Magistro darbas individualumo ir kūrybiškumo poreikis Lietuvos baldų dizaino pramonėje” tiria daiktinės aplinkos įtaką kasdieniam žmogaus gyvenimui, jo kūrybiškumui, bei vartotojiškų savybių formavimui.Vartotojiškumo tema plačiai ištyrinėta sociologiniais ir filosofiniais aspektais, tačiau kūrybiškumo temos tyrimai pradėti prieš keletą dešimtmečių, bet nei pasaulyje, nei Lietuvoje neprieita bendros nuomonės kuri apibūdintų kūrybiškumo raiškos ypatumus mokyklinio amžiaus vaiko pasaulyje. Kita vertus, vienareikšmiškai sutinkama, kad jaunuolio kūrybiškai saviraiškai bene didžiausią reikšmę turi ne vien tik auklėjimo sistema, bet ir gyvenamoji aplinka. Mus supanti aplinka vienas svarbiausių kūrybinio proceso aspektų. Lietuvai tapus Europos sąjungos nare pastebimas akivaizdus ekonominių, bei socialinių santykių pasikeitimas, spartus technologinis tobulėjimas skatina didesnį žinių srautą kuris iššaukia didesnį vartojimą. Postmoderniojivisuomenė, pamažu virsdama vartotojų visuomene, vis daugiau dėmesio skiria ilgalaikių jaunuolio gebėjimų augimui, todėl ypač didėja susidomėjimas ankstyvąja vaiko raida, jo individualumo lavinimu. Gyvenimo būdo kaita suponuoja paruošti jaunuolį kiek kitokiai ateičiai, kurioje, tikėtina, bus lemiamas kūrėjo, o ne vartotojo vaidmuo. Dabartinė padėtis Lietuvos vaikiškų baldų pramonėje paskatino atkreipti dėmesį į šios problemos aktualumą. Siekiant lavinti vaikų mąstymą ir skatinti jų individualumo vystymąsi reikia jiems sukurti atitinkamą aplinką kuri... [toliau žr. visą tekstą] / Master thesis of individuality and creativity need Lithuanian furniture design industry is investigating the environmental impact of material daily human life, his creativity, and qualities are widely researched topic formavimui.Vartotojiškumo sociological and philosophical aspects, but the themes of creativity research to start a few decades ago, but neither the world nor Lithuania failed to come to a common opinion that described creativity in expression of the school-age child in the world. On the other hand, it is explicitly agreed that a young man's creative self-expression is mostly influenced not only by the (education/upbringing) system, but also by the living environment. The surrounding environment is one of the most important aspects of the creative process. The young man’s room furniture comparative analysis is displayed further. Surveys are done in which consumer’s demand for a product is discovered. After summarizing all of the results, it is possible to offer efficient and modern design solutions for school-age children. Practical work: individuality promoting young man’s room furniture. Easily transformed objects for easy personalization, creativity and the promotion of life-cycle extension are (offered) based on the theoretical work(’s) results. / Магистерская диссертация индивидуальности и творчества нужно Литовский дизайн мебели промышленность расследует воздействие на окружающую среду материальной повседневной жизни человека, его творчества, и качеств широко исследовал тему formavimui.Vartotojiškumo социологические и философские аспекты, но темы творчества исследований, чтобы начать несколько десятилетий назад, но ни мир, ни Литва не смогли прийти к единому мнению, что описанной творчество в выражение ребенка школьного возраста в мире.

BACKGROUND: Nutrition, diet, and fitness are among the most searched health topics by internet users. Besides that, health-related internet users are diverse in their motivations and individual characteristics. However, little is known about the individual characteristics associated with the usage of nutrition, weight loss, and fitness websites. OBJECTIVE: The aim of this study was to examine the individual factors associated with the usage of nutrition, weight loss, and fitness websites. METHODS: An invitation to an online survey was published on 65 websites and discussion forums. In total, we employed data from 623 participants (aged 13 to 39 years, mean 24.11 [SD 5.26]). The measures included frequency of usage of nutrition, weight loss and fitness websites, excessive exercise, eating disorder symptomatology, internalization of the beauty ideal, weight status, and perceived online social support. Participants' data were used as predictors in a base linear regression model. RESULTS: The final model had an acceptable fit (χ210 =14.1; P=.17; root mean square error of approximation=0.03; comparative fit index=0.99; Tucker-Lewis index=0.99). Positive associations were found between usage of (1) nutrition websites and being female, higher levels of excessive exercise, and perceived online social support; (2) weight loss websites and excessive exercise, internalization, being female, eating disorder symptomatology, and being overweight or obese; and (3) fitness websites and levels of excessive exercise, internalization, and frequency of internet use. CONCLUSIONS: The results highlighted the importance of individual differences in the usage of health-related websites. / Revisón por pares

La thèse se propose d'examiner la notion de « noyau de la personne (Kern der Person) » telle qu'elle se déploie dans la philosophie d'Edith Stein, et qui revient à poser une essence singulière comme fondement ultime de la particularité (Eigenart) propre de chaque être humain. Élucider les fondements et le sens de cette notion originale permet conjointement d'évaluer le lien complexe de l'ancienne élève de Husserl à la phénoménologie. Ainsi la notion de noyau personnel est-elle d'abord envisagée comme catégorie phénoménologique qui questionne l'idéalisme transcendantal husserlien, et légitime un dépassement de la réduction initiale (I). Loin de constituer une rupture avec les œuvres de la première période, l'investigation ontologique du noyau personnel, dans les années trente, peut alors apparaître comme son prolongement, à travers une métaphysique qui se comprend comme « hyperphénoménologie », et permet la confrontation de la catégorie de noyau personnel avec les théories classiques de l'individuation (T. d'Aquin, Duns Scot, etc.) (II). L'ultime investigation du noyau personnel revient enfin chez E. Stein à une philosophie de la mystique, qui autorise à saisir la « nuit obscure » comme une reconfiguration de la réduction husserlienne (III), par quoi le parcours philosophique steinien peut être relu comme une véritable odyssée de la réduction. / The dissertation seeks to examine the concept of « core of the person (Kern der Person) » as it is expounded in the philosophy of Edith Stein, which amounts to setting a singular essence as the ultimate basis of each human being's own particularity (Eigenart). Elucidating the foundation and meaning of this original concept enables us at the same time to evaluate the complex relation of Husserl's former student to phenomenology. Thus the concept of personal core is initially considered as a phenomenological category that puts to the test husserlian transcendental idealism, and legitimates going beyond the initial reduction (I). Consequently, the ontological investigation of the personal core, in the thirties, does not introduce a break with works of the first period but can be considered as their extension through a metaphysics that must be understood as « hyperphenomenology ».This allows for a confrontation of the category of personal core with the classical theories of individuation (Aquinas, Duns Scotus, etc.) (II). Finally, according to E. Stein, the ultimate investigation of the personal core amounts to a philosophy of the mystical, which enables to interpret the « obscure night » as a reconfiguration of husserlian reduction (III). In this sense the steinian philosophical itinerary can actually be understood as an odyssey of the notion of reduction.

Moral rights in copyright Abstract This thesis, after a brief introduction to the issue of copyright, defines the basic concepts relating to author's moral rights and its nature. It provides an insight into the issue from various different points of view, focusing on the natural nature of moral rights and the natural nature of an author's work, that is reflected in the copyright legislation. The thesis also offers a comparison of two major legal systems of copyright - the authors' right system and the copyright system, which demonstrate the key institutes and characterize both legal cultures through their typical features and differences. The thesis draws attention to the fact that the regulation of copyright and moral rights in particular is far from uniform in the national context and that there are significant differences not only between the different legal systems but also within those legal systems. The thesis also presents copyright and moral rights in valid Czech legislation in terms of the systemic and conceptual definition of the Czech copyright law and then discusses in detail the individual moral rights of authors. An important part of this thesis is the issue of originality as one of the conceptual features of the work. The thesis explains the role of the Court of Justice of the European Union...

Made available in DSpace on 2016-04-29T14:16:20Z (GMT). No. of bitstreams: 1 Renato Tadeu Veroneze.pdf: 2698895 bytes, checksum: be096d4c0e9b70214bd5628a98b16a5d (MD5) Previous issue date: 2013-04-22 / Centro Universitário da Fundação Educacional Guaxupé / This research intends to investigate the contributions of Agnes Heller s thoughts, which was formulated between 1956 and 1978, to the construction of the social been ethical and political consciences. Agnes Heller, a name with an international projection in the Contemporary Philosophy, was a Georgy Lukács pupil and assistant, who was the greatest marxism exponent, mostly in the Esthetics and the Ontology of the Social Being areas. She was considered by Lukács the more productive member of group called School of Budapest . The objective of this group was to creat a line of thought based on Lukács s theoretical and philosophical writings, re-read Marxian work to heve a correct understanding in Marx s method. She remained in Hungary until 1978 and produced some works in which we see expressed the Budapest school s kind of guidance. The ideo-political persecution in Hungary, Heller did that come out of his native in 1978, to reside in Australia with Ferenc Fehér. In 1986 she was bound to Hannah Arendt s post of Political Science and Philosophy at the New School for Social Research, in New York, and she is until now in fruitful activities in the United States of America and Hungary. Her works written until 1978, therefore, during the Marxist time, bring important contributions to consolidate the ethical and political conscience of the social being, having for basis the ontology of the social being, its theory about everyday life and its writings direct to the ethical and political conscience. We believe Heller tried to complete the big project of Lukács of writing an Ethics in the Marxist s point of view, so we set from the hypothesis that her theory points towards a praxis philosophy and non-alienated everyday life experiences. We seek to understand the main fundaments of her theory as a proposal for a way of thinking, being and conscientious acting at and to everyday life, in the social s relations and inter-relation, in ethical and political s proposition of the social life, towards the collective and individual revolutionary subject. Therefore, our research objective is the recognition of individuality while the sine qua non condition for ethical and political conscience of the social being / Esta pesquisa busca investigar a contribuição do pensamento de Agnes Heller, formulado entre os anos de 1956 e 1978, para a construção da consciência ética e política do ser social. Agnes Heller, nome de projeção internacional na filosofia contemporânea, foi aluna e assistente de Georgy Lukács, principal expoente marxista, sobretudo, no campo da Estética e da Ontologia do Ser Social. Heller foi considerada por Lukács como o membro mais produtivo do grupo de intelectuais denominado Escola de Budapeste . Este grupo tinha por objetivo formular uma linha de pensamento baseada nos escritos teórico-filosóficos de Lukács e fazer uma releitura da obra marxiana, no sentido de uma correta compreensão do método em Marx. Até 1978 Heller permaneceu na Hungria e produziu obras que expressavam o tipo de orientação dessa escola. Nesse período, comungava com as ideias de se mestre e da proposta marxista. As perseguições ideo-políticas da Hungria, fizeram com que Heller saísse de seu país natal, indo residir na Austrália juntamente com Ferenc Fehér. Em 1986, vincula-se a cadeira de Hannah Arendt de Filosofia e Ciência Política da New School for Social Research, em Nova Iorque e mantém até os dias atuais em profícua atividade nos Estado Unidos e na Hungria. Suas obras, escritas até 1978, ou seja, em sua fase marxista, trazem importantes contribuições para a consolidação de consciência ética e política do ser social, tendo como base a ontologia do ser social, a sua teoria sobre a vida cotidiana e de seus escritos direcionados à consciência ética e política. Acreditamos que Heller buscou complementar o grande projeto de Lukács de escrever uma Ética na visão marxista, portanto, partimos da hipótese de que sua teoria aponta na direção de uma filosofia da práxis e da vivencia de uma vida cotidiana não-alienada. Buscamos, desse modo, compreender os principais fundamentos de sua teoria enquanto proposta para um modo de pensar, ser e agir consciente na e para a vida cotidiana, nas relações e inter-relações sociais, na proposição ética e política da vida social, rumo ao sujeito revolucionário individual e coletivo. Para tanto, temos como objeto de pesquisa o reconhecimento da individualidade enquanto condição sine qua non para a consciência ética e política do ser social

<p>The aim of this master thesis is to examine high school students’ understandings and experiences of gender equality and to critically study the formulations and the basis of the project from Save the</p><p>Children Sweden which are the basis for this master thesis. By using critical discourse analysis and gender theories the formulations and basis of the project and the interviews has been analyzed. The</p><p>analysis of the project showed neglect for intersectional perspectives and taken for granted hidden opinions about masculinities and femininities. The interviews have been conducted with four high school students, and the students felt that they attend schools which are equal between genders. The analysis of the interviews gave another picture which showed that there are a number of factors that indicate that their schools aren’t equal between genders. The analysis deal with discourses as equality between gender and the lack of equality between gender, individuality, responsibility, resistance to change and will to change.</p>

The aim of this master thesis is to examine high school students’ understandings and experiences of gender equality and to critically study the formulations and the basis of the project from Save the Children Sweden which are the basis for this master thesis. By using critical discourse analysis and gender theories the formulations and basis of the project and the interviews has been analyzed. The analysis of the project showed neglect for intersectional perspectives and taken for granted hidden opinions about masculinities and femininities. The interviews have been conducted with four high school students, and the students felt that they attend schools which are equal between genders. The analysis of the interviews gave another picture which showed that there are a number of factors that indicate that their schools aren’t equal between genders. The analysis deal with discourses as equality between gender and the lack of equality between gender, individuality, responsibility, resistance to change and will to change.

Literature suggests that there are a growing number of ‘mental health professionals’ speaking out about their own experiences of using mental health services. Research suggests that these professionals face dilemmas when constructing their identity because they are drawing on two identities that are viewed as fundamentally different, i.e. ‘mental health professionals’ as powerful and ‘mental health service users’ as powerless. This study aimed to explore how ‘mental health professionals’ who are/have been ‘mental health service users’ construct their identity using a social constructionist epistemology, which views identity as fluid and continuously renegotiated in social contexts (Davies & Harré, 1990; Potter & Wetherell, 1987). Ten participants who self-identified as ‘mental health professionals’ who are/have been ‘mental health service users’ volunteered to take part. Interviews were transcribed and analysed using discourse analysis. Participants constructed their identity in a variety of ways, including as separate identities, i.e. a ‘professional identity’ and a ‘patient/mental health service user identity’ constructions, switching between the two in different contexts, therefore developing an ‘un-integrated identity’. Participants also developed an ‘integrated identity’ construction in some professional contexts. These results are discussed and implications for clinical practice and future research are explored.

INTRODUCTION Relevance of the scientific problem: Individual experience of teachers, perceiving one’s self as an instance of the subject’s activities in the teacher career is becoming one of the pre-conditions for professional development. However, modern educology still targets at general requirements for a teacher’s work rather than his/her professional individuality. It is impossible to realise the new paradigm of humanistic education without the quintessence of perception of an educator’s personality, aim, content and characteristics of professional development. All this cannot proceed without an expression of professional individuality, which realises the humanistic potential of educating. Nevertheless, solving of such problems in educology still encounters a number of obstacles: the boundaries, fields and goals of teacher activities, the realisation of which depend on a teacher’s individuality are not sufficiently defined, because everything what is individual is referred to as a common element. A statement of Ušinskas (1983) that in teaching everything is based on a personality and “only a personality is capable/may educate a personality” also remains declarative (1983, p. 14). Processes of individual professional becoming of college teachers have not been researched, but they continuously foster interest of scholars as there is a growing tendency to assess a teacher in terms of his/her individuality, uniqueness and individual style (Pukelis, 2004; Laužackas, 2003... [to full text]

Relevance of the scientific problem: Individual experience of teachers, perceiving one’s self as an instance of the subject’s activities in the teacher career is becoming one of the pre-conditions for professional development. However, modern educology still targets at general requirements for a teacher’s work rather than his/her professional individuality. It is impossible to realise the new paradigm of humanistic education without the quintessence of perception of an educator’s personality, aim, content and characteristics of professional development. All this cannot proceed without an expression of professional individuality, which realises the humanistic potential of educating. Nevertheless, solving of such problems in educology still encounters a number of obstacles: the boundaries, fields and goals of teacher activities, the realisation of which depend on a teacher’s individuality are not sufficiently defined, because everything what is individual is referred to as a common element. A statement of Ušinskas (1983) that in teaching everything is based on a personality and “only a personality is capable/may educate a personality” also remains declarative (1983, p. 14). Processes of individual professional becoming of college teachers have not been researched, but they continuously foster interest of scholars as there is a growing tendency to assess a teacher in terms of his/her individuality, uniqueness and individual style (Pukelis, 2004; Laužackas, 2003; Leontjev, 1999... [to full text]