Orientador: Márcia Valéria Zamboni Gobbi / Banca: Maria Lúcia Dall Farra / Banca: Sônia Helena de Oliveira Raymundo Piteri / Banca: Guacira Marcondes Machado Leite / Banca: Luiz Gonzaga Marchezan / Resumo: Esta tese objetiva apresentar a "outra história" que aflora à obra ficcional de José Saramago e que expõe, de forma intermitente, as diretrizes do seu processo de criação. O texto é visto como construção progressiva de um universo fictício em processo de contínua auto-avaliação e em constante re-elaboração. Integrantes de um fio discursivo coerente, questões específicas sobre o gênero romance e a sua criação, dispersas no todo da obra romanesca do escritor, são reveladoras das linhas mestras que regem a sua poética ficcional. Numa sintaxe coerente que associa explícitos comentários aos contornos alegóricos conferidos às ações das personagens, os romances de Saramago expõem a própria construção, tanto do ponto de vista do seu projeto, como do ponto de vista da avaliação autocrítica do mesmo. A adoção do método comparativo de trabalho sustenta a análise descritiva e interpretativa de obras representativas de momentos decisivos do percurso ficcional do escritor que oferecem patamares eficazes de observação do "caminho já andado" e "do que falta a percorrer" (SARAMAGO, 1983, p. 256). A autoconsciência escritural instaurada no Manual de pintura e caligrafia, romance que re-introduz Saramago no gênero em 1977, se configura como um processo discursivo que marca singularmente a produção posterior, pela "carta de rumos" que lhe oferece, sistematizando-a e conferindo-lhe unidade. Observados em sua duração e constância, os caminhos apontados no manual estético de 1977 se fundem num conjunto que possibilita compreender o caráter singular do ficcionista. Emolduradas pelo questionamento fundamental da representação do real, que emerge do diálogo estabelecido entre caligrafia e pintura, questões sobre os procedimentos narrativos e discursivos adotados afloram em alguns romances que as polarizam: a interface entre Levantado do chão... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This thesis aims at presenting "the other story" that blooms from José Saramago's fictional work and that exposes, intermittently, the directions to its creation process. The text is seen as a progressive construction of a fictional universe which is in a continuous self-evaluation process and is also in constant re-elaboration. Elements of a coherent discursive thread, specific issues on novel as a genre and its creation, dispersed throughout the author's novels, are in charge of revealing the master plots that conduct his fictional poetic. In a coherent syntax that links explicit comments to allegoric outlines given to the characters' actions, Saramago's novels expose their own construction, from the point of view of his project as well as from the point of view of its self-critic evaluation. The adoption of the work comparative method supports the descriptive and interpretative analysis of representative works from decisive moments of the author's fictional path, which offer efficient steps of observation on "the walked path" and on "the to-be-walked path" ("caminho já andado" and "do que falta a percorrer" - SARAMAGO, 1983, p. 256). The writing self-awareness first established on Manual of Painting and Calligraphy, novel that reintroduces Saramago in the genre in 1977, is configured as a discursive process that singly remarks its next production by the "letter of directions" that is offered, systematizing it and giving it unity. Observed as to what concerns their length and constancy, the paths pointed on the 1977 aesthetic manual are merged into a set of characteristics that allows one to understand the single character of the fictionist. Framed by the fundamental questioning of the representation of what is real, which emerges from the established dialog between calligraphy and painting, issues on the adopted narrative and discursive procedures... (Complete abstract click electronic access below) / Doutor

A digital twin is an enabling technology that facilitates monitoring, understanding, and providing continuous feedback to improve quality of life and well-being. Thus, a digital twin can consider a solution to enhance one's mood to improve the quality of life and emotional well-being. However, there remains a long road ahead until we reach digital twin systems that are capable of empowering development and the deployment of digital twins. This is because there are so many elements and components that can guide the design of a digital twin. This thesis provides a general discussion for the central element of an emotional digital twin, including emotion detection, emotional biofeedback, and emotion-aware recommender systems. In the first part of this thesis, we propose and study the emotion detection models and algorithms. For emotions, which are known to be highly user dependent, improvements to the emotion learning algorithm can significantly boost its predictive power. We aimed to improve the accuracy of the classifier using peripheral physiological signals. Here, we present a hybrid sensor fusion approach based on a stacking model that allows for data from multiple sensors and emotion models to be jointly embedded within a user-independent model. In the second part of this thesis, we propose a real-time mobile biofeedback system that uses wearable sensors to depict five basic emotions and provides the user with emotional feedback. These systems apply the concept of Live Biofeedback through the introduction of an emotion-aware digital twin. An essential element in these systems guides users through an emotion-regulation routine. The proposed systems are aimed at increasing self-awareness by using visual feedback and provide insight into the future design of digital twins. We focus on workplace environments, and the recommendations are based on human emotions and the regulation of emotion in the construct of emotional intelligence. The objective is to suggest coping techniques to a user during an emotional, stressful episode based on her or his preferences, history of what worked well and appropriateness for the context. The developed solution has been studied based on usability studies and extensively compared to related works. The obtained results show the potentials use as an emotional digital twin. In turn, the proposed solution has been providing significant insights that will guide future developments of digital twins using several scenarios and settings.

In its many manifestations, psychosis leads to a number of clinical and philosophical debates. Despite their practical and conceptual importance, a number of these debates remain unresolved. Appealing to the connection between phenomenological descriptions, empirical evidence, and philosophical analysis, this dissertation is devoted to the careful examination of five of the main debates surrounding the occurrence of delusions of thought insertion, one of the most complex and severe symptoms of psychotic disorders. Roughly speaking, patients suffering from thought insertion report that external agents of different nature have placed certain thoughts into the patients' minds. The introduction to this compilation clarifies the main distinctions underlying the general discussions about delusions and the specific debates surrounding thought insertion. The introduction is followed by a collection of five papers. The first paper tries to explain the way in which subjects self-attribute their own conscious thoughts in terms of agency. The second paper, assuming that delusions are a type of belief, engages with the discussion about the role that experiential abnormalities have in the process of formation of the delusional belief of thought insertion. The third paper examines the role that affective impairments might have in the process of production of thought insertion, an issue that is often overlooked by current dominant approaches to thought insertion. Taken altogether, the first three papers of this collection offer a novel understanding of the aetiology and architecture of thought insertion. The fourth paper examines a much larger discussion that overlaps with the debate about the subjective features of thought insertion. It is argued that cases of thought insertion - in conjunction with other psychotic phenomena - undermine the current self-presenting theory of consciousness, a theory meant to explain the most fundamental subjective character of conscious experiences. Finally, the fifth paper of the compilation engages with a more general discussion about the nature and role that delusions might play in a subject's life. It is argued against the dominant view that there are good reasons to characterize a certain type of monothematic delusions (including some cases of thought insertion) as biologically adaptive.

Objectives: Foster personal and professional development through implementing a 1st-professional year course focused on increasing student self-awareness related to themselves, their chosen profession, and their future careers. Method: Eighty-nine students enrolled in a required 2-credit hour Contemporary Practice of Pharmacy I course during the Fall 2013 semester. Course content aligned closely with the CAPE 2013 Self-Awareness subdomain. Topics included, but were not limited to: effective learning strategies, achievement motivation, finance and time management, professional communication and etiquette, career exploration, and professional history and visioning. Formative and summative evaluations, e-portfolio entries, and submitted assessments and reflections were used to evaluate inaugural course outcomes. Results: Early course self-reflections and self-assessments revealed students particularly appreciated increasing their self-awareness related to strengths, learning strategies, and financial management. However, mid-semester formative evaluations revealed that 75% of students perceived little benefit from the class secondary to previous exposure to course topics. Purposeful activities were used to stress differences between topic exposure and reflection upon and integration of content into one’s self-schema. Summative course evaluations were subsequently positive (median 4 or 5 on 5-point Likert scale for all items), and e-portfolio submissions and course self-reflections indicated self-reported professional and personal growth in multiple domains. Implications: Students benefitted from multiple, purposeful, authentic opportunities to develop personal and professional self-awareness through participation in the course. However, incorporation of perceivably familiar personal and professional development topics in pharmacy curricula may be met with student reservation. Integration of self-awareness opportunities throughout the curriculum may foster student buy-in regarding perceivably familiar topics.

The paradox of living is that the best way to care for yourself is through positive connections with others, through making a contribution to the whole, and through loving as much as you can from wherever you are at a moment in time. Using mindfulness, personality priorities, and awareness exercises, the workshop focuses on living life more fully.

A qualitative descriptive approach was undertaken to explore the leadership experience of seven first line nurse managers working in the Cook Islands. For the purposes of this study first line nurse managers are those nurses working as a charge nurse in a hospital, nursing supervisors, chief public health nurse, and nurses working autonomously in the outer islands of the Cook Islands. Nurses in these roles are in key positions to influence the practice of others and set the standard of practice and culture of a unit. The participants were recruited if they were currently employed in any of these positions. The seven participants were all Cook Islands women who received their undergraduate nursing education in the Cook Islands. The purpose of the study was to describe their leadership experience, to raise an awareness of their role, and to make recommendations to support and improve the preparation of nurses for leadership roles in the Cook Islands. Through face-to-face interviews, the participants' stories were audio taped and transcribed verbatim. Six of the seven transcripts required translation from Cook Islands Maori to English and this was conducted by the researcher who is fluent in both languages. Content and thematic analysis of the data revealed a spiritual, emotive and intuitive theme in the participants' leadership experience. The findings of the study revealed the self confidence of these nurses to manage in this role despite being challenged by management issues and the lack of preparedness for the role. The supportive network established within their staff, their family and the people around them has provided the impetus to continue to 'serve' their people. The findings also revealed that these nurses recognised the need to continue to learn and develop themselves and their staff. The findings of this study have significance for nurses aspiring to be nurse leaders in the Cook Islands or other Pacific Islands and rural communities. A key stakeholder in this study is the Cook Islands Ministry of Health, as insights and awareness gained can contribute to an appropriate preparation and support programme for nurses working in its organisation.

This thesis contends that trainee counsellors are disempowered when they are expected to conform to the patterns provided by the trainer or agency. Empowerment results from the encouragement of the trainee to develop his/her own eclectic approach to their counselling, and this is only possible if a range of elective training programs are made available. This thesis also contends that no one agency or trainer is in a position to provide such a range of counselling approaches, and trainees should be motivated to use the service of other agencies, as well as being involved in independent studies. This inquiry proposes that one of the most effective foundations for the development of effective counsellors is the active encouragement of the trainee's self-awareness and the exploration of the trainee's inner life. If the success or failure of counselling depend on the ability of the counsellor to create an environment in which the client can explore his/her own issues, then it requires counsellors who have been empowered to make this discovery for themselves. This thesis also shows the author's own transformational journey, from a directed learner to a self-directed learner, and this paradigm shift in his own life has become the motivating force for empowering others to move into a position where they can exercise their own choices, and be empowered through participatory and transformative learning approaches. / Master of Science (Hons)

In North America, to become an architect, students must acquire a wide range of knowledge, create designs in studio, and spend some time working in an architecture firm. There are various lessons that they need to learn, and techniques that they develop through their education that combine to give them the necessary skills to write their professional exams. However, the education of an architect is not a process that is simple or straight-forward, and there are a series of other elements that, combined with this basic knowledge, ultimately create contemporary architects. Qualities like individual development, experience, emotional response, personal attitudes, and behaviours are not elements that are going to show up in any architecture school’s brochure, but their effect on the student is just as important as the knowledge that he or she will require to practice. To date, pedagogical inquiry into architecture seems to take two views: either looking at educational techniques and courses; or focusing on the detrimental symptoms of the less-tangible elements mentioned above. This thesis will bridge these two areas by researching the educational process and combining this knowledge with the important but more subjective areas of individual development. Through this study a clearer understanding of the profession will emerge, creating an opportunity for it to improve in the future.

In North America, to become an architect, students must acquire a wide range of knowledge, create designs in studio, and spend some time working in an architecture firm. There are various lessons that they need to learn, and techniques that they develop through their education that combine to give them the necessary skills to write their professional exams. However, the education of an architect is not a process that is simple or straight-forward, and there are a series of other elements that, combined with this basic knowledge, ultimately create contemporary architects. Qualities like individual development, experience, emotional response, personal attitudes, and behaviours are not elements that are going to show up in any architecture school’s brochure, but their effect on the student is just as important as the knowledge that he or she will require to practice. To date, pedagogical inquiry into architecture seems to take two views: either looking at educational techniques and courses; or focusing on the detrimental symptoms of the less-tangible elements mentioned above. This thesis will bridge these two areas by researching the educational process and combining this knowledge with the important but more subjective areas of individual development. Through this study a clearer understanding of the profession will emerge, creating an opportunity for it to improve in the future.

The impact of self awareness during sexual activity has been widely discussed. However, research has been largely focused on the effects of performance anxiety in male erectile functioning. Based on research linking sexual difficulties to lower levels of body image, it has been suggested that physical appearance concerns may have a similar influence on sexual functioning in women as does men's self-awareness about erectile functioning. On the other hand, research has also shown that in some cases self awareness can improve sexual functioning among women. The role that physical appearance or awareness of one's body specifically may play in female sexual response has received little empirical attention. The aim of the current study was to examine the impact of body image on sexual arousal response to erotica among 48 women with Female Sexual Arousal Disorder (FSAD). Women were randomized to one of two Body Image conditions: Positive Body Image or Negative Body Image. Each woman participated in two sessions: Experimental and Control. In the experimental sessions, participants were asked to adopt and attend to their positive or negative body parts, and a full-length mirror was placed in front of them. Self-reported mental arousal, perceptions of physical arousal, body awareness, body image, anxiety, and cognitive distraction were assessed. Results showed that in the negative and positive experimental sessions, women experienced increased mental and perceptions of physical sexual arousal compared to the control session. Findings were mainly accounted for by levels of body image and body awareness. There were no differences in anxiety or cognitive distraction. Findings suggest that body image and body awareness, whether positive or negative, can result in increased subjective sexual arousal response. / text