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Nilsson, Andreas. "Application of National Identity in EU law : A case-law analysis of the Court of Justice’s application of national identity in the fields of fundamental rights, internal structures and the free movements." Thesis, Uppsala universitet, Juridiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-389674.
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Williams, J. G. "Movement imitation : some fundamental processes." Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10019584/.
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Nicoletti, Gizele. "Inventário das ações motoras de crianças pré-escolares no playground." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/39/39133/tde-07112008-113443/.
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O objetivo do estudo foi fazer um inventário das ações motoras de crianças em situações livres num ambiente típico da infância, a escola de educação infantil. Buscou-se identificar quais eram as brincadeiras típicas das crianças estudadas e suas relações com idade e gênero. Quarenta crianças entre quatro e cinco anos foram observadas individualmente durante dez minutos, quando brincavam livremente. As crianças permaneceram mais tempo realizando comportamentos posturais seguido por manipulação e locomoção. Dos comportamentos, ficar em pé, sentar, andar, manipulação fina e segurar foram os comportamentos mais observados. Das brincadeiras, os meninos brincaram mais de areia, miscelânea e futebol. As meninas brincaram mais de areia, miscelânea e fantasia. As crianças de quatro anos permaneceram mais tempo brincando de areia e miscelânea, enquanto as crianças de cinco anos brincaram mais de areia, miscelânea, futebol e fantasia. A partir dessas observações pode-se perceber que as crianças exploram o ambiente físico onde estão inseridas, independente do sexo. Entretanto, o espaço físico claramente condiciona as habilidades executadas pelas criançasThe goal of study was to survey the motor actions children perform in a typical childhood environment, playground of elementary school. The central issue was to see whether these actions were related to age, sex and the kind of toy used. Forty 4 and 5 years children were observed, individually, for ten minutes while playing freely. The children spent more time in postural behaviors, followed by manipulative and locomotive behaviors. Of these behaviors, stand, sit, walk, fine manipulations and hold were the most observed. Boys spent more time playing sand pit, miscellaneous and soccer. Girls spent more time playing sand pit, miscellaneous and fantasy. Four years old children spent more time playing sand pit and miscellaneous, while five years old children playing sand pit, mescellaneous, soccer and fantasy. Throughout these observations it can be noticed that children exploit the physical environment which they are inserted regardless of sex and age. However, physical space clearly affect the kind of behavior children become envolved
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Harvey, William J. 1964. "Fundamental movement skills and associated physical activity experiences of children with ADHD." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100619.
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Excessive activity has been a prominent feature in the symptomatology of attention-deficit hyperactivity disorder (ADHD) for more than four decades. While overactivity has helped to identify persons with ADHD, the movement skill proficiency and physical activity experiences of children with ADHD have been overlooked (Harvey & Reid, 1997). This dissertation is a series of four original manuscripts that explore relationships between adapted physical activity (APA) and ADHD. The first manuscript, a review paper, discusses important issues related to ADHD. It suggests many children with ADHD experience poor levels of physical fitness and movement skill difficulties when compared to children without ADHD (Harvey & Reid, 2003). Numerous reference citations for seminal review articles on ADHD were provided. The second manuscript, another review paper, explored research methods used in movement performance studies about ADHD. Twenty new APA research questions about ADHD were posed (Harvey & Reid, 2005). Issues surrounding identification of ADHD, data collection procedures, and strategies to improve APA research about ADHD were also provided. The two review papers, when combined, are a substantial and original contribution to the ADHD literature. The third manuscript is a study about the effects of stimulant medication on the fundamental movement skill performance for 22 children with ADHD and a comparison of their movement skills to age- and gender-matched peers without ADHD. Multivariate statistical analyses revealed no significant effect of methylphenidate on the performance criteria of the TGMD-2 (Ulrich, 2000) for the children with ADHD. Significant differences between the children with and without ADHD were found on both locomotor skills and object control skills. A movement skill profile was developed for each group and they are unique contributions to the movement performance literature. The fourth manuscript is a study that explores the lived physical activity experiences of six boys with and without ADHD. Semi-structured interviews revealed some similarities among both groups about their physical activity experiences. However, qualitative differences were apparent on key aspects of skill proficiency. It is concluded that more in-depth APA research about people with ADHD is necessary to gain a clearer understanding of the children's unique physical activity needs.
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Foulkes, J. D. "Fundamental movement skills, physical activity and obesity from early to late childhood." Thesis, Liverpool John Moores University, 2017. http://researchonline.ljmu.ac.uk/6500/.
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Fundamental movement skills (FMS) are a vital part of a child’s development, which allow them to advance on to more complex movements, resulting in them functioning successfully in their daily lives and when participating in sports and physical activity. Despite the importance of FMS, previous studies have routinely found children to have low competency levels. Further research on competency levels in this area is required, specifically among UK children, as data on FMS proficiency and FMS interventions is dominated by research from Australia and North America. As such, the aims of this thesis were to a) document the level of FMS competency of preschool children from a highly deprived area of Northwest England, b) determine the effectiveness of a six-week Active Play intervention on FMS competency among preschool children from a highly deprived area of Northwest England, c) examine the relationship between FMS competency, physical activity and weight status over a five-year period between preschool and late primary among children from a highly deprived area of Northwest England and finally, d) gain the thoughts and opinions of experts and practitioners in order to help inform the development of an appropriate intervention to increase the physical literacy of preschool children.
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Severy, Sally Suzanne. "Using Auditory Modalities to Develop Rhythmic Competency in Children's Fundamental Movement Skills." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3004.
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Physical education classrooms often have low levels of moderate to vigorous physical activity levels. This is a problem since many young elementary students are not building a foundation of fundamental movement skills necessary to be lifelong participants in physical activities. This study investigated how elementary physical education teachers used auditory modalities in their classrooms. The research question explored the emergence of rhythmic competency in fundamental movement skills to increase overall moderate to vigorous activity levels. This concurrent, mixed-methods, multiple case study used a constructivist paradigm using the schema and dynamic system theories as the underlying motor system theoretical framework. Two research sites were selected: a suburban Maryland public school system and a private liberal arts college located in the same county. The participants included 21 elementary physical education teachers and 6 physical education or exercise science majors from nationally recognized programs. Data were collected from a focus group, interviews, classroom observations, and a 10-item response Likert style survey designed for elementary physical education teachers to recognize current trends in the field of auditory modalities and rhythmic competency. The data were analyzed to identify auditory modality instructional methods for the emergence of rhythmic competencies. The results consisted of a list of best practices for use such as musical rhythms, verbal cues, and sound cues by physical education teachers and specialists. This research promotes positive social change by providing information for successfully planning interventions in the discipline of motor skill and rhythmic development that can lead to overall increased more-vigorous physical activity.
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Bryant, Elizabeth Sarah. "Fundamental movement skills, physical activity and weight status in British school children." Thesis, Coventry University, 2015. http://curve.coventry.ac.uk/open/items/2157af1e-b68e-4fad-89fc-150ed48ba1cc/1.
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Fundamental movement skills (FMS) form the prerequisite for sporting and physical activities (Gallahue and Ozmun 2002). Research has attempted to understand this relationship between FMS and physical activity (PA) (Cliff et al., 2009). Method: Following institutional ethical consent for each experimental study, three primary schools from the same electoral wards in Coventry were used throughout this research. Children were assessed subjectively on eight FMS, objectively on two FMS, height, body mass, skinfold thickness, habitual PA and physical self-perception. Additionally children were involved in a six week PA intervention with the aim of teaching and developing children's FMS and increasing PA and physical self-perception. Statistics Package for Social Science (SPSS) was used to analyse results throughout this research. Results: significant inconsistencies were noted in FMS development throughout age (MANOVA, p<0.05); significant gender bias was noted between specific FMS (MANOVA, p<0.05); significant negative correlations were found between weight status and specific FMS (Pearson's product, p<0.05); a combination of previous and current FMS mastery best predict current habitual PA level; FMS, PA, weight status and self-perception can be positively influenced via a six week PA intervention. Conclusion: the importance of children mastering FMS at an early age is associated with PA levels during childhood. Furthermore, effective methods of teaching FMS have become apparent and further research should focus on this to influence PE policy and the teachers in the UK.
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Burton, Samuel Lee. "Performance and Injury Predictability during Firefighter Candidate Training." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/26184.
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The purpose of this study was to determine if a firefighterâ s fundamental movement patterns can act as predictors for occupational injury and performance during the firefighter academy training. The study consisted of 23 firefighter candidates entering the 16-week firefighter academy training. The firefighter candidatesâ , VO2Max, 1.5 mile-run and Firefighter Physical Conditioning Course and movement patterns were assessed at the on-set of the 16-week training. The firefighter movement patterns were assessed utilizing the Functional Movement Screen, which was designed to identify flaws in fundamental movement patterns. The firefighter candidates were then observed and their injuries documented during the firefighter academy training. The injury results as well as the initial performance tests were then compared to the results obtained by the Functional Movement Screen. There were no significant findings when comparing the Functional Movement Screen to the performance tests. The only significant correlation was with the Functional Movement Screen asymmetry score and the Firefighter Physical Conditioning Course. The relationship between the injuries recorded and Functional Movement Screen scores were inconclusive. The results of this study were unable to determine if a movement-based assessment such as the Functional Movement Screen can be utilized as an injury or performance predictor tool. The findings determined that further research needs to be performed with efforts placed on larger population groups and more emphasis placed on the scoring and analysis criteria used by the movement-based assessment.Ph. D.
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Staples, Kerri. "Fundamental movement skills and motor planning abilities among children with Autism Spectrum Disorders." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86759.
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Behaviours of children with autism spectrum disorders (ASD) are developmental in nature, where movement skill differences can be accounted for in terms of either delays or deficits. This dissertation includes three manuscripts that collectively delineate differences in planning and execution of fundamental movement skills by children with ASD in terms of delays and deficits. The first manuscript compares performance of twenty-five children with ASD to three typically developing comparison groups individually-matched on chronological age (CA), movement skill (DEV), and mental age equivalence (MA) on the Test of Gross Motor Development (TGMD-2). Performance of children with ASD was poor compared to the CA group on locomotor and object control subtests of the TGMD-2, suggesting a delay in development. Children with ASD were strategically matched to the DEV group on raw score from the locomotor portion of the TGMD-2. This group was approximately half the age of the children with ASD, demonstrating the extent of this delay. Comparisons to the MA group showed that differences in movement skill cannot be accounted for entirely in terms of cognition as the children with ASD performed significantly worse on both subtests. The second manuscript describes the initial development and validation of an obstacle course to explore movement planning to better understand the differences in performance of fundamental movement skills found in the first study. The psychometric properties were sufficient to warrant further use. The third manuscript examined movement planning based on performance of children with ASD on the obstacle course compared to the same three groups of typically developing children. Motor planning was inferred from frequency of acts of hesitation and hesitation time during the obstacle course, while movement execution was inferred from execution time, movement pattern, and success. Despite demonstrating similar movement patterns as the younger DEV groLes comportements des enfants autistes sont de nature développementale; les différences des habiletés de mouvement peuvent être expliquées comme des différences de délais ou de déficits. Cette thèse est composée de trois articles scientifiques, qui collectivement expliquent les différences de la planification et de l'exécution des mouvements fondamentaux des enfants autistes, en ce qui a trait aux délais et déficits. Le premier article compare la performance de vingt-cinq enfants autistes à trois groupes d'enfants avec un développement typique. Les enfants étaient jumelés individuellement par l'âge chronologique (AC), l'habileté de mouvement (HM), et l'équivalence de l'âge mentale (AM) mesuré avec le « Test of Gross Motor Development (TGMD-2). La performance des enfants autistes était faible en comparaison avec le groupe AC sur les sous-tests de control du mouvement et control des objets du TGMD-2, suggérant un délai de développement. Les enfants autistes étaient jumelés au groupe HM par leur résultat brut au sous test du control du mouvement du TGMD-2.Les enfants de ce groupe étaient deux fois plus jeune que les enfants autistes, ce qui démontre l'ampleur du délai. Des comparaisons au groupe HM, démontrent que les différences d'habiletés de mouvement ne peut être complètement expliqué par la cognition étant donné que les enfants autistes performaient moins bien aux deux sous-tests, et ce, de façon significative. Le deuxième article décrit le développement et la validation d'une course à obstacles pour' explorer la planification des mouvements afin de mieux comprendre les différences de l'exécution des mouvements fondamentaux trouvées lors de la première étude. Les propriétés psychométriques étaient suffisantes pour justifier l'usage davantage. Le troisième article examine la planification du mouvement basée sur la performance des enfants autistes à la course à 'obstacle. La performance des enfants autis
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Horita, Leslie Tomiko Leigh. "The relationship between fundamental movement skills and the health and fitness of Canadian children." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/4164.
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The health and fitness status of Canadian children has been declining over the
past several decades. Children’s health and fitness impacts future health status as
many health and fitness indicators track from youth into adulthood and are associated
with serious illnesses such as cardiovascular disease (CVD). One potential determining
factor of health and fitness may be the level of proficiency exhibited in performing
fundamental movement skills (FMS). Failure to master FMS in childhood may decrease
the physical activity options available in adulthood because FMS provide a foundation
for all forms of physical activity pursuits necessary for health and fitness benefits. Todate,
the relationship between health, fitness and proficiency of FMS has not been
examined in Canadian children. Therefore, the purpose of the present investigation was
to examine the current state of movement skill proficiency in relation to health and
fitness in Canadian elementary-aged children. Boys (n = 71) and girls (n = 91 girls)
ages 8 to 11 years were recruited from schools participating in the evaluation
component of the Action Schools! BC program. Measures of fundamental movement
skill proficiency (i.e., running, horizontal jumping, vertical jumping, jumping from a
height, hopping, and skipping) and indicators of health and fitness (i.e., blood pressure,
arterial compliance, weight status, musculoskeletal and cardiovascular fitness) were
assessed. Results indicated low levels of FMS proficiency for both boys and girls.
Analysis also revealed significant relationships between EMS and indicators of health
and fitness. Correlation analyses found running and hopping to be significantly (p < .01)
related to musculoskeletal and cardiorespiratory fitness tests. Significant (p < .01)
relationships between vertical jumping and weight status, musculoskeletal and
cardiorespiratory fitness were also found by the correlation analyses. Regression
analyses were performed to determine the independent relationship between health and
fitness indicators. Vertical jump was significantly (p < .01) related to blood pressure
(BP) independent of confounding health and fitness variables. Finding significant
relationships between FMS proficiencies and health and fitness indicators coupled with
the low proficiencies demonstrated by our sample of children suggest the need for a
greater emphasis on the development of FMS.
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Jarvis, Stuart Phillip. "Physical literacy and South East Wales primary school children : the role of fundamental movement skills." Thesis, University of South Wales, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702318.
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This thesis addressed the physical literacy attributes of primary school children in South East Wales with a specific focus on the relationships between FMS motor behaviour competency and other aspects of physical literacy. The aims of this thesis were to: (a) examine the factor structure of the Children and Youth Physical Self-Perception Profile (CY-PSPP), based on the validation work of Welk and Eklund (2005) for use as a valid measure of physical self-perceptions, with this population; (b) establish levels of FMS and associated measures of physical literacy in South East Wales primary school children; (c) utilise an alternative form of FMS classification (cluster analysis) and identify which associated variables of physical literacy discriminate between different classifications of FMS performance with this population; and (d) identify the impact of parental socialisation upon FMS performance. The thesis comprised of three studies and a summary report. In study 1 confirmatory factor analysis supported the hierarchical structure of the CY-PSPP as a valid and reliable measure to examine the nature and impact of physical self-perceptions on young children in this population and for its subsequent use in this thesis. Study 2 identified low levels of FMS proficiency in both genders of this population. The use of an alternative classification of FMS revealed several distinct group classification of FMS proficiency and identified specific skill differentiation between these group classifications in both genders. In addition, a number of significant relationships were identified between the multidimensional domains of physical literacy to discriminate the different group classifications ofFMS performance. In Study 3 significant relationships between aspects of parental socialisation and children's FMS proficiency were revealed. Therefore, overall this thesis provides rich data that increases our knowledge of FMS proficiency and its classification in UK and in particular with Welsh primary school children and reports both theoretical and methodological strengths that make a significant contribution to the FMS and physical literacy research area.
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Amanzi, Richard. "A natural user interface architecture using gestures to facilitate the detection of fundamental movement skills." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/6204.
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Fundamental movement skills (FMSs) are considered to be one of the essential phases of motor skill development. The proper development of FMSs allows children to participate in more advanced forms of movements and sports. To be able to perform an FMS correctly, children need to learn the right way of performing it. By making use of technology, a system can be developed that can help facilitate the learning of FMSs. The objective of the research was to propose an effective natural user interface (NUI) architecture for detecting FMSs using the Kinect. In order to achieve the stated objective, an investigation into FMSs and the challenges faced when teaching them was presented. An investigation into NUIs was also presented including the merits of the Kinect as the most appropriate device to be used to facilitate the detection of an FMS. An NUI architecture was proposed that uses the Kinect to facilitate the detection of an FMS. A framework was implemented from the design of the architecture. The successful implementation of the framework provides evidence that the design of the proposed architecture is feasible. An instance of the framework incorporating the jump FMS was used as a case study in the development of a prototype that detects the correct and incorrect performance of a jump. The evaluation of the prototype proved the following: - The developed prototype was effective in detecting the correct and incorrect performance of the jump FMS; and - The implemented framework was robust for the incorporation of an FMS. The successful implementation of the prototype shows that an effective NUI architecture using the Kinect can be used to facilitate the detection of FMSs. The proposed architecture provides a structured way of developing a system using the Kinect to facilitate the detection of FMSs. This allows developers to add future FMSs to the system. This dissertation therefore makes the following contributions: - An experimental design to evaluate the effectiveness of a prototype that detects FMSs - A robust framework that incorporates FMSs; and - An effective NUI architecture to facilitate the detection of fundamental movement skills using the Kinect.
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Pereira, Simone de Novaes Costa. "Máscaras e mecanicismos: um estudo sobre os princípios da animação cinematográfica do desenho." Universidade do Vale do Rio dos Sinos, 2017. http://www.repositorio.jesuita.org.br/handle/UNISINOS/6252.
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A presente dissertação tem como objetivo conhecer o modo de ser da animação do desenho por meio da compreensão e observação dos princípios fundamentais Disney da animação cinematográfica. O método intuitivo, praticado por Henri Bergson, constitui o principal alicerce deste trabalho, no sentido de promover um estudo que tem como propósito compreender os modos de ser e de agir do objeto, tendo em conta suas duas tendências, virtual e atual. O conjunto dos doze princípios fundamentais é estudado a partir de uma abordagem tecnocultural, cujo enfoque reside na tentativa de apreender como técnicas e sensibilidades se transformam mutuamente. O conceito de imagem-movimento de Deleuze é fundamental na pesquisa, uma vez que os princípios são considerados tendo em conta uma dimensão relativa, referente às formalidades das operações no cinema, e uma dimensão absoluta, na qual se manifestam os regimes da imagem-movimento. A observação da dimensão absoluta se dá a partir da cartografia dos princípios, de acordo com a elaboração de duas constelações – Máscaras e Mecanicismos – em cenas de quatro longas-metragens de animação, quais sejam: Branca de Neve e os Sete Anões (EUA, 1937), Toy Story (EUA, 1995), A Viagem de Chihiro (Japão, 2001) e O Menino e o Mundo (Brasil, 2013).
The present dissertation aims to know the way of being of the drawn animation through the understanding and observation of the Disney’s fundamental principles of the cinematographic animation. The intuitive method, practiced by Henri Bergson, constitutes the main foundation of this work, in the sense of promoting a study whose purpose is to understand the ways of being and acting of the object, taking into account its two tendencies, virtual and current. The set of twelve fundamental principles is studied from a technocultural approach, whose focus lies in the attempt to learn how techniques and sensibilities transform each other. Deleuze's concept of image-movement is fundamental in the research, since the principles are considered taking into account a relative dimension, referring to the formalities of the operations in the cinema, and an absolute dimension, in which the regimes of the image-movement manifest themselves. The observation of the absolute dimension is based on the cartography of the principles, according to the elaboration of two constellations - Masks and Mechanics - in scenes of four animated feature films, namely: Snow White and the Seven Dwarfs (USA, 1937 ), Toy Story (USA, 1995), Spirited Away (Japan, 2001) and Boy and the World (Brazil, 2013).
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Harris, Mischa. "The relationships between fundamental movement patterns, spike jump technique, and overuse pain in collegiate volleyball players." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42142.
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Despite an exceptionally high prevalence of overuse injury among elite volleyball players, very little is known about the aetiology of these conditions. Fundamental movement patterns have been found to be predictive of serious acute athletic injury, however the relationship between fundamental movement patterns and overuse injury has yet to be determined. Sport-specific jumping biomechanics have been shown to play an additional role in the development of overuse injuries in sport, and it is likely that combining fundamental and sport-specific movement assessment may possess greater predictive power than either alone. The purpose of this investigation was to evaluate how volleyball-related overuse injuries are related to fundamental movement patterns and volleyball spike jump technique. We hypothesized that volleyball players with a history of overuse injury would exhibit more dysfunctional fundamental and sport-specific movement than players without a history of injury. Fifty-seven male and female collegiate volleyball players took part in Functional Movement Screen testing, and athletes free of lower body pain (n=31) took part in a 2-dimensional kinematic analysis of spike jump technique using Dartfish video analysis software. Volleyball players with a history of overuse low back injury had significantly lower Active Straight Leg Raise scores compared to healthy players (p=0.011). Various aspects of hip mechanics during the spike jump were significantly related to a history of shoulder, low back, and knee pain (p<0.01), and the Shoulder Mobility test was significantly correlated to 2 aspects of hip mechanics during the spike jump for females (R² = 0.560, p<0.01). Additionally, males with a history of overuse pain tended to jump 14 cm higher than their healthy teammates (p<0.01). Both fundamental and sport-specific hip mechanics appear to have a link to overuse injuries among collegiate volleyball players.
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Capio, Catherine Mamaid. "The relationship between fundamental movement skills and physical activity in children with and without cerebral palsy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B49617618.
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Previous research has shown that fundamental movement skills (FMS) proficiency influences physical activity (PA) in children, such that those who are more proficient tend to be more active. Sufficient PA engagement in childhood has been associated with positive health outcomes, but little is known about PA levels in children with disabilities. Children with cerebral palsy (CP) represent the largest diagnostic group in pediatric rehabilitation. In one systematic review and six studies, FMS proficiency and PA levels among children with CP were measured, analyzed, and compared with typically developing children. The lack of a valid objective PA measurement method for children with CP was determined in the systematic review, and the first study (Chapter 2) validated the Actigraph accelerometer as a valid objective PA measurement instrument in this population group. FMS measurement in children with CP was addressed in the second study (Chapter 3), which showed that process-and product-oriented measurement are both important in characterizing FMS proficiency in a holistic manner. With the said measurement techniques validated, the third study (Chapter 4) utilized a cross- sectional study design to examine FMS proficiency and PA in children with and without CP. It was found that children were less active and more sedentary during weekends than weekdays. FMS proficiency was negatively associated with sedentary time and positively associated with time spent in moderate to vigorous PA in both groups of children. Process-oriented FMS measures were found to have a stronger influence on PA in children with CP than in typically developing children. With the intention to examine these relationships in a cause-effect study design, a theoretical model for FMS training programs was tested in children with and without disabilities in the fourth and fifth studies (Chapter 5). A movement training approach that minimized the amount of practice errors was found to facilitate improvements in FMS proficiency. This approach was then utilized in the sixth study (Chapter 6), wherein the relationship of FMS proficiency and PA were examined in a quasi-experimental design. It was found that by training FMS, weekend PA was heightened and weekend sedentary time was decreased among children with CP. In comparison, typically developing children manifested decreased weekend sedentary time after FMS training. The findings from these studies contribute to understanding the measurement of FMS and PA in children with CP, the implementation of FMS training in children in general, and the relationship between FMS and PA in children with and without disabilities.published_or_final_version
Human Performance
Doctoral
Doctor of Philosophy
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Foweather, Lawrence. "The effects of interventions on fundamental movement skills, physical activity and psychological well-being among children." Thesis, Liverpool John Moores University, 2010. http://researchonline.ljmu.ac.uk/5966/.
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A large proportion of UK children do not meet the recommended guidelines for participation in physical activity, which is a public health concern as the prevalence of overweight and obesity among children is rising. Increasing perceptions of competence and levels of fundamental movement skill proficiency are potential strategies to promote physical activity. The aims of this thesis were to, a) investigate the prevalence of skill proficiency and levels of perceived physical competence in UK children, b) examine the relationships between fundamental movement skill competence and physical self-perceptions with children's physical activity, fitness and body fatness, and c) determine the effectiveness of non-curricular interventions to increase fundamental movement skills and enhance perceptions of competence. The first stage of research presented is the cross-sectional study of 152 children (41% boys; Age mean 9.7?0.3 years), which were recruited from 8 primary schools. Children completed the Children and Youth Physical Self-Perception Profile (CYPSPP) and were assessed on 8 skills using video-analysis and process measures. In addition, cardiorespiratory fitness was directly measured during a treadmill protocol to exhaustion; body fat (%) was determined by dual-energy x-ray absorptiometry; and physical activity was assessed by accelerometers over 7 days. The results revealed that children generally had positive perceptions of their physical self. However, levels of physical self-perceptions did not significantly predict physical activity behaviour. Perceptions of physical condition and physical strength were weak predictors of cardiorespiratory fitness and percent body fat, collectively explaining 7% and 7.8% of variance. Children's perceptions of competence were not related to their actual competence levels. Prevalence of proficiency in fundamental movement skills was low-to-moderate in boys and low in girls. Chi-square tests revealed a significantly (P < 0.01) higher proportion of boys were rated as proficient than girls in the kick (x = 37.4), catch (x = 25.3), strike (x = 28.4) and throw (x = 44.1). Total skill score significantly (P < 0.01) accounted for 11% and 9.2% of the variance in physical activity and percent total body fat, respectively. Locomotor skills significantly (P<0.01) predicted 7.7% of unique variance in moderate-to vigorous physical activity, 5.6% of total physical activity, 13.4% of cardiorespiratory fitness, and 23.7% of variance in percent body fat. Object-control skills weakly predicted total body fat (2%; P=0.04) but did not account for variance in other outcomes. This study highlighted the importance of fundamental movement skills to children's health and identified the need for interventions to enhance skill competence in older children. The next stage of research sought to determine the efficacy of interventions to increase skill competence and physical self-perceptions. An exploratory study examined the effects of a 9 week afterschool multi-skills club on skill proficiency, physical self-perceptions and body mass index (BMI) in 8-9 year old children. Two schools were randomly assigned to either a comparison (n = 15) or multi-skill club (n = 19) group. The multi-skill club received 18 coaching sessions designed to improve movement skills, while the comparison group followed normal routines. Children completed the CY-PSPP and assessments of seven movement skills, and were measured for stature and mass to calculate BMI. It was found that children in the multi-skill club had higher BMI (P<0.05) and possibly lower perceptions of body attractiveness and physical condition than children in the comparison group at post-test. Participation in the multi-skill club delivered significant (P<0.01) improvements in proficiency at post-test in static balance, whilst potentially practically important improvements were observed in performance of the catch, throw and kick skills. It was concluded that an afterschool multi-skill club offers a viable opportunity for movement skill acquisition, but any such programme would need to run for a longer duration to identify if this type of activity could benefit all skills. The final study was unique in that it was the first study to assess the impact of three different 12 month interventions on children's skill levels and perceived physical competence. One hundred and fifty-two 9-10 year old children were randomised by school to one of four conditions: a bi-weekly high-intensity physical activity afterschool club (HIPA; n=36); a bi-weekly multi-skill (fundamental movement skill) after-school club (FMS; n=37); a behaviour-modification programme (PASS; n=45); or a control-comparison (CON; n=34). Outcome measures, as employed within the cross-sectional study, were assessed at baseline, 9- and 12 months. It was found that participation in the FMS group was associated with moderate positive intervention effects on skill competence and increased the likelihood of attaining proficiency at post-test skill in 7 out of 8 skills. Participation in HIPA was associated with a small positive intervention effect on locomotor skill competence, and increased likelihood of proficiency in 5 skills, while PASS had no effect on skill competence but did increase the likelihood of attaining proficiency in 3 skills. In boys, participation in FMS and HIPA were associated with higher perceptions of sports competence, condition, and physical self-worth; HIPA elevated perceptions of strength, and, FMS increased perceived body attractiveness. PASS was associated with more positive perceptions of sports competence and body attractiveness at 9- but not 12-months. In girls, there were no positive intervention effects on CY-PSPP subscales, whilst all interventions were associated with more negative perceptions of body attractiveness. No group differences were found for body fat or physical activity, which increased from baseline to mid-test but fell sharply at post test in all conditions. Boys in HIPA improved fitness levels relative to controls, whilst girls participating in the FMS and PASS groups had lower fitness at post-test. It was concluded that multi-skill afterschool clubs are most effective at improving fundamental movement skills. Afterschool clubs may provide a means to augment boys' perceptions of competence, irrespective of activity mode; however, after-school clubs do not appear to enhance physical self-perceptions in girls. Behaviour-modification programmes appear least effective at improving actual and perceived competence, but a combined structured exercise and behaviour modification programme may be necessary to improve health outcomes. A subsequent follow-up study is required to assess long term impact of the interventions. The studies within this thesis have provided a detailed insight into the effects of different interventions on children's actual and perceived competence. To summarise, it was found that many children are not proficient at fundamental movement skills, which is important given their associations with important health outcomes. A multi-skill club programme can best impact such skills, whilst other forms of physical activity can also promote skill development. Perceptions of physical competence do not appear to have strong associations with children's health at this age. The influences of interventions on perceptions of competence appear complex and gender differences suggest that different forms of interventions may be necessary for girls.
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Santos, Fernando Garbeloto dos. "Desenvolvimento dos padrões fundamentais de movimento dos 7 aos 9.5 anos de idade: um estudo centrado nas trajetórias individuais." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/39/39132/tde-29052014-093314/.
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Estudos realizados com crianças após os 7 anos de idade não são claros em descrever se há efeito da idade e sexo no desempenho dos padrões fundamentais de movimento (PFM). Além disso, estes estudos se utilizaram do método transversal e focaram apenas as questões gerais do desenvolvimento, com pouca atenção para as diferenças individuais no desenvolvimento dos PFM. O presente estudo teve como objetivo investigar o desenvolvimento dos PFM de crianças dos 7 aos 9,5 anos de idade, analisando tanto as semelhanças e diferenças na trajetória das classes de movimento locomotor e manipulativo. A amostra constou de 31 crianças (64% meninos, 36% meninas) que foram acompanhadas dos 7 aos 9,5 anos de idade, com avaliações semestrais. Estas crianças fazem parte do estudo de crescimento e desenvolvimento motor longitudinal misto de Muzambinho-MG. As habilidades motoras e os critérios de avaliação utilizados foram baseados no TGMD-II. As crianças foram filmadas individualmente e posteriormente avaliadas com auxilio do software Kinovea. Para avaliar o desempenho optou-se por utilizar a soma dos critérios em cada uma das classes - locomoção e manipulação. A análise da mudança média foi realizada através da análise de variância de modelos mistos no software SAS. Para estimar as diferenças interindividuais na mudança intraindividual (estabilidade normativa) foram utilizados os testes de ? de Foulkes e Davis e o ? de Cohen, a partir do software LDA. Para identificar semelhanças e diferenças entre os sujeitos nas suas trajetórias foram utilizados os valores individuais do ? de Cohen e os canais modais de desempenho. Com base nessa informação foram formados os subgrupos: estabilidade com desempenho superior, intermediário e inferior, e com instabilidade ascendente e oscilatória. Os resultados médios apontam que com exceção das meninas na classe locomotora, após os 7 anos ocorre mudança no desempenho nos PFM, e há diferenças entre os sexos. Tanto o resultado do ? de Foulkes e Davis quanto o ? de Cohen indicaram estabilidade fraca, ou seja, houve heterogeneidade entre os sujeitos na mudança intraindividual ao longo da idade. Os valores individuais de estabilidade indicaram que há estabilidade boa para aproximadamente 57% das crianças na classe locomotora e 65% na manipulativa. Estes resultados permitiram inferir que mesmo após os 7 anos ocorre melhora na qualidade dos PFM, no entanto, cada classe de movimento e sexo tem particularidades. Além disso, apesar de haver heterogeneidade entre os sujeitos na mudança intraindividual ao longo dos 7 aos 9,5 anos, indicando que há iferenças na magnitude da mudança, foi possível discutir sobre a possibilidade de existir trajetórias diferenciadasStudies of children older than 7 years old are not clear in describing whether there is effect of age and gender on performance of fundamental movement patterns (FMP). Moreover, these studies use cross-sectional method and focus only general development issues, with little attention to individual differences in the development of FMP. The present study aimed to investigate the development of PFM of children from 7 to 9.5 years old, analyzing both the similarities and differences in the trajectory of classes of locomotor and manipulative movement. The sample consisted of 31 children (64% boys, 36% girls) who were followed from 7 and 9.5 years old, through biannual evaluations. These children are part of the study of growth and mixed longitudinal motor development of Muzambinho-MG. The motor skills and evaluation criteria used were based on TGMD-II. The children were individually filmed and then evaluated with the aid of Kinovea software. To evaluate the performance it was chosen to use the sum of the criteria in each classes - locomotion and manipulation.The analysis of mean change was performed by analysis of variance of mixed models in SAS software. In order to estimate the interindividual differences in intraindividual change (stability normative), tests of ? de Foulkes and Davis and K de Cohen were used from the LDA software. To identify similarities and differences among the subjects in their trajectories, the individual values of ? de Cohen and performance channels were used. Based on this information the subgroups were formed: stability with upper, intermediate and lower performance and ascending and oscillatory instability. The average results indicate that, except girls in the locomotor class, after 7 years old, change occurs in FMP performance, and there are differences between the genders. Both ? de Foulkes and Davis and K de Cohen results indicate a poor stability, ie, over the age there was heterogeneity between the subjects in intra-individual change. The individual values of stability indicated that there is good stability for approximately 57% of children in locomotor class and 65% in manipulative class. These results showed that even after 7 years old, there is improvement in the quality of FMP, however, each class of movement and gender have their own particularities. Furthermore, although there is heterogeneity between the subjects in intra-individual change over the 7 to 9.5 years old, indicating that there are differences in the magnitude of the change, it was possible to discuss the chance of different trajectories
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Reynolds, Stephanie. "Tipping the scales : exploring structural imbalance in the adjudication of interactions between free movement and fundamental rights." Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2009399/.
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The Viking and Laval cases have reignited persistent concern within the literature, first remarked upon following the Schmidberger ruling, that fundamental rights are structurally subjugated to free movement, within the European Union legal order, by the Court of Justice’s adjudicative methodology. Specifically, criticism has focused on the procedural disadvantage faced by fundamental rights as a result of the Court’s two-stage breach/justification approach. At stage one, a restriction of the applicable market freedom is established. At stage two, the relevant fundamental right is required to ‘defend’ itself against this prima facie unlawful conduct and therefore overcome the evidential hurdles operating at the justification phase, namely, legitimacy of aim, necessity, appropriateness, and general proportionality. It has been frequently argued that this places fundamental rights on the ‘back-foot’. Nevertheless, a two-stage breach/justification model still dominates, even after the extensive criticism that Viking and Laval provoked. Moreover, to date, a large-scale examination of why the Court approaches conflicts between the market freedoms and fundamental rights in this way, precisely why it is problematic, and how it might be overcome, in conformity with the Union’s constitutional requirements, is generally absent from the literature. This thesis seeks to plug this gap. It conducts an essential diagnostic analysis in order to identify the causes of the procedural prioritisation of free movement and the impact of the imbalanced architecture of the Court’s decision-making on fundamental rights. Significantly, it demonstrates that the use of a two-stage breach/justification framework is the product of an historical hangover rooted in the economic foundations of the EU’s predecessor, the EEC. Since the central purpose of the Rome Treaty was economic integration through the creation of a common market, and a key tool in achieving this was the free movement of goods, workers, services/establishment, and capital, it was logical for the Court to employ a method of adjudication that presented conflicting Member State law and policy as a prima facie ‘wrong’ in need of justification. Critically, since the market freedoms were not initially directly effective and could only be triggered by protectionist and/or directly discriminatory Member State conduct, they were generally unlikely to interact with fundamental rights. However, crucially, the thesis identifies a trinity of significant and overlapping constitutional developments, all of which have contributed to an escalation of conflict between free movement and fundamental rights but which have also, ironically, reinforced the breach/justification framework, and therefore the procedural prioritisation of free movement. Specifically, this constitutional trinity is comprised of: the expansion of the material and personal scope of the free movement provisions; the recognition of the direct effect of the market freedoms; and the introduction of Union citizenship. The thesis also offers an important assessment of the effects of this exacerbation of structural bias from practical, theoretical and Union constitutional perspectives. In particular, a trio of negative consequences emerges from the fact that, under the two-stage model, only fundamental rights, and not free movement, face questions of proportionality. Crucially, this issue is normally assessed by reference to whether there are means of safeguarding fundamental rights that are less restrictive of free movement. This can limit the legal space for the consideration of crucial factors including, first, the need for idiosyncratic rights protection within particular Member States; second, the fact that, in some situations, certain fundamental rights, such as the right to strike, are inherently restrictive of free movement; and, third, that measures less restrictive of free movement will not always be feasible when budgetary or administrative considerations are taken into account. This is especially true of fundamental rights of a programmatic nature. From a theoretical point of view, the structural subjugation of fundamental rights presents a challenge to their status as universal inviolable absolutes that represent the basic needs central to our human dignity. Alternatively, a procedural preference for free movement over fundamental rights undermines the ‘social fact’ of fundamental rights within the EU legal order, which the Treaties explicitly commit the Union to respecting. Indeed, an interrogation of the constitutional implications of the breach/justification framework demonstrates that it is out of line with the EU’s contemporary constitutional framework. In particular, the thesis charts the evolution of the Union’s goals beyond economic integration and notes that, in relation to some of its new objectives, the Treaties confer only shared or complementary legislative competence upon the Union. This necessitates a model that permits the Member States sufficient space to pursue these aims, many of which overlap with fundamental rights concerns, away from the shadow of a breach of free movement. A procedural preference for free movement is also particularly unsuitable in the post-Lisbon era in which the Union is formally obliged to accede to the European Convention on Human Rights and in which the Union’s own Charter of Fundamental Rights enjoys primary law status. Ultimately, the thesis advances a balancing model as an alternative method of adjudication more suited to the Union’s contemporary constitutional requirements. Study of this model is pertinent due to its increasing relevance both in the academic commentary and in the case-law of the Court of Justice concerning rights clashes occurring at the level of secondary Union legislation, and in the approach of the European Court of Human Rights in the context of conflict between Convention rights. A balancing methodology recognises the equal legal status of conflicting norms and seeks to reconcile and find compromise between opposing rules in order to locate an outcome that is least restrictive of both norms. Nevertheless, the commentary to date has not yet dealt fully with the potential practical and conceptual obstacles to adopting a balancing methodology. Specifically, equal legal status does not provide a concrete means of resolving tensions between free movement and fundamental rights when they collide. Moreover, balancing introduces the conceptual question of whether free movement should be treated as (equal to) a fundamental right. The thesis argues that these challenges can be overcome. Specifically, balancing can offer concrete outcomes through a process of reciprocal proportionality assessment whereby the relative impacts of free movement and fundamental rights on each other are analysed. Finally, drawing on the undeniable constitutional significance of free movement within the Union legal order, and its importance to the EU citizen, the thesis argues that free movement should be recognised as a fundamental right within the Union’s own legal framework or, at the very least, as a norm of equal rank.
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Ferreira, Priscila d'Almeida. "História da educação do corpo e ergonomia na 4º série do ensino fundamental: um estudo de caso." Programa de Pós-Graduação em Educação da UFBA, 2009. http://www.repositorio.ufba.br/ri/handle/ri/10225.
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Esta pesquisa é o resultado de um estudo de caso, de abordagem qualitativa com alunos da 4ª serie de uma escola pública do interior do Estado da Bahia. Introduz a questão da ergonomia na investigação educacional, dialogando com autores da educação e da área específica. Ao trazermos esta discussão sob a perspectiva da saúde, apontamos a relevância de reunir áreas diferenciadas para compreender a importância da corporeidade no processo de evolução do ser humano. O corpo é tratado neste trabalho como um fenômeno cultural, histórico e social, apresentando uma evolução teórica da corporeidade e suas repercussões somáticas, físicas e sociais relacionadas ao ambiente escolar. A metodologia utilizada justificava-se em função da necessidade de ouvir o corpo na escola, partindo do pressuposto que o aluno fica a maior parte do tempo sentado na sala de aula, limitando, portanto, corpo e movimento, além de possibilitar lesões corporais. Sabemos que a denúncia da imobilidade corporal na escola é antiga e coincidente a crítica à escola tradicional. A compreensão deste fenômeno torna-se fundamental para avançarmos nas ações relativas ao ambiente escolar, tanto no que diz respeito ao aprendizado como no que se refere a saúde. A análise dos dados foi realizada a partir das seguintes referências: corpo, ambiente escolar, saúde e ergonomia. Dos resultados, apontamos como principais a escassez de movimento corporal durante o período escolar, em especial no tempo da aula. As crianças explicitaram um grande ‘desconforto’ corporal, proveniente da inadequação imobiliária, espacial e temporal. Sugerimos que os currículos escolares atentem para a necessidade de dinâmicas corporais durante as aulas, bem como a adequação mobiliária, espacial e temporal. Salientamos ainda, a necessidade de novas investigações sobre a relação entre a questão corporal e o processo educacional escolar, para melhor compreender os limites estabelecidos por essa educação ao corpo e possíveis soluções.
Salvador
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Kahts, Samantha Andrea. "Fundamental movement skill proficiency status of girls aged 9-to-12 years from previously disadvantaged communities in Nelson Mandela Bay." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1021035.
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Problem Statement A lack of fundamental movement skill (FMS) proficiency in children can contribute to decreased physical activity (PA) levels, increased adiposity and poor acquisition of specialised sport specific movement skills. To prevent the latter, the identification of FMS status in early and middle childhood years is needed for targeted and specific interventions. Against the backdrop of physical education being omitted from the South African school curriculum, the presence of a patriarchal society, gender sporting stereotyping, high levels of unemployment and low education levels; the assessment of FMS status is particularly warranted. Aim of Study The primary aim of this study was to assess the FMS proficiency of girls aged 9-to-12 years from previously disadvantaged communities within Nelson Mandela Bay. Methodology A descriptive-exploratory-contextual study design, employing quantitative assessment techniques, was utilized. The sample comprised of 227 girls. Convenience sampling was employed. Testing consisted of FMS proficiency tests in the 20m and 40m sprint, standing long jump, throwing for distance, catching, static balance and throwing for accuracy. FMS process scores were assessed with the body component (BC) and Test of Gross Motor Development II (TGMD II) approaches. Anthropometric measurements of the standing and seated height, mass, arm span and leg length were additionally measured. Microsoft Excel® and Statistica® were used for descriptive and inferential statistical analysis. In the case of significant ANOVA results, the Scheffe post hoc test was used for pairwise comparisons. Statistical significance was set at p<.05 and practical significance (Cohen’s d) was set at d>.2. Pearson Correlation Coefficient identified statistical and practical correlations between two variables and chi square was applied to indicate differences in frequency distribution tables. Cramer’s V values were applied to determine practical significance in the case where statistical significant differences were identified between sets of frequency distributions The BC approach indicated that most participants could not proficiently perform the run for speed (94.71 percent), standing long jump (96.9 percent) or throw for distance (83.56 percent). Only the catch was performed proficiently (91.19 percent). TGMD II results for the present study indicated that participants’ run for speed (100 percent) and catch (96.92 percent) were performed proficiently and their standing long jump (93.78 percent) and throw for distance (83.56 percent) process scores were performed least proficiently. Only the catch composite BC scores had a statistically (df=1.31; f=3.24; p=.024) and practically significant (d=0.82) improvement in the BC scores between the age groups 9 and 12 years. Only the standing long jump, throw for distance and throw for accuracy product scores improved statically and practically significantly with aging (p<.05; d>.2). Hence the further participants jumped, the faster they ran. Standing and seated height, weight and arm span improved statistically and practically significantly with age (p<.05; d>.2). All anthropometric variables, except for leg length, had a positive medium correlation (r=.335 to r=.439) with balance errors and this was only in 12 year olds. The throw for distance product scores had a medium correlation to seated height (r=.32) and arm span (r=.33). The run for speed had a medium correlation (r=.313) with mass. According to the IOTF classifications 24.67 percent of children were overweight and 7.49 percent of children were obese. Statistically significant differences were found for the run for speed (df=224; f=27.07; p=2.9E-11) and standing long jump (df=224; f=15.68; p=4.2E-07) when comparing product scores to normal weight, overweight and obese participants. These differences were furthermore found to be of medium to large practical significance between the normal and obese participants for the run for speed (d=0.61 to d=1.77) and Standing Long Jump (d=0.40 to d=1.33). On average 50 percent and 55 percent of participants partook 60 minutes or more of PA after school on week days and on weekend’s respectively. This PA consisted mostly of running and ball games. Only 10 percent of participants had commenced with menarche Conclusion Findings have highlighted the need for specifically targeted FMS interventions at an early age in female learners from previously disadvantaged communities. Both a product and process FMS assessment is warranted as this facilitates deductions about movement proficiency levels. A FMS proficiency assessment protocol is needed for South African children which is internationally comparable. Childhood overweight and obesity impacts FMS proficiency and should be addressed in future research. Cultural norms, gender stereotypes and sport management structures at primary school level seem to be affecting FMS proficiency and should be addressed in future research
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Costa, Giovani Bernardo. "Catolicismo Tradicionalista e Arautos do Evangelho: aspectos fundamentais de um tradicionalismo católico." Universidade Federal de Juiz de Fora, 2014. https://repositorio.ufjf.br/jspui/handle/ufjf/486.
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Apesar do crescente número de grupos religiosos tidos como tradicionalistas, ainda são poucos os estudos que abordam a vertente do tradicionalismo católico. Diante disso, entende-se que a abordagem, acerca dos Arautos do Evangelho, pode acrescentar informações, auxiliando na compreensão da lógica e da dinâmica desses grupos. Na presente dissertação procurou-se investigar as formas e meios utilizados pelos Arautos do Evangelho como movimento tradicionalista no campo religioso. Utilizou-se de recurso referencial para obtenção das informações nativas, a Revista Arautos do Evangelho, bem como sítios eletrônicos, blogs, redes sociais e, sobretudo, a página oficial dos religiosos em questão. Na análise foi utilizada literatura diversa, com ênfase em estudos sobre novos movimentos católicos de vertente tradicionalista. Por fim, inferiu-se que os Arautos do Evangelho oferecem, sobretudo aos jovens, uma sistema de sentido, plausível e bem estruturado, suficiente para apresentarem-se como mais uma opção de modelo de vida na modernidade.
Despite the growing number of religious groups seen as traditionalists, there are few studies on the part of the catholic traditionalism. Therefore, it is understood that the approach , about the Heralds of the Gospel, can add information, helping to understand the logic and dynamics of these groups. In this dissertation attempts to investigate the ways and means used by the Heralds of the Gospel as traditionalist movement in the religious field. It was used as a reference resource for obtaining the native information, the Journal Heralds of the Gospel, and electronic sites, blogs, social networks and, above all, the official site of the religious concerned. In other literature analysis was used, with emphasis on studies of new traditionalist Catholic movements of the present. Finally, it was inferred that the Heralds of the Gospel offer, especially to young people, a sense system, plausible and well structured, enough to present themselves as more a life model option in modernity.
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Oliveira, Ana da Conceição. "A prática pedagógica no ensino fundamental: estudo em escola de assentamento do movimento sem terra." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/11827.
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O presente estudo trata das práticas pedagógicas desenvolvida pelo Movimento dos Trabalhadores Rurais Sem Terra (MST) na Escola de Ensino Fundamental Roberto Remigi, situada no Assentamento João Batista II, no município de Castanhal. O objetivo do estudo é verificar como a prática pedagógica é aplicada em escola de assentamento pelo Movimento Sem Terra no Ensino Fundamental, Séries Iniciais; conhecer o Projeto Político Pedagógico e identificar os fatores que interferem nas práticas pedagógicas dos professores de ensino fundamental. A pesquisa está baseada em revisão bibliográfica e de documentos de campo, numa abordagem fundamentalmente descritiva e interpretativa com base em entrevistas e questionário. Este trabalho se propõe a analisar as práticas pedagógicas aplicadas em escola de Assentamento do MST, por se julgar fundamental o conhecimento desse processo educativo que está acontecendo no interior dos assentamentos rurais, mas que ao mesmo tempo está passando despercebido pela maioria daqueles que de alguma forma estão comprometidos com a melhoria da qualidade de ensino. Este estudo por fim, apresenta como resultado aspectos interessantes da organização educacional do MST no assentamento João Batista II como, por exemplo, os princípios pedagógicos trabalhados que são entendidos como convicções que nascem da prática pedagógica da escola, da convivência no assentamento, que tornaram-se referências para muitos trabalhos científicos; ### ABSTRACT: The present study concerns the pedagogic practices developed by the Movement of the Rural Workers Without Earth (MST) in the School of Fundamental Teaching Roberto Remigi, located in the Establishment John the Baptist II, in the municipal district of Castanhal. The objective of the study is to verify how the pedagogic practice is conceived at the establishment school by the Movement Without Earth in the Fundamental Teaching, Initial Series; it aims to understand of the Pedagogic Political Project and to identify the factors that interfere in the teachers' of fundamental teaching pedagogic practices. The research includes a review of the literature and an analysis of the school documents as well as a descriptive an interpretative analysis of the participant’s understandings of the pedagogical practice in the school based on interviews. This work intends to analyze the applied pedagogic practices in school of establishment of MST, order to reveal of the educational process that it is happening inside the rural establishments, which is passing unperceived for most of those that are committed with the improvement of the teaching quality in some way. This study finally, presents as resulted interesting aspects of the educational organization of MST in the establishment John the Baptist II as, for instance, the pedagogic principles that are understood as convictions that are born of the pedagogic practice of the school, of the experience in the establishment, which became references for many scientific works.
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Wolff, Eliete Ávila. "Fundamentos psicossociais da formação de educadores do campo." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2007. http://hdl.handle.net/10183/11089.
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A pesquisa aqui apresentada contém um estudo realizado sobre o curso de formação de educadores/as, promovido pelo Instituto Técnico de Capacitação e Pesquisa da Reforma Agrária – ITERRA em convênio com a UERGS – Universidade Estadual do Rio Grande do Sul. O estudo abordou especificamente a Turma I do curso de Pedagogia da Terra, que aconteceu entre os anos 2002 a 2005, no Instituto de Educação Josué de Castro – IEJC, situado em Veranópolis, Estado do Rio Grande do Sul. A pesquisa foi acerca dos fundamentos psicossociais presentes na formação de educadores/as. Procuramos identificar as formas em que a psicologia aparece durante o curso e os fundamentos psicossociais da proposta pedagógica do Movimento. Além disso, observamos em que medida a teoria sóciohistórica da psicologia, fundamentada em Vygotski, Luria e Leontiev, contribuem para os propósitos da formação do educador do campo. Para tanto, analisamos as matrizes teóricas da Pedagogia do MST e suas teorias psicológicas mais presentes. Buscamos realizar um estudo estabelecendo a relação entre as concepções propostas pela Pedagogia do Movimento as concepções próprias à teoria históricocultural ou sóciohistórica. Abordamos as categorias enquanto relação, buscando percebêlas em movimento, nas entrevistas, nos documentos e nas produções dos educandos/as. Elas são indivíduo/coletivo; atividade/linguagem; aprendizagem/desenvolvimento. Encontramos que a psicologia históricocultural é abordada de forma ainda limitada, tanto nos materiais do Movimento, nas produções curriculares, quanto nas produções dos educandos/as. No entanto, no Método Pedagógico e em muitos dos conteúdos presentes na formação encontramos os fundamentos epistemológico similares aos da teoria históricocultural, aproximando os autores aqui pesquisados à proposta pedagógica em questão.The research presented here contains a study carried out on a training course for educators, promoted by the Technical Institute of Qualification and Agrarian Reform Research ITERRA in accordance with UERGS – The State University of Rio Grande Do Sul. This study specifically approached the first group on the course of Rural Pedagogy that took place between 2002 and 2005, in the Educational Institute Joshua de Castro IEJC, situated in Veranópolis, Rio Grande Do Sul State. The research was concerned with the psychosocial fundaments of the educators’ training. We tried to identify the ways in which psychology appears during the course and the psychosocial pedagogical fundaments proposed by the Movement. In addition we could observe, to what degree the socialhistoric theory of psychology, based on Vygotski, Luria and Leontiev, contribute to the framework of the rural educators’ training course. In such a way, we analyzed the theoretical matrices of the MST Pedagogy and its present psychological theories. We carried out a study establishing the relation between the conceptual proposals for the Pedagogy of the Movement and their own conceptions of culturalhistoric socialhistoric theories. We approached the categories in terms of relation, searching to perceive them in movement, in the interviews, documents and what the educators produced. They are: collective individual/; activity/language; learning/development. We found that the culturalhistoric psychology is still approached in a limited manner, in the materials that the Movement utilizes and also in the curricular productions. However, in the Pedagogical Method and many of the contents present in the course, we found epistemological fundaments similar to the culturalhistoric theory, approximating the author’s present research to the pedagogical proposal in question.
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Sá, Ivo Ribeiro de. "O professor do primeiro ano do Ensino Fundamental e suas representações sociais sobre o movimento corporal." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/16173.
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Previous issue date: 2015-03-20The present paper aimed to present the analysis of social representations of Elementary School first grade teachers on body movement. When considering the scenario of political changes that expands the Elementary School to nine years and the identification of these social representations, it is possible to indicate whether the contents for the body and movement will be part or not of the school curriculum for six-year-old children, since the motor stimulation is crucial for child development and reflects the acquisition of motor skills in adulthood. In this sense, it was necessary to identify the influences of official documents in the constitution of social representations of the teacher on the body and movement. Therefore, it was chosen as the research field the city of Sao Bernardo do Campo, involving 8 school units and 31 Elementary School first grade teachers. Methodologically, it was decided to carry out this qualitative study in five phases. In the first one, official documents were analyzed from three subjects: child, movement and body. In the second one, a matrix was established to guide the construction and application of the interview script. In the third one, the material was prepared for data processing by the software ALCESTE. In the fourth one, categories of analysis generated from the relationship among the classes defined by ALCESTE were created. In the fifth one, the results found in the first and fourth phase were analyzed (MOSCOVICI, 1978, 2011) establishing relationships among them. The results revealed that the attitude of teachers regarding the body movement is to promote recreational moments and let the child free to play, that is, there is the recognition of recreational purposes, but without setting specific goals. They justify this position due to lack of preparation to work with the content related to the child's body and movement and assign this function to the specialist teacher and the lack of school infrastructure. Thus, they emphasize literacy in the first grade of Elementary School and minimize the time to develop the knowledge about body and movement. With the expansion of Elementary School to nine years, its pedagogical practices have suffered few changes. The only change mentioned was the increased time for children to play. However, despite the recognition that playfulness in the teaching process is a right of the child, they have proven resistant to apply such educational practices due to requirements of the school for literacy. They believe that the body movement can serve as a tool for learning reading, writing, mathematics etc., exerting an auxiliary role in the educational process. This creates a polarization between the moments of play and the ones intended for writing and reading instruction. Thus, from the observation of social representations, it is possible to say that a fragmentary view of human formation still remains among the teachers, leading to the conclusion that the idea of integral formation in the official documents is far from being achieved
O presente estudo teve como objetivo a análise das representações sociais de professores do primeiro ano do ensino fundamental sobre o movimento corporal. Ao considerar o cenário das mudanças políticas que ampliam o ensino fundamental para nove anos e a identificação destas representações sociais, é possível indicar se os conteúdos relativos ao corpo e movimento farão parte ou não, do currículo escolar para as crianças de seis anos de idade, uma vez que a estimulação motora é crucial para o desenvolvimento infantil e reflete na aquisição de habilidades motoras na fase adulta. Neste sentido, se fez necessário identificar as influências dos documentos oficiais na constituição das representações sociais do professor sobre o corpo e movimento. Para tanto, foi escolhido como campo da pesquisa o município de São Bernardo do Campo, envolvendo 8 unidades escolares e 31 professores do primeiro ano do ensino fundamental. Metodologicamente, optou-se pela realização deste estudo qualitativo em cinco fases. Na primeira foram analisados os documentos oficiais a partir de três temas: criança, movimento e corpo. Na segunda constitui-se uma matriz para orientar a construção e a aplicação do roteiro de entrevista. Na terceira preparou-se o material para processamento dos dados pelo software ALCESTE. Na quarta foram criadas e discutidas as categorias de análise geradas a partir da relação entre as classes definidas pelo ALCESTE. Na quinta foram analisados os resultados (MOSCOVICI, 1978, 2011) encontrados na primeira e na quarta fase estabelecendo relações entre elas. Os resultados revelaram que a atitude dos professores com relação ao movimento corporal é de promover momentos recreativos e deixar a criança livre para brincar, ou seja, há o reconhecimento das finalidades lúdicas, mas sem o estabelecimento de objetivos específicos. Eles justificam esta postura devido a falta de preparo para trabalhar com os conteúdos relacionados ao corpo e movimento da criança e atribuem esta função ao professor especialista e a falta de infraestrutura escolar. Com isto enfatizam a alfabetização no primeiro ano do ensino fundamental e minimizam o tempo para desenvolver os conhecimentos sobre o corpo e o movimento. Com a ampliação do ensino fundamental para nove anos suas práticas pedagógicas sofreram poucas alterações, a única mudança apontada foi o aumento do tempo para que as crianças possam brincar. Mas, apesar do reconhecimento de que a ludicidade no processo de ensino é um direito da criança, eles se mostram resistentes a aplicação de tais práticas educativas, devido as exigências da escola em relação a alfabetização. Acreditam que o movimento corporal pode servir como instrumento para o aprendizado da leitura, da escrita, da matemática etc., exercendo uma função auxiliar no processo educacional. Isto cria uma polarização entre os momentos de brincadeira e os que são destinados ao ensino da escrita e da leitura. Assim, a partir da observação das representações sociais é possível dizer que ainda permanece entre os professores uma visão fragmentária de formação humana, levando a conclusão de que a ideia de formação integral presente nos documentos oficiais está longe de ser alcançada
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Tidén, Anna. "Bedömningar av ungas rörelseförmåga : En idrottsvetenskaplig problematisering och validering." Doctoral thesis, Gymnastik- och idrottshögskolan, GIH, Forskningsgruppen för pedagogisk idrottsforskning, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-4351.
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The overall purpose of this thesis is to investigate, discuss and problematise different aspects of movement ability. The four sub-studies of the thesis deal with various issues concerning assessment of movement ability. First, the focus is on how the concept of physical literacy has influenced the steering document of the subject physical education and health (PEH) in Sweden. The question is: What kind of tensions and conflicts arise when different approaches and interpretations of movement ability are used in an educational context? Second, a structural validation is conducted of the NyTid test, an assessment tool developed to assess basic and complex movement skills at the ages of 12-16 years. The question is: Which categories of movement skills are identified through the validation of the NyTid test? Third, the study examines how ‘ability’ is conceptualised, configured and produced in movement tests and movement assessment tools. Finally, an investigation of how or whether an assessed low or high movement ability at the age of 15 matters for developing an interest in, or taste for, sport and physical activities nine years later, in young adulthood. Movement ability is studied from different perspectives, including a multidisciplinary sport science approach using mixed methods. The theoretical standpoint in the sociocultural analyses is inspired by Bourdieu’s theories and concepts of habitus, capital, field and doxa, which are used as analytical tools. Different theories relating to the evaluation of movement abilities as product- or process oriented assessment are also made use of. Movement abilities tests and assessment tools are also found to construct a specific and narrow form of physical capital strongly related to traditional sports. Accordingly, the social construction of movement ability through assessment tools is far from neutral and could affect how children see themselves and their sense of ‘ability’. Furthermore, the assumption that an acquired high level of movement ability plays a central role for being physically active is challenged in the thesis. Even though pupils at the age of 15 had a low level of assessed movement ability, it did not prevent them from acquiring a taste for sport and physical activity later in life. However, more studies on movement ability and the underlining mechanisms and factors for engaging in physical activities are necessary.Forskningslinjen Utbildning
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Barreto, Bruno Junior Paz. "O ensino religioso no fundamental I no município de Abreu e Lima: uma abordagem ecumênica." Universidade Católica de Pernambuco, 2014. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=992.
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Nas últimas décadas, tem sido grande o trânsito religioso do catolicismo para as Igrejas evangélicas de matiz mais pentecostal que enfatiza a ação do Espírito Santo sobre os fiéis, curando-lhes as feridas do corpo e da alma. Entre as Igrejas pentecostais a que mais vem crescendo é a Assembleia de Deus, fundada pelos suecos Daniel Berg e Gunnar Vingren no século passado. A vinda dessa Igreja ao Brasil passa primeiramente por Belém-PA, espalhando-se logo depois pelo Brasil, sendo a cidade de Abreu e Lima (PE) a mais protestante do Brasil. A presente pesquisa tem como objetivo analisar
a questão do ensino religioso na cidade de Abreu e Lima em uma perspectiva ecumênica, analisando sobre tudo o desenvolvimento do movimento pentecostal na cidade. Tal movimento é puxado pela denominação pentecostal Assembleia de Deus que existe na cidade deste antes de sua fundação como cidade. A partir daí iremos compreender como tal
denominação influencia na formação dos cidadãos com o ensino religioso no município. A metodologia utilizada foi a bibliográfica e documental. Como resultados, hoje 41% dos habitantes de Abreu e Lima são assembleianos, tendo elegido o pastor como atual prefeito da cidade.In recent decades, there has been great religious transit from Catholicism to evangelical Pentecostal Churches that emphasizes the action of the Holy Spirit upon the faithful, healing their wounds of body and soul. Among Pentecostal churches is growing the fastest is the Assembly of God, founded by Swedes Daniel Berg and Gunnar Vingren last century. The coming of this church to Brazil was firstly Belém (PA), spreading soon after through across Brazil, being Abreu e Lima the most Protestant city in Brazil. This research aims to analyze the issue of religious education in the city of Abreu e Lima in an ecumenical perspective, analyzing everything about the development of the Pentecostal movement in the city. This movement is driven by the Assembly of God Pentecostal denomination that exists in this city before its foundation as city. From there we will understand how such a name influences in the formation of citizens with religious education in the city. The methodology used was the literature and documents. As results , today 41 % of the inhabitants of Abreu e Lima belong to Assembly Church, having elected the pastor as the current mayor of the city.
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Scott, Jessie Lynne. "The effect of a metronome-based coordination training programme on the fundamental gross motor skills of children with motor development delays." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4227.
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Thesis (M Sport Sc (Sport Science))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: This study investigated the effect of a coordination-training programme on selected fundamental motor skills of children (ages 9 to 12) who were identified as having motor development delays. The group of participants identified included seven boys and one girl. The study followed an A-B-A reversal design. The intervention was a rhythm-based training programme. The dependent variables were the motor abilities of bilateral coordination, balance and upper-limb coordination, assessed using the BOT-2. The results of an ANOVA for dependent groups indicated a significant improvement in bilateral coordination and no change in balance. The improvement in upper-limb coordination was attributed to a familiarisation or learning effect on the test. A descriptive analysis of each child’s results revealed high variability in the effect of participation in the programme. The results of this study supported the conclusion that a rhythm-based coordination-training programme may help children with coordination problems improve their bilateral coordination, which will have a positive impact on the performance on many fundamental gross motor skills.
AFRIKAANSE OPSOMMING: Hierdie studie het die effek van ‘n koördinasie-inoefeningsprogram op die geselekteerde fundementele motoriese vaardighede van kinders (9-12 jaar) ondersoek wat geïdentifiseer is met vertraagde motoriese ontwikkeling. Die geïdentifiseerde groep deelnemers sluit sewe seuns en een dogter in. Die studie het ‘n A-B-A omgekeerde ontwerp gevolg. Die intervensie was ‘n ritmies-gebaseerde inoefeningsprogram. Die afhanklike veranderlikes was die motoriese vaardighede van bilaterale koördinasie, balans en boonste ledematekoördinasie wat geassesser is deur middel van BOT-2. Die resultate van ‘n ANOVA vir afhanklike groepe dui ‘n beduidende verbetering aan in bilaterale koördinasie en geen verandering in balans nie. Die verbetering in boonste ledemate-koördinasie kan toegeskryf word aan vertroudheid met of leereffek van die toets. ‘n Beskrywende analise van elke kind se resultate het ‘n hoë veranderlikheid aan die lig gebring op die effek van deelname in die program. Die resultate van hierdie studie ondersteun die gevolgtrekking dat ‘n ritmies-gebaseerde koördinasie-inoefeningsprogram kinders met koördinasieprobleme kan help om hulle bilaterale koördinasie te verbeter wat ‘n positiewe impak sal hê op prestasie tydens verskeie fundamentele groot motoriese vaardighede.
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Barnett, Lisa Michele. "The Physical Activity and Skills Study." University of Sydney, 2009. http://hdl.handle.net/2123/5444.
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Doctor of Philosophy(PhD)PURPOSE:The aims of this study were to i) investigate the relationship between childhood motor skill proficiency and adolescent physical activity participation, cardiorespiratory endurance (fitness) and perceived sports competence, ii) assess the long-term impact of a one year primary school intervention to improve motor skills on physical activity and motor skill proficiency and iii) determine whether the observed relationships varied according to gender.METHODS: The Physical Activity and Skills Study (PASS) followed up participants of a primary school intervention (Move It Groove It - MIGI) to improve motor skill proficiency. Participants were initially assessed in 2000 as part of the intervention. In 2006/07, they were re-assessed for motor skill proficiency and also measured for physical activity level (Adolescent Physical Activity Recall Questionnaire), cardiorespiratory fitness (Multistage Fitness Test) and perceived sports competence (Physical Self-Perception Profile). Composite object control (kick, catch, throw) and locomotor (hop, side gallop, vertical jump) skill scores were constructed for analysis. Linear regressions examined relationships between childhood skill proficiency and adolescent: i) time in physical activity intensities and type, controlling for gender and school grade and ii) cardiorespiratory fitness, controlling for gender. Structural equation modelling was used to determine whether perceived sports competence mediated between childhood object control skill proficiency and subsequent adolescent physical activity and cardiorespiratory fitness. A general linear model examined the relationship between being an intervention/control student and time in physical activity adjusting for childhood skill and gender. RESULTS:From 928 original participants in 2000, 481 were located in 28 schools and 276 (57%) were assessed with at least one follow-up measure in 2006/07. Slightly more than half were female (52.4%) with a mean age of 16.4 years (range 14.2 to 18.3 yrs). Childhood object skill proficiency significantly impacted on later skill proficiency, physical activity and fitness, for both genders. Furthermore, perceived sports competence acted as a mediator between childhood object control skill proficiency and subsequent adolescent physical activity and fitness. Locomotor proficiency was not predictive of any outcome variable. Six years after the intervention, participants from the intervention schools still performed better than controls in one object control skill, but were no more active.CONCLUSION: Childhood proficiency in object control skills is an important influence on subsequent positive health-related behaviours and outcomes. Childhood interventions to improve object control skills may have a lasting impact. Results may inform intervention designs to promote physical activity and fitness in youth.
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Silva, Nilv?nia dos Santos. "Forma??o moral das crian?as: constru??o de regras fundamentais aos valores do Movimento dos Trabalhadores Rurais Sem Terra (MST)." Universidade Federal do Rio Grande do Norte, 2008. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14175.
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Previous issue date: 2008-09-15Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
The acquiring process of morals on a person is one of the most important aspects of his Social Identity. The basis for his ethics and moral choices are built when he interacts with the world. A child that interacts with participants of Movimento Sem Terra (MST) movement that fights for the Land Reform and the transformation of the society may have the opportunities to acquire the culture, morals and ethics of this movement. Based on this understanding, this work intends to comprehend how children think and incorporate the rules that are the base of the values and principles of MST, considering the diversity of the situations, the limits and the possibilities to experience these values in their everyday life in the Movement. To understand how the process of cognitive construction of the rules takes place in a child, it is important to consider the theories of Jean Piaget. According to him, morals development follows a sequence: the anomie (0 to 2 years old), marked by the absence of rules; the heteronomy (2 to 6/7 years old), where takes place the adoption of rules due to exterior obedience, such as a relative, an institution or a movement; and the autonomy (from 6/7 years old on), in which rules are considered legitimate. All the children in this research have relatives working at MST. The research has two parts. We have first observed the behavior of three groups of children (beyond six years old) while they were involved on their normal activities (kindergarten) activities. On the second moment, we have interviewed 20 children (between 3 and 10 years old). We used flashcards containing scenes; we also told stories and asked moral questions involving the character s behavior. We have noticed the unilateral respect and extern coercion are between the definers of the moral decisions of a child. The empathy and the reduction of the egocentrism help seeing the situation of the point of view of other, although it doesn t mean that one is going to accept others point of view. In the taking decision of the child other factors are also considered such as the space of socialization (family, school). Though the children don t work or take part at MST activities, they have already opinions about involved people behaviors. The interaction with relatives and teachers is one of the most important aspects to encourage them elaborate moral understandings according to the ethics of this movement
O processo de forma??o moral de um indiv?duo ? um dos aspectos essenciais ? constru??o de sua Identidade Social. Interagindo com o seu meio, ele constr?i alicerces para a sua escolha moral e ?tica. Nesse sentido, uma crian?a que se relaciona com pessoas do Movimento dos Trabalhadores Rurais Sem Terra (MST) que luta pela Reforma Agr?ria e a transforma??o da sociedade pode ter oportunidades para adotar a cultura, a moral e a ?tica desse Movimento. Partindo disso, buscamos compreender como as crian?as pensam e incorporam as regras que fundamentam os valores e princ?pios do MST, considerando a diversidade das situa??es e os limites e possibilidades de se vivenciar os valores no cotidiano pedag?gico. Jean Piaget embasa o referencial te?rico que utilizamos para compreender como ocorre o processo de constru??o cognitiva das regras que permeiam o pensar de uma crian?a. Segundo esse autor, o desenvolvimento moral ? seq?encial, passando pelos seguintes estados de consci?ncia moral: a anomia (0 a 2 anos de idade), marcado pela aus?ncia de regras; a heteronomia (2 aos 6/7 anos), no qual a ado??o de regras se d? devido ? obedi?ncia a uma autoridade externa, como um familiar, uma institui??o, ou um Movimento; e a autonomia (a partir dos 6/7 anos), no qual a regra ? obedecida por reconhec?-la como leg?tima. De nossa pesquisa participaram crian?as que t?m v?nculo familiar com pessoas ligadas ao MST. A investiga??o se dividiu em duas partes. Na primeira etapa, observamos o comportamento de tr?s grupos de crian?as, enquanto realizavam atividades em suas respectivas Cirandas infantis espa?os educativos sistematizados pelo Movimento para a educa??o de suas crian?as menores de seis anos de idade. No segundo momento, entrevistamos vinte crian?as (entre tr?s e dez anos de idade). Utilizamos cart?es com cenas, contamos hist?rias e levantamos quest?es morais envolvendo as posturas dos personagens. Percebemos que o respeito unilateral e a coer??o externa est?o entre os definidores das decis?es morais de uma crian?a. A empatia e a redu??o do egocentrismo auxiliam a ver a situa??o do ponto de vista do outro, o que necessariamente n?o implica em se posicionar favoravelmente a ele. Na tomada de decis?o da crian?a tamb?m se consideram outros fatores, como o espa?o de socializa??o (fam?lia, escola). Mesmo que ela ainda n?o trabalhe nem seja do MST, j? apresenta opini?es acerca da postura de pessoas que vivenciam essas unidades de socializa??o. A intera??o com os familiares e educadores est?o entre os aspectos que contribuem para a formula??o de posicionamentos morais necess?rios para a ado??o de valores essenciais ? ?tica desse Movimento
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De, Lange Catharina Jacoba. "Die Progressive Education Movement (PEM) in die VSA en People's Education (PE) in die RSA : 'n fundamenteel-opvoedkundige vergelyking / Catharina Jacoba de Lange." Thesis, Potchefstroom University for Christian Higher Education, 1990. http://hdl.handle.net/10394/8302.
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This study is an attempt to draw a fundamental-educational comparison
between the Progressive Education Movement (PEM) in the
USA and People's education (PE) in the RSA. The connection between
these two movements presumably lies in their progressive
nature - therefore the purpose of this comparison is to expose
the fundamental-educational resemblances between the PEM in the
USA en PE in the RSA.
This study is subsequently directed at the presentation of a
fundamental-educational explanation for resemblances and differences
found between concepts of progressiveness as propagated
by the PEM in the USA and PE in the RSA. In order to gather and
arrange data on the PEM in the USA and PE in the RSA, various
methods such as literature study, the problem-historical method,
comparative method, fundamental-reflective and descriptive method
as well as the transcendental-critical method were employed.
In chapter one the context, background, actuality and purpose of
this research are presented, a methodological account is given,
the research field is indicated and the structure of the research
report is briefly outlined.
Data in chapters two and three (wherein the PEM and PE, respectively,
are typified and described) is essential, because the
factors such as culturo-historical background, the spirit of the
age and fundamental factors (such as fundamental religious motives
and outlook on life) on which the relationship (presumably
of a progressive nature) is based, are investigated by means of
this information. Data gathered in chapters two and three is
structured identically in order to clarify the purpose (the core)
of the research, namely a fundamental-educational comparison between
these two movements (chapter four).
structuring of data in chapters two "and three (wherein the PEM
and PE, respectively, are typified and described) highlights the
culturo-historical background, concepts of progressiveness,
philosophies and the educational-philosophical foundations of the
PEM and PE as comparable thought systems. Literature study and
the problem-historical method were primarily employed in arranging
and adopting data for the purpose of this study.
The fundamental-educational comparison in chapter four indicates
the presence of more resemblances than differences in viewpoints
on and handling of progressiveness by the PEM and PE.
Resemblances found in viewpoints on progressiveness can
presumably be explained by way of resemblances in religious apostasy
freedom in nature I fundamental religious motive, the
I
humanistic-secular concept of life and biased emphasis on
progression at the cost of tradition. The few differences in
concepts of progressiveness held by the PEM and PE can presumably
be explained by way of differences in their philosophical, pretheoretical
and theoretical foundations. In chapter four primary
use was made of the comparative method, fundamental-reflective
and descriptive as well as the transcendental-critical method.
In chapter five, the concluding chapter, a broad outline of the
research is presented: findings, conclusions and recommendations
are presented by virtue of the research. It was concluded inter
alia that the PEM focuses on the inadequacies of the educational
system in the USA up to the 1950's as well as on the social
reconstruction that had to take place. PE on the other hand
focuses on the shortcomings of the status quo and black education.
It was concluded inter alia that, based on clear
resemblances between their respective origins, the PEM can be
regarded primarily as an embodiment of pragmatism and PE as an
embodiment of Marxism.
Recommendations are made inter alia that changes in education
must be progressive- and simultaneously tradition-bound - then,
and only then can progression be significant; bias and imbalance
can be prevented and the entire process can acquire the true
character of reformation in the Biblical sense. The PEM in the
USA failed in this and PE in the RSA has, up to now, been unable
to maintain the fine balance between tradition and progression.Thesis (MEd)--PU vir CHO, 1990
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CalaÃa, Maria CecÃlia Felix. "Movimento ArtÃstico e Educacional de Fundamento Negro da PraÃa da RepÃblica: SÃo Paulo 1960 -1980." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11631.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorO presente trabalho trata de pensar e sistematizar o movimento artÃstico de fundamento negro, constituÃdo por artistas, em sua maioria afrodescendente, que expunham seus trabalhos semanalmente na PraÃa da RepÃblica em SÃo Paulo entre 1960 a 1980. A relevÃncia do tema mostrou-se à medida que se apresentou apresentamos um expressivo conjunto de oitenta e um artistas que atuaram juntos por vinte anos, em que foram desenvolvidas tendÃncias artÃsticas que deixaram um legado de conhecimento para a geraÃÃo futura. Neste trabalho propÃs-se estudar o movimento artÃstico, a arte afrodescendente, os artistas que expresam esta vertente e colaborar para o avanÃo dos estudos e pesquisas sobre a cultura negra no Brasil, levando em conta a sua relevÃncia e o seu papel na educaÃÃo brasileira. Por conseguinte, se investigou como se deu o processo de construÃÃo do movimento artÃstico de fundamento negro na PraÃa da RepÃblica, na perspectiva dos protagonistas e das fontes escritas. A pesquisa seguiu o percurso da metodologia afrodescendente que fez parte e derivou das prÃticas interpretativas. Sendo assim, desse conjunto utilizou-se o modelo da pesquisa participante a qual tem o sujeito pesquisador como aquele que và de dentro do locus de pesquisa a si prÃprio ou seu grupo de origem, numa relaÃÃo direta entre investigador e investigados. Realizou-se esse estudo utilizando a histÃria oral para por intermÃdio das vivÃncias coletar informaÃÃes acerca do movimento artÃstico. Entre os resultados alcanÃados pode-se afirmar que existem continuidades e permanÃncias da arte de matriz africana, nas produÃÃes afrodescendentes dos sujeitos da pesquisa. A pesquisa documental levantada permitiu uma avaliaÃÃo histÃrica da amplitude e importÃncia deste movimento artÃstico. Percebeu-se a existÃncia da terceira geraÃÃo de artistas oriundos dos precursores que se revelou, embora com menos intensidade, o movimento tem outros desdobramentos atà o presente, apesar de nÃo possuir a mesma magnitude do passado.
This research aims to reflect upon and systematize the black arts movement, consisting of artists, mostly of African descent, who exposed their work weekly at PraÃa da RepÃblica in SÃo Paulo from 1960 to 1980. The relevance of the issue shows up as long as we present an intense and expressive set of 81 artists who worked together for 20 years, developing artistic tendencies which left a legacy of knowledge to the future generation. In this work we propose to study various aspects of the political, social and artistic movement of African descent expression as well as to collaborate with the advancement of the studies and the researches on black culture in Brazil, given its relevance and its role in Brazilian education. Therefore, we investigated how the process of building the foundation of black artistic movement at PraÃa da RepÃblica took place, in the perspective of the protagonists and written sources. The search follows the path of African descent methodology which has the subject-researcher as the one who looks from inside the locus of research. This investigative method comes from interpretative practices. Moreover, we take the model of participatory research which aims to understand the agent who researches him/herself or their group home, a direct relationship between the researcher and the objects. We conducted the study using oral history and every-day-life to collect information about the artistic movement. Among the results we can say that there are continuities and permanencies of African Art, in the African descendantsâ productions. The documentation raised in this research allows a historical assessment about the magnitude and importance of this artistic movement of African basis at PraÃa da RepÃblica in Sao Paulo, during the years cited above. We perceived the existence of the third generation of artists from precursors and we realized, albeit with less intensity, that the movement has other developments to the present, despite not having the same magnitude of the past.
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Vieira, Ticiane Pereira dos Santos. "Elementos para a análise dos fundamentos ídeo-teóricos da política nacional do meio ambiente." Universidade Federal de Sergipe, 2015. https://ri.ufs.br/handle/riufs/6209.
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This work has as object the elements that make up the ideo-theoretical fundamentals of the National Environmental Policy. The achievement of research the history of the first interventions of the dictatorial state in the 1970s shows the resistance to more systematic interventions in the "environmental issue", denoting a first ideological trait to substantiate gestational years of NEP, conservatism. Nevertheless, the NEP was also conceived by Brazilian environmentalists who made up the staff of EMS in the 1970, the body that articulated the first proposal of Law 6938/81. The theoretical-methodological perspective adopted for the north of this analysis was a Marxist. The research is characterized as exploratory and for its realization were made bibliographic and documentary research. The analysis clearly realized it is the ideo-theoretical diversity of the environmental movement, which presents different conceptions about the "environmental issue" and ways to deal with it by the state. Such diversity is attributed to the phenomenon of ideological appropriation of environmental thinking by the dominant ideology, which brings to the arena of discussions about the "environmental issue" the role of liberal environmentalist thought. It infers that is this ideo-theoretical perspective that manifests itself with more forceful strokes in the National Environmental Policy. Such traits are manifested both in the body of the law 6938/81, as the logic of its management, especially in the 2000s, in a context that marks the state interventions in Brazil in a movement that goes from the developmentalism neodesenvolvimento, marked by economist prevailing logic in tract of "environmental issue" in Brazil, singular feature of the proposals of liberal environmentalist thought.A presente dissertação tem como objeto os elementos que conformam os Fundamentos ídeo-teóricos da Política Nacional do Meio Ambiente. Na consecução da pesquisa a história das primeiras intervenções do Estado ditatorial nos anos 1970 mostra a resistência a intervenções mais sistemáticas na questão ambiental , denotando um primeiro traço ideológico que fundamentará os anos gestacionais da PNMA, o conservadorismo. Não obstante, a PNMA foi também idealizada pelos ambientalistas brasileiros que compuseram o corpo técnico da SEMA na década de 1970, órgão que articulou a primeira proposta da Lei 6938/81. A perspectiva teórico-metodológica adotada para o norte da presente análise foi a marxista. A pesquisa caracterizou-se como exploratória e para a sua realização foram feitas pesquisas bibliográficas e documentais. Na análise percebeu-se claramente a diversidade ídeo-teórica do movimento ambientalista, que apresenta diferentes concepções acerca da questão ambiental e das formas do seu enfrentamento pelo Estado. Tal diversidade está atribuída ao fenômeno da apropriação ideológica do pensamento ambientalista pela ideologia dominante, que traz para a arena das discussões acerca da questão ambiental o protagonismo do pensamento ambientalista liberal. Infere-se que é esta perspectiva ídeo-teórica que se manifesta com traços mais contundentes na Política Nacional do Meio Ambiente. Tais traços se manifestam tanto no corpo da lei 6938/81, quanto na lógica da sua gestão, em especial nos anos 2000, num contexto que marca as intervenções estatais no Brasil num movimento que vai do desenvolvimentismo ao neodesenvolvimento, marcado pela predominante lógica economicista no trato da questão ambiental no Brasil, traço singular das propostas do pensamento ambientalista liberal.
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Horst, Karyn. "DO CHÃO BATIDO À SALA DE AULA - A TERRITORIALIZAÇÃO DO MST NA CONSTITUIÇÃO DA ESCOLA ESTADUAL DE ENSINO FUNDAMENTAL ATALIBA RODRIGUES DAS CHAGAS - SÃO GABRIEL - RIO GRANDE DO SUL." Universidade Federal de Santa Maria, 2016. http://repositorio.ufsm.br/handle/1/9472.
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In a time when the peoples of the field redefine the countryside of São Gabriel, a geographic look at the analysis of the MST territorialization in the constitution of the State Elementary School Ataliba Rodrigues das Chagas, located in the District of Batovi in the Municipality São Gabriel, in the state of Rio Grande do Sul, it should be released. The problem of the research lies in the study of how was the process of MST territorialization at the School Ataliba Rodrigues das Chagas, school that serves children from 7 MST settlements created in rural areas of San Gabriel, from the year 2008. Facing this question we can trace the general objective to grasp how was the process of reconfiguration of the State School Ataliba Rodrigues das Chagas, from the creation of settlements in São Gabriel, in 2008. Therefore it was necessary to: 1. conduct a historical review of the agrarian question in Brazil in order to understand the agrarian territorial development in San Gabriel, 2. compare the evolution of concepts of property and education in the various brasilians Constitutions, 3. address the struggle of the MST for land and especially the struggle of the MST for education in the municipality of São Gabriel, 4. understand how it was created the Educational Field legislation and how MST design education, 5. characterize the school studied and 6. understand what transformations of Ataliba School from the creation of settlements in São Gabriel, in the year 2008. To meet the goals formulated conducted a qualitative survey of bibliographic and documentary survey, questionnaires and interviews, and informal dialogues and making essays with school students. The process of the MST territorialization in the constitution of the State Elementary School Ataliba Rodrigues das Chagas began with the conquest of the land but needs to be constantly reflected and renewed for all segments that are part of the school community, as the people of the country no longer ag
ree more to receive a school that does not effectively meet their interests.Em um momento em que os povos do campo redefinem o espaço rural do município de São Gabriel, um olhar geográfico para a análise da territorialização do MST na constituição da Escola Estadual de Ensino Fundamental Ataliba Rodrigues das Chagas, situada no Distrito do Batovi, no Município de São Gabriel, no Estado do Rio Grande do Sul, cabe ser lançado. O problema da pesquisa situa-se no estudo de como ocorreu o processo de territorialização do MST na Escola Ataliba Rodrigues das Chagas, escola que atende crianças provenientes de 7 assentamentos do MST criados no espaço rural de São Gabriel, a partir do ano de 2008. Diante dessa questão podemos traçar como objetivo geral apreender como se deu o processo de reconfiguração da Escola Estadual Ataliba Rodrigues das Chagas, a partir da criação dos assentamentos em São Gabriel, em 2008. Para tanto se fez necessário: 1. realizar uma revisão histórica da questão agrária no Brasil com a finalidade de compreender a evolução territorial agrária em São Gabriel, 2. comparar a evolução dos conceitos de propriedade e educação nas diversas Constituições Brasileiras, 3. abordar a luta do MST pela conquista da terra e em especial a luta do MST pela educação, no município de São Gabriel, 4. entender como foi construída a legislação para a Educação do Campo e qual a concepção do MST em educação, 5. caracterizar a escola estudada e 6. compreender quais as transformações da Escola Ataliba a partir da criação dos assentamentos em São Gabriel, no ano de 2008. Para cumprir com os objetivos formulados empreendeu-se pesquisa qualitativa com levantamento bibliográfica e documental, questionários e entrevistas, além de diálogos informais e confecção de redações com os alunos da escola estudada. O processo de territorialização do MST na constituição da Escola Estadual de Ensino Fundamental Ataliba Rodrigues das Chagas iniciou com a conquista da terra mas precisa ser constantemente refletido e renovado por todos os segmentos que fazem parte da comunidade escolar, pois os povos do campo já não concordam mais em receber uma escola que não atenda efetivamente seus interesses.
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Kruger, Elmien. "Die invloed van 'n motories fundamentele vaardigheidsprogram op die fisieke en kognitiewe ontwikkeling van die graad 1 kind." Thesis, Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-11242003-171302.
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Dantas, Antonio Ademilton Pinheiro. "Estudo da movimentaÃÃo ocular de alunos do 9Â ano do ensino fundamental durante a leitura de sentenÃas coordenadas sindÃticas adversativas e subordinadas adverbiais concessivas." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=19507.
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nÃo hÃInvestiga o custo de processamento de sentenÃas coordenadas e de sentenÃas subordinadas em um grupo de estudantes do 9 ano do Ensino Fundamental (EF). Em Engelkamp e Rummer (2002) e Rummer, Engelkamp e Konieczny (2003), observou-se que o processamento de sentenÃas subordinadas à menos custoso do que o de sentenÃas coordenadas em tarefas de memorizaÃÃo. Os resultados de Rummer, Engelkamp e Konieczny (2003) tambÃm sugeriram que o deslocamento da sentenÃa subordinada interfere nos custos de processamento. Tais achados entram em confronto com impressÃes do autor derivadas do exercÃcio da prÃtica docente de ensino de conjunÃÃes subordinadas ao 9 ano do EF, o que culminou para a proposiÃÃo desta pesquisa. Foram elaborados experimentos cuja previsÃo era a de que os estudantes teriam mais dificuldade de ler sentenÃas subordinadas, uma dificuldade decorrente do pouco conhecimento da relaÃÃo lÃgica veiculada pelas conjunÃÃes. Dada a variabilidade das relaÃÃes lÃgicas e o escasso tempo de execuÃÃo desta pesquisa, foram investigadas aqui apenas as relaÃÃes de oposiÃÃo e concessÃo. Para tanto, foram propostos trÃs experimentos de rastreamento ocular. O primeiro investigou o custo de processamento de leitura da estrutura subordinada deslocada; o segundo comparou o custo de processamento de leitura de sentenÃas coordenadas e subordinadas; e o terceiro observou o peso de quatro diferentes conjunÃÃes em oraÃÃes coordenadas. Foram produzidos 24 itens experimentais, compostos de condiÃÃes, que contemplavam em conjunto os trÃs experimentos supracitados: quatro oraÃÃes subordinadas, sendo duas sem e duas com deslocamento, que faziam uso das conjunÃÃes âemboraâ e âainda queâ; quatro oraÃÃes coordenadas, que faziam uso das conjunÃÃes âentretantoâ, âmasâ, âno entantoâ e âeâ. Seguia-se a todas as frases uma pergunta de controle de atenÃÃo. Participaram dos experimentos 42 estudantes do 9 ano do EF e 40 adultos leitores proficientes. As medidas observadas foram o tempo total de leitura nas sentenÃas completas e o tempo de primeira leitura na sentenÃa/perÃodo completo. Para o experimento 1 (deslocamento da subordinada), na medida de primeira leitura, encontrou-se uma interaÃÃo entre grupo e deslocamento (F = 4,06, p = 0.04), alÃm de efeito principal para deslocamento (p < 0.001), mas nÃo houve efeito de grupo. Para a medida de tempo total, foi encontrado apenas efeito principal de grupo (p < 0.001). Para o estudo do processamento da coordenaÃÃo e subordinaÃÃo (experimento 2), foram encontrados efeitos principais de grupo para a primeira leitura e o tempo total de leitura (p = 0.04 e p < 0.001). E no estudo das conjunÃÃes coordenativas, observou-se diferenÃa significativa para cada conjunÃÃo na primeira leitura (p = 0.006), mas nÃo no tempo total de leitura. Houve diferenÃa significativa no tempo total de leitura para o grupo (p < 0.001). Os resultados sugerem que o grupo de estudantes là de modo diferente e mais lentamente do que o grupo de adultos, mas essa medida nÃo à sensÃvel Ãs sentenÃas coordenadas e subordinadas. Jà o deslocamento da subordinada para a posiÃÃo inicial da sentenÃa gera maior custo de processamento para os estudantes, sugerindo que a aprendizagem escolar deste tema tem relevÃncia para o encapsulamento da informaÃÃo do perÃodo subordinado. Para o estudo das conjunÃÃes, observou-se que a primeira leitura à sensÃvel ao tamanho da conjunÃÃo, pois a conjunÃÃo âeâ tem um tempo de processamento mais rÃpido no tempo total de leitura, diferenciando-se da conjunÃÃo âmasâ, que apresenta relaÃÃo adversativa explÃcita dada sua frequÃncia de uso.
Investigates if the cost of the processing of coordinate clauses is higher than the cost of the processing of subordinate clauses in a group of 9th grade students. In Engelkamp and Rummer (2002) and Rummer, Engelkamp and Konieczny (2003), it was observed that the processing of subordinate clauses is less costly than the coordinate ones in tasks of memorization, as suggested that the displacement of the subordinate clause influences the costs of the processing. Such results were confronted with the exercise of teaching subordinate conjunctions to 9th graders, which ended up with the proposal of this research. The expectation is that the students would have more difficulties in reading subordinate clauses due to the lack of knowledge of the logical relation served by the conjunction. Given the variability of the logical relations and the lack of time for the execution of this research, we could investigate only the relations of opposition and concession. To do so, three experiments of eye tracking were developed: (i) the first one investigated the cost of reading processing of subordinate clause displacement; (ii) the second one compared the reading process of coordinate and subordinate clauses; (iii) and the third one observed the importance of four different conjunctions in coordinate clauses. Twenty-four experimental items, made up of conditions, were created, which contemplated, all together, the three experiments listed above: four subordinate clauses, two without and two with displacement, which used the conjunctions âemboraâ (although) and âainda queâ (even if); four coordinate clauses, which used the conjunctions âentretantoâ (however), âmasâ (but), âno entantoâ (yet) and âeâ (and). A question of control of attention followed all clauses. Forty-two 9th graders and forty proficient adult readers participated in the experiment. The observed measurements were the total time of reading of the complete clauses, and the time of the first reading in the complete sentence/clause. For experiment one (subordinate displacement), measuring the first reading, an interaction between group and displacement was found (F=4,06, p = 0.04), besides the main effect for displacement (p<0.001), but group effect was not observed. For total time measurement, only main group effect was found (p<0.001). For the study of the processing of the coordinate and subordinate clauses (experiment two), main group effects were found for the first reading and the total reading time (p=0.04 e p<0.001). In the study of coordinate conjunctions, we observed an important difference for each conjunction in the first reading (p=0.006), but not in the total time of reading. There was significant difference in the total time of reading for the group (p<0.001). The results suggest that the group of students read in a different way and more slowly than the adult group, but this measurement is nor sensitive to coordinate and subordinate clauses. However, the displacement of the subordinate clause to the front position of the sentence generates a higher cost of processing for the students, suggesting that the school learning of this topic is relevant for the coating of the information in the subordinate clause. For the study of the conjunctions, it was observed that the first reading is sensitive to the length of the conjunction, because the conjunction âeâ (and) has a time of processing faster in the total time of the reading, which is quite different from the conjunction âmasâ (but), which shows clear adversative relationship given its frequency of use.
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Martim, Sonia Regina. "A escola secundária e a cidade: Osasco, anos 1950/1960." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/10525.
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Previous issue date: 2006-05-22Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Este trabalho resgata a história da escola secundária em Osasco, que nasceu em 1950, no período noturno do prédio em que funcionava o Grupo Escolar Marechal Bittencourt, discutindo as relações que se estabeleceram entre a escola, seus sujeitos e os movimentos sociais vivenciados à época. A autora privilegiou o "movimento Autonomista" de Osasco, que se desenrolou na década de 50 até a instalação do município em 1962, e o "movimento estudantil" secundarista nos seus desdobramentos locais; o "movimento operário" foi tratado apenas no âmbito das relações que este manteve com a escola, uma vez que esse tema já foi alvo de vários estudos. Em síntese, procurou-se estabelecer as relações entre a escola conhecida, ainda hoje, como Ceneart e a sociedade em que se insere
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Oliveira, Ailton Souza de. "Práticas de poder e movimentos identitários de docentes de um colégio militar." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/16086.
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Previous issue date: 2013-05-24The purpose of this document is to investigate the structural elements of identity movements of nonmilitary and military teachers that are subordinated to a group of orientation rules of action that includes guidance practices peculiar power elapsed principles related to military hierarchy and discipline, combining them to theoretical assumptions about the micro-politics of everyday life. In this research, we first present the structure, ie, the set of norms and rules that guide the actions and social work subjects. In establishing the structure of the dialogue with the action sought by the practices of power inherent to it (WEBER, 2009; FRIEDBERG, 1993, ELIAS, 2008). The methodology consists of techniques: document research, questionnaire, structured interview and observation policy. The results indicate elementary practices of power command / obey-relational and reflective dialogue and structure-activity mediated by such practices domain, is responsible primarily for a triptych model management action, ie bureaucratic, anarchic and organized cultural (FRIEDBERG, 1993; LIMA, 2006). Secondly, the influence professional affiliations (DUBAR, 2005, 2006) of teachers so that they enable a movement that build professional identities of excellence, shared, strategic and composite. The clash between the expectations assigned by the organization with the belongings teachers constructed / under construction is crossed by micro-political processes (IANNACCONE, 1991; SISKIN, 1994; CARVALHO, 2002; SILVA, 2006) which require the exchange traded aiming teachers do have their needs met. So who better understand the organization as a field that contains a template manager triptych, we chose to identify it as a system in action. This intersection and impositions lead teachers to prepare a composite mode of professional socialization. Professional socialization composite is responsible for both management models of action existing at the school as militarized by the movements made by teachers in the construction of their professional identities
O trabalho investiga os elementos estruturantes dos movimentos identitários de professores não-militares e militares professores subordinados a um conjunto de normas e regras de orientação da ação que inclui práticas de poder peculiares decorridas dos princípios ligados à hierarquia e à disciplina militar, aliando-os aos pressupostos teóricos sobre as micropolíticas do cotidiano. Nesta investigação, primeiro apresentamos a estrutura, isto é, o conjunto de normas e regras que orientam as ações sociais e de trabalho dos sujeitos. Na sequência às formas segundo as quais os professores praticam as diretrizes, as analisam, as interpretam e as praticam reinterpretativamente, mediante ações organizadas. No estabelecimento do diálogo da estrutura com a ação buscamos pelas práticas de poder a ele inerentes (WEBER, 2009; FRIEDBERG, 1993, ELIAS, 2008). A metodologia consta das técnicas: consulta documental, questionário, entrevista semiestruturada e observação diretiva. Os resultados indicam ocorrer, na escola, práticas de poder elementares mando/obedeça e relacional-reflexivas e que o diálogo estrutura-ação mediado por tais práticas de domínio é responsável em primeiro lugar por um modelo tríptico de gestão da ação, isto é, burocrático, anárquico-organizado e cultural (FRIEDBERG, 1993; LIMA, 2006). Em segundo lugar, influencia as pertenças profissionais (DUBAR, 2005, 2006) dos professores de tal forma que lhes possibilitam um movimento em que constroem as identidades profissionais de excelência, compartilhada, estratégica e compósita. O embate entre as expectativas atribuídas pela organização com as pertenças pelos professores construídas/em construção é atravessado por processos micropolíticos (IANNACIANNACIANNAC IANNAC CONE, ONE, ONE, 1991; S 1991; SISKIN, 1994; CARVALHO, 2002; SILVA, 2006) que impõem aos docentes fazerem trocas negociadas, objetivando ter as suas necessidades atendidas. Por isso, melhor que entender a organização como um campo que encerra um modelo gestor tríptico, optamos por identificá-la como um sistema em ação. Tal cruzamento e imposições conduzem os professores à elaboração de um modo compósito de socialização profissional. A socialização profissional compósita é responsável tanto pelos modelos de gestão da ação vigentes no colégio militarizado, como pelos movimentos empreendidos pelos professores na construção das suas identidades profissionais
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Cipriano, Eliana Cristina Zanette. "Movimentos identitários docentes: ecos de um projeto pedagógico na constituição profissional de professores de uma escola da rede municipal de ensino." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/16101.
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Previous issue date: 2013-10-09Conselho Nacional de Desenvolvimento Científico e Tecnológico
This research aimed to identify the present features in the movement of identity formation of elementary school teachers, starting from the perspective of their comprehension in respect of the attributions and belongings emerging from the situations lived in their training process and from possible crisis which happened in circumstances of change. For this aim, we questioned in what measure an important project for a school, in a specific time of the educational management, remained in the practices of the teachers reflecting themselves in behaviors that show accession and reframing of these practices in the constitution of their identities, even after changes occurred in the educational system and in the school management. There has been used as theoretical reference the studies regarding the identity constitution in Dubar (1998, 2005, 2009 and 2011). The realm of continued teacher training is fundamented in Placco (2001, 2002, 2008 and 2010), Imbernón (2010), Tardif (2000 and 2011), Almeida (2002 and 2003) and others. The research instruments were semi-structured interviews performed with 3 teachers from the first cycles of an elementary municipal school in the interior of Sao Paulo state. These teachers took part in educational structure changes of this unity from 2005 to 2012. The analysis of the data enabled to find out how a continued training project can remain in the practices of the teachers. They can give them important elements that echo in their identity constitution even after changes in the school management and in the implementation of didactic material. It is defended that a purposed training project which is taken seriously by the teachers and the training management team generates outstanding identitary processes
Esta pesquisa teve como objetivo identificar aspectos presentes no movimento de constituição identitária de professoras, partindo da perspectiva das compreensões destas quanto às atribuições e pertenças emergentes das situações vividas na formação e das possíveis crises ocorridas diante das circunstâncias de mudança. Para tanto, questionou-se em que medida um trabalho importante para uma escola, num determinado período de gestão pedagógica, permanece na prática das professoras, refletindo-se em comportamentos que revelem a adesão e ressignificação das práticas em sua constituição identitária, mesmo após mudanças ocorridas no sistema de ensino e na gestão da escola. Foram utilizados como referencial teórico os estudos sobre constituição identitária de Dubar (1998, 2005, 2009 e 2011). No campo da formação continuada docente, fundamentou-se em Placco (2001, 2002, 2006, 2008 e 2010), Imbernón (2010), Tardif (2000 e 2011), Almeida (2002 e 2003), entre outros. Utilizou-se como instrumentos de pesquisa entrevistas semi-estruturadas, realizadas com três professoras do ensino fundamental das séries iniciais de uma escola da rede municipal de uma cidade do interior de São Paulo e que participaram das mudanças ocorridas na estrutura pedagógica dessa unidade no período de 2005 a 2012. A análise dos dados possibilitou constatar o quanto um trabalho de formação continuada pode permanecer na prática das professoras, conferindo a estas elementos importantes que ecoam em suas constituições identitárias, mesmo após mudanças ocorridas na gestão da escola e na implementação de um material didático. Defende-se que um trabalho de formação intencionado e levado a sério pelos professores e equipe gestora gera processos identitários marcantes
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Costa, Márcia Cordeiro. "EM CENA, O MOVIMENTO ESTUDANTIL ACADÊMICO NO MARANHÃO: 1930-1950." Universidade Federal do Maranhão, 2009. http://tedebc.ufma.br:8080/jspui/handle/tede/165.
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Previous issue date: 2009-06-30This investigation objective rescue and analyze the academic Student s Movement in Maranhão between 1930 and 1950, in a period that is organized and expanded the university teaching in our state, identifying the student s social and politics practices came back to structure this teaching. It focuses, in the initial, the study of Student s Press, adopting the methodology of the historic research and the documental analysis of the periodic press produced by the academics, localized in Biblioteca Pública Benedito Leite. The periodic analyzed are: Folha Acadêmica (1934), Esquerda (1934), Voz Universitária (1954), Universitário em Marcha (1955), Vigilância (1957), Movimento (1958) e Universitário (1958). It is emphasized the importance of this study made by a inside into the press to the History of Education (NOVÓA, 1993; CATANI E BASTOS, 1997), where the New Cultural History has made possible a theoretical subsidy to the research in this area (CERTEAU, 1994; CHARTIER, 1990). In this perspective, it accosts the representation of the research s fountains to a History of Education like a memory place (LE GOFF, 2003; NORA, 1993; BARBOSA, 1996). It emphasizes the contribution of this research to the reconstitution of History of the Education in the state of Maranhão, when the results of research giving a large vision for the facts and happenings of the university teaching and about the importance that the academics had and still haven in story of the education, thus, they cannot be silenced in the history of Brazilian education.
Objetiva-se resgatar e analisar nesta investigação o Movimento Estudantil acadêmico no Maranhão entre 1930-1950, período em que se organiza e expande o ensino superior em nosso estado, identificando as práticas estudantis, sociais e políticas, voltadas para a estruturação desse ensino. Focaliza-se inicialmente o estudo da Imprensa Estudantil, adotando como metodologia a pesquisa histórica e a análise documental da imprensa periódica produzida pelos acadêmicos localizados na Biblioteca Pública Benedito Leite. Os periódicos analisados são: Folha Acadêmica (1934), Esquerda (1934), Voz Universitária (1954), Universitário em Marcha (1955), Vigilância (1957), Movimento (1958) e Universitário (1958). Destaca-se a importância desse estudo feito a partir do conteúdo dos impressos para a História da Educação (NOVÓA, 1993; CATANI E BASTOS, 1997), onde a Nova História Cultural tem possibilitado um aporte teórico para as pesquisas nessa área (CERTEAU, 1994; CHARTIER, 1990). Nessa perspectiva abordam-se as representações das fontes de pesquisa para a História da Educação como lugar de memória (LE GOFF, 2003; NORA, 1993; BARBOSA, 1996). Ressalta-se a contribuição dessa pesquisa para a reconstituição da História da educação no estado do Maranhão, onde os resultados da pesquisa deram uma visão ampla dos fatos e acontecimentos do ensino superior e sobre a importância que os acadêmicos tiveram e tem na história da educação, não podendo, assim, serem silenciados na historiografia da educação brasileira.
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Cordeiro, Mariana Prioli. "Nada sobre nós sem nós: os sentidos de vida independente para os militantes de um movimento de pessoas com deficiência." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/17230.
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Previous issue date: 2007-10-30Conselho Nacional de Desenvolvimento Científico e Tecnológico
The social movements created by deficient people have had a profound effect on the quality of their lives. Such initiatives pertain to education, work, health and the involvement of these people in every social aspect of life. This work is about one of these movements, the Independent Living Movement (ILM). In this study, we aimed to identify the terms used to convey the feeling of independent living, as well as the possibilities associated with this life style. To complete this work, we acquired input from deficient people, an uncommon practice for projects of this nature. Besides allowing those people to speak, this work also aimed to fill a gap in the literature about deficiency and social movements the scarce literature regarding ILM. This movement s principles are in place in various countries and play an important role in international politics, which is why we thought these studies were important. To perform our studies, we analyzed, according to a constructionist perspective, documents from public domain produced by ILM and we conducted two focus groups with some of its members. Our findings indicated that independent life is understood as praxis, i.e., the process of putting theoretical knowledge into practice. In addition, we verified that the terms used to convey the concept of independent life were: independence, autonomy, empowerment, self-determination, participation and equal opportunities. The analysis of the documents from public domain and the focus groups allowed us realize that all these terms contributed to a new way of understanding deficiency. Using and practicing these terms, ILM members seek recognition as social actors, involvement in society and control of their lives. They believe the personal autonomy and the independent living are the factors that turn this reality possible. In other words, they believe that deficient people need to be accepted as ordinary citizens, without being stratified and be able to help each other to confront the social stigma that labels them as second-class citizens
Os movimentos sociais em defesa das pessoas com deficiência têm assumido um papel cada vez mais importante na luta pela melhoria da qualidade de vida dessa população. Suas principais reivindicações são relacionadas à educação, ao trabalho, à saúde e aos serviços que implicam maior participação dessas pessoas em todos os momentos do convívio social. Este trabalho aborda um desses movimentos, o Movimento de Vida Independente (MVI). Nessa abordagem, buscamos identificar os repertórios disponíveis para dar sentido à noção de vida independente, bem como as possibilidades de ação dos sentidos assim produzidos. Com isso, objetivamos, primeiramente, dar voz às próprias pessoas com deficiência, já que esta é uma prática pouco comum em trabalhos acadêmicos. Além disso, objetivamos, também, suprir uma lacuna na literatura sobre Vida Independente. Além de ser um grupo reivindicativo bastante ativo em diversos países, seus princípios direcionam políticas públicas internacionais. Por esta razão, pensamos ser da maior importância estudar esses princípios. Em especial, a noção de Vida Independente, uma vez que ela constitui o fundamento de todos eles, norteando a filosofia e as estratégias de luta e resistência desse movimento. Para tanto, analisamos, a partir dos pressupostos do construcionismo social, documentos de domínio público produzidos pelo MVI e realizamos dois grupos focais com alguns de seus membros. De acordo com essas análises, constamos que vida independente é entendida como práxis, ou seja, não há filosofia sem a prática de vida independente e vice-versa. Constatamos, também, que os principais repertórios utilizados para dar sentido a essa noção são: independência, autonomia, empoderamento, autodeterminação, participação e igualdade de oportunidades. A análise dos documentos e dos grupos focais nos permitiu concluir que todos esses repertórios contribuem para colocar em prática uma nova forma de compreender a deficiência. Por meio desses repertórios, temos indicativos de que os militantes do Movimento de Vida Independente buscam ser reconhecidos como atores sociais, participar ativamente da sociedade e assumir o controle de suas vidas. Eles acreditam que isso é possível somente por meio da conquista da autonomia pessoal e da vida independente. Ou seja, que isso é possível somente quando as pessoas com deficiência passam a ser protagonistas de suas vidas, passam a ser cidadãs plenas, desinstitucionalizadas, que se ajudam mutuamente e que confrontam o sistema social, sanitário e institucional que as colocam na condição de desviantes
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Marchioreto, Fábio. "A importância do movimentar-se para a vida humana: aspectos históricos, educacionais e do cotidiano." Universidade Presbiteriana Mackenzie, 2015. http://tede.mackenzie.br/jspui/handle/tede/1928.
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Previous issue date: 2015-02-06This work, which deals with the importance of movement to human life, aimed to qualify the school experiences related to the movement of young people, specifically the ones learned in school and that remained in their everyday lives, what from these experiments meant learning of knowledge related to the movement in the historical and evolutionary perspective of humanity and its projections for the future (biocybernetics). It is theoretically grounded in ideas of some authors, like Jose Guilmar Mariz de Oliveira, Go Tani, Edison Jesus Manoel on Human Kinesiology, Richard Dawkins, Richard Foley, Jared Diamond, Richard Leakey history of evolution, Michel Foucault, Edgar Morin on aspects related to school education and the simplifier, disciplinarian and dualistic paradigm. The research followed the guidelines of the phenomenological method as the speech and gestures of students who are finishing the School Basic Education in São Paulo. The reflection made from the data analysis indicated students difficulty in articulating answers related to the movement in the history of culture, showing a lack of repertoire for dealing with the topic. As for the future, they forecasted a paradoxical situation between moving and cybernetics by, on the one hand, pointing out benefits like bipedal locomotion recovery and on the other hand to identify the future of human-machine interface as something dark by increasing human sedentary lifestyle. Regarding movement in the students school environment, they identified a dichotomy between the near absence of movement in the classes that take place in the classroom and the movement in Physical Education classes. However, by describing the experiences related to Physical Education classes, they interpreted this curriculum component as disconnected from the commitment to teach conceptual, procedural and attitudinal knowledge, what added little or nothing to their everyday lives.
Este trabalho trata da importância do movimentar-se para a vida humana com o objetivo de qualificar as experiências escolares de jovens relacionadas ao que aprenderam na escola e permaneceu em suas vidas cotidianas; o que destas experiências significou a aprendizagem de conhecimento relativo ao movimentar-se na perspectiva histórico-evolutiva da humanidade e suas projeções para o futuro (biocibernética). Fundamentou-se teoricamente em ideias de alguns autores, como José Guilmar Mariz de Oliveira, Go Tani, Edison de Jesus Manoel sobre a Cinesiologia Humana, Richard Dawkins, Richard Foley, Jared Diamond, Richard Leakey e a História Evolutiva, Michel de Foucault, Edgar Morin sobre os aspectos relacionados a Educação Escolar e o paradigma simplificador, disciplinador e dualista. A pesquisa seguiu as diretrizes do método fenomenológico de investigação ao registrar a fala e os gestos de alunos que estão terminando a Educação Escolar Básica na cidade de São Paulo. A reflexão realizada a partir da análise dos dados evidenciou uma dificuldade dos alunos na articulação das respostas relacionadas ao movimentar-se na história da cultura, mostrando falta de repertório para lidar com o tema. Com relação ao futuro projetaram uma situação paradoxal entre o movimentar-se e a cibernética, ao apontar benefícios como a recuperação da locomoção bípede por um lado e por outro ao identificar o futuro da relação humano-máquina como algo sombrio através da crescente sedentarização humana. Com relação ao movimentar-se no ambiente escolar os alunos identificaram uma dicotomia entre a quase ausência de movimento nas aulas que acontecem na sala de aula e o movimentar-se nas aulas de Educação Física, porém, ao qualificar as experiências relacionadas às aulas de Educação Física, interpretaram este componente curricular como desarticulado do compromisso de ensinar conhecimentos conceituais, procedimentais e atitudinais, o que pouco ou quase nada contribui para suas vidas cotidianas.
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Lebkuchen, Marcia de Oliveira Pasetto. "O corpo do aluno no cotidiano escolar: sentidos e significados atribuídos por um grupo de professores." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/16094.
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Previous issue date: 2013-06-26Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The general purpose of this research is to comprehend how the student s body is meant by the teachers from the public network in São Paulo. To do so, the paper found theoretical basement in the Socio-Historical assumptions in which recommend an analysis and interpretation processes must overcome appearances and in a dialectic way, under the light of information about life history, institutional and social conditions of the subject, broadening the discussion and understanding the phenomena genesis. The main matter directs itself to make the individual, from its social environment, becomes human. The main papers on the area, concerning the project, are the research based on Lev S. Vigotski and his followers, who defend the idea of a continuous interaction between social and historical, which is mutable, and the relation with the biological basis of the human behavior. Starting from the body, elementary organic structure and depending on the social experiences to which the individual is exposed, complex mental functions appear, the so-called higher mental functions. Although there is a series of publications and papers in the Socio-Historical area, there are few researches on Education about the significance of the teacher concerning the student s body. This research tried to fill in the gap, supported by the Socio-Historical approach, broadening the debates about the importance of the body during the learning process. Besides the Socio-Historical assumptions, the project was also based on the Human Movement Science. There are many papers concerning Movement and Corporality, such as the ones presented by Sérgio (1994), Kolyniak (2001), Negrão (2008) and Melani (2006). In spite of this, only Carlini s work (1993) focused on the problem of teacher formation to constitute body conception to students, as proposed here. Thus, the project tried to make an original contribution to the study of constitutive aspects in the professional teacher formation and the educational practice in school, broadening Carlini s proposal (1993) and adding Human Movement studies. The main question proposed by the research were the following: (1) How does the teacher plan the given activities considering the student s body? And some specifics questions are: (2) What is the space available in the school environment to develop body activities? (3) Is the school environment appropriate for the development of Human Movement? It is expected that this paper contributed for Educational Psychology by showing results that indicated that the student s body is not meant effectively and considered an important learning language. The paper still presents and discusses the limitations of the research and possible future studies, besides suggestions of pedagogical approaches of its results
O objetivo geral desta pesquisa foi o de compreender como o corpo do aluno é significado pelos docentes da Rede Pública na cidade de São Paulo. Para tanto, o trabalho encontrou suporte teórico nos pressupostos da linha Sócio-Histórica por preconizar um processo de análise e interpretação dialético e profundo considerando a história de vida e as condições institucionais e sociais do sujeito de modo a ampliar a discussão e compreensão da gênese do fenômeno. Particularmente, o trabalho fundamentou-se na área de pesquisa que se estrutura por meio de uma abordagem Sócio-Histórica Aguiar (2006). A questão central dessa área se dá por entendermos que o indivíduo se tornar humano a partir do social em que está inserido, ou seja, dele se humanizar. Os trabalhos centrais da área, com relevância para o projeto, são as pesquisas baseadas em Lev S. Vigotski e seus seguidores por defenderem a ideia de contínua interação entre social e histórico, que é mutável, e a relação com a base biológica do comportamento humano. Partindo do corpo, estrutura orgânica elementar e dependendo das experiências sociais a que é exposto se formam complexas funções mentais, as chamadas funções mentais superiores. Embora haja uma série de publicações e trabalhos na área Sócio-Histórica, há poucas pesquisas em Educação sobre as significações do docente em relação ao corpo de seus alunos. Esta pesquisa buscou atender essa demanda na medida em que, apoiada na abordagem Sócio-Histórica, objetivou ampliar os debates sobre a importância do corpo no momento de aprendizagem. Além desses pressupostos, o projeto fundamentou-se na Motricidade Humana. Há vários trabalhos que lidam com a questão da Motricidade e Corporalidade, tais como os apresentados por Sérgio (1994), Kolyniak (2001), Negrão (2008) e Melani (2006). Entretanto, apenas o trabalho de Carlini (1993) enfocou o problema da formação dos educadores para constituir a concepção do corpo dos educandos, conforme proposto aqui. Dessa forma, acreditamos que este projeto tenha contribuído com os estudos sobre os aspectos constitutivos da formação profissional docente e a prática educativa do cotidiano escolar, na medida em que amplia a proposta de Carlini (1993) e acrescenta os estudos de Motricidade Humana. Nossas questões de pesquisa foram concebidas em geral e as questões específicas, são elas: A questão geral é: (1) Como o corpo do aluno é percebido no cotidiano escolar? As questões específicas são: (2) Como o professor planeja ou não as atividades realizadas com o aluno considerando seu Corpo? (3) O ambiente escolar é adequado ou não ao desenvolvimento mediado pela Motricidade Humana considerando o espaço educativo? Os dados coletados revelaram que a Corporalidade do discente não é significada de maneira efetiva pelo docente quando, nem mesmo quando esse planeja as atividades que fará com seu aluno e, ainda, que ela não é considerada como uma linguagem importante à aprendizagem. No momento de nosso trabalho não encontramos nenhum trabalho nessa área desse modo e esperamos que nosso trabalho seja uma contribuição útil è reprodução de novos estudos no futuro que superem as limitações que encontramos nesta pesquisa
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Panet, Amélie. "Le statut personnel à l'épreuve de la citoyenneté européenne : contribution à l'étude de la méthode de reconnaissance mutuelle." Thesis, Lyon 3, 2014. http://www.theses.fr/2014LYO30011.
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La Traité de Maastricht a institué la citoyenneté européenne. Envisagée initialement comme une conséquence de la nationalité d’un État membre, la notion a connu un développement extraordinaire au travers d’interprétations ambitieuses de la Cour de justice de l’Union européenne. Statut fondamental des ressortissants des États membres, la citoyenneté de l’Union se conjugue avec la liberté de circulation et les droits fondamentaux pour mettre à l’épreuve le statut personnel. Le temps est ainsi venu de s’interroger sur l’aptitude de la citoyenneté européenne à devenir le terreau d’un renouveau de la méthode du droit international privé au sein de l’Union européenne. La citoyenneté de l’Union constitue un fondement à la généralisation d’une méthode de reconnaissance mutuelle en bouleversant le statut personnelThe Maastricht Treaty establishes the European citizenship. Initially conceived as a consequence of Member State’s nationality, the concept has incredibly increased through ambitious exegesis analysis of the Court of Justice of the European Union. Fundamental status of nationals of the member States, EU citizenship brings together and fundamental Rights to improve the personal status. Time has now come to find out if or not the European citizenship will becomes the spring of a new Private international law method for the European Union. European citizenship constitutes the substructure of the globalization of a mutual recognition method, overthrowing the personal status
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Papadopoulos, Thomas. "Harmonization of takeovers in the internal market : an analysis in the light of EU law." Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:bc2e64c7-80ff-4707-b3f3-ff9804dd29bc.
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This DPhil thesis analyses the Takeover Bid Directive in the light of EU Law and examines the extent to which this Directive facilitates the exercise of the fundamental freedom of establishment and the free movement of capital in the internal market. Since the Directive is based on the EC Treaty chapter on freedom of establishment (Articles 43 and 44(2)(g) EC Treaty), it should in principle contribute to cross frontier corporate mobility in the internal market through takeover bids; this was the aim of the Commission in its various proposals. Takeover bids and the EC Treaty provisions on freedom of establishment are closely related. The Directive forms part of the EU company law harmonization programme whose weaknesses and limits are also explored. However, the Takeover Bid Directive is an EU company law instrument with strong links to EU capital market law. The initial aims of the EU legislature were to establish an internal market for companies and to achieve market integration in the field of EU company law. However, the Takeover Bid Directive is a compromise and watered down version of a proposal which the Commission envisaged would lead to a more effective pan-European takeover regime than that which actually proved possible. The need for compromise was the result of the very different legal and policy approaches of the Member States in the field of takeover regulation. Some provisions of the Directive are obligatory for all Member States. These provisions include the mandatory bid rule, the squeeze-out right, and the sell-out right. All these obligatory provisions of the Directive are in their present form open to criticism. The two key provisions of the Directive have been made optional for Member States. These are the non-frustration rule, requiring the board to obtain the prior authorization of the general meeting of shareholders before taking any action which could result in the frustration of the bid; and the breakthrough rule, requiring that any restrictions on the transfer of securities or voting rights provided for in the articles of association of the offeree company or in contractual agreements between the offeree company and the holders of its securities or in contractual agreements between holders of the offeree company’s securities shall not apply vis-à-vis the offeror during the time allowed for acceptance of the bid. Nevertheless, Member States, which opt out, are obliged to allow individual companies to opt in. Moreover, a reciprocity rule was also adopted, which allows Member States to permit those companies, which apply these provisions, to opt out again if they are the target of a bidder, which does not itself apply the same takeover provisions. Additionally, the non-frustration and the breakthrough rule are not fully comprehensive and even when a company applies them, it might still be able to evade their application since some corporate and financial structures remain outside the Directive’s scope. Finally, this thesis discusses the extent to which obstacles to cross border takeovers addressed by the Directive, or indeed left intact by the Directive, are to be regarded as restrictions on the right of establishment stricto sensu, or simply as obstacles in practice to making a successful takeover bid. More specifically, it scrutinizes the horizontal direct effect of the EC fundamental freedoms and seeks to analyze the extent to which conduct of the board and articles in the corporate constitution might be said to constitute restrictions on the freedom of establishment and on the free movement of capital.
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Rosa, Aline Nunes da. "Sobre mudar de paisagens, sobre mirar com outros olhos – narrativas a partir de deslocamentos territoriais." Universidade Federal de Goiás, 2015. http://repositorio.bc.ufg.br/tede/handle/tede/4785.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
Presentando como foco investigativos los desplazamientos territoriales, experimentados como tránsitos y mudanzas de orden geográfica y subjetiva vividas en el transcursos de esta tesis, mi intención con este estudio es explorar qué ocurre y cómo los sujetos implicados en este trabajo perciben este movimiento. Motiva por la pregunta “Qué variaciones y giros son producidos y experimentados a partir de los desplazamientos territoriales?” la presente tesis fue desarrollada en un formato narrativo a través del cruce de relatos autobiográficos de ocho sujetos nómada, entre los cuales me incluyo. La construcción de la tesis se realizó por medio de diferentes caminos que producen encuentros: con autores cuyo pensamiento y escrita transitan por la perspectiva de los Estudios de la Cultura Visual; con literaturas diversas que me facilitaron pensar y ampliar las nociones sobre el tema problematizado; con imágenes producidas en medio de los desplazamientos y halladas al azar; de aquellos que despiertan ciertas películas, en un paseo a la deriva, en una visita a un museo y en las conversaciones con aquellos que colaboraron con la investigación. Metodológicamente, la tesis fue realizada de acuerdo a los presupuestos de la Investigación Narrativa y de la Investigación Cartográfica. La orientación teórica y argumentativa del tema fue tramada con bases en las nociones de nomadismo, a través de autores como Deleuze y Guattari, Rosi Braidotti y Onfray. El concepto deleuzo-guatariano de desterritorialización fue también incorporado al estudio como una manera de cartografiar los movimientos realizados por los participantes de la investigación. Adicionalmente, en medio de mis recorridos teóricos propongo algunas reflexiones en torno a los desplazamientos en diálogo con Rolnik; Preciosa; Lopes; Maffesoli, entre otros. Esta tesis defiende en su escrita la posibilidad de reinvención potenciada por el acto de dejar un territorio, inicialmente geográfico, pero que aquí fue entendido como otro tipo de dominio, es decir, dejar aquello que se instaura como seguro y familiar, con el fin de lanzarse en busca de algo todavía no vivido, que está latente y se configura como territorio de experimentación. En este sentido, tales movimientos se configuran como tres paisajes que titulo de la siguiente manera: “Callejeo”; “Uno en la casa, otro”; “Quién dentro de si no sale…Todos ellos tan mutables y movedizos como la condición de estar viviendo un desplazamiento. A través de estos paisajes presento algunos desarrollos conceptuales que posibilitan, a mi modo de ver, una comprensión de lo que se desplaza en nosotros cuando nos desplazamos.
By presenting as research focus territorial movements lived as transits and changes of subjective and geographical nature, the effort permeating this PhD dissertation has been in the search for exploring what happens, and how the work subjects experience this moment. Boosted by the question “What changes and twists are produced and experienced through territorial movements?”, this dissertation was developed in a narrative format through the interweaving of autobiographical reports from eight nomadic subjects, among whom I am included. The dissertation construction was made by different paths, which promote encounters: with authors whose thinking and writing transit through the perspective of Visual Cultural Studies; with several literatures which promote thinking and widening the notion on the problematized theme; with images produced within the movements and found lurking around; what is felt in certain movies in a drifting stroll, in a visit to the museum, and in conversations with those who collaborate to the investigation. Methodologically, the dissertation was developed according to the principles of Narrative Inquiry and Cartography. The theoretical and argumentative orientation on the theme is based on the notions of nomadism, by means of authors such as Deleuze and Guattari, Rosi Braidotti and Onfray. The deleuze-guattarian concept of deterritorialization is also incorporated in the work in order to catograph the movements produced by the research participants. Among the theoretical paths some reflections are proposed around the movements/displacements in dialogues with Rolnik; Preciosa; Lopes; Maffesoli, among others. This dissertation defends in its writing the possibility of reinvention potentialized by the act of leaving a territory, initially geographical, but understood here as other types of domain, that is, leaving what presents itself as safe and familiar in order to go after something not lived yet, which is latent and configured as territory of experimentation. In this sense, such movements are configured as three landscapes that I have named: “Callejeo”; “Um em casa, outro”; “Quem de dentro de si não sai...” All of them are changeable and unstable in terms of the condition to be living a displacement. By means of landscapes some unfoldings are presented, which make possible a way of seeing and, to a certain extent, of understanding what changes in us while we move around.
Apresentando como foco investigativo os deslocamentos territoriais, vividos como trânsitos e mudanças de ordem geográfica e subjetiva, no decorrer da tese o esforço esteve na busca por explorar o que passa, o que acontece, e como os sujeitos implicados neste trabalho vivenciam este movimento. Tomada pela pergunta “Que mudanças e torções são produzidas e experienciadas a partir de deslocamentos territoriais?” a tese foi desenvolvida num formato narrativo a partir do entrecruzamento dos relatos autobiográficos de oito sujeitos nômades, entre os quais me incluo. A construção da tese fez-se por diferentes caminhos que provocam encontros: com autores cujo pensamento e escrita transitam pela perspectiva dos Estudos da Cultura Visual; com literaturas diversas que proporcionam pensar e ampliar as noções sobre o tema problematizado; com imagens produzidas em meio aos deslocamentos e achadas à espreita; daquilo que é sentido em certos filmes, num passeio à deriva, numa visita a um museu, e nas conversações com aqueles que colaboram com a investigação. Metodologicamente, a tese foi realizada segundo os pressupostos da Investigação Narrativa e da Cartografia. A orientação teórica e argumentativa acerca do tema aconteceu com base nas noções de nomadismo, por meio de autores como Deleuze e Guattari, Rosi Braidotti e Onfray. O conceito deleuze-guattariano de desterritorialização é também incorporado no trabalho como forma de cartografar os movimentos produzidos pelos participantes da pesquisa. Ainda, em meio aos percursos teóricos são propostas algumas reflexões em torno aos deslocamentos em diálogos com Rolnik; Preciosa; Lopes; Maffesoli, dentre outros. A tese defende em sua escrita a possibilidade de reinvenção potencializada pelo ato de deixar um território, inicialmente geográfico, mas que aqui foi entendido enquanto outros tipos de domínio, ou seja, deixar aquilo que se apresenta seguro e familiar, a fim de lançarse em busca de algo ainda não vivido, que está latente e configura-se como território de experimentação. Neste sentido, tais movimentos se configuram como três paisagens que intitulo: “Callejeo”; “Um em casa, outro”; “Quem de dentro de si não sai...” Todas elas tão mutáveis e movediças quanto a condição de estar vivendo um deslocamento. A partir das paisagens são apresentados alguns desdobramentos, que possibilitam um modo de ver e, em certa medida, de compreender o que se desloca em nós quando nos deslocamos.
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Bonifay, Emmanuelle. "Le principe de reconnaissance mutuelle et le droit international privé : contribution à l'édification d'un espace de liberté, sécurité et justice." Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM1079.
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Déclaré « pierre angulaire » de la coopération judiciaire en matière civile au sein de l’ELSJ, le principe de reconnaissance mutuelle est devenu un véritable leitmotiv de la construction du droit international privé européen. Venu du marché intérieur, il est utilisé de deux façons : d’une part dans les règlements européens qui, posant le principe de reconnaissance mutuelle des décisions judiciaires, tentent de parvenir à une suppression généralisée de la procédure d’exequatur, et d’autre part dans la jurisprudence de la Cour de justice de l’Union qui utilise cette notion pour corriger les entraves causées par les règles nationales de conflit de lois à la libre circulation des citoyens, en énonçant un véritable principe de reconnaissance mutuelle des situations. Ces entraves sont notamment constituées en cas d’atteinte au principe de continuité des situations juridiques personnelles et familiales qui composent l’identité des citoyens de l’Union. Vecteur de nouvelles orientations dans les objectifs du DIP, ce principe exerce donc une influence certaine sur la mise en oeuvre des règles nationales de droit international privé en présence de situations qui concernent les citoyens de l’Union européenne, au soutien de leur libre circulation. L’heure est donc venue de s’interroger sur l’aptitude de ce principe à être combiné avec le rôle traditionnellement dévolu à la règle de conflit de lois. Loin d’envisager de manière concurrente le principe de reconnaissance mutuelle et le droit international privé au sein de l’ELSJ, l’étude de leur interaction devrait se clore par leur conciliation, afin de réassigner au DIP son rôle traditionnel qui est d’assurer la coordination des législationsThe principle of mutual recognition was declared «corner stone» of the judiciary cooperation in the field of civil matters within the space of security and justice, and has become a real leitmotiv of the construction of European international private law.Directly derived from the internal market, this principle is used in two ways: first, the European regulations establishing the principle of mutual recognition of judiciary decisions aim at a general deletion of the exequatur procedure ; second, the European court of Justice uses this principle in its case law and has established a real principle of mutual recognition of situations in order to correct hindrances caused by national laws ruling conflict of laws upon people’s freedom of movement.Those hindrances are partly constituted in case of infringement to the principle of continuity of personal legal and family situations of the citizens of the European Union, which constitutes their identity.Driver of new approaches in respect of the objectives of international private law, the principle exert an influence on the implementation of national rules of international private law with respect in situations concerning citizens within the European Union, in support of their freedom of movement.In this view, time has come to examine the capability of this principle to be combined with the traditional role played by the rule of conflict of laws.Far from opposing the principle of mutual recognition and the international private law within the ELSJ, the study of their interaction should be examined through a conciliation spectrum in order to reassign international private law with its traditional role (coordinating legislation)
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Garriga, Cots Ada. "Le droit à l'éducation au sein de l'UE comme droit de l'homme." Thesis, Paris 2, 2018. http://www.theses.fr/2018PA020004.
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L’ « éducation tout au long de la vie », y compris dès la petite enfance, le primaire, le secondaire, la formation professionnelle, l’éducation supérieure et des adultes est devenue une priorité pour l’ONU (ODD 2030 numéro 4) et pour l’UE (moteur de la Stratégie 2020). La Commission envisage un Espace Européen d´Éducation, auprès le succès de l´Espace Européen d´Éducation Supérieur et l´Espace Européen de la Recherche. L´UE a fait de la mobilité son objectif et le programme Erasmus +, après trente ans, a bénéficié à plus de 9 millions de personnes. Pour autant, quels sont les droits dans le domaine de l’éducation des étudiants, parents, apprentis, directeurs d’établissements éducatifs publics et privés, professeurs, et des autres parties prenantes de la société civile (associations, fondations, entreprises) ? D’un point de vue juridique, les États de l’UE doivent suivre les obligations découlant de la DUDH, des Pactes, CDE, l’UNESCO, l’OIT, OMC, UNICEF, entre autres. Les États doivent répondre à ces obligations parmi les Examens Périodiques Universels, et suivre les recommandations du rapporteur spécial sur le droit à l’éducation. « L’acquis communautaire » a modelé le droit à l’éducation. Parmi les droits analysés se trouvent : le droit à la libre circulation des personnes, le droit à la libre prestation des services et d’établissement, des travailleurs, le principe de non-discrimination en raison de la nationalité, de l’égalité des genres, entre autres. Au regard de l’analyse de l’aspect international, de l’aspect européen et de l’aspect des droits de l’homme (application de la Charte des droits de l´homme et de la CEDH et sa jurisprudence), les citoyens de l’UE ont un droit à l’éducation au sein de l’UE comme droit de l’homme « sui generis » original et spécifique de l’UELifelong learning including early childhood, primary, secondary, vocational training, higher education and adult education has become a priority for the UN (ODD 2030, number 4) and for the EU (the driving force behind the 2020 Strategy). The Commission is considering a European Area of Education, with the success of the European Higher Education Area and the European Research Area. The EU has made mobility its goal and the Erasmus + program for thirty years has benefited more than 9 million people. However, what are the rights in the field of education for: students, parents, trainees, and directors of public and private educational institutions, teachers, and other stakeholders of civil society (associations, foundations, companies)? From a legal point of view, EU States must follow the obligations following from the UDHR, the Covenants, the CRC, UNESCO, ILO, WTO, UNICEF, among others. States must meet these obligations among the Universal Periodic Review, and follow the recommendations of the Special Rapporteur on the Right to Education. The « acquis communautaire » is shaping the right to education. Among the rights analyzed we find: rights of free movement of persons, services and establishment, workers, non-discrimination on grounds of nationality, and gender equality among others. After the analysis of the international aspect, the European aspect and the human rights aspect (application of the EU Charter of fundamental rights and the ECHR and its jurisprudence), EU citizens have a right to education in the EU as human right «sui generis»
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Ruzek, Vincent. "Communautarisation et mondialisation du droit de la propriété intellectuelle." Thesis, Rennes 1, 2014. http://www.theses.fr/2014REN1G009.
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L’internationalisation du droit de la propriété intellectuelle, initiée à la fin du XIXe siècle, a pris depuis la fin du XXe siècle une toute nouvelle tournure avec son inclusion dans le champ des disciplines commerciales multilatérales. La signature de l’accord ADPIC marque en effet l’émergence d’une véritable gouvernance mondiale de la propriété intellectuelle : l’ambition affichée par l’OMC est d’encadrer, substantiellement parlant, la marge de manœuvre des membres dans la mise en place de leurs politiques de protection. Bien qu’initié plus tardivement, la communautarisation du droit de la propriété intellectuelle revêt désormais une portée considérable : outre une conciliation effective des régimes nationaux de protection avec les principes cardinaux du traité, d’importantes directives d’harmonisation ont été édictées, et des titres européens de protection ont même été créés dans certains secteurs. Notre étude a pour vocation de montrer comment la communautarisation, au-delà de son rôle traditionnel de source du droit, officie comme un indispensable vecteur de structuration de la position européenne vis-à-vis de la mondialisation du droit de la propriété intellectuelle. Dans son versant ascendant tout d’abord – du local au global –, le vecteur communautarisation joue un rôle de mutualisation des objectifs à promouvoir sur la scène internationale. L’enjeu n’est autre que celui de façonner une gouvernance mondiale de la propriété intellectuelle qui corresponde au système d’intérêts et de valeurs de l’Union, conformément aux objectifs ambitieux assignés par le Traité. Ce processus de mutualisation n’a toutefois rien d’automatique : d’importantes contraintes institutionnelles – malgré plusieurs révisions du Traité et la progression graduelle de l’harmonisation en interne – contrarient l’émergence d’une véritable politique européenne extérieure intégrée. Mais c’est précisément à l’aune de ces contraintes qu’il convient d’apprécier la portée des accomplissements de l’UE, qui a su s’imposer comme un acteur central de la gouvernance mondiale du droit de la propriété intellectuelle. Dans son versant descendant ensuite – du global au local –, le vecteur communautarisation s’accompagne d’une montée en puissance du juge de Luxembourg dans l’arbitrage des situations d’interactions normatives fréquentes et complexes entre le droit de l’Union et le droit international de la propriété intellectuelle. L’étude systématique de la résolution par la Cour de ces interactions normatives montre combien celle-ci s’attache à préserver l’autonomie de l’ordre juridique de l’Union, en ménageant une marge d’appréciation significative dans la mise en œuvre des obligations découlant de la mondialisation du droit de la propriété intellectuelle. Cette marge d’appréciation est mise à profit pour assurer la défense d’un modèle européen original en construction, tirant parti des flexibilités du cadre normatif mondialThe internationalization of IP Law, initiated at the end of the 19th century, has taken since the end of the 20th century a brand new twist with its inclusion in the field of multilateral trade disciplines. The signing of the TRIPS agreement marks the emergence of a global IP governance. Indeed, the ambition displayed by the WTO is to supervise the margin of maneuver of its Members in implementing their policies. Although Communitization of IP law started much later, it now has a considerable scope: national protection regimes have been conciliated with the cardinal principles of the Treaty, some important harmonization directives have been enacted, and various European titles of protection have even been created. Our study is designed to show how Communitization, beyond its traditional role of source of law, officiates as a necessary and efficient vector for structuring the European position towards the Globalization of IP Law. In its ascendant side first -- from Local to Global, the Communitization vector plays a role of merging the objectives to be promoted on the international scene. The issue at stake is to shape an IP global framework that corresponds to the system of interests and values of the EU, in accordance with the far-reaching objectives assigned by the Treaty. This merging process is, however, not automatic. In spite of several amendments to the Treaty and of the progress of internal harmonization, various institutional constraints thwart the emergence of a fully integrated external European policy in the field of IP. But it is precisely in light of these constraints that the scope of the achievements of the EU, which in now recognized as a central actor in the global IP governance, must be appreciated. In its down side then -- from Global to Local, the Communitization vector is accompanied by a rise of the European Court of Justice in arbitrating complex normative interactions between national, EU and International IP Laws. A systematic analysis of the resolution by the ECJ of these normative interactions reveals its determination to safeguard the autonomy of the EU legal order, by arranging for significant discretion in implementing international commitments. This margin of appreciation is used to defend an original European model under construction, taking advantage of the flexibilities of the global normative framework
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Lewis, Elizabeth Faith. "Peter Guthrie Tait : new insights into aspects of his life and work : and associated topics in the history of mathematics." Thesis, University of St Andrews, 2015. http://hdl.handle.net/10023/6330.
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In this thesis I present new insights into aspects of Peter Guthrie Tait's life and work, derived principally from largely-unexplored primary source material: Tait's scrapbook, the Tait–Maxwell school-book and Tait's pocket notebook. By way of associated historical insights, I also come to discuss the innovative and far-reaching mathematics of the elusive Frenchman, C.-V. Mourey. P. G. Tait (1831–1901) F.R.S.E., Professor of Mathematics at the Queen's College, Belfast (1854–1860) and of Natural Philosophy at the University of Edinburgh (1860–1901), was one of the leading physicists and mathematicians in Europe in the nineteenth century. His expertise encompassed the breadth of physical science and mathematics. However, since the nineteenth century he has been unfortunately overlooked—overshadowed, perhaps, by the brilliance of his personal friends, James Clerk Maxwell (1831–1879), Sir William Rowan Hamilton (1805–1865) and William Thomson (1824–1907), later Lord Kelvin. Here I present the results of extensive research into the Tait family history. I explore the spiritual aspect of Tait's life in connection with The Unseen Universe (1875) which Tait co-authored with Balfour Stewart (1828–1887). I also reveal Tait's surprising involvement in statistics and give an account of his introduction to complex numbers, as a schoolboy at the Edinburgh Academy. A highlight of the thesis is a re-evaluation of C.-V. Mourey's 1828 work, La Vraie Théorie des quantités négatives et des quantités prétendues imaginaires, which I consider from the perspective of algebraic reform. The thesis also contains: (i) a transcription of an unpublished paper by Hamilton on the fundamental theorem of algebra which was inspired by Mourey and (ii) new biographical information on Mourey.
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Lin, Cheng-Feng, and 林呈鳳. "Ankle Biomechanics of Ballet Dancer''s Fundamental Movements." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/06618892888501269233.
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碩士國立成功大學
醫學工程研究所
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Foot and ankle injuries are the most common injuries in ballet dancers, which can influence dancers’ performances and lead to significant anatomical structure changes and biomechanical functions of the foot and ankle. Although, evaluation and understanding either normal or compensation mechanism of dance movements through biomechanical analysis is greatly important in discovering the etiology of ankle sprain and foot deformity, at present, few biomechanical studies have been conducted in this population. Therefore, the major objective of this study was to investigate the ankle biomechanics of ballet dancers in five fundamental dance movements, demi-pointé, relevé on pointé, grand-plié, demi-plié and passé. A three-dimensional (HIRE) motion analysis and two force platforms were used to collect data of segmental motion and ground reaction forces during these dance movements respectively. Fifteen ballet dancers, with dance years over five years, were investigated in this study. By means of the information, the normal ankle biomechanics of dance movements can be better understood, and the possible etiology of ankle sprain and foot deformity can be easily identified. Consequently, the information will provide additional guidelines for the clinical diagnosis and treatment. The ROM and moment comparison between five dance movements and right-left symmetrical comparison were also investigated. The results showed that the maximal ankle ROM demanding was significant different between pair of movements except the pointé and passé pair. But in right-left comparison, the difference only existed in the demi-pointé group. From the kinetics points, the left ankle showed up more excursion patterns than right ankle especially in pointé and grand-plié movements. It meant the two movements were more difficult than others and right ankle had better control throughout the dance movements. Biomechanical patterns of ballet dance movements had also been constructed in this study to help interpret and understand the excursion patterns of bilateral ankle joint.