Au cours de son existence, le consommateur, est amené à vivre des incidents qui génèrent des tensions identitaires. Il est engagé dans un processus de construction identitaire. Cette recherche montre que le point de vente accompagne le consommateur dans son projet identitaire. Il agit comme une ressource qui permet de gérer des dynamiques et tensions identitaires. Parmi ces tensions, nous identifions le rapport au corps, les distorsions avec le soi (avec ses composantes de l’image de soi et l’estime de soi) et les négociations en matière d’identité ethnique. Selon une approche psychologique, cette recherche montre que le magasin devient une ressource de (re)construction identitaire aux bienfaits thérapeutiques. Le consommateur, à travers ce qu’il vit dans le magasin, affronte ses fragilités et prend conscience de son état. L’intervention du magasin dans la gestion des dynamiques et tensions identitaires devient alors une expérience identitaire. Cette recherche montre que lorsque la visite au point de vente devient une démarche identitaire, elle s’apparente alors à une expérience offrant des ressources. L’approche phénoménologique que nous adoptons permet de mettre en évidence le processus d’engagement du consommateur dans l’expérience identitaire. Elle renseigne alors sur son contenu et ses caractéristiques, et éclaire sur le concept d’expérience de magasinage. / It happens that the consumer has to deal with life issues related to identity matters. He is engaged in a process of identity construction. This research shows that the store supports the consumer in his identity project. It acts as a resource allowing him to deal with all the idenity conflicts, like body issues, distortions with the self, self esteem issues and ethnic identity issues. According to a psychological approach, this research shows that the store becomes aresource for (re)constructing the self and provides the consumer with therapeutic benefits. Through what he lives in the store, the consumer will be confronting its weaknesses and become aware of his self. The way the store helps the consumer with these conflictual identity issues makes him experiencing his self.In this research, we use a phenomenological approach that helps to highlight the consumer engagement in the process of his identity experience. Then, it offers a better understanding of the shopping experience concept.

The need to define notions in one and a concrete way is actually a tendency to remove the contradictions that could blur their meanings. However, in the architectural discourse the different definitions and interpretations of a notion lead sometimes to an interesting and productive paradox through which a dual situation can emerge. The notion of type as one of these instances gained such a duality in time throughout the accumulated thoughts that were studied in different times and conditions since the eighteenth century by scholars like Marc-Antoine Laugier, Quatrem&eacute / re de Quincy, Jean-Nicolas-Louis Durand, Le Courbusier, Giulio Carlo Argan, Aldo Rossi, and Peter Eisenman. These conditions which occurred between the relations type-nature, type-machine and type-city have a common point in that type was seen as a principle, to explain the architectural attitude in a particular period. And in these periodical conditions it can be said that type has, actually, a visual (in Leandro Madrazo&amp / #8217 / s terms) and non-visual (in Leandro Madrazo&amp / #8217 / s terms) aspect which leads to a discrepant problem in that it is sometimes defined as sensible in the sense of a physical construction and sometimes defined as conceptual in the sense of a conceptual construct. Therefore, in using the outline of Anthony Vidler&amp / #8217 / s essay the third typology as a loose framework in the context of a historical point of view from the eighteenth century to the twentieth century, the main problem of this thesis will be to expose this dual situation between the visual (sensible) and non-visual (conceptual) aspects of type. In addition, it is actually said that the visual aspect of type appeared in the sense how its non-visual aspect is re-constructed. Moreover, within its double-nature (in Leandro Madrazo&amp / #8217 / s terms) type seems to have a potential and power for its transformation towards a key for reading the architectural process in a re-constructed continuity. And because of this re-construction it is possible to follow the continuity of architectural knowledge, which designates the changing boundaries of the architectural discipline and gives the means for a tendency to define it as autonomous.

Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-08T17:20:36Z No. of bitstreams: 1 feridasurbanasseg.pdf: 14259703 bytes, checksum: 769bebec8f632c51ffc3b494a4467a05 (MD5) / Approved for entry into archive by Lêda Costa(lmrcosta@ufba.br) on 2013-04-18T12:27:15Z (GMT) No. of bitstreams: 1 feridasurbanasseg.pdf: 14259703 bytes, checksum: 769bebec8f632c51ffc3b494a4467a05 (MD5) / Made available in DSpace on 2013-04-18T12:27:15Z (GMT). No. of bitstreams: 1 feridasurbanasseg.pdf: 14259703 bytes, checksum: 769bebec8f632c51ffc3b494a4467a05 (MD5) Previous issue date: 2008 / A presente dissertação aborda aspectos relacionados com apropriações de formas encontradas em ruínas urbanas, nos muros, passeios e fachadas da Cidade de Salvador, bem como os procedimentos técnicos e operacionais para a sua remoção e desconstrução. A interface de interação urbana resultou em formas selecionadas e posteriormente trabalhadas através da gravura, utilizando-se de matriz xilográfica e serigráfica, desenvolvidas a partir do concreto e do isopor, formando objetos e imagens por camadas de impressão. O amplo emprego das feridas urbanas deslocando-as para o espaço interno da galeria e (re)significando-as através dos objetos visuais, fez uma analogia entre o corpo humano e a cidade, como signos presentes no concreto deste revestimento que é o corpo social. As investigações destas formas encontradas no território urbano geram uma poética, baseada em elementos e materiais, com significados diversos e aspectos plásticos conceituais a partir de princípios formativos para a construção da obra de arte; sustentados principalmente, por conceitos de filósofos e pensadores como Gaston Bachelar, Giulo Carlo Argan, De Fusco, Nelson Brissac Peixoto, Fayga Ostrower e Luigi Pareyson. / Salvador

Made available in DSpace on 2016-04-28T18:23:10Z (GMT). No. of bitstreams: 1 Rogerio Timoteo Tine.pdf: 966462 bytes, checksum: 2429e26102de21b5a6b9c71c3da431f4 (MD5) Previous issue date: 2015-10-05 / The aim of this work is to analyze the mediation of a bilingual listener researcher among hearing impaired people in the (re)construction of senses and meanings of concepts in the socio-political context of the sign language use. The fundamental starting point of this study is the understanding of the socio-historic approach designed mainly from Vygotsky‟s social theory of knowledge building (1991). This approach considers language as a psychological tool that organizes the human cognitive development and enables him to take part fully in the social activities that make him and are made by him. Besides, we are guided by Bakhtin‟s declarative-discursive theory of language (1982/1992). The proposal wants to contribute to the discussion about the ways language is seen in the social contexts outside the educational and pedagogical environment for the hearing impaired. The research is justified by the big challenge that represents a social practice mediated and produced by sign language so that the hearing impaired taking part have more chances of interacting with listeners. The data collected were generated by reflexive conversations in Brazilian sign language about topics from the verbal-visual language of Veja and A Folha de Sao Paulo front pages. The topics repression, manipulation, citizenship, democracy and discrimination- projected a political focus on important events occurred in the middle of 2014. The data analysis showed that the hearing impaired participants adopted a reflexive posture in their interaction with the researcher making possible new knowledge and new ways of discursive construction / Este trabalho tem por objetivo analisar a mediação entre um pesquisador ouvinte bilíngue e Surdos, na (re)construção de sentidos-e-significados de conceitos no contexto sócio-político no uso da língua de sinais. O ponto de partida fundamental deste estudo consistiu na compreensão da abordagem sócio histórica, concebida principalmente a partir da teoria social da construção do conhecimento de Vygotsky (1991). Abordagem que considera a linguagem como uma ferramenta psicológica organizadora do desenvolvimento cognitivo do homem, capacitando-o a participar plenamente nas atividades sociais que o constituem e são por ele constituídas. Além disso, nos pautamos na teoria enunciativo-discursiva da linguagem de Bakhtin (1982/1992). A proposta visa contribuir para a discussão dos modos como a linguagem vem sendo enfocada nos contextos sociais fora dos ambientes pedagógico-educacionais para Surdos. A pesquisa justifica-se perante o grande desafio que representa uma prática social mediada e produzida em língua de sinais, de forma que os participantes Surdos possam ter mais possibilidades de participação em práticas sociais com ouvintes. Os dados coletados foram gerados durante conversas reflexivas, em língua brasileira de sinais, cujos tópicos geradores basearam-se na linguagem verbo-visual, por meio de capas da Revista Veja e de primeiras páginas do Jornal A Folha de São Paulo. Os temas repressão, manipulação, cidadania, democracia e discriminação possuíam enfoque político a respeito de eventos importantes que aconteceram em meados do ano 2014. A análise dos dados mostrou que os participantes Surdos adotaram postura reflexiva refletiram em suas interações com o pesquisador, possibilitando dessa forma, novos conhecimentos e novas formas de construção discursiva

Made available in DSpace on 2017-07-21T14:54:00Z (GMT). No. of bitstreams: 1 Simone Sousa Borges.pdf: 1211213 bytes, checksum: f41f93bedfacd5553c5cce07aa4623f7 (MD5) Previous issue date: 2012-09-14 / This work aims at discussing believes in the (re/de)construction of identity in language teachers in formation process from a Language Licentiate course at Universidade Estadual de Ponta Grossa. Firstly, we start from the hypothesis that the analysed subjects: Língua e Texto (LT) and Introdução aos Estudos Linguisticos (IEL), both from the first year of the course, are responsible for (de/re)construction of some believes which some students bring with them when we come to the University concerning to what is language, grammar etc, as the subjects give opportunity to make important reflections for their formation. On the other hand, other believes seem to be quite resistent to the formation process. For data gathering in this qualitative basied research, we used four instruments: observations, documental analysis, semi-structured interview and daily records (LÜDKE; ANDRÉ, 1986). The participants of the research were teachers from a Language Licentiate Portuguese/Spanish, Portuguese/ English and Portuguese/France course in formation process. With the research results we concluded that observing teachers in formation process believes allows us to widely discuss their identity (de/re)construction, once we understand identity as being flexible and always in construction, as they are pervaded by new and different experiences which will confront other identities. We also notice that the teachers are strongly influenced by the academic environment, at least theorically, and is responsable for some changes in the believes related to the concepts of language, grammar, and teacher/student roles etc. / Este trabalho tem por objetivo discutir as crenças na (des/re)construção das identidades dos professores de língua em formação no curso de Licenciatura em Letras da Universidade Estadual de Ponta Grossa (UEPG). Para tanto, partimos da hipótese de que as disciplinas analisadas de Língua e Texto (LT) e Introdução aos Estudos Linguísticos (IEL), ambas do primeiro ano do curso, têm responsabilidade na (des/re)construção de algumas crenças que os alunos trazem consigo a respeito do que seja língua(gem), gramática etc. quando de sua entrada no ensino superior e, consequentemente, na (des/re)construção identitária deste, visto que as disciplinas oportunizam a realização de reflexões relevantes para sua formação. Por outro lado, outras crenças parecem ser mais resistentes ao processo de formação. Para a coleta dos dados desta pesquisa, de base qualitativa, utilizamos quatro instrumentos: observações, diário de campo, análise documental e entrevistas semiestruturadas (LÜDKE; ANDRÉ, 1986), o que permitiu que realizássemos uma coleta de dados mais ampla (SILVA, 2005). Os participantes da pesquisa eram professores em formação do Curso de Licenciatura em Letras português/espanhol, português/inglês e português/francês. Como resultados da pesquisa, concluímos que a observação das crenças dos professores em formação permite que se discuta mais amplamente sua (des/re)construção identitária, partindo de uma perspectiva de que suas identidades estão sempre em movimento, se (des/re)construindo, uma vez que são perpassadas por novas e diferentes experiências que se confrontaram/confrontarão com outras já existentes. Notamos também que os professores sofrem grande influência da academia, pelo menos teoricamente, e que esta tem responsabilidade na mudança de algumas crenças relacionadas às noções de língua(gem), gramática, papel do professor/aluno etc.

This research is part of the line Education and Arts (LP4) Program Graduate Education / UFSM and integrates the research group FAPEM: training, action and research in music education (CNPq). The musical training of teachers in early childhood education has been the focus of research, due to the possibility that significant work to develop a professional music with children. Since the approval and enforcement of Law No. 11.769/08, there was an increase in supply and demand for continuing education courses in music, in order to expand and qualify the practice in the school and to enforce that law. Whereas continuing education can be a special area of research on the learning of teaching, this study aimed to investigate how to represent and reconstruct the knowledge of music and educational music-teacher teachers in early childhood education from an area of continuing education organized in school. The weekly educational meetings were used for the development of continuing education activities that sought to know which knowledge of music and music-teaching can be mobilized in a formative space like this, and understand the group's role in each teacher's professional development. Eight meetings were held with the group of teachers EMEI Borges, which addressed specific issues of teaching music in kindergarten. Qualitative, this research used as methodological resources focus group discussions, story-interview and impressions of the researcher on the development of continuing education and teachers. Based on studies of Ferry (2004), Josso (2010), Mizukami (2008), Mizukami et al (2002), Pivetta and Isaia (2009) and Bolzan (2009), we felt an awareness of teachers about each function that develops in the learning process of teaching. From this moment, the group constitutes a space of exchange and shared learning. In addition, the teachers have advanced the understanding of music as a specific area of knowledge and began to develop more practical musical intentionality and safety with children. / A presente pesquisa faz parte da linha Educação e Artes (LP4), do Programa de Pós-Graduação em Educação/UFSM, e integra o grupo de pesquisa FAPEM: formação, ação e pesquisa em educação musical (CNPq). A formação musical de professores unidocentes tem sido foco de pesquisas, em função da possibilidade desse profissional desenvolver um trabalho significativo de música com as crianças. A partir da aprovação e efetivação da lei n° 11.769/08, houve um aumento na oferta e na procura por cursos de formação continuada em música, no intuito de ampliar e qualificar as práticas presentes na escola e de se fazer cumprir a referida lei. Considerando que a formação continuada pode ser um espaço privilegiado de investigação sobre a aprendizagem da docência, este trabalho teve como objetivo investigar como se constituem e se reconstroem os conhecimentos musicais e pedagógico-musicais de professores unidocentes, a partir de um espaço de formação continuada organizado na escola. As reuniões pedagógicas semanais foram utilizadas para o desenvolvimento das atividades de formação continuada que buscaram conhecer quais conhecimentos musicais e pedagógico-musicais podem ser mobilizados em um espaço como este, além de compreender a função do grupo no desenvolvimento profissional de cada professor. Foram realizados oito encontros com o grupo de professoras da EMEI Borges de Medeiros, nos quais foram tratados temas específicos do ensino de música na Educação Infantil. De caráter qualitativo, esta investigação utilizou, como recursos metodológicos, discussões de grupo focal, entrevistas narrativas e as impressões da pesquisadora sobre o desenvolvimento da formação continuada e das professoras. Com base nos estudos de Ferry (2004), Josso (2010), Mizukami (2008), Mizukami et al (2002), Pivetta e Isaia (2009) e Bolzan (2009), percebeu-se uma tomada de consciência das professoras sobre a função que cada uma desenvolve em seu processo de aprendizagem da docência. A partir deste momento, o grupo se constituiu em um espaço de trocas e aprendizagens compartilhadas. Além disso, as professoras avançaram na compreensão da música como área específica do conhecimento e passaram a desenvolver práticas musicais com maior intencionalidade e segurança com as crianças.

The use of virtual reality in engineering tasks, such as in virtual commissioning, has increased steadily in recent years, where a robot, machine or object of interest can be simulated and visualized. Yet, for a more immerse experience, an environment for the object in question needs to be constructed. However, the process for creatingan accurate environment, for a virtual simulation have remained a costly and a long endeavour. Because of this, many digital simulations are performed, either with no environment at all, or present a very basic and abstract representation of an intended environment.The aim of this thesis is to investigate if technologies such as LiDAR and digital photogrammetry could shorten the environment creation process. Therefore, a demonstrative virtual environment was created and analysed, in which the different technologies was investigated and presented in the form of a comprehensive review of the current state of the technologies with in digital recreation. Lastly, a technique specific evaluation of the time requirement, cost and user difficulty was conducted. As the field of LiDAR and digital photogrammetry is too vast to investigate all forms thereof within one project, this thesis is limited to the investigation of static laser scanners and wide lens camera photogrammetry. A semi industrious locale was chosen for digital replication, which through static laser scans and photographs would generate semi-automated 3D models.The resulting 3D models leave much to be desired, as large holes were present throughout the 3D models, sincecertain surfaces are not suitable for neither replication processes. Transparent and reflective surfaces lead to ripple effects within the 3D models geometry and textures. Moreover, certain surfaces, as blank areas for photogrammetry or black coloration for laser scanners led to missing features and model distortions.Yet despite the abnormalities, the majority of the test environment was successfully re-created. An evaluation of the created environments was performed, which list and illustrate with tables and figures the attributes, strengths and weaknesses of each technique. Moreover, technique specific limitations and a spatial analysis was carried out. With the result, seemingly illustrating that photogrammetry creates more visually accurate 3D models in comparison to the laser scanner, yet the laser scanner produces a more spatially accurate result. As such, a selective combination of the techniques can be suggested.Observations and interviews seem to point towards the full scale application, in which an accurate 3D model is re-created without much effort, to currently not exist. As both photogrammetry and static laser scanning require great effort, skill and time in order to create a seemingly perfect solid model. Yet, utilizing either, or both techniques as a template for 3D object creation could reduce the time to create an environment significantly.Furthermore, methods such as digital 3D sculpting could be used in order to remove imperfections and create what is missing from the digitally constructed 3D models. Thereby achieving an accurate result.

Les travaux menés dans cette thèse concernent les problèmes d'ordonnancement sur des plates-formes de calcul dynamiques et hétérogènes et s'appuient sur le modèle de communication "multi-port" pour les communications. Nous avons considéré le problème de l'ordonnancement des tâches indépendantes sur des plates-formes maîtres-esclaves, dans les contextes statique et dynamique. Nous nous sommes également intéressé au problème de la redistribution de fichiers répliqués dans le cadre de l'équilibrage de charge. Enfin, nous avons étudié l'importance des mécanismes de partage de bande passante pour obtenir une meilleure efficacité du système. / The results presented in this document deal with scheduling problems on dynamic and heterogeneous computing platforms under the "multiport" model for the communications. We have considered the problem of scheduling independent tasks on master-slave platforms, in both offline and online contexts. We have also proposed algorithms for replicated files redistribution to achieve load balancing. Finally, we have studied the importance of bandwidth sharing mechanisms to achieve better efficiency.

Given the doubtfulness of the legal justification of Crimea’s declaration of independence on March 11 2014, which was followed by a referendum on March 16 that culminated in the peninsula’s treaty with Moscow to join the Russian Federation, Mr Putin used his speech on March 18 to put historical arguments forward in an effort to legitimise the Russian course of action in front of his own population. The speech counters the international community’s legal assessment, which classified Crimea’s accession to Russia as an annexation, with a historical legitimisation full of symbolism and mysticism that blatantly reinterprets Russian history and delegitimises the territorial integrity of Ukraine. This article analyses Putin’s attempt to justify Russia’s annexation of Crimea and tries to infer the mindset and aims that lie behind his historic-political argumentation.

This dissertation interrogates the deficit assumptions about English proficiency of skilled immigrants who were recruited by Canadian governments between the late 1990s and early 2000s. Through the lens of literacy as social practice, the eighteen-month ethnographic qualitative research explores the sequential experiences of settlement and economic integration of seven well-educated Chinese immigrant professionals. The analytical framework is built on sociocultural approaches to literacy and learning, as well as the theories of discourses and language reproduction. Using multiple data sources (observations, conversational interviews, journal and diary entries, photographs, documents, and artifacts collected in everyday lives), I document many different ways that well-educated Chinese immigrants take advantage of their language and literacy skills in English across several social domains of home, school, job market, and workplace. Examining the trans-contextual patterning of the participants’ language and literacy activities reveals that immigrant professionals use literacy as assistance in seeking, negotiating, and taking hold of resources and opportunities within certain social settings. However, my data show that their language and literacy engagements might not always generate positive consequences for social networks, job opportunities, and upward economic mobility. Close analyses of processes and outcomes of the participants’ engagements across these discursive discourses make it very clear that the monolithic assumptions of the dominant language shape and reinforce structural barriers by constraining their social participation, decision making, and learning practice, and thereby make literacy’s consequences unpredictable. The deficit model of language proficiency serves the grounds for linguistic stereotypes and economic marginalization, which produces profoundly consequential effects on immigrants’ pathways as they strive for having access to resources and opportunities in the new society. My analyses illuminate the ways that language and literacy create the complex web of discursive spaces wherein institutional agendas and personal desires are intertwined and collide in complex ways that constitute conditions and processes of social and economic mobility of immigrant populations. Based on these analyses, I argue that immigrants’ successful integration into a host country is not about the mastery of the technical skills in the dominant language. Rather, it is largely about the recognition and acceptance of the value of their language use and literacy practice as they attempt to partake in the globalized new economy.