Dissertations / Theses on the topic 'Reflexive interpretation'
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Chase, Steven William. "A reflexive approach to the critical interpretation of employment tribunal judgements." Thesis, Sheffield Hallam University, 2007. http://shura.shu.ac.uk/19449/.
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This thesis is based on the critical interpretation of a selected series of employment tribunal judgements all of which deal with aspects of standard or burden of proof in sex and race discrimination cases. A reflexive approach is adopted in an attempt to provide a better understanding of discrimination law as an organisational discourse and as a potential force for emancipatory change in the workplace. The research examines the conceptual links between management, employment relations, discrimination law and everyday social processes in an attempt to uncover the influence on employment relationships and professional practice of a more thoughtful interpretation of employment tribunal texts. My contributions to knowledge in the domains of research methodology and professional practice fall into 3 categories. First, an exploration and synthesis of reflexive approaches, hermeneutic understanding and aspects of legal theory to develop and embed my subjective epistemic stance within a pluralistic conceptual framework. Second, the design and employment of a distinctive interpretative analytical framework for discourse analysis drawing on established perspectives in the fields of management and legal theory. Combining the 2 contributions in an epistemologically consistent way has allowed me to bring a methodologically individual dimension to the examination of employment tribunal narratives under the banner of discourse analysis with a critical edge. My third contribution has been to use the analytical framework to detect the storylines of inference drawing, common sense interpretations and legal responses to social issues. By exposing the key role played by the subjective concept of drawing inferences, I have undermined the perception of the employment tribunal as an 'objective industrial court'. Further, I have shown how 2 of our most prevalent informal social and subjective theories - commonsense and reasonableness - feature heavily in the legal arena of the employment tribunal and how legal solutions to social problems may present unintended consequences for the employment relationship. In so doing, I have disturbed the image of discrimination law as a sealed and singular phenomenon operating beyond the social contexts in which it impacts and opened up potential avenues of further multi-discipline research around subjective interpretations in environments framed by legislation and authority. Finally, I have unearthed some personal dilemmas and opportunities as a senior professional working within a large public sector organisation around how I engage with my professional practice.
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Romer, Wendelin Sara. "Modern visions of a gendered past : reflexive practice and the archaeological interpretation of sex and gender from human remains." Thesis, University of York, 2008. http://etheses.whiterose.ac.uk/11089/.
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Owen, Karen, and n/a. "Managing interorganisational relationships an in-depth study in a hospital context." Swinburne University of Technology, 2005. http://adt.lib.swin.edu.au./public/adt-VSWT20061206.115448.
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Can interorganisational relationships be managed for effective functioning? This is
the problem investigated in this research. Organisations world-wide are adopting
co-operative relationships with other organisations. These interorganisational
relationships are viewed as a way to enhance their own business performance
(Williamson 1985, 1991; Dyer 1997; Gulati 1998; Barringer & Harrison 2000; Das
& Teng 2000; Quinn 2000; Stuart 2000; Johnson, Korsgaard & Sapienza 2002).
Despite this, the success rate for interorganisational relationships is not high (Hutt,
Stafford, Walker & Reingen 2000; Quinn 2000; Hitt, Ireland & Vaidyanath 2002)
with many of them failing to achieve their objectives. Understanding how to
manage these boundary-spanning arrangements is important to realising the
objectives of the business strategy.
The research setting is a large private hospital in Australia. It works with a
network of external service organisations that provide the Hospital with a range of
clinical and non-clinical support services including: Diagnostic Imaging, Pathology
Pharmacy, Food Services, Environmental Services, and Human Resources support.
This research explores how these different relationships were managed in their
operating period: 1998 to 2002. It reveals the dynamic and often ad hoc way, in
which managers made sense of the collaborative service context, and how
managers influenced the process of interorganisational relationship formation.
Extant research about interorganisational relationships comes from a variety of
fields. For this research it is most relevant to draw from the research fields of
organisational theory, organisation behaviour, sociology, psychology and
management. These fields contribute findings that provide useful knowledge upon
which to build further understanding about how managers contribute to construct
interorganisational relationships functioning (Ring & Van de Ven 1992, 1994;
Walsh 1995; Chikudate 1999a, 1999b; Boddy, Macbeth & Wagner 2000; Hutt,
Stafford, Walker & Reingen 2000; Lasker, Weiss & Miller 2001).
This research uses an interpretivist methodology that enables the researcher to
explore the dynamic nature of the Manager's sense-making in the construction of
six interorganisational relationships. For the purposes of this research,
interorganisational relationships are defined as new structures that emerge through
the social interaction of actors involved in shared service delivery. The
collaborative context of interorganisational relationships stimulates managers'
sense-making by challenging institutionalised ways of behaving. This sensemaking
process builds new knowledge stores and contributes to emerging, new
management routines. The process is transformative and enables the emergence of
interorganisational relationships.
It emerges from this research that managers take cues from their context. These
cues are used to interpret and make assessments that enable decisions about those
actions that they take to construct the interorganisational relationships. A
manager's processing of contextual cues, through interpretive frames and
dispositional sense-making filters, is an inter-subjective, socially constructive
process. The 'self' is a dimensional influence in the managers' sense-making and
management behaviours and is implicated through the notion of contextual
interpretive frames and dispositional sense-making filters. A model of
interorganisational relationship management as a transformational process is
developed. The association between contextual influences and managers'
behaviours will raise awareness for professional practitioners of the challenges
involved in managing across organisational boundaries and in turn, may contribute
to more successful implementation of interorganisational business relationships.
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Axelsson, Rose-Marie. "Formbara människor : Högre utbildning och arbete som utsnitt ur läkares och civilingenjörers levnadsbanor." Doctoral thesis, Linköpings universitet, Arbete och arbetsliv, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-11811.
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Fokus i denna avhandling utgör läkares och civilingenjörers kunskaps- och identifikationsprocesser under utbildning och arbete – vilka studeras som utsnitt ur levnadsbanor. Syftet är att beskriva och tolka relationen mellan högre utbildning och arbete, dels utifrån föreställningar i forskning och policy, dels utifrån människors subjektivitet, vardagserfarenheter och liv. Studien baseras på textanalys och intervjuer med läkare och IT-ingenjörer under de första åren i arbetslivet och yrket. Kännetecknande är att processer följs över tid genom en longitudinell design. Den teoretiska ramen struktureras runt tre länkade teman: Kunskap och dynamiker i det samtida samhället; Högre utbildning och arbete; Människors formbarhet. Reflexiv tolkning utgör metodologisk ansats. Begreppen flexibilitet, stabilitet och ambivalens används dialektiskt vid analys av empiriska data. Avhandlingen visar att människors subjektivitet och vardagserfarenheter samspelar med generella föreställningar och sammanhangens reella förhållanden. Utbildnings- och yrkesval kan förstås som uttryck för såväl reflexiva livsprojekt som subjektiva dynamiker. Att formas till civilingenjör och läkare ter sig på vitt skilda sätt. Ingenjörerna formas till generalister och ”spelar med säkra kort” medan läkarna bygger en karaktär och ”spelar med sig själva som insats”. I arbetet använder civilingenjörerna titeln som en flexibel strategi – identifikation är främst bunden till plats, funktion och arbetstid. Läkarnas identifikation med yrket utgör ett konstant tillstånd – läkare är något de alltid är, också på fritiden – yrket är starkt bundet till person. Resultaten indikerar att både ingenjörs- och läkaryrket kännetecknas av livslånga kvalificeringsprocesser. De visar sig stark exkluderande över tid. Relationen mellan högre utbildning och arbetet diskuteras vidare i avhandlingen genom människors levnadsbanor och i termer av såväl formbara som hållbara liv.The focus of this thesis is the formation of knowledge and professional identification through physicians’ and engineers’ education and work – life-trajectories are the frame of interpretation. The aim is to describe and interpret the relationship between higher education and work, partly by studying ideas in research and educational policy, partly by people’s subjectivity, experiences and everyday life. This study is based on text analysis and interviews with physicians and engineers. The characteristic of this study is that processes are described and interpreted through a longitudinal design. The theoretical framework is built up by three interrelated themes: knowledge and dynamics in contemporary society; higher education and work; the reflexivity of the individuals. An overarching interpretive approach is applied, and the concepts of flexibility, stability and ambivalence are used dialectically in the analysis of empirical data. The study indicates interplay between subjectivity, everyday life experiences and conditions in different practices. The informants’ educational and career choice can be understood as expressions of reflexive life-projects or as subjective dynamics. Becoming an engineer or physician stand out as substantially different processes. The engineers in information technology are becoming generalists and are “playing the game with a safe hand”, while the physicians becoming characters and are “playing the game with oneself as stake”. At work the engineers are using their title as a flexible strategy – identification is confined to place of work, occupation and working hours. The physicians’ identification with their profession is a fixed state of mind – they are always physicians, even in their leisure time – the profession is associated with their personality. The results indicate that both engineers and physicians careers can be characterised by life-long qualification. It appears as a strongly excluding factor. The relationship between higher education and work is discussed as life-trajectories and in terms of formable and sustainable life.
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Kaatari, Hans. "Symbolfunktion och mening : En undersökning av den psykoanalytiska psykoterapins artegna väsen." Doctoral thesis, Umeå universitet, Psykiatri, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1681.
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This work in two parts – entitled Symbolic Function and Meaning: An Investigation of the Species-Specific Essence of Psychoanalytic Psychotherapy – could be characterized as an interpretation of the above-mentioned therapy and the meaning of its particular experience. In the first part, besides a licentiate thesis, four topics are examined: the therapeutic framework, the transference – especially in neurotic form – and its interpretation, psychotherapy with borderline patients, and therapy with psychotics. This has been done by combining studies of literature with analyses of the transference meaning of a number of illuminative clinical examples or vignettes – anecdotes, i.e. narratives with a significant point – the main part of which are the outcome of the author’s own activity in the form of participant observation as a psychotherapist. The general conclusion is that promoting the symbolic function is the essential ingredient in the psychoanalytic form of therapy – its very rationality – and how it effectuates its unique therapeutic potentiality; a characterization which, despite obvious differences in the adequacy of symbolic functioning, is valid irrespective of whether the patient is diagnosed as neurotic, borderline or psychotic. In the second part – essentially of a theoretical nature in contrast to the preceding one – the study is influenced by philosophical hermeneutics, and in this process assimilates its particular conceptuality. The continued analysis of the research object shows that it is misleading, in view of its ontology, to conceptualize it in medical terms as treatment. Aimed at promoting the symbolic function by the transference being interpreted, psychoanalytic psychotherapy instead operates in an ethical dimension and is rather what Aristotle terms a praxis, on the one hand; on the other hand, it is moreover implicitly human science action research into intersubjective appropriation of meaning. In this latter respect, the investigation highlights the fact that the very special interview method in the form of free associations, with their reflexivity, gives the psychoanalytic form of psychotherapy the potential to be not only a qualitative research method but also simultaneously metaresearch. The analyses of the transference meaning of clinical anecdotes in the first part have thereby been able to be methodologically clarified retroactively as psychoanalytic metaresearch.
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Al, Kafri Amer. "Interpretation of English reflexives by child and adult L2 learners." Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/1845.
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The question of adult L2 learners’ UG access is still under debate. One way of casting new light on this debate is by comparing the performance of adult L2 learners with that of child L2ers who presumably still have access to UG (Schwartz, 2003). This study compares Arabic- and Chinese-speaking child and adult L2ers’ acquisition of English reflexives, in particular, the differences between child and adult L2ers in terms of their a) acquisition of the local binding of English reflexives, b) obedience of UG constraints on reflexives and c) knowledge of the syntactic difference between reflexives and pronouns. While English and Arabic allow only local binding of reflexives, Chinese allows local and long-distance binding of reflexives: (1) Arabic: hummai simɁ-u Ɂinn NP[Ɂahmad w mona]j bi-y-Hibb-u nafs-uhum*i/ j they heard-3pl that Ahmad and Mona PRES-3-like-pl self-their “They heard that Ahmad and Mona like themselves.” (Osman, 1990: 160) (2) Chinese: Zhangsani renwei Lisij zhidao Wangwuk xihuan zijii/j/k/ ta ziji*i/*j/k Zhangsan thinks Lisi knows Wangwu likes self he-self “Zhangsan thinks that Lisi knows that Wangwu likes himself.” (Progovac, 1993: 757) 60 L2 learners were given a word-based MLU proficiency test (Whong-Barr and Schwartz, 2002) to confirm their proficiency level and then divided into six groups: Arabic-speaking children (n= 15), Arabic-speaking adults (n= 15), Chinese-speaking children (n= 15), Chinese-speaking adults (n= 15), an L1-English child (mean age 9.60) control group (n= 15), and an L1-English adult control group (n= 15). The L2 children had arrived before the age of six and had lived in the UK for about 2.5 years at testing. The L2 adults had arrived after the age of sixteen and had lived in the UK for about two years at testing. L2ers’ interpretation of English reflexives was elicited through a 48-item Simon Says game (Simon says Jack should touch himself) where participants individually met the experimenter to play the game (Chien and Wexler, 1990). Results showed significant differences between the performance of the L2 groups and native speakers, yet the majority of L2ers were close to an 83.33% threshold of acquisition. Results also showed no significant difference between the child and adult L2 groups indicating continued operation of UG. As for the syntactic difference between reflexives and pronouns, L2ers did not differentiate between them, scoring higher in reflexives. Overall, this study supports the view that adult L2ers can have access to UG in advanced stages of L2 acquisition.
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Dahlberg, Caroline. "Picturing the Public : Advertising Self-Regulation in Sweden and the UK." Doctoral thesis, Stockholms universitet, Sociologiska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-48343.
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Across the globe, people are everyday audiences of advertising images, which have become integrated in our life worlds. Advertising images are entangled with interesting moral conflicts. This study analyses the decision-processes of advertising self-regulators, who are in the midst of such moral conflicts, with the purpose of showing how and why they decide if advertising images are acceptable or not. Two organizations based in different countries are included in the study; The Advertising Standards Authority (ASA) in the United Kingdom and The Trade Ethical Council against Sexism in Advertising (ERK) in Sweden. The empirical material consists of interviews with 38 people, images and text documents, from the two mentioned self-regulatory bodies, and some (participant) observation. The study focuses on cases of potentially offensive advertisements. The material is primarily analysed using the theory of worlds of worth, developed by Luc Boltanski and Laurent Thévenot. The thesis argues that advertising self-regulation is about ascertaining, and making compromises between, conventions of morality. The study demonstrates the pattern of how the contextual circumstances influence the moral decisions that are made. It is shown that a decisive feature of the decisions is to conceptualize the general public in a justified way. This means that decision-makers picture the public as types of people who hold one or a combination of moral logics, and assume that they use these to interpret and evaluate advertising images. How these publics are defined depends on how the settings of the different advertising images are collectively interpreted by the decision-makers. The thesis argues more generally that to understand people’s values we must look at conflict situations in which current morals surface, such as the ways they appear in relation to advertising images.
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Pagliosa, João Pedro Germano. "A prática reflexiva no processo de construção da interpretação e performance da obra "Pattapiana" de Dimitri Cervo." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/164597.
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A presente pesquisa teve como objetivo investigar a utilização da prática reflexiva na construção interpretativa da obra “Pattapiana” para flauta e orquestra de cordas do compositor brasileiro Dimitri Cervo. Para Finlay (2008) prática reflexiva é o processo de aprender através e a partir da experiência em direção a obter novos insights de si e/ou da prática. Finlay (2008) ainda cita o ciclo reflexivo de Gibbs (1998), que propõe etapas para a condução da prática reflexiva, o qual foi utilizado na primeira fase de estudo sobre a obra. A metodologia ocorreu em diferentes etapas: estudo individual em 8 seções; ensaios com o compositor ao piano; ensaios com quinteto de cordas; performance pública da obra. A coleta dos dados foi realizada em áudio e vídeo e anotações em diários de estudo. Após esta etapa, os registros em áudio e vídeo foram submetidos em ordem aleatória a três avaliadores externos – dois flautistas e o compositor da obra, todos professores de Instituições Federais de Ensino Superior do Brasil – para que estes classificassem em ordem crescente as seções de estudo individual, seguidas de entrevistas semiestruturadas sobre as avaliações realizadas. Os dados obtidos através da análise dos registros e das entrevistas realizadas com os avaliadores foram cruzados com os registros dos diários de estudo individual. Posteriormente, foram realizados ensaios com o compositor ao piano, executando uma redução da obra e ensaio com um quinteto de cordas realizando as partes originais da orquestra. O processo culminou na performance da obra em meu segundo recital avaliativo de mestrado em práticas interpretativas pela Universidade Federal do Rio Grande do Sul. A comparação entre os registros dos avaliadores externos e registro individual demonstrou que a utilização da prática reflexiva de forma documentada foi uma ferramenta útil na construção interpretativa da obra e ocasionou um crescimento qualitativo no processo como um todo.The present research aims to investigate the use of reflexive practice in the interpretative construction of the work "Pattapiana" for flute and string orchestra by Brazilian composer Dimitri Cervo. For Finlay (2008) reflexive practice is the process of learning through and from experience towards new insights of self and / or practice. Finlay (2008) also cites the reflective cycle of Gibbs (1998), which proposes steps for the conduct of reflective practice, which was used in the first stage of study on the piece. The methodology took place in different stages: individual study in 8 sections with audio and video recordings and annotations in study diaries; rehearsals with the composer at the piano, documented in study diaries; rehearsals with string quintet, documented in study diaries; performance of the piece, documented in audio and video records. After the data collection, the audio and video recordings were randomly submitted to three external evaluators - two flutists and the composer of the work, all of them professors of Federal Institutes of Higher Education of Brazil - in order to classify in ascending order the sections of individual study, followed by semi-structured interviews on the evaluations. The data obtained through the analysis of the records and the interviews with the evaluators were crossed with the records of the individual study diaries. Subsequently, rehearsals were performed with the composer on the piano, playing a reduction written on our request and rehearsing with a quintet of strings performing the original orchestral parts. The process culminated in the performance of the work in my recital of the conclusion of the master's degree in interpretive practices by the Federal University of Rio Grande do Sul. The comparison between the external evaluators records and the individual record showed that the use of the reflexive practice in a documented way was a useful tool in the interpretative construction of the work and caused a qualitative growth in the process as a whole.
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Lima, Neto Jose Alves de. "O uso da abordagem CTSA para o ensino de energia tendo o desenvolvimento sustent?vel como eixo tem?tico." Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16081.
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Previous issue date: 2012-05-25In recent decades, humanity has become increasingly concerned with environmental problems. Proofs of this are increasing initiatives in civil society organizations, private institutions and government actions, either local, state or national actions to promote environmental protection. The goal of this research is to contribute to the formation of citizens more aware of their responsibilities to sustainable development issues, simultaneously to their learning of physics in the secondary school. Thus, we have designed a research project that aims to evaluate the effectiveness of the adoption of the concept of sustainable development as a central theme in physics classes in high school. From this goal, we designed, implemented and evaluate lesson plans that aim not only to construct and apply the concept of energy, but also to understand their transformations and conservation law, as well as their processes of production, distribution and consume in the context of physical laws in which it is involved. Then, it was deliberately provided to students, during classes, to read, interpret and produce texts, by this way being able to think and start to have a critical view of the world around him, as well as absorb the energy concept and understand his occurrence in phenomena of nature and in technologies. The approach used for this was that constraining science, technology, society and environment - STSE. This teaching methodology has been applied in the IFRN Ipangua?u campus, for students of two classes of first year of high school integrated course in agroecology and in technical computing. The survey results show the effectiveness of both methods with respect to the viewpoints of students in relation to the guidelines of sustainable development and the learning of physics content proposed. It is hoped with this dissertation to contribute to the formation of future men and women as citizens environmentally friendly, but also as a source of inspiration for teachers who wish to foster in its students such a critical position about civic education, from their classes
Nas ?ltimas d?cadas a humanidade vem se preocupando cada vez mais com os problemas ambientais. Prova disso s?o as iniciativas cada vez mais frequentes da sociedade civil organizada, das institui??es privadas e tamb?m do governo, seja ele municipal, estadual ou federal, em promover a??es em defesa do meio ambiente. O objetivo desta pesquisa ? contribuir para a forma??o de cidad?os mais criticamente conscientes de suas responsabilidades frente ?s quest?es do desenvolvimento sustent?vel, simultaneamente ? sua aprendizagem de f?sica no ensino m?dio. Dessa maneira, foi elaborado um projeto de pesquisa que tem o objetivo de avaliar a efic?cia da ado??o do conceito de desenvolvimento sustent?vel como eixo tem?tico nas aulas de f?sica no ensino m?dio. Da?, foram elaborados, implementados e avaliados planos de aulas que buscam n?o apenas construir e aplicar o conceito de energia, mas tamb?m compreender suas transforma??es e lei de conserva??o, bem como seus processos de produ??o, distribui??o e consumo no contexto das leis f?sicas em que est? envolvido. Ent?o, foi deliberadamente propiciado ao aluno, durante as aulas, ler, interpretar e produzir textos para, dessa forma, poder pensar e come?ar a ter uma vis?o cr?tica do mundo que o cerca, bem como assimilar o conceito de energia e compreender suas ocorr?ncias nos fen?menos da natureza e das tecnologias. A abordagem utilizada para tal foi a que vincula ci?ncia, tecnologia, sociedade e meio ambiente CTSA. Essa metodologia de ensino foi aplicada no C?mpus Ipangua?u do IFRN, aos alunos de uma turma da primeira s?rie do ensino m?dio de cada um dos seguintes cursos t?cnicos integrados: t?cnico em agroecologia e t?cnico em inform?tica. Os resultados da pesquisa mostram a efic?cia da metodologia tanto no que diz respeito aos posicionamentos dos alunos frente ?s diretrizes do desenvolvimento sustent?vel, quanto ao aprendizado dos conte?dos de f?sica tratados. Espera-se, com esta disserta??o, contribuir para a forma??o de futuros cidad?os e cidad?s, como respeitadores do meio ambiente, e disponibilizar uma fonte de inspira??o para outros professores que desejem despertar nos seus alunos tal postura cr?tica para forma??o de cidadania, a partir de suas aulas
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Bock, Hans Peter. "Österreichische Erzählung : exemplarische Interpretationen im Kontext literaturtheoretischer und literaturhistorischer Reflexion /." Zürich : ADAG, 1985. http://catalogue.bnf.fr/ark:/12148/cb34921530f.
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Chavez, Marco. "Genealogía e interpretación: (indicaciones teóricas descriptivas acerca de la genealogía como ejercicio reflexivo interpretativo)." Tesis, Universidad de Chile, 2008. http://www.repositorio.uchile.cl/handle/2250/109732.
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El objetivo central de nuestro estudio es esbozar una aproximación al ‘componente genealógico’ que opera en el elemento de la crítica de la filosofía de Nietzsche. Básicamente sostendremos que el componente genealógico es un «ejercicio reflexivo interpretativo (no cognoscitivo)»1 que debe ser considerado uno de los componentes elementales en el elemento de la crítica de la filosofía Nietzsche debido a que introduce replanteamientos de fondo en la manera de comprender el ejercicio reflexivo filosófico. ¿Por qué escribimos estas páginas sobre el concepto de ‘genealogía’ o ‘componente genealógico’? ¿Qué nos anima a escribir este estudio? Diremos que las páginas sucesivas nacen de una profunda insatisfacción con la forma en que algunos destacados filósofos suelen interpretar la filosofía de Nietzsche. En primer lugar, porque hay quienes interpretan la filosofía de Nietzsche, pero suelen omitir o no dan mayor relevancia a la existencia, la función y los alcances del componente genealógico en el elemento de la crítica de la filosofía de Nietzsche, y haciendo esto, hacen una ‘reducción metafísica’ de su pensamiento (Heidegger y Fink); y en segundo lugar, por que aquellos que se esfuerzan en reconocerlo, lo hacen supeditándolo también a un supuesto esfuerzo sistemático de Nietzsche por superar la metafísica, y haciendo esto, - transforman el esfuerzo filosófico de Nietzsche en un intento de superación del pensamiento dialéctico (Deleuze). El problema no es por tanto que algunos de estos filósofos no nos hayan ofrecido hasta ahora algunas claves o consideraciones para comprender el componente genealógico en el elemento de la crítica de la filosofía de Nietzsche; es más bien que dichas aproximaciones han resultado débiles y desafortunadas, por que como 1 La genealogía o componente genealógico es un ejercicio reflexivo interpretativo (no cognoscitivo), por que es un ejercicio reflexivo que se funda en elemento del lenguaje y tiende a la problematizaciòn reflexiva y no a la sistematización resolutiva teórica. han estado dirigidas por otros intereses filosóficos, no han dejado ver los alcances del componente genealógico en la filosofía de Nietzsche.
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KONZEN, José Oto. "A experiência reflexiva na lógica da continuidade: Uma problematização do projeto ético-educativo de john dewey." Universidade Federal de Goiás, 2011. http://repositorio.bc.ufg.br/tede/handle/tde/1088.
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Previous issue date: 2011-07-13This work is part of the Line of Research on "Fundamentals of educational processes" and questions John Dewey‟s ethical educational project, which converts scientific procedure into a regulating principle of individual and institutional relationships through which it seeks to reconcile the tensions that are at the basis of modern thought in order to restore unity. This work is theoretical and aims to understand the logical and historical meaning of that logical reconciliation proposed by the author, together with the generalization of the formal procedure. Its development rests on the central works of the author and gathers a number of thinkers from the philosophical tradition in order to analyze the meaning of the changes related to the formalization of knowledge, truth and subjectivity and to assess their impact on ethics and education. The result points to the need to recover the possibility of conceiving knowledge, subjectivity and truth on historical basis, and being capable of straining the limits of formal procedure, whose guidelines are presented in the last chapter, based on Theodor Adorno‟s critical thinking.
O trabalho integra a Linha de Pesquisa Fundamentos dos Processos Educativos e problematiza o projeto ético-educativo de John Dewey, que converte o procedimento científico em princípio de regulação das relações individuais e institucionais, através do que busca reconciliar as tensões que estão na origem do pensamento moderno, para restabelecer-lhe a unidade. O trabalho é de natureza teórica e objetiva compreender o sentido lógico e histórico da reconciliação lógica proposta pelo autor, associada à generalização do procedimento formal. Seu desenvolvimento apóia-se nas obras centrais do autor e mobiliza um conjunto de pensadores da tradição filosófica para analisar o sentido das mudanças associadas à formalização do conhecimento, da verdade e da subjetividade e para avaliar seus impactos sobre a eticidade e a educação. O resultado aponta para a necessidade de resgatar a possibilidade de conceber o conhecimento, a subjetividade e a verdade em bases históricas, capaz de tensionar com os limites do procedimento formal, cujas linhas mestras são apresentadas no último capítulo, baseado na concepção teórico-crítica de Theodor Adorno.
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Jiránek, Jaroslav. "Swjatoslaw Richters Beitrag zur Bach-Rezeption der Gegenwart. Theoretische Reflexion seiner Interpretation des Wohltemperierten Klaviers." Bärenreiter Verlag, 1987. https://slub.qucosa.de/id/qucosa%3A37255.
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Caetano, Priscila Miranda. "Caderno de um ausente, de João Anzanello Carrascoza: a escrita autorreflexiva." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/20868.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This study aims to investigate how Caderno de un ausente (2014), written by João Anzanello Carrascoza, through a careful work with and in the language, reveals a self-reflexive narrative, in which the empirical author gives way for a fictional author/ narrator, whose purpose is to show, through fiction, the process of literary creation. In the attempt to emphasize Carrascoza's self-referentiality, the study also brings to the scene, Menina escrevendo com o pai (2017), demonstrating the dialogue between the two narratives, as well as the process of literary (des)construction through fragmented narratives in which word and silence become linguistic signs to (dis)veil absences. This research, bibliographic and exploratory-descriptive, considers the hypothesis that the writing in process developed by the author reveals a constant search for the resignification of life, through language, in the attempt of a reconciliation of the individual with himself and with the other, in demand of a hypothetical lost totality of the human being in contemporaneity. The research is organized in three chapters: in the first, we present a panorama of Carrascoza's work aiming to demonstrate the marks of his writing; in the second, we analyze the novel Caderno de um ausente, evidencing his poetic, metalinguistic and metafictional writing, based on the concepts of Jakobson, Paz, Barthes and Hutcheon; in the third, we propose the dialogue between the corpus and Menina escrevendo com o pai, evidencing the staging of the writing and the process of self-reflexivity that is observed between them, as well as the discussion of the effect of meaning generated by this writing that is revealed, in constant state of process, based on the considerations of Hutcheon and Bauman
Esta dissertação tem como objetivo investigar de que maneira a obra Caderno de um ausente (2014), de João Anzanello Carrascoza, por meio de um primoroso trabalho com e na linguagem, revela-se como uma narrativa autorreflexiva, na qual o autor empírico cede espaço para um autor ficcional/narrador, cujo objetivo é encenar, por meio da ficção, o próprio processo de criação literária. No intento de enfatizar a autorreferencialidade da escrita de Carrascoza, o estudo traz à cena, também, Menina escrevendo com o pai (2017), demonstrando o diálogo que se evidencia entre as duas obras, bem como o processo de (des) construção do fazer literário por meio de narrativas fragmentadas em que a palavra e o silêncio tornam-se signos linguísticos a (des) velar as ausências. A pesquisa bibliográfica, de cunho exploratório-descritivo, parte da hipótese de que a escrita em processo desenvolvida pelo autor revela-se uma busca constante pela ressignificação da vida, via linguagem, na tentativa de uma reconciliação do indivíduo consigo e com o outro, em demanda de uma hipotética totalidade perdida do homem contemporâneo. A pesquisa organiza-se em três capítulos: no primeiro, apresentamos um panorama da obra de Carrascoza em busca das marcas de sua escrita; no segundo, analisamos o romance Caderno de um ausente, evidenciando sua escrita poética, metalinguística e metaficcional, a partir das reflexões de Jakobson, Paz, Barthes e Hutcheon; no terceiro, propomos o diálogo entre o corpus eleito e Menina escrevendo com o pai, evidenciando a encenação da escrita e o processo de autorreflexividade que entre elas se observa, bem como a discussão do efeito de sentido gerado por esta escrita que se desnuda, em constante estado de processo, fundamentando-nos, para isso, nas considerações de Hutcheon e Bauman
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Ranke, Wolfgang. "Dichtung unter Bedingungen der Reflexion : Interpretationen zu Schillers philosophischer Poetik und ihren Auswirkungen im "Wallenstein /." Würzburg : Königshausen & Neumann, 1990. http://catalogue.bnf.fr/ark:/12148/cb355053499.
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Devaux, Marie-Françoise. "Interpretation de spectres de reflexion dans l'infrarouge proche et moyen de produits agroalimentaires par des methodes d'analyse multidimensionnelle." Nantes, 1988. http://www.theses.fr/1988NANT2022.
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Dans cette etude sont montrees les potentialites de l'analyse en composantes principales (acp) et de l'analyse factorielle discriminante (afd) pour l'interpretation des spectres de reflexion proche et moyen infrarouges. L'acp realise un modele spectral: elle decompose les spectres en une somme de profils spectraux caracteristiques. Une nouvelle methode, l'acp sous contraintes d'orthogonalite (acpco) est introduite. L'acpco est une acp dans laquelle certains profils sont imposes. Les proprietes de l'afd appliquees aux variables issues de l'acp sont mises en evidence, permettant ainsi le calcul des spectres discriminants. A partir d'une collection de semoules modele, l'afd est utilisee pour prevoir des groupes de taille de particules et de teneur en eau. Les spectres discriminants montrent des bandes d'absorption attribuables a l'etat de l'eau (libre ou liee). L'acpco permet de corriger les deformations spectrales correspondantes en imposant les spectres discriminants comme profils spectraux. Une collection de spectres proche infrarouges de pommes est etudiee par acp. Leurs varietes et le russeting sont calcules par afd. Les spectres discriminants permettent d'en donner une interpretation biochimique
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SILIQI, RISTO. "Elaboration du traitement et interpretation d'une experience de sismique reflexion 3d a l'echelle de la croute dans les pyrenees (ecors 2. 5d)*." Strasbourg 1, 1994. http://www.theses.fr/1994STR13022.
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Afin de beneficier de la continuite laterale des evenements sismiques dans les collections de traces avant sommation une technique de pointe avant sommation des reflexions est elaboree. La construction des collections de traces en eventail d'azimuts et en intervalle d'offsets permet de pointer une reflexion a travers les lignes d'enregistrement d'un tir. Le pointe est propage d'un tir a l'autre utilisant les geophones communs. La projection en position de point milieu des pointes et l'application des corrections dynamiques conduisent au pointe a offset nul de la reflexion 3d choisie et a la selection des traces ou cette reflexion est observee. L'observation des reflexions sur la base de la croute par ce procede aboutit a un pointe avant sommation du moho et a un stack n'utilisant que les enregistrements contenant une information visible relative a la base de la croute. Le volume de stack avec des bins 5050 m obtenu permet de suivre les reflexions sans ambiguite et rend possible l'elaboration et l'application d'une technique d'extraction automatique des reflexions basees sur la detection de leur correlation 3d. Un pointe systematique des reflexions 3d suivi d'une migration 3d du pointe fournissent la construction d'une esquisse structurale dans un volume de 401030 km. Du nord au sud on suit le plan du chevauchement frontal nord pyreneen. La base de la croute se trouve a 30 km de profondeur
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McIlveen, Peter F. "An investigation into my career chapter : a dialogical autobiography." Queensland University of Technology, 2008. http://eprints.qut.edu.au/17787/.
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This dissertation is a report on research into the development and evaluation of a career assessment and counselling procedure that falls under the aegis of the constructivist, narrative approach: My Career Chapter: A Dialogical Autobiography. My Career Chapter enables an individual to construct a holistic understanding of his or her career. The procedure facilitates an individual writing and reflecting on an autobiographical account of his or her career that is contextualised amidst systems of career influences. The resulting autobiographical text can be used in career counselling, including co-constructive dialogue between client and counsellor. The literature underpinning the research project is described with a wide-ranging discussion of issues that critically pertain to the research endeavour and essentially provide a primary base for the work. Two theoretical frameworks that exemplify constructivism in vocational psychology underpin the research: the Systems Theory Framework and the Theory of Career Construction. From the base of those two theoretical frameworks, narrative career counselling is explicated and exemplars are described. The Theory of Dialogical Self is introduced to inform the design of My Career Chapter and, ultimately, the theory and practice of narrative career counselling. The research is predominantly positioned within a paradigm of constructivism/interpretivism and the results of the studies are collectively interpreted accordingly; but postpositivism and critical ideological paradigms are present in a secondary form due to the mixture of research methods used in the project as a whole. Six empirical studies investigate the experience of My Career Chapter from the perspective of the developer, the counsellor-user, and the client-user; each explicated with two studies respectively. Research methods include autoethnography for the developer's experience, interpretative phenomenological analysis and focus group for the counsellor-users' experience, and quasi-experiment and interpretative phenomenological analysis for the client-users' experience. The studies of the developer's experience of My Career Chapter comprehensively explicate how and why the procedure was developed and emphasise the importance of reflexive science and practice. Crucially, the autoethnographies revealed a nexus of theory-practice-person which underpins the production of My Career Chapter, and critically influences the entire research project. The studies involving counsellor-users affirmed My Career Chapter's alignment with recommendations for the development and application of qualitative career assessment and counselling procedures. These studies also raised questions pertaining to the characteristics of client-users that may mediate the efficacy of the procedure (e.g., age, language ability). Studies of client-users firstly support the conclusion that My Career Chapter is a safe career assessment and counselling procedure, with minimal attendant risk of inducing psychological harm or distress. The procedure was experienced as being helpful as a tool for personal reflection, through its theoretically-derived processes of facilitating clients writing, reading, and hearing and talking their autobiographical manuscripts through in the interpretation phase. There are four dimensions of significance associated with this research project. Firstly, the divide between theory and practice has indeed been much lamented in vocational psychology and counselling psychology. Thus, the overall significance of the research reported upon in this dissertation is significant because it attempts to bring theory and practice together through a reflexive and theoretically informed research process into a career assessment and counselling procedure. Secondly, the research and development process produced a new career assessment and counselling product which will add to the limited range of techniques that fall under the aegis of constructivist career assessment and counselling broadly, and the narrative approach specifically. My Career Chapter complements other procedures. Thirdly, two of the research methods used in the project (viz., autoethnography and interpretative phenomenological analysis) demonstrated their potential as additional qualitative methods for research within vocational psychology. Finally, the research process has enabled the articulation of the Theory of Dialogical Self—from another branch of psychology—into the extant corpus of literature on career development theory and practice.
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Gentine, André. "Modeles theoriques et physiques, dependants ou independants de la gravite dans l'epreuve calorique du vestibule chez l'homme : definition, apport et interpretation de l'epreuve monothermique bidirectionnelle." Université Louis Pasteur (Strasbourg) (1971-2008), 1989. http://www.theses.fr/1989STR13007.
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Proposition d'un modele mecanique global du fonctionnement du canal semi-circulaire (csc) en considerant celui-ci comme une structure gonflable. Decomposition en un modele hydrostatique et un modele tenant compte des deplacements liquidiens sous l'action des contraintes internes et des variations de pression osmotique. Test sur un modele physique du csc et simulation sur ordinateur
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Cavalcanti, Bianor Scelza. "The "Equalizer" Administration: Managerial Strategies in the Public Sector." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/26644.
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The purpose of this dissertation is to understand the managerial â actionâ of public administrators in the management of their organizations within the brazilian context.
It seeks to understand the relationships between managers and formal management mechanisms by exploring the complementary nature of the effective managerial action in the face of structural deficiencies and flaws, considering the possibility of overcoming the structuralism-subjectivism dichotomy present in the construction of the Theory of Organizations.
Initially, the study provides a review of the literature on organizational design. It highlights the â goodness of fitâ proposition on strategic choice issues concerning the main organizational variables design and organizational goal attainment. It also calls special attention to the emerging interest of designing theorists on interpretivist aproachs to the matter, such that of Karl Weick.
A review of the the administrative reforms in Brazil is made from the perspective of the main stream organizational design conceptual framework. It highlights the complex dynamics of a constant search for differenciation and flexibilization subject to patherns of advances and reversals, due to the centrality, streng and pervasiveness of the bureaucratic model. It is concluded that in no single given moment, a public manager and his team, may count on a formal organizational design wich attends the â congruencyâ criteria, devised by organizational design conceptual frameworks, to explain organizational results in different environmental sets. Although this conclusion may explain failure at the public sector, it can not provide understanding on the many instances of significative success attained by government operations in spite of inadequate formal administrative structures. This point calls for a better understanding from the interpretivist aproach, on how public administrators, strongly associated with good organizational results, engage into transformative action, in order to superate administrative structures flaws and disfuncional cultural patherns of conduct, structurally present and constantly reproduced, in vigorous develloping countries, such as Brazil.
The dissertation transcribes the testimony of four outstanding public administrators, doing a deep incursion in the managerial real world of public administration, as subjectivelly defined by them and transformed by their engagement into action.Through the thematic version of the Oral History methodology, full segments of the complete enterviews are
cathegorized into the thirty two managerial strategies captured wich are presented on a recathegorized manner under eight main strategies: (1) Interchanging Frames of Reference; (2) Exploring the Formal Limits; (3) Playing the Bureaucracy Game; (4) Inducing the Inclusion of Others (5)Promoting Internal Cohesion; (6) Creating Shields against Transgressions; (7) Overcoming Internal Restrictions; (8) Letting the Structures Blossom. Each one of these eight blocks of strategies presented, deserves further reflexive interpretation by the author, on the light of the interpretivist aproach to organizational design.
A final effort is made, now on theory building, for improuving understanding on the matter. In order to find a significant meaning underlining all the strategies extracted from the â practical constiounessâ of the enterviweers as revealed in their report, the author resort to a methafor. This methafor helps to: (1) better describe and understand a not adequately treated phenomenon, namely, good results under inadequate structural social and organizational conditions; (2) reveal the logic and the meaning underlining all the strategies adopted to generate results under these unfaithfull conditions; (3) name, accordingly to the nature of the managerial transformative social action envolved, an open ended class of managerial interventions of a pragmatic sort driven by an ethics of results much common to good managers, that is, the concept of â managerial equalizationâ ; and (4) give back to public administrators, represented by the enterviwees, to be incorporated in their â discursive counciousnessâ , something the most effective and experienced public managers already have as tacit knowledge built in their â practical counsciousnessâ , and so, help the education and development of new talents.Ph. D.
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Potie, Gilbert. "Contribution à l'étude géologique de la frontière SE de la plaque caraibe : la serrania del interior oriental sur le transect Cumana-Urica et le bassin de Maturin (Vénézuela) : application de données géophysiques et géologiques à une interpretation structurale." Brest, 1989. http://www.theses.fr/1989BRES2005.
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L'analyse des donnees stratigraphiques et structurales de la serrania del interior confirme l'existence de 2 cycles sedimentaires cretace moyen-miocene. L'interpretation des profils sismique montre que la partie enfouie de l'edifice est structuree par des accidents suggerant la presence d'un decollement. L'interpretation gravimetrique et aeromagnetique confirme que la serrania est un exemple de chaine d'avant pays decollee et mise en place dans un contexte particulier associant une composante principale en coulissage dextre avec une collision oblique
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Clare, Stephanie Deborah. "Queer theory and Foucault's "self" as reflexive activity." 2005. http://hdl.handle.net/1828/812.
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Bergeron, Mathieu. "La lecture et la virtualité de l'oeuvre littéraire : une herméneutique de la figure de l'autoréférentialité dans Pale Fire." Thèse, 2008. http://hdl.handle.net/1866/7914.
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Sidorova, V. V., and В. В. Сидорова. "Метаязыковые высказывания: лексикографическая интерпретация и эвристический потенциал : магистерская диссертация." Master's thesis, 2014. http://hdl.handle.net/10995/28532.
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The magister paper investigates the dictionary description of metalinguistic operators. The objects of research are the reflexives, working for different communicative ideas of the speaker. The first chapter of the paper presents lexicographic reflexives interpretations, distinguishes the principles of the dictionary article formation and describes the specific lexicographic material. The second chapter distinguishes heuristic potential of the metalinguistic utterances, which serve as a methodological database for different researches. The paper analyses metalinguistic material, showing the active processes, developing in contemporary Russian language.В магистерской диссертации предпринята попытка словарного описания корпуса метаязыковых операторов. Объект исследования – рефлексивы, «работающие» на разный коммуникативный замысел говорящего. В первой главе диссертации представлена лексикографическая интерпретация рефлексивов, определяются принципы составления словарной статьи, приводится конкретный лексикографический материал. Во второй главе определяется эвристический потенциал метаязыковых высказываний, которые служат определенной методологической базой для разноаспектных исследований. В работе анализируется метаязыковой материал, проливающий свет на активные процессы, происходящие в современном русском языка.
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SELNER, Ondřej. "Překlady básní E. A. Poea v kontextu české literatury." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-188923.
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Diploma thesis Translation's of Edgar Allan Poe's Poems in the Context of the Czech Literature maps Edgar Allan Poe's influence on Czech culture in the context of Czech literary science. It analyzes chosen theoretical essays and on their basis constructs a continuous picture of understanding of Poe's texts and his personality in specified period of time since year 1945 until today. The thesis' goal is to depict the relationship between Edgar Allan Poe and Czech culture, to state the changes in understanding throughout the different time periods and to reflect on its importance. The whole work is divided into two parts, the first one reminds results of preceding research, whereas the second one expands on them. Bibliography on Poe's work and personality and the list of all Poe's works published in Czech language represent also important parts of the work.
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Haken, Jiří. "Historické reflexe v současných evropských písňových textech (od r. 1980) ve vybraných tematických okruzích a jejich vliv na historické vědomí." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-390325.
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This thesis will be examining current song lyrics in popular and scholarly way to professionally judge possibilities of real impact of this lyrics to a historical consciousness of the listener. Then it will be following up the reasons why are historical topics so frequentative in song lyrics, various ways of interpretations, way od misinterpretations, influence of used instrument like language, form of the performance, sings, composition, mass character etc… To every each chosen interpret will be dedicated concrete and specific space in this thesis by the amount of the historical impact in his work. The result of this thesis should be very integrated and educated view to this subject of interest.
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Cardoso, Ana Filipa de Campos. "A construção do conhecimento e o desenvolvimento de competências de aprendizagem dos alunos a partir da área de Estudo do Meio (História)." Master's thesis, 2013. http://hdl.handle.net/1822/28710.
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Relatório de estágio de mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino BásicoO presente relatório surge no âmbito da unidade curricular de Ensino Supervisionado II, do mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico. É um projeto, baseado na metodologia de investigação-ação e foi realizado numa turma do 3º ano de escolaridade. Nos primeiros contactos com este contexto verificou-se a necessidade de desenvolver, nas crianças, diversas competências de aprendizagem tais como o espirito critico, o pensamento reflexivo e a autonomia. Para isso, optou-se pela exploração de fontes diversas, inseridas na disciplina de História, integrada na área do Estudo do Meio, que apesar de ser pouco trabalhada, apresenta grandes potencialidades para o desenvolvimento dessas competências e porque proporcionaria aos alunos, através de uma abordagem construtivista (aula oficina), momentos de construção do próprio conhecimento, mais vividos e significativos. Tendo em conta o acima referido foram desenvolvidas várias atividades relacionadas com a temática da alimentação: “As receitas”, “A Origem e Localização dos Alimentos”, “Os Meios de Transporte, a sua evolução e o seu papel na mudança de hábitos alimentares ”, “A evolução da alimentação” e “ Feiras e mercados ao longo dos tempos”, que tinham como principal objetivo desenvolver, nos alunos, as capacidades em falta. A avaliação decorreu da análise das produções escritas e icónicas dos alunos, e dos diálogos e interações, em contexto de sala de aula, registados em áudio, notas de campo, diários reflexivos e registos fotográficos. No final desta curta intervenção verificámos que os alunos eram bem mais capazes de tomar decisões sozinhos, de refletir sobre o que viam ou ouviam e, sobre isso, tirar as suas próprias ilações, realizando inferências e cruzando conhecimentos. Este projeto permitiu concluir, também, que as crianças, quando sujeitas a atividades desafiadoras, como as que foram implementadas, conseguem desenvolver competências transversais (autonomia, pesquisa, reflexividade, criatividade…), e, ainda, outras, específicas da área disciplinar em que se focalizou o projeto (História), ao nível do uso e interpretação de fontes diversas (evidência histórica) e do desenvolvimento do pensamento histórico, que serão cruciais no seu futuro, enquanto seres sociais e participativos.
This report integrates the Supervised Teaching II module, part of the Masters in Preschool Education and Primary School Education. It is a project based on action-research methodology and was developed in a 3rd grade class. In the first contacts with this context it was found that there was a need to develop in this children, various learning skills such as critical spirit, reflective thinking and autonomy. With this in mind, we chose to exploit various sources, inserted in the discipline of history, incorporated in the area of Environmental Studies, as it was considered to be an area not very explored, with great potential for the development of these skills and that would be able, through a constructivist approach (classroom workshop), to provide the students the time for them to construct their own knowledge, more vivid and meaningful. Regarding all the above several activities to the subject of food were developed: "Recipes", "The Origin and Location of Food,", "The Means of Transportation, their evolution and their role in eating habits changes ", "The evolution of feeding "and" Fairs and markets throughout the ages", which had as main objective to develop in students the skills that were absent. The assessment was made by analysis of written and iconic productions of students, their dialogues and interactions in the classroom context, recorded audio, field notes, reflective diaries and photographic records. At the end of this short intervention we verified that students were much more able to make decisions by themselves, to reflect on what they saw or heard and on this, draw their own conclusions, making inferences and crossing knowledge. This project allowed to concluded that children, when subjected to challenging activities, such as those implemented, can develop transversal competences (autonomy, research, reflexivity, creativity ...), and also other, specific to disciplinary field in which it was focused the project (History) at the level of the use and interpretation of diverse sources (historical evidence) and the development of historical thinking, which will be crucial to their future, as social and participative beings.
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Kuchynková, Monika. "Industriální krajina. Možnost tématu v umění a výtvarné výchově." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-340955.
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This diploma thesis deals with industrial landscape in the visual arts in terms of educational, historical and theoretical viewpoints. In the theoretical part, the author deals with the interpretation of various terms that are related to this industrial issue. At the same time she outlines the development of the industrial landscape, exploration of relationships and attitudes, mostly among the younger generation, to these complexes, and deals with this issue from the aspect of art, such as suggestions or industrial materials. Very interesting and more recent phenomenon is the activity called Urbex, whose interpretation, the world and Czech leaders and its development is briefly explained. Concurrently, this activity is supplemented by visual arts, by the theme of industrial buildings, by industrial material, by memories, by feelings and relation to this landscape of the author of the thesis. In the didactic part, which is crucial to this diploma thesis, the author has developed five preparations for units of teaching in art lessons, where she focused both the use of industrial materials and this theme . Her aim was to acquaint students with these issues and possibilities of working with these materials. Four preparations, which were taught in elementary school in Vodickova, Prague 1, were fine...
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Swanepoel, Andrew Peter. "Repositioning the problematic gender formation of a generation of white South African men through performance art." Diss., 2018. http://hdl.handle.net/10500/25347.
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An overview of global statistics on violence, country to country and worldwide, indicates that men are the main perpetrators of violence in our societies. Furthermore, the behavioural traits of risk-taking and self-harm are also associated with men. It is my contention that the formative processes involved in gender identity are at the root of these dysfunctions.
In an attempt to present a positive alternative, I focus on a group I name the X- Men: white South African Generation X males. Drawing on Judith Butler‟s theory of performativity and its allowance for agency and resistance, I argue that they are not necessarily trapped by how their gender identities were formed through Apartheid‟s gendered institutions. These included schools, sport and the military.
I posit that within the institution of art, self-aware artists may present visual representations of resistance and transformation. Acknowledging art as signifying text, the X-Men situate signs differently in an effort to accomplish a social and intersubjective raising-of-awareness. Additionally, this new identity and its associated positive performance have the potential to undermine certain stereotypical perceptions harboured by the broader society as a result of problematic behaviour associated with men.Art History, Visual Arts and Musicology
M.V.A.