Dissertations / Theses on the topic 'Parker School'

This work has as study object the Parker charters, school materials focused on discipline arithmetic. The research aims to investigate the movement of such materials that have contributed to the modernization of the teaching of this discipline. The time frame begins in 1912, year of the new organization of primary education in Sergipe, and the final milestone is the year 1953, referred to the dating of the latest report of the education inspector found. To prepare this study, I adopted the evidentiary paradigm in order to dialogue with bibliographic and documentary sources: laws, decrees, messages, educational programs, magazines, in addition to Parker works. Also articulated the evidence located to the concepts of school culture (FELGUEIRAS, 2010b), culture school material (FELGUEIRAS, 2010b), school materials (CARVALHO, 2011), school discipline (Chervel, 1990) and circulation (CHARTIER, 1990), to elucidate this aspect of school material culture in Sergipe, in the fields of history of mathematics education and the history of school subjects.
A presente dissertação tem como objeto de estudo as Cartas de Parker, materiais escolares voltados à disciplina Aritmética. A pesquisa tem como objetivo principal investigar a circulação desses materiais que contribuíram para modernização do ensino dessa disciplina. O recorte temporal inicia em 1912, ano da nova organização do ensino primário em Sergipe, e o marco final é o ano de 1953, ano a que se refere a datação do último relatório do inspetor de ensino encontrado. Para a elaboração deste estudo, adotei o paradigma indiciário, a fim de dialogar com as fontes bibliográficas e documentais: leis, decretos, mensagens, programas de ensino, revistas, além das obras de Parker. Também articulei os indícios localizados aos conceitos de cultura escolar (FELGUEIRAS, 2010b), cultura material escolar (FELGUEIRAS, 2010b), materiais escolares (CARVALHO, 2011), disciplina escolar (CHERVEL, 1990) e circulação (CHARTIER, 1990), visando elucidar esse aspecto da cultura material escolar em Sergipe, nos campos da história da educação matemática e da história das disciplinas escolares.

Four of the composers of the Second New England School, Amy Cheney Beach (1867-1944), Arthur Foote (1853-1937), George Whitefield Chadwick (1854-1931), and Horatio Parker (1863-1919), led the flowering of America's art music in the late nineteenth and early twentieth centuries. This study focused on these composers' partsongs that contain an original piano part and also on one chamber work with piano by each of them. The role of pianism within these works was the primary topic of this study, and the piano's contribution to the partsongs and the chamber works was compared and contrasted.The study centered on the four composers' compositional techniques, and the relationship between the voices or strings to the piano was identified. It also revealed the technical demands placed on the pianist. Each partsong or chamber work movement was first briefly analyzed and then suggestions to the pianist/ensemble were made, which were based on the analysis, and that intended to draw the pianist's attention to the most relevant concerns that he will face while preparing this music. The works that I included in this study are from the first period of American history in which American composers wrote significant pieces of art music. The compositions from this turning point in American history reveal a fascinating mix between German Romantic, Modernist, and "American" elements. I found both the partsongs and chamber pieces to be worthy of study, and the large body of works of these four composers, in my opinion, deserves greater exposure.The piano writing, in both their partsongs and chamber works, is quite accomplished and reveals just how gifted these four composers were as pianists. The varied piano textures and the technical demands for the pianist create challenging, yet enjoyable interesting, piano parts, which serve both the partsongs and chamber pieces very well. The piano writing of these four composers' chamber pieces is more complex than that of their partsongs, but both genres contain effective piano parts. Contemporary audiences of classical music would find the piano writing of these works (not to mention the works in their entirety) to be very worthwhile.
School of Music

O presente estudo, uma dissertação de mestrado, trata de uma investigação de natureza qualitativa com o objetivo de compreender os aspectos simbólicos da cultura juvenil de estudantes do Ensino Médio de uma escola localizada em Porto Alegre e pertencente à Rede Estadual de Ensino do Rio Grande do Sul desde as aulas de Educação Física. O problema de pesquisa foi assim delimitado: como e quais são os aspectos simbólicos representativos da cultura juvenil dos estudantes do Ensino Médio de uma escola localizada em Porto Alegre e pertencente à Rede Estadual de Ensino do Rio Grande do Sul desde as aulas de Educação Física? A opção teórico-metodológica pela etnografia sobre a cultura escolar e as juventudes está amparada em Geertz, Magnani, Dayrell, Carrano e Neira, basicamente. O trabalho de campo foi realizado entre os meses de março e dezembro de 2015 (tendo duração de 10 meses), período no qual foi estabelecido contato direto com o cotidiano e rotinas dos jovens na escola. De maneira central, os participantes do estudo foram os estudantes da escola, das turmas de primeiro, segundo e terceiro ano do Ensino Médio e, de maneira privilegiada, foram os professores de Educação Física das referidas turmas, os quais acompanhei, principalmente, durante as aulas de Educação Física, nas trocas de período, no recreio e em alguns outros momentos do espaço-tempo escolar. Durante o trabalho de campo foram estabelecidos diálogos com professores de outras disciplinas, equipe diretiva, supervisão pedagógica, funcionários da escola e estagiários de Educação Física da ESEFID/UFRGS. Seu registro foi realizado em dois diários de campo os quais auxiliaram posteriormente no processo de interpretação das informações coletadas. Pouco antes da saída do campo (início do mês de dezembro), selecionei 06 estudantes com os quais realizei entrevistas semiestruturadas em profundidade, de forma a clarear algumas questões que emergiram do campo que ainda careciam de maior profundidade. Também foi feita a análise de documentos da Rede Estadual de Ensino do Rio Grande do Sul e da escola – como o Projeto Político Pedagógico, as normas da escola e os Planos de Trabalho dos professores. Interpretei que o jovem do colégio pesquisado assume diversas identidades de acordo com o contexto que se apresenta, seja o da sala de aula, do recreio, das aulas de Educação Física, ou dos grupos culturais pelos quais transitam, “parecendo ser” um sujeito em cada um desses espaços. Essa postura é assumida de forma a contornar as normatizações impostas pelo colégio, sejam elas as normas de convivência ou as regras colocadas pelos professores, de forma que esses jovens possam assim vivenciar e compartilhar a cultura juvenil dentro do ambiente escolar. As aulas de Educação Física poderiam ser o ambiente no qual a cultura juvenil encontraria espaço para se manifestar, uma vez que trata da cultura - cultura corporal de movimento. Contudo, a não inclusão da cultura dos jovens estudantes, sujeitos históricos e socioculturais, acaba por fazer desse um componente curricular obrigatório sem sentido, deixando assim um espaço de ausências.
This master thesis is a qualitative research that aims at understanding the symbolic aspects of youth culture of high school students in a school located in Porto Alegre, which is part of the State Education Network of Rio Grande do Sul, from the Physical Education classes’ perspective. The research problem was delimited as follows: how and what are the representative symbolic aspects of youth culture of high school students in a school located in Porto Alegre and belonging to the State Education Network of Rio Grande do Sul from the physical education classes’ perspective? The theoretical and methodological choice by ethnography about the school culture and Youths are supported by Geertz , Magnani , Dayrell, Carrano and Neira , Basically. The fieldwork was conducted between March and December 2015 (10 months), during which it was established direct contact with the daily life and routines of young people in school. Fundamentally, the participants of this study were students in their first, second and third year of high school; in a privileged way, the participants were also the physical education teachers of these students’ classes, which were observed especially during the Physical Education classes, exchanges of periods, breaks and also during some other times of the school daily routine. During the fieldwork, dialogues with teachers of other subjects were established, as well as with the management team, the pedagogical supervision, the school staff and the trainees of Physical Education at the School of Physical Education, Physiotherapy and Dance at the Federal University of Rio Grande do Sul (UFRGS). The dialogues were registered in two field diaries which later helped in the process of interpretation of the data collected. Shortly before leaving the fieldwork (during the beginning of December), it was made a selection of 6 students with whom semi-structured interviews were conducted, in order to clarify some questions that emerged from the field that still were lacking in depth. There was also a document analysis of the State Education Network of Rio Grande do Sul and of the school – documents such as the Pedagogical Political Project, the school rules and the work plan of the teachers. It has been interpreted that the teenagers of the researched school assume different identities according to the context that is presented to them, such as the context of the classroom, the break, the physical education classes or of the cultural groups which students pass through; students "seem to be" a different subject in each one of these spaces. This attitude is assumed in order to bypass the norms imposed by the school, whether the rules of coexistence or the rules posed by teachers, in a way that these young people can thus experience and share youth culture within the school environment. The Physical Education classes could be the environment in which youth culture finds space to express itself, since it deals with culture - the culture of body movement. On the other side, the exclusion of the young students’ culture, which are historical and socio-cultural subjects, ends up making this compulsory curricular component meaningless, thus leaving a space of emptiness.
Este estudio, tesis de maestría, es una investigación de naturaleza cualitativa con el fin de entender los aspectos simbólicos de la cultura juvenil de los estudiantes de secundaria en una escuela ubicada en Porto Alegre y que pertenece a las Escuelas del Estado del Rio Grande del Sur desde las clases de Educación física. El problema de investigación se limita a lo siguiente: ¿Cómo y cuáles son los aspectos simbólicos representativos de la cultura juvenil de los estudiantes de secundaria en una escuela ubicada en Porto Alegre y que pertenece a las Escuelas del Estado del Rio Grande del Sul desde las clases de educación física? La elección teórica y metodológica de la etnografia de la cultura escolar y los jóvenes son apoyados por Geertz, Magnani, Dayrell, Carrano y Neira, basicamente. El trabajo de campo se llevó a cabo entre marzo y diciembre de 2015 (con una duración de 10 meses), durante la cual se establece el contacto directo con la vida diaria y las rutinas de los jóvenes en la escuela. Centralmente, los participantes en el estudio eran estudiantes de la escuela, del primero, segundo y tercer año de la escuela secundaria y, de manera privilegiada, fueron los profesores de educación física de estas clases, que segui, especialmente durante la clases de Educación física, el período de intercambios, el intervalo y en algunos otros momentos del espacio-tiempo de la escuela. Durante el trabajo de campo se establecieron diálogos con profesores de otras materias, equipo de gestión, supervisión pedagógica, personal escolar y los aprendizes de Educación Física de la Escuela de Educación Física, Fisioterapia y Danza de la UFRGS. Su registro se realizó en dos diarios de campo que más tarde ayudaron en el proceso de interpretación de la información recogida. Poco antes de salir del campo (principios de diciembre), seleccioné 06 estudiantes con los que he llevado a cabo entrevistas semiestructuradas, con el fin de aclarar algunas cuestiones que surgieron del campo que todavía carecía de profundidad. También hice el análisis de documentos de la Red de Educación del Rio Grande del Sur y de la escuela - Proyecto Político Pedagógico, reglas de la escuela y el plan de trabajo de los maestros. Interpreté que los jóvenes investigados asumen diferentes identidades de acuerdo con el contexto que se presenta, en el aula, el intervalo, las clases de educación física o grupos culturales por las que pasan, "pareciendo ser" un sujeto en cada uno de eses espacios. Esta postura se toma con el fin de eludir las normas impuestas por la escuela, sean ellas las normas de convivencia o las normas planteados por los profesores, por lo que estos jóvenes pueden así vivenciar y compartir la cultura de los jóvenes en el espacio escolar. Las clases de educación física podrían ser el espacio en que la cultura juvenil podría se expresar, ya que se trata de la cultura del movimiento del cuerpo. Sin embargo, la no inclusión de la cultura de los jóvenes estudiantes, los sujetos históricos y socioculturales, termina haciendo de este un componente curricular obligatoria sin sentido, dejando así un espacio de ausencia.

Comment parler de sexualité à l’École ? Cette question controversée trouve une première réponse officielle en 1973, dans une circulaire du ministère de l’Éducation nationale intitulée « information et éducation sexuelles » : c'est le début de la politique d'éducation à la sexualité en milieu scolaire en France. Depuis, les réponses apportées à cette même question ont évolué et ont fait l'objet d'affrontements entre différents acteurs. Et si la ligne de front est mouvante, celle-ci se structure toujours autour d'un même enjeu : la définition du public et du privé en matière de sexualité. Cette thèse propose de s'intéresser à cette frontière qui structure la politique d’éducation à la sexualité des années 1970 à nos jours, au prisme de trois histoires qui se déroulent des bureaux du ministère jusque dans la salle de classe. La première intrigue est celle d'un « récit de guerre », où des troupes de volontaires se relaient depuis les années 1970 pour définir ce que l’École a le droit de dire ou non aux enfants. La seconde est une incursion au cœur des stratégies élaborées par les institutions étatiques pour rendre légitime le rôle de l’École dans l'éducation à la sexualité. Enfin, le troisième récit s'apparente à une pièce de théâtre parfois comique, parfois tragique, sans rideau rouge et devant le tableau noir de la salle de classe
How to talk about sexuality at school ? This controversial question was first officially answered in 1973 in a circular from the Ministry of National Education entitled « Information and sexual education ». This was the beginning of the public policy of sex education in the French school environment. Since then, the answers to this same question have evolved and have been the subject of clashes betweendifferent actors. If the battle line has been shifting, there has been a core stake : the definition of public and private in terms of sexuality. This Ph.D proposes to focus on this boundary that structures sex education policy from the 1970s to the present day, through the lens of three stories that unfold from the ministry's offices to the classroom. The first plot is that of a "war story", where troops of volunteers have been taking turns since the 1970s to define what the School is allowed to say or not to say to children. The second is an incursion into the heart of the strategies developed by state institutions to legitimize the role of the school in sex education. In the end, the third story appears to be a theatreplay, sometimes comic, sometimes tragic. Yet it does not take place on a stage but in front of the blackboard

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This paper intends to discuss perceptions/social representations of the teachers-students of Pedagogy/Parfor about teaching music. Starts from the premise that the knowledge acquired in the area of training and performance of these subjects can make the process of teaching and learning significant. Regarding, in this case, the teaching of music, which, from the Law 11.769/08 (BRAZIL, 2008), became mandatory content in the curriculum. The research is based on Moscovici (1978), insofar as his theory of social representations (TRS) contributes to the analysis of the collected data, namely, to support the perceptions /social representations of these subjects about teaching music. Also, authors like Brito (2003), Bastian (2010), among others, gave support to the questions surrounding the teaching of music. And authors like Nóvoa (1992), Abdalla (2006, 2008, 2009) and Tardif (2012) contribute to support the analysis of data relevant to teacher training. Regarding methodological procedures, the research was done in three stages. The first was a questionnaire to 43 research subjects with closed questions, open and evocation next to the greater integrated project to the International Social Representations - CIERS-Ed/FCC; noting, however, that this study only data were considered profile of these subjects. Second, we conducted a Focal Group with eight (8) teachers-students, and, in the third phase, semi-structured interviews were conducted with four (4) participants of the previous phases, going deep into the theme in question. We pointed the analysis¿s dimensions: historical-normative, as it took into account the teaching of music in the context of the history of Brazilian education and the implementation of Parfor;-professional- training in the pedagogical training in music and teaching music of the teachers-students reveal their perceptions / social representations about teaching music. The results point to difficulties in the training of these teachers-students in Pedagogy/Parfor related to the teaching music, and, consequently, to the difficulties of being developed more elaborate musical activities in their workplaces. The music is introduced into the work environment of teachers-students through musical activities incorporated in the playtime. The ludic contributes, according to these research subjects, for the children¿s musical development.
Este trabalho pretende refletir sobre as percepções e/ou representações sociais das professoras-estudantes da Pedagogia/Parfor sobre o ensino de Música. Parte-se do pressuposto de que o conhecimento que se adquire no campo da formação e da atuação destes sujeitos, pode tornar significativo o processo de ensino e aprendizagem. Trata-se, neste caso, do ensino de Música, que, a partir da Lei 11.769/08 (BRASIL, 2008), tornou-se conteúdo obrigatório no currículo. A pesquisa se fundamenta em Moscovici (1978), na medida em que sua teoria das representações sociais (TRS) contribui para a análise dos dados coletados, ou seja, para fundamentar as percepções/representações destes sujeitos sobre o ensino de Música. Também, autores como Brito (2003), Bastian (2010), entre outros, deram suporte às questões em torno do ensino de Música. E autores como Nóvoa (1992), Abdalla (2006; 2008; 2009) e Tardif (2012) contribuem para fundamentar a análise dos dados pertinentes à formação de professores. Em relação aos procedimentos metodológicos, a pesquisa se desenvolveu em três etapas. Na primeira foi aplicado um questionário para 43 sujeitos da pesquisa, com questões fechadas, abertas e de evocação junto ao projeto maior integrado ao Centro Internacional de Representações Sociais ¿ CIERS-Ed/FCC; observando-se, porém, que, nesta pesquisa, só foram considerados os dados de perfil destes sujeitos. Na segunda, foi realizado um Grupo Focal com oito (8) professoras-estudantes; e, na terceira fase, foram realizadas entrevistas semiestruturadas com quatro (4) participantes das fases anteriores, aprofundando-se a temática em questão. Apontamos as dimensões de análise: histórico-normativa, em que se levou em conta o ensino de Música no contexto de história da educação brasileira e a implementação do Parfor; formativo-profissional, em que a formação pedagógica em Música e a didática musical das professoras-estudantes nos revelam suas percepções/representações sociais sobre o ensino de Música. Os resultados apontam para as dificuldades na formação destas professoras-estudantes na Pedagogia/Parfor referentes ao ensino de Música, e, consequentemente, para as dificuldades de serem desenvolvidas atividades musicais mais elaboradas em seus ambientes de trabalho. A Música é introduzida no ambiente de trabalho das professoras¿estudantes por meio de atividades musicais incorporadas às brincadeiras. O lúdico, assim, contribui, segundo estes sujeitos de pesquisa, para o desenvolvimento musical das crianças.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The PARFOR (Plano Nacional de Formação de Professores da Educação Básica) is an emergencial initiative for basic education teachers of the public schools that was created to offer free courses of graduation in Pedagogia for teachers who work in the basic education, but didn´t have adequate graduation. This research focuses on two schools´ managers where 12 teachers work from one Education course refunded by Parfor. It´s intends to analyse schools manager´s conditions to support them so that they can consolidate declared gains for them in previous researches. For this, analyze official documents on managers and professionals of the school, in the federal and municipal scope and analyze the everyday routine of these professionals. Three main ideas guide this study: school as level meso of analysis, the paper of the actors in the implementation of policy and the school as place of students and teachers education. The research is supported in studies on the reception of politics in the bases of the systems of education, in this case, schools, (BOWE; BALL; GOLD, 1992; BALL, 1994; MAINARDES, 2006; MAINARDES; FERREIRA; TELLO, 2011), in this case, in schools, and on politics of teacher´s formation, especially, the Parfor (BRAZIL, 2009a, 2009b; GATTI, BARRETO, ANDRÉ, 2011; PESSOA, ARAÚJO, 2013). Concerning management´s approach, it call on Canário (2005), Sander (2007), Silva (2007), Dourado (2007), Vieira (2009), Paro (2012), Libâneo (2008), Luck (2009, 2012) and Lima (2011) and concerning school as a formation place, called on Canário (1998; 2005), Nóvoa (1999), Abdalla (2006) and Cunha (2008). It adopts qualitative approach with documentary analysis, schools observation, and interviews. The analysis of the data points to four main categories: policy as text, policy as discourse, pedagogical-formative management and structure and functioning of the school. Results indicate that managers have legal, personal, professional and material conditions to give pedagogical support to the teachers from Parfor education course; They set clear that the attendance vestige of the basic education in the kinder-garden level, still found in the discourses and the legal functional condition of the teachers act as hurdle for the purposes/intention of the analyzed policy. Finally, it reinforce that, despite of other conditions, each school receives and enact one policy according to its managers performance and leadership.
O PARFOR (Plano Nacional de Formação de Professores da Educação Básica) é uma iniciativa emergencial para professores do ensino fundamental da rede pública criada para oferecer cursos gratuitos de graduação a professores que trabalham na educação básica, sem a formação adequada para tal. Esta pesquisa focaliza gestores de duas escolas onde atuam 12 professoras-egressas de um curso de Pedagogia subsidiado pelo Parfor. Intencionou analisar as condições de gestores escolares para apoiá-las para que consolidem os ganhos declarados por elas em pesquisas anteriores, com o curso realizado. Para tanto, analisa documentos oficiais sobre gestores e profissionais da escola, no âmbito federal e municipal e o cotidiano desses profissionais. Três ideias centrais norteiam o estudo: escola como nível meso de análise, o papel dos sujeitos na implementação de políticas e a escola como lugar de formação de alunos e professores. A pesquisa apoia-se em estudos sobre a recepção de políticas nas bases dos sistemas de ensino, no caso, nas escolas (BOWE; BALL; GOLD, 1992; BALL, 1994; MAINARDES, 2006; MAINARDES, FERREIRA; TELLO, 2011) e sobre políticas de formação de professores, especialmente, o Parfor (BRASIL, 2009a, 2009b; GATTI; BARRETO; ANDRÉ, 2011; PESSOA e ARAÚJO, 2013). Para abordar a gestão escolar recorre a Canário (2005, Sander (2007), Silva (2007), Dourado (2007), Vieira (2009), Paro (2012), Libâneo (2008), Luck (2009, 2012) e Lima (2011) e sobre a escola, como lugar de formação, recorre a Canário (1998; 2005), Nóvoa (1999), Abdalla (2006) e Cunha (2008). Adota abordagem qualitativa com análise documental, observação nas escolas e entrevistas. A análise dos dados apontou para quatro categorias principais: política como texto, política com o discurso, gestão pedagógico-formativa e estrutura e funcionamento da escola. Os resultados obtidos indicam que gestores têm condições legais, pessoais, profissionais e materiais para dar apoio pedagógico às professoras-egressas do curso de Pedagogia Parfor. Deixam claro que o resquício assistencialista das creches, ainda presente nos discursos, e a condição funcional legal das professoras atuam como limitadores para os fins da política analisada. Por fim, ratifica que cada escola recepciona e interpreta uma política, entre outras condições, de acordo com a atuação e liderança de seus gestores.

Dissertação apresentada à Universidade Fernando Pessoa, como parte dos requisitos para a obtenção do grau de mestre em Psicologia, ramo de Psicologia da Educação e Intervenção Comunitária
A avaliação de escolas, quer na sua vertente externa, quer interna, tem como grande finalidade melhorar as práticas, melhorar o ensino e a aprendizagem, pretendendo gerar impacto na melhoria dos resultados dos alunos no processo educativo (Azevedo, 2007; Alaíz, Góis & Gonçalves, 2003). A conjugação das duas vertentes é fundamental para que as escolas melhorem e se desenvolvam. O presente estudo experimental centra-se na administração do questionário Diagnóstico do Meio Escolar (DME) a uma amostra de 60 profissionais de ensino, professores e não professores em duas escolas na região do Porto, com idades compreendidas entre os 32 e os 60 anos de idade (com média de 48.3, desvio padrão de 7.3). Assim sendo, os objetivos da investigação são captar as perceções dos funcionários, professores e não professores, sobre os funcionamentos interno e externo das escolas; perceber de que forma os profissionais que trabalham nas escolas percebem o comportamento dos alunos; identificar indicadores do que poderá estar subjacente aos comportamentos menos adequados nos alunos, sob a perspetiva dos funcionários; e perceber até que ponto o meio físico envolvente pode interferir nos comportamentos dos alunos. Os resultados foram obtidos através de análises qualitativas e quantitativas. Todos os objetivos propostos foram conseguidos, conseguindo-se traçar um perfil das escolas a todo o nível de funcionamento quer interno quer externo das escolas. Os resultados mostraram que, apesar dos participantes percecionarem o meio físico de forma positiva, há a necessidade de se criarem espaços fechados de lazer para os alunos, condições logísticas melhores e o aumento de profissionais de ensino. A participação e envolvimento dos pais é percecionada como negativa e existem comportamentos inadequados na escola que obrigam o refletir das medidas disciplinares, tornando-se necessário redefinir formas de estimular a participação ativa de todos os agentes educativos.
The evaluation of schools, both in its external or internal aspects, have the great purpose improve practices; enhance teaching and learning, seeking to create an advance in the students results at the educational process (Azevedo, 2007; Alaíz, Góis & Gonçalves, 2003). The combination of the two components is critical for schools to improve and develop. This experimental study focuses on the administration of the Diagnóstico do Meio Escolar (DME) questionnaire, into a sample of 60 education professionals, teachers and not teachers aged between 32 and 60 (mean 48.3, standard deviation 7.3) in two schools in the Oporto region. Therefore, the objectives of this research are understand the perceptions of the employees, teachers and non-teachers on the internal and external functioning of schools; realize how the professionals that work at schools comprehend the students behaviors, identify indicators that could underlie less suitable behaviors in students, under the perspective of employees and realize how can the surrounding physical environment affect that conducts. The results were obtained by qualitative and quantitative analyzes. All objectives were accomplished, so it was possible to draw a profile of all schools involved at any level of functioning, both internal and external. The results prove that despite the participants assumed the physical environment in a positive way, it is important to create enclosed spaces of leisure for students, better logistic conditions and increase education professionals. The participation and involvement of parents is assumed to be negative and there are inappropriate behaviors in school that force us to reflect in disciplinary action, making it necessary to redefine ways to stimulate the active participation of all education agents.

À la Réunion, le créole et le français cohabitent dans un même espace linguistique avec un mode spécifique de variation. Selon bon nombre de linguistes, renvoyant au vieux modèle de la diglossie, il existerait deux variétés de créole qui s'organiseraient selon leur proximité avec le français, la basilectale (dite éloignée du français) et l'acrolectale (réputée plus proche du français). Dans l'ensemble de la communauté, la définition de dialectes nets et le cloisonnement linguistique n'apparaissent donc pas toujours de manière saillante. Ce que certains ont appelé la « décomplexification » de la tension diglossique s'est en fin de compte effectuée dans un laps de temps assez court compte tenu de l'urbanisation croissante et de l'arrivée massive des moyens de communication de masse. Un cadre citadin en pleine construction, de nouveaux rapports entre segments sociaux, des types de contact inédits entre générations, l'influence croissante des outils médiatiques dans le paysage local, une considération inattendue pour la parole sérieuse, artistique et prestigieuse proférée en créole tendent à modifier l'expression des aînés et la réception des plus jeunes. Au fond, un constat s'impose aujourd'hui, c'est que traitant du créole et du français, l'on ne peut plus parler de systèmes linguistiques discrets et autonomes qui se départiraient l'un de l'autre, selon une frontière nette et harmonieuse. Le gauchissement du français dans les pratiques langagières quotidiennes des locuteurs créoles entraîne alors des difficultés descriptives pour les linguistes qui ne parviennent plus à classer ce qui appartient au créole ou au français. Ainsi, au vu d'une pluralité de lectes entre deux pôles linguistiques, nous adoptons le concept de macro-système mis en évidence par une jolie forme macaronique et assumée : l'interlecte. Intégrant des angles d'approche variés, nos travaux n'ont pas pour prétention d'apporter toutes les réponses que suggèrent les problématiques qui gravitent autour des « parlers jeunes ». Nous nous proposons d'analyser des mots, des locutions, des expressions, des énoncés que nous entendons dans la bouche des jeunes et à la radio, que nous lisons dans des textes artistiques et sur les écrans des réseaux sociaux. Dès lors, après avoir tenté une saisie complexe et diversifiée de ce matériau, nous soumettons ces mots ou expressions à analyse afin de dégager le sémantisme le plus large et le plus nuancé possible, tout en analysant des structures syntaxiques caractéristiques, notamment l'usage des auxiliaires verbaux, des pronoms ou des prépositions
In Réunion island, the Creole and French cohabit in the same linguistic space with a specific mode of variation. According to a good amount of linguists, returning to the old model of the diglossy, there would exist two varieties of Creole which would be organized according to their proximity with French, the basilectale (known as far away from French) and the acrolectale (famous nearer to French). In the whole of the community, the definition of dialects Nets and the linguistic bulk-heading thus do not appear always in a projecting way. What some called the “decomplexification” of the diglossic tension is in the final analysis carried out in a period of time enough runs taking into account the increasing urbanisation and of the massive arrival of the means of communication of mass. A town framework in full construction, new relationship between social segments, of the new types of contact between generations, the increasing influence of the media tools in the local landscape, an unexpected consideration for the serious, artistic and prestigious word uttered in Creole tend to modify the expression of elder and the reception of young people. At the bottom, a report is essential today, it is that dealing with the Creole and of French, one cannot speak any more about discrete and autonomous linguistic systems which would separate one of the other, according to a clear and harmonious border. The warping of French in the daily linguistic practices of the creole speakers then involves descriptive difficulties for the linguists who do not manage any more to classify what belongs to the Creole or to French. Thus, within sight of a plurality of lectes between two linguistic poles, we adopt the concept of macro-system highlighted by a pretty macaronic and assumed form: the interlecte. Integrating varied angles of incidence, our work does not have as a claim to give all the answers which the problems suggest which revolve around the “young speeches”. We propose to analyze words, phrases, expressions, statements which we hear in the mouth of the young people and with the radio, that we read in artistic texts and on the screens of the social networks. Consequently, after having tried a complex and diversified seizure of this material, we subject these words or expressions to analysis in order to release the broadest semantism and most moderate possible, while analyzing characteristic syntactic structures, in particular the use of the verbal auxiliaries, pronouns or prepositions

This diploma thesis is focused on the rehabilitation of adjacent surroundings of the historical center of Kyjov and revitalizing public spaces. Part of the thesis are the analysis of the current condition of the solved and affected area, problems evaluation and values of the territory and draft of a new building structure along with a working transport solution. The main criterion for the choice of the area to be solved for me was the problem of this locality with conjunction to industry area of the mills and a very small percentage of the quality of the territory. The mill site occupies almost a quarter of the area and together with surrounding buildings, makes a large impassable barrier in the city. The draft seeks to respond to the functioning state of the site and to rehabilitate the surrounding environment. Another factor for the selection of the territory was the unused potential of the river side Kyjovka flowing through the area. This area hides many other problems and there is no quality architecture. My task was to combine all aspects of the area and make the most of it for the draft. A new functional neighborhood of housing with public spaces and amenities is being designed on the area. The draft include 2 new streets, 4 public spaces, pedestrian zone, Kyjovka riverside, 45 new buildings and 10 reconstructed buildings. The concept of the area also concerns the transfer of the existing main railway station. The draft is also aimed on the main problem of Kyjov, as a growing age population, the poor quality of services and commuting to work.

The theme of the diploma thesis „Brno brownfields by the Svitava River“ Is design of contemporary city structure in Brno Husovice. The theisis deals with the analysis of the current situation, definition of problems and opportunities in the location and the design, based on these researches. Studied area is located on the riverbank of the Svitava River and is defined by Provazníkova, Dukelská třída and Svitavské nábřeží streets. In these days there are mostly located brownfields of the previous industry parks, storage spaces and development of family houses. The design puts emphasis on the gentle merge with the urban structure of the old Husovice and focuses on using modern architectonic and urban approaches as well, for example on multifunctionality of buildings. The riverbank is revitalised and attractive features are designed here, like the footbridges conneting both river sides and sittable stairs. These designs provide space for leisure time and a water control during the floods as well. The traffic solution is concerned on the design of the new Nová Dukelská street, connecting formerly Zbrojovka industry park and Provazníkova street.

The area is located in the north part of Brno (Řečkovice a Mokrá Hora) and is surrounded by a housing estate. To the south of this area is a complex of former barracks. In our project we propose to use the area as a residential district with public amenities. Sports ground and the park are included. Currently there are terraced houses and separated family houses. We especially use low-floor blocks of houses with no more than four floors. Orientation of the blocks corresponds with the fact that this area is on the north slope. Family houses with gardens are situated on the east side of the area. The area is accessible from the Žilkova street (on the east) and from the Terezy Novákové street (on the west) – buildings on this street make a noise barrier. The square of our area is next to this street and represents a public place with public amenities (for example a retirement house and a school of art), underground car park and a pedestrian precint leading to the park. A tram stop is nearby. Sports ground and the park are situated in the north part of the area. In the central part we find the kindergarten. Underground car parks for the residents are under the blocks and its courtyards.

The theme of the diploma thesis "Brno waterfront - rehabilitation of the Brno rivers and their surroundings" is creating an urban proposal in Brno, Zábrdovice, on the eastern waterfront of the Svitava river. The intention is to use the potential of the area and create the possibility of lucrative housing by river with a commercial ground floor, services, leisure time park with a multifunctional playground and easy direct access to the Svitava river. The studied location, has an area of 6.32 hectares andis defined mainly by the Zábrdovická Street and the Svitava River near the former Premonstratensian Monastery, which now serves as a Military Hospital. At present, the location has mainly low-floor industrial buildings with storage and expedition functions. The proposed buildings relate to existing buildings on the east and west banks of the Svitava River. They have the form of four to six storey blocks, which are characteristic for this area. The park connects to the revitalized eastern embankment of the river at the site of a new footbridgethat connects both rive sides and stairs. They provide space formeetings and relaxation, but also serve as a flood control in the event of a water inflow. Along the Svitava River there is a sidewalk with street alleyways and access to the river.

碩士
國立臺灣師範大學
家政教育研究所
88
The study aimed to examine the effectiveness of the “ Functional Assessment” and “Parcel Strategies” approaches on the spitting problematic behavior of an autistic child. The subject selected from one special education class of a primary school in Taipei is an autistic child with moderate mental retarded handicap. The purposes of the researcher are to reduce the child severe spitting problematic behavior over 2 years, and then in order to form a living style of looking- adorning and sanitation. The multiple baselines across settings of single subject research was conducted to analyze the effects of the treatment； establishing the baseline, intervention, maintenance, and follow-up were included as well. The 3 settings were resource room, sensory integrative room , and room of self-help skills. The obtained results of this present study indicated that: (1). Functional Assessment approach had been proved to be a good strategy in finding the functions of the spitting problematic behavior. (2). Parcel Strategy 1 :“ Overcorrection”and“ DRO”had been proved to reduce the times of spitting problematic behavior about 80%. (3). Parcel Strategy 2 :“ Overcorrection”and“ Gentle Teaching ”had been proved to keep on reducing the times of spitting problematic behavior up to 90%. (4). Parcel Strategy 3 :“ Overcorrection”and“ Environment- restucting (A-B-C analysis)”had been proved to keep going on reducing the times of spitting problematic behavior up to more over 90%.

The purpose of this qualitative research study, which utilizes a phenomenological inquiry method, is to inquire into the awareness of what it means to be a whole teacher from the perspective of the philosophy of Jiddu Krishnamurti, a philosopher/spiritual teacher. Four participants (teachers) were interviewed from the Oak Grove School, an alternative, holistic school founded by Krishnamurti in 1974. This inquiry probed into teachers’ thinking, teachers’ lives, teachers’ inner lives, teachers’ contemplative practices, teachers’ calling/vocation and teachers’ pedagogy. The findings of this inquiry reveal the awareness that exists among the participants with regards to their understanding of Krishnamurti’s educational philosophy and the way in which this philosophy has shaped their lives and the lives of their students (both implicit- ly and explicitly) The findings from this research further show that Krishnamurti’s philosophy has certainly had an impact on the participants’ wholeness. Krishnamurti was never interested in imposing his philosophy on the teachers to think in a narrow groove. Rather, he challenged them to arrive at wholeness or a holistic approach towards living by their own volition, by putting aside all philosophy, including his own. This research points towards the possible ways in which wholeness can be developed using: Innate wisdom (teachers’ inner life, teachers’ calling); wisdom gained through experiencing life (teachers’ life, teachers’ thinking); wisdom gained through their teaching experience (teachers’ pedagogy) and wisdom gained through practices that bring harmony to the mind, body and spirit (teachers’ contemplative approaches). An experiential model titled, The Flower Model: An Experiential Metaphor – which integrates the three stages of awareness – was developed using Krishnamurti’s approach towards wholeness. This model can be used to guide teachers with their respective psychological conditionings that reside or exist in their thinking, lives, inner lives, contemplative practices, vocation and pedagogy/curriculum design.