Esta tese possui como tema a ética e a diferença na invenção de uma docência matemática em meio à vida, em uma perspectiva pós-estruturalista. Aproxima-se das contribuições teóricas de Deleuze, Foucault e autores afins para pensar a diferença a partir da repetição da escrita de si, tomada enquanto processo inventivo de uma docência. Durante os percursos da pesquisa, utiliza-se dos conceitos de univocidade em Deleuze para tratar da diferença e da ética em Foucault para desestabilizar prescrições das verdades das ciências da educação sobre a docência em matemática. Toma-se uma criação textual de autoria própria - o Vidário de Pendurela - composto por fragmentos escritos de uma docência em meio à vida, que se tornou corpo e produziu matéria de investigação para esta tese, a fim de realizar uma experimentação filosófica pela reescrita de si. O procedimento de pesquisa se deu de modo “amaneirado”, através de um movimento filosófico, uma experimentação de pensamento para pensar a singularidade produzida na escrita e na docência, que consistiu em reescritas de si a partir dos movimentos de recolhimento, colagem, raspagem e criação, ao repetir os escritos de Pendurela, em outro estilo de escrita, diferindo sentidos. Dessa maneira, mostrou-se a invenção de uma docência, utilizando os conceitos de devir, vontade de potência e univocidade para problematizar essa invenção pela reescrita. Ao colocar em funcionamento essa maneira de pesquisar, entendido como repetição da escrita de si, toma-se o mesmo como uma experimentação filosófica para pensar a singularidade produzida na escrita e na docência. / This thesis has as its theme the ethics and the difference in the invention of a mathematical teaching in midst of life, in a poststructuralist perspective. It draws on the theoretical contributions of Deleuze, Foucault and related authors to think about the difference from the repetition of self-writing, taken as an inventive process of teaching. During the course of the research, the concepts of univocity in Deleuze are used to deal with the difference and the ethics in Foucault to destabilize prescriptions of truths of education sciences about teaching mathematics. A textual creation of its own authorship – the Vidário de Pendurela - is taken composed of written fragments of a teaching in the midst of life, which became a structure and produced research material for this thesis in order to conduct a philosophical experimentation by self-rewriting. The research procedure happened in a “certain manner” through a philosophical movement, an experimentation of thinking about the singularity produced in writing and teaching. It consisted of self rewritings from the movements of recollection, collage, scraping and creation, repeating the writings of Pendurela, in another style of writing, differing senses. Thus, the invention of a teaching action is presented, using the concepts of becoming, willpower and univocity to problematize this invention by the rewriting. By putting this manner of searching into practice, recognized as repetition of self-writing, it is possible to understand this process as a philosophical experimentation to think the singularity produced in writing and teaching.

Esta tese possui como tema a ética e a diferença na invenção de uma docência matemática em meio à vida, em uma perspectiva pós-estruturalista. Aproxima-se das contribuições teóricas de Deleuze, Foucault e autores afins para pensar a diferença a partir da repetição da escrita de si, tomada enquanto processo inventivo de uma docência. Durante os percursos da pesquisa, utiliza-se dos conceitos de univocidade em Deleuze para tratar da diferença e da ética em Foucault para desestabilizar prescrições das verdades das ciências da educação sobre a docência em matemática. Toma-se uma criação textual de autoria própria - o Vidário de Pendurela - composto por fragmentos escritos de uma docência em meio à vida, que se tornou corpo e produziu matéria de investigação para esta tese, a fim de realizar uma experimentação filosófica pela reescrita de si. O procedimento de pesquisa se deu de modo “amaneirado”, através de um movimento filosófico, uma experimentação de pensamento para pensar a singularidade produzida na escrita e na docência, que consistiu em reescritas de si a partir dos movimentos de recolhimento, colagem, raspagem e criação, ao repetir os escritos de Pendurela, em outro estilo de escrita, diferindo sentidos. Dessa maneira, mostrou-se a invenção de uma docência, utilizando os conceitos de devir, vontade de potência e univocidade para problematizar essa invenção pela reescrita. Ao colocar em funcionamento essa maneira de pesquisar, entendido como repetição da escrita de si, toma-se o mesmo como uma experimentação filosófica para pensar a singularidade produzida na escrita e na docência. / This thesis has as its theme the ethics and the difference in the invention of a mathematical teaching in midst of life, in a poststructuralist perspective. It draws on the theoretical contributions of Deleuze, Foucault and related authors to think about the difference from the repetition of self-writing, taken as an inventive process of teaching. During the course of the research, the concepts of univocity in Deleuze are used to deal with the difference and the ethics in Foucault to destabilize prescriptions of truths of education sciences about teaching mathematics. A textual creation of its own authorship – the Vidário de Pendurela - is taken composed of written fragments of a teaching in the midst of life, which became a structure and produced research material for this thesis in order to conduct a philosophical experimentation by self-rewriting. The research procedure happened in a “certain manner” through a philosophical movement, an experimentation of thinking about the singularity produced in writing and teaching. It consisted of self rewritings from the movements of recollection, collage, scraping and creation, repeating the writings of Pendurela, in another style of writing, differing senses. Thus, the invention of a teaching action is presented, using the concepts of becoming, willpower and univocity to problematize this invention by the rewriting. By putting this manner of searching into practice, recognized as repetition of self-writing, it is possible to understand this process as a philosophical experimentation to think the singularity produced in writing and teaching.

Orientador: Roseli Aparecida Cação Fontana / Dissertação (mestrado) - Universidade Estadual de Campinas. Faculdade de Educação / Made available in DSpace on 2018-08-05T01:22:38Z (GMT). No. of bitstreams: 1 Dias_AnaCeliaElero_M.pdf: 6280671 bytes, checksum: 14dbdc5a68d2a818a963c0623ff77154 (MD5) Previous issue date: 2004 / Resumo: Neste trabalho, busquei realizar uma pesquisa que me permitisse apreender como se dá a mediação do professor nos processos que se consolidam em histórias de não sucesso. Para isso, utilizei-me de registros efetuados por mim durante meu trabalho na escola. Assim, encontro-me nos episódios das situações narradas, e me transformo no foco da pesquisa, o que confere toda uma especificidade às análises desses casos. Neste processo de análise, interpreto as situações registradas em seus aspectos empíricos e conceituais com o apoio das categorias centrais do quadro teórico assumido: mediação semiótica e dialogia. Considero relevante a opção por esse tema de investigação já que, cada vez mais, tem-se delegado ao professor a responsabilidade pelo sucesso ou insucesso escolar do aluno, deixando secundarizados a responsabilidade, nas histórias de insucesso dos sujeitos, fatores como, por exemplo, a ineficiência das políticas públicas em Educação e dos trabalhos acadêmicos que ficam restritos a leituras realizadas no âmbito das universidades / Abstract: In the present study I aimed a research that would allowed me to understand how the teaching mediation occurs regarding non-successful experiences. For that, I have adopted registers accomplished by me during my work at the school. Therefore, I am involved in the situations described, becoming too the focus of the research, which confers a whole specificity to the analysis of these cases. In the present process of analysis, I describe the situations registered in its empirical and conceptual aspects, with the support of the methodology adopted: semiotic and dialogical mediation. The choice for the present subject it is very important considering the increasing responsibility attributed to the teachers regarding the success or failure of the students, leaving to a second plane the inefficiency of the public policies for education, and the academic production, which is mostly restrict to the university limits / Mestrado / Ensino, Avaliação e Formação de Professores / Mestre em Educação

Orientador: Edwiges Maria Morato / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-12T06:21:48Z (GMT). No. of bitstreams: 1 Tagliaferre_RitadeCassiaSilva_M.pdf: 734605 bytes, checksum: f19b8a5f979714fff656e53802f8cb1b (MD5) Previous issue date: 2008 / Resumo: Este estudo, que se insere no campo da Neurolingüística, reporta o resultado de nossa pesquisa sobre o estatuto da repetição na linguagem de dois sujeitos afásicos, mais especificamente, adultos portadores de uma perturbação da linguagem, decorrente de uma lesão cerebral adquirida, em que há alteração de elementos lingüísticos orais ou escritos relacionados tanto ao processo de produção quanto de interpretação da linguagem verbal (COUDRY, 1988; MORATO et al., 2002). A repetição, enquanto fator textual, lingüístico e interacional, pode ser definida como segmentos repetidos duas ou mais vezes em um mesmo evento comunicativo (MARCUSCHI, 1992:31). O presente trabalho tem como objetivo verificar a freqüência de uso das formas e das funções da repetição na fala desses sujeitos afásicos que freqüentam o Centro de Convivência de Afásicos (CCA), localizado no Instituto de Estudos da Linguagem (IEL), da Universidade Estadual de Campinas (Unicamp). Seu propósito é caracterizar o fenômeno da repetição no contexto das afasias, a fim de levantar suas principais características lingüísticas no contexto das patologias. Este estudo, além de refletir sobre as semelhanças e as diferenças entre aspectos normas e patológicos do fenômeno, procura fornecer elementos teóricos para o enfrentamento crítico de estereótipos vigentes, segundo os quais a repetição, seja no campo da normalidade, seja no campo da patologia, é necessariamente uma excrescência em relação aos processos de linguagem. Os dados analisados foram extraídos de situações interativas envolvendo afásicos e não afásicos que freqüentam o CCA. O corpus do estudo é constituído de dados relativos a dois sujeitos, um com afasia expressiva e outro com afasia receptiva. Nele, foram focalizadas tanto as condições de emergência da repetição, quanto suas características lingüístico-discursivas. Verificouse que o afásico faz uso da repetição de maneira plurifuncional, tanto quanto o sujeito não-afásico, repete não só com a intenção de se fazer entender, como para dar a sua versão acerca do que se fala. Os resultados obtidos nesta pesquisa colocam em xeque a noção de fluência e disfluência, principalmente as semelhanças e particularidades de produção entre os dois falantes aqui analisados. / Abstract: This study, which is inserted in Neurolinguistic field, reports the results of our research on language repetition status of two aphasic individuals, more specifically, it deals with adults which presented language disorder, due to acquired brain disorder, in which there were some oral and written elements alterations related to both production process and oral (verbal) language interpretation (COUDRY, 1988; MORATO et al., 2002). the repetition, as textual, linguistic and interactive factor, can be defined as the segments repeated twice or more times in the same communicative event (MARUSCHI, 1992:31). The aim of this work was to verify the frequency in the use of forms and repetition functions in these aphasic individuals language, who attended to Centro de Convivência de Afásicos (CCA), at Instituto de Estudos da Linguagem (IEL), UNICAMP. Its purpose was characterize the repetition phenomenon in aphasia, in order to get its main linguistic characteristics within pathology context. This study, besides, reflecting about the similarities and dissimilarities between "normal" and pathological" aspects of the phenomenon, try to provide theoretical elements for a critical review of the current stereotypes, according to which the repetition, either in normality or pathological domains, is a necessarily an excrescence in the language process. The analyzed data were extracted from interactive situations involving aphasic and non-aphasic that attended CCA. The studied CORPUS was constituted of data related to two individuals, presenting expressive aphasia and receptive aphasia respectively. It was focused both conditions of repetition rising as well as on its discourse and linguistic characteristics. We concluded that the aphasic as well as the non aphasic made use not only the repetition in a plurifunctional way, not to make him/her to be understood but also to give his/her version about what is being talking about. The results obtained in this research challenge the notions of fluency and non-fluency, mainly the similarities and particularities of production between the two speakers analyzed here. / Mestrado / Linguistica / Mestre em Linguística

In today’s fast paced technological world learners are under a great deal of pressure to obtain their grade 12 certificates. These learners are also faced with a number of life events that add to the stress they experience during the preliminary and final grade 12 examinations. This stress or anxiety increases when they fail their preliminary grade 12 examinations. This study focuses on these learners and the stress and anxiety that they experience after failing their grade 12 preliminary examinations. Guidelines are suggested to support and prevent learners from failing their grade 12 preliminary examinations. The research design adopted for this study was qualitative, exploratory and descriptive in nature. Phenomenological interviews were used for data collection and field notes were made to support the interviews. The data were analysed and coded with verification from an independent coder. In phase one, three themes were identified, discussed and supported by a literature control. In phase two the findings were used to suggest guidelines for the grade 12 learners. The findings of this study showed that grade 12 learners, writing their examinations, experience stress and anxiety physically, psychologically and emotionally. They describe rather alarming symptoms of this stress and anxiety. The learners also appear to have ambivalent feelings towards their future orientation during this stressful time. The guidelines suggested are aimed at managing the stress and anxiety as well as learning to develop support through effective communication skills and relationship building. It is hoped that application of these guidelines will support learners and prevent failure during the preliminary examinations thereby alleviating much of the stress and anxiety that learners experience during their examinations. / Prof. C.P.H. Myburgh

Abstract This thesis consists of three independent parts combined by the theory part in the beginning. The aim of the thesis is to bring into focus the connection between Søren Kierkegaard and modernism. Joseph Heller's novel Catch-22 is also interpreted in the light of Kierkegaard's philosophy. The theoretical part deals with the main concepts of the research (movement, irony, repetition). Joseph Heller's Novel Catch-22 is also brought up more closely in this part. Kierkegaard's works The Seducer's Diary, Repetition and The Mozart-essays are interpreted in the second part of the thesis. The third part consists of two Kierkegaard translations from Danish into Finnish: Repetition and The Mozart-essays. [Søren Kierkegaard, Toisto (Gjentagelsen), transl. by Olli Mäkinen, Jyväskylä 2001, Atena; Mozart-esseet (De umiddelbare erotiska Stadier eller det Musikalsk-Erotiske), transl. by Olli Mäkinen, Jyväskylä, 2002)] Joseph Heller's novel Catch-22 is interpreted in the fourth part. The novel is studied in the light of Kierkegaard's paradigmatic examples and compared to them. There are two different contradictory movements in the study: Kierkegaard is studied as a modernist and modernism is also interpreted in the light of Kierkegaard's philosophy. The primary source of this thesis is the classical version of Kierkegaard's Collected Works: (Søren Kierkegards Samlede V?rker I-XV=SV I-XV. (1920-36 (1901-1906). -Udg. af A. D. Drachmann, J. L. Heiberg og H. O. Lange. Kjøbenhavn: Gyldendalske Boghandel, Nordisk Forlag) The more recent versions have however been used as the basis of the translations of texts Repetition and The Mozart-essays (Gjentageksen and De umiddelbare erotiska Stadier eller det Musikalsk-Erotiske, Søren Kierkegaards Forskningscentret, København 1997, Gads Forlag). In conclusion: Kierkegaard can be interpreted also as pre-modernist and the Kierkegaard-interpretation of Joseph Heller's Catch-22 is valid and possible, although the existential influence in this novel can also derive from the post-war existentialism of the World War II. / Tiivistelmä Kyseinen tutkimus koostuu kolmesta itsenäisestä osasta, joita yhdistää alussa oleva (neljäs) teoriaosa. Tutkimuksen tarkoituksena on valottaa Søren Kierkegaardin ja modernismin välistä yhteyttä. Tutkimuksessa tulkitaan myös amerikkalaisen kirjailijan Joseph Hellerin teosta Catch-22 Kierkegaardin filosofian valossa. Tutkimuksen teoriaosassa käsitellään tulkinnan kannalta keskeisiä käsitteitä (liike, ironia, toisto). Siinä otetaan esille myös Joseph Hellerin romaani Catch-22. Toisessa osassa lähiluetaan Viettelijän päiväkirjaa, joka on Kierkegaardin ehkä tunnetuin yksittäinen teos, ja sekä Toistoa että Mozart-esseitä. Kolmannen osan muodostavat kaksi kriittistä ja kommenteilla varustettua Kierkegaard-käännöstä. [Søren Kierkegaard (1843) Toisto (Gjentagelsen), suom. Olli Mäkinen, Jyväskylä 2001, Atena; Mozart-esseet (De umiddelbare erotiska Stadier eller det Musikalsk-Erotiske), suom. Olli Mäkinen, Helsinki 2002, Like.] Tutkimuksen neljäs osa koostuu Joseph Hellerin romaanin Catch-22 tulkinnasta. Kohdetta lähestytään Kierkegaardin paradigmaattisten esimerkkitapausten kautta. Tutkimuksessa ilmenee siis kahdenlaista liikettä. Kierkegaardia tulkitaan modernistina, mutta modernismia luetaan myös Kierkegaardin filosofian valossa. Tutkimuksessa käytetään primäärilähteinä Kierkegaardin koottujen teosten klassista versiota (Søren Kierkegards Samlede V?rker I-XV=SV I-XV. (1920-36) -Udg. af A. D. Drachmann, J. L. Heiberg og H. O. Lange. Kjøbenhavn: Gyldendalske Boghandel, Nordisk Forlag). Gjentageksen- ja De umiddelbare erotiska Stadier eller det Musikalsk-Erotiske -tekstien käännöksien pohjana on kuitenkin käytetty em. uusimpia versioita (Søren Kierkegaards Forskningscentret, København 1997-98, Gads Forlag). Tutkimuksessa päädytään johtopäätökseen, jonka mukaan Kierkegaardia voidaan tulkita myös esimodernistina ja Joseph Hellerin Catch-22 -teoksen Kierkegaard-tulkinta on mahdollinen, vaikka eksistentialistiset vaikutteet kyseisessä romaanissa voivat olla peräisin myös varsinaisesta toisen maailmansodan jälkeisestä eksistentialismista.

The emergence of new trends sometimes carries the risk that established, well-proven concepts rooted in other disciplines are not properly integrated into new approaches. As Learning Analytics seems to be evolving into a highly multidisciplinary field, we would like to demonstrate the importance of embedding classic theories and concepts into a Learning Analytics, system-data-driven setting. Our results confirm that classical factors that are operationalized with the help of system-generated data outperform more recent survey-based models. Therefore, we want to stress the point that system-generated data should not be left behind in the quickly evolving field of Learning Analytics.

Syftet med detta arbete var att undersöka om dirigentens gestik och kommunikation skiljer sig åt mellan repetition och konsert, och i så fall på vilka sätt. Metoderna som användes var framför allt mitt konstnärliga arbete som dirigent i tre olika projekt som genomfördes med Masterkören på Musikhögskolan i Piteå och med Hjo kyrkokör. Dessutom intervjuades tre professionella dirigenter och två körsångare från Radiokören. Det konstnärliga arbetet dokumenterades med videoupptagningar där inspelningarna från repetition och konsert har bearbetats på olika sätt för att kunna göra en kvalitativ analys. Resultatet visar att gestiken inte skiljer sig åt i någon större omfattning. Kommunikationen är något förändrad från repetition till konsert där uttryck och framförallt uppmärksamhet mot kören är intensivare under konserten. I intervjusvaren och i diskussioner kring detta ämne så framkom att framför allt dirigentens lyssnade är det som förändras mest, från ett analyserande och bedömande lyssnade under repetition till ett lyssnande under konsert som man kan kalla för närvarande.

The aim of this research study is to investigate different practical ways in which fractal geometry and self-similarity can be applied to art music, with reference to music composition and analysis. This specific topic was chosen because there are many misconceptions in the field of fractal and self-similar music. Analyses of previous research as well as the music analysis of several compositions from different composers in different genres were the main methods for conducting the research. Although the dissertation restates much of the existing research on the topic, it is (to the researcher‟s knowledge) one of the first academic works that summarises the many different facets of fractal geometry and music. Fractal and self-similar shapes are evident in nature and art dating back to the 16th century, despite the fact that the mathematics behind fractals was only defined in 1975 by the French mathematician, Benoit B. Mandelbrot. Mathematics has been a source of inspiration to composers and musicologists for many centuries and fractal geometry has also infiltrated the works of composers in the past 30 years. The search for fractal and self-similar structures in music composed prior to 1975 may lead to a different perspective on the way in which music is analysed. Basic concepts and prerequisites of fractals were deliberately simplified in this research in order to collect useful information that musicians can use in composition and analysis. These include subjects such as self-similarity, fractal dimensionality and scaling. Fractal shapes with their defining properties were also illustrated because their structures have been likened to those in some music compositions. This research may enable musicians to incorporate mathematical properties of fractal geometry and self-similarity into original compositions. It may also provide new ways to view the use of motifs and themes in the structural analysis of music. / Dissertation (MMus)--University of Pretoria, 2014. / lk2014 / Music / MMus / Unrestricted

Magister Educationis - MEd / The purpose of this study was to investigate parents' and ducators' perceptions of factors influencing high rate of academic failure of learners in Clarke Estate primary schools. A quantitative, descriptive study design was used in this study. A descriptive study is used to gain information about characteristics within a particular field of study. The instrument used was a research questionnaire as it is a quick and cheap instrument to obtain a lot of information covering a large area within a relatively short time. The study population was confined to two schools in Clarke Estate. The participants were randomly selected. The sample from the two selected schools comprised twenty educators and two hundred parents. The sample was heterogeneous, comprising both male and female. / South Africa