The path to a career in nursing begins on the first day of nursing training and is not completed until the nurses have worked one year in their profession. During the training period, the student nurses have training elements in two different activitysystems: the higher education institution and the healthcare sector. The aim of this study is to examine and highlight the relationship between the different parts of the training as well as how the relationship is manifested during the newly qualified nurses’ initial period in the profession. The research’s overall question is what makes the newly qualified nurses’ learning and knowledge development easier or harder in relation to the different parts of the nursing training. Interviews have been used to create data which have been analysed based on activity theory, a social theory of learning and different ways of describing knowledge. The research findings show that the activity systems have different knowledge cultures, learning processes and patterns of action. The study participants describe the differences in terms of being in ‘different worlds’. The newly qualified nurses do not always have the practical skills that are sought after and, therefore, cannot always act as independent subjects, but become marginalized non-participants who observe the course of events. Supervision and the rounds are the two most demanding duties during the first year in the profession, since these duties have been practiced to a limited extent during the nurse training placement. The supervisory function appears different to newly qualified male and female nurses. The women in the study feel that it is problematic to be a supervisor for older experienced assistant nurses, in that the assistant nurses do not accept them as supervisors. The men do not indicate this as being a problem, rather emphasizing that the assistant nurses support them in the supervisory function. During the rounds, the nurses must inform the doctor of the state of the patients’ health and care needs. The participants feel that it is difficult to live up to the doctors’ demands ahead of the rounds. In summary, my findings show that the different knowledge cultures in the higher education institution and the healthcare sector make the newly qualified nurses’ learning and knowledge development more difficult. During the first year in the profession, the newly qualified nurses learn to be nurses, and they talk about themselves as nurses in a totally different way than at the start of that year. The changed way of talking about themselves indicates that they have recreated their identity from student nurses to nurses.

This thesis discusses the Indignados movement, which arose in Spain in 2011, in the wake of the 2008 financial crisis. It makes the observation that the Indignados, and many other movements similar to it (like Occupy Wall Street, the Arab Spring, or the Global Justice Movement), gather large amounts of people, but are still struggling to be recognised as political subjects, as influential forces in the political environment. Many times, they are criticised for being too dispersed or too emotional, and lacking the cohesiveness to formulate concrete political aims. The Indignados can therefore be seen as challenging democracy and how political subjectivity is accorded, both in theory and practice. This leads this thesis to inquire into some of the theoretical underpinnings of democracy, and in particular political subjectivity. Its main research question is therefore: Can the Indignados spur a new reading of democracy?To further understand how we can conceive of the political subjectivity of an emotional and dispersed protest movement, this thesis turns to two approaches, social movement theory as well as deliberative democratic theory. After having examined extant literature on the matter, the thesis concludes that both of these approaches employ a distinct separation between emotion and reason, where political subjectivity is almost always hinged upon the latter. In addition, affect is seen as disjointed from signification, and therefore from political articulation. In order to circumvent this theoretical stalemate, this thesis turns to theories of radical democracy, and more specifically to the works of Ernesto Laclau. It argues that Laclau’s juxtaposition of Lacanian psychoanalysis and Derridian deconstruction opens up possibilities for a form of political subjectivity based on affect instead of reason alone. As such, Laclau’s theory of hegemony can shed light on those instances where affect and emotions play a central part in the creation of political subjectivity. In analysing Laclau’s theory, I respond to different analytical challenges that question the viability of explaining movements such as the Indignados through a theory of hegemony. Current observations point to that contemporary movements are not hegemonic (which place too much emphasis on verticality), but rather horizontal and networked. In order to address this critique, this thesis constructs a framework of the hegemonic project. This framework emphasises two commonly overlooked features of Laclau’s theory: the affective and transient nature of hegemony, which stresses the connection between affect and signification. Through two sets of empirical data – ethnographic fieldwork material and social media analysis – the thesis shows how the Indignados exhibit clear instances of verticality, albeit of an affective nature. This hegemonic, affective verticality speaks of two ways in which the movement can construct political subjectivity: viscerally (through unity in affective practices) and virtually (through social media).

Orientador: Marko Synésio Alves Monteiro / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Geociências / Made available in DSpace on 2018-08-27T02:29:16Z (GMT). No. of bitstreams: 1 Lopes_LuccaVichr_M.pdf: 1658388 bytes, checksum: 82f02c1d5db6f29f00acd776b4dd259b (MD5) Previous issue date: 2015 / Resumo: O que convencionou-se chamar de inclusão digital constitui, em verdade, um emaranhado de conceituações que convergem ao suposto de que, ao proporcionar o acesso à informação, estas tecnologias podem trazer uma melhora real na qualidade de vida das pessoas que as utilizam. É possível que o acesso a um computador (e à internet) possibilite esta melhora, mas os condicionantes para que isto ocorra envolvem desde a qualidade do equipamento técnico utilizado à destreza com que o usuário interage com a máquina. De acordo com o Comitê Gestor da Internet (CGI), moradores de áreas rurais, de baixas renda e escolaridade representam, em linhas gerais, o caso mais extremo de exclusão digital. Neste estudo, partirei da Teoria Ator-Rede (TAR) e de seu ferramental etnográfico, para evidenciar alguns destes condicionantes a partir da experiência em uma área rural no interior de São Paulo. Para isto, ministrei dez aulas sobre conteúdos básicos de informática a alunos do ensino médio de uma escola pública rural. Busquei deste modo, compreender como ocorre o acesso destas populações em áreas rurais, como se utilizam destas tecnologias e quais os condicionantes que caracterizam a inclusão digital nestas localidades. Apesar de, a princípio, a combinação entre a baixa renda per capita e a localização geográfica rural serem fortemente correlacionados à exclusão digital, os indivíduos com os quais tive contato mostraram-se criativos para driblar a ausência de acesso à internet. Com base nos estudos de Mol (2002), as conclusões deste trabalho sugerem que diversos atores ¿ sejam governos, empresas, ONGs e mesmo tecnologias ¿ performam, cada um a seu modo, uma multiplicidade de inclusões digitais. De forma análoga, cada indivíduos performa de forma única suas relações com artefatos digitais / Abstract: What is conventionally called digital inclusion consists, in fact, in a variety of concepts that converge to the pressupost that access to these technologies can bring a real improvement in quality of life of those who use it. It¿s arguable that access to a computer (and internet) allows this improvement; nevertheless the conditioners for that to occur include issues from the quality of the technical equipment utilized till the user¿s skill when interacting with that machine. According to CGI (Comitê Gestor da Internet), dwellers from countryside areas, low income and level of education represent, in general, the most extreme case of digital exclusion. This study utilizes the Actor-Network Teory (ANT) and it¿s ethnography¿s tools to evidence some of these conditioners trough my experience in a rural area located in the countryside of Sao Paulo. To reach this purpose, I ministered ten classes about basic subjects of computers and data processing to high school students in a public rural school. The goal was to comprehend how these populations access digital networks in rural areas, how they utilize these technologies and which are the conditioners that characterize digital inclusion in this area. Besides that the combination of low per capita income and geo-localization of these areas comes to be strongly related to digital exclusion, individuals with who I¿ve had contact showed to be very creative to dribble the absence of internet access.Based on Mol (2002), the findings of this study suggest that many actors - whether governments, companies, NGOs and even technologies ¿ enact, each in its own way, a multitude of digital inclusions. Similarly, each individual enact uniquely its relations with digital artifacts / Mestrado / Politica Cientifica e Tecnologica / Mestre em Política Científica e Tecnológica

The purpose of this essay is to make a study of archaeogenetic studies, its role and relevance to humanities research in archaeology. An analysis will thus be made of how genetic research deals with archaeological issues and interpretations of societal changes (e.g. neolithization) and relates to concepts that are central to archaeology (e.g. the concept of culture). With only the remains of human activity to study, archaeological research has developed theoretical frameworks when trying to interpret and understand the remains from ancient societies. Thus, this thesis will investigate how or if the knowledge from humanities research is included in the archaeogenetic research. The question is not only how, but also whether archaeogenetic research contributes new knowledge that archaeology research has not already presented?

Architektur umgibt uns permanent. Sie ist so alltäglich wie Sprache, ebenso allgegenwärtig, meistens beiläufig. Diese Arbeit untersucht auf sozialtheoretischer Ebene am Beispiel der Architektur, inwiefern die sozialwissenschaftliche Kategorie der „Definition der Situation“ erweitert werden kann, um Kategorien wie Leiblichkeit oder Räumlichkeit adäquat für den Entwurf sozialer Handlungen zu berücksichtigen.:1 Einführung…………………………………………………………………………………………………………….. 1 1.1 Sensibilisierung – Architektur und Situation…………………………………... 1 1.2 Konturierung – Architektur und die „Definition der Situation“………... 4 1.2.1 Denkansatz und Erkenntnisinteresse 1.2.2 Die Abwesenheit des Materiellen in der Soziologie. Konsequenzen für die Architektursoziologie 1.2.3 Vorgehensweise 2 Mikrosoziologische Perspektiven in der Architektursoziologie. Zum Forschungsstand………………………………………………………………………………….... 13 3 Begiffsdimensionen…………………………………………………………………………………………. 20 3.1 Architektur………………………………………………………………………………………. 20 3.2 Situation………………………………………………………………………………….......... 23 4 Architektur in der Handlungssituation (I) – Perspektive der handlungstheoretischen Situationsmodelle……………………….. 26 4.1 Die „Definition der Situation“ als sozialtheoretische Kategorie........................................................26 4.2 Reduktionistische Modelle der Situationsdefinition………………………. 29 4.2.1 Parsons‘ unit act 4.2.2 Essers Situationsmodell 4.3 Die Situationsdefinition im Symbolischen Interaktionismus nach Herbert Blumer………. ..32 a) Aufbau b) Schlussfolgerungen 4.4 Die Situationsdefinition bei Erving Goffman – Rahmen und Rahmenbedingungen………………………………………………….. 36 a) Aufbau b) Schlussfolgerungen 4.5 Die Situationsdefinition bei Alfred Schütz – Sozialphänomenologie und Wissenssoziologie…………………………..... 41 a) Aufbau b) Schlussfolgerungen 5 Zwischendurch: Status quo……………………………………………………………………………. 47 6 Architektur in der Handlungssituation (II) – Phänomenologische Dimensionen…...............................................................50 6.1 Die Leiblichkeit des Handelns – Der Link zur Gegenständlichkeit unserer Umwelt………………........ 50 6.1.1 Phänomenologie der Wahrnehmung 6.1.2 Der Gegenstandsbezug unseres Körpers 6.2 Die Aktivität der Objekte – Architektur im Kontext der französischen Artefaktsoziologie………………………………………………. 57 6.2.1 Bruno Latour – Akteur-Netzwerk-Theorie (ANT) 6.2.2 Terminologisches: Quasiobjekt, Assoziation, Gefüge 6.3 Die Affektivität der Dinge – Architektur im Kontext der Philosophischen Anthropologie……......................................... 63 6.3.1 Zum Begriff der Affektivität 6.3.2 Arnold Gehlens Theorie der Institutionen 6.3.3 Helmuth Plessners spezielle Medientheorie 6.4 Die Atmosphäre von Architektur – Architektur im Kontext von Architekturtheorie (Gernot Böhme)…………………………………………. 70 6.5 Zusammenführung der Perspektiven – Fazit…………………………………… 74 7 Ergebnis: Architektur in der Handlungssituation ……………………………. 77 7.1 Voraussetzungen des Handelns………………………………………………………. 77 7.2 Architektur als Teil der „Definition der Situation“ – das angepasste Modell……………………………………………………………………. 82 7.3 Arbeitsperspektiven………………………………….…………………………………….. 84 7.4 Performative Architektur: Der Neubau der Galerie für Zeitgenössische Kunst Leipzig 8 Schluss…………………………………………………………………………………………………... 90 9 Literatur und Abbildungsnachweise……………………………………………………………. 92

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My dissertation examines the transformation of Islamic legal discourse and the impact of that discourse on Muslim society. More particularly, it analyzes fatwas (religious legal edicts) over the course of Muslim history so as to determine how this legal mechanism was instrumental in the making and remaking of Islamic law and society. Historically speaking, substantive aspects of Islamic law developed out of the material of fatwas. In the very early stages of Islamic history there were no codified laws to guide people in their religious and social concerns, but the manner in which Muslims received guidance with regards to their religious practice was that they posed their concerns to early proto-jurists in the form of religio-legal questions, which these jurists addressed in the form of fatwas. Out of the critical mass of these fatwas, Islamic legal manuals began to be compiled and a definitive corpus of Islamic law came into being. Essentially, my investigation looks at the development and continuing evolution of Islamic law through lens of a particular legal practice: issuance of fatwas. By examining fatwas in different periods of Islamic history from the beginning until today, I chart the transformations that take place in Islamic legal tradition(s) as a result of the encounter with changing socio-historical conditions. More particularly, my analysis draws attention to the way in which legal practices amongst jurists created discursive shifts to established norms within Islamic legal discourse on how these discursive shifts contributed to the evolution of Islamic law. Moreover, by analyzing fatwas issued from Muslim jurists from various regions and periods, I identify how fatwas were essential catalysts for historical change, which gives us a better appreciation of the interrelationship between law and society. This historical foundation provides a basis for a diachronic assessment of the transformations that take place in Islamic legal tradition as a result of the encounter with colonialism. In latter part of my investigation, I examine how the practice and rationalization of fatwa has changed due to the ramifications of colonialism on the Muslim world. In this era, the established practices and doctrines of Islamic law were critiqued through the lens of modern Western ideas. This spawned modern Muslim movements that sought to reform Islamic law and redefine its relationship to the state and society. After historically establishing the ideas which were advocated by reformers, my goal is to assess whether those calls for reform have actually affected the practice Islamic law at the substantive and procedural levels. I do this by subjecting fatwas issued in the postcolonial period to critical analysis, so as to determine whether the procedures or rationale of fatwas have changed in a fundamental way. The larger themes that I address in my latter analysis is whether this modern trend amongst some Muslim thinkers and jurists towards contextually oriented legal concepts represents a lasting shift away from the traditional textually oriented legal methodology to produce a new type of discourse that is revolutionizing Islamic law or is it a passing phenomenon that will not make a lasting impact on how Islamic law is derived in the future. Fatwas are the key starting points in addressing these question because they represent the most elemental dimensions of Islamic law and the new legal developments within it. So, they offer vistas on how Muslim religious and legal practice will undergo a transformation in the future. / Religion

The aim of the present study is to examine how schools organize the work with and for pupils with language disorder.  Further, it aims to find which role the Special Educational Needs Coordinator (SENCO) and principal, respectively may have in the work with the pupils and give an insight into what knowledge about Developmental Language Disorder (DLD) personnel in schools have. The background of the study is that knowledge about DLD begins to diffuse at schools in Sweden today, but there is still a great deal of ignorance about what the diagnosis entails and how to work inclusive with these students in the classroom. The study was conducted with a qualitative method, semi-structured interviews with six special needs coordinators and five principals. The theoretical framework consist of Etienne Wenger’s Social theory of learning and the analysis was performed through a thematic content analysis. The results of the study indicate that none of the schools in the study have a particular organization for pupils with DLD. Half of the informants argue that they would like increased collaboration with speech therapists. The collaboration with guardians is another area that needs to improve in the schools. Enterprise in relation to engagement is most prominent in the schools, according to the analysis based on Wenger’s social theory of learning. All informants recognize gaps of knowledge regarding the definition of DLD, and how to work with pupils with the disability. Further education on the subject was requested by all informants.

O debate sobre redistribuição e reconhecimento tem como principais referências os trabalhos de Nancy Fraser e Axel Honneth, bem como o livro Redistribuição ou Reconhecimento? Uma controvérsia político-filosófica, obra que reúne contribuições de ambos. Cada um destes autores atribui, contudo, um diferente significado a esses dois conceitos que são também mobilizados por eles de modos distintos. Com o objetivo de explorar esse debate no interior e a partir da controvérsia Fraser-Honneth, abordaremos a compreensão que os dois possuem sobre as relações entre redistribuição e reconhecimento, em seus diferentes níveis de análise. Tomando como fio condutor a pergunta acerca da possibilidade de que o conjunto de injustiças existentes seja compreendido a partir do conceito de reconhecimento, ou acerca da necessidade de recorrer para isso ao par conceitual redistribuição e reconhecimento, pretendemos mostrar que por mais importantes que sejam as questões relativas à base normativa de suas teorias, à importância e ao caráter que atribuem aos conflitos sociais a disputa entre o monismo proposto por Honneth e o dualismo defendido por Fraser tem em seu centro questões sobre teoria social, por meio das quais procuram compreender as relações entre a economia e a cultura e apresentar teorias do poder aptas a diagnosticar as injustiças ou patologias sociais existentes. Injustiças que, segundo eles, precisam ser analisadas também no interior das interações sociais, que estariam perpassadas por relações de poder. / The debate about redistribution and recognition has as its central theoretical references, Nancy Frasers and Axel Honneths work and, mainly, the book Redistribution or Recognition? A political-philosophical exchange, a work that gathers contributions from both of them. Each of these authors ascribes, though, a different meaning to those two concepts that are, besides, mobilised by them in distinguished ways. With the aim to explore this debate within and from Fraser-Honneth controversy, we seek to discuss the comprehension that both authors sustain regarding the relations between redistribution and recognition, in its different levels of analysis. Establishing as our guiding line the question concerning the possibility that the set of existing injustices be comprehended only through the concept of recognition, or if to do so is necessary to call upon the conceptual par redistribution and recognition, we aim to pinpoint that although questions regarding the normative basis of their theories and the importance or character they assign to the social conflicts might be of fundamental importance the dispute between the monism endorsed by Honneth and the dualism advocated by Fraser has its center the different social theories developed by those authors, through which they seek to understand the relations between culture and economy and to bring foreword theories of power that can diagnose the existent social pathologies or injustices. Injustices that, according to them, need to be properly analysed within social interactions, also pervaded by power relations.