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Academic literature on the topic 'Habitus'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 December 2024

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Journal articles on the topic "Habitus"

1

Belkaïd, Leyla. "Habits et habitus en héritage." Hommes & migrations, no. 1310 (April 1, 2015): 85–90. http://dx.doi.org/10.4000/hommesmigrations.3159.

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2

Privat, Jean-Marie, and Marie-Christine Vinson. "Habitat vertical et habitus lectural." Pratiques 52, no. 1 (1986): 83–111. http://dx.doi.org/10.3406/prati.1986.1412.

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3

Zhao, Zeming. "An Exploration of Changes in British Welfare Social Policy in the First Half of the Twentieth Century through Bourdieu's Theory of Field and Habitus." Transactions on Social Science, Education and Humanities Research 5 (April 1, 2024): 488–94. http://dx.doi.org/10.62051/7zr2nc54.

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The question of how to transcend the dichotomy between subjectivity and objectivity is a central one in contemporary sociological theory. Bourdieu advocates habitus as a cognitive framework that embodies an individual's practical understanding of society. Such practices consist of structures and habits, and social behaviour is not directly determined by structures, but is indirectly influenced by habitus as an 'embodied mode'. Habits, as 'opportunities for the subject', act as constraints on the formation of structures and contribute to their reproduction. The welfare policy of Britain has experienced the transformation from solving the problem of the poor with a single welfare policy of relief law to the establishment of national economic law, which is continuously amended according to the native welfare policy habitus, thus affecting the welfare policy field and realising the two-way constraints of the field and habitus.

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Anggraini, Kiky Chandra Silvia. "HABITUS MENONTON SINETRON PARA IBU RUMAH TANGGA DI KELURAHAN TLOGOANYAR KABUPATEN LAMONGAN." MAHARSI 3, no. 1 (May 2, 2021): 11–19. http://dx.doi.org/10.33503/maharsi.v3i1.1236.

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Kegiatan menonton sinteron merupakan kegiatan favorit para ibu rumah tangga. proses terbentuknya menonton sinetron memerlukan proses berpikir dan interpretasi pengalaman. oleh sebab itu penelitian ini bertujuan untuk mengetahui bagaimana habitus menonton sinetron para ibu rumah tangga di RT -3 RW 02. Penelitian merupakan penelitian kualitatif deskripsi dengan teknik pengumpulan data berupa wawancara dan observasi yang kemudian akan dianalisis dengan teori Miles dan Huberman. Hasil penelitian ini diperoleh data terdapat tiga macam kategori yaitu habitus mandiri, habitus sugesti dan habistus adaptasi

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5

Deppe, Ulrike. "Identität und Habitus." Zeitschrift für Qualitative Forschung 20, no. 1-2019 (March 18, 2019): 73–89. http://dx.doi.org/10.3224/zqf.v20i1.06.

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Anliegen des Beitrags ist es, die biografieanalytischen Potenziale der Begriffe Identität und Habitus zu diskutieren und ihre Genese anhand der Biografien von ehemaligen Internatsschüler*innen nachzuvollziehen. Mit „privilege as identity formation“ liegt überdies ein an die theoretischen Überlegungen anschlussfähiges Konzept vor, das nachvollzieht, wie sich Internatsschüler*innen mit sich und der Welt in Beziehung setzen und wie sie dies in der Schule lernen. Anschließend werden die Möglichkeiten einer Kombination der sozialwissenschaftlichen, interpretativen Verfahren der sozialwissenschaftlichen Prozessanalyse und der Dokumentarischen Methode, die sich in ihren methodologischen Bezügen auf den ersten Blick jeweils stärker auf nur einen der Begriffe beziehen, in Bezug auf ihren Beitrag zur Frage nach der Identitäts- und Habitusbildung herausgearbeitet. Anhand von qualitativen Interviewdaten werden erste Fluchtpunkte in Bezug auf die Identitätsbzw. Habituskonstruktionen der Ehemaligen skizziert.

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6

Sine, Novy Amelia Elisabeth. "Habitus nir-kekerasan: Sebuah upaya mendialogkan habitus Yesus dan pemikiran Pierre Bourdieu tentang pencegahan kekerasan simbolik." KURIOS 8, no. 2 (August 30, 2022): 329. http://dx.doi.org/10.30995/kur.v8i2.549.

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This paper aims to analyze the meaning and significance of the habitus of Jesus and the habitus proposed by Pierre Bourdieu as an approach to overcoming the occurrence of symbolic violence. Symbolic violence is one form of violence that must be watched out for. Schools are one of the places where symbolic violence takes place. This paper uses a qualitative method by conducting a literature study on the meaning of Jesus’ habit according to the interpretation of Mark 10:13-16 and Bourdieu's thought developed by Nanang Martono. This study shows that attitudes and behaviors that shape a person's habits can overcome the occurrence of various forms of violence in education, including symbolic violence. Therefore, according to Mark 10:13-16, Jesus' habitus is the habitus that empowers the disciples to create non-violent relationships and communities, while the habitus proposed by Pierre Bourdieu helps prevent symbolic violence from occurring. AbstrakTulisan ini bertujuan untuk menganalisis arti dan makna habitus Yesus dan habitus yang dikemukakan oleh Pierre Bourdieu sebagai pendekatan untuk mengatasi terjadinya kekerasan simbolik. Kekerasan simbolik merupakan salah satu bentuk kekerasan yang harus diwaspadai. Sekolah merupakan salah satu tempat berlangsungnya kekerasan simbolik. Tulisan ini menggunakan metode kualitatif yaitu dengan melakukan studi literatur terhadap makna habitus Yesus menurut tafsiran Markus 10:13-16 dan pemikiran Bourdieu yang dikembangkan oleh Nanang Martono. Hasil penelitian ini menunjukkan bahwa sikap dan perilaku yang membentuk habitus seseorang dapat mengatasi terjadinya berbagai bentuk kekerasan di dunia pendidikan, termasuk kekerasan simbolik. Berdasarkan Markus 10:13-16, habitus Yesus memperlihatkan habitus yang memberdayakan para murid untuk menghadirkan relasi dan komunitas yang nir-kekerasan, sedangkan habitus yang dikemukakan oleh Pierre Bourdieu membantu pencegahan terjadinya kekerasan simbolik.

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Khosihan, Aan. "Habitus Masyarakat Lokal Desa Temajuk dalam Mengadaptasi Perkembangan Pariwisata." RESIPROKAL: Jurnal Riset Sosiologi Progresif Aktual 3, no. 1 (July 2, 2021): 58–70. http://dx.doi.org/10.29303/resiprokal.v3i1.58.

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The development of tourism has many impacts on society including the habitus of local communities. In simple terms, it can be understood that the habitus is a system of habits that has been internalized in people's lives. This study aims to see the community's habitus in the midst of tourism development in Temajuk Village, Paloh District, Sambas Regency. This research is a qualitative study using primary interview data collection methods. Through the habitus concept of Pierre Bourdieu, there is a community of Temajuk village that intersects with the development of tourism which can be seen from the aspects of knowledge, understanding, perceptions, values, and actions that are internalized in people's daily lives.

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8

Kontos, Pia C. "Habitus." American Journal of Semiotics 22, no. 1 (2006): 69–85. http://dx.doi.org/10.5840/ajs2006221/43.

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9

Jatmiko, Ruruh, and Muhammad Abdullah. "Habitus, Modal, dan Arena dalam Cerbung Salindri Kenya Kebak Wewadi Karya Pakne Puri Tinjauan Bourdieu." Sutasoma : Jurnal Sastra Jawa 9, no. 1 (July 2, 2021): 100–115. http://dx.doi.org/10.15294/sutasoma.v9i1.47060.

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AbstractThis study aims to reveal the habitus, capital, and arena in Pakne Puri's “Salindri Kenya Kebak Wewadi” based on the perspective of Bourdieu's literary sociology. Related to this, the formulation of the problem in this research is: how are the habitus, capital, and arena in the “Salindri Kenya Kebak Wewadi” by Pakne Puri? This research method uses an objective approach and a discursive approach using Bourdieu's theory, namely habitus, capital, and the arena in the “Salindri Kenya Kebak Wewadi” by Pakne Puri. The data used in this study are in the form of words, phrases, clauses, or sentences taken from one of the literary works in the form of a cursive. The source of the data for this research is the story of “Salindri Kenya Kebak Wewadi” by Pakne Puri published by “Panjebar Semangat” magazine edition No. 33-15 August 2009 to 50-12 December 2009. The results of this study are a description of the habitus, capital, and arena in “Salindri Kenya Kebak Wewadi”. Based on the habitus found in the Salindri character who wants to be successful in continuing his parents' batik business. These habits include the habitus of capital, the habitus of hard workers, and the habitus of never giving up. Based on the capital from Salindri, there are economic capital, cultural capital, social capital, and symbolic capital. Based on the arena, there is a business arena in which Salindri's business arena tries to carry out its functions as well as possible so that the business that is built remains afloat even at the expense of itscompetitors. Keywords: “Salindri Kenya Kebak Wewadi”, habitus, modal, arena, Pierre Bourdieu

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Leseigneur, Clarisse. "is there a form of citizenship specific to philosophy for children?" childhood & philosophy 17 (February 28, 2021): 01–18. http://dx.doi.org/10.12957/childphilo.2021.55786.

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Due to the obvious and widely studied Deweyan foundations in the educational program elaborated by philosopher Mathew Lipman, Philosophy for Children (P4C) is often presented as a continuation of Dewey’s democratic ideal, as a mode of associated living. I argue that there is a democratic model specific to Lipman’s P4C, that cannot be reduced to Dewey’s theories. To do so, I propose to compare Dewey’s and Lipman’s educational models through the Bourdieusian notion of habitus, understood as a set of lasting mental dispositions, following a specific social conditioning, revealed by some practical habits. Studying in depth Dewey’s and Lipman’s educational recommendations concerning inquiry does not only reveal that they are structured according to different rationalities, it also highlights the fact that they tend to develop different habits and dispositions in the child, that ultimately form two distinct citizen habitus. Dewey’s habitus could be called experimental and Lipman’s habitus dialogical and they both correspond to their respective reflections on democracy and the role a citizen should be playing. I conclude by highlighting the interesting possibilities that stem from the analysis and comparison of educational models through the notion of habitus.Resumen: En razón de las indudables y ampliamente estudiadas fundaciones deweyana en la pedagogía elaborada por el filósofo Mathew Lipman, la filosofía para niños es generalmente presentada como una continuación del ideal democrático de John Dewey, como un modo de vida asociada. Sostengo que existe un modelo democrático específico a la filosofía para niños como la que fue elaborada por Lipman, que no se puede reducir a las teorías de Dewey. Para mostrar eso, propongo de comparar las pedagogías de Dewey y de Lipman a través de la noción bourdieusiana del habitus, entendida como un conjunto de disposiciones mentales duraderas, proveniente de un condicionamiento social específico, que se manifiesta por hábitos prácticos. Un estudio en profundidad de las recomendaciones educativas de Dewey y de Lipman en cuento a la encuesta no sólo revela que están organizadas por racionalidades diferentes, sino también que desarrollan hábitos y disposiciones diferentes en el niño, que últimamente forman dos habitus ciudadanos distintos. El habitus de Dewey se puede llamar experimental, y el de Lipman un habitus dialógico, los dos corresponden a sus reflexiones respectivas sobre la democracia y el rol del ciudadano. Concluyo subrayando las posibilidades interesantes que emerjan de la analiza y comparación de las pedagogías a través de la noción de habitus.

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Dissertations / Theses on the topic "Habitus"

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Nairz-Wirth, Erna. "Professionalisierung und Habitus." MANZ Verlag Schulbuch GmbH, 2016. http://epub.wu.ac.at/6048/1/Nairz%2DWirth_2016_MANZ_Professionalisierung%2Dund%2DHabitus.pdf.

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2

García-Albarido, G. Andrés. "Música y Habitus." Tesis, Universidad de Chile, 2005. http://repositorio.uchile.cl/handle/2250/106428.

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Shaw, Garth. "Replicating a habitus: transplanting capital, habitus and doxa in a school start-up." Doctoral thesis, Faculty of Humanities, 2019. https://hdl.handle.net/11427/31734.

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Schooling in South Africa still reflects the inequalities of apartheid. The majority of learners live in low socioeconomic contexts, and face challenges accessing ‘quality’ education, which is largely only available at expensive, fee charging schools. Even if poorer learners do gain access to these schools, which are in the minority, they are not always optimally supported nor understood in terms of their challenges at home or needs at school. One response to this dilemma, by the Western Cape Education Department, was to establish a school seeking to produce ‘quality’ education, but focused on the needs of poorer learners. The founding of this school is the focus of this study. Modelled on, and guided by an established, high performing and geographically proximate school, located in an affluent community, this ‘school planting intervention’ took place over a three year start-up period. Drawing on Pierre Bourdieu’s concepts of habitus, doxa, capital and field, this case study examines how the institutional habitus of the established school, its capitals, and its position in the field of education have impacted the establishment of the new school. The study draws on data gathered from extensive interviews with school managers, teachers, parents and learners at both schools. The research process has also been supplemented by a contextual grounding of the project, with the researcher positioned as an inside-researcher. The strategies of the school planting interaction are considered, and the responses of various groups within the new school interrogated. In doing so, this study examines the implicit assumptions in practices and arrangements that are considered to be exemplary in a high performing school, and the ways in which these relate to the different needs and experiences of middle class and working class learners. The study finds that, while there were practical benefits to providing systemic support to the new school, there was also a profound disjuncture between assumptions about what constitutes ‘good practice’, grounded in a middle class experience, and the needs and experiences of poorer learners.

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Darge, Rolf. "Habitus per actus cognoscuntur : die Erkenntnis des Habitus und die Funktion des moralischen Habitus im Aufbau der Handlung nach Thomas von Aquin /." Bonn : Bouvier Verl, 1996. http://catalogue.bnf.fr/ark:/12148/cb358674908.

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5

Chamoun, Georges. "Habitus - ett arbete om klass." Thesis, Konstfack, Ädellab/Metallformgivning, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-4169.

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Why is it that we still live in a society where an individual's social background plays such a big part in their chances of reaching a higher education? Despite the numerous educational policy reforms, especially in Sweden, it still seems that an individual's career choices are pretty much related to what kind of social class they grew up in. Sociologist Pierre Bourdieu claimed that social class is reproduced in the school system, and that students from the lower classes are much less likely to reach a further education than students from the middle or upper classes due to injustice in the school system. One thing that plays a big part in this "Catch-22" situation is the concept that Bourdieu calls habitus. Habitus could be explained as an individual's taste, knowledge, ability to master the spoken language, etc. Your habitus is manifested in the choices you make, the music you listen to, how you dress and the way you speak, and it determines your relation to the education system and life in general. As part of my essay, I wanted to interview students from lower or working class at my school, Konstfack, to see if they have had any negative or positive experiences from their encounter with a higher education. And if so, could they be linked directly to their social background? As a reaction to my own and my interviewees’ experiences and frustration, I use the concept of habitus in my practical work. Playing with class stereotypes, I load my wearable objects with different kinds of constructed "working class habitus". In placing these objects on a stereotypical image of the upper classes - those who are the most privileged in society and the school system - an interesting juxtaposition occurs between the wearer and the object. What happens when you are forced to experience a habitus that is not yours?

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Bairros, Mariângela Silveira. "O habitus e a atuação docente : estudo sobre as conexões entre habitus e trabalho docente." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/32232.

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O objetivo desta tese é analisar em que medida o habitus docente influencia um modelo de atuação do professor na escola e na sala de aula. Habitus são disposições adquiridas (BOURDIEU, 1979) como história incorporada, traduzida em escolhas, gostos e preferências. Para examinar esse processo, inicialmente procurou-se descartar ou redimensionar hipótese rival – o desempenho escolar como determinação do contexto social- por meio do uso de diferentes testes estatísticos. Uma vez mostrado que o contexto social exerce efeito apenas moderado sobre o desempenho escolar, buscou-se investigar o habitus docente. Para isso, foram realizadas entrevistas com professores de cinco escolas das redes municipal e estadual de Porto Alegre. A conclusão da presente tese procura chamar a atenção para a responsabilidade dos professores em relação ao processo educacional e ao desempenho escolar.
The purpose of this thesis is to examine the influence of habitus on a model of teacher performance in school and classroom. Habitus are acquired dispositions (BOURDIEU, 1979) as incorporate history, translated into choices, tastes and preferences,. To examine this process, initially tried to dismiss or resize rival hypothesis - the determination of social context in school performance, through the use of different statistical tests. Once shown that the social context has an only moderate effect on school performance, we sought to investigate the teacher's habitus. For this, interviews were conduced with teachers from five municipal and state schools of Porto Alegre. The conclusion of this thesis aims to draw attention to the responsibility of teachers in the educational process and school performance.

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Rhéaume, Michel. "Le langage comme habitus chez Husserl." Thesis, Université Laval, 2013. http://www.theses.ulaval.ca/2013/30007/30007.pdf.

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La question qui nous intéresse est celle de savoir si et comment le langage peut avoir une influence sur la manière dont le monde se « donne » à une conscience. La phénoménologie développée par Husserl au début de son œuvre permet d’expliquer comment le langage est employé pour fixer et articuler la manière dont une conscience intentionnelle s’ouvre au monde et se rapporte à lui. Par contre, Husserl ne se donne pas encore les moyens de penser l’importance de l’ancrage historique des langues réelles, c’est-à-dire leur caractère irréductiblement situé, facticiel. Nous soutiendrons qu’il est possible d’élaborer, à partir des œuvres tardives de Husserl, un concept de langage comme « habitus », qui permettra de comprendre la manière dont le langage évolue, se modifie et se transmet au sein d’une tradition. La maîtrise parfaite et la transparence du langage apparaîtront au bout du compte comme des idéaux, possibles seulement pour une conscience radicalement auto-responsable.

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8

Takahashi, Ryo. "Habitus and social change in Fiji." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/4919/.

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This thesis aims to analyse social process in Fiji, with reference to Bourdieu, Giddens, Sahlins, Thomas and Toren. We can find quite peculiar characteristics in phases of Hie distinction derived Som a criterion of "urban / rural" in Fiji. There is a considerable contrast in the standard of living, lifestyle, economic system, ritual institution and values between urban and rural sphere. Taking account of the events in Waidracia village in Naitasiri Province and in Nasilai village in Rewa Province, in which the author had conducted his fieldwork, the tradition in Fiji is examined. The indigenous people, encountering various kinds of "objects", "ideas", "situations" and "acts", would objectify such circumstances in their own practical senses to make practices. There could occur some deviations or differentiae in their practices. As a result, some "objects", "ideas", "situations" and "acts" will persist, while others might be innovated It depends on the interaction among the agents' practices whether the tradition is persisted or innovated. Social process is understood as the accumulation of the agents' practices. The individual embodies various numbers of "distinctions", which depend on his or her position in society. Distinction provides the individual with a certain habitus. The individual as an independent agent chooses his or her own "purposive acts", led by the "practical sense" derived from habitus. On the other hand, we can construct a conceptual idea of "sphere", in which certain "purposiveness" is shared. Field research shows there is a common "spheric purposiveness" in a sphere, and the thesis examines how the forms of the practices yielded by the individuals in the sphere converge. The particular tendency of practices will reflect on the reproduction of individual habitus. Simultaneously, the individual habitus is also reproduced and transformed through the interactions between practices in different spheres.

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Silva, Jassira Braz da. "Habitus docente no ensino de mÃsica." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=19672.

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Essa pesquisa objetiva explicitar o habitus docente no ensino de mÃsica, analisando os aspectos cognitivos, corporais e Ãticos-polÃticos revelados nos projetos de intervenÃÃo pedagÃgica, de autoria prÃpria, no ensino de mÃsica na EducaÃÃo BÃsica, realizados de 2000 a 2014, sendo eles: âVivenciando e Compreendendo MÃsicaâ; âEnsino de MÃsica: uma experiÃncia com movimento e ritmoâ; âLeitura e ComunicaÃÃo: redimensionando o ato de lerâ e âNossa comunidade em texto, imagem e somâ. Visa distinguir interaÃÃes,contextualizar materiais e tempos de ensino-aprendizagem e identificar atitudes do percurso formativo. Utiliza o mÃtodo de histÃrias de vida e formaÃÃo, adotando um carÃter autobiogrÃfico, delimitada pela exploraÃÃo dos territÃrios do âeu educadorâ, analisando o percurso narrativo com Ãnfase na constituiÃÃo de um habitus musical docente. Toma-se como referÃncia basilar Bourdieu (1983) com o conceito de habitus, e SchÃn (1983) com conceito de professor reflexivo. Dessa pesquisa, espera-se que desvele conhecimentos e saberes,prÃticas e teorias mobilizadas no ensino de mÃsica.
This research aims at explaining teachersâs habitus in the teaching of music, analyzing the cognitive, physical and ethical-political revealed in pedagogical intervention projects, from our own experiences, in music teaching in Elementary Education, conducted from 2000 to 2014, as follows: "Experiencing and Understanding Music"; "Music Education: an experience with movement and rhythym"; "Reading and Communication: rethinkink the reading act" and "Our community in text, image and sound". It aims to distinguish interactions, contextualize teaching-learning materials and time and identify attitudes formation. It uses the method of life stories and training, adopting an autobiographical character, bounded by the exploitation of territories of "I educator", analyzing the narrative journey with emphasis on the establishment of a teacher musical habitus. It is taken as a basic reference, Bourdieu (1983) with the concept of habitus and SchÃn (1983), with the concept of reflective teacher. In this research, it is expected which unveil knowledge and expertise, mobilized practices and theories in music education.

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10

Mattos, Marcus de Dutra. "O habitus e o projeto original." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2018. http://tede2.pucrs.br/tede2/handle/tede/8095.

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Pierre Bourdieu states that the Sartrean concept of original project is a founding myth of belief in the uncreated "creator". He contrasts as antithesis to the original project his concept of habitus. Our research follows this Bourdieusian assertion and tests its pertinence. The Sartrian original project starts from a premise of the ontological freedom of the being of which Bourdieu, without affirming it, in our view, uses it to base the influences operated by the field, translated in the habitus. That means: There is more of Sartre in Bourdieu than he may affirms. The conceptual constellation of Pierre Bourdieu transpasses the work of Sartre.
Pierre Bourdieu afirma que o projeto original sartriano ? um mito fundador da cren?a no "criador" incriado. Contrap?e como ant?tese ao projeto original o seu conceito de habitus. Nossa pesquisa acompanha esta assertiva bourdieusiana e testa sua pertin?ncia. O projeto original sartriano parte de uma premissa de liberdade ontol?gica do ser da qual, Bourdieu, sem afirma-la, ao nosso ver, usa-a para fundamentar as influ?ncias operadas pelo campo, traduzidas no habitus. Quer dizer: H? mais de Sartre em Bourdieu do que este afirma. A constela??o conceitual bourdieusiana transpassa a obra de Sartre.

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Books on the topic "Habitus"

1

K, Laflamme Denis, ed. Habit habitat habitus. Trois-Rivieres: Édition d'Art le Sabord, 2002.

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2

Schultheis, Franz, Stephan Egger, and Charlotte Hüser. Habitat und Habitus. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-38370-1.

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Csányi, Erzsébet. Habitus. Újvidék: Bölcsészettudományi Kar, Vajdasági Magyar Felsőoktatási Kollégium, 2012.

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Krais, Beate. Habitus. Bielefeld: Transcript, 2002.

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Flach, Sabine, Jan Söffner, and Daniel Margulies. Habitus in habitat I: Emotion and motion. Bern [Switzerland]: Peter Lang, 2010.

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Fingerhut, Jörg. Habitus in habitat III: Synaesthesia and kinaesthetics. Bern [Switzerland]: Peter Lang, 2011.

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Dörfler-Dierken, Angelika, and Christian Göbel, eds. Charakter – Haltung – Habitus. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37249-1.

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Grunau, Janika. Habitus und Studium. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-16034-0.

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Brandes, Holger. Der männliche Habitus. Wiesbaden: VS Verlag für Sozialwissenschaften, 2001. http://dx.doi.org/10.1007/978-3-322-97541-6.

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Brandes, Holger. Der männliche Habitus. Wiesbaden: VS Verlag für Sozialwissenschaften, 2002. http://dx.doi.org/10.1007/978-3-322-97542-3.

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Book chapters on the topic "Habitus"

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Rehbein, Boike, and Gernot Saalmann. "Habitus (habitus)." In Bourdieu-Handbuch, 110–18. Stuttgart: J.B. Metzler, 2014. http://dx.doi.org/10.1007/978-3-476-01379-8_23.

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Pireddu, Nicoletta. "Habitat and Habitus." In The Works of Claudio Magris, 102–22. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137488046_6.

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Schultheis, Franz, Stephan Egger, and Charlotte Hüser. "Hütte und Lager – Die Umsiedlung einer Welt." In Habitat und Habitus, 27–123. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-38370-1_2.

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Schultheis, Franz, Stephan Egger, and Charlotte Hüser. "Haus und Dorf – Innenleben und Außenleben des Habitats." In Habitat und Habitus, 125–61. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-38370-1_3.

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Schultheis, Franz, Stephan Egger, and Charlotte Hüser. "Zur Einführung." In Habitat und Habitus, 1–26. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-38370-1_1.

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Schultheis, Franz, Stephan Egger, and Charlotte Hüser. "Wohnung und Stadt – Eine erzwungene Moderne." In Habitat und Habitus, 163–207. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-38370-1_4.

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Schultheis, Franz, Stephan Egger, and Charlotte Hüser. "Zeugnisse ethnografischer Forschungspraxis." In Habitat und Habitus, 229–50. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-38370-1_6.

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Schultheis, Franz, Stephan Egger, and Charlotte Hüser. "Exkurs – Zurück im Béarn." In Habitat und Habitus, 209–28. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-38370-1_5.

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Roth, Wolff-Michael. "Habitus." In Encyclopedia of Critical Psychology, 833–38. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_129.

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Edgerton, Jason D., and Lance W. Roberts. "Habitus." In Encyclopedia of Quality of Life and Well-Being Research, 2631–36. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_3654.

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Conference papers on the topic "Habitus"

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Chhabra, Pallavi. "Negotiating Technological Habitus for Equity: Role of Institutional Habitus in Teacher Preparation." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2105842.

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Miletić-Stepanović, Vesna. "GAMBLING AS THE TOURIST HABITUS." In 6th INTERNATIONAL SCIENTIFIC CONFERENCE GEOBALCANICA 2020. Geobalcanica Society, 2020. http://dx.doi.org/10.18509/gbp.2020.57.

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Farchi, Talmor. "Leadership Position: The Habitus Perspective." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1577342.

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Zelinka-Roitner, I. "Die feinen Unterschiede – Sozialkapital, Habitus und Gesundheitskompetenz." In 23. wissenschaftliche Tagung der Österreichischen Gesellschaft für Public Health (ÖGPH). © Georg Thieme Verlag KG, 2020. http://dx.doi.org/10.1055/s-0040-1708957.

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Saraswati, Ekarini. "Habitus Poet, Social Capital, and Literary Works." In 2018 3rd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/amca-18.2018.165.

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Cao, Yan. "On the Habitus of the Court Interpreter." In 2018 2nd International Conference on Management, Education and Social Science (ICMESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icmess-18.2018.313.

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"Fachdidaktische Professionalität: Kompetenzen, Habitus und Biografie von Sportlehrpersonen." In 5° Convegno sulle didattiche disciplinari. Dipartimento formazione e apprendimento – SUPSI, Svizzera / swissuniversities, Svizzera, 2022. http://dx.doi.org/10.33683/dida.22.05.25.

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McPherson, Heather. "The Field of Educational Reform: Shifting Novice Teachers' Habitus." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2008932.

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Amaruddin, Hidar, Muhammad Khafid, and Hamdan Atmaja. "Role of School: Habitus and Policies Towards Character Education." In Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2019, Semarang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.29-6-2019.2290241.

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Souza, Rafael Perpétuo de. "ATUALIZANDO TERRITÓRIOS: CAMPO E HABITUS NO SISTEMA DA ARTE." In 33º Encontro Nacional da ANPAP - Vidas. João Pessoa, Paraíba: Even3, 2024. http://dx.doi.org/10.29327/33-encontro-nacional-da-anpap-vidas-421945.838893.

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Reports on the topic "Habitus"

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Crespo, Carlos J. Prostate Can Men: The Effect of Body Habitus and Physical Activity. Fort Belvoir, VA: Defense Technical Information Center, February 2006. http://dx.doi.org/10.21236/ada469203.

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Gomes, Elisa, and Raquel Fera. Experiências de Integração na Investigação do Trabalho Doméstico Reconfiguração do habitus científico. DINÂMIA'CET-IUL, 2009. http://dx.doi.org/10.7749/dinamiacet-iul.wp.2009.83.

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Crespo, Carlos J. Prostate Cancer Mortality in Puerto Rican Men: The Effect of Body Habitus and Physical Activity. Fort Belvoir, VA: Defense Technical Information Center, February 2005. http://dx.doi.org/10.21236/ada437178.

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Crespo, Carlos J. Prostate Cancer Mortality in Puerto Rican Men: The Effect of Body Habitus and Physical Activity. Fort Belvoir, VA: Defense Technical Information Center, February 2004. http://dx.doi.org/10.21236/ada428041.

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Berg, Sara, Hannah Lillicraf, Suzanne Rose, and Eric Nemec. The effects of discontinuing GLP-1 receptor agonists on body habitus - A systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2024. http://dx.doi.org/10.37766/inplasy2024.2.0004.

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Holmes, Rachael, and Jonathan Wentworth. Restoration and creation of semi-natural habitats. Parliamentary Office of Science and Technology, October 2022. http://dx.doi.org/10.58248/pb48.

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This POSTbrief describes approaches to and challenges of restoring different semi-natural habitat types in England including native woodlands, heathlands, grasslands, wetlands, and coastal habitats. This brief complements POSTnote 678, which focuses on terrestrial habitats and their restoration for the wider habitats target in England. Terrestrial habitats are usually described as including freshwater and coastal habitat types.

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Gambill, Daniel, Matthew Stoklosa, Sean Matus, Heidi Howard, and Garrett Feezor. White Sands Missile Range Thurgood Canyon watershed : analysis of Range Road 7 for development of best management practices and recommendations. Engineer Research and Development Center (U.S.), September 2022. http://dx.doi.org/10.21079/11681/45622.

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Thurgood Canyon, located on White Sands Missile Range (WSMR), contains an alluvial fan that is bisected by a primary installation road and is in the proximity of sensitive fish habitats. This project was initiated to determine if and how sensitive fish habitats at the base of the fan are impacted by the existing drainage infrastructure and to assess the condition and sustainability of the existing transportation infrastructure. Findings show that the current drainage infrastructure maintains flow energy and sediment carrying capacity further down the fan than would occur in its absence. However, frequent to moderately rare (small to medium) flood events dissipate over 2 km from sensitive habitat, and overland flow and sediment do not reach the base of the fan. Controlled flow diversion is recommended upstream of the road to mitigate infrastructure or habitat impacts during very rare (very large) flood events. A comprehensive operation and management approach is presented to achieve sustainable transportation infrastructure and reduce the likelihood of impacts to the sensitive habitat.

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Fuhrer, Jeffrey, and Michael Klein. Risky Habits: On Risk Sharing, Habit Formation, and the Interpretation of International Consumption Correlations. Cambridge, MA: National Bureau of Economic Research, September 1998. http://dx.doi.org/10.3386/w6735.

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Douglas, Thomas, M. Jorgenson, Hélène Genet, Bruce Marcot, and Patricia Nelsen. Interior Alaska DoD training land wildlife habitat vulnerability to permafrost thaw, an altered fire regime, and hydrologic changes. Engineer Research and Development Center (U.S.), February 2022. http://dx.doi.org/10.21079/11681/43146.

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Climate change and intensification of disturbance regimes are increasing the vulnerability of interior Alaska Department of Defense (DoD) training ranges to widespread land cover and hydrologic changes. This is expected to have profound impacts on wildlife habitats, conservation objectives, permitting requirements, and military training activities. The objective of this three-year research effort was to provide United States Army Alaska Garrison Fort Wainwright, Alaska (USAG-FWA) training land managers a scientific-based geospatial framework to assess wildlife habitat distribution and trajectories of change and to identify vulnerable wildlife species whose habitats and resources are likely to decline in response to permafrost degradation, changing wildfire regimes, and hydrologic reorganization projected to 2100. We linked field measurements, data synthesis, repeat imagery analyses, remote sensing measurements, and model simulations focused on land cover dynamics and wildlife habitat characteristics to identify suites of wildlife species most vulnerable to climate change. From this, we created a robust database linking vegetation, soil, and environmental characteristics across interior Alaska training ranges. The framework used is designed to support decision making for conservation management and habitat monitoring, land use, infrastructure development, and adaptive management across the interior Alaska DoD cantonment and training land domain.

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Chass?, Michael. Restoring the endangered San Francisco lessingia to Fort Funston, GGNRA: Final project completion report. National Park Service, 2024. http://dx.doi.org/10.36967/2302635.

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San Francisco lessingia (lessingia germanorum) is an endangered plant species found in dune habitats on the northern San Francisco Peninsula of California, USA. Expanding habitat for this species through dune restoration is a key component of its recovery plan. The Golden Gate National Recreation Area (GGNRA) established a project to reintroduce San Francisco lessingia to potential habitat at Fort Funston. We (park staff, contractors, and volunteers) prepared restoration areas through invasive plant removal and installation of protective fencing. Over a three-year period, we collected seeds of San Francisco lessingia from the Daly City population throughout the summer fruiting season. GGNRA nursery staff propagated San Francisco lessingia and other associated dune plants, which were planted and direct seeded at Fort Funston. A monthly volunteer stewardship program was established to support ongoing habitat restoration at Fort Funston. Park staff have initiated annual monitoring of San Francisco lessingia. As of the writing of this report, a small population of San Francisco lessingia has persisted in the primary reintroduction site. Although it is too early to determine if the reintroduction is successful in the long term, the restored dune habitats now support a more diverse dune flora with greatly reduced invasive plant threats.

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