Dissertations / Theses on the topic 'Scholarly practices'
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1
Nobarany, Syavash. "Policies, practices, and potentials for computer-supported scholarly peer review." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/53979.
Abstract:
The scholarly peer-review process has been one of the cornerstones of science for centuries, but it has also been the subject of criticism for decades. The peer-review process is increasingly supported by computer systems; however, computer support for peer review has been mostly limited to facilitating traditional peer-review processes and remedying scalability issues. We took a holistic approach to understanding the peer-review process with the goal of devising computer-supported interactions, mechanisms, and processes for improving peer review. We conducted a series of studies to investigate various aspects of the peer-review process, including procedural fairness, anonymity and transparency, reviewing motivations, politeness of reviews, and opinion measurement. In the study of fairness, we learned about researchers’ attitudes and concerns about the fairness of the peer-review process. In the study of anonymity and transparency, we learned about the diversity of anonymity policies used by various publication venues. In the study of reviewing motivations, we learned the many reasons reviewers consider reviewing as part of their academic activities and what makes a review request more likely to be accepted. In the study of the use of politeness strategies, we learned about reviewers’ use of language for mitigating criticisms in a non-blind reviewing environment. In the study of opinion measurement we iteratively designed opinion measurement interfaces that can enhance elicitation of quantitative subjective opinions. Through these five studies, we expanded the understanding of challenges and opportunities for designing better peer-review processes and systems to support them, and we presented various ways through which computer support for peer review can be enhanced to address the identified challenges.Science, Faculty of
Computer Science, Department of
Graduate
2
Kingsley, Danny Abigail, and danny kingsley@anu edu au. "The effect of scholarly communication practices on engagement with open access: An Australian study of three disciplines." The Australian National University. Centre for the Public Awareness of Science, 2009. http://thesis.anu.edu.au./public/adt-ANU20090713.173505.
Abstract:
This dissertation addresses a specific aspect of the broad area of communication systems used among researchers. This research has undertaken to establish a broader view of the communication practices of scholars to understand the motivations behind their publication choices. Open access offers a solution to issues with the scholarly publication system such as delays in publication and restricted visibility of research due to high subscription costs. The principle of open access is to enable maximum access to findings from publicly funded research to maximise social returns on public investments. Despite the apparent benefits of open access, the uptake has been limited.
¶
This thesis research takes a holistic view of the researcher as a communicator to uncover the reasons why researchers are making the publishing decisions they are. In-depth interviews were conducted with 43 researchers in three disciplines at two institutions, the Australian National University and the University of New South Wales. The disciplines, Chemistry, Sociology and Computer Science, were known to have different publication practices, The questions asked about all aspects of researcher communication including researching, authoring, informal communication, article submission, refereeing, mentoring and data storage.
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The findings show that traditional arguments for open access are ineffective. The Reward function of scholarly publishing is central to managing academic careers and supports traditional publishing systems. While having work openly accessible increases an academics exposure and possibly therefore their citation counts, unless alternative internet-based forms of metrics are adopted, the open access option will not directly appeal to researchers.
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Information-seeking behaviour demonstrates how disciplinary differences affect researchers interaction with technology. The disciplines showed marked differences in almost all the areas explored, and the behavioural norms expressed in each discipline have direct bearing on the likelihood of members of that discipline embracing open access. The institutional/disciplinary divide means that researchers must publish in ways that run counter to their disciplinary norms in order to satisfy institutional and grant funding requirements.
¶
Until governments, and particularly university administrations, recognise the need to consider the discipline and the need to consider the individual and respond to these needs, and until there is a realisation that different disciplines may require radically different approaches, there will not be a large-scale adoption by individual researchers of the current open access tools. Either institutional repositories need to adapt dramatically to offer work practice benefits or the broader academic population will only use institutional repositories under duress, which is not the situation envisaged by open access advocates. The alternative is for communities to develop their own subject-based repositories, a development that again is likely to be highly dependent on communication norms in different disciplines.
3
Ridge, Mia. "Making digital history : the impact of digitality on public participation and scholarly practices in historical research." Thesis, Open University, 2016. http://oro.open.ac.uk/45519/.
Abstract:
Following a broad overview of participatory digital history, this thesis moves from a review of public history projects focused on crowdsourcing, to a smaller sub-set of projects related to citizen history, and then focuses on the research practices of faculty and community historians. The Conclusion draws together the various models for ‘making history’ discussed, and teases out the ways in which they have been affected by digital methods, tools and resources. Chapter 1: An overview of participatory, digital history projects provides an overview of over 400 digital history projects that aim to engage the public and/or collect, create or enhance records about historical materials for scholarly and general audiences. This overview supplies context for the analysis of projects examined in greater detail in later chapters, and gives an indication of emerging norms or patterns of presenting and interacting with historical materials. Projects are grouped by their main tangible outputs, supporting a more nuanced understanding of the impact of different design choices. Chapter 2: History with the public: crowdsourcing discusses several design factors that may influence the success of crowdsourcing projects, including task design, the potential participant’s initial experience of a site, and the role of project marketing and communications in connecting to potential motivations for participation. It also analyses the role of participant forums and the provision of more complex tasks in keeping participants interested in a project. Following this, Chapter 3: History with the public: from microtasker to historian? explores how some crowdsourcing projects encourage deeper engagement with history or science. It investigates the project attributes that may help people learn historical skills, or even begin to ‘become historians’, through their participation in historical crowdsourcing projects. It suggests that there are three types of citizen history projects: crowdsourcing projects that accidentally support citizen history; crowdsourcing projects that hope for citizen history but are not built around it; and citizen history projects that can succeed only if participants are able to learn or bring some disciplinary skills to the more complex tasks that contribute to the projects’ goals. Projects that support citizen history do so by providing: opportunities for participants to actively engage with historical materials while undertaking meaningful tasks; access to both the historical materials and project data; access to a community similarly engaged with the meaningful goals of the wider project; and a visible and accessible expert presence. Chapter 4: Historians’ working practices and digital tools, resources and methods shifts our focus from public participation to scholarly practices in historical research. It presents the results of 29 interviews conducted in 2012 with faculty and community historians. It contributes empirical data on how faculty, family and local historians evaluate, use and contribute to ‘traditional’ and participative digital resources. It finds that community historians are generally more likely than faculty historians to engage in sharing data, but they are also still likely to be selective about the information they share publically. These interviews show the impact that digital tools, resources and methods have had on the processes of discovering, evaluating, gathering, creating, and sharing information for historical research. Finally, in Conclusion: The impact of digitality on public participation and scholarly practices in history, I consider the impact of the digital projects, platforms and paradigms discussed in previous chapters on public participation and scholarly practices in historical research. Through an examination of the results of the interviews and analyses of participatory history projects, I argue that digitality has already enhanced many historical practices and has increased the number of those engaged in making history. Supporting material is provided in three Appendices. Appendix A, Websites reviewed, lists the titles and URLs for the websites I reviewed for my research. Appendix B, Interview participants, contains a summary of interview participants, including relevant demographic information. Appendix C, Interview and survey questions, provides the interview scripts used in the semi-structured interviews with family, local and faculty historians, a script written for interviews with project stakeholders, and survey text.
4
Benishek, Paul Sheinman Benjamin. "Achieving better acquisition through ADR and other best practices for resolving bid protests." Monterey, California : Naval Postgraduate School, 2009. http://edocs.nps.edu/npspubs/scholarly/MBAPR/2009/Dec/09Dec%5FBenishek%5FMBA.pdf.
Abstract:
"Submitted in partial fulfillment of the requirements for the degree of Master of Business Administration from the Naval Postgraduate School, December 2009."Advisor(s): Kidalov, Max V. ; Franck, Raymond E. "December 2009." "MBA Professional report"--Cover. Description based on title screen as viewed on January 26, 2010. Author(s) subject terms: Bid Protests, acquisition process, best practices, alternative dispute resolution, Federal Agencies, Defense Contracting. Includes bibliographical references (p. 87-88). Also available in print.
5
Engin, Mehmet Koc Osman. "Improving the small-business role in Turkish defense acquisitions recommendations from U.S. best practices /." Monterey, California : Naval Postgraduate School, 2010. http://edocs.nps.edu/npspubs/scholarly/MBAPR/2010/Jun/10Jun%5FEngin%5FMBA.pdf.
Abstract:
"Submitted in partial fulfillment of the requirements for the degree of Master of Business Administration from the Naval Postgraduate School, June 2010."Advisor(s): Kidalov, Max ; Second Reader: Yoder, E. Cory. "June 2010." "MBA Professional report"--Cover. Description based on title screen as viewed on July 14, 2010. Author(s) subject terms: Small Businesses, Small Business share from federal procurements, Small and Medium-Sized small businesses (SME), Small business administration (SBA), History of small businesses Includes bibliographical references (p. 95-105). Also available in print.
6
Haley, Ryan C. Haley Ryan C. Fox Shane M. Klotzbach Roy Michael. "Best practices in the Navy's energy programs strategic communication factors operating in the tactical forces." Monterey, California : Naval Postgraduate School, 2009. http://edocs.nps.edu/npspubs/scholarly/MBAPR/2009/Dec/09Dec%5FHaley%5FMBA.pdf.
Abstract:
"Submitted in partial fulfillment of the requirements for the degree of Master of Business Administration from the Naval Postgraduate School, December 2009."Advisor(s): King, Cynthia. ; Salem, Anita. "December 2009." "MBA Professional report"--Cover. Description based on title screen as viewed on April 12, 2010. Author(s) subject terms: Energy Conservation; Strategic Communication; U.S. Navy Energy Conservation Programs; Motivations; Incentives; Behavior Change Includes bibliographical references (p. 83-87). Also available in print.
7
Samupwa, Astridah Njala. "Adopting research data management (RDM) practices at the University of Namibia (UNAM): a view from researchers." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/31205.
Abstract:
This study investigated the extent of Research Data Management (RDM) adoption at the University of Namibia (UNAM), viewing it from the researcher’s perspective. The objectives of the study were to investigate the extent to which RDM has been adopted as part of the research process at UNAM, to identify challenges encountered by researchers attempting to practice RDM and to provide solutions to some of the challenges identified. Rogers’ Diffusion of Innovation (DOI) theory was adopted for the study to place UNAM within an innovation-decision process stage. The study took a quantitative approach of which a survey was used. A stratified sample was drawn from a list of all 948 faculty members (the number of academics taken from the UNAM annual report of 2016). The Raosoft sample size calculator (Raosoft, 2004) states that 274 is the minimum recommended sample size necessary for a 5% margin of error and a 95% confidence level from a population of 948, and this was the intended sample size. A questionnaire administered via an online web-based software tool, SurveyMonkey, was used. A series of questions was asked to individuals to obtain statistically useful information on the topic under study. The paid version of SurveyMonkey was used for analysis while graphics and tables were created in Microsoft Excel. The results of the study showed that for the group that responded to the survey, the extent to which they have adopted RDM practices is still very low. Although individuals were found to be managing their research data, this was done out of their own free will; this is to say that there was no policy mandating and guiding their practices. The researcher placed most of the groups that responded to the survey at the first stage of the innovation-decision process, which is the information stage. However, librarians who responded to the survey were found to be more advanced as they were seen to be aware of and engaged in knowledge acquisition regarding RDM practices. Thus, the researcher placed them at the second stage in the innovation-decision process (Persuasion). Recommendations for the study are based on the analysed data. It is recommended, among others, that UNAM should give directives in the form of policies to enhance the adoption of RDM practices and this should be communicated to the entire UNAM community to create awareness regarding the concept of RDM.
8
Hammarfelt, Björn. "Following the Footnotes : A Bibliometric Analysis of Citation Patterns in Literary Studies." Doctoral thesis, Uppsala universitet, Institutionen för ABM, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-170504.
Abstract:
This thesis provides an in-depth study of the possibilities of applying bibliometric methods to the research field of literary studies. The four articles that constitute the backbone of this thesis focus on different aspects of references and citations in literary studies: from the use of references in the text to citation patterns among 34 literature journals. The analysis covers both an Anglo-Saxon context as well as research in Swedish literary studies, and the materials used include Web of Science data, references in the Swedish literature journal TFL (Tidskrift för Litteraturvetenskap) and applications to the Swedish Research Council (Vetenskapsrådet). A study is also made of the influence of one single publication—Walter Benjamin’s Illuminations—and its impact in literary studies and in wider academia. The results from the four articles are elaborated upon using a theoretical framework that focuses on differences in the social and intellectual organization of research fields. According to these theories literary studies can be described as a fragmented, heterogenic, interdisciplinary and ‘rural’ field with a diverse audience. The fragmented and rural organization of the field is reflected in low citation frequencies as well as in the difficulties in discerning research specialities in co-citation mappings, while the analysis of the intellectual base (highly cited authors) is an example of the heterogenic and interdisciplinary character of the field, as it includes authors from many fields across the humanities and the social sciences. The thesis emphasizes that bibliometric studies of research fields in the humanities need to incorporate non-English and non-journal publications in order to produce valid and fair results. Moreover, bibliometric methods must be modified in accordance with the organization of research in a particular field, and differences in referencing practices and citation patterns ought to be considered. Consequently, it is advised that bibliometric measures for evaluating research in these fields should, if used at all, be applied with great caution.© Björn Hammarfelt 2012
9
Pilerot, Ola. "Design researchers' information sharing : the enactment of a discipline." Doctoral thesis, Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-3693.
Abstract:
This thesis is about information sharing in interdisciplinary research practices. It reports one conceptual and three empirical studies. The studies have been conducted through focusing on the field of design research, and in particular on a Nordic network of design researchers. From a practice-based perspective, the exploration of the study object oscillates between three nested and interconnected frames. The main contribution of this thesis is that it illustrates how activities of information sharing not only contribute to, but actually play a central role in the shaping of the practice of design research. It is shown how information sharing works as a contributor to the development, maintenance and shaping of practices in 1) design research as it is conducted in the Nordic network; 2) in the field of design research; and 3) within interdisciplinary research. Without losing sight of the empirical material, the theoretical analysis has made it possible to illuminate the connection between activities of sharing and the enactment of a discipline. Through analysis and discussion of the four studies as a whole, the reciprocal relationship between information sharing and the area of design research is elucidated. It is shown how information sharing, as it emerges in this interdisciplinary practice, functions as a unifying force towards the probable goal of establishing a discipline.Academic dissertation for the Degree of Doctor of Philosophy in Library and Information Science at the University of Borås to be publicly defended on Friday 25 April 2014 at 13:00 in lecture room E310, the University of Borås Allégatan 1, Borås.
10
Elbayadi, Moudy E. "Relational Leadership, DevOps, and The Post-PC Era: Toward a Practical Theory for 21st Century Technology Leaders." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1411256710.
11
Lu, Shu-Ling. "The influence of scholarly research on the orchestral performance practice of Raymond Leppard." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1233200.
Abstract:
The purpose of this study is to determine the influence of scholarly research on the orchestral performance practice of conductor Raymond Leppard.This study presents, with supporting evidence, what an international conductor does today to incorporate the results of research into the interpretation of music. From this study, the writer has presented the influence scholarly research has had on orchestral performance practice, how one of today's conductor and orchestras deal with the issues raised and how they are carried into current performances, and to what degree do musicologists influence his performance. Orchestra conductors continue to learn from performance practice research and young conductors must be encouraged to gain knowledge from this field.Three scholarly musicians, Arnold Dolmetsch (1858-1940), Edmund H. Fellowes (1870-1951), and Thurston Dart (1921-1971), among many others, did much to revive authentic performances of earlier music. Their critical and historical writings are based on original sources and the concept of interpretation by studying composers' original manuscripts and editions in order to better present their musical style and heritage. This developed a strong movement towards the study of incorporating authentic music research into music performance.Maestro Leppard is known particularly for his interpretations of seventeenth and eighteenth century music. He prepared the revivals of Monteverdi and Cavalli's Italian operas. Maestro Leppard has had many experiences with European and American orchestras and has made many recordings. The contents of the interview focused on (1) orchestra size and seating, (2) the authenticity of music, (3) some basic performance practice elements such as tempo, rhythm, dynamics, articulation and phrasing, ornamentation, vibrato, and portamento, (4) string bowing, (5) editions, and (6) interpretation and personal observations.School of Music
12
Hasfal, Sharon hasfal. "Development of a Scholarly Educational Intervention to Improve Inpatient Diabetes Care." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5086.
Abstract:
Advanced practice providers (APPs), consisting of nurse practitioners and physician assistants, face many challenges in the provision of evidence-based practice in their management of hospitalized adult patients with diabetes. Some of the barriers faced by APPs at a Northeast acute care facility are poor communication between disciplines, lack of confidence in initiating insulin, limited understanding of the management of insulin and the insulin pump, and insufficient treatment of the hospitalized patient with diabetes that aligns with current clinical guidelines for the management of inpatient hyperglycemia. This quality improvement project focused on the development of an evidence-based theory supported educational intervention to improve APPs' knowledge regarding glycemic management. An interdisciplinary team created the educational intervention using the analyze, design, develop, implement, and evaluate (ADDIE) instructional model. A 10-member expert panel validated the program utilizing both a formative and summative evaluation. The results from the formative evaluation was discussed with the interdisciplinary team, corrections were made, and was returned to the expert panel. Once the changes were made to the satisfaction of the expert panel, the program was then validated and submitted to the institution as a completed project to be used by the institution for APPs. This project addresses social change by increasing awareness in the management of inpatients with diabetes therefore decreasing fragmented care delivered by the APPs which will improve quality of care and patient safety.
13
Stevenson, Brenda K. "The relationship between faculty practice and scholarly productivity of nurse educators in NLN accredited baccalaureate schools of nursing." Case Western Reserve University School of Graduate Studies / OhioLINK, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=case1059499159.
14
Scott, Pamela H. "The Jointing of Theory and Practice: Scholars and Practitioners Find Common Ground." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/3014.
Abstract:
The positive outcomes of the collaborative efforts of full-time and adjunct faculty in assessing the content and rigor of the doctoral program in School Leadership reinforce the value of blending scholar and practitioner expertise. Developing the capacity of full-time and adjunct faculty to be co-facilitators of program change resulted in the transformation of a disjointed program into a jointed, well-grounded program based on the co-equal foundation of scholarship and practice.
15
Mays, Lawrence John. "A Scholarly Edition with Exegesis of Niccolò Piccinni's Dramma Giocoso: 'Il Regno della Luna' (1770)." Phd thesis, Canberra, ACT : The Australian National University, 2017. http://hdl.handle.net/1885/141079.
Abstract:
Niccolò Piccinni’s dramma giocoso Il Regno della Luna
premiered in 1770, at a time when Europe and the world in general
were changing at an almost unprecedented rate. New scientific
discoveries, global exploration, colonialism, and interaction
with non-European ‘others’, combined with evolving
philosophical concepts of epistemology, sociopolitical structures
and human emotions culminated in a mid-century reappraisal of
future directions for European states. A distinguishing
characteristic of societal discourse in latter half of the
eighteenth century was that knowledge previously considered
beyond dispute became open to question. The libretto of
Piccinni’s opera canvasses a broad range of contemporaneous
issues in a uniquely confronting manner. Exploiting the trope of
an ‘other world’ and ‘other time’ setting, it concerns a
visit in the future by Earth people to a fictive Lunar society
which has a radically different socio-political structure from
that in contemporary Europe. Women have political control through
an elected female monarchy, and the society is predicated on a
dominant position of women in interpersonal relationships. The
Lunar society evinces several contrasts with ‘sacred’
European institutions such as the nuclear family, monogamy and
patriarchy. The libretto also engages with polemics on issues
such as militarism, unfettered trade, colonialism and the
dichotomy between science and mythology.
Musically it demonstrates Piccinni’s importance in the
development of late eighteenth-century opera. In common with the
works of others who sought to reform the genre, Piccinni subverts
and experiments with the dramma giocoso conventions of strict
correspondence between musical style and social status. With its
flexible overall structure and in the varied forms of set pieces,
the work aligns with the late eighteenth-century concept that the
composer’s primary task was to support the drama by reinforcing
meanings immanent in the text. It also engages with changing
concepts of human emotion from the Cartesian static model to the
associationist model of constant flux. Piccinni’s score
provides unusually precise information on expression and
articulation. As such, this scholarly modern edition makes a
significant contribution to our knowledge of late
eighteenth-century operatic performance practice. With its
implication of cognitive displacement in time and place, the
opera could be interpreted as prototypical science fiction.
However, the pre-eminent interpretation of the work is that it is
a satire on the constraints which some elements of European
society sought to impose on the social and political position of
women. In a very real sense it was an opera for ‘the century of
women’.
16
Moore, Megan Bishop. "Philosophy and practice in writing a history of ancient Israel /." New York [u.a.] : T & T Clark, 2006. http://www.loc.gov/catdir/toc/ecip0610/2006007656.html.
Abstract:
Zugl.: @Diss.Includes bibliographical references and index. Current philosophical issues in history writing -- Evaluating and using evidence -- Assumptions and practices of historians of ancient Israel -- In the mid-twentieth century -- Assumptions and practices of minimalist historians of ancient Israel -- Non-minimalist historians of ancient Israel.
17
Yavneh, Jonathan S. "Virtual communities in the law enforcement environment do these systems lead to enhanced organizational memory /." Thesis, Monterey, Calif. : Naval Postgraduate School, 2008. http://edocs.nps.edu/npspubs/scholarly/theses/2008/Dec/08Dec%5FYavneh.pdf.
Abstract:
Thesis (M.A. in Security Studies (Homeland Security and Defense))--Naval Postgraduate School, December 2008.Thesis Advisor(s): Bergin, Richard ; Josefek, Robert. "December 2008." Description based on title screen as viewed on February 5, 2009. Includes bibliographical references (p. 69-71). Also available in print.
18
Arnold, Kathryn. "The Clinical Scholar Model| A strategy to bridge the theory-practice gap." Thesis, Florida Atlantic University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3571441.
Abstract:
The purpose of this study was to evaluate student outcomes following implementation of a clinical scholar model of clinical education in one of four placement sites of a college of nursing grounded in a caring philosophy. The question guiding the study was to determine if the clinical scholar model has an influence on student perceptions and outcomes when used with second-degree accelerated BSN students.
Watson’s Human Caring theory, based on ten caritas processes, serves as the theoretical framework for this study (Watson, 2007). A sequential mixed-methods approach that combined quantitative and qualitative data collection techniques was implemented using a pre-experimental, post-test only design with non-equivalent groups to determine differences between the Traditional Model (TM) and Clinical Scholar Model (CSM) in clinical nursing education.
Participants in this study completed four scales to assess their perception of: 1) caring efficacy using the Caring Efficacy Scale (Coates, 1997), 2) clinical learning environment using the Student Evaluation of the Clinical Education Environment (Sand-Jecklin, 2009), 3) clinical faculty caring through the Nursing Students’ Perceptions of Instructor Caring (Wade & Kasper, 2006), and 4) socialization to the professional role, measured by the Lawler-Stone Health Care Professional Attitude Inventory (Lawler, 1988). T-tests were completed on data to determine differences between CSM and TM students on the scales. Additionally, a focus group of four CSM students was completed, transcribed and analyzed for qualitative themes.
There were no significant differences between CSM and TM students on caring efficacy, overall perceptions of the clinical learning environment, and overall socialization to the professional role. There were significant differences between scores on instructor facilitation of learning, perceptions of instructor caring, compassion, superordinate and impatience for change.
Limitations of this study include low sample size and are partially due to limitations of the class size and low survey participation. Additionally, only CSM students attended a focus group, which prevented comparisons of qualitative feedback between groups. Even with these limitations CSM students scored as well or better than TM students, indicating that the CSM could be a viable model for nursing clinical education.
19
Chabout-Combaz, Babette. "La théorie de la connaissance historique de G.W. Leibniz : érudition, praxis et matérialité." Electronic Thesis or Diss., Université Paris Cité, 2023. http://www.theses.fr/2023UNIP7065.
Abstract:
L'objectif de cette thèse est d'étudier les principes épistémologiques des pratiques savantes que Gottfried Wilhelm Leibniz (1646-1716) a mises en oeuvre dans le cadre de son travail en tant qu'historien. La thèse comprend trois parties. La première partie explore les possibilités de définir l'histoire chez Leibniz : après un premier chapitre qui justifie le fait d'adopter une approche « pratique » et documentaire pour étudier la théorie de la connaissance historique chez Leibniz, un second explore les modalités de la mise en oeuvre (et en ordre) de celle-ci, tandis un troisième tente, en distinguant l'histoire naturelle de l'histoire humaine, de définir les contours de celle-ci. Dans l'impossibilité de déterminer complètement les causes réelles des « vérités de fait », qui pour Leibniz ne se trouvent qu'en Dieu, la reconstitution de l'histoire universelle passe avant tout par une mise en ordre des traces du passé afin de tenter de restituer, comme sur une scène de théâtre, la perception des événements et choses passées. La seconde partie, quant à elle, s'intéresse à ce qui fait que l'histoire produite (les oeuvres historiques) appartiennent au champ disciplinaire de l'histoire. Un premier chapitre explore les principes méthodologiques implicites des éditions de sources chez Leibniz et un second la manière dont le paratexte des Scriptores Rerum Brunsvicensium (1707-1711), son projet éditorial le plus ambitieux, justifie (ou non) son contenu par une forme d'« art critique ». A travers l'hétérogénéité des sources éditées se laisse percevoir une dualité de méthode entre les sensibilités plus historiennes de Leibniz et d'Eckhart, son assistant, d'un côté, et celles philologiques des nombreux autres contributeurs de l'autre. Les premiers se concentrent sur l'histoire de la transmission des manuscrits, l'étude des témoignages et la restitution des événements dans une approche à la fois pédagogique et érudite, tandis que les seconds sont plus attentifs aux aspects « matériels » du texte et à l'évolution de la langue. La connaissance historique est une connaissance collective. La troisième partie expose finalement l'origine et le développement de cette méthode de restitution, à savoir l'ars critica employé pour discriminer les « sources » de l'histoire, qu'elles soient textuelles ou objectuelles. Car en effet, cet art critique n'est pas pour autant un simple art d'érudition et met en scène également l'ensemble des artefacts connus à l'époque. La question est donc de savoir s'ils servent d'« auxiliaires » ou s'ils sont traités pour eux-mêmes et, lorsque c'est le cas, s'ils sont étudiés dans leur matérialité propre et leur cheminement (leur « histoire ») ou s'ils sont de simples réceptacles informationnelsThis thesis aims to show the epistemological principles of Gottfried Wilhelm Leibniz's schorlarly practices, that he have implemented as a "professional" historian. The work contains three parts. The first one discusses several ways to define the concept of history in Leibniz' thoughts: in the first chapter I justify the use of a practical and scholarly approach to define the leibnizian theory of historical knowledge, then in a second I explore how the historical knowledge is ordered and constituted in historical books; finally in a third one I distinguish between natural history and civil history and try to show what this one is. As God is the only "historian" capable of knowing the true causes of the "factual truths (vérités de fait)", the only thing a historian in his time can do, according to Leibniz, is to find and gather the marks of the past, to order them and show them as if they belong to a theatral scene through which the spectators can perceive the past events and things. As God is the only "historian" capable of knowing the true causes of the "factual truths (vérités de fait)", the only thing a historian in his time can do, according to Leibniz, is to find and gather the marks of the past, to order them and show them as if they belong to a theatral scene through which the spectators can perceive the past events and things. The second part deals with the historical works themselves and what makes them being good enough to belong to the disciplinary field of history. In a first chapter, I discuss the methodological principles of publishing history, and, in a second one, I cover how the paratext (preface, footnotes) of his more ambitious collection of historical sources, namely the Scriptores Rerum Brunsvicensium (1707-1711), justifies its content by staging a form of "critical art". What we see is that the sources are treated differently when edited by on the one hand Leibniz or Eckhart, who are historians, and on the other, by scribes, who have philological training firstly. Historians focus on the history of manuscripts transmission, testimonies, and events, with an approach both educational and erudite; whilst philologists focus on the "materiality" of texts and the history of language. Historical knowledge therefore is a collective knowledge. Finally in the third part I look at the birth of the Leibnizian "ars critica" involved in discriminating in artefacts and texts what is and isn't historical sources. Artefacts in that perspective are matter of new kinds of inquiry, and the question of their status is discussed, that is if they are "auxiliaries" of history or historical themselves
20
Mathews, Julie. "Mediating academic literacy practices in a second language : portraits of Turkish scholars of international relations." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84530.
Abstract:
This longitudinal inquiry into the academic literacy practices of ten Turkish scholars of International Relations (IR) attempts to answer three broad questions: what factors have affected the participants' acquisition and maintenance of academic reading and writing skills; what patterns of similarities and differences can be found among their literacy practices; and what relationships might be discovered between the various factors and the scholars' literacy practices. Data for the study were collected through observations, autobiographical accounts of the participants' literacy practices via interviews, and textual analysis of the participants' published works.The theoretical framework for the study draws on neo-Vygotskian Activity Theory and Bakhtinian Dialogic Theory, to create a model for uncovering and understanding the contextual factors mediating scholars' academic literacy practices. The model begins with the assumption that scholars operate within multiple "activity systems" (Engstrom, 1990), in this case: (1) the core American IR discipline; (2) the local Turkish IR discipline/particular Turkish IR departments; and (3) Turkish society. The model reconceptualizes the idea of activity systems as "filters," which mediate individuals' production and reception of texts, i.e. their literacy practices. Conflicts may arise according to the "thickness" of a filter and depending on the "operational means" acceptable within it.
By contributing to a deeper understanding of how people acquire and maintain academic literacy skills in a second language the study ultimately aims to aid in the construction of pedagogical models and approaches that reflect the complex nature of these multi-lingual literacy practices.
21
Wennström, Sofie. "Scholarly communication as a situated learning process for PhD students : an exploratory study about publishing as a community of practice." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-159244.
Abstract:
This master’s thesis aims to explore the practice of becoming a researcher and the learning process embedded in this activity by looking at the communicative practices of PhD students, within the context of academic publishing. It is likely that the way in which these soon-to-be researchers reason about the task of communication is related to their way of approaching their field of research as well as the lived world, which makes it relevant to explore further. The study was performed based two sets of data, first open-ended semi-structured interviews with eleven PhD students at Stockholm University, where they talk about their current situation, their motivations and goals and about how they plan to publish their dissertation. Secondly, an analysis of data about publications focusing on work by PhD students at Stockholm University between 2013–2016, and information about how the intended audience, i.e. the readers, have interacted with the published material. These two sets of data were analysed with the use of theories about personal epistemology, sociocultural learning and the rationality of actions. The study shows that the majority of the PhD students at Stockholm University publishes their research findings as scholarly articles in English. The conclusion is also that the publishing process can be understood as a pedagogical tool, as it provides a vehicle for the PhD students to immerse themselves in their community of practice. These findings suggest that it could be useful to further emphasise the publishing activity as a learning process that may lead to a deeper understanding of the role of the researcher in society.Den här masteruppsatsen avser att utforska hur doktorander lär sig sitt framtida yrke, och hur de socialiseras till att bli forskare via de kommunikativa praktiker som de ägnar sig åt, dvs. akademisk publicering. Dessa kommunikativa praktiker torde vara kopplade till hur en forskare relaterar till sitt forskningsfält, men också sin omvärld, och företeelsen är därför intressant att ytterligare belysa. Studien är genomförd i två delar. Den första delen består av intervjumaterial från samtal med 11 doktorander vid Stockholms universitet. Den andra delen består av en analys av statistik om elektroniska publikationer av doktorander vid Stockholms universitet under perioden 2013–2016. Publikationerna sätts sedan i relation till data om hur läsekretsen har interagerat med publikationerna via olika media och citeringar. De två dataseten analyseras med hjälp av teorier om personlig epistemologi, sociokulturellt lärande och handlingsrationalitet. Slutsatserna är att de flesta doktorander vid Stockholms universitet väljer att publicera sig i vetenskapliga tidskrifter på engelska, och att dessa kommunikativa praktiker kan förstås som ett pedagogiskt verktyg när det gäller lärande om och förståelse för doktorandernas kontext eller gemenskap. Resultatet av studien indikerar att det kan vara meningsfullt att fokusera på publicering, eller liknande kommunikativa praktiker, som en användbar lärandeprocess när det gäller att förstå mer om forskarens roll i samhället.
22
Pérez, Garcés Juan Luis. "Reinventing ourselves : white male biblical scholars and the responsibility towards the other." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53028.
Abstract:
Thesis (DTh)--Stellenbosch University, 2003ENGLISH ABSTRACT: The problem discussed in this thesis is how to resist and subvert the complicity of biblical studies with neo-colonialism as a white male biblical scholar. Traditionally the interpretation of the bible by white male biblical scholars has not been recognised as an interested and situated practice, unlike the interpretations by readers from marginalised backgrounds. The thesis put forward here is that it is the other - understood as infinite and irreducible - that opens up the habitual vicious circle of identity formation and identifiable practices. This interruption is a moment of true decision, i.e. a moment where the self cannot follow any preestablished ethico-political programme but has to respond in a truly innovative way. This innovation is understood to be brought about in a double strategy, which juxtaposes a hegemonic practice with its binary opposition in a nondialectical way. The space in which such an interruption occurs is the interstitial borderline, the liminal space and interface between the self and its other. In the first part, the thesis critically engages with the work of three white male biblical scholars - Daniel Patte, Jeffrey Staley, and Gerald West - who try to overcome the traditional academic discourse of biblical studies by problematising the relationship between their own identities and their academic practices. In the second part, deconstruction, as shorthand for the work of Jacques Derrida, is subsequently presented as a thoroughly postcolonial critique of western ontological concepts and as a viable manner in which to theorise the critical contributions of Patte, Staley, and West. In the third and final part, three approaches within biblical studies - historicism, the bible as popular text, and literary approaches - are singled out and discussed as possible liminal spaces within which the identity of the white male biblical scholar can be reinvented in responsibility to the other.
AFRIKAANSE OPSOMMING: Die vraagstuk onder bespreking in hierdie verhandeling is hoe om, as blanke manlike bybelgeleerde die onderlinge medepligtigheid tussen die studie van die bybel en neo-kolonialisme te weerstaan en te ondermyn. Volgens tradisie word die vertolking van die bybel deur blanke manlike bybelgeleerdes nie erken as 'n ge·interesseerde en gelee praktyk nie, in teenstelling met die vertolkings van geleerdes afkomstig uit minderheidsgroepe. Die stelling wat hier gemaak word is dat dit die 'ander' is - begryp as oneindig en onverminderbaar - wat die gebruiklike bose kring van identiteitsvorming en identifiseerbare praktyke oopmaak. Hierdie onderbreking is 'n oomblik van ware besluitneming, i.e. 'n oomblik waarbinne die self nie enige voorafbepaalde eties-politiese program kan volg nie, maar waarbinne die self werklik op 'n oorspronklike en nuwe wyse moet reageer. Dit word verstaan dat hierdie nuwigheid tot stand gebring word in a dubbele strategie wat die heersende praktyk op 'n nie-dialektiese wyse langs sy binere opposisie plaas. Die ruimte waarbinne hierdie onderbreking plaasvind is die tussengrenslyn, die oorgangsruimte en skakel tussen die self en die 'ander'. Die eerste gedeelte van die verhandeling is 'n kritiese bespreking van die werke van drie blanke manlike bybelgeleerdes, naamlik Daniel Patte, Jeffrey Staley en Gerald West, wat poog om die tradisionele akademiese diskoers oor die studie van die bybel te bemeester deur die verhouding tussen hulle eie identiteite en hul akademiese gebruike te problematiseer. Die tweede gedeelte bied dekonstruksie, as snelskrif vir die werk van Jaques Derrida aan as 'n deurdagte post-koloniale kritiek van westerse ontologiese konsepte en as 'n lewensvatbare wyse waarop die kritiese bydraes van Patte, Staley en West teoretiseer kan word. In die derde en laaste gedeelte word drie benaderings tot die studie van die bybel, naamlik 'n historiese benadering, die bybel as populere teks en litirere benaderings uitgesonder en bespreek as moontlike oorgangsruimtes waarbinne die identiteit van die blanke manlike bybelgeleerde herversin en bedink kan word met verantwoordelikheid teenoor die 'ander'.
23
Pappas, James A. "A revitalized information assurance training approach and information assurance best practice rule set." Thesis, Monterey, Calif. : Naval Postgraduate School, 2008. http://edocs.nps.edu/npspubs/scholarly/theses/2008/Sept/08Sep%5FPappas.pdf.
Abstract:
Thesis (M.S. in Information Warfare Systems Engineering)--Naval Postgraduate School, September 2008.Thesis Advisor(s): Smith, Terry E. "September 2008." Description based on title screen as viewed on November 4, 2008. Includes bibliographical references (p. 79-83). Also available in print.
24
Börjesson, Lisa. "Resources for scholarly documentation in professional service organizations : A study of Swedish development-led archaeology report writing." Doctoral thesis, Uppsala universitet, Institutionen för ABM, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-306157.
Abstract:
This information studies dissertation deals with the problem that results from research outside academia risk to receive little or no attention if communicated through reports, instead of in mainstream academic genres like research journal articles. The case in focus is Swedish development-led (DL) archaeology, i.e. state regulated archaeology preceding land development. Swedish DL archaeology is organized as a semi-regulated market. The organizations competing on the market are professional service organizations selling research services to land developers. Regional government departments, county administrative boards, function as intermediaries setting up procurement-like processes. In previous research on archaeological documentation, the problem with non-use of reports has been described as depending on cultural issues of access, possible to solve if individuals make efforts to communicate and use extra-academic results. This dissertation offers an alternative definition of the problem, highlighting a different set of solutions. The aim is to further the understanding of how the distribution of research duties to professional service organizations affects the scholarly documentation in Swedish archaeology. The aim is met through identification, operationalization and analysis of resources available to report writing DL archaeology practitioners, and an analysis of how practitioners draw on these resources. The results further the understanding of how reports are shaped within the DL archaeology institution. In view of these results, efforts to solve issues of access should target the organization of research in the archaeology discipline, and specifically how scholarly documentation is governed on the archaeology market. The dissertation draws on science and technology studies, practice theory, and document theory for the design of the study of documentation resources and contexts in extra-academic research. A mixed methods approach is applied to capture regulative, institutional, and infrastructural resources, and practitioners’ use thereof. Dissertation papers I-III contain analyses of concrete instantiations of the resources: information policy, documentation ideals, and information source use. The fourth paper presents an analysis of how practitioners draw on these resources in their everyday report writing. The dissertation concerns archaeology specifically, but serves as grounds to inquire into the premises for scholarly documentation in other areas of extra-academic research and knowledge-making as well.Archaeological Information in the Digital Society (ARKDIS)
25
Van, Hook Matthew S. "Congress and national security interest, influence and speed /." Thesis, Monterey, California : Naval Postgraduate School, 2010. http://edocs.nps.edu/npspubs/scholarly/theses/2010/Mar/10Mar%5FVan_Hook.pdf.
Abstract:
Thesis (M.A. in Security Studies (Defense Decision-Making and Planning))--Naval Postgraduate School, March 2010.Thesis Advisor(s): Knopf, Jeffrey. Second Reader: Dahl, Erik. "March 2010." Description based on title screen as viewed on April 26, 2010. Author(s) subject terms: Congress, Intelligence, Defense, Reform, Reorganization, Goldwater- Nichols, Intelligence Reform and Terrorism Prevention Act of 2004. Includes bibliographical references (p. 89-99). Also available in print.
26
Weinraub, Alan. "The evolution of Israeli civil-military relations domestic enablers and the quest for security." Thesis, Monterey, California : Naval Postgraduate School, 2009. http://edocs.nps.edu/npspubs/scholarly/theses/2009/Dec/09Dec%5FWeinraub.pdf.
Abstract:
Thesis (M.A. in Security Studies (Middle East, South Asia, and Sub-Saharan Africa))--Naval Postgraduate School, December 2009.Thesis Advisor(s): Moran, Daniel J. Second Reader: Robinson, Glenn E. "December 2009." Description based on title screen as viewed on January 27, 2010. Author(s) subject terms: Israel, Israel Defense Force (IDF), Civlil-military relations, Intractable conflict, Statism, Professionliam, Militarism, Permeability, Military-industrial complex, Nation-in Arms, Parliamentary System, Proportional representation (PR), Political economy, MAPAI, HERUT, "Parachuting", Concordance, Discourse space, Agency. Includes bibliographical references (p. 93-98). Also available in print.
27
Comiskey, John Grattan. "Effective state, local, and tribal police intelligence the New York City Police Department's intelligence enterprise - a smart practice." Thesis, Monterey, California : Naval Postgraduate School, 2010. http://edocs.nps.edu/npspubs/scholarly/theses/2010/Mar/10Mar%5FComiskey.pdf.
Abstract:
Thesis (M.A. in Security Studies (Homeland Security and Defense))--Naval Postgraduate School, March 2010.Thesis Advisor(s): Bellavita, Christopher ; Simeral, Robert. "March 2010." Description based on title screen as viewed on April 26, 2010. Author(s) subject terms: CompStat, State and Major Cities Fusion Centers, Nation Intelligence, Criminal Intelligence, Intelligence Led Policing, Policing, Diffusion of Police Practices. Includes bibliographical references (p. 145-161). Also available in print.
28
Curtis, Harriet. "Ketchup and blood : documents, institutions and effects in the performances of Paul McCarthy 1974-2013." Thesis, Queen Mary, University of London, 2014. http://qmro.qmul.ac.uk/xmlui/handle/123456789/7979.
Abstract:
Since the 1970s, the work of Los Angeles-based artist Paul McCarthy (b. 1945) has included live performance, video, sculpture, kinetic tableaux, and installation. Tracing the development of McCarthy’s work between 1974 and 2013, I undertake a critical discussion of the development of performance in relation to visual art practices. Using one artist’s work as a guide through a number of key discussions in the history of performance art, I argue that performance has influenced every aspect of McCarthy’s artistic practice, and continues to inform critical readings of his work. My thesis follows the trajectory of McCarthy’s performance practice as it has developed through different contexts. I begin with the early documentation and dissemination of performance in the Los Angeles-based magazine High Performance (1978-83), which established a context for the reception of performance art, and for McCarthy’s early work. I then examine specific examples of McCarthy’s practice in relation to his critical reception: live performances and videos from the 1970s are discussed alongside critical readings of his work influenced by psychoanalysis; and the wider public recognition of McCarthy’s object-based art in the 1980s and early 1990s. I then look more broadly at the recent trend of re-enacting historical performances in the Getty’s Pacific Standard Time project (2011-12), as a mode of engaging with performance history and exploring how histories of ephemeral art are re-iterated over time. Finally, I discuss a number of McCarthy’s recent exhibitions and installations that mobilises a wider consideration of the histories of performance and ephemeral practices in art institutions. McCarthy’s work is firmly established in the art world, and I argue that his work also provides a significant touchstone for histories of performance. I look historically at how McCarthy’s work has been documented, disseminated, curated, and re-performed, and open wider discussions about ways of engaging with performance history. In turn, I complicate the relationship between performance and the art world; between ephemeral art and object-based art practices; and between scholarly engagements with performance history, and the public presentation of performance in curatorial practices and institutional contexts.
29
Nicholson, Roger Allen. "Practice and Fit in the Allocation of the Resource of Faculty Time: A Study of Current and Preferred Scholarly Practice of the Faculties of Ten Theological Schools Affiliated with the Presbyterian Church (USA)." VCU Scholars Compass, 1997. http://scholarscompass.vcu.edu/etd/4952.
Abstract:
Faculties, deans, and trustees of theological schools affiliated with the Presbyterian Church (USA) were surveyed to determine current faculty practice; the practice preferred by faculty, deans. and trustees; the fit between current and preferred practice; and faculty practice and faculty preference difference according to categorical variables such as gender, race, and rank.
Seven variables defined faculty practice: workweek in hours, instruction, scholarship, service, advising, governance, and other. Scholarship was subdivided into three categories adapting Ernest Boyer’s multi-dimensional definition of scholarship: orginitive, applied, and teaching. Fit was defined in two ways: statistical fit and practical fit.
The reported workweek was comparable to that reported by faculties at other types of universities and colleges. The time theological faculties reported spending on teaching exceeded only that of research university faculty. The theological faculties reported spending more time on scholarship than liberal arts college and comprehensive university faculties, but less than doctoral and research faculties. Theological faculties reported spending significantly more time on service than faculty at other types of institutions.
While statistical differences were found between current practice and the preferences of deans and trustees, practical differences were negligible. A statistical and practical difference was found between the preferences of faculty and deans for governance activities and between faculty and trustee preferences for the categories of instruction and scholarship.
Considered by categorical variables, preferred practice of faculty varied most by faculty teaching discipline. Implications of the findings for planning and assessment in theological schools were discussed.
30
Shoemaker, Marilyn L. "Evidence Based Practice Update for Nurse Practitioners| Depression Screening Training for Long-Term Care Facility Caregivers to Improve Quality of Care| A Clinical Scholarly Project." Thesis, Brandman University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10616069.
Abstract:
The primary purpose of this clinical scholarly research project is to determine whether there are undiagnosed symptoms of depression among the residents in a small population Long Term Care facility (LTC). Caregivers at the LTC receive specific knowledge regarding older adult late-life depression and then apply said knowledge by surveying the LTC residents (LTCR’s) using the Geriatric Depression Scale instrument (GDS-15). The secondary purpose is to determine whether the LTC caregivers perceive this training as beneficial. Using two-sample t-test statistical analysis, the results of this study indicate a positive correlation with the alternative hypothesis; the number of LTCRs with previously undetected depressive symptoms increased. Ha: μ LTCR with depression or delirium ≠ μ LTCR with depression or delirium. In this study, the number of LTCRs with symptoms of depression or delirium increased by 60.4 percent. The P (T<=t) two-tail value is less than 0.001. In the literature, this difference is extremely statistically significant. The mean of the medical records examined minus the mean of the number of medical records with an indication of depression or delirium is 0.60. For a 95% confidence interval, this difference must fall between the ranges of 0.45 to 0.76. These data confirm the alternative hypothesis.
Additionally, the caregiver participant’s satisfaction outcome survey results reported the training was substantially beneficial.
31
Vaca-Cárdenas, Mónica Elva. "Experiences and pedagogy: A qualitative case study that examines teaching experiences, philosophies, and best practices of University Distinguished Teaching Scholars at Kansas State University." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/38233.
Abstract:
Doctor of PhilosophyCurriculum and Instruction Programs
F. Todd Goodson
This qualitative case study examined how successful professors who were awarded the Coffman Chair for University Distinguished Teaching Scholars at Kansas State University describe their teaching experiences, philosophies, and best practices in undergraduate teaching and learning. Educators today is concerned about what are the best practices to educate new generation students to survive in a rapidly changing world. Additionally, because most research focus on best practices on the implementation or evaluation of a specific methodology, method, or strategy in one particular course or program, this research addressed the need to investigate the teaching experiences, philosophies, and best practices of outstanding award winner professors in different areas to understand the challenges they face and the ways they handle undergraduate teaching and learning. This qualitative case study was informed by Critical Theory as the theoretical framework, grounded in Constructivism, because critical theory cares about social justice while abandoning obsolete, elitist and antidemocratic features of traditional concepts of education. Eight distinguished teaching scholars, who belong to Psychological Sciences, School of Integrated Studies, Political Sciences, Horticulture and Natural Resources, Modern Languages, English, Physics, and Anthropology and Social Work Departments voluntarily participated in this study. Multiple methods were used to collect data including demographic questionnaires, semi-structured interviews (time line elicitation interviews, formal interviews, and photo elicitation interview), analysis of documents, and journaling. Seven themes emerged from my findings. The first theme identified the influential people and struggles encountered by professors when they were students. The second identified events that led professors in choosing their major, why they became teachers, and their teaching strengths and passions. The third identified the challenges they face when teaching undergraduate students and mentoring support received as professors. The forth identified how participants described themselves as successful professors and the way they organize and balance their academic and personal life. The fifth identified specific educational theories the professors apply in their teaching, the insights of their teaching philosophies, and their thoughts about the importance of education. The sixth identified the way professors decide the curriculum to teach and the way they evaluate their students. Finally, the seventh theme identified the significant work they did as recipients of the Coffman Chair for University Distinguished Teaching Scholar, and their teaching best practices. Recommendations for practice and future research were also addressed. Thus, this study contributes to the understanding of teaching experiences, philosophies, and best practices of successful professors in undergraduate teaching and learning, based on evidence which is the personal experiences of the participants for the benefit of every person involved in education
32
Wilson, Jennifer Elton. "A professional doctorate for psychotherapists creating a community of scholarly practitioners in order to serve a community of professional practice : the challenge of the first year." Thesis, Middlesex University, 2000. http://eprints.mdx.ac.uk/13605/.
Abstract:
Psychotherapy in the last twenty years has engaged in a professionalising process. There has been an explosion of training courses, increasingly accredited and validated by universities. There are now a variety of associations and councils (UKCP, BAC), which have attempted to incorporate the widely differing theoretical approaches to training and to practice into a recognised profession. Individuals who have completed long and complex trainings view themselves as highly qualified professional practitioners. They aspire to continuing personal and professional development and doctorates in psychotherapy have been developed to meet the need. The project described in this text critically examines the development, implementation and reflective evaluation of a particular and distinctive doctoral programme in Psychotherapy by Professional Studies (DPsych), which is intended to provide a structure within which senior psychotherapists and counsellors can contribute to the validation of their own profession, carry out major projects within their own work environment and achieve academic recognition. The programme combines the professional expertise of psychotherapy with the progressive knowledge and techniques of work based learning in the form of an innovative professional doctorate. The programme is a specialisation pathway of a university based doctoral programme, which is delivered within the organisational setting of a psychotherapy training institution. The history of the design and development of the programme up to the end of its first academic year is contained in the introductory chapter of the text. The experience of the participants in this programme, both candidates and members of the programme team, is then subjected to a process of initial exploratory evaluation through the methodology of appreciative inquiry (Cooperrider and Srivastva 1987). This involves a process of collaborative and appreciative inquiry carried out through focus groups and individual interviews. The audio-transcripts of these groups and interviews are analysed in order to extract specific provocative propositions regarding the programme from all participants. These propositions are carried forward for further inquiry in the form of a questionnaire distributed to all participants in the programme. The responses to the questionnaire are summarised, reflected upon and then concretised in the form of fifteen proposed changes to the programme as delivered. Further processes of consultative inquiry are planned to take place in a continuing spiral of actionable research. The text includes a series of personal commentaries by the author and concludes with a reflection upon the learning outcomes and implications of this project for the personal development of all senior practitioners, the profession of psychotherapy, the world of education and the wider social context.
33
Dickson, Deborah. "Coming home : a study of values change among Chinese postgraduates and visiting scholars who encountered Christianity in the U.K." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/13458/.
Abstract:
This thesis examines changes in core values held by postgraduate students and visiting scholars from China who professed belief in Christianity while studying in UK universities. It is the first study to ascertain whether changes remain after return to China. Employing a theoretical framework constructed from work by James Fowler, Charles Taylor, Yuting Wang and Fenggang Yang, it identifies both factors contributing to initial change in the UK and factors contributing to sustained change after return to China. It shows that lasting values change occurred. As a consequence, tensions were experienced at work, socially and in church. However, these were outweighed by benefits, including inner security, particularly after a distressed childhood. Benefits were also experienced in personal relationships and in belonging in a new community, the Church. This was a qualitative, interpretive study employing ethnographic interviews with nineteen people, from eleven British universities, in seven Chinese cities. It was based on the hypotheses that Christian conversion leads to change in values and that evidence for values can be found in responses to major decisions and dilemmas, in saddest and happiest memories and in relationships. Conducted against a backdrop of transnational movement of people and ideas, including a recent increase in mainland Chinese studying abroad which has led to more Chinese in British churches, it contributes new insights into both the contents of sustained Christian conversion amongst Chinese abroad who have since returned to China and factors contributing to it. Bringing the afore-mentioned theories together for the first time it provides an illuminating, original lens for further study of conversion amongst returned Chinese. It also adds to knowledge of the effects of Chinese students’ UK education experience on their values.
34
Morrison, Tony. "The role of the scholar-facilitator in generating practice knowledge to inform and enhance the quality of relationship-based social work practice with children and families." Thesis, University of Huddersfield, 2009. http://eprints.hud.ac.uk/id/eprint/9005/.
Abstract:
The publications chosen for inclusion for this PhD by publication comprise three books, three book chapters and four articles published in peer-reviewed journals. There are three major themes in this work. The first concerns the role and nature of practice knowledge and its contribution to effective relationship-based social work practice with vulnerable children and families. Practice knowledge is created by, and for, social workers operating under conditions of uncertainty, risk, emotion and anxiety. These publications can be located within, and aim to make, a significant contribution to social workers’ practice knowledge. The second major theme concerns the process by which the practice knowledge described by these publications was created. The analysis identifies the author’s role as a scholar-facilitator in facilitating the generation, testing and dissemination of this practice knowledge. The scholar-facilitator contributes to practice knowledge and theory generation by bridging the worlds of practice, academia and policy. Finally the significance and authority of the contribution to social work knowledge developed by these publications is demonstrated by reference to the ways in which they directly address contemporary challenges to child protection policy and practice in England.
35
Smit, Tanya. "Self-regulated professionalism : a Whole Brain® Participatory Action Research design in a pre-service teacher mentoring context." Thesis, University of Pretoria, 2002. http://hdl.handle.net/2263/78495.
Abstract:
During Work Integrated Learning, pre-service mentoring helps to prepare final-year
education students for the workplace. For the purpose of this study, seven pre-service
teachers and their mentor teachers formed scholarly communities of practice. Selfregulated
professionalism was initiated by implementing the principles of self-regulated
learning using a constructivist Whole Brain® Thinking mix as epistemological grounding.
Participatory action research was enriched and a Whole Brain® Participatory Action
Research Design was used to contribute to the scholarship of mentoring in the
education context and the new meaning-making of our current understanding of what
action research entails.
A baseline study was conducted ten months prior to the commencement of the Whole
Brain® Participatory Action Research study. The responses from the Senior and FET
Phase pre-service teachers and their mentor teachers in the two online surveys
provided an information base for the participatory action research process.
The rationale for using Whole Brain® Participatory Action Research was that no
scholars have examined a collaborative perspective on pre-teachers, mentor teachers
and a university faculty. This particular research design has never before been used in
the context of pre-service teacher education. The Herrmann Brain Dominance
Instrument® was initially completed by the participants and myself as the principal
researcher to inform reflective practice and to create awareness of our thinking
preferences. Action research was conducted by the pre-service teachers in their
classroom practice and executed by the mentor teachers in their mentorship practice. I
employed action research during the scholarly communities of practice sessions with
the participants. Peer mentoring, Whole Brain® Mentoring and blended mentoring were
innovatively introduced in the mentor teachers’ and my own mentoring practice as an
essential part of the self and the we becoming agent(s) of transformation. The
development of a Comprehensive Whole Brain® Mentoring Model for the education
context is shared as an outcome of this study.Thesis (PhD)--University of Pretoria, 2020.
Humanities Education
PhD
Unrestricted
36
Jesus, Rhenan Ferraz de. "O ensino de temas relacionados à saúde em um espaço escolar : analisando a sua abordagem a partir de documentos oficiais da educação, de documentos escolares e do componente curricular de biologia." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/173622.
Abstract:
Este trabalho buscou analisar as possíveis articulações da abordagem de temas em torno da saúde no ensino de Biologia no Ensino Médio, contextualizando essa abordagem desde os documentos oficiais da educação até as práticas educativas que acontecem em uma escola pública, referentes a esse componente curricular. De natureza quali-quantitativa, esta pesquisa adotou a metodologia do tipo de estudo de caso, tendo como partícipes uma escola central de um município da fronteira oeste do Rio Grande do Sul e professores de Biologia que nela atuam. O método de análise utilizado nos materiais coletados foi a análise de conteúdo. Dos documentos oficiais analisados, um deles apresentou elementos suficientes que o identificasse como um importante documento que visa dar suporte pedagógico aos professores, trazendo possibilidades e exemplos, de fácil compreensão, em como trabalhar os assuntos relacionados à saúde no componente curricular de Biologia, e envolvendo outras áreas do conhecimento. Quanto às concepções e às recomendações a respeito da abordagem de temas alusivos à saúde, constatou-se que os aspectos biológicos e socioambientais, para as questões que envolvem à saúde, estão articulados em consonância nos documentos oficiais, nos documentos escolares e para a área das Ciências da Natureza (CN), bem como no ensino de Biologia. Isso demonstra a importância e a necessidade de se discutir os aspectos sociais para a construção do conhecimento com os estudantes, além dos biológicos, bem como a ampliação da percepção sobre saúde e os seus determinantes. Outro fato importante na pesquisa foi que a maior parte das concepções analisadas nos registros dos documentos oficias da educação e dos documentos escolares estudados estão pautados, prioritariamente, na promoção da Literacia em saúde. Além disso, percebeu-se a existência de distintas concepções de saúde nos diferentes materiais de estudo, embora cada uma ressaltou as suas teorias e epistemologias, todas assinalam caraterísticas e elementos essenciais para entender e perceber a importância da abordagem de temas relativos à saúde dentro do contexto escolar. Também, notou-se que a escola estudada é vista como um espaço importante para estimular discussões em torno da saúde, associando o ensino de Biologia como uma área essencial para trabalhar os diversos assuntos relacionados à saúde em sala de aula com os estudantes. Espera-se que os conhecimentos atuais e mais relevantes em relação à saúde, traçados na escola e trabalhados no ensino de Biologia, sejam contemplados e considerados, com mais ênfase, na elaboração dos documentos oficiais estudados, bem como as diversas problemáticas que cercam as práticas de vida dos estudantes, os quais carecem de maiores esclarecimentos e orientações a respeito da abordagem de temas relacionados à saúde no contexto do Ensino Médio.This study aims to analyse possible articulations of health themes approach in Biology teaching on High School, contextualizing this approach since official education documents until educational practices that happens at a public school, in relation this curriculum component. With qualitative and quantitative nature, this research adopted a methodology of type case study, having as participants a central school of front county Rio Grande do Sul State and its Biology teachers. The analyse method used in materials collected are content analysis. One of official documents analysed presents sufficient elements that identifies it as an important document that aim to give pedagogical support to teacher, bringing possibilities and examples of easy understanding in how to work issues relational to health in Biology, and involving others knowledge areas. About conceptions, recommendations regarding of health issue approach, we verify that socio-environmental, and biologic aspects has articulated in consonance on official documents, scholar documents and to Science Nature (SN) area, as well in Biology teaching. This demonstrate the importance and necessity of argue the social aspect for as knowledge construction with students, besides biological, as too enlargement of perception about health and its determinants. Other research important fact was that main part of conceptions analysed in education official and scholar documents registers, it primarily based in health literacy promotion. Beside this, we perceive existence of different health conceptions in the study materials, although each one evidence its theories and epistemologies, all of it appoints characteristics and elements essentials for understanding and perceiving the importance of health issue approach in of scholar context. In addition, we notes researched school it has seen as unique space for encouraging argue around of health, associating Biology teaching as one essential area for working several health themes in classroom with students. It will expected that current and more relevant health knowledge, traced on school and in Biology teaching, it might be contemplate and considered in the studied official documents elaboration with more emphasis, as well the different issues around students’ lifestyle, which needs major clarifications and orientations about health issue approach in High School context.
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Norton-Westbrook, Halona. "Between the 'collection museum' and the university : the rise of the connoisseur-scholar and the evolution of art museum curatorial practice 1900-1940." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/between-the-collection-museum-and-the-universitythe-rise-of-the-connoisseurscholar-and-the-evolution-of-art-museum-curatorial-practice-19001940(b1c01103-496f-44f6-a1a1-24c556c8a04c).html.
Abstract:
This thesis investigates the evolution of curatorial practice in Britain and the United States in the first four decades of the twentieth century through an analysis of the formative years of two museums, the Wallace and Frick Collections, and of two academic programmes, the Fogg Art Museum Course at Harvard University and the Courtauld Institute of Art at the University of London. Through these case studies, this study charts the emergence and development of a specialised curatorial knowledge base that was influenced by traditions of connoisseurship and criticism and shaped by discussions surrounding art history’s disciplinary parameters taking place in the museum, the press, the art market and the university. This investigation makes visible the processes through which art museum curators, keepers and directors collaborated in the creation and standardisation of their own expertise and contends that this quest was fundamentally intertwined with struggles for authority, agency and professional recognition. The manifestation of this expertise resulted in a renegotiation of institutional power dynamics and gave rise to a new type of art museum leader: the connoisseur-scholar, who performed an important function in the art museum’s transition from a space dominated by gentlemanly amateurs to one in which academically trained art historians increasingly assumed positions of authority. Asserting that the formation of this knowledge base cannot be separated from the academic institutionalisation of art history and curatorial training, this study demonstrates that individuals operating in the spheres of the art museum and the university were engaged in a dialogue through which the core values of these respective endeavours were realised. Detailing these processes and relationships and locating them within the context of a shift towards aesthetic idealism, this thesis provides insight into the historical origins of modern-day curatorial practice in Britain and the United States.
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Oh, Keumhee. "Exilic experiences and creative practice : insights from the lives and art of scholar-artists exiled on Cheju Island during the Choson Dynasty (1392-1910)." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/2154.
Abstract:
The experiences of three scholar artists who are exiled to South Korea’s Cheju Island during the Choson Dynasty is examined with a focus on the conditions of exile they were subjected to and their expressions of mental and physical pain in the form of letters, poetry, paintings and other works of art and literature. Insight from the historical exiles’ experiences and creative practices is hoped to offer a more multi-faceted understanding of Choson exile artists.
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McGregor, Rowena. "Education higher degree research students writing for publication." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/63275/1/Rowena_McGregor_Thesis.pdf.
Abstract:
Higher Degree Research (HDR) student publications are increasingly valued by students, by professional communities and by research institutions. Peer-reviewed publications form the HDR student writer's publication track record and increase competitiveness in employment and research funding opportunities. These publications also make the results of HDR student research available to the community in accessible formats. HDR student publications are also valued by universities because they provide evidence of institutional research activity within a field and attract a return on research performance. However, although publications are important to multiple stakeholders, many Education HDR students do not publish the results of their research. Hence, an investigation of Education HDR graduates who submitted work for publication during their candidacy was undertaken.
This multiple, explanatory case study investigated six recent Education HDR graduates who had submitted work to peer-reviewed outlets during their candidacy. The conceptual framework supported an analysis of the development of Education HDR student writing using Alexander's (2003, 2004) Model of Domain Learning which focuses on expertise, and Lave and Wenger's (1991) situated learning within a community of practice. Within this framework, the study investigated how these graduates were able to submit or publish their research despite their relative lack of writing expertise.
Case data were gathered through interviews and from graduate publication records. Contextual data were collected through graduate interviews, from Faculty and university documents, and through interviews with two Education HDR supervisors. Directed content analysis was applied to all data to ascertain the support available in the research training environment. Thematic analysis of graduate and supervisor interviews was then undertaken to reveal further information on training opportunities accessed by the HDR graduates. Pattern matching of all interview transcripts provided information on how the HDR graduates developed writing expertise. Finally, explanation building was used to determine causal links between the training accessed by the graduates and their writing expertise.
The results demonstrated that Education HDR graduates developed publications and some level of expertise simultaneously within communities of practice. Students were largely supported by supervisors who played a critical role. They facilitated communities of practice and largely mediated HDR engagement in other training opportunities. However, supervisor support alone did not ensure that the HDR graduates developed writing expertise. Graduates who appeared to develop the most expertise, and produce a number of publications reported experiencing both a sustained period of engagement within one community of practice, and participation in multiple communities of practice.
The implications for the MDL theory, as applied to academic writing, suggests that communities of practice can assist learners to progress from initial contact with a new domain of interest through to competence. The implications for research training include the suggestion that supervisors as potentially crucial supporters of HDR student writing for publication should themselves be active publishers. Also, Faculty or university sponsorship of communities of practice focussed on HDR student writing for publication could provide effective support for the development of HDR student writing expertise and potentially increase the number of their peer-reviewed publications.
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Orucu, Deniz. "An Analysis Of The Present State Of Educational Administration Scholarship In Turkey From The Perceptions Of The Scholars In Ankara." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/3/12608090/index.pdf.
Abstract:
This study aimed to explore the present state of educational administration scholarship in Turkey as perceived by the educational administration scholars working actively at universities in Ankara.
In this study, qualitative research technique was employed. It was conducted in Educational Administration Programmes of Departments of Educational Sciences at the three state universities in Ankara. The participants were 8 professors, 1 associate professor and 10 assistant professors from Ankara University, Hacettepe University and Gazi University. The main data collection instrument was the semi-structured interview. The data were analyzed using content analysis technique.
Based on the review of the literature and the results of the study, the findings revealed that the present state of the educational administration scholarship is in kind of a turmoil related with some concerns and problems in the field as perceived by the scholars in Ankara.
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Noronha, Flávia Dayana Almeida. "A educação para as relações étnico-raciais em escolas da rede municipal de educação de Goiânia." Universidade Federal de Goiás, 2014. http://repositorio.bc.ufg.br/tede/handle/tede/4224.
Abstract:
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Outros
This work was developed in the Education Post-Graduation Program of the Faculty of Education of the Federal University of Goiás inserted in the research line: State, Policy and History of Education. The research analyzed and reflected about the mandatory inclusion of the theme "Afro-Brazilian History and Culture" in the school curriculum (law no. 10.639/2003), examining, in a specific case, if theme or has been enhancing or not the education for ethnic-racial relations in the public schools of the Municipal School System (RME) from Goiânia. The theoretical background of this work is based mainly by the arguments of Gomes (2005, 2008, 2011a, 2011b) and Pierucci (1999) in what concerns regarding diversity/difference in an education for ethnic-racial relationship; and Moreira (1990, 1997, 1998, 2005) and Bourdieu (1975, 1989, 2009) in what concerns finding and reflecting on the mobilizing agents of the curriculum field. The process of research and exposure was guided by a qualitative and critical-analytical methodological approach. The research was articulated in three stages: literature review; documental research and field research. It was observed that the school work done on the experiences and practices of the surveyed schools was not directly mobilized by the enactment of law no. 10.639/2003, but, however, has been revised and rewritten from the same, in order to find ways that can contribute to the debate on the need to build ethnic-racial relationships based on respect and understanding of conflictual dimension of difference, despite the existence of factors that limit this work, such as: fragmented continuing education; excessive workload; resistance of some/professional who rely on the myth of racial democracy and/or neo-racism; lack of monitoring and supporting the work. It is decisive joint action among SME/Goiânia, CME, Municipal Secretary of Racial Equality Promotion - SEPPIR/Goiânia, representative forums of civil society organizations and research institutions, which have been organizing the debate about Ethnic-racial Relations and Afro-Brazilian and African History and Culture Teaching, to build a policy for implementing the legislation on the RME schools and in the city of Goiânia as a whole.
Esta dissertação foi desenvolvida no Programa de Pós-Graduação em Educação da Faculdade de Educação da Universidade Federal de Goiás na linha de pesquisa Estado, Políticas e História da Educação. A pesquisa analisou e refletiu sobre a obrigatoriedade da inclusão da temática "História e Cultura Afro-Brasileira” no currículo escolar (Lei n. 10.639/2003), examinando, em particular, se o trabalho com esta temática está ou não potencializando uma educação para as relações étnico-raciais nas escolas públicas da Rede Municipal de Ensino (RME) de Goiânia. O corpo teórico deste trabalho está referenciado, sobretudo, pelos argumentos de Gomes (2005; 2008; 2011a; 2011b) e Pierucci (1999) para pensar a relação diversidade/diferença na educação para as relações étnico-raciais e de Moreira (1990; 1997; 1998; 2005) e Bourdieu (1975; 1989; 2009) para localizar e refletir sobre os agentes mobilizadores do campo do currículo. O processo de investigação e de exposição orientou-se por uma perspectiva metodológica qualitativa e crítico-analítica. O trabalho de investigação articulou-se em três momentos: pesquisa bibliográfica; pesquisa documental e pesquisa de campo. Foi constatado que o trabalho escolar realizado nas experiências e práticas das escolas pesquisadas não foi diretamente mobilizado pela promulgação da Lei n. 10.639/2003, embora venha sendo revisto e reconfigurado a partir da mesma, visando encontrar formas que possam colaborar para o debate sobre a necessidade de se construir relações étnico-raciais baseadas no respeito e na compreensão da dimensão conflituosa da diferença, em que pese a existência de fatores que limitam a realização deste trabalho, tais como: formação continuada fragmentada; carga horária excessiva; resistência de alguns profissionais que se apóiam no mito da democracia racial e/ou no neo-racismo; falta de acompanhamento e apoio ao trabalho realizado; hierarquização de conhecimentos. É importante uma ação conjunta entre SME/Goiânia, CME, Secretaria Municipal de Promoção da Igualdade Racial – SEPPIR/Goiânia, Fóruns representativos da sociedade civil organizada e Instituições de Pesquisa, que vêm acumulando o debate sobre as Relações Étnico-Raciais e o Ensino de História e Cultura Afro-Brasileira e Africana, para se construir uma política de implementação da legislação nas escolas da RME e na cidade de Goiânia como um todo.
42
Murat, Claudio Pereira. "Educação fisica no ensino fundamental : uma experiencia com base na educação fisica plural." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/275213.
Abstract:
Orientador: Jocimar DaolioDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica
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Resumo: Este estudo tem como temática a Educação Física escolar no ensino fundamental, desenvolvida na perspectiva da cultura corporal e teve como sustentação teórica os pressupostos da Educação Física Plural, defendida por Jocimar Daolio e amparada nas Ciências Humanas, especificamente na Antropologia Social. O objeto de investigação é o denominado Projeto Plurianual. Este projeto foi realizado numa escola pública, com quatro classes de quintas séries, e acompanhadas até a oitava série, final do ciclo do Ensino Fundamental. O trabalho está estruturado em três partes: no primeiro capítulo, o relato da minha trajetória na escola pública, as vivências no interior do ambiente escolar, a questão da formação contínua e das dificuldades que o ensino público impõe por meio de políticas educacionais que dificultam o acesso do professor à capacitação e atualização profissional. O segundo capítulo traz como tema o trabalho desenvolvido na escola, fazendo a reflexão da minha vivência no ambiente escolar, o percurso da organização e desenvolvimento do Projeto Plurianual, o entendimento inicial dos pressupostos da Educação Física Plural às situações de práticas pedagógicas, metodológicas e vivência com os alunos e, a trajetória da formação continuada que me levou ao interesse de pesquisar a própria prática. O terceiro capítulo, no primeiro momento, trata dos pressupostos da Educação Física Plural nas limitações do entendimento inicial à vivência acadêmica. O curso de Mestrado mostrou-me a extensão da fundamentação teórica e os princípios da Educação Física escolar defendida por Jocimar Daolio. O segundo momento procura aproximar os conceitos teóricos da Educação e da Educação Física, na perspectiva da Antropologia Social e, também, aponta a importância da cultura na educação escolarizada e a necessidade de desenvolver esse conhecimento com os alunos, propósito defendido pelos pressupostos da Educação Física Plural. Nas Considerações Finais, são destacados os estudos, as ações e as dificuldades enfrentadas para a realização deste trabalho. Além disso, apresenta as possibilidades de contribuição da Educação Física Plural, verificadas por meio desse estudo
Abstract: This study¿s theme is the Physical Education in Middle School, developed in the perspective of corporal culture. Its theoretical sustentation is based on the presupposed of the Plural Physical Education, defended by Jocimar Daolio, and it is supported on the Human Sciences, specifically on Social Anthropology. The inquiry object is denominated Plural Annual Project, realized in a public school, starting with four fifth grade classrooms until their conclusion of Middle School, on the eighth grade. The work is structured in three parts. In the first chapter, the report of my trajectory on public school, the life experiences inside the school environment, the issue of the continued formation and difficulties that the public teaching instruction imposes through the educational politics that difficulties the access for the teacher to the qualification and to the professional update. The second chapter¿s theme is the work developed in school environment, the way the organization and the development of the Plural Annual Project was going to, the initial understanding of the presupposed of Plural Physical Education to the situations of pedagogical and methodological practices, the life experience with the students and the trajectory of the continued formation that made me interested to research the own practice. The third chapter, at first, is about the presupposed of the Plural Physical Education, from the limitation of the first understanding to the academic life experience. The Masters Degree showed me the extension of the theoretical basis and of the School Physical Education¿s objectives, defended by Jocimar Daolio; at second, the importance to bring the theoretical concepts of the Education and of the Physical Education closer, with the perspective of Social Anthropology and also pointing out the importance of the culture on school education, and the need to amplify this knowledge with the students, intention defended by the presupposed of the Plural Physical Education. In the Final Considerations we can detach the studies, actions and difficulties contemplated to realize this work, they point, also, the possibilities of contribution of the Plural Physical Education, verified by this study
Mestrado
Educação Fisica e Sociedade
Mestre em Educação Física
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Gramorelli, Lilian Cristina. "O impacto dos PCN na prática dos professores de educação física." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-29012008-164956/.
Abstract:
No final da década de 1990 o Ministério da Educação publicou uma série de documentos denominados Parâmetros Curriculares Nacionais (1997, 1998 e 1999), com o objetivo de promover a implementação ou reorientação curricular no Brasil. Este trabalho teve como objetivos, compreender como os professores de Educação Física ressignificam suas práticas educativas face às proposições dos Parâmetros Curriculares Nacionais, bem como, desvelar suas apropriações sobre as concepções da área, objetivos do componente, conteúdos de ensino, orientações didáticas e formas de avaliação propostos nesses documentos. Para tanto, foi realizada uma revisão bibliográfica sobre os temas relacionados à prática dos professores de Educação Física após a Lei de Diretrizes e Bases 9.394/96 e Parâmetros Curriculares Nacionais, na qual foi retomado o contexto de elaboração desses documentos oficiais, bem como, desvelou-se o processo pelo qual dialogaram com as concepções de ensino da Educação Física. Posteriormente, foi realizada a análise documental dos Parâmetros Curriculares Nacionais 3º e 4º ciclos Educação Física, a qual indicou proposições diferenciadas para as práticas pedagógicas dos professores quando comparadas àquelas historicamente construídas na área. A partir daí, foram eleitas quatro categorias que fundamentaram uma investigação etnográfica com professores atuantes no Ensino Fundamental. Os dados obtidos apontam para uma nova configuração das práticas em Educação Física escolar que passou a considerar conteúdos eleitos da cultura corporal e serem desenvolvidos nos seus aspectos conceitual, procedimental e atitudinal. A modificação no entendimento de avaliação nessa área de conhecimento também foi um fator importante, pois os participantes acenaram para uma concepção formativa integrada ao processo de ensino e aprendizagem, fato que se distancia dos simples testes físicos para mensurar e classificar alunos segundo padrões de desenvolvimento motor. A interpretação dos resultados permite constatar que as concepções e práticas dos professores investigados se aproximam com as proposições dos Parâmetros Curriculares Nacionais, o que pode ser traduzido como influência desencadeada.At the end of the 1990 decade the Board of Education published a sequence of documents named National Curriculum Parameters (1997, 1998 e 1999), with the objective of promoting the implementation and reorientation of the curriculum in Brazil. This research established as objectives, to understand how the Physical Education teachers perceive their education practice facing the propositions of the National Curriculum Parameters, and enlighten their appropriations about the conceptions of the area, objectives of the discipline, teaching content, and didactic orientations and ways of assessment proposed in these documents. Therefore, a bibliographic review was prepared about the themes related to the practice of Physical Education teachers after the Lei de Diretrizes e Bases 9.394/96 and National Curriculum Parameters in which the context of elaboration of the official documentation was recovered, and also enlightened the process in which the Physical Education conceptions discussed. Afterwards the analyses of the National Curriculum Parameters documentation 3rd and 4th cycles Physical Education, in which different propositions were suggested to the teachers pedagogical practice when compared with those historically constructed in the area. From there, four categories were elected which based an ethnographic investigation with teachers performing in Ensino Fundamental. The data obtained point out to a new configuration of the Scholar Physical Education which began to consider the elected contents of the corporal culture and developed toward its conceptual, procedural and attitudinal aspects. The modification of the understanding of assessment in this area of knowledge was also an important point, because the participants signal toward a formative conception integrated to the learning and teaching process, fact that move away the simple physical tests to measure and classify students according to the motor developmental patterns. The interpretation of the results allow us to verify that the conceptions and practices of the teachers investigated get closer with the propositions of the National Curriculum Parameters, which it can be translated as a triggered influence.
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Caraponale, Priscila Ferrer. "Cotidiano escolar: a Escola Profissional de Franca (1924-1942)." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/10728.
Abstract:
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Previous issue date: 2009-03-30Conselho Nacional de Desenvolvimento Científico e Tecnológico
Created by the state of Sao Paulo government in 1924, the Franca Professional School was part of a govern project that aimed at the enlargement of the professional institut ions throughout the state. In this research, dec i s i ve moments of the institution were elected and topics such as events tha t d e t ermined the city of Franca to get the institution, how its implantation occurred, how the activities elapsed during its first years, and the way the scholar quotidian went by were investigated. Through legal documents from the State Government and from the school, we intended to understand how the school absorbed the successive regulations and the impacts they had on the practice of the institution , as well as how the school served the local demands, therefore, it assumed a t four moments selected by this research, speci fic signs , relatively to its similar ones at the state. This research is linked to the Project History of School Subjects and Didactic Book, to the subproject Disciplinarization of Professional Knowledge that aims to investigate the histori c processes by which the professional knowledge was incorporated to school education, acquiring singular aspects in it
Criada pelo governo do Estado de São Paulo em 1924, a Escola Profissional de Franca fez parte de um projeto do governo que visava à ampliação das instituições profissionais por todo Estado. Nesta pesquisa foram eleitos momentos decisivos da vida da instituição e investigados tópicos tais como os fatores que determinaram a escolha da cidade de Franca para receber a instituição, como ocorreu a sua implantação, como transcorreram suas atividades nos primeiros anos de funcionamento, como transcorria o seu cotidiano escolar. Por meio da documentação legal do Governo do Estado e da documentação escolar, pretendeu-se compreender como a escola absorveu as sucessivas regulamentações e que impacto tiveram nas práticas da instituição, e como a escola atendeu às demandas locais e, por isso, assumiu, em quatro momentos selecionados nesta pesquisa, caracteres específicos, relativamente às suas similares no estado. Esta pesquisa vincula-se ao Projeto História das Disciplinas Escolares e do Livro Didático, no subprojeto Disciplinarização dos Saberes Profissionais, que tem como objetivo investigar os processos históricos pelos quais os saberes profissionais foram incorporados à educação escolar, adquirindo nela aspectos peculiares
45
Oliveira, Rubia Machado de. ""SOCIOLOGIA SERVE PARA QUÊ? As práticas escolares do ensino de Sociologia no Ensino Médio na Instituição de Ensino Olavo Bilac de Santa Maria - RS." Universidade Federal de Santa Maria, 2015. http://repositorio.ufsm.br/handle/1/6277.
Abstract:
Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThe purpose of this research is, from the classroom, from what the students were reflecting, answer the question: Sociology serves for what? This question conducted the observations performed with a students group in the high school. This students group was oriented by the teacher Mara Miranda, that was graduated in Social Science in the Federal University of Rio Grande do Sul. The observations were done from August, 2011 to December, 2013, at the State Education Institution Olavo Bilac, Santa Maria, Rio Grande do Sul. Beyond the observations with the students group, it was done an interview with undergraduated students of Social Science of the Federal University of Santa Maria, RS, for contribute for the discussion about the docente formation in Social Science. The main aim of this research was, from the reasoning of students of high school and of the teacher explanations, answer the question: Sociology serves for what in the high school? Although this is a research that can be inserted in the Anthropology Education area, in which it held at ethnography of scholar practice of sociology teaching, the same is intensively linked to the education questions and because of this reason the evaluations are very next of the educational sphere. It was concluded, therefore, that the Sociology subject in the high school serves to deconstruct the reasoning pre-established by the students, as it put the students in constant exercise of reflection and interpretation and with that contribute for the development of more tolerant people. It happens because the students start to understand that thinking different, and behaving differently, is the reflex of the context which the another is inserted and consequently they start evaluate more carefully their ponderations in order to, rather than judge, accomplish critical reflections and reflexives.
A proposta deste trabalho é, a partir da sala de aula, daquilo que os estudantes estavam refletindo, responder: Sociologia serve para que? Esta questão orientou as observações realizadas com um grupo de alunos, no processo de formação do ensino médio escolar. Este grupo de alunos era orientado pela Professora Mara Miranda, com formação em Licenciatura em Ciências Sociais pela Universidade Federal do Rio Grande do Sul. As observações tiveram inicio em meados de agosto de 2011 e se estenderam até dezembro de 2013, na Instituição de Ensino Estadual Olavo Bilac, Santa Maria, Rio Grande do Sul. Além das observações com o referido grupo de alunos, realizou-se entrevista com graduandos da Licenciatura em Ciências Sociais, da Universidade Federal de Santa Maria, a fim de contribuir para o debate sobre a formação docente em Ciências Sociais. O objetivo principal deste trabalho foi, a partir do discurso dos alunos da educação básica e das explicações da professora, responder: Para que serve a Sociologia no Ensino Médio? Embora este seja um trabalho que se insere no campo da Antropologia da Educação, no qual se realizou uma Etnografia da prática escolar do ensino de Sociologia, o mesmo encontra-se profundamente ligado as questões educacionais e por este motivo as avaliações aproximam-se bastante da esfera educacional. Conclui-se, portanto, que a disciplina de Sociologia no ensino médio serve para desconstruir visões pré-estabelecidas no discurso dos estudantes, assim como põe os alunos em constante exercício de reflexão e interpretação e com isso contribui para o desenvolvimento de sujeitos mais tolerantes. Isso se deve ao fato de que os alunos passam a compreender que pensar diferente, comportar-se diferente é o reflexo do contexto a qual o outro se insere e consequentemente passam a avaliar mais cuidadosamente suas ponderações a fim de ao invés de julgar realizarem reflexões críticas e reflexivas.
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Duek, Viviane Preichardt. "DOCÊNCIA E INCLUSÃO: REFLEXÕES SOBRE A EXPERIÊNCIA DE SER PROFESSOR NO CONTEXTO DA ESCOLA INCLUSIVA." Universidade Federal de Santa Maria, 2006. http://repositorio.ufsm.br/handle/1/7295.
Abstract:
The present study is inserted in the research line of special education, circumscribed to the Program of Post-Graduation in Education of the Federal University of Santa Maria, Brazil. This qualitative research had as main objective to understand the experience of being professor within the context of the
inclusive school, investigating the way professors of regular classes perceive the reality of working with students with special educational needs (SSEN). Data was collected using interviews and observations with six teachers of basic
education of a public state school at Santa Maria, RS, who work with SSEN. The analysis were based on the Person Centered Approach (PCA), including its relevant factors, such as the concept of self, central element of the theory of
personality of Carl Rogers, who, along with authors of the educational area, make the epistemological space of this study. The experience of the teachers is permeated by ambiguous feelings, witch receive new meanings as they visualize the results of their work on inclusion of SSEN. These teachers demonstrated to conceive the inclusion as a tough reality, which they do not know, exactly, how to deal with. We analyzed the linking of this fact with the concept of self, since it is a basic element of the behavior and the way they perceive the world around. The reached conclusions led to conceived that to be professor in the scene of the inclusive school demands an open minded profile, in order to accept and to receive the other in its difference, making possible learning opportunities to the student, as well as to the professor. This coexisting became a source of practical
renewal and chance of personal growth, throughout a self-knowledge process for teachers. With this inquiry we perceive that, for the teachers of the study, the inclusion constitutes in a great challenge to be surpassed, and the relationship
with SSEN can change the way of perceiving and, consequently, is related to the phenomenon of the deficiency in the context of the inclusive school, where the
professor is invited, constantly, to the creation and re-invention of his actions and itself.Este trabalho se insere na linha de pesquisa de educação especial, circunscrita ao Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria. Trata-se de uma pesquisa de cunho qualitativo, cujo objetivo foi o de compreender a experiência de ser professor no contexto da escola inclusiva, investigando o modo como professores do ensino regular percebem e vivenciam a realidade do trabalho junto ao aluno com necessidades educacionais especiais, incluído em suas classes regulares. Para coleta de informações, foram realizadas observações e entrevistas com seis professoras do ensino fundamental que trabalham com alunos com necessidades educacionais especiais em suas salas de aula na rede pública estadual de Santa Maria, RS. Buscamos fazer uma aproximação acerca da experiência dessas professoras por meio de temáticas de análise. Nossa análise foi pautada nos pressupostos fundamentais da Abordagem Centrada na Pessoa (ACP), dentre eles o constructo do self, elemento central da teoria de personalidade de Carl Rogers que, juntamente com autores da área educacional, sobretudo aqueles que discutem a inclusão e a formação de professores, constituem o espaço epistemológico desse estudo. Observamos que a experiência relatada pelas professoras é perpassada por sentimentos ambíguos que são ressignificados na medida em que visualizam os resultados do seu trabalho e os progressos na inclusão do aluno. Essas professoras demonstraram conceber a inclusão como uma realidade difícil, com a qual não sabem, ao certo, como lidar. Buscamos analisar a ligação desse fato com o conceito de self, visto que esse constructo é elemento norteador do comportamento e de como percebem o mundo a sua volta. As reflexões produzidas neste trabalho nos levaram a considerar que ser professor no cenário da escola inclusiva exige desprendimento e abertura existencial, no sentido de aceitar e acolher o outro em sua diferença, possibilitando devires para a aprendizagem do aluno, bem como do professor, que vê na convivência com esse educando uma fonte de renovação da sua prática e oportunidade de crescimento pessoal por intermédio de um processo de autoconhecimento. Com essa investigação percebemos que, para as professoras do estudo, a inclusão se constitui em um grande desafio a ser superado, e o convívio com o aluno com necessidades educacionais especiais pode levar a mudanças na forma como percebe e, conseqüentemente, como se relaciona com o fenômeno da deficiência no contexto da escola inclusiva, onde o professor é convidado, constantemente, à criação e re-invenção de suas ações e de si mesmo.
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Mazzitelli, Carla. "Aprendizado motor em escolares: comparação entre prática mental, prática física e prática combinada." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/47/47135/tde-28062013-142756/.
Abstract:
A compreensão do processo de aprendizagem motora é de real importância para a atividade fisioterapêutica, visto que as abordagens e técnicas visam à mudança e o aperfeiçoamento de uma atividade motora ou mesmo a aquisição de uma nova habilidade. Neste processo a prática realizada tem implicação direta na aprendizagem motora. Objetivo: comparar os efeitos da prática combinada (iniciada pelo treino mental, seguido pelo treino físico, com distribuição proporcionada entre os mesmos), com os efeitos da prática mental e física isoladas, sobre aquisição, retenção, transferência inter tarefa e inter manual em crianças de 9 a 10 anos. Método: participaram do estudo 36 crianças, divididas em 3 grupos de acordo com o tipo de prática realizada: o grupo PM está composto 12 crianças, o PF por 12 crianças e o PC por 12 crianças. O treinamento foi realizado em sessão única e constituiu da repetição de 2400 movimentos de uma sequência de movimentos de oposição dos dedos. Todos os grupos foram submetidos às mesmas avaliações antes do treinamento, depois do treinamento, 4, 7, e 28 dias após o treinamento. A aquisição, a retenção e a transferência foram avaliados por meio da análise de variância (ANOVA). Para todas as interações que alcançaram nível de significância (p<0,05) foi aplicado o pós-teste de Tukey. Resultados: para o tempo de treinamento, tanto a PM quanto a PF proporcionaram melhora progressiva da velocidade ao longo dos blocos, já a PC proporcionou melhora inicial entre os dois primeiros blocos, e piora na velocidade do segundo para o terceiro que não se modificou até o final do treino. A análise da aquisição evidenciou que a PC proporcionou ao final do treino o mesmo nível de desempenho da PM, mas inferior ao obtido pela PF. Para retenção, a PC proporcionou os mesmo níveis obtidos pela PF e PM, com ganhos adicionais tardios. Para a transferência inter-sequência e intermanual, a PC permitiu a transferência do desempenho obtido por meio do treino da ST para a SR de forma similar a PM, mas superior a PF. Conclusão: a prática combinada não mostrou vantagens em comparação a prática física ou mental isoladas para a aprendizagem, retenção de uma tarefa de oposição sequencial de dedos em crianças de 9 e 10 anos. Entretanto, mostrou-se mais eficiente que a prática física isolada para a transferência inter-sequências e intermanual, alcançando a mesma eficiência da prática mental isolada. Assim, as três formas de prática foram igualmente eficientes para a aprendizagem e retenção de movimentos sequenciais e a prática mental, combinada ou não com a prática física foi mais eficiente que a prática física isolada para a transferência inter-sequências e intermanualUnderstanding the process of motor learning it is important to physiotherapy so that approaches and techniques designed to change and improve motor activity or even the acquisition of a new skill. In this process the practice has held direct implication in motor learning. Purpose: To compare the effects of combined practice (initiated by mental training, followed by physical training, with distribution provided between them), with the effects of mental and physical practice isolated on acquisition, retention and transfer on the learning of sequential finger opposition movements in children 9-10 years. Methods: This study included thirty-six 9 to 10 year-old children that were randomly allocated into three groups: mental practice (MP), physical practice (PP), and combined (PC). The training was conducted in a single session and consisted repetition of 2400 movements sequence of finger opposition movements. All groups underwent the same evaluations before training, after training, 4, 7, and 28 days after training. The acquisition, retention and transfer were evaluated by analysis of variance (ANOVA). For all interactions that reached statistical significance (p <0.05) was applied post-Tukey test. Results: The training time for both the MP and FP provided progressive improvement in speed over the blocks, the CP has provided initial improvement between the first two blocks, and worsened speed from the second to the third that did not change until the end of the training. The analysis showed that acquisition of the CP at the end of the training provided the same level of performance of the MP, but lower than that obtained by the FP. For retention, the CP showed the same levels obtained by the FP and MP, with additional gains late. For inter-sequence and intermanual transfer, CP allowed to transfer performance obtained by training for the trained sequence similarly to reverse sequence by MP, but exceeding FP. Conclusion: The combined practice showed no advantages compared to physical or mental practice isolated to learning retention task of sequential finger opposition in children aged 9 and 10 years. However, proved more efficient than single physical practice to transfer inter-sequences and intermanual, achieving the same efficiency of mental practice alone. So the three forms of practice were equally efficient for learning and retention of sequential movements and mental practice, whether or not combined with physical practice was more effective than physical practice alone for transfer
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Shah, Sabina. "The portrayal of the historical Muslim female on screen." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/the-portrayal-of-the-historical-muslim-female-on-screen(d6251b5e-5cff-44fb-abf0-48cb964b70ad).html.
Abstract:
Representations of the Muslim female are value-laden synonymous with the act of veiling. Veiling has fuelled political, social and academic debates and this study contributes to the ongoing conversation alongside identity formation by examining the image of the Muslim female on-screen with due attention given to animation. The image of the Muslim female is drawn in all manner of directions from that of the belly-dancing beauty to the 'bundle in black', the latter often associated with terrorism, particularly post-9/11 and the consequent 'War on Terror'. There is another direction that proffers an idealised image of the good daughter and dutiful wife against that of the fallen woman. Such constructs I argue tend to rid the Muslim female of her agency. This thesis examines how and why various representations of the Muslim female have emerged and changed, whilst some aspects have remained stagnant over time, thus positioning on-screen representations within their historical context. This project goes beyond traditional academic methods of critical analysis in reading film. The hybridised role of the researcher-animator enables the study to offer a critique from that of the spectator, but with the added vantage point of the practitioner with a set focus on the making of meaning. The interdisciplinary approach incorporates film theory, specifically concerned with representations of race and gender. The work of Muslim women scholar-activists informs and inspires the practice in reclaiming the status of the Muslim woman. Their approach lies within three trajectories being gender-sensitive interpretations of the Qur'an, a recovery of Muslim women's history and a critique on representation. Their approaches fall in line with the aim of this project to reclaim the historical Muslim figure on screen, whereas animation provides an attractive yet versatile mode of production to carry out such a task. Key questions guiding this study are: why are current and existing portrayals of the historical Muslim female problematic? Why do these portrayals need to be addressed? Why does an alternative approach to the portrayal of the historical Muslim female need to be devised and put into practice? Finding the answers to these questions lie in the undertaking of the practice. The practice consists of the first two episodes of a five-part series titled 'Sultan Razia', and as the title suggests the animation is based upon a legendary historical Muslim female figure, who ruled the Sultanate of Delhi between 634-638 Hejira/1236-1240CE. This project is an example of how theory works in practice and vice-versa to determine an audio-visual practice that re-inserts the Muslim female into a history that breaks away from established cliches.
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Oliveira, Glaurea Nádia Borges de. "Educação física escolar e autonomia: a prática pedagógica sob a perspectiva freireana." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/15986.
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Previous issue date: 2011-05-27Conselho Nacional de Desenvolvimento Científico e Tecnológico
Grounded in the principles of Freire s perspective, this research aimed to identify, in the context of Physical Education, the elements that could be understood as characteristics of a pedagogical practice that encourages the autonomy process construction of students. To do so, it was performed a case study on the work of a Physical Education teacher of a public school and her class of students from 3rd grade. Her selection as a participant was based on prior clues that her pedagogical practice promoted students autonomy and, based on this initial hypothesis, this study sought to understand the characteristics and specificities of this practice. The information needed to elucidate the research problem were produced by the following procedures: class observations, semi-structured interview, reflexive meeting and documents analysis. The obtained data revealed two structuring categories of pedagogical practice focused on: 1) questioning and dialog and 2) the exercise of democratic teacher authority. The first category is divided into three subcategories: a) appreciation of students' knowledge, b) participatory and stimulating experiences of decision and c) social, cultural, political, economic and ideological implication of content, each one consisting of specific elements. The second category does not include subdivisions and it was directly analyzed from its constituent elements. It was also constructed a third explanatory category a critical reflection of the own practice that allowed a better understanding of the issues identified in the two previous categories. The results confirmed the initial hypothesis and showed that a pedagogical practice viewed as favoring the students autonomy, besides having essentially a democratic characteristic, manifests itself from a constant readiness for change. This readiness is underpinned by the established relationships between to do and thinking about to do and by critical recognition of factors that constrain and limit the educational work. It was possible to conclude that all these characteristics were features of an autonomous teacher and therefore, the possibility of development of students' autonomy is rooted in the teachers autonomy, which reiterates the need to question the current conditions of teaching formation and practice
Fundamentada nos princípios da perspectiva freireana, esta pesquisa se propôs a identificar, no âmbito da Educação Física, elementos que pudessem ser entendidos como caracterizadores de uma prática pedagógica favorecedora do processo de constituição da autonomia dos alunos. Para isso, realizou-se um estudo de caso sobre o trabalho de uma professora de Educação Física com um grupo de alunos da 3ª série do ensino fundamental. Essa professora, que atua numa escola pública da rede estadual paulista de ensino, foi selecionada a partir de indícios prévios que levavam a crer que a sua prática pedagógica fosse favorecedora da autonomia discente e, com base nessa hipótese inicial, buscou-se apreender as características e especificidades dessa prática. As informações necessárias à elucidação do problema de pesquisa foram produzidas pelos seguintes procedimentos: observação das aulas, entrevista semiestruturada, encontro reflexivo e análise de documentos. Os dados obtidos evidenciaram duas categorias estruturantes da prática pedagógica focalizada: 1) problematização e dialogicidade e 2) o exercício da autoridade docente democrática. A primeira delas divide-se em três subcategorias: a) valorização dos sabres dos alunos, b) experiências participativas e estimuladoras da decisão e c) implicações sociais, culturais, políticas, econômicas e ideológicas dos conteúdos, cada uma delas constituída por elementos específicos. A segunda não contém subdivisões e foi diretamente analisada a partir de seus elementos constitutivos. Evidenciou-se também uma terceira categoria explicativa a reflexão crítica sobre a própria prática , que possibilitou uma melhor compreensão dos aspectos identificados nas duas categorias anteriores. Os resultados confirmaram a hipótese inicial e revelaram que uma prática pedagógica entendida como favorecedora da autonomia dos alunos, além de possuir um caráter essencialmente democrático, concretiza-se a partir de uma constante disponibilidade para a transformação, sustentada pelas relações estabelecidas entre o fazer e o pensar sobre fazer e pelo reconhecimento crítico dos fatores que condicionam e limitam o trabalho educativo. Do mesmo modo, foi possível concluir que todas essas características eram próprias de uma professora autônoma e que, portanto, a possibilidade de desenvolvimento da autonomia dos alunos está ancorada na autonomia dos professores, o que reitera a necessidade de se questionar as atuais condições de formação e de exercício da docência
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Hooper, Giles Ross. "A study of the “Twelve Reflections” (dvādaśa bhāvanāḥ) depicted by the eleventh-century Jain Digambara scholar Ācārya Śubhacandra in his “Ocean of Knowledge” (Jñānārṇava) and an analysis of his contribution to the development of Jain meditation practice." Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/23724.
Abstract:
The Jñānārṇava is a text on yoga and meditation composed in Sanskrit by the Digambara mendicant scholar, Śubhacandra (c. 11th century C.E.). In Chapter 2 of his text, he discusses twelve subjects for reflection: transience, helplessness, the cycle of rebirth, solitariness, difference between the body and the self, impurity of the body, influx of karma, preventing influx of karma, wearing away karma, the doctrine, the cosmos, and enlightenment. This thesis has two primary aims. The first is to investigate Śubhacandra’s formulation and presentation of the twelve reflections. The second is to consider the extent to which his articulation of them represents an original contribution to their application as part of Jain meditation practice and his role in their development as a subject for consideration within Jainism. The first chapter discusses the edition of the Jñānārṇava used as a basis for the English translation of Chapter 2 of this text, previous scholarship on the topic, what is known about Śubhacandra and presents an overview of his text. The second chapter examines the meaning of the word bhāvanā in the context of the twelve reflections, their emergence within Jainism, their role and modifications in their form and usage. Chapter three includes a description of the twelve reflections and discusses their benefit or purpose according to Śubhacandra. This thesis contends that they are premeditative in a general and specific sense. The fourth chapter compares Śubhacandra’s exposition with those in the Sarvārthasiddhi, Yaśastilaka Campū and Yogaśāstra. Chapter five presents the conclusions of this research. They include the likelihood that Śubhacandra’s approach to the twelve reflections is the original formulation of their conceptualisation as a preparation for practising Jain meditation; and that his presentation displays certain innovative features but that without further research it is difficult to conclude that it is typical of the Digambara tradition.