The aim of this thesis was to investigate and appraise the utility of analogy and explicit instruction for applied sport and physical education settings. The objective for the first study was to explore the acute, short-term impact of analogical and explicit instruction in a dart-throwing task. While previous studies have devoted considerable resources to investigating the effects of verbal instruction on motor learning, this within-subjects study explored the impact of analogical and explicit instruction on motor control. Interestingly, results indicated that analogy and explicit instruction similarly impaired throwing accuracy—in both kinematic and outcome measures—compared to baseline conditions, conflicting with trends observed in the motor learning literature. In the second study, the differential effects of analogy and explicit instructions on early stage motor learning were examined by introducing an explicit light condition—in addition to a traditional explicit condition—that matched the analogy instructions in informational volume. Although analogy learners demonstrated slightly more efficient technique and reported fewer technical rules on average, the differences between groups were not statistically significant. Kinematic analysis, however, did reveal significant differences between conditions in joint variability, which decreased with learning for all groups, but was lowest overall for the analogy learners. For the final study, the thesis investigated the impact of analogy and explicit instruction on adolescent performance (mean age = 12.7 years, SD = 0.4) in a modified high jump task. To date, research in analogy instruction has only included adult participants whose movement tendencies have likely already been shaped by personal or vicarious experiences. Analyses indicated that there were no significant differences between the analogy and explicit participants in technical efficiency or joint variability. The key outcome from this thesis is that there is limited evidence to support the use of analogy instruction over explicit instructional methods in motor learning and motor control situations.

A universalidade do juízo de gosto não tem um princípio objetivo porque não pretende determinar nenhum objeto. Mas para assegurar sua necessidade e escapar da contingência da experiência, ela se ampara no princípio exemplar do senso comum (Gemeinsinn), ou seja, num princípio subjetivo que determina apenas por sentimento, e não por conceito, aquilo que apraz ou não apraz. No entanto, sob a pressuposição de um assentimento universal a respeito do que é belo, a necessidade neste juízo adquire uma representação objetiva baseada no fundamento de nosso sentimento. É na dedução deste fundamento do sensus communis que se concentra nosso esforço nesta dissertação, pois tentaremos mostrar que ela percorre toda a Crítica da Faculdade de Julgar Estética. / The universality of judgement of taste has none objective principle because does not intend to determine any object. Nevertheless, in order to assure its necessity and to escape from the experience\'s contingency, this universality supports itself in exemplary principle of common sense (Gemeinsinn), in other words, in a subjective principle which determines what is pleasure or not, only by feeling and not by concept. Although, under the presupposition of a universal agreement regarding what is beautiful, the necessity in this judgement acquires an objective representation based on our feeling\'s ground. It is in this deduction of this ground of sensus communis that concentrates our effort in this dissertation, because we will try to demonstrate that it courses through the entire Critique of Aesthetic Judgement.

O raciocínio jurídico analógico tem sido visto ora como forma de raciocínio essencial ao Direito, ora como mecanismo pernicioso e arbitrário de tomada de decisões, em prejuízo ao Estado de Direito. O presente trabalho parte da hipótese de que o raciocínio analógico é mecanismo que promove segurança jurídica, e, não, indeterminação. Para sustentar tal ideia, a primeira parte desta discussão apresenta o ponto de vista de diferentes teóricos do direito que procuraram expor ou negar a existência de uma estrutura própria dessa forma de raciocínio. A segunda parte, por sua vez, propõe um balanço acerca dessas perspectivas, identificando-se elementos pertinentes à estrutura do raciocínio analógico e passíveis de análise específica e de crítica, com possibilidade de reformulação ou de melhor compreensão dos pontos colocados em evidência. A terceira parte, por fim, estabelece relação entre raciocínio analógico e coerência, entendendo esta como essencial para compreender de que maneira tal espécie de raciocínio pode promover segurança jurídica; para tanto, discute os conceitos de coerência e de integridade do direito, e, então, propõe que é possível verificar, do ponto de vista prático, relação entre a forma de desenvolvimento de raciocínios analógicos e os institutos jurídicos, de maneira a sustentar, por fim, que a analogia pode constituir mecanismo de segurança jurídica e de densificação do direito. O trabalho conclui que o raciocínio analógico desempenha papel relevante no Estado de Direito, nem sempre percebido como tal. / Analogical legal reasoning has been seen both as a form of reasoning essential to the law and as a pernicious and arbitrary mechanism of decision-making, undermining the rule of law. The present work is based on the hypothesis that analogical reasoning is a mechanism that increases legal certainty, not indetermination. To support this idea, the first part of this discussion presents the point of view of different legal theorists who sought to expose or deny the existence of a proper structure of this form of reasoning. The second part, in turn, proposes a balance on these perspectives, identifying pertinent elements to the structure of analogical reasoning, which are subject to specific analysis and criticism, with the possibility of reformulation or better understanding of the highlighted points. The third part, finally, establishes a relation between analogical reasoning and coherence, understanding this as essential to comprehend how this kind of reasoning can promote legal certainty; for this, it discusses the concepts of coherence and integrity of the law, and then it proposes that it is possible to verify, from a practical point of view, the relationship between the development of analogical reasoning and institutions of law, in order to sustain, lastly, that analogy can constitute a mechanism of legal certainty and densification of the law. This work concludes that analogical reasoning plays a relevant role in the rule of law, not always perceived as such.

nÃo hà / O cotidiano dos alunos à permeado por uma infinidade de assuntos que despertam sua atenÃÃo, exigindo, por parte desses sujeitos, compreensÃo, argumentaÃÃo e tomada de atitudes em relaÃÃo Ãs questÃes envolvidas. A partir dessas concepÃÃes, a ideia de conhecimento e o significado de conceitos por parte dos sujeitos em formaÃÃo, estabelecem relaÃÃes diretas entre os conhecimentos cotidianos e cientÃficos. Nesse sentido, a possibilidade de um conhecimento construÃdo por meio do uso de analogias â sendo estas entendidas como instrumentos entre os conceitos a serem compreendidos e aqueles que jà temos incorporados â torna-se possÃvel. No presente trabalho, escolhemos investigar como os docentes formadores do Curso de Licenciatura em CiÃncias BiolÃgicas da FACEDI compreendem as analogias enquanto instrumento didÃtico de ensino, e como esses se manifestam acerca das potencialidades e da sua utilizaÃÃo no processo formativo de futuros educadores. Muitos estudos tÃm abordado esse tema direcionando o foco para o Ãmbito das escolas bÃsicas e, principalmente, nas CiÃncias, a Ãrea de fÃsica. O mÃtodo de estudo utilizado inseriu a pesquisa numa abordagem qualitativa, do tipo exploratÃria e descritiva, caracterizada como um Estudo de Caso. A coleta dos dados ocorreu no perÃodo de setembro/2012 a abril/2013 e utilizou como instrumentos a entrevista, a anÃlise documental e o levantamento bibliogrÃfico. O locus da pesquisa foi o Curso de Licenciatura em CiÃncias BiolÃgicas da FACEDI, e os sujeitos, docentes efetivos do referido curso. A anÃlise dos dados encontrados envolveu a leitura dos textos enviados pelos sujeitos e a transcriÃÃo de suas entrevistas. Os resultados mostraram que os docentes investigados consideraram a analogia como um instrumento didÃtico relevante nos processos de ensino e de aprendizagem na Ãrea da Biologia. O desconhecimento do conceito formal do tema foi evidenciado quando fizeram referÃncias Ãs analogias, considerando-as erroneamente como metÃforas e/ou exemplos. O uso instintivo pareceu refletir a incerteza dos investigados acerca dos conteÃdos teÃricos que fundamentam o tema das analogias. Assim, verificou-se entre os sujeitos da pesquisa um interesse nÃo apenas pelo uso das analogias na sala de aula, mas tambÃm pelo seu conhecimento de maneira aprofundada, sob o ponto de vista da academia, considerando questÃes teÃricas e metodolÃgicas, como se constituem seus aspectos conceituais e tipolÃgicos, suas possibilidades de uso e de avaliaÃÃo. Para esses docentes, a inserÃÃo do tema nos meios de ensino para a formaÃÃo de futuros professores à uma das possibilidades de tornar o assunto mais conhecido e significativo entre os futuros educadores. Considerou-se, portanto, nesta pesquisa, que a analogia à vista pelos sujeitos investigados, como um instrumento potencializador do ensino de Biologia, e que isso à utilizado de forma recorrente instintiva. AlÃm disso, suas concepÃÃes a respeito das potencialidades desse instrumento didÃtico estÃo, de fato, voltadas para a aceitaÃÃo do mesmo no processo de ensino e de aprendizagem, embora, equivocadamente, quanto à operacionalizaÃÃo dessas. / The quotidian of students is permeated by a multitude of subjects that arouse their attention by requiring understanding, reasoning and taking action on the issues involved. From these notions, the idea of knowledge and the meaning of concepts by individuals in formation, establish direct relations between everyday and scientific knowledge. In this sense, the possibility of knowledge constructed through the use of analogies - being defined as instruments between the concepts to be understood and those who have already built - becomes possible. In the present work, we chose to investigate how the teachers of the Course of Biological Sciences of FACEDI understand analogies as a didactic teaching tool, and how they express themselves about its potentialities and its use in the forming future educators. Many studies have addressed this issue by directing the focus to the scope of the basic schools, and among the Sciences, mainly in the area of physics. The method of study used a qualitative approach, as an exploratory and descriptive technique, characterized as a Case Study. Data collection occurred from September/2012 to April/2013 and used tools like interviews, document analysis and literature survey. The locus of the research was the College Course of Biological Sciences of FACEDI, and subjects were effective teachers of that course. Data analysis involved the reading of texts sent by the subjects and the transcript of their interviews. The results showed that teachers surveyed considered analogy as an important teaching tool in the teaching and learning processes in the field of Biology. The lack of formal concept of this theme was evidenced when they made references to analogies, mistakenly considering them as metaphors and / or examples. Instinctive use seemed to reflect the uncertainty of the investigated teachers about the theoretical content that underlie the subject of analogies. Among the subjects was found an interest not only for the use of analogies in the classroom, but also on their knowledge in a deeper way, from the point of view of academia, considering theoretical and methodological issues, as they are constituted, their conceptual and typological aspects, their possibilities for use and evaluation. For these teachers the inclusion of this topic in the education tools for the formation of future teachers is one of the ways of making the theme most known and important among future educators. Therefore , it was considered in this research that the analogy is seen by the subjects investigated , as a potentiator of teaching biology instrument, and that it is used recurrently and instinctively . And that their views about the potential of this teaching tool are indeed facing the acceptance of the same in the teaching process and learning , though mistakenly as the operationalization of the same.

A partir da premissa de que a ordem constitucional e, no âmbito desta, a ordem constitucional federativa constituem duas ordens jurídicas abertas e, nessa medida, tanto indeterminadas como incompletas, propõe-se um modelo decisório baseado no argumento por analogia como forma de fazer frente tanto ao problema das lacunas normativas como à questão das lacunas de indeterminação presentes naqueles dois sistemas jurídiconormativos, com vistas especialmente a resolver certas questões federativas sem solução constitucional evidente que ocupam o Supremo Tribunal Federal naquelas hipóteses em que normalmente a Corte invoca como postulado para a sua decisão um suposto princípio da simetria. / Based on the assumption that the constitutional order and the underlying federative constitutional order are two open legal orders and, in this sense, are indeterminate as well as incomplete, a decision matrix based on the argument by analogy is proposed. This approach would address the problem of the normative gaps and also the issue of the semantic gaps that exist in the above-mentioned legal systems. In particular, it would help in the resolution of specific federative issues devoid of a clear constitutional solution that are under review by the Brazilian Supreme Court and which are decided by the Court on the basis of a supposed symmetry principle.

Submitted by Fabielle Cheuczuk (fabielle.cheuczuk@unioeste.br) on 2018-10-10T13:35:46Z No. of bitstreams: 2 dissertação thiago f.v. f.m..pdf: 4702304 bytes, checksum: 0d85c481a1d38e7035f19efbaee054c6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-10-10T13:35:46Z (GMT). No. of bitstreams: 2 dissertação thiago f.v. f.m..pdf: 4702304 bytes, checksum: 0d85c481a1d38e7035f19efbaee054c6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-07-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The research referred here aims to identify and re-signify empirical knowledge. Therfore, significance and re-signification of empirical knowledge. Therefore, it was necessary to investigate the historical processes involving the relevant transformations to the empirical knowledge. It was necessary to recognize and read elements from several areas of knowledge. In this regard, after dealing with empirical knowledge in the Middle Ages, it was followed by empirical knowledge in the face of a gradual paradigmatic transformation, referring to the period of the Discoveries. With the presented elements, two interfaces are exposed that represents a period of changes that culminate in intellectual transformations and a resignification of the empirical. It is against this background that aspects that make up the theoretical, social, philosophical, geographic and economic fields of different periods. They were listed aspirations and productions of the Middle Ages, as well as of the time of the Discoveries, were necessary to understand the meaning and resignification of the empirical in their respective historical moments. The Middle Ages allows us to notice elements such as intertextuality and analogy. By these precepts, are established points for the understanding of the world. It is necessary to unfold such precepts and to understand how they were able to give meaning to the empirical. In this way it is possible to understand empirical knowledge itself in this period. And it is in this unfolding of history that we begin to understand that if there was a re-signification of the empirical in Modernity, it is certainly necessary to know what it meant previously. It is only through this movement that research has its follow-up. If there is a transformation between a signification in one period and a redetermination in another, there must be an explanation for such a transformation. In this sense, the research traverses the path of the Discoveries, which was involved between one time and another. Precisely, at the moment that Discovery happen, there is an effervescence of the Renaissance. Thereout the possibility of recognizing how the Discoveries were able to give new contours to empirical knowledge. Therefore, it is essential to demonstrate what these discoveries have been and what they meant. Through this necessity, the meaning of Discovery is conceptually demonstrated, its impacts, which also lead to the construction of another way of thinking the world, understanding the different as alterity. For the construction of the hypotheses, the arguments and theories were used documents and scientific literature that made possible to understand the presented research object. / A pesquisa aqui referida tem como objetivo reconhecer a significação e ressignificação do conhecimento empírico. Para tanto, foi necessário averiguar os processos históricos, envolvendo as transformações relevantes ao conhecimento empírico. Para isso, foi necessário reconhecer e ler elementos de diversas áreas do conhecimento. Neste sentido, após tratar do conhecimento empírico na Idade Média, seguiu-se tratando do conhecimento empírico diante de uma transformação paradigmática gradual, referindo-se à época dos Descobrimentos. Com os elementos apresentados, ficam expostas duas interfaces que representam um período de mudanças, os quais culminam em transformações intelectuais e, em consequência, uma ressignificação do empírico. É frente a este contexto que são apresentados aspectos que compõe o campo teórico, social, filosófico, geográfico e econômico de distintos períodos. Também foram elencadas aspirações e produções da Idade Média, bem como da época dos Descobrimentos, necessárias à compreensão da significação e ressignificação do empírico em seus respectivos momentos históricos. Referindo-se à Idade Média estão ressaltados elementos como a Intertextualidade e analogia. Mediante estes preceitos, são estabelecidos nortes para a compreensão de mundo. Diante disso é preciso desdobrar tais preceitos para entender como eles foram capazes de dar significação ao empírico, bem como, compreender o próprio conhecimento empírico neste período. E é neste desenrolar da história que se começa a ter entendimento de que, se existiu uma ressignificação do empírico na Modernidade, certamente é preciso saber o que ela significou anteriormente. É somente mediante este movimento que a pesquisa tem seu seguimento. Se há uma transformação entre uma significação em um período e uma ressignificação em outro, tem de existir uma explicação para tal transformação. Neste sentido, a pesquisa percorre o caminho dos Descobrimentos, que esteve envolto entre uma época e outra. Precisamente, no momento em que ocorrem os Descobrimentos há uma efervescência do Renascimento. Com isso surgiu a necessidade de reconhecer como os Descobrimentos foram capazes de dar novos contornos ao conhecimento. Tornando-se imprescindível demonstrar o que foram e o que significaram estes descobrimentos. Mediante esta necessidade fica demonstrado conceitualmente o significado de Descobrimento, bem como de seus impactos, que também levam à construção de uma outra forma de pensar o mundo, entendendo o diferente enquanto alteridade. Para a construção das hipóteses, dos argumentos e teorias, foram utilizados documentos e literatura científica que possibilitaram compreender o objeto de pesquisa apresentado.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-06T15:01:57Z No. of bitstreams: 1 fabiocaputodalpra.pdf: 1804864 bytes, checksum: bad361942d42943d80d0027198f294fb (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T03:48:54Z (GMT) No. of bitstreams: 1 fabiocaputodalpra.pdf: 1804864 bytes, checksum: bad361942d42943d80d0027198f294fb (MD5) / Made available in DSpace on 2016-04-24T03:48:54Z (GMT). No. of bitstreams: 1 fabiocaputodalpra.pdf: 1804864 bytes, checksum: bad361942d42943d80d0027198f294fb (MD5) Previous issue date: 2013-03-26 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Em uma de suas obras mais importantes, De Trinitate (400-416), Agostinho desenvolve uma reflexão sobre o mistério trinitário partindo da concepção cristã do ser humano criado à imagem e semelhança de Deus. Discussão que, ao se expandir, integrando diferentes referências teológicas e filosóficas, ocasionaria o estabelecimento da base teórico-textual da, assim denominada, analogia psicológica. A partir deste contexto, o presente trabalho tem por objetivo investigar como, por meio de uma convergência originária entre razão filosófica e fé cristã, a analogia psicológica agostiniana se insere diretamente no âmbito de problematização da filosofia da religião. / In one of his main works, De Trinitate (400-416), Augustine develops a reflection on the Trinitarian mystery from the Christian concept of man being created in God‟s image and likeness. This discussion enabled, through its expansion and by merging different theological and philosophical references, the theoretical and textual foundation of what is commonly called psychological analogy. Within this context, the present work aims to discuss how Augustine‟s psychological analogy bears on the subject area of philosophy of religion through its underlying and connecting currents of faith and reason.

Sous l’action d’une excitation ultrasonore spécifique, les microbulles d’agents de contraste présentent des oscillations non linéaires. Considérant leur taille et la complexité du phénomène, des expériences et/ou des simulations complexes et onéreuses sont requises. Pour éviter cela, l’utilisation d’une analogie est proposée et validée numériquement. Lorsqu’elles sont soumises aux ultrasons, les microbulles (1-8 µm) présentent une dynamique assez riche et néanmoins complexe dont certains aspects peuvent être décrits par un réseau d’oscillateurs couplés non-linéaires. Dans cette thèse, nous proposons d’étudier le comportement oscillatoire d’une microbulle via un système acousto-mécanique de pendules couplés paramétriquement excités par une force verticale. Il s’agit de comprendre la dynamique d’une bulle unique pour l’étudier ensuite dans des conditions expérimentales et cliniques pour des applications en imagerie et en thérapie. Du point de vue théorique, nous avons montré que les deux systèmes sont décrits par une équation de Mathieu. D’un point de vue expérimental, nous avons développé la chaîne de pendules. Celle-ci consiste en un cercle d’aluminium sur lequel sont fixés des pendules à l’aide de fil de nylon. La chaîne de pendules repose sur le système d’excitation qui génère une excitation sinusoïdale variant de 1 Hz à 5 Hz. Les résultats obtenus (modes de vibration, oscillation sous-harmonique, oscillation radiale) ont été validés par une étude numérique et sont en accord avec les résultats obtenus pour les microbulles. / Under specific ultrasound excitation, contrast microbubbles undergo nonlinear oscillations. Considering the size and the complexity of the phenomenon, expensive and complex experiments and/or simulations are required. To overcome this, the use of an analogy is proposed and validated numerically. When subjected to ultrasound, microbubbles present a fairly rich and complex dynamics of which some aspects can be described by a lattice of nonlinearly coupled oscillators. In this thesis, we propose to study the oscillatory behavior of a microbubble through an acousto-mechanical setup of coupled pendula parametrically excited by a vertical force. The aim of this work is to understand the dynamics of a single bubble, to subsequently study it in experimental and clinical conditions for both imaging and therapy. From the theoretical point of view, we have shown that both systems are described by a Mathieu type equation. From the experimental point of view, we have developped the pendula ring. It consists of an aluminum ring on which pendula are fixed with nylon strings. The pendula chain lies on the excitation system that generate a sinusoidal excitation ranging from 1 Hz to 5 Hz. Results obtained (vibration modes, subharmonic oscillations, radial mode) are in agreement with simulations and are similar to the results obtained for microbubbles.

This thesis examines the depiction of warfare in post-9/11 ancient world epics and assesses the extent to which these films engage with contemporary events by means of allegory and analogy. Inspired by scholarship on allegorical and analogous interpretations of 1950s-60s ancient world epics, I explore how the current cycle engages with the American socio-political landscape in the wake of 9/11, with particular emphasis on the War on Terror and ensuing conflicts in Iraq and Afghanistan. I chart the genre’s evolution in relation to the combat film, and examine how the current cycle of ancient world epics integrates the tropes of other genres into its portrayal of warfare, invasion, occupation and imperialism. Within this context, I explore the recurrent motif of the father-son dynamic, and assess how its use in combat films corresponds to that in ancient world epics. I also discuss how this motif was employed in 1980s Vietnam War films, and what its use in these modern epics suggests about the conflicts in Iraq and Afghanistan. Furthermore, I discuss the use of the unreliable narrator to engage with wider debates on the value of historical films compared to written history. The aim of this study is to demonstrate that the ancient world epic is a malleable construct with which filmmakers can engage with the present while depicting the past. I build on existing studies of the ancient world in cinema, contributing new understanding of the current cycle’s relationship to its predecessors, to other genres, and to post-9/11 American society. In so doing this thesis contributes to notions of film as art, as industry, and as history, and how they intersect in cinematic depictions of the ancient world.

Nul n’est sans savoir l’influence de l’ésotérisme sur la formation de la« littérature nouvelle » et pourtant, des questions essentielles demeurent toujours sansréponse : quelle place prend véritablement le fait ésotérique dans l’esthétiquesymboliste ? Jusqu’où peut-on parler d’ésotérisme, où celui-ci s’arrête-t-il, et quel estréellement son rôle dans l’avènement du sacerdoce poétique de la fin du XIXe siècle ?Notre réflexion se réfère à une méthode académique nouvelle qui a su proposerune définition de l’objet ésotérisme. Les différentes publications des historiens ontfavorisé une démarche historico-critique permettant l’isolement de critères identifiantaujourd’hui cette forme de pensée. À partir d’un des critères, l’analogie et lescorrespondances, nous aborderons l’ensemble des autres composantes, en explorant lesliens cosmologiques, anthropologiques et esthétiques qui se sont progressivement tissésavec les « sciences maudites ». Cette grille de lecture nous permettra de retracerl’avènement d’une véritable religion esthétique, d’approfondir la représentation de laNature considérée par les poètes comme le Liber Mundi, et de délimiter l’influence del’ésotérisme qui a concouru à l’originalité de l’esthétique symboliste dans l’histoire dela littérature française / No one ignores the influence of esoterism on the making of the "littératurenouvelle". Yet essential questions remain still unanswered: what is the real place heldby esoterism in the aesthetics of the Symbolist movement? How far reaches themeaning of the word, where are the borders of esoterism, and what was its contributionto the concept of the poet's priesthood at the end of the XIXth century?Our reflection refers to a new academic method which provided us with a definitionof the esoterism object. By their textual criticism, historians have isolated a number ofcriteria which allow us to identify this kind of thought. Starting from one of thosecriteria, i. e. analogy and correspondences, we will deal with all the others components,and explore the cosmologic, anthropologic and aesthetic links which were progressivelywoven with the "cursed knowledge". This process will enable us to observe the arisingof a true religion of aesthetic, to examine thoroughly the representation of Nature asLiber Mundi for the poets'eye, and to delimit the influence of esoterism,which contributed to the originality of the Symbolist aesthetics in the history of Frenchliterature