After the Second World War, there was an expression of interest in the study of the future. In order to achieve reliable objectives, several methods of scenario planning were invented. These methods comprise of qualitative and quantitative approaches inherited from their own school of origin. Each approach has advantages and limitations that can be observed by the study of each method in progress. However, mixed approaches often show a weak connection between qualitative and quantitative methods. The use of fuzzy cognitive maps (FCMs), among scenario planning approaches, can overcoming the limitations of qualitative and quantitative techniques. This study focused on the problem of the lack of proper planning of scenarios based on FCMs in the alternative energy sectors, raising the question of whether this situation comes from a shortage of information or limitations of the FCMs. To resolve this problem, this study investigated benefits and limitations of FCM-based scenario planning through the application in the Brazilian photovoltaic sector. The following specific objectives were established: identify the strong and weak points of FCMs; analyze the expansion of these to different areas; identification of the main stakeholders used to develop FCM-based scenarios; application of the method in the Brazilian solar energy sector. We identified an increasing number of studies on FCMs in several new areas not considered in previous studies. This suggests that experts are expanding frontiers and recognizing the interdisciplinary potential of FCMs and their robustness of solving diverse kinds of problems. The main contribution of the research is to present the benefits and limitations of FCM-based scenario planning. For that, a scenario planning method was presented and the empirical evidence of its effectiveness was presented in the context of the Brazilian photovoltaic solar energy sector. / Após a Segunda Guerra Mundial, houve um crescente de interesse no estudo do futuro. Para alcançar objetivos confiáveis, foram inventados vários métodos de planejamento de cenários. Esses métodos possuem abordagens qualitativas e quantitativas herdadas de sua própria escola de origem. Cada abordagem possui vantagens e limitações que podem ser observadas pelo estudo de cada método. No entanto, abordagens mistas muitas vezes mostram uma conexão fraca entre métodos qualitativos e quantitativos. O uso de fuzzycognitivemaps (FCMs), no planejamento de cenários, pode superar as limitações das técnicas qualitativas e quantitativas. Este estudo centrou-se no problema da falta de planejamento adequado de cenários baseados em FCMs nos setores de energia alternativa, levantando a questão de saber se esta situação vem da escassez de informações ou das limitações dos FCMs no planejamento estratégico. Para resolver este problema, este estudo investigou os benefícios e as limitações do planejamento de cenários baseado em FCM através da aplicação no setor fotovoltaico brasileiro. Foram estabelecidos os seguintes objetivos específicos: identificar os pontos fortes e fracos dos FCMs; analisar a expansão destes para diferentes áreas; identificar os principais stakeholders utilizados para desenvolver cenários baseados em FCMs; aplicar o método no setor de energia solar brasileira. Identificamos um número crescente de estudos sobre FCMs em várias novas áreas não consideradas em estudos anteriores. Isso sugere que os especialistas estão expandindo as fronteiras e reconhecendo o potencial interdisciplinar dos FCMs e sua robustez na resolução de diversos tipos de problemas. A principal contribuição desta pesquisa é apresentar os benefícios e as limitações do planejamento de cenário baseado em FCM. Para isso, foi apresentado um método de planejamento de cenários e a evidência empírica de sua eficácia foi apresentada no contexto do setor de energia solar fotovoltaica brasileira.

Interdisciplinaridade é um termo que tem sido bastante utilizado no contexto educacional. A proposta deste trabalho é a de investigar os significados de interdisciplinaridade presentes na literatura e nos documentos oficiais educacionais brasileiros e compará-los com as concepções desse termo apresentadas por alguns professores. Para tanto, realizamos uma análise minuciosa da literatura e dos documentos oficiais (LDB, PCNEM, PCN+ e OCEM) buscando revelar as visões de interdisciplinaridade apresentadas. Na seqüência, realizamos entrevistas semi-estruturadas com dezesseis professores, oito dos quais atuantes no nível superior e pesquisadores na área de Ensino de Ciências (seis desses foram também consultores do MEC na elaboração dos documentos oficiais supracitados). Além desses, entrevistamos sete professores atuantes no Ensino Médio, três dos quais mestrandos em Ensino de Química. Das entrevistas foram selecionadas \"unidades de análise\" e mapas cognitivos foram construídos. A partir das análises da literatura, dos documentos oficiais e dos mapas cognitivos, foi possível categorizar duas concepções de interdisciplinaridade que diferem epistemologicamente e metodologicamente: i.) a partir do professor; ii.) entre professores. A concepção a partir do professor encontra eco nas proposições de Piaget, Jantasch, Bianchetti, Bertalanffy e nos documentos PCNEM e PCN+. Dos professores entrevistados, somente três estão de acordo com essa visão. Por outro lado, a defesa de uma proposta de interdisciplinaridade entre professores é defendida por Gusdorf, Japiassu, Santomé, Fazenda, Machado, Zabala e pelos documentos OCEM de 2004 e 2006. Essa também é a concepção da maioria dos professores entrevistados (treze de dezesseis). Os dados apontam que a interdisciplinaridade convive com concepções diversas, revelando uma polissemia. Para os professores do Ensino Médio em exercício, entretanto, parece prevalecer a concepção de interdisciplinaridade entre professores. A proposta interdisciplinar num grupo de professores pode estar revelando, mais do que uma concepção epistemológica, uma necessidade de orientação sobre como efetuá-la na prática. / Interdisciplinarity is a term that has been broadly used in educational context. The aim of this work is to investigate the interdisciplinarity conceptions that occur in the literature and in the Brazilian official documents and to compare such conceptions to teachers\' understanding of this term. For this, we performed a thorough analysis of both the literature and the official documents (LDB, PCNEM, PCN+ and OCEM) in order to reveal the different views of interdisciplinarity. Next, we carried out semi-structured interviews with sixteen teachers; eight among them are University teachers and academic researchers in Science Education (six of these scholars had been consulting of the previously mentioned official documents). We also interviewed seven High School teachers, three of them enrolled in a Chemical Education graduate program. From the interviews, we selected \"units of analysis\" and assembled cognitive maps. From the analysis of the literature, the official documents and the cognitive maps, two conceptions of interdisciplinarity that differ both epistemologically and methodologically were categorized: i.) within the teacher; and ii.) between teachers. The conception within the teacher relates to the propositions of Piaget, Jantasch, Bianchetti, Bertalanffy and to the PCNEM and PCN+ documents. Among the interviewed teachers, only three share this view. On the other hand, the idea of interdisciplinary between teachers is expressed by Gusdorf, Japiassu, Santomé, Fazenda, Machado and Zabala and by the OCEM (2004 and 2006) documents. This conception is also encountered in most of the interviewed teachers (thirteen out of sixteen). The data suggest that the interdisciplinarity concept coexists with very distinct interpretations, unveiling its polyssemic nature. For the in-service High School teachers, however, the conception of interdisciplinarity between teachers seems to prevail. The interdisciplinar approach in a group of teachers may be revealing, more than an epistemological conception, a need for orientation as regard to how to put it into practice.

This thesis is an analysis of the pros and cons of doing ethnographic and oral history research with elders. The subjects are women born before 1933 and residing in Sulphur Springs, Florida for most of their adolescence and adult lives. They were selected from attendees of the semiannual reunion of students who attended the Sulphur Springs School during the years it served both elementary and junior high. This method of research, with an elder population presents specific challenges and rewards. The pros and cons of such research are discussed within the context of doing ethnography of Sulphur Springs from the perspective of a select group of women. Interviews were conducted with eight (8) women in their homes, yielding approximately fourteen (14) hours of recordings. A list of questions was developed to prompt memories during the interviews. A small tabletop recorder was used to record unstructured interviews regarding their years in Sulphur Springs, with emphasis on the years they consider most memorable. A social network analysis of attendees of the recent reunions was conducted with the responses to a mailed questionnaire. The study revealed the importance of understanding the culture of a generation through the lens of history and place. Special considerations need to be made in preparation of survey instruments and interview questions for any physical limitations and/or security concerns. Researchers also need to be flexible in the application of their pre-determined research designs in order to assure maximum quality and quantity of resulting data.

No description available.

Immigration is important to Canada and Canadian society in many ways. Leading the G8 group of countries with the highest proportion of foreign-born population, immigrants make up an important part of the Canadian economy and society (Statistics Canada, 2013). As noted by several authors, much of the literature surrounding newcomer settlement concentrates on either young children or adults, leaving a gap in research into settlement experiences of adolescents (Anisef & Kilbride, 2003; Berry, Phinney, Sam, & Vedder, 2006; Janzen & Ochocka, 2003; Omidvar & Richmond, 2003). The purpose of this research project is to explore important community places, themes around settlement, and welcoming communities with newcomer youth in the context of stories surrounding maps of their community. The data were collected as part of a larger project exploring engagement of traditionally underrepresented groups in community-based planning practices. Over the course of the three-day African-Canadian Youth Leadership Project in 2011, thirteen immigrant youth participated in leadership and research activities. The current study focuses on data gathered through a cognitive mapping exercise conducted as part of that larger project. Through thematic narrative analysis of interview transcripts, videos, and maps, major themes of home and family, social places, and support networks emerged as being connected to important places in the context of settlement and the perception of a welcoming community. Issues of safety and exclusion were also raised in participants??? stories. These themes are explored as they connect to place, which grounds a discussion of family connections, social capital, and third places contributing to newcomers??? sense of place, and therefore their experience of places in the community. The importance of bridging social capital is also illustrated, including the links to places in the community that share characteristics of Oldenburg???s (1999) third places. Leisure settings were prominent examples of such places in newcomer youth???s stories and maps, often as context for social learning, language skill development, and fostering social connections. Findings show support for Seat???s idea of settlement as being conceived of full engagement in the host society, as well as the feeling of fitting in (2000). Potential benefits of this and similar research include a greater understanding of newcomer youth settlement experiences, contributing to theory and grounding the settlement experience in the concept of place. Issues of bridging social connections and the importance of the community???s role in newcomer engagement might facilitate policy and planning considerations for creating welcoming communities and community places.

Traumatic brain injury (TBI) damages many regions of the brain but damage to the hippocampus has been particularly linked to functional deficits in memory and wayfinding (i.e., finding one's way in familiar and unfamiliar environments). The current study investigated the nature of these wayfinding problems using a virtual simulation of a Morris water maze, a standard test of hippocampal function in laboratory animals. Eleven TBI survivors and 12 comparison participants, matched for gender, age and education were tested to see if they could find a location in a virtual room marked by a) a visible platform, b) a single object, c) one object of 8 different ones, or d) distal room cues (which requires cognitive mapping). TBI survivors were impaired at finding the location based on room cues but not when the other cues were present. These results indicate that TBI impairs cognitive mapping but not associative processes in wayfinding.

Thesis (B.A. (Hons.)) - University of Queensland, 2004. / Includes bibliography.

Cette recherche doctorale s'inscrit dans la continuité des travaux sur la RSE en milieu PME et vise à clarifier la relation entre les représentations RSE des dirigeants et les pratiques responsables adoptées par les PME. En effet, la majorité des travaux académiques sur la RSE en milieu PME s'accordent à dire que l'engagement des PME dans une démarche responsable est fortement influencé par les représentations que se fait le dirigeant de la RSE sans toutefois clarifier la question du lien entre perception et pratiques RSE, qui reste donc inexplorée. Dès lors, dans cette réflexion nous cherchons à identifier les relations entre les représentations RSE des dirigeants et les pratiques responsables en milieu PME. Dans ce sens, une étude exploratoire est menée auprès de dix dirigeants de PME qui ont soit explicitement intégré toute ou partie (sociale ou environnementale) de la démarche RSE de leur entreprise, soit mis en place des actions responsables sans toutefois les intégrer dans la stratégie. Cette recherche s'appuie sur dix entretiens semi directifs et un recueil documentaire. À partir de ces données dix cartes cognitives sont construites et une matrice de démarches RSE est élaborée. L'analyse des données met en évidence un certain nombre de représentions communes associées à chaque démarche RSE. / This doctoral research aims to clarify the relationship between the manager representations of CSR and the responsible practices of SMEs. Indeed, the majority of academician researches on CSR in SMEs agree that the involvement of SMEs in a responsible approach is strongly influenced by the manager representations of the CSR but doesn't clarify the link between perception and CSR behavior. which remains unexplored. Therefore. in this reflection we seek to identify the relationship between the manager representations of CSR and responsible practices in SMEs. In this sense. an exploratory study was conducted in ten SME who have. either explicitly incorporated all or part (social or environmental) of the CSR in their strategy, either make responsible actions but do not integrate them into strategy. This research is based on ten semi-structured interviews and documentary collection. From these data ten cognitive maps are constructed and an array of CSR initiatives is developed. The data analysis highlights a number of common representations associated each with CSR.

Interdisciplinaridade é um termo que tem sido bastante utilizado no contexto educacional. A proposta deste trabalho é a de investigar os significados de interdisciplinaridade presentes na literatura e nos documentos oficiais educacionais brasileiros e compará-los com as concepções desse termo apresentadas por alguns professores. Para tanto, realizamos uma análise minuciosa da literatura e dos documentos oficiais (LDB, PCNEM, PCN+ e OCEM) buscando revelar as visões de interdisciplinaridade apresentadas. Na seqüência, realizamos entrevistas semi-estruturadas com dezesseis professores, oito dos quais atuantes no nível superior e pesquisadores na área de Ensino de Ciências (seis desses foram também consultores do MEC na elaboração dos documentos oficiais supracitados). Além desses, entrevistamos sete professores atuantes no Ensino Médio, três dos quais mestrandos em Ensino de Química. Das entrevistas foram selecionadas \"unidades de análise\" e mapas cognitivos foram construídos. A partir das análises da literatura, dos documentos oficiais e dos mapas cognitivos, foi possível categorizar duas concepções de interdisciplinaridade que diferem epistemologicamente e metodologicamente: i.) a partir do professor; ii.) entre professores. A concepção a partir do professor encontra eco nas proposições de Piaget, Jantasch, Bianchetti, Bertalanffy e nos documentos PCNEM e PCN+. Dos professores entrevistados, somente três estão de acordo com essa visão. Por outro lado, a defesa de uma proposta de interdisciplinaridade entre professores é defendida por Gusdorf, Japiassu, Santomé, Fazenda, Machado, Zabala e pelos documentos OCEM de 2004 e 2006. Essa também é a concepção da maioria dos professores entrevistados (treze de dezesseis). Os dados apontam que a interdisciplinaridade convive com concepções diversas, revelando uma polissemia. Para os professores do Ensino Médio em exercício, entretanto, parece prevalecer a concepção de interdisciplinaridade entre professores. A proposta interdisciplinar num grupo de professores pode estar revelando, mais do que uma concepção epistemológica, uma necessidade de orientação sobre como efetuá-la na prática. / Interdisciplinarity is a term that has been broadly used in educational context. The aim of this work is to investigate the interdisciplinarity conceptions that occur in the literature and in the Brazilian official documents and to compare such conceptions to teachers\' understanding of this term. For this, we performed a thorough analysis of both the literature and the official documents (LDB, PCNEM, PCN+ and OCEM) in order to reveal the different views of interdisciplinarity. Next, we carried out semi-structured interviews with sixteen teachers; eight among them are University teachers and academic researchers in Science Education (six of these scholars had been consulting of the previously mentioned official documents). We also interviewed seven High School teachers, three of them enrolled in a Chemical Education graduate program. From the interviews, we selected \"units of analysis\" and assembled cognitive maps. From the analysis of the literature, the official documents and the cognitive maps, two conceptions of interdisciplinarity that differ both epistemologically and methodologically were categorized: i.) within the teacher; and ii.) between teachers. The conception within the teacher relates to the propositions of Piaget, Jantasch, Bianchetti, Bertalanffy and to the PCNEM and PCN+ documents. Among the interviewed teachers, only three share this view. On the other hand, the idea of interdisciplinary between teachers is expressed by Gusdorf, Japiassu, Santomé, Fazenda, Machado and Zabala and by the OCEM (2004 and 2006) documents. This conception is also encountered in most of the interviewed teachers (thirteen out of sixteen). The data suggest that the interdisciplinarity concept coexists with very distinct interpretations, unveiling its polyssemic nature. For the in-service High School teachers, however, the conception of interdisciplinarity between teachers seems to prevail. The interdisciplinar approach in a group of teachers may be revealing, more than an epistemological conception, a need for orientation as regard to how to put it into practice.

There can be little dispute that today's society makes extensive use of mass media. Movies, television, and radio are far more prominent today than ten years ago, both locally and globally. We rely on these forms of communication for news and information and entertainment and recreation. New technologies increase our access and our dependence on mass media. In fact, in the U.S. the average person spends 40 percent of their time attending to television at some level (Adams, 1992). Adams then goes on to say that culture and television are clearly involved in reciprocal relations: television affects culture, but culture also affects television (Adams, 1992). It should come as no surprise, therefore, that generational differences in recreation are far more prominent today than they were twenty years ago. Indeed, we are a passive society dependent upon technology and the creativity of others for pleasure. The Internet and television of today have replaced the bicycle and board games of yesterday in terms of babysitting the young for hours on end. Almost all major types of entertainment come from the viewing of some sort of screen or monitor, with children spending vast amounts of time engaging in these passive activities. By the age of sixteen, a contemporary child has probably spent more time watching television than he/she has attending school or doing chores. However, entertainment is only one use for mass media. For example, the term "Information Age" refers to much more than recreation. Large quantities of information can be acquired through these forms of transmission. Unfortunately, false representations are sometimes the goal of those who produce these data media. In addition to the deliberate distortion of truths, those who consume mass media obtain many falsities inadvertently. A perfect example of this is stereotyping. All too often, one's only exposure to certain regions and/or peoples is obtained through television and movies. Instead of becoming familiar with specific facts about cultures, conclusions are drawn based upon viewing and hearing popular culture material. Stereotypes of cultural groups create myths about their respective geographic regions and vice-versa. We are well aware of these myths (for example, the idea that all Southerners are dumb) but what is their link to place perception? How are mental constructs of regions related to cultural stereotypes? How have popular culture and mass media affected stereotypes? / Master of Science