This project is a study in doing the same thing again and again and again. It experiments with a purposefully reductive design strategy limited to the repetition of a single idea. Taking cues from other disciplines, it uses this incessant repetition to introduce a new affect to architecture based upon the experience of self-similar spaces in an uninterrupted and seemingly endless sequence. Finally, it reimagines the typology of the large history museum, proposing an open-ended series of moments of historical totality as an alternative to the cumulative or narrative unfolding of content. This thesis project is at once a primitive formal game and a spatially complex reinvention of a venerable American institution. It is an architectural contraption that reorders a universe of artifacts.

This project is a study in doing the same thing again and again and again. It experiments with a purposefully reductive design strategy limited to the repetition of a single idea. Taking cues from other disciplines, it uses this incessant repetition to introduce a new affect to architecture based upon the experience of self-similar spaces in an uninterrupted and seemingly endless sequence. Finally, it reimagines the typology of the large history museum, proposing an open-ended series of moments of historical totality as an alternative to the cumulative or narrative unfolding of content. This thesis project is at once a primitive formal game and a spatially complex reinvention of a venerable American institution. It is an architectural contraption that reorders a universe of artifacts.

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 106-109).

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 106-109). Also available in print.

Introduction: Sport scientist and strength coaches use resistance training to increase athletic performance and muscle hypertrophy. Improving muscular strength is the most essential task for these scientists, however, how best to identify weakness has yet to be established. The popularity of velocity-based resistance training has recently increased as a method to prescribe resistance training intensity, therefore, the purpose of the study was to identify the characteristics of bench press concentric velocity. It is hypothesized that the velocity output will decrease during the change from the 75% relative load of the 1RM to the 85% relative load of 1RM. It is believed that there will be a greater output of velocity during the 75% set than the 85% set. Methods: Nine female collegiate athletes (18-21 yrs), participated in this study. PUSH™ bands were used to measure barbell velocity during the bench press exercise. Each female was expected to preform 3 sets of 5 repetitions (3x5) at an intensity of 75% and 85% of their 1 repetition maximum (1RM). Only data from repetition 2-4 were used for analysis. Results: The results drawn from data collected supported our hypothesis showing a decrease in velocity among the 85% 1RM test when compared to the 75% 1RM test group. Comparisons were drawn using a t-Test table comprised of PUSH™ Band data. Conclusion: The results supported the hypothesis that this type of technology can identify the load specific velocity to help strength coaches to identify the optimal resistance for certain training program and goals by using collected data with the PUSH™ Band to identify weakness in strength and/or endurance.

This dissertation considers repetition phenomena in Hindi-English bilingual discourse. Through analysis of everyday Hindi-English conversations, I demonstrate that code-switching and related bilingual phenomena systematically expand options bilingual speakers have for structuring discourse, managing interactions, and making linguistic and social meaning. The systematicity and strategy of Hindi-English code-switching are particularly apparent in what I term bilingual repetition. In bilingual repetition, the semantic content of an utterance in one language is repeated in another language, usually in close proximity to the first occurrence. Bilingual repetition is encountered throughout South Asian multilingual contexts ranging from casual conversations to printed advertisements to Bollywood dialogues. I also consider repetition as a discourse-level areal feature of South Asia. Both monolingual and bilingual repetition phenomena offer an opportunity to investigate alternatives for making meaning both within and across languages due to the side-by-side presentation of semantically and formally related messages. Ultimately, code-switching and repetition in Hindi-English bilingual discourse emerge as practices that both create and reflect linguistic and social simultaneity. / text

Denna uppsats syftar till att öka förståelsen för det mångfacetterade begreppet övning och mer specifikt till övning inom ett praktiskt kunskapsområde så som bildframställning. Detta undersöks genom intervjuer med fyra personer som har erfarenhet av övning inom olika praktiska praktiker som konst, idrott, musik och finsnickeri. Genom konstnärligt gestaltande metoder undersöks informanternas övningsstrategier i ett bildframställande moment, nämligen avbildande porträttmåleri. Genomförandet av undersökningen har utformningen av att varva intervju och praktisk bildframställning med autoetnografisk karaktär. Analysen vilar på ett sociokulturellt perspektiv på lärande men främst analyseras empirin utifrån kunskapsfilosofiska resonemang. Utgångspunkten är i techne, den grekiska betäckningen på kunskapskategorin praktisk kunskap. I analysen synliggörs definitioner, drivkrafter och strategier/metoder för övning i förhållande till kunskapsfilosfiska begrepp och resonemang. Avslutningsvis analyseras vilken effekt dessa resonemang kring övning skulle kunna få i en skolkontext och då specifikt bildämnet. Resultatet påvisar att övning är ett mångfacetterat begrepp med individuella tolkningsmöjligheter men att fyra företeelser kan ses som centrala för övning i ett praktiskt kunskapsområde. Dessa fyra företeelser är görande, upprepande, variation och reflektion. Denna uppsats är skriven i ett dubbelt perspektiv vilket innebär att den innefattar en skriftlig del och en del som är gestaltad. I gestaltningen synliggörs forskarens eget görande och reflekterande under de övningsperioder i avbildande porträttmåleri som ingick i undersökningen. Där synliggörs övningsprocessen och de reflektioner och den dialog som uppstår mellan forskaren och informanternas presenterade övningsstrategier. Gestaltningen ställdes ut och bestod av videomaterial presenterade i en trappstegsformad korridor där besökarna kunde gå igenom fyra övningsrum som alla representerade varsin informant. Gestaltningen finns dokumenterad och bifogad i en bilaga till denna uppsats.

This critical analysis examines the progression and trajectory of my studio practices over the final two years of my graduate career. The pinnacle of my development became a meditation on time and its overall encompassing effects. The mundane and the fantastic are all bound by time. Many archetypes have ventured to escape the clutches of time. Found objects are remnants of time, linking past to present, present to future. Scars and blemishes are also vestiges of time, marking us like scratches on a record. The detritus of our lives defines our time, as it defines us. This thesis will elaborate on my exploration of time and its implications. It will describe works and identify the evolution of concepts from one work to the next. By defining what the work is and how it operates, the analysis will explore the larger implications of that work.

ABSTRACT Key words: Dropout, repetition, scholar exclusion, school quality, General Secondary School, Mozambique. This study is a school-based research into the reasons for dropout and repetition in Mozambique. The research methodology is of a qualitative nature, which enabled the exploration of relevant themes, processes and patterns that have characterized the educational process in Mozambique, especially reasons that led to repetition and dropout, during the period between 1999 and 2005. The main reasons could be found in the whole process of teaching and learning; outdated classroom pedagogy; insufficient student participation and shortage of textbooks or teachers materials; and low teachers salaries. In addition, poverty causes many students to drop out. The main conclusion is that higher levels of repetition and dropout have cost implications, inflating enrolments and adding to total costs without necessarily leading to an improvement in learners’ outcomes. Recommendations include a redefinition of the model of secondary education in accordance with the new demands of the labour market.

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.