In this study I explored the research questions, how do students understand membership in a community and the responsibilities of our various locations and what pedagogical rationales and practices move students from awareness of social injustice towards acting to transform the societal structures that reinforce injustice? This project engaged in a critical and classroom action research using ethnographic tools with a class of Grade 7 students from a Vancouver elementary school. The purpose was to create spaces in curriculum for student initiated social justice oriented actions while testing a pedagogy founded in student inquiry, criticality and praxis. This was an experiment in applying critical discourse to instructional design. While teaching about social justice issues, the teacher- researcher sought to employ the principles of social justice in the pedagogy as well as the methodology of this study. The methodology sought to be consistent with the principles of social justice through attempting to create a collaborative critical research cohort with students through using data collection to foster a dialogic relationship between teacher- researcher and students. The data collection was in the forms of teacher and student generated fieldnotes, a communal research log, photography, questionnaires, interviews and written reflections. The findings from this research were analyzed through the themes of teacher tensions, constructs of student and teachers, and resistance. The analysis of the data provided opportunities for identifying power dynamics within the concepts being critiqued, exploring the makings of the cognitive unconscious and entering into a dialogic relationship with students about official and hidden curricula. Conclusions drawn from this research included that the experiment of teaching and researching for social justice in a socially just manner requires not only a grounding in theory and an awareness of the normative discourse, but an investigation of and critical reflection on those social constructions of teacher and student that are deeply embedded in the collective cognitive unconscious of the classroom. Teacher tensions and student resistance are productive as they provoke awareness of these constructions and their effects on the classroom. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

La recherche consiste dans l’observation de l’action des travailleurs associatifs en quartiers dits sensibles. Elle vise à dégager les éléments de l’expertise qui assurent, en situation, la justesse et l’acceptabilité de l’action entreprise. Elle s’intéresse au processus de territorialisation du travail associatif, qui permet au secteur de revendiquer une position d’expert local. Des entretiens avec les personnes engagées sur le terrain sont utilisés pour identifier les situations caractéristiques du travail associatif et les enjeux des interactions locales avec les usagers. Ces entretiens sont le moyen de préciser des modes d’engagement des personnes (dévouement, militantisme, etc.) et les orientations éthiques et politiques qu’elles revendiquent (pédagogie, etc.). La thèse rend compte de la manière dont les travailleurs associatifs assument, tout en adoptant une attitude réflexive et critique à l’égard de leur action, une fonction de normalisation du territoire. Cette normalisation du territoire s'entend dans un double sens : 1) de contrôle social qui encadre les pratiques et comportements des individus (dimension de normativité) et 2) au sens de rendre ordinaire ces territoires stigmatisés, dimension qui repose alors sur la valorisation du positif de ces quartiers pour contrebalancer l'image dominante des quartiers populaires (dimension de normalité). La thèse montre comment le processus de professionnalisation enclenché par le secteur associatif des territoires dits sensibles a permis aux travailleurs associatifs de légitimer leur action et de valoriser de nouvelles compétences. Ils peuvent, ce faisant, accéder à une nouvelle forme de qualification, telle que l’ingénierie sociale. / This research deals with the observation of the  role of French non-profit organization workers, employed or volunteers, operating in the so-called  “sensitive neighbourhoods”. It aims at identifying the different knowledge and  skills which justified their expertise in situation and ensured its  recognition by the authorities. A special attention is given to the  territorialisation’s process which authorizes these workers to claim for a  position of “community expert”. Interviews with members are the means to identify the typical situations of the community work in an urban context and the  ethical and technical stakes of the interactions with the inhabitants. Put in relation with recurrent professional debates, they  help to precise the individual gestion of  the personal commitment  required by the action (vocation, gift, militancy, etc.) and the different  conceptions of the community service (care, training, empowerment, etc). The thesis shows how non-profit organisation workers act to contribute to the normalization of the urban area they are operating in. This normalization  has two meanings : 1) to get a better self control of their individual  behaviour by the inhabitants (a sense of normativity)  and 2) to help a  stigmatized urban area to win  the image of a normal neighbourhood (an  image of normality). The thesis enlightens the contemporary process  of professionalization engaged by the community workers of the “sensitive  neighbourhoods” and its contribution to the formalization of new competences,  leading to the recognition of  new occupations, such as “social  engineer”.

Davis and Januszkiewicz introduced in 1981 a family of compact real manifolds, the Quasi-Toric Manifolds, with a group action by a torus, a direct product of circle (T) groups. Their manifolds have an orbit space which is a simple polytope with a distinct isotropy subgroup associated to each face of the polytope, subject to some consistency conditions. They defined a characteristic function which captured the properties of the isotropy subgroups, and showed that their manifolds can be classified by the polytope and characteristic function. They further showed that the cohomology ring of the manifold can be written down directly from properties derived from the polytope and the characteristic function. This work considers the question of how far the circle group T can be replaced by the group of unit quaternions Q in the construction and description of quasi-toric manifolds. Unlike T, the group Q is not commutative, so the actions of Q n on the product H n of the set of quaternions using quaternionic multiplication are studied in detail. Then, in direct analogy to the quasi-toric manifolds, a family of compact real manifolds, the Quoric Manifolds, is introduced which have an action by Q n, and whose orbit space is a polytope. A characteristic functor is defined on the faces of the polytope which captures the properties of the isotropy classes of the orbits of the action. It is shown that quoric manifolds can be classified in a manner similar to the quasi-toric manifolds, by the polytope and characteristic functor. A restricted family, the global quoric manifolds, which satisfy an additional condition are defined. It is shown that an infinite number of polytopes exist in any dimension over which a global quoric manifold can be defined. It is shown that any global quoric manifold can be described as a quotient space of a moment angle complex over the polytope, and that its integral cohomology ring can be calculated, taking a form analagous to that in the quasi-toric case.

In this thesis I argue that emotion is integral to practical rationality, contrary to the dominant tradition that has held that emotions are irrational and dangerous disruptive influences that we’d be better off without. In Chapter 1 I argue that practical rationality consists in doing what one has most normative reason to do, and in Chapter 2 that an agent is practically rational to the extent that she responds to her reasons; this is how she guides her actions in line with the norm of doing what she has most reason to do. This can be done in ways other than by the employment of practical reasoning. In Chapter 3 I argue for a picture of practical reasoning that stands against the division of emotion and rationality. This account makes room for the overwhelming evidence that challenges the traditional view of emotions as the enemy of practical rationality. Chapter 4 gives a brief overview of the philosophical literature of emotions, and their place in practical rationality. In Chapter 5 I argue that emotions provide us with the necessary access to our reasons for action which we need in order to be able to respond to them, and thereby to be practically rational. Further, as I argue in Chapter 6, emotions play vital roles in the process of practical reasoning itself. Thus practical rationality would not be better off without emotion. In Chapter 7 I argue that we should distinguish between two types of incontinent action (acting against ones all things considered judgement about what one has most reason to do) and that one of these – weakness of will – is necessarily irrational, but the other – akrasia – is not. In Chapter 8 I apply my thesis to the question in the practical domain of what it means to ‘lose self-control’ in the context of killing in response to a provocation, which is a defence to murder. I argue that the ‘control’ that is lost is the regulative guiding control characteristic of the reason-responder. Understanding practical agency as reason-responsiveness, and understanding the role that emotions play within it as per my thesis, enables this coherent understanding. Thus I am arguing for neither a pro-emotion nor anti-emotion view of the role of emotion in practical rationality. Emotions should not be seen as either ‘for’ rationality nor ‘against’ rationality: they are simply part of rationality.

We introduce geometrically partial comodules over coalgebras in monoidal categories, as an alternative notion to the notion of partial action and coaction of Hopf algebras introduced by Caenepeel and Janssen. We show that our new notion suits better if one wants to describe phenomena of partial actions in algebraic geometry. We show that under mild conditions, the category of geometric partial comodules is complete and cocomplete and the category of partial comodules over a Hopf algebra is lax monoidal. We develop a Hopf-Galois theory for geometric partial coactions to illustrate that our new notion might be a useful additional tool in Hopf algebra theory. / Doctorat en Sciences / info:eu-repo/semantics/nonPublished

No description available.

The intent of this thesis is to provide an account of the phenomenology of movement that collapses the distinction between mental and physical without the elimination of the mental. There are two main ways in which mental and physical converge in this account. First of all, the type of knowledge involved in learning movement skills is a type of nonpropositional knowledge that is literally embodied in the neuromuscular system of the body. Thus the mental phenomena of knowing-how and thinking how to do movement skills are body-wide phenomena. Furthermore, this type of knowledge is genuinely self-referential, since the knower and known are identical. Second, the phenomenology of self-actuated movement reveals that the self is experienced as a psychophysical unity through the experience of the coherence of action and the proprioception of that action. This is due to the sense of effort provided by sensorimotor integration of the peripheral nervous system. This sense of effort is the direct awareness of physical properties of muscle lengths, tensions, and speeds of contraction, and is thus a genuine psychophysical phenomenon. It is also argued that we enjoy a high degree of epistemic security regarding experiences of this type.

In the year 2016, 65.6 million people were forcibly displaced from their homes. A third of these people are now refugees (UNHCR 2017). As these people seek refuge in other countries, the citizens of the host countries are pushing back with fear of the unknown. In this instance it does not matter to those who fear the other from what the refugees are escaping, nor what it took to get where they are now. An architectural movement is expanding beyond its traditional skills in order to empower those outside of the field to engage with the spatial environments. This opens up the possibility of giving those who have been classified as "other" a voice through a spatial construction. Architectural affect offers an opportunity to create a social commentary through architecture. These sensations are created through the unconscious adaptation of perspective, without the use of cultural symbols (Lavin 2011). In architecture, affect can be fostered with the participation of space and intensified with the interaction between one or more mediums. Through the examination of the experience of refugees who have encountered the fear of "otherness", this thesis looks to translate these memories into an architectural construction that will examine the concept of vocalization through affect and mitigate the fear felt by the host countries. / 0 / SPK / specialcollections@tulane.edu

Enclosed in a glass cube, in the space of the gallery, as an artistic act of being, in the confined space of the mind. The time of interaction and bodily impulses will be recorded on the cube's inner walls. The cube as a means to reveal the hidden territory of existence, a space of imagination and thought which drives one towards fulfillment through direct participation.

No Abstract Available / Dissertation (MA)--University of Pretoria, 2013. / lmchunu2014 / Visual Arts / unrestricted