Thesis (Ph. D.)--Michigan State University, 2005. / Includes bibliographical references. Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph. D.)--Computing, Georgia Institute of Technology, 2006. / Gregory D. Abowd, Committee Chair ; Mark Guzdial, Committee Member ; Blair MacIntyre, Committee Member ; James Landay, Committee Member ; William N. Schilit, Committee Member.

Thesis (Ph. D.)--Michigan State University, 2005. / Includes bibliographical references.

La modernité des écrits flaubertiens déroute ses contemporains mais permet de comprendre comment Flaubert souhaite se positionner dans les marges. Il refuse les étapes classiques de la vie bourgeoise que sont le mariage, la paternité et l’achat d’un bien immobilier. L’histoire de la construction de la notoriété flaubertienne est aussi une démarche pour comprendre les lieux de mémoire et les lieux de souvenirs. Ce rapport au territoire a été pensé au regard de la défense d’un patrimoine local. Nous nous sommes attachés à la complexité des parcours qui rassemblent plutôt qu’ils ne distinguent. Afin de saisir cette mémoire, l’étude des lieux devient incontournable car elle incarne toute la dimension conflictuelle de la figure flaubertienne. Dans la première partie, l’étude a pour objectif de situer Gustave Flaubert dans son temps littéraire en mettant en lumière le tournant majeur que représente Madame Bovary pour l’histoire de la littérature, mais aussi comme fondement de la postérité flaubertienne. Nous expliquons comment se mettent en place les mécanismes de la reconnaissance, dont Flaubert est le principal instigateur grâce à son œuvre. Nous avons présenté un homme complexe, non dans les épisodes de sa vie mais dans sa position d’artiste, tant dans ses idées que dans ses réalisations. D’une curiosité insatiable, que sa dernière œuvre inachevée -Bouvard et Pécuchet- symbolise, les commentaires et actes autour de sa mort en 1880 offrent un visage moins complexe et plus à même de permettre une postérité convenant au plus grand nombre. La deuxième partie tente de comprendre comment ce statut obtenu de son vivant perdure et se transforme après sa mort. Sans la détermination de quelques flaubertistes, ces lieux de souvenir ne pourraient être légitimés. Loin de chercher à enfermer la mémoire de l’écrivain, ces commémorations ont pour but de maintenir une présence flaubertienne matérielle et physique, à l’inverse de sa propre dimension de son vivant. Il représente la figure moderne d’un écrivain inclassable dépassant les querelles d’écoles. Des portraits de 1880 à la célébration de 1921, le chemin parcouru est long et soumis aux difficultés financières mais aussi humaines. La troisième partie approfondit l’affirmation d’une politique patrimoniale -au sens de discours choisi- fonctionnant autant par espaces construits que par cycles temporels. En effet, grâce aux premiers comités, des réalisations patrimoniales se concrétisent autour des premières statues et du Pavillon Flaubert puis avec sa chambre natale. L’ancrage dans des sites multiples prend une importance décisive pour les acteurs de la mise en patrimoine qui s’occupent de les « rendre visibles » pour le grand public. Les notables normands tendent vers l’affirmation d’une culture régionale. C'est le choix de ce qu'il faut célébrer qui définit une politique de commémoration. Ces espaces constituent des parcours touristiques dans une période d’ouverture vers un public nouveau en attente d’un discours constitué. La dernière partie montre comment la présence de manuscrits dans différents lieux touche largement l’organisation des célébrations flaubertiennes. Des groupes de recherche universitaire aux sociétés savantes, les études flaubertiennes présentent des points d’ancrage parfois opposés. Après le rôle important joué par Caroline Commanville, nièce du romancier, le souvenir de l’écrivain gagne une forme d’indépendance. Enfin, le tournant numérique n’est pas à négliger. Leur éclairage nouveau est permis par ces dispositions virtuelles qui facilitent le travail des chercheurs mais aussi l’intérêt de simples curieux. Nous avons pu comprendre que la construction sociale de la notoriété chez Flaubert était aussi un constat des échecs et des pistes oubliées. Des petites querelles rouennaises, après un temps de silence complet de sa ville natale, aux grandes reconnaissances de son génie au XXIe siècle, Gustave Flaubert reste inclassable. / The modernity of the Flaubertian writings challenges his contemporaries but makes it possible to understand how Flaubert wishes to be positioned in the margins. He refuses the classic stages of bourgeois life that are marriage, paternity and the purchase of real estate.The history of the construction of the Flaubertian notoriety is also an approach to understand the places of memories. This relationship to the area has been conceived in relation to the defense of a local heritage. We have focused on the complexity of process that bring together rather than distinguish. In order to capture this memory, the study of places becomes unavoidable because it embodies all the conflicting dimension of the Flaubertian figure. In the first part, the aim of the study is to locate Gustave Flaubert in his literary time by highlighting the major turning point represented by Madame Bovary for the history of literature, but also as a foundation for Flaubertian posterity. We explain how the mechanisms of recognition are set up, Flaubert is the main perpetator thanks to his work. We have presented a complex man, not in the episodes of his life but in his role as an artist, both in his ideas and his achievements. Of an insatiable curiosity, that his last unfinished work - Bouvard and Pécuchet - symbolizes, the comments and acts around his death in 1880 offer a face less complex aspect and is more likely to allow a posterity suitable for the greatest number. The second part attempts to understand how this status obtained during his lifetime continues and evolves after his death. Without the determination of some flaubertists, these places of remembrance could not be legitimized. Far from seeking to lock up the memory of the writer, these commemorations are intended to maintain a flaubertian material and physical presence, in contrary his own dimension during his lifetime. It represents the modern figure of an unclassifiable writer going beyond school quarrels. Portraits from 1880 to the celebration of 1921, the considerable distance is long and subject to financial difficulties but also human. The third part depicts the assertion of a patrimonial policy - in the sense of discourse choosing as much by constructed spaces as by temporal cycles. Indeed, thanks to the first committees, heritage achievements are concretized around the first statues, the Flaubert Pavilion and then with his native chamber. The anchoring in multiple sites takes a decisive importance for the actors of the setting in patrimony which take care of "to make them visible" for the general public. The Norman notables tend towards the affirmation of a regional culture. It is the choice of what to celebrate that defines a commemoration policy. These spaces constitute tourist routes in a period of opening towards a new public waiting for a constituted speech. The last part shows how the presence of manuscripts in different places largely affects the organization of Flaubertian celebrations. From academic research groups to learned societies, Flaubertian studies present sometimes conflicting anchors. After the important role played by Caroline Commanville, niece of the novelist, the memory of the writer gains a form of independence. Finally, the digital turning point is not to be neglected. Their new lighting is enabled by these virtual provisions that facilitate the work of researchers but also the interest of simple curious people. We were able to understand that Flaubert's social construction of notoriety was also an acknowledgment of failures and forgotten paths. For the small quarrels in Rouen, after a period of complete silence of his hometown to the great recognition of his genius in the twenty-first century, Gustave Flaubert remains unclassifiable.

NASCIMENTO, Clesley Maria Tavares do.Educação Ambiental:Práxis educativa na conscientização da problemática do lixo. 2006. 116 f. : Dissertação (mestrado) - Universidade Federal do Ceará, Pró-Reitoria de Pesquisa e Pós-Graduação, Programa de Pós-Graduação em Desenvolvimento e Meio Ambiente - PRODEMA, Fortaleza-CE, 2006. / Submitted by demia Maia (demiamlm@gmail.com) on 2016-04-28T14:38:47Z No. of bitstreams: 1 2006_dis_cmtnascimento.pdf: 1035240 bytes, checksum: 0a8ea4807317f0fdf563cec054d0c866 (MD5) / Approved for entry into archive by demia Maia (demiamlm@gmail.com) on 2016-04-28T14:42:01Z (GMT) No. of bitstreams: 1 2006_dis_cmtnascimento.pdf: 1035240 bytes, checksum: 0a8ea4807317f0fdf563cec054d0c866 (MD5) / Made available in DSpace on 2016-04-28T14:42:01Z (GMT). No. of bitstreams: 1 2006_dis_cmtnascimento.pdf: 1035240 bytes, checksum: 0a8ea4807317f0fdf563cec054d0c866 (MD5) Previous issue date: 2006 / The basic reflection of this work isn’t restricted to waste selective recollection itself, but it is mainly linked to the educational aspect of it, putting it into context at the scholar environment and in the present day industrial capitalist society. Thus, a case study was carried out at Clóvis Beviláqua state school aiming to analyze a selective recollection project developed there, identifying the chief challenges and solutions found by its collaborators and whether that experience contributes to build a new paradigm before the problem of solid waste. We aimed to identify, during discussions about waste selective recollection, the way how we can build an environmental educational process concerned to solid waste at the core of scholar institutions. We chose the dialectical method to guide the inquiring look of the study, build a reflexive bridge between the capitalist productive system and the solid waste productive chain, revealing the dialectical nature of the considered social relations. The field work showed that the waste selective recollection trespasses the condition of simple recycling step, having a conscious and effective educational potential. If that recollection is developed under dialectical perspective, it contributes to develop a new position in relation to waste problems, not only attitudinal but social. Thus, it should be developed in all educational institutions. / A reflexão básica deste trabalho não se restringe à prática da coleta seletiva de lixo em si, mas se faz vinculada, principalmente, ao aspecto educacional da mesma, contextualizando-o no espaço escolar e na sociedade capitalista industrial contemporânea. Assim sendo, foi realizado um estudo de caso na escola pública estadual Clóvis Beviláqua com o intuito de analisar um projeto de coleta seletiva, ali desenvolvido, identificando os principais desafios e soluções encontradas por seus participantes na sua implementação, e se esta experiência contribui para a construção de uma nova postura diante da problemática dos resíduos sólidos. Buscou-se identificar, nas discussões levantadas a partir da coleta seletiva de lixo, como se constrói um processo educativo ambiental da problemática dos resíduos sólidos no interior das instituições escolares. Optou-se pelo método dialético para nortear o olhar investigativo do estudo, construindo uma ponte reflexiva entre o sistema produtivo capitalista e a cadeia produtiva dos resíduos sólidos, desvelando a dialética das relações sociais envolvidas. A pesquisa de campo mostrou que a coleta seletiva de lixo ultrapassa a condição de simples etapa da reciclagem e possui um significativo potencial educativo conscientizador. Se realizada sob a perspectiva dialética, contribui para o desenvolvimento de uma nova postura em relação à problemática do lixo; não apenas atitudinal, mas também societária; e deve, portanto, ser desenvolvida em todas as instituições educacionais.

Made available in DSpace on 2016-06-02T20:13:13Z (GMT). No. of bitstreams: 1 4642.pdf: 794368 bytes, checksum: 16438c747575122d3f0c26ac86c202f4 (MD5) Previous issue date: 2012-08-28 / This dissertation aims to investigate, in Phaedrus text, the concepts of recollection and of dialectic, in order to explore some hypothesis of possible relation between them. The inquiry of the first concept is accomplished in the second section of the dialogue, where recollection reveals itself as an experience of access to the essential realities on the intelligible level. The research discriminates three aspects of recollection and seeks to analyze their implications to the main question represented by the connections between the sensible and the intelligible levels. The study of dialectic proceeds from de distinction among a wider and original sense of the word, denoting the conversation through questions and answers on any one subject, and the more precise and systematic sense developed by Plato, signifying the operation of synthesis and analysis. The research examines the entire dialog but privileges the six descriptions of dialectical technical procedures that can be found in the third section, presented as a new method to a real rhetorical art. Giving attention to some signs of approximation and some fields of convergence between recollection and dialectic, the dissertation raises four hypothesis aiming at possible intersections between the two concepts. / A dissertação procura investigar, no texto do Fedro, os conceitos de reminiscência e de dialética, com vistas a explorar hipóteses de relação entre ambos. O exame do primeiro conceito é efetuado na segunda seção do diálogo platônico, onde a reminiscência revela-se como uma experiência de acesso às realidades essenciais no plano inteligível. A pesquisa distingue três aspectos da reminiscência e procura analisar especialmente suas implicações para a questão das conexões entre o plano sensível e o plano inteligível. O estudo da dialética parte da distinção entre um sentido mais amplo e originário do termo, denotando a conversação realizada mediante perguntas e respostas centradas na sondagem de um assunto, e um sentido mais preciso e sistemático que lhe foi dado por Platão, denotando as operações de síntese e de análise. A pesquisa sobre a dialética percorre o diálogo como um todo, mas privilegia as seis descrições dos procedimentos técnicos que se acham na terceira seção, apresentados como método para uma verdadeira arte retórica. Descrevendo alguns indícios de aproximação, e considerando certos campos de convergência entre a reminiscência e a dialética, detectados no texto, a dissertação levanta quatro hipóteses para possíveis elementos de intersecção entre os dois conceitos.

A presente dissertação busca situar o pensamento de Hölderlin em relação à filosofia do idealismo alemão, na maneira pela qual propõe uma solução poética para algumas questões levantadas pela filosofia de seu tempo. Partindo da mesma exigência de reunir sujeito e objeto em um fundamento absoluto, o poeta procura um princípio unificador que supere as cisões deixadas pela filosofia crítica em uma reflexão que desloca de maneira original as noções e conceitos de Kant e Fichte. Ao apontar, em seu fragmento Juízo e Ser, o caráter cindido da operação do juízo e os pressupostos da consciência e da identidade, Hölderlin se move da noção de eu absoluto fichteana para um fundamento concebido enquanto ser, anterior a toda divisão entre sujeito e objeto; as consequências desse deslocamento sinalizam os limites da filosofia em suas posturas teórica e prática. Essa reflexão filosófica tem um exemplar desenvolvimento em seu romance Hipérion ou o Eremita na Grécia, o qual mobiliza todas essas questões em uma expressão estética. Acompanhando o percurso do protagonista em suas tentativas de recuperar uma Grécia harmoniosa, revelam-se as consequências e limites desse projeto de pensamento. Se o saldo do romance parece negativo, ele chama a atenção, no entanto, para uma reconsideração daquela intuição original do fragmento e para a compreensão da operação formal e poética da obra enquanto verdadeiro espaço de efetivação do projeto hölderliniano. Em um complexo processo de estratificação temporal que relaciona o tempo vivido com o tempo narrado, é a recordação que se revela cerne da atividade poética de Hölderlin, por sua capacidade de mobilizar aqueles conteúdos negativos em uma perspectiva positiva, reunindo os momentos particulares do passado em um todo infinito. Realçada na escolha do autor pela forma romanesca, tangenciando a vivacidade do romance epistolar com a distância narrativa do Bildungsroman, essa significação infinita do finito oferece uma original compreensão para os problemas da filosofia do idealismo alemão através da via estética. Desse modo, o romance Hipérion acompanha a realização poética de um projeto filosófico junto à fundamentação filosófica da poesia de Hölderlin, encontrando um vislumbre da totalidade a partir da finitude e da condição cindida da modernidade. / This thesis intends to situate Hölderlins thinking in relation to the philosophy of German Idealism, in the way which it proposes a poetic solution to some questions raised by the philosophy of his time. Starting from the same demand of reuniting subject and object in an absolute ground, the poet searches for a unifying principle capable of overcoming the divisions left by critical philosophy, in a meditation that dislocates notions and concepts from Kant and Fichte in an original way. Pointing in his fragment Judgment and Being to the divided character of judgment and the presuppositions of conscience and identity, Hölderlin moves from the Fichtean notion of an absolute I to a ground conceived as being, prior to any division between subject and object; the consequences of this dislocation indicate the boundaries of philosophy in its theoretical and practical dispositions. This philosophical meditation has an exemplary development in his novel Hyperion or The Hermit in Greece, which mobilizes all these questions in an aesthetic expression. By following the leading character in his tries to recover a harmonious Greece, he recognizes the consequences and limits of this project of thought. If the outcome of the novel seems negative, it however calls for a reconsideration of that original intuition in the fragment and of a comprehension of the formal and poetic operation of the work as the real place where Hölderlins project is put into action. In a complex process of temporal stratification that relates lived time with narrated time, it is recollection that reveals the core of Hölderlins poetic activity, in its capacity to mobilize those negative contents in a positive perspective, assembling the particular past moments in an infinite whole. Accentuated by the authors choice of the novel, tangent to the vivacity of the epistolary novel and to the narrative distance of Bildungsroman, this infinite meaning of the finite offers an original comprehension to the problems of German Idealism by means of an aesthetic path. Therefore, Hyperion follows the poetic accomplishment of a philosophical project together with the philosophical grounding of Hölderlins poetry, finding a glimpse of totality that arises from finitude and from the divided condition of modern age.

A investigação das condições para aquisição do conhecimento pela rememoração, sobretudo quando a mesma é resultado da aprendizagem graças à interação de um indivíduo com um mestre, constitui-se no objeto desta tese que parte da demonstração do aprendizado alcançado por um escravo que, não obstante sem formação intelectual formal própria às crianças e jovens na Grécia clássica, interrogado por Sócrates conforme exposição dramatizada apresentada por Platão na parte central do diálogo Mênon, resolve um problema, cuja solução exigiria o conhecimento do teorema de Pitágoras. Diferencia-se esta abordagem das estritamente filosóficas pelo enfoque dado à língua grega, desvelando elementos semânticos para uma compreensão mais ampla da consagrada expressão inatista Aprender é recordar, construída em delicado olhar de resgate de metáforas, vocábulos e expressões intencional e magistralmente escritas por Platão, cujo entendimento só se tornou possível pela leitura e análise do texto original do citado diálogo e cotejo com traduções modernas. A estruturação do Mênon, as relações entre anamnese e ensino-aprendizagem, os fundamentos mito-poético-religiosos da reminiscência e o choque entre a paidéia sustentada pela dialética socrático-platônica e a paidéia sofística assumida por Mênon, personagem-título do diálogo, bem como a análise quanto a sustentabilidade da hipótese de existência de um magistério socrático, seus fundamentos epistemológicos, sua didática processual metaforicamente expressa por Platão no Mênon como caminhada e a analogia entre anamnese e maiuêtica. / The investigation conditions concerning knowledge acquisition by recollection, above all, when learning resulted by the interaction with a master, it is constituted in this thesis object that departures from the demonstration of a learning reached by a slave without formal intellectual formation inherent to the children and young in classic Greece, interrogated by Socrates as a dramatized exhibition presented by Plato in the main part of the dialogue Meno, solving a problem whose solution would demand Pitagoras theorem awareness. This approach differentiates from strictly philosophical focused on Greek language, discovering semantic elements in a wider understanding of the consecrated expression inatist \"Learning is to remember\", constructed in delicate look at metaphors rescue, glosses and intentional expressions masterfully written by Plato, whose understanding only became possible by the reading and analysis of the original text of the mentioned dialogue and its comparison with modern translations. Meno structuring relationships among anamneses and teaching-learning, myth-poetic-religious foundations of the reminiscence and the shock among the paideia sustained by the Socratic-platonic dialectical and the sophistic paideia supported by Meno the dialogue main character, well as its analysis as the existence hypothesis sustainability Socratic teaching, its epistemological foundations, its procedural didacticism metaphorically expressed by Plato in Meno as walk and analogy between anamneses and maiuetic.

[pt] A presente dissertação tem por escopo examinar a noção de reminiscência no Mênon de Platão a partir de estudos matemáticos que, no diálogo em questão, constituem um novo paradigma epistemológico para o pensamento platônico. Assim, em primeiro lugar, contextualizamos a teoria da reminiscência evocando a formulação órfico-pitagórica, para, em segundo lugar, traçarmos a importância das matemáticas para a epistemologia platônica especialmente tal como aparece no Mênon, quando Platão se serve do método da hipótese em sua busca para definir a essência da virtude. Ao final, analisamos o texto platônico para compreendermos a teoria da reminiscência em sua elaboração filosófica e em sua incidência na significação científico-matemática do método hipotético. Em suma: o estudo se concentra no Mênon enquanto configura um modo de pensar filosófico de caráter científico alicerçado em critérios mais precisos e objetivos, como o são precisamente as matemáticas. / [en] The aim of the present dissertation is to examine the notion of recollection in Plato`s Meno starting from mathematical studies which, in the dialogue in question, constitute a new epistemological paradigm to the platonic thought. Firstly, we contextualize the theory of recollection evoking the orphicpythagorean formulation. Secondly, we define the importance of mathematics to platonic epistemology, especially as it appears in Meno, when Plato makes use of the hypothesis method in his search to define the essence of virtue. Finally, we analyse the platonic text in order to understand the theory of recollection in its philosophical elaboration and its incidence on the mathematical-scientific signification of the hypothetical method. To sum up: the study concentrates on Meno in as much as it is configurates a way of philosophic thinking of scientific character based on more accurate and objective criteria as precise as mathematics is.

There is an extensive debate in the adult literature on whether recognition memory can better be explained by a single- or a dual-process account. Single-process accounts assume that a single memory strength signal underlies recognition. Dual-process accounts propose two independent processes, namely recollection (slow and associated with contextual details) and familiarity (fast and automatic). The aim of this dissertation was to advance this debate using a cognitive developmental approach. By investigating age-related changes of recognition memory across childhood as a function of theoretically motivated experimental manipulations, predictions drawn from single- and dual-process models of recognition memory were tested. We adapted the Process Dissociation Paradigm (PDP; Jacoby, 1991) to disentangle processes underlying recognition memory in 5-, 7-, and 11-year-olds and adults using a Dual-Process Signal Detection cognitive modelling approach (DPSD; Yonelinas, 1996). Experiments 1 – 6 demonstrated that 5-year-olds are able to recollect items based on perceptual details. Consistent with dual-process theory, across all age groups a response time limit decreased recollection while leaving familiarity unaffected (Chapter 2). Converging evidence consistent with dissociations during childhood was found after repeated item presentation (Chapter 3). Finally, after a thorough empirical validation of our approach, the new paradigm was used to investigate the developmental perceptual to semantic shift (Chapter 4). These findings, using a double dissociation logic, have advanced the theoretical debate on the nature of recognition memory by showing that one process is insufficient to account for the developmental and experimental findings reported here. Recollection and familiarity follow different developmental trajectories and are affected by encoding and retrieval manipulations (i.e., repetition and time limits). This provides a challenge for existing theories of recognition memory.