Tesi sul tema "Mediation spaces"
Cita una fonte nei formati APA, MLA, Chicago, Harvard e in molti altri stili
Vedi i top-50 saggi (tesi di laurea o di dottorato) per l'attività di ricerca sul tema "Mediation spaces".
Accanto a ogni fonte nell'elenco di riferimenti c'è un pulsante "Aggiungi alla bibliografia". Premilo e genereremo automaticamente la citazione bibliografica dell'opera scelta nello stile citazionale di cui hai bisogno: APA, MLA, Harvard, Chicago, Vancouver ecc.
Puoi anche scaricare il testo completo della pubblicazione scientifica nel formato .pdf e leggere online l'abstract (il sommario) dell'opera se è presente nei metadati.
Vedi le tesi di molte aree scientifiche e compila una bibliografia corretta.
Moor, Elizabeth Clare. "Branded spaces : the mediation of commercial forms". Thesis, Goldsmiths College (University of London), 2004. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.759317.
Muvingi, Ismael James. "Actualizing human rights norms in distanced spaces an analysis of the campaign to eliminate conflict diamonds and the capital market sanctions (Sudan) campaigns in the United States /". Fairfax, VA : George Mason University, 2007. http://hdl.handle.net/1920/2895.
Title from PDF t.p. (viewed Jan. 21, 2008). Thesis director: Agnieszka Paczynska Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Conflict Analysis and Resolution. Vita: p. 375. Includes bibliographical references (p. 350-374). Also available in print.
Bernhagen, Lindsay M. "The Creation And Mediation Of Political Texts In Virtual Spaces: Cybercommunities, Postmodern Aesthetics, And Political MUSICKING OF MULTIMEDIA MASHUPS". Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1221771224.
Scott, Sasha A. Q. "Social media memorialising and the public death event". Thesis, Queen Mary, University of London, 2017. http://qmro.qmul.ac.uk/xmlui/handle/123456789/31865.
Antman, Benjamin. "Cybernetic Social Space : A Theoretical Comparison of Mediating Spaces in Digital Culture". Thesis, Blekinge Tekniska Högskola, Institutionen för teknik och estetik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-6082.
Gil, Ana Lúcia Oliveira Fernandez. "O corpo-cego na arte : experiências estéticas e reflexivas no contexto de instituições culturais". Universidade do Estado de Santa Catarina, 2013. http://tede.udesc.br/handle/handle/696.
Conselho Nacional de Desenvolvimento Científico e Tecnológico
This dissertation work, The Blind-Body in Art: Aesthetic and Reflective Experiences in the context of cultural institutions, resorts to the Phenomenological perspective and Sociohistorical Corps to investigate the Blind-Body and its perception of "to be in the world", raising questions about the body blindness, its mobility, in order to investigate how this Blind-Body deal with the challenges, achievements and overcomings, the body that perceives the other one and the world, in a peculiar way. This peculiarity implies, therefore, the aesthetic experience, establishing dialogues with the artwork and its accessibility in exhibitions spaces. Describes the mediations occurred in MASC from the visitations performed, discussing the importance of the role of the mediator in the process of exchange and learning. This work proposes educational and pedagogical actions that prioritize the contact with cultural assets, promoting social inclusion.
O presente trabalho de dissertação, O corpo-cego na arte: experiências estéticas e reflexivas no contexto de instituições culturais, recorre à perspectiva Fenomenológica e à Sócio-Histórica para investigar o corpo cego e sua percepção de ¿ser no mundo¿, levantando questões sobre o corpo da cegueira, sua mobilidade, com o propósito de indagar de que forma esse corpo-cego lida com os desafios, conquistas e superações, o corpo que percebe o outro e o mundo, de forma peculiar. Essa peculiaridade implica, portanto, a experiência estética, estabelecendo interlocuções com a obra de arte e sua acessibilidade nos espaços expositivos. Descreve as mediações ocorridas no MASC a partir das visitações realizadas, discutindo a importância do papel do mediador no processo de trocas e aprendizados. O presente trabalho propõe ações educativas e pedagógicas que priorizam o contato com bens patrimoniais e culturais, promovendo a inclusão social.
Prabhakar, Sushmita. "Mediating contested spaces in tourist towns". Cincinnati, Ohio : University of Cincinnati, 2008. http://www.ohiolink.edu/etd/view.cgi?acc_num=ucin1203491454.
Advisor: Elizabeth Riorden and Gordon Simmons. Title from electronic theses title page (viewed May 9, 2008). Includes abstract. Keywords: sustainable; tourism; mediating; Pondicherry; contextual architecture. Includes bibliographical references.
PRABHAKAR, SUSHMITA. "Mediating contested spaces in tourist towns". University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1203491454.
Araujo, Djanira Alves Biserra. "Os espaços lúdicos como elementos formadores em uma creche do município de Santo André". Universidade Nove de Julho, 2016. http://bibliotecatede.uninove.br/handle/tede/1564.
Made available in DSpace on 2017-01-26T19:57:12Z (GMT). No. of bitstreams: 1 Djanira Alves Biserra Araujo.pdf: 1083524 bytes, checksum: 0c8ab0f1336c08a7d71231da65f41044 (MD5) Previous issue date: 2016-12-13
The object of this research are the recreational areas of the nursery. We aim to observe and analyze how teachers take ownership of these spaces in order to make them forming elements. As a specific purpose we list the following: check what teachers mean by recreational areas of the nursery observing how babies play. We seek to answer the following question: What teachers understand by recreational areas of the nursery? As babies play in the perception of the teachers? The universe is a nursery located in the municipality of Santo André which serves 210 (two hundred and ten) infants up to three years old and subjects participants are four teachers. The methodology is qualitative nature of the kind intervention research guided in action research. The data collection instruments are the observation made by the researcher in different recreational areas of the nursery and conversation circles with teachers in times of Meetings Weekly Pedagogic (RPS) and planning, followed by registration, as well as interviews. The theoretical framework used Kishimoto (2012); Oliveira (2012) and Vygotsky (1998), to support the category playfulness; Oliveira (2012); Kramer and Milk (1996), to support the category Childhood Education; Barbosa and Horn (2001), Forneiro (1998), Souza (2001), to support for the category space; Nóvoa (1992); Kramer (1994) and Freire (2004), Vasconcelos (2004), to support the category continued teacher training. As results we observed that teachers have become more involved in educational work with babies, realize how your posture is crucial in the development process of small, contribute more to each other in moments of conversation circles if further offer to create most appropriate strategies to the age group of very small babies, recognize the potential of babies as contributors to the planning and builders of knowledge itself, and recognize the importance of the recreational areas of the nursery as forming elements. The RPS moments have also been more significant considering the participation of all.
O objeto de pesquisa são os espaços lúdicos da creche. O objetivo da presente pesquisa é observar e analisar como as professoras se apropriam desses espaços, a fim de torná-los elementos formadores. O objetivo específico centra-se em verificar o que as professoras entendem por espaços lúdicos da creche, observando como os bebês brincam. A presente pesquisa suscita o seguinte questionamento: O que as professoras entendem por espaços lúdicos da creche? Como os bebês brincam na percepção das professoras? O universo da pesquisa é uma creche, localizada no município de Santo André, que atende 210 (duzentos e dez) bebês de até três anos de idade e os sujeitos participantes são quatro professoras. A metodologia é de cunho qualitativo do tipo pesquisa-intervenção pautado na pesquisa-ação. Os instrumentos de coleta de dados são a observação realizada pela pesquisadora nos diferentes espaços lúdicos da creche e as rodas de conversa com as professoras nos momentos das Reuniões Pedagógicas Semanais (RPS) e planejamento, seguido de registro, além de entrevistas. Como referencial teórico, a pesquisa fundamentou-se em Kishimoto (2012); Oliveira (2012) e Vygotsky (1998), para analisar a categoria ludicidade; Oliveira (2012), Kramer e Leite (1996), para fundamentar a categoria Educação Infantil; Barbosa e Horn (2001), Forneiro (1998), Souza (2001), para discorrer sobre a categoria espaço; Nóvoa (1992); Kramer (1994), Freire (2004), Vasconcelos (2004), para fundamentar a categoria formação continuada de professores. Como resultados, observou-se que as professoras têm um maior envolvimento no trabalho pedagógico com os bebês. Elas percebem o quanto sua postura é fundamental no processo de desenvolvimento dos pequenos, contribuem mais, umas com as outras nos momentos de rodas de conversa, se disponibilizam, ainda mais, na criação de estratégias apropriadas à faixa etária de bebês bem pequenos, reconhecem o potencial dos bebês como contribuintes para o planejamento e construtores do próprio conhecimento, bem como reconhecem a importância dos espaços lúdicos da creche como elementos formadores. Os momentos de RPS têm sido mais significativos ao considerar a participação de todas.
Matthews, Danny. "MediateSpace : applying contextual mediation to the tuple space paradigm". Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/58524/.
Walker, Madelyn Grace. "Architectural Mediation: A Community Anxiety Center in Alexandria, VA". Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/90291.
Master of Architecture
BERKO, NILLA. "Transformative Space". Thesis, Högskolan i Borås, Institutionen Textilhögskolan, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-18126.
Program: Konstnärligt masterprogram i mode- och textildesign
Sinagub, Jonathan. "Mediating spaces : a jazz village for Paterson, New Jersey". Thesis, Massachusetts Institute of Technology, 1989. http://hdl.handle.net/1721.1/77337.
Includes bibliographical references (p. 125-126).
The object of my thesis is to make a place for Jazz in the Great Falls Historic District in Paterson, New Jersey. This project is a continuation of larger interests in the idea of "urban villages" and the nature and role of neighborhoods and communities in the larger urban context. I think of Paterson as a very physical city: the powerful waterfalls, the rugged palisades, the austere mill architecture and the intense urban life. The object, forged from these fragments by taking advantage of the opportunity that lies amongst these diverse elements. The object is actually a vehicle to explore and further define the idea of "mediating spaces". An idea that is drawn from my own urban experience and is directly associated to "street life" within a city. Inherent in this idea are themes of "journey" and "place". Themes which are defined architecturally by movement and connections, edges and adjacencies. The work contains two parallel or concurrent ideas: "Mediating Space" and "Progressive Discovery". This work begins to answer the question: What is the relationship of "mediating spaces" to "progressive discovery" ? First of all, the two ideas are connected by "movement": experiencing space as a series of relationships. Both are concerned with edges and adjacencies: the places where connections are made. "Mediating Spaces" pertain to the formal aspects of making connections, of building movement through space. "Progressive Discovery" pertains to the experience of places and spaces as a total "Gestalt". Progressive Discovery is an old idea brought from a previous theoretical construct, the present task now is to set it to an architectural score. The thesis is predominately concern with how to make mediating spaces on the urban scale. On this level mediating spaces serve to connect layers of a community: the institutional and the commonplace, the event and the everyday activity.
by Jonathan Sinagub.
M.Arch.
Lee, Byron. "Tales of the Gayborhood: Mediating Philadelphia's Gay Urban Spaces". Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/267723.
Ph.D.
Philadelphia, like other major North American cities, has neighborhoods that are informally known as gay neighborhoods. This project examines how Philadelphia's Gayborhood is mediated, and how representations and markings of the Gayborhood are shaped by different discourses, namely tourism and urban development. Marking Philadelphia's Gayborhood justifies the presence of LGBT individuals in the city by linking LGBT lives to economic activity and "positive" urban change. This dissertation reads media texts about Philadelphia's Gayborhood against participant observations of everyday life and events in the Gayborhood, with particular emphasis on the activities of the Philadelphia Gay Tourism Caucus (PGTC). Starting in 2002, the PGTC formed and produced specific tourism materials targeting the LGBT community, including print and television advertising campaigns, the rainbow street signs, and a dedicated map of the Gayborhood. These products highlight the Gayborhood as evidence of Philadelphia's gay-friendliness. Philadelphia's attractiveness for LGBT travelers is rooted in the visible presence of the city's LGBT community; Philadelphia's established LGBT everyday life allows LGBT travelers to come and already belong in the city. To support this message, the PGTC and the Greater Philadelphia Tourism Marketing Corporation market the city to both visitors and locals. New media platforms, namely social media, help promote events, both supporting local organizations, as well as creating visible LGBT everyday life to attract visitors. The meanings of the Gayborhood are then explored through its physical markings and LGBT events that emphasize its location. First, Philadelphia's Gayborhood is placed in the context of visibly and symbolically marking a "gay" city. While visual markers may provide indication of LGBT presence, certain symbols become stereotypical and caricatured, limiting the possible meanings of being LGBT-identified in public. Events such as the Pride Parade also serve to define the boundaries of belonging in the LGBT community. A central tension is the distinction between belonging and access, which are often conflated by an emphasis on legal, anti-discrimination discourses. LGBT history is also a central theme of Philadelphia's LGBT tourism promotion. By examining LGBT history walking tours, this project argues that not only do historical projects highlight stories that might otherwise be unseen, they also produce visibility of absences in contemporary discourse. The Gayborhood also functions as an archive exhibit, ultimately supporting a liberal project of belonging through economic and political activities. Parts of the archive are currently present, but access to the LGBT archive requires further inquiry or participation. By considering the Gayborhood as an exhibit of the LGBT archive, we also can consider aspects of the archive as restricted from the public, or still impossible to articulate intelligibly to the public. This project ends with a reconsideration of what it means to articulate and communicate ideas about LGBT identity in space. Current representations and understandings of the Gayborhood still serve a homonormative and homonationalist project that privileges the activities and everyday lives of wealthy, white, gay men. Returning to thinking about gay men's cruising and public sex, this project closes with an examination of how mobile communication technologies and methods allow for public sex to occur in new ways. Marked LGBT neighborhood spaces still have the potential to change how we understand the relationship between sexual lives and public space.
Temple University--Theses
Christiansen, Poul Erik. "Diplomacy Becomes Them: Mediating Knowledge in Spaces of Conflict Resolution". Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/38839.
Mackley, Honor. "Outdoor loose part materials mediating collaboration in primary play spaces". Master's thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/07270b0f59fcf72a105a90629ab3a4f95552b8fa6c924ae5092e50706be73ac6/3961057/Mackley_2019_Outdoor_Materials_Mediating_Collaboration_Play_Spaces.pdf.
Noury, Benjamin. "Acceptabilité sociale et communication participative : le cas de la réutilisation des eaux usées traitées dans le Luberon". Electronic Thesis or Diss., Aix-Marseille, 2021. http://theses.univ-amu.fr.lama.univ-amu.fr/210712_NOURY_7sl988korpq835r230pi_TH.pdf.
In the wake of climate change, freshwater resources in France are exposed to intense pressure. Extreme events are intensifying with more water-related natural disasters and more frequent droughts. Water reuse is one of the solutions promoted by the French government to overcome local shortages of water. This practice remains at a preliminary stage and its social acceptability raise concerns. This thesis was funded under an industrial agreement (Cifre contract) and partly by the Rhône, Mediterranean and Corsica Water Agency. It was co-supervised by SCP, IMSIC and INRAE and contributed to the Read'Apt project. It focuses on the integration of a technical object, water reuse, within a territory facing chronic aridity, the Luberon area in France. This doctoral work places social acceptability at its core: it starts by deconstructing this “embarrassing” concept and then mobilizes it, not as a goal to be reached, but as a principle of co-construction. This work offers a detailed analysis of the social reception of water reuse. The originality of this action-research is also to address a bidirectional communication scheme within mediation spaces. Participatory communication activities have been designed towards a joint transformation of the technical object and its user. A mixed methodology based on surveys, interviews, workshops and serious game sessions was deployed. The results obtained lay the first steps to associate the terms participation and acceptability in the field of environmental communication
Caragata, Lea. "Civil society as shadowland, mediations among structure, agency and space". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ27617.pdf.
Takara, Luciana Miyuki. "?N?is pixa voces pinta, vamu ve quem tem mais tinta?: a media??o do espa?o f?sico e social na promo??o do desenvolvimento da imagina??o de adolescentes do Ensino M?dio". Pontif?cia Universidade Cat?lica de Campinas, 2017. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/914.
Made available in DSpace on 2017-03-10T17:44:03Z (GMT). No. of bitstreams: 1 LUCIANA MIYUKI TAKARA.pdf: 2938050 bytes, checksum: 1165d14fa2eb11ef7012df1758214105 (MD5) Previous issue date: 2017-02-01
Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq
This study is based on the premise that a school?s physical space is constructed socially, asi-de from having the constitution of a dynamic place in constant transformation for teaching and learning, and in thus, takes on a dimension that symbolizes the meanings that it produ-ces. We identified agents of action in the school environment, these being students as well as teachers and other staff members. Therefore, the objective of this study is to investigate the relations produced in the school environment by high school students and teachers, as well as how the ripple effects of these relations play out in the school?s physical and social space. Our hypothesis is : that in comparison with the initial years of basic education, the last years lack investment in the diversity of materials for student learning. The physical space, being one of these possible materials, when it?s not mediated by teaching, becomes the stage for different attitudes about the school. When ideas and perspectives about the school don?t find room for dialogue, this relation can emerge in the care/neglect of the space, while at the same time interfering with development and coexistence among students and teachers. To conduct this research, we developed intervention research utilizing Cultural-Historical Psychology as a theoretical and methodological basis.We conducted this research with high school students and teachers attending night school, at a public school in a city of the state of S?o Paulo). Bi-weekly meetings were held with students, in which main activities inclu-ded the interpretation of images and the creation of artistic works such as drawings, pain-tings, and graffiti, fostering discussion about the meanings that they attribute to the school environment, aiming to transform the space. The research results show the prevalent use of physical and psychological tools as instruments of control, articulated by teachers and ad-ministrators. Regarding the students, we see graffiti as a psychological instrument that aims to transgress the rules imposed on them. We also identified the characteristics of mediations that predominate in the school, such as pragmatic order in contrast with the aesthetic expe-rience, which can foster dialogue about different ways of bringing meaning to the school environment and the pedagogical activities. Lastly, we recognize the important role played by participants when they develop their imaginations in the articulation of diverse positions and experiences, which allow for the conciliation of different meanings that inhabit the very same place.
Este estudo assume o pressuposto de que o espa?o f?sico da escola ? constru?do, al?m de se constituir como lugar din?mico em constante transforma??o para o ensino e a aprendi-zagem, assume-se, assim, uma dimens?o simb?lica pelas significa??es que produz. Identi-ficamos como agentes das a??es sobre o espa?o escolar tanto alunos quanto professores e demais funcion?rios. Assim, o objetivo desta pesquisa ? investigar as rela??es produzidas no ambiente escolar por alunos e professores do Ensino M?dio, bem como essas rela??es repercutem no espa?o f?sico e social da escola. Tem-se por hip?tese que, em compara??o com as s?ries iniciais da educa??o b?sica, as s?ries finais carecem de investimento na di-versidade de materiais para a aprendizagem do aluno. O espa?o f?sico, sendo uma dessas poss?veis materialidades, quando n?o mediado para o ensino, passa a ser palco para diferen-tes posicionamentos frente ? escola. Quando ideias e perspectivas a respeito da escola n?o encontram di?logo, esta rela??o pode transparecer no cuidado/descuidado com o espa?o ao mesmo tempo em que interfere no desenvolvimento e na conviv?ncia tanto de alunos quanto de professores. Para a realiza??o deste estudo, desenvolvemos uma pesquisa-interven??o com estudantes e professores do 1? ano do Ensino M?dio do per?odo noturno, de uma escola estadual do interior de S?o Paulo, utilizando-se como aporte te?rico-metodol?gico a Psi-cologia Hist?rico-Cultural. Foram realizados encontros quinzenais com os alunos em que se teve como atividades principais a leitura de imagens e a produ??o de natureza art?stica, como desenhos, pinturas, grafites, dentre outros de modo a favorecer a discuss?o a respeito dos sentidos que atribuem ao espa?o escolar, visando sua transforma??o. Como resultado da pesquisa, constatamos o uso predominante de instrumentos f?sicos e psicol?gicos como parte do controle feito por parte dos professores e pela gest?o e, por parte dos alunos, perce-bemos a picha??o como instrumento psicol?gico que visa a transgress?o de regras impostas. Identificamos tamb?m a qualidade das media??es que predominam na escola como a de ordem pragm?tica em contraposi??o com a experi?ncia est?tica, que pode favorecer o di?lo-go de diferentes maneiras de significar o espa?o escolar e a atividade pedag?gica. Por fim, reconhecemos o importante papel desenvolvido pela imagina??o na articula??o de posicio-namentos e experi?ncias diversas, o que possibilita a concilia??o de significa??es diferentes a respeito de um mesmo lugar.
Romich, Peter. "Hybrid space counter-strategies: Rebalancing our relationships with networked technologies". Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22897.
Willmer, David. "Theatricality, mediation, and public space : the legacy of Parsi theatre in South Asian cultural history /". Online version, 1999. http://bibpurl.oclc.org/web/21701.
Dlamini, Mkhuleko Percival. "Real and Reimagined contemporary Utopia’s : a mediation and recreation space for migratory and resilient urban communities". Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/63827.
UKUQALA Lena umzamo ohlanganyelwe ekuqondeni izinqubo zezinsuku zokuphila zangasese kanye nezinhlelo zokwakheka nezindatshana zendawo zabantu ezenzelwe. Indawo kanye ne-nostalgia yizona zinkinga zezikhathi esiphila kuzo. Njengamanje isiphephelo sezokuphepha emhlabeni jikelele esichazwe futhi singatholakala ngaphakathi kwamanye amazwe omngcele kanye namandla angaphandle aphazamisa ‘ubuholi besikhathi samanje’ ngezikhathi. Umuntu uphonywe kusukela ebusweni bokuqala ukuze athabe ukulangazelela indawo yokuhlala. Ukuphepha nokujwayela indawo kuyindawo ebalulekile lapho abantu bakhetha ukuhlala khona. Ukuhlala kubuye kube ngumgqugquzeli wamathuba lapho abafuduka khona kanye nabafuduki bezemvelo abanemithombo encane njengeNingizimu Afrika. Ngokwe-United Nations High Commissioner for Refugees (okubizwa ngokuthi i-UNHCR kusuka lapha), kwaqunywa ukuthi ngo-2015, iNingizimu Afrika ithole izimangalo ezingu-62 159 zokukhoseliswa. Okubonke lokhu, abangu-2,499 bavunyelwe ukuba babe ngababaleki ngenkathi kuthiwa abangu-58 141 banqatshelwe, okuphakamisa ukuthi zonke izicelo ngonyaka wezi-2015 zibhekwa nazo. Kodwa-ke, abangu-14,093 babethweswa icala, futhi kulaba abangu-12 361 bahlala bevulekile ngo-2016 (i-Africa Check, 2016). Izimo zalaba bantu abahlala emadolobheni amasha zisongelwa ukuqhubeka kwendawo yokubuyisela umhlaba kanye / noma ukuguqulwa, inqubo yomthetho enobulungisa, ukutholakala kwemithombo kanye nokuhlanganiswa. Kukhona ukungabi nalutho kwezikhala zomsebenzi womphakathi ngaphakathi kwePitoli Central Business District (CBD kusuka lapha), iningi lendawo ehluleka ukubola, izindawo ezihlala emadolobheni, izindawo zokusebenza, kanye nezinkinga ezingasebenzi. Abafuduki abasha bangena emzabalazweni womuzi ukuthola amathuba asemthethweni namasosha ‘okusinda emadolobheni-ism’. Lezi zimo yizona ezithintekayo emadolobheni ezindaweni ezingekho emphakathini ezivame ukunamathela emphakathini wesikhathi sokukhiqiza. I-dissertation Real and Re-imagined Spaces njengobukeka be-Contemporary Utopia ukuhlola kabusha izimo zamanje zomuzi ezakha umongo wendawo edolobheni kanye nabantu abangenayo i-agonistic ngaphandle kwezikhala zokuxhumana. Isimo sasezindaweni zasemadolobheni siyindawo, sidliwa izinkinga zokubiya mawala, siboshwe yizindawo ezihlukahlukene kanye nezindawo zokuchitha izindawo. Ukutholakala kwamanxiwa kuboniswa ukukhathazeka ngezakhiwo ‘zeGugu’ nezindwangu. Lezi zikhala kanye namagugu asele ahlinzeka amathuba okuba nemigqa emisha yememori kanye nefa eliqaphela ukukhipha, ukwenza isikhala, umuntu kanye nemvelo, kanye nokuhamba kwesikhathi.
Mini Dissertation (MArch(Prof))--University of Pretoria, 2018.
Architecture
MArch(Prof)
Unrestricted
SANTOS, VINICIUS TEIXEIRA. "HISTORY LITERACY AND TEACHERS TRAINING IN CPVCS, AS SPACES OF PEDAGOGICAL MEDIATIONS IN POOR METROPOLITAN AREAS CLASSROOMS". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=12352@1.
A dissertação analisa a formação de professores de CPVCs, articulada ao desenvolvimento das habilidades e competências leitoras, na perspectiva do Letramento em História. O quadro teórico reporta-se a dois eixos de fundamentação: na perspectiva do Letramento em História, apóia-se em autoras como Isabel Barca, Vitória Rodrigues Silva e Magda Soares, ao analisar o conceito de Letramento; já na perspectiva epistemológica, Paulo Freire e Vygotsky respaldam as concepções de mediação no desenvolvimento dos conhecimentos e processos psicológicos mais complexos, em uma abordagem dinâmica que remete à inter-relação entre os indivíduos. Como estudo de campo, é analisada a prática formativa de docentes de História associados a CPVCs, em cursos programados durante o biênio 2006-2007, com base na matriz de competências e habilidades do ENEM, em uma proposta histórico-cultural de base paulofreireana. São utilizados recursos técnico- metodológicos de análise documental sobre os materiais curriculares e didáticos (apostilas e avaliações formativas), bem como entrevistas semi-estruturadas com os professores formadores do Curso de Capacitação de Professores dos CPVCs. Observações de interlocuções entre os cursistas dos CPVCs e a equipe docente, e avaliações formuladas pelos cursistas sobre a avaliação formativa desenvolvida em suas classes comunitárias complementam os recursos. Diante da escassa produção acadêmica sobre as questões teórico-práticas de Letramento em História, em CPVCs, segundo a Matriz de Competências do ENEM mediatizada por aportes do paradigma histórico-cultural com base em Paulo Freire e Vygotsky, ressalta-se que: i) os processos formativos da leitura em História e suas habilidades e competências ocorrem de forma orientada pelo professor de História; ii) a Matriz de Competências do ENEM não se traduz em empecilho para o desenvolvimento do conhecimento histórico; antes, ao diminuir as tensões derivadas da acumulação estéril de informações, tão cara ao vestibular, pode possibilitar um trabalho pedagógico mais substantivo, por parte dos professores de História; iii) o desenvolvimento das capacidades de leitura é parte constitutiva do conhecimento histórico, e não mero anexo para facilitar a apropriação de informações de fatos e acontecimentos da História; iv) o Letramento em História pressupõe o desenvolvimento de competências e habilidades de leitura que considere os suportes textuais como portadores de questões políticas, ideológicas, culturais, sociais e econômicas, ou seja, os suportes não são neutros. Ser letrado em História, desta forma, significa desenvolver continuamente a capacidade de realizar a leitura histórica do mundo e a finitude das suas formações sociais.
The dissertation analyses the process of training voluntary teachers in CPVCs, as self sustained community classes in poor metropolitan areas, preparing for university entrance examinations. History literacy is aimed at the development of competences and abilities in reading at the final level of high school. The dissertation theoretical frame-wok is based on Isabel Barca, Vitória Rodrigues Silva and Magda Soaress epistemology in relation to the mediations implied in the development of complex psychological processes. The field research analyses the teachers training programs in CPVCs in 2006- 2007, based on a constructivism matrix for the development of high school competences, articulated to a proposal of historicalcultural approach based on Paulo Freire. The research data were gathered through archival studies on curriculum and didactic materials developed in the 2006-2007 trainings; and on semi- structured interviews, on field observations, as well as on formative evaluations carried in CPVCs classrooms. The main conclusions are: i) the History literacy process, articulating the constructivism matrix to Freire and Vygotsky historical-cultural approach, may be oriented by History teachers; ii) the constructivism competences matrix does not undermine the development of historical knowledge; therefore it may allow a more substantive teaching training program; iii) indeed the reading competences development is a constitutive part of historical knowledge; hence it is not a simple device to gather information about History; iv) the History literacy requires reading competences and abilities, based on several textual supporters, that are not neutral materials in relation to political, ideological and social problems. Hence being literate in History implies a continuous development of the competence to read the social and historical world, and the perception of finitude of the social formations.
Milrud, Eduardo E. "The Practice of Design in Multidisciplinary Teams: Turning Points, Mediation, and Getting Stuck". Case Western Reserve University School of Graduate Studies / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=case1608207778820736.
Koti, Francis Tama. "Production of urban space in Kenya central-local government power relations in mediating space in Athi River town /". Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1319.
Title from document title page. Document formatted into pages; contains x, 90 p. : ill., maps (some col.). Includes abstract. Includes bibliographical references (p. 82-90).
IYER, SHARANYA. "HYBRID SPACE FOR ENGAGING WITH THE LIVING PAST: COMMUNITY CENTER FOR TOURISTS AND LOCALS AT HYDERABAD INDIA". University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1193884424.
Rainville, Stéphane Jean Michel. "The spatial mechanisms mediating the perception of mirror symmetry in human vision /". Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36688.
Overall, results from empirical and modeling work revealed an intimate link between symmetry perception and the properties of spatial filters. In particular, I argue that the size of the IR tends to vary such that a fixed amount of information is integrated irrespective of the spatial properties of the stimulus. Implications for the functional architecture of symmetry perception are discussed, and a paradigm for future research in symmetry perception is proposed in which spatial filtering is extended to higher orders of spatial complexity.
Johnson, Katherine A. "Gradients of Meaning: Spatial Mediations within Liminal Conditions at the World Trade Center". University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397477242.
Steenkamp, Nina. "Occupying the in between : a typology of architecture as the mediator". Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/29874.
Dissertation MArch(Prof)-University of Pretoria, 2012.
Architecture
MArch(Prof)
Unrestricted
Yoncaci, Pelin. "Roman Urban Space Framed By Colonnades: Mediating Between Myth, Memory And History In Ephesus". Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12608002/index.pdf.
first the urban form in relation to the topographical provision and sacred landscape provided by the site itself
and then from the ground level through a walking trip of the city as it appeared in the second century A.D. Crucial to this visual experience is the semantic quality of the environment at a collective level since the meaning of the experience would be useless without considering the meaning of signs and symbols within the environment. Thus, bounding ancient society and urban space at the phenomenological level, the small trip starts at the harbor and concludes at the Temple of Artemis, the irrefutable symbol of Ephesus and the most revered shrine in Asia Minor.
Potter, Julia Kathryn. "Geometry as space in art and architecture : the mediating role of geometry in the work of Kandinsky and Moholy-Nagy". Thesis, Georgia Institute of Technology, 1990. http://hdl.handle.net/1853/22383.
Padfield, D. "Mask - Mirror - Membrane : the photograph as a mediating space in clinical and creative pain encounters". Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/1421421/.
Breytenbach, Pieter Jacobus Andries. "Interspaces - Public Information Centre". Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/31639.
Dissertation MArch(Prof)--University of Pretoria, 2012.
Architecture
Unrestricted
2013-4-17
Sarthou, Sharron Eve. "Mediating the negative space : the role of the hyphenated self in the work of Edwidge Danticat /". Full text available from ProQuest UM Digital Dissertations, 2009. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1913289461&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1278529129&clientId=22256.
Perin, Denise Alexandre [UNESP]. "Mediadores e espaços de leitura: a prática em escolas municipais de presidente prudente". Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/92273.
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
A pesquisa: Mediadores e espaços de leitura: a prática em escolas municipais de Presidente Prudente vincula-se à linha de pesquisa Práticas educativas e formação de professores. Acredita-se que ler literatura é ação essencial, impulsionada pela descoberta do novo, do sentido, da fantasia, do enigmático, do prazer e da fruição. Na escola, a leitura de textos de literatura infanto-juvenil vem sendo trabalhada pelo professor muitas vezes de forma didatizada, tendo anulado o seu potencial estético, criativo e libertador. Essa prática, quando mecanizada, não é suficiente para incentivar a formação do leitor, pois desconhece as possibilidades e a importância dos espaços que colaboram para esse fim. Esta pesquisa teve como objetivo principal analisar como os espaços que mediam a leitura na escola são utilizados. Identificamos dois espaços de mediação nas escolas municipais de Presidente Prudente – a Biblioteca Escolar e o Canto da Leitura. O primeiro, utilizado por todas as escolas, as vezes aberto à comunidade; o segundo, mediado pelo professor, por estar dentro da sala de aula. Consideramos como mediadores de leitura, os professores e os “bibliotecários”. Dezoito (18) escolas municipais foram visitadas e o corpus da pesquisa foi composto por sete (7) instituições escolares que trabalham com as séries iniciais. A partir de um questionário, pudemos conhecer as concepções de leitura de 63 professores, que embora coerentes com uma proposta que visa à formação de leitores, após as análises revelaram-se contraditórias e vazias em relação às ações docentes que subsidiam a prática pedagógica para o ensino da leitura, facetas de um discurso inconsistente. Da mesma forma, pudemos conhecer o perfil dos sete (7) “bibliotecários” das escolas pesquisadas. Entrevistas semi-estruturadas com esses profissionais permitiu entender sua formação...
The research: Mediators and spaces of reading :the practice in municipal schools of Presidente Prudente links to the research area Educational practice and teachers formation. It believes reading is essential action, driven by the discovery of the new, of the direction, of the enigmatic, of the pleasure and the enjoyment. In the school, text readings are being developed by the teacher for several times of a schooling way, having annulled its esthetic potential, creative and liberating. This practice, when mechanized, it is not enough to encourage the reader formation, because he/she does not recognize the possibilities and the importance of spaces that collaborate to this purpose. This research had as main aim to analyze how the spaces that mediate reading in the school are used. It was identified two spaces of mediation in the municipal schools of Presidente Prudente-The School Library and The Reading Space. The first, used by all the schools, sometimes opened to the community; the second, mediated by the teacher, that is why he/she is inside the classroom. It was considered as reading mediators, the teachers and the “librarians”. Eighteen (18) municipal schools were visited and the corpus of the research was composed for seven (7) schools establishments that work with the first grades. Based in a questionnaire, we could know the reading conceptions of 63 teachers, that although coherent with a purpose that aims readers formation, after the analysis revealed contradictory and meaningless in relation to teaching action that subsidize pedagogical practice for reading teaching , facets of a inconsistent speech... (Complete abstract click electronic access below)
Dias, Luciana Tavares. "Bibliotecas como livrarias? Repensando fronteiras entre instituições culturais na contemporaneidade". Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/27/27151/tde-06092016-114945/.
This research, seeks to problematize the approach that are being made by libraries to the model adopted by bookstores, starting with the singularities examination of each institution. Aiming to contribute to the construction of conceptual and methodological references, which are necessary to the renewal and to the redefinition processes of libraries - in view of the demand for the expansion of new public - we will seek to discuss the relationships between culture and market, public space and citizenship, and the educational and the training dimensions of the library process of cultural mediation. To this end, we conducted an exploratory research on a Paraisópolis library that develops a singular work, on the threshold between education and culture, contradicting thus the cultural diffusion\'s model based on cultural marketing and supply policy - the model employed by libraries.
Perin, Denise Alexandre. "Mediadores e espaços de leitura: a prática em escolas municipais de presidente prudente /". Presidente Prudente : [s.n.], 2009. http://hdl.handle.net/11449/92273.
Banca: Dagoberto Buim Arena
Banca: Ana Maria da Costa Santos Menin
Resumo: A pesquisa: Mediadores e espaços de leitura: a prática em escolas municipais de Presidente Prudente vincula-se à linha de pesquisa Práticas educativas e formação de professores. Acredita-se que ler literatura é ação essencial, impulsionada pela descoberta do novo, do sentido, da fantasia, do enigmático, do prazer e da fruição. Na escola, a leitura de textos de literatura infanto-juvenil vem sendo trabalhada pelo professor muitas vezes de forma didatizada, tendo anulado o seu potencial estético, criativo e libertador. Essa prática, quando mecanizada, não é suficiente para incentivar a formação do leitor, pois desconhece as possibilidades e a importância dos espaços que colaboram para esse fim. Esta pesquisa teve como objetivo principal analisar como os espaços que mediam a leitura na escola são utilizados. Identificamos dois espaços de mediação nas escolas municipais de Presidente Prudente - a Biblioteca Escolar e o Canto da Leitura. O primeiro, utilizado por todas as escolas, as vezes aberto à comunidade; o segundo, mediado pelo professor, por estar dentro da sala de aula. Consideramos como mediadores de leitura, os professores e os "bibliotecários". Dezoito (18) escolas municipais foram visitadas e o corpus da pesquisa foi composto por sete (7) instituições escolares que trabalham com as séries iniciais. A partir de um questionário, pudemos conhecer as concepções de leitura de 63 professores, que embora coerentes com uma proposta que visa à formação de leitores, após as análises revelaram-se contraditórias e vazias em relação às ações docentes que subsidiam a prática pedagógica para o ensino da leitura, facetas de um discurso inconsistente. Da mesma forma, pudemos conhecer o perfil dos sete (7) "bibliotecários" das escolas pesquisadas. Entrevistas semi-estruturadas com esses profissionais permitiu entender sua formação... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The research: Mediators and spaces of reading :the practice in municipal schools of Presidente Prudente links to the research area Educational practice and teachers formation. It believes reading is essential action, driven by the discovery of the new, of the direction, of the enigmatic, of the pleasure and the enjoyment. In the school, text readings are being developed by the teacher for several times of a schooling way, having annulled its esthetic potential, creative and liberating. This practice, when mechanized, it is not enough to encourage the reader formation, because he/she does not recognize the possibilities and the importance of spaces that collaborate to this purpose. This research had as main aim to analyze how the spaces that mediate reading in the school are used. It was identified two spaces of mediation in the municipal schools of Presidente Prudente-The School Library and The Reading Space. The first, used by all the schools, sometimes opened to the community; the second, mediated by the teacher, that is why he/she is inside the classroom. It was considered as reading mediators, the teachers and the "librarians". Eighteen (18) municipal schools were visited and the corpus of the research was composed for seven (7) schools establishments that work with the first grades. Based in a questionnaire, we could know the reading conceptions of 63 teachers, that although coherent with a purpose that aims readers formation, after the analysis revealed contradictory and meaningless in relation to teaching action that subsidize pedagogical practice for reading teaching , facets of a inconsistent speech... (Complete abstract click electronic access below)
Mestre
Scotland, James. "Participating in a shared cognitive space : an exploration of working collaboratively and longer-term performance of a complex grammatical structure". Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32739.
Ginoulhiac, Michèle. "Muséalités de l'espace urbain : l'œuvre comme dispositif de médiation dans l'espace public au tournant du XXIe siècle". Thesis, Toulouse 2, 2015. http://www.theses.fr/2015TOU20112.
"The Open Air Museum" is the chosen means of communication by some metropolitan areas to promote their artistic heritage. We will question its validity in comparison with the concept of museality, since the principles of the museum are duly convened to legitimize an urban space as a place of memory. The museality, taken in its broader sense, refers to « the cultural value or quality of something conferred upon a museum object », that is to say, the evidential value of the reality it informs. This value "in relation to an ontological aspect of reality is conditioned by its multidimensionality and its vital impact to exceed temporal values by its cultural significance". Yet, if the urban space is a museum, public art calls to review these values that remain too attached to the object. Traditional institutions relied on the lines it established between reality and the museum to give value to museum objects. First, we will see how the reassessment of these limits requires a rethink of all things museality. Second, we will see that these are contemporary visual art practices, whether they are authorized or not, notably installation works and site specific installation works that will accelerate the process of questioning museality. Actually, the visual artist’s research, with regard to the relation of the art work within the space and to the spectator, will permit to envisage a wider concept of what sculpture can be. In particular, they force the inherent qualities of a site to stand out, to record its hybrid identities that, to us, appear to be the key to redefine museum values attached to a more social dimension. Indeed, these values are no longer solely conferred upon the object; the space, situation or an event can be of cultural importance. Also, the concept of museality must integrate ephemeral temporal values of a contingent and precarious nature. These new values can only happen because recording tools have also evolved: photography, internet. Urban spaces, as public places, have always been used as a mechanism for the public demonstration of power and commemoration. Sculpture was the preferred means. However, the public space which becomes, in the twenty-first century, the most complex theatre of issues related to metropolization, keeps the art work as media. Public commissions are increasing due to innovations in architectural or urban planning and value given to heritage. Everything appears to be heading in the direction of an aestheticization of public places where the art work will impose as an essential mediation mechanism. Finally, to clarify the issues of cultural values attached to such a system we will examine real cases, different and complimentary, such as the contribution of contemporary art works on the heritage site of the Palais-Royal, but also the site of La Défense in Paris which proposes more than sixty sculptures along a footpath, or the Toulouse underground which has allocated forty stations to accommodate art works conceived on site. A paradigm shift is necessary, as the criteria used to evaluate art work in an urban space are not the same as those used for art work in an institutional museum. Within the public space artistic organizations, museums and politics meet around common objectives of mediation rather than media coverage, to redefine museality closer to their own social operativity
NASCIMENTO, RENATA GASPAR. "I, WE, ALL OF US... TAMU JUNTO E MISTURADO: CONSTRUCTION OF IDENTITY(IES) AND DISCURSIVE STRATEGIES IN MEDIATIC SPACE OCCUPATION FOR SOCIAL TRANSFORMATION". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=30050@1.
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Este trabalho busca apresentar uma compreensão mais aprofundada da relação entre mídia e transformação social na sociedade contemporânea, propondo, para tanto, uma articulação entre a Análise Crítica do Discurso e a Sociolinguística Interacional na análise do processo de construção de identidade em narrativa de um indivíduo reconhecido como porta-voz de movimentos sociais, em sua participação em uma interação midiática. Os dados da análise são narrativas pessoais encaixadas em argumentos materializadas na participação no programa televisivo Câmara Ligada, veiculado pela TV Câmara, de um dos representantes do movimento Hip Hop no Brasil, o rapper MV Bill - também fundador da Central Única das Favelas (CUFA), escritor e cineasta, nacional e internacionalmente reconhecido por sua luta por transformações sociais, especialmente as relacionadas às diferenças sócioeconômicas, ao preconceito racial e à violência urbana. Com base no método tridimensional para uma análise crítico-discursiva proposto por Fairclough e adotando uma perspectiva flexível do modelo de narrativa laboviano, a análise dos dados se desenvolve em três níveis considerando, para tanto, as alternâncias pronominais; recorrendo às noções de estrutura de participação e formato de produção, de Goffman, bem como aos conceitos de enquadre, de Bateson e Goffman, e de alinhamento, de Goffman, e ao conceito de resistência na narrativização das estruturas sociais conforme proposto por Edwick e Silbey. A análise dos dados identifica as diferentes identidades que MV Bill constrói em narrativas articuladas a argumentos que mobiliza na defesa de sua opinião diante de questões que se referem à relação entre a mídia e as desigualdades sociais; à violência urbana; às mobilizações sociais e aos preconceitos social e racial. Ao mostrar como, situadas em uma interação midiática, essas identidades são narrativamente construídas em argumentos, a análise ressalta as estratégias discursivas mobilizadas para a ocupação do espaço e da agenda midiática por um líder portador da voz da resistência pela transformação social, contribuindo para a compreensão crítica e consciente da importância da mídia (e dos que nela atuam) para o estabelecimento, manutenção e/ou transformação das condições sociais excludentes no atual contexto de profunda redefinição de conceitos e valores que caracterizam o momento histórico do qual estamos participando.
This thesis seeks to provide deeper understandings of the relationship between media and social change in contemporary society, proposing an articulation between Critical Discourse Analysis and Interactional Sociolinguistics in the analysis of the identity construction process occurring in narratives of a subject recognized as social movement spokesman, during his participation in media-interactions. The data for this analysis is formed by personal narratives embedded in arguments materialized in the participation of MV Bill in the television show Câmara Ligada, aired by TV Câmara. MV Bill is one of the most important rappers of the Brazilian Hip Hop movement - he is also the founder of the Central Única das Favelas, CUFA (Central Organization of Slums); writer and filmmaker, both nationally and internationally recognized by his struggle for social change, especially those related to socioeconomic differences, racial prejudice and urban violence. Based on the tridimensional method for critical-discursive analysis proposed by Fairclough and adopting a flexible perspective of Labov s narrative model, the analysis is developed on three levels. For this purpose, the study considers pronominal alternation, resorting to Goffman s notions of structure of participation and format of production, to the concepts of frame as proposed by Bateson and Goffman, as well as to Goffman s notion of footing and to the concept of resistance in narrativization of social structures as used by Edwick and Silbey. The analysis identifies different identities constructed by MV Bill through stories that articulate the arguments he mobilizes in defense of his opinions on issues that concern the relationship between media and social inequality, urban violence, social movements and social and racial prejudices. By showing how, located in a media interaction, these identities are narratively constructed in arguments, the analysis highlights the discursive strategies deployed in the occupation of media agenda and space by a leader who carries the voice of resistance for social transformations. Furthermore, the thesis contributes to enhanced understandings about the importance of the media (and of those who work in it) for the establishment, maintenance and/or transformation of conditions for social exclusion in the current context of profound redefinition of concepts and values that characterize the historic moment in which we are participating.
Rejeb, Bouzgarrou Asma. "Analyse des formes morpho-fonctionnelles urbaines : mise en place d'un indicateur de mutations paysagères de la ville de Monastir entre 1956 et 2013". Thesis, Brest, 2019. http://www.theses.fr/2019BRES0004/document.
The contemporary Tunisian urban landscape, characterized by a strong heterogeneity, wonders about the factors of its emergence. The city of Monastir is an excellent example of the analysis of urban transformations. This city is characterized, especially, by a high urbanization rate of 100% and differential growth in time and space. This research lies into the fields of architecture, urbanism, space syntax and territorial planning. This work questions the evolution of the urban landscape of the municipality of Monastir from 1956 to 2013. An objective is to search for a series of visibility indices on the city dynamics in its context of morphofunctional heterogeneity. This work undertook a gradual logic of apprehension of the urban environment and its cultural continuity.The establishment of a global approach to the spatial structure of the municipality of Monastir, on the diachronic analysis, and on the synchronic analysis, respectively, allowed us to model several facts of urban landscapes. This materializes, in particular, by identifying the genesis of diffuse centralities associated with non-hierarchical socio-spatial forms. These urban phenomenologists’ disparities have led us to adapt current spatial syntax measures in order to provide a better understanding of the reality of the whole environment of the municipality of Monastir, and where the landscape mediation dominates
Cortez, Glauco Rodrigues. "O espaço da comunicação : por uma teoria da mediação social". [s.n.], 2005. http://repositorio.unicamp.br/jspui/handle/REPOSIP/280183.
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas
Made available in DSpace on 2018-08-04T23:47:08Z (GMT). No. of bitstreams: 1 Cortez_GlaucoRodrigues_D.pdf: 18086948 bytes, checksum: bff3ae01e477057d777314391da9d0c8 (MD5) Previous issue date: 2005
Resumo: Este trabalho busca compreender o espaço mediador social,ou seja, um espaço de mediação que as sociedades possuem como uma forma de resolver conflitos e estabelecer consensos. Ele permite também o fluxo de idéias e bens materiais que tomam a vida em sociedade mais organizada, além de fazer com que os assuntos importantes sejam compartilhados ou, ao menos, conhecidos por todos
Abstract: This work tries to understand the space of the social mediationas a place where the societies decide conflicts and establish collective consensus. It also allows to have a flow of ideas and products that become the life in society more organized, besides to make that important subjects are shared or known for all
Doutorado
Doutor em Ciências Sociais
Mendonça, Rosa Helena de. "Educação nas redes: professores em cotidianos de produções televisivas". Universidade do Estado do Rio de Janeiro, 2014. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=7622.
What do professionals in education do in a television production? This research is an attempt to answer this question not only through conversations with the practitioners engaged in television production but also through sources such as edited programmes, arguments , texts and scripts. In doing so, I intend to understand the net of knowledge and meanings related to the so called space-times of action (here understood as an in-between place belonging to both education and communication fields) of these professionals. This work, under the perspective of everyday life studies, is aligned with the research group entitled Curriculum, educational networks and images, from the Education and Image Laboratory of the post graduation program in Education (ProPEd) of the University of Rio de Janeiro State (UERJ). It concentrates in talks with and narratives of educators who worked and have been working either as members of TV Escola which belongs to the Ministry of Education (MEC) or consultants of a particular educational television program entitled Salto para o Futuro. The ones responsible for the pedagogical consultancy of the channels Encuentro and Pakapaka from Argentina have also been interviewed thanks to a doctorate program supported by Capes. The theoretical framework is based on the writings of Michel de Certeau, Nilda Alves and Ines Barbosa de Oliveira; besides them, the contributions of the sociological thinkers Pierre Bourdieu and Boaventura de Souza Santos as well as some representatives of cultural studies such as Jesús Martín Barbero, Nestor Canclini, Stuart Hall, Homi Bhabha, among others, have also been used. Issues about the other and alterity have found inspiration in Carlos Skliar and Jorge Larrosas texts. The possible conclusions made highlight the relevance of the actions of these professionals (teachers) in this space-time television environment
Lavorel, Marie. "Patrimonialiser les mémoires sensibles". Thesis, Avignon, 2014. http://www.theses.fr/2014AVIG1139/document.
The goal of this research project is to become aware of the heritagisation process surrounding sensitive memories which takes place through different modalities regarding the transmission of a complex past. It is to understand by means of a real situation the inner workings of mediatic configurations that allow us to ensure the upholding of a temporal and symbolic continuity based on the present and within a cultural institution. We position ourselves from an anthropological and communicational standpoint. We consider heritage from a relational angle, examining human transmission and seeing it as a social and symbolic practice, uniting on a public stage different actors who share the construction of a social imaginary for the purpose of maintaining temporal continuity and social cohesion.Our field research at the Museum of Resistance and Deportation allowed us to follow the entire updating process of the exhibition space dedicated to deportation, and raised the question of how a sensitive memory’s heritage is written, transcending the severing of relationships, meaning and time, amidst its traumatic nature. We have observed and analysed this specific heritagisation process utilising participative museological measures under three axes – relational, symbolic and temporal – and following three levels of the process’s construction.The studied process reveals a new shared authority materialised between the different memories and the different varieties of knowledges. The museum’s consultation framework is an opportunity for those bearing sensitive memories, both on the members of the resistance side and on the Jewish community’s, to meet. It is therefore possible to ponder deportation not in terms of contesting memories, but in terms of sharing different memorial experiences, establishing the grounds for a possible construction of common values.Many of these results achieved through secondary field research have led us to examine the necessary conditions for the heritage implementation of a sensitive memory. We reach the following conclusions: the historiographical process must be finalized or at least essentially completed for the heritagisation to be operative; a balanced memorial climate and the request for the heritagisation process must come from the memorial community in question. On a larger scale, these results have led us to question the writing of current history
Depoux, Anneliese. "Espaces autres de la littérature. Le patrimoine littéraire à l’œuvre hors le livre". Thesis, Paris 4, 2013. http://www.theses.fr/2013PA040199.
At the heart of this dissertation is the objective to observe literature through its « media metamorphoses », with a particular emphasis on the literary representations that appear in the social realm once a text assumes a form less academic than that of a book. Intrigued by the space occupied by literature in the symbolic economy of contemporary public space, we have chosen to question the ordinary circulation practices of literary texts in our everyday lives. Our analysis examines the « publicity » (Habermas) of a textual object invested with literary value, with a focus on scenography. Our principal subjects of analysis are city spaces and tasks that compose our daily routine: transportation, trade, and recreation. These subjects manifest as three situated experiences of literature: the metro, merchandising and museums. Observing the emergence of literature in the common space, we have examined situations of communication that contest the value given to literary objects when they are publicized outside of the traditional « book space ». The theoretical framework of this research is the opportunity to reinvest the notion of the literary object, looking at the varied discursive regimes of its inscription in the social world through the expositive dimension. The empirical part of this research considers the deployment of literary space and envisions the question of literarity in situ in the urban polyphony. Through these scriptural incarnations, the goal is to study the forms of another consumption of the literary object and the representations that are constituted through the editorial gest as it occurs outside of the book
Motoyama, Juliane Francischeti Martins. "Bebeteca : engatinhando entre livros /". Presidente Prudente, 2020. http://hdl.handle.net/11449/192322.
Resumo: Esta tese, intitulada “Bebeteca: engatinhando entre livros”, está vinculada à Linha 2, “Processos Formativos, Ensino e Aprendizagem”, do Programa de Pós-Graduação em Educação, da Faculdade de Ciências e Tecnologia (FCT) da Universidade Estadual Paulista (UNESP), de Presidente Prudente - SP. A bebeteca é um ambiente de leitura que abriga crianças pequenas, de zero a três anos de idade, com a função de aproximá-las das práticas de leitura e da função social da biblioteca, considerando as dimensões dos gestos embrionários de leitura: Espaço-temporal; Modal; Objetal e Relacional (GIROTTO; SOUZA, 2015). A partir de um estudo prévio, percebemos que no Brasil, no ano de 2018, existiam pouco mais de setenta escolas das redes de ensino públicas e particulares que contavam com tal espaço e, em nosso ambiente de estudo, eram apenas duas. Diante dessa realidade, consideramos a necessidade de estudar e de conhecer melhor as singularidades da bebeteca na formação dos bebês leitores, de modo a contribuir para expansão desses espaços. O objetivo principal desta pesquisa é caracterizar a configuração de bebetecas e de mediação de leitura a partir das etapas de desenvolvimento infantil e suas necessidades e verificar como as auxiliares de biblioteca escolar do sistema municipal de ensino participantes do curso de “Dinamização dos Espaços de Leitura” concebem/organizam espaço e acervo para coletivamente propor mudanças que construam uma bebeteca real. Os objetivos específicos são: investigar co... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This thesis, titled “Baby’s first library: crawling among books” (‘Bebeteca’, from Portuguese bebe = baby + Greek ϑήκη/teca = depot), belongs to Line 2 of the Postgraduate Program in Education, School of Science and Technology (FCT), of Universidade Estadual Paulista (São Paulo State University) (UNESP) - Presidente Prudente campus, called “Formation Assessments, Teaching and Learning”. The baby’s first library is a reading environment in which houses infants and toddlers, from age zero up to three years, in the sole function of bringing them closer to the reading practices, and the social function of a library, considering the dimensions of the reading practice embryonic gestures: Time-space; Modal; Object and Relational (GIROTTO; SOUZA, 2015). From a previous study, we noticed that in the year of 2018, in Brazil, there were slightly more than seventy public and private schools that had the aforementioned room of a baby’s first library, and in our study place, there were only two. Facing this reality, we considered the necessity of studying and knowing better the singularities of a baby’s first library related to the building tof baby readers, in order to contribute to the expansion of these rooms. The main objective of this research is to describe the setting of a baby’s first library, the reading mediation stemming from the early childhood development stages and its needs, and to verify how the school library assistants in the local teaching system and participant schools ... (Complete abstract click electronic access below)
Doutor
Gayer, Priscila. "Mediações culturais e a experiência turística no espaço urbano: formalidades do olhar turístico sobre a cidade de Buenos Aires". reponame:Repositório Institucional da UCS, 2008. https://repositorio.ucs.br/handle/11338/282.
Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-05-19T19:00:25Z No. of bitstreams: 1 Dissertacao Priscila Gayer.pdf: 10007126 bytes, checksum: ff08c7989d06c74a4044d8f6752dfbae (MD5)
Made available in DSpace on 2014-05-19T19:00:25Z (GMT). No. of bitstreams: 1 Dissertacao Priscila Gayer.pdf: 10007126 bytes, checksum: ff08c7989d06c74a4044d8f6752dfbae (MD5)
The first subject introduced is concerned with the Cultural Mediation and its concrete implications in the structuring of meaning process. Throughout the theory s arrangements presented, the cultural mediations are understood as symbolic boundaries which shape people s conceptions and actions. In addition to this perspective, the discussion of tourist experience s characteristics is articulated to develop a theoretical ground in order to raise the main research problem. Thus, the investigation proposal set aims at elucidating the influence s dimension of the Social Representation of Tourist Attraction in the meanings produced by the tourist and by the ones who produce the tourist interpretation about the place to be lived in the tourism context. Regarding these issues, the symbolic background that feeds the conception of tourist attraction was brought to light. The Discourse Analysis was fundamental to achieve this result and, beyond it, the method used permitted another concept to be found out: the urban space attractivity. This last term express the fluid meanings existents in everyday life, the ones which words can not fully reach. Due to the word s insuffiency to symbolize this sort of significance, the image is applied as a proper resource to expose the attractivity of Buenos Aires and, for that matter, the Visual Anthropology is worthy.
Li, Xuemei. "Identity re/construction of cross-cultural graduate students". Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1130.
Freitas, Susy Elaine da Costa. "Crítica expandida: um estudo do espaço acústico da crítica cinematográfica na web". Universidade Federal do Amazonas, 2013. http://tede.ufam.edu.br/handle/tede/2770.
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Throughout its history, cinema has been a cultural phenomenon of great popularity. On the other hand, the changes it faces along the way are also closely linked to that culture. Likewise, film criticism studies cinema from a theoretical bias taking such transformations into account when its productions is about both filmic forms and the way film criticism is produced and disseminated. In this thesis, one sought to understand how the film criticism is configured from the use of hypertext networks on the web for its production, starting from the point of view of Comuncational Ecosystems to understand a phenomenon that presents itself in an mediatic communication environment. With such purpose, one used the concept of Expanded Cinema, coined by Gene Youngblood (2001), as a basis for studying film criticism created from these networks in their complexity. The concept of Acoustic Space, developed by Marshall McLuhan (1964, 1971, 1980), also provides the basis for thinking about the communication phenomenon in all its complexity and in a systemic way. It was elaborated an observation script for the site chosen for the empirical cut, Metacritic (http://www.metacritic.com) to perform a data collection, which took place between 3 December 2012 and 3 January 2013, in order to monitor the formation of the hypertext network of the film criticism posted on the site. The research concludes that film criticism on the web can be thought as Expanded Criticism that takes place in an acoustic space, since it is beyond a two-dimensional spatiality. The performance of the reading done by the internet user creates this expanded criticism through a haptic visuality that allows one navigate through the content. The enjoyment of expanded criticism is beyond its hypertextual nature and it is also sensory, cognitive and multimedia, implying an experience, from the ecosystemical standpoint, focused on relations.
O cinema se mostra, ao longo de sua história, um fenômeno cultural de grande popularidade. Por sua vez, as mudanças que ele enfrenta nesse percurso também estão intimamente ligadas a essa cultura. Da mesma maneira, a crítica cinematográfica pensa o cinema a partir de um viés teórico levando essas transformações em consideração tanto ao refletir sobre as formas fílmicas quanto na maneira como essa crítica é produzida e veiculada. Nesta dissertação, buscou-se compreender de que maneira a crítica cinematográfica se configura a partir da utilização de redes hipertextuais na web para sua produção, partindo então do ponto de vista dos ecossistemas comunicacionais para compreender um fenômeno que se apresenta em um ambiente comunicacional midiático. Para tal, utilizou-se o conceito de cinema expandido, cunhado por Gene Youngblood (2001), como base para estudar a crítica criada a partir dessas redes em sua complexidade. O conceito de espaço acústico, desenvolvido por Marshall McLuhan (1964; 1971; 1980) também serve de base para pensar o fenômeno comunicacional em toda a sua complexidade e se maneira sistêmica. Foi elaborado um roteiro de observação do site escolhido para o recorte empírico, o Metacritic (http://www.metacritic.com), para a realização da coleta de dados, que aconteceu entre os dias 3 de dezembro de 2012 e 3 de janeiro de 2013, com o intuito de acompanhar a formação da rede hipertextual da crítica veiculada no site. A pesquisa conclui que a crítica cinematográfica na web pode ser pensada como uma crítica expandida que se dá em um espaço acústico, uma vez que está para além de uma espacialidade bidimensional. A performance da leitura feita pelo internauta cria essa crítica expandida através de uma visualidade tátil que permite navegar pelo conteúdo. A fruição da crítica expandida vai além do hipertextual, sendo também sensória, cognitiva e multimídia, implicando em uma experiência, do ponto de vista ecossistêmico, focada em relações.
Tavilla, Valériane. "Imaginaire du terroir et territoire de communication sensible". Thesis, Dijon, 2012. http://www.theses.fr/2012DIJOL019.
The aim of this thesis is to understand terroir as a tangible communication territory, starting with the lack of conceptual translation in foreign language. Terroir comes to rest in a social space characterized by fleeing models, above and beyond Law, History and Agronomy. Food and eating become the space of contradictory signs for the “social eater” attuned to hedonism and control. The object seduces him to satisfy his desires for authenticity and taste. Discourses and scenes show terroir in an imaginary world, made up of food patrimony and symbolic identity. But it arouses tensions because economic actors take it hold of it. A review of the history and rules about terroir’s provokes its confrontation with everyday reality and reveals its polysemy. Certain differences of meaning exist between criteria established by norms and the eater’s practices toward “nostalgic food”. The study of terroir as a social construct proceed through paradigmatic displacement, from beliefs and labels, to terroir’s mediations in devices. They create meaning around know -how and certain values. The aims, here is to demonstrate that multiple significations coexist and to study how the mediations of terroir’s logic of the senses in figurative spaces are created. We then tested it in two spaces similar to symbolical public spaces: consumers‘s association and internet forum