defesa de interesses específicos dos grupos. A consciência destes agrupamentos e os objetivos dos seus membros estão permeados por fatores políticos, culturais e econômicos que influenciam as visões de mundo defendidas por aqueles que o integram. No espaço da escola, as relações possuem o componente político-pedagógico na medida em que propicia condições de enfrentamento de ideologias. Assim, as brechas possibilitam o embate de contrários e se configuram nichos de resistências para confrontação de ideias que permeiam leituras de mundo. / Many are the dilemmas in the world of education. Conflicts are proper from the teaching work, disestablishing the “Being”, compromising not only the educator practice, but also the individual’s quality of life. The thesis aims to analyze and understand the relations which, by moving the whole social, insert school as a space of shock of conflicting forces, with implications in the educator-professor Being and in the (de) formed practices of individuals in the process of educating/educating yourself. To understand the current social, political and economical context in which the educators are inserted to identify the limits and the possibilities which are unheard and feasible from this “Being”, in the patch of the liberatingtransforming education, we present the arguments and conclusions, fruit of data collecting and analyzing, learned from the developing process of qualitative research, based on “Associação de Educação Católica/RS” (AEC-RS) and in the educational spaces where the professoreducator “Being” makes sense - the school. With the theoretical cement Gramsci and Freire, we analyze the relation or correlation of forces which permeate the social gatherings, expressing the interests of the class. Each one of them representing a determined position confronts in the defense of specific interests from the groups. The consciousness from these gatherings and the objectives of their members are permeated by political, cultural and economical factors which influence the world views defended by those who make part of it. In the school space the relations have the political-pedagogical component, as it propitiates conditions of facing the ideologies. So, the gaps make possible the shock of contraries and configure niches which permeate understanding the world.

O estudo teve como objetivo desvelar dilemas e possibilidades com que o docente universitário se defronta, revelando os paradoxos da sociedade do conhecimento. A abordagem metodológica constitui um estudo de caso qualitativo. A entrevista semiestruturada foi o instrumento utilizado, juntamente com as evidências dos documentos analisados. Os participantes do estudo são nove docentes com mestrado e/ou doutorado e com mais de dez anos de serviço, na ULBRA, Campus Cachoeira do Sul, escolhidos intencionalmente, pelos critérios de titulação e tempo de serviço no magistério superior. Os professores atuam nos Cursos de Administração, Biologia, Direito, Educação Física, Letras, Matemática, Odontologia, Pedagogia e Psicologia. Foram definidas como categorias referentes: sociedade do conhecimento, universidade e docência universitária, configurando o objeto de investigação e cinco categorias conceituais: paradoxos, compromissos e desafios, gestão da sala de aula, dilemas e possibilidades. Autores como Bauman, Chauí, Hargreaves, Morosini, Santos e Zabalza fundamentam o estudo. A construção teórica dos autores geram junto com os depoimentos dos docentes a confirmação da proposição de tese de que os dilemas e as possibilidades com que o professor se defronta na docência universitária são produzidos pelas contradições da sociedade do conhecimento, expressos nos paradoxos gestados pelo contexto político e social que interferem na dimensão profissional, pessoal e administrativa nos docentes universitários. Todavia inserem novas dimensões aos dilemas e possibilidades da docência, influenciando sua configuração: o modelo de universidade, a formação acadêmica, a área de conhecimento de origem do docente, a constituição e participação em redes. / This research intends to show the dilemmas and possibilities that the university teachers deal with, revealing the paradoxes of the knowledge society. As for the methodology, a qualitative case study was used as well as a semi structured interview and the evidences of the documents analyzed were the instruments for this study. The subjects were nine university teachers with master degree or and PhD with more than ten years of experience in teaching at ULBRA - Campus Cachoeira do Sul. They were chosen deliberately according to their curriculum and years of university teaching. The teachers work at the following courses: Business Administration, Biology, Law, Physical Education, Languages, Math, Odontology, Pedagogy and Psychology. The reference categories were: knowledge society, university, university teaching which constitute the objective of the investigation. Five conceptual categories were chosen: paradox, commitment and challenge, classroom management, dilemmas and possibilities. Authors such as Bauman, Chauí, Hargreaves, Morosini, Santos and, Zabalza were the references of this study. The theories proposed by the authors together with the subjects' testimonies confirm the thesis that the dilemmas and possibilities which the teachers confront in university teaching are produced by the contradictions of the knowledge society expressed in the paradoxes formed by the social-political context which interfere in the professional, social and administrative dimension of the respective teachers. However they insert new dimensions to the dilemmas and means of the teaching, affecting its configuration: the kind of university, the academic formation, the background of the teacher, the constitution and participation in networks.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2017-09-26T11:39:30Z No. of bitstreams: 2 Dissertaçãp - Maria Helena Gondim Almeida - 2017.pdf: 2537124 bytes, checksum: a457ebbf92d9a4dab990c7556b3eddb3 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-09-26T11:40:08Z (GMT) No. of bitstreams: 2 Dissertaçãp - Maria Helena Gondim Almeida - 2017.pdf: 2537124 bytes, checksum: a457ebbf92d9a4dab990c7556b3eddb3 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-09-26T11:40:08Z (GMT). No. of bitstreams: 2 Dissertaçãp - Maria Helena Gondim Almeida - 2017.pdf: 2537124 bytes, checksum: a457ebbf92d9a4dab990c7556b3eddb3 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-08-29 / This study uses theatrical methods as a way to teach History in the classroom. The aim is to address theatrical methods allowing to articulate between the present and past tenses, so that the students can be the main figure of their own learning. The reason for this study was the use of theatrical methods in the classroom and the desire to report the constant work of teachers using theatrical methods in the classrooms with teenagers in elementary school. However, at the same time that it reflects a real experience, discussing concepts of Historical consciousness, memories and the theatrical methodology itself, this study elaborates a pedagogic proposal with the theatrical methodology in history classes trying to relate and reflect about the roll of History and the meaning of the use of theatrical methods in the process of knowledge construction, articulating the memories of teachers and students. I defend that using theatrical methods it is possible to accomplish interdisciplinary work between two or more subjects, which implies a direct intervention in school dynamics, where it becomes a reality. Thus, this study ponders about History teaching, pointing out challenges and possibilities that the use of theatrical methods as teaching and learning methodology provides, defending its use along with my own experience as inspiration to other teaching professionals. I believe that a studies as this one are an effective commitment to History teaching and its subjects, for its results should assist and extend the teachers formation, showing new ways to teach, which, in my point of view, can help to enforce professional and affection ties between teachers and students. / Este é um estudo que parte do uso do teatro como metodologia do ensino de História em sala de aula. O objetivo é defender o teatro como metodologia de ensino que permite uma articulação entre o presente e passado, haja vista os estudantes serem os protagonistas do próprio ensino. O que me levou a essa pesquisa foi tanto minha experiência com o uso do teatro em sala de aula, quanto o desejo de registrar o trabalho constante de professores com a metodologia do teatro em suas aulas com adolescentes do ensino fundamental. Nesse sentido, ao mesmo tempo em que reflete sobre uma experiência vivida, debatendo conceitos como consciência histórica, memória e o próprioteatro como metodologia de ensino, o trabalho elabora uma proposta pedagógica com a metodologia do teatro inserido nas aulas de história buscando relacionar e refletir sobre o papel da História e do significado do uso do teatro no processo de construção de conhecimentos, articulando as memórias dos professores e estudantes. Defendo também que é possível com o uso do teatro realizar um trabalho interdisciplinar entre duas ou mais disciplinas, o que implica em uma intervenção direta na dinâmica escolar no espaço em que tal proposta se torna realidade. Assim, no presente trabalho, reflet i sobre o ensino de História, apontando os desafios e possibilidades que o uso do teatro como metodologia de ensino e aprendizagem trazem, defendendo seu uso e trazendo minha própria experiência como inspiração para outros profissionais do ensino. Acredito que uma pesquisa como esta é também um compromisso efetivo com o ensino de história e seus sujeitos, pois seu resultado deve ajudar a alargar a formação docente, abrindo novas formas de ensinar, o que, a meu ver, ajuda a reforçar os laços profissionais e afetivos entre professores e alunos.

During November and December 2007 a Minor Field Study was conducted in the southwest of Sri Lanka with the aim of exploring the aspirations and perceptions of freedom and possibilities among a sample of Sri Lankan youth and also how their situation is viewed upon by people in their close surroundings. The aim was also try to discern the main concerns and indicators of unfreedom that in the eye of the informants are viewed as obstacles to development, to personal human development as well as to the development of Sri Lanka as a nation. The theoretical framework that was used as inspirational ground and basis for the formulation of the project, was Amartya Sen’s concept of “development as freedom” and his “capability approach” which focuses on the human potential and what freedom an individual enjoys to convert capabilities into desired functionings or the realization of aspirations. This modern economic theory was tested in this context to find out if it is applicable and relevant in ethnographic development studies. Despite its lack of numerical metrics, the “capability approach” seems very relevant to describe the reality of at least the Lankese youth in this study. As methodology for the qualitative field work, Hadley Cantril’s “aspiration-model” and his “self-anchoring striving scale” was used which provides a simple, easily applicable interview technique for exploring the unique reality of an individual and what it shares or don’t shares with that of others. The results show that there are many strong aspirations among the Sri Lankan youth; aspirations of being a good person that achieve something in life, aspirations of being able to take the best care of the family, to go through a qualitative education and to get a good job with a good salary. Many youth want to go abroad. Of course there are aspirations of peace in the war-torn country. There are concerns and feelings of unfreedom that relate to the unemployment situation, a very difficult economic situation in the country, underdevelopment and inadequate facilities, the ongoing war, and political unfreedom.

In the western world intensive care is highly specialised with technical and medical resources as well as educated personnel. In many developing countries however there is a lack of these resources in comparison with western standards. The purpose of this qualitative study was to illuminate the nurses and their work in the care of critically ill patients in the intensive care unit at Kilimanjaro Christian Medical Centre, Moshi, Tanzania. Data was collected during two weeks through participant observations and informal conversations with the nurses employed at three different intensive care units, one medical intensive care unit and two surgical intensive care units. Two main themes and six headlines were identified and are presented in the results, these were: human resources, medical technical resources, material resources, medical resource, possibilities, challenges and obstacles for the nurses working at the ICU. This study showed that there was an obvious lack of the resources mentioned above and that there was a great need of further education for the nurses working in the ICU to strengthen their knowledge, role and profession. / I västvärlden är intensivvården högspecialiserad med tekniska och medicinska resurser så väl som utbildad personal. I många utvecklingsländer råder det dock en brist på resurser i förhållande till den västerländska standarden. Syftet med denna kvalitativa studie var att belysa sjuksköterskorna och deras arbete att ta hand om kritiskt sjuka patienter på intensivvården på Kilimanjaro Christian Medical Centre, i Moshi, Tanzania. Datainsamlingen ägde rum under två veckor genom deltagande observationer samt genom informella konversationer med sjuksköterskorna som var anställda på sjukhusets tre olika intensivvårdsavdelningar. Två huvudteman och sex rubriker kom fram och presenteras i resultatet, dessa var: mänskliga resurser, medicinsk- tekniska resurser, materiella resurser, medicinska resurser, möjligheter, svårigheter och hinder för sjuksköterskorna på intensivvårdsavdelningarna. Denna studie visar på en faktisk brist på ovan nämnda resurser samt att det fanns ett stort behov av vidare utbildning för sjuksköterskorna som arbetade inom intensivvården för att öka deras kunskap och stärka deras roll och profession.

The aim of the thesis is comparison of conditions for establishment and start of new enterprise at Slovakia and in Czech Republic. Comparison should answer the question if it is better to establish business at Slovakia or in Czech Republic. I compared economic conditions including gross domestic product, unemployment rate, inflation and interest rates. In following part of the thesis I compared tax rates and basic possibilities for entrepreneurs to obtain capital for the start of the business. In the end of the thesis I described process of establishing limited liability company in both countries.

My diploma thesis is focused on export possibilities for Czech companies in Iraq. It gives information about Iraq entrepreneurial environment regarding cultural and business specifics of that territory. The main aim of mine was not only to show potential export fields but also particular forms of market entry and take into account all entrepreneurial risks. There are several successful Czech companies with lot of experience on Iraq market which can be shown as examples for others. I also wanted to highlight various government and non-government support of Czech export. This dissertation should serve as an export guide to Iraq and show all aspects of Iraq business characteristics on which exporters must be prepared for.

The thesis deals with New Zealand as a tourist destination. First, basic information about the country are mentioned and then New Zealand's conditions for tourism are analysed. Further, the thesis gives an overview about structure of tourism in the destination including its organisation a management as well as basic tourism statistics. Existing outputs are summarised in SWOT analysis. The main part of the thesis deals with analysis of possibilities of travelling to New Zealand. It is about analysis of tours offered by travel agencies on the Czech market and possibilities of individual travelling to New Zealand. The two possibilities are assessed and confronted. The final part deals with assessing of a questionnaire research which found out interest in travelling to New Zealand.

Die Sicherung von Zugfahrten erfolgt bei Eisenbahnen durch verschiedene Systeme der Sicherungstechnik. Die Ausrüstungsstandards, und damit auch die Ortungslösungen, orientieren sich an den Bedürfnissen des Kernnetzes und sind auf Bahnen untergeordneter Bedeutung, sog. Sekundärbahnen, hauptsächlich aus wirtschaftlichen Gründen nicht tragfähig. Steigende Anforderungen an die Sicherheit und der weiter zunehmende Kostendruck werden für diese Bahnen eine Ablösung der bisherigen Betriebsweise mit Hilfe neuer technischer Möglichkeiten erfordern. Die vorliegende Arbeit soll Anforderungen an Ortungslösungen für Sekundärbahnen auf Grundlage bereits bestehender Umsetzungen identifizieren. Die Ergebnisse sollen die Basis für eine vedarfsgerechte Weiterentwicklung bisheriger Techniken zur Sicherung von Zugfahrten auf Sekundärbahnen bilden. / The safety of railway operations is ensured by different technical systems of train protection. The systems including train positioning are usually designed to satisfy the requirements of busier lines but are not suitable for secondary lines due to economic reasons. Rising demands on safety combined with increasing cost pressure will lead to the need of new technical solutions. The intention of this diploma thesis is the identification of train positioning system requirements taking into consideration existing solutions. The results are meant to be a basis for further development of customised technical solutions for safe train operations on low density lines.