by Edward B. Roberts. / "Presented at the National Academy of Engineering Institute of Medicine Symposium on New Medical Devices: Factors Influencing Invention, Development and Use, May 9-10, 1987, Washington, DC." / Bibliography: p. 19-20.

Seth R. Sanders, George C. Verghese. / Cover title. / Includes bibliographical references (p. 24-26). / Research partially supported by an IBM fellowship, and the MIT/Industry Power Electronics Collegium. Research partially supported by the Air Force Office of Scientific Research. AFOSR-88-0032

Informe de Seminario para optar al grado de Licenciado en Filosofía / Durante largo tiempo, el “discurso de duelo” o “discurso fúnebre” ha permitido hablar del muerto, e incluso al muerto, allí donde se sabe que éste no podría ya responder ni oír palabra alguna. Estando aquel otro muerto, no existiendo en ninguna parte más que en nosotros –pues el otro está muerto salvo en nosotros-, entre quienes lo recordamos y mantenemos vivo “en nuestra memoria”, ese otro a quien se habla sólo podría guardar silencio. Sin embargo, por una ficción propia del discurso se podría hacer siempre como si el otro estuviese ahí presente para escuchar cada una de las palabras que se dicen en su nombre y en su memoria. Aunque esté muerto y no exista más que en nosotros, nos dirigimos a él como si verdaderamente estuviese allí para escucharnos, para así poder hablarle como hace falta, es decir, adecuadamente, tal como debemos. Como si en eso se fuera a decidir todo nuestro deber con el otro ausente; la única manera de hacerle justicia.

Orientador : Decio A. M. Saes / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / O exemplar do AEL pertence a Coleção CPDS / Made available in DSpace on 2018-07-14T03:33:34Z (GMT). No. of bitstreams: 1 Antunes_Ricardo_M.pdf: 7805813 bytes, checksum: 64aa32983c265295fde3d10b84cc97e7 (MD5) Previous issue date: 1980 / Resumo: Não informado / Abstract: Not informed. / Mestrado / Mestre em Ciência Política

Orientador : Luiz Benedicto Lacerda Orlandi / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-07-14T03:43:03Z (GMT). No. of bitstreams: 1 CardosoJunior_HelioRebello_M.pdf: 58943023 bytes, checksum: 9c84de7fdd4f3371f9d44a32037038e3 (MD5) Previous issue date: 1992 / Resumo: Não informado / Abstract: Not informed. / Mestrado / Mestre em Filosofia

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Tesis para optar al grado de Magíster en Filosofía / Autor no autoriza el acceso a texto completo de su documento. / La siguiente tesis tiene como objetivo general elucidar las principales posiciones semióticas propuestas por el filósofo franco-argelino Jacques Derrida en textos publicados durante los años sesentas, sobre la base de que aquellos desarrollos no han sido suficientemente explicitados o formalizados. En el cuerpo analítico central la tesis presenta dos capítulos dedicados a los principales ejes de recepción crítica a los cuales Derrida dedica especial atención: La fenomenología de Edmund Husserl y la semio-lingüística estructural de Ferdinand de Saussure. La hipótesis inicial de trabajo propone que –dentro de aquel corpus derridiano– el problema semiótico de la caracterización del signo y el “origen del sentido” no ocupa un lugar accesorio. ¿Qué es el signo, el sentido y la significación según Jacques Derrida? En principio “signo” será un “viejo nombre” que permite deconstruir la metafísica de la presencia, que sistemáticamente ha reprimido y secundarizado toda escritura y significación como recurso técnico, exterior y accidental al lenguaje y el “sentido”. Tal tradición logocéntrica habría definido la conciencia, la verdad y la fenomenalidad a través de un fonocentrismo que declara un maridaje natural entre voz y sentido, palabra y significado. Por lo tanto el concepto de “signo escrito” en general y el movimiento de “significación” han representado un peligro exterior que amenaza usurpar la integridad plena del sentido y la verdad. En dicha dirección Jacques Derrida propone, críticamente, una generalización radical de la noción de escritura, donde sería más bien una archi-escritura la que originariamente ha hecho posible toda diferencia y oposición binaria, toda verdad e idealidad, etcétera. Donde, además, el rendimiento de la recepción de la semiótica peirceana tendrá como resultado una re-configuración del concepto de signo como “huella” y de la significación como reenvío y remisión sígnica, fuera de toda arqueo-teleo-logía del sentido: proceso ininterrumpido de semiosis, sin origen ni fin. En última instancia, esta formalización de la problemática semiótico-semiológica nos permite reinterpretar la noción de “textualidad” que subyace en todos estos planteamientos mediante el análisis de su célebre y enigmática frase: «no hay fuera-de-texto». Sin embargo, ¿Cuáles son los alcances y límites críticos de aquellas posiciones, tanto para la propia disciplina semiótica, como para algunos planteamientos más tardíos –presuntamente más políticos– del filósofo?

As a result of rapid industrialization, urbanization and immigration, Canada underwent great social and economic changes in the final years of the nineteenth and the early years of the twentieth centuries. These changes affected many dimensions of Canadian life including those of agriculture and education. The hypothesis of this study is that no Canadian during this period contributed more to change in these two areas than James Wilson Robertson, 1857-1930. This thesis, biographical in form and chronological in development, examines and analyses Robertson's career in agriculture and education from the time he emigrated from Scotland at the age of seventeen. He embarked on his first job as a cheesemaker in Western Ontario at a time when too little Canadian cheese reached first quality. By turning out from his factories a product which sold well in foreign markets, Robertson demonstrated that Canadians could find a large market for prime grades of cheese. The consequent interest in his methods presented Robertson with the opportunity to display and propagate those better dairying practices which, as they gradually overcame the conservatism of local dairymen, produced improvements in both the quality and quantity of Canadian cheese. His initiative brought Robertson a rapid succession of promotions, from managing dairy cooperatives, to Professor of Dairying at Ontario Agricultural College, and finally, in 1890, to the newly created post of Dominion Commissioner of Dairying which was later extended to include agriculture. During these years Robertson taught students, developed travelling dairies, issued informative bulletins, and encouraged legislation governing standards of quality. In discussion and print he lauded the virtues of country life, preached the gospel of excellence and taught the principles of cooperation. Through a wide variety of educational techniques and devices, and with the aid of a competent staff, he regenerated Canadian agriculture, showed farmers how to exchange a subsistence wage for a decent profit, and brought about a dramatic increase in agricultural exports. In achieving prestige for Canada abroad, he also gained a national and an international reputation for himself. Robertson firmly believed and constantly reiterated that agriculture and education were the nation's most profitable and beneficial forms of investment. By the early years of the twentieth century, having proved the value of agricultural education to adults, Robertson turned his attention to the rural young. At this point in his career, his ideas coincided with those of Sir William Macdonald, millionaire benefactor of higher education. A fortuitous meeting between the two led to a plan for the improvement of rural life and education called the Macdonald-Robertson Movement. This scheme combined elements from two prevailing educational philosophies: that which tried to apply in the classroom pedagogical principles deduced from research in child psychology and the social sciences, and the other which called for a more practical and less "bookish" curriculum in order to prepare young Canadians for life in an intensely technological and competitive age. Sustained by Sir William's money and Robertson's enthusiasm and drive, the Macdonald-Robertson Movement (later known as the Macdonald Movement) provided school authorities, and the public with practical examples of the new educational ideas. They funded three-year demonstrations of manual training, nature study, school gardens, and school consolidation. In addition, Sir William endowed two teacher-training establishments, the Macdonald Institute in Guelph and Macdonald College of McGill University to train the leaders needed for rural regeneration. Robertson became the principal of the latter institution. The successes and failures, contemporary opinion and present ramifications of the Macdonald Movement form a large part of the study. During his lifetime Robertson achieved wide professional recognition. The Dominion Education Association elected him its president. The Federal Government appointed him to the Commission of Conservation and made him chairman of the Royal Commission on Industrial Education and Technical Training. In 1913, this Commission issued its remarkable report, a landmark in Canadian educational history, which formed the basis for Federal Government involvement in provincial technical education. The thesis concludes with a summary of contemporary impressions of Robertson, a description of his war-time and other public and private activities, an enumeration of the honours he gained and a survey of subsequent historical writing in which his work is cited. / Education, Faculty of / Graduate

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