Academic literature on the topic 'Humanism. 0'
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Journal articles on the topic "Humanism. 0"
Rapp, Friedrich. "Humanism and technology." Technology in Society 7, no. 4 (January 1985): 423–35. http://dx.doi.org/10.1016/0160-791x(85)90009-0.
Full textKolesnikova, Marina N. "Information Society - Libraries - Humanism." Bibliotekovedenie [Library and Information Science (Russia)], no. 2 (April 23, 2013): 123–25. http://dx.doi.org/10.25281/0869-608x-2013-0-2-123-125.
Full textSokolov, Arkadiy V. "Humanistic Vector of Postnonclassical Library Science." Bibliotekovedenie [Russian Journal of Library Science], no. 1 (February 27, 2012): 21–27. http://dx.doi.org/10.25281/0869-608x-2012-0-1-21-27.
Full textDaudén-Sala, C. "Thoughts About the Humanism of the Dermatologist." Actas Dermo-Sifiliográficas (English Edition) 98, no. 1 (2007): 14–15. http://dx.doi.org/10.1016/s1578-2190(07)70384-0.
Full textPerevezentsev, Sergey V. "Spirituality as World Politics Factor." Almanac “Essays on Conservatism” 29 (September 19, 2019): 148–67. http://dx.doi.org/10.24030/24092517-2019-0-3-148-167.
Full textSokolov, Arkadiy V. "Information Functions and Humanistic Mission of the Russian Libraries." Bibliotekovedenie [Library and Information Science (Russia)], no. 3 (June 20, 2013): 24–30. http://dx.doi.org/10.25281/0869-608x-2013-0-3-24-30.
Full textSokolov, Arkadiy V. "Information Functions and Humanistic Mission of the Russian Libraries." Bibliotekovedenie [Library and Information Science (Russia)], no. 4 (August 21, 2013): 25–28. http://dx.doi.org/10.25281/0869-608x-2013-0-4-25-28.
Full textDziubiński, Zbigniew. "Tourism through the Eyes of the Holy See." Physical Culture and Sport. Studies and Research 46, no. 1 (December 1, 2009): 254–60. http://dx.doi.org/10.2478/v10141-009-0022-0.
Full textWüstenberg, Ralf K. "Dietrich Bonhoeffer's Christian Humanism, JensZimmermann, Oxford University Press, 2019 (ISBN 978‐0‐198‐83256‐0), 400 pp., hb £75." Reviews in Religion & Theology 27, no. 3 (July 2020): 435–37. http://dx.doi.org/10.1111/rirt.13872.
Full textMaak, Thomas, and Nicola M. Pless. "Business Leaders as Citizens of the World. Advancing Humanism on a Global Scale." Journal of Business Ethics 88, no. 3 (August 25, 2009): 537–50. http://dx.doi.org/10.1007/s10551-009-0122-0.
Full textDissertations / Theses on the topic "Humanism. 0"
Sansa, Llovich Jordi. "Quintas y octavas prohibidas en el periodo modal-tonal." Doctoral thesis, Universitat Autònoma de Barcelona, 2013. http://hdl.handle.net/10803/117265.
Full textThis thesis, titled Fifhs and octaves prohibited in the modal-tonal era, presents a study of sequences of consecutive fifths and octaves throughout the history of western music, basically focusing on the period from early renaissance to the romanticism. During the modal-tonal period, the prohibition of sequences of fifths and octaves was a compositional detail which, imposed as a norm compulsory application, conditioned the sound of western music with independence of the different styles that have been happening throughout these centuries. For this reason, this compositional aspect can be studied as a detail of a compositional practice with a few common foundations cultivated during some four hundred years. However, although the composers were present this rule, all of them performed, occasionally, this type of intervallic successions. This thesis presents a research and classification of this type of successions or typologies circumscribed, therefore, in the era of prohibition and, at the same time, of its practical implementation, analyzing the musical reasons that determine its use. The classification made established 17 categories, each of which brings together the different typologies that have a certain characteristic in common. Based on the different procedures used by composers, a total of 78 consecutive fifths and octaves typologies have been defined. In order to understand the reasons for the realization of some of these typologies, has carried out a study of acoustic and psychoacoustic. Thus, from a scientific point of view, can be understood in a more objective manner the reason of his practice. A suitable large number of works has been analysed since the temporary period studied is very extensive. Thus, the amount of analyzed compositions implies a significant enough sample in order to justify the results. Although thesis includes 927 examples of 188 composers, this selection has been made of the carried out analysis of some 6.100 works corresponding to 343 composers. There has been a search for numerous treaties of harmony and counterpoint to complete the presentation of the different typologies, as well as the chapter that deals with the reason of the prohibition, including opinions of various theorists. References to over two hundred treaties found have been exposed in the bibliography as useful reference. This research includes two extensions. On the one hand, the study of the main aesthetic emerged from the second half of the nineteenth century, presenting examples of consecutive fifths of different aesthetic works, and analyzing new compositional resources that facilitate this practice. On the other hand, includes a study of the influences that traditional music has had on the employment of this type of intervallic successions.
Ferran, Boleda Jordi. "Els públics de l’electricitat a Catalunya (1929-1936): De la Font Màgica de Montjuïc a la difusió dels electrodomèstics." Doctoral thesis, Universitat Autònoma de Barcelona, 2013. http://hdl.handle.net/10803/117442.
Full textAfter the celebration of the Barcelona International Exhibition of 1929, and partly thanks to its success, the Catalan society was particularly receptive to electric technologies. At this moment a varied range of lighting resources was available in the market while the first electric domestic appliances appeared. The popularization of these devices facilitated the exchange of information among different actors –both experts and lays– about the advantages and uses of electric technologies. The goal of this research is to analyze the actors, messages and channels involved in the exchange of information. The main goal is to analyze how the exchange of information about new technologies created knowledge and the specificities of that knowledge. Our analysis belongs to the studies of popularization of science. Within this area, our historiographical starting point is Secord’s “Knowledge in Transit” (2004). As Secord suggests, we added selected approximations from the social studies of technology depending on the case study. This thesis comprises five case studies. The first one focuses in the Barcelona International Exhibition of 1929, its relation with electricity and its influence in the optimistic discourse about technology arisen in the immediately following period. The second one focuses in the electric lighting, from the “Exhibition of Light” –part of the International Exhibition– to the activities of technicians’ associations that drove the popularization of illumination techniques. These associations played a relevant role by organizing exhibitions, conferences, competitions and by publishing books and brochures prescribing what they consider the correct use of electric lighting. Electric domestic devices are in the focus of the three remaining case studies. We analyze both the way they were popularized and the user’s reactions. First of all, we present a general approach to home electrification; then we analyze the refrigerator and the kitchen. Some questions are common to these three case studies: questions about technology and gender –given the existing link between women and housework; advertisement of electric appliances; modernity; and valorisation of houses. There is an additional relevant question: Who was the expert that informs lay people: a technician of the electric company, a seller, or an advanced user? The construction of the expert is key to understand the channels that allowed knowledge circulation and the specific knowledge generated in the process.
Ferrer, Serret Laia. "Lògiques socials i decisions individuals de la interrupció voluntària de l’embaràs: Espanya a través d’una perspectiva comparada." Doctoral thesis, Universitat Autònoma de Barcelona, 2012. http://hdl.handle.net/10803/117441.
Full textThis doctoral thesis aims to identify the factors explaining induced abortion (IA) in order to answer the research question: Why the incidence of IA is not reduced in those contexts where there is a comprehensive sexual and reproductive health (SRH) system which includes prevention of unintended pregnancies and strategies to reduce the number of induced abortions. The study framework for this thesis considers IA as a process and not as a static event. This approach allows for the articulation of the social logic surrounding the abortion decision making process and the identification of factors affecting it. From this perspective, the abortion process at individual level comprises five steps: a) sex, b) contraception, c) unintended pregnancy, d) abortion decision and e) access to health services. This research has three specific objectives, with a chapter devoted to each one: 1) To describe the situation of induced abortion in the decade 1998-2008 with particular reference to the scale of abortion and the characteristics of women undergoing IA, 2) To describe the public policy goals aiming to reduce IA while maintaining comprehensive SRH services in Spain and 3) to analyze the abortion decision process at individual level among women aged 25-34, the age which our social context defines as the ideal age for motherhood. Both quantitative and qualitative methods were used in order to answer the research question: 1) The quantitative study is based on the National Register of IA which offers the most comprehensive quantitative data available and 2) the qualitative analysis is based on individuals interviews of pregnant women who have decided to undergo IA and focus group discussions with health care professionals. Key results for each of the specific objectives are: 1) the incidence of abortion has increased during the decade 1998-2008 with a consolidated predominance among younger age groups; women aged under 30 having the highest abortion rates whilst the highest increase being observed among teenagers. Despite a context of high contraceptive prevalence, abortion remains an option used not to continue an unintended pregnancy. 2) Public policy goals aim at reducing IA have limitations due to the complexity of the abortion decision-making process: not only the difficulty of taking into account the five stages of the abortion decision process but also the need to take into account the different stages of women’s life cycle. 3) Among pregnant women, those undergoing IA and those continuing the pregnancy took into consideration the same factors to take a decision. Relationship status was the most important factor in the abortion decision among women aged 25-34. Quantitative data showed the importance of marital status while the qualitative data highlighted the importance in the abortion decision making process of the quality of the relationship and a shared desire to have a baby. Abortion is a controversial social issue, but the final decision to undergo IA is private. It is this dichotomy that creates a gap between the prevailing social logic and the individual IA decision making process.
貴文, 古山, and Takafumi Furuyama. "Vocal recognition in primate : comparison between Japanese macaques and humans." Thesis, https://doors.doshisha.ac.jp/opac/opac_link/bibid/BB13045021/?lang=0, 2017. https://doors.doshisha.ac.jp/opac/opac_link/bibid/BB13045021/?lang=0.
Full textKresge, Daniel Lee. "An examination of the relationships between the peptide hormone ghrelin and appetite, plasma biomarkers of satiety and metabolic response in humans /." View online ; access limited to URI, 2008. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3314444.
Full textNova, Luiz Henrique Sá da. "Cultura, política e direitos culturais nas políticas estatais de cultura." Instituto de Humanidades, Artes e Ciências Professor Milton Santos, 2018. http://repositorio.ufba.br/ri/handle/ri/28135.
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A tese discute as políticas estatais de cultura como ação de dimensão pública, a partir do entendimento dos direitos culturais como parte dos direitos humanos fundamentais. Para isto, analisa a reconhecida centralidade contemporânea da cultura para entender o lugar das políticas estatais deste campo. A compreensão da relação políticas estatais de cultura e sua dimensão pública sustenta-se em duas formulações utilizadas como parâmetros de análise. São as formulações sobre a centralidade compartilhada e a transversalidade mútua que ocorrem na interconexão entre cultura, política e economia, como parte constitutiva da modernidade. A compreensão de interconexão e relativa autonomia entre os três campos parte do entendimento de que são diferentes as origens do Iluminismo e a luta contra o absolutismo, em relação ao surgimento do capitalismo, modo de produção. A modernidade – cultura, política e economia - se constitui então no imbricamento destes dois movimentos distintos, de um lado, o Iluminismo - valores, arte e cidadania – e a luta contra o absolutismo, de outro, o modo de produção capitalista. Este com origem na relação econômica de arrendamento da terra, na Inglaterra, como formula Ellen Wood (2001). Com esta compreensão, a centralidade compartilhada ressalta-se enquanto configuração do contemporâneo, com base nos conceitos de hegemonia, sociedade civil, Estado Integral, momento econômico-corporativo e momento ético-político, de Antonio Gramsci. Também faz parte da análise, a sistematização de Boaventura Sousa Santos (2005) quanto à permanente tensão da modernidade entre regulação e emancipação. Este quadro teórico fundamenta a formulação da tese de que as políticas estatais de cultura, portanto sua dimensão pública, precisam superar a fase econômico-corporativa, em que a identidade de campo se vincula destacadamente à produção e circulação. O entendimento é que esta etapa seminal, identitária, de constituição do campo cultural reforça a dimensão cultural hegemônica, reproduz o dominante. Resulta, portanto, contemporaneamente, no fortalecimento da dominante indústria cultural, ao não colocar o desafio ético-político, como parte intrínseca à dimensão pública de qualquer ação estatal, em particular, da cultura. A tese propondo que, a partir das conquistas acumuladas pelo campo da cultura na primeira década do século XXI, no Brasil, o desafio ético-político se impõe, inclusive como sobrevivência do conquistado.
The thesis discusses the state policies of culture as a public action, from the understanding of cultural rights as part of fundamental human rights. For this, it analyzes the acknowledged contemporary centrality of culture to understand the place of state policies in this field. The understanding of the relation between state policies of culture and its public dimension is based on two formulations used as parameters of analysis. It is the formulations about shared centrality and mutual transversality that take place in the interconnection between culture, politics and economics as a constituent part of modernity. The understanding of interconnection and relative autonomy between the three fields is based on the understanding that the origins of the Enlightenment and the struggle against absolutism in relation to the emergence of capitalism, mode of production, are different. Modernity - culture, politics and economy - is then the overlap between these two distinct movements, on the one hand, the Enlightenment - values, art and citizenship - and the struggle against absolutism, on the other, the capitalist mode of production. This one originates in the economic relation of lease of the land, in England, as formulates Ellen Wood (2001). With this understanding, shared centrality emerges as a configuration of the contemporary, based on the concepts of hegemony, civil society, the Integral State, the economic-corporate moment and the ethical-political moment of Antonio Gramsci. It is also part of the analysis, the systematization of Boaventura Sousa Santos (2005) regarding the permanent tension of modernity between regulation and emancipation. This theoretical framework supports the formulation of the thesis that state cultural policies, and therefore their public dimension, must overcome the economic-corporate phase, in which the field identity is strongly linked to production and circulation. The understanding is that this seminal, identity-building stage of the cultural field reinforces the hegemonic cultural dimension, reproduces the dominant. Consequently, at the same time, it strengthens the dominant cultural industry by not placing the ethical-political challenge as an intrinsic part of the public dimension of any state action, in particular, of culture. The thesis proposes that, based on the accumulated achievements of the field of culture in the first decade of the twenty-first century in Brazil, the ethical-political challenge imposes itself, including the survival of the conquered.
La tesis discute las políticas estatales de cultura como acción de dimensión pública, a partir del entendimiento de los derechos culturales como parte de los derechos humanos fundamentales. Para ello, analiza la reconocida centralidad contemporánea de la cultura para entender el lugar de las políticas estatales de este campo. La comprensión de la relación política estatal de cultura y su dimensión pública, se sustenta en dos formulaciones utilizadas como parámetros de análisis. Son las formulaciones sobre la centralidad compartida y la transversalidad mutua que ocurren en la interconexión entre cultura, política y economía, como parte constitutiva de la modernidad. La comprensión de interconexión y relativa autonomía entre los tres campos parte del entendimiento de que son diferentes los orígenes de la Ilustración y la lucha contra el absolutismo, en relación al surgimiento del capitalismo, modo de producción. La modernidad -cultura, política y economía- se constituye entonces en el imbricamiento de estos dos movimientos distintos, por un lado, el Iluminismo - valores, arte y ciudadanía - y la lucha contra el absolutismo, por otro, el modo de producción capitalista. Este con origen en la relación económica de arrendamiento de la tierra, en Inglaterra, como formula Ellen Wood (2001). Con esta comprensión, la centralidad compartida se resalta como configuración del contemporáneo, con base en los conceptos de hegemonía, sociedad civil, Estado Integral, momento económico-corporativo y momento ético-político, de Antonio Gramsci. También forma parte del análisis, la sistematización de Boaventura Sousa Santos (2005) en cuanto a la permanente tensión de la modernidad entre regulación y emancipación. Este cuadro teórico fundamenta la formulación de la tesis de que las políticas estatales de cultura, por lo tanto su dimensión pública, necesitan superar la fase económico-corporativa, en que la identidad de campo se vincula de forma destacada a la producción y circulación. El entendimiento es que esta etapa seminal, identitaria, de constitución del campo cultural refuerza la dimensión cultural hegemónica, reproduce al dominante. Por lo tanto, resulta, contemporáneamente, en el fortalecimiento de la dominante industria cultural, al no plantear el desafío ético-político, como parte intrínseca a la dimensión pública de cualquier acción estatal, en particular, de la cultura. La tesis proponiendo que, a partir de las conquistas acumuladas por el campo de la cultura en la primera década del siglo XXI, en Brasil, el desafío ético-político se impone, incluso como supervivencia del conquistado.
Prestes, Reulcinéia Isabel. "A EDUCAÇÃO DA CRIANÇA DE 0 A 6 ANOS NO MUNICÍPIO DE PONTA GROSSA: FUNDAÇÃO PROAMOR." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2008. http://tede2.uepg.br/jspui/handle/prefix/1254.
Full textThis study focuses the trajectory of care about child on its zero to six years old into PROAMOR Foundation in Ponta Grossa State of Paraná. The local and national policies were analyzed to observe the actions coming from them toward to child. The historic, social, economic, political and cultural aspects were considered through the child context caring. The understanding about the conceptions and theories that provided support to the actions to child offered reference to analyze the period focused – 1987 a 2000 in the Foundation. It searched to rescue the history of Foundation raising to the articulation the caring of child by the Educational Department as the Brazilian legal determination Lei de Diretrizes e Bases nº 9.394/96. It was organized a theoretical frame to point the actions and policies around the child and childhood. The analysis had the micro and macro system as model into PROAMOR Foundation. Also the research showed the distance between children’s desires and the work provided by the PROAMOR Foundation.
Este trabalho apresenta um estudo acerca da trajetória de atendimento educacional da criança de zero a seis anos no município de Ponta Grossa – Estado do Paraná a partir da Fundação PROAMOR. Foram analisadas as políticas nacionais e os encaminhamentos destas localmente. O estudo focou os aspectos históricos, sociais, econômicos, políticos e culturais no contexto do atendimento da criança. Buscou-se compreender as concepções de criança que deram suporte ao atendimento da Fundação e os desmembramentos desencadeados pelas mudanças legais referentes ao período de 1987 a 2000, enfocado na pesquisa. A investigação propôs recuperar a história da Fundação no contexto de sua criação, implantação até o momento de transição do atendimento das crianças de zero a seis anos para a Secretaria de Educação conforme a determinação da Lei de Diretrizes e Bases nº 9.394/96. O aporte teórico permitiu organizar um quadro teórico das concepções, legislações e políticas voltadas para a criança pequena. Com fundamento nas concepções pedagógicas e legais de criança este trabalho procedeu a análise dos desdobramentos que confluíram nas ações ao entorno da criança no macro e no microssistema presentes na Fundação PROAMOR. Apontou-se o tendimento voltado para o cuidado da criança e as contradições entre o que desejaria a criança e o que foi ofertado, que era de direito desta.
Bragatto, Ana Cristina. "Professoras de crianças de 0 a 3 anos: dialogando sobre seus percursos formativos e os desafios enfrentados." Universidade Federal de São Carlos, 2013. https://repositorio.ufscar.br/handle/ufscar/2315.
Full textThe thesis presented here aims to identify which are the learning processes on teacher formation and how them take place, for kindergarten teachers that work specifically with children 0 to 3 years old, at different educational institutions. Through the analysis of the responses given to a structured interview, developed by the researcher, besides communicative reporting and discussion groups guided by the principles of Dialogic Learning, some aspects of the pedagogical practice of six volunteer kindergarten teachers from different educational institutions (one local public, one private and one connected to a public university) have been analyzed; the moments offered by educational institutions that provide training in service for these teachers have been identified; and the obstacles/challenges faced by these teachers on their daily work at the different institutions were identified and analyzed. The techniques for information gathering and the procedures to analyze them respected the postulates of the Critical Communicative Methodology (CCM), developed by the Special Center of Theories and Practices of Overcoming Inequalities (CREA), University of Barcelona, and which is present in researches since the 1990s in Europe. In Brazil it is utilized by the Nucleus of Investigation and Social and Educational Action (NIASE) from Federal University of Sao Carlos (UFSCar) since 2002. This methodology aims to provide a dialogue between the researcher s scientific knowledge and the volunteer teachers practical knowledge. The analyses were guided by the interpretation and description of information between researchers and volunteer teachers, considering the selected social and educational theories, the hypothesis, and the objectives of the research. The conclusions and perspectives found support the hypothesis that indicated failures on initial formation of teachers working with 0 to 3 years old children. These failures are overcome after their professional insertion on the educational institution, and we denominated them as learning processes at the institution . The sources of these learning processes are: the teacher initial reception at the institution; the relationships with their peers, with children and with children s families; the infrastructure offered by the institution, the teacher s work support staff at the institutions; the moments of study and training on the institution and others provided by the institution, and finally, the institutional pedagogic proposal. Beyond the knowledge fonts, it was possible to identify positive practices adopted in a specific institution which allowed suggesting changes to provide maximum learning for children, teachers and families.
A tese, que aqui se apresenta, tem como objetivo identificar quais são e como acontecem as aprendizagens que decorrem na formação docente, de professoras da educação infantil, para trabalhar especificamente com crianças de zero a três anos, em diferentes instituições de educação infantil. Buscou-se conhecer por meio de respostas a um roteiro de entrevista, realização de relatos comunicativos e grupo de discussão, pautados nos princípios da Aprendizagem Dialógica: aspectos da prática pedagógica de seis professoras de crianças de zero a três anos nas diferentes instituições de educação infantil: pública municipal, particular/privada e pública universitária (ligada a uma Universidade Pública); identificar e analisar momentos oferecidos pelas instituições de educação infantil que propiciam a formação, em serviço, destas professoras e identificar e analisar os obstáculos/desafios que são enfrentados por estas professoras no seu trabalho cotidiano, em diferentes instituições de educação infantil. As técnicas para coleta de informações, bem como os procedimentos para análise destas, respeitam os postulados da Metodologia Comunicativo-Crítica (MCC). O primordial nesta Metodologia é proporcionar o diálogo entre os conhecimentos científicos apresentados pela pesquisadora e os conhecimentos do mundo da vida apresentados pelas professoras colaboradoras. As análises pautaram-se na interpretação e descrição das informações entre pesquisadora e professoras colaboradoras, considerando-se as teorias sociais e educativas selecionadas, a hipótese e os objetivos da investigação/pesquisa/estudo. As conclusões e perspectivas encontradas confirmam a hipótese lançada ao considerar possíveis falhas na formação inicial das professoras para o trabalho com crianças de zero a três anos. Essas falhas são superadas na inserção institucional como profissionais e estas superações denominamos aprendizados na instituição . As fontes deste aprendizado são: o acolhimento inicial recebido pela professora na instituição, as relações com os pares, as relações com as crianças, as relações com os familiares, a infraestrutura oferecida pela instituição, a equipe de apoio ao trabalho docente presente na instituição, os momentos de estudo e formação que acontecem na instituição e aqueles promovidos por esta, e finalmente a proposta pedagógica institucional. Para além das fontes de aprendizado, nos foi possível identificar práticas positivas adotadas em determinada instituição que nos serviram para sugerir mudanças para o oferecimento da máxima aprendizagem às crianças, professoras e familiares.
Rosa, Emillyn. "O planejamento democrático e participativo Construído com crianças de 0 a 3 anos." Universidade Nove de Julho, 2015. http://bibliotecadigital.uninove.br/handle/tede/1212.
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Esta tesis tuvo como objeto de pesquisa la planificación democrática e participativa construída con niños de 0 a 3 años de edad, su objetivo fue analizar si es posible realizar una planificación colectiva con los niños; teniendo como objetivos específicos investigar cual es el concepto de niño que hace posible ese trabajo; y cuales son las estrategias que el professor puede utilizar para promoverlo. La pesquisa fue realizada en un círculo infantil municipal de Santo André – S.P (Brasil),en los momentos dedicados a la formación continua en horário de trabajo, denominada Reunión Pedagógica Semanal (RPS). Participaron seis profesoras, de estas, dos fueron observadas en sus prácticas y participaron de devoluciones individuales. Para discutir conceptos de niño e sus trayectória en la história y en la educaçión, fueron utilizados los autores: Priore (2013), Kramer (1995; 2006), Sarmento (2007; 2009), e Kuhlmann (2000). Los autores que dieron las bases para la planificación en la Educación Infantil fueron Ostetto (2015) e Redin (2013). Para la discusión sobre la escuela democrática, estudiamos los autores Freire (1996; 2001), Araújo (2002) e Romão & Padilha (1997). Para abordar la cuestión de la participación de los niños utilizamos la autora Oliveira – Formosinho (2007; 2013), entre otros. La metodologia es cualitativa de acuerdo con Severino (2007), Luke y André (1986) y basada en los conceptos de Freire (1996) de acción-reflexión-acción de las prácticas pedagógicas, teniendo una propuesta de pesquisa-intervención. Los análisis de datos fueron realizados de acuerdo con Franco (2012). La pesquisa obtuvo como resultado que la ejecución de una planificación democrática y participativa con niños de círculo infantil es posible y que para eso es necesario que el profesor conciba al niño como un sujeto capaz y con derechos, que también produce cultura, teniendo como procedimientos metodológicos acciones que permitan el desarrollo de la democracia, siendo ellos de elección y de participación, promoviendo la constante actuación de los niños como protagonistas.
This essay had as research objective the democratic and participative planning build with children from 0 to 3 years old, the main objective was to analyze if it is possible to realize a collective planning in association with the children; having as specific object to analyze which conception of children make this job possible; and what are the best strategy the teacher can use to promote it. The accomplish research was realized in a municipal school in Santo Andre/SP (Brazil), at times intended for continuing education in working hours, called the Week Educational Meeting (RPS). Was attended of 6 teachers, which two were observed in their practices and participated in individual fed back. To discuss child concepcions, their history and path in education, were used as base the following authors: Priore (2013), Kramer (1995; 2006), Sarmento (2007; 2009) and Kuhlmann (2000). The authors that gave basis to the planning in childhood education were Ostetto (2015) and Redin (2013). To a discusition about the democratic school, we studied the following authors Freire (1996; 2001), Araújo (2002) and Romão & Padilha (1997). To address the issue of children's participation used to author Oliveira – Formosinho (2007; 2013), among others. The methodology is qualitative according to Severino (2007), Luke and André (1986) and is based in the concepts of Freire (1996) action-reflection-action of educational doings, having a proposal for intervention research. Information analyzed were performed according to Franco (2012). The research had as result that the exection of a democratic and participatory planning with daycare children is possible, and it is mandatory that the teacher conceives the child as a capable and with rights person, which also produces culture, having as methodological procedures, actions that allow the development of democracy, namely choice and participation, promoting the constant performance of children as protagonists.
Esta dissertação teve como objeto de pesquisa o planejamento democrático e participativo construído com crianças de 0 a 3 anos de idade; seu objetivo foi analisar se é possível realizar um planejamento coletivo com as crianças; tendo como objetivos específicos investigar qual concepção de criança torna possível esse trabalho; e quais as estratégias que o professor pode utilizar para promovê-lo. A pesquisa foi realizada em uma creche municipal de Santo André – S.P (Brasil), nos momentos destinados à formação continuada em horário de trabalho, denominada Reunião Pedagógica Semanal (RPS). Contou com a participação de seis professoras, das quais duas foram observadas em suas práticas e participaram de devolutivas individuais. Para discutir concepções de criança e suas trajetórias na história e na educação, foram utilizados os autores: Priore (2013), Kramer (1995; 2006), Sarmento (2007; 2009), e Kuhlmann (2000). Os autores que deram o embasamento para o planejamento na Educação Infantil foram Ostetto (2015) e Redin (2013). Para a discussão sobre a escola democrática, estudamos os autores Freire (1996; 2001), Araújo (2002) e Romão & Padilha (1997). Para abordar a questão da participação das crianças utilizamos a autora Oliveira – Formosinho (2007; 2013), entre outros. A metodologia é qualitativa de acordo com Severino (2007), Luke e André (1986) e baseada nos conceitos de Freire (1996) de ação-reflexão-ação dos fazeres pedagógicos, tendo uma proposta de pesquisa-intervenção. As análises de dados foram realizadas de acordo com Franco (2012). A pesquisa obteve como resultado que a execução de um planejamento democrático e participativo com crianças de creche é possível, e que para isso se faz necessário que o professor conceba a criança como um sujeito capaz e de direitos, que também produz cultura, tendo como procedimentos metodológicos ações que permitam o desenvolvimento da democracia, sendo eles de escolha e de participação, promovendo a constante atuação das crianças como protagonistas.
Kenzer, Amy L. "Dishabituation of operant responding in humans /." abstract and full text PDF (free order & download UNR users only), 2007. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3276957.
Full text"May, 2007." Includes bibliographical references (leaves 61-64). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2007]. 1 microfilm reel ; 35 mm.
Books on the topic "Humanism. 0"
Jung, Matthias. Science, Humanism, and Religion. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21492-0.
Full textKain, Philip J. Marx’ Method, Epistemology, and Humanism. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4646-0.
Full textBuscaglia, Leo F. Cómo amarnos los unos a los otros. México: Editorial Diana, 1986.
Find full textBuscaglia, Leo F. Aisuru to iu koto aisareru to iu koto: Tagai ni wakachiaeru "honmono no jinsei" o sagashi ni. Tōkyō: Mikasa Shobō, 1997.
Find full textLoving each other: The challenge of human relationships. New York: Ballantine Books, 1986.
Find full textThe bonds of love: Psychoanalysis, feminism, and the problem of domination. New York: Pantheon Books, 1988.
Find full textBenjamin, Jessica. The bonds of love: Psychoanalysis, feminism and the problem of domination. London: Virago Press, 1990.
Find full textA VITAESOPHIA OF INTEGRAL HUMANISM: AND OTHER JAPANESE LECTURES 1900 - 2000. United States: INTERNATIONAL FOUNDATION FOR BIOSOCIAL DEVELOPMENT AND HUMAN HEALTH, 2001.
Find full textSchlag, Martin, and Daniela Ortiz, eds. Poverty, Injustice, and Inequality as Challenges for Christian Humanism. Duncker & Humblot, 2018. http://dx.doi.org/10.3790/978-3-428-55456-0.
Full textBook chapters on the topic "Humanism. 0"
Ohana, David. "Mediterranean Humanism." In Israel and Its Mediterranean Identity, 49–75. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1007/978-0-230-37059-3_3.
Full textTaylor, Andrew W. "‘Ad Omne Virtutum Genus’? Mary between Piety, Pedagogy and Praise in Early Tudor Humanism." In Mary Tudor, 103–22. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34385-6_7.
Full textSarnecki, Jerzy, and Felipe Estrada. "Keeping the Balance Between Humanism and Penal Punitivism: Recent Trends in Juvenile Delinquency and Juvenile Justice in Sweden." In International Handbook of Juvenile Justice, 473–503. New York, NY: Springer New York, 2006. http://dx.doi.org/10.1007/978-0-387-09478-6_19.
Full textTallis, Raymond C., and D. Litt. "Enhancing Humanity." In Series in Biomedical Engineering, 418–21. New York, NY: Springer New York, 2008. http://dx.doi.org/10.1007/978-0-387-76495-5_61.
Full textKraeger, Patsy, Miroslav Pospíšil, David B. Howard, Matthias Freise, John Sacco, Kin-man Chan, Miroslav Pospíšil, et al. "Habitat for Humanity." In International Encyclopedia of Civil Society, 817. New York, NY: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-93996-4_808.
Full textCole, Thomas R. "Toward A Humanist Bioethics: Commentary on Churchill and Andre." In Philosophy of Medicine and Bioethics, 173–79. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/0-306-48133-2_11.
Full textRamanan, Deva. "Part-Based Models for Finding People and Estimating Their Pose." In Visual Analysis of Humans, 199–223. London: Springer London, 2011. http://dx.doi.org/10.1007/978-0-85729-997-0_11.
Full textSminchisescu, Cristian, Liefeng Bo, Catalin Ionescu, and Atul Kanaujia. "Feature-Based Pose Estimation." In Visual Analysis of Humans, 225–51. London: Springer London, 2011. http://dx.doi.org/10.1007/978-0-85729-997-0_12.
Full textAndriluka, Mykhaylo, Leonid Sigal, and Michael J. Black. "Benchmark Datasets for Pose Estimation and Tracking." In Visual Analysis of Humans, 253–75. London: Springer London, 2011. http://dx.doi.org/10.1007/978-0-85729-997-0_13.
Full textBobick, Aaron, and Volker Krüger. "On Human Action." In Visual Analysis of Humans, 279–88. London: Springer London, 2011. http://dx.doi.org/10.1007/978-0-85729-997-0_14.
Full textConference papers on the topic "Humanism. 0"
Nikolaidis, Aki. "Training Humans and Machines." In 2018 Conference on Cognitive Computational Neuroscience. Brentwood, Tennessee, USA: Cognitive Computational Neuroscience, 2018. http://dx.doi.org/10.32470/ccn.2018.1145-0.
Full textBlything, Ryan, Ivan Vankov, Casimir Ludwig, and Jeffrey Bowers. "Extreme Translation Tolerance in Humans and Machines." In 2019 Conference on Cognitive Computational Neuroscience. Brentwood, Tennessee, USA: Cognitive Computational Neuroscience, 2019. http://dx.doi.org/10.32470/ccn.2019.1091-0.
Full textTeng, Santani, and Giovanni Fusco. "Modeling echo-target acquisition in blind humans." In 2019 Conference on Cognitive Computational Neuroscience. Brentwood, Tennessee, USA: Cognitive Computational Neuroscience, 2019. http://dx.doi.org/10.32470/ccn.2019.1429-0.
Full textBoes, Jaap, Bent Nielsen, and Peter Gerner-Smidt. "Epidemiology of Yersinia enterocolitica 0:3 in humans and pigs in Denmark." In Third International Symposium on the Epidemiology and Control of Salmonella in Pork. Iowa State University, Digital Press, 2001. http://dx.doi.org/10.31274/safepork-180809-1088.
Full textMeder, David, Finn-Lennart Rabe, Tobias Morville, Kristoffer H. Madsen, Magnus T. Koudahl, Ray J. Dolan, Hartwig R. Siebner, and Oliver J. Hulme. "Ergodicity-Breaking Reveals Time Optimal Economic Behavior in Humans." In 2019 Conference on Cognitive Computational Neuroscience. Brentwood, Tennessee, USA: Cognitive Computational Neuroscience, 2019. http://dx.doi.org/10.32470/ccn.2019.1089-0.
Full textBenjamin, Ari, Cheng Qiu, Ling-Qi Zhang, Konrad Kording, and Alan Stocker. "Shared visual illusions between humans and artificial neural networks." In 2019 Conference on Cognitive Computational Neuroscience. Brentwood, Tennessee, USA: Cognitive Computational Neuroscience, 2019. http://dx.doi.org/10.32470/ccn.2019.1299-0.
Full textMohr, Holger, Katharina Zwosta, Dimitrije Markovic, Sebastian Bitzer, Uta Wolfensteller, and Hannes Ruge. "Humans can outperform Q-learning in terms of learning efficiency." In 2018 Conference on Cognitive Computational Neuroscience. Brentwood, Tennessee, USA: Cognitive Computational Neuroscience, 2018. http://dx.doi.org/10.32470/ccn.2018.1045-0.
Full textDujmović, Marin, Gaurav Malhotra, and Jeffrey Bowers. "Humans cannot decipher adversarial images: Revisiting Zhou and Firestone (2019)." In 2019 Conference on Cognitive Computational Neuroscience. Brentwood, Tennessee, USA: Cognitive Computational Neuroscience, 2019. http://dx.doi.org/10.32470/ccn.2019.1298-0.
Full textHussain, Sana, Mahsa Alizadeh Shalchy, Kimia C. Yaghoubi, Jason Langley, Xu Chen, Ilana J. Bennett, Ringo Huang, et al. "Locus Coeruleus Engagement Drives Network Connectivity Dynamics In Humans And Rats." In 2019 Conference on Cognitive Computational Neuroscience. Brentwood, Tennessee, USA: Cognitive Computational Neuroscience, 2019. http://dx.doi.org/10.32470/ccn.2019.1366-0.
Full textBartoli, Alberto, Andrea De Lorenzo, Eric Medvet, and Fabiano Tarlao. "On the Automatic Construction of Regular Expressions from Examples (GP vs. Humans 1-0)." In GECCO '16: Genetic and Evolutionary Computation Conference. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2908961.2930946.
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