Rozprawy doktorskie na temat „Environment paradigm”

The expansion of Built Environment Education into art programs is a relatively recent phenomenon but very timely. The need to develop in students an understanding of their living environment is urgent as they inherit a world that is experiencing the depletion of its resources and erosion of its ecological balance.
There is a fundamental need for more comprehensive curriculum planning in built environment education. The goal of this research is to develop a curriculum paradigm that can be used to create curriculum plans and instructional designs for built environment education as part of the art class in secondary schools.
The built environment content of this curriculum paradigm is based on the active investigation of the students' internal world with all its different perceptions and lived experience and how this affects their understanding of the greater built environment. Through a more intense investigation of the greater built environment, the students will then analyze the effect that this environment has on their own perceptions and living habits. By developing a more conscious understanding of the built environment, the students will be better equipped to make informed decisions on how to better adapt to or change their environment.
A guiding principle for the curriculum paradigm was to ensure that the introduction of a new subject area, such as built environment education, into art education curriculum involved processes of creativity and discovery along with self-reflective and participatory action for both the teacher and students. To be effective, the content material must not only be accessible through the traditional modes of academic literature research but also made valid through observation, reflection and interaction with the particular built environment of the teacher and students themselves.
Vigilance and active participation in the process of urban change are vital. These changes can only be effective and enduring if we acknowledge the capacity of the built environment to enrich our lives as private and communal beings.
One of the essential goals of this curriculum paradigm is to capture the excitement and potential that the built environment offers as a pervasive agent for understanding and celebrating constructed past, present and future.

The research was to examine the issue of environmental determinism. It was an ideology that was prevalent throughout the early decades of the 20th century that held that the natural environment was responsible for virtually all human development. It helped bring the study of geography into the venue of postsecondary education, where it was viewed as a tool for study of human activities. It was a new science inspired by Darwinism that viewed human adaptation to the natural environment as critical to socialization. Relying on historical sources, the purpose of the study was to reveal how environmental determinism became a controversial extension of an ancient belief system. It played a role in religious thought, philosophy, and the rise of the social sciences. It likely dates back to the Neolithic epoch in which cultures explained the mysteries of the natural world in terms of fearsome anthropomorphisized elements. Today, the gods and goddesses have fallen by the wayside, while environmental determinism has not. Eventually, the ideology lost its major supporter and then became a topic of disapproval. However, it was never entirely disproven, but it did fall from grace. And, it is a belief that has persisted for centuries. It was central to Calvinism and some versions of Protestantism that were relocated to North America where it took root. In view of the evidence, it is proposed that environmental determinism be reopened for reassessment and debate. It is manifest that future generations be apprised of the potential problems that it may inspire. To paraphrase Ellen Churchill Semple, the study of humans without consideration of the earth, would be like studying cactus without consideration of the desert.

Thesis (M.S. in Information Technology Management) Naval Postgraduate School, March 1998.
Thesis advisor(s): John C. McEachen, Carl R. Jones. "March 1998." Includes bibliographical references (p. 95). Also available online.

Recent advances in computer hardware have not been matched by comparable advances in computer software, inhibiting the production of reliable software at greater levels of productivity. Development of software is restricted by the so-called "maintenance backlog". Productivity in the maintenance sector has not kept pace with increasing annual labour costs, making the maintenance of software the major item in the budget, of organisations responsible for the development and maintenance of software. Gains in productivity can be anticipated by the exploitation of software-maintenance tools, within the framework of an Integrated .Software Maintenance Support Environment (ISMSE). for which a high-level design has been proposed in this thesis, offering comprehensive support for all phases of the software life-cycle, particularly the maintenance phase. A key factor in the reliable modification of software is the time taken to gain the prerequisite understanding, by a study of the system's documentation. This documentation degrades over a period of time, becoming unreliable, inhibiting maintenance of the software, which may be a large capital asset, ultimately, the software may become impossible to maintain, requiring replacement. Understanding gained during maintenance is wide-ranging and at various levels of abstraction, but is often NOT well-recorded, since no effective documentation system exists for recording the maintenance history of large software systems. The documentation paradigm in this thesis, used within the framework of an ISMSE, aims to provide a means of recording the knowledge gained during maintenance, facilitating easier future maintenance, and preserving the reliability of the documentation, so reducing the time required to gain an understanding of the software being maintained. This provides a powerful means of increasing productivity, while simultaneously preserving a valuable capital asset.

An ecological paradigm shift from the "balance of nature" to the "flux of nature" will change the way we aesthetically appreciate nature if we adopt scientific cognitivism-the view that aesthetic appreciation of nature must be informed by scientific knowledge. Aesthetic judgments are subjective, though we talk about aesthetic qualities as if they were objectively inherent in objects, events, or environments. Aesthetic judgments regarding nature are correct insofar as they are part of a community consensus regarding the currently dominant scientific paradigm. Ecological science is grounded in metaphors: nature is a divine order, a machine, an organism, a community, or a cybernetic system. These metaphors stimulate and guide scientific practice, but do not exist independent of a conceptual framework. They are at most useful fictions in terms of how they reflect the values underlying a paradigm. Contemporary ecology is a science driven more by aesthetic than metaphysical considerations. I review concepts in the history of nature aesthetics such as the picturesque, the sublime, disinterestedness, and formalism. I propose an analogy: just as knowledge of art history and theory should inform aesthetic appreciation of art, knowledge of natural history and ecological theory should inform aesthetic appreciation of nature. The "framing problem," is the problem that natural environments are not discrete objects, so knowing what to focus on in an environment is difficult. The "fusion problem" is the problem of how to fuse the sensory aspect of aesthetic appreciation with highly theoretical scientific knowledge. I resolve these two problems by defending a normative version of the theory-laden observation thesis. Positive aesthetics is the view that insofar as nature is untouched by humans, it is always beautiful and never ugly. I defend an amended and updated version of positive aesthetics that is consistent with the central elements of contemporary ecology, and emphasize the heuristic, exegetical, and pedagogical roles aesthetic qualities play in ecological science.

A growing number of enterprise applications on the Internet ranging from banking transactions to business management make use of real-time collaboration. Simultaneous access from any device to any set of applications shared among many users is a hot area of research and development. This thesis designed a thick-client for real-time collaboration supporting the applications development and interoperability. It introduces a new programming paradigm, algorithms and protocols to bring real-time collaboration to a web-based platform. Its component-oriented metamorphic architecture supports a run-time scalable multi-desktop environment connecting client applications through automated remote procedure call and the object request broker pattern while providing new mechanisms for dynamic resource loading. The new architecture supports unsolicited server control actions on the client using an event model to simulate interruptions and sustained user-activity during network failure. Results obtained validate the correctness of the approach and the feasibility of an extensible web-based platform for real-time collaboration.

This Master thesis is an exploratory study that had the initial aim to research leadership in distributed teams, but, which ended up changing the focus as a result of unexpected findings. Therefore, the study refocused on collaboration in distributed teams with the purpose to explore the work environment of distributed teams from a collaborative perspective, with the aim of trying to develop an in‐depth understanding of the factors that contribute and challenge the cohesion in these teams. Furthermore, our aim was to present our findings in a model, which would describe the collaborative environment in distributed teams. Our research design was a single case study with embedded cases, overall 13 interviews were conducted representing leaders and members of hybrid distributed teams, which gave rich and descriptive data of their collaborative environment. Our empirical findings showed that structure has a significant impact on collaboration. This led to another finding, which states that management skills are more relevant than leadership skills in the virtual context. Furthermore, we could also identify several challenges, which were not explicitly approached in previous literature. Limitations/Implications: Our research is limited to a single case study, therefore future investigations including several cases or companies from different industries would be advised to strengthen the findings. Our research project contributes to the existing literature, by extending the research field of collaboration in distributed teams, while also having implications for companies, which have employees across the world and thus, consider developing or implementing this specific work unit.

One of the overarching goals for military aircraft sustainment is to keep a high proportion of aircraft available despite the need for maintenance. Traditional solutions to this problem require conservative resource estimates, but this is costly. In recent years an overall paradigm shift towards affordability has created pressure to find other options for achieving high values of fleet level metrics. Past efforts at increasing affordability have had mixed success, and as a result such strategies need to be tested early on in the lifetime of a product, ideally before the product is ever fielded. In order to provide the ability to evaluate the effects of sustainment decisions such as different maintenance paradigms and cost goals, this thesis develops a sustainment modeling environment, known as Sustain-ME, to facilitate open analysis based on the best information available. The goal of creating Sustain-ME is to allow decision makers to define a sustainment scenario and compare different decisions of interest on a common basis. Sustain-ME is a discrete event simulation, which means it efficiently provides a reasonable prediction of operational behavior. This thesis describes the information used to construct Sutain-ME, including the assumptions made for many of the parameters of the modeled sustainment process. It next verifies the behavior of the different elements that make up the sustainment model including operations, maintenance, maintenance paradigms, and the supply chain. Finally a methodology for using SustainME is defined and a demonstration of the types of studies Sustain-ME was built to perform is shown. The demonstration compares three different maintenance paradigms: reactive maintenance, condition based maintenance, and a novel CBM paradigm known as CBM-MiMOSA.

The future of building design may need to go beyond ‘green’ and ‘sustainable’ design approaches if it is to reverse the negative environmental effects of human development and urbanization. Regenerative development is an approach to building design that aims to enhance, rather than diminish, the social-ecological systems in which it is embedded by establishing ongoing mutually beneficial relations between humans and nature. This approach is deeply founded on an ecological (i.e., biocentric) worldview and, amongst other key concepts, considers the built environment as a network of complex interconnected and interdependent social-ecological systems. When considering interactions amongst social-ecological systems in the built environment, the notion of resource exchange is fundamental, and with it, a rethinking of the social institutions that influence and/or determine how resource is exchanged – including the concept of ownership. Notions such as ownership, property, and appropriation are social constructs that influence human interactions and the way they relate to their natural environment. Many suggest the reason why standardized governance institutions fail to adequately address today’s major social and environmental challenges in modern industrialized societies is perhaps related to a mechanistic (i.e., anthropocentric) view of the world. In this worldview, the complexity embedded in the concept of ownership is often reduced to its economic understanding. An alternate anthropological conceptualization focuses on evolving human and natural property relations, and holds important intellectual value for the design of regenerative building systems. The objective of this thesis is to develop greater understanding to the role of ownership in the built environment, and particularly in the design of regenerative building systems and the advance towards regenerative sustainability in social-ecological systems. This thesis explores the institutional ownership framework and socio-ecological conditions that enabled the realization of the Centre for Interactive Research in Sustainability, a relevant example of a building project incorporating regenerative development principles located at the University of British Columbia. Results suggest that a shift towards a ‘relational’ ownership paradigm in the built environment will require a set of institutional, methodological, practical and value-based adaptations, resulting in fundamental changes to a building’s project boundaries, connectivity, and potential for resource exchange.
Applied Science, Faculty of
Architecture and Landscape Architecture (SALA), School of
Graduate

There are myriad examples of virtual communities and environments available for collaborative activities. However, most of these environments are confined to the desktop and thus preclude collaboration while users are on the move. Through a scenario-based design process, this article establishes the importance of mobile collaborative environments that are readily accessible for users on mobile devices. The element of mobile accessibility for collaborative environments renders them ubiquitousâ they can be used anywhere and at any time. A working prototype is then presented that has been developed to supplement an existing desktop-based online virtual community. The prototype illustrates a generic, extensible and platform-independent architecture for translating a desktop collaborative environment into a mobile system. Based on the prototype, we also foresee its application for users in fieldwork settings, particularly for learning and educational activities of teachers, students, and peers through collaboration in a distributed environment.
Master of Science

Despite research suggesting the superiority of face-to-face communication in the transmission of vital information and contrary to the lack of productivity/profitability evidence for IT in general and multimedia in particular, classroom style Occupational Health, Safety and Environment (OHSE) inductions in Australia are increasingly being replaced by interactive multimedia. The research described in this thesis investigates this trend. On the practitioner side, it contributes to the knowledge base of OHSE and multimedia professionals and practitioners by describing the paradigm shift to the use of multimedia in OHSE inductions. The research describes current practice including the delivery media and content of the inductions. On the theoretical front, this research uses the data collected in achieving the practice-oriented objective to test theoretical aspects of the paradigm shift to the use of multimedia in OHSE inductions. Case study data was collected from 21 adopting organisations that were paired across industry sectors. The data included personal interviews with the OHSE managers and analysis of their multimedia OHSE inductions. A number of theoretical platforms were tested including Technology Push/Market Pull, Unique Selling Propositions (USP), Product Positioning, the Technology Acceptance Model (TAM2), Media Richness Theory (MRT), the Productivity-Profitability Paradox (PPP) and the role of Disruptive and Revolutionary technologies in paradigm shifts. Adoption by others (the ‘herd’), Demonstratability, Job Relevance, Image and Output Quality were identified as important change factors. The PPP was both contradicted and supported – multimedia was found to be very cost effective, but on the other hand ‘profits’ were traded away before they hit the bottom line. Major factors in influencing enterprises to ‘take the leap’ were transaction efficiency (more inductions, employing less infrastructure, delivered in less time) and the superior consistency of multimedia delivery. Keywords: Occupational Health, Safety, Environment, Paradigm Shift, Multimedia, Technology-Push, Market-Pull, USP, Product Positioning, Technology Acceptance Model, TAM, Media Richness Theory, MRT, Duty of Care, DOC, Productivity Paradox, Profitability Paradox, Information Productivity, Transaction Efficiency

This doctoral thesis examined the paradoxically difficult integration of Social Network Analysis (SNA), as a principal analytical approach, in the supranational intelligence and law enforcement environment of Europol. This real-world problem was systematically investigated with the use of an exploratory mixed methods design. Initially, a questionnaire survey, focussing on the perceptions of the whole population of Europol’s operational analysts (N=77) and achieving a high response rate of 75% (n=58), helped identify key barriers to SNA integration. Thereafter, in-depth thematic analysis of five semi-structured interviews contributed to better understanding of the identified barriers. Lastly, a topical literature review facilitated the theoretical application of empirical results. In this way, the study traced the possible causes of the research problem and shed light into the highly constrained operational role of Europol making two important theoretical contributions: the “basic work phenomenon” and the “input (procedural) legitimacy-innovation” hypothesis. Specifically, it was found that Europol’s transformation into an EU Agency in 2010 – with a “light” criminal information role and a preoccupation with elementary intelligence production and input (procedural) legitimacy gains – actually weakened its epistemic authority and output legitimacy, impeding the integration of the innovative network paradigm. Alternative explanations, such as Europol analysts’ anti-epistemic inclinations and resistance to change, did not account for the magnitude of the observed phenomenon. The thesis fills an empirical and theoretical gap in extant literature on EU Agency governance and furthers understanding of the inner workings of Europol. Based on novel and quite informative evidence, the study argues that the dominance of Eurosceptic views and national sovereignty concerns has raised high political and bureau-political barriers sidelining Europhile orientations in the sensitive area of EU law enforcement cooperation. The findings suggest that the main policy challenge for this EU Agency is to find a better balance between its political and epistemic authority and input (procedural) and output legitimacy.

Women are currently underrepresented in the Science, Technology, Engineering, and Mathematics (STEM) fields. The purpose of this thesis is to explore how this underrepresentation translates to a gender gap in the field of technical communication and how this gap causes women to challenge the predominant objectivist paradigm in the field. Through an investigation of peer-reviewed journal articles, periodicals, critical theory, and articles published in online magazines such as Slate, I identify the gendered nature of modern technology and discuss to what extent a shift in the predominant paradigm has occurred in the professional arena. In looking at several theoretical approaches and contemporary examples, I conclude that a significant paradigm shift has not in fact occurred due to an underlying, culturally promoted sexism. Additionally, I conclude that neither new approaches in the technical communication classroom, nor attempts to increasingly include women in the technological fields will result in a significant paradigm change by themselves. I also point to a need for further meaningful research in how sexism influences the professional world as well as a more thorough conversation regarding a fundamental shift in workplace relations between the genders.
M.A.
Masters
English
Arts and Humanities
English; Technical Communications

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Favelas of Rio de Janeiro have been historically elaborated as deforestation, risk areas, poverty and violence, problems that affect 'the marvellous city'. Through history therefore, these were the meanings imposed to favelas by public policies. However, and against all odds, selected favelas were discovered by tourists, just before the Earth Summit - Eco 92, the United Nations Conference on Environment and Development, based in Rio. Between 1990 and 2000, these favelas consolidated as tourist attractions competing with Corcovado and Sugar loaf. The controversial visits were accused of being 'poverty safaris' or 'poverty zoos'. In the 2000s, the State recognized these areas as tourist attractions and stimulated the commercialization of favelas in the context of megaevents, which came with urbanization policies such as the Growth Acceleration Program (PAC) and Carioca Living (Morar Carioca), and a new public security policy the Pacifying Police Units (UPP). The social version of these projects has put tourism on the agenda. Consultants, analysts and technicians were hired to carry out studies of potentialities and capacities of favela residents to undertake tourism business which expanded and crossed the borders of the southern zone, reaching the centre, north and west of the city, in smaller proportions. While it spread, this tourism specialized and differentiated itself. Tourists could find the most diverse experiences in favelas, from the local gastronomy, museums, art gallery, to luxurious lodgings, parties and funk dances, that gathered cariocas and tourists in expensive spaces inside favelas. This expansion / transformation came to be perceived as a problem. The increase of economic value inside favelas areas began to reach those who could no longer remain in these places. The most diverse movements of resistance appeared, from those that go against the tourism in favelas, to those who want to be part, but in its way. In this context, I have found proposals for community-based tourism that have gained strength in local discourse as an alternative to mass tourism, and ecotourism proposals, combining elements of community-based tourism with preservation of the environment. Thus, with the theoretical framework of the New Mobility Paradigm (Sheller and Urry, 2006, 2016) and the phenomenon of the traveling favela (Freire-Medeiros, 2013), I analysed community-based tourism and ecotourism initiatives, seeking to understand their origins and proposals of an alliance between tourism and the environment. For that, I performed a multisited ethnography, where I moved through the expansion of tourism in Rio de Janeiro favelas in the context of megaevents. Throughout the research, I noticed that tourism and the networks it mobilizes have put in dispute new meanings for the favelas, and in the specific case of this thesis, the anti-ecological favela contestation. Thus, I present the various speeches of State, consultants, analysts and local entrepreneurs who mobilized for or by the expansion of tourism in favelas reflected on the past, present and future of favelas.
As favelas do Rio de Janeiro foram historicamente elaboradas como desmatadoras, áreas de risco, lócus da pobreza e violência, problemas que acometem 'a cidade maravilhosa'. Através da história, esses foram os significados impressos às favelas através de políticas públicas. No entanto, na contramão do que se podia esperar, seletas favelas foram descobertas pelos turistas, as vésperas da Eco 92, Conferência das Nações Unidas sobre Meio Ambiente e Desenvolvimento, sediada no Rio em 1992. Entre os anos 1990 e 2000, essas favelas se consolidaram como atrativos turísticos da cidade, concorrendo inclusive com Corcovado e Pão de Açúcar. As polêmicas visitas foram pauta de matérias jornalísticas e apelidadas como 'safari da pobreza' ou 'zoológico de pobres'. Nos anos 2000, o Estado passou a reconhecer essas áreas como atrativos e ainda a estimular a comercialização turística das favelas no contexto dos megaeventos, o que foi acompanhado por novas políticas de urbanização como o Programa de Aceleração do Crescimento (PAC) e o Morar Carioca, e novas políticas de segurança pública como as Unidades de Polícia Pacificadora (UPP). A versão social desses projetos colocou o turismo em pauta. Consultores, analistas e técnicos foram contratados para realizar estudos de potencialidades e capacitações para moradores de favelas empreenderem, dentre outras áreas, no turismo, que se expandiu e atravessou as fronteiras da zona sul, chegando ao centro, zona norte e zona oeste da cidade, em menores proporções. Ao mesmo tempo que se espalhou, esse turismo especializou-se e diferenciou-se. O turista passou a encontrar as mais diversas experiências em favelas, desde a gastronomia local, museus, galeria de arte, albergues e hospedagens mais luxuosas, até às festas e a volta de seletos bailes funk, que passaram a reunir cariocas e turistas em espaços mais elitizados e caros. Algumas favelas passaram a ver nessa expansão / transformação um problema. A valorização econômica da favela passou a atingir aqueles que não conseguiam mais se manter neste local e acompanhar as mudanças. Apareceram os mais diversos movimentos de resistência, desde aqueles que vão contra o turismo em favelas, aos que querem fazer parte, mas a seu modo. Neste contexto, encontrei propostas de turismo de base comunitária que ganharam força no discurso local como alternativa ao turismo de massa, e propostas de ecoturismo, aliando elementos do turismo de base comunitária a preservação do meio ambiente. Assim, tendo como referencial teórico o Paradigma das Novas Mobilidades (Sheller e Urry, 2006, 2016) e o fenômeno da traveling favela (Freire-Medeiros, 2013) analisei as iniciativas de turismo de base comunitária e ecoturismo, buscando compreender suas origens e propostas de aliança entre turismo e meio ambiente. Para tanto, realizei uma etnografia multissituada, onde me movi pela expansão do turismo em favelas cariocas no contexto dos megaeventos. Ao longo das pesquisas, percebi que o turismo e as redes que mobiliza, colocaram em disputa novos significados paras as favelas, e no, caso especifico desta tese, a contestação da favela antiecológica. Assim, apresento os diversos discursos de representantes do Estado, consultores, analistas e empreendedores locais que mobilizados para ou pela expansão do turismo em favelas refletiram sobre passado, presente e o futuro das favelas.

The goal of this paper is to offer new insights into the climate change debate by shifting away from the heated anthropologic arguments that dominate politics, media, and popular science. Instead, I choose to rely on the long-term impacts of a changing climate on our planet. The paper begins with a break down of key processes involved in short-term and long-term climate change, using the latest research. After a foundational understanding of climate sciences is established, we will discuss the failure of the climate change debate in educating the general public about the facts of a changing climate. Finally, the importance of long-term foresight in climate policy and education, and how this perspective could drastically progress the climate debate, will be discussed.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
Introdução − A separação entre as diferentes formas de conhecimento como o mito, a filosofia, a teologia, a ciência moderna, a arte, as tradições de sabedoria, a experiência e, mais recentemente, entre as diferentes áreas e entre as disciplinas acadêmicas, sem a sua subsequente articulação, tem sido uma causa central de ampla gama de problemas sociais, ambientais e humanos, e tem dificultado a resolução de grande número de problemas complexos cada vez mais presentes nas fronteiras entre as disciplinas acadêmicas, e nas fronteiras entre estas e os conhecimentos não-acadêmicos e na sociedade em geral. Objetivo − Verificar as especificidades e relações existentes entre duas novas formas ou modalidades de conhecimento: a interdisciplinaridade e a transdisciplinaridade, e suas possibilidades de respostas a esses tipos de problemas que não podem ser tratados adequadamente por abordagens monodisciplinares e que, às vezes, não podem ser tratados de maneira satisfatória utilizando-se apenas os saberes acadêmicos. Métodos – Exploração histórica dos quatro grandes modelos ou formas de conhecimento que estruturaram o pensamento do Ocidente europeu ao longo dos últimos 2500 anos: mitológico, filosófico, teológico e científico, buscando verificar em cada um desses modelos o movimento de separação/exclusão ou separação/articulação com o(s) modelo(s) anterior(es) (Parte I). Pesquisa quantitativa (meta-análise) em três bases de dados eletrônicas acadêmicas, a primeira na área da Educação, a segunda na área das Ciências da Saúde e a terceira na área do Meio Ambiente, buscando verificar, retrocedendo década a década, a utilização dos termos interdisciplinaridade, interdisciplinar, transdisciplinaridade, transdisciplinar em artigos científicos nessas três áreas (Parte II); e pesquisa quantitativa (meta-análise) em uma base de dados eletrônica de alcance geral, buscando verificar, retrocedendo década a década, a utilização desses mesmos quatro termos em inglês, português, francês e espanhol nas publicações em livros (Parte II). Pesquisa qualitativa em trinta e nove artigos científicos selecionados em três bases de dados acadêmicas, utilizando a metodologia da análise de conteúdo para obter dados para duas unidades de análise: as definições de interdisciplinaridade e/ou transdisciplinaridade nas quais o(s) autor(es) de cada artigo se apoiam; o tipo das relações que neles se estabelecem entre as disciplinas e a pessoa humana (Parte III). Exploração teórica de autores de referência nos campos da interdisciplinaridade e da transdisciplinaridade, bem como de alguns congressos internacionais sobre esta temática que se mostraram muito relevantes para o seu aprofundamento (Parte IV). Conclusões – Os dados demonstram que (a) os campos específicos da interdisciplinaridade e o da transdisciplinaridade, sua distinção e relação, eram confusos até o início da década de 1990, mas que, desde então, há uma clareza cada vez maior a respeito do objeto, do método e da finalidade dessas duas novas formas de produção do conhecimento nas áreas da Educação, das Ciências da Saúde e do Meio Ambiente. Além disso, foi possível verificar que: (b) a interdisciplinaridade é uma resposta para a articulação entre as disciplinas acadêmicas, tanto as epistemologicamente próximas quanto as distantes; e (c) que, nas áreas da Educação e do Meio Ambiente, ela indica um início de ruptura paradigmática nos modos de produção do conhecimento acadêmico, pois permite uma articulação parcial não somente entre o sujeito e o objeto na ciência, mas também uma articulação parcial entre os quatro modelos ou formas de conhecimento que estruturaram o pensamento do Ocidente europeu. Os dados indicaram que, (d) no que diz respeito à área das Ciências da Saúde, a interdisciplinaridade já se apresenta como uma ruptura paradigmática forte, pois permite uma articulação forte entre subjetividade e objetividade na ciência e nas práticas de Saúde. E, por fim, foi possível verificar que: (e) atualmente há duas perspectivas de transdisciplinaridade; (f) que ambas são uma resposta para a articulação entre as disciplinas acadêmicas e os conhecimentos não-acadêmicos para responder a certos tipos de problemas complexos que não podem ser tratados apenas pelas disciplinas acadêmicas nem pela interdisciplinaridade; (g) que a primeira dessas perspectivas, que é uma resposta para a articulação entre saberes acadêmicos e conhecimentos não-acadêmicos produzidos pela experiência na sociedade em geral, indica o início de uma ruptura paradigmática, pois permite, na produção do conhecimento, uma articulação parcial entre subjetividade e objetividade e entre os quatro grandes modelos citados; e (h) que a segunda dessas perspectivas, que é uma resposta para a articulação entre saberes acadêmicos e conhecimentos não-acadêmicos ainda mais amplos, como aqueles das culturas ancestrais e das tradições de sabedoria, indica uma ruptura paradigmática forte, pois permite, na produção do conhecimento, não somente uma articulação forte entre subjetividade e objetividade, como, também, entre os quatro grandes modelos citados e outras formas de conhecimento.
ABSTRACT Introduction − The separation of various forms of knowledge – e.g., myth, philosophy, theology, modern science, art, wisdom traditions, experience – and, more recently, of various areas and academic disciplines, without their subsequent reconnection, has been a central cause of a broad range of social, environmental and human predicaments, and has hindered the resolution of many complex problems increasingly found in the boundaries between academic disciplines, in the boundaries between these and non-academic knowledge, and in society in general. Objective −To ascertain the characteristics and relationships between two new forms or modes of knowledge – interdisciplinarity and transdisciplinarity – and their possible responses to the types of problems that cannot be adequately dealt with by monodisciplinary approaches and sometimes cannot be satisfactorily resolved by means of academic knowledge alone. Methods − A historical exploration of the four major models or forms of knowledge that structured Western European thought over the past 2,500 years – mythological, philosophical, theological and scientific – to discern in each of them the movements of separation/exclusion from, or separation/reconnection to earlier model(s) (PART I). Quantitative research (meta-analysis) in three academic electronic databases – one each in the areas of Education, Health Sciences and Environment – in order to regressively ascertain, decade by decade, the use of the terms interdisciplinarity, interdisciplinary, transdisciplinarity, and interdisciplinary in scientific articles in the three areas (PART IIa). Quantitative research (meta-analysis) in a generic electronic database in order to regressively ascertain, decade by decade, the use of the same four terms in books published in English, Portuguese, French and Spanish (PART IIb). Qualitative research in thirty-nine scientific papers selected from three academic databases, with the application of the method of content analysis to obtain information for two analytical units: the definitions of interdisciplinarity and/or transdisciplinarity on which the authors based their articles; and the type of relationships they established between the disciplines and the human person (PART III). A theoretical exploration of authoritative authors in the fields of interdisciplinarity and transdisciplinarity, and of some international conferences on these subjects that greatly contributed to their understanding (PART IV). Conclusions − The data shows that the specific fields of interdisciplinarity and transdisciplinarity, their distinctions and relationships were confusing until the early 1990s, but that since then there has been increasing clarity concerning the object, method and purpose of these two new forms of producing knowledge in the areas of Education, Health Sciences and the Environment. Furthermore, it was possible to establish that interdisciplinarity has become an means to reconnect academic disciplines, whether epistemologically close or distant, and that in the areas of Education and the Environment interdisciplinarity indicates the onset of a paradigmatic rupture in the modes of production of academic knowledge, because it allows a partial reconnection not only between subject and object in science, but also between the four models or forms of knowledge that structured the Western European thought. In the area of Health Sciences, the data likewise shows that interdisciplinarity already constitutes a solid paradigmatic disruption, allowing a strong reconnection between subjectivity and objectivity in science and in health care. Finally, it was possible to ascertain the following: (a) that there are currently two approaches to transdisciplinarity; (b) that both are a means to reconnect academic disciplines and non-academic knowledge, and thus resolve certain types of complex problems that cannot be dealt with only by academic disciplines or by interdisciplinarity; (c) that the first of these perspectives (which is a response to the reconnection between academic knowledge and the non-academic knowledge produced by the experience of society in general) points to the beginning of a paradigmatic rupture because it allows, in the production of knowledge, a partial reconnection between subjectivity and objectivity, and between the four major aforementioned models; and (d) that the second of these perspectives (which is a response to the reconnection between academic knowledge and even broader non-academic knowledge, such as that of ancient cultures and wisdom traditions) indicates a strong paradigmatic rupture because it allows, in the production of knowledge, a strong reconnection not only between subjectivity and objectivity, but also between the four major aforementioned models and other forms of knowledge.

Il lavoro prende parte al dibattito scientifico su quali siano le più corrette modalità di attuazione del concetto di "sviluppo sostenibile". Attraverso l'applicazione dell'approccio coevolutivo allo studio condotto a Santiago del Cile, abbiamo cercato di rispondere alle seguenti domande: 1) Quali sono i problemi ambientali locali e quali le relative ripercussioni sociali? 2) Quali sono gli strumenti a disposizione delle municipalità locali per risolverli? 3) Quali strumenti vengono realmente impiegati e quali le ripercussioni sociali del loro utilizzo?
The work takes part in the scientific debate about the most correct ways to affect the sustainable development concept. Through the coevolutive approach application to Santiago case (Chile) we tried to answer following questions: 1) what are local environmental problems and what are their social repercussions? 2) What are instruments in the local municipalities hands in order to resolve them? 3) Which instruments are really employed and what are social repercussions from their use?

The aim of this thesis is to build a paradigm to unravel the human mind’s fundamental kinship with the cosmos and its role as the vehicle of the universe’s unfolded meaning. The concept of ‘boundary’ is presented as a primary ontological force that drives, provokes and defines our thinking, consciously and subconsciously, in our attempt to achieve an understanding of self within the cosmos. It provides the hidden thread, the ‘limited concept’ that acts as a guide towards the building of this paradigm. Challenging its primarily physical interpretation, this thesis examines the concept of boundary from its genesis, imbedded in the primary moment of the birth of human consciousness within the universe, following it along its progressive complexity. Merging a primarily phenomenological with an epistemological approach by building on a number of essential evolutionary phases in our existence, through a synthesis of induction and deduction, we are confronted by how they are driven by boundary. Myth, religion, language, culture, philosophy, science, and even architecture are manifestations of humanity’s gradual attempt to understand, adapt to and transform our world and ourselves within it and in reference to it, displaying an inherent dynamic between our mind and our world. Bound in this dialectical creative opposition, our conceptualisations of the world are seen both as insights of our mind in its attempt to unravel the meaning of the cosmos, as well as the cosmos’s attempt to gradually reveal its nature within us, thus revealing their radical kinship. Ultimately, the aim is to reveal architecture and its embodied nature as a fundamental manifestation of our existence within the cosmos and to distil its message and purpose, its timeless task. Architecture is exposed as an existential medium, engaging the boundary between man and the cosmos, inviting us to read a model of the world while at the same time endowing us with our own sense of self and finally enabling us to coexist with our world in an interactive evolving equilibrium.

While biological scientists justify their research into human genetic engineering on the grounds of its 'therapeutic' potential, art - particularly the genre of science fiction (whose origins can be traced to Mary Shelly's famous tale, Frankenstein) - has acted on the social through culture to alert us to the perilous repercussions of usurping the role of the 'Creator of Life.' Now, at the dawn of the new millennium, the scientific project of mapping human DNA seemingly complete, the plight of the genetically-engineered human has become an intense focus of cultural critique. This doctoral project can be differentiated by its focus on aesthetic inquiry into the implications for expressions and representations of corporeality in relation to contemporary biomedical engineering. It has incorporated stem cell research that entails the manipulation and redirection of adult stem cell fates. The project takes the form of practical and theoretical investigations into cellular responses, and is framed within the matrices of both an innovative collaborative art/science research model and the evolving process of practice-led arts research. The exploratory research is discursively located within the system/environment paradigm. This allows for boundaries between the philosophic and scientific disciplines of: 1. epistemology, 2. ethics and aesthetics and 3. biology and technology to become nodes in a relational network associated with: 1. living and non-living, 2. sentience and consciousness and 3. conceptions of humanness. The cycle of practice-led research culminates in a body of work that began with a project entitled apoptosis, and developed into a three part quasi-scientific vital force series of installations. Each of these installations references nineteenth century scientific experimental processes employed in a search for the essential components of the human being itself. The series of interactive installations is discussed and the processual, pioneering research model, whereby the artist becomes the 'human guinea pig' is theoretically and visually articulated. In addition, time-lapse videomicrograph image data, collected through laboratory experiments is interpreted and recontextualised by the artist-researcher for representation in the vital force series of immersive installations. In these installations the implications of the issues raised by biomedical engineering processes are expressed as a very physical, tactile encounter. The aim is that these encounters engender a multi-sensory experience for the individual viewer, who, when immersed in the aesthetic, corporeal, interactive installations as a participant who completes the work through their engagement. Thus, the significance of the study lies in its re-privileging of the aesthetic experience of corporeality in the discourses surrounding genetic manipulation. This exegesis, like the doctoral project itself, is cyclical; following the inseparable processes of theory and practice through which the implications of the core research issues for a hybrid art/science practice are explored. It echoes the qualitative, post-positivist research methodology used throughout the project, which aimed to overcome the third person perspective through such strategies as interactivity and hybridity.

While biological scientists justify their research into human genetic engineering on the grounds of its 'therapeutic' potential, art - particularly the genre of science fiction (whose origins can be traced to Mary Shelly's famous tale, Frankenstein) - has acted on the social through culture to alert us to the perilous repercussions of usurping the role of the 'Creator of Life.' Now, at the dawn of the new millennium, the scientific project of mapping human DNA seemingly complete, the plight of the genetically-engineered human has become an intense focus of cultural critique. This doctoral project can be differentiated by its focus on aesthetic inquiry into the implications for expressions and representations of corporeality in relation to contemporary biomedical engineering. It has incorporated stem cell research that entails the manipulation and redirection of adult stem cell fates. The project takes the form of practical and theoretical investigations into cellular responses, and is framed within the matrices of both an innovative collaborative art/science research model and the evolving process of practice-led arts research. The exploratory research is discursively located within the system/environment paradigm. This allows for boundaries between the philosophic and scientific disciplines of: 1. epistemology, 2. ethics and aesthetics and 3. biology and technology to become nodes in a relational network associated with: 1. living and non-living, 2. sentience and consciousness and 3. conceptions of humanness. The cycle of practice-led research culminates in a body of work that began with a project entitled apoptosis, and developed into a three part quasi-scientific vital force series of installations. Each of these installations references nineteenth century scientific experimental processes employed in a search for the essential components of the human being itself. The series of interactive installations is discussed and the processual, pioneering research model, whereby the artist becomes the 'human guinea pig' is theoretically and visually articulated. In addition, time-lapse videomicrograph image data, collected through laboratory experiments is interpreted and recontextualised by the artist-researcher for representation in the vital force series of immersive installations. In these installations the implications of the issues raised by biomedical engineering processes are expressed as a very physical, tactile encounter. The aim is that these encounters engender a multi-sensory experience for the individual viewer, who, when immersed in the aesthetic, corporeal, interactive installations as a participant who completes the work through their engagement. Thus, the significance of the study lies in its re-privileging of the aesthetic experience of corporeality in the discourses surrounding genetic manipulation. This exegesis, like the doctoral project itself, is cyclical; following the inseparable processes of theory and practice through which the implications of the core research issues for a hybrid art/science practice are explored. It echoes the qualitative, post-positivist research methodology used throughout the project, which aimed to overcome the third person perspective through such strategies as interactivity and hybridity.
Thesis (Professional Doctorate)
Doctor of Visual Arts (DVA)
Queensland College of Art
Full Text

Bibliography: leaves 283-296.
Within the Western cosmology there are two distinct interpretations of how humans should relate to their environment, and for the purpose of this dissertation these interpretations have been characterized as cultural paradigms. The paradigms are not concrete entities, they are merely useful abstractions for grouping together mutually supporting assumptions. It is held that the socially dominant interpretation centres on an assumption that people are distinct from nature, while the alternative suggests they are a part of Nature. It is held that the expression of the axioms and assumptions which are collected within what is here called the Dominant Western Environmental Paradigm leads inevitably to a situation of stress and conflict between humans and their environment. The existence of significant anthropogenic ecological stress in the planetary system is taken as given. It is argued that this stress is a symptom of an inappropriately conceptualized relationship between humans and nature. It is further held that the interface between human and nature is a traditional area of geographical concern, and that geography as a discipline should be taking active steps to research the problems and propose solutions. Reasons for the failure of geography as a discipline to address the issue adequately are explored. It is argued that the process of working through the assumptions of the Dominant Western Environmental Paradigm leads to a situation where science, including geography, is subordinated socially to the dictates of economic rationality, and is thus unable to mount a significant challenge to the social and economic structures which are at the root of the ecological stress. It is concluded that only by the conscious process of stepping outside the dominant cultural paradigm will geographers be able to examine the full scope of the problems, and that by framing the disciplinary paradigm of geography so as to be in sympathy with the assumptions of the Green cultural paradigm geographers will discover new and appropriate tools of analysis as well as potential solutions to the ecological stress problem. A number of these are presented and explored. A failure to step outside the ruling framework will, however, constrain analysis. It is argued that no paradigm shift has occurred, on a disciplinary (geographical) or a cultural scale, but that alternative frameworks are sufficiently coherent to support the possibility of such a revolution.

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This paper aims to discuss the need for ever more imminent training of environmental educators aware and didactically well prepared to contribute to the disruption of this paradigm separative we live in today, in search of a unified paradigm, based on transdisciplinarity and the theory of complexity. To do so, drew a dialogue between researchers from different disciplines, to articulate ideas and proposals for realization of these educators may have a solid foundation in their academic training, aiming to transform itself into agents of educational transformation and social consequence. Has sought to deepen the Transdisciplinary approach, the Culture of Peace and Human Values to bring consistency to give theoretical support for the survey.This study was conducted through qualitative research methodology, based on documentary research, participant observation and the technique of focus groups and interviews. The research took place at the Center for Studies and Research in Environmental Education and the Institute of Transdisciplinary Environmental Studies Associate of the Federal University of Goiás and Universidade Salgado de Oliveira Campus Goiânia.
O presente trabalho tem por objetivo discorrer sobre a necessidade cada vez mais iminente da formação de educadores ambientais conscientes e bem preparados didaticamente para contribuir com o rompimento deste paradigma separativista que vivemos atualmente, na busca do paradigma unificado, baseado na transdisciplinaridade bem como na teoria da complexidade. Para tanto, traçou um diálogo entre pesquisadores de diferentes áreas do saber, buscando uma articulação de ideias e propostas de efetivação de que estes educadores possam ter bases sólidas em sua formação acadêmica, visando transformarem-se em agentes de transformação educacional e consequentemente social. Buscou ainda o aprofundamento na abordagem Transdisciplinar, na Cultura de Paz e Valores Humanos para trazer a consistência teórica que desse respaldo à pesquisa realizada. O presente estudo se realizou através da metodologia de pesquisa qualitativa, baseando-se em pesquisa documental, observação participante e a técnica de grupos focais e entrevistas. A pesquisa se deu no Núcleo de Estudos e Pesquisas em Educação Ambiental e Transdisciplinaridade do Instituto de Estudos Sócio Ambientais da Universidade Federal de Goiás e na Universidade Salgado de Oliveira Campus Goiânia.

Over the past few years many changes have taken place in the content and presentation of teacher education programmes in South Africa due to the paradigm shift from teaching to learning. As a result, the primary learning environment for undergraduate students, the fairly passive lecture-discussion format where teacher educators talk and most students listen, is contrary to almost every principle of an optimal student learning setting. The current view in teacher education is that teacher educators should create learner-centred and learner-controlled environments where student learning and success determine the boundary. The idea of focusing on learning rather than teaching requires that teacher educators rethink their role and the role of students in the teaching and learning process. When focussing on learning rather than teaching, teacher educators must challenge their basic assumptions about how people learn and what the roles of teacher educators should be. It may be necessary to unlearn previously acquired teaching habits, and rethink the role of assessment and feedback in learning. Meaningful, formative assessment can play a key role in shifting to a learner-centred approach because it provides important information to both students and teacher educators at all stages of the learning process. To achieve this, it is essential that teacher educators do not simply add assessment as an extra to an existing, non-interactive scheme of work, but that they integrate assessment effectively and efficiently with their instruction. This requires a major shift in how assessment is planned and integrated and a working framework for integrating assessment with instruction can be most valuable to teacher educators. The purpose of this study was to: Determine the nature and scope of ESL teacher educators' tasks, within a Faculty of Education Sciences, at a tertiary institution. Determine the extent to which ESL teacher educators are implementing a learner-centred approach to teaching and learning. Identify the factors, if any, that impede the transition to a learner-centred approach to teaching and learning. Provide recommendations to facilitate the implementation of a learner-centred approach to teaching and learning. Determine how, when and how often ESL teacher educators are currently conducting assessment. Identify possible shortcomings of the existing assessment system of ESL teacher educators. Provide a framework for implementing assessment within a learner-centred approach to teaching and learning. A one-shot cross-sectional survey design was used in this study. The participants included all the teacher educators (N=5) within the Subject Group English in the Faculty of Education Sciences .at the Potchefstroom University. Three data collection techniques were used in this study, namely a questionnaire, semi-structured interviews and classroom observations. The purpose was to triangulate the data in order to get as complete a picture as possible of the extent to which the teacher educators' teaching and learning ~racticesre flected a focus on learner-centredness. The results of the study can be summarised as follows: Descriptive statistics (means and percentages) were used to analyse the data. The data collected during the interviews were reported as narratives. The results indicated that the teacher educators in this study spent a significant percentage of their time on preparation for class meetings and assessment. Each teacher educator taught for the full twelve weeks of each semester and, therefore, did not have one week free of teaching the entire year. Although the teacher educators embraced some learner-centred methods such as group work and interactive class discussions, they still assumed most of the responsibility for the learning processes and classroom behaviour of the students. They mainly focused on what to present in the contact sessions and spent time organizing presentations of information rather than developing materials to facilitate learning. The teacher educators often reverted to more familiar, traditional approaches and emphasized the following issues as affecting the effective and efficient transition to learner-centredness: curriculum coverage and lack of time, lack of proper training, size of student groups, other teacher educators' cynical attitudes and students' attitudes towards learning. The teacher educators made use of a variety of assessment methods and assessed students continuously, but these assessments were not used for promoting student learning, but rather for grading purposes. Students received traditional feedback such as grades, marks and scores, but they seldom received feedback on what they did wrong and how they could rectify it. Overall, it was assessment of learning and not assessment for learning. A major factor impeding the implementation of a learner-centred assessment approach was the demand formative assessment methods placed on the professional time of the teacher educators. In order to utilise time effectively and integrate assessment with the instructional design, teacher educators expressed the need for a workable framework to assist them in planning their assessment practices.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.

In recent decades, landscape design theory has been affected by an increase in pro-environmental values. Currently, concepts of ‘sustainability’ and ‘ecosystem services’ exert a strong influence. These concepts involve sustaining current human behaviors within the constraints of ecological limits and maintaining or enhancing the goods and services that humans receive from ecosystems, respectively. In this way, they are most characteristic of anthropocentric environmental worldviews with high degrees of concern for the instrumental values of ecosystems, which are indicative of shallow ecology. Previous researchers have advanced theoretical characterizations of the environmental values of landscape architects in terms of environmental ethics. However, as of yet, no statistics-based model has been developed for this purpose. In order to advance such a model, and in the effort to further characterize the environmental values of landscape architects, two studies were performed. Both utilized data collected with the New Ecological Paradigm (revised-NEP) survey. In the first study, a Shallow v. Deep Worldview model was used to characterize revised-NEP survey responses of landscape architecture students and alumni practitioners from Utah State University (USU) in terms of shallow or deep ecology. The results indicate that the groups exhibited essentially anthropocentric environmental values, which were characteristic of shallow ecology worldviews. In the second study, the revised-NEP survey was used to assess the environmental worldviews of general education and landscape architecture students at USU. The results indicate that the landscape architecture students exhibited greater pro-environmental worldviews, which were correlated to differences in political orientation between the groups. Overall, the results of the two studies support the notions that the study or practice of landscape architecture is correlated to greater pro-environmental values than are common for general higher education students, and that, in general, current landscape architecture students and practitioners exhibit environmental values that are characteristic of ecologically-concerned, yet essentially anthropocentric, shallow ecology worldviews.

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This study aims to evaluate Environmental Education in the Agricultural Medium Level Technical Course a Federal Institute of Education, Science and Technology Amazon/ Mau?s Campus (IFAM / CMA), by the description and analysis from the Environmental Education insertion in the curriculum and teaching plans, as well as to record the focused activities on Environmental Education carried out at IFAM/CMA scope and the teachers and students environmental perception in the referred course. The Course Plan analysis revealed an Environmental Education specific discipline absence, being this necessity supplied for some inserted activities in the institutional activities and by Agroecology discipline. Teachers' teaching plans were linked to the dominant paradigm(Cartesian), with contents and methodologies standardization, without interdisciplinary and transdisciplinary activities specification. The application result of the New Ecological Paradigm (NPE) scale reflected that both teachers and students are inserted within the New Ecological Paradigm, demonstrating that the research subjects come up with an ecological consciousness.
O trabalho teve como objetivo avaliar a Educa??o Ambiental no Curso T?cnico de N?vel M?dio em Agropecu?ria do Instituto de Educa??o, Ci?ncia e Tecnologia do Amazonas/Campus Mau?s (IFAM/CMA), atrav?s da descri??o e analise da inser??o da Educa??o Ambiental na matriz curricular e nos planos de ensino, assim como registrar as atividades voltadas para a Educa??o ambiental realizadas no ?mbito do IFAM/CMA e a percep??o ambiental dos docentes e discentes do referido curso. A an?lise do Plano de Curso revelou a inexist?ncia de uma disciplina espec?fica de Educa??o Ambiental, sendo essa necessidade suprida por atividades inseridas nas atividades institucionais e pela disciplina de Agroecologia. Os planos de ensino dos docentes mostraram-se atrelados ao paradigma dominante (cartesiano), com uma padroniza??o de conte?dos e metodologias, n?o ocorrendo especifica??es de atividades interdisciplinares e transdisciplinares. O resultado da aplica??o da escala do Novo Paradigma Ecol?gico (NPE) mostrou que tanto os docentes e os discentes est?o inseridos dentro do Novo Paradigma ecol?gico, demostrando que os sujeitos da pesquisa apresentam uma consci?ncia ecol?gica.

The starting point for this research was the belief that interactive multimedia learning environments represent a significant evolution in computer based learning and therefore their design requires a re-examination of the underlying principles of learning and knowledge representation. Current multimedia learning environments (MLEs) can be seen as descendants of the earlier technologies of computer-aided learning (CAL), intelligent tutoring systems (ITS) and videodisc-based learning systems. As such they can benefit from much of the wisdom which emerged from those technologies. However, multimedia can be distinguished from earlier technologies by its much greater facility in bringing to the learner high levels of interaction with and control over still and moving image, animation, sound and graphics. Our intuition tells us that this facility has the potential to create learning environments which are not merely substitutes for "live" teaching, but which are capable of elucidating complex conceptual knowledge in ways which have not previously been possible. If the potential of interactive multimedia for learning is to be properly exploited then it needs to be better understood. MLEs should not just be regarded as a slicker version of CAL, ITS or videodisc but a new technology requiring a reinterpretation of the existing theories of learning and knowledge representation. The work described in this thesis aims to contribute to a better understanding of the ways in which MLEs can aid learning. A knowledge engineering approach was taken to the design of a MLE for civil engineers. This involved analysing in detail the knowledge content of the learning domain in terms of different paradigms of human learning and knowledge representation. From this basis, a design strategy was developed which matched the nature of the domain knowledge to the most appropriate delivery techniques. The Cognitive Apprenticeship Model (CAM) was shown to be able to support the integration and presentation of the different categories of knowledge in a coherent instructional framework. It is concluded that this approach is helpful in enabling designers of multimedia systems both to capture and to present a rich picture of the domain. The focus of the thesis is concentrated on the domain of Civil Engineering and the learning of concepts and design skills within that domain. However, much of it could be extended to other highly visual domains such as mechanical engineering. Many of the points can also be seen to be much more widely relevant to the design of any MLE.

This thesis examines the difference made to local television news production by the introduction of convergence and changes in production methodology. By considering the change in the technique of production from the traditional method, in which individuals were trained in a specific craft, to the present climate, where individuals are required to carry out a number of tasks, it contributes to the discussion of the impact of advancements in technology and various forms of convergence upon journalism. The research is based on an ethnographic study I completed between 2006-2010 in the United States at two separate local television news stations. During the ethnographic study I conducted interviews with external and internal participants in the news production process. I also observed how the news organizations were utilizing similar production techniques. From the archives of WKYC-TV, one of the news organizations in the ethnographic study, a textual analysis was conducted from a sampling of news stories from the 1970s to the present day. As a framework for analysis, grounded theory method was used to analyse the qualitative date from the case studies and ethnographic findings. This method was chosen to minimize implicit or explicit assumptions made prior to and during the ethnographic study. I was aware of explicit assumptions, based on current research, that technology is changing the final product presented to the audience (Farhi, 2002: 5) (Kolodzy, 2006: 15), (Hemmingway 2005: 8-26), and, in terms of newspapers converging with television news organizations, that they are creating new multi-media products (Dupagne et al., 2006: 247-249), (Patterson et al., 2008: 99-105). Unless the research text is practitioner- 2 based (Boyd-Hinds, 1995), (Machin et al., 2006), (Medoff, 2007:15-38), the majority of research also reflects implicit assumptions that specialized craftspeople provide support to journalists but do not make independent decisions. Grounded theory does not start with a hypothesis; I chose not to make any assumptions and tried to avoid any prejudices before I attempted the fieldwork of this study. To help facilitate the study, I attempted to be critical of my methodology in both the context of discovery and the context of validation. The quantitative research of the finished news stories was conducted without any hypothesis, but the gathering of data was conducted with specific variables used for comparisons. This study finds that the differences in tasks or technological advancement do not change the fundamental method of how a local television story is produced, nor does technology change the structure of the finished product. These issues are particularly relevant to local television news journalists and management when they discuss how the future of their industry may be affected by the changes in production methodologies. While there may be speculation about journalistic objectivity and production quality based on the new model, this study focuses primarily on the impact of the change in production methods and upon the ability of local television news organizations to complete the daily tasks of journalism. These core questions are conceptualized within the thesis by reference to relevant dimensions of production and business, and interpreted in the terms of an ethnographic study.

Working with an organization outside the public school system that was creating schoolyard gardens, I began to think about culture and cultivation inside and outside of schooling practices. The liveliness of the schoolyard gardens presented possibilities for enlivening educational discourses. With two participants I planted a container box schoolyard garden outside Lamoureux Hall, which houses the Faculty of Education. Utilizing aspects of place-based pedagogy, ecoliteracy, ecopedagogy and a metissage of a/r/tography, eco-art and writing as a method of inquiry, we tended the garden and dwelled upon ideas of nature, culture, and their intersection in a particular place. Our garden experiences left cyber footprints in virtual space as blog spots on a thesis blog site. The garden and the inquiry it generated outside,is brought back inside the education building as a Master's thesis. The garden grew in different and unpredictable ways due to intense construction on site, entwining the planter boxes with unseen variables.

A educação ambiental vem sendo disseminada por grande parte das escolas do país, conforme atestam pesquisas oficiais, mas uma lenta transformação a acompanha no que diz respeito à mudança dos princípios do modelo de desenvolvimento industrial, que enfatiza o consumismo como estratégia de reprodução. Ao mesmo tempo em que as pesquisas sugerem uma ampliação da consciência ambiental da sociedade como um todo, percebe-se um acirramento dos problemas socioambientais e soluções sendo alcançadas em escala inferior ao patamar considerado desejado. Onde estaria, então, o problema? Qual a razão desta possível defasagem educação ambiental x resultados? Foi com o intuito de responder a estas perguntas que essa tese foi realizada. Parte-se de uma percepção de que a Educação Ambiental praticada na escola reflete e acentua o paradigma moderno hegemônico, que se baseia em uma concepção dualista homem / natureza, em que uma está a serviço do outro, sem promover o questionamento sobre os desdobramentos da adoção dos valores da sociedade de consumo no desequilíbrio da vida no planeta. Essa dicotomia entre cultura e natureza, sociedade e ciência, sujeito e objeto se reflete na busca de soluções parciais, incompletas, visando-se apenas a uma parte do problema socioambiental, que não é visto como um sistema complexo. A educação ambiental realizada nessas bases dificulta a reunião das condições necessárias à mudança das estruturas da atual sociedade brasileira e à busca das soluções dos seus problemas socioambientais. Nessa perspectiva, esse trabalho objetiva criar subsídios para um caminho para a educação ambiental que possa contribuir para uma visão complexa da realidade e dos problemas socioambientais, na busca de soluções mais abrangentes. Para isto procura entender: a) como a teoria da complexidade poderia colaborar para esta mudança; b) em quais modelos práticos e teóricos a Educação Ambiental se dá no Brasil, ou seja, quais as diversas tendências da educação ambiental brasileira; e c) como esses modelos se expressam nas práticas dos professores analisando-se artigos publicados em anais de seminários, congressos e/ou encontros sobre o tema.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Ao longo dos séculos a relação homem e natureza e a questão da preservação e da sustentabilidade ambiental foram interpretadas das mais diversas formas nas sociedades. O tema ambiental é hoje freqüente na agenda política e pública, sendo pauta constante dos veículos de comunicação, reproduzindo visões ora românticas, ora racionalistas ou, ainda, antropocêntricas. A presente dissertação busca identificar a construção de paradigmas na cobertura midiática sobre os temas diretamente relacionados com a política ambiental do Brasil, a partir da Análise de conteúdo de matérias veiculadas no jornal O Estado de S. Paulo durante o ano de 2007, embasada pelo resgate histórico do pensamento ambiental. Justamente para enteder de que forma a visão ambiental esteve presente nas expressões comunicativas desde a época primitiva, a pesquisa revisita os principais paradigmas científicos e identifica as manifestações artísticas, literárias, teatrais e midiáticas para avaliar as reminiscências de paradigmas que permearam os séculos e resistem até hoje na abordagem midiática. Foram selecionadas e qualificadas todas as matérias no período de fevereiro a novembro de 2007 e analisadas qualitativamente 12 publicações, a partir dos temas-eixo: Biodiversidade, Biocombustíveis, Aquecimento global/Mudanças climáticas e Geração de Energia. Assim, foi possível identificar características da construção jornalística nesta cobertura e os principais paradigmas que podem influenciar a visão do leitor e, conseqüentemente, comprometer políticas públicas.
Over the centuries the relation between mankind and nature and the issue of preservation and environmental sustainability have been interpreted under several perspectives/ forms in different societies. The environmental matter is frequent in political and public agenda nowadays, and it has been a constant guideline in communication vehicles, reproducing views sometimes romantic, somentimes rationalists or, even, anthropocentric ones. The present dissertation seeks to identify the construction of paradigms in media coverage on issues directly related to Brazil's environmental policy, through Content Analysis of news published in the newspaper O Estado de S. Paulo during the year 2007, based on the historical ransom of environmental thought. Precisely to understand how the environmental view has currently been in the communicative expressions since the primitive age, this search revisits the main scientific paradigms and identifies artistic, literacy, theatrical and media displays to appraise the reminiscences of paradigms which traversed the centuries and that endure until these days in the media approach. All the news published in the period from February to November 2007 were selected and quantified, as well as 12 publications were qualitatively analyzed from the axis themes: Biodiversity, Biofuels, Global Warming/ Climate Changes and Eletric Energy. Thereby, it was possible to identify characteristics of journalistic constructions in this coverage and the main paradigms that may influence the reader's view and, consequently, undermine public politics.

Social and political life on small subtropical islands is frequently shaped by the economic imperative of sustainable tourism development. In Okinawa, “ecotourism” promises to provide employment for a dwindling population of rural youth while preserving the natural environment and bolstering regional pride. In this dissertation, I consider how new subjectivities are produced when host communities come to see themselves through the lens of the visiting tourist. I further explore how Okinawans’ sense of place and identity are transformed as their language, landscapes, and wildlife are reconstituted as “cherishable,” yet vulnerable resources. I present a case study of how local ecological knowledge moves inter-generationally (between Okinawan elders and youth) and cross-culturally (between Okinawan nature guides and international and mainland Japanese tourists, who are often also considered “foreign”). By tracing the formal and informal social networks through which specific attitudes, beliefs, and sensibilities about the environment are circulated and reproduced, I demonstrate how nature-based therapies marketed to tourists for stress relief and lifestyle rehabilitation (e.g., forest therapy, dolphin therapy, and coral “gardening”) also influence Okinawan attitudes toward health and wellness. These kinds of activities reconfigure human relationships with non-human animal species; creatures previously “good to eat” (Harris 1985) are now even better to heal. “Sustainability” in Okinawa always begins with the question of military bases. The ecotourism concept poses a compelling, if problematic, economic alternative to the expansion of US bases into northern Okinawa, the hub of environmentally oriented conservationist, educational, and tourist programs on the main island. My analysis of the ecological and cultural effects of sustaining the tourism industry in Okinawa speaks to small islands facing similar economic and environmental challenges in East Asia, the Caribbean, Oceania, and beyond.
Anthropology

Metaphor as tool is a concept that has increasing analysis and support in the past several years. Long before the wealth of contemporary analysis, Rachel Carson produced Silent Spring, a book hailed as the motivation for a new environmental movement in the United States. The use of metaphor in Silent Spring is most apparent in the title. The title's focus, however poignant, even moving and motivating, is complemented by a rich set of metaphorical entailments and implications that reinforce and strengthen the title's metaphor and represent systemic forces and practices that lead to and prevent a spring of silence. Carson skillfully appropriated marketing metaphors used by chemical companies to sell insecticides and pesticides. She transformed these metaphors into powerful criticisms of indiscriminate chemical practices, forcefully undercutting industry arguments for chemicals as a means of guaranteeing "control." The effects of Carson's metaphors, built on a strong, complex foundation of scientific studies, invite reader participation and interaction as outlined by Lakoff and Johnson. The metaphors further entertain, educate, explain, describe in the sense of Wittgenstein's language games, and tightly integrate action and language. More fundamentally, her metaphors helped to establish a systems view and nature-oriented paradigm for analyzing, and resolving environmental issues and problems in the United States, creating a framework for debate and policy development and implementation, in the vein of Schon's and Rein's arguments for framing and policy design. The metaphors also set a stage for personal motivation by connecting individual human homes to nature and the global environment.
Master of Science

Environmental attitudes are shaped by a variety of factors including our educational history, cultural background, childhood and life experiences, and past and current interactions with nature. This research set out to examine attitudes toward the environment in an understudied but growing segment of the Canadian population, homeschoolers. The purposes of this study were to investigate whether environmental attitudes in Canadian homeschoolers differ from those of people involved with public school and to acquire a greater understanding of the factors that affect the development of these attitudes. The mixed method, follow-up explanatory research design utilized the New Ecological Paradigm Scale and the Connectedness to Nature Scale in an internet survey. The survey was sent to homeschooling and parent groups across Canada. Subsequently, interviews were conducted with a subsample of respondents. The results of the survey showed that demographic variables were not significantly related to environmental attitude scores with the exception of locale and religion. Urban respondents had slightly stronger environmental attitudes than rural respondents. The confluence of homeschooling and religiosity emerged as the key factor influencing environmental attitudes. There was no significant difference between environmental attitudes of homeschoolers and public schoolers until importance of religion was taken into account. As measured by the scales, religious homeschoolers exhibited the weakest environmental attitudes, public schoolers were in the middle, and not-as-religious homeschoolers had the strongest environmental attitudes. The qualitative data supported these results, with religious homeschoolers expressing weaker iv environmental attitudes, particularly in terms of climate change and the need for a more sustainable lifestyle. Religious homeschooling respondents favoured a more structured back to basics style of schooling which also correlated with lower environmental attitude scores. Unstructured homeschooling respondents tended to choose a child-centred philosophy of education which was correlated with stronger environmental attitudes. During the interviews, respondents were asked to reflect on what in their lives had influenced their attitudes toward the environment. Consistent with other literature, unstructured outdoor time as a child remained the most significant factor, cited by a majority of respondents. Other important factors included religion, parents, school, teachers, TV/media, economic necessity, and negative experiences with environmental pollution. The results of this study highlight the importance of considering variables associated with religion when exploring the development or level of environmental attitudes or when conducting a study of homeschooling. Religious beliefs are complex and highly personal in some cases, as is their corresponding influence on environmental concern. Potential exists for environmental concern and action from a group of spiritual people with strong community bonds and often political involvement. The key may be finding common ground and learning to communicate, while resisting expectations of complete agreement. This dissertation showed that stepping outside of the educational system does not necessarily have a direct impact on environmental attitudes, as they are mediated by a complex array of variables. Homeschooling may not directly generate a different level of environmental attitudes than public school; however, religious v homeschoolers definitely have a different set of attitudes toward the environment that deserve further in-depth study.

It may be argued that ours is far away from a sustainable society. For all the technological wonders that we have been able to produce, some basic problems such as lack of universal access to the means to satisfy one's basic needs, human rights violations, systematic degradation of the environment, among others are still present. Not for a lack of effort, but scientific progress, political effort and economic growth appear to have real limitations in their capability to help us solve some of these problems that have endured through time. Donella Meadows, an expert in systems analysis, has developed a comprehensive list of points to intervene in a system in order to effect change. Using that framework as a basis, the present study aims to try to identify potential reasons for why most of the efforts conducted so far to solve some of the previously mentioned fundamental problems appear not to be so effective. Many of the fundamental assumptions of the mainstream economic school that heavily influence policy making and individual behavior to a large extent, have been identified as potentially important leverage points being pushed in the wrong direction! Economic powers and vested interests allow for the erosion of the self-controlling elements of the global political-economic system such as democratic institutions, what Meadows classifies as weakening of negative feedback loops. The mainstream economic models promoting "success to the successful" loops such as accumulation of resources in the hands of a few, all the while concentrating power can be pointed out as an example of a positive loop getting dangerously out of control. Uncontrolled positive loops inevitably lead to system collapse. Concentration of power is specially dangerous as it can bestow upon an elite the power to set the rules of the system, one of the most effective leverage points according to Meadows. Additionally, by curtailing biological, ideological and cultural diversity we are compromising one of the fundamental conditions for our systems to endure threatening changes, the ability to self-organize, or evolve. The most powerful leverage point is the paradigm out of which the whole system is constructed. The current mainstream economic thinking is fundamentally based on a single paradigmatic assumption of scarcity by mean of the supposed impossibility of satisfying human material wants, as 'new wants are always emerging'. In this mindset, it seems to make sense for the economic system to promote limitless growth and accumulation under the assumption of unlimited material wants. In the possibility to transcend such a paradigm lies an important potential for leverage in the efforts to solve the fundamental problems that still hold our society from attaining sustainability.

Bibliography: p. 219-228.
The two environmental decision-making approaches of environmental economics (EE) valuation and multi-criteria decision analysis (MCDA) differ fundamentally in their underlying philosophies and approach; hence they are characterised as paradigms. The EE paradigm includes the idea that, if appropriate prices can be found and implemented for goods not normally traded on the market, then the market mechanism will efficiently distribute resources and decisions are therefore based on the concepts of individual willingness to pay and consumer sovereignty. That an efficient market is not necessarily equitable or sustainable has long been acknowledged, but EE adjustments are subject to theoretical and methodological problems. The MCDA paradigm is based on the idea that values and preferences should be examined and constructed through interaction between workshop participants and the analyst, given basic measurement theory axioms. Various EE and MCDA methods have been devised for measuring value in different contexts, some of which were applied, in the context of environmental (particularly water resources) management, in six action research case studies. The EE methods were contingent behaviour valuation, the contingent valuation method, conjoint analysis and the travel cost method. The MCDA method was a version of the simple multi-attribute rating technique (called SMARTx). In the SMARTx cases, applying a group-value sharing model during a series of workshops, stakeholders rated the effect of alternatives on a number of environmental, social and economic attributes directly or using value functions and gave weights to criteria. Indirect compensatory values of one criterion in terms of another were determined. In the EE cases, survey respondents were asked their travel costs, preference for multi-attribute profiles and willingness to pay for alternatives. Total and average willingness to pay for an amenity, its attributes or changes in environmental quality were determined. The practical and theoretical implications of applying the different methods were examined and compared in terms of four metacriteria: resonance with and validity within the prevailing political and decision-context, general validity and reliability, ability to include equity and sustainability criteria and practicality.

Dissertação de Mestrado Integrado em Arquitetura, com a especialização em Arquitetura apresentada na Faculdade de Arquitetura da Universidade de Lisboa para obtenção do grau de Mestre.
Paradigmas Lúdicos parte, essencialmente, de um profundo interesse em torno do papel fundamental e primordial da arquitetura, assim como da sua consequente manipulação nas questões básicas do comportamento humano, tendo como foco primacial os motivos da conduta psicológica, no modo de habitar o espaço. Essa análise exploratória, emerge ao longo do ensaio para características particulares do espaço, assim como a sua influência no processo de crescimento e desenvolvimento infantil. A presente investigação procura assim dissecar e reunir os elementos formais que tanto manipulam como contribuem direta e indiretamente, para o processo de ocupação do espaço, como também do seu poder benéfico nas características psicológicas e comportamentais da criança. No âmbito do tema da arquitetura sensorial e psicologia infantil, propõem-se na prática, um centro de desenvolvimento infantil e apoio familiar, que reúna condições para a prática de atividades lúdicas de desenvolvimento cognitivo, motor, emocional e criativo, aliado a uma plasticidade arquitetónica que estimule a relação entre a criança e o mundo, numa descoberta aliciante e aventurosa. A análise do carácter pedagógico e lúdico da arquitetura serve então como suporte justificativo de opções práticas da proposta arquitetónica. Deste modo, o título do projeto deixa transparecer as intenções da investigação, como verificação da relação imprescindível entre o desenho do espaço e as exigências humanas.
ABSTRACT:Ludic Paradigms derives essentially from a deep interest around the fundamental and primordial role of architecture, as well as its consequent manipulation of the human behavior’s basic questions, focusing on the motives of psychological conduct and the on the way living space is inhabited. This exploratory analysis emerges throughout the essay towards certain characteristics of space, as well as its influence in the process of the child’s development. This research seeks to dissect and gather the formal elements that manipulate and contribute, directly and indirectly, to the process of space occupation, as well as their beneficial influence in the psychological and behavioral characteristics of the child. As part of the theme of sensorial architecture and child psychology, the practical project proposes a center for child development and family support, which aims to meet the conditions for the playful activities of cognitive, motor, emotional and creative development, combined with an architectural plasticity, stimulating the relationship between the child and the world, in an exciting and adventurous discovery. The analysis of the pedagogical and ludic character of architecture serves as a justification to support practical options of the architectural proposal. Thus, the title of the project makes clear the intentions of the investigation, as a verification of the indispensable relationship between space design and human demands.
N/A

South Africa, as a country and especially within the context of its geographies, remains scarred by the past apartheid regime. As a result, the country is still struggling with the problems of spatial transformation and inequalities. Recent indications suggest that the country is the leading unequal nation when compared with other states characterised by prevailing inequalities (World Bank, 2018). This study aims to answer the question of how spatial planning could be restructured in order to address environmental justice (EJ) to improve the performance of spatial planning. Planning theories provide procedures for undertaking planning and substance matters, but without proper guidance on the achievement of EJ. In addressing the main research question, the study debates EJ within the context of planning, the extent to which the South African spatial planning responds to EJ, and the factors perceived to enhance or impede the implementation of spatial planning towards EJ. These debates are reflective of the six dimensions of EJ that this study discusses which comprise distributive, recognition, procedural, and substantive justices, the capability approach, as well as just policy. The research study is cross-sectional in design and adopts a mixed-research approach so as to address the three research sub-questions. The sample of the study comprises seventyone municipalities selected from six provinces of South Africa. These municipalities include seven metropolitan, twelve district, and fifty-two local municipalities. The data collection methods include the administration of questionnaires in 71 municipalities, interviews of nine planning experts, and a corpus review (including literature, reports and legislation). The analysis of data includes both qualitative and quantitative data analysis methods, drawing its foundation from the philosophies of interpretivism and positivism. This study reveals that the concept of EJ is unpopular among municipal planners. Furthermore, it alludes to the fact that the first generation (rational, incremental, and mixedscanning) and second generation (advocacy, transactive and communicative planning) planning approaches lack the adequate incorporation of EJ dimensions. In addition, this study found that there exists weak recognition of EJ in municipal planning practices, notwithstanding that some South African planning Acts make provision for EJ in planning, at least to some extent. The results of the study reveal that municipalities in South Africa focus more on compliance than on being outcome-oriented in the implementation of spatial planning. The findings furthermore indicate that the lack of spatial planning prioritization, political pressure, inadequate tools of trade, and exclusion of context are the highest-ranking factors across four categories (structural, administrative, political, and contextual) perceived to impede spatial planning towards achieving EJ. The study further suggests that the adoption of spatial planning implementation (SPI) strategies, capacity building for political leaders on spatial planning, competent and skilful personnel, and public awareness and education are the highest-ranked factors that planners perceive as having the potential to enhance spatial planning in the achievement of EJ. The research introduces the thirdgeneration planning approach, based on EJ, with principles and propositions. The study also proposes a conceptualization of the SPI strategy to support spatial planning. Lastly, the study recommends guidelines for the implementation of EJ in spatial planning. The researcher concludes that the practice of EJ in planning requires extensive capacity building among planners, communities, sectors, and leaders.
Thesis (PhD)--University of Pretoria, 2019.
Town and Regional Planning
PhD
Unrestricted

Over the past decade '"Sustainable Development" (SD) has emerged as the latest development catchphrase. A wide range of nongovernmental as well as governmental organizations have embraced it as the new paradigm of development. A review of the literature that has sprung up around the concept of SD indicates, however, a lack of consistency in its interpretation. More important, while the all-encompassing nature of the concept gives it political strength, its current formulation by the mainstream of SD thinking contains significant weaknesses. These include an incomplete perception of the problems of poverty and environmental degradation, and confusion about the role of economic growth and about the concept of sustainability. The purpose of this study was to identify common elements in a political economy of the environment, relating environmental change to the dynamics of ideology and policy, and at different levels of political complexity. The intention was to provide a structural analysis of the environment in which the development process illuminates environmental change at both a philosophical and material level. The problem in achieving SD was related to the overriding structures of the international economic system, which have arisen out of the exploitation of environmental resources, and which frequently operate as constraints on the achievement of long-term sustainable practices. Insufficient accounting of ecological aspects of economic growth and development has resulted from intellectual traditions, where solutions are formulated, point in different directions. Conclusions are drawn that SD involves trade-offs between biological, economic and social systems and is found in the interactive zone between these systems. There are a number of international factors that may be necessary, but insufficient, conditions for SD on a national level, including peace, debt reduction, and more propitious terms of trade. There was seen dilemmas relating to SD, including the role of growth as the unquestioned objective of economic policy.

Orientador: Ricardo Alexino Ferreira
Banca: Wilson da Costa Bueno
Banca: Pedro Celso Campos
Resumo: Ao longo dos séculos a relação homem e natureza e a questão da preservação e da sustentabilidade ambiental foram interpretadas das mais diversas formas nas sociedades. O tema ambiental é hoje freqüente na agenda política e pública, sendo pauta constante dos veículos de comunicação, reproduzindo visões ora românticas, ora racionalistas ou, ainda, antropocêntricas. A presente dissertação busca identificar a construção de paradigmas na cobertura midiática sobre os temas diretamente relacionados com a política ambiental do Brasil, a partir da Análise de conteúdo de matérias veiculadas no jornal O Estado de S. Paulo durante o ano de 2007, embasada pelo resgate histórico do pensamento ambiental. Justamente para enteder de que forma a visão ambiental esteve presente nas expressões comunicativas desde a época primitiva, a pesquisa revisita os principais paradigmas científicos e identifica as manifestações artísticas, literárias, teatrais e midiáticas para avaliar as reminiscências de paradigmas que permearam os séculos e resistem até hoje na abordagem midiática. Foram selecionadas e qualificadas todas as matérias no período de fevereiro a novembro de 2007 e analisadas qualitativamente 12 publicações, a partir dos temas-eixo: Biodiversidade, Biocombustíveis, Aquecimento global/Mudanças climáticas e Geração de Energia. Assim, foi possível identificar características da construção jornalística nesta cobertura e os principais paradigmas que podem influenciar a visão do leitor e, conseqüentemente, comprometer políticas públicas.
Abstract: Over the centuries the relation between mankind and nature and the issue of preservation and environmental sustainability have been interpreted under several perspectives/ forms in different societies. The environmental matter is frequent in political and public agenda nowadays, and it has been a constant guideline in communication vehicles, reproducing views sometimes romantic, somentimes rationalists or, even, anthropocentric ones. The present dissertation seeks to identify the construction of paradigms in media coverage on issues directly related to Brazil's environmental policy, through Content Analysis of news published in the newspaper O Estado de S. Paulo during the year 2007, based on the historical ransom of environmental thought. Precisely to understand how the environmental view has currently been in the communicative expressions since the primitive age, this search revisits the main scientific paradigms and identifies artistic, literacy, theatrical and media displays to appraise the reminiscences of paradigms which traversed the centuries and that endure until these days in the media approach. All the news published in the period from February to November 2007 were selected and quantified, as well as 12 publications were qualitatively analyzed from the axis themes: Biodiversity, Biofuels, Global Warming/ Climate Changes and Eletric Energy. Thereby, it was possible to identify characteristics of journalistic constructions in this coverage and the main paradigms that may influence the reader's view and, consequently, undermine public politics.
Mestre