Dark tourism, understood as the type of tourism that relates to a visit to real or recreated places associated with death,suffering,misfortune or the apparently macabre, is not a new concept even from the touristic point of view. As a matter of fact,sites of war, disaster, death and atrocities have always cut the human eye and which made these sites a place curious enough for tourists to visit. As human beings, we have long been drawn either purposefully or if not towards places, attractions or circumstances that are connected in one way or another with death, suffering, violence and disaster. The idea about dark tourism has been designed and studied for the last decade and many were about understanding the motivations behind going or coming a dark tourist and the experiences the dark tourist seeks. But there is little research about the emotions that are involved in dark tourism from the tourist point of view when part-taking in ghost tourism and visiting places and sites that are said to be haunted. This Study focuses on exploring the emotions individuals and tourists seek to experience when they engage in special interest tourism like dark tourism and its experience by visiting haunted attractions. Using a case study of the Baron Palace which is a haunted attraction in Egypt. Studies on emotions are very limited in the tourism industry and talkless of dark tourism which is travelling to sites associated with death, suffering and atrocities.

The development of the concept of irreverence is examined in terms of its historical, theoretical and metatheoretical contexts. The underlying assumptions of the concepts of neutrality, curiosity, and irreverence are distinguished and contextualised. Neutrality is discussed with reference to Milan systemic therapy and first- and second-order cybernetics, while curiosity is examined in the light of constructivist and narrative approaches to psychotherapy. It is argued that these two concepts represent two sides of a dualism, which is transcended through irreverence. Irreverence is interpreted as a postmodern stance, involving the questioning and relativising of therapists' basic assumptions. The pragmatic components of an irreverent stance, namely self-reflexivity, orthogonality, flexibility and accountability, are explored with reference to related concepts in the work of other authors. Throughout the text metalogues are used in an attempt to engage reader and author in a collaborative enterprise of acknowledging and reevaluating their own basic assumptions. / Psychology / M.A. (Clinical Psychology)

The development of the concept of irreverence is examined in terms of its historical, theoretical and metatheoretical contexts. The underlying assumptions of the concepts of neutrality, curiosity, and irreverence are distinguished and contextualised. Neutrality is discussed with reference to Milan systemic therapy and first- and second-order cybernetics, while curiosity is examined in the light of constructivist and narrative approaches to psychotherapy. It is argued that these two concepts represent two sides of a dualism, which is transcended through irreverence. Irreverence is interpreted as a postmodern stance, involving the questioning and relativising of therapists' basic assumptions. The pragmatic components of an irreverent stance, namely self-reflexivity, orthogonality, flexibility and accountability, are explored with reference to related concepts in the work of other authors. Throughout the text metalogues are used in an attempt to engage reader and author in a collaborative enterprise of acknowledging and reevaluating their own basic assumptions. / Psychology / M.A. (Clinical Psychology)

I det här arbetet undersöks olika sätt att arbeta med fysik utifrån litteratur. Metoden har varit att intervjua förskollärare och en kontaktperson ifrån projektet Lilla bokbryggan, samt att genomföra litteraturanalyser. Resultatet visar på olika arbetssätt, fysikaliska fenomen som finns tillgänglig i barnens litteratur, vad pedagogerna anser vara lämplig litteratur och exempel på hur litteraturen kan göras interaktiv. I diskussionen så diskuteras vad som egentligen kan räknas som litteratur, olika sätt att använda litteraturen i pedagogiskt arbete med fysisk, likheter mellan dessa arbetssätt, lämplig litteratur och genus, samt hur allt knyter an till syftet. / In this study different ways to work with physics through literature are researched. The method was to interview preschool teachers and a representative from the project Lilla bokbryggan, and literature analyzes. The result shows different approaches, Physical phenomena available in children’s literature, what the teachers consider suitable literature and examples on how to make literature interactive. In the discussion I discuss what is actually considered literature, different ways of using the literature in an educational approach in regards to physics, similarities between the different approaches, suitable literature and gender equality, and also how it all ties together with the purpose.

Nesse estudo, objetivamos investigar a seguinte questão: Quais são os sentidos que os aprendentes da docência em física tecem para as histórias em quadrinhos direcionadas ao ensino em disciplinas de Metodologia de Ensino de Física? Como contexto, estabelecemos as disciplinas de Metodologia do Ensino de Física (MEF) do curso de licenciatura em física da Universidade de São Paulo (USP). A perspectiva metodológica adotada foi o modelo materialista de Vigotski. Para tal perspectiva, optamos por desenvolver estudos de casos circunstanciados pela observação participante. Em meio ao modelo materialista, adotamos como unidade de análise a natureza da curiosidade para as histórias em quadrinhos no ensino de física. Deste modo, analisamos a trajetória formativa de dois aprendentes da docência em sua historicidade e as interações estabelecidas por estes com as atividades formativas que pautaram a apreensão das histórias em quadrinhos como elemento de ensino. A pesquisa contou com a gravação em áudio e vídeo das aulas de MEF1, dos encontros de supervisão e das entrevistas semiestruturadas; de igual modo, contou com a análise de portfólios e planos de ensino produzidos pelos aprendentes para as disciplinas. O arcabouço analítico foi estruturado a partir de elementos da teoria histórico-cultural de Vigotski e constructos da perspectiva freireana. A construção dos dados se deu a partir da constituição de quatro movimentos de curiosidades, os quais foram tecidos a partir das ações que levaram os aprendentes a se engajar com as histórias em quadrinhos e, de igual modo, abarcaram em si as atividades formativas que os mesmos organizaram para apreender este elemento. Por conseguinte, enfatizamos as curiosidades dos aprendentes, os sentidos atribuídos às histórias em quadrinhos, assim como as situações e os modos como as curiosidades se complexificaram e os sentidos se estruturaram. Os resultados apontaram como estruturas significativas para a atribuição de sentidos os modos singulares como os aprendentes internalizaram este elemento; as discussões promovidas pelos coletivos de aprendizagens sobre as histórias em quadrinhos; as perspectivas formativas adotadas nas aulas de MEF1; a pluralidade de atividades que compuseram as disciplinas de MEF e as temáticas problematizadas no estágio supervisionado. Ademais, devemos ressaltar que a dinâmica de atribuição de sentidos para as histórias em quadrinhos no ensino teve sua gênese na disciplina de MEF1, mas não se esgotou nela. Logo, o panorama articulado nos permitiu destacar alguns dos sentidos tecidos pelos aprendentes para as histórias em quadrinhos, dentre os quais está a sua interpretação enquanto linguagem mediadora para engajar estudantes em discussões científicas; meio para dar centralidade às ações dos estudantes; estratégia de ruptura com a rotina escolar; recurso cultural condicionado ao contexto histórico-cultural; a ação crítica e criativa dos docentes e a arte de contestação e reflexão. / In this study, we aim to investigate which senses teaching learners assign to comics in education. As a context, we established the disciplines of Physics Teaching Methodology (MEF) of the degree course in Physics at the University of São Paulo (USP). The methodological perspective adopted was Vygotsky\'s materialist model. For this perspective, we chose to develop case studies conditioned by participant observation. For this, we embrace as a unit of analysis the nature of curiosity for comics in teaching of Physics. Thus, we analyze the formative trajectory of two learners of teaching in their historicity and interactions established through formative activities that guided the apprehension of comics as factor of teaching. The research included audio and video recording of classes, supervision meetings and semi-structured interviews, as well as the analysis of portfolios and teaching plans produced by students containing comics. The analytical framework structured from elements of Vygotsky\'s historical-cultural theory and from constructs from Paulo Freire\'s perspective. The construction of the data based on constitution of four curiosity movements, woven from actions that led the learners to engage with comics. In the same way, they embraced the formative activities and organized them for the apprehension of study element. Therefore, we emphasize the curiosities of the learners, the senses attributed to the comics, as well as the situations and the ways in which curiosities have become more complex and the senses structured. As significant structures for the attribution of senses, the results point: the singular modes as learners internalized this element, the discussions promoted by the collectives of learning about comics, the formative perspectives adopted in the MEF1 classes, the plurality of activities that composed the MEF disciplines and the approached topics in the supervised internship. Moreover, we must emphasize that the dynamics of attribution senses to comics in teaching had its genesis in discipline of MEF1, but it did not run out in itself. Therefore, the articulated viewpoint allowed us to highlight some of the senses woven by the learners for comics, among which is their interpretation: as mediator language to engage students in scientific discussions, path to grant centrality to student actions. As well as, disruption strategy with school routine, cultural resource conditioned to historical-cultural context, and critical and creative action of teachers and art of contestation and reflection.

Depuis le XVe siècle l'Italie a été une terre d'élection de collectionneurs, des particuliers dont certains ont très tôt placé leurs collections à la disposition du public. Les curieux collectionnent les objets dans pour la plupart des cas pour des raisons de pouvoir, de politique ou encore d'option religieuse, mais pas dans un souci de conservation. Cependant le développement de réseaux de sociabilité et de commerce au XVIe siècle a fait des cabinets de curiosité une réalité européenne. A la mort des collectionneurs, certaines collections sont vendues et d'autre transformées en musée dès le XVIIe siècle, d'autres sont aussi, au XVIIIe et au XIXe siècle, à l'origine des collections conservées actuellement dans les lycées et universités. L'histoire des collections européennes, y compris au regard de l'évolution la plus récente des musées, permet de réfléchir à ce que peuvent et doivent être aujourd'hui des collections, et pour ce qui concerne leur conservation et les conditions de leur étude, et pour ce qui est de leur ouverture au public. Or suite aux découvertes paléontologiques majeures en Afrique, et dans le but de gérer et de valoriser les collections générées, de nombreux musées nationaux s'installent dans les capitales et changent de représentation muséographique pour devenir de véritables muséums orientés vers des développements de recherches scientifiques. C'est également à travers ces découvertes que le monde entier et les africains eux-mêmes ont pris conscience de la diversité et de l'immense richesse naturelle et patrimoniale de ce continent. Les collections paléontologiques du Tchad présentent un intérêt scientifique très important, qui résulte de leur impact sur les connaissances de l' « Origine et l'Histoire de la Famille Humaine ». Sur plus de 20 000 spécimens fossiles mis au jour par la MPFT, 18343 sont inventoriés et numérisés, dont 316 types et figurés. Une base de données de ces spécimens types a été construite avec ces types et figurés sous Access est mise en ligne sur le site du CNAR et des catalogues ont été également établis et imprimés au cours de ce travail. Ces collections constituent aujourd'hui une des plus riches collections paléontologiques d'Afrique Centrale, en particulier pour la période du Mio-Pliocène (de -7,3 à 3 Ma), génèrent aussi un enjeu socio-culturel indéniable. Une réflexion est menée et des pistes sont proposées pour assurer non seulement une vraie politique de conservation mais aussi de valorisation, notamment auprès du grand public. Notre thèse entend contribuer à la réflexion sur l'avenir des collections africaines, notamment tchadiennes. / For the XVth century Italy was a playground of favourite of collectors, private individuals among whom some very early placed their collections at the disposal of the public. The curious collect objects for the most part of the cases for reasons for being able to, of politics or still religious option, but not with the aim of preserving them. However the development of networks of sociability and business in the XVIth century made cabinets of curiosity an European reality. When the collectors die, certain collections are sold and of other one transformed into museum from the XVIIth century, others are also, in the XVIIIth and in the XIXth century, at the origin of collections kept at present in high schools and universities. The history of the European collections, including with regard to the most recent evolution of museums, allows to think about what can and have to be collections today, and as regards their preservation and the conditions of their study, and as for their opening to the public. Yet further to major discoveries in paleontology in Africa, and with the aim of managing and valuing these collections, numerou national museums settle in capitals and museum representation change to become real museums oriented developments of scientific research. It is also through the paleontological discoveries in Africa that the whole world and the Africans became aware themselves of the diversity and the immense natural and patrimonial wealth of this continent. The paleontological collections of the Chad present a very important scientific interest, which results from their impact on the knowledge of the " Origin and the History of the Human Family ". On more than 20 000 fossil specimens brought to light by the MPFT, 18343 are inventoried and digitized, including 316 types and figured, a database was built with these guys and figured in Access is posted on the CNAR Site and catalogs on these type specimens were also developed and printed in this work. These collections constitute one of the richest paleontological collections of Central Africa today, in particular for the period of Mio-Pliocène (from 7,3 to 3 My). Also generates an undeniable socio- cultural issue. A study is conducted and trails are proposed to ensure not only a true conservation policy but also of valuation, including the general public. Our thesis intends to contribute on second thought on the future of the African, in particular Chadian collections.

Skills of inquiry are essential outcomes from a baccalaureate nursing education. Students who demonstrate intellectual curiosity can develop effective skills of inquiry. Nurse educators must place emphasis on teaching and learning strategies which engage student intellectual curiosity. However, the concept of intellectual curiosity is not well-studied across multiple contexts of teaching and learning environments within nursing education. In addition, there is little known about the experienced nurse educator and the meaning of student intellectual curiosity across multiple teaching and learning environments. With the increased emphasis on online teaching and learning in nursing education as a solution for expanding student access and capacity, the concept of intellectual curiosity within the context of online learning needs further exploration. Under the assumptions of philosopher Max van Manen (1990, 1997) and Martin Heidegger (1962), the purpose of this qualitative, hermeneutic phenomenological study was to understand the lived experience of baccalaureate nursing student intellectual curiosity for the experienced nurse educator teaching within the online learning environment. The research question was: What does intellectual curiosity mean to experienced nurse educators teaching in the online environment? A total of eight participants from three different institutions of higher education in the southeastern United States were interviewed through a socratic approach. Diekelmann, Allen, and Tanner’s Steps for Data Analysis (1989) are utilized for data analysis. Three constitutive patterns and seven relational themes emerged through the data analysis process. Ontological considerations of findings, implications for nursing education, and future research investigations are identified.

La critique récente sur Aphra Behn (1640-1689) a montré d’une part que ses courts romans entretiennent des liens privilégiés avec le champ de la philosophie naturelle montante et d’autre part, que le monstrueux ou l’exotique sont des motifs privilégiés de ses œuvres. Ce travail vise à mettre en lien ces deux différentes approches, en établissant la centralité de la notion de curiosité dans la fiction d’Aphra Behn. La curiosité est une notion ambivalente au XVIIe siècle qui, bien qu’elle continue à porter des connotations négatives d’origine chrétienne et médiévale, s’est vue revalorisée par la philosophie naturelle. A la même époque, la notion de curiosité suscite également un regain d’intérêt de la part des théoriciens du roman ; Behn se positionne dans le débat esthétique et épistémologique de son temps en revendiquant une mimesis originale du vrai absolu, qui refuse d’intéresser son lecteur par une curiosité pour les choses familières, et choisit de représenter l’extra-ordinaire. Behn tente de discriminer entre une « bonne » et une « mauvaise » curiosité, pour se poser en curieuse et en collectionneuse avisée, mais continue d’entretenir des liens avec une culture plus populaire de la curiosité, celle des spectacles de foires. Le « cabinet de curiosité littéraire » que construit Aphra Behn privilégie des figures de monstres atypiques, qui permettent d’inventer une forme romanesque curieuse et transgressive. / Recent research on Aphra Behn has shown the link between the scientific prose of the period and Behn’s narrative fiction, while other scholars have underscored the importance of bodily and moral deformity in her works. Drawing on these apparently heterogeneous studies, this project aims at providing a global aesthetic framework for Behn’s fiction. The epistemological context of the late seventeenth century offers a stimulating insight in Behn’s fiction, especially through the notion of “curiosity”. This notion is at the centre of both the scientific and literary concerns of the period; the growing interest in natural philosophy progressively rehabilitates curiosity – which had been an object of scorn in the Augustinian tradition – first by valuing curiosity as the ideal attitude of the “scientist”, and by having curiosities as its major object of study – the rare, new, and unusual objects of the Wunderkammern replacing the “universal” objects of study of the Medieval and Renaissance science. At exactly the same time, in the literary field, the notion of curiosity undergoes a redefinition, in a somewhat similar fashion to that which occurs in the scientific field, shifting from the “generalities” of idealized romance to a new conception of curiosity in the emerging genre of the novel. Behn advocates for a radical mimesis of truth and extraordinary curiosities. At the time when Aphra Behn writes her fictional texts, curiosity is therefore a polysemic notion, whose unity can nonetheless be found in a set of specificities: curiosity is concerned, both in science and in literature, with the emotions/reactions of the “curious” scientist or reader; it is what leads us to experiment, and it comes from a desire for knowledge. But curiosity is also a transgressive desire: the distinction between two types of curiosity, a “good” and a “bad” curiosity, is central in Behn’s discourse. The parallel between Behn’s fascination with curiosities and the scientific episteme of her time is obvious in the numerous descriptions of exotica in Oroonoko, as the narrator explicitly compares the objects she shows to those which form part of the Royal Society repository, but the rest of Behn’s fiction is also concerned with this preoccupation with curiosity: in several of her other works, moral irregularities are conjoined with ‘natural’/physical irregularities which belong to the realm of curiosities. The various transgressions depicted in Behn’s fiction can therefore be seen as “curiosities”; Behn’s work can be read as a sort of Wunderkammern, as she herself seems to suggest when she wishes her novels were “esteem’d as Medals in the Cabinets of Men of Wit” – novelists collect and experiment on human nature just as natural philosophers do with nature (and art) in the cabinets of curiosities. But in her fiction Behn actually goes beyond the conventional notion of the cabinet of curiosities, by insisting on moral and physical monstrosity. In underlining the importance of the realm of curiosity in Behn’s fiction, this study aims at showing the specificity of her aesthetics and the originality of her conception of the novel; as she states in the preface to Oroonoko, writers, like painters, are supposed to “erase” defects: by deliberately choosing not to idealize nature, men, or society, and by choosing to systematically depict deformity and exceptions instead (rather than exemplary individuals), Aphra Behn invents her own conception of the novel, a sensationalist aesthetic of the “strange and novel”.

Computer technology is increasingly being implemented into objects other than the standard desktop computer, be it for keeping existing products current in our digital age or simply exploring the possibilities within the field of embodied interaction. The present paper investigates the emotional-motivational state of curiosity by discussing the design process and results from “Quizzerfid”, a design exploration on the use of RFID technology on a tangible puzzle. A short background on curiosity, embodied interaction, RFID technology, and other related projects will be given, to finally investigate the potentialities of the artefact in regards to stimulating student curiosity. A detailed description of the design of the Quizzerfid prototype will be presented, followed by an extensive process description and review of the performed user testing. The aim of this paper is to explore the design of the Quizzerfid puzzle framework in regards to its success in sparking curiosity and exploratory behaviour through embodied interaction, contributing to the design of future tangible interfaces and possibly even pedagogical aids.

Mémoire (M.Ed.)--Université du Québec à Chicoutimi, 1997. / Document électronique également accessible en format PDF. CaQCU