Esta investigación tiene como tema de estudio las descripciones del sintagma nominal artículo determinado + nombre propio de persona que figuran en las gramáticas de la Real Academia Española (RAE). El objetivo principal de esta investigación es analizar y describir los criterios lingüísticos y/o extralingüísticos sobre los que se basan los gramáticos de esta institución para realizar estas descripciones. El corpus de esta investigación comprende las primeras ediciones de las gramáticas de la Academia. De manera complementaria, se revisan otras fuentes gramaticales que abordan el sintagma en estudio. Los resultados de esta investigación muestran que en las primeras gramáticas se presentan descripciones prescriptivas explícitas, mientras que las últimas gramáticas no mantienen estas prescripciones, pero sí constataciones de uso de este sintagma asociadas con un grupo de hablantes que hacen uso de variedades específicas del español. Asimismo, se pudo constatar que la RAE no tiene una concepción descriptiva uniforme y clara en sus gramáticas ni en sus diccionarios ni en otros textos codificadores. Finalmente, las fuentes complementarias revisadas muestran que el sintagma en estudio tiene varios usos según los contextos discursivos en los que se presenta, y el artículo determinado que encabeza el sintagma en cuestión tiene otros usos o funciones diferentes a las que figuran generalmente en las gramáticas de español.

This research set out to explore the relationship between autistic individuals and music. Current research on autism and music education focuses primarily on the accounts of teachers, parents, and other stakeholders, and does not center autistic voices. The following research questions guided this study: (1) What can we learn from autistic adults, specifically those still involved in music, about their lifelong experiences in music and music education? (2) What insight can we gain from these experiences to create more inclusive environments for autistic individuals? To answer these questions, autistic adults who self-identified as still involved in music completed a short questionnaire. Of interested respondents, participants were recruited who represented a wide range of current music involvement and demographics. Interviews were conducted, and main themes emerged in the K-12 setting and beyond. These themes identified include ableism within academia, autistic traits manifesting in and often becoming barriers to music participation, counteracting stereotypes of autism, hyperfocus and hyperfixation, and having a special connection with music. Participants also provided advice to music educators on how to better support autistic students in the classroom. Recommendations based on their experiences and advice are provided.

The dissertation investigates gender inequalities in Italian academia concerning career progression and tenure, and how these inequalities intersect with parenthood and fertility. Structured around three empirical chapters, it examines the impact of parenthood on men's and women's academic careers and how academic progression influences men's and women's fertility behaviour. The research uses an extensive empirical dataset, including administrative records of PhD holders and unique primary data collected from Italian academics. Advanced regression-based techniques and event history analysis are applied to analyse the data. The first chapter focuses on the academic journey from PhD to employment, assessing potential gender differences in career choices. The second chapter examines gender differences in academic progression in terms of the time elapsed between obtaining a PhD and being appointed to different academic positions, assessing the role of fertility in contributing to gender disparities. The third chapter aims to understand how academic careers shape the fertility behaviour of academic women and men. The findings shed light on the complex interplay between gender, parenthood and academic careers, revealing significant challenges faced by women in academia, particularly in terms of career progression and balancing fertility decisions.

Yes / Human Resource Directorate

Yes / Purpose – The purpose of this paper is to understand the factors that determine the knowledge exchange intention and behavioural nature of academics by the help of social media tools in the Indian higher education. Design/Methodology/Approach – This study has used Valance – Instrumentality – Expectancy (VIE) theory to determine the knowledge exchange behaviour of academics. The study has considered the effect of Knowledge Contributor (KC) and Knowledge Seeker (KS) as moderators. The model has been validated by using a survey with 320 usable respondents. Findings – The results highlight that if the stakeholders of higher education institutions feel the deficits of knowledge exchange, they realise importance of knowledge sharing and use social media to increase effect of knowledge exchange. Besides, perceived usefulness impacts on the use of social media for knowledge exchange by the concerned stakeholders. Moreover, it is observed that experience of the use of social media impacts the use of this tool for knowledge exchange. Theoretical Implication – The use and application of VIE theory has successfully been able to interpret the factors affecting the use of social media for knowledge exchange in the higher education institutions. The use of VIE theory has also been able to explain the proposed model better as the model could achieve a high explanative power (87%). Practical Implication – This study has provided meaningful insights to the practitioners or policymakers to realise how the stakeholders of the higher education institutions in India can be motivated to feel the need of sharing of knowledge and how they can use the social media with ease for this purpose. Originality/Value – Not much research has been conducted with regards to the usage of social media as a tool for knowledge sharing in higher education sector in India. In that sense, this study is a novel attempt to undertake such research.

This study aims to examine and observe the discourse around freedom within academia, morespecifically within research pertaining to the choice overload phenomenon. The study isqualitative in nature and would be best described as a discourse,- and ideology analysis. Thestudy observes the current discourse around choice overload and how the phenomenon ispresented and problematized. Furthermore the study aims to examine if there are anyideological influences in this area of research. The studies being analyzed are publishedbetween 2016 to the middle of 2018 and based around the keyword choice overload,. Theresults of this study show that recent research regarding choice overload is in overwhelmingmajority conducted by marketing and hence presented in a market-minded perspective. Thestudy also finds that there seems to exist an indication of two “perspectives” when it comes tothe researchers views on choice overload. In these study these perspectives are categorized byone having a more pragmatic, solution-oriented view in relation to the phenomenon and theother one being more sceptical to its existence at all. The conclusion brings mixed results,whereas while the study shows that there are prevalent tendencies to problematize and presentchoice overload from a profit seeking perspective as opposed to a general societal healthperspective, the controlled nature of the language used in research makes it hard to draw anyconcrete conclusions. The study ends on an encouraging note, leaving suggestions for furthermore in-depth research to contribute to this field of knowledge. / Denna studie syftar till att undersöka och observera diskursen kring valfrihet inom akademia,specifikt inom forskning kring fenomenet choice overload. Denna studie är kvalitativ till sinnatur och kan bäst beskrivas som en diskurs,- och ideologianalys. Studien observerardiskursen kring choice overload och hur fenomenet presenteras och problematiseras. Vidareämnar denna studie att examinera om det förekommer ideologiska strömningar inomforskningsfältet. De studier som analyseras är baserade kring nyckelordet choice overloadoch är publicerade mellan 2016 och första halvan av 2018. Resultaten av denna studie visaratt nylig forskning kring choice overload är dominerad av marknadsföring och därefterpresenterad ur ett marknadsekonomiskt perspektiv. Studien finner även att det tycks existeraen indikation av två olika “perspektiv” när det kommer till hur forskare ser på choiceoverload. I denna studie kategoriseras dessa perspektiv av att ena har en mer pragmatisk ochlösningsorienterad inställning gentemot fenomenet, medan det andra förhåller sig merskeptiska till fenomenets existens. Resultatet av studien är blandat, då fastän studien visar attdet finns tydliga tendenser att problematisera och presentera choice overload ur ettvinst-sökande perspektiv i motsats till ett folkhälso,- och samhällsperspektiv, så förhindrasstudien från att finna konkreta resultat på grund av det kontrollerade språket inom akademiskforskning och problematiken med allmän generalisering. Studien avslutas med förslag förvidare forskning för att bidra till kunskap kring ideologi inom akademia.

[pt] A tese, pelas lentes do pensamento decolonial afrodiaspórico compromissado com a ladino-amefricanidade, possui o objetivo de analisar como a matriz colonial de poder estrutura o pensamento jurídico brasileiro dentro do espaço que, com base no eurocentrismo, imprime autoridade e validade científica a essa produção, ou seja, a academia jurídica. A partir dessas apreciações, examina-se a materialização das colonialidades, incluído a do gênero, do poder, do saber e do ser, refletindo-se sobre a geo(corpo)política do conhecimento no programas de pós-graduação strictu sensu em direito no Brasil, por meio de delineamento do perfil dominante no corpo docente, no corpo discente e dos mecanismos utilizados para fissurar a matriz colonial do poder dentro desse ambiente e/ou para manter pactos narcísicos que estruturam a(s) colonialidade(s). Em que se utilizou uma pesquisa multinível, quantitativa-qualitativa, na parte quantitativa mapeou-se o perfil docente e discente dos PPGDS, com base nos dados oficiais constantes na plataforma Sucupira e na parte qualitativa, por meio da análise dos documentos nos sites oficiais dos programas e da aplicação de duas pesquisas surveys – uma realizada com docentes e outra com discentes dos programas, descreve-se e explora-se a composição desses espaços e as estratégias que buscam romper com a modernidade/colonialidade neste campo. / [en] Throughout the lenses of decolonial thinking and committed to amefricanity, the thesis aims to analyze how the colonial global power shapes the Brazilian legal thought within the space that enforces scientific authority and validity on this production based on Eurocentrism, which is the law academy. Through these premisses, it analyzes the materialization of colonialities, including gender, power, knowledge and being, examining the geopolitics of knowledge in the postgraduate programs within law academy in Brazil, using an analysis from the profile of the professors and the students and the mechanisms applied to ensure the colonial global power within that place and /or to maintain narcissistic pacts that structure the coloniality(ies). Using a multi-level, quantative-qualitative research, the quantitative part of the PPGDS teacher and student profile was mapped based on the official data from the Sucupira platform and, on the qualitative part, through the analysis of the documents from the official sites of the programs and the application of two surveys - one applied to professors and the other to students of the programs, both of them which describe and explore the composition of these spaces and the strategies that seek rupture with modernity /coloniality in this field. / [es] La tesis, por las lentes del pensamiento decolonial afrodías comprometido con la ladino-amefricanidad, tiene el objetivo de analizar cómo la matriz colonial de poder estructura el pensamiento jurídico brasileño dentro del espacio que, con base en el eurocentrismo, imprime autoridad y validez científica a esa producción, es decir, la academia jurídica. A partir de esas apreciaciones, se examina la materialización de las colonialidades, incluida la del género, del poder, del saber y del ser, reflejándose sobre la geopolítica del conocimiento en los programas de postgrado strictu sensu en derecho por medio de delineamiento del perfil dominante en docente, en el discente y de los mecanismos utilizados para fisurar la matriz colonial del poder dentro de ese ambiente y/o para mantener pactos narcísicos que estructuran la (s) colonialidad (s). Se utilizó una investigación multinivel, en la parte cuantitativa se mapeó el perfil docente y discente de los PPGDS, con base en los datos oficiales constantes en la plataforma Sucupira y en la parte cualitativa, por medio del análisis de los documentos en los sitios oficiales los programas y la aplicación de dos encuestas encuestas -una realizada con docentes y otra con dicentes de los programas, se describe y explora la composición de esos sitios y las estrategias que buscan romper con la modernidad / colonialidad en este campo.

This phenomenological study investigated the transition experiences of clinical respiratory therapists who pursued second careers as respiratory faculty. Situated Learning Theory and Workplace Learning Theory were the frameworks for interviews with 11 second career respiratory faculty who had taught fewer than five years in baccalaureate degree programs. The goal of this study was to identify the major themes of their experiences. Thematic analysis revealed five common experiences: under-preparation, challenges, overwhelmed feelings, personal responsibilities, and rewards. The common theoretical framework for all participants was the critical need to understand their communities of practice within their organizations. From this study, respiratory department chairs and administrators may better understand the challenges and needs of clinical therapists as they transition into faculty positions. Positive experiences such as improved orientations and continued effective faculty support may promote a more rewarding and long-term practice.

Recent decades have seen greater focus, both national and global, on universities’ role in boosting economic growth. Besides teaching and conducting research, universities are urged to contribute directly to the economy by commercialising research findings and interacting with industry. This thesis explores the dynamics and effects of such interplay by concentrating on a particular case of interaction involving Uppsala University, Uppsala University Hospital and a large multinational corporation. More specifically, the aim of the study was to investigate how use of science and value creation from science are affected when actors belonging to disparate spheres interact closely. The thesis recounts the evolution of the Uppsala PET Centre, established as a University research institute in 1989, which has served both as a site for pre-clinical and clinical research and as an important resource in routine clinical work. The whole Centre was commercialised when a large firm acquired it in 2002, only to be decommercialised and returned to the University and the University Hospital less than a decade later. Using a network perspective, this thesis analyses the journey of the Uppsala PET Centre by studying interfaces between physical and organisational resources. The basic argument is that to understand the effects of inter-sphere interaction on science use, one must consider the materiality of science and differences between the interacting actor spheres in terms of preferences, norms and goals – ‘schemes of valuation’ in the present work. The study shows that the materiality of science has a restrictive impact on flexibility of science use, and different actors’ simultaneous use of science is therefore severely constrained. Because of these constraints, the actor spheres involved struggle to control physical scientific resources in ways aligned with their particular schemes of valuation. Sharing, turn-taking and efforts to separate overlapping use contexts become the means of managing the restricted scope for science use. Further, this thesis demonstrates that while interfaces containing physical resources are controllable and always result in some kind of value (albeit not necessarily on the scale expected), the outcomes of combinations of organisational resources connected with disparate schemes of valuation are impossible to anticipate and control. The thesis concludes that there are reasons to rethink our expectations of the short-term economic and social effects of university–industry interaction, a complicated affair that encompasses opportunities and unforeseeable challenges alike.

Pablo Minguet y Yrol's Academia Musical of 1752, M891 in the Bíblioteca Nacional of Madrid, is a loosely organized collection of tutors for thirteen musical instruments: guitar, tiple, mandola, cittern, bandurria, psaltery, clavichord [i.e., keyboard], organ, harp, violin, transverse flute, recorder, and flageolet. The tutors concerning the guitar and related instruments are by far the most comprehensive; topics covered include basic playing technique, figured-bass accompaniment, and notation, both mensural and tablature. Most musical examples are given in both types of notation. The thesis is a complete translation of the Academia Musical, including the texts of the illustrations, with an introductory commentary giving the historical background of music education in eighteenth-century Spain, a brief review of European musical-instrument tutors in general, and an analysis of Minguet's tutors in particular.