The purpose of the study was to examine categories of self-actualization and specific biographical and developmental factors from the data on 225 individuals selected from top and middle management by psychologists with Rohrer, Hibler and Replogle, international firm of management consultants. The investigation was designed to determine if differences existed for the two groups.

Det råder i forskningslitteraturen inga tvivel om att dagens unga har blivit särskilt berörda av den omfattande digitaliseringen i samhället. I skolan visar sig detta extra tydligt, där undervisningen i allt större utsträckning använder sig av digitala verktyg för att bemöta digitaliseringen. Denna undersökning har syftat till att undersöka och analysera hur några elever och lärare upplever relationen mellan medborgarfostran och digitalisering i samhällskunskapsundervisningen på gymnasiet. För detta ändamål har sex elever och sex lärare från gymnasieskolan blivit intervjuade. Med hjälp av hermeneutisk tolkningsmetod har intervjuerna analyserats med teoretisk utgångspunkt i dels begreppen actualizing citizenship respektive dutiful citizenship samt dels lärandeperspektivet konnektivism. I resultaten framträder upplevelser som indikerar att relationen mellan medborgarfostran och digitalisering i undervisningen handlar om elevers digitala informationsinhämtning, vilket upplevs vara förbundet med ett aktivt samhällsdeltagande. Med informanternas utsagor i utgångspunkt har digitaliseringen även tagit sig uttryck i att elevernas samhällsorientering har kommit att bli avsevärt intressestyrd till följd av att individens preferenser exponeras bland en mångfaldig representation av forum på internet. Studiens lärarinformanter befarar emellertid att detta kan komma att äventyra elevers universella samhällsintressen.

Cette thèse propose une approche explicative de la « concordance des temps » en espagnol médiéval grâce à l'apport de la théorie des modes développée par Gilles Luquet. Nous avons tout d'abord synthétisé les apports des grammaires et des linguistes sur ce phénomène syntaxique. Mais la controverse toujours en vigueur sur l'existence d'une règle – la « new rule » de Jerzy Kowal date de 2007 –, ses contradictions et ses insuffisances (exemples « non concordants ») sont autant de facteurs qui nécessitent de repenser les paramètres qui conditionnent véritablement le choix des formes verbales. Les exemples, issus de corpus informatisés, ont été classés selon la terminologie traditionnelle entre subordonnées substantives, adjectives et adverbiales. Nous avons cherché à déterminer les raisons qui sous-tendaient l'alternance, l'émergence ou la disparition de certaines formes verbales. L'analyse des variations – diachroniques, diaphasiques, diastratiques et diatopiques – est également au cœur de cette étude. L'approche quantitative a pour objectif de déterminer la représentativité des occurrences et la fiabilité des évolutions constatées.Il ressort de cette étude que le locuteur médiéval n'était pas plus contraint à une « concordance des temps » fondée sur un accord mécanique que le locuteur d'aujourd'hui. Il pouvait au contraire (in)actualiser les éléments de son discours en fonction de sa visée discursive. / This thesis provides an explicative case study method to explore the "sequence of tenses" in Old Spanish thanks to the theory of moods developed by Gilles Luquet.We first examined the contributions of grammars and linguists on this syntactic phenomenon. Nevertheless, the ongoing controversy on the existence of a rule – the 2007 "new rule" proposed by Jerzy Kowal –, its contradictions and weaknesses ("violations") are all factors that make it essential to rethink the criteria that determine verbal forms. The collected data, drawn from linguistic databases, were classified according to the traditional terminology of embedded clauses : substantive, adjective and adverbial clauses. We attempted to determine the factors underlying the alternation, the emergence or disappearance of certain verbal forms. Variations – diachronic, diaphasic, diastratic and diatopic variations – were also analyzed. Statistics were used to fix the magnitude of the patterns and to guarantee the reliability of the observed evolutions.This study reveals that the medieval speaker wasn't more governed by a ''sequence of tenses'' based on mechanical congruence than the actual speaker. On the contrary, the speaker himself was able to (in)actualize parts of his speech in function of specific communicative purpose.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Esta dissertaÃÃo tem como objetivo investigar, mediante uma perspectiva epistemolÃgica, a noÃÃo de organismo no fieri teÃrico de Carl Rogers. Por fieri entende-se o devir ou o fato que faz uma ciÃncia nÃo ficar estagnada em suas concepÃÃes. Para realizar esta investigaÃÃo foram: identificadas as fases do fieri teÃrico de Rogers; pesquisado o fato de como Rogers concebeu a noÃÃo de organismo; examinados os principiais teÃricos e influÃncias que Rogers reconheceu a este respeito; verificadas as linhas epistemolÃgicas gerais da noÃÃo de organismo em Rogers. Neste trabalho adotou-se uma abordagem epistemolÃgica de pesquisa, inspirada no uso que Jean Piaget fez do mÃtodo histÃrico que, segundo ele, consiste em determinar como procedeu à invenÃÃo de um conceito ou teoria, reconhecendo as ideias que a tornaram possÃvel. O mÃtodo utiliza-se de um sistema dedutivo do que foi levado a imaginar a criaÃÃo da ideia de organismo em Rogers. Foram utilizados como fontes de pesquisa os textos escritos de Rogers e de suas influÃncias. A seleÃÃo destes seguiu o critÃrio de conter aspectos relativos à concepÃÃo organÃsmica de Rogers. Como resultado, ficou evidente que Rogers foi um pensador ligado Ãs questÃes de sua Ãpoca. Ele assimilou e elaborou, com suporte em sua experiÃncia com essas influÃncias, uma concepÃÃo organÃsmica que integrou as dimensÃes da personalidade (eu), sociedade (inter-elaÃÃes) e natureza (cosmos). Em cada fase do seu pensamento, Rogers indicou as seguintes influÃncias para essa concepÃÃo: (1) no aconselhamento nÃo-diretivo o funcionalismo-pragmatismo dos Estados Unidos e a psicanÃlise neofreudidana de Rank, Horney e Sullivan; (2) na terapia centrada no cliente repetem-se as influÃncias anteriores acrescidas do cientificismo estadunidense e sua Psicologia aplicada, a Psicologia da Gestalt, Kurt Lewin, a filosofia educacional, social e polÃtica estadunidense e os teÃricos da personalidade; (3) na transiÃÃo entre terapia centrada no cliente e abordagem centrada na pessoa - o impacto do conceito de experienciaÃÃo de Gendlin, as experiÃncias com grupos, a atuaÃÃo no campo da educaÃÃo, as reflexÃes de perspectivas alternativas Ãs ciÃncias do comportamento e os estudos sobre organismo e auto-realizaÃÃo de Goldstein, Maslow, Angyal e alusÃes a Whyte; (4) na abordagem centrada na pessoa â se acresce aos estudos de organismo e auto-realizaÃÃo, as pesquisas de Szent-Gyoergy, e a emergÃncia do paradigma sistÃmico e holÃstico de Capra, Prigogine e Maruyama. Considera-se que à possÃvel traÃar uma nova inelegibilidade de Rogers com base em noÃÃo de organismo. Por esta à possÃvel pensar no avanÃo de uma abordagem cosmolÃgica da pessoa que nÃo se restringe somente à personalidade. Percebe-se que Rogers deu pistas de como desenvolver um solo cientÃfico para a abordagem centrada na pessoa, com arrisco paradigma emergente de ciÃncia contemporÃnea. / This master thesis proposes an epistemological inquiry within the concept of Organism as developed along the theoretical fieri of Carl Rogers. This fieri is hereby taken as representative of what to be made or to become in a science not arrested by its own previous conceptions. As to advance this research: it has been identified the phases among the theoretical fieri of Carl Rogers; the understanding of Rogers concerning the Organism as presented in each of his intellectual phases; considered the main theorists and academic influences Rogers recognized upon his own work; made explicit the broader epistemological frameworks which informed Rogers understanding of Organism. This thesis has been inspired by the historical-method developed by Jean Piaget as an epistemological approach for scientific research which focus on recognizing the ideas that have supported the development of a concept or a theory. This methodology was based in a deductive formulation as for what may have grounded the notion of Organism as formulated in the original texts as well as from those who were theoretically influential on Rogers system. Coming from a selection of those pieces of work explicitly referring to the concept of Organism, we may infer Rogers was profoundly part of this cultural moment. Not only restricted to assimilating and elaborating these diffused influences at his experience, his Organismic conceptualization turned possible the integration of different dimensions as such Personality (I/Me), Society (interrelations) and Nature (Cosmos). At each stage of his thought, Rogers indicated the following influences on the construction of that conception: (1) in non-directive couseiling â the functionalism-pragmatism north american and new psychoanalysis of Rank, Horney and Sullivan; (2) in client-centered therapy â repeat the previous influences and increases scientism and its north american applied Psychology, Gestalt Psychology and Kurt Lewin, educacional, social and politic philosophies, and theorists of personality; (3) in transition from client-centered therapy and person-centered approach, the impact of the experiencing concept of Gendlin, experience with groups, the performance in education, reflections of alternative perspectives and behavioral sciences and studies on organism and self-actualization Goldstein, Maslow, Angyal and allusions to Whyte; (4) in person-centered approach, it adds to studies of organism and self-actualization, the research of Szent-Gyoergy and the emergency of Capra, Prigogine and Maruyama systemic paradigm and holistic. This present thesis led us to reveal a new intelligibility traced with Rogers notion of Organism where emergency a cosmological approach for the person which does not restrain itself to the Personality. We understood Rogers was tracking his person-centered academic ground largely dependent on the new findings of the emergent contemporary science.

Les critiques littéraires, dans la dernière partie du 20ème siècle, ont tenté de définir la place occupée par le lecteur au sein de la création littéraire. Abordée sous différents angles (cognitif, culturel, psychanalytique, anthropologique, sociologique, linguistique, esthétique), l'activité du lecteur comme récepteur de l'œuvre est maintenant décrite avec finesse, maintes fois observée pour mieux cerner les conditions dans lesquelles s'organise cette réception. A la suite de ces travaux, la recherche en didactique interroge, elle aussi , la façon dont le lecteur en formation peut installer une relation intime à la littérature et acquérir une posture lui permettant d'entrer dans le jeu auquel le convie l'œuvre littéraire par essence pour s'approprier le texte littéraire, l'actualiser et tirer un bénéfice personnel de ses lectures.Nous pensons que ces postures de lecteurs, pour l'instant décrites à partir de modèles de lecteurs experts, peuvent aussi faire l'objet d'un enseignement simultané à celui d'une acquisition rigoureuse de l'apprentissage de la lecture. Pour répondre à cette problématique, la thèse a défini un cadre épistémologique qui s'appuie d'une part sur les modèles de théorisation du lecteur proposés par Michel Picard et Vincent Jouve, d'autre part sur les recherches en didactique de la littérature renouvelant son enseignement en prenant en compte le lecteur comme sujet. La dimension exploratoire de la recherche, qui compare deux modalités d'apprentissage, a permis de mettre en évidence- les différentes procédures que les élèves mettent en œuvre pour comprendre et investir les textes,- les représentations concernant la lecture qu'ils construisent en fonction des contextes d'apprentissage,- les conditions nécessaires à la mobilisation de leur subjectivité pour construire une lecture participative et/ou distanciée.La recherche aura permis, en outre, de proposer quelques hypothèses pour construire un début de modélisation des instances de lecture à l'œuvre chez l'apprenti lecteur. / In the last decades of the twentieth century, literary critics strove to define what place to give the reader amidst the process of literary creation. Scrutinized under different angles (cognitive, cultural, psychoanalytical, anthropological, sociological, linguistic, aesthetic), the activity of the reader as recipient of a given work has now been described with accuracy, observed again and again to better fathom the conditions in which this reception takes place. In the wake of these studies, didactic research also questions the way a reader in-training can set up an intimate relationship to literature and grow into a position which allows him/her to enter the game -to which a literary work quintessentially invites him/her- in order to assimilate the literary text, to actualize it and draw personal benefit from his/her readings.We believe the various reader positionings, so far described only from the models of expert readers, can also be taught, simultaneously with the rigorous acquisition of reading skills. To tackle this issue, this thesis has defined an epistemological framework based, on the one hand, upon Michel Picard and Vincent Jouve's models of theorization of the readership, and on the other hand, upon research in literature didactics which have renewed the way of teaching it by taking into account the reader as subject. The exploratory dimension of this research which compares two types of learning has permitted to find out-the different processes implemented by pupils to understand and invest the texts-the representations concerning reading that they build according to different learning situations-the conditions necessary to the mobilization of their subjectivity in building a participatory and/or distanciated reading.This research will also have permitted to suggest a few hypotheses aimed at building the bases of the modelization of the reading processes at work for the reader in-training.

CASTELO BRANCO , Paulo Coelho. A noção de organismo no fieri teórico de Carl Rogers: uma investigação epistemológica. 2010. 160 f. Dissertação (Mestrado em Psicologia) – Universidade Federal do Ceará, Departamento de Psicologia, Programa de Pós-Graduação em Psicologia, Fortaleza-CE, 2010. / Submitted by moises gomes (celtinha_malvado@hotmail.com) on 2012-04-10T18:22:09Z No. of bitstreams: 1 2010_dis_PCCBranco.PDF: 1879787 bytes, checksum: ce2d5601a592cf4bb749f22f06f8ca83 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-04-17T11:12:37Z (GMT) No. of bitstreams: 1 2010_dis_PCCBranco.PDF: 1879787 bytes, checksum: ce2d5601a592cf4bb749f22f06f8ca83 (MD5) / Made available in DSpace on 2012-04-17T11:12:37Z (GMT). No. of bitstreams: 1 2010_dis_PCCBranco.PDF: 1879787 bytes, checksum: ce2d5601a592cf4bb749f22f06f8ca83 (MD5) Previous issue date: 2010 / This master thesis proposes an epistemological inquiry within the concept of Organism as developed along the theoretical fieri of Carl Rogers. This fieri is hereby taken as representative of what to be made or to become in a science not arrested by its own previous conceptions. As to advance this research: it has been identified the phases among the theoretical fieri of Carl Rogers; the understanding of Rogers concerning the Organism as presented in each of his intellectual phases; considered the main theorists and academic influences Rogers recognized upon his own work; made explicit the broader epistemological frameworks which informed Rogers´ understanding of Organism. This thesis has been inspired by the historical-method developed by Jean Piaget as an epistemological approach for scientific research which focus on recognizing the ideas that have supported the development of a concept or a theory. This methodology was based in a deductive formulation as for what may have grounded the notion of Organism as formulated in the original texts as well as from those who were theoretically influential on Rogers´ system. Coming from a selection of those pieces of work explicitly referring to the concept of Organism, we may infer Rogers was profoundly part of this cultural moment. Not only restricted to assimilating and elaborating these diffused influences at his experience, his Organismic conceptualization turned possible the integration of different dimensions as such Personality (I/Me), Society (interrelations) and Nature (Cosmos). At each stage of his thought, Rogers indicated the following influences on the construction of that conception: (1) in non-directive couseiling – the functionalism-pragmatism north american and new psychoanalysis of Rank, Horney and Sullivan; (2) in client-centered therapy – repeat the previous influences and increases scientism and its north american applied Psychology, Gestalt Psychology and Kurt Lewin, educacional, social and politic philosophies, and theorists of personality; (3) in transition from client-centered therapy and person-centered approach, the impact of the experiencing concept of Gendlin, experience with groups, the performance in education, reflections of alternative perspectives and behavioral sciences and studies on organism and self-actualization Goldstein, Maslow, Angyal and allusions to Whyte; (4) in person-centered approach, it adds to studies of organism and self-actualization, the research of Szent-Gyoergy and the emergency of Capra, Prigogine and Maruyama systemic paradigm and holistic. This present thesis led us to reveal a new intelligibility traced with Rogers´ notion of Organism where emergency a cosmological approach for the person which does not restrain itself to the Personality. We understood Rogers was tracking his person-centered academic ground largely dependent on the new findings of the emergent contemporary science. / Esta dissertação tem como objetivo investigar, mediante uma perspectiva epistemológica, a noção de organismo no fieri teórico de Carl Rogers. Por fieri entende-se o devir ou o fato que faz uma ciência não ficar estagnada em suas concepções. Para realizar esta investigação foram: identificadas as fases do fieri teórico de Rogers; pesquisado o fato de como Rogers concebeu a noção de organismo; examinados os principiais teóricos e influências que Rogers reconheceu a este respeito; verificadas as linhas epistemológicas gerais da noção de organismo em Rogers. Neste trabalho adotou-se uma abordagem epistemológica de pesquisa, inspirada no uso que Jean Piaget fez do método histórico que, segundo ele, consiste em determinar como procedeu à invenção de um conceito ou teoria, reconhecendo as ideias que a tornaram possível. O método utiliza-se de um sistema dedutivo do que foi levado a imaginar a criação da ideia de organismo em Rogers. Foram utilizados como fontes de pesquisa os textos escritos de Rogers e de suas influências. A seleção destes seguiu o critério de conter aspectos relativos à concepção organísmica de Rogers. Como resultado, ficou evidente que Rogers foi um pensador ligado às questões de sua época. Ele assimilou e elaborou, com suporte em sua experiência com essas influências, uma concepção organísmica que integrou as dimensões da personalidade (eu), sociedade (inter-elações) e natureza (cosmos). Em cada fase do seu pensamento, Rogers indicou as seguintes influências para essa concepção: (1) no aconselhamento não-diretivo o funcionalismo-pragmatismo dos Estados Unidos e a psicanálise neofreudidana de Rank, Horney e Sullivan; (2) na terapia centrada no cliente repetem-se as influências anteriores acrescidas do cientificismo estadunidense e sua Psicologia aplicada, a Psicologia da Gestalt, Kurt Lewin, a filosofia educacional, social e política estadunidense e os teóricos da personalidade; (3) na transição entre terapia centrada no cliente e abordagem centrada na pessoa - o impacto do conceito de experienciação de Gendlin, as experiências com grupos, a atuação no campo da educação, as reflexões de perspectivas alternativas às ciências do comportamento e os estudos sobre organismo e auto-realização de Goldstein, Maslow, Angyal e alusões a Whyte; (4) na abordagem centrada na pessoa – se acresce aos estudos de organismo e auto-realização, as pesquisas de Szent-Gyoergy, e a emergência do paradigma sistêmico e holístico de Capra, Prigogine e Maruyama. Considera-se que é possível traçar uma nova inelegibilidade de Rogers com base em noção de organismo. Por esta é possível pensar no avanço de uma abordagem cosmológica da pessoa que não se restringe somente à personalidade. Percebe-se que Rogers deu pistas de como desenvolver um solo científico para a abordagem centrada na pessoa, com arrisco paradigma emergente de ciência contemporânea.