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Relevant bibliographies by topics / 1940-2010

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Academic literature on the topic '1940-2010'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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Journal articles on the topic "1940-2010"

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Perlman, Robert L. "Morton Arnsdorf (1940–2010)." Perspectives in Biology and Medicine 54, no. 1 (2011): 1–2. http://dx.doi.org/10.1353/pbm.2011.0004.

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Duncan, Alex, Martin Evans, Simon Hunt, and Frances Stewart. "Roger Hay (1940–2010)." Oxford Development Studies 38, no. 4 (2010): 389. http://dx.doi.org/10.1080/13600818.2010.531616.

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Rasse, Paul. "Denis Guedj (1940-2010)." Hermès 58, no. 3 (2010): 177. http://dx.doi.org/10.3917/herm.058.0175.

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Ésik, Zoltán, and Klaus Sutner. "Stephen L. Bloom 1940–2010." Fundamenta Informaticae 109, no. 4 (2011): 369–81. http://dx.doi.org/10.3233/fi-2011-517.

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Ashenfelter, Orley. "George E. Johnson (1940–2010)." Journal of Wine Economics 5, no. 1 (2010): 217. http://dx.doi.org/10.1017/s1931436100001541.

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Radding, Cynthia. "David J. Weber (1940-2010)." Americas 67, no. 4 (2011): 549–51. http://dx.doi.org/10.1017/s0003161500000377.

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Butler, Kim D. "A.J.R. Russell-Wood (1940-2010)." Americas 67, no. 4 (2011): 551–54. http://dx.doi.org/10.1017/s0003161500000389.

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Fudge, Bruce. "Michael J. Zwettler 1940–2010." Review of Middle East Studies 44, no. 2 (2010): 280–82. http://dx.doi.org/10.1017/s2151348100001804.

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Chodorow, Nancy J. "E. Victor Wolfenstein, 1940–2010." Studies in Gender and Sexuality 12, no. 4 (2011): 305–6. http://dx.doi.org/10.1080/15240657.2011.615696.

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Waters, R., and M. Kirsch-Volders. "James M. Parry (1940-2010)." Mutagenesis 26, no. 1 (2010): 1–2. http://dx.doi.org/10.1093/mutage/geq098.

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Dissertations / Theses on the topic "1940-2010"

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Wright, Lauren E. "The American Serial Rapist: 1940-2010." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1397845726.

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Kemppainen, K. (Karoliina). "”Olkaamme veljiä vieraalla maaperällä”:Oulun Karjalaseura vuosina 1940–2010." Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201306061558.

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Pro gradu -tutkielmani aiheena on Oulun Karjalaseura ry:n toiminta vuosina 1940–2010. Talvi- ja jatkosodan aluemenetysten myötä yli 400 000 karjalaista joutui jättämään kotiseutunsa, ja jo keväällä 1940 siirtoväki perusti valtakunnallisen Karjalan Liiton ajamaan asioitaan. Pian alettiin perustaa paikallisia seuroja, ensimmäisten joukossa Oulun Karjalaseura syyskuussa 1940. Sen tarkoituksena oli yhdistää Ouluun asettunut siirtoväki ja huolehtia heidän edunvalvonnastaan. Alusta asti mukana oli paljon virkistystoimintaa, kuten juhlia ja urheilua. Jatkosodan aikana suurin osa Oulun karjalaisista palasi kotiseuduilleen, ja seuran toiminta oli pysähdyksissä vuoteen 1946 asti. Sen jälkeen seura on toiminut keskeytyksettä, vaikka se onkin kokenut monenlaisia vaiheita ja aktiivisuus on vaihdellut suurestikin. Tutkimuksellani olen halunnut selvittää, miten seuran tehtävä on muuttunut 70 vuoden aikana, ja mitä seura on jäsenilleen merkinnyt. Päälähteeni on Oulun Karjalaseura ry:n arkisto, jota säilytetään Oulun maakunta-arkistossa. Täydentävänä lähteenä on piirijärjestö Karjalaseurojen Pohjolan piiri ry:n arkisto sekä lehtiartikkeleita. Lisäksi olen haastatellut kahdeksaa Oulun Karjalaseuran pitkäaikaista aktiivijäsentä. Lähdekriittisen tarkastelun avulla rakennan lähteiden pohjalta kokonaiskuvan Oulun Karjalaseurasta 70 vuoden ajalta. Tärkeänä metodina on vertailu kattojärjestö Karjalan Liittoon. Tähän olen käyttänyt Terhi Willmanin toimittamaa teosta Karjalasta on kysymys. Karjalan Liitto 1940–2010. Seuran toiminta on aina perustunut karjalaisten perinteiden vaalimiseen. Perinteitä on pidetty yllä esimerkiksi tanhuamalla ja kyykkäämällä, valmistamalla perinneruokia, ompelemalla kansallispukuja, järjestämällä luentoja ja seminaareja sekä tekemällä retkiä rajantakaiseen Karjalaan. Suhde karjalaisuuteen on kuitenkin muuttunut matkan varrella: alun perin se oli kiihkeää heimoaatetta ja polttava poliittinen kysymys, nykyisin — ja etenkin sotien jälkeen syntyneille — ennen kaikkea leppoisaa harrastustoimintaa sekä iloa ja ylpeyttä omista juurista. Muun karjalaisen järjestötoiminnan tavoin Oulun Karjalaseuralla on ollut suuri merkitys sotavuosien vaikeista kokemuksista selviämiselle. Alkuvaiheessa seura antoi jäsenilleen konkreettista tukea neuvonnan ja avustusten muodossa, mutta halki vuosikymmenten merkittävin anti on ollut seuran tarjoama henkinen tuki. Yhteisissä tapahtumissa hajalleen lyödyt karjalaiset ovat saaneet tuntea yhteenkuuluvuutta, ja seuran tarinailloissa on yhdessä purettu sota-aikojen aiheuttamia traumoja. Sotienjälkeisessä Suomessa karjalaisuudesta puhuminen ei aina ollut suotavaa ja siirtoväellä oli kova paine sopeutua uuden asuinpaikkakunnan väestöön. Karjalaseura tarjosi paikan, missä saattoi olla oma itsensä ja tuntea ylpeyttä omista juuristaan. Vaikkei karjalaisuutta enää pitkään aikaan ole tarvinnut piilotella, seuran tarjoama yhteenkuuluvuuden tunne ja tietoisuus omasta kulttuuriperinnöstä ovat edelleen 2000-luvulla tärkeimpiä toimintaa ylläpitäviä voimia.

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Ivener, Ramona. "Kunskapens händer : Kunskapstraditioner, maskulinitet och förändring i Lesjöfors 1940-2010." Doctoral thesis, Karlstads universitet, Institutionen för samhälls- och kulturvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-30972.

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Lesjöfors, located in the municipality of Filipstad in Värmland, has a mining history dating back to the 1600s. In the mid-1970s, however, Lesjöfors, like Bergslagen at large, suffered from the international recession, and structural change had a major impact on this region, affecting society as well as individuals. These transformations form the basis of this thesis. In today’s society, knowledge or training is constantly in demand. However, the political context does not always allow for a consideration of the impact of decisions on small local communities and individuals in rural areas. Even the most well-intentioned politician and decision-maker may find themselves in the cultural trap of seeing "the others", "ordinary people" in a certain light or perspective. In a world that increasingly emphasizes knowledge, it is important to discuss what this development actually means to people. This thesis investigates the importance of local knowledge traditions in a mining district during an eventful historical phase. The main focus is on men and the role that local knowledge traditions – including knowledge patterns and knowledge ideals – have played in their choice of education. The study covers the period 1940-2010, which was marked by both industrial progress and drastic decline, and offers the opportunity to identify change over time. The study shows that there are clear trends in today's society to educate people, get them to break with the past, adopt new lifestyles and rational approaches. In Lesjöfors it is no longer possible to live the way people used to, that is, like their ancestors, to enter the industry as they reach full maturity. This means that the need to adapt to the requirements of a new situation while retaining the knowledge and identity of the past creates social conflicts of interests and an ambivalent situation for the individual.<br>”Jag minns första gången jag besökte Lesjöfors och stod öga mot öga med denna miljö. Stora förfallna fabriksbyggnader, ödsliga gator och rost. I en bygd där järnet varit så självklart verkade all den här rosten så påtagligt tragisk. Det är inte svårt att förstå att när stålindustrin mer eller mindre havererade – det ska sägas att det fortfarande finns en fungerande verksamhet här om än i mycket mindre skala – måste det ha skakat om människors liv rejält”… Så inleder Ramona Ivener denna avhandling som centreras kring den värmländska bruksorten Lesjöfors under den andra delen av 1900-talet, en omvälvande period kännetecknad av både industriell framgång och drastisk nedgång. Undersökningen rör sig kring dessa förändringar, särskilt de som uppstod i samband med stålkrisen under 1970-talet och hur de påverkat de lesjöforska männens syn på kunskap och utbildning. I dagens samhälle finns en efterfrågan på hög formell utbildning, det är dock inte alltid man inom politiska sammanhang tar ställning till vilka konsekvenser beslutsfattande får för små lokalsamhällen och individer i glesbygd. Avhandlingen belyser problematiken och relationen mellan kunskapstradition, maskulinitet och förändring åren 1940-2010. RAMONA IVENER är född 1978. Kunskapens händer är hennes doktorsavhandling i historia.<br>Läsa och leva

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Giudici, Marco. "Migration, memory and identity : Italians and nation-building in Wales, 1940-2010." Thesis, Bangor University, 2012. https://research.bangor.ac.uk/portal/en/theses/migration-memory-and-identity-italians-and-nationbuilding-in-wales-19402010(a96d8824-e385-4e27-867d-4b16801257b9).html.

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Despite being a numerical minority, Italians have become one of Wales’ most noticeable migrant groups, their narratives figuring prominently in Welsh popular culture and collective memory. Yet, like other ethnic minorities in Wales, they have been neglected in academic enquiry, with the history of immigration to Britain being traditionally addressed in an Anglocentric perspective. This thesis aims to fill this academic gap and provide an original historical contribution to migration studies. In so doing, it primarily aims to disclose two under-investigated areas of investigation; firstly, small-town, rural and geographically dispersed patterns of migration and, secondly, migration to stateless nations. This thesis shows that, despite their numerical marginality, geographically dispersed migrants can resist assimilation and maintain distinct cultural identities. They can even culturally influence their receiving society, being incorporated in its process of nation-building; Italian migrant narratives have ideally served a reinforcement of Wales’ tolerant and inclusive image. Thus, this thesis illustrates that, contrary to popular belief, national(istic) claims are not necessarily in contrast with immigration. It shows that stateless nations aiming to gain increasing autonomy can use their immigration history to construct and disseminate a tolerant and inclusive national image, one that aims to foster both indigenous people and migrants’ sense of national belonging.

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Almeida, Wilson Ricardo Antoniassi de. "Terceiro Grupo Escolar De Limeira-SP (1940-2010) : a dinâmica do tempo-espaço escolar." Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/8427.

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Submitted by Alison Vanceto (alison-vanceto@hotmail.com) on 2017-01-16T11:23:23Z No. of bitstreams: 1 TeseWRAA.pdf: 213253379 bytes, checksum: 944ee210c0a0ac09450ff69e9bc15f83 (MD5)<br>Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2017-01-17T12:01:17Z (GMT) No. of bitstreams: 1 TeseWRAA.pdf: 213253379 bytes, checksum: 944ee210c0a0ac09450ff69e9bc15f83 (MD5)<br>Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2017-01-17T12:01:27Z (GMT) No. of bitstreams: 1 TeseWRAA.pdf: 213253379 bytes, checksum: 944ee210c0a0ac09450ff69e9bc15f83 (MD5)<br>Made available in DSpace on 2017-01-17T12:01:37Z (GMT). No. of bitstreams: 1 TeseWRAA.pdf: 213253379 bytes, checksum: 944ee210c0a0ac09450ff69e9bc15f83 (MD5) Previous issue date: 2016-11-28<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>This thesis discusses the dynamics of school time-space of a public educational institution, the Third School Group of Limeira, estate of São Paulo, from the study of its school culture and its history, covering the period from its creation to the current days (1940-2010). The school culture produced, reproduced, preserved and transformed by the interaction of individuals with the school environment, the work and space organization, plus the pedagogical rationalization of time, compose a set of factors that identify and characterize the school according to the nature of its function, thus developing a collective standard of practice, think and recognize in this environment. Simultaneously, from elements of the school culture, which is in a constant process, it is constructed and can be understood the history of the educational institution. Belonging to this movement lies the research problem: what are the continuities, changes, similarities and contrasts that permeate the relationship between school and time? In answer to this question we aim to study the school culture and understand the history of the educational institution; identify, characterize and analyze historical, philosophical, cultural, political and socioeconomic aspects linked to school culture and history of education; know the history of the educational institution patron and understand the relationships established within the school. As the school culture is full of senses and meanings that determine the configuration of the educational institution, the dynamics of school space-time can be detected by elements of the own school universe as they are imbued with school culture remains. Thus, the research used the potential of school photographs, through its reading and interpretation, together with testimonials (students, teachers, employees ...), and other direct documentary sources such as file archives (school, media, museum, municipal, state and private archives...), as a historical and memory source for education. The photographs, in communion with reports and other documentary sources, worked as an elucidation device of relations between the school and time, which allowed the researcher to identify and analyze possible similarities, contrasts, continuities and transformations throughout the educational process. For a theoretical and critical basis, the study used a bibliographical research that enabled a dialogue between empirical sources and scientific literature. The offered not only exhibit impressions of a school endowed with identity, history and own culture, but also for composing, along with other institutions a single education system, subject to the same rules, public policy, educational and administrative requirements, allow the reconstruction and understanding of relationships and situations involving individuals, education and the school environment in different contexts within the group as a whole.<br>Este trabalho aborda a dinâmica do tempo-espaço escolar de uma instituição de ensino público, o Terceiro Grupo Escolar de Limeira, estado de São Paulo, a partir do estudo de sua cultura escolar e de sua história, abrangendo o período de sua criação aos dias atuais (1940- 2010). A cultura escolar produzida, reproduzida, preservada e transformada mediante a interação dos indivíduos com o ambiente escolar, a organização do trabalho e do espaço, mais a racionalização pedagógica e do tempo, compõem um conjunto de fatores que identificam e caracterizam a escola conforme a natureza de sua função, a desenvolver, por isso, um padrão coletivo de praticar, pensar e reconhecer-se nesse ambiente. Simultaneamente, a partir de elementos da cultura escolar, a qual se encontra em processo constante, constrói-se e pode ser compreendida a história da própria instituição de ensino. No decurso desta movimentação situa-se o problema da pesquisa: quais são as permanências, as transformações, as semelhanças e os contrastes que permeiam a relação entre a escola e o tempo? Em resposta a esta indagação visamos a estudar a cultura escolar e compreender a história da instituição de ensino; identificar, caracterizar e analisar aspectos históricos, filosóficos, culturais, políticos e socioeconômicos atrelados à cultura escolar e à história da educação; conhecer a história do patrono da instituição de ensino e compreender as relações travadas no interior da escola. Como a cultura escolar está repleta de sentidos e significados que determinam a configuração da instituição de ensino, a dinâmica do tempo-espaço escolar pode ser revelada por elementos constituintes do próprio universo escolar, pois estão impregnados de vestígios da cultura da escola. Desta forma, a investigação utilizou o potencial das fotografias escolares, por meio de sua leitura e interpretação, aliadas a depoimentos (alunos, professores, funcionários...), além de outras fontes documentais diretas como acervos de arquivos (escolar, imprensa, museu, municipal, estadual, particular...), como fonte histórica e de memória para a educação. As fotografias, em comunhão com relatos e outras fontes documentais, funcionaram como um dispositivo de elucidação das relações entre a escola e o tempo, o qual permitiu ao pesquisador identificar e analisar eventuais semelhanças, contrastes, permanências e transformações ao longo do processo educacional. Para um embasamento teórico e crítico, o estudo fez uso de uma pesquisa bibliográfica que possibilitou um diálogo entre as fontes empíricas e a literatura científica. As reflexões proporcionadas não apenas exibem impressões de uma escola dotada de identidade, história e cultura própria, como também, por compor, juntamente com outras instituições um único sistema de ensino, submetida às mesmas regras, políticas públicas, preceitos pedagógicos e administrativos, permitem a reconstituição e a compreensão das relações e situações envolvendo os indivíduos, a educação e o ambiente escolar em diferentes contextos, no âmbito de seu conjunto.

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Santo, Sandra Medeiros. "A expansão urbana, o Estado e as águas em Feira de Santana (1940-2010)." Faculdade de Arquitetura e Urbanismo, 2012. http://repositorio.ufba.br/ri/handle/ri/25832.

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Submitted by Biblioteca de Arquitetura (bibarq@ufba.br) on 2018-04-27T14:50:33Z No. of bitstreams: 1 Sandra MEDEIROS SANTO.pdf: 48451644 bytes, checksum: 158680f6400c4b419a144f6333f8b2c6 (MD5)<br>Approved for entry into archive by Biblioteca de Arquitetura (bibarq@ufba.br) on 2018-04-27T14:51:24Z (GMT) No. of bitstreams: 1 Sandra MEDEIROS SANTO.pdf: 48451644 bytes, checksum: 158680f6400c4b419a144f6333f8b2c6 (MD5)<br>Made available in DSpace on 2018-04-27T14:51:24Z (GMT). No. of bitstreams: 1 Sandra MEDEIROS SANTO.pdf: 48451644 bytes, checksum: 158680f6400c4b419a144f6333f8b2c6 (MD5)<br>O fenômeno urbano tem se expandido de forma acentuada nas últimas décadas, modificando substancialmente o meio ambiente onde ele se insere. Em cada parte do planeta esta relação é única, pois se estabelece em função das peculiaridades contidas em cada local, diferenciandoas. Por outro lado, o Estado tem se mostrado como o principal agente organizador deste processo, principalmente no papel de empreendedor imobiliário, quando planeja e executa conjuntos habitacionais. E também se destaca quando exerce seu poder coercitivo, impondo restrições e penalidades através da publicação e execução das leis. Feira de Santana representa muito bem esta situação. É a segunda maior cidade da Bahia, com quase 500.000 habitantes. Nela o Estado tem atuado de forma contundente e seu estudo torna-se ainda mais específico porque no seu meio urbano existem duas bacias hidrográficas (Pojuca e Subaé) e uma subbacia (Jacuípe), compondo um meio ambiente com inúmeros riachos, rios e lagoas, que influenciam e são influenciados pela expansão urbana comandada pelo Estado. Assim, este trabalho averigua como o Estado influencia, ao longo de sete décadas, a expansão urbana de Feira de Santana, partindo de uma análise sobre os conjuntos habitacionais de baixa renda, observando a expansão da mancha urbana sobre os mananciais hídricos, estudando as restrições legislativas e interpolando-as, utilizando como ferramenta o Sistema de Informação Geográfica (SIG). Como resultado se observa os diferentes pulsos da expansão e como ela se deu, incentivada pela implantação de rodovias, centro industrial, universidade e dos conjuntos habitacionais. Além disso, fica claro que esta ocupação ocorre de forma heterogênea no espaço e influenciada pelas águas, retardando tal processo em algumas áreas. Também deve ser notado que o Estado, em seus diferentes níveis, deixa muitas e variadas marcas indeléveis no meio urbano e que são claramente associadas às políticas nacionais. Assim, neste palco conflituoso, homem e meio ambiente disputam a ocupação do solo urbano e a legislação pertinente reflete muito bem esta questão.

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Vinci, Tony M. "Ghost, Animal, Android: Trauma, Posthuman Ethics, and Radical Vulnerability in American Literature, 1940-2010." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/857.

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Ghost, Animal, Android: Trauma, Posthuman Ethics, and Radical Vulnerability in American Literature, 1940-2010 The dissertation argues that the literary topoi of the ghost, animal, and android function as ethical categories offering access to traces of trauma that operate beyond the boundaries of the human. The study revises the traditional argument that the literatures of trauma work to heal the victims of personal and cultural catastrophes by emphasizing work by William Faulkner, Toni Morrison, William Heyen, and Philip K. Dick that resists an oversimplified notion of healing and instead experiments with nonhuman models of subjectivity as means through which to manage open wounds. Able to register traumatic events at the very edge of understanding, canonical and popular depictions of the ghost, animal, and android disturb readers into an ethics of radical vulnerability, encouraging them to cross subjective and cultural thresholds and become vulnerable to the present but elusive pain of others.

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Brown, Daniel Richard. "A HISTORY AND ANALYSIS OF THE ADVANCEMENTS IN JAZZ TUBA PERFORMANCE FROM 1940 UNTIL 2010." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195330.

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The purpose of this study is to provide a history of the development of jazz tuba performance from 1940 until 2010. The history consists of profiles of jazz tubists that developed or participated in new styles of jazz tuba performance. Musical figures are provided for different decades of change. Figures are taken from the original scores or transcribed from recordings and analyzed to highlight advancements.

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Zaidan, Sarah Z. "The adventures of MetaMan : the superhero as a representation of modern Western masculinity (1940-2010)." Thesis, Kingston University, 2011. http://eprints.kingston.ac.uk/22375/.

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The Adventures ofMetaMan: The Superhero as a Representation ofModem Western Masculinity (1940-2010) is a practice-based research project. The aim of this research project is to develop interactive works of art that interrogate superhero narratives and representations of male identity, with the potential to relate to the experiences of relevant users in educational environments. At the current stage of the project, young men aged 11-14 in the English school system are a possible target audience. The work of art takes the form of interactive software written in Adobe Flash, with additional visuals created by myself in Adobe Photoshop, Adobe lllustrator and through traditional pen-and-ink drawings. The conceptualisation, development and execution of both software and content took place over a three-year period. While numerous literary and artistic references were employed in order to actualise this work, the software's visuals and words were entirely self-created. The work's original contribution to knowledge is found in the project's form. In combining the platform of digital media with the artistic styles and narrative themes of the superhero genre of comic books, the project explores the subjects of heroes and masculinity and has the potential to help its target audience to understand that the definition of masculinity is always in a state of flux. As evidenced by the historical texts, studies of visual culture, gender, and media representations of heroes and men that were referenced to develop the software, different types of men, ranging from the civil rights activist of the 1960s to the macho action movie star of the 1990s and significant representations of masculinity between these decades have been regarded as hero figures at different points in time. The conc~pt of masculinity is fluid and reliant upon a variety of factors such as current events, cultural trends, politics, economics and popular culture and this is reflected in the evolution of the superhero in Western mass media. The MetaMan project showcases the impact that heroes and role models have and the way that art can echo culture and society. It can provide a fully interactive experience that places modern masculinity into the context of the user's life and circumstances, adapting to each user. The software is accompanied by a written component detailing the reasons for its form and potential audience, the artistic process necessary to create it, an account of a pilot scheme conducted with 120 male students aged 11-14 in the English school system and the further applications and plans for the future stages of the MetaMan project.

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Azevedo, Ana Lucia de Faria e. "Fora do quadro: discursos sobre educação e cinema (Argentina e Brasil- 1910/1940 e 1990/2010)." Universidade Federal de Minas Gerais, 2014. http://hdl.handle.net/1843/BUOS-9TDHRF.

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This theory carried out in the landmarks of the Latin-American Doctorate in Education, analyses the conceptions and possibilities related to the relations between cinema and education, contained in pedagogic speeches produced by Brazilian and Argentinian intellectuals at two moments of the century XX: from 1910 to 1940 and from 1990 to 2010.. The choice of time frame is due to the fact that, in these two periods, the settings of these discourses assume distinct and significant features. From the methodological point of view, we chose a research approach that especially considers the socio-historical nature of discourses, focusing on its elements and content, as well as their contexts of enunciation, rather than the linguistic aspects. It is about taking into account the importance of studying the discursive issues relating to the social conditions in which these texts were produced, since they constitute spaces of conflicts of interest and conceptions, expressing different positions involved in these clashes. In the conduct of research we decided to analyze firstly the discourse on education and cinema in Argentina and Brazil, through a literature review of previous studies, examining and contrasting the reality of one and another country. Following, we prepared a similar analysis for the period 1990-2010. Therefore, individual, semi-structured interviews were carried out, with six academic intellectuals who discuss the relation between cinema and education, complemented with lifting and documentary analysis. Of this corpus there were extracted some elements and categories which they pointed out in their respective pedagogic speeches. At the end of the work, we conclude that in the first period investigated, the education through cinema was considered a promising innovation in terms of educational resource, even under the condition of being subjected to intense surveillance and censorship, thought compatible with the ideals of modernization of society and education in particular. The cinema was appreciated in educational terms, largely because it is considered a technically effective teaching resource for the transmission of scientific knowledge considered neutral, patriotic values and civilizing customs that could be more easily memorized and incorporated in individuals, through images and through the images understood like loyal registers of the reality. In the second period we realize, on the whole, that a varied cinematography reaches the classrooms, in which the pedagogic activities with movies try to favor the existence of experiences most opened regarding the art and less limited to the codes of the school traditional practices. At this moment the movies appear in the speeches analyzed like instrument of formation of active, reflexive, critical subjects and transformers. Is still observed in these discourses of the second stage a major concern with the teacher, and applicant a thematic highlighted in the statements of 1990-2010, which strongly advocate the training of teachers as a key strategy for the realization of projects for film education training.<br>Nesta tese, realizada nos marcos do Doutorado Latino-Americano em Educação, são analisadas as concepções e possibilidades concernentes às relações entre cinema e educação, contidas em discursos educacionais produzidos por intelectuais brasileiros e argentinos em dois momentos do século XX: de 1910 a 1940 e de 1990 a 2010. O recorte espacial justifica-se por serem o Brasil e a Argentina países sul-americanos, nos quais, desde o início do século XX, ocorre uma mobilização de setores sociais pela integração do cinema às práticas pedagógicas nas escolas. Quanto à escolha do recorte temporal, deve-se ao fato de que, nesses dois períodos, as configurações desses discursos assumem características distintas e significativas. Metodologicamente, o, optamos por uma abordagem de investigação da natureza histórico-social dos discursos, focalizando conteúdos e contextos de enunciação. Primeiramente analisamos o discurso sobre educação e cinema nesses países, através de análise bibliográfica, enfatizando a realidade de um e outro país. Na sequência, elaboramos uma análise semelhante relativa ao período de 1990 a 2010. Para tanto, foram realizadas entrevistas individuais, semiestruturadas, com seis intelectuais da educação que discutem a relação cinema/educação, complementadas com levantamento e análise documental, extraindo elementos e categorias que salientaram em seus respectivos discursos educacionais. Concluímos que, no primeiro período investigado, a educação pelo cinema foi considerada uma novidade promissora em termos de recurso educacional, sendo que o cinema foi apreciado em termos educativos, em grande parte, por ser considerado um recurso didático tecnicamente eficaz para a transmissão de conhecimentos científicos considerados neutros, valores patrióticos e costumes civilizadores que poderiam ser mais facilmente memorizados e incorporados aos indivíduos.. Quanto ao segundo período (1990/2010) constatamos, de modo geral, a presença de recomendações a fim de incentivar a presença de uma cinematografia variada nas salas de aula e atividades pedagógicas com filmes que procurassem favorecer a vivência de experiências mais abertas em relação à arte e menos restritas aos códigos das práticas escolares tradicionais e uma grande preocupação com a formação docente, uma temática destacada e recorrente nos enunciados de 1990-2010, que defendem enfaticamente a formação de professores como uma estratégia fundamental para a efetivação dos projetos de educação cinematográfica.

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Books on the topic "1940-2010"

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Marcin, Rutkiewicz, ed. Graffiti w Polsce: 1940-2010. Carta Blanca, 2011.

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Kowalska, Izabela, Marek Tarczyński, and Elżbieta Pawińska. Zbrodnia katyńska: Bibliografia 1940-2010. Centralna Biblioteka Wojskowa im. Marszałka Józefa Piłsudskiego, 2010.

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Classified: Special operations missions, 1940-2010. Osprey Pub. Co., 2013.

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Biserica Ortodoxă din Basarabia și Transnistria (1940-2010). Pontos, 2011.

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Martin, Elands, Kornaat Klaas, and Leeuwen Marius van, eds. Oorlogen en vredesmissies: Ervaringen van Nederlandse veteranen, 1940-2010. Balans, 2010.

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Jiangxi shi fan da xue xiao shi, 1940-2010. Ren min chu ban she, 2010.

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Tâm, Nguyễn Thanh. Lịch sử đảng bộ huyện Nà Hang, 1940-2010. Nhà xuất bản Chính trị quốc gia-Sự thật, 2012.

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Reseña histórica de la Universidad de Colima, 1940-2010. Universidad de Colima, 2010.

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Stalins mord i Katyn: Och dess historiska efterspel 1940-2010. Carlssons, 2010.

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Johnsson, Peter. Stalins mord i Katyn: Och dess historiska efterspel 1940-2010. Carlssons, 2010.

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Book chapters on the topic "1940-2010"

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Smaghi, Lorenzo Bini. "Padoa-Schioppa, Tommaso (1940–2010)." In The New Palgrave Dictionary of Economics. Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-349-95189-5_2949.

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Smaghi, Lorenzo Bini. "Padoa-Schioppa, Tommaso (1940–2010)." In The New Palgrave Dictionary of Economics. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/978-1-349-95121-5_2949-1.

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Weiss, Daniel. "Chapter 3. The conflict about the 1940 Katyn’ massacre and the 2010 declaration of the Russian State Duma." In Political Discourse in Central, Eastern and Balkan Europe. John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/dapsac.84.03wei.

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"Language, nationhood and diaspora at the BBC Urdu Service 1940–2010." In Diasporas and Diplomacy. Routledge, 2013. http://dx.doi.org/10.4324/9780203125151-17.

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"8. “The Whitest of Occupations”?–African Americans in the Rural Midwest, 1940–2010." In The Rural Midwest Since World War II. Cornell University Press, 2020. http://dx.doi.org/10.7591/9781501751318-011.

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"SOUTH SEAS SOCIETY, 1940–2010 — A BULWARK OF SOUTHEAST ASIAN AND ETHNIC CHINESE STUDIES." In Ethnicities, Personalities and Politics in the Ethnic Chinese Worlds. WORLD SCIENTIFIC, 2016. http://dx.doi.org/10.1142/9789814603027_0011.

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Bazyler, Michael J., Kathryn Lee Boyd, Kristen L. Nelson, and Rajika L. Shah. "Denmark." In Searching for Justice After the Holocaust. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190923068.003.0014.

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Germany invaded Denmark in 1940. The country was granted relative autonomy until 1943, with the forced deportation of Danish Jews. With the assistance of Danish religious and nonreligious groups, several thousand Danish Jews were transported by boat to neutral Sweden, but hundreds were still captured and sent to concentration camps. There was no state policy of property confiscation during World War II. Immediately after the war, government offices were established and laws passed to assist victims of the occupation with restitution and compensation. Denmark endorsed the Terezin Declaration in 2009 and the Guidelines and Best Practices in 2010.

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Bazyler, Michael J., Kathryn Lee Boyd, Kristen L. Nelson, and Rajika L. Shah. "Estonia." In Searching for Justice After the Holocaust. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190923068.003.0015.

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The independent Republic of Estonia was attacked and formally annexed by the Soviet Union in 1940. It was subsequently invaded and occupied by Nazi Germany in 1941 until Soviet troops re-entered the country in 1944. At the end of the war, virtually every member of Estonia’s small prewar Jewish community had been murdered, deported, or had fled the country. Estonia’s independence was restored in 1991, and post-Communist Estonia passed restitution laws that applied generally to private and communal immovable property confiscated during the Communist era. Estonia endorsed the Terezin Declaration in 2009 and the Guidelines and Best Practices in 2010.

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"The Developmentalist Origins and Evolution of Planning Education in Sub-Saharan Africa, c. 1940 to 2010." In Urban Planning in Sub-Saharan Africa. Routledge, 2015. http://dx.doi.org/10.4324/9781315797311-23.

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Bazyler, Michael J., Kathryn Lee Boyd, Kristen L. Nelson, and Rajika L. Shah. "Moldova." In Searching for Justice After the Holocaust. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190923068.003.0029.

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The modern territory of the Republic of Moldova was formed in August 1940 as the new Moldavian Soviet Socialist Republic (SSR). In 1941, when Germany invaded the Soviet Union, German-allied Romanian troops organized the deportation of the Moldovan Jews, and the Germans focused on their extermination. Up to 90,000 Jews, as much as one-third of the Jewish population, were killed on the territory of the Moldovan SSR. In 1992, Moldova passed a restitution law, but on its face, the law did not include Holocaust-era property confiscations. Moldova has not passed any special laws concerning the restitution of communal or heirless property. Moldova endorsed the Terezin Declaration in 2009 and the Guidelines and Best Practices in 2010.

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Conference papers on the topic "1940-2010"

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Bagatin, Ericson, Fernando Simões Friestino, Sérgio Roberto De Lucca, and Ricardo Cordeiro. "Mortality among workers exposed to asbestos in mining activities: 1940 - 2010." In Annual Congress 2015. European Respiratory Society, 2015. http://dx.doi.org/10.1183/13993003.congress-2015.pa1167.

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Hornová, Hana, and Ivana Černá. "MONITORING AND EVALUATION OF GROUNDWATER LEVELS AT LADNÁ HYDROPEDOLOGICAL PROFILE." In XXVII Conference of the Danubian Countries on Hydrological Forecasting and Hydrological Bases of Water Management. Nika-Tsentr, 2020. http://dx.doi.org/10.15407/uhmi.conference.01.02.

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The planned construction of Oder-Danube canal was one of the largest activities, which led to the realization of research projects, which also included construction of boreholes for monitoring groundwater levels. Hydropedological profiles (HP) consist of boreholes, which are situated usually across the route of the canal and across longitudinal axis of valleys or flat Moravian hollows. They belong to basins of Oder, Bečva, Dyje (Thaya) and Morava rivers. First observations started back in 1933, subsequent followed after 1940. Nowadays these objects serve for obtaining general idea about the groundwater regime in valley profiles of these rivers. From geological perspective, these HP profiles are in an area of Quaternary sediments. Groundwater level monitoring at HP is important especially because of relating the profile to a particular watercourse and duration of the continuous monitoring. It can be used for determination of hydraulic link between surface water and groundwater. These values can be very useful especially in the determination of spread of potential groundwater pollutants via surface waters. Aim of the work is to assess course of groundwater levels at the Ladná profile of interest and to evaluate the effect of river engineering of the Dyje River on the groundwater regime, taking into account the drought period. Next aim of the work was to show the relationship with surface waters and evaluate the relationship between individual boreholes and the watercourse in the entire profile. In addition, long-term data series of groundwater level monitoring were used to perform evaluation of course of groundwater levels during various time periods, in particular during the individual reference periods, as specified by the CHMI, i.e. 1931-1960, 1931-1980 and the current reference period 1981-2010. Subsequently, the period 1991-2018 was also analyzed as a period associated with the current situation and finally also the entire period of monitoring, i.e. 1948-2018, a total of 70 years.

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Sarp, Ayse Sena, and Murat Gulsoy. "Laser debonding of ceramic brackets using a 1940-nm Thulium Fiber Laser." In 2010 15th National Biomedical Engineering Meeting (BIYOMUT 2010). IEEE, 2010. http://dx.doi.org/10.1109/biyomut.2010.5479814.

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Rouwhorst, Derk. "Dutch contributions to magnetron development before 1940." In 2010 International Conference on the Origins and Evolution of the Cavity Magnetron (CAVMAG2010). IEEE, 2010. http://dx.doi.org/10.1109/cavmag.2010.5565556.

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Chekmasova, Alena A., Dharmarao Thapi, Yan Nikhamin, Kay J. Park, David R. Spriggs, and Renier J. Brentjens. "Abstract 1940: Successful eradication of established peritoneal ovarian tumors in SCID-beige mice following adoptive transfer of T cells genetically targeted to the MUC16 antigen." In Proceedings: AACR 101st Annual Meeting 2010‐‐ Apr 17‐21, 2010; Washington, DC. American Association for Cancer Research, 2010. http://dx.doi.org/10.1158/1538-7445.am10-1940.

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Doelling, Ernesto, Manfred Bertelsmeier, and Eden Warhurst. "Integrating Commercial High-Capacity MPLS WAN Services in Critical Operational Environments." In SpaceOps 2010 Conference: Delivering on the Dream (Hosted by NASA Marshall Space Flight Center and Organized by AIAA). American Institute of Aeronautics and Astronautics, 2010. http://dx.doi.org/10.2514/6.2010-1940.

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Gomez, Scarlett Lin, Christina A. Clarke, Juan Yang, Alan Sandler, and Shih-Wen Lin. "Abstract A28: Incidence trends of lung cancer among Chinese Americans in California, 1990-2010." In Abstracts: Thirteenth Annual AACR International Conference on Frontiers in Cancer Prevention Research; September 27 - October 1, 2014; New Orleans, LA. American Association for Cancer Research, 2015. http://dx.doi.org/10.1158/1940-6215.prev-14-a28.

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Lin, Li, Chenglong Li, Pui-Kai Li, James Fuchs, and Jiayuh Lin. "Abstract A100: STAT3 as a novel cancer prevention target in colorectal cancer stem cells." In Abstracts: AACR International Conference on Frontiers in Cancer Prevention Research‐‐ Nov 7-10, 2010; Philadelphia, PA. American Association for Cancer Research, 2010. http://dx.doi.org/10.1158/1940-6207.prev-10-a100.

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Horn, Thomas L., William D. Johnson, Ronald A. Lubet, Vernon E. Steele, and David L. McCormick. "Abstract A101: Dose-related suppression of rat oral carcinogenesis by the EGF receptor-tyrosine kinase inhibitor, gefitinib." In Abstracts: AACR International Conference on Frontiers in Cancer Prevention Research‐‐ Nov 7-10, 2010; Philadelphia, PA. American Association for Cancer Research, 2010. http://dx.doi.org/10.1158/1940-6207.prev-10-a101.

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Sharma, Sheela, Jin Lee, Jianliang Zhou, and Vernon E. Steele. "Abstract A102: Chemopreventive efficacy and mechanistic studies of Targretin in the B[a]P-induced mouse lung tumor prevention model." In Abstracts: AACR International Conference on Frontiers in Cancer Prevention Research‐‐ Nov 7-10, 2010; Philadelphia, PA. American Association for Cancer Research, 2010. http://dx.doi.org/10.1158/1940-6207.prev-10-a102.

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Reports on the topic "1940-2010"

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Montgomery, Kiara, and Pamela Ulrich. Trends in Advertising Typology and Facial Cosmetic Emphasis, 1940-2010. Iowa State University, Digital Repository, 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-33.

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