Dissertations / Theses on the topic 'Social meaning and action synthesis'
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Quinn, Rapin, and rapin quinn@dest gov au. "NGOs, Peasants and the State: Transformation and Intervention in Rural Thailand, 1970-1990." The Australian National University. Research School of Pacific and Asian Studies, 1997. http://thesis.anu.edu.au./public/adt-ANU20060227.084102.
Full textRoberts, Kathleen. "The Meaning Making That Leads to Social Entrepreneurial Action." Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1323395903.
Full textPylkkänen, Elisa Maaria. "Words that carry meaning: issue definition and affirmative action." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18203.
Full textLe présent mémoire est une étude comparée de politiques d’action positive en vigueur dans sept pays : l’Australie, le Canada, l’Inde, les Pays-Bas, l’Afrique du Sud, le Royaume-Uni, et les États-Unis. Se basant sur une variété d’études universitaires, le mémoire aborde trois approches analytiques qui ajoutent à notre compréhension des différences entre les politiques : la distinction entre les mesures antidiscriminatoires dites douces et dures, les différences idéologiques, et les acteurs sociaux dont le comportement est visé par la législation. L’argument principal s’appuie sur la perspective théorique de définition de problèmes et soutient que la langue associée avec les politiques d’action positive nous aide à comprendre les différences observées entre ces politiques. Enfin, une typologie de programmes d’action positive est développée à partir des cadres analytiques présentés tout au long de l’étude. fr
West, Simon. "Meaning and Action in Sustainability Science : Interpretive approaches for social-ecological systems research." Doctoral thesis, Stockholms universitet, Stockholm Resilience Centre, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-135463.
Full textAt the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Manuscript. Paper 4: Manuscript.
Rector-Aranda, Amy. "Critically Compassionate Intellectualism in Teacher Education: Making Meaning of a Practitioner and Participatory Action Research Inquiry." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1491303424138702.
Full textFeroz, Barbara A. "Exploring the meaning of power and voice through a participatory action research project conducted by a doctoral student." Open access to IUP's electronic theses and dissertations, 2009. http://hdl.handle.net/2069/148.
Full textNelson, Meaghan Brady. "How Social Consciousness and the Development of Social Responsibility Can Grow Through the Meaning-Making Processes of Collaboration and Artmaking." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343620040.
Full textMenck, Jessica Claire. "Recipes of Resolve: Food and Meaning in Post-Diluvian New Orleans." Antioch University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1331074997.
Full textKlatt, Suzanne. "They're just kids: Residential educators' frustration and hope expressed as action." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1367600530.
Full textLelli, Therese. "Behind Closed Doors: From an Open Celebration to a Secret Practice : An Ethnographic Study of the Meaning and Function of Female Genital Mutilation/Circumcision in Singida, Tanzania." Thesis, Uppsala universitet, Teologiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-356711.
Full textBrito, Karina Daniela Mazzaro de. "A constituição do coletivo e o processo de significação docente." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/59/59140/tde-26052017-132846/.
Full textThis research investigated the process of teaching significance of teachers participating in the Group of Studies and Research of Teaching and Learning of Mathematics in Childhood (Gepeami) in a situation of continuous formation developed through the partnership between the university and the Education Department in a city located in the state of Sao Paulo. The study was based on historical-cultural theory and developed through the method of historical and dialectical materialism, involving the participants of the group: the teacher, nursery school teachers and early elementary school students and undergraduate and graduate students. Our general objective was to understand the relationship between the teachers\' learning when participating in the formative activity in / by Gepeami and the attribution of personal senses when developing teaching work actions, since we assume that there is a relation between the formative actions and the signification teacher. To that end, we defined the generalized modes of teaching activity (MGAD) as our object of study, considering them the link between the teachers\' thinking and their behaviors in the Gepeami formations that could show the teacher\'s meaning through verbal expression, oral and / or written. We have proposed a main question: do the MGAD structure and reveal the relationship between social meaning and the personal sense of the teacher in the teaching work? We analyzed that, as the MGAD were revealed, it also revealed the development of the theoretical thought of the teachers. We understand that teachers, by learning about mathematical knowledge and the organization of teaching in the presuppositions of the Teaching Activity of Teaching (CEA), have developed new structures of thought that enabled them to modify their consciousness and personality, oriented to a collective personality. Our specific targets were: a) to characterize the theoretical and practical context of the training process carried out in / by Gepeami; b) to understand to what extent this collective group constituted a space for the development of teachers; c) identify enabling situations favorable to teacher learning. The data collection and production took place through the filming of the training meetings, the field and transcript and the preparation of the analysis tables. Following the principles of \"work as a human development activity\", \"pedagogical intentionality in the organization of teaching\" and the development of \"collective work\", our analysis sought to highlight the actions favorable to teacher learning and potentially generating significance for the subjects involved. The results evidenced that the actions of study, writing of didactic material (produced by the group), planning of teaching tasks and collective work, oriented to the development of theoretical teaching thought, besides enabling the development of the consciousness and the personality of the Professor, also revealed the Gepeami with characteristics of group that has institutionality and stability
Souza, Roberto Dombroski de. "Ação individual de conselheiros do Fundeb nos processos de tomada de decisão: o caso do município de Cascavel em 2013." Universidade Estadual do Oeste do Parana, 2013. http://tede.unioeste.br:8080/tede/handle/tede/2008.
Full textPolitical participation in management councils is constantly a focus of researches that seek to understand the relationships undertaken in this field. However, because it is a very comprehensive theme and suffers cyclical variations in time and space, the results of research about councils are quite divergent. Some of them point to the potential for expansion of democratic mechanisms and political learning space provided by these bodies. Others demonstrate dissatisfaction motivated by distortion of the intended purposes, because in many cases, the councils are made only to comply with regulatory requirements. These analytical differences are important because they open space for research related to the understanding of the action mechanisms and political interaction exerted by its actors. Therefore, this study aims to examine the relationships which involve contacts, ties and connections in the processes of decision making of the counselors of Fundeb in Cascavel - PR. The action of individuals participating in this council is pretty intense. This demonstrated, over time, some progress regarding the purpose of the council that is to oversee the funds invested in public education in the city. Thus, we seek to understand the meaning that the individual attaches to his participation, the implicit expectations in his behavior and the consequences that determine his decision making on this council.
A participação política em conselhos gestores é constantemente foco de pesquisas que procuram compreender as relações empreendidas neste campo. Entretanto, por ser uma temática abrangente e que sofre variações conjunturais no tempo e no espaço, os resultados das pesquisas sobre conselhos são bastante divergentes. Algumas delas sinalizam a potencialidade de ampliação dos mecanismos democráticos e espaço de aprendizado político proporcionados por estas instâncias. Outras demonstram uma insatisfação motivada pelo desvirtuamento dos propósitos pretendidos, pois em muitos casos, os conselhos são constituídos apenas para cumprir com exigências normativas. Essas divergências analíticas são importantes, pois abrem espaço para pesquisas relacionadas à compreensão dos mecanismos de ação e interação política exercida pelos seus atores. Portanto, este estudo tem por objetivo analisar as relações que envolvem contatos, vínculos e conexões nos processos de tomada de decisão de conselheiros do Fundeb da cidade de Cascavel - PR. A atuação dos indivíduos que participam deste conselho é bastante intensa. Isso demonstrou, ao longo do tempo, alguns avanços relativos à finalidade do conselho que é fiscalizar os recursos aplicados na educação pública do município. Sendo assim, procura compreender o sentido que o indivíduo atribui a sua participação, as expectativas implícitas na sua conduta e os desdobramentos que determinam a sua tomada de decisão neste conselho.
Christ, Julia. "Jeu et critique. Objet, méthode et théorie de la société dans la philosophie de Th. W. Adorno." Thesis, Paris 4, 2013. http://www.theses.fr/2013PA040014.
Full textThis work reexamines the social critical philosophy of Adorno, starting form the concepts of rule and of game. It aims to expose the social theory of Adorno and to question its foundations. These foundations can be conceptualized in a language specific to the sociology of action if they are rephrased in terms of rules, rule-following and game; concepts which Adorno himself uses to describe the social, spe-cifically the capitalist society in which he lived. The famous all "non-true" which society is according to Adorno, can be understood as a game working in itself, regardless of the intentionality of the actors. This rephrasing of the social philosophy of Adorno allows us to dialogue with the other approaches of the social (Weber, Habermas, Descombes, Searle and the structuralism) and to show how the object of Adorno differs from that of Weber, Habermas and Searle, how it is commensurable with that of structuralism. The Method to seize the object, i.e. the rules that structure the unintentional social game, is the method of Freud (interpretation, symptomatic reading). Adorno, however, differs from structuralism and also from Freud’s conception of the social because he thinks that he can establish a link between capitalist society and the social regulated as a game inaccessible to players: for Adorno this game is not only the object of research but also the object of his criticism. Our work goes on to justify the possibility of such criticism that targets nothing less than the conditions of possibility of common living. What was established by structur-alist social philosophy as well as by Freud is the subject of criticism of Adorno: rules whose effects are unconscious, which ensure that all players do not realize or do not say the same meanings. To criticize these rules implies showing that the critique of vertical instituted subjects is possible without destroying subjec-tivity nor positing it as absolute. This criticism becomes possible from the moment you look at the prac-tice included in the blind following of the rule which is the "wrong" practice - Adorno calls this practice of identification ; the right practice included in practice of identification challenges the blind submission to
Hart, M. J. Alexandra. "Action in Chronic Fatigue Syndrome: an Enactive Psycho-phenomenological and Semiotic Analysis of Thirty New Zealand Women's Experiences of Suffering and Recovery." Thesis, University of Canterbury. Social and Political Sciences, 2010. http://hdl.handle.net/10092/5294.
Full textQuinn, Rapin. "NGOs, Peasants and the State: Transformation and Intervention in Rural Thailand, 1970-1990." Phd thesis, 1997. http://hdl.handle.net/1885/48019.
Full textRodriguez, Sandra. "S'engager à l'ère du Web : attitudes, perceptions et sens de l'engagement chez la "génération de l'information" (20-35 ans)." Thèse, 2013. http://hdl.handle.net/1866/10554.
Full textThis research explores the complex relationship between Web 2.0 technologies and how a younger “information age generation” (20-35 years old) makes sense of social and political engagement. While scholars and pundits have long underlined youth’s low electoral turnouts and its rebuff of traditional organizations, Web 2.0 tools seem to provide a younger generation with interactive platforms that have become crucial components of many social change projects. Analyzing movements supported trough e-mail lists and e-petitions, observing the orchestration of flash mobs, commenting on cyberactivism and the use of social network sites (such as Twitter and Facebook) during recent uprisings, studies suggest networked-based technologies have not only opened up opportunities and repertoires of action, they indicate a new participatory culture. One that calls into question the very meanings and definitions associated with “political engagement” and “social change”. Yet, if a large amount of studies now stress the importance of better understanding such practices, it remains difficult to grasp how and if the web is changing young people’s sense of “engagement”. Very little attention has been given to the evaluative weighting of alternatives, values, and meanings that motivate or impede young people to participate in specific actions for social change. How do young people define “engagement?” How do they perceive the general political, social and media context? How do they perceive their own situation within this context? Suggesting that the ways in which actors choose to mobilize cannot be fully understood without taking into account the meanings and activities they associate with social change, the research explores how engagement is actually experienced, how it looks and feels like for young adults in a complex media environment. Drawing on empirical fieldwork and two series of group and in-depth interviews conducted with 137 young adults (20-35 years olds) between 2009 and 2012, the analysis underlines the multiple factors that shape young people’s perception of political and social participation, how they choose to transform their own societies and how they use social media and Web 2.0 applications when striving to convey change. At the crossroad of two important factors that mark their social and political world – a multiplicity of interaction modes and a multiplicity of participatory practices – the research brings new thoughts to this growing field of study. It offers new theoretical hypotheses that help take into account the role played by virtual networks in the circulation of interpretations and meanings. It also suggests a conceptual metaphor, the “murmur of starlings”, to illustrate how practices of “posting”, “forwarding” and the relational dimensions involved in the everyday sharing of experiences, may translate into “cultural drifts ” – important shifts in collective ways of thinking, acting and perceiving. Looking beyond typical characterizations of a techno-savvy or apathetic generation, the picture emerging from the interviews reveals reflexive sense-making processes that inspire to widen new fields of possibilities. Overall, the research provides qualitative and in-depth insights into what characterizes the way young people perceive and define engagement and opens new perspective for better understanding how they choose to “act” in the Web 2.0 era.
Manion, Caroline. "Girls' Education as a Means or End of Development? A Case Study of Gender and Education Policy Knowledge and Action in the Gambia." Thesis, 2011. http://hdl.handle.net/1807/29801.
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