Dissertations / Theses: 'The Thought of the Day'

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Waslin, Sue. "The theoretical contexts of Mary Daly's thought." Thesis, University of St Andrews, 1998. http://hdl.handle.net/10023/13853.

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This thesis focuses upon the writings of the contemporary North American feminist theologian Mary Daly. It takes the form of a critical study of Daly's thought in terms of five tributary influences. It represents a contribution to two areas of research: the history of feminist ideas, and the ongoing methodological debate within feminism as to the possible relationship between feminist theory and 'conventional' theory. In chapter one Daly's political thought is introduced through a discussion of the influence of the tradition of radical feminism. The principle aim of this chapter is to clarify, as far as possible, the dual process of influence that exists between her thinking and the work of certain radical feminist theorists. In chapter two the influence of Beauvoirian existentialism upon Daly's thought is examined in the wake of the claim that in drawing from Simone de Beauvoir's feminist existentialist analysis of women's situation, in The Second Sex, Daly assimilates Sartrean existentialist assumptions which are problematic from a feminist perspective. In chapter three turn to address Daly's philosophical- theological debt to Thomas Aquinas and the Thomist tradition. I trace the history of Daly's dealings with Thomism, including her criticism, and briefly evaluate her continued feminist engagement with its ontology. In chapter four Daly's utilisation of Peter L. Berger's sociological theory is explored. I discuss Daly's feminist criticism of Berger's theory of 'worldbuilding' and proceed to evaluate her subsequent attempts to use Berger's work as the starting-point for a new feminist sociology of knowledge. In the fifth and final chapter the abiding influence of Christianity to Daly's 'revolutionary' theological agenda is highlighted and explored with reference to the contemporary division of theological labour between so-called 'reformists' and 'revolutionaries'. The thesis ends with a few concluding remarks about Daly's methodology with regard to 'conventional' theory.

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Payne, Paulette Lavomme. "Hallelujah and Amen: the African-American reliious aesthetic and black women in the church of Jesus Christ of Latter-day saints in Southwest Atlanta, Georgia." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2009. http://digitalcommons.auctr.edu/dissertations/89.

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This study explores how racial and religious identities are impacted and subsequently reconciled among Black women who join the historically White Church of Jesus Christ of Latter-day Saints (LDS) in Southwest Atlanta, Georgia. This study was based upon the premise that the African-American religious aesthetic and the Black Church shape racial and religious identities. Therefore, identity reconciliation among Black LDS women who previously attended the Black church is jeopardized. A mixed-methods research approach was used to measure Black women’s ability to reconcile their racial and religious identities. The data gathered enabled the researcher to broadly determine the degree to which reconciliation is achieved among Black LI)S women. The researcher found that the diminutive presence of the African-American religious aesthetic in the LDS Church did not considerably influence identity reconciliation among Black LDS women . This finding is significant as it will help to inform future studies about identity reconciliation among Black people who join historically White religious institutions as well as the viability of the Black Church as a resource for spiritual and racial identity cultivation among Black people.

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Rybin, Steven M. "The Historical Thought of Film: Terrence Malick and Philosophical Cinema." View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3375107.

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Becker, András. "The problem of the Hungarian borders and minorities in British foreign political thought, 1938-41." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/366605/.

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This thesis analyses the British official attitudes and the gradual change of British policy towards Hungary and Hungarian revisionism in the period from the Anschluss in March 1938 to December 1941, when the British government declared war on Hungary. The primary focus of this thesis lies in the impact of Hungary`s territorial claims on British policy towards Hungary and Central Europe and upon the criteria Britain judged the territorial gains of Hungary between 1938 and 1941. This work is the result of the author`s research in British, American and Hungarian archives, along with his reflection on numerous documentary editions, diaries, memoirs and secondary sources. It aims to deepen our knowledge of Anglo-Hungarian relationship, British Central European policy and the British view of regional territorial disputes. At the same time, it is keen to dispel the myths and stereotypes of the British and Hungarian historiography, which have so far viewed Hungary as an unimportant factor in British Central European strategy.

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Magalhães, Marcelo Marconato. "As definições do Absoluto na Enciclopédia das ciências filosóficas (1830) de Hegel /." Marília, 2019. http://hdl.handle.net/11449/181608.

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Orientador: Ricardo Pereira Tassinari
Banca: José Eduardo Marques Baioni
Banca: Pedro Geraldo Aparecido Novelli
Resumo: Nossos objetos de pesquisa são as definições do Absoluto tal como elaboradas por Hegel na Enciclopédia das Ciências Filosóficas em Compêndio (1830). Podemos observar, ao longo da história da filosofia, os intentos de diversos filósofos em explicitar o sentido da totalidade. Tal sentido último recebe a denominação de "Absoluto" na filosofia hegeliana. Como um profundo conhecedor da história da filosofia e autor de um complexo sistema filosófico que se propõe a abarcar o todo, Hegel vê nos esforços de filósofos que se sucederam ao longo do tempo o desenvolvimento de uma única Filosofia, cujo objeto é o Absoluto, apreendido temporalmente em uma História do Pensar pelas diversas filosofias. Hegel considera que o Absoluto também pode ser apreendido em uma História interior própria, cujos graus lógicos originam-se uns dos outros tais quais as diferentes filosofias se sucederam ao longo do tempo. Nesse sentido, cada grau lógico possibilita uma definição do Absoluto, que também foi assim apreendido ao longo da história da filosofia em algum momento de seu desenvolvimento. No primeiro capítulo desta dissertação, justificamos a escolha da Enciclopédia como obra principal a ser analisada, indicamos quais são as definições presentes e as suas respectivas localizações no corpo do texto, e explicitamos a compreensão que Hegel tem acerca da definição, questionando o sentido e propondo uma solução à possibilidade de várias definições acerca do mesmo objeto. Além disso, indicamos a definição ... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: Our objects of inquiry are the definitions of the Absolute as elaborated by Hegel in the Encyclopaedia of Philosophical Sciences in Compendium (1830). Throughout the history of philosophy we can observe the attempts of various philosophers to make explicit the meaning of the totality. This ultimate meaning is called the "Absolute" in Hegel's philosophy. As a profound connoisseur of the history of philosophy and author of a complex philosophical system which proposes to embrace the whole, Hegel sees in the efforts of philosophers who have succeeded in the course of time the development of a single Philosophy whose object is the Absolute, which was temporarily seized in a History of Thinking by the various philosophies. Hegel considers that the Absolute can also be apprehended in an internal History of its own, whose logical degrees originate from each other such that different philosophies have succeeded each other over time. In this sense, each logical degree enables a definition of the Absolute, which was also thus apprehended throughout the history of philosophy at some point in its development. In the first chapter of this dissertation, we justify the choice of the Encyclopaedia as the main work to be analyzed, we indicate the present definitions and their respective locations in the body of the text, and we explain Hegel's understanding of the definition, questioning the meaning and proposing a solution to the possibility of various definitions about the same Absolute. In... (Complete abstract click electronic access below)
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Lenhard, Katie Marie. "The Historical Debate Among Leaders of The Church of Jesus Christ of Latter-Day Saints on the Topic of the United Nations." BYU ScholarsArchive, 2002. https://scholarsarchive.byu.edu/etd/4875.

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Since the inception of the United Nations in 1945, leaders of The Church of Jesus Christ of Latter-day Saints have made public statements regarding the international peace and security organization. To the confusion of many Church members, who often look to their leaders for prophetic guidance on numerous spiritual and temporal topics, these statements have been conflicting. Some Church leaders have clearly opposed the United Nations and others have openly supported it, offering various ideological explanations for their beliefs. Yet, it is evident that The Church of Jesus Christ of Latter-day Saints has never made an official position on the topic of the United Nations. Church members are free to exercise their agency and either oppose or support the organization as they deem necessary. Regardless of personal opinions, a relationship has emerged between the Church and the United Nations in the past few decades through joint humanitarian efforts, as well as official and unofficial interactions. Since the United Nations is most likely a permanent fixture of the political world, and The Church of Jesus Christ of Latter-day Saints is concerned with topics of international importance, it appears this relationship will continue to blossom throughout the future.

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Judkins, Jill. "Time as Motivation: Selected Theories as Compared to Modern Revelation." BYU ScholarsArchive, 2002. https://scholarsarchive.byu.edu/etd/4843.

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This thesis proposes that human beings by virtue of living in each new present moment are motivated to develop strategies to secure the best possible outcome in their lived experience. A personal account of the phenomenological experience of time is presented and a brief history is given. The implications associated with being thrown into the present moment make apparent the weaknesses of the current assumptions that the slices of the present moment form a continuity of past and future and create a coherent synthesis of life. The assumption that human beings are intentional, goal-directed, and prone to seek meaning in their lives is explored. The ultimate nature of human beings and what their responsibility is in this life is re-examined.A personal experience that enlarged the author's understanding of the tentativeness of the present moment is investigated. In addition, five theorists are selected whose work is concerned with temporal constructs, existentialism, and the intentionality of each human being.It is concluded that a theory of linear time cannot account for the time phenomenon created by human beings being thrown into the present moment. The continuity of the present with the past and future to form a whole life is only assumed, but not explained by current theories. The five theorists cannot account for humanity's intentionality and search for meaning. Implications of the personal time experience are explained. Religious doctrines found in The Church of Jesus Christ of Latter-day Saints are examined to show how the gaps in the theories of time can be addressed by these beliefs. These doctrines include belief in pre-existence and an eternal afterlife, the reality of God and the Devil, and the power of faith and repentance.In summary, the thesis defends the conclusion that the theorists and humankind all have some level of faith in God, and that the theorists are limited in developing accurate theories about human beings because of the erroneous and incomplete understanding of the character and nature of God. God as the creator understands the whole process and it is only through His revelatory process can we understand humankind. God loves His children and has prepared a way through the atonement of Jesus Christ that all might return to Him.

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Curi, Luiz Felipe Bruzzi. "Nationalökonomie nos trópicos: pensamento econômico alemão no Brasil (1889-1945)." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/8/8137/tde-15082018-115708/.

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Esta tese versa sobre assimilações, no Brasil, de linhagens germânicas de pensamento econômico, entre 1889 e 1945. A Parte I discute questões teóricas e historiográficas que orientaram a pesquisa. Situa-se a história do pensamento econômico no âmbito de alguns marcos teóricos e, dentro dessa área, esboçam-se algumas reflexões sobre a temática da difusão internacional como campo de pesquisa histórica. Na Parte II, aborda-se o pensamento econômico alemão: a formação da Nationalökonomie, as correntes oitocentistas mais influentes no Brasil e, por fim, três trajetórias pessoais de Friedrich List, Adolph Wagner e Carl Landauer que dão corpo à história de ideias feita inicialmente. A Parte III volta o olhar para os trópicos e examina as apropriações germânicas de Rui Barbosa, dos industrialistas na transição republicana, do gaúcho Francisco Simch e de Roberto Simonsen. A principal conclusão do trabalho é que houve apropriação efetiva do pensamento econômico alemão no Brasil, embora os temas não tenham sido incorporados de maneira uniforme.
This thesis deals with Brazilian assimilations of German lineages of economic thought, between 1889 and 1945. In Part I I discuss the theoretical and historiographic issues involved in the research. The study of history of economic thought is placed into a theoretical framework and, within this area, I sketch some considerations on the nature of the international diffusion as a field of historical research. In Part II I approach German nineteenth-century economic thought: the formation of Nationalökonomie, the lineages most influent in Brazil and, finally, three personal cases Friedrich List, Adolph Wagner and Carl Landauer which give concrete substance to the history of ideas presented before. Part III focuses on the tropics and examines German influences on: Rui Barbosa, the industrialists of the beginning of the Brazilian Republic, Francisco Simch and Roberto Simonsen. The main conclusion of this study is that there was an effective appropriation of German economic thought in Brazil, although topics were not incorporated in a uniform manner.

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Magagnato, Pamela Cristina [UNESP]. "Fundamentos teóricos da atividade de estudo como modelo didático para o ensino das disciplinas científicas." Universidade Estadual Paulista (UNESP), 2011. http://hdl.handle.net/11449/90978.

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Este é um trabalho de natureza teórica, visando fundamentar um posterior experimento didático. A base dessa fundamentação teórica é o Experimento Formativo (EF) realizado na União Soviética sob coordenação de Davydov e Elkonin (no qual, foi elaborada uma específica atividade escolar: a atividade de estudo), na teoria dialética materialista do conhecimento, na Psicologia Histórico-Cultural e no que Badillo (2004) concebe por modelo didático. Inicia com uma breve conceituação sobre modelos: o modelo científico, o método dialético como forma de sistematização de modelo científico e o modelo didático considerado como um modelo científico da Ciência Didática. Em seguida, apresenta a teoria da atividade, no seu aspecto psicológico, por meio de uma caracterização geral do desenvolvimento do psiquismo humano, conduzindo a ideia de que distintas formas de pensamento levam a distintas formas de desenvolvimento do psiquismo e, portanto, a distintas formas de controle da própria conduta. Segue com uma exposição do conceito de pensamento empírico e de seu modelo escolar de formação, distinguindo-o do pensamento teórico, o qual, na sequência, é caracterizado na sua relação com seu modelo de formação: a atividade de estudo. Caracteriza-se que o pensamento empírico é formado por meio de conteúdos organizados pela lógica formal, enquanto que o pensamento teórico forma-se por meio da realização da atividade de estudo, a qual o movimento da ascensão do abstrato ao concreto e possibilita o desenvolvimento de importantes funções psíquicas superiores, tais como a análise, reflexão, planejamento e experimento mental. Resumidamente, há uma exemplificação da atividade de estudo quanto à formação do conceito de número em Matemática e apresentação dos principais resultados obtidos no EF. Analisa os procedimentoss utilizados no EF para concluir...
This is theoretical study aimed at paving the way for a later teaching experiment. This theoretical support was based on the Formative Experiment (FE) performed in the Soviety Union and coordinated by DavydovElkoniin, (in which a specific school activity, the learning activity, was created), on the dialectical materialist theory of knowledge, on the Cultural-Historical Psychology, and on what Badillo (2004) conceives as a didatic model. Firstly, this study does a brief evaluation of models: the scientific model, the dialectical method as a way to systematize the scientific model and the didatic model considered as a scientific model of Didactic Science. It then presents the theory of activity in its psychological aspect, through a general characterizarion of the development of the human psyche, considering the idea that different ways of thinking lead to different forms of development of the phyche and therefore, to distinct forms of controlling their own conduct. Secondly, this paper conceptualizes the empirical throght and its production model in schools, distinguishing it from the theoretical thinking, which, in sequence, is characterized in its relationship with its model of production: the learning activity. Finally, it shows that the empirical thought is formed through contents organized by the formal logic, while theoretical thinking is formed by performing the learning activity itself, which follows the upward movement from the abstract to the concrete and allows the development of important higher mental functions, such as analysis, reflexion, planning and mental experiment. In short, there is an example of the learning activity used to teach the concept of number in mathematics and the main results obtained in EF. The study then examines the procedures used in the EF to conclude that this EF is characterized... (Complete abstract click electronic access below)

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Brunn, Iris Maria [Verfasser]. "Das Phänomen der Kognitiven Fusion und die Validierung des Thought-Fusion-Instruments in deutscher Übersetzung / Iris Maria Brunn." Lübeck : Zentrale Hochschulbibliothek Lübeck, 2019. http://d-nb.info/1176154273/34.

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Silva, Ana Cristina da [UNESP]. "O pensamento geográfico brasileiro na travessia do século XX para o XXI: o território na trama das significações imaginárias." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/105068.

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A temática dessa tese é o território na história do pensamento geográfico brasileiro contemporâneo no âmbito da Geografia Humana, uma grande área de conhecimento que abarca subáreas da Geografia. Essa temática foi abordada sob as perspectivas da Sociologia do Conhecimento e da Filosofia, no que se refere ao conceito de pensamento, e, da História Oral e da História do Tempo Presente quanto aos procedimentos metodológicos (elaboração e tratamento das fontes, recorte temporal). Essas perspectivas nortearam o modo de visar a história do pensamento geográfico brasileiro contemporâneo, na travessia do século XX para o XXI, a partir da década de 1980. Foram avaliadas, primeiramente, algumas concepções e abordagens da história do pensamento geográfico, no Brasil, quando procuramos também reconstituir a história da Geografia Humana em relação com algumas teorias sociais que conformaram o pensamento geográfico moderno e contemporâneo, tendo em vista demarcar as especificidades dessa investigação em relação às existentes, como também elucidar o território nessas histórias. A elucidação do território, no pensamento geográfico brasileiro contemporâneo, implicou em considerá-lo numa dimensão mais ampla do que aquelas que o definem como conceito, objeto ou elemento ideológico, por seu vínculo com o Estado. Nessa tese, concebemos o território como uma “significação imaginária social”. Essa concepção tem...
The topic discussed in this dissertation is the territory throughout the History of contemporary Brazilian geographical thinking in the domain of human geography, a vastly field of study encompassing subareas in the science of geography. This thematic is approached under the following perspectives: Sociology of Knowledge and Philosophy relating to the concept of thought, and Oral History e History of Present time concerning the methodological procedures (organization and dealing with the sources, and time analysis) These perspectives led the way in which the contemporary history of Brazilian geographical thought is seen at the turn of the XX to XXI century from the 1980`s on. First, this study conducted an evaluation of some concepts and approaches in the History of geographical thought in Brazil. Afterwards the History of Human Geography was remade/retelled according to some social theories which prevailed in the modern and contemporary geographical thought. There were two goals in this pursuit; make the contours and trace the features of this approach contrasting to the existing ones and also to clarify the territory in this Histories. The elucidation of territory in the contemporary Brazilian geographical thought entailed in considering it in broader dimension than those that defined it such as being ... (Complete abstract click electronic access below)

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Magagnato, Pamela Cristina. "Fundamentos teóricos da atividade de estudo como modelo didático para o ensino das disciplinas científicas /." Bauru : [s.n.], 2011. http://hdl.handle.net/11449/90978.

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Orientador: Mara Sueli Simão Moraes
Banca: Elizabeth Mattiazzo Cardia
Banca: Sueli Terezinha F. Martins
Resumo: Este é um trabalho de natureza teórica, visando fundamentar um posterior experimento didático. A base dessa fundamentação teórica é o Experimento Formativo (EF) realizado na União Soviética sob coordenação de Davydov e Elkonin (no qual, foi elaborada uma específica atividade escolar: a atividade de estudo), na teoria dialética materialista do conhecimento, na Psicologia Histórico-Cultural e no que Badillo (2004) concebe por modelo didático. Inicia com uma breve conceituação sobre modelos: o modelo científico, o método dialético como forma de sistematização de modelo científico e o modelo didático considerado como um modelo científico da Ciência Didática. Em seguida, apresenta a teoria da atividade, no seu aspecto psicológico, por meio de uma caracterização geral do desenvolvimento do psiquismo humano, conduzindo a ideia de que distintas formas de pensamento levam a distintas formas de desenvolvimento do psiquismo e, portanto, a distintas formas de controle da própria conduta. Segue com uma exposição do conceito de pensamento empírico e de seu modelo escolar de formação, distinguindo-o do pensamento teórico, o qual, na sequência, é caracterizado na sua relação com seu modelo de formação: a atividade de estudo. Caracteriza-se que o pensamento empírico é formado por meio de conteúdos organizados pela lógica formal, enquanto que o pensamento teórico forma-se por meio da realização da atividade de estudo, a qual o movimento da ascensão do abstrato ao concreto e possibilita o desenvolvimento de importantes funções psíquicas superiores, tais como a análise, reflexão, planejamento e experimento mental. Resumidamente, há uma exemplificação da atividade de estudo quanto à formação do conceito de número em Matemática e apresentação dos principais resultados obtidos no EF. Analisa os procedimentoss utilizados no EF para concluir... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This is theoretical study aimed at paving the way for a later teaching experiment. This theoretical support was based on the Formative Experiment (FE) performed in the Soviety Union and coordinated by DavydovElkoniin, (in which a specific school activity, the learning activity, was created), on the dialectical materialist theory of knowledge, on the Cultural-Historical Psychology, and on what Badillo (2004) conceives as a didatic model. Firstly, this study does a brief evaluation of models: the scientific model, the dialectical method as a way to systematize the scientific model and the didatic model considered as a scientific model of Didactic Science. It then presents the theory of activity in its psychological aspect, through a general characterizarion of the development of the human psyche, considering the idea that different ways of thinking lead to different forms of development of the phyche and therefore, to distinct forms of controlling their own conduct. Secondly, this paper conceptualizes the empirical throght and its production model in schools, distinguishing it from the theoretical thinking, which, in sequence, is characterized in its relationship with its model of production: the learning activity. Finally, it shows that the empirical thought is formed through contents organized by the formal logic, while theoretical thinking is formed by performing the learning activity itself, which follows the upward movement from the abstract to the concrete and allows the development of important higher mental functions, such as analysis, reflexion, planning and mental experiment. In short, there is an example of the learning activity used to teach the concept of number in mathematics and the main results obtained in EF. The study then examines the procedures used in the EF to conclude that this EF is characterized... (Complete abstract click electronic access below)
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Rezende, Maria da Glória Pinheiro. "Desinvisibilizando os fazeressaberes das criançaspraticantes no cotidiano da oficina Corpo, Cor e Sabor." Universidade do Estado do Rio de Janeiro, 2015. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=9543.

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Esta tese, tecida e (com)partilhada no cotidiano da oficina Corpo, Cor e Sabor, no Núcleo de Arte Leblon Centro de Pesquisa em Formação em Ensino Escolar de Arte e Esporte da Secretaria Municipal de Educação do Rio de Janeiro, com crianças do 3 ano do ensino fundamental, defende a ideia de que as criançaspraticantes, desse espaçotempo escolar, possuem uma pluralidade de conhecimentos em alimentação, nutrição e saúde que precisam ser levados em consideração quando se pensa em produzir conhecimentos e instrumentos no campo da educação alimentar e nutricional. Tem, portanto, como objetivo principal desinvisibilizar os fazeressaberes dessas criançaspraticantes, além de conhecer os modos de aprenderensinar por elas valorizados e suas redes de valores e crenças frente ao tema. No seu percurso políticoteóricoepistemológicometodológico apoia-se nas artes de fazer dos praticantes ordinários apresentadas por Michel de Certeau, nos movimentos da pesquisa nosdoscom os cotidianos organizados por Nilda Alves de Oliveira, no Pensamento Complexo de Edgar Morin, no Paradigma Indiciário delineado por Carlo Ginzburg, na Sociologia das Ausências e das Emergências propostas por Boaventura de Sousa Santos, nos Currículos pensadospraticados tecidos por Inês Barbosa de Oliveira e na inteireza da práticateoria de Paulo Freire. Os fazeressaberes das criançaspraticantes são desinvisibilizados, e tornados credíveis, em sete narrativas das experiênciaspráticas do cotidiano da oficina, confirmando a hipótese da tese de que há uma constelação de conhecimentos em alimentação, nutrição e saúde, tecidos e compartilhados, cotidianamente, pelas criançaspraticantes, que não podem, de maneira alguma, ser negligenciados por pesquisadoresprofessores do campo da educacional alimentar e nutricional comprometidos com um presente não desperdiçado e com um futuro de possibilidades. Um futuro com mais saberes, cores, cheiros e sabores
This thesis was developed and shared in the everyday life of the workshop "Body, Color and Flavor" in Leblon Art Center - Center for Research on Formation in School Education Art and Sport of the Municipal Department of Education of Rio de Janeiro, with children of the 3rd grade of elementary school. It has hypothesized that practitioners/children, from this scholar space/time, have a plurality of knowledge on food, nutrition and health that need to be taken into consideration when thinking about producing knowledge and tools in the field of food and nutrition education. Therefore, this thesis has as its main objective to become visible the doings/knowledge from these practitioners/children, besides knowing the ways of learning/teaching valued by them in addition to their values and beliefs grid across the theme. In his political/theoretical/epistemological/methodological route, it is based on the "arts of doing" of ordinary practitioners presented by Michel de Certeau, in the movements of the research with/of/at the day by day organized by Nilda Alves de Oliveira, in the paradigm of complexity by Edgar Morin, in the indiciary paradigm by Carlo Ginzburg, in the sociology of absences and emergencies proposed by Boaventura de Sousa Santos, in the curriculum thought/performed developed by Inês Barbosa de Oliveira and in the completeness of the practical/theory from Paulo Freire. The doings/knowledge of practitioners/children are made visible, and made credible in seven narratives of experiences/practices from the day by day of workshop, confirming the hypothesis of the thesis that there is a constellation of knowledge on food, nutrition and health, developed and shared, daily, by practitioners/children, which can not in any way be neglected by researchers/professors of food and nutrition education field committed with a not wasted present not wasted and a future of possibilities. A future with more knowledge, colors, smells and flavors

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Sparano, Antonio. "Dal “Summum Bonum” alla “vita sufficiens” (la “riscoperta” del dialogos nell'opera di Marsilio da Padova)." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/394033.

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En este trabajo me propongo de tratar una cuestión clásica del pensamiento político, la relación-conflicto entre phfisis y nomos (naturaleza y ley), a través un estudio histórico que, yendo desde los orígenes (desde la filosofía presocrática) hasta la Edad Media, enfatice la deriva en términos metafísicos, incluso teológicos, de la cuestión del buen gobierno. Esto respecto a la primera y a la segunda parte. La tercera parte, la más importante, estará dedicada enteramente a Marsilio de Padua y a su obra principal: el Defensor Pacis. A través de un estudio profundo, voy a mostrar cómo, en particular, el concepto de valencior pars, proprio del genio paduano, recupere, en mi opinión, la idea socrática de política: como el lugar donde la comparación entre las propuestas (es decir, aquellas que nacen de la phronesis y no de la sophia) es la única que puede asegurar el mejoramiento del estado. El objetivo de mi tesis, en el específico, es mostrar cómo este filósofo medieval represente el verdadero enlace entre el pensamiento político antiguo y medieval y lo moderno: creo que Marsilio haya sabido hacer beneficio del pensamiento aristotélico, más en general del pensamiento clásico y haya entendido los límites del pensamiento político medieval, es decir, su esencia teológica. A partir de estas "dos enseñanzas", ha sido capaz de dar nacimiento a una idea de la política verdaderamente laica. Pienso que este trabajo representará una novedad, no tanto por el autor tratado principalmente, a saber, Marsilio de Padua (antes que yo han sido muchos historiadores de la filosofía que lo han tratado), pero porque, puede ser, es la primera vez que el pensamiento del filósofo paduano se compara con lo más grandes pensadores de la antigüedad y de la Edad Media, en primer lugar, Platón y Aristóteles. Además el modus operandi por mí aplicado, a saber, un estudio no solo histórico pero también filosófico-lingüístico, de todos los autores tratados, podré representar, en mi opinión, el incipit para ver la evolución histórica del Estado desde una nueva perspectiva.
In this paper i propose to treat a classic question of political thought, the relationship-conflict between phjisis and nomos (nature and law), through a historical study that, ranging from the origins (from the pre-Socratic philosophy) to the Middle Ages, emphasizes the drift, in theological and metaphysical terms, of the issue of good governance. This respect to the first and the second part. The third part, the most important, is devoted entirely to Marsilio of Padua and his main work: the Defensor Pacis. Through a thorough study, i will show how, in particular, the concept of pars valencior, own of the Paduan genius, retrieve, in my opinion, the Socratic idea of politics: as the place where the comparison between the proposals ( those that arise from the phronesis and not from the sophia) is the only one that can ensure the improvement of the state.

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Kwong, Ming-wai. "Daoist influence on Zheng Guanying's (1842-1922) thought Zheng Guanying de dao jiao qing xiang yu ji shi si xiang yan jiu /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B3859870X.

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Silva, Ana Cristina da. "O pensamento geográfico brasileiro na travessia do século XX para o XXI : o território na trama das significações imaginárias /." Presidente Prudente : [s.n.], 2010. http://hdl.handle.net/11449/105068.

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Orientador: Eda Maria Góes
Banca: Eliseu Savério Spósito
Banca: Maria Mônica Arroyo
Banca: Ildeu Moreira Coelho
Banca: José Borzacchielo da Silva
Resumo: A temática dessa tese é o território na história do pensamento geográfico brasileiro contemporâneo no âmbito da Geografia Humana, uma grande área de conhecimento que abarca subáreas da Geografia. Essa temática foi abordada sob as perspectivas da Sociologia do Conhecimento e da Filosofia, no que se refere ao conceito de pensamento, e, da História Oral e da História do Tempo Presente quanto aos procedimentos metodológicos (elaboração e tratamento das fontes, recorte temporal). Essas perspectivas nortearam o modo de visar a história do pensamento geográfico brasileiro contemporâneo, na travessia do século XX para o XXI, a partir da década de 1980. Foram avaliadas, primeiramente, algumas concepções e abordagens da história do pensamento geográfico, no Brasil, quando procuramos também reconstituir a história da Geografia Humana em relação com algumas teorias sociais que conformaram o pensamento geográfico moderno e contemporâneo, tendo em vista demarcar as especificidades dessa investigação em relação às existentes, como também elucidar o território nessas histórias. A elucidação do território, no pensamento geográfico brasileiro contemporâneo, implicou em considerá-lo numa dimensão mais ampla do que aquelas que o definem como conceito, objeto ou elemento ideológico, por seu vínculo com o Estado. Nessa tese, concebemos o território como uma "significação imaginária social". Essa concepção tem ... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The topic discussed in this dissertation is the territory throughout the History of contemporary Brazilian geographical thinking in the domain of human geography, a vastly field of study encompassing subareas in the science of geography. This thematic is approached under the following perspectives: Sociology of Knowledge and Philosophy relating to the concept of thought, and Oral History e History of Present time concerning the methodological procedures (organization and dealing with the sources, and time analysis) These perspectives led the way in which the contemporary history of Brazilian geographical thought is seen at the turn of the XX to XXI century from the 1980's on. First, this study conducted an evaluation of some concepts and approaches in the History of geographical thought in Brazil. Afterwards the History of Human Geography was remade/retelled according to some social theories which prevailed in the modern and contemporary geographical thought. There were two goals in this pursuit; make the contours and trace the features of this approach contrasting to the existing ones and also to clarify the territory in this Histories. The elucidation of territory in the contemporary Brazilian geographical thought entailed in considering it in broader dimension than those that defined it such as being ... (Complete abstract click electronic access below)
Doutor

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SOZZI, ANDREA. "La metafora in Aristotele: dal pensiero al linguaggio." Doctoral thesis, Università Cattolica del Sacro Cuore, 2009. http://hdl.handle.net/10280/506.

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Svariati contributi comparsi negli ultimi decenni hanno avviato la parziale rilettura del pensiero linguistico di Aristotele. Su queste premesse, lo studio si propone, a partire dall’analisi dei testi più significativi, di ricostruire una teoria della metafora coerente con il resto del sistema filosofico aristotelico. Aristotele concepisce la metafora come un fatto di lingua, e ne delinea le principali caratteristiche e funzioni all’interno della comunicazione. Per Aristotele, tuttavia, la metafora è anche il segno del processo mentale che l’ha prodotta. Il pensiero metaforico, che soggiace alla metafora intesa semplicemente come tropo, è un’attività cognitiva che si fonda sulla capacità umana di cogliere la somiglianza. A sua volta, il vedere ciò che è simile è una capacità che precede il linguaggio, ma tuttavia si connette inevitabilmente ad esso sul piano sia analogico che logico, nel momento del concepimento di un giudizio. Il processo metaforico è dunque uno strumento di conoscenza che, procedendo dal pensiero al linguaggio, permette all’uomo di cogliere le relazioni tra gli enti, mettendolo a sua volta in relazione con il mondo.
Several studies have recently started a partial reinterpretation of Aristotle’s linguistics. Moving from these premises, this work tries to rebuild Aristotle’s theory of metaphor, in conformity with his philosophy and the analysis of his most relevant papers. Aristotle conceives metaphor a fact of language, and defines metaphor most important features and functions in relationship with communication. Nevertheless Aristotle means metaphor as a sign of the psychical process that produces it. Metaphorical thought, which is in our mind and which we can understand looking through the trope of metaphor, is a cognitive process, based on the human capability of catching similarity. Seeing what is similar is a capability that precedes utterance, but nevertheless it is connected to the language in an analogical and logical way every time we make an assertion. Metaphorical action is a cognitive appliance that, proceeding from thought to utterance, makes man capable of understanding relationships between things, and brings man himself in relationship with the world.

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Magalhães, Ana Alexandra Oliveira de. "Estudo das atitudes dos alunos com deficiência face à actividade física." Master's thesis, Instituições portuguesas -- UP-Universidade do Porto -- -Faculdade de Ciências do Desporto e de Educação Física, 2001. http://dited.bn.pt:80/29466.

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Ribeiro, Andre Silva Pereira de Oliveira. "Das proximidades a distancia : um percurso entre as instabilidades da musica." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/284656.

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Orientador: Silvio Ferraz Mello Filho
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes
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Resumo: O objetivo desse trabalho é apresentar a criação musical como uma convergência de elementos de natureza distinta da ordem do sonoro ¿ tais como sons, imagens, sensações, sentimentos, idéias e etc ¿, e examiná-la em seus momentos relativos a formação das idéias musicais. Para isso criamos um dispositivo conceitual próprio, intitulado ¿proximidades e distância?, a fim de revelar suas características principais. Assim, orientamos nossos esforços à criação de conceitos para tentar revelar a dinâmica dos processos criativos musicais, os quais, freqüentemente, demonstram uma presença marcante de elementos não musicais
Abstract: The purpose of this work is to present the musical creation as a convergence of elements of distinct nature of the order of the sonorous one - such as sounds, images, sensations, feelings, ideas and etc -, and to examine it at its relative moments the formation of the musical ideas. For this we create a proper conceptual device, intitled "proximities and distance", in order to disclose its main characteristics. Thus, we guide our efforts to the creation of concepts to try to disclose the dynamics of the musical creative processes, which, frequently, demonstrate a presence of not musical elements
Mestrado
Mestre em Música

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Cunha, Micheline Riscallah Kanaan da. "Estudo das elaborações dos professores sobre o conceito de medida em atividades de ensino." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251783.

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Orientador: Anna Regina Lanner de Moura
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Esta pesquisa constitui-se num estudo de caráter qualitativo das elaborações, de professores do nível fundamental, relacionadas ao conceito de medida. Foram assumidos como referência teórica para este estudo os autores como Kopnin (1978), Davýdov (1982), Kosik (2002), Leontiev (1989). Para a elaboração das atividades de ensino foram considerados os autores: Caraça (2003), Leontiev(1983), Aleksandrov (1988), Ribnikov (1987), Dantzig (1970), Hogben (1970), Lanner de Moura( 1995, 2001, 2002, 2003) e Moura (1998,2000,2001) e Lima & Moisés (1998). As atividades enfocaram os nexos conceituais da medida como: qualidade-quantidade, grandeza, discreto-contínuo e unidade que se supõe aprofundar o conceito além de seus aspectos perceptíveis, tendo por pressuposto serem esses temas necessários para o desenvolvimento do pensamento e linguagem da medida. A pesquisa foi desenvolvida, durante 12 aulas, do semestre letivo de um Curso de Pedagogia, do período noturno, na cidade de Campinas. Os dados resultaram da transcrição de atividades de ensino, dos portfólios elaborados pelos professores e do registro do pesquisador que atuou como professor no período da pesquisa. A análise dos dados é feita tendo por referência os nexos conceituais da medida sobre as elaborações feitas pelas professoras, focalizando suas características empírico-teóricas segundo os autores de referência. Os resultados indicam o progresso nas elaborações com características empíricas inicias para características teóricas do aspecto prático da medida, ao término das atividades. Este estudo pretende fornecer contribuições para a reflexão dos professores sobre o ensino de medida nos anos iniciais do Ensino Fundamental
Abstract: This research constitutes itself to a study of qualitative character of the elaborations of professors of the fundamental levels, related to the concept of measurement. The assumption of certain theoretical references for this study came from authors such as Kopnin (1978), Davydov (1982), Kosik (2002), Leontiev (1989). For the elaboration of teaching activities, the consideration of authors like: Caraça (2003), Leontiev(1983), Aleksandrov (1988), Ribnikov (1987), Dantzig (1970), Hogben (1970), Lanner de Moura (1995, 2001,2002,2003) and Moura (1998,2000,2001) and Lima & Moisés (1998) were dispensed. These activities enforced the conceptual connections of measurement such as: quality vs. quantity, size, discretion vs. continuity and unity which is going to deepen the concept beyond the aspects perceptible to students, having these assumptions will be necessary in order to develop the process of thought and language of measurement. This research was developed during five classes, within the academic semester of a nocturnal class on pedagogy within the city of Campinas. The data resulted in the transcription of teaching activities, the portfolios elaborated by professors and the recording of the researcher who acted as teacher during this period of research. The analysis of the data was done having as reference the connected concepts of measurement about the elaborations done by the professors focusing on the characteristics of empirical-theoretical though second to the authors stated above. The results point towards the progress of elaboration with characteristics initially empirical for the characteristics theories with aspects on the practice of measurement, in terms of the activities. This study is meant to establish a contribution to the reflections of professors on the subject of teaching measurement in the initial years of the initial studies
Doutorado
Educação Matematica
Doutor em Educação

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Fisher, Douglas. "One Day, Some Day." TopSCHOLAR®, 1996. http://digitalcommons.wku.edu/theses/867.

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When someone asks us how old we are, we tell them the number of years that we have lived. But those years are comprised of days: days that wrinkle our brows, burn searing holes in our souls, and those days--filled with joy, terror, humor, fear, and exasperation--are the sum totals of our age. One Day. Some Day is a collection of short fiction that deals with the events of one day in the life of the characters. The titles of the stories reflect this theme, i.e., "Thursday's Child, 11 "A Measure of Days," and "One of These Days." I have endeavored to inject my stories with the emotions and experiences that comprise our daily lives.

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Totti, Marcelo Augusto [UNESP]. "Ciência e educação no pensamento de Alberto Torres, Fernando de Azevedo e Florestan Fernandes: das rupturas paradigmáticas à análise retórica." Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/101546.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
O trabalho que ora apresentamos tem como objetivo analisar a concepção de ciência no pensamento educacional brasileiro, tendo como base três gerações de intelectuais com reconhecida contribuição no campo educacional: Alberto Torres, Fernando de Azevedo e Florestan Fernandes. Esses autores consolidaram interpretações teóricas, científicas sobre os fenômenos educacionais. Alberto Torres esteve preocupado em organizar a República; a educação era um fator de organização nacional, mantendo o homem no meio agrícola, devido à fatalidade geográfica e histórica do país. Torres alicerçou as bases de seu pensamento no positivismo comteano, adaptando-a à realidade brasileira, pretendendo um país soberano e um Estado forte. Fernando de Azevedo procurou dar moldes científicos aos estudos educacionais; a ciência proposta é teórica, utiliza Durkheim, mas recontextualiza-o, dando uma nova interpretação dos fatos sociais, que na sua visão são múltiplos e diversos, e as ciências humanas calcadas nesta visão devem ter como premissa a imprevisibilidade dos acontecimentos humanos. Florestan rearticula o pensamento de seus predecessores, estabelecendo novos parâmetros do proceder científico, em que estão presentes o planejamento, a racionalidade, a previsibilidade e a intencionalidade. Denominamos as mudanças ocorridas como rupturas paradigmáticas, ocasionadas através de conflitos. O que torna a concepção de Florestan hegemônica é o fato de o sociólogo constituir uma escola de pensamento. Observamos, ainda, que essas mudanças não são apenas teóricas; Florestan utiliza técnicas retóricas como a dissociação de noções e a petição de princípio no intuito de persuadir e convencer o seu auditório para que sua visão de ciência torne-se hegemônica.
The work which is now presented aimed to analyze the conception of science in Brazilian educational thought, based on three generations intellectuals, with recognized contribution in the educational field: Alberto Torres, Fernando de Azevedo and Florestan Fernandes. These authors consolidated theoretical, scientific interpretations on the educational phenomena. Alberto Torres was concerned with organizing the Republic; education was a factor of national organization in keeping the in the man agricultural environment, due to geographical and historical fate of the country. Torres founded the basis of his thinking on Comte’s positivism, adapting it to Brazilian reality, having in his mind a sovereign country and a strong State. Fernando de Azevedo tried to shape studies on education scientifically, the proposed science is theoretical, he uses Durkheim’s theories but recontextualizes them by giving them a new interpretation to social facts, which in his view are many and various, and human sciences based on this vision must have as a premise the unpredictability of human events. Florestan Fernandes rearticulates the thought of his predecessors, setting new standards of scientific procedures, in which planning, rationality, predictability and intentionality are present. We consider these changes as paradigmatic ruptures, provoked by conflicts. What makes Florestan Fernandes’s conception hegemonic is the fact that he established a school of thought. We also can observe that these changes are not just theoretical; Florestan uses rhetorical techniques such as decoupling of concepts and the petition of principle in order to persuade and convince his audience so that his vision of science becomes hegemonic.

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Chamiço, Vinicius Domingues [UNIFESP]. "Próximo ma(i)s distante: do potencial crítico das imagens de pensamento na obra “Rua de mão única” de Walter Benjamin." Universidade Federal de São Paulo (UNIFESP), 2014. http://repositorio.unifesp.br/handle/11600/39257.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Esta pesquisa pretende compreender o conceito de crítica dentro da obra Rua de mão única (Einbahnstrasse) através da análise do funcionamento e da estrutura da escrita empregada por Walter Benjamin chamada: “imagem de pensamento” (Denkbild). Partindo de um procedimento que norteia grande parte dos fragmentos: uma proximidade distanciadora, potencialmente crítica e reflexiva, proporcionada por formas aparentemente irrelevantes (unscheinbaren Formen) e pela polarização de imagens e ideias dissonantes.
This research aims to understand the concept of critic in the work, One Way Street (Einbahnstrasse) by the analysis of the functioning and the structure of writing used by Walter Benjamin named: “though-image” (Denkbild). From a procedure that orients much of the fragments: a proximity distancing, potentially critical and reflective, provided by apparently irrelevant forms (unscheinbaren Formen) and by the polarization of dissonant images and ideas

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Albuquerque, Jader Cristiano Magalhães. "Alinhamento entre estratégia de negócio e estratégia de TI – uma abordagem configuracional: o caso das Lojas Insinuante." Universidade Federal da Bahia, 2003. http://www.adm.ufba.br/sites/default/files/publicacao/arquivo/jader_albuquerque.pdf.

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O presente trabalho, tem como questão central verificar o alinhamento entre a estratégia de negócio e a estratégia de Tecnologia da Informação (TI) na Lojas Insinuante, empresas do Grupo IN. Inicialmente é feita uma contextualização evolutiva da TI nas organizações, culminando com o paradoxo da produtividade da informática e sua relação com os estudos de alinhamento estratégico. Posteriormente é apresentado um levantamento dos principais modelos teóricos que visam avaliar o Alinhamento entre a área de TI e a área de negócio, além disto, são revisados os conceitos de estratégia e as diversas escolas de pensamento estratégico a fim de cobrir uma lacuna dos modelos de alinhamento. O objetivo final deste trabalho é explicar como ocorreu o processo de alinhamento estratégico na Lojas Insinuante a partir da relação construída entre as escolas do pensamento estratégico e os modelos de alinhamento.
Salvador

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Carraro, Patrícia Rossi. "Crenças e representações dos professores sobre o construtivismo, os parâmetros currículares nacionais (PCN) e as inovações pedagógicas no contexto das diretrizes propostas para o ensino fundamental a partir da nova LDB." Universidade de São Paulo, 2003. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-30082008-171441/.

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O presente trabalho teve como objetivo investigar, a partir da linha de pesquisa Pensamento do Professor, as crenças e representações dos professores do ensino fundamental a respeito do construtivismo, dos parâmetros curriculares nacionais e das inovações pedagógicas decorrentes da nova LDB. Foi realizada entrevista de profundidade, semi-estruturada, com quarenta professores do ensino fundamental, em duas Escolas da Rede Pública de Ensino de uma cidade do interior de São Paulo, em duas sessões. A primeira buscava a contextualização da formação, história e prática profissional dos professores e teve, ainda, como objetivo, o estabelecimento de um vínculo mais favorável que facilitasse a participação dos entrevistados. A segunda sessão investigou as crenças e representações em relação ao construtivismo, aos PCN e as inovações do ensino atual. Os resultados das entrevistas gravadas e transcritas literalmente foram submetidos à Análise de Conteúdo. Revelaram que a maioria dos professores não é desfavorável às mudanças no cotidiano escolar, pois acreditam que estas são necessárias e importantes. O que não concordam é a maneira como estas transformações são implantadas e conduzidas. A grande maioria dos professores revelou ter uma noção imprecisa e, às vezes, até equivocada sobre o construtivismo. Para muitos deles, este é um método de ensino, cuja característica essencial é a criança construir seu próprio conhecimento. Quanto aos PCN, a grande maioria demonstrou uma visão superficial, e que se sentem obrigados a inseri-los nos seus planejamentos e na sua prática, embora não tenham conhecimento de que a fundamentação teórica dos PCN, seja a perspectiva construtivista. Os poucos que falaram desse assunto, também, não têm muito clareza sobre esta relação. Quanto às inovações pedagógicas, a maior parte deles declarou que estas não estão orientando, devidamente, o trabalho docente e se sentem despreparados e desrespeitados pelas políticas educacionais. Não se mostraram favoráveis à progressão continuada, pois declararam que ela trouxe muito desconforto e insegurança na realização das atividades escolares. A grande maioria se considera despreparada para trabalhar com o construtivismo, com os PCN e com a progressão continuada, por falta de estudos, de orientações e de apoio da escola. Percebeu-se que, para os professores, as reformas estão sendo feitas de forma imposta, tendo que assimilá-las muito rapidamente. Eles acreditam que, se as mudanças no ensino fossem bem trabalhadas, trariam bons resultados. Os dados encontrados confirmam a literatura consultada. Destaca-se, entre as implicações educacionais enunciadas, maior investimento e empenho na formação inicial e continuada dos professores. O conhecimento, as experiências dos professores e o contexto educacional precisam ser levados em conta, quando se pretendem fazer as mudanças, no ensino, serem bem sucedidas. O processo de reforma educacional precisa oferecer espaços de reflexão para o professor e estes deveriam estar, em algum grau mínimo, pelo menos, envolvidos no processo de elaboração das propostas de mudanças no ensino, bem como terem o devido respaldo depois da sua implantação, podendo assim contribuir para o sucesso destas
The objective of the present study was to investigate, based on the Teacher\'s Thought research line, the beliefs and representations of basic education teachers concerning constructivism, the national curricular parameters and the pedagogic innovations derived from the new LDB. In-depth, semi-structured interviews were held with forty basic education teachers at two schools of the Public Education Network in a city in the interior of the state of São Paulo, in two sessions. The objective of the first was to determine the context of the training, history and professional practice of the teachers and also to establish a more favorable tie that would facilitate the participation of the interviewees. The second interview investigated the beliefs and representations concerning the constructivism, the national curricular parameters and the innovations of current teaching. The results of the interviews, which were taped and transcribed literally, were submitted to content analysis and revealed that most of the teachers are not unfavorable to changes in daily school activity since they believe that such changes are necessary and important. What they do not agree about is the way these transformations are implanted and conducted. Most of the teachers were found to have an imprecise and, at times, even equivocal notion of constructivism. According to many of them, this is a teaching method whose essential characteristic is that the child constructs his/her own knowledge. With respect to the national curricular parameters, most teachers showed a superficial vision and feel obliged to insert them into their planning and practice although they are not aware of the fact that the theoretical foundation of the national curricular parameters is the constructivist perspective. The few who talked about this topic were also unclear about this relation. As to the pedagogic innovations, most of the teachers declared that these innovations are not duly orienting the teaching task and that they feel unprepared for, and disrespected by, the educational policies. They were not favorable to continued progression, which they consider to bring a lot of discomfort and insecurity in the execution of school activities. Most of them feel unprepared to work with constructivism, with the national curricular parameters or with continued progression because of lack of study, of guidelines and of support from the school. It could be seen that the teachers feel that the reforms are being imposed and must be assimilated very rapidly. They believe that, if the changes in teaching were properly treated they would bring good results. The data obtained confirm literature reports. Among the educational implications stated, we emphasize a greater investment and engagement in the initial and continued training of teachers. The knowledge, experience and educational context of the teachers should be taken into account if successful changes in teaching are desired. The process of educational reform must offer space for reflexion to the teachers, who should be involved, at least at a minimal level, in the process of elaboration of the proposals of changes in education and should then receive the proper support after their implantation, so as to be able to contribute to their success

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Reichardt, Fernanda Viegas. "A função socioambiental das patentes de plantas geneticamente modificadas no Brasil." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/91/91131/tde-11092015-092308/.

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Trata-se de um estudo interdisciplinar que aborda os aspectos socioambientais dos problemas associados ao uso da terra e à conservação da natureza, frente à legislação brasileira vigente e dentro da perspectiva da Ecologia Política. Em especial, dedica-se à Biotecnologia Moderna e ao Direito. Mais especificamente, procurou-se analisar a proteção da plantas geneticamente modificadas através de direitos de patente [direitos relativos à propriedade industrial] em contraposição à obrigação de se cumprir uma função socioambiental. A partir da teoria das linhas abissais proposta por Boaventura de Sousa Santos, buscou-se um aprofundamento da perspectiva socioambiental dos problemas relacionados à Biotecnologia Moderna. Verificou-se se os aspectos socioambientais são considerados em conjunto pela legislação e quais as implicações desta relação. Este trabalho foi desenvolvido por meio de pesquisa bibliográfica e documental, tanto em relação à Biotecnologia Moderna, quanto ao Direito. Há expectativa de que este estudo contribua com subsídios necessários para a defesa dos interesses humanos mais básicos atingidos pelos resultados das ciências genéticas e suas aplicações na agricultura moderna no Brasil.
This inter-disciplinary study focus the social-environmental issues associated to land use and to the conservation of nature in view of the current Brazilian legislation and within a Political Ecology perspective. In particular, it is dedicated to Modern Biotechnology and Law. More specifically, we analyzed the protection of plants through patent rights [industrial property rights] in contraposition to the obligation to comply with the socio-environmental function. As a follow-up of the abyssal line theory proposed by Boaventura de Souza Santos, we look for a deepening of the socio-environmental perspective of the problems related to Modern Biotechnology. We verified if the socio-environmental aspects are being considered by the legislation, and which are the implications of this relation. This study was developed through literature and documental search, as much in Modern Biotechnology as in Law. It is expected that this study contributes with subsidies to the defense of the most basic human interests, hit by the results of genetic sciences and their applications in modern agriculture in Brazil.

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Jackson, Alison Margaret. "Day-to-day variability in bipolar disorders." Thesis, University of Glasgow, 2006. http://theses.gla.ac.uk/6326/.

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Background. Bipolar disorder is characterised by recurrent acute episodes of mania and depression with the common occurrence of subsyndromal symptoms between episodes. Episode recurrence and frequent inter-episode symptoms have made identification of the factors that influence relapse an important focus for research in bipolar disorder. Objective. To determine whether dysregulation in bipolar disorder would be exhibited, outwith acute mania, in day-to-day variability and whether variability was associated with risk of relapse. Design. A prospective daily monitoring study was conducted with bipolar disorder and general population samples. Twenty participants with a bipolar episode experienced in the previous two years were recruited from a Lithium Clinic. A control group often participants from the general population were recruited by opportunity sampling. Main outcome measures. Biological, behaviour, cognition, and affect measures included self-report measures of behavioural activation/inhibition, social rhythms, self esteem, positive affect, negative affect, elation, depression and objective actigraph estimation of the sleep-wake cycle and circadian rhythms. Results. Lower self esteem, lower positive affect, higher negative affect, higher depression levels and greater variability in self esteem, night waking and sleep efficiency across 14 days were evident in bipolar disorder. Survival analyses suggested greater variability in self esteem and sleep efficiency predicted earlier admission in bipolar disorder. Conclusions. Greater day-to-day variability in bipolar disorder was observed compared to the general population. Underlying disturbances in biological, cognition and affect measures were evident in bipolar disorder. Findings were clinically important since sleep and self esteem disturbances may be considered as potentially modifiable in reducing risk of relapse in bipolar disorder.

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Totti, Marcelo Augusto. "Ciência e educação no pensamento de Alberto Torres, Fernando de Azevedo e Florestan Fernandes : das rupturas paradigmáticas à análise retórica /." Araraquara : [s.n.], 2009. http://hdl.handle.net/11449/101546.

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Orientador: Denis Domeneghetti Badia
Banca: Vera Teresa Valdemarin
Banca: Raquel Discini de Campos
Banca: Nelyse Apparecida Melro Salzedas
Banca: José Carlos de Paula Carvalho
Resumo: O trabalho que ora apresentamos tem como objetivo analisar a concepção de ciência no pensamento educacional brasileiro, tendo como base três gerações de intelectuais com reconhecida contribuição no campo educacional: Alberto Torres, Fernando de Azevedo e Florestan Fernandes. Esses autores consolidaram interpretações teóricas, científicas sobre os fenômenos educacionais. Alberto Torres esteve preocupado em organizar a República; a educação era um fator de organização nacional, mantendo o homem no meio agrícola, devido à fatalidade geográfica e histórica do país. Torres alicerçou as bases de seu pensamento no positivismo comteano, adaptando-a à realidade brasileira, pretendendo um país soberano e um Estado forte. Fernando de Azevedo procurou dar moldes científicos aos estudos educacionais; a ciência proposta é teórica, utiliza Durkheim, mas recontextualiza-o, dando uma nova interpretação dos fatos sociais, que na sua visão são múltiplos e diversos, e as ciências humanas calcadas nesta visão devem ter como premissa a imprevisibilidade dos acontecimentos humanos. Florestan rearticula o pensamento de seus predecessores, estabelecendo novos parâmetros do proceder científico, em que estão presentes o planejamento, a racionalidade, a previsibilidade e a intencionalidade. Denominamos as mudanças ocorridas como rupturas paradigmáticas, ocasionadas através de conflitos. O que torna a concepção de Florestan hegemônica é o fato de o sociólogo constituir uma escola de pensamento. Observamos, ainda, que essas mudanças não são apenas teóricas; Florestan utiliza técnicas retóricas como a dissociação de noções e a petição de princípio no intuito de persuadir e convencer o seu auditório para que sua visão de ciência torne-se hegemônica.
Abstract: The work which is now presented aimed to analyze the conception of science in Brazilian educational thought, based on three generations intellectuals, with recognized contribution in the educational field: Alberto Torres, Fernando de Azevedo and Florestan Fernandes. These authors consolidated theoretical, scientific interpretations on the educational phenomena. Alberto Torres was concerned with organizing the Republic; education was a factor of national organization in keeping the in the man agricultural environment, due to geographical and historical fate of the country. Torres founded the basis of his thinking on Comte's positivism, adapting it to Brazilian reality, having in his mind a sovereign country and a strong State. Fernando de Azevedo tried to shape studies on education scientifically, the proposed science is theoretical, he uses Durkheim's theories but recontextualizes them by giving them a new interpretation to social facts, which in his view are many and various, and human sciences based on this vision must have as a premise the unpredictability of human events. Florestan Fernandes rearticulates the thought of his predecessors, setting new standards of scientific procedures, in which planning, rationality, predictability and intentionality are present. We consider these changes as paradigmatic ruptures, provoked by conflicts. What makes Florestan Fernandes's conception hegemonic is the fact that he established a school of thought. We also can observe that these changes are not just theoretical; Florestan uses rhetorical techniques such as decoupling of concepts and the petition of principle in order to persuade and convince his audience so that his vision of science becomes hegemonic.
Doutor

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Renbarger, Denna M. "A comparison of literacy achievement in full-day, alternate-day, and half-day kindergarten." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263899.

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The purpose of this study was to examine the pre and post scores of literacy surveys to determine if there is a differential improvement in the literacy achievement of kindergarten students who attend one of three kindergarten programs: full-day, alternate-day, and half-day. The sample of this study consisted of 1530 kindergarten students enrolled in a centralized kindergarten program during the 2000-2001 and the 2001-2002 school years. Only the scores of the 1530 students who had both pre and post scores were included in the study. The hypothesis was studied at the .05 level of significance.The scores of 1530 students were studied at the pre and post level in two literacy skill areas, letter identification and concepts about print. The findings of the study were:1. There was a significant difference in the increase in student achievement of letter identification between alternate-day and half-day programs, with students in half-day making more gains.2. There was no significant difference in the increase in student achievement of letter identification between alternate-day and full-day programs.3. There was a significant difference in the increase in student achievement of concepts about print (CAP) between alternate-day and full-day, with students in full-day making more gains.4. There was no significant difference in the increase in student achievement of concepts about print between alternate-day and half-day programs.Overall, the findings indicate that students in the alternate-day program achieved the lowest gains in Letter Identification and concepts about print of the three kindergarten programs.
Department of Elementary Education

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Shkedy, Elyezer. "Implementation of "Marginalism" in day to day life." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1998. http://handle.dtic.mil/100.2/ADA345962.

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Thesis (M.S. in Management) Naval Postgraduate School, June 1998.
"June 1998." Thesis advisor(s): Katsuaki L. Terasawa, William R. Gates. Includes bibliographical references (p. 57). Also available online.

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Wild, Laura. "Becoming invisible : art and day-to-day life." Thesis, Loughborough University, 2011. https://dspace.lboro.ac.uk/2134/9083.

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The thesis identifies a methodology for practice-led Fine Art research that emphasises day-to-day processes, which tend to be overlooked, and a practice, which becomes invisible to the mainstream art world. Attending to day-to-day habitual process is found to open up possibilities for embodied becoming through thinking and re-membering. Negotiating boundaries in face-to-face encounter is discovered to encourage inter-subjective becoming and is explored in terms of ethical interaction. The reflexive methodology considers questions arising from the possibility of exchange instead of gift, art as process rather than commodity, and an attitude of dissensus relating to artists as nonconformists. Tension and interaction in community leads to a pacific process of immanent invisibility, which functions as quiet activism and gentle politics provided by readymade situations. Mierle Laderman Ukeles s Touch Sanitation (1984), Allan Kaprow s Trading Dirt (1983) and selected works of Heath Bunting (2002-2010) are amongst the artworks cited in a discussion of artists who engage with materials or processes that are often overlooked including waste disposal, soil, and institutional structure. Emmanuel Levinas s approach to alterity (Levinas, 1988, 172) and Julia Kristeva s suggestion that connection cannot occur without severance (Kristeva, 1987, 254) have helped define an ethical practice of inter-subjective becoming. Victor Turner s notion of communitas (Turner, 1969) has affirmed a choice to avoid hierarchical structure and engage in processes that result in immanent invisibility. My contribution to practice-led, Fine Art research has involved testing a method rather than proving a hypothesis. I have developed a methodology that values art becoming invisible during the process of emphasising the overlooked in day-to-day life. Anecdotal passages throughout the text together with links in the text to my website and web log demonstrate an integration of practice with theory, which has been arrived at through a process of reflexive speculation. Two discs accompany the printed thesis that allow for digital reading.

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Taft, Kevin. "Power and narrative in day-to-day consuming." Thesis, University of Warwick, 1998. http://wrap.warwick.ac.uk/4335/.

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In this dissertation I address the question, how does power operate in day-today consuming in a consumer society? My theoretical framework has two bases. One base is Foucault's theories of power, including but not limited to his work on normalization, surveillance, examination, confession, and identity. The other base is narrative theory, including the relevance of narratives to personal and social identities, the role of narratives in creating social order, the impact of narratives on such things as the organization of space and time, and the effect of narratives in creating coherence and directionality across operants of power. I suggest that many of the mechanisms of power identified by Foucault have unmistakable narrative features, and that by combining narrative and Foucauldian perspectives a more comprehensive understanding of the operation of power in day-to-day life is attainable. I apply my theoretical framework to data collected using autoethnographic methods. Specifically, I spent one year keeping a detailed journal of my and my family's experiences relating in the broadest sense to consuming. During this period we lived in a middle-sized Canadian city. To heighten my awareness of the taken-for-granted aspects of power and consuming we alternated lifestyles each month, living months 1,3,5,7,9, and 11 as conventional Canadian consumers, and months 2,4,6,8,10, and 12 as committed environmentally-mindful consumers. In addition, I conducted - interviews of small samples of conventional and environmentally-committed consumers; I undertook a content analysis of print advertising delivered to our house; and I conducted background research on various issues relating to consumerism. My research indicates that Foucauldian operants of power are used extensively to support consuming, and that; in addition, many narrative structures are also employed as operants of power, including charms and stories. These operants of power are aligned with one another to form coherent patterns through the effects of metanarratives. I argue that, despite claims by Lyotard (1984) and others, modern consumer societies are highly narrative, and have defining metanarratives. In addition, environmentally-based opposition to the dominant metanarrative of consuming has a metanarrative of its own, but is distinctly lacking in operants of power.

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Rose, Lucy. "Day-to-day engagement : a study of the complexities of climate change engagement in the context of day-to-day life." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17554.

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This thesis adds a complex account to existing climate change engagement literature, which captures the ways that interactions with, and interpretations of, climate change emerge across the spaces and practices of day-to-day life. The empirical research for this thesis was based in Penryn and Falmouth, two small adjoining coastal towns located in the county of Cornwall, in the southwest of the UK. Fieldwork across a number of sites including schools, community groups and the local fishery engaged participants in a wide variety of research interactions. A combination of ethnographic and autoethnographic techniques were applied to produce complex, nuanced and personal accounts of interactions with and reflections on climate change that emerged in a day-to-day context. This study employed the innovative use of a personal research archive to facilitate the process of sense making across a body of highly detailed and contextual data. Through the use of thematic coding, links between data collected in diverse research encounters has been drawn together to produce meaningful narratives of climate change engagement in day-to-day life. These narratives capture the adaptive, imperfectly situated and inconsistent engagement responses that emerge as a result of the challenging nature of climate change and the inevitable, multiple pressures of the day-to-day context. The research approach taken in this study, and the findings set out in the thesis make contributions to three main areas of climate change engagement literature. Firstly, it explores the way that climate change is situated and understood in the context of day-to-day life. Secondly, it considers the implications of conceptualising climate change engagement as either a ‘process’ or a ‘state’. Finally, it extends existing analysis of ‘barriers to engagement’, locating them within the complexity of the day-to-day context and identifying them as part of essential interpretive iterations of engagement.

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Van, Hooser David Bond Bruce. "Opening day." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9018.

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Walker, L., and Rebekah J. Byrd. "Interdependence Day." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/876.

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Book Summary: In this versatile new book, practicing school counselors share their favorite group activities 67 of them in all for working with children and adolescents in the schools. For ease of use, activities are arranged by age as well as by stage. Introductory chapters highlight selection, use, and processing of activities, as well as ethical issues inherent in working with students in the schools. Each activity contains specific directions, goals, materials, and suggestions for adaptation. Suggestions for creating a supportive environment for groups are also included.

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Guenther, Ben. "oPPOSITE dAY." Ohio University Art and Sciences Honors Theses / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ouashonors1265385993.

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Martyn, Raewyn. "DAY FOLDER." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3039.

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Provisional or unfinished images, forms and actions can sustain their status by continuing to change. This can resist programmed experience of their state, and shift their relationship as images within time. The sub-aesthetics of the unfinished and entropic can alter our understanding of where and how images are formed and located within time. My paintings each exist within their own emergent systems of time, structure and productive disorder. This thesis discusses these ideas in relation to DAY FOLDER and other work made during my MFA studies.

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Van, Hooser David. "Opening Day." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9018/.

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Although I've read and written poetry for my own pleasure for about twenty years now, I've only seriously studied and written poetry on a consistent basis for the past two years. In this sense, I still consider myself a beginning poet. When attempting to pursue an art form as refined and historically informed as poetry, only after spending a number of years reading and writing intensively would I no longer consider myself a beginner, but a practitioner of the art. I've grounded my early development as a poet in concision, voice, and imagination, and hope to build upon these ideas with other poetic techniques, theories, and forms as I go forward. I am particularly interested in mastering the sonnet form, a concise and imaginative form that will allow me to further develop my skills. Hopefully, the works in this thesis reflect that effort.

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Kellermann, Alan Michael. "Columbus Day." Thesis, Swansea University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678545.

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Afonso, Carlos Alberto. "O conhecimento do treinador a respeito das metodologias de ensino e do treino do voleibol na formação." Phd thesis, Instituições portuguesas -- UP-Universidade do Porto -- -Faculdade de Ciências do Desporto e de Educação Física, 2001. http://dited.bn.pt:80/29381.

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Pinheiro, Evanir de Oliveira. "Dan?ando com gatos e pass?ros: O movimento ecossist?mico da ludopoiese na educa??o infantil." Universidade Federal do Rio Grande do Norte, 2011. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14442.

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Made available in DSpace on 2014-12-17T14:36:31Z (GMT). No. of bitstreams: 1 EvanirOP_TESE.pdf: 3079545 bytes, checksum: fd4e1a1538af990081f52f0980051cf2 (MD5) Previous issue date: 2011-12-13
Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
This study shows the movement of educators ludopoiese ecosystem of the Center for Early Childhood Education Marise Paiva-CEIMAP. We used the metaphorof dance as an opportunity to stimulate scientific creativity. Ecosystem Thought, complex thinking, the theory of autopoiesis and Flow Theory, constituted the main theoretical steps to understand the phenomenon of ludopoiese, from the look of your totalidadem with the following objectives: 1 - Identify and interpret the process of self ludopoi?tica CEIMAP of Early Childhood Educators in the actions of the play, care for and educate in school life; 2 - Analyze Ecosystem Thought from ludopoi?ticos how these processes affect and / or possible changes and transformations in practice humanescenteseducational CEIMAP. The theoretical metod?gicos steps to address the proposed objectives are grounded in existential action research part of the appreciation of the complexity of the real, considering the human being a whole dynamic. In this sense the game of sand, recreational experiences, the systematic studies and video training were explored with a view to the transdisciplinary relevance of everyday phenomena. New knowledge acquired in accordance with the directions given indicating the movement of the ecosystem studied ludopoiese educators, involved in four main streams: love, play, care for and raise it from love streamline interdependently. The ludopoiese eachteacher would then be fed by this web generated by love that permeates all other educational activities, nurturing and maintaining a constant creative self-organization of knowledge and know-how to be teachers. Thus, every network that generates andstream lines the system emerges ludopoi?tico biology of love, the open dialogue and playing in the wishing well to the student, the aesthetic beauty of caring and educating, as a human conditionand relevant as possible to live / live not only in teaching children, but in other educational contexts of teaching and teacher education
Este estudo apresenta o movimento ecossist?mico da ludopoiese dos educadores do Centro de Educa??o Infantil Marise Paiva-CEIMAP. Utilizou-se a met?fora da dan?a como uma possibilidade de estimular a criatividade cient?fica. O Pensamento Ecossist?mico, o Pensamento Complexo, a Teoria da Autopoiese e a Teoria do Fluxo se constitu?ram os principais passos te?ricos para compreender o fen?meno da ludopoiese, a partir do olhar de sua totalidade, tendo como objetivos espec?ficos: identificar e interpretar o processo de autoforma??o ludopoi?tica dos Educadores Infantis do CEIMAP nas a??es do brincar, cuidar e educar no cotidiano escolar e analisar, a partir do Pensamento Ecossist?mico, como esses processos ludopoi?ticos afetam e/ou possibilitam mudan?as e transforma??es humanescentes na pr?tica educacional do CEIMAP. Os passos te?rico-metod?gicos para encaminhar os objetivos propostos se fundam na Pesquisa-a??o Existencial, que parte da aprecia??o da complexidade do real, considerando o ser humano uma totalidade din?mica. Nesse sentido, o jogo de areia, as viv?ncias l?dicas, os estudos sistematizados e a videoforma??o foram explorados, tendo em vista a relev?ncia da transdisciplinaridade nos fen?menos cotidianos. Os novos conhecimentos adquiridos indicam o movimento ecossist?mico da ludopoiese dos educadores estudados, implicado em quatro fluxos essenciais: amar, brincar, cuidar e educar, que se dinamizam a partir do amor de forma interdependente. A ludopoiese de cada educador seria, ent?o, alimentada por essa teia gerada pelo amor que permeia as demais a??es educacionais, nutrindo e mantendo uma constante auto-organiza??o criativa do saber ser e saber fazer docente. Assim, toda rede que gera e dinamiza o sistema ludopoi?tico emerge da biologia do amor, da abertura dial?gica do amar e brincar, no querer bem ao educando, na beleza est?tica do cuidar e do educar, como uma condi??o humana poss?vel e relevante de viver/conviver n?o apenas no ensino infantil, mas nos demais contextos educacionais de ensino e forma??o docente

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Manson, Neil. "Conscious thought." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313072.

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Morris, Edwin Kent. "Crisis Thought." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/73167.

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Crisis thought is an idea that gives a name to and accounts for some of the problematics of the sign crisis in political, social, cultural, and economic discourse. Specifically, crisis thought is a discursive formation, a concept used loosely here to refer to an assemblage of signs such as anxiety or fear that evoke or invoke similar, but inaccurate connotations as crisis in political and everyday usage. The general question this study grapples with is why political, social, cultural, and economic crises are often recognized and, yet, are seemingly unrecognized, unaddressed, or accepted as a basic part of political and ordinary life. This study focuses on the mobilization of crisis thought by the 24/7 news media and throughout politics in the United States. Working outside of economic and Marxist traditions of crisis studies, this study focuses on the effects of crisis thought by way of a critical, interpretive, and interdisciplinary approach. There are two goals of this project. The first is to offer some of the linkages between crisis thought, security, and liberalism. The second goal is to examine through various examples and vignettes how, where, and why crisis thought manifests itself in US politics and in ordinary life. Some topics addressed in this study include: news media, infrastructure, police militarization, mass shootings, US electoral politics, and the alleged US politics of crisis. In the final analysis, this study suggests that 24/7 news media and political mobilizations of crisis thought paradoxically help secure the ontological security of subjectivities as linked to securing security and the logos of liberalism. This study illuminates a peculiar aspect about liberal capitalist democracies: the (re)production of a myriad of crises and, thus, crisis thought, in order to perpetuate itself.
Ph. D.

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Mann, R. J. "Aspects of the day-to-day variability of Sq." Thesis, University of Exeter, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370932.

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Larrazabal, Carrillo Maria Alexandra. "Distress Tolerance Predicts Day-To-Day Emotion Regulation Behaviors." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1563899047.

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Distress tolerance (DT), or the ability to effectively withstand aversive internal experiences, is related to diverse physical and mental health benefits, including resilience to depression, anxiety, and substance misuse. DT might prevent health problems by promoting more adaptive and less maladaptive emotion regulation decisions in the face of stressful events. The present study—a pilot investigation that is the basis for a forthcoming study—tested this hypothesis by examining between- and within-person associations of DT with a repertoire of 12 common emotion regulation strategies. We recruited 25 high-anxiety university students to complete surveys of DT and emotion regulation efforts in response to stressors for 14 consecutive days. Multilevel structural equation modeling analyses indicated that higher DT was inversely associated with select maladaptive regulatory strategies (i.e., procrastination and rumination) both within and across persons, although this trend unexpectedly did not extend to behavioral avoidance, experiential avoidance, drug use, suppression, or distraction. Findings regarding adaptive strategies indicated that higher DT may enable greater reflection, reappraisal and acceptance within, but not across, persons. Also, higher DT unexpectedly predicted less social support seeking and affect labeling between- and within-persons. In several cases, there were discrepant associations among DT and emotion regulation strategies across between- and within-person levels. In these scenarios, within-person associations were most consistent with theory and evidence. Taken together, findings suggest that higher DT limits maladaptive emotion regulation behaviors and inconsistently predicts adaptive regulatory efforts. We discuss our findings and their implications for theory and intervention.

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Alexander, Bayarma. "On variability and heterogeneity of day-to-day travel." 京都大学 (Kyoto University), 2007. http://hdl.handle.net/2433/136201.

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Leiva, Germán. "Gaze-supported pointing devices for day-to-day computerinteraction." Thesis, KTH, Skolan för informations- och kommunikationsteknik (ICT), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-174853.

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In this work we assess four prototypes of gaze-supported input devices that aim o be more ergonomic alternatives than the mouse and touchpads for day to day omputer usage. These prototypes (nunchuck, ring, smartphone and trackball)have hree properties. First, they enable a distant interaction from the computer, letting he user have a 135-degree body-thigh sitting posture. Second, they allow one-handed nteractions, a convenient setting for people that can only use one hand due to rgonomic complications in the other one. And last, they are based on familiar nput technologies and conventions, so users can easily learn how to use them. An xperiment on pointing and drag & drop tasks was conducted to evaluate quantitative roperties of the devices and get qualitative user feedback. The smartphone ranked first n almost all the user feedback entries. The measures of speed and accuracy presented everal outliers. According to the measured results, the smartphone was the fastest ointing device and the most accurate for every task; the trackball was the fastest evice for drag & drop tasks. The nunchuck ranked last in all the measures. Based on his study, future work should be conducted on improving the design of the companion evices based on multitouch and trackball technologies.

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Morrison, Laurie Elena. "Māori Women and Gambling: Every Day is a War Day!" The University of Waikato, 2008. http://hdl.handle.net/10289/2537.

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This study was concerned with the health implications of new forms of gambling such as casinos, pokie machines and internet gambling for Māori women and their families in Auckland and the Bay of Plenty region of Aotearoa (New Zealand). It set out to discover what culturally appropriate services were available and the extent to which Māori women gamblers were utilising them. The literature documenting Māori perceptions of gambling shows that Māori women gamblers and their partner/whānau members and gambling service providers have been little studied previously. These goals translated into the following specific aims: 1) to study how Māori women problem gamblers, their partner or whānau members and key informants perceived gambling, what it meant to them and why they did it; 2) to investigate the consequences of gambling for Māori women, whānau and service providers in dealing with the effects of gambling; 3) to report on how these three groups dealt with the effects of gambling; and 4) to discover what helped to bring about positive changes for the three groups. All of the aims were achieved. A Māori approach (Kaupapa Māori), combined with a naturalistic approach to data collection, was adopted. Qualitative methods are most appropriate to use when working with some Māori, as there is a growing realisation that research with Māori needs to be interactive. A Māori research procedure modelled on the ritual ceremony of encounter (Pōwhiri) provided an appropriate structure for the development and presentation of the research process. The major focus was on the qualitative data obtained from semi-structured interviews in two locations - Rotorua and Auckland. The interviews were conducted with twenty Māori women gamblers, sixteen whānau members including partners and ten interviews with staff involved in services that provided help for problem gamblers. The three interview schedules were based on a number of broad themes and open-ended questions to obtain meaningful descriptive data. The interviews were audio recorded and used to produce transcripts that were then sent back to the participants for feedback. Qualitative data analysis was conducted on the returned documents. The findings from this study revealed major impacts of the women's socio-economic, familial and societal circumstances on gambling behaviour and its effects, which are areas of concern for mental health professionals and researchers. The mythical Māori canoes on which Māori voyaged from their place of origin (Hawaiiki) to Aotearoa, the Waka, provided an appropriate metaphor to present the interrelationship between the pull and push factors toward gambling, and its implications for society. This is illustrated as a spinning waka, Te Waka Hūrihuri. On the other hand, Te Waka Māia (courageous) demonstrates the relationships between the variables that help Māori women gamblers to cope and helpful strategies found to assist them to modify or stop their gambling behaviour. It is recommended that the government limit the proliferation of gaming venues and continue to encourage development of emerging Māori services. Moreover, a coordinated approach is essential, as Māori women gamblers, partners and whānau members need to heal together for positive outcomes for Māori health development in Aotearoa. The main implication of this study is that a wide range of further research into Māori and gambling is required. Recommendations on ways in which the current delivery of services in Rotorua and Auckland could be improved are: That the Ministry of Health purchase services that establish support groups for Māori people with problem gambling and their whānau, and That non-Māori provider services and organisations support the development of emerging Māori services. Heeding the outcome of this research should help improve New Zealand's existing health policy and capacity for Māori women's health development. It should also enrich our understanding of the adaptation patterns of Māori whānau member/s, and thus should have implications, not only for Māori health policies, but also relevance for the wider field of international cross-comparative research on indigenous gambling and mental health issues. Limitations of this study included a small, localised sample that means the findings can only tentatively be generalised to the wider population of Māori women gamblers. Nonetheless, information gained from the study contributes to understanding of the adaptation patterns of Māori women gamblers, their whānau member/s, and those who are trying to help them. It is hoped that the study will make it at least a little less true that every day is a war day for Māori women and their whānau trying to deal with the problem of gambling.

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Tull, Zachary. "Just a Day." Digital Commons at Loyola Marymount University and Loyola Law School, 2018. http://www.kaltura.com/tiny/3enza.

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Schwanse, Nina E. "Trouble Every Day." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1535.

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My interests lie in the intersection of the public and private, the corporate and personal, especially with regard to self-representation within cultural power structures. Utilizing video and web technologies, performance, and painting, I create imagined realms of fantasy, desire, obsession, and anxiety. Operating within, but not bound by, feminist discourse, my work explores the vehicles and effects by which both analog and digital technologies influence the relationship between the self and the object of desire (whether physical or virtual, interior or exterior to the body) and have produced both progressive and regressive offspring. By performing the role of both producer of cultural archetypes and the compulsive consumer of signs, my characters embody the representation(s) of their source but, through action and voice, invent a mutant surrogate who dictates its own agency.

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Dissertations / Theses on the topic 'The Thought of the Day'

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