Esta pesquisa associa a enunciação fílmica ao âmbito do traumático e da repetição, procedimento que produz variações que constituem uma imagem fundamental. Esta imagem não pode ser configurada materialmente no relato, só vislumbrada através justamente das variações, das repetições com diferenças. A inacessibilidade da imagem fundamental reside justamente em sua pregnância, sua perfeição na articulação de sentidos e de significação na síntese. A imagem fundamental pode, por sua vez, dialogar também com o traumático na instância do enunciado, dos significados que podem ser constituídos e alterados a partir do procedimento de repetição dos acontecimentos no decorrer da narrativa. A pesquisa utiliza o Dogma 95 para estudo: o Dogma #1, \"Festa de Família\", e do Dogma #2 \"Os idiotas\", filme que constitui juntamente \"Ondas do destino\" e \"Dançando no Escuro\", a Trilogia Coração de Ouro, de Lars von Trier. / This research associates the filmic enunciation to the extent of the traumatic and its repetition procedure. The variations produced by repetition constitute a fundamental image that cannot be configured in the narrative. This image can only be glimpsed through its variations, its repetitions with differences. The inaccessibility of the fundamental image rests exactly in its pregnancy, its perfect articulation of senses and its possibility of meaning through synthesis. The fundamental image can also dialog with the traumatic in the instance of the story, of the meanings that can be produced and modified by the repetition of the narrative events. This research uses Dogma 95 films: Dogme #1, \"Celebration\", and Dogme #2 - \"The idiots\" which with \"Breaking the waves\" and \"Dancer in the Dark\" constitute Lars von Trier\'s Heart of Gold Trilogy.

This masters's thesis contains description of designed and implemented tool for classification of plant microRNA without genome. Properties of mature and star sequences in microRNA duplexes are used. Implemented method is based on clustering of RNA sequences (with CD-HIT) to mainly reduce their count. Selected representants from each clusters are classified using support vector machine. Performance of classification is more than 96% (based on cross-validation method using the training data).

Esta dissertação apresenta a análise de relatórios de pesquisa e de estágio elaborados por alunos graduandos em Letras. Os relatórios de pesquisa constituintes do corpus foram produzidos tendo em vista o contexto de Iniciação Científica, no qual estes relatos são exigidos periodicamente pelas agências de fomento à pesquisa. Os relatórios de estágio foram entregues como trabalhos de conclusão da disciplina Metodologia do Ensino de Português, da Faculdade de Educação da Universidade de São Paulo. O objetivo na análise deste material foi perceber de que modo duas formas diferentes de lidar com o conhecimento podem influenciar na formação de um mesmo sujeito. A hipótese que nos levou a fazer esta reflexão é a de que quando o graduando em Letras vivencia o lugar de pesquisador, participando de um processo investigativo no qual ele lida com o conhecimento de forma \"curiosa\", isto é, assumindo uma postura ativa em relação ao objeto de conhecimento, ele levará isso para outras práticas, inclusive para a prática pedagógica, em que o conhecimento é tomado como objeto de ensino. Sendo assim, o que almejamos com esta dissertação é contribuir, por meio da análise de relatórios de pesquisa e de estágio, para a discussão sobre como a realização de pesquisa, durante a graduação em Letras, participa enquanto instrumento de formação do professor de língua portuguesa do ensino básico. Durante as análises, tornou-se fundamental o conceito foucaultiano de formação discursiva (FD), pois a questão norteadora deste trabalho foi: a pesquisa é investigativa? Esta se mostrou como a primeira reflexão necessária para pensarmos o que segue: qual o papel da pesquisa na formação do professor de língua portuguesa? Para realizarmos tais análises, delineamos o que foi chamado no trabalho de FD do dogma e FD da investigação. Sendo que, quanto à FD do dogma, procuramos verificar se havia indícios na escrita dos relatórios que apontassem modos de aproximação com o objeto de conhecimento limitando-se à repetição irrefletida, enquanto sobre a FD da investigação buscamos perceber como estes mesmos modos de aproximação privilegiavam o questionamento e a reflexão crítica. / This dissertation exposes the analysis of research and training reports written by Language e Literature students. The research reports that form the corpus were produced by considering the context of Scientific Initiation, in which these reports are required periodically by funding agencies. The training reports were handed as Portuguese Teaching Metodology final paperwork, in Education College of University of Sao Paulo. The present research intends to notice how two diferent ways to deal with knowledge can influence on the learning process of the same subject. The hypothesis that led us to make this reflection is that when the Language e Literature student holds the researcher position, participating of a reflexive process in which he deals with the knowledge admitting attitude of investigation, going to the building of the knowledge, this student will take on this attitude in other performances, including the teaching activity. So, we intend to contribute to the discussion about how the research works as an education device, during Language e Literature graduation. In the analysis the concept of discursive formation (DF) became essencial, because this dissertation was guided by two questions: is the research, in fact, reflexive? And, how does it contribute to the portuguese teacher education? In order to answer these questions we outlined what was called DF of dogma and DF of investigation. About the DF of dogma, we intend to verify if there were evidences that the treatment given to the knowlegde was limited by the non-reflexive repetition. And about DF of investigation we intend to notice if was possible the developing of reflexive apreciations.

Successful leadership is the dream of all the students of leadership for which various elements including personality, skills, vision etc. are mentioned by various scholars and researchers, but what is interesting to acknowledge is that all these elements are a manifest of the moment that alter the identity of an ordinary person into a successful leader. These moments are known to be called crucible of leadership.Crucible has a strong connection to the leadership but the mystery of what shapes these crucibles is an ever going process of research and narration. The fascination with studying the recipe of crucible is built on the foundation of my own crucible of leadership that shaped my skills and vision. Considering that, I decided to explore the recipe of crucible for what is close to me and for which I have the most knowledge about, I was ascertain to produce an informative piece of document for the readers with good authenticity and reality in my work. For this purpose I chose to explore the recipe of crucible for Pakistani female leaders.In the crucible of leadership, one of the most important element that plays role is the antecedents of a life story that builds a way to crucible and successful leadership. Thus, my focus of this study was to explore and narrate such antecedents that are the prime source of crucible of leadership for successful Pakistani female leaders. In order to do so, I had to get deep knowledge of the personal life of Pakistani female leaders, which I did by studying their biographies and testimonial accounts building a theory of antecedents as recipe of crucible through the approach of grounded theory.My qualitative analysis and sound coding, suggested a theory that, the most essential antecedents that hasn’t change in generation for Pakistani female leadership are the family antecedents (education, gender equality and a strong belief on principles) and social antecedents (lack of social acceptance), participating highest in shaping the crucible. Whereas, religion is a supportive antecedent but is not significantly impacting the crucible of leadership, as is widely perceived in the world. Furthermore, I concluded my study with highlighting the factor of patriarchy and role expectancy as the major hindrance in the successful female leadership in Pakistan.

Thesis (M.A.)--Trinity Evangelical Divinity School, 2007. / Includes bibliographical references (leaves 76-78).

Zugl.: Bayreuth, Univ., Diss., 2006

Thesis (M.A.)--Trinity Evangelical Divinity School, 2007. / Includes bibliographical references (leaves 76-78).

Esta dissertação apresenta a análise de relatórios de pesquisa e de estágio elaborados por alunos graduandos em Letras. Os relatórios de pesquisa constituintes do corpus foram produzidos tendo em vista o contexto de Iniciação Científica, no qual estes relatos são exigidos periodicamente pelas agências de fomento à pesquisa. Os relatórios de estágio foram entregues como trabalhos de conclusão da disciplina Metodologia do Ensino de Português, da Faculdade de Educação da Universidade de São Paulo. O objetivo na análise deste material foi perceber de que modo duas formas diferentes de lidar com o conhecimento podem influenciar na formação de um mesmo sujeito. A hipótese que nos levou a fazer esta reflexão é a de que quando o graduando em Letras vivencia o lugar de pesquisador, participando de um processo investigativo no qual ele lida com o conhecimento de forma \"curiosa\", isto é, assumindo uma postura ativa em relação ao objeto de conhecimento, ele levará isso para outras práticas, inclusive para a prática pedagógica, em que o conhecimento é tomado como objeto de ensino. Sendo assim, o que almejamos com esta dissertação é contribuir, por meio da análise de relatórios de pesquisa e de estágio, para a discussão sobre como a realização de pesquisa, durante a graduação em Letras, participa enquanto instrumento de formação do professor de língua portuguesa do ensino básico. Durante as análises, tornou-se fundamental o conceito foucaultiano de formação discursiva (FD), pois a questão norteadora deste trabalho foi: a pesquisa é investigativa? Esta se mostrou como a primeira reflexão necessária para pensarmos o que segue: qual o papel da pesquisa na formação do professor de língua portuguesa? Para realizarmos tais análises, delineamos o que foi chamado no trabalho de FD do dogma e FD da investigação. Sendo que, quanto à FD do dogma, procuramos verificar se havia indícios na escrita dos relatórios que apontassem modos de aproximação com o objeto de conhecimento limitando-se à repetição irrefletida, enquanto sobre a FD da investigação buscamos perceber como estes mesmos modos de aproximação privilegiavam o questionamento e a reflexão crítica. / This dissertation exposes the analysis of research and training reports written by Language e Literature students. The research reports that form the corpus were produced by considering the context of Scientific Initiation, in which these reports are required periodically by funding agencies. The training reports were handed as Portuguese Teaching Metodology final paperwork, in Education College of University of Sao Paulo. The present research intends to notice how two diferent ways to deal with knowledge can influence on the learning process of the same subject. The hypothesis that led us to make this reflection is that when the Language e Literature student holds the researcher position, participating of a reflexive process in which he deals with the knowledge admitting attitude of investigation, going to the building of the knowledge, this student will take on this attitude in other performances, including the teaching activity. So, we intend to contribute to the discussion about how the research works as an education device, during Language e Literature graduation. In the analysis the concept of discursive formation (DF) became essencial, because this dissertation was guided by two questions: is the research, in fact, reflexive? And, how does it contribute to the portuguese teacher education? In order to answer these questions we outlined what was called DF of dogma and DF of investigation. About the DF of dogma, we intend to verify if there were evidences that the treatment given to the knowlegde was limited by the non-reflexive repetition. And about DF of investigation we intend to notice if was possible the developing of reflexive apreciations.

Quels liens existe-t-il entre la théorie de l'imprévision, la théorie de la connaissance acquise, la théorie des circonstances exceptionnelles, ou encore celle des associations transparentes ? Le nombre important de théories répertoriées en droit administratif pour désigner des jurisprudences conduit à s'interroger sur cet usage établi et pourtant peu étudié. La première difficulté résulte du terme même de « théorie ». Loin d'être neutre, celui-ci est chargé de significations qui renvoient très directement à l'épistémologie des sciences et donne à une étude relative aux théories jurisprudentielles en droit administratif une dimension substantielle.Peut-on identifier et analyser un substrat commun à l'ensemble de ces théories ou s'agit-t-il d'une utilisation fluctuante et contingente ? En d'autres termes, peut-on parvenir à une signification unifiée du concept de théorie dans l'analyse de la jurisprudence ?L'identification des théories jurisprudentielles procède de la mise en lumière d'une catégorie réelle qui répond à des règles conventionnelles auxquelles le discours juridique semble se plier. Construites au cours d'un long processus impliquant l'ensemble des acteurs juridiques, elles sont reconnues comme produisant des effets de droit.En outre, les jurisprudences appelées « théories » révèlent des fonctions normatives communes. Plus précisément, elles constituent un instrument à la disposition du juge administratif dans la mise en œuvre du contrôle de légalité et contribuent ainsi à la vitalité du droit administratif.L'usage du mot « théorie » témoigne de surcroît d'une volonté dogmatique de faire voir le droit administratif et son histoire sous un angle linéaire et sans rupture. Il a accompagné tout le processus de construction d'une science distincte de celle du droit privé et concourt aujourd'hui encore à l'affermissement du droit administratif. L'étude des théories jurisprudentielles met ainsi en lumière certains enjeux fondamentaux pour la discipline. / What are the relationship between the imprevision theory, the "connaissance acquise" theory, the exceptional circumstances theory and the theory of "associations transparentes" ? The important number of identified theories in french administrative law for naming all the jurisprudences leads to inquire about a common use, however little explored. The first difficulty stems from the term of "theory" itself. Far from being neutral, this term embodies meanings which refer directly to the epistemology of sciences and give a substantive dimension to jurisprudential theories in administrative law.Can we identify and analyse a common ground of all these theories, or is that use only changing and casual ? In others words, an unified meaning of the concept of theory in the jurisprudential analyse can be established ?The identification of jurisprudential theories comes from the highlight of a real category which satisfies to conventional rules, and the legal discourse seems to follow them. Developped through a long process, they are recognized as theories which produce binding legal effects.Furthermore, administrative jurisprudences called "theories" reveal common normative functions. More precisely, they constitute an instrument for the administrative judge in order to implement the control of legality and contribute, in that way, to the vitality of administrative law.In addition, the use of the word "theory" underlines a dogmatical will to let show administrative law and its history in a linear way, without any discontinuity. It has accompagnied all the building process of a distinctive science from the common law, and it still contributes to the strenghtening of administrative law. Thus, jurisprudential theories raise fundamental issues for this matter.

Education systems are influenced by belief systems. Russia has throughout its history been guided by two rigid dogmatic belief systems: • the Russian Orthodox Church • the Communist ideology While other influences also prevailed, notably autocracy, humanism and nationalism, these were secondary to the dogma of the Church in the centuries preceding the Revolution in 1917. Autocracy could be regarded as an outflow of the dogma of the Church, which had established its links with the ruling elite early in its history, whereas the others originated from other sources and for other reasons. This study in the history and development of the Russian education system traces its origins back into the inchoate beginnings of the Russian nation and attempts to show how: • the Zeitgeist of a particular era led to the development of a particular dogmatic belief system • the Zeitgeist and the dogmatic beliefs influenced the figures who determined educational policies and reforms / Onderwysstelsels word be"invloed deur 'n bepaalde denksisteem. So byvoorbeeld is Rusland deur die geskiedenis deur rigiede dogmatiese denksisteme gelei. Gelyklopend daarmee was daar ook ander denksisteme wat 'n invloed op die Russiese denke uitgeoefen het. lnvloede soos outokrasie, humanisme en nasionalisme was egter sekonder tot die dogmatiese invloede van die Kerk in die eeue voor die Rewolusie van 1917. Outokrasie kan weliswaar as 'n uitvloeisel van die dogma van die Kerk , wat vroeg in die Russiese geskiedenis 'n verbintenis met die regerende elite gesmee het, beskou word. Die onderhawige studie oor die ontwikkeling en verloop van die Russiese opvoedstelsel vind sy oorsprong in die beginjare van die Russiese volk en poog om aan te toon hoe: • die Zeitgeist van 'n bepaalde era tot bepaalde dogmatiese denksisteme gelei het • die Zeitgeist en dogmatiese denksisteme 'n invloed op die opvoedingsdenke en onderwyshervormings van bepaalde historiese figure in die Russiese verlede uitgeoefen het. / Educational Studies / M. Ed. (History of Education)