Thesis (D. Min.)--Northern Baptist Theological Seminary, 2000. / Abstract. Includes bibliographical references (leaves 172-178).

The process by which ideas, designs, and plans are formulated has an influence on whether or not they will be implemented. Consensus-based planning is a tool which is being incorporated more and more in planning efforts in order to create broad-based goals and objectives. However, many times it is used in the comprehensive planning process where it is more difficult to gauge the amount of implementation being done. There is a large amount of information on how consensus-based planning creates stronger decisions, goals, etc. based in the public interest but there is little information on how these decisions or goals impacted their communities. The study looks at obstacles to implementation and what would have helped to eliminate them. It also questions whether, if consensus-building techniques had been used during the planning process, it would have helped to eliminate these obstacles to implementation. In order to answer these questions, three charrettes conducted by Community Based Projects of Ball State University in the years between 1990 and 1992 are evaluated. / Department of Urban Planning

Thesis (Ed. D.)--University of Toronto, 2004. / Adviser: David N. Wilson.

Thesis (D. Min.)--Northern Baptist Theological Seminary, 2000. / Abstract. Includes bibliographical references (leaves 172-178).

Thesis (D. Min.)--Northern Baptist Theological Seminary, 2000. / Abstract. Includes bibliographical references (leaves 172-178).

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1993. / Vita. Abstract. Includes bibliographical references (leaves 86-91). Also available via the Internet.

The author's Habilitationsschrift--Ludwig-Maximilians-Universität München. / Includes indexes. Includes bibliographical references (p. 472-485).

Thesis (Ph. D.)--Illinois State University, 1994. / Title from title page screen, viewed April 18, 2006. Dissertation Committee: Rodney P. Riegle (chair), John R. McCarthy, Paul J. Baker, Jeffrey Hecht. Includes bibliographical references (leaves 71-75) and abstract. Also available in print.

Thesis (Ph. D.)--University of California, San Diego, 2006. / Title from first page of PDF file (viewed December 12, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 134-143).

Orientador: Carolina Maria Rodriguez Zuccolillo / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-13T05:38:30Z (GMT). No. of bitstreams: 1 Campos_ThiagoManchinide_M.pdf: 786161 bytes, checksum: 9d189f5dd27c5c93bb7a5f293eea5696 (MD5) Previous issue date: 2009 / Resumo: Esta dissertação tem como objetivo analisar os sentidos das noções de liberdade e cidadania no discurso político educacional brasileiro, de forma a verificar o sentido destas no processo de construção e funcionamento do consenso. Sendo estas noções provenientes da Grécia Antiga, acreditamos que contribuiria para a pesquisa acompanhar o seu percurso histórico, passando pela Idade Média, Revolução Francesa e Revolução Industrial, desembocando no Brasil do século XX. Tendo em vista explicitar o histórico na constituição de sentidos, o corpus foi constituído por recortes das Leis de Diretrizes e Bases de 1961, 1971 e 1996; das Constituições de 1946, 1967 (e a respectiva Emenda Constitucional de 1969) e 1988; e dos PCNs de Língua Portuguesa do Ensino Fundamental e as Bases Legais dos PCNs do Ensino Médio. Lançando mão a algumas ferramentas propostas pela Análise de Discurso, decidimos focar nos capítulos e artigos que dizem respeito à temática do projeto, de forma a fazer uma análise caracterizada pela verticalidade. Concluímos que os sentidos de liberdade e cidadania são apresentados nos respectivos documentos como a priori, nunca sendo discutidos. A análise mostrou que, no que diz respeito à cidadania, os documentos são contraditórios, sendo esta apresentada como um direito constitucional, mas também como algo a ser "conquistado" via instrução, sendo que o domínio da "Língua Nacional" tem um papel importante. Neste sentido, a escola, metáfora da cidade urbanizada, espaço de visibilidade, de produção de saberes sobre o indivíduo, é o espaço onde o aluno pode "vir a ser cidadão". Operando dentro de uma lógica consensual de apagamento das diferenças, a escola disciplina o indivíduo, tratando todos como iguais. Desta forma, a análise mostrou que cidadão é o indivíduo escolarizado, sendo liberdade e cidadania práticas ideológicas às quais este tem que se submeter, ocasionando a produção de uma divisão entre o cidadão e o não-cidadão brasileiro / Abstract: The objective of this dissertation is to analyze the meanings of the notions of freedom and citizenship in the Brazilian political educational discourse, allowing to verify the meaning of these in the process of construction and functioning of the consensus. The fact that these notions proceed from ancient Greece, we believed that it would contribute to this research to follow their historical course, passing by the Middle Ages, the French Revolution, the Industrial Revolution and ending in Brazil on the 20th century. With the objective of expliciting the role of the historical in the constitution of meanings, the corpus was constituted by clippings of the "Leis de Diretrizes e Bases" of 1961, 1971 and 1996; the Federal Constitutions of 1946, 1967 (and the respective Constitutional Amendment of 1969) and 1988; the PCNs of Portuguese Language of Basic School and the Legal Bases of the PCNs of High School. Using some tools proposed by the Discourse Analysis, we decide to focus on the chapters and articles that are connected to the thematic of the project, vertically characterizing the analysis. We concluded that the meanings of freedom and citizenship are presented "a priori" in the respective documents, never being discussed. The analysis showed that the documents are contradictory in what says respect to the citizenship. It is presented as a constitutional right, but also as something "to be conquered" by way of instruction. In this process, the domain of the "National Language" has an important role. The school, metaphor of the urbanized city, space of visibility, production of knowledge about the individual, is the space where the student can "come to be a citizen". Operating inside a consensual logic of deletion of the differences, the school disciplines the individual, treating all as equal. In such a way, the analysis showed that the citizen is the schoolarized individual, being freedom and citizenship ideological practices, to which the individual has to submit itself, causing to the production of a division between the citizen and the Brazilian non-citizen / Mestrado / Linguistica / Mestre em Linguística