Experiência de escrita potencializada pelo gesto. Gesto desdobrado em vibrações que ferem o espírito de forma incontornável. Contorno do acumulam nas mãos, resumidos aos olhos. Uma ilha onde se força o exílio, apreende o gesto e protela o intraduzível. Diferente da língua gestual, do código de acontecimento com margens e paredes, a ferida no sótão, na praia, na montanha. Ocupar as feridas que me ferem com suas respectivas roupagens, marcar o gesto com roupa, alimento, utensílio. Refratariamente, para ambos os lados: os gestos se multiplicam ao infinito, digeridos pelas entranhas e se gesto - a agressividade da marca, do que escorre como sangue, da mão morta, da epilepsia. / Writing experience increased by the gesture. Gesture deployed into vibrations that hurt the spirit so compelling. Outline of the event with the banks and walls, the wound in the attic, on the beach, the mountains. Occupy the wounds that hurt me with outfits, to mark the gesture with clothing, food and devices. Refractory to both sides: the gestures are multiplied to infinity, digested in the bowels and accumulate in the hands, as summarized in the eyes. Islands of a forced exile, seize the gesture and delays the untranslatable. Unlike sign language, the code of gesture – the aggressiveness of the brands, that which drips like blood, the dead hand, the epilepsy.

Trata da escrita educacional como problema. Para isso, experimentase e interroga-se como praticar tal escrita, não à procura dos significados, mas um exercício de experimentação com a linguagem para liberar as volições de um texto. A partir da proposta de uma língua menor, desenvolvida por Gilles Deleuze e Félix Guattari, bem como por procedimentos literários de várias ordens, essa escrita busca produzir junto com esses autores, um bloco de sensações, isto é, um composto de perceptos e afectos. Com Roland Barthes o texto educacional torna-se escritura de prazer. Num cruzamento entre filosofia, arte e literatura, encontram-se outros intercessores: Paul Valéry, Samuel Beckett, Fernando Pessoa, Clarice Lispector, Caio Fernando Abreu, Raduan Nassar, Hilda Hilst, Lautréamont e outros mais. A escritura torna-se aqui, máquina revolucionária de inventividade e de produção de desejo e de diferença no campo da educação. O texto discorre sobre a experiência de um corpo educador-escrileitor-pesquisador, e aposta numa scrita nuova como objeto de prazer desse mesmo corpo. / It is about writing – seen as a problem – in the field of educational theory. In line with this, the practice of this writing is submitted to an experiment and to an interrogation, not in search of meanings, but as an exercise in experimentation with language in order to liberate the volitions of a text. Taking as a point of departure the concept of a minor language, such as it was developed by Gilles Deleuze and Félix Guattari, and having recourse to a variety of literary procedures, this writing tries to produce a block of sensations, that is, a composite of percepts and affects. If we follow Roland Barthes, the educational text becomes a writing of pleasure. At the point where philosophy, art and literature cross each other, we find other intercessors: Paul Valéry, Samuel Beckett, Fernando Pessoa, Clarice Lispector, Caio Fernando Abreu, Raduan Nassar, Hilda Hilst, Lautréamont and many others. Writing becomes here a revolutionary machine of invention and production of desire and of difference in the field of education. The present text is about the experience of a body which is the body of an educator-writer- researcher and puts its stakes in a scrita nuova seen as an object of pleasure of that same body.

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Trata da escrita educacional como problema. Para isso, experimentase e interroga-se como praticar tal escrita, não à procura dos significados, mas um exercício de experimentação com a linguagem para liberar as volições de um texto. A partir da proposta de uma língua menor, desenvolvida por Gilles Deleuze e Félix Guattari, bem como por procedimentos literários de várias ordens, essa escrita busca produzir junto com esses autores, um bloco de sensações, isto é, um composto de perceptos e afectos. Com Roland Barthes o texto educacional torna-se escritura de prazer. Num cruzamento entre filosofia, arte e literatura, encontram-se outros intercessores: Paul Valéry, Samuel Beckett, Fernando Pessoa, Clarice Lispector, Caio Fernando Abreu, Raduan Nassar, Hilda Hilst, Lautréamont e outros mais. A escritura torna-se aqui, máquina revolucionária de inventividade e de produção de desejo e de diferença no campo da educação. O texto discorre sobre a experiência de um corpo educador-escrileitor-pesquisador, e aposta numa scrita nuova como objeto de prazer desse mesmo corpo. / It is about writing – seen as a problem – in the field of educational theory. In line with this, the practice of this writing is submitted to an experiment and to an interrogation, not in search of meanings, but as an exercise in experimentation with language in order to liberate the volitions of a text. Taking as a point of departure the concept of a minor language, such as it was developed by Gilles Deleuze and Félix Guattari, and having recourse to a variety of literary procedures, this writing tries to produce a block of sensations, that is, a composite of percepts and affects. If we follow Roland Barthes, the educational text becomes a writing of pleasure. At the point where philosophy, art and literature cross each other, we find other intercessors: Paul Valéry, Samuel Beckett, Fernando Pessoa, Clarice Lispector, Caio Fernando Abreu, Raduan Nassar, Hilda Hilst, Lautréamont and many others. Writing becomes here a revolutionary machine of invention and production of desire and of difference in the field of education. The present text is about the experience of a body which is the body of an educator-writer- researcher and puts its stakes in a scrita nuova seen as an object of pleasure of that same body.

Experiência de escrita potencializada pelo gesto. Gesto desdobrado em vibrações que ferem o espírito de forma incontornável. Contorno do acumulam nas mãos, resumidos aos olhos. Uma ilha onde se força o exílio, apreende o gesto e protela o intraduzível. Diferente da língua gestual, do código de acontecimento com margens e paredes, a ferida no sótão, na praia, na montanha. Ocupar as feridas que me ferem com suas respectivas roupagens, marcar o gesto com roupa, alimento, utensílio. Refratariamente, para ambos os lados: os gestos se multiplicam ao infinito, digeridos pelas entranhas e se gesto - a agressividade da marca, do que escorre como sangue, da mão morta, da epilepsia. / Writing experience increased by the gesture. Gesture deployed into vibrations that hurt the spirit so compelling. Outline of the event with the banks and walls, the wound in the attic, on the beach, the mountains. Occupy the wounds that hurt me with outfits, to mark the gesture with clothing, food and devices. Refractory to both sides: the gestures are multiplied to infinity, digested in the bowels and accumulate in the hands, as summarized in the eyes. Islands of a forced exile, seize the gesture and delays the untranslatable. Unlike sign language, the code of gesture – the aggressiveness of the brands, that which drips like blood, the dead hand, the epilepsy.

Previous research has found that civil resistance has a positive impact on democratic development. Still, despite increased academic attention to how civil resistance affects democratization and democracy, no systematic study has yet examined how the nature of inclusion in a civil resistance impacts various elements of democracy. This study addresses this research gap by comparing how inclusive civil resistance and non-fully inclusive civil resistance uprisings between 1943-2013 affected the development of liberal, egalitarian, participatory, and deliberative democracy. Two theoretical arguments are presented for how the nature of inclusion in civil resistance affect its impact on democracy: one arguing that inclusion should generate higher levels of participatory democracy and another underlining how the nature of inclusion in civil resistance generates higher levels of deliberative democracy. The arguments are tested with a quasi-experimental difference-in-difference measure combined with a nearest neighbour matching propensity score method. The results give tentative support for that inclusive civil resistance compared to non-fully inclusive civil resistance increase democracy in general and deliberative democracy in particular up to five years after civil resistance ended. The impact of inclusion in civil resistance does however vary considerably, and further research is needed to strengthen the theory and generate more statistically significant results.

Experiência de escrita potencializada pelo gesto. Gesto desdobrado em vibrações que ferem o espírito de forma incontornável. Contorno do acumulam nas mãos, resumidos aos olhos. Uma ilha onde se força o exílio, apreende o gesto e protela o intraduzível. Diferente da língua gestual, do código de acontecimento com margens e paredes, a ferida no sótão, na praia, na montanha. Ocupar as feridas que me ferem com suas respectivas roupagens, marcar o gesto com roupa, alimento, utensílio. Refratariamente, para ambos os lados: os gestos se multiplicam ao infinito, digeridos pelas entranhas e se gesto - a agressividade da marca, do que escorre como sangue, da mão morta, da epilepsia. / Writing experience increased by the gesture. Gesture deployed into vibrations that hurt the spirit so compelling. Outline of the event with the banks and walls, the wound in the attic, on the beach, the mountains. Occupy the wounds that hurt me with outfits, to mark the gesture with clothing, food and devices. Refractory to both sides: the gestures are multiplied to infinity, digested in the bowels and accumulate in the hands, as summarized in the eyes. Islands of a forced exile, seize the gesture and delays the untranslatable. Unlike sign language, the code of gesture – the aggressiveness of the brands, that which drips like blood, the dead hand, the epilepsy.

The motivation to explore the subject matter of this thesis arises from two interlinked processes: (1) the experience of the power and pervasiveness of a "basic split" experienced in therapy in the unity of the individual, (2) the tendency in the unitary discipline psychology for theorists to adopt views which are polar opposites. In trying to understand these phenomena one has to explore the basic paradox of being which has fascinated thinkers and mystics down through the ages, the paradox of the One and the many, and thus the phenomenon of change. This paradox is explored in mythology, in the "philosophia perennis" and as encountered in high-energy sub-atomic physics. Out of this emerges the awareness of Being as One but as embodying a dynamic polar process, the first of whose manifestations is the male and the female process (or Yin/Yang in Chinese). The male/female process is defined and explored and it is shown that the female process has been progressively ignored and largely repressed in the West. I demonstrate this process in a metabletic (hermeneutical phenomenological) study of Greek sacred architecture. Metabletics as defined by its originator, J.H. van den Berg, is "the theory of change" or a psychology of history. It is thus a particularly suitable method of analysing the cultural-historical process of the repression of the female process in Western society. The emergence of the male process as predominant in the West is explored hermeneutically through the emergence of the individual and the suppression of the old unity centred in the Mother Goddess, and the receding of the Father God to the heavens. The choice by the great Greek philosophers of the male process is particularly important because of their emphasis on the Logico-Mathematical Sequential (L.M.S.) mode of knowing and perception at the expense of the female process, Intuitive-Creative Holistic (I.C.H.) mode.The dominance of the male process in the West is traced from the aboriginal female-process state through neolithic village culture to the rise of the first cities. Processes studied are the rise of kingship, war, private property and the splitting of labour. The roots of anomie and alienation are described. The emergence of god as powerful ruler and lawgiver is shown. The splitting of the male/female process leads to the splitting of the individual from him/herself, from others, from the world and from the divine. This is traced in the mystery religions, in religious dualism, in the rise of the Judaeo-Christian tradition and Gnosticism. The split and its effects are demonstrated in Western science and psychology. The necessity and possibility of integration in science and in psychology is demonstrated through the integration of our process of knowing and perceiving which is used as a model for the integration of psychology. The effects of the male/female split on the individual in Western society are shown. The split in our society leads to anomie and alienation, which produce "socioses". These affect the child born into the society and lead to a "Parent/Child" split. The possibility of healing the split in the individual, between people, between humankind and the world and in re-establishing our unity in the One is illustrated. The unity of the One is experienced through the dynamic polar interaction of the male/female process.

According to the Swedish curriculum every child has the right to feel safe in school. Also according to CRC (committee on the rights of the child) the child has the right to be respected and provided for his or hers basic needs. The teachers must also develop equality for the children and they should also counteract insults. But even though we have these laws and rules some children feel unsafe at school. Every day 60 000 children are being bullied at schools in Sweden. This is a huge problem that needs to be addressed. The aim of this thesis is to investigate teachers in different schools and their strategies to handle bullying. The method is qualitative interviews of teachers. The result indicates that the teachers do see things differently from each other, and that can lead to complications later on. The complications do not only regard the student in that way that they are being treated differently in different schools. It can also affect the teachers in that way that they does not see the harm in what some kids do that other would call bullying.

This thesis analyses numerical methods used in finding solutions of diferential equations. Numerical methods are viewed as discrete dynamical systems that give useful information on continuous dynamical systems defined by systems of (ordinary) diferential equations. We analyse non-standard finite difference schemes that have no spurious fixed-points compared to the dynamical system under consideration, the linear stability/instability property of the fixed-points being the same for both the discrete and continuous systems. We obtain a sharper condition for the elementary stability of the schemes. For more complex dynamical systems which are dissipative, we design schemes that replicate this property. Furthermore, we investigate the impact of the above analysis on the numerical solution of partial differential equations. We specifically focus on reaction-diffusion equations that arise in many fields of engineering and applied sciences. Often their solutions enjoy the follow- ing essential properties: Stability/instability of the fixed points for the space independent equation, the conservation of energy for the stationary equation, and boundedness and positivity. We design new non-standard finite diference schemes which replicate these properties. Our construction make use of three strategies: the renormalization of the denominator of the discrete derivative, non-local approximation of the nonlinear terms and simple functional relation between step sizes. Numerical results that support the theory are provided. Copyright / Thesis (PhD)--University of Pretoria, 2009. / Mathematics and Applied Mathematics / unrestricted