This thesis is an on-the-ground exploration of the radical hypothesis that each individual human being bears responsibility for constructing order out of the overwhelming plurality and dissonance of normative experience. It constitutes an empirically-based, critical legal pluralist analysis of everyday life at L'Arche Montreal---a community serving persons with intellectual disabilities. The aim of this thesis is to highlight the active role persons with intellectual disabilities living at L'Arche Montreal play in constructing legal normativity.

No description available.

Texte remanié de: Dissertation--Theologische Fakultät--Göttingen--Georg-August-Universität, 2008. Titre de soutenance : Die Lade Jahwes im Alten Testament und in den Texten aus Qumran. / Bibliogr. p. 301-338.

L’objectif de ce travail était d’examiner la prévention des blessures du complexe pied-cheville chez les athlètes adolescents au travers de trois approches: les facteurs de risque de blessure du complexe pied-cheville liés à la course, l’épidémiologie des blessures du complexe pied-cheville et la mise en œuvre de stratégies de prévention. L’approche relative aux facteurs de risque de blessure du complexe pied-cheville liés à la course avait pour objectif de déterminer (i) comment la fatigue induite par la course pouvait affecter la force et la fatigabilité des fléchisseurs plantaires et dorsaux de la cheville, la répartition des pressions plantaires, la mécanique de la course et la raideur de l’arche médiale, (ii) comment le chaussage (chaussures à pointes ou “runnings”) pouvait affecter la répartition des pressions plantaires en sprint et enfin (iii) comment l’allure de course pouvait influencer la répartition des pressions plantaires. L’approche relative à l’épidémiologie des blessures du complexe pied-cheville avait pour objectif de recueillir et d’analyser, sur trois saisons, les blessures subies au niveau du complexe pied-cheville par de jeunes athlètes très entrainés et leurs relations potentielles avec le niveau de maturité de ces athlètes. L’approche présentant la mise en œuvre de certaines stratégies de prévention avait pour but d’abord de concevoir puis de valider une méthode pratique et fiable pour mesurer la souplesse. Le second objectif de cette approche était d’évaluer sur le terrain les effets d’un protocole de renforcement musculaire par électrostimulation sur la raideur de l’arche médiale du pied puis les effets d’un programme de renforcement musculaire combiné sur la répartition des pressions plantaires et la performance en sprint. / The aim of this work was to examine the foot-ankle injury prevention in adolescent athletes through three approaches: the running-related foot-ankle injury risk factors, the epidemiology of foot-ankle injuries and the implementation of prevention strategies. The approach dealing with the running-related foot-ankle injury risk factors aimed to determine (i) how running-induced fatigue may affect the force and the fatigability of the ankle plantar and dorsal flexor muscles, the foot plantar pressure distribution, the running mechanics and the medial arch stiffness, (ii) how the shoe wear (spikes or running shoes) may affect the plantar load distribution while sprinting and (iii) how running velocity may alter the plantar load distribution. The approach related to epidemiology of foot-ankle injuries aimed at collecting and analysing, over three seasons, the foot-ankle injuries sustained by highly-trained adolescent athletes and their potential relations with the maturity status of these athletes. The approach presenting some prevention strategies implementations aimed firstly to design and validate a convenient and reliable flexibility measurement method. The second purpose of this approach was to assess on the field the effects of a neuromuscular electromyostimulation strengthening protocol on the foot medial arch stiffness and the effects of a combined foot-ankle strengthening training on the foot plantar pressure distribution and the performance while sprinting.

No description available.

Esta tese realiza uma noodramatização das imagens do currículo do Projeto Escrileituras: um modo de ler-escrever em meio à vida. Projeto integrante do Programa Observatório da Educação CAPES/INEP, desenvolvido entre 2011 e 2014, em quatro núcleos de instituições públicas de ensino superior — UFRGS, UFPel, UFMT, UNIOESTE —, sob a coordenação da Faculdade de Educação/UFRGS. Questiona, analisa e recria imagens vivificadas em currículo, mediante movimentos de pesquisa marcados pelo Método de Dramatização de Deleuze. Faz desse método um ponto de partida para demonstrar – junto a Corazza, Derrida e Haroldo de Campos — a existência de um drama nos gestos tradutores do currículo. Ao mostrar suas máscaras e devires, reformula imagens curriculares, numa composição em três planos: documental, procedimental e dramático-noológico. Assim, após receber o currículo do Escrileituras como uma herança, aberta à criação do novo, realiza a sua transcriação em um arquiarquivo, comprometido com a leitura, com a escrita e com o porvir. / This Thesis carries out an noodramatization of the curriculum’s images from project Writreadings: a way of reading-writing amidst life. This Project is a integral part of Programa Observatório da Educação CAPES/INEP, developed between 2011-2014, in four nuclei of public higher education institutions – UFRGS, UFPel, UFMT, UNIOESTE –, performed under the coordination of Education Faculty/UFRGS. It question, analyze and rebuild image vivified in curriculum, through movements of research marked by Method of Dramatization by Deleuze. It makes this method a starting point for demonstrating – with Corazza, Derrida and Haroldo de Campos – the existence of a drama in the translate gestures of the curriculum. When it shows its masks and becomings, it reformulates curricular images in a composition of three planes: documentary, procedural and dramaticnoologyc. Therefore, after receiving the Writreadings curriculum as an heritage, open to the creation of the new, it transcribes in an arche-archive, compromised with the reading, with the writing and with the future.

Thesis (Psy. D.)--Wheaton College, 2005. / Abstract. Includes bibliographical references (leaves 132-137).

Thesis (Psy. D.)--Wheaton College, 2005. / Abstract. Includes bibliographical references (leaves 132-137).

Esta tese realiza uma noodramatização das imagens do currículo do Projeto Escrileituras: um modo de ler-escrever em meio à vida. Projeto integrante do Programa Observatório da Educação CAPES/INEP, desenvolvido entre 2011 e 2014, em quatro núcleos de instituições públicas de ensino superior — UFRGS, UFPel, UFMT, UNIOESTE —, sob a coordenação da Faculdade de Educação/UFRGS. Questiona, analisa e recria imagens vivificadas em currículo, mediante movimentos de pesquisa marcados pelo Método de Dramatização de Deleuze. Faz desse método um ponto de partida para demonstrar – junto a Corazza, Derrida e Haroldo de Campos — a existência de um drama nos gestos tradutores do currículo. Ao mostrar suas máscaras e devires, reformula imagens curriculares, numa composição em três planos: documental, procedimental e dramático-noológico. Assim, após receber o currículo do Escrileituras como uma herança, aberta à criação do novo, realiza a sua transcriação em um arquiarquivo, comprometido com a leitura, com a escrita e com o porvir. / This Thesis carries out an noodramatization of the curriculum’s images from project Writreadings: a way of reading-writing amidst life. This Project is a integral part of Programa Observatório da Educação CAPES/INEP, developed between 2011-2014, in four nuclei of public higher education institutions – UFRGS, UFPel, UFMT, UNIOESTE –, performed under the coordination of Education Faculty/UFRGS. It question, analyze and rebuild image vivified in curriculum, through movements of research marked by Method of Dramatization by Deleuze. It makes this method a starting point for demonstrating – with Corazza, Derrida and Haroldo de Campos – the existence of a drama in the translate gestures of the curriculum. When it shows its masks and becomings, it reformulates curricular images in a composition of three planes: documentary, procedural and dramaticnoologyc. Therefore, after receiving the Writreadings curriculum as an heritage, open to the creation of the new, it transcribes in an arche-archive, compromised with the reading, with the writing and with the future.

Esta tese realiza uma noodramatização das imagens do currículo do Projeto Escrileituras: um modo de ler-escrever em meio à vida. Projeto integrante do Programa Observatório da Educação CAPES/INEP, desenvolvido entre 2011 e 2014, em quatro núcleos de instituições públicas de ensino superior — UFRGS, UFPel, UFMT, UNIOESTE —, sob a coordenação da Faculdade de Educação/UFRGS. Questiona, analisa e recria imagens vivificadas em currículo, mediante movimentos de pesquisa marcados pelo Método de Dramatização de Deleuze. Faz desse método um ponto de partida para demonstrar – junto a Corazza, Derrida e Haroldo de Campos — a existência de um drama nos gestos tradutores do currículo. Ao mostrar suas máscaras e devires, reformula imagens curriculares, numa composição em três planos: documental, procedimental e dramático-noológico. Assim, após receber o currículo do Escrileituras como uma herança, aberta à criação do novo, realiza a sua transcriação em um arquiarquivo, comprometido com a leitura, com a escrita e com o porvir. / This Thesis carries out an noodramatization of the curriculum’s images from project Writreadings: a way of reading-writing amidst life. This Project is a integral part of Programa Observatório da Educação CAPES/INEP, developed between 2011-2014, in four nuclei of public higher education institutions – UFRGS, UFPel, UFMT, UNIOESTE –, performed under the coordination of Education Faculty/UFRGS. It question, analyze and rebuild image vivified in curriculum, through movements of research marked by Method of Dramatization by Deleuze. It makes this method a starting point for demonstrating – with Corazza, Derrida and Haroldo de Campos – the existence of a drama in the translate gestures of the curriculum. When it shows its masks and becomings, it reformulates curricular images in a composition of three planes: documentary, procedural and dramaticnoologyc. Therefore, after receiving the Writreadings curriculum as an heritage, open to the creation of the new, it transcribes in an arche-archive, compromised with the reading, with the writing and with the future.