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1
Uhden, Pit. "Musik als Praxis." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-180925.
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Der Beitrag klärt die Verwendung und Bedeutung des Begriffs der Praxis in der musikdidaktischen Literatur. Zunächst werden hierfür die Praxisbegriffe der deutschsprachigen Autoren H. J. Kaiser, J. Vogt, Ch. Wallbaum und Ch. Rolle sowie der englischsprachigen Autoren Th. A. Regelski, D. J. Elliott und Ch. Small anhand relevanter Primärliteratur herausgearbeitet und dargestellt. In einem zweiten Schritt werden die Theorien und Modelle jeweils auf ihre didaktischen Implikationen hin untersucht und ihre Eignung für die Umsetzung im Hinblick auf eine reale Lehr-Lern-Situation eingeschätzt. Schließlich werden die Praxisbegriffe der sieben behandelten Autoren in Relation zueinander gebracht, Gemeinsamkeiten und Unterschiede aufgezeigt. Entsprechungen bezüglich des Verständnisses von Praxis werden konstatiert insbesondere zwischen Regelski, Kaiser und Vogt einerseits, sowie zwischen Small, Elliott, Wallbaum und Rolle andererseits. Erstere rekurrieren auf aristotelische Begrifflichkeiten und fokussieren den ethischen Aspekt einer praxis, das „richtige“ Handeln bzw. „gute“ Leben; Letztere stellen die durch musikalische Praxis mögliche (positive) Erfahrung des „flow“ (Elliott), des Ästhetischen (Rolle; Wallbaum) bzw. idealer Beziehungen (Small) in den Mittelpunkt ihrer BetrachtungenThis work discusses the use and meaning of “praxis” (practice) as a technical term in music education literature. Relevant texts of the German-speaking authors H. J. Kaiser, J. Vogt, Ch. Wallbaum, and Ch. Rolle as well as of the English-speaking authors Th. A. Regelski, D. J. Elliott, and Ch. Small are analyzed and compared in terms of the authors’ understanding of “praxis”. Similarities are identified among (1) the work of Regelski, Kaiser, and Vogt and among (2) the work of Small, Elliott, Wallbaum, and Rolle. While the former group of authors refers to Aristotelian concepts and focuses on the ethical aspect of praxis, the latter group reflects the (positive) experience of “flow” (Elliott), the experience of the aesthetic (Rolle, Wallbaum), or the experience of ideal relationships (Small) – each possible through musical practice (or rather “praxis”)
2
Jennings, Janet. "A composer-teacher in context: Music for the performing arts faculty in a New Zealand secondary school." The University of Waikato, 2008. http://hdl.handle.net/10289/2605.
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This thesis examines the processes and outcomes of a composer-teacher's practice in the context of a New Zealand secondary school. The research was undertaken by the composer-teacher/researcher as a case study that integrates an investigation of the context with four action research music composition projects developed as a creative response to that context. Chapters One to Three comprise the background theory. Chapter One provides an introduction and overview of the research; Chapter Two explains and justifies the research methods. Chapter Three peels away and examines five layers of the secondary school context identified as significant in shaping the perceptions of the participants: approaching the context in a multi-layered way enabled coherent synthesis and appraisal of the relevant literature. Chapters Four to Seven comprise the four action research music composition projects. Each action research project focuses on a music score composed by the composer-teacher/researcher for a specific group of students at Macleans College, Auckland. The composition, production, and performance processes are investigated from the perspectives of all the participants. Each music project comprises a four part progression - plan (composition process), data (music score), data analysis (recordings of performances, surveys, and interviews with all participants) and reflection (feedback, and feedforward into the next project). Each phase of the research generated significant outcomes, such as the four original music scores. Chapter Eight summarizes the themes, issues, and patterns that emerged, and makes recommendations for further research. A model of co-constructive practice emerges from this research: teacher and students co-construct artistic worlds through performance. The model is not new (it is common practice, adopted by generations of musician-teachers) but is rarely acknowledged and currently un-researched. This research demonstrates the validity of the practice from both musical, and teaching and learning perspectives, and examines the strengths and limitations of the model. At its best, the creative processes co-constructed by a teacher with her students are shown to provide a crucible within which intense and creative learning experiences occur. Students of all levels of ability are shown to gain confidence in this context, and subsequently develop skills with apparent ease. The co-constructive model is limited in that it cannot meet the musical needs of all students: co-construction should be considered as one model of practice, appropriate for use in association with many others. This research provides 'virtual access' to a particular world of performance practice, revealing the secondary school context as a realm of authentic and valid musical practice.
3
Santos, Regina Antunes Teixeira dos. "Mobilização de conhecimentos musicais na preparação do repertório pianístico ao longo da formação acadêmica : três estudos de casos." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2007. http://hdl.handle.net/10183/8977.
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Três bacharelandos de piano em momentos diferenciados da formação acadêmica - um iniciante, um de meio de curso e um formando – foram acompanhados ao longo de um semestre acadêmico com vistas a investigar como preparavam seus repertórios pianísticos em termos de mobilização de conhecimentos musicais. O método de pesquisa foi o estudo muliticasos, orientado pela perspectiva longitudinal de corte transversal. Quatro técnicas de pesquisas complementares foram empregadas: entrevista semi-estruturada, não-estruturada, de estimulação de recordação, assim como observação de vídeo. A mobilização de conhecimentos musicais foi interpretada a partir de estratégias utilizadas pelos bacharelandos para avançar a preparação do repertório. A noção de mobilização foi fundamentada a partir de Charlot e aprofundada pelos princípios aristotélicos entre meios e fins. As estratégias empregadas pelos bacharelandos foram estudadas à luz de dois modelos de conhecimento musical da literatura: matriz de habilidades cognitivas de Davidson e Scripp e formas de conhecimento musical de Elliot, assim como interpretadas a partir da base aristotélica de pensamento, em conjunto com a literatura específica de pesquisas em prática instrumental. A presente tese argumenta que a mobilização de conhecimentos musicais ocorre de maneira cíclica em aprofundamento qualitativamente diferenciado em termos de produção musical. As estratégias mobilizadas durante a preparação possuem natureza e finalidade distintas. Elas podem ser ações aprendidas ou criadas especificamente para o momento de preparação. Paralelamente, essas estratégias são empregadas para fins de disposições de investigação e de auto-regulação. Através de equilíbrio entre ações e atividades, e entre disposições de investigação e de auto-regulação, os conhecimentos musicais são mobilizados, avançando a preparação do repertório.Three undergraduate piano students, in different moments of their academic education – a freshman, a sophomore and a senior – were followed during an academic semester in order to investigate how they mobilize their musical knowledge when preparing their repertoire. Multicase studies were used as research method, combining a longitudinal perspective in a transversal design. Four complementary research techniques were employed, namely, semistructure interview, non-structured interview, recall stimulated interview, and observation of the performance. The mobilization of music knowledge was interpreted from the strategies employed by the students in order to progress the repertoire preparation. The notion of mobilization was grounded on Charlot and deepened by the Aristotelian principles. The employed strategies by the undergraduate students were investigated through two musical knowledge models: matrix of cognitive skills from Davidson and Scripp, and the conception of musicianship and the five forms of musical knowledge by Elliot, as well as interpreted according to an Aristotelian basis and together with data from the specific literature of instrumental practice. The present thesis argues that the mobilization of musical knowledge take place in a cyclic manner in qualitatively deepening in terms of musical production. The mobilized strategies during practice are different in nature and in goal. They can figure as learned or creative actions specifically created for the moment of practice. Also, such strategies can be employed as survey and self-regulation tools. By means of balance between actions and activities, and between survey and self-regulation mechanisms, musical knowledge is mobilized, improving the repertoire preparation.
4
Clark, Ivone Fraiha. "Principals’ Leadership Practices for Sustaining Music in K-3 Education." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7620.
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Public school principals who provide and sustain music in elementary programs are often confronted with budgetary cuts and reduced funding for music education. There is a dearth of research regarding music as an essential element in K-3 education in low-income rural schools. The purpose of this generic qualitative inquiry was to explore and describe leadership practices of principals, who despite fiscal challenges, include and sustain music in the K-3 curriculum in a low-income rural area of a small county in North Carolina. Elliott and Silverman’s concept of praxial music education and Leithwood and Riehl’s philosophy of instructional leadership practices were used for the conceptual framework. Through individual interviews with principals (n = 4) and 3 focus groups with parents (n = 8) from Parent Teacher Organizations of elementary public schools in a low-income rural district, data were collected from a total of 12 participants involved with music education. Participants described the importance of and the criteria for including music in the K-3 program regardless of economic challenges emphasizing the significance of school principals’ leadership practices. Data were analyzed using open coding to find emergent themes. Results suggested that commitment to sustaining music education in the K-3 program comes from evidence of children’s development of creative and critical thinking. Providing opportunities for an enhanced education may create perspectives that lead students to become engaged citizens for a more equitable society. The findings may also encourage educational leaders to find ways to sustain music in educational programs as a contribution to positive social change.
5
Lenord, Christiane. "“Positive action through positive reinforcement”: An example of performance-based music education in contrast to a reflection-based music lesson." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34613.
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This article deals with the differences of a performance-based approach of music education in the USA and a reflection-based approach in Germany. The lessons represent very different ways to reach students through music. The students respond either more enthusiastic or more rational, but always positively.
6
Wallbaum, Christopher. "RED – A supposedly universal quality as the core of music education." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34616.
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The Chapter consists in two sections complementing Analytical Short Films. The first is about a supposedly universal atmosphere called RED in the Bavaria-Lesson, the second about different cultures in voice and posture coming together in the Beijing-Lesson. Both are related to theory as well as German philosophies of music education.
7
Bonugli, Maria Júlia de Souza. "Dificuldades motoras e psicomotoras em crianças dos 4 aos 12 anos com perturbação do desenvolvimento da linguagem: uma revisão sistemática integrativa." Master's thesis, Universidade de Évora, 2020. http://hdl.handle.net/10174/28578.
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A Perturbação do Desenvolvimento da Linguagem (PDL) é uma perturbação do neurodesenvolvimento na qual a criança apresenta um funcionamento da linguagem e capacidades linguísticas significativamente abaixo do esperado para a idade. A PDL pode estar associada a dificuldades de habilidades verbais e não-verbais, nomeadamente motoras. O objetivo desta revisão sistemática integrativa é conhecer as evidências científicas sobre as dificuldades motoras e psicomotoras de crianças entre os 4 e os 12 anos com diagnóstico único de PDL, comparativamente a crianças com um Desenvolvimento da Linguagem “típico” (DLT), tendo-se revisto 9 estudos que cumpriram os critérios definidos. A avaliação da qualidade metodológica dos estudos foi realizada recorrendo à Escala Downs and Black. De acordo com os resultados, as crianças com PDL apresentam significativamente mais dificuldades motoras e psicomotoras do que seus pares com DLT. As habilidades de equilíbrio, destreza manual e coordenação motora, são as que surgem com resultados inferiores. Dificuldades em habilidades de praxias e imitação de gestos, também estão presentes; Motor and Psychomotor Difficulties in children aged 4 to 12 with Developmental Language Disorders: A Systematic Integrative Review
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Developmental Language Disorder (DLD) is a neurodevelopmental condition characterized by significantly lower language functioning and linguistic abilities for age and which can result in impaired verbal and non-verbal skills, namely motor skills. DLD can be associated with difficulties in verbal and non-verbal skills, namely motor skills. The objective of this systematic integrative review is to know the scientific evidence on the motor and psychomotor difficulties of children between 4 and 12 years old with a single diagnosis of DLD, compared to children with a “typical” Language Development (TLD), having 9 studies were reviewed that meet the defined criteria. The evaluation of the methodological quality of the studies carried out using the Downs and Black Scale. According to the results, children with DLD have motor and psychomotor difficulties than their peers with TLD. The skills of balance, manual dexterity and motor coordination are those that appear with inferior results. Difficulties in praxis skills and imitation of gestures are also founded.
8
Wallbaum, Christopher. "Comparing international music lessons on video." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A33770.
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Video-recorded music lessons (on multi angle DVDs) were used to inspire and improve understanding among experts from different cultures and discourses of music education. To make the process manageable and focused we developed the Analytical Short Film (2-3 minutes) to address particular areas of interest and starting points for debate.
We asked selected music teachers from seven nation-states to allow a typical and (in their opinion) good lesson to be recorded. We also asked the students and their parents for permission. At a symposium, national experts and researchers presented views on „their“ lessons through Analytical Short Films. Discussion included implicit and explicit comparisons. The presenters also used a lesson from one of the other countries to stimulate discussion about assumptions in and challenges to their own views. We documented all comparisons made and compared these to derive cross cultural categories (tertia comparationis). These categories should be relevant for understanding what makes a music lesson „good“.
The different perspectives and discussions offered by the authors in this book provide rich and diverse material for researchers, teachers and teacher educators.
9
Price, Benjamin J. 1980. "Toward a Rationale for Music Education in the Public School Context Framed with both Progressive and Essentialist Considerations: Operationalizing the Ideas of William Chandler Bagley." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849619/.
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In music education, aesthetic education and praxial music education serve as two major, guiding philosophical frameworks, yet supporters of each often conflict with one another. Furthermore, both are slightly problematic with respect to the specific context of the public school. Each framework is primarily music-based, however, music education has existed in the wider context of general education since the 1830s. Given the recent core-status designation for music education, as part of all fine arts, in the reauthorization of the Elementary and Secondary Education Act, a framework from general education that supported music education could offer benefits for the domain. However, the wider context of general education is messy as well. Two groups occupy most of the space there, and remain locked in a fundamental disagreement over the purpose of a formal education. The progressive educators, historically framed by Dewey and Thorndike, contend that education functions as societal improvement. In contrast, the essentialists contend that education functions as cultural transmission. Therefore, a more specific need for music education involves selecting a framework from general education that resolves this conflict. The writings of William Chandler Bagley indicate that he balanced both considerations of a formal education while also advancing his notion of essentialism. Bagley differed from the progressive educators predominately associated with Dewey over definitions and ideas surrounding a democratic education. Emergent points of contrast with Thorndike include distinctions between social efficiency and Bagley's alternative idea of social progress. Bagley also diverged from other essentialists over definitions concerning liberal and cultural education. To make these viewpoints of Bagley explicit, I describe characteristics of a progressive education, and an essentialist education separately, before introducing Bagley. Finally, I apply Bagley's ideas into the domain of music education. Ultimately, I contend that through common outcomes of creativity, competition, and literacy, the domain of music education can remain securely grounded in the values within the public schools.
10
Eras, Lígia Wilhelms. "O trabalho docente e a discursividade da autopercepção dos professores de sociologia e filosofia no ensino médio em Toledo/Pr : entre angústias e expectativas." reponame:Repositório Institucional da UFSC, 2006. http://hdl.handle.net/praxis/145.
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Toledo - PR
UNIOESTE
BDTD – Biblioteca Digital Brasileira de Teses e Dissertções
Dr. Wander Amaral Camargo.
Programa de Mestrado em Letras
11
Hamed, Marcelo Iucef. "A escola em seu duplo – a aquisição das ferramentas do teatro pela educação para a construção de uma escola democrática." reponame:Repositório Institucional da UFSC, 2006. http://hdl.handle.net/praxis/182.
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São Paulo - SP
USP
Censitec – Centro integrado de ensino e estudos contemporâneos
Dra Cecília Hanna Mate
Mestrado em Educação
12
Caju, Andreia Vania Ferreira. "Análise da disciplina de Sociologia na educação profissional: reflexões a partir de um estudo de caso." reponame:Repositório Institucional da UFSC, 2005. http://hdl.handle.net/praxis/252.
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Seropédica, RJ
UFRRJ
Portal do Laboratório de Ensino de Sociologia Florestan Fernandes - UFRJ
Profa. Leonilde Servolo de Medeiros
Mestrado em Ciências da Educação
13
Meucci, Simone. "A institucionalização da Sociologia no Brasil: os primeiros manuais e cursos." reponame:Repositório Institucional da UFSC, 2000. http://hdl.handle.net/praxis/254.
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Campinas - SP
UNICAMP
Portal do Laboratório de Ensino de Sociologia Florestan Fernandes - UFRJ
Prof. Dr. Octávio Ianni.
Mestrado em Sociologia
14
Sarandy, Flávio Marcos Silva. "A sociologia volta à escola: um estudo dos manuais de sociologia para o ensino médio no Brasil." reponame:Repositório Institucional da UFSC, 2004. http://hdl.handle.net/praxis/255.
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Rio de Janeiro - RJ
UFRJ
Portal do Laboratório de Ensino de Sociologia Florestan Fernandes - UFRJ
Profa. Dra. Gláucia Kruse Villas Bôas
Mestrado em Sociologia
15
Marini, Caroline. "HABILIDADES PRÁXICAS OROFACIAIS EM CRIANÇAS COM DESVIO FONOLÓGICO EVOLUTIVO E COM DESENVOLVIMENTO FONOLÓGICO TÍPICO." Universidade Federal de Santa Maria, 2010. http://repositorio.ufsm.br/handle/1/6486.
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Many children, to the 4 or 5 years of age, already present acquired the contrasts of adult phonemic system. However, this process nor always occurs in accordance with the
waited one, verifying alterations and shunting lines in speak of children. This study aimed to compare the orofacial praxis abilities in children with Tipical Phonological Development of Speech (TPDS) and with Phonological Disorder (PD). The research was composed for 50 children, who were divided in 30 with TPDS and 20 with PD, and ages between 4 and 8 years-old. The diagnosis of phonological disorder was determined by speech-language evaluations and complementary exams. The children
were submit to the Test of Orofacial Praxis (BEARZOTTI et al., 2007), the Test of Articulatory and Bucofacial Praxis (HAGE, 2000) and the evaluation of Stomatognathic
System (SS). The obtained results, in general, showed that the children with TPDS had present better performance than the Sequence Moviments carried through after verbal
request and for the task of Verbal Praxis after imitation. Still, with the age increase, it had an improvement in the averages of the tests and when the tasks of praxis were
carried through after verbal request, they were better than for imitation. Statistically significant results could be observed in relation to the age, for the Verbal Praxis, Orofacial Praxis and Sequence Movements after verbal request for the children between 6:0 and 8:01 years, and for Orofacial Praxis after verbal request for the aged 4:0 to 5:11 years. Thus, it s possible to conclude that the children with PD present more SS,
Orofacial Praxis and Articulatory and Bucofacial alterations. Still, averages of rightness improve as age advance, and the children present more facility to realize the tasks after imitation than after verbal request, only. On this form, further studies can help develop
this area still poorly developed.A maior parte das crianças, aos 4 ou 5 anos de idade, já apresenta adquiridos os contrastes do sistema fonêmico adulto. No entanto, este processo nem sempre ocorre de acordo com o esperado, verificando-se alterações e desvios na fala das crianças. Este estudo teve como objetivo comparar as habilidades práxicas orofaciais em crianças com Desenvolvimento Fonológico Típico (DFT) e com Desvio Fonológico Evolutivo (DFE). A pesquisa foi composta por 50 crianças, sendo 30 com DFT e 20 com DFE, e idades entre 4:0 e 8:1 anos. O diagnóstico de desvio fonológico foi determinado pelas avaliações fonoaudiológicas e exames complementares. Aplicaram-se o Teste de Praxias Orofaciais (BEARZOTTI et al., 2007), o Teste de Praxias Articulatórias e Bucofaciais (HAGE, 2000) e a avaliação do Sistema Estomatognático (SE). Os resultados obtidos, de uma forma geral, evidenciaram que as crianças com DFT apresentaram desempenho melhor que as crianças com DFE, em todas as avaliações realizadas. Houve diferença estatisticamente significante para as tarefas de assobiar, vibrar e contrair os lábios na avaliação do SE, para as tarefas de Praxias Orofaciais e Sequência de Movimentos realizadas após solicitação verbal e para a tarefa de Praxias Sonorizadas após imitação. Ainda, com o avanço da idade, houve uma melhora nas médias dos testes e quando as tarefas de praxias eram realizadas após solicitação verbal, eram melhores que por imitação. Houve diferença estatisticamente significante, quanto a faixa etária para as tarefas de Praxias Sonorizadas, Praxias Orofaciais e Sequência de Movimentos por solicitação verbal para as crianças entre 6:0 e 8:1 anos, e para Praxias Orofaciais por solicitação verbal para a faixa etária de 4:0 a 5:11anos. Assim, é possível concluir que as crianças com DFE apresentam mais alterações do SE, das praxias orofaciais, articulatórias e bucofaciais. Ainda, as médias de acertos melhoram com o avanço de idade e as crianças apresentam mais facilidade para realizar as tarefas após imitação que após solicitação verbal, apenas. Dessa forma, novos estudos podem aprofundar mais esta área ainda pouco explorada.
16
Bernal, Marília Penna. "Praxia da criança com transtorno do espectro autista: um estudo comparativo." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/47/47133/tde-15012019-155902/.
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O Transtorno do Espectro Autista (TEA) inclui em seu diagnóstico diversos sintomas, apresentando uma ampla variedade nos níveis de desenvolvimento e funcionamento. Embora não central ao diagnóstico, diversos pesquisadores têm associado déficits motores e dispraxia a esse diagnóstico. Além disso, tem-se associado prejuízos funcionais decorrentes da dispraxia em crianças com TEA. Na literatura são poucos os estudos que avaliam dispraxia em crianças com TEA, nenhum destes estudos no Brasil. Assim, nosso objetivo foi verificar se as crianças com TEA apresentam um perfil de dispraxia característico. Para isso realizamos coleta com 03 grupos distintos, cada um composto por 30 crianças, foram eles: TEA (G-TEA) nível 1, Síndrome de Down (G-SD) e controle (G-C). Para avaliação da praxia, optamos pelo teste Sensory Integration and Praxis Test (SIPT), que avalia diversas funções de praxia e já foi utilizado em estudos com a população alvo de nosso estudo. Além disso, utilizamos a Escala de Comportamento Adaptativo Vineland (para verificar o nível adaptativo dos indivíduos participantes), escala de Avaliação de Traços Autísticos (ATA) para sustentação diagnóstica do G-TEA e utilizamos a Escala de Classe Social de Pelotas, para verificar se a classe social teria impacto na amostra. Como resultado, as crianças do G-C apresentaram escores dentro da faixa de normalidade, sendo todos os escores positivos, as crianças do G-TEA apresentaram escores mais baixos do que o G-C, no entanto, apenas em 07 dos 17 testes tiveram prejuízos, com desempenho abaixo do normal, sendo estes testes relacionados à praxia (imitação de posturas, movimentos e oral, além de praxia sem indicação visual), função vestibular (equilíbrio e nistagmo) e, estereognosia. As crianças do G-SD apresentaram desempenho abaixo do normal em todos os testes aplicados, possivelmente isso é decorrente da comorbidade da síndrome com deficiência intelectual. Além disso, encontramos uma diferença significativa maior no escore da Vineland relacionado à Atividade de Vida Cotidiana, ao compararmos crianças com TEA com grupo controle. Estudos corroboram o achado em nossa pesquisa, indicando que, crianças com TEA apresentam dispraxia que parece ser característica deste transtorno. Alguns estudos encontraram que as crianças com TEA apresentam prejuízos nas mesmas áreas dos encontrados por nós. Os profissionais embora defendam a intervenção com essas crianças, têm usado poucas avaliações que justifiquem tais intervenções, dessa forma, acreditamos que é importante o uso de instrumentos para avaliação da praxia em crianças com TEA, visando direcionar o planejamento terapêutico e ganhos funcionais para essas criançasAutism Spectrum Disorder (ASD) includes in its diagnostic several symptoms, with a wide variety in the levels of development and functioning. Although motor deficits and dyspraxia are not relevant to the diagnosis, several researchers have done this association. In addition, functional impairments due to dyspraxia have been associated in children with ASD. In the literature, there are few studies evaluating dyspraxia in children with ASD none of these studies in Brazil. Our aim was to verify if children with ASD have a characteristic dyspraxia profile. To do this, we performed a collection of three different groups, each composed of 30 children: ASD (G-ASD) level 1, Down Syndrome (G-DS) and control (G-C). In order to evaluate praxis, we decided to use the Sensory Integration and Praxis Test (SIPT), which evaluates several praxis functions and has already been used in studies with the target population of our study. In addition, we used the Vineland Adaptive Behavior Scale (to verify the adaptive level of the participants), Autistic Trait Scale (ATA) for diagnostic support of G-ASD and used the Pelotas Social Class Scale to verify if social class would have an impact on the sample. As a result, G-C presented scores within the range of normal, and all scores were positive, G-ASD children presented lower scores than GC, however, only in 07 of 17 tests with performance below of the normal, being these tests related to praxis (imitation of postures, movements and oral, besides praxis without visual indication), vestibular function (balance and nystagmus) and stereognosis. The G-DS children presented below-normal performance in all applied tests, possibly due to the comorbidity of the syndrome with intellectual disability. In addition, we found a major significant difference in the Vineland score related to Daily Living Activity, when comparing children with ASD with the control group. Studies corroborate the finding in our study, indicating that children with ASD have dyspraxia that appears to be characteristic of this disorder. Some studies have found that children with ASD has same difficulties that we found. Although practitioners advocate intervention with these children, they have used few evaluations instruments to justify such interventions, so we believe that it is important to use instruments to assess praxis in children with ASD, in order to direct the therapeutic planning and functional gains for these children
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Moudouma, Emmanuel. "Dialectique entre dispositifs pédagogiques et acquis procéduraux des élèves dans les classes technologiques et professionnelles au Gabon." Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM3062.
Full textAbstract:
La problématique qui justifie ce travail de recherche s’inscrit dans le paradigme de l’adéquation formation-emploi au Gabon et les conjectures théoriques qui nous ont permis de traiter de cette problématique s’inscrivent dans le paradigme socio-constructiviste en tant que paradigme épistémologique de la connaissance. En se centrant sur le volet formation, cette problématique fait état des dysfonctionnements dont le corollaire se traduit par un faible rendement scolaire des apprenants. Si toutes-fois ce faible rendement scolaire n’était manifestement plus à démontrer, il n’en demeurait pas moins que la diversité et la complexité des causes possibles n’en facilitaient point la visibilité et la lisibilité des solutions possibles. En se penchant un peu plus du domaine de réalité à partir duquel pouvaient prendre naissance les phénomènes observés et récriminés, il était question en effet d’interroger la situation d’enseignement et d’apprentissage en recherchant tous les liens de causalité ou de corrélation possibles entre la qualité des acquis des élèves et la diversité des facteurs susceptibles de favoriser ces insuffisances. Si cette indétermination nous situait entre : - une évidence des faits et - le souci d’élucidation des facteurs explicatifs, les résultats de notre thèse viennent de montrer avec cohérence et très grande significativité, l’existence d’une similarité entre les niveaux de rendement scolaire préexistants et les niveaux des acquis des élèves issus des dispositifs pédagogiques conçus et mis en œuvre par les enseignants dans les classes technologiquesThe problem which prompted this research work, registers in the adequacy between training and employment in Gabon; and the theoretical conjectures that enabled us to treat these problems are related to socio-constructivism as an epistemological paradigm of knowledge. While focusing on training aspects, these problems mention the dysfunctions whose corollary results in poor learning output. However, if these school poor outputs were obviously debatable, the diversity and the complexity of the possible causes did not facilitate the visibility, and the legibility of the possible solutions. Basing on the field from which the phenomena observed and recriminated originated, it comes out that the teaching and training situation, by searching all the possible causal or correlative links between the learners’ background knowledge and the diversity of factors likely to explain the insufficiencies. If this indetermination proves the facts to be obvious and requires clarification of the incriminated factors, the result of our thesis have just shown with coherence and very great clarification, the existence of a similarity/interdependence between the levels of preexistent school output and the levels of learners’ output resulting from the teaching devices designed and implemented by the teachers in technological classes
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Wallbaum, Christopher. "Relationale Schulmusik." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2009. http://nbn-resolving.de/urn:nbn:de:bsz:14-ds-1243593251425-00656.
Full textAbstract:
Die Fachrichtungen von Musikhochschulen heißen Komposition, Klavier, Gesang, Alte Musik, Elektronische Musik, Popmusik, Kirchenmusik etc., und jeweils verbinden wir damit zugleich musikalische Praxen und je entsprechende Aufgaben für die Künstler. Ich frage heute: Können und sollen wir die Schulmusik ebenso als eine musikalische Praxis beschreiben – und die Aufgaben des Schulmusikers als die eines Künstlers?
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Marmora, Claudia Helena Cerqueira. "Linguagem, afasia, (a)praxia : uma perspectiva neurolinguistica." [s.n.], 2000. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270992.
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Orientador: Maria Irma Hadler CoudryDissertação ( mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-07-27T06:28:14Z (GMT). No. of bitstreams: 1 Marmora_ClaudiaHelenaCerqueira_M.pdf: 44945956 bytes, checksum: 434b2fa5ca32b827ed4398ab8150e5d5 (MD5) Previous issue date: 2000
Resumo: A Neurolingüística baseada em uma concepção enunciativo-discursiva da linguagem constitui-se atualmente como um amplo campo de investigação na área de pesquisas da cognição, incluindo a Fisioterapia. Tomam-se como referências principais para as opções teóricometodológicas assumidas, autores como COUDRY (1986/96, 1997) e MORATO (1996, 1999) no que se refere às concepções discursivas da Neurolingüística e LURIA (1966,1973,1981, 1987) e CHRISTENSEN (1987), no que se refere ao método de investigação baseado na teoria do sistema funcional complexo. A apraxia, tomada como um dos fenômenos cognitivos de estreita relação com a afasia, ainda é um ponto que motiva inúmeros pesquisadores nos estudos neuropsicológicos e neurolingüísticos. Neste trabalho, faz-se uma reflexão acerca da relação linguagem/praxia, discutindo-se a avaliação de praxias realizada nos testes neuropsicológicos com sujeitos cérebro-lesados afásicos. Estes procedimentos são usados como instrumentos de diagnóstico, sendo baseados em seores a partir dos resultados obtidos, o que muitas vezes leva a crer que os sujeitos não compreendem as instruções pedidas. Diante disso, a principal questão levantada por esse estudo é mostrar que a co-ocorrência da apraxia com a afasia se faz presente justamente pelo fato de existir linguagem envolvida e não necessariamente por problemas de movimento, já que a solicitação é quase sempre feita verbalmente. Argumenta-se a favor da inserção de princípios teórico-metodológicos neuropsieológieos e neurolingüístieos nos estudos de Fisioterapia, baseada quase exclusivamente em princípios neurofisiológicos. O eorpora de dados apresentados mostra a oposição entre uma avaliação e uma intervenção propostas discursivamente, e aquela, usada comumente nos testes-padrão
Abstract: The Neurolinguistics based on a discoursive conception of language is today an important field for investigation in cognition research, including Physiotherapy. The main authors wich orientaing this study, as long as theoretical and methodological principies are concerned, were COUDRY (1986/96) and MORATO (1996, 1999) as a reference to discoursive conceptions in Neurolinguistic and LURIA (1966, 1973, 1981, 1987), as well, CHRISTENSEN (1987) for the investigation method based on complex functional system theory. Apraxia, taken as a cognitive phenomena in close relationship to aphasia, reminds a point of interest wich results in a great number of neuropsychological and neurolinguistc studies. The author reflects about the relationship between /anguage and praxia, discussing the apraxia assessment in neuropsychological test batteries for aphasic subjects. These procedures, employed as diagnostic aids, are based on the results of the scores obtained, what may show that sometimes the subjects do not understand the instructions. The aim of this study is to show that apraxia occuring together with aphasia is a consequence of /anguage invo/vement and not as a consequence of movement impairment, because the tests instructions are usually verbal. It is suggested to insert neuropsychological and neurolinguistics theoretical and methodological principies in teaching and researching of Physiotherapy issues, traditionally based almost exclusively on neurophysiological principies. The data presented show differences and opposition between an assessment and intervention, based on a discursive approach and those largely used in traditional test batteries
Mestrado
Mestre em Linguística
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Lehn, Theres. "Asketische Praxis." Diss., Ludwig-Maximilians-Universität München, 2012. http://nbn-resolving.de/urn:nbn:de:bvb:19-178877.
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Um sich selbst und sein Leben zu gestalten, bedarf es der Askese im antiken Sinne des Wortes - die Übung, mit deren Hilfe der Mensch sich und sein eigenes Leben gestaltet. Der in der ethischen Debatte weithin vernachlässigte ethisch-philosophische Grundbegriff der Askese, oder der selbstpraktischen Einübung von Handlungs- und Verhaltensweisen, wird in der vorliegenden Arbeit ins Auge gefaßt. Anhand zweier Philosophien wie sie unterschiedlicher kaum sein könnten, wird der Begriff und die Praxis der Askese systematisch untersucht und zur Darstellung gebracht. Die beiden herangezogenen Philosophien sind die praktische Philosophie des Aristoteles in den Ethiken und der Politik, sowie Michel Foucaults Vorlesungen, die er am Collège de France seit 1972 gehalten hat, unter Hinzuziehung einiger seiner Schriften, in denen Askese und Selbstgestaltung des »sujet moral« eine zentrale Rolle spielen.
Einleitend werden Begriff, hauptsächliche Spielarten und Bestandteile der Askese eingeführt und unterschieden. Es geht um die Askese der auf sich selbst achtenden Zuwendung des Subjekts zur Welt und um Ausbildung einer Möglichkeit, sein Leben selbst in die Hand zu nehmen und zu gestalten - im Unterschied zum gängigen Bild der Askese als Verneinung, Enthaltung und Abkehr. Dabei werden sowohl bei Aristoteles als auch Foucault fünf Thesen über Askese erarbeitet und festgehalten: (1) Askese ist nicht lustverneinend, sondern als ein Weg zur Freude und Lust an der persönlichen Lebensführung zu verstehen. (2) Dennoch ist Askese kein Selbstzweck, sondern immer Mittel zum Zweck, da sie nur eine Wegbreitung zu adoptierten Zielen und Gütern zu befestigen vermag, aber diese nicht ersetzt. (3) Askese ist keine Technik, wofür sie oft gehalten wird, sondern wesentlich Praxis, denn sie hat es mit Übungen zu tun, die durch ihre Wirkung auf den Übenden selbst gekennzeichnet sind. (4) Auch wird der Asket bei beiden Philosophen in der Gemeinschaft verortet. Wer sich asketisch formt, bedarf der anderen: zur Verständigung über das Gute, um am anderen tätig zu werden sowie als Spiegel seiner selbst. Denn beiden Denkern ist gemein, daß es keinen epistemologischen Zugang zur praktischen Wahrheit gibt, der einmal erkannt und verstanden, wahrhaft gutes Handeln garantieren könne. (5) Entsprechend ist keine Askese möglich ohne fortwährend reflektierte, begleitende Selbstbeobachtung und -korrektur und verlangt steuernde Aufmerksamkeit und klare Vernunft. Deshalb hat sie sowohl bei Aristoteles als auch bei Foucault mit Freiheit zu tun und erhöht, wenn sie gelingt, entscheidend das Freiheitsmoment persönlichen Handelns. Asketisch gestaltet sich der Mensch als Urheber seiner Handlungs- und Seinsweise, seiner Lebensweise.
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Wallbaum, Christopher. "Ist Grooven ästhetisch bildend?" Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2010. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-33383.
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Im Kern des Beitrags steht die exemplarische Beschreibung von Groove-Erfahrungen beim Samba-Trommeln. Die Beschreibungen orientieren sich an drei Dimensionen ästhetischen Erfahrens, die nach Martin Seel als bloß sinnlich, artistisch und atmosphärisch unterschieden werden. Diese Beschreibung wird in den Kontext der Theorie ästhetischer Bildung gestelltThe center of the article is the description of a Groove-experience in a Samba-Batucada at school. The description differentiates three dimensions of aesthetical performance and experience after the philosopher Martin Seel. The example is framed from reflections about aesthetical Education/ Bildung
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González, Bautista Laura Anahí, and Cosme Arturo Martínez. "Efectividad de un Plan de Ejercicios Psicomotrices en el Equilibrio y Praxia Global, en Niños con Trastorno de Déficit de Atención e Hiperactividad atendidos en el Hospital Psiquiátrico Infantil, Dr. Juan N. Navarro, 2013." Tesis de Licenciatura, Medicina-Quimica, 2014. http://ri.uaemex.mx/handle/123456789/14891.
Full textAbstract:
Introducción: Los niños que con un trastorno de déficit de atención e
hiperactividad (TDAH), pueden presentar una comorbilidad de trastornos
psicomotores, que limiten su actividad física. Objetivo: Identificar la efectividad de
un plan de ejercicios psicomotrices en el equilibrio y la praxia global en niños con
TDAH con alteración psicomotriz. Pacientes y método: Estudio cuasi
experimental, longitudinal, prospectivo, en pacientes con diagnóstico de TDAH,
quienes presentaban trastornos del equilibrio y praxia global recibieron un plan de
ejercicios psicomotrices de 12 sesiones, evaluando la efectividad del mismo
mediante la Batería de observación psicomotora (BPM) aplicándose al inicio y al
final del plan. Resultados: 15 pacientes finalizaron el estudio, 5/15 (F) 10/15 (M)
relación de F: M 1:3. Edad entre 4 a 8 años. El perfil psicomotor inicial se
observó en el área de Equilibrio: Perfil Apráxico: 1 Perfil Dispráxico: 5, Perfil
Eupráxico: 9, Perfil Hiperpráxico: 0. Mientras que en la Praxia Global: Perfil
Apráxico: 1, Perfil Dispráxico: 11, Perfil Eupráxico: 3, Perfil Hiperpráxico: 0.
Posterior a la evaluación final en el Equilibrio: Perfil Apráxico: 0, Perfil Dispráxico:
2, Perfil Eupráxico: 8, Perfil Hiperpráxico: 5. En la Praxia Global: Perfil Apráxico: 0,
Perfil Dispráxico: 7, Perfil Eupráxico: 8, Perfil Hiperpráxico: 0. El análisis
estadístico comprobó una efectividad para el Equilibrio (Mann Withney p=0,025);
sin embargo, en la Praxia Global no se evidenció una efectividad (Mann Withney
p=0.092). Con relación a la edad, ninguno de los grupos mostró significancia
estadística. Conclusión: El plan de ejercicios psicomotrices es efectivo en el área
del equilibrio
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Hadfield, Janine. "Gadamer and praxis : towards a dialogic praxis in nursing curriculum." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/41350.
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This study explores the meaning of praxis in nursing programs at Kwantlen Polytechnic University. My inquiry arose from teaching praxis seminars, where I discovered that there was little consistency in its meaning by consulting colleagues, by researching university archives, and by reviewing the nursing literature. Through a philosophical exploration, however, I learned that praxis involves making moral decisions about how to act well in the world, making praxis a key concern for nursing educators in their efforts to foster such conduct. Praxis, so understood, involves embracing the particulars of the situation and their relationship to universals.
My confusion about praxis was, in part, explained by the 2400-year history of the concept. Socrates, Plato and Aristotle were all concerned with ethical action and the relationship between knowledge and experience (the general and particular), but each with a different emphasis. Plato emphasized the acquisition of certain forms of knowledge in helping people to act well; Aristotle claimed that ethical conduct (understood as praxis) depends partly on experience in the world. Over the centuries either Plato or Aristotle’s formulation has been preferred at different times.
I have relied largely on the work of the neo-Aristotelian Hans-Georg Gadamer who develops a philosophical hermeneutics circle for praxis, especially the idea of how the general, shaped by our history and traditions, can be dialectically connected to the particular, that is, our experiences, by dialogue. I have critically analyzed dialogues from my practice using the concepts and conditions of understanding proposed by Gadamer.
Gadamer provides important resources that can assist nursing educators and nurses in understanding nursing practice as moral action. A Gadamerian approach encourages nurse educators to be alert to the differences in our students and their prior experience and knowledge as they approach interpretive encounters. It requires operating in the space between the particular and the general through dialogue. We can create this space and the curiosity to address moral issues that nurses confront in their practice of praxis by asking questions that support students’ understanding, motivations and prejudices, and by being humble about our conclusions.
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Schulz, Christina, and Christiane Einmahl. "Praxis statt grauer Theorie: Das Projekt »Orientierungsplattform Forschung & Praxis«." TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A74314.
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Die demografische Entwicklung in Deutschland ist von einem anhaltenden Bevölkerungsrückgang gekennzeichnet. Zugleich verschiebt sich die Alterspyramide und das Durchschnittsalter steigt. Diese Grundtendenzen sind unter dem Aspekt des Erhalts bzw. einer Steigerung der wirtschaftlich-technologischen Leistungsfähigkeit Deutschlands im Allgemeinen und Sachsens im Besonderen kritisch zu bewerten. Qualifizierte, jüngere Bevölkerungsgruppen spielen für Forschung, Innovation sowie Wissens- und Technologietransfer eine Schlüsselrolle (Sode & Tolciu, 2011, S. 6).[...] Insbesondere in den Ingenieurwissenschaften zeichnet sich ein zunehmender Nachwuchsbedarf ab (Hetze, 2011, S. 4). Verschärft wird diese Situation durch die in diesen Fachrichtungen zumeist überdurchschnittlich hohen Abbruchquoten (Gensch & Kliegl, 2011, S. 7). Demzufolge muss die Zahl an Studierenden und damit späteren wissenschaftlich ausgebildeten Arbeitskräften in Deutschland vergrößert werden. [Aus der Einleitung]
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Garnjobat, Gordon. "Praxis and History." W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539625427.
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Giménez, Pérez Mª Dolors. "Responsabilitat professional mèdica. Barcelona ciutat: 2004-2009." Doctoral thesis, Universitat Autònoma de Barcelona, 2015. http://hdl.handle.net/10803/288220.
Full textAbstract:
Professional responsibility in medicine exists since the beginning of medicine itself. The Hammurabi Code, which dates from 1728 bC, already mentions some articles related to the professional responsibility of the doctor.
In all eras, laws and medicine haven been forced to adapt to all the scientific advances and social changes that haven been made. Medical responsibility has has had to change as well.
The current approach of responsibility is not supposed to be anymore the search of “guilt” but the searching of all those factors that have influenced in a non desired attending procedure so that it has provoked in a patient the appearance of and adverse reaction, complications and sequels that could have been avoided.
The aim of this thesis is to make quantitative and qualitative analysis of medical responsibility based on expert reports accomplished by the forensic doctors in the city of Barcelona from 2004 to 2009 which have been obtained from the archives of “Servei de Clínica Medicoforense de l'Institut de Medicina Legal de Catalunya”.
The mainlines have been basically obtained from the reports of the forensic doctors, however, there has been some cases where a computing followup has been made by getting the court sentences of the pursued procedures and, therefore, the court decisions.
The statistics analysis has been undertaken as it follows: the descriptive statistics, which are mean, median, standard deviation, minimum and maximum have been used to study the quantitative variables. As for the qualitative variables, we have calculated absolute and relative frequency tables.
In order to analyse relationship between two qualitative variables, it has been performed contingency tables between both variables, along with the corresponding bar graphs. To stablish if there was a statistically significant association, khi squared has been run, as well as likelihood ratios, depending on what was most appropriated at each situation.
Whenever “age” as a quantitative variable has been involved in the analysis, Krskal-Wallis non-parametric test has been used, but only if the covariates had more than two categories, while Wilcoxon non-parametric test has been used in case it had only two categories. (eg Wasserman, 2006).
Finally, a survival analysis has been performed, the aim of which was the analysis of how long it takes to happen a well defined event (eg Klein & Moeschberger, 2003)
The most relevant results have been:
The sampling consists of 283 expert/proficient reports belonging to years 2004-2009. In 89.05% of cases, forensic's report is performed at a magistrate court's request.
Talking about reasons of claims, it has been viewed that complaints about wrong therapeutical results are the most frequent ones (32.86%), specially when patient remains with sequels. This is followed by bad surgery technique (19.08%). Complications in clinical course rank third (13.7%) and finally we find mistaken diagnosis. (11.66%).
The average age of affected patients by a medical malpractice is 48.38 years. When referring to sex, 62.7% are women while 37.2% corresponds to men.
There are more complaints related to surgical specialties than to medical ones, and among those, orthopaedic surgery and traumatology rank first, followed by gynaecology and obstetrics.
Private medical centres own the 40.28% of claims. The 28.6% belongs to public health centres. The remain correspond to other kind of centres.
88.34% Of claims are against doctors, while the rest of percentage are against other kind of professionals.
Based upon the results we have obtained, we can confirm that the penal law is not the most appropriate law to ensue a likely medical malpractice claim. It is a process that generates stress, anxiety and insecurity to the doctor and to the family as well. Creation of arbitration tribunals and preventive legal medicine at hospitals could be part of the solution to that situation.
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Costini, Orianne. "Développement atypique des praxies chez l’enfant : une approche neuropsychologique." Thesis, Angers, 2014. http://www.theses.fr/2014ANGE0029/document.
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Les troubles spécifiques du développement praxique (ou gestuel) sont diagnostiqués comme Dyspraxie ou Trouble de l’Acquisition de la Coordination (TAC). Leur compréhension se heurte à de nombreuses impasses, et dans la définition des concepts de praxies et de coordination motrice et dans l’analyse théorique des déficits qu’ils recouvrent. En l’absence de théorie spécifique à l’enfant, les connaissances concernant le développement atypique des praxies se sont élaborées sur une transposition des modèles « adulte » mais sans en appréhender la pertinence. L’objectif principal ici est de dégager les arguments qui étayeraient l’hypothèse d’un trouble spécifique du développement praxique. Le parti est pris de proposer un examen fondé sur les théories du geste chez l’adulte, et qui cible les différents niveaux cognitifs engagés dans son développement: fonctions perceptives (visuelles, spatiales), exécutives (planification, flexibilité, inhibition) et compréhension orale. Les performances d’enfants diagnostiqués dyspraxiques ou TAC et au développement typique sont comparées dans deux études, de groupes puis de cas multiples. Nos résultats montrent des troubles divers « dans » la production du geste, inconstants dans les profils individuels, et associés avec des déficits non spécifiquement gestuels (perceptifs, exécutifs ou de compréhension). Face à cette hétérogénéité, la thèse propose de déconstruire la conception des troubles spécifiques du développement praxique, au profit d’une analyse qui ne confonde pas un trouble « du » geste avec tout déficit se manifestant « dans » le gesteSpecific deficit in praxic (or gestural) development are diagnosed as Dyspraxia or Developmental Coordination Disorder (DCD). Understanding them proves problematic, both when defining the concepts of praxis/motor coordination and when providing a theoretical analysis of the deficits they cover. In the absence of theory specifically related to children, knowledge about atypical development of praxis is gleaned by applying « adult » models, without really understanding whether this is appropriate. The aim of this thesis is to explore the arguments underlying the hypothesis of a specific deficit in praxis development. Tasks were selected based on adult cognitive models of praxis processing in order to enable a comprehensive and theoretically analysis of gestures. We also examined different cognitive functions involved in the praxis development: perception (both visual and spatial), executive functions (planning, flexibility, inhibition) and oral comprehension. The performance of children diagnosed as dyspraxic or DCD is compared to those considered to show typical development in two studies: on groups and multiple case studies. Our results show various difficulties in producing gestures, mostly inconstant in case studies, and related to deficits that are not specifically gestural. Given the heterogeneity of the disorders that we found, this thesis is aimed at deconstructing the concept of specific deficit in praxis development in favour of an analysis that does not confuse gestural problems with other deficits made apparent through gesture
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Mooney, James G. "Praxis-ethics-erotics : toward an eroticisation of thought: a matter of praxis." Thesis, Royal College of Art, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339958.
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Hübner, Uwe. "XML - Praxis und Perspektiven." Universitätsbibliothek Chemnitz, 2000. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-200000098.
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Die Extensible Markup Language (XML) hat sich seit ihrer ¨Erfindung¨ vor etwa drei Jahren zu einem strategischen
Element bei neuen Computer- und Netz-Anwendungen entwickelt.
Mittlerweile erfüllen sich auch einige der hochgesteckten Erwartungen, nicht zuletzt mit Hilfe von Werkzeugen aus
dem Linux-Umfeld. Die sehr dynamische Entwicklung hat zahlreiche Richtungen. Neben ¨generischen¨
Werkzeugsystemen gibt es die server- und klientenseitige Interpretation diverser Stil- und
Transformationsvorschriften. Standardisierte XML-basierte Spezialsprachen werden ¨herstellereigene¨ Binärformate
ablösen und eine neue Qualität der Kooperation unterschiedlichster Anwendungen ermöglichen.
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Minack, Enrico. "Audiostreaming in der Praxis." Universitätsbibliothek Chemnitz, 2004. http://nbn-resolving.de/urn:nbn:de:swb:ch1-200400946.
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This presentation provides an overview of the current production and broadcasting system of Radio UNiCC, the University Radio in Chemnitz. Furthermore, several significant technologies are discussed. In the end there are some more examples of audio streaming. This presentation was broadcasted into the internet and was recorded as well. The recording file is availableDer Vortrag beschreibt das aktuelle Produktions- und Sendesystem von Radio UNiCC, dem Uniradio an der TU Chemnitz. Weiterhin werden Schlüsseltechnologien des Audiostreamings gegenübergestellt. Abgerundet wird der Vortrag durch weitere Anwendungsbeispiele von Audiostreaming. Der Vortrag wurde live übertragen und aufgezeichnet. Der Mitschitt steht zur Verfügung
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Schneider, Antonia. "Übersetzen als kulturelle Praxis." Diss., lmu, 2007. http://nbn-resolving.de/urn:nbn:de:bvb:19-117556.
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Seidel, Sabine. "Die Praxis der Verordnungsgebung /." Frankfurt am Main [u.a.] : Lang, 2005. http://www.gbv.de/dms/sbb-berlin/477535712.pdf.
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Andersson, Lina, and Stålberg Emelie Svensson. "Revisorns ansvar i praxis." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-260519.
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Revisorsbranschen har under senare år kantats av en rad stora skandaler vilket lett till ett bristande förtroende för revisorer. Det har sedan 1970-talet flitigt diskuterats om det finns ett förväntningsgap mellan revisorer och övriga intressenter, det vill säga om revisorerna och intressenterna har olika uppfattning om vad revisorn ska prestera. Flertalet studier tyder på att ett förväntningsgap existerar och att revisorns roll är svår att förstå. Att revisorn har att följa ett omfattande nätverk av regler och standarder tros vara en bidragande faktor till detta. Denna uppsats syftar till att undersöka om det föreligger ett förväntningsgap i svensk rättspraxis. För att studera detta har rättsfall samt disciplinärenden mot revisorer, vars handlande har ifrågasatts, studerats. Dessa analyserades mot en analysmodell som utformats genom att dela upp revisorsyrket i kategorierna revisorns kunskap, revisorns roll och generell inställning mot professionen. Slutsatsen visar att det finns ett glapp avseende vad revisorn presterat och domstolens samt Revisorsnämndens bedömning avseende samtliga kategorier och förväntningsgapet avseende revisorns prestation och rättskiparens uppfattning anses omfattande.
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Hård, Mikael. "Die Praxis der Forschung." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-140235.
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Varelmann, Marianne. "Segensfeiern Theologie - Geschichte - Praxis." Würzburg Echter, 2007. http://d-nb.info/989139824/04.
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Morel, Michel. "Praxis de la lecture." Paris 3, 1989. http://www.theses.fr/1989PA030112.
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Any realistically founded analysis of reading must take into account and clarify the universe of the reader in its reciprocal relation to the universe of the text. Empirical reading is characterized by its reliance on spontaneous thinking. It is thus made dependent on subconscious mechanisms that all involve duality. This duality can either be reactive (each term of the relation being defined by its antinomy to the other) or reversible (the two poles establishing a relation of correspondence paradoxically based on what differenciates them). Reactivity and reversibility are the two invariants which rule the domain of the text (the corpus) and of the reader (the lectus). The "corpus" comprises the generic repertoire actualized in the text; the neologism "lectus" stands first for the socio-cultural habitus of the reader and second for his acquired corpus. In his deciphering of the text, the reader concretizes the corpus actualized in the text, on the basis of his present lectus. This concretization is shaped and impelled by the processes of "moralysis", being the innate tendency of each individual to attribute a positive or negative value to each object or idea he perceives. Hence the double nature of ideology. Ideology is originally perceptual: it is constructed by the individual in the moment when he perceives the world around him. The material that goes into such a construction composes contextual ideology. The two stand in unceasing retroaction each to the other. Due to
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Dreyfus-Pechkoff, Charles. "Fluxus : théories et praxis." Besançon, 2009. http://www.theses.fr/2009BESA1006.
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Cette thèse sur le mouvement artistique Fluxus propose d’approfondir la connaissance du rôle des différents acteurs qui y ont participé. Nous y trouvons également des éléments de significations sur cette avant-garde qui marque le paysage culturel de part et d’autre de l’atlantique depuis les années soixante. Après une courte description du rôle fondamental des prédécesseurs du mouvement, comme John Cage, le contexte se poursuit par l’expérience même de l’auteur de cette thèse. Un parcours atypique qui mélange théorie et praxis, à la fois critique d’art et artiste Fluxus. Une vie entière vouée, submergée par Fluxus. Viennent ensuite neuf interviews échelonnées de 1974 à 2008. Avec un document exceptionnel : l’entretien de 1974 avec George Maciunas (‘l’inventeur de Fluxus’) serait l’un des trois seuls réalisés. Les autres concernent certains des grands acteurs de Fluxus (Wolf Vostell, Nam June Paik, Dick Higgins, Yoko Ono, Ben Vautier, Eric Andersen et Ben Patterson). L’esprit qui a fait naître Fluxus est abordé sous l’angle du ‘tournant conceptuel’, partie théorique par excellence, partagé par George Brecht, La Monte Young puis Henry Flynt. La partie Fluxus revient à Maciunas qui a cristallisé toutes ces idées fortes mais disparates, pour en faire un modèle d’« art pour les artistes ». Les formes constituantes de Fluxus, les concerts, sont longuement décrits. Ils permettent de placer Fluxus dans une lignée importante : celle de l’art des avant-gardes historiques du début du vingtième siècleIn this thesis relating to the artistic movement Fluxus, we have deepened our knowledge about the role of actors. We can also find significant elements in relation with this Avant-garde that has marked the cultural scene in the sixties on either side of the Atlantic and beyond as well. After a brief exploration of the fundamental role of John Cage, the context carries on with the self-experience of the author of this thesis. An atypical way of being, for he mixes theory and praxis and at the same time he is an art critic and Fluxus artist. A whole life dedicated to Fluxus, overwhelmed by Fluxus. Then come nine interviews spread out from 1974 until 2008. With an exceptional document since the 1974 interview with George Maciunas (the “inventor” of Fluxus) is one of the only three ever made. The other interviews refer to some of the great actors of Fluxus, such as Wolf Vostell, Nam June Paik, Dick Higgins, Yoko Ono, Ben Vautier, Eric Andersen and Ben Patterson. The spirit from which Fluxus arose is taken under the angle of the “conceptual turning point”, the theoretical part par excellence, shared by George Brecht and La Monte Young and later by Henry Flynt. The Fluxus part is granted to Maciunas, who has crystallised all these strong and yet disparate ideas, into a model “Art for Artists”. The constituent forms of Fluxus, the Fluxus concerts are largely described, putting back Fluxus into a lineage : a tradition of historical Avant-gardes at the beginning of the twentieth century
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Meneses, Sandra Marisa de Araújo Pereira Pinto de. "Contratualismo na praxis administrativa." Master's thesis, Universidade de Aveiro, 2009. http://hdl.handle.net/10773/3414.
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Mestrado em Gestão PúblicaA presente dissertação pretende contribuir para a discussão dos temas da conformidade do Código dos Contratos Públicos com o Direito Comunitário sobre Contratos Públicos, em termos do seu âmbito de aplicação objectivo e subjectivo, assim como, da validade da tradicional distinção entre contratos administrativos e contratos de direito privado outorgados pela Administração Pública. Para tanto serão abordados assuntos tais como: as formas de actuação administrativa; análise comparativa entre contrato administrativo e acto administrativo; os modelos clássicos de contratação administrativa na Europa e a sua evolução; os sistemas de contratação administrativa espanhol e britânico; exame das principais inovações introduzidas pelo recente Código dos Contratos Públicos, bem como das razões subjacentes à sua emanação, a sua estrutura e linhas orientadoras; o conteúdo do Direito Comunitário sobre contratação pública e a conformidade do Código dos Contratos Públicos com esse mesmo direito; a posição assumida pelo Direito Comunitário relativamente à figura do contrato administrativo; os poderes exorbitantes de que a Administração Pública usufrui na execução dos contratos administrativos; as diferenças de regime entre os contratos administrativos e os contratos de direito privado celebrados pela Administração Pública em relação às invalidades contratuais, ao contencioso administrativo, ao controlo jurisdicional exercido pelo Tribunal de Contas e à arbitragem. ABSTRACT: This dissertation aims to contribute to the discussion of issues of compliance of the Code of Public Contracts with law of European Union on public procurement, in terms of its scope, objective and subjective, as well as the validity of the traditional distinction between administrative contracts and contracts for private law granted by the Public Administration. For both issues we will discuss subjects such as: the forms of administrative action; comparative analysis of contract administration and administrative act; the classical models of administrative procurement in Europe and its development; the Spanish and British administrative systems of procurement; examination of the major innovations introduced by the recent Code of Public Contracts, and the reasons for its emanation, its structure and guidelines; the content of the law of European Union on public procurement and compliance of the Code of Procurement with that law; the position taken by the law of European Union on the figure of the administrative contract; the powers that the Public Administration enjoys in the implementation of administrative contracts; the differences between the regime of administrative contracts and private contracts awarded by the Public Administration in terms of nullity, the administrative litigation, the control jurisdiction exercised by the Court of Accounts and the arbitration.
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Wågman, Fredrik. "Kränkande fotografering i praxis." Thesis, Uppsala universitet, Juridiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-312831.
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Gardner, Carolyn Caffrey, and Rebecca Halpern. "Assessment and Critical Praxis." The University of Arizona, 2016. http://hdl.handle.net/10150/607814.
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Presentation. Critical Librarianship & Pedagogy Symposium, February 25-26, 2016, The University of Arizona.Facilitated Roundtable Discussion Are critical assessment practices possible? Is the role of assessment fundamentally at odds with critical library pedagogy? Assessing both instructor performance and student learning can rationalize academic programs or services, demonstrate student learning, measure teacher performance accountability, or provide feedback on the efficacy of instruction. In today’s neoliberal higher education landscape this is often reflected through “value” and “return on investment.” Given the fraught purposes of assessment in higher education, what would critical assessment look like in practice? This roundtable will ask participants to discuss the tension and propose assessment methods that are congruent with a critical pedagogy perspective.
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Bartolo, Angela. "Apraxia : new tests for the assessment of a cognitive model and the evaluation of the action semantic." Thesis, University of Aberdeen, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275062.
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This thesis, aimed at studying the complexity of the praxis system, is divided into two parts: First, a battery of tasks has been devised to assess each store of the current cognitive models of gesture production. Second, a series of tasks has been prepared to specifically study the action semantic system. The stimuli were always chosen after a series of pilot studies. A group of healthy controls were administered the tasks to gather norms. The assessment of the cognitive model of praxis processing in a group of left-brain damaged patients revealed two interesting patterns: 1) A double dissociation between meaningful and meaningless gestures reproduction; 2) A selective deficit in the production of pantomimes associated only with a deficit of working memory. These findings allowed us to refine the model in two ways: suggesting that the non-lexical route is engaged only in the imitation of meaningless gestures, and adding a working memory space needed to carry out pantomimes. The evaluation of the semantic system was carried out testing left and right-brain damaged patients. The performance of two patients gave rise to two contrasting cognitive patterns. One patient presented with a deficit of matching objects by function (conceptual knowledge) coupled with spared ability to select novel tools (action semantic). The second patient failed the action semantic task yet performed normally in the conceptual knowledge task. These results support the hypothesis that conceptual knowledge should be kept conceptually separate from action semantic.
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Reichenbach, Christina. "Bewegungsdiagnostik in Theorie und Praxis : bewegungsdiagnostische Verfahren und Modelle ; Bedeutung für Praxis und Qualifizierung /." Dortmund : Borgmann Media, 2006. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=015410751&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA.
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Bove, Jens, and Bertram Kaschek. "Bilder machen - Fotografie als Praxis." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2010. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-39228.
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In der Ausstellung „Bilder machen – Fotografie als Praxis“ stellt die Deutsche Fotothek der SLUB Dresden in Kooperation mit der Universitätssammlung Kunst+Technik die Fotografie als vielgestaltige kulturelle Praxis vor. Fast alle Exponate stammen von der Deutschen Fotothek, deren Bestand mehr als drei Mio. Aufnahmen umfasst. Die Ausstellung wird von einer öffentlichen Ringvorlesung begleitet, in der weitere Gebrauchsweisen der Fotografie in den Blick genommen werden. Außerdem ist ein Katalog erschienen, in dem die Themenbereiche vertieft werden.
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Hänel, Susann. "Von der Theorie zur Praxis." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2010. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-33025.
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Die Stadtbibliothek Lugau erhielt 2008 den Preis für „Innovative Bibliotheksarbeit in kleinen öffentlichen Bibliotheken“ für ihr Konzept der vernetzten Zusammenarbeit von Bibliothek und Stadtmuseum in einem modernen, zeitgemäßen Kulturzentrum. Am 13. September 2009 wurde die Stadtbibliothek in der frisch sanierten „Villa Facius“ feierlich eröffnet und in den Wochen darauf überdurchschnittlich gut besucht. Als nächster Schritt wird das Obergeschoss für das Stadtmuseum nutzbar gemacht werden.
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König, Ralf. "PDF in Theorie und Praxis." Universitätsbibliothek Chemnitz, 2004. http://nbn-resolving.de/urn:nbn:de:swb:ch1-200401444.
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Nash, Joanna MA. "The praxis of teaching drawing /." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26697.
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This inquiry examines the relationship between studio drawing instruction and art theory, by reviewing practical and theoretical art books, questioning peers, and conducting a focus group encounter. The resulting data, interpreted in light of 25 years of teaching experience, suggests that the chronology of exercises in all the reviewed drawing texts encourages a widespread use of outlining at the expense of a concentration on rendering mass and volume.In response to changing demands on art teachers, the author proposes an outline for an updated studio drawing manual which synthesizes theory and practice by addressing compatible themes, and proposes a chronology of effective exercises which enhance student understanding and capacity to render volume and mass. The author concludes that the field of teaching drawing can be expanded to reflect visual, spiritual and ethical concerns, and that reestablishing the primacy of the visual to the teaching of the visual arts is best achieved in a hospitable setting where the standards and validity of the discipline can be established according to visual criteria, and not remote theory.
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Nash, Joanna. "The praxis of teaching drawing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29503.pdf.
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Müller-Schneck, Elke. "Bilingualer Geschichtsunterricht : Theorie, Praxis, Perspektiven /." Frankfurt am Main [u.a.] : Lang, 2006. http://bvbm1.bib-bvb.de/webclient/DeliveryManager?pid=326238&custom_att_2=simple_viewer.
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Huber, Verena. "Squeeze out : Rechtslage, Praxis, Bewertung /." Saarbrücken : VDM, Müller, 2005. http://deposit.ddb.de/cgi-bin/dokserv?id=2705089&prov=M&dok_var=1&dok_ext=htm.
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Mahler, Elke. "Handlungsorientierter Geschichtsunterricht Theorie - Praxis - Empirie." Idstein Schulz-Kirchner, 2004. http://schulz-kirchner.de/cgi-bin/sk/medium.pl?F=4&E=333733.
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