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Artykuły w czasopismach na temat "Reflexive dimension":
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Langley, Larry J. "Irreflexive and reflexive dimension". Discrete Applied Mathematics 60, nr 1-3 (czerwiec 1995): 267–73. http://dx.doi.org/10.1016/0166-218x(94)00057-k.
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Faw, Bill. "Phenomenal, access and reflexive consciousness". Consciousness & Emotion 3, nr 2 (31.12.2002): 145–58. http://dx.doi.org/10.1075/ce.3.2.03faw.
Streszczenie:
This paper adds five “blocks” (cells) to Ned Block’s 2-by-2 P- and A-Consciousness typology, by converting “phenomenal” and “access” into two orthogonal dimensions of Primary Conscious, and by introducing gradations along each dimension, with P0 (no phenomenal experience), P1 (attenuated phenomenal experience), and P2 (full phenomenal experience); and A0 (no access of mental content to either involuntary or voluntary cognitive/behavioral responses), A1 (access of mental content to involuntary responses), and A2 (access of mental content also to voluntary responses). This leads to a 3x3, 9-block grid, with Phenomenality on the X-axis and Access on the Y-axis. Each combination of P and A is examined for known conscious states. It is concluded that there are no known phenomenal states without at least A1 or A2 access. Neither are there states with A2 access without P2 phenomenality. At the end of the paper, Block’s concept of Reflexive Consciousness is introduced tantalizingly as a third (Z) dimension for consciousness in humans.
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Lash, Scott. "Reflexive Modernization: The Aesthetic Dimension". Theory, Culture & Society 10, nr 1 (luty 1993): 1–23. http://dx.doi.org/10.1177/026327693010001001.
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Haase, Christian, i Ilarion V. Melnikov. "The Reflexive Dimension of a Lattice Polytope". Annals of Combinatorics 10, nr 2 (wrzesień 2006): 211–17. http://dx.doi.org/10.1007/s00026-006-0283-9.
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Zhao, Kang, i Gert Biesta. "The Moral Dimension of Lifelong Learning". Adult Education Quarterly 62, nr 4 (10.06.2011): 332–50. http://dx.doi.org/10.1177/0741713611411176.
Streszczenie:
A key aspect of contemporary lifelong learning theory, policy, and practice is the idea that, because of rapid changes in contemporary societies, there is a constant need for individuals to learn new knowledge and skills in order to adapt themselves to changing conditions. There is, therefore, an increased emphasis on the personal dimension of lifelong learning and on the need to reflexively engage in the (re)construction of one’s self and identity. We can find this, for example, in Anthony Giddens’s idea of the “reflexive project of the self.” The authors argue that this idea is too individualistic and lacks recognition of the moral dimension of self-formation. It therefore not only leads to an impoverished conception of the self but also to an impoverished view of the role of learning in this process. The authors present ideas from Charles Taylor on self and identity to show the role that moral and intersubjective dimensions play in the formation of self and identity. The authors argue that Taylor’s work points to a different form of lifelong learning in late-modernity, one that is more explicitly concerned with the moral dimension of lifelong learning and adult education.
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Herman, John. "Reflexive and orienting properties of REM sleep dreaming and eye movements". Behavioral and Brain Sciences 23, nr 6 (grudzień 2000): 950. http://dx.doi.org/10.1017/s0140525x00484025.
Streszczenie:
In this manuscript Hobson et al. propose a model exploring qualitative differences between the three states of consciousness, waking, NREM sleep, and REM sleep, in terms of state-related brain activity. The model consists of three factors, each of which varies along a continuum, creating a three-dimensional space: activation (A), information flow (I), and mode of information processing (M). Hobson has described these factors previously (1990; 1992a). Two of the dimensions, activation and modulation, deal directly with subcortical influences upon cortical structures – the reticular activation system, with regard to the activation dimension and the locus coeruleus and the pontine raphe neuclei, with regard to the modulation dimension. The focus of this review is a further exploration of the interaction between dreaming and the cortical and subcortical structures relevant to REM sleep eye movements.[Hobson et al. ]
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Fitzpatrick, Shannon L., i Richard J. Nowakowski. "The strong isometric dimension of finite reflexive graphs". Discussiones Mathematicae Graph Theory 20, nr 1 (2000): 23. http://dx.doi.org/10.7151/dmgt.1104.
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HILLE, LUTZ, i HARALD SKARKE. "REFLEXIVE POLYTOPES IN DIMENSION 2 AND CERTAIN RELATIONS IN SL2(ℤ)". Journal of Algebra and Its Applications 01, nr 02 (czerwiec 2002): 159–73. http://dx.doi.org/10.1142/s0219498802000124.
Streszczenie:
It is well known that there are 16 two-dimensional reflexive polytopes up to lattice isomorphism. One can check directly from the list that the number of lattice points on the boundary of such a polytope plus the number of lattice points on the boundary of the dual polytope is always 12. It turns out that two-dimensional reflexive polytopes correspond to certain relations of two generators A and B of SL 2(ℤ) of length 12. We generalize this correspondence to reflexive configurations with winding number w and relations of length 12w.
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Kleppe, Jan O. "Moduli Spaces of Reflexive Sheaves of Rank 2". Canadian Journal of Mathematics 62, nr 5 (1.10.2010): 1131–54. http://dx.doi.org/10.4153/cjm-2010-057-6.
Streszczenie:
AbstractLet ℱ be a coherent rank 2 sheaf on a scheme Y ⊂ ℙn of dimension at least two and let X ⊂ Y be the zero set of a section σ ∈ H0(ℱ). In this paper, we study the relationship between the functor that deforms the pair (ℱ, σ) and the two functors that deform F on Y, and X in Y, respectively. By imposing some conditions on two forgetful maps between the functors, we prove that the scheme structure of e.g., the moduli scheme MY(P) of stable sheaves on a threefold Y at (ℱ), and the scheme structure at (X) of the Hilbert scheme of curves on Y become closely related. Using this relationship, we get criteria for the dimension and smoothness of MY(P) at (ℱ), without assuming Ext2(ℱ,ℱ) = 0. For reflexive sheaves on Y = ℙ3 whose deficiencymodule M = H*1 (ℱ) satisfies 0Ext2(M,M) = 0 (e.g., of diameter at most 2), we get necessary and sufficient conditions of unobstructedness that coincide in the diameter one case. The conditions are further equivalent to the vanishing of certain graded Betti numbers of the free graded minimal resolution of H*0 (ℱ). Moreover, we show that every irreducible component of Mℙ3 (P) containing a reflexive sheaf of diameter one is reduced (generically smooth) and we compute its dimension. We also determine a good lower bound for the dimension of any component of Mℙ3 (P) that contains a reflexive stable sheaf with “small” deficiency module M.
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Zhelanova, Victoria. "Contextualization of professional training of future teachers: reflexive dimension". Osvitolohiya, nr 4 (2015): 44–49. http://dx.doi.org/10.28925/2226-3012.2015.4.4449.
Rozprawy doktorskie na temat "Reflexive dimension":
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Souza, Thyago Santos de. "Módulos Totalmente Reflexivos e Dimensão de Gorenstein". Universidade Federal da Paraíba, 2016. http://tede.biblioteca.ufpb.br:8080/handle/tede/9266.
Streszczenie:
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Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
In this dissertation, we study the so-called totally re°exive modules and the notion of Goren-stein dimension over Noetherian commutative rings. The main purpose is to prove the important Auslander-Bridger formula and the Gorenstein theorem, which will allow us to characterize Goren-stein local rings through total re°exivity, as well as to provide su±cient conditions for the property of G-regularity. We furnish, moreover, interesting examples and counterexamples.
Nesta disserta»c~ao, estudamos os chamados m¶odulos totalmente re°exivos e a no»c~ao de dimens~ao de Gorenstein sobre an¶eis comutativos Noetherianos. A principal ¯nalidade ¶e demonstrar a impor- tante f¶ormula de Auslander-Bridger e o Teorema de Gorenstein, o que permitir¶a caracterizar an¶eis locais Gorenstein atrav¶es de re°exividade total, bem como apresentar condi»c~oes su¯cientes para a propriedade de G-regularidade. Fornecemos, tamb¶em, exemplos e contra-exemplos interessantes.
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González, Navarro María Gracia, San Martín Margarita Esther Marchant, Rodríguez Víctor Hugo Ruíz i Saldaña Gracia Navarro. "The affective domain of generic competencies it is essential to educate integral professionals". Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/116988.
Streszczenie:
In the educational model of the University of Concepcion, Chile, affective domain is developed during the third and fourth year of studies. This research presents theexperience of Biology career. In it, the strategy of reflexion is used to develop the affective domain of generic competencies with 13 students. Results show that there is a change in the way that students conceive generic competencies, from being a tool for good performance to be a fundamental part of professional training.La dimensión afectiva de las competencias genéricas (CCGG), es fundamental para formar profesionales integrales. En el modelo educativo de la Universidad de Concepción de Chile, la dimensión afectiva se desarrolla en tercer y cuarto año de carrera. En esta investigación se presenta la experiencia de la carrera de biología. En ella se utiliza la estrategia de reflexión con trece estudiantes para desarrollar la dimensión afectiva de las competencias genéricas. Los resultados muestran que hay un cambio en la forma en que las conciben, pasando de ser una herramienta para el buen desempeño a ser parte fundamental de la formación profesional.
A dimensão afetiva das competências genéricas (CCGG) é fundamental para formar profissionais integrantes. No modelo educacional da Universidade de Concepção no Chile, a dimensão afetiva é desenvolvida no terceiro e quarto ano de carreira. Esta pesquisa apresenta a experiência da carreira de biologia. Utiliza a estratégia de reflexão com 13 alunos para desenvolver a dimensão afetiva das competênciasgenéricas. Os resultados mostram que há uma mudança na forma como são concebidos, passando de ser uma ferramenta para um bom desempenho, sendo uma parte fundamental do treinamento vocacional.
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Ruivo, Idílio Machado. "O insucesso escolar dos alunos do terceiro ciclo do ensino básico e na disciplina de matemática: a implementação de novas estratégias". Doctoral thesis, Universidade de Évora, 2012. http://hdl.handle.net/10174/16075.
Streszczenie:
Os estudos desenvolvidos procuram dar a conhecer uma parte da problemática do Insucesso Escolar, pretendendo identificar algumas razões do insucesso escolar na disciplina de Matemática no terceiro ciclo do ensino básico e tentar combatê-lo com a aplicação de estratégias para melhor podermos ajudar os nossos alunos a vencerem as suas dificuldades, enquanto lhes fizemos sentir a importância do que para eles representa em termos de vida futura possuírem bastantes e bons conhecimentos ao nível da Matemática.
O Insucesso Escolar é um fenómeno complexo, uma vez que envolve um conjunto de fatores que contribuem para o crescimento do Insucesso Social. Conscientes desta realidade tentamos participar neste combate com este modesto contributo, introduzindo e testando estratégias que pudessem minimizar ou que até pudessem eliminar alguns aspetos que se apresentam como os grandes responsáveis pelo insucesso a que assistimos na área das matemáticas.
Os instrumentos usados para fundamentarmos as escolhas das estratégias que melhor se aplicassem aos alunos das Escolas onde realizámos o nosso estudo, foram de várias naturezas: envolveram observações naturalistas em turmas dos três anos do terceiro ciclo de escolaridade, questionários aplicados nas comunidades envolventes, questionários aos alunos das escolas onde desenvolvemos e testámos as nossas estratégias, entrevistas semiestruturadas aos docentes dos Conselhos Executivos ou Comissões Instaladoras e entrevistas semiestruturadas aos Professores responsáveis pelos departamentos de Língua Portuguesa e de Matemática.
Todas as atividades desencadeadas com vista à recolha de dados e onde ancorámos estas estratégias, tiveram lugar em doze escolas básicas e secundárias situadas na bacia hidrográfica do rio Guadiana. A quantidade de escolas visitadas deveu-se e só faz sentido por tratar-se de uma tese de dimensão regionalista.
Na colaboração para a recolha de dados foram envolvidos cerca de mil e seiscentos alunos do terceiro ciclo, dezassete professores dos Conselhos Executivos ou Comissões Instaladoras e dezanove professores de Língua Portuguesa e de Matemática, chefes dos respetivos departamentos das disciplinas envolvidas. No nosso estudo não recorremos a meios sofisticados, ou seja não tivemos a preocupação de realizarmos preparações prévias ou de outra natureza, dado que os nossos objetivos não pretendem ir além de conhecer a generalidade das causas mais frequentes no campo restrito e relativo do insucesso na Matemática.
Como balanço final de todo o trabalho realizado, o qual contou com a prestimosa ajuda de vários colegas especialmente aqueles que connosco constituíram os núcleos duros e dos nossos alunos que funcionaram aqui como os principais obreiros de toda esta azáfama. É de não esquecer a generosidade manifestada pelos elementos dos Conselhos Executivos das escolas com as quais trabalhámos e de considerar ainda os colegas que mais de perto participaram nestas tarefas.
Os resultados obtidos são bastante satisfatórios tal como podemos observar nos valores apresentados nos quadros constantes e na rubrica Conclusões Finais.
Consideramos importante o estudo realizado, porque para além de darmos uma visão holística deste problema aos que connosco colaboraram, produziu instrumentos didáticos que poderão ser utilizados por todos os que pretendam ter mais alguns elementos para combater o insucesso escolar ao nível da Matemática.
Todos os intervenientes envolvidos se manifestaram satisfeitos com os resultados obtidos, prometendo manter e até melhorar estas novas estratégias.
Não obstante os resultados observados no caso da Matemática em particular, este estudo é importante para todos, dado que alerta para a urgência de repensar a formação e preparação dos novos professores, dotando-os de atitudes críticas e reflexivas, viradas não apenas para uma atuação científica e pedagógica em geral, mas especialmente para uma nova visão destas matérias, visto tratar-se de uma ciência em constante evolução e que tem por objetivo responder aos grandes desafios e necessidades do mundo atual; ABSTRACT: Studies conducted by the group, are to give the knowledge of the problems of the School Failure, they seek to identify some of the reasons of the unsuccess in the subject of Maths in third cycle of basic schooling and try to fight them with the application of strategies, thought of by the group, that could help our students to better overcome their difficulties, while we make them feel the importance of what the knowledge the good mathematics skills can do for them in their future.
The School failure is a complex phenomenon, as it involves a wide group of factors that contribute to the growth of the School Failure. Conscious of this reality we try to participate in this combat with our modest contribution, introducing and testing strategies that could minimize or even eliminate some of the aspects that present themselves responsible by the unsuccess of the Mathematics that we all witnessed.
The instruments that helped us to base these choices of strategies that would better apply to the students of the schools on which we elaborated our research, were of many natures, and involved naturalistic observations in classes of the three years of the third cycle, quizzes applied to the surrounding communities and to the students and semisstructured interviews to the school board and to the teachers responsible by the departments of Portuguese and Mathematics.
All the activities we created with the objective of information gathering and where we anchored our strategies, took place in twelve basic schools and High schools located in the catchment of the Guadiana river the quantity of schools visited was due to the regionalist character of this work.
In the collaboration of the information dada we involved approximately sixteen hundred students of the third cycle, seventeen members of the boards and nineteen teachers of Portuguese and Mathematics, coordinators of the involved subjects. Our study was done in a purely academic way, since we haven’t resorted to other more sophisticated ways, on other words we didn’t have to worry on doing any previous
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preparations, since our objectives didn’t intend to go beyond of the general knowledge of the most frequent causes that we witnessed on the functions of teacher and the restricted field about the unsuccess of mathematics.
As a final point of view of the work done, which counted with the helpful help of various colleagues especially those that constituted the hard cores, of our students that functioned here as the starring builders of all this work, and not forgetting the generosity demonstrated by the elements of the school boards on which we made our research, we also considered the colleagues whom closely participated in these tasks, the results obtained were quite satisfactory as we can witness in the values presented in the existing tables and in the final conclusion section.
The performed study was truly important, not only because we gave a global view of this problem to all of those who collaborated with the group, but also because it produced instruments that could be used by everyone who intends to fight school failure in the subject of mathematics.
All of those who intervened in the implemented strategies have manifested satisfaction with the obtained results, committing themselves to keep and even improve these new implemented strategies.
Having in mind the observed results, in particular in the field of Mathematics, this study was important to all of us, since it alerts us to the urge of rethinking the preparation of the new teachers, providing them with critical and reflexive attitudes, which should not only cover a scientific and pedagogic vision but should also include a new vision of these subjects, since it is a science in constant evolution and has as an objective to answer to the great challenges and needs of the modern world.
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Guerra, Filho Willis Santiago. "Dimensão psicopolítica da religião: uma abordagem de caráter reflexivo". Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21622.
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Fundação São Paulo - FUNDASP
Starting from the consideration that the constitution of human subjectivity has as one of its a priori, as well as language, the way in which we relate to the religious dimension, this research focus on the psycho-political component that is present there, pointing out to possibilities of introducing the concern with this dimension in the clinical and private treatment, as in the political and public engagement of the subjects in the contemporary world. Hence the reflexive character attributed to such investigation, to apply to itself, which had as one of its axes that epistemological, in order to highlight the religious a priori that there is in all investigation of and interference in human subjectivity. In order to understand the current situation of the individuals that we are, individually and collectively, so that it could be adequately inquired, we provided to combine approaches from philosophy and psychoanalysis, which proved to be capable of contributing to reveal the psycho-political dimension of religion
Partindo da consideração de que a constituição da subjetividade humana tem como um de seus a priori, assim como a linguagem, o modo como estabelecemos relação com a dimensão religiosa, encetou-se investigação sobre o componente psicopolítico que ali se faz presente, apontando para possibilidades de se introduzir a preocupação com esta dimensão assim no tratamento clínico, privado, como no engajamento político, público, dos sujeitos na contemporaneidade. Daí o caráter reflexivo que se atribui a tal investigação, de se aplicar a si mesma, que teve como um de seus eixos aquele epistemológico, a fim de evidenciar o a priori religioso que há em toda investigação da e interferência na subjetividade humana. Para que a situação atual dos sujeitos que somos, individual e coletivamente, pudesse ser adequadamente inquirida, procurou-se conjugar enfoques oriundos da filosofia e da psicanálise, capazes de contribuir para revelar a dimensão psicopolítica da religião
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Valiante, Débora da Silva Melo. "Portfólios reflexivos na formação centrada na escola". Universidade Nove de Julho, 2016. http://bibliotecadigital.uninove.br/handle/tede/1409.
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The research aims to analyze the results of using reflexive portfolios as a methodology for education. It was carried out in the time-space of in service education at EMEF Presidente Nilo Peçanha/São Paulo. The qualitative research was developed together two pedagogical coordinators. It was assumed that the dimensions: technical-scientific, continuous education, collective work, knowledge to teach, critical-reflexive, evaluative, ethical and political, and aesthetics and cultural, are totally articulated educational dimensions. Elucidated by portfolios in the school focused education, these dimensions can promote personal, professional and organizational development. The methodological procedures took into consideration the accomplishment of semi-structured interviews, the construction of portfolios and the analysis of the Political-Pedagogic Project of the school. It was made an analysis of the particularities of the educational dimensions for data treatment, elucidated by the reflexive portfolios built by the coordinators, without disregarding the dynamic and coherent articulation among the dimensions. Obtained results denote personal and professional trajectory visibility developed in the in-service education time-space with processes of reflection inherent to the construction of portfolios. It also becomes evident a collaborative work where researcher and coordinator interact fulfilling personal and institutional projects. The methodology of portfolio in the education focused on school proposes direction and intention for the multidimensional educational process.
La investigación tiene por objetivo analizar los resultados de formación realizada, en el espacio/tiempo de formación interna de la Escuela EMEF Presidente Nilo Peçanha/São Paulo, utilizándose de la metodología de portfolios reflexivos. La investigación cualitativa se desarrolló con dos coordinadoras pedagógicas. Se partió de la hipótesis de que las dimensiones técnico-científica, de la formación continuada, del trabajo colectivo, de los saberes para enseñar, crítico-reflexiva, evaluativa, ética y política, y estética y cultural son dimensiones de formación que se articulan entre sí y, aclaradas por portfolios en la formación centrada en la escuela, pueden promover desarrollo personal, profesional y organizacional. Los procedimientos metodológicos contaron con la realización de entrevistas semi-estructuradas, la construcción de portfolios y el análisis del Proyecto Político Pedagógico de la escuela. Para tratamiento de los datos se hizo el análisis de las particularidades de las dimensiones formativas, elucidadas en los portfolios reflexivos construidos por las coordinadoras, sin desconsiderar la articulación dinámica y coherente entre ellas. Los resultados alcanzados indican visibilidad de la trayectoria personal y profesional desarrollada en el espacio de formación en servicio, con procesos de reflexión inherentes a la construcción de los portfolios. Se evidencia también un trabajo colaborativo en el que el investigador y los coordinadores interactúan concretizando proyectos personales e institucionales. La metodología de portfolios en la formación centrada en la escuela propone dirección e intención al proceso formativo multidimensional.
A pesquisa tem por objetivo analisar os resultados da formação levada a efeito, no espaço/tempo de formação em serviço da EMEF Presidente Nilo Peçanha/São Paulo, utilizando-se da metodologia de portfólios reflexivos. A pesquisa qualitativa foi desenvolvida com duas coordenadoras pedagógicas. Partiu-se da hipótese que as dimensões técnico-científica, da formação continuada, do trabalho coletivo, dos saberes para ensinar, crítico-reflexiva, avaliativa, ética e política, e estética e cultural são dimensões de formação que se articulam entre si e, elucidadas por portfólios na formação centrada na escola, podem promover desenvolvimento pessoal, profissional e organizacional. Os procedimentos metodológicos contaram com a realização de entrevistas semiestruturadas, a construção de portfólios e a análise do Projeto Político Pedagógico da escola. Para tratamento dos dados fez-se a análise das particularidades das dimensões formativas, elucidadas nos portfólios reflexivos construídos pelas coordenadoras, sem desconsiderar a articulação dinâmica e coerente entre elas. Os resultados alcançados indicam visibilidade da trajetória pessoal e profissional desenvolvida no espaço de formação em serviço, com processos de reflexão inerentes à construção dos portfólios. Evidencia-se também um trabalho colaborativo em que o pesquisador e os coordenadores interagem concretizando projetos pessoais e institucionais. A metodologia de portfólios na formação centrada na escola propõe direção e intenção ao processo formativo multidimensional.
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Schmutz, Christina. "La dimensión crítica del teatro de Roger Bernat, René Pollesch y Christina Schmutz/ Frithwin Wagner-Lippok. Uso de texto y reflexión crítica en la conjunción de teoría y práctica. Una aproximación fenomenológica a Numax-Fagor-Plus, Kill Your Darlings! Streets of Berladelphia y els suplicants//conviure a bcn". Doctoral thesis, Universitat Autònoma de Barcelona, 2018. http://hdl.handle.net/10803/650283.
Streszczenie:
La dimensión crítica del teatro puede verse, de acuerdo con el concepto de lo crítico de Foucault, en su enfrentamiento a los nuevos retos sociales desde una postura de insumisión. Dicho teatro trata de emanciparse de las expectativas externas y hallar autocríticamente normas propias. Puede describírsele a partir de los aspectos de crisis, crítica y diferenciación (de interpretaciones), inherentes al concepto de lo crítico, y opera con la ampliación de espacios de posibilidades. Ante el panorama teórico e histórico de lo crítico en las estéticas teatrales postdramática (Hans-Thies Lehmann) y postespectacular (André Eiermann), el presente trabajo estudia la función escénica del texto. Dicha función se funde dentro del estudio fenomenológico en el concepto de uso de texto, que contiene a partes iguales la generación y la aparición de texto verbal en la realización escénica, y se reconstruye a partir de la experiencia propia de la realización. Al mismo tiempo, el estudio pretende extraer conclusiones de cómo un uso de texto específico despliega una capacidad crítica. Como recurso adicional se empleará la dimensión de distancia/inmersión, cuyo extremo de distancia está conceptualmente relacionado con un postulado básico de la estética postespectacular: la recuperación de una distancia poéticamente eficaz entre escenario y público; en cambio, su extremo de inmersión se sitúa cercano a un postulado central de la estética postdramática: la fusión y desintegración de límites y la comunicación inmediata entre escenario y público. Así pues, cabe preguntarse en qué medida los fenómenos inmersivos y distanciadores estimulan u obstaculizan lo crítico de una realización escénica o si resultan indiferentes o ambiguos en relación a lo crítico.
El trabajo estudia sobre la base de tres paradigmas teatrales seleccionados cómo aparece el texto verbal experimentable en la realización escénica y qué relaciones se generan entre dichos fenómenos y la dimensión crítica de la realización escénica. Las cualidades semánticas de los textos no juegan sino un papel indirecto para el concepto de uso de texto usado aquí. Si bien pueden guardar relación con la aparición del texto, como tal dejan de ser objeto del planteamiento. La definición de uso de texto se limita al texto verbal, entendido como texto formado lingüísticamente en sentido estricto. En cambio, no incluye los signos de lenguaje corporal o el «texto» en el sentido de un concepto semiótico ampliado, en calidad de «textura», de una realización escénica (como en el concepto de «realización escénica como texto»).
Como material de estudio de los planteamientos mencionados sirven los siguientes tres paradigmas: Kill your Darlings! Streets of Berladelphia (2012 René Pollesch), Numax-Fagor-Plus (2013 Roger Bernat) y els suplicants//conviure a bcn (2015 Christina Schmutz y Frithwin Wagner-Lippok).
Dado que la aparición de texto se sitúa en primer plano, la orientación fenomenológica del estudio parece adecuada para poder extraer conclusiones acerca de cómo se experimenta el texto en una realización escénica de teatro. El método fenomenológico trata de prescindir de todo apriorismo y conocimiento previo («reducción fenomenológica»), tal y como se expresa o se supone en contenidos de texto. Bajo uso de texto se entienden los fenómenos de texto verbal experimentables sensorialmente, tal y como aparecen en el momento de la realización escénica y el recuerdo posterior. Las experiencias procedentes de la perspectiva subjetiva se abstraen en el análisis fenomenológico hacia un contexto comunicable que permite unas respuestas supraindividuales al planteamiento.The aesthetical and critical dimension of theatre performance consists in getting involved in a challenge with the surrounding world by not only reproducing its features but developing a critical attitude towards it. Under this assumption, the present study examines the function and use of text in theatrical performances, trying to explore possibilities and implications of the use of text with respect to its critical dimension and against the historical background of criticism in postdramatic (Hans-Thies Lehmann) and postspectacular (André Eiermann) aethetics. The study aims to recognize what kinds of usage or appearance of verbal text may display a critical potential. As an additional investigation device, the dimension distance-immersion will be applied as a sort of investigation tool providing a heuristically promising sensor in analyzing paradigmatic performances, the distance pole of which has a conceptual affinity with one core postulate of postspectacular aesthetics while its immersive pole shows some inclination towards a core feature of postdramatic aesthetics. The question then is if and how immersive and distancing fenomena might promote or inhibit critical aspects of the performance, or if they prove to be indifferent or ambivalent in this respect. The project evaluates three selected performance examples with regard to how verbal text in the performance is used, or comes to the fore, and by which contexts these appearances may be connected to the critical aspect of the performance. Internal text qualities such as its semantic substance, even though bound to the appearance of text, anyway, play but an indirect role in the present concept, being not as such an objective of the research question. The concept of text use is in fact limited to verbal text, that is, to text structures in a narrow linguistic sense. Text concepts in the sense of non-verbal signals, as in body language, or of texture, as in the context of performance as text, are not taken into consideration. René Pollesch’s Kill your Darlings. Streets of Berladelphia, premiered 2012 in Berlin, Roger Bernat’s Numax Fagor Plus, Barcelona 2013, and Christina Schmutz’ and Frithwin Wagner-Lippok’s els suplicants//conviure a bcn, Barcelona 2015, will serve as paradigms. As in this investigation, instead of semantic qualities, the appearance of text in the performance is at stake, a phenomenological approach is taken, which seems particularly suitable for the investigation of the „thing itself“, that is, the experience – not the content – of text in performances, which is naturally connected with its appearance. Trying to refrain from any preceding meaning and knowledge („phenomenological reduction“) that might appear or be inferred from the text’s content, the phenomenological method addresses itself to the text’s immediate experience, that is, to its sensual and physical appearance. Phenomena hereby are all emergences of verbal text, manifesting in one’s own experience in the presence of a performance or reminiscence. Arising from the subjective perspective, this experience is phenomenologically analyzed by help of other contexts and correspondences structurally entangled with it.
7
Picard, Manon. "La smartfiction : une fiction interactive à lire, un rôle à incarner ou une partie à jouer sur son smartphone ?" Electronic Thesis or Diss., Compiègne, 2022. http://www.theses.fr/2022COMP2681.
Streszczenie:
La smartfiction est un récit à lire et à jouer sur son smartphone. Reprenant les codes techniques, esthétiques, sociaux et culturels du smartphone pour les réinvestir dans le cadre d’une fiction, la smartfiction repose sur une dimension réflexive par rapport au smartphone. En exploitant les conventions des pratiques ordinaires du smartphone, l’utilisateur d’une smartfiction doit se projeter en tant qu’utilisateur de smartphone lorsqu'il lit, interprète et joue un récit de vie fictionnel. En effet, le propre du récit est de raconter une vie qui n’est plus la mienne ou qui n'est pas la mienne. « Moi » écoutant, je coïncide avec un temps racontant qui me projette sur le temps raconté. L'écriture et les dispositifs font du temps racontant une construction du « Moi » lisant. Dans le cadre des smartfictions, ce jeu sur le temps repose notamment sur la discussion instantanée (chat fictionnel) et les notifications (que je nomme notifictions pour désigner des notifications fictionnelles). Ainsi, l’utilisateur dispose d’un cadre pour se fondre dans le temps du récit en l’articulant à un temps de lecture. Mais ce récit, il l’interprète comme un acteur interprète un rôle au théâtre. En incarnant le rôle qui lui est attribué, l’utilisateur vit le temps du récit comme un temps joué à la première personne. Pour ce faire, il doit aborder son rôle comme s’il jouait une partie et ainsi transformer le temps du récit en un temps de jeu. Il doit « jouer le je.u ». Récit, théâtre et jeu sont alors trois modalités temporelles du temps vécu qui sont reconfigurées par la smartfiction : une histoire que l’on joue et que l’on incarne. La smartfiction relève donc d'un double statut, phénoménologique et sémiotique. En effet, le lecteur-acteur-joueur interagit avec la smartfiction et synchronise son flux de conscience avec les différents objets la composant pour vivre l’expérience de lecture à la première personne. Il synchronise son temps vécu au temps de la fiction. Cette synchronisation est rythmée par l'interaction avec les codes propres à l'utilisation d'un smartphone, qui devient le cadre sémiotique et pragmatique de la smartfiction. Ce cadre permet à la fois la contextualisation de la smartfiction et fonctionne comme une défamiliarisation du smartphone. L'étude, qui repose sur un corpus de onze smartfictions, articule ainsi une double approche phénoménologique et sémiotique. La smartfiction est un récit sur smartphone qui est arrivé à quelqu'un, un récit qui est un jeu dans lequel l’utilisateur joue comme un acteur. Avec la smartfiction, nous assistons à la naissance d’un format, voire d'un genre. L’émergence d’un nouveau genre invite à s'interroger sur son articulation aux genres existants, voire à leurs reconfigurations : la smartfiction correspond-elle à une autre manière de raconter, une autre forme de mise en scène, une autre pratique de jeu ? Ces questions renvoient également au rôle des dispositifs, rôle qui se révèle dans ces formes créatives. En particulier, la smartfiction invite à objectiver le rôle d'un smartphone dans le cadre d'un récit. La smartfiction est donc un laboratoire pour l’analyse des genres créatifs et la compréhension du rôle des supports et des dispositifsA smartfiction is a story to be read and played on the smartphone. Taking the technical, aesthetic, social and cultural codes of the smartphone to reinvest them in the framework of a fiction, smartfiction relies on a reflexive dimension in relation to the smartphone. By using the conventions of ordinary smartphone practices, the user of a smartfiction must project themself as a smartphone user when reading, interpreting and acting out a fictional life story. Indeed, the very nature of the story is to tell a life that is no longer mine or that is not mine. Me listening, I coincide with a telling time which projects me in the told time. The writing of the story and the devices make the telling time a construction of the reading self. Within the framework of the smartfictions, this game on time relies in particular on the instant (fictional) chat and the notifications (which I name notifictions to indicate fictional notifications). That way, the user has a framework for blending into the time of the story by articulating it to a reading time. But they interpret this story as an actor interprets a role in the theater. By embodying the role assigned to him, the user lives the time of the story as a time played in the first person. To do this, they must approach their role as if they were playing a game and thus transform the time of the story into a time of play. They must “play the ga.Me”. Narrative, theater and game are then three temporal modalities of the lived time that are reset by the smartfiction : a story that one plays and that one incarnates. A smartfiction has thus a double status, phenomenological and semiotic. Indeed, the reader-actor-player interacts with the smartfiction and synchronizes their flow of consciousness with the different objects composing it in order to live the experience of reading in the first person. They synchronize their living time with the time of the fiction. This synchronization is punctuated by the interaction with the specific codes related to the use of a smartphone, which becomes the semiotic and pragmatic framework of the smartfiction. This framework allows both the contextualization of the smartfiction and functions as a defamiliarization of the smartphone. The study, based on a corpus of eleven smartfictions, thus articulates a double phenomenological and semiotic approach. A smartfiction is a story on a smartphone that happened to someone, a story that is a game in which the user plays as an actor. With the smartfiction, we witness the birth of a format, even of a genre. The emergence of a new genre invites us to question its articulation with existing genres, or even their reconfiguration: does smartfiction correspond to another way of telling, another form of staging, another practice of acting? These questions also refer to the role of the device which stands out in these creative modes. In particular, smartfiction invites us to objectify the role of a smartphone in a narrative. Smartfiction is thus a laboratory for the analysis of creative genres and for the understanding of the role of the medium and the devices
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Peres, Danielle Augusto. "A integração da dimensão técnico-científica à dimensão crítico-reflexiva no currículo de graduação em Ciências Contábeis: um estudo na Universidade Federal do Ceará". reponame:Repositório Institucional da UFC, 2017. http://www.repositorio.ufc.br/handle/riufc/26550.
Streszczenie:
PERES, Danielle Augusto.A integração da dimensão técnico-científica à dimensão crítico-reflexiva no currículo de graduação em Ciências Contábeis: um estudo na Universidade Federal do Ceará. 2017. 157f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós- Graduação em Educação Brasileira, Fortaleza (CE), 2017.Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-10-09T16:07:28Z No. of bitstreams: 1 2017_tese_daperes.pdf: 1608111 bytes, checksum: 5910f8e9436987aa8334ece9f381799b (MD5)
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The subject of this investigation was the formation of the accounting professional, in which the relationship between the competences and the skills necessary for undergraduate students performance in the working world was observed. It aimed to identify the integration between the technical-scientific and critical-reflective dimensions in the curriculum of professional formation in the Accounting Sciences course of the UFC. The relevance of the study lies in the contribution it will make on the accountant formation, making this professional able to reflect on his practice in society. As a theoretical reference, it was resorted to national and international authors, linked to the Education área, that discuss the relations in the working world and the professional formation from the perspective of the curriculum as social construction. The methodology used was the applied nature social research. The approach method was the inductive one, based on the critical epistemology, with qualitative approach of the problem. The treatment given to the objectives was the exploratory and descriptive research. The research was done at the Faculty of Economics, Administration, Actuarial, Accounting and Executive Secretariat (FEAAC) and the subjects were the professors of the Accounting Department and the active students of the Accounting Sciences course of the UFC. The research was developed in stages, whose data collection instruments were: documentary research, questionnaires and collaborative research. It was concluded that the official documents that regulate the formation of the accountant in Brazil, emphasize the need to develop in the Accounting Sciences undergraduate course both technical-scientific competences and critical-reflexive skills. However, in the Accounting Sciences PPC of UFC 2007, this relationship was not observed. Regard to the teachers, and the curriculum in action, the relationship between the technical-scientific and the critical-reflective dimensions in the curriculum development was already present in the course before the beginning of this research. In relation to the students, it was concluded that they recognize the relationship between the technical-scientific and critical-reflexive dimensions in the working world, however, they do not identify this relationship as a formation element of the accounting professional. When realizing that the relation between the necessary dimensions to the accountant formation in the Accounting Sciences course of the UFC was not in the official curriculum, but already plenty developed in the current curriculum, it was pursued to construct a new official curriculum collectively for that course and it was developed a process that resulted in an indication of a better interaction between the technical-scientific and critical-reflexive dimensions in the official curriculum of the Accounting Sciences course of the UFC. However, the confirmation of this improvement can only be observed in a future moment of curricular development. This way, it was possible to identify the occurrence of the integration between the technical-scientific and critical-reflective dimensions in the professional formation curriculum of the Accounting Sciences course of the UFC, with this identification, we have had the thesis confirmation of this investigation. The contributions of the thesis in the theoretical field are related to the applicability of the pedagogical references of the professional formation to be considered and from the empirical point of view proposes the balance of the technical-scientific and critical-reflexive dimensions in the professional accountant formation.
O tema desta investigação foi formação do profissional contábil tendo como objetivo identificar a integração entre as dimensões técnico-científicas e crítico-reflexiva no currículo de formação profissional no curso de Ciências Contábeis da UFC. A relevância do estudo está na contribuição que o mesmo dará à formação deste profissional, tornando-o capaz de refletir sobre sua prática no contexto da sociedade. A tese defendida foi que a integração entre a dimensão técnico-científica e crítico-reflexiva na formação profissional do contador, está presente no currículo de Ciências Contábeis da UFC. Como referencial teórico, optamos por autores nacionais e internacionais, vinculados à área da Educação, que discutem as relações no mundo do trabalho e a formação profissional na perspectiva do currículo como construção social. Foi desenvolvida uma pesquisa social aplicada, utilizando-se como método, o indutivo, e a epistemologia crítica com abordagem qualitativa do problema. Efetivamos uma pesquisa exploratória e descritiva, cujo lócus foi a Faculdade de Economia, Administração, Atuária, Contabilidade e Secretariado Executivo (FEAAC) da UFC; os sujeitos foram os professores efetivos do Departamento de Contabilidade e os alunos matriculados no curso de Ciências Contábeis da UFC. Os instrumentos de coleta de dados utilizados na investigação foram: fichas de análise documental, questionários e o desenvolvimento de uma pesquisa colaborativa. Concluiu-se que os documentos oficiais que regulamentam a formação do contador no Brasil, enfatizam a necessidade de desenvolver, nos cursos de graduação em Ciências Contábeis competências técnico-científicas e habilidades crítico-reflexivas. Em relação aos professores, e ao currículo em ação, a integração entre a dimensão técnico-científica e crítico-reflexiva no desenvolvimento curricular já se fazia presente no referido curso antes do início desta investigação. Em se tratando dos alunos, afirmamos que estes reconhecem a necessidade de integração entre a dimensão técnico-científica e crítico-reflexiva no mundo do trabalho, no entanto, não a identificam como elemento de formação do profissional contábil. Identificamos também que a integração entre as dimensões mencionadas necessárias à formação do contador no curso de Ciências Contábeis da UFC, não se evidencia no currículo oficial, mas já presente no currículo em ação. Como etapa final da investigação ocorreu um processo de construção coletiva que resultou em um novo currículo oficial. Contudo, a constatação de uma melhor integração entre as dimensões técnico-científicas e crítico-reflexivas no desenvolvimento curricular desta formação profissional só poderá ser identificada e analisada em um momento futuro. A confirmação da tese proposta trouxe como contribuições, no campo teórico, à aplicabilidade dos referenciais pedagógicos da formação profissional a serem considerados na formação do contador e, do ponto de vista empírico, apresentou o equilíbrio da dimensão técnico-científica e da dimensão crítico-reflexiva nesta formação profissional.
9
Peres, Danielle Augusto. "A integraÃÃo da dimensÃo tÃcnico-cientÃfica à dimensÃo crÃtico-reflexiva no currÃculo de graduaÃÃo em CiÃncias ContÃbeis: um estudo na Universidade Federal do CearÃ". Universidade Federal do CearÃ, 2017. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=20034.
Streszczenie:
nÃo hÃThe subject of this research was the formation of the accounting professional aiming of identifying the integration between the technical-scientific and critical-reflective dimensions in the curriculum of professional formation in Accounting Sciences course of the UFC. The relevance of the study lies in the contribution it will make to the formation of this professional, making him able to reflect on his practice in the context of society. The thesis defended was that the integration between the technical-scientific and critical-reflective dimension in the professional formation of the accountant, is present in the curriculum of Accounting Sciences of the UFC. As a theoretical reference, it was resorted to national and international authors, linked to the Education Ãrea, that discuss the relations in the working world and the professional formation from the perspective of the curriculum as social construction. An applied social research was developed, using the inductive method, and the critical epistemology with qualitative approach of the problem. It was carried out an exploratory and descriptive research at the College of Economics, Administration, Actuarial, Accounting and Executive Secretariat (FEAAC) of the UFC; the participants were the professors of the Accounting Department and the active students of the Accounting Sciences course of the UFC. The data collection instruments used in the research were: document analysis files, questionnaires and the development of a collaborative research. It was concluded that the official documents that regulate the formation of the accountant in Brazil, emphasize the need to develop in the Accounting Sciences undergraduate course both technical-scientific competences and critical-reflexive skills. Regard to the teachers, and the curriculum in action, the relation between the technical-scientific and the critical-reflective dimensions in the curriculum development was already present in the course before the beginning of this research. In relation to the students, we affirm that they recognize the need for integration between the technical-scientific and critical-reflective dimensions in the working world, however, they do not identify it as a formation element for the accounting professional. We also identify that the integration between the mentioned dimensions necessary for the formation of the accountant in the Course of Accounting Sciences of the UFC, is not evident in the official curriculum, but it is already present in the current curriculum. As the final stage of the investigation, a collective construction process was run resulting in a new official curriculum. However, the confirmation of a better integration between the technical-scientific and critical-reflexive dimensions in the curricular development of this professional formation can only be identified and analyzed at a future moment. The confirmation of the proposed thesis brought as contributions, in the theoretical field, the applicability of the pedagogical references of the professional formation to be considered in the formation of the accountant and, from the empirical point of view, presented the balance of the technical-scientific and the critical-reflexive dimensions in this professional formation.
O tema desta investigaÃÃo foi formaÃÃo do profissional contÃbil tendo como objetivo identificar a integraÃÃo entre as dimensÃes tÃcnico-cientÃficas e crÃtico-reflexiva no currÃculo de formaÃÃo profissional no curso de CiÃncias ContÃbeis da UFC. A relevÃncia do estudo està na contribuiÃÃo que o mesmo darà à formaÃÃo deste profissional, tornando-o capaz de refletir sobre sua prÃtica no contexto da sociedade. A tese defendida foi que a integraÃÃo entre a dimensÃo tÃcnico-cientÃfica e crÃtico-reflexiva na formaÃÃo profissional do contador, està presente no currÃculo de CiÃncias ContÃbeis da UFC. Como referencial teÃrico, optamos por autores nacionais e internacionais, vinculados à Ãrea da EducaÃÃo, que discutem as relaÃÃes no mundo do trabalho e a formaÃÃo profissional na perspectiva do currÃculo como construÃÃo social. Foi desenvolvida uma pesquisa social aplicada, utilizando-se como mÃtodo, o indutivo, e a epistemologia crÃtica com abordagem qualitativa do problema. Efetivamos uma pesquisa exploratÃria e descritiva, cujo lÃcus foi a Faculdade de Economia, AdministraÃÃo, AtuÃria, Contabilidade e Secretariado Executivo (FEAAC) da UFC; os sujeitos foram os professores efetivos do Departamento de Contabilidade e os alunos matriculados no curso de CiÃncias ContÃbeis da UFC. Os instrumentos de coleta de dados utilizados na investigaÃÃo foram: fichas de anÃlise documental, questionÃrios e o desenvolvimento de uma pesquisa colaborativa. Concluiu-se que os documentos oficiais que regulamentam a formaÃÃo do contador no Brasil, enfatizam a necessidade de desenvolver, nos cursos de graduaÃÃo em CiÃncias ContÃbeis competÃncias tÃcnico-cientÃficas e habilidades crÃtico-reflexivas. Em relaÃÃo aos professores, e ao currÃculo em aÃÃo, a integraÃÃo entre a dimensÃo tÃcnico-cientÃfica e crÃtico-reflexiva no desenvolvimento curricular jà se fazia presente no referido curso antes do inÃcio desta investigaÃÃo. Em se tratando dos alunos, afirmamos que estes reconhecem a necessidade de integraÃÃo entre a dimensÃo tÃcnico-cientÃfica e crÃtico-reflexiva no mundo do trabalho, no entanto, nÃo a identificam como elemento de formaÃÃo do profissional contÃbil. Identificamos tambÃm que a integraÃÃo entre as dimensÃes mencionadas necessÃrias à formaÃÃo do contador no curso de CiÃncias ContÃbeis da UFC, nÃo se evidencia no currÃculo oficial, mas jà presente no currÃculo em aÃÃo. Como etapa final da investigaÃÃo ocorreu um processo de construÃÃo coletiva que resultou em um novo currÃculo oficial. Contudo, a constataÃÃo de uma melhor integraÃÃo entre as dimensÃes tÃcnico-cientÃficas e crÃtico-reflexivas no desenvolvimento curricular desta formaÃÃo profissional sà poderà ser identificada e analisada em um momento futuro. A confirmaÃÃo da tese proposta trouxe como contribuiÃÃes, no campo teÃrico, à aplicabilidade dos referenciais pedagÃgicos da formaÃÃo profissional a serem considerados na formaÃÃo do contador e, do ponto de vista empÃrico, apresentou o equilÃbrio da dimensÃo tÃcnico-cientÃfica e da dimensÃo crÃtico-reflexiva nesta formaÃÃo profissional.
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Holgermyr, Caroline. "Identitet, förståelse och den existentiella dimensionen : - en studie om hur religionens roll framställs i styrdokumenten för gymnasiets religionskunskapsämne". Thesis, Uppsala universitet, Religionssociologi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-204737.
Streszczenie:
Today Sweden is both a secular and multi-religious country, of which Christianity historically has been a dominant player. Both processes of individualization and migration have contributed to a changed religious character as the current Swedish social situation represents. An interesting question to consider is how the Swedish school system has been able to adapt to the changed religious climate. This study examines the policy documents for religious education produced for upper secondary school, to see how the role of religion in the processes of individualization and migration, and the changes that these processes have brought the role of religion in today’s society as a whole, are described within them. Based on a deductive approach an ideological text analysis is performed by constructing categorizations based on two different theories which reflect the two different processes. The process of individualization is represented by Anthony Giddens’s theory of reflexive self-identity in the late modern age. The process of migration is represented by Stuart Hall’s theory of cultural identity. This study shows that the role of religion in today’s society in the policy documents largely is portrayed as one tool among many others that can help shape an identity. Identity formation is something that students need knowledge of according to the policy documents in order to develop an understanding and respect for others in the current multicultural and multi-religious society. The study also shows that religion is considered to be something private, which complicates intercultural understanding as religious education takes the form of knowledge about and not personal knowledge of. From this theoretical perspective, the policy documents formulations of Christianity’s special role is also problematic in the multi-religious landscape.
Książki na temat "Reflexive dimension":
1
García, Miguel Jaime. La dimensión reflexiva de la arquitectura moderna. Pamplona: Ediciones Universidad de Navarra, 2000.
2
García, Miguel Jaime. La dimensión reflexiva de la arquitectura moderna. Pamplona: Ediciones Universidad de Navarra, 2000.
3
Jōjima, Kunihiro. Ökonomie und Physik: Eine neue Dimension der interdisziplinären Reflexion. Berlin: Duncker & Humblot, 1985.
4
Pfetsch, Frank R. Handlung und Reflexion: Theoretische Dimensionen des Politischen. Darmstadt: Wissenschaftliche Buchgesellschaft, 1995.
5
Ant︠s︡yferova, O. I︠U︡. Literaturnai︠a︡ samorefleksii︠a︡ i tvorchestvo Genri Dzheĭmsa: The Self-Reflexive Dimensions of Henry James. Ivanovo: Ivanovskiĭ gos. universitet, 2004.
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Segura, Carmen. La dimensión reflexiva de la verdad: Una interpretación de Tomás de Aquino. Pamplona: Ediciones Universidad de Navarra, 1991.
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Hofmann, Wilhelm. Repräsentative Diskurse: Untersuchungen zur sprach-reflexiven Dimension parlamentarischer Institutionen am Beispiel des englischen Parlamentarismus. Baden-Baden: Nomos, 1995.
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Manrique, Alberto Ducuara. Dimensión histórica de la agroindustra arrocera: Una reflexión empresarial para el Huila 1930-1990. Huila: Universidad Surcolombiana, 2008.
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Carreño Manosalva, Clara Inés, i José Luis Jiménez Hurtado, red. Compromisos para la paz. Bogotá. Colombia: Universidad de La Salle. Ediciones Unisalle, 2020. http://dx.doi.org/10.19052/978-958-5486-89-8.
Streszczenie:
La construcción de la paz en Colombia exige un esfuerzo de la sociedad dirigido a reflexionar sobre la dimensión política de la espiritualidad y la dimensión espiritual de la política. En el marco de esta reflexión, es pertinente reconocer la trayectoria de la Universidad de La Salle, institución que vive la espiritualidad como una característica inherente a su proyecto educativo, orientadora de la formación de profesionales hacia un desarrollo humano, integral y sustentable. Esta característica se ha articulado a la expresión significativa para denotar una espiritualidad que deja huella, convoca a la reflexión y se asume en la formación profesional por medio de sujetos que consideran necesario construir vínculos con el conocimiento del otro, sobre la base de la empatía frente al sufrimiento social y de la indignación ante la vulneración de la vida, de la integridad humana y de la justicia. Gracias a los aportes y reflexiones de la Universidad, hoy se entiende que el compromiso con la paz abarca la dimensión espiritual, incluso para posibilitar la trasformación del ethos político nacional.
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Martínez Posada, Jorge Eliecer, i Fabio Orlando Neira Sánchez, red. Mirada prospectivas desde el bicentenario. Bogotá. Colombia: Universidad de La Salle. Ediciones Unisalle, 2011. http://dx.doi.org/10.19052/978-958-8572-44-4.
Streszczenie:
La construcción de la paz en Colombia exige un esfuerzo de la sociedad dirigido a reflexionar sobre la dimensión política de la espiritualidad y la dimensión espiritual de la política. En el marco de esta reflexión, es pertinente reconocer la trayectoria de la Universidad de La Salle, institución que vive la espiritualidad como una característica inherente a su proyecto educativo, orientadora de la formación de profesionales hacia un desarrollo humano, integral y sustentable. Esta característica se ha articulado a la expresión significativa para denotar una espiritualidad que deja huella, convoca a la reflexión y se asume en la formación profesional por medio de sujetos que consideran necesario construir vínculos con el conocimiento del otro, sobre la base de la empatía frente al sufrimiento social y de la indignación ante la vulneración de la vida, de la integridad humana y de la justicia. Gracias a los aportes y reflexiones de la Universidad, hoy se entiende que el compromiso con la paz abarca la dimensión espiritual, incluso para posibilitar la trasformación del ethos político nacional.
Części książek na temat "Reflexive dimension":
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Christensen, Lars Winther. "G-dimension and reflexive complexes". W Gorenstein Dimensions, 41–63. Berlin, Heidelberg: Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/bfb0103985.
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Tsuchiya, Akiyoshi. "The Reflexive Dimension of (0, 1)-Polytopes". W Springer Proceedings in Mathematics & Statistics, 351–64. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98327-7_17.
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Holz, Hans Heinz. "Die historische Dimension der Dialektik". W Weltentwurf und Reflexion, 148–72. Stuttgart: J.B. Metzler, 2005. http://dx.doi.org/10.1007/978-3-476-00092-7_6.
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Andexinger, Manfred. "Das Spannungsfeld Freiheit versus Sicherheit – eine historisch-philosophische Reflexion". W Dimensionen der Sicherheitskultur, 111–24. Wiesbaden: Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-658-02321-8_7.
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Forst, Rainer. "The Justification of Human Rights and the Basic Right to Justification. A Reflexive Approach". W Philosophical Dimensions of Human Rights, 81–106. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2376-4_5.
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Hennen, Leonhard, i Rinie van Est. "Globalisation as Reflexive Modernisation—Implications for S&T Governance". W Technology Assessment in a Globalized World, 53–73. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-10617-0_4.
Streszczenie:
AbstractThe chapter explores the dimensions and problems of globalisation, as discussed in the scholarly literature of the last decades, to provide a general reflection on the meaning of globalisation in the field of science and technology governance and identify the challenges of transferring TA activities to the global level. Globalisation is understood as an articulation of “reflexive modernisation”, and thus features to a high extent “reflexive” problems of governance-making, such as systematic uncertainties of knowledge and cultural diversity of relevant values and norms. Great economic interdependencies as well as inequalities, together with the fact that technological and environmental risks are largely of global character and transcend the reach of national policymaking bodies, make up the challenges of globalisation. TA is presented as an instrument tailor-made for reflexive governance, and thus as a natural support for politics under the conditions of globalisation, if it manages to strengthen its global character.
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Pfab, Antje. "Rituelle Dimensionen in der heutigen Arbeitswelt – eine Annäherung". W Die Bedeutung von Übergangsritualen in reflexiver Beratung, 7–42. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-36065-8_2.
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Riedel, Annette, Nadine Treff i Juliane Spank. "Exemplarische ethische Dimensionen und Konfliktfelder in der Umsetzung gesundheitlicher Vorausplanungen". W Ethische Reflexion in der Pflege, 169–79. Berlin, Heidelberg: Springer Berlin Heidelberg, 2017. http://dx.doi.org/10.1007/978-3-662-55403-6_17.
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Wortelkamp, Isa. "Notieren im Tanz". W Bewegungsszenarien der Moderne, 111–25. Heidelberg, Germany: Universitätsverlag WINTER, 2021. http://dx.doi.org/10.33675/2021-82537264-7.
Streszczenie:
Note taking is a choreographic writing practice that implies processes of thinking, projecting and rejecting ideas. Note by note, a complex scenery of movement emerges through reflexive practices of writing, which are designed for a performative event. This article explores different forms of choreographic notation from the perspective of their performative dimensions and draws on approaches from literary theory, procedures of drafting and drawing, as well as considerations of writing as a thought process. The emphasis will be on specific examples of contemporary dance.
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Pettig, Fabian. "Ästhetisches Kartieren - Mapping als Praxis geographischer Forschung zu räumlicher Erfahrung". W Sozial- und Kulturgeographie, 169–80. Bielefeld, Germany: transcript Verlag, 2022. http://dx.doi.org/10.14361/9783839459584-012.
Streszczenie:
Fabian Pettig diskutiert in diesem Beitrag die ästhetische Forschungspraxis »Mapping« als Möglichkeit, zwi-schen der Begegnung von Orten und der Erkundung von Räumen zu vermitteln und auf diese Weise die leibliche Dimension räumlicher Erfahrung in Forschungsprojekten zu berücksichtigen. Anhand eines Fallbeispiels aus der geographischen Schulpraxis wird ein Handlungsrahmen zur Planung, Durchführung und Reflexion eigener Map-ping-Projekte in kultur- und sozialwissenschaftlicher Perspektive entworfen.
Streszczenia konferencji na temat "Reflexive dimension":
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"Oporto Writers: the Auto-reflexive Dimension of Creative Writing". W Feb. 11-13, 2020 Barcelona (Spain). Universal Researchers, 2020. http://dx.doi.org/10.17758/uruae10.uh0220412.
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Levin, Alexander. "Bivariate Dimension Polynomials of Non-Reflexive Prime Difference-Differential Ideals." W ISSAC '18: International Symposium on Symbolic and Algebraic Computation. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3208976.3209008.
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Zhelanova, Viktoria, Svitlana Palamar i Maryna Yepikhina. "Leadership Qualities of a Modern University Student in the Reflexive Dimension". W Proceedings of the 5th International Conference on Social, Economic, and Academic Leadership (ICSEALV 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191221.185.
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Laperrouza, Marc, Jacques Lanarès i Emmanuel Sylvestre. "Visualizing constructive alignment in the process of course design". W Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9330.
Streszczenie:
Course design in higher education is often approached in a very linear and text-based manner. The paper presents a visual tool in the form of a canvas aimed at accompanying teachers in the design of courses. The canvas can be used in an individual or co-teaching setting. It can be applied either during the conception phase of a new course or to revisit and reflect an existing course.The visual dimension departs from the usual text-based format and ambitions to offer a practical and intuitive approach. It aims at engaging teachers to adopt a prototyping approach in the design of courses. It builds on the various visual modeling tools offered in the fields of business and strategy.The proposed canvas is part of a broader project accompanying higher education teachers in the clarification of their pedagogical intent, in ensuring constructive alignment and in the adoption of a reflexive posture on their teaching experiences.
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Yang, Shining, Tianji Wang, Yaotang Li, Shichao Zhang, Shaowu Fan i Huanrong Wen. "Two-dimensional reflexive neural networks". W Aerospace Sensing, redaktor Steven K. Rogers. SPIE, 1992. http://dx.doi.org/10.1117/12.140051.
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Karnat, Anna. "SOCIOLOGICAL REFLECTIONS ON IDENTITY AND SOCIAL IDENTIFICATION: THE INDIVIDUAL IN AMBIGUOUS MODERNITY". W NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/32.
Streszczenie:
The paper examines the diverse ways of self-definition of individuals in a changing reality, which is attributed to a hybrid and ambiguous character. The emphasis is on identity discourse in the individual dimension. While questioning the possibility of clearly defining the Self in the world of diverse relations and ambiguous social reality, a dilemma arises: one identity or many identities? It should be pointed out here that there is a transition from identity as a complex and dynamic attribute (aspect) of the individual to the multiplicity of individual identities as a variety of its identifications with the objects of the social world. More radically, doubts can be raised here about the usefulness of the category of identity. Behind such thinking are not merely methodological difficulties in recognizing the different dimensions and contexts in which the individual defines his or her identity or identities. It is certainly possible to speak here of a different meaning attributed to the category of identity, especially in its theoretical-cognitive sense. The consequence of this is also the different meaning that is attributed to the utility of this category, i.e. its instrumental use for the self-determination of individuals. The stronger the adherence to the terminology of modernity, the stronger the indication of a possible and fully conscious (reflexive) project that identity may become for the constructively acting individual. Departure from modern nomenclature complicates the issues of defining identity itself, and thus also does not make the task easier in the sphere of social practice and does not provide easy utilitarian solutions. Moreover, the difficulties concern not only what individual identity is (or could be) in the functional sense, but also its very structure and the fundamental question of its durability (or at least relative stability) in the context of individualization.
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Kamegawa, Tetsushi, Taichi Akiyama, Yosuke Suzuki, Toru Kishutani i Akio Gofuku. "Three-Dimensional Reflexive Behavior by a Snake Robot with Full Circumference Pressure Sensors". W 2020 IEEE/SICE International Symposium on System Integration (SII). IEEE, 2020. http://dx.doi.org/10.1109/sii46433.2020.9026245.
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Torris-Steele, Geraldine. "I Do Better, Feel Less Stress and Am Happier” – A Humanist and Affective Perspective on Student Engagement in an Online Class". W InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4964.
Streszczenie:
Aim/Purpose: Fostering student engagement is one of the great challenges of teaching, especially in online learning environments. An educators’ assumptions and beliefs about what student engagement is and how it manifests will shape the strategies they design to engage students in learning. However, there is no agreement on the definition of concept of student engagement and it re-mains a vague construct. Background: Adopting the principles of user-centered design, the author maintains that to design learning experiences which better support student engagement it is important to gain insights into how students perceive and operationalize the concept of engagement in learning. The recent challenges of teaching effectively online prompted the author to reflect more deeply on the concept of engagement and how it might be achieved. Methodology: In the tradition of reflective teaching, the author undertook an informal, qualitative inquiry in her classroom, administering a brief questionnaire to students in her online class. When the themes which emerged were integrated with other literature and findings from the author’s earlier classroom inquiry, some insights were gained into how students ‘operationalize’ the concept of engagement, and weight was added to the authors’ premise of the value of humanistic approaches to university teaching, the need for greater emphasis on student-teacher connection and the necessity of considering the affective domain alongside the cognitive domain in learning in higher education. The insights were brought together and visualized in a conceptual model of student engagement. Contribution: The conceptual model presented in the present paper reflects the author’s present ‘mental model’ of student engagement in classes online and, when the opportunity arrives, in face-to-face classes as well. This mental model shapes the authors’ course design, learning activities and the delivery of the course. Although the elements of the model are not ‘new’, the model synthesizes several related concepts necessary to a humanist approach to under-standing student engagement. It is hoped that the model and discussion presented will be stimulus for further rich discussion around the nature of student engagement. Findings: Interestingly, the affective rather than the cognitive domain framed students’ perspectives on what engagement ‘looks like to them’ and on what teachers should do to engage them. Recommendations for Practitioners: By sharing the process through which the author arrived at this understanding of student engagement, the author has also sought to highlight three key points: the importance of including the ‘student perspectives and expectations’ against which educators can examine their own assumptions as part of the process reflective teaching practices; the usefulness of integrating theoretical and philosophical frameworks in our understandings of student engagement and how it might be nurtured, and finally the necessity of affording greater influence to humanism and the affective domain in higher education. The findings emphasize the necessity of considering the affective dimension of engagement as an essential condition for cognitive engagement and as inextricable from the cognitive dimension of engagement. Recommendations for Researchers: The emphasis in research engagement learning and teaching is on how we (the educators) can do this better, how we can better engage students. While the student perspective is often formulated from data obtained through surveys and focus groups, researchers in learning engagement are working with their own understandings (albeit supported by empirical research). It is crucial for deeper insight to also understand the students’ conceptualization of the phenomena being researched. Bringing the principles of design thinking to bear on educational research will likely provide greater depth of insight. Impact on Society: Empirical, formal, and structured research is undeniably essential to advancing human endeavor in any field, including learning and teaching. It is however important to recognize informal research in the form of classroom inquiry as part of teachers’ reflexive practice is also legitimate and useful to advancing understanding of complex phenomenon such as student engagement in learning through multiple perspectives and experiences. Future Research: Further research on the nature of student engagement in different contexts and against different theoretical frameworks is warranted as is empirical investigation of the premise of the value of humanism and the affective do-main in defining and measuring student engagement in higher education.
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M.C. van Amstel, Frederick. "Teatro do Oprimido na Educação em Design de Interação". W XVIII Simpósio Brasileiro de Fatores Humanos em Sistemas Computacionais. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/ihc.2019.8377.
Streszczenie:
A pesquisa sobre Educação em Design de Interação têm apontado para a necessidade de rever a prática reflexiva do ateliê de projetos frente ao uso crescente do material digital para intensificar opressões. Dentre as pedagogias críticas que estão sendo consideradas para trabalhar com esse fenômeno, o Teatro do Oprimido oferece um arsenal de técnicas para encenar, analisar, criticar e mudar situações cotidianas que reiteram opressões históricas entre grupos sociais. Essas técnicas permitem envolver ativamente o corpo no processo pedagógico, além de promover a criatividade estética e a participação democrática. Mais do que isso, revelam a dimensão política do projeto de interação e seu potencial para lutar contra a opressão.
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Cala Cristancho, Laura Milena, i Claudia Eloina Nieto Gutiérrez. "Dimensión ambiental en la formación de ingenieros civiles de la Universidad La Gran Colombia". W Nuevas realidades para la educación en ingeniería: currículo, tecnología, medio ambiente y desarrollo. Asociación Colombiana de Facultades de Ingeniería - ACOFI, 2022. http://dx.doi.org/10.26507/paper.2228.
Streszczenie:
La dimensión ambiental en la formación de los Ingenieros Civiles tiene como principal fundamento dar mayor sentido al acto educativo, a partir del estudio de la realidad, la transformación de la sociedad y la cultura. En este sentido, la educación en todos los niveles y escenarios está llamada a formar competencias hacia la responsabilidad ambiental, por lo que se considera pertinente involucrar la dimensión ambiental de manera consciente y acertada en el diseño curricular de los futuros profesionales dada su estrecha relación con el entorno. El trabajo presenta el diseño de una propuesta curricular que integra los componentes de la dimensión ambiental en la formación de Ingenieros Civiles de la Universidad La Gran Colombia. El estudio se realizó a partir de la caracterización de la documentación institucional y del programa de formación; las percepciones de los estudiantes y docentes respecto al concepto de medio ambiente, educación ambiental y la inclusión de la dimensión ambiental en el currículo de este programa. Posteriormente, se establecieron algunas brechas entre el gran interés que se manifiesta por la formación ambiental de los Ingenieros Civiles y una desarticulación de lo ambiental en el microcurrículo y poca vinculación en algunos cursos del programa y otros aspectos asociados a la ambientalización curricular. Así mismo, se planteó una estrategia curricular que involucra los componentes de la dimensión ambiental en el programa de Ingeniería Civil de la Universidad La Gran Colombia a partir de una revisión y ajuste curricular. Por otra parte, a través de una reflexión interdisciplinar acerca de problemáticas ambientales del contexto global, nacional y local, se identifiquen temas integradores que se interrelacionan con determinados cursos del programa, que a su vez interactúen con otras dimensiones sociales, culturales y ambientales problemas articuladores y temas integradores que transversalizan los cursos; además continuar los procesos de formación docente, la vinculación de los estudiantes en diversos escenarios interdisciplinarios como la investigación y la proyección social, e incluso la gestión integral ambiental a nivel institucional.
Raporty organizacyjne na temat "Reflexive dimension":
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Céspedes, Nelly Yolanda, i Claudia Teresa Vela. Reflexión sobre la Educación matemática en la formación de licenciados bilingües en ÚNICA. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.20.
Streszczenie:
Co-teaching strategies, co-teaching roles, collaborative teaching benefits, assessment in EFL, language student teachers' Education desde la construcción de un currículo en Matemática aplicada a la formación de licenciados bilingües no matemáticos se deben dimensionar las necesidades del escenario educativo, con el fin de plantear un currículo diverso e innovador, que se encuentre relacionado con las necesidades de la enseñanza y el aprendizaje de la Matemática, a través de los contextos que le permita a los estudiantes reconocer la riqueza de los escenarios educativos promovidos por la Matemática En este sentido, pensar un currículo en matemática para la formación de licenciados no matemáticos, debe presentar nuevas expectativas frente a un tema específico y al mismo tiempo generar en los estudiantes una posibilidad más real de comprender las aplicaciones de los saberes disciplinares que conforman la Matemática no sólo de manera formal sino a través de situaciones didácticas, que proporcione una producción de conocimiento más vivencial en su desarrollo profesional. Por lo tanto, como marco de referencia la Matemática que se ha venido planteando ha pasado por una transición de contenidos rígidos hacia una flexibilización didáctica del contenido, sin perder el horizonte académico y los procesos pedagógicos que deben estar presentes en la generación de aprendizajes en el aula. La construcción de un currículo en Matemática se encuentra ligado al conocimiento del contexto, los actores y los actos educativos, en donde se deben dimensionar las necesidades del escenario educativo, con el fin de plantear un currículo diverso e innovador, que se encuentra relacionado con las necesidades de vincular a la enseñanza de la Matemática, todas las técnicas y métodos precisos, que les permitan a los estudiantes generar un proceso de conocimiento aplicado a las ciencias del conocimiento.