Corrected and modernized (clefs, instruments) edition, very close to original and practical - but NOT SCIENTIFICALLY CRITICAL - this great version with full orchestra as in original dedicated to marriage of HRH Prince William of England and His Lady Catherine Middleton on 29th of April 2011. Derived from print, app. 1819, digital library, SLUB DRESDEN.

Corrected and modernized (clefs, instruments) edition, very close to original and practical - but NOT SCIENTIFICALLY CRITICAL - this great version with full orchestra as in original dedicated to marriage of HRH Prince William of England and His Lady Catherine Middleton on 29th of April 2011. Derived from print, app. 1819, digital library, SLUB DRESDEN.

Made available in DSpace on 2014-06-11T19:24:51Z (GMT). No. of bitstreams: 0 Previous issue date: 2002-10-03Bitstream added on 2014-06-13T18:52:53Z : No. of bitstreams: 1 azevedo_eq_me_rcla.pdf: 5218368 bytes, checksum: 48d4b3729b2c248f6e63e4d7f72e828e (MD5) / Este trabalho tem como tema central de investigação o ensino-aprendizagem das equações algébricas através da resolução de problemas. Nesta abordagem buscaram-se respostas para a questão de seu ensino no final do 3 ano do Ensino Médio. O estudo levou a um aprofundamento teórico de temas como: o ensino-aprendizagem da matemática, a matemática necessária para um trabalho com equações algébricas e uma metodologia de ensino-aprendizagem da matemática através de resolução de problemas. Na pesquisa de campo a coleta de dados utilizou-se de entrevistas, questionário, análise de documentos legais, análise de livros didáticos e não didáticos. Os tópicos de análise foram: a importância do ensino-aprendizagem das equações algébricas no final do terceiro ano do Ensino Médio, a utilização das equações algébricas em cursos universitários e como o ensino das equações algébricas no final do Ensino Médio é visto por alguns autores de livros didáticos e pesquisadores em Educação Matemática. Ainda, o tema equações algébricas assume o papel de enfeixar um programa de ensino de matemática ao longo de doze anos de estudo. A metodologia adotada neste trabalho foi a Metodologia de Romberg. / This research has as central theme of investigation the teaching and learning of algebraic equations through problem solving. In this approach we have looked for answers to some questions about its teaching at the end of the third year of High School. The study took us to a theoretical deepening of themes like: the teaching and learning of mathematics, the necessary mathematics for a study with algebraic equations and a methodology of mathematics teaching and learning through problem solving. In the field research, we used interviews, questionnaires and analysis of legal documents and books. The topics of analysis were: the importance of teaching and learning of algebraic equations at the end of third year of High School, the use of algebraic equations in undergraduate courses and how the teaching of this topic at the end of High School is seen by some writers in mathematics education. So, the theme algebraic equations assumes the role of tying together the teaching of mathematics through twelve years of studying. As research methodology we adopted the Romberg's Methodology.

vi Abstract Title: Evaluation of postural stability among deaf adults Objectives: The purpose of this diploma thesis was to compare the postural stability between the deaf and the normal hearing adults, and to find out if the statistically significant difference in measured parameters does exist. Methods: 102 subjects at the age of 20-45 years participated in this study. The experimental group consisted of 35 deaf adult subjects with congenital or early childhood deafness. The control group has been made by 67 normal hearing adult subjects. The postural stability was objectively evaluated by Footscan, the pressure measuring plate. Nine tests were passed, duration of each test was 30 seconds. The total travelled way (TTW) expressing the total path the centre of acting pressure travelled during the test and the Romberg ratio, which is the ratio of TTW values under the condition of closed and open eyes, were selected as indicators of postural stability. T-test was used to assess the statistical significance of the differences between the group of deaf adults and normal hearing group. To estimate the influence of individual characteristics of the subjects (evaluating the data from the questionnaires) to their postural stability, the ordinary least squares estimator was used. Results: The experimental group was...

Inaug.-Diss.--Cologne. / Vita. Bibliography: p. [146]-147.

Until the nineteenth century, the violoncello was considered a background accompaniment instrument. By 1900 however, over eighty method books had been published for cello, and Richard Wagner and Richard Strauss were composing orchestral cello parts equal in difficulty to those of the violin, traditionally the only virtuosic string part. The emancipation from the ties of bass ostinato for the cello began with Bernhard Romberg in Dresden. The group of cellists, who came to be known as the Dresden School, included Kummer, Lee, Goltermann, Cossmann, Popper, Grutzmacher, Davidov, and other cellists that were students and colleagues of this group. The Dresden School of cellists attempted not only to bring the instrument into prominence, but to revolutionize the technique of the instrument completely. The cello pedagogues of the Dresden School achieved this by publishing their methods and advancements in technique in cello etude and method books. This efficient process of dissemination allowed for the members of the school to improve on each other's work over time. By the second half of the nineteenth century, the cello pedagogy of the Dresden School was established through the etudes published by the cellist-composers of the Dresden School, and these etudes are still considered some of the most advanced studies for cello, and are the foundation of modern cello pedagogy. At the turn of the twentieth century the Dresden School was the leading cello school in the world, and no longer tied only to the city of Dresden, but spread throughout Europe and beyond. In the publishing of their etudes, the Dresden cellists not only passed down their information to their students, but also to future generations of cellists. Descendants of the Dresden School cellists are now performing in almost every nation and teaching the ideas born in nineteenth century Germany.