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Jones, Jay R. "Assessing student teacher perceptions of preparedness using a dialogic evaluation process a pilot study /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/5898.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2006.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 13, 2007) Vita. Includes bibliographical references.
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Thanos, Theresa Siemer. "Dialogic Literary Argumentation and the Social Process of Warranting in an English Language Arts Classroom." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1585205349866026.
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Singer, Jeremy David. "Dialogic Development Process (DDP) : an action research study into complex community change in an international school." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/42479.
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The already complex nature of international schools has been magnified by the multiple external influences of rapid globalisation, the agenda of the Global Education Reform Movement and the increasing commercialisation and corporatism within the sector. As a result traditionally planned change processes have become difficult to sustain. Typically, the success of these planned change processes depends upon the personality and skills of the school leader in attempting to control or reduce the impact of complexity. This study adopts an alternative perspective viewing complexity not as a leadership problem to be managed, but as a potential source of creativity to be embraced. The alternative approach sees change as an emergent social process best delivered through dialogue and embedded leadership. This leads to a conceptual framework of Dialogic Development Process (DDP) as a way to understand how dialogue contributes to emergent thinking and learning, the promotion of an organisational culture of innovation and to sustained organisational change. A mixed methods action research project was conducted over three years. An intervention used a cyclical process of appreciative inquiry workshops to facilitate generative dialogue with the on-going participation of the wider community. The intervention led to better strategic planning and a number of rapid transformative shifts in thinking and practice in the school’s change process. Dialogue contributed to the emergence of innovative actionable and coherent plans. Decentralised control and embedded leadership led to greater participant agency and ownership of outcomes. Community involvement contributed to organisational coherence and a networked perspective, and enhanced the legitimacy of the Head. Though further testing is required the Dialogic Development Process framework holds promise as a model for emergent change in complex organisations like international schools.
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Butler, Colin J. "A certain and reasoned art, the potential of a dialogic process for moral education; Aristotelian and Kantian perspectives." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0019/NQ43509.pdf.
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Ehrich, Kathryn. "A case for dialogic practice : a reconceptualisation of ‘inappropriate’ demand for and organisation of out of hours general practice services for children under five." Thesis, Brunel University, 2000. http://bura.brunel.ac.uk/handle/2438/5270.
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The recent expansion of general practitioner (GP) out of hours cooperatives indicates that many British GPs see this as the solution to managing out of hours work, particularly the 'problem' of 'inappropriate' demand. This thesis investigates the highly contentious subject of 'inappropriateness' of demand for out of hours GP services for children under five, and develops a methodology that allows for a reconceptualisation of the issues involved based on the beliefs, assumptions and practices of all those concerned, rather than locating the 'problem' within the province of parents alone, or within the doctor-patient relationship as a bounded system. Using a predominantly sociological and anthropological conceptual framework, the thesis draws on a synthesis of views and practice, bringing those of professionals and parents together with fieldwork observations based in the primary care centre setting. It suggests that contrary to talk about management of the 'problem' in technical, bureaucratic and medical terms, this becomes a moral issue in practice. Scientific or organisational imperatives disguise largely moral proscriptions and examples illustrate ways in which moral and emotional dimensions embedded within these social relations can conflict with particular forms of rationality. The analysis shows how organisational initiatives that fail to take account of such moral frameworks can produce unexpected and unintended consequences. The thesis illustrates the value of what is described as a dialogic process, taking account of the fluidity between voices, layers of time and space, and interchange between researcher, participants, and future audiences. The play of these issues in the rapid and extensive growth of cooperatives is discussed in the wider context of the rhetoric of consumerism and shifts in interprofessional practices and relationships. Negotiation of 'appropriate' supply of and demand for out of hours services has had a major impact on government initiatives for primary care as a whole. Thus key elements in the formation of cooperatives, originally targeted at a more narrow conceptualisation of problems, can be seen as expressing a deeper impetus for change, and serving as vehicles for more fundamental and rapid development.
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Akama, Yoko, and yoko akama@rmit edu au. "The Tao of Communication Design Practice: manifesting implicit values through human-centred design." RMIT University. Applied Communication, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080730.143340.
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This research explores how human values and concerns are manifested and negotiated through the process of design. In undertaking this study, a variety of design interventions were explored to facilitate how values can be articulated and discussed amongst project stakeholders during the design process. These design interventions will be referred to as projects within the exegesis. In this exegesis, I will argue for the importance of a dialogic process among project stakeholders in the creation of a human-centred design practice in communication design. This exegesis explains the central argument of the research and how the research questions were investigated. It presents a journey of the discoveries, learnings and knowledge gained through an inquiry of the research questions. The total submission for this research consists of the exegesis, exhibition and oral presentation. Through each mode of delivery I will share and illuminate how the research questions were investigated.
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Rios, Maria Tereza Ribeiro [UNESP]. "Com engenho e arte: a construção da escrita significativa por crianças de 3ª e 4ª séries." Universidade Estadual Paulista (UNESP), 2006. http://hdl.handle.net/11449/90145.
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rios_mtr_me_rcla.pdf: 1497758 bytes, checksum: 98e7a93cf14f7feabb6ca41834ac5272 (MD5)A presente pesquisa tem como preocupação básica acompanhar o processo de construção da escrita por crianças que ultrapassaram a fase convencionalmente chamada de alfabetização inicial, ou seja, alunos de uma 3ª série e série subseqüente, tendo como base alguns fundamentos da arte, buscando observar como se dá, como avança essa construção; como a criança, por intermédio da escrita, vai comunicando seus sentimentos, vai dando significação à sua relação com o mundo, com a arte, consigo mesma; como um trabalho tendo as artes como ponto de partida - na sua eminência enquanto ato criador - pode dotar a escrita de significado para as crianças e trazer resultados reveladores do engenho e da arte presentes em seu ato de escrever. Para tanto, ancora-se, basicamente, em dois propósitos: na criação de um espaço e de condições materiais (dentro de uma escola pública) que possibilitem uma aproximação e exercício, por parte da criança, de uma escrita que lhe seja significativa; e no acompanhamento de como se dá a construção da escrita, atentando para elementos que a fazem significativa, enquanto processo de construção. Organizado em cinco capítulos, o presente trabalho busca estabelecer um diálogo entre a teoria e a prática vivenciada pelas crianças - parceiras e co-autoras desta empreitada. Chama, para isso, pensadores, historiadores, filósofos, escritores proeminentes, revelando-se em seus atos de escrita; e deixa, no final, abertas as possibilidades de outras reflexões e de outros questionamentos, que permitam continuar a busca inesgotável de conhecer como se processa a construção da escrita.
The basic concern of this study is to follow the process of construction of writing of children who have passed the conventional phase known as initial literacy, i.e., students in the third grade and subsequent grade, using as a basis some fundamentals of art, seeking to observe what occurs, how this construction advances; how the child, through writing, communicates her feelings, giving meaning to her relation with the world, with art, with herself; how work that uses art as a starting point - in its eminence as a creative act - can give meaning to writing for children, with results that reveal the inventiveness and art present in their act of writing. It is rooted basically in two proposals: the creation of a space and material conditions (within a public school) that make it possible for the child to approximate and exercise writing that is significant for him; and in following how this construction occurs in the school, attending to elements that make it meaningful as a process of construction. Organized into five chapters, the study seeks to establish a dialogue between theory and the children's practice - partners and co-authors of this endeavor. Thinkers, historians, philosophers, prominent writers are called, revealing themselves in their acts of writing; and leaving open, in the end, possibilities for other reflections and further questioning, that allow a continuation of the inexhaustible search to know how the construction of writing is processed.
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Freitas, Hillene Freire, and 92-99122-4816. "O processo dialógico entre Agentes de Saúde e sujeitos com Diabetes Mellitus 2 na estratégia Sáude da Família em Manaus." Universidade Federal do Amazonas, 2017. https://tede.ufam.edu.br/handle/tede/6677.
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The object of the study was the dialogical process in the care relationship between health care agents and subjects with diabetes mellitus 2, in the primary health care, family health care strategy. The theoretical assumptions of health psychology, community orientation, and concepts about subjectivity, dialogue and mediation in health care were central to our analysis. The main objectives were: to investigate the mediation and dialogue processes of ACS with subjects/users with DM2, inserted in the Hiperdia Program, in a UBSF, in Manaus; To identify the health care practices of ACS in the assigned territory of a UBSF; to characterize the health care practices of the ACS in the Hiperdia Program in the context of this UBSF. The qualitative methodology of the Participating Observation in the field of research (UBSF), used the field diary and documentary material, respecting the ethical norms in research. The researcher was inserted as a participant observer in the daily life of the UBSF, interacting with the professionals of the multidisciplinary team and users of the unit, in a general way. And, more directly, with the community health care agents and users of the Hiperdia Program. In this unit, the five community health care agents were women. All agreed to participate in the research and signed the Informed Consent Term. The analysis of the corpus was performed in coherence with the theoretical assumptions of health psychology and the field methodology used. The results showed the precariousness and vulnerability of the population and dwellings of the affiliated territory of the UBSF, where the ACS work in daily life. The ACS practices are more focused on preventive care work, particularly, observing the behaviors and situations of risk of illness and aggravation of the same, acting as mediators between the users and multidisciplinary team. In the Hiperdia Program, the actions of mediation of the ACS, valued both the subjective aspects of the subjects / users and those of the glycemic control, of the practice of physical exercises in DM2. An example of the care pathways of an ACS in the territory was singled out, highlighting a care relationship in a dialogical process, with availability and solidarity regarding the subjects/users of DM2. In the final considerations, it is suggested the deepening of the research on the dialogic processes underlying the care relationships of the ACS in their daily practice.
O objeto do estudo foi o processo dialógico na relação de cuidados entre agentes de saúde e sujeitos com diabetes mellitus 2, na atenção básica, estratégia saúde da família. Os pressupostos teóricos da psicologia da saúde, de orientação comunitária, e os conceitos sobre subjetividade, diálogo e mediação nos cuidados à saúde foram fundamentais para a nossa análise. Os objetivos principais foram: investigar os processos de mediação e de diálogo das ACS com sujeitos/usuários com DM2, inseridos no Programa Hiperdia, em uma UBSF, em Manaus; identificar as práticas de cuidados à saúde das ACS no território adstrito de uma UBSF; caracterizar as práticas de cuidados à saúde das ACS no Programa Hiperdia no contexto dessa UBSF. A metodologia qualitativa da Observação Participante, no campo investigativo (UBSF), utilizou o diário de campo e material documental, respeitando as normas éticas em pesquisa. A pesquisadora esteve inserida como observadora participante no cotidiano da UBSF, interagindo com os profissionais da equipe multidisciplinar e usuários da unidade, de uma forma geral. E, mais diretamente, com as agentes comunitárias de saúde e usuários do Programa Hiperdia. Nesta unidade, as cinco agentes comunitárias de saúde eram mulheres. Todas concordaram em participar da pesquisa e assinaram o Termo de Consentimento Livre e Esclarecido. A análise do corpus foi realizada em coerência com os pressupostos teóricos da psicologia da saúde e da metodologia de campo utilizada. Os resultados mostraram a precariedade e vulnerabilidade da população e moradias do território adstrito da UBSF, onde as ACS atuam no cotidiano. As práticas das ACS são mais voltadas ao trabalho de cuidados preventivos, particularmente, observando os comportamentos e situações de risco de adoecimento e de agravamento do mesmo, atuando como mediadoras entre os usuários e equipe multidisciplinar. No Programa Hiperdia, as ações de mediação das ACS, valorizavam tanto os aspectos subjetivos dos sujeitos/usuários quanto aqueles do controle da glicemia, da prática de exercícios físicos em DM2. Foi individualizado um exemplo de percursos de mediação de cuidados de uma ACS no território, destacando-se uma relação de cuidados em processo dialógico, com disponibilidade e solidariedade em relação aos sujeitos/usuários de DM2. Nas considerações finais, sugere-se o aprofundamento da pesquisa sobre os processos dialógicos subjacentes às relações de cuidados das ACS em sua prática cotidiana.
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Pellarová, Petra. "Dialog v pedagogickém procesu." Master's thesis, Akademie múzických umění v Praze.Divadelní fakulta. Knihovna, 2017. http://www.nusl.cz/ntk/nusl-361714.
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The given master’s thesis deals with the process of learning which is based
on my own experience. I have taught the movement education in two primary schools, one time in a preparatory class and another in a first class.
The experience of acting with inner partner attained at the Department
of Authorial Creation and Pedagogy has been inspiring. During the classes I have used this predisposition to confirm that it can be used as one of the basics
in pedagogical practice. In this paper I map my journey of a pedagogue.
The emphasis is on the group and the role of the pedagogue in it. I am also taking into consideration the influence of movement education on the children and the way they learn through movement, which is a part of their personal growth. The interconnection between dancing and the pedagogical practice was essential for writing this paper.
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Brenegan, Lynne Patricia. "Dialogue and process consulting." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ53313.pdf.
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Farias, Ana Claudia Silva. "A importância do processo criativo ao ensino e aprendizagem em design de moda: experiência internacional de criação interdisciplinar e de excelência em Veneza." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/100/100133/tde-23052016-120953/.
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Trata-se de estudo e análise sobre o processo criativo no ensino e aprendizagem da moda, com vistas à compreensão de sua importância e de seu desenvolvimento nessa complexa especialidade do design. Visamos assim nossos esforços ao desenvolvimento da didática criadora na moda brasileira em nível superior. Como referência consideramos a história, a experiência e a qualidade reconhecida do processo de ensino e aprendizagem desenvolvido do curso de design de moda da universidade Iuav de Venezia na Itália, destacando-se a qualidade e modernidade do caso de Veneza. Com os resultados obtidos de análise, reiteramos o caráter fundamental do processo criativo na concepção e no de desenvolvimento de produtos e serviços da moda, mas sobretudo na importância da consideração do educando como sujeito em processo de ensino e aprendizagem e em sua relação coletiva em ambiente favorável para a troca e para a construções culturais. Em particular, destacamos também os aspectos sensíveis relacionados à expressão e à identidade em obra, que qualificam decisivamente o desenvolvimento especializado da linguagem da moda em seu contexto histórico e culturalThis work addresses the study and analysis of the creative process in fashion teaching and learning. It aims to understanding its importance and its development in this complex specialty design. So we direct our efforts to the development of creative teaching in Brazilian fashion at the higher education. As reference we consider the history, experience and recognized quality of teaching and learning process developed in the course of fashion design of IUAV - University of Venice in Italy, highlighting the quality and modernity of the case of Venice. With the results from the analysis, we reiterate the fundamental character of the creative process in the design and development of products and fashion services, but especially in the importance of considering the student as a subject in teaching and learning process and his collective relationship in environment favorable for the exchange and for the cultural constructions. In particular, we also highlight the sensitive issues related to the expression and identity in work, which decisively qualify the specialized development of the language of fashion in their historical and cultural context
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Manoch, Karel. "Možnosti reformy OBSE v kontextu evropského dialogu o bezpečnosti." Master's thesis, Vysoká škola ekonomická v Praze, 2011. http://www.nusl.cz/ntk/nusl-113684.
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The diploma thesis deals with the contemporary position of the Organization for Security and Co-operation in Europe in the European security architecture and, in particular, it is devoted to the assessment of the reform possibilities of this organization whose efficiency and relevance are being questioned these days. The thesis concentrates on the unique features of the OSCE as well as on the analysis of its strong and weak points and of the interests of the key players too. Previous attempts of the OSCE's reform including the most recent initiatives and proposals in a wide European security negotiations framework are also profoundly discussed. On the basis of preceding findings, summarizing conclusions are finally drawn and the thesis predicts probable scenarios concerning the future of OSCE and its reform process.
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Ryan, Cate. "Schizophrenia| A Breakdown in the Dialogical Process of Making Truth." Thesis, Pacifica Graduate Institute, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10749955.
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This thesis explores schizophrenia from a depth psychological and neuropsychological perspective with the goal of contributing to understanding the experience of schizophrenia and improving its treatment, thereby helping to relieve the helpless feelings of both people in the counseling room. It addresses the research question: How can schizophrenia be explained as a metaphor for the experience of an inability to tolerate the conflicting dichotomies between The Real and The Imaginary? Using an alchemical hermeneutic methodology, the research weaves together the author’s clinical work with Lacanian theory, the work of psychoanalyst Darian Leader, Jungian analyst James Hillman’s concept of pathologizing, and the trauma theory of Donald Kalsched. Drawing on these theorists and current neuroscientific findings, the author works toward an equilibrium between the conscious and unconscious mind in a dialogical process of finding and giving meaning to the experience of schizophrenia through metaphors and the alchemy of language.
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Heredia, Eliane Cristina Pegoraro [UNIFESP]. "A educação em saúde como processo dialógico: ouvindo a comunidade Favela do Moinho." Universidade Federal de São Paulo (UNIFESP), 2012. http://repositorio.unifesp.br/handle/11600/8816.
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Publico-12362.pdf: 1126774 bytes, checksum: 5b3560a8ac4c628f31e3d3e56a38f4b5 (MD5)Introdução: Várias pesquisas sobre a prática do diálogo em educação em saúde apontam para a necessidade de transformação da relação profissional e usuário através do diálogo. Neste contexto, reconhece-se que a ação dialógica reflete na adesão ou aceitação da comunidade a certas regras, determinações ou procedimentos. Objetivo: Investigar saberes e concepções de saúde relacionados a temas da área da saúde da comunidade da Favela do Moinho com vistas ao desenvolvimento de um manual orientador das práticas educativas e dialógicas. Metodologia: Tratou-se de uma pesquisa exploratória e descritiva, com abordagem qualitativa, realizada junto à população residente na Favela do Moinho, região central do município de São Paulo. Foram realizadas entrevistas com questões norteadas à temática relacionada, com caráter semi-estruturado. Resultados e discussão: A totalidade de participantes da pesquisa foi n=15 acima de 18 anos de idade. Após a transcrição dos dados, foi realizado análise de conteúdo, onde foram explorados os seguintes núcleos temáticos: concepção de saúde e doença e também a comunicação na atividade educativa com a comunidade. A partir daí, tais núcleos foram divididos em 5 unidades temáticas onde as quatro primeiras estavam relacionadas à questão da concepção de saúde e doença e a quinta com a questão da comunicação na atividade educativa com a comunidade. Na análise do núcleo concepção de saúde e doença foram encontradas 96 unidades de contexto , 130 unidades de registros relacionadas à concepção de saúde e doença e 37 unidades de registros relacionadas ao núcleo comunicação na atividade educativa com a comunidade. Os resultados mostram, através das narrativas apresentadas pelos entrevistados, uma necessidade de um processo dialógico mais voltado para a realidade social e cultural. Percebe-se também pelos resultados uma necessidade por parte da população de um processo dialógico, pois não existem menções a atividades bem sucedidas de comunicação com a equipe de saúde, apesar de um reconhecimento da população relacionada com algumas iniciativas que significaram um avanço nas condições de saúde locais. Considerações Finais: Os resultados obtidos neste trabalho demonstram que a linguagem é social e adquirida pela cultura existente em relação ao tempo, espaço e lugar. A linguagem estabelecida pela comunicação social interfere no estabelecimento do processo comunicacional nas atividades educativas a serem desenvolvidas junto à comunidade. A educação através do diálogo revela uma comunicação em significados, investiga saberes gerando uma aproximação entre os sujeitos envolvidos. A necessidade de um processo dialógico torna relevante a proposta de um manual orientador, reflexivo e norteador das práticas em saúde através do estímulo ao diálogo e à escuta ativa onde o perfil do educador em saúde está pautado não só num saber técnico, mas também embasado nas ciências sociais como a sociologia, antropologia e psicologia.
Several studies on the practice of health education suggest the necessity of transformation in the relationship of professional and user through the dialogue. In this context, it is recognized that the dialogical action reflects on the adhesion or acceptance in the community to certain rules, procedures or determinations. The aim of this research was to investigate knowledge and concepts of health in the community of Moinho Favella to develop a manual for guiding educational practices and dialogue. It is a descriptive and exploratory research with a qualitative approach, conducted with the population living in Moinho Favella, a central region of São Paulo city. We used guided questionnaires related to issues with semi-structured characters. The participants of the survey were 15 members of the community over 18 years of age. After data transcription, content analysis was conducted from the following targeted groups: health and disease conception and also the educational activity in communication with the community. In the analysis, 96 context units and 130 record units were related to health conception and 37 record units were related to the communication in educational activities with the community. The research field shows through the narrative presented by the interviewees a need for a dialogue towards a more social and cultural reality. Through the presented results it was observed a necessity of a dialogical process, since there are no references of successful communication activities with the health team, despite recognition of the population related to some initiatives that provided an improvement in local health conditions. This reality is evidenced by language content of the respondents; showing that language is social and acquired by existent culture in relation to time, space and place. The education through dialogue reveals a communication by meanings; it searches for knowledge generating people aggregation. The need of a dialogue process becomes relevant the proposal of a reflective and orientative guide for health practice to that community.
TEDE
BV UNIFESP: Teses e dissertações
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Andersson, Lisa. "Värderingar, visioner, verklighet En fallstudie av hur ett arkitektkontor arbetar med dialog och delaktighet." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21588.
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This study aims to contribute to a better understanding of private actors work with stakeholder dialogue in Sweden by identifying important factors that affect how an architectural firm manages participation in early stages of urban planning. The study consists of a literature study of previous research on dialogue and participation as well as a case study consisting of interviews with architects at the architectural firm and direct observations during a dialogue process carried out by the architectural firm on behalf of a property developer. A significant factor appears to be that there are no democratic principles governing how they work with participation, it is their clients. The architects say they want to involve citizens in their design process and that they have their client's support in this. In practice, however, they involve citizens and other stakeholders to a very small extent, and when they do, there is lack of representation and the way the dialogue activities are conducted also affect what information and what perspectives that appear. It appears to be more important for the architects to hold dialogue with officials at the municipality's planning department to influence the municipality's planning process, than to work for increased participation.
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Eriksson, Malin Ida. "In Dialogue with Clay." Thesis, Konstfack, Keramik & Glas, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-7227.
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This paper is about my relationship to the material clay, and how it has affected my creative process. In this text I argue that clay is a material with human properties. I think of my practice as a dialogue between me and the material, an exchange rather than a monologue. This is how I picture clay as my main partner for discussing the deeper questions of what it is to be human, how clay as material can stand as metaphor for what it is to be living. I argue that clay has the poetic strength to communicate these questions of life of a more existential nature. Through the argument of clay being a material with human properties, I reason that a practice in materiality is a study of empathy since we spend much time with our materials to fully grasp how they behave. I firmly believe that this world is in need of an empathic movement, and I think that the field of craft has the possibility to be part of that movement. I see practitioners within the field of craft as practitioners of the sometimes irrational, emotional and indescribable parts of life. As researchers of the more existential qualities of life, I believe that we are important voices in a society that is getting more focused on rationality. With some help from writers, practitioners and philosophers within and outside the field of craft, I reason around the following research question: Can a material based practice stand as lodestar in todays society, to show empathy towards each other as beings as well as our surroundings?
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Schuitevoerder, Ingrid Rose, of Western Sydney Hawkesbury University, Faculty of Social Inquiry, and School of Social Ecology. "Process-oriented dialogue : an inquiry into group work and conflict facilitation." THESIS_FSI_SEL_Schuitevoerder_I.xml, 2000. http://handle.uws.edu.au:8081/1959.7/349.
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This is an exploration of process-oriented dialogue and how it is applied in group work and conflict facilitation. It encompasses a range of group-work applications, beginning with an investigation of useful approaches in bringing opposing parties together in dialogue situations. From there it unfolds the ways in which dialogue, in the midst of conflict, contributes to greater understanding of others' positions, and the creation of community spirit. A number of dynamics inherent in conflicting situations are explored, including the belief systems and dynamics present which deter parties from coming together to dialogue after conflict, whether interventions can help shift the attitudes of conflicting parties, whether discussion of the conflict can be useful, and the role of the facilitator. Models of conflict resolution, community building, and dialogue are introduced, and the Process Work model of group work is explored. Various case studies are described, along with surveys from two groups. The findings are analysed in the light of different paradigms and the application of process-oriented ideologies and methods and their effectiveness are critiquedDoctor of Philosophy (PhD)
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Schuitevoerder, Ingrid Rose. "Process-oriented dialogue : an inquiry into group work and conflict facilitation /." View thesis View thesis, 2000. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030509.133332/index.html.
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Thesis (Ph.D.) -- University of Western Sydney, Hawkesbury, 2000.A thesis submitted in completion of the degree of Doctor of Philosophy, Department of Social Ecology, University of Western Sydney, Hawkesbury, November, 2000. Bibliography : leaves 351-358.
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Khine, Thet Thet. "Building Process of Public-Private Dialogue During Major Reforms In Myanmar." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6051.
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Since 1962, Myanmar has experienced stagnant economic growth despite its rich natural resources, demographic strength, and being located at the crossroad of Asia. To improve policy and regulation, Myanmar's private sector must advocate policy or administrative course of action to the government. Therefore, the purpose of the research was to evaluate the public-private dialogue (PPD) before and after the change of the government, and change of UMFCCI leadership during major reforms in Myanmar. Research questions were focused on the design, implementation, and benefits and risks of PPD. This qualitative case study, based on cross-sector collaboration theory, included semistructured interviews with 26 key participants who have deeply involved in the PPD building process since very beginning. Data were categorized for thematic analysis and the PPD building process was compared before and after April 2016 because there was a change of government and Union of Myanmar Federation of Chambers of Commerce and Industries leadership. Findings included differing levels of conceptualization, capacity constraints, and the need to coordinate among development partners. Additionally, differing commitment level among local and foreign businesses indicated that creating the right conditions and being able to establish a collective purpose are important for successful cross-sector collaboration. This study contributes to positive social change for policy makers and collaborators interested in creating a positive regulatory environment through collaboration.
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Leffler, Elliot. "Devising dialogue : structuring intercultural encounters through the process of workshop theatre." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/8162.
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Includes abstract.Includes bibliographical references (leaves 79-82).
This dissertation explores the efficacy of workshop theatre processes in nurturing intercultural dialogue among members of a multicultural group. It investigates two kinds of intercultural dialogue - interpersonal dialogue and intergroup dialogue - which, it is argued, are each catalysed by different theatrical processes. Theatre games and improvisations seem to nurture an interpersonal dialogue, in which cultural differences are transcended as group members recognise each other's common humanity. Theatre research, on the other hand, seems more able to nurture an intergroup dialogue, in which group members acknowledge and contextualise cultural differences. At the same time, this dissertation proposes that it is unethical and ultimately ineffective for a facilitator to deliberately nurture a purely-interpersonal dialogue or a purely-intergroup dialogue. Rather, the group members themselves should determine the nature of the dialogue in which they participate. The dissertation therefore embraces Fred Casmir' s model of third-culture building, which conceptualises the multicultural group as a 'third-culture' that ideally evolves to accomodate the needs of all of its members.
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Morse, Ricardo Stuart. "Community Learning: Process, Structure, and Renewal." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/27472.
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Community renewal is a dominant theme in American society today. It has been said that public administration could and should be a leader in the community renewal movement, yet for the most part the field of public administration fails to â getâ community. This study advances and explores a concept of community learning as part of a broader effort to better understand what a community perspective means for public administration theory and practice. The contributions of this study are two-fold. First, a concept of community learning is drawn from a variety of literature streams that share an ethos of collaborative pragmatism. Community learning occurs when the knowledge created in the integrative â community processâ is fed-forward and embedded at the level of community structure. Furthermore, a â learning communityâ is found where the community learning process is institutionalized at the level of community structure. While community learning is a term being used to some degree in the field of community development, a concept of how communities might learn has yet to be offered. Thus, the conceptualization offered here seeks to fill this gap in the literature.
This study also explores the community learning concept empirically in the context of an action research project in Wytheville, Virginia. Here participants worked with a Virginia Tech research team to better understand their community and develop a unified â visionâ for the communityâ s future. The study revealed that the collective or collaborative learning of the â community processâ can occur over time and also in the form of punctuated group â a-haâ moments. In either case, the learning process is one where new knowledge is created in the form of new or altered shared meaning or new ideas. This learning was fed-forward to the community level to become community learning in three ways: 1) as the learning took place in the community field, meaning the participants of the learning process represented the different institutions that make up community structure; 2) through the integrative medium of local media outlets; and 3) through formal and informal processes of knowledge transfer from the group to community level, where the community level was represented by a citizens committee.
As communities institutionalize learning processes they can be said to be â learning communities.â Evidence from the Wytheville study provides insights into how this might happen. The implications for the practice of a â new public serviceâ are explored as well as future areas of research relevant to the community learning approach. The study concludes by suggesting what a community perspective for public administration might mean as community learning is a concept based in this perspective.Ph. D.
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Tourinho, Ligia Losada. "Dramaturgia do corpo : protocolos de criação das Artes da Cena : dialogos entre artistas." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/284029.
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Orientador: Eusebio Lobo da SilvaTese (doutorado) - Universidade Estadual de Campinas, Instituto de Artes
Made available in DSpace on 2018-08-14T20:22:16Z (GMT). No. of bitstreams: 1 Tourinho_LigiaLosada_D.pdf: 80716560 bytes, checksum: 7540f8bd1a3dfc7474f2b4453ea22dd0 (MD5) Previous issue date: 2009
Resumo: Esta pesquisa apresenta uma reflexão sobre as dramaturgias da contemporaneidade, entendendo que seus significados atuais não são sinônimos de texto dramático, mas suas acepções contemporâneas dizem respeito às estruturas artísticas que determinam a composição cênica. A primeira parte desta tese é destinada à apresentação do panorama atual das pesquisas sobre o tema e, a uma revisão histórica sobre o(s) conceito(s) de dramaturgia desde o início da civilização ocidental até os dias de hoje. Na atualidade, a dramaturgia passa a ser um campo de investigação presente nas Artes da Cena. Essas estruturas cênicas podem ser estabelecidas em diversas configurações dramatúrgicas. O texto dramático é entendido como uma das possibilidades de registro, documentação e estruturação cênica; mas, não como a única. O processo de estruturação cênica está diretamente atrelado à poética daquele que cria a obra artística, na figura do diretor, coreógrafo, de quem assina a concepção. As dramaturgias contemporâneas se manifestam como protocolos de criação dos artistas responsáveis pela autoria dos espetáculos. A segunda parte desta tese destina-se à reflexão sobre as perspectivas atuais de análise espetacular, sobre a conceituação de dramaturgia como protocolos de criação e à discussão de novas terminologias dramatúrgicas como dramaturgias do corpo, dramaturgia do ator, dramaturgias da dança, dramaturgias da forma, dramaturgia de tensões, etc.. Em uma última etapa da pesquisa, desenvolve-se uma reflexão sobre a pesquisa de campo desta tese, que envolveu a reflexão sobre um processo dramatúrgico laboratorial - Projeto Jogo Coreográfico - e, processos dramatúrgicos de quatorze artistas residentes na cidade do Rio de Janeiro. A pesquisa de campo se desenvolveu a partir de diretrizes de uma metodologia experimental qualitativa compreendendo entrevistas e observação de espetáculos.
Abstract: This research synthesizes the contemporary dramaturgy concepts, understanding that its current meaning is not synonymous of dramatic text, but its contemporary interpretation is about artistic structures that determine the scenic composition. The first part of this PHD research is destined to the presentation of the current panorama of research on the theme and a historical review of the dramaturgy concept since the first civilization up to now. In current days, dramaturgy starts to be a field of investigation present in all Performing Arts. These scenic structures can be established in different dramaturgy configurations, so the dramatic text is one way of record, documentation and scenic structuring, but it is not the only one. The process of scenic structuring is connected to the poetic of the one who creates the artistic work, in the role of the director, choreographer, of who signs the conception. Contemporary dramaturgies are manifested as creation protocols of the artists responsible for the authorship of the plays. The second part of this research is destined to the reflection over the current perspectives of spectacular analysis, over the concept of dramaturgy as creation protocols and to the discussion of new dramaturgy terminologies as dramaturgies of the body.
Doutorado
Artes
Doutor em Artes
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Yoshino, Koichiro. "Spoken Dialogue System for Information Navigation based on Statistical Learning of Semantic and Dialogue Structure." 京都大学 (Kyoto University), 2014. http://hdl.handle.net/2433/192214.
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Chen, Irene Wen-Ling. "EFL learners developing critical intercultural awareness through process drama : dialogue and discovery." Thesis, Durham University, 2013. http://etheses.dur.ac.uk/8464/.
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The overall aim of this research study is to look for a paradigm shift in foreign language (English) education in Taiwan. By challenging the role of foreign languages teaching and learning in the reproductive purpose of education systems, this study addresses the significance and urgency of developing critical intercultural awareness (CIA) in Taiwan students’ language learning experience. This study is a reflective account of an action research project that explores the how and why CIA can be developed in process drama praxis in the context of the Advanced English Learners’ Programmes for 27 junior high school students in Taiwan. Drawing on the theoretical framework of socio-cultural and educational drama theories for foreign language learning, this study follows the line of performative inquiry (Fels, 1999; 2000; 2008). As such, the drama site is regarded as a space for reflective action to take place, the drama workshop is seen as a collective experience of reflection, in which the participants are made able to problematise the current situation, to see things from different and distanced perspectives, and develop understanding in every moment of encountering with others, while co-constructing meanings together through dialogue and critical reflections. The narrative accounts of this inquiry serve to answer the major research question: How would a process drama syllabus help EFL learners develop critical intercultural awareness? The qualitative data demonstrated how such the multilayered mental space in drama allowed the language learners to develop flexibility and mobility through a freedom in the choice of action endowed upon them by the drama syllabus. The analysis revealed how drama created a milieu for the participants to engage, to negotiate, and co-construct meanings with SELF and Others from critical perspectives. The foreign language learning experience serves as a contact zone in which the SELF is deconstructed and reconstructed through a constant interplay and negotiation of meaning with the OTHER. The drama syllabus and approaches furthered this inter-space experience, deepened the impact of encountering the OTHER, and thus enabled the process of recognizing and re-strengthening of one’s own cultural identity. The evidence in the research demonstrated that, when given appropriate opportunities, the EFL learners are able to develop critical intercultural awareness though the language learning experiences. A model for the development of such intercultural education is then constructed through this study. The research thus argues for a need of a critical pedagogy approach in the foreign language classroom.
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Kiiski, Ruut. "Creating through dialogue : the conductor’s role during the process of first performance." Thesis, Kungl. Musikhögskolan, Institutionen för komposition, dirigering och musikteori, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-1977.
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In this study I will research and reflect on the conductor's role during the process of preparation for a first performance. I will present differences between two kinds of working processes: one where the conductor is working with a contemporary composer on a piece of music that is going to be performed for the first time in contrast to one where he or she is working with traditional repertoire or with music already performed. Throughout the process I will also focus on the dialogue between the conductor and the composer. The work consists of three parts. The first part is an overview of the process and its phases from the conductor's point of view. I go through the process and introduce some key points and challenges associated with it. In the second, practical part of my work I adduce a case of my own as an example of the experiences related to working with a composer in the process of première preparation. In the third part I suggest one solution for facilitating a better dialogue between the conductor and the composer.
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Randall, Christopher. "Musical dialogue and the creation of meaning in the music-making process." Thesis, University of Newcastle Upon Tyne, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446234.
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Bauer, Michael R. "Collaborative Environmental Decisionmaking: A Power Sharing Process that Achieves Results Through Dialogue." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/28990.
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Environmental problems occur where ecosystems and human social systems converge. As a result, they are not easily resolved by science or technology because they stem from the diversity in human perceptions, expectations, and values. A decisionmaking process known as collaboration offers a method of joint problem solving that is based upon an application of social learning theory. Collaboration is inspired by the concept of participatory democracy and advanced by the exchanges inherent in a civic discourse. It can involve individuals and representatives of agencies, organizations, and other groups in open discussions where the process participants share information and power as they take joint responsibility in attempting to make decisions, reach solutions, or resolve issues.
This study identifies basic elements of collaborative environmental decisionmaking through an analysis of several collaborative processes. It then examines how these collaborative processes work and whether collaboration is an effective environmental decisionmaking process. Two case studies are examined: the Chesapeake Bay Program Community Watershed Initiative Workgroup, and the Elizabeth River Project Watershed Action Team. The case studies illustrate that the presence or absence of the identified elements of collaborative environmental decisionmaking affect the results of the process. They also illustrate that the participants in these processes incur changes in the manner in which they regard the issues.
Collaborative environmental decisionmaking works by establishing a dialogue among people with disparate positions, concerns, and interests in an attempt to find common ground. The process can link formal, theoretical knowledge with informal, practical wisdom through face-to-face dialogue among contending parties. It can result in social learning and build social capital.Ph. D.
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Ivarsson, Ida, and Erika Sjöblom. "Feedback som grund för lär- & utvecklingsprocesser i ledarskapet : - "Det feedbackas alldeles för lite"." Thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-15495.
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Syftet med denna uppsats är att ta reda på hur ledare på en bank upplever att de kan lära och utvecklas som ledare. Detta genom feedback, medarbetare, omvärlden och omorganisationen. Studien är av kvalitativt slag och har ett fenomenologiskt perspektiv. Datainsamlingen gjordes genom sju semistrukturerade intervjuer. Resultatet i relation med tidigare forskning och teorier visar på att när reflektion görs så sker lärande och utveckling. Dock så har det visat sig att reflektionstid upplevs vara en bristvara, vilket kan resultera i att lärandet och utvecklingen inte blir lika utbredd som det hade kunnat bli. Något som framkommit är att mentorskap skulle kunna främja lärandet och utvecklingen. Även feedback kan utgöra en grund för ledaren att skapa sig lärande och utveckling. Då det ger en möjlighet för ledaren att rannsaka sig själv och se sig genom andras ögon. En annan aspekt som framkom i studien var att ledarna utövar ett transformativt ledarskap där de involverar sina medarbetare i stor utsträckning.The purpose of this paper is to find out how leaders, at a bank, feel that they can start a learning and development process. This driven by feedback, co-workers, the surrounding environment and reorganization. This paper is of a qualitative nature and has a phenomenological perspective. The data was collected through seven semi-structured interviews. The result in relation to previous research and theories suggest that when reflection is done so is learning and development. It has been proven that time for reflection is something that´s perceived to be in short supply, which can result in that learning and development will not be as widespread as it could have been. Something that has emerged is that mentoring could promote learning and development. Feedback can provide a basis for the leader to create learning- and development processes, since this is an opportunity for leaders to search themselves and see themselves through others’ eyes. Another aspect that emerged in this paper was that leaders engaged in a transformative leadership where they include their co-workers to a large extent.
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Bakhtiari, Koohsorkhi Alireza. "Analysis of the Dirichlet Process Mixture Model with Application to Dialogue Act Classification." Thesis, Université Laval, 2011. http://www.theses.ulaval.ca/2011/28503/28503.pdf.
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La reconnaissance des intentions de l’utilisateur est l’un des problèmes les plus difficiles
dans la conception des systèmes de dialogues. Ces intentions sont généralement codés
en termes d’actes de dialogue, où un rôle fonctionnel est attribué à chaque énoncé d’une
conversation. L’annotation manuelle des actes de dialogue est généralement coûteuse
et prends du temps, il y a donc un grand intérêt à plutôt annoter automatiquement des
corpus de dialogue.
Dans ce mémoire, nous proposons une approche non paramétrique bayésienne pour
la classification automatique des actes de dialogue. Nous utilisons les mélanges par
processus de Dirichlet (DPMM), dans lesquels chacune des composantes est déterminée
par une distribution de Dirichlet-multinomial. Deux nouvelles approches pour
l’estimation des hyperparamètres dans ces distributions sont introduites. Les résultats
de l’application de ce modèle au corpus DIHANA montre que la DPMM peut récupérer
le nombre réel d’étiquettes en haute précision.Recognition of user intentions is one of the most challenging problems in the design of dialogue systems. These intentions are usually coded in terms of Dialogue Acts (Following Austin’s work on speech act theory), where a functional role is assigned to each utterance of a conversation. Manual annotation of dialogue acts is both time consuming and expensive, therefore there is a huge interest in systems which are able to automatically annotate dialogue corpora. In this thesis, we propose a nonparametric Bayesian approach for the automatic classification of dialogue acts. We make use of the Dirichlet Process Mixture Model (DPMM), within which each of the components is governed by a Dirichlet-Multinomial distribution. Two novel approaches for hyperparameter estimation in these distributions are also introduced. Results of the application of this model to the DIHANA corpus shows that the DPMM can successfully recover the true number of DA labels with high precision
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Zene, Cosimo. "Mission - conversion - dialogue : the Christianisation process of the Rishi in south-west Bangladesh." Thesis, SOAS, University of London, 1994. http://eprints.soas.ac.uk/29563/.
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This thesis is a study of the changing relationship over time (1856-1990) between the Rishi, an ex-Untouchable jati of Bengal/South-West Bangladesh, and various groups of Catholic missionaries. The material consists of intensive ethnographic fieldwork among Hindu and Christian Rishi, as well as research into historical sources on missionary presence. The new approach to mission initiated by Vatican II (1962-65) is contrasted with the phenomenology of dialogue as this occurs in the field. A common ground is established between this stance and recent anthropological theory intent on solving authorial crisis by adopting 'dialogic' styles. It is argued that the mere adoption of a dialogic genre does not provide a solution for textual authority in anthropology, nor does it solve the missionary impasse. The radicality of dialogue as an ethical involvement rather than a means to an end (either 'conversion' or epistemological certainty) or as a methodological tool, is further analysed through the tensions inherent in the 'translation' of the Christian message. The misunderstandings this generates and the variety of missionary positions vis-a-vis the Rishi and the wider society constitute the 'topoi' of multiple dialogues. The Rishis' experience of 'Untouchability' and their struggle for humanity expose the shortcomings of a missionary self and the possible hidden intentionalities of anthropological enquiry. The field situation of the missionary and the ethnographer alike provide a testing ground for theories of dialogue in modern philosophy. It is argued that it is principally in the Levinasian 'proximity to alterity' and the Gramscian concept of 'counter-hegemony' that dialogue becomes ethically and politically demanding, and that social anthropology, as a discipline interested in human dialogue and its tensions, cannot fulfil its vocation without making an ethico-political commitment.
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Pūrienė, Kotryna. "Kolektyvinės darbo teisės vieta šiuolaikiniame globalizacijos procese." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20110709_152429-38380.
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Globalizacija yra įvairialypis ir sudėtingas procesas, pasireiškęs intensyvėjančiais valstybių tarpusavio ryšiais, laisvu darbo jėgos, paslaugų, prekių ir kito kapitalo judėjimu, kurį lėmė 20 amžiaus pabaigos mokslinė ir technologinė pažanga. Sparčiai vykstanti globalizacija iškėlė naujus uždavinius ir darbo teisei, kuri turi prisitaikyti prie vykstančių pokyčių. Darbe teigiama, jog pagrindinis vaidmuo turi tekti socialiniam dialogui, kuris yra pagrindinė ir veiksmingiausia priemonė siekiant mažinti globalizacijos sukeltas neigiamas pasekmes darbo rinkoje ir kartu pasinaudojant teigiamomis globalizacijos suteiktomis galimybėmis. Svarbiausia užduotis – socialinio dialogo skatinimas ir vystymas visais lygmenimis. Prioritetas turi būti teikiamas kolektyviniam, o ne individualiam darbo santykių reguliavimui. Didelė problema – dabartinių profesinių sąjungų narių sumažėjimas. Nesant stiprių socialinių partnerių, neįmanoma tinkamai ir efektyviai dalyvauti kolektyvinėse derybose bei pasiekti aktualių socialinių bei ekonominių problemų sprendimo. Itin teigiamas yra Europos socialinių partnerių dalyvavimas teisėkūros procese, tačiau nesant konkretaus teisinio pagrindo Europos lygmens kolektyvams deryboms inicijuoti ir vesti, šis reiškinys neišnaudoja visų galimybių. Išanalizavus surinktus šaltinius nustatyta, jog globalizacijos įtaka darbo teisei pasireiškia visuose lygmenyse – tarptautiniame, regioniniame (Europos Sąjungos) bei nacionaliniame. Tarptautiniame lygmenyje svarbiausią... [toliau žr. visą tekstą]Globalisation is a various and complex process that is displayed by the intensive relations among the countries and the movement of labour, services, goods and other capital that was forced by the scientific and technologic progress at the end of 20th centuary. Progressive globalisation has risen new goals for the labour law that has to adjust to the present changes. The thesis states that the main part has to be given to the social dialogue which is the main and most important means for decreasing negative consequences of globalisation. On the other hand, the use has to be made of the positive opportunities of globalisation. The main goal is stimulation and development of social dialogue in all the stages. Priority should be given to the regulation of the collective labour. The decrease of the present trade unions is a big problem. It is imposible effectively and properly participate at the collective negotiations and reach the social and economic solutions of a problem when social partners are missing. A very possitive mean is European social patners participation at legislation, but this phenomenon is not fully used when there are no concrete fundamentals of law for European associations to initiate and carry out negotiation. Having analised all the resources the conclusion is that globalisation affects labour in all the levels – international, regional (European Union) and national levels. At the international level the main place is given to the Internation labour... [to full text]
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Savci, Zeki Arda. "Euro-mediterranean Partnership And The Intercultural Dialogue." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607870/index.pdf.
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The aim of this thesis is to examine, analyse and discuss the ways in which the European Union is structuring its relations with its neighbours in the Mediterranean region, in regards of the Euro-Mediterranean Partnership, its Third Basket which is dealing with the socio-cultural cooperation and human affairs, and the initiative of the intercultural dialogue.
In this thesis, it is shown that the human dimension of the Euro-Mediterranean Partnership has experienced an increase in related debates, activities and initiatives within the post-9/11 world order. To organise the intercultural relations and the civil society input in the process, the Anna Lindh Euro-Mediterranean Foundation for the Dialogue between Cultures was established in 2005.
It is observed that within the framework of this renewed significance of the Third Basket and the notion of intercultural dialogue, there exist clear problems regarding the issues of the politicisation and securitisation of the process, the representation of cultural entities and the participation of civil society organisations.
To conclude, it is suggested that the independence of the Euro-Mediterranean Foundation regarding the issues of funding and civil society participation need to be enhanced extensively as within the current situation the political actors and the governments of the partner countries have strict control over the functioning of the intercultural dialogue which is initiated as a solely non-governmental institution that would regulate the cultural relations in the region.
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Levehag, Tore. "Effektivisering av organisationens processkartläggning : En fallstudie vid Länsstyrelsen Gotlands Län." Thesis, Uppsala universitet, Industriell teknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-325644.
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Vi lever i en omvärld med oförutsägbarhet och ett högt förändringstempo. Det är en utmaning att skapa förmåga för att vi ska kunna ställa om och anpassa oss till förändringar. Nyckeln till ett framgångsrikt förändringsarbete är att vara mottaglig för förändringar och kunna genomföra dem. Länsstyrelsen Gotlands Län kartlägger alla sina processer men arbetet har tagit längre tid än väntat. Syftet med examensarbetet är att synliggöra möjligheter för att effektivisera processkartläggning. Syftesfrågor som har använts i studien är vilket ledarskap behövs för att stödja arbetet? Hur kan förändrad kultur hjälpa till i förbättringen? Hur kan medarbetarna kompetensutvecklas för att möta behoven? Studien är en fallstudie där datainsamlingen har skett i form av intervjuer. Teori som använts i studien berör offensiv kvalitetsutveckling, förändringsarbete, hållbar verksamhetsutveckling, ledarskap och dialogkompetens. I studien har fem olika teman utkristalliserats i ett Orsak verkan diagram. Resultat visar orsaker till att processkartläggningen är ineffektiv. Arbetet har kommit fram till att delar av ledningen inte är tillräckligt engagerade för att processkartläggningen ska vara så effektiv som möjligt. En plan för genomförande för effektivisering har tagits fram. För att effektivisera processkartläggningen bör ledningen införa ett arbete med förbättringscykeln. Slutsatsen är att verksamhetsutveckling och ständiga förbättringar har stor betydelse för att organisationen ska kunna verka i en föränderlig omvärld, effektivisera de egna processerna och möta ständigt ökade kundkrav så att en bra kostnadseffektivitet uppnås.We live in a world of unpredictability and a high rate of change. It is a challenge to create the ability for us to change and adapt to changes. The key to successful change is to be receptive to changes and to implement them. The County Administrative Board of Gotland County maps all its processes, but the work has taken longer than expected. The purpose of the thesis work is to visualize opportunities for streamlining process mapping. Sewing questions that have been used in the study are what leadership is needed to support the work? How can altered culture help in the improvement? How can employees develop skills to meet the needs? The study is a case study where data collection has taken place in the form of interviews. Theory used in the study concerns offensive quality development, change work, sustainable business development, leadership and dialogue skills. In the study, five different themes have been crystallized into a family diagram. This result shows reasons that process mapping is ineffective. The work has concluded that the management is not sufficiently committed to making the process mapping as efficient as possible. A plan for implementation for efficiency has been developed. To streamline process mapping, management should introduce work with the improvement cycle. The conclusion is that business development and continuous improvement are important for the organization to work in a changing environment, streamline its own processes and meet ever-increasing customer demands so that good cost-effectiveness is achieved.
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Howell, Steven J. "Implications of Classroom Writing Instruction Emphasizing Imagination, Creativity, and Dialogue: A Case Study." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1301496875.
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Holder, David G. "Building sermons to meet the needs of people through a lay-clergy dialogical process." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
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Urbánek, Stanislav. "Dialog autor-hudba k procesu vzniku koncepčního hudebního p očinu." Master's thesis, Akademie múzických umění v Praze.Divadelní fakulta. Knihovna, 2012. http://www.nusl.cz/ntk/nusl-156089.
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The author in this thesis addresses selected aspects of the process of origin of a conceptional musical piece, particularly a song (as a complete form), he reflects the principle of a dialogue which is present in music and tries to describe the way in which the originating musical structure is perceived from the point of view of the author. That is the communication of the authorial self with his own musical idea. Furthermore the author strives to authentically reflect the process of the origin of his own musical attempts.
Each of the five chapters of this thesis deals with different set of themes- themes which are closely connected with the actual process of musical creation (the process of creating music and foremost the process of "making" songs).
The first chapter is dedicated to formation of values and to determining the author-music relationship, while the question of taste, necessity and creative direction is being emphasized. The second chapter attempts to answer the question what exactly can be regarded as a song, how its boundaries can be defined and in what way can time and space be managed within those boundaries. The third chapter approaches the author's relationship with his music as a dialogue, tries to describe it and it also deals with understanding of the current in music and the necessity of the element of the immediate during the process of musical creation. In chapter four of this thesis the order of steps in the birth of a song is discussed - from the initial idea to the final form.
In the last fifth chapter the author seeks his own constructive and creative expression and he especially analyzes the relationship between originality and authenticity.
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Brun, Gilles. "Changement organisationnel et relation de pouvoir : Pour une approche sociocognitive du dialogue social dans l’entreprise." Thesis, Pau, 2012. http://www.theses.fr/2012PAUU2014/document.
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Ce travail de thèse s’appuie fortement sur le concept de « transformation normative du social et de l’intime », transformations induites par les évolutions de l’environnement économique et social vers une exacerbation de l’individualisme renvoyant d’une part aux cadres sociaux et idéologiques et d’autre part aux psychisme des individus souvent mis en difficulté par cette tourmente transformationnelle. Face à cet environnement en transformation rapide, cette thèse relate, à partir d’un cas d’entreprise, l’utilisation du « marketing de combat » dans le domaine social et considère la fragilité et la gestion du rythme optimal de la dynamique apprenante d’un processus de changement. De l’étude de ce cas est déduite l’importance que peut revêtir la médiation sociocognitive. S’y ajoute une tentative de modélisation des résultats concernant le jeu des interactions et rétroactions relatives aux multiples voies du devenir de la liberté individuelle générée par le difficile processus de subjectivation. Le nécessaire développement de la médiation sociocognitive intra-entreprise ou inter-entreprises est requis pour résoudre (purger) les conflits interpersonnels et déployer l’altéritéThis thesis relies heavily on the concept of "normative transformation of both innermost and social being ", transformations induced by changes in the economic and social environment to an exacerbation of individualism on the one hand referring to executives social and ideological and partly to the psyche of individuals often challenged by the turmoil transformational. Faced with this rapidly changing environment, this thesis describes, from a business case, the use of "marketing war" in the social sphere and considers the fragility and managing the optimal pace of learning the dynamics of a process of change. From the study of this research-action is deduced the potential importance of social cognitive mediation. An attempt to model the results concerning the interplay of interactions and feedbacks on multiple pathways of the future of individual freedom generated by the difficult process of subjectivation is added. The necessary development of sociocognitive mediation intra-company or inter-company is required to solve (purge) interpersonal conflicts and deploy otherness
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Garstin, Stéphanie Alice. "Assembling the atom : development legacies, dialogue and the process of nuclear development in Pomerania, Poland." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5422/.
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Nuclear power is currently receiving a great deal of attention in the international arena as nations seek to tackle the joint energy challenges of supply security and sustainability. Discussions have focused on questions of efficiency, cost, waste disposal and the safety profile of the technology. Within the social sciences attention has been given to the decision making processes surrounding nuclear technologies, and to themes of dialogue and participatory decision making. This body of research conceptualises nuclear industries as products of social and political processes. In this thesis, I have conceptualised the Polish nuclear industry as the product of social, political, but also material forces which together co-shape dialogue surrounding the pursuit of nuclear development. The thesis presents a case study of nuclear development in Pomerania, northern Poland. During the 1980s, the Communist government of the People’s Republic of Poland began to construct the first of a series of nuclear power plants beside Lake Żarnowiec in the north of the Province. However, following protests and political upheaval in the region, construction work was abandoned and the site left empty for nearly twenty years. Since 2009, Lake Żarnowiec has once again taken centre stage as Poland seeks to construct a nuclear facility in Pomerania. This thesis examines the agency of the infrastructural assets of the original development, landscape changes, notions of identity, and the social and political processes which underpin decision making surrounding the pursuit of nuclear development within the region. It demonstrates the presence of a complex entanglement of social, material and conceptual elements present in dialogue surrounding contemporary nuclear development. The research calls attention to the forces and pressures, both seen and unseen which together shape political and social attitudes towards nuclear development.
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Bokenstrand, Cecilia. "Den politiska budgeten : om nya kommunala budgetprinciper och budgeten som process för dialog /." Göteborg : CEFOS, 2000. http://www.gbv.de/dms/sub-hamburg/322884519.pdf.
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Morita, Marisa Kimie. "Dialogo a distancia no processo de aquisição da oralidade em lingua estrangeira." [s.n.], 1993. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269407.
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Orientador: Jose Carlos Paes de Almeida FilhoDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Esta pesquisa foi conduzida a fim de investigar o processo de aquisição da linguagem oral do português como língua estrangeira através de diálogos à distância. O procedimento por nós proposto é uma forma individualizada de extensão da sala de aula. Diálogos à distância são ocasiões em que o professor e o aluno se "correspondem" através de trocas de turnos gravados em fitas áudio. É o momento em que os aprendizes usam a língua-alvo em situação real e significativa, praticando a compreensão da linguagem oral e a fala. Paralelamente às gravações, realizamos encontros com troca de impressões e idéias sobre esse processo que o aluno e o professor vivenciavam e, a partir daí, foram realizados estudos de alguns aspectos lingüísticas (nos níveis fonológico, lexical, morfológico, sintático e pragmático). Avaliamos os dados quanto a aspectos formal-lingüísticos, temáticos e interacionais, mostrando as semelhanças e as diferenças no processo de aquisição de dois sujeitos. Analisamos também as estratégias de comunicação utilizadas pelos sujeitos nesse processo, onde mostramos como os nossos sujeitos tentam superar os vários problemas comunicativos encontrados. Os dados nos permitem concluir que os diálogos à distância são um procedimento válido e com grande potencial tanto para o ensino/aprendizagem como para a pesquisa aplicada na área de línguas
Abstract: This research was developed to investigate the process of the oral language acquisition of Portuguese as a foreign language through dialogue at distance. The procedure proposed by us is a form of individualized classroom extension. Dialogues at distance are occasions on which teacher and student carry on a conversation through audio-taped recordings. It is the moment when the learners use the target language in real significant situations, practising listening comprehension and speaking. Parallel to the recordings, the teacher and the learners meet to exchange impressions and ideas about this processo 8ased on them, studies of some linguistic aspects (phonological, lexical, morphological, sintatic and pragmatic) are required. Data were evaluated from the formal-linguistic, thematic and interactional view showing the similarities and differences of aquisition of two subjects. Strategies of communications used by our subjects in this process were also studied to show the attempts they made to overcome the various communicativ'e problems faced in the dialogues. . The data showed us that the dialogues at distance proved to be a valid procedure with great potential to teaching/learning situations as well as to applied research in the language area
Mestrado
Ensino-Aprendizagem de Segunda Lingua e Lingua Estrangeira
Mestre em Linguística Aplicada
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Elliott, Stephen Richard. "Words about pictures, an analysis of dialogue content and process in high school art-viewing sessions." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0004/NQ39030.pdf.
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Rechia, Inaê Costa. "RETARDO DE AQUISIÇÃO DA LINGUAGEM ORAL COM LIMITAÇÕES PRÁXICAS VERBAIS: DIALOGIA E FUNÇÃO MATERNA NO PROCESSO TERAPÊUTICO." Universidade Federal de Santa Maria, 2009. http://repositorio.ufsm.br/handle/1/6450.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorIn this study we investigated the possible effects of the symptom of dyspraxic and matern function in mother-child interaction dialogic with delay in oral language. The results of linguistic analysis of the interactions of mother-child dyad with the exercise of maternal function was confronted and the efficacy and effectiveness of therapeutic strategies in line interactionist / psychotherapy was analyzed. On this study, six subjects took part, who went through footage of the mother-child dyad and therapist-child for realization of the analysis. There were also continuous interviews with the mothers with a view to including them in the therapeutic process, giving them voice. There was a poor link between mother-child, with exercise of maternal function deficit, intrusive mothers, absent, teaching or super-present, which took place in substantially reducing or virtual absence of dialogic interaction. This dialogical insecurity prevented the linguistic support necessary for language development. The paternal figure was virtually absent in five of the six cases. Therapeutic interactions between the speech therapist and child, added to ongoing interviews and meetings with moments of the dyad, led the rise in mother-child bond and improves the dialogic interaction. We find the emergence of the desire of the mother and son on the potentiation of linguistic operation in dyad capable of anchoring greater possibilities of language of children.
Neste trabalho, foram investigados os possíveis efeitos do sintoma dispráxico e da função materna na interação dialógica mãe-criança com retardo de linguagem oral. Confrontaram-se os resultados das análises lingüísticas das interações da díade mãe-criança com o exercício da função materna e analisaram-se a eficácia e efetividade de estratégias terapêuticas na linha interacionista/psicanalítica. Fizeram parte deste estudo seis sujeitos que passaram por filmagens da díade mãe-criança e terapeuta-criança para realização das análises. Realizaram-se ainda entrevistas continuadas com as mães com o intuito de incluí-las no processo terapêutico, dando-lhes voz. Observou-se um vínculo precário entre mãe-filho, com exercício da função materna deficitário, mães intrusivas, ausentes, pedagógicas ou superpresentes cuja materialidade se deu na diminuição ou quase-ausência da interação dialógica. Tal precariedade dialógica impedia o suporte lingüístico necessário para o desenvolvimento da linguagem. A figura paterna era praticamente ausente em cinco dos seis casos. Interações terapêuticas entre a Fonoaudióloga e a criança, somadas às entrevistas continuadas e momentos de sessões com a díade, permitiram o aumento do vínculo mãe-filho e melhora da interação dialógica. Percebe-se o surgimento do desejo da mãe sobre esse filho e a potencialização do funcionamento lingüístico na díade capaz de ancorar maiores possibilidades de linguagem das crianças.
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Helin, Jenny. "Living moments in family meetings : A process study in the family business context." Doctoral thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Center for Family Enterprise and Ownership, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-14852.
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This dissertation studies meetings from a process perspective. Such an approach, which can be labelled ‘process organisation studies’ is promising in that it directs attention to social processes continuously in the making. The thesis builds on the current development in process organisation studies in two ways. The first centres on an elaboration on key assumptions of approaching organisational life from a process perspective. I here bridge process organisation studies with Bakhtin’s work on dialogue into a dialogical becoming perspective. This perspective calls for a distinct way of understanding processes of becoming which makes it possible to explore meeting practices as situated, emerging and relational world-making activities. The second is a comprehensive processual account based on a collaborative field study with two owner families. Organised meetings held in a family that owns a business (or several) has proved to be of importance for family business longevity in that the family members can help to develop strong family relations and a healthy business. In this setting, where people are dealing with that which is often most important to them in life, such as their identity, work, family relationships and future wealth, a process approach is useful since it helps to understand the emotionally loaded, complex and intertwined issues at stake.What emerges as central in understanding movement and flow is the need to understand the here and now moments in meetings. I refer to these moments as ‘living moments’ as a reminder of the once-occurring, unique and momentary transformation that can take place between people in such encounters. Thus, the living moment is the moment of movement.
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Castro, Maria de Fátima Fonseca Guilherme de. "Competência oral-enunciativa em língua estrangeira (inglês): fronteiras e limites." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/13994.
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Previous issue date: 2008-08-08Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This thesis was developed in an inter/transdisciplinary approach that involves Applied Linguistics (AL), French Discourse Analysis (DA) and Dialogical Discourse Analysis (DDA). It was designed to investigate the constitutive representations of oral-enunciative competence (OEC) in English constructed by some subjects when occupying distinct discursive places undergraduates (first synchrony) and graduates (second synchrony) majoring in Foreign Languages. Regarding the first synchrony (1997), I studied how eighteen (18) subjects represent their OEC in English and that of their classmates in the context of university conversation classes of English, how these representations are translated into their learning experiences and in which discursive formations (DFs) their discursive practices are circumscribed. With relation to the second synchrony (2005), I studied how eleven (11) of these same subjects represent their OEC in English and that of their interlocutors in the several contexts experienced after graduation, how these representations are translated into the English teaching experiences in the different educational contexts and in which DFs their discursive practices are circumscribed when answering the AREDA Questionnaire. A study of the existing relations between the two synchronies was also carried out. Some findings of the study indicate that, in the first synchrony, the participants relation concerning their OEC in English is ruled by three representations: i) the OEC in English as lack; ii) the OEC in English as projection; iii) the OEC in English as exclusion. Such representations are interpenetrated and interconstituted and the discursive practices are circumscribed in some DFs that I classified as: DF of Lack (Lack of Linguistic Accuracy, Lack of Pertaining and Lack of Identification), Projective-Attributive DF (by Difference, Subjective and Interpellant) and DF of Exclusion (by Difference, by Denegation and by Resistance). In the second synchrony, the participants relation concerning their OEC in English is ruled by four representations: i) the OEC in English as lack; ii) the OEC in English as projection; iii) the OEC in English as reference; iv) resisting to the lack of OEC in English. These representations are interpenetrated and interconstituted and the discursive practices are circumscribed in some DFs that I described as: DF of Lack (Remaining and Constitutive), Projective- Attributive DF (by Difference, Subjective and Interpellant), DF of Orality Supremacy (Legitimating Praxis and Practice) and Heterotopic DF (by Event and by Desire). The discursive formations, in both synchronies, are in constant alterity, are interpenetrated in the continuum of the subjects discursive inscription and, for this reason, it cannot be said that one overlaps the other. By examining the dialogical relations among the two synchronies DFs, it was possible to observe that they are established by: i) resonance; ii) consonance; iii) dissonance; iv) dissension. In the social formation from where they enunciate, in each synchrony, the participants construct representations about OEC in English in a way that they inscribe themselves in DFs that coexist by dialogical and polyphonic relations that reveal their polyphonic referentiality. This referentiality is constructed from the discursive places, from the subjectforms and from the social places they occupy. It is also constituted by the DFs in which their discursive practices are inscribed. Such DFs coexist circumscribed in dialogic-polyphonic relations that, in the meaning dispersion, are similar, close, repetitive, contradictory, depart, dislocated. The subjects, in the different discursive places occupied in the two synchronies are in constant and continuing interpellation. The resistance to OEC in English occurs through the discontinuity of the act of becoming subject to face this resistance and to inscribe in many and different places that support such a resistance. Thus, the discourse of OEC in English , in this thesis, constitutes an effect of discursive places dislocation undergraduates and graduates; learners and teachers; users of the language in the ethos of both synchronies that permitted the diachronic analysis. From the polyphonic referentiality and from the diachrony established between the two synchronies, it is possible to say that there is, consequently, a discourse of oral-enunciative competence in English and that this discourse is an effect of dislocation of the discursive places occupied by the participants in the ethos in which they enunciate their utterances
Esta tese foi desenvolvida em uma abordagem inter/transdisciplinar que abrange a Lingüística Aplicada (LA), a Análise do Discurso de linha francesa (AD) e a Análise Dialógica do Discurso (ADD). Foi delineada com o objetivo de se investigar as representações constitutivas da competência oral-enunciativa em língua inglesa (COE em LI), construídas por alguns sujeitos quando ocupam os distintos lugares discursivos licenciandos (primeira sincronia) e licenciados (segunda sincronia) em Letras. Em relação à primeira sincronia (1997), estudei como dezoito (18) sujeitos representam a sua COE em LI e a de seus colegas no contexto de sala de aula de Conversação em LI na universidade, como essas representações se traduzem em suas experiências de aprendizagem e em quais formações discursivas (FDs) se circunscrevem as práticas discursivas presentes em seus dizeres. Em relação à segunda sincronia (2005), estudei como onze (11) desses mesmos sujeitos representam a sua COE em LI e a de seus interlocutores nos diversos contextos por eles vivenciados após a licenciatura, como se traduzem essas representações nas experiências de ensino de língua inglesa em diferentes contextos educacionais e em quais FDs se circunscrevem as práticas discursivas presentes nos dizeres enunciados nos depoimentos AREDA. Um estudo sobre as relações existentes entre as duas sincronias foi também realizado. Como resultado, foi possível depreender que, na primeira sincronia, a relação dos participantes da pesquisa, em relação à COE em LI é regida por três representações: i) a COE em LI enquanto falta; ii) a COE enquanto projeção; iii) a COE enquanto exclusão. Essas representações se interpenetram e se interconstituem, sendo que as práticas discursivas presentes nos dizeres dos enunciadores encontram-se circunscritas em algumas FDs que denominei: FD da Falta (de Acuidade Lingüística, de Pertencimento e de Identificação), FD Projetivo-Atributiva (pela Diferença, Sujeitudinal e Interpelativa) e FD da Exclusão (por Diferença, por Denegação e por Resistência). Na segunda sincronia, a relação dos participantes é regida por quatro representações: i) a COE em LI enquanto falta; ii) a COE em LI enquanto projeção; iii) a COE em LI enquanto referencialidade; iv) resistindo à falta de COE em LI. Essas representações, como na primeira sincronia, se interpenetram e se interconstituem, sendo que as práticas discursivas presentes nos dizeres dos enunciadores encontram-se circunscritas em algumas FDs que denominei: FD da Falta (Remanescente e Constitutiva), FD Projetivo-Atributiva (pela Diferença, Sujeitudinal e Interpelativa), FD da Soberania da Oralidade (Legitimadora da Práxis e da Prática) e FD Heterotópica (pelo Acontecimento e pelo Desejo). As FDs, em ambas as sincronias, encontram-se em constante alteridade, se interpenetram no continuum da inscrição discursiva dos sujeitos em enunciação e, por isso, não se pode dizer que alguma delas se sobreponha às outras. Ao examinar as relações dialógico-polifônicas entre as FDs das duas sincronias, foi possível observar que elas se dão por: i) ressonância; ii) consonância; iii) dissonância; iv) dissensão. Na formação social de onde enunciam, em cada sincronia, os participantes da pesquisa constroem representações sobre a COE em LI de forma a se inscreverem em FDs que coexistem permeadas por relações dialógico-polifônicas que, por sua vez, deixam vir à tona sua referencialidade polifônica. Essa referencialidade é construída a partir de lugares discursivos, das formas-sujeito e dos lugares sociais que ocupam, e é constituída, também, das FDs nas quais inscrevem as práticas discursivas de seus dizeres, sendo que essas FDs coexistem circunscritas em relações dialógico-polifônicas que, na dispersão dos sentidos, se assemelham, se aproximam, se repetem, se contradizem, se afastam, se deslocam. Os participantes da pesquisa, nos diferentes lugares discursivos ocupados nas duas sincronias, encontram-se em constante e contínua interpelação. A resistência à COE em LI se dá pela descontinuidade do ato de tornar-se sujeito para enfrentar essa resistência e se inscrever em vários e diferentes lugares que dão respaldo a essa resistência. Dessa forma, o discurso da COE em LI , nesta tese, se constitui um efeito de deslocamento de lugares discursivos licenciandos e licenciados; aprendentes e ensinantes; usuários no ethos das duas sincronias colocadas sob investigação que, por sua vez, permitiram uma análise da diacronia que aqui se instaurou. A partir da referencialidade polifônica e da diacronia instaurada entre as duas sincronias, pode-se dizer que há, assim, a constituição de um discurso da COE em LI , sendo esse discurso um efeito de deslocamento dos lugares discursivos ocupados pelos participantes da pesquisa, no ethos em que proferem seus dizeres
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ZEN, E. T. "DIÁLOGOS E PRÁXIS NO PROCESSO DE FORMAÇÃO HUMANA NO ÂMBITO DO PROEJA NO IFES." Universidade Federal do Espírito Santo, 2016. http://repositorio.ufes.br/handle/10/8519.
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Previous issue date: 2016-12-13Esta pesquisa teve por objetivo analisar a práxis filosófica de estudantes e professores de uma turma do curso de Segurança do Trabalho em um dos Campi do Instituto Federal do Espírito Santo a partir do exercício do diálogo crítico como atitude filosófica que integra as dimensões técnica e humanística da formação humana no Proeja. Defende a tese de que a práxis filosófica na turma do curso pesquisado se evidencia como elemento integrador entre diferentes componentes curriculares pela prática do diálogo crítico em torno das relações sociais capitalistas e suas implicações na conformação e ou transformação da realidade pessoal e social. A investigação se orientou pela seguinte questão: qual tem sido a práxis filosófica em uma turma do curso de Segurança do Trabalho e quais as possibilidades dessa se configurar como espaço e tempo de desenvolvimento da formação humana integral de estudantes e professores do Proeja no Ifes-Vitória? O aporte teórico metodológico tem no materialismo histórico-dialético suas bases centrando-se na filosofia da práxis pelos diálogos entre Marx, Gramsci e Freire. Como pesquisa qualitativa, a opção metodológica assumida foi pela pesquisa participante que se realizou tomando por base o pertencimento à comunidade, a participação e o diálogo entre pesquisador, estudantes e professores durante as aulas e as entrevistas. Os sujeitos participantes da pesquisa foram 12 estudantes e sete professores de uma turma do curso de Segurança do Trabalho do Proeja em que nos inserimos atuando com a observação participante nos períodos de 2014/2 e 2015/1; participaram ainda duas estudantes do Proeja do último período do curso de Segurança de Trabalho, totalizando assim 14 estudantes e sete (7) professores, participantes. Os resultados revelaram que por meio da práxis filosófica estudantes e professores exercitaram o diálogo crítico acerca das desigualdades engendradas pelo sistema capitalista ao problematizarem nas aulas os temas do desemprego, da terceirização, da concentração da terra e do monopólio da mídia. Assim, os diálogos entre discentes e docentes sinalizaram para uma práxis filosófica que visa à transformação das relações sociais capitalistas tendo em vista a formação humana integral no Proeja.
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Soudy, Laura. "Littérature et danse contemporaine : modalités et enjeux d'un dialogue renoué." Thesis, Pau, 2015. http://www.theses.fr/2015PAUU1005/document.
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Si la danse a partie liée avec la littérature c’est parce que cet art du mouvement a longtemps eu besoin d’une narration pour exister. En ce sens, lorsqu’au XXe siècle la danse s’affranchit du texte, elle s’affirme comme un art à part entière pouvant exister pour lui-même et par lui-même. Dans ce cas, pourquoi des chorégraphes contemporains français se tournent-ils de nouveau vers la littérature pour créer certaines de leurs œuvres chorégraphiques ? Face à une démarche qui pourrait s’apparenter à un simple retour en arrière, l’étude menée s’efforce non seulement de comprendre les enjeux de différents processus de création chorégraphique à partir d’une matière littéraire, elle-même interrogée, mais aussi de mettre en évidence les modalités de traitement du texte de son ébauche à sa finalisation. De la sorte, il est possible de percevoir à la fois ce qui persiste et ce qui change dans la mise en œuvre de ce dialogue renoué où littérature et danse s’enrichissent mutuellementIf dance is linked to literature, it is because this art of movement has long been in need of a narration to exist. In this sense, when dance freed itself from texts during the 20th century, it became an art in its own right, ready to exist for itself and by itself. Why, then, do some French contemporary choreographers revert to literature in order to create their choreographic works? Faced with a phenomenon that could be interpreted as a simple regression, this study will not only endeavour to understand the stakes at play in processes of choreographic creation based on literary materials (which will also be examined), but it will also emphasise the processes of textual treatment from creation to completion. Thus, we will be able to discern both what persists and what changes in this renewed and mutually enriching dialogue between literature and dance
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Törnhult, Isabelle. "Kommunikation, deltagande och dialog : En undersökning av svenska kommuners syn på medborgardialog." Thesis, Högskolan i Gävle, Avdelningen för Industriell utveckling, IT och Samhällsbyggnad, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-20843.
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Intresset för medborgardialog och medborgardeltagande ökar och många kommuner önskar utöka och förbättra sin kommunikation med medborgarna. För att öka inflytandet och förbättra medborgardialogen är det viktigt att involvera medborgarna i ett tidigt skede i planprocessen. Studier har visat att planer där allmänheten involverats tidigt i planprocessen har större chans att gå igenom utan överklagan. Den här studien riktar sig främst till svenska kommuner och yrkesverksamma inom samhällsplanering. Det huvudsakliga syftet med studien är att övergripande undersöka vilka metoder och verktyg svenska kommuner använder för att kommunicera med medborgarna. För att ta reda på vilka metoder som används och hur dess fungerar har en enkätundersökning skickats ut till 62 kommuner med olika storlek och geografisk spridning. Fyra kompletterande semi-strukturerade intervjuer har genomförts med tre olika kommuner. Resultatet visade att svenska kommuner använder sig i övervägande av olika typer av dialogmöten och masskommunikation i sin kommunikation med medborgarna. Kommunerna uttryckte däremot en önskan om att använda fler digitala metoder om det fanns resurser inom kommunen. Många kommuner uttryckte missnöje över hur samrådsmöten och stormöten fungerar samtidigt som det är en av de vanligaste metoderna för medborgardialog. För att förbättra medborgardialogen och bredda delaktigheten krävs att dialogen inleds i ett tidigt skede och att metoder och verktyg som tilltalar en bredare allmänhet används.The interest in public participation is increasing and many municipalities express a wish to expand and improve their dialogue with the citizens. It is important to involve the citizens at an early stage in the planning process to increase the influence and improve the public participation. Studies have shown that the plans in which the public is involved at an early stage in the planning process are more likely to pass without any objections. This study is primarily focused on Swedish municipalities and professionals in urban planning. The main purpose of the study is to systematically investigate methods and tools that Swedish municipalities use to communicate with the public. To find out what methods are used and how they work s questionnaire has been sent out to 62 municipalities of different size and geographical location. Four additional semi-structured interviews were conducted with three different municipalities. The result showed that Swedish municipalities mostly use different dialogue meetings communicate with the public. However, they express a wish to use more digital methods if they had the resources to do so. Many municipalities expressed dissatisfaction over how the public hearings and larger meetings work while it is on the contrary the most common methods of communication with the public. In order to improve public participation it is important to involve and invite the public to communicate at an early stage in the planning process and to use methods that will appeal to a wider audience.
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Jacob, Muriel Amaral. "A verdade no processo penal: a gestão dialético-aproximativa da prova." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21727.
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The objective of the present work is to study the truth in the criminal procedural law, in relation to the philosophical concepts related to the subject, to formulate a theorization about this problematic. It starts from the hypothesis that a procedural theory commensurated with the constitutional molds and with the idea of Justice is that which, in the pursuit of truth, has a necessary condition for the fair solution of the controversy. The evidence has the role of bringing the truth to the process, making it intelligible, aiming at a decision appropriate to the Law. The adjudicator must seek the truth by means of evidence previously dictated by the procedural system, which must demonstrate its efficiency in reaching and translating the facts as closely as possible to the truth. The thesis that was defended was that procedural truth can be “approximated” in relation to past events, which must be "optimized" in a dialectical process that safeguards the constitutional procedural guarantees of the accused, turns to the correct application of the law and have the ultimate goal of justice. The present study was developed through bibliographic and documentary research, using, in writing, the deductive procedure and, in the presentation, the monographic format. It is a justifiable study, taking into account the relevance that the subject of truth finds in procedural law, and the need to confer applicability to the normative force of the Federal Constitution. It was concluded that evidence-based procedural dialogue promotes, at the end, a "possible unveiling", based on the possibilities of approximation to procedural truth
O objetivo do presente trabalho é investigar a concepção de verdade no direito processual penal, em relação aos conceitos filosóficos relacionados ao tema, para formular uma teorização acerca dessa problemática. Parte-se da hipótese de que uma teoria processual condizente com os moldes constitucionais e com a ideia de Justiça é aquela que tem, na busca da verdade, uma condição necessária para a justa solução da controvérsia. Os meios de prova têm o papel de trazer a verdade ao processo, tornando-a inteligível, visando a uma decisão adequada ao Direito. O julgador deve buscar a verdade pelos meios probatórios previamente previstos pelo sistema processual, que devem demonstrar sua eficiência em alcançar e traduzir os fatos da maneira mais próxima possível à verdade. Defendeu-se a tese de que a verdade processual pode ser “aproximada” em relação aos eventos passados, que deve ser “otimizada” em um processo dialético que resguarde as garantias constitucionais processuais do acusado, volte-se à correta aplicação da lei e que tenha como objetivo final a justiça. Desenvolveu-se o presente estudo por intermédio de pesquisa bibliográfica e documental, utilizando-se, na escrita, o procedimento dedutivo e, na apresentação, o formato monográfico. Trata-se de estudo justificável, tendo em conta a relevância que o tema da verdade encontra no direito processual, e a necessidade de se conferir aplicabilidade à força normativa da Constituição Federal. Concluiu-se que o diálogo processual baseado nas provas promove, no final um “desvelamento possível”, baseado nas possibilidades de aproximação à verdade processual
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Nilsson, Petra. "Enhance your workplace! : a dialogue tool for workplace health promotion with salutogenic approach." Doctoral thesis, Högskolan Kristianstad, Forskningsmiljön Människa - Hälsa - Samhälle (MHS), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-7484.
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The aim of this thesis was to develop and make a quality assessment of a tool, which includes a questionnaire and a dialogue process that could be useful for workplace health promotion from a salutogenic point of view. The studies have been performed within two health care organizations between 2005 and 2009, together with hospital staff. Two questionnaire studies were conducted (n=446 n=505, respectively). A focus group interview study was performed (n=78), and meetings were held in an action research process for applying a questionnaire process at two wards (n=69). The result shows a development process for a multi-dimensional questionnaire, the Work Experience Measurement Scale (WEMS), which can be used to measure work experiences from a salutogenic perspective. WEMS was shown to be a functional workplace health promotion questionnaire with the ability to discriminate between groups. Its psychometric properties support its applicability in health care settings and offer a possibility to measure trends over time regarding employees´ work experiences. A dialogue structure for progress in the questionnaire process is presented. It describes what to precede and how to proceed through a workplace questionnaire process to foster applicability, meaningfulness, and sustainability. Through WEMS, the outcome of work-related Specific Enhancing Resources (SER) may be highlighted and strengthened in workplace activities. When used as a dialogue tool in a continuous questionnaire process, WEMS has the potential of being a useful assessment tool in workplace health promotion. Such a dialogue tool is useful in discussions and tangible for the work of enhancing positive human capabilities and resources (SER) that improve work performance.
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Guimarães, Alexandre Huady Torres. "O auto religioso vicentino em diálogo com a pintura." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/8/8150/tde-30112009-123047/.
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O teatro de Gil Vicente traz em si características de um momento de transição portuguesa, assim é marcado por traços que indicam desde elementos medievais até elementos renascentistas. Dentre estes traços um elemento surge, a religiosidade em sua vertente católica que foi dominante para a cultura européia deste período, com mais ênfase na Península Ibérica. A arte, seja ela literária, pictórica, musical, arquitetônica, dentre outras manifestações, serviu, a esta época, em muitas ocasiões, como suporte de um processo didático-catequético. Os três autos vicentinos selecionados, Auto de Mofina Mendes, Auto da Alma e Auto da Barca do Inferno, que destacam o nascimento, o correr da vida e a morte, caracterizam-se, entre outras funções e possibilidades de leitura, como veículos deste processo de ensino aprendizagem religiosa, conseqüentemente, os mesmos são analisados com o intuito de se estabelecer o diálogo com outra linguagem que também exerceu esta função, a pintura, em suas manifestações medievais, renascentistas, barrocas e flamencas. É importante destacar que este processo de análise se vale de uma metodologia mista calcada em pressupostos teóricos advindos de estudos de Bakthin, de Kristeva, da Literatura Comparada e da Gestalt, uma vez que ainda não há um suporte teórico que se ocupe particularmente deste exercício.Gil Vicente\'s theater brings in itself features of a moment of transition in the Portuguese literature, so it is marked by traces that indicate elements from medieval unti Renaissance elements. Almong these traits, an element arises, the Catholic religion in its side that has been dominant for the European culture of this period, with more emphasis on the Peninsula Iberica.The art, be it literary, pictural, musical, architectural, among other manifestations, served, at that time, on many occasions, as a support to the teaching process-catequetico. The three selected \"autos vicentinos\", Auto de Mofina Mendes, Auto da Alma and Auto da Barca do Inferno, which highlight the birth, the running of the life and death, are caracterized among other functions and possibilities for reading, as vehicles of this process of teaching religious learning. Therefore, they are reviewed in order to establish a dialogue with another language that also exercises this function, the painting, in its medieval, Renaissance, Baroque and flamenco manifestations. It is important to note that this process of analysis uses a mixed methodology based on theoretical assumptions arising from the studies of Bahktin, Kristeva, Comparative Literature and Gestault, since there isn\'t a theoretical support that studies this particular subject.