Dissertations / Theses on the topic 'Life struggles'
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Tyerman, Thomas. "Border struggles : segregation, migrant solidarity, and ethical politics in everyday life." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/border-struggles-segregation-migrant-solidarity-and-ethical-politics-in-everyday-life(ca85af99-24ec-4fc9-8862-49a4b7baff43).html.
Full textBrdarski, Sophia A. "IN BETWEEN THE LINES: A PERSONAL LOOK AT LIFELONG READING STRUGGLES." University of Akron / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=akron1176474603.
Full textFaigin, Carol Ann. "Filling the Spiritual Void: Spiritual Struggles as a Risk Factor for Addiction." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1213626082.
Full textHanrahan, Gregory Scott. "Love Affairs as Power Struggles in English Court Life: John Donne's "The Apparition," "The Extasie," and "The Canonization"." W&M ScholarWorks, 1988. https://scholarworks.wm.edu/etd/1539720292.
Full textHomolka, Steffany J. "Divine Struggles: Parents' Contributions and Attachment to God as a Mediator." Case Western Reserve University School of Graduate Studies / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=case1386785400.
Full textDawson, Pamela Mary. "Roller coasters and uphill struggles : the impact of the medical management of childhood life-threatening and life-shortening conditions on family relationships, roles and emotional wellbeing." Thesis, University of Derby, 2009. http://hdl.handle.net/10545/621848.
Full textCaballero, Adelaida. "The Rebellion of the Chicken: Self-making, reality (re)writing and lateral struggles in Malabo, Equatorial Guinea." Thesis, Uppsala universitet, Institutionen för kulturantropologi och etnologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-263383.
Full textFuentes históricas sugieren que la mala reputación de la isla de Bioko ―producto de una mezcla de exoticismo, miedo a la muerte y deseo de ganacias económicas― pudo haber comenzado desde las primeras exploraciones europeas del África sub-sahariana. Hoy, los mismos elementos parecen haber sido reconfigurados, produciendo un resultado similar en el imaginario occidental: exotización cultural, miedo a la violencia perpetrada por el estado, y deseo de ganancias económicas dada la prominencia de su industria extractiva son elementos importantes en la concepción popular de Guinea Ecuatorial. Una noción de terror prevalente condiciona el estudio de la pequeña nación africana, lo cual resulta en tendencias mediáticas y discursos académicos polarizados por los grandes temas de petróleo/dinero/corrupción y violaciones de derechos humanos ―discursos que resultan contraproducentes a la hora de dar cuenta de las prácticas cotidianas de los Ecuatoguineanos, principalmente porque la violencia ejercida por el estado ha cambiado en lo cualitativo. Haciendo uso de un marco teórico compuesto por los conceptos de lectores/escritores/textos y estrategias desarrollados por Michel de Certeau (1984), el trabajo de Michael Jackson (2005) sobre el ser, la agencia y la intersubjetividad; así como por ‘la política del vientre’ de Bayart (1993), el presente estudio explora algunas de las complejas estrategias culturales y sociopsicológicas que las poblaciones urbanas de Malabo han desarrollado con el fin de crear, mantener y proteger la integridad de su yo social viviendo en ambientes inherentemente opresivos. Los medios utilizados por la gente para el posicionamiento de su yo social son observados mediante sistemas de creencias contemporáneos, narrativas y prácticas. La autora sugiere que dichas negociaciones son productos de, pero también condiciones para, la existencia del aparato social y la integridad de los entes culturales moviéndose dentro de sus fronteras discursivas. En consecuencia, las estrategias que los ecuatoguineanos utilizan para la formación y el mantenimiento de su yo social son consideradas potencialmente responsables de la reproducción de un status quo destructivo. Esta idea es desarrollada mediante el concepto de conflicto lateral ―una forma de violencia social alternativa a flujos ‘top-down’― basado en el principio de la socialidad como una forma culturalmente calibrada de interacción simbólica entre yoes creados como en un juego de suma cero. Las dinámicas de los conflictos laterales son ilustradas mediante material etnográfico sobre lo que la gente denomina “la rebeldía innata del Guineano”, la cual visibiliza además procesos de formación de la identidad colectiva y la verbalización de estereotipos nacionales negativos. Las posibilidades para la creación de identidades individuales más positivas basadas en una diferenciación habitual entre yo-individual y otro-nacional son exploradas. Finalmente, la autora hace un breve comentario sobre cómo dicha diferenciación podría estar impidiendo la formación colectiva de una idea de ‘patria’ en el imaginario ecuatoguineano contemporáneo.
Incorvia, Niki. "Role Theory as an informative lens for understanding the familial and political power struggles of Henry VIII and Mary I of England." NSUWorks, 2014. http://nsuworks.nova.edu/shss_dcar_etd/18.
Full textBakkali, Yusef. "Life on road : symbolic struggle & the munpain." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/73264/.
Full textMonteith, William. "Heart and struggle : life in Nakasero market 1912-2015." Thesis, University of East Anglia, 2016. https://ueaeprints.uea.ac.uk/61507/.
Full textNovy, Ronald. "Home aestheticus species being and the struggle for existence /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/5946.
Full textThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 24, 2009) Vita. Includes bibliographical references.
McMullen, Mary Katherine. "Wrestling power George Herbert's struggle for spiritual union /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
Full textOlsson, Karin. "Hope and life-struggle : patients' experiences with Transcatheter Aortic Valve Implantation." Doctoral thesis, Umeå universitet, Institutionen för folkhälsa och klinisk medicin, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-127873.
Full textFrederick, Jason. "Painterly struggle conflict and resolution within Raphaelle Peale's still life paintings /." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0014220.
Full textChannon, Alastair. "Evolutionary emergence : the struggle for existence in artificial biota." Thesis, University of Southampton, 2001. https://eprints.soton.ac.uk/256270/.
Full textYoum, Mi-jung. "Two Fingers: Michael's Struggle." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3020/.
Full textErickson, Meiloni C. "Like Branches on a Tree." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2144.
Full textFoley, Carl B. "Reaping the wisdom of the faithful stories of struggle and new life /." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.
Full textMoore, Jesse Alexander. "The difficulty of living well: effort and failure in the good life." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1002845.
Full textBibler, Jared S. ""We Live to Struggle, We Struggle to Triumph": The Revolutionary Organization of the People in Arms and Radical Nationalism in Guatemala." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1399513879.
Full textAbye, Tigest. "Life story narratives of Ethiopian women activists : the journey to feminist activism." Thesis, University of Bradford, 2016. http://hdl.handle.net/10454/15864.
Full textPenzinski, Kyle Roman. "Not Another Fishing Tale: Lake Erie's Story of Eutrophication, Remediation, and the Current Struggle for Life." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1530623838089126.
Full textTakano, Yasushi. "In Pursuit of the Natural Body : Hemingway's Struggle with Conflicting Values in His Life and Works." Kyoto University, 2004. http://hdl.handle.net/2433/147723.
Full text0048
新制・課程博士
博士(人間・環境学)
甲第10965号
人博第252号
15||207(吉田南総合図書館)
新制||人||63(附属図書館)
UT51-2004-G812
京都大学大学院人間・環境学研究科文化・地域環境学専攻
(主査)教授 福岡 和子, 教授 丹羽 隆昭, 助教授 水野 尚之, 助教授 廣野 由美子
学位規則第4条第1項該当
Jarvis, Charles Everett. "Ethnographic interviews in the practical struggle between grace and law developing a ministry model /." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.
Full textSeal, Klara. "Living the struggle against obesity : common threads in the life-narratives of women who have regained weight." Thesis, University of Brighton, 2014. https://research.brighton.ac.uk/en/studentTheses/29bb64de-5c69-4b44-9c23-50d23b01a0c4.
Full textFoster, Judy. "Thinking on the front line : why some social work teams struggle and others thrive." Thesis, University of East London, 2009. http://roar.uel.ac.uk/3197/.
Full textDe, Gooijer Jinette, and n/a. "The murder in merger : developmental processes of a corporate merger and the struggle between life and death impulses." Swinburne University of Technology, 2006. http://adt.lib.swin.edu.au./public/adt-VSWT20070216.104601.
Full textMcCurry, Ursula Margaret. "Fit for future life, the struggle to establish home economics at the University of British Columbia, 1919-1943." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq24195.pdf.
Full textDe, Gooijer Jinette. "The murder in merger developmental processes of a corporate merger and the struggle between life and death impulses /." Australasian Digital Thesis Program, 2006. http://adt.lib.swin.edu.au/public/adt-VSWT20070216.104601/index.html.
Full textSubmitted for the degree of Doctor of Philosophy - Australian Graduate School of Entrepreneurship, Swinburne University of Technology, 2006. Typescript. Includes bibliographical references (p. 251-263).
Cote, Muriel. "Struggle for autonomy : seeing gold and forest like a local government in northern Burkina Faso." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/14235.
Full textForsslund, Annika. "From nobody to somebody : Women’s struggle to achieve dignity and self-reliance in a Bangladeshi village." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 1995. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-16583.
Full textdigitalisering@umu
Azis, Georgios. "Rising up against the subordination of life in Barcelonès: an ethnography of the struggle of the afectadas for a future without debt chains." Thesis, Uppsala universitet, Institutionen för kulturantropologi och etnologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-276767.
Full textPande, Suchi. "The right to know, the right to live : grassroots struggle for information and work in India." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/47622/.
Full textMichna, Catherine C. "Hearing the Hurricane Coming: Storytelling, Second-Line Knowledges, and the Struggle for Democracy in New Orleans." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2753.
Full textThesis advisor: Cynthia A. Young
From the BLKARTSOUTH literary collective in the 1970s, to public-storytelling-based education and performance forms in the aftermath of Hurricane Katrina, and fiction and nonfiction collections in the years since the storm, this study traces how New Orleans authors, playwrights, educators, and digital media makers concerned with social justice have mirrored the aesthetics and epistemologies of the collaborative African diasporic expressive traditions that began in the antebellum space of Congo Square and continue in the traditions of second-line parading and Mardi Gras Indian performances today. Combining literary analysis, democratic and performance theory, and critical geography with interviews and participant observation, I show how New Orleans authors, theatre makers, and teachers have drawn on "second-line" knowledges and geographies to encourage urban residents to recognize each other as "divided subjects" whose very divisions are the key to keeping our social and political systems from stabilizing and fixing borders and ethics in a way that shuts down possibilities for dissent, flux, and movement. Building on diverse scholarly arguments that make a case both for New Orleans's exceptionalism and its position, especially in recent years, as a model for neoliberal urban reform, this study also shows how the call and response aesthetics of community-based artists in New Orleans have influenced and benefited from the rise of global democratic performance and media forms. This dual focus on local cultures of resistance and New Orleans's role in the production of national and transnational social justice movements enables me to evaluate New Orleans's enduring central role in the production of U.S. and transnational constructs of African diasporic identity and radical democratic politics and aesthetics. Chapter One, "Second Line Knowledges and the Re-Spatialization of Resistance in New Orleans," synthesizes academic and grassroots analyses and descriptions of second lines, Mardi Gras Indian performances, and related practices in New Orleans through the lenses of critical geography and democratic theory to analyze the democratic dreams and blues approaches to history and geography that have been expressed in dynamic ways in the public spaces of New Orleans since the era of Congo Square. My second chapter, "'We Are Black Mind Jockeys': Tom Dent, The Free Southern Theater, and the Search for a Second Line Literary Aesthetic," explores the unique encounter in New Orleans between the city's working-class African American cultural traditions and the national Black Arts movement. I argue that poet and activist Tom Dent's interest in black working-class cultural traditions in New Orleans allowed him to use his three-year directorship of the Free Southern Theater to produce new and lasting interconnections between African American street performances and African American theatre and literature in the city. Chapter Three, "Story Circles, Educational Resistance, and the Students at the Center Program Before and After Hurricane Katrina," outlines how Students at the Center (SAC), a writing and digital media program in the New Orleans public schools, worked in the years just before Hurricane Katrina to re-make public schools as places that facilitated the collaborative sounding and expression of second-line knowledges and geographies and engaged youth and families in dis-privileged local neighborhoods in generating new democratic visions for the city. This chapter contrasts SAC's pre-Katrina work with their post-Katrina struggles to reformulate their philosophies in the face of the privatization of New Orleans's public schools in order to highlight the role that educational organizing in New Orleans has played in rising conversations throughout the US about the impact of neo-liberal school reform on urban social formations, public memory, and possibilities for organized resistance. Chapter Four, "'Running and Jumping to Join the Parade': Race and Gender in Post-Katrina Second Line Literature" shows how authors during the post-Katrina crisis era sought to manipulate mass market publication methods in order to critically reflect on, advocate for, and spread second-line knowledges. My analysis of the fiction of Tom Piazza and Mike Molina, the non-fiction work of Dan Baum, and the grassroots publications of the Neighborhood Story Project asks how these authors' divergent interrogations of the novel and non-fiction book forms with the form of the second line parade enable them to question, with varying degrees of success, the role of white patriarchy on shaping prevailing media and literary forms for imagining and narrating the city. Finally, Chapter Five, "Cross-Racial Storytelling and Second-Line Theatre Making After the Deluge," analyzes how New Orleans's community-based theatre makers have drawn on second-line knowledges and geographies to build a theatre-based racial healing movement in the post-Katrina city. Because they were unable and unwilling, after the Flood, to continue to "do" theatre in privatized sites removed from the lives and daily spatial practices of local residents, the network of theater companies and community centers whose work I describe (such as John O'Neal's Junebug Productions, Mondo Bizarro Productions, ArtSpot Productions, and the Ashé Cultural Arts Center) have made New Orleans's theatrical landscape into a central site for trans-national scholarly and practitioner dialogues about the relationship of community-engaged theatre making to the construction of just and sustainable urban democracies
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: English
Hagqvist, Emma. "The juggle and struggle of everyday life. Gender, division of work, work-family perceptions and well-being in different policy contexts." Doctoral thesis, Mittuniversitetet, Avdelningen för hälsovetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-27449.
Full textVid tidpunkten för disputationen var följande delarbeten opublicerade: delarbete 3 och 4 inskickade
At the time of the doctoral defence the following papers were unpublished: paper 3 and 4 submitted
Kanold, Erica. "Life is unfair – but not without reason : A field study of Sri Lankan women’s struggle for equal political representation and influence." Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-412805.
Full textEl-Karanshawy, Samer. "The day the Imām was killed : mourning sermons, politics, history and the struggle for Lebanese Shī'īsm." Thesis, University of Oxford, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669871.
Full textMyers, Summer Anne. "Visualizing the Transition Out of High-Demand Religions." Digital Commons at Loyola Marymount University and Loyola Law School, 2017. https://digitalcommons.lmu.edu/etd/321.
Full textLephoko, Daniel Simon Billy. "Nicholas Bhekinkosi Hepworth Bhengu's lasting legacy : a study of the life and work of one of Africa's greatest pioneers." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/27505.
Full textThesis (PhD)--University of Pretoria, 2010.
Science of Religion and Missiology
unrestricted
Mensching, Johannes Ole Verfasser], Detlef [Akademischer Betreuer] [Fetchenhauer, and Robb [Akademischer Betreuer] Willer. "Can we trust trust explanations? : an experimental illustration of how outcome based accounts of trust struggle to explain a basic phenomenon of human life / Johannes Ole Mensching. Gutachter: Detlef Fetchenhauer ; Robb Willer." Köln : Universitäts- und Stadtbibliothek Köln, 2011. http://d-nb.info/1038065593/34.
Full textThackray, Liz. "The meanings of the 'struggle/fight metaphor' in the special needs domain : the experiences of practitioners and parents of children with high functioning autism spectrum conditions." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/47168/.
Full textBauer, Ana Paula Medeiros. "A influ?ncia da l?gica produtivista nas disputas de poder no interior do campo de p?s-gradua??o em administra??o no Rio de Janeiro: uma an?lise a partir da abordagem de Pierre Bourdieu." Universidade Federal Rural do Rio de Janeiro, 2016. https://tede.ufrrj.br/jspui/handle/jspui/1361.
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Funda??o Carlos Chagas Filho de Amparo ? Pesquisa do Estado do RJ - FAPERJ
The postgraduate education field in Brazil has gone through several changes over time, mainly related to its evaluation system. Such a system was implemented in 1976 original form and function was to develop education and research in the country. The first evaluation was mainly a result of the proposed development in each particular program (CAPES, 2014 s / p). The last major change in the system occurred in 1998, when it was deployed Qualis Ranking (VI PGNP, 2010), a stratification system that classifies vehicles disclosure of intellectual production (CAPES, 2004 s / p). Thus, the evaluation shall be taken from the analysis of the quality of the disclosure vehicles, or work quality is considered accepted if a vehicle which has good score QUALIS system. Thus, educational organizations tend to require their professors / researchers more production items to convert them into publication, aiming to win dominant positions on the field. In this sense, the logic of productivity is within the field of the country graduate governed by the excessive production of articles to achieve maximum points. These changes now reach the field of teaching in graduate management in the state of Rio de Janeiro, an area where are concentrated the main field programs. It seems possible to say that this marked change in the evaluation system led to a restructuring of the field, where the agents begin to modify their practices to suit the evaluation and gain more power. Thus, the objective of the study is to understand how the logic of productivity influenced the power struggles among organizations that make up the administration in post-graduate course in the state of Rio de Janeiro, from the theoretical perspectives of Bourdieu. The author sees the field as a force interactions of space between the officers with a particular type of capital among the different existing types, to conquer the field domain.
O campo de p?s-gradua??o no Brasil passou por diversas mudan?as ao longo do tempo, principalmente relacionadas ao seu sistema de avalia??o. Tal sistema foi implantado em 1976 de forma inicial, e tinha como fun??o desenvolver a educa??o e a pesquisa no pa?s. A primeira avalia??o teve como principal resultado a proposta de evolu??o de cada programa em particular (CAPES, 2014, s/p). A ?ltima grande mudan?a no sistema ocorreu em 1998, quando foi implantado o Ranking Qualis (VI PNPG, 2010), um sistema de estratifica??o que classifica os ve?culos de divulga??o da produ??o intelectual (CAPES, 2004,s/p). Sendo assim, a avalia??o passa a ser feita a partir da an?lise da qualidade dos ve?culos de divulga??o, ou seja, o trabalho ? considerado de qualidade se for aceito em um ve?culo que possui boa pontua??o no sistema Qualis. Com isso, as organiza??es educacionais tendem a exigir de seus professores/pesquisadores mais produ??o de artigos para convert?-los em publica??o, almejando conquistar posi??es dominantes no campo. Nesse sentido, a l?gica produtivista se insere no campo da p?s-gradua??o do pa?s, regida pela a produ??o excessiva de artigos para alcan?ar o m?ximo de pontos. Essas mudan?as atingem hoje o campo do ensino da p?s-gradua??o em administra??o no estado do Rio de Janeiro, ?rea onde o est?o concentrados os principais programas do campo. Parece ser poss?vel afirmar que essa marcante mudan?a no sistema de avalia??o provocou uma reestrutura??o do campo, onde os agentes come?am a modificar suas pr?ticas para se adequar a avalia??o e ganhar mais poder. Dessa forma, o objetivo do estudo ? compreender como a l?gica produtivista influenciou as disputas de poder entre as organiza??es que comp?em o campo de p?s-gradua??o em administra??o no estado do Rio de Janeiro, a partir das perspectivas te?ricas de Bourdieu. O autor percebe o campo como um espa?o de intera??es de for?as entre os agentes dotados de um determinado tipo de capital, dentre os diferentes tipos existentes, para conquistarem o dom?nio do campo.
Saldanha, José Rodrigo Pereira. "Selvagens, barbárie e colonos : coletivos indígenas kaingang e o choque com a civilização no Sul do Brasil Meridional contemporâneo." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/114458.
Full textThrough Ethnography between interlocutors kaingang ethnicity, the thesis deals with the "struggles" of those in the quest of their "civil rights". Kaingang this problem has been perceived from their conflictual relations with a so-called "white world". This conflict is perceived since the time of ancient trails in exodus until nowadays the current "time of the land retakes". "Whites", "non-Indians", or non-kaingang in "language" of ethnicity, the fóg, has been consolidating its "civilization" on kaingang territory, through its "pioneer fronts" of "colonization" and "expansion". It's been realized structurally a present coloniality of power in networks of relations between fóg and kaingang that came throught time and space. An initial process of primitive accumulation of capital, the so-called "colonialism" over indigenous peoples and their territories became to a "capitalist" character "originator", "progressive" and "developmental", from a metaphysics founded at a cost of "ownership". These fog economic processes has been applied to a conquest process of the ancestral territories of ethnic, the Brazilian Southern Plateau. The once "kaingang indigenous world", the world of "old trunk", a totality of dense forests, fields, and freshwater tributaries in plenty, of beings and things, are gradually occupied by the "white world", infra-anthropic structural, cultural order of "rationality", reflected in the "embodied" technical instrumentality based on the "functionality" of "material" and features a so-called "nature." This creates a world of environmental destruction, coupled with territorial regimes "properties" of the fóg, which restrict the free movement of kaingang community groups over their lands to search for a total confine of the latter in territorial "reductions". Ethnography accompanied the "struggle for land" of cosmopolitic ethnic groups, where kaingang agents maintains a way of life based on a universe of "belonging to Land" in shock and conflicts with the "white world" and their fóg agents, that maintains a way of life based on individualism, in a logic that dictates it's self as "rational", "market" and "science" and "ownership" of the Earth. This "struggle for kaingang Land" today is placed on territorial claims of ethnicity, through "Indian Territory" guaranteed by the Federal Constitution (FC / 88), in a territory almost entirely occupied today by the "projects" of the fóg, "farms","plantations","growing crops","white homes","highway","cities","industries "and or" parks "and other" public areas".
Mateus, Kergilêda Ambrosio de Oliveira. "Modos de vida e convívio escolar : o assentamento rural Santa Helena - São Carlos - SP." Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/8611.
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This work is a result of various concerns that have marked the personal and professional life of the researcher. We undertook efforts to investigate the social practice of the School Life of adult students who attend the Novo Horizonte School located in rural settlement called Santa Helena in São Carlos city - São Paulo state - and we seek to answer which educational processes are emerging from this social practice. To understand how seated teenagers and adults are educated regarding the social practice of the School Life; to describe those educational process and to analyze the meanings of this social practice in the life of its participants, we opted to utilize a methodological approach with a qualitative focus guided by a participative research. To collect the data, we used informal notes, informal chats and semi-structured interviews. As a result of this study, we identified that: participate in the struggle for a place to live is a way to educate; the absent of schooling does not mean the removal of fundamental knowledge for the life of the settlers of Santa Helena; the school life is configured as an important tool for strengthening the bonds of those who attends the literacy room of Novo Horizonte school, identified as a place for meetings and for the promotion of sociability; the field requires a different kind of school that promotes sociability of their subjects and respect their way of life, which should serve as a basis for their schooling. We hope that this work provokes new reflections about the social practice of the School Life and the way of life of men and women in rural settlements and, from these considerations, the resizing of new and other pedagogical approaches that consider their social and political reality and perceptions, desires and educational needs of these individuals.
O presente trabalho surgiu em decorrência de várias inquietações que marcaram a vida pessoal e profissional da pesquisadora. Nele empreendemos esforços para investigar a prática social do Convívio Escolar de pessoas adultas que freqüentam a Escola Novo Horizonte situada no Assentamento Rural Santa Helena, na cidade de São Carlos - SP, e buscamos responder que processos educativos emergem dessa prática social. Com o objetivo de compreender como os jovens e adultos assentados se educam tomando como base a prática social do Convívio Escolar; descrever esses processos educativos e analisar os significados dessa prática social para a vida dos seus participantes, optou-se por uma abordagem metodológica de caráter qualitativo direcionada pela pesquisa participante. Para coleta dos dados utilizamos como instrumentos o Diário de Campo; a Roda de Conversa e Entrevistas semi-estruturadas. Como resultados desse estudo, identificamos que: participar da luta pela terra educa; a não escolarização, não significa a destituição de saberes fundamentais para a vida dos assentados e assentadas do Santa Helena; o convívio escolar configura-se como ferramenta importante para o fortalecimento dos vínculos daqueles e daquelas que frequentam a sala de alfabetização da Escola Novo Horizonte, identificada como lugar de encontro e promoção da sociabilidade; o campo exige um outro tipo de escola, que promova a sociabilidade dos seus sujeitos e o respeito aos seus modos de vida, que deve servir como base para a sua escolarização. Esperamos que esse trabalho provoque novas reflexões sobre a prática social do Convívio Escolar e os modos de vida dos homens e mulheres em contextos de assentamentos rurais e, a partir de tais reflexões, o redimensionamento de novas e outras propostas pedagógicas que levem em conta a sua realidade social e política, bem como as percepções, desejos e necessidades educativas desses sujeitos.
Strindberg, Mona. "Protection of Personal Data, a Power Struggle between the EU and the US: What implications might be facing the transfer of personal data from the EU to the US after the CJEU’s Safe Harbour ruling?" Thesis, Uppsala universitet, Juridiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-294790.
Full textSimmeborn, Fleischer Ann. "”Man vill ju klara sig själv” : Studievardagen för studenter med Asperger syndrom i högre utbildning." Doctoral thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-20984.
Full textSummary Since the beginning of the 21st century there has been a significantly increased number of studies on children and young adults with Autism Spectrum disorder (ASD). Most of this research falls within the domain of Medicine and only limited number of studies focusses on adults with Asperger Syndrome (AS) as students at university. Considering that there is an increase in numbers of individuals diagnosed with AS attending tertiary education researching this group of individuals is both timely and opportune. The number of students with cognitive disabilities, such as AS, seeking assistance to help their study efforts along at universities has increased in Sweden from 1427 students in 2010 to 1943 students in 2012. It should be noted that support in everyday student-life is guaranteed by legislation (that is, by Social Service Act (SoL) and Support and Service for Persons with Certain Functional Impairments (LSS)) and that this same guarantee is valid also of studying at university. However, individuals with AS may at times have difficulty using available support, since they must identify their own needs and also communicate the nature of their need. This doctoral thesis is focusing on individuals with AS in need of such support in tertiary education. The thesis is comprised by two main studies: Study I, which is a case study, and Study II, which is a survey. Their common denominator is students with AS who have received legally guaranteed support as university students. study I The first study is a case study of three cases. This research is reported in the two first articles of the four articles comprising the entire thesis. The first article focusses on student narratives, whereas article two rather focusses on the accounts of next of kin as well as those of university coordinators I charge of assisting students in need. Data were collected through conversations. The particular choice of method allows for the researcher to acquire more intimate knowledge of the participants learning of their experiences, feelings and expectations. To secure validity the data from students, next of kin and university coordinators was triangulated. Number and type of universities included in the study were sampled on the principle that there should be included universities from different parts of Sweden, of different sizes and with different academic profiles. The aim of Study I was to investigate how students with AS, as students in tertiary education, describe their life history and their everyday student-life. This particular focus is reported in the first article. Next of kin are central to individuals with AS. In the second article therefore, the perceptions of next of kind and how these understand their children’s or sibling’s university studies as well as the available support for them are accounted for. Also university coordinators in charge of study assistance at universities are of considerable importance. They decide the manner of support provided. It is therefore important to also describe how these outline and assess the existing support. This too is the focus of the second article. During data collection the focus was on students’ narratives of their everyday student-life at university as well as how they experienced their entire education experience from pre-school and to tertiary education. The views of their own future was also an issue that was addressed. The conversations with participants were facilitated by the researcher in terms of conveying previous research results on the nature of AS individuals’ experience of university education; of the researcher’s professional experiences of the situation and also of herself being next of kin to an individual with an AS diagnosis. As a means of helping conversations with next of kin and coordinators along the researcher used her own professional experience in relation to AS individuals, diagnosing, medication, legal framework, previous research and personal experience. Which next of kin to be interviewed - a mother, father and a sibling - was decided by the participating students themselves. For each university there is generally only one coordinator. These participated in the study. A conversation manual has been used as support for each data collecting conversation. In all, twelve such manuals have been used. The length of the conversations with participating students varied between 1 hour and 4 minutes to 4 hours and 50 minutes. Conversations with next of kind varied between 1 hour and 10 minutes to 3 hours and 23 minutes and for coordinators the duration varied between 1 hour and 10 minutes to 3 hours and 40 minutes. Every conversation was entirely adapted to each participating individual and their willingness to converse about the subject matter. The three cases were comprised of 15 transcribed conversations: three for each student, one for each next of kin, and also one for each university coordinator. As a first step in analysing the data the researcher read transcriptions multiple times to lay foundations for an understanding of entirety. During the third read notes were taken in the form of key words significant to content. Extraction of sentences containing these keywords followed. Key words were always significant in relation to the research questions. The surrounding text was taken too in order to preserve context. Together the keywords, the sentences and the surrounding contexts constituted meaningful units of text. These units, in every transcribed conversation, were condensed in order to shorten texts but still maintain the essence of its meaningful content. The condensed text units were coded and grouped in categories that reflected the essential and meaningful content of the conversations. Data culled from the next of kin and the coordinators were submitted to the same process of data analysis. Results showed that students with AS often do need assistance at university both in terms of studying as well as in their daily life off campus in order to manage an existence as students. Individuals with AS however have a cognitive disability that may challenge their efforts as students. In addition, they have difficulties describing their problems and often find it hard to define which needs for assistance they do have. When applying for assistance students are required to specify their special needs of support, and more importantly, also choose what kind of assistance they require. In other words, they are given a considerable freedom of choice. To students with AS this presents an obstacle. They often do not know what kind of assistance they require and what a certain kind of support would entail. Participating students reported that it was difficult for them to grasp how the support would actually function and how it would improve their studying. Instead, the possibility of acquiring support became yet another problem which made studying even more difficult for them. The availability of support with the accompanying freedom of choice as to the manner and content of the support may be seen as an expression of equifinality. That is, the support system has been designed to provide each disabled individual with equal opportunity of attaining support. The basic value underpinning the support system is that freedom of choice is valuable to each and every one. However, many students with AS have reported that they feel socially limited, alienated even stigmatised and that they communicate poorly. In analysing the narratives of students’ life histories as well as their everyday student-life as students two themes emerged: Struggle and Alienation. The next of kin described the demands of focus, both on and off campus, to be overwhelming for their children or siblings. They observed difficulties with planning ahead to shop for groceries, to do laundry, to cook or to do sundry domestic chores at home. University coordinators understood that students had such problems off campus but could not offer assistance relating to off-campus difficulties. However, they also found it difficult to offer these students assistance pertaining to certain aspects of student life. They found it tricky to pose questions regarding students’ disability, diagnosis and general life situation. It was thus a problem for them to acquire an understanding of what kind of assistance that would be suitable for each individual student. In all, the research clearly showed that students with AS are in need of both educational support and everyday student-life support and that these two aspects of assistance need to be coordinated. Results also suggested the need of a tool for knowledge and communication, especially for students and university coordinators. Such a tool would facilitate the communication and would serve as a basis in deciding what kind of remedial action that needs to be taken for the benefit of students with AS. Study II The second study was operationalized as a survey study employing a questionnaire consisting of 55 questions of which some were open-ended. This instrument was administered to students with Asperger Syndrome (AS), to students with mobility impairment (MD) and to students with impaired hearing (HD). Note that abbreviations relate to the Swedish nomenclature for these disabilities. This study also focussed on students with AS but addressed more general questions: How do students with AS, MD and HD describe problems, provided support and the experience of being given support? Are there similarities or differences between these three groups of students? This research is presented in the third article of the doctoral thesis. The aim of the second study was also to explore what characteristics of students with AS could be identified as particularly important in an effort to classify them as a code set with the framework of the International Classification of Functioning, Disability and Health (ICF). A code set consists of a number of categories derived from the ICF classification system. It describes the type and nature of difficulties that for example students with AS may experience, thus constituting a checklist from which to work when university coordinators and students discuss the nature and manner of support needed and then succinctly be able to convey such information to other relevant staff. Such a tool will need to be straight-forward and given to students prior to meeting the coordinators in order to help students prepare for the meeting being fully informed of its content and purpose. The result of this exploratory second study is presented in the fourth article. As the study of AS student cases progressed there arose questions regarding other students with different kinds of disability also. Do they have the same or similar problems? For this reason a second study was launched and mobility impaired students (MD) and hearing impaired students (HD) were included also. This study was descriptive but operationalized as a mixed methods design. The first part of it consisted of a quantitatively based questionnaire. All Swedish universities and higher education institutions were invited to take part. Fourteen coordinators from 12 universities accepted. They in turn asked students to take part. In all, 34 students decided to participate. These were divided into the following categories: 16 (AS), 11 (MD) and 7 (HD). Due to the relatively low number of participants the study is best considered to be a pilot study. It could be suggestive in reference to how everyday student-life on campus might be experienced by students with different disabilities and whether there are differences between the three studied groups in need of support. In the second part of the second study a first step was taken towards creating a code set; the beginning of a communication tool serving as a conversation manual between coordinator and students. The analysis of the data was qualitative but deductive. Data from several sources, including the questionnaire, were analysed, compared and linked to ICF-codes in order to identify a tentative content of a potential code set. The data culled by the questionnaires was first cross-tabulated. The next phase of the analysis was the code set preparation, focussing only on students with AS. Analysed data were linked qualitatively and deductively to ICF together with information from five different sources: 1) Student narratives, 2) International diagnosis classifications, 3) National policy-documents of higher education, 4) National healthcare and 5) The Swedish Autism and Asperger Syndrome Association. In all, 10 documents were included on the basis of the AS target group, age group young adults, education and education guidelines for higher education, remedial work, need of support as well as national and international sources relating to the target group. The aim was to integrate several perspectives of needs of support in reference to AS students and their everyday student-life on a university campus. Results of the second study showed that even though other groups also reported problems similar to those of the AS students their explanations varied. While the problems of AS students appeared linked to cognitive difficulties, the problems of mobility impaired students (MD) and hearing impaired students (HD) were linked to physical difficulties. The difficulties and each group would appear similar at first sight which in practical terms means that they also would be offered the same kind of support as students at university The analysis of the questionnaire suggested the importance of students acquiring a job after graduation, to be able to earn a living and lead a normal everyday student-life like most others. However, prior to such a possible future studies must be completed and participants’ experiences of being university students appeared not the best. They spoke of struggle and alienation. Some of the experiences common to all three groups were stress and concentration difficulties, fatigue and social limitations. Hence, the second study, just like the first study, clearly showed both problems and needs, which suggested the necessity of a knowledge and communication tool for coordinators and students. An ICF-based code set for students with AS in higher education could serve as such a tool. In conclusion, results also suggested that if students with AS are to be included in higher education, and exclusion mechanisms such as stigmatisation and alienation be overcome, then clearly structured solutions - individual to each student - are also needed. Offered support must conform to multifinality rather than to equifinality as is currently the case in Sweden. Individual support cannot be based entirely on a diagnosis but also on an analysis of each student’s experienced difficulties in their immediate university environment of studying. Then, possibly, the available and legally guaranteed support would become as empowering as it was intended to actually be.
Forsberg, Anette. "Kamp för bygden : En etnologisk studie av lokalt utvecklingsarbete." Doctoral thesis, Umeå universitet, Institutionen för kultur- och medievetenskaper, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-35318.
Full textChuang, Ching-Tong, and 莊景同. "Beyond politically correct identities : "lesbian" partners , life struggles and the realization of value." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/98817061511853283790.
Full textClarence, Chun Cheng, and 卓俊丞. "A Study of Human Existence: Three Females' Inner Struggles between Life and Death in Michael Cunningham's The Hours." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/85331443727954715405.
Full text國立中正大學
外國文學所
94
Michael Cunningham’s Pulitzer Prize-winning novel, The Hours (1998), which was awarded the PEN/Faulkner Award in 1999, deals with three women’s lives in a single day. These three women are: Virginia Woolf (1882-1941), the original writer of Mrs. Dalloway (1925), who is writing the novel in the suburbs of London, 1923; Laura Brown, a housewife in postwar Los Angeles, who is reading the novel in 1949; Clarissa Vaughan, an editor in contemporary New York, who is taking care of a dying AIDS-stricken gay poet. In different times and spaces, Cunningham depicts the significance of human existence and dilemmas toward life and death. And each woman has to face plights and dilemmas in order to search for her existence in the world. This thesis aims to evaluate these three women’s struggles between life and death and their realizations of existence by Jean-Paul Sartre’s (1905-1980) ideas of existentialism, which are stated in his work, Being and Nothingness (1943). And it will evaluate other characters that interweave in The Hours, particularly through representation of Virginia Woolf’s work, Mrs. Dalloway. During the process of analyzing Cunningham’s The Hours, I show how the author created a fictional Virginia Woolf. And I show the other two women’s connections with different ages to explore how they live in their societies. This thesis is divided into four chapters. Chapter One introduces Michael Cunningham’s life and work, the main ideas of my thesis, as well as the context of these two novels, The Hours and Mrs. Dalloway. And I adopt Sartre’s conceptions of “Freedom and Responsibility” from his Being and Nothingness (1943) to evaluate each woman’s knowledge of existence. Chapter Two discusses the first two parts of The Hours: “Mrs. Dalloway” and “ Mrs. Brown.” With Sartre’s ideas about existentialism, I evaluate the realization of each woman’s existence and inner struggles toward their dilemmas between life and death. Chapter Three focuses on the significance of life by analyzing Cunningham’s Virginia Woolf. Cunningham creates a fictional character of Woolf by representing her life and the process of how she created her work, Mrs. Dalloway. In The Hours, I evaluate Cunningham’s perception of Woolf’s life and work. In this part, Cunningham not only depicts Woolf’s own failure as a writer and but also her struggles for her own insanity. Woolf’s suicide in “The Prologue” is very significant. Her suicide influences the other two women’s’ stories. Chapter Four is the conclusion. I conclude that Cunningham is not only a new creator of Virginia Woolf’s Mrs. Dalloway but that he also expresses these three women’s lives as a study of human existence. Even though Sartre thought life actually has no meaning at all except that which the individual chooses to give it, he strongly emphasized human freedom, choice, and responsibility in one’s existence. Through each woman’s struggle between life and death, we may perceive each woman’s life as a study of existence in The Hours.
LIN, SAN-I., and 林珊伊. "The Struggles between the Professional and Domestic Role: When Emergency and Critical Care Physicians were Faced with the Medical Decision-making of End-of-life about Their Family Members." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/32regy.
Full text東海大學
社會工作學系
107
Abstract It is difficulty to do the medical decision-making of end-of-life about their family members, even for physicians. The objective of this research was to explore the struggles between the professional and domestic role for the emergency and critical care physicians. The study was designed as qualitative research using in-depth interviews for the emergency and critical care physicians. Six physicians who were ever faced with the medical decision-making of end-of-life about their family members after 2000 were recruited. The narrative analysis was used to comprehend their experiences. The research disclosed the participants’ cognition change model for the end-of-life decision-making, and modified the double ABCX model when the end-of-life issue among physicians' families applied it. The results showed the physician’s stage of development, working place, experiences of learning and being a doctor, and the attitude toward to life were all crucial in the cognitional level. In the reality level, the physicians were the key person in their families and found the necessary of the companion. In the clinical level, the invasive treatment and communication among their family’s members wound affect the medical decision-making. In the level of role behavior, the expectation and a feeling of detachment wound influence the physicians. The qualitative research revealed the struggles among these physicians. At last, the suggestions of the health care providers, the medical education, the double ABCX model applied to the end-of-life issue, the development of medical social work, the policy of end-of-life, and the further study could take this study as reference. For medical social workers, we can be aware of the struggles of the family and medical teams to help them. Key words: the emergency and critical care physicians, end-of-life, medical decision-making, professional role, domestic role