Thèses sur le sujet « Scientific movement »

J’explore de nouvelles façons d’étudier l’histoire et l’historicité de la perception, à travers un double portrait du psychologue francophone Albert Michotte, et de la collection de ses disques en papier. Leur interaction produit de nouvelles images expérimentales, éclaircissant les complexités de la perception. J’ai navigué différents archives, archives d'objets et collections d’instruments en Belgique, en France et en Allemagne. La découverte de nouvelles sources et mes ré-animations historiques m’ont permis de combiner l’histoire des sciences et l’étude des médias, touchant sur l’histoire de la philosophie et de la religion. Le portrait de Michotte dévoile une figure qui fait le pont entre différents paradigmes psychologiques, science et religion, filmologie et phénoménologie expérimentale, aussi bien qu’un diplomate des sciences traversant deux guerres, des politiques religieuses et des changements institutionnels. Etudier les paradoxes qu’il incarnait devient ainsi un outil d’historiographie. Le portrait des disques, contextualisé en termes de 'contextes d’action', montre comment ils sont liés à la pratique expérimentale, le cinéma, l’art et la culture matérielle du laboratoire. Ce double portrait montre comment Michotte et les disques créèrent ensemble des images en mouvement afin d’étudier les perceptions dynamiques, telle que la perception de la causalité. Le mouvement est essentiel à cette thèse, car il permet de comprendre comment de telles perceptions son générées et transportées. L’étude de ces perceptions permet de saisir comment la perception dépend d’un contexte, se forme à travers des inter-actions, et change – montrant son historicité<br>I explore new ways to study the history and historicity of perception, through a double portrait: of the francophone psychologist Albert Michotte, and of a set of well-preserved rotating paper discs. In their interaction, new experimental images were generated, shedding light on the intricacy of perception. I have searched different archives, object-archives and instrument collections in Belgium, France and Germany. Newly discovered sources, together with my historical re-animations, allowed me to combine history of science with media studies, in close interaction with the history of philosophy and religion.The portrait of Michotte shows a bridging-figure between different psychological paradigms, science and religion, filmology and experimental phenomenology, performing science diplomacy to navigate two wars, religious politics and institutional change. Studying the paradoxes he embodied is developed into a historiographical tool. The portrait of the discs, contextualised in terms of 'action contexts', shows how they related to experimental practice, cinema, art and the material culture of the laboratory. This dynamic double portrait shows how Michotte and the discs together create moving images for the study of dynamic perceptions, such as the perception of causality. Motion is central to this thesis, not only for explaining the dynamic perception of movements, but especially for understanding how such perceptions are generated and transported. Studying these 'movement-perceptions' makes it possible to grasp how perception is context dependent, how it is shaped through inter-actions, and how it changes – giving it a history

Toute communauté suppose l'existence d'un discours performatif ayant conduit à sa reconnaissance dans le monde social. Cette idée de vivre ensemble à travers un réseau n'est pas née ex-nihilo ; elle remonte bien avant l'apparition d'Internet. Comprendre les ambitions et les espérances qui ont conduit à l'élaboration des communautés virtuelles, ainsi que leur évolution, permet, en retour, de mieux comprendre les phénomènes et les groupes actuels. L'expérience menée par Sauvons la Recherche, mobilisation de chercheurs en 2004 et plus marginalement dans les années suivantes, illustre cette nécessité d'appareiller le virtuel et le réel. Une relation menée dans le monde virtuel peut ainsi " prendre chair " et se pérenniser. A travers l'étude du concept de communauté virtuelle et son application au mouvement SLR nous tenterons de prendre la mesure de la pertinence de celui-ci Par le biais de l'échange électronique, nous nous interrogeons sur les rapports complexes entre technique et expression du conflit. L' analyse des échanges électroniques de Sauvons la recherche permet de mettre à jour une partie des processus interactionnels à l'œuvre dans ce champ particulier, et " révélés " dans un moment de crise et de tracer les contours des modalités de la domination et de la régulation incluses dans ces processus de communication.

Submitted by FABIANA DA SILVA FRANÇA (fabiana21franca@gmail.com) on 2017-11-23T18:06:14Z No. of bitstreams: 1 ArquivoTotal.pdf: 2427997 bytes, checksum: 6a9dabc2a7dd80db6ff32d2454cafab2 (MD5)<br>Made available in DSpace on 2017-11-23T18:06:14Z (GMT). No. of bitstreams: 1 ArquivoTotal.pdf: 2427997 bytes, checksum: 6a9dabc2a7dd80db6ff32d2454cafab2 (MD5) Previous issue date: 2017-03-31<br>To analyze the results of the implementation of the Electronic Journaling System (SEER), the Open Journal System customization by the Brazilian Institute of Science and Technology Information (IBICT), as part of a policy of free access to scientific information in Brazil between 2003 (Year of its creation) and 2016. It is proposed to create a context based on the concept of "open access", combining the conceptual threads of "scientific communication", intertwined with "scientific publishing", which in turn is interwoven with " Dissemination of scientific and technological information ", for a qualification of an access policy through the adoption of collaborative and free technology. The study allowed to raise important characteristics of Brazilian scientific journals. Today there are no major challenges in the Open Access Movement: a convergence of interests and needs of the editors of the SEER / OJS journals by cooperation networks; An enlargement without sharing and systematizing the successful experiences of journals with high impact indexes, perhaps the biggest challenge today is the integration of data from electronic journals with institutional repositories. Brazil along with the Cariniana preservation network has made significant progress in this integration.<br>Analisa os resultados da implementação do Sistema Eletrônico de Editoração de Revistas (SEER), customização do Open Journal System pelo Instituto Brasileiro de Informação em Ciência e Tecnologia (IBICT), enquanto dispositivo de uma política de acesso livre à informação científica, no Brasil entre 2003 (ano de sua criação) e 2016. Propõe-se tecer um contexto a partir do conceito de “acesso aberto”, reunindo os fios conceituais da "comunicação científica", entrelaçado ao da "editoração científica", que por sua vez está entremeado à "disseminação da informação científica e tecnológica", para a qual se propõe uma política de acesso mediante adoção de tecnologia colaborativa e livre. O estudo permitiu levantar características importantes dos periódicos científicos brasileiros. Hoje no Brasil existem grandes desafios no Movimento de Acesso Aberto: a convergência de interesses e necessidades dos editores dos periódicos do SEER/OJS por redes de cooperação; a ampliação no compartilhamento e sistematização das experiências de sucesso de periódicos com altos índices de impacto e, talvez o mais importante desafio atual é a integração dos portais de periódicos eletrônicos com os repositórios institucionais. O Brasil junto a rede de preservação Cariniana tem tido significativos avanços nessa integração.

This thesis examines the history, political economy, and global response to HIV/AIDS in Africa. It is particularly interested in how Africa’s colonial past and postcolonial struggles with European science and law influenced these issues. It therefore explores the many ways that the colonial encounter coloured how scientific knowledge about HIV/AIDS travelled to and was read and contested in Africa. In addition, it sets out how this encounter informed the political economy of debates about access to and the global governance of generic HIV/AIDS drugs in the continent. It draws on an interdisciplinary and theoretically-informed scholarship to unpack these issues. However, it aims not to produce new theoretical insights or make original theoretical contributions to this scholarship. Rather, it seeks to contribute to and fill-in gaps in the historiography of HIV/AIDS in Africa and scholarship on the global governance of generic HIV/AIDS drugs. Accordingly, it examines two areas that have not received adequate, academic attention in these areas. Firstly, Project SIDA—the first major research project on HIV/AIDS in Africa; and, secondly, the World Health Organization Prequalification Programme for Generic HIV/AIDS drugs—the primary, regulatory regime that governs the production, certification, and importation of generic HIV/AIDS drugs in the continent. It situates these subjects within a wider discussion about the colonial encounter and postcolonial struggles in Africa around European science and law. It argues that the encounter influenced how Project SIDA, and the scientific knowledge that it produced, was read and contested in Africa. It also contends that postcolonial struggles, especially around the global patent regime, informed the political economy within which the Prequalification Programme emerged and, importantly, the technical capacity of African generic manufactured to certify their generic drugs for HIV/AID treatment programmes in the continent.

Orientador: Prof. Dr. Ramón Vicente García Fernández<br>Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Ciências Humanas e Sociais, São Bernardo do Campo, 2018.<br>O objetivo deste trabalho é identificar e analisar as propostas de alguns movimentos acadêmicos que buscam aproximações com uma abordagem pluralista para a economia, bem como sua organização em comunidades científicas e pesquisadores associados mais expoentes. Discute-se o caráter científico da economia enquanto ciência social aplicada, com enfoque nas metodologias capazes de alcançar objetivos satisfatórios para a aplicação das teorias econômicas em uma sociedade e a respeito das especificidades da corrente mainstream de pensamento econômico, no que se refere à sua dominância no ensino e na pesquisa em Economia desde a década de 1970. Para que isso ocorra, as observações iniciais fazem uma breve apresentação da pesquisa, introduzindo o tema e problema que estão sob enfoque, a justificativa e metodologia que norteiam este trabalho. O primeiro capítulo trata questões sobre as especificidades das ciências sociais de forma geral e da economia de forma mais singular. A segunda seção tem enfoque nas discussões teóricas sobre pluralismo das abordagens em economia e nos movimentos acadêmicos, apresentando e contextualizando-os. O terceiro capítulo apresenta os conceitos de "comunidade científica" e "colégios invisíveis" e os aplica a um dos movimentos apresentados no capítulo anterior, por meio de uma análise dos principais autores relacionados aos movimentos acadêmicos e da atuação do movimento a nível mundial. Por fim, as considerações finais explicitam os objetivos alcançados ao longo da dissertação.<br>This master tesis aims to identify and analyze the proposals of some academic movements that seek approaches with a pluralist approach to economics, as well as their organization in scientific communities and associated researchers, to identify the interaction between them. It discusses the scientific character of economics as an applied social science, with a focus on methodologies capable of achieving satisfactory objectives for the application of economic theories in a society and regarding the specificities of the current mainstream of economic thinking, with respect to its dominance In teaching and research in economics since the 1970s. For this to happen, the initial observations give a brief presentation of the research, introducing the theme and problem that are under focus, the justification and methodology that guide this work. The first chapter deals with questions about the specificities of the social sciences in general and of the economy in a more singular way. The second section focuses on the theoretical discussions about pluralism of approaches in economics and academic movements, presenting and contextualizing them, considering the aforementioned objectives. The fourth chapter presents the concepts of "scientific community" and "invisible colleges" and applies them to one of the movements presented in the previous chapter, to make an analysis of the main authors related to the academic movements and the interaction between them. Finally, the final considerations explain the objectives achieved throughout the dissertation.

Traditionally, Jesus and the contents of the Bible have always been thought of as exclusively concerned with spiritual and religious matters. The topic of Jesus and the social and political dimensions of the Gospel is therefore still a controversial idea for many Christians. Responses to the notion of Jesus as a social and political figure range from ignorance to avoidance and even resistance. Nevertheless scholars continue, in various ways, to explore and integrate the relationship between the religious, social and political dimensions of Jesus' words and actions. The aim of this study is to critically evaluate the notion of Jesus as 'radical social prophet‘ as set out in Horsley‘s book Jesus and the Spiral of Violence (1987). The purpose is to establish the historical validity of this notion and to determine its significance and implications for contemporary Christian reflection, teaching and discipleship. The study describes the development and impact of the social sciences on the interpretation of the New Testament. It also explains Horsley‘s presuppositions and method. An analysis of Horsley's construction of the historical, social and political context of Jesus‘ first century world is made. Horsley‘s view of the Kingdom of God is also discussed. The grammatico–historical examination of Horsley‘s reading of selected key biblical and extra–biblical texts forms a crucial part of the investigation. An appraisal of Horsley‘s notion of Jesus as 'radical social prophet‘ is made and its implications noted. The study finds adequate grounds for seeing Jesus fulfilling the role of a 'radical social prophet‘ in the same manner as the Old Testament prophets. The conclusion reached is that Horsley‘s (1987) notion of Jesus as 'radical social prophet‘, while inadequate to account for the theological nature and mission of Jesus, is nevertheless useful to highlight the often overlooked social and political dimensions of Jesus and the Gospels.<br>Thesis (M.A. (New Testament))--North-West University, Potchefstroom Campus, 2012.

Made available in DSpace on 2017-07-21T20:31:33Z (GMT). No. of bitstreams: 1 Vania Pauluk de Jesus.pdf: 371209 bytes, checksum: b0b6e24ad53674a4c7da73d60cff9bca (MD5) Previous issue date: 2006-03-08<br>In this text we intend to argue that especificidades necessary to possess the school of the field in this neoliberal world, to identify the educational demands of the citizens of the field and to analyze the proposals for education of the field of the social movements and State. This research is of qualitative boarding e, uses as main instruments of collection of data the documentary analysis and structuralized interviews opened. To reach our objectives we characterize and we argue the proposal educational of the MST (Movement of the Agricultural Workers Without Land); we analyze the Operational Lines of direction for School of the Field and, we carry through interviews with two agricultural communities to identify its educational demands; one in the agricultural zone of Thick Tip and another one a nesting of agrarian reform in Teixeira Soares. We all interview the twenty and nine people of the pertaining to school communities (parents, pupils, professors, director, maid). The proposal educational of the MST intends to awake the conscience of classroom and formation of militant. The MST adopts as theoreticians sustentation especially Freire, Makarenko, Piaget; however it does not choose a specific pedagogy, puts all in movement, so that if I will choose most adequate, as the necessities. The proposal of the State (the Operational Lines of direction for School of the Field), presents many advances to know: to give to all of the basic and professional education in the proper agricultural communities; pertaining to school adaptable of the calendar and spaces; initial and continued formation of professors; differentiation of the cost pupil, among others. With reference to the educational demands of the citizens of the field, seen for its eyes; three points are expressed expectations in relation to the school, enclosing central offices: 1) acquisition of abilities as reading, writing and calculation and, still, transmission of knowledge; 2) moral formation and 3) preparation for the work in the field. These expectations reflect of certain form the values and ideologies gifts in our society. The thought of the workers reflects its way of life and values. However, for the construction of a school of social quality for the field, that takes care of to its yearnings and necessities, it respects and it values its to know and values, become necessary financial and human investments in the situated schools in the field. The social movements can contribute for improvement of the school, in some ways, participating, suggesting modifications, oportunizando the use of its pedagogical materials, but over all; when together organizing itself with the community to demand that the State fulfills its paper flifting of the school, accomplishing what it is foreseen in the Lines of direction. We consider that the necessary field of a differentiated education, that if does not restrict to the agricultural necessities and of the market of work, but ample a cultural formation, that privileges the acquisition and reconstruct of the scientific knowledge.<br>Neste texto pretendemos discutir que especificidades precisa possuir a escola do campo neste mundo neoliberal, identificar as demandas educacionais dos sujeitos do campo e analisar as propostas para educação do campo dos movimentos sociais e Estado. Esta pesquisa é de abordagem qualitativa e, utilizamos como principais instrumentos de coleta de dados a análise documental e entrevistas estruturadas abertas. Para atingir nossos objetivos caracterizamos e discutimos a proposta educacional do MST (Movimento dos Trabalhadores Rurais Sem Terra); analisamos as Diretrizes Operacionais para Escola do Campo e, realizamos entrevistas com duas comunidades rurais para identificar suas demandas educacionais; uma na zona rural de Ponta Grossa e outra em um assentamento de reforma agrária de Teixeira Soares. Entrevistamos ao todo vinte e nove pessoas das comunidades escolares (pais, alunos, professores, diretora, servente). A proposta educacional do MST pretende despertar a consciência de classe e formação de militantes. O MST adota como referenciais teóricos especialmente Freire, Makarenko, Piaget; entretanto não escolhe uma pedagogia específica, põe todas em movimento, para que se escolha a mais adequada, conforme as necessidades. A proposta do Estado (As Diretrizes Operacionais para Escola do Campo), apresenta muitos avanços a saber: universalização da educação básica e profissional nas próprias comunidades rurais; flexibilização do calendário e espaços escolares; formação inicial e continuada de professores; diferenciação do custo aluno, entre outros. Com referência às demandas educacionais dos sujeitos do campo, vistas pelos seus olhos; traduzem-se em expectativas em relação à escola, abrangendo três pontos centrais: 1) aquisição de habilidades como leitura, escrita e cálculo e, ainda, transmissão de conhecimentos; 2) formação moral e 3) preparação para o trabalho no campo. Essas expectativas refletem de certa forma os valores e ideologias presentes em nossa sociedade. O pensamento dos trabalhadores reflete seu modo de vida e valores. Contudo, para a construção de uma escola de qualidade social para o campo, que atenda seus anseios e necessidades, respeite e valorize seus saberes e valores, fazem-se necessários investimentos financeiros e humanos nas escolas situadas no campo. Os movimentos sociais podem contribuir para melhoria da escola, de várias maneiras, participando, sugerindo modificações, oportunizando a utilização de seus materiais pedagógicos, mas sobretudo; ao organizarem-se junto com a comunidade para reivindicar que o Estado cumpra seu papel de mantenedor da escola, efetivando o que está previsto nas Diretrizes. Consideramos que o campo precisa de uma educação diferenciada, que não se restrinja às necessidades agrícolas e do mercado de trabalho, mas uma formação cultural ampla, que privilegie a aquisição e recriação dos conhecimentos científicos.

Cette thèse propose l’analyse spatio-temporelle d’un mouvement scientifique au moyen d’une théorie sociologique (Frickel, Gross, 2005), complétée par une approche d’analyse spatiale, combinaison qui fait l’originalité de ce travail. La géographie théorique et quantitative européenne francophone, dont l’évolution temporelle et la configuration spatiale restaient très mal connues, en est l’objet. Elle permet de mettre en perspective les rares auto-analyses qui y sont consacrées. Deux grands types de matériaux sont mobilisés : archivistique (Répertoire des géographes, revues ou listes de communications à des colloques spécialisés) et mémoriel (sur la base de 58 entretiens semi-directifs). L’analyse de ces corpus combine des méthodes quantitatives (de la théorie des graphes à l’analyse de la spécialisation des unités géographiques) et qualitatives (analyse thématique et sémantique des corpus et des entretiens des acteurs). Cette investigation a permis de proposer une périodisation du mouvement, articulée autour de trois grands moments : 1. l’émergence, de 1971-72 à 1984, impliquant un faible nombre d’acteurs et de lieux, moment où des chercheurs isolés entrent en interaction, 2. l’âge d’or, de 1985 à la fin des années 1990, marqué par l’existence d’un collectif structuré, reposant sur de nombreuses interactions entre les lieux européens francophones, qui se reproduit et essaime, 3. la généralisation du cœur de connaissances qui s’accompagne d’un déclin de l’identification au mouvement, des années 2000 à nos jours, selon de nombreuses reconfigurations, voyant la disparition de certains pôles historiques<br>The aim of this thesis is to implement a spatio-temporal analysis of a scientific movement based on a sociological theory (Frickel, Gross, 2005), combined with spatial analysis. This combination constitutes the major contribution of the present work. For this analysis, the author has chosen as a subject the European French-speaking theoretical and quantitative geography, whose temporal evolution and spatial configuration remained largely unknown until now. The thesis uses two main kinds of materials: archival (Répertoire des géographes, journals, lists of communications of TQG colloquium) and memorial with 58 semi-structured interviews collected from a sample of actors of the movement. The analysis of the corpus combines quantitative methods (from graph theory to the analysis of geographical units’ specialization), and qualitative ones (thematic and semantic analysis of the corpus and interviews of actors). This investigation has allowed us to propose a periodization of the movement since its beginnings in the 1960’s organized around three main periods: 1. the emergence, from 1971-72 to 1984, involving a small number of actors and locations, and while individual researchers interact in order to give themselves a self training, 2. the Golden Age, from 1985 to the end of the 1990’s, marked by the formation of organized groups based on many interactions between French-speaking places in Europe, self reproducing and spreading. 3. The generalization of the knowledge core which is accompanied by a decline in identification with the movement, from the 2000’s to the present, according to many reconfigurations including the disappearance of certain historical centres

碩士<br>國立臺東大學<br>幼兒教育學系碩士班<br>99<br>This study aims to probe into children’s ability to explore science and their notion and thought when they are engaged in inclined plane movement. I went deeper into how strategies are applied in teaching science in order to improve my pedagogy when I guide children to science. The research subject includes six five-year-old children and the process in inclined plane movement. The data were collected by observation and interview and the result are as follows. First, in the process of inclined plane movement, the frequencies of children’s using ability to explore science from high to low are “experiment”, “communicating”, “observing”, “inferring”, and “predicting”. By posteriori comparisons of the percentage, there is significant difference between “experiment”, “inferring” and “predicting”. Second, as children are engaged in inclined plane movement, they are able to effectively utilize “observing”, “inferring”, “predicting”, “experiment”, and “communicating” to explore science. Third, children have some misconception regarding inclined plane movement. When children are probing into the weight of object which influences the rolling speed on an inclined plane, they think the bigger the object is, the heavier it is and vice versa. Before the experiment, children believe that the lighter the object is, the faster it slides on an inclined plane. Young children understand that the rolling speed on an inclined plane is related to smoothness. They would connect the weight of a cylinder with smoothness and they believe a light cylinder would be smoother. Furthermore, in the children’s opinion, a solid cylinder’s rolls faster than a hollow one because of the wind. They also think that a hollow cylinder rolls slower than a solid one because the wind is inside the hollow cylinder. Fourth, after the inclined plane movement, the young children have understood some scientific facts which are stated as follows. They acquire that the angle of inclination influences object’s rolling speed. On an inclined plane, a curve of sphere and cylinder “roll” while a cuboid, cube, or pyramid “slide” down the plane. The length of diameter of a cylinder does no affect its rolling speed. The smoothness of the plane and cylinder is related to the cylinder’s rolling speed while the weight of the cylinder is not. Fifth, from the inclined plane movement, the researcher has learned self-examination from introspection. Moreover, I comprehend the significance of young children’s science education and acquire confidence in teaching young children science. According to the result above, there are some suggestion proposed for young children’s science teacher and future researcher.

碩士<br>國立交通大學<br>教育研究所<br>103<br>The purpose of this study was to explore the performance of undergraduate students in two groups (Non-science group: 41 students had a non-science major; Science group: 39 students had a science major) in an online scientific literacy assessment, and collect their eye movement during the process. This assessment consisted of three aspects: (1) identifying scientific questions, (2) explaining scientific phenomena, and (3) using scientific evidence. In addition, the researcher explored the effects of metacognitive intervention on students' performance in using scientific evidence which allowed students to re-examine their eye movement records and modify their previous answers in “using scientific evidence”. The results showed the students in the Science group performed significantly better than their peers in the Non-science group on the all three aspects of the assessment. It also indicated the metacognitive intervention could significantly improve students’ abilities of “using scientific evidence” in both groups. Before the metacognitive intervention, the Science group students had a higher level of self-confidence than their peers in using scientific evidence. The analysis of the eye movement data further showed the Science group had allocated greater attention and deeper processing on critical Web pages, therefore, they significantly outperformed than to the Non-science group on their use of scientific evidence.

碩士<br>國立交通大學<br>教育研究所<br>104<br>This study investigate the effects of three different multimedia presentations (dynamic video-text, static graphics-text, serial graphics-text) on students’ performance of physics concepts, on-line scientific explanations and their eye movement behaviors. Ten physics learning events involving the topic of "Force and Pressure" and "Temperature and Heat" were developed for three different multimedia presenations online learning materials. The results showed that the effects of learning scientific concepts test of three groups reached statistically significant difference level, wheres the dynamic video-text group’s student ioutperofrmed than to the serial graphics-text group’s students. For the results of scientific explanation, it also reveals the similar pattern that the dynamic video-text group of students outperformed than to the serial graphics-text group students. Regarding to the pattens of students’ eye movement, results of total duration on whole picture, and area of interest and total regression duration all indicated that the dynamic video-text group allocated greater attention than tot the other two groups. In short, this study demonstrated the mean of fixation duration of dynamic video-text group’s students allocated greater attention which resulted in better performance of scientific reasoning.

The overall aim of this research was to examine the factors that influence the coach-biomechanist relationship in the elite sprinting context and gain an understanding of the factors that impede and enhance performance environments and relationships. It is thought that the transfer of sport science research into coaching practice is not as efficient as it should be, as it has been established that coaches are not using sport science as a source of knowledge. Subsequently, this insufficient transfer of knowledge could be limiting potential improvements in athlete performance. Technique analysis is a common area of expertise for both sprint coaches and biomechanists in high-performance sport and was therefore the ideal context to explore the coach-biomechanist relationship in detail. The first phase of research examined the coach and biomechanists’ understandings of optimal sprint running technique and determined the relationships between the experiential knowledge of the two groups. Findings showed elements that are crucial to optimal sprinting technique, such as the position of the contact foot and extension of the leg during stance. Differences in knowledge between the two groups were complimentary. For example, the biomechanists’ focus on the transition from swing into stance phases and the coaches’ interest in upper body movement. Moreover, the communication of these knowledge differences was potentially problematic. The second phase of this research determined if the knowledge differences found in the first phase influenced the visual search patterns of coaches and biomechanists. This difference was not observed, with visual search behaviour not reflecting the differences in knowledge seen in phase one. The third phase aimed to establish the context in which coaches and biomechanists interact to improve performance. This phase supported previous phases’ results in that communication styles and knowledge differences were impeding factors and added lack of role clarity to this list. The fourth and final phase investigated the interactions and exchange of information that occurs during the technique assessment process. Results showed that the process is a coach-led partnership where rapport building, and equal sharing of knowledge are emphasised. In summary, this research contributes to the understanding of the coach-sport science relationship by providing practical evidence for numerous concepts in a novel and more specialized population. It increases our understanding of coach technical knowledge and visual perceptual behaviour as well as uniquely incorporating the sport biomechanists’ knowledge and perspective into these investigations. The multi-layered approach used allowed the knowledge, behaviours and interactions that comprise qualitative analysis of technique to be investigated. This has greatly improved our understanding of the coach- biomechanist relationship and the factors that impede and enhance it.

碩士<br>國立交通大學<br>教育研究所<br>99<br>The quasi-experimental design with 2 x 2 factors used in this study. Aim to explore the student with different spatial ability (high and low) used different type of animation (2D and 3D) to learn the scientific concept about atomic orbital model, the impact of their scientic concept construction learning achievement, mental model constrution, eye movement patterns and variation of EEG. Students from a high school at Hsin-Chu Country were involved in this study. Three different tests were administered to all of students which are spatial ability test, the pre-test of scientific conception test and the pre-test of mental model test. A total of sixty ten-grade students were assigned into two different groups by the results of the pre-test of scientific conception test. There are 18 male and 12 female in each group. The results of the pre-test of scientific conception test are not significantly between two groups. Two group students were learning through the 2D or 3D multimedia animation on web-based learning environment. Students’ EEG and eye movement were recoded when they are learning, employed to explore the variation of EEG and eye movement by learing from the multimedia animation. After learning, two different tests were administered to all of students which are the post-test of scientific conception test and the post-test of mental model test. Students’ different performance in pre- and post-test employed to explore how 2D and 3D animation impact their achievement of scientific concept construction, mental model construction, eye movement pattens and variation of EEG. Results indicate that there are not any interaction between spatial ability and type of multimedia animation in the scientific conception test. And students with high spatial ability outperform significantly than students with low spatial ability. Regardless the 2D or 3D group all perform better in post-test than pre-test in the scientific conception test, but there are not significantly different between two groups. Results also indicated that regardless the 2D or 3D group all perform better in post-test than pre-test in the mental model test. In spite of the 3D group outperform than 2D group, there are not significantly between two groups. About the pattens of students’ eye movement, results of total duration on whole picture, total duration on special areas, total duration of saccade on special areas and total duration of regression on special areas showed that the 3D group significantly outperform than 2D group. For mean fixation duration showed that the students with high spatial ability outperform than the students with low ability. For total duration of saccades on whole picture showed that the students with low ability outperform than the students with high ability. About the variation of EEG, regardless of the power of theta band, upper alpha band and upper beta band, the 3D group all significantly stronger than 2D group. For the power of theta band showed that the students with low spatial ability stronger than the students with high spatial ability, and weaker for the power of upper alpha band and upper beta band.

This research project discusses the construction of human nature in the medical-scientific discourse of the second half of the nineteenth century in three different works from the Naturalism movement: O Homem (1887), by the Brazilian author Aluísio Azevedo; Sin Rumbo (1885), by the Argentinian Eugenio Cambacérès Alaias; Los pazos de Ulloa (1886), by the Galician author Emilia Pardo Bazán. My arrival at this topic -the human condition in medical-scientific discourse- developed from reading The Political Technology of Individuals (1982), where Michel Foucault affirmed that the art of governing people at the turn of the nineteenth century is based on the observation of the nature of governed subjects (149). Thus, my endeavor is to answer some of the questions raised by Foucault’s claim such as: how is the human subject portrayed in the medical-scientific discourse, and what status is it given? Hence, I begin my analysis with La Psychologie comme science naturelle: son présent & son avenir (1876), a theoretical text developed within the medical-scientific framework, and whose author Joseph Delboeuf was a member of the Nancy School, founded in 1882. This text was cited in La cuestión palpitante by Emilia Pardo Bazán, a work in which the notion of being is depicted as a split into two dimensions: the physical and the subjective. Many authors, like Charles Taylor in Source of the self. The making of the modern identity (1989), for example, have observed this historical and uniquely modern phenomenon, I attempt to focus on the consequences of this process of the division of human nature, such as the institutionalization of a diseased state of self, as well as the death of God and being, and finally, the restoration of Catholic tradition contra medical-scientific discourse.<br>Este trabalho problematiza a construção da natureza humana no discurso médico-científico da segunda metade do século XIX em quatro diferentes obras: O Homem (1887), do escritor brasileiro Aluísio Azevedo, Sin Rumbo (1885), do argentino Eugenio Cambaceres, La cuestión palpitante (1883) e Los pazos de Ulloa (1886), ambas da escritora espanhola Emilia Pardo Bazán. O tema em questão surgiu da leitura de The Political Technology of Individuals (1982), no qual Michel Foucault afirma que o fundamento da arte de governar, que surge no final do século XVIII, seria a observação da natureza daqueles que são governados (149). A partir desta sentença, procuramos responder algumas questões, por exemplo: como o discurso médico-científico tratou o indivíduo no nível da linguagem e qual passou a ser seu status. Nesse sentido, inciamos nosso trabalho com um texto teórico desenvolvido no âmbito das ciências médicas, de Joseph Delboeuf (1831-1896), membro da escola de Nancy fundada em 1882: La Psychologie comme science naturelle: son présent & son avenir (1876), citado por Emilia Pardo Bazán em La cuestión palpitante, no qual o ser é dividido em duas diferentes dimensões, a física e a subjetiva. Muitos autores, como Charles Taylor em Source of the self. The making of the modern identity, tem observado este histórico e singular fenômeno moderno. Entretanto, dedicamo-nos às consequências deste evento, como a instituição de uma natureza doentia do ser, a morte de Deus e a do próprio homem, bem como o resgate da tradição sagrada contra o discurso médico-científico.<br>text

The religious significance of Emmet Fox (1886-1951), a pioneer in the New Thought movement, is the focus of this study. The relevance of Fox's religious thought will be determined in reference to and in the context of contemporary theorist Ken Wilber's theoretical framework of integral hermeneutics. On the basis of Fox's primary writings, biographical information, the ideas and philosophy of modern New Thought scholars and Wilber's literature, Fox's religious thought was interpreted and evaluated. Aspects of Fox's belief, such as creative mind, scientific prayer, meditation and healing, concepts such as God, Jesus Christ, death, reincarnation, karma and end times, as well as his method of biblical exegesis are discussed. It becomes apparent that Emmet Fox, preacher and teacher, had never intended to provide a scientific or academic structural doctrine in which to deliver his teaching. His non-conformist, simple, yet well thought-through beliefs, which include esoteric, eastern and universal truths, focused on the fundamental truths that are necessary for humanity's evolutionary development. This approach made Fox's teaching valuable to his audience of the time, a changing American consciousness, as well as appropriate to a transformational South Africa, where it is relevant in bridging the various cultures, languages, and religious beliefs within a continuously changing spiritually minded population, and most of all, beneficial to every person's inner spiritual journey towards ultimate enlightenment. Fox's underlying religious belief is that `the thought is the thing' and this endorses the whole of the New Thought teaching, which states that `whatever the mind can conceive and believe, it can achieve' or `be ye transformed by the renewing of your mind'. Probably the most remarkable feature of his religious thinking is his popular allegorical interpretation of the Bible, which he interprets spiritually. It is apparent that there is an affinity between the religious thought of Emmet Fox and that of Wilber. Although the intent of this study is not to compare these scholars, it is interesting and valuable to Fox's interpretation that they advocate a similar underlying belief in the holistic Kosmos and the importance of having an integral vision.<br>Religious Studies & Arabic<br>D. Litt. et Phil. (Religious Studies)

Dissertação de Mestrado em Design e Multimédia apresentada à Faculdade de Ciências e Tecnologia da Universidade de Coimbra<br>Flows are records of data related to movement of subjects or objects, which have a direction, an origin and a destination point. This dissertation focuses on the development of scientific visualization methods for representing flows and usage patterns on the wireless networks of four Portuguese universities. The research has a theoretical and a practical part. The theoretical part analyses and synthesizes the theory of information visualization, referencing distinct types of graphic layouts known from the early days to the present. The graphic semiology and the interaction principles for visualization are explained and illustrated with examples based on different topologies and approaches to visualization of flows. The practical part presents the developed techniques for visualizing flows within wireless networks, based on examples studied during this research. Four interactive visualizations displaying the patterns of flow and usage in wireless networks are constructed. The available data is presented with four different approaches, each one showing particular features of networks, such as connectivity, transitionality and flow, and focusing on specific aspects of the data.

Celem rozprawy jest opis i wyjaśnienie mechanizmu „przełomu antypozytywistycznego” – doniosłej zmiany meta-teoretycznej, która miała miejsce w polskiej socjologii w latach 70. i 80. Analiza ta prowadzona jest na przypadku kolektywu myślowego Stefana Nowaka.Nowak, który był czołową postacią polskiej socjologii pozytywistycznej, kierował Zakładem Metodologii Badań Socjologicznych Uniwersytetu Warszawskiego. Badania prowadzone przez jego studentów nad ruchem społecznym Solidarność i ich osobiste doświadczenie tego historycznego momentu skutkowały odwróceniem wektora teoretycznego, przy zachowaniu doniosłości wyników. Zakład Metodologii z rdzenia socjologii pozytywistycznej stał się laboratorium eksperymentów teoretycznych. Uczniowie Nowaka stworzyli styl myślowy o spójnych podstawach, który zakwestionował sposób uprawiania socjologii, którego bronił ich mistrz. Przełom był następstwem antypozytywistycznych nurtów w socjologii zachodniej, kryzysu socjologii scjentystycznej i doświadczenia Solidarności. Z powodu uznania, jakim cieszył się Nowak i jego uczniowie w polskiej socjologii, opisywana w rozprawie zmiana jest badaniem środowiska kluczowego dla kształtu całego pola lokalnej socjologii.W rozdziale pierwszym pokazuję, jak wraz badaniami prowadzonymi przez Stefana Nowaka nad studentami Warszawy po Październiku 1956 roku konstytuowała się program socjologii pozytywistycznej. Był to paradygmat złożony nie tylko z metodologii ankietowej, ale także dającego się zrekonstruować ideału nauki oraz teorii obserwacyjnych i wyjaśniających, które dały początek rozważaniom nad przyczynowością i nad postawami.W rozdziale drugim analizuję, czym według Nowaka była teoria socjologiczna. Wskazuję, że w latach 60. Nowak przyjmował formalne rozumienie teorii, opierające się na pojęciach ogólności i przyczynowości w sensie statystycznym. Natomiast w latach 70. zwracał się ku substancjalnemu znaczeniu teorii, której zasadniczym trzonem dla nauk społecznych miała być teoria postaw. Przedstawiam deficyty obydwu podejść.Rozdział trzeci szczegółowo opisuje, jak Nowak analizował pojawienie się ruchu społecznego Solidarność. Argumentuję, że był to moment, gdy paradygmat pozytywistyczny ukazał swoje poważne ograniczenia. Nowak na różne sposoby starał się ocalić program badań nad postawami, a nawet go przekroczyć. Nie okazały się to jednak próby udane, także dlatego, że pojawił się konkurencyjny program badawczy.W rozdziale czwartym przedstawiam, w jaki sposób wyłonił się konkurencyjny, antypozytywistyczny program badawczy, który lepiej zdawał sprawę z zachodzących w Polsce wydarzeń zapoczątkowanych Sierpniem 1980 roku. Syntetycznie przedstawiam jego treść. Przekonuję, że socjologowie zostali skonfrontowani w swoim doświadczeniu z rzeczywistością, która znacznie lepiej była konceptualizowana w ramach nowego paradygmatu.Rewolucja naukowa, która zaszła w Zakładzie Metodologii, uruchomiła proces kształtujący po dziś dzień obraz polskiej socjologii, nawet jeśli naturalizacja nowego podejścia sprawia, że trudno dostrzec jego historyczny charakter.Praca nie jest biografią indywidualną Stefana Nowaka ani nawet historią intelektualną grupy socjologów skupionych wokół swojego mistrza, choć i te elementy w niej się znajdują. Jest natomiast przede wszystkim studium teoretycznym osadzonym w tradycji historycznych teorii racjonalności naukowej, znaczonej nazwiskami Ludwika Flecka, Thomasa Kuhna, Imre Lakatosa i Larry’ego Laudana. Ma być praktycznym argumentem na rzeczy tezy, że historię socjologii można uprawiać w sposób teoretyczny. Studium jest „strategicznym stanowiskiem badawczym” w sensie Roberta Mertona: pokazuje, na czym polega zmiana jakościowa w naukach społecznych. Dotychczasowe użycia historycznych teorii racjonalności naukowej zdominowane są przez przykłady z nauk przyrodniczych. Praca przynależy do nurtu badań z zakresu epistemologii nauk społecznych.<br>The aim of this dissertation is to describe and explain the mechanism of the “antipostivist turn” – a significant meta-theoretical change that happened in Polish sociology in the 1970s and 1980s. The analysis is carried out using the case of Stefan Nowak’s thought collective.Nowak who was key figure of contemporary Polish positivist sociology, led the Institute of Sociology's Methodology Chair at the University of Warsaw. The research his students conducted on the Solidarity social movement as well as their personal experience of this historical time resulted in the reversal of the previous theoretical vector while maintaing the importance of the results. The core of the postivist sociology was transformed into a laboratory of theoretical experiments. Nowak's students created a thought style which questioned their master’s model of conducting sociology. The turn was a consequence of antipositivist currents in Western sociology, the crisis of scientific sociology, and the experience of Solidarity. Since Nowak and his students were prominent figures of Polish sociology, studying the above-mentioned change means studying the key milieu for the overall shape of the field of local sociology.In the first chapter I discuss how, in the course of Nowak’s research on Warsaw students after the Polish October of 1956, a research programme of positivist sociology was created. This paradigm was constituted by not only survey methodology, but also an ideal of science which is possible to reconstruct, as well as observational and explanatory theories which gave way to reflection on causality and attitudes. In the second chapter I analyze Nowak’s understanding of sociological theory. I point to the fact that in the 1960s Nowak assumed the formal understanding of theory, based on the notions of generality and causality in the statistical sense. However, in the 1970s he turned to the substantive meaning of theory of which the main core for social scientists was supposed to be the theory of attitudes. I present the deficits of those two approaches.The third chapter describes how Nowak analyzed the emergence of the Solidarity social movement. I argue that this moment revealed the serious limitations of the positivist paradigm. Nowak tried to save the program of studying attitudes in a variety of ways. He even tried to transcend it. These attempts, however, did not prove successful and a rival research programme appeared.In the fourth chapter I show how a rival, antipositivist research program was created. It accounted better for events happening in Poland beginning in August 1980. I synthetically present its content. I argue that in their personal experience, sociologists were confronted with a reality which was far better conceptualized within the framework of the new paradigm. The scientific revolution that took place at the Methodology Chair initiated a process which has been shaping the landscape of Polish sociology up to the present. However, the naturalization of this new approach makes it difficult to recognize its historical character. The dissertation is neither Nowak’s biography nor even an account of an intellectual history of a group of sociologists gathered around their master, though it does contain such elements. It is mainly a theoretical study placed in the tradition of historicist theories of scientific rationality, marked by authors such as Ludwik Fleck, Thomas Kuhn, Imre Lakatos, and Larry Laudan. It is meant as a practical argument supporting the thesis that the history of sociology can be conducted in a theoretical manner. The study constitutes a research strategic site in the sense put forward by Robert Merton: it shows what a qualitative change in the social sciences looks like. The previous uses of historicist theories of scientific rationality were dominated by examples taken from the natural sciences. This dissertation belongs to the research tradition of the philosophy of the social sciences.