Considering an individual’s day-to-day variability of activity-travel patterns will provide a more complete description of how an individual behaves to adapt the changing constraints and resources on different days. Without this day-to-day variability understanding, the individual’s behaviour would not be fully grasped and any suggested policy, planning and development would not completely achieve their desired objectives. The day-to-day behaviour is a subject to an interaction between individual’s needs and time-space constraints. The availability of ‘external’ resources (e.g., disposable income, built environment accessibility, and access to different travel mode/s) gives more opportunities for some individuals to participate in certain activities and/or trips than others. The constraints do not only consider budget and time constraints, but also include how an individual associates with other individuals and materials, and complies with any given authorities’ rules and regulations. The needs-constraints interaction also unveils some endogeneities which may not be captured by microeconomic and attitude theories. Failing to understand these interactions will underestimate the individual’s complex decision making process for performing certain behaviour. The constraints are not solely about physical constraints and instrumental factors, such as travel mode availability, time and cost. It is also influenced by individual’s non-instrumental variables, such as motivation, volition and habits. Currently there is a lack of knowledge how these non-instrumental variables are interacting and influencing the constraints to shape the individual’s travel behaviour. The implementation of certain activity-travel policy which only focuses in giving more opportunities to an individual within time and space resources without considering an individual’s attitude and/or habit may not be well accepted and followed by member of public. Moreover, the integration also reveals how an individual puts different priority on different potential activities based on the how an individual allocates/does not allocate time in engaging certain activities when having strong commitment and intention. In addition, including an individual’s health condition in the analysis may help in coordinating certain public health related policy with activity-travel policy. This thesis includes six papers which investigated the factors described above. The first three papers investigated how activity participation and built environment variables which can represent individuals’ constraints explain the day-to-day variability of individuals’ behaviours. Furthermore, the fourth and fifth paper explored the interaction between individuals’ time-use and activity participation, subjective characteristics and health factors. Lastly, the sixth paper examined how the time-space constraints and health condition explain the degree of variability in individuals’ multi-facet and multi-dimensional activity-travel patterns using sequential alignment method. / Genom att ta hänsyn till den dagliga variationen i en individs aktivitets- och resemönster erhålls en mer komplett bild av hur denna beter sig för att anpassa sig till ändrade begränsningar och resurser under olika dagar. Utan förståelse för denna dagliga variation kan inte individens beteende helt förstås och de föreslagna policyåtgärderna, planering eller utveckling skulle inte helt uppnå sina önskade mål. Det dagliga beteendet är föremål för en interaktion mellan å ena sidan individens behov och å andra sidan begränsningar i tid och rum. Tillgång till ”externa” resurser (exempelvis disponibel inkomst eller tillgång till olika färdmedel) påverkar möjligheterna för individer att delta i aktiviteter och/eller resor. Begränsningarna gäller inte bara monetär budget eller tid, utan inkluderar även exempelvis fysisk miljö, regler och förordningar samt hur en individ kan associera med andra individer. Växelverkan mellan behov och begränsningar belyser och klargör även endogenitet som inte självklart kan fångas av mikroekonomiska och attitydteorier. Att inte ta hänsyn till dessa interaktioner kan vara att underskatta individens komplexa beslutfattandeprocess. Tid- och rumsbegränsningarna handlar uteslutande om fysiska begränsningar och instrumentella faktorer, såsom färdmedelstillgänglighet, färdtid och färdkostnad. Individens beteende påverkas även av enskilda icke-instrumentella variabler, såsom motivation, vilja och vanor. Vi har idag bristande kunskap om hur dessa icke-instrumentella variabler interagerar med och påverkar begränsningar för att forma individens resebeteende. Genomförandet av viss aktivitets- och resepolicyåtgärder som bara fokuserar på att ge fler möjligheter till en individ inom tid- och rumsresurser, utan att också ta hänsyn individens attityder och/eller vana, kan försvåra allmänhetens acceptans.  Vidare, genom att inkludera en persons hälsotillstånd i analysen kan vi få ökade insikter hur vi kan samordna hälsorelaterade policyåtgärder med aktivitets- och resepolicyåtgärder. Denna avhandling innehåller sex artiklar som undersöker de faktorer som beskrivs ovan. De tre första artiklarna undersöker dels hur begränsningarna enligt ovan förklarar den dagliga variationen av en individs aktivitetsmönster och aktivitetsrum, dels samspelet mellan en aktivitets varaktighet, den erforderliga restiden och aktivitetsrummet. De fjärde och femte artiklarna undersöker samspelet mellan individens tid- och rumsbegränsningar, subjektiva egenskaper och hälsobegränsningar. Slutligen, i den sjätte artikeln undersöks med hjälp av en metod för sekventiell gruppering (sequential alignment) hur tidsbegränsning, rumsbegränsning och hälsotillståndet förklarar variationen i individers mångfacetterade och flerdimensionella aktivitets- och resemönster. / <p>QC 20151210</p>

Esta dissertação trata do ensino da globalização, enquanto conteúdo no último ano do Ensino Fundamental. A pesquisa envida nos caminhos de compreensão da globalização no campo teórico, mas enfocada principalmente em sua materialização no lugar de vivência do aluno, expresso no cotidiano e as relações dialéticas aí geradas a fim de oportunizar condições de contexto dessa temática para encaminhamento do tema nas aulas de Geografia. O nascedouro desta proposta ocorreu em função de contradições e paradoxos no comportamento dos alunos em relação à posse e uso de aparelhos tecnológicos de última geração, e também, das dificuldades, enfrentadas por nós professores, no ensino desse conteúdo. Assim, o objetivo da pesquisa está direcionado para a possibilidade de contextualizar o conteúdo da globalização na perspectiva dialética, considerando as variáveis que se lhe constituem, as dimensões: tecnológica, cultural, política, econômica e social, manifestas e imbricadas no cotidiano. Antes, porém é dedicado um espaço de compreensão do jovem e sua condição no contexto da e na globalização, se perfazendo no lugar do vivido, do cotidiano. O jovem, neste início de século, vive em presentes perpétuos, fragmentados pelas imagens, signos e significados; o tempo presente é um momento aparentemente único, descolado de um passado e supostamente sem vínculo com o futuro. A juventude, enquanto condição está equacionada nos moldes da racionalidade econômica e disponibilizada à globalização através dos sentidos orientados para o mercado de consumo neste momento sócio histórico e cultural, quando os signos, produtos e cultura, tomam a forma de mercadoria e delineiam comportamentos que sugerem o imediatismo e a efemeridade. Demonstramos as relações do contexto através das respostas dadas pelos alunos, seja no questionário de perguntas fechadas ou abertas. Para tanto, se fez necessária a compreensão de elementos constitutivos da globalização, no caso, destaca-se a tecnologia e o consumo, este com conotação cultural, em decorrência da ênfase dada às mercadorias-signos, imagens e bens que, em geral, ganham novos significados no processo, assim como a cidadania atrelada aos direitos de consumo a serviço do capitalismo. Tem-se nessa dialética a relação ensino aprendizagem da e na globalização objetivado no desenvolvimento formativo do aluno. Nesse sentido, destacamos as entrevistas com os professores, a fim de apurar como é articulado o conteúdo da globalização, no último ano do Ensino Fundamental, na intenção de evidenciar as dificuldades desses profissionais com relação ao tema para um posicionamento mediante às questões relevantes e propor sugestões. O encaminhamento, por sua vez, se constitui como eixo de sugestões possíveis para compor a articulação do conteúdo da globalização no movimento dialético das dimensões que lhe perfazem, a fim de favorecer o ensino e aprendizagem desse tema tão complexo. Faz-se necessário ainda tornar significativo o conteúdo a partir da realidade vivida por esses jovens e contribuir para um modo de pensar mais consciente e formador do aluno no desenvolvimento da cidadania. / This dissertation deals with the teaching of globalization as course content in the final year of primary level education. The study endeavors to bring to light how globalization is understood at the theoretical level, however, it mainly focuses on how globalization is inserted into the everyday experience of students, how it is expressed in their day-to-day lives and the dialectic processes that arise therein, with the purpose of taking advantage of the contextual conditions of this subject matter and how it is delivered in Geography classes. The concept for this study arose from the contradictions and paradoxes evident in the behavior of students with regards to their possession and use of the latest generation technological devices, and also from the difficulties that we, as teachers, face in teaching this subject. Thus, the aim of this study concerns the possibility of contextualizing the subject of globalization from a dialectic perspective, considering the variables that constitute it: the technological, cultural, political, economic and social dimensions, which overlap each other in everyday life. Beforehand, however, part of the study is dedicated to the comprehension of youths and their position in the context of globalization, and how it is received in their experiences and daily life. At the beginning of this new century, youths are living in the \"perpetual present\", a world fragmented by a plethora of images, signs and meanings; the present time is an apparently unique moment, detached from the past and with supposedly no link to the future. Youth as a condition is laid out in the moulds of economic rationality and is exposed to globalization through senses that are oriented towards the consumer market at this socio-historical and cultural junction, when signs, products and culture take the form of merchandise and delineate a type of behavior defined by immediatism and ephemerality. The students relationships with the context are demonstrated by the replies they gave in questionnaires containing both closed-ended and open-ended questions. Accordingly, comprehension of the formative elements of globalization is necessary, in this case technology and consumption stand out, the latter with a cultural connotation, as a result of the emphasis given to merchandise comprising of signs, images and goods that, in general, take on new meaning in the process, like citizenship linked to the consumption rights at the service of capitalism. This dialectic process is apparent in the relationship between the teaching and learning of globalization, aimed at the formative development of the student. Accordingly, interviews with teachers are emphasized, with the purpose of ascertaining how the subject of globalization is articulated in the final year of primary level education, with the intention of making evident the difficulties that these professionals face with regards to the subject, when they are confronted by relevant issues, and to propose suggestions. In turn, the promotion of this subject is the axis for possible suggestions to compose the articulation of globalization as subject matter in the dialectic movement of the dimensions it takes on, with the purpose of favoring the teaching and learning of this complex subject. Furthermore, it is necessary to make the content relevant from the standpoint of the reality experienced by these youths and to contribute to a more conscious manner of thinking and educating the student in the development of citizenship.

The thesis identifies a methodology for practice-led Fine Art research that emphasises day-to-day processes, which tend to be overlooked, and a practice, which becomes invisible to the mainstream art world. Attending to day-to-day habitual process is found to open up possibilities for embodied becoming through thinking and re-membering. Negotiating boundaries in face-to-face encounter is discovered to encourage inter-subjective becoming and is explored in terms of ethical interaction. The reflexive methodology considers questions arising from the possibility of exchange instead of gift, art as process rather than commodity, and an attitude of dissensus relating to artists as nonconformists. Tension and interaction in community leads to a pacific process of immanent invisibility, which functions as quiet activism and gentle politics provided by readymade situations. Mierle Laderman Ukeles s Touch Sanitation (1984), Allan Kaprow s Trading Dirt (1983) and selected works of Heath Bunting (2002-2010) are amongst the artworks cited in a discussion of artists who engage with materials or processes that are often overlooked including waste disposal, soil, and institutional structure. Emmanuel Levinas s approach to alterity (Levinas, 1988, 172) and Julia Kristeva s suggestion that connection cannot occur without severance (Kristeva, 1987, 254) have helped define an ethical practice of inter-subjective becoming. Victor Turner s notion of communitas (Turner, 1969) has affirmed a choice to avoid hierarchical structure and engage in processes that result in immanent invisibility. My contribution to practice-led, Fine Art research has involved testing a method rather than proving a hypothesis. I have developed a methodology that values art becoming invisible during the process of emphasising the overlooked in day-to-day life. Anecdotal passages throughout the text together with links in the text to my website and web log demonstrate an integration of practice with theory, which has been arrived at through a process of reflexive speculation. Two discs accompany the printed thesis that allow for digital reading.

Submitted by Salete de Fátima Noro Cordeiro (snoro26@gmail.com) on 2015-05-15T14:08:24Z No. of bitstreams: 1 PDFFinal.pdf: 9831753 bytes, checksum: 76b3ea758dfc14892dcf8f5728aa64b1 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2015-05-18T19:00:01Z (GMT) No. of bitstreams: 1 PDFFinal.pdf: 9831753 bytes, checksum: 76b3ea758dfc14892dcf8f5728aa64b1 (MD5) / Made available in DSpace on 2015-05-18T19:00:01Z (GMT). No. of bitstreams: 1 PDFFinal.pdf: 9831753 bytes, checksum: 76b3ea758dfc14892dcf8f5728aa64b1 (MD5) / O presente trabalho buscou refletir sobre as práticas que vão se desenvolvendo a partir da chegada das tecnologias digitais móveis no cotidiano de três escolas públicas do ensino fundamental. A problemática central esteve voltada para o campo do cotidiano escolar, marcado intensamente por estratégias que vêm de instâncias de poder, e táticas desenvolvidas pelos interagentes/praticantes. No domínio das estratégias está o governo que envia às escolas da rede pública programas e projetos que inserem dispositivos digitais móveis nas escolas sem um cuidado mais atento com as especificidades dessas tecnologias, com a infraestrutura das escolas, principalmente de conexão banda larga, e nem com uma proposta clara em relação à inserção dessas tecnologias na educação. No domínio das táticas está a escola e seus interagentes/praticantes, que, diante da presença de dispositivos limitados, da falta ou precariedade de todo tipo de infraestrutura, da ausência de uma compreensão sobre a importância da inserção dessas tecnologias para o campo educacional e da falta de uma formação que contemple aspectos estruturantes desse processo, produzem ou reproduzem suas práticas a partir do que lhes é enviado e do que têm. Assim, o objetivo geral desse trabalho foi compreender como os praticantes desse cotidiano escolar reelaboravam seus conceitos e práticas a partir da inserção das tecnologias digitais móveis, identificando se havia um movimento no sentido da construção de novos territórios pelos praticantes, a partir do cotidiano da escola, potencializado por essas tecnologias. A metodologia tem como uma de suas principais características buscar maneiras de potencializar a reflexão a partir do campo investigado, e, para tanto, buscou referenciais mais abertos que possibilitassem maneiras de compreender esse cotidiano a partir de sua complexidade. Uma de nossas táticas foi chamar esses interagentes/praticantes para conversas. Realizamos rodas de conversas e conversas informais onde eles tinham a possibilidade de contar sobre seus cotidianos, suas angústias, as problemáticas que surgiam a cada dia e as táticas utilizadas diante da emergência das tecnologias móveis nas práticas que vão se dando no dia a dia. Como resultados da pesquisa, apontamos a criação de territórios onde o digital passa a ser estruturante de práticas de construção de conteúdos e conhecimentoscom potencial colaborativo. Os tempos/espaços dos cotidianos escolares são ampliados a partir da inserção dos praticantes/interagentes e das próprias escolas no contexto digital das redes, quando passam a promover a integração entre alunos, professores e escolas nos ambientes digitais, ou mesmo quando a necessidade da construção de conteúdos digitais necessita de outros ritmos, de outros processos, de outras relações para sua efetivação. Percebemos que a chegada das tecnologias digitais móveis nas escolas, tanto as enviadas pelos governos como as que chegam trazidas pelas mãos dos alunos, reforçam e dinamizam dentro das escolas práticas sociais que estão em processos na sociedade de maneira geral. No entanto, no campo educativo, sentimos a necessidade de maior investimento em políticas mais integradas, que garantam infraestrutura nas escolas, principalmente de banda larga, e investimentos para que os professores estejam mais fortalecidos teórica e criticamente, para desenvolver seus próprios projetos e construir conhecimento livre, de maneira crítica, criativa, ética e colaborativa. / ABSTRACT The current work seeks to think over about the practices that are developing since the arrival of digital mobile technologies in the day-to-day of three public elementary schools. The central problematic is directed towards the day-to-day of the school field, sorely marked by strategies that come from instances of power and tactics developed by the interagents/practitioners. In the domain of strategies the government sends to the public schools network programs and projects that insert mobile digital devices without a more careful thought about the specificities of these technologies, without thoughts about the infrastructure of schools, mainly concerning if the school has access to broadband internet or not. Moreover there is no clear proposal about the role of the insertion of these technologies in education. In the domain of tactics there is the school and it ́s interagents/practitioners that confronted with limited devices, precariousness of all sorts of infrastructure, lack of comprehension of the importance of the insertion of these technologies for the educational field and lack of training that contemplates structuring aspects of this process, end up producing or reproducing practices with what is sent to them or with what they have at disposal. Therefore, the general objective of this work is to comprehend how the practitioners of this day-to-day in school redesigned their concepts and practices since the insertion of the digital mobile technologies, identifying if there was a movement towards the construction of new territories by the practitioners, based on the day-to-day of school, potentiated by these technologies. The methodology has as one of its main characteristics the search of ways to potentiate the thought about the investigated study field, and for such a goal, searched a more open referential that makes possible ways to comprehend this day-to-day from its complexity. One of our tactics was calling the interagents/practitioners for interviews. All the interviews were done informally in a way the interviewed could talk about day-to-day work, his or her anxieties, problematic that emerged day-to-day and the tactics used when confronted to the emergency of mobile technologies that occur in the day-to-day.As a result, the research points to the creation of territories where digital passes to be structuring practices in the construction of content and knowledge with collaborative potential. The times/spaces of the school day-to-day are amplified when the interagents/practitioners and the schools are inserted in the digital context of networks, when integration among students, professors and schools in the digital environment are promoted, or yet, when the necessity of digital content construction needs other rhythms, other processes, or other relations for its effectiveness. We realize that the arrival of digital mobile technologies in schools, the ones sent by the government or those brought by students hands, strengthens and boosts inside the schools social practices that are in process in society in a general way. However, in the educational field, it is felt the necessity of a bigger investment in more integrated politics that ensure infrastructure in the schools, mainly broadband, and investments so that professors are more stregthened theoretically and critically to develop their own projects and build free knowledge, in a critical, creative, ethical and collaborative way.

Esta dissertação trata do ensino da globalização, enquanto conteúdo no último ano do Ensino Fundamental. A pesquisa envida nos caminhos de compreensão da globalização no campo teórico, mas enfocada principalmente em sua materialização no lugar de vivência do aluno, expresso no cotidiano e as relações dialéticas aí geradas a fim de oportunizar condições de contexto dessa temática para encaminhamento do tema nas aulas de Geografia. O nascedouro desta proposta ocorreu em função de contradições e paradoxos no comportamento dos alunos em relação à posse e uso de aparelhos tecnológicos de última geração, e também, das dificuldades, enfrentadas por nós professores, no ensino desse conteúdo. Assim, o objetivo da pesquisa está direcionado para a possibilidade de contextualizar o conteúdo da globalização na perspectiva dialética, considerando as variáveis que se lhe constituem, as dimensões: tecnológica, cultural, política, econômica e social, manifestas e imbricadas no cotidiano. Antes, porém é dedicado um espaço de compreensão do jovem e sua condição no contexto da e na globalização, se perfazendo no lugar do vivido, do cotidiano. O jovem, neste início de século, vive em presentes perpétuos, fragmentados pelas imagens, signos e significados; o tempo presente é um momento aparentemente único, descolado de um passado e supostamente sem vínculo com o futuro. A juventude, enquanto condição está equacionada nos moldes da racionalidade econômica e disponibilizada à globalização através dos sentidos orientados para o mercado de consumo neste momento sócio histórico e cultural, quando os signos, produtos e cultura, tomam a forma de mercadoria e delineiam comportamentos que sugerem o imediatismo e a efemeridade. Demonstramos as relações do contexto através das respostas dadas pelos alunos, seja no questionário de perguntas fechadas ou abertas. Para tanto, se fez necessária a compreensão de elementos constitutivos da globalização, no caso, destaca-se a tecnologia e o consumo, este com conotação cultural, em decorrência da ênfase dada às mercadorias-signos, imagens e bens que, em geral, ganham novos significados no processo, assim como a cidadania atrelada aos direitos de consumo a serviço do capitalismo. Tem-se nessa dialética a relação ensino aprendizagem da e na globalização objetivado no desenvolvimento formativo do aluno. Nesse sentido, destacamos as entrevistas com os professores, a fim de apurar como é articulado o conteúdo da globalização, no último ano do Ensino Fundamental, na intenção de evidenciar as dificuldades desses profissionais com relação ao tema para um posicionamento mediante às questões relevantes e propor sugestões. O encaminhamento, por sua vez, se constitui como eixo de sugestões possíveis para compor a articulação do conteúdo da globalização no movimento dialético das dimensões que lhe perfazem, a fim de favorecer o ensino e aprendizagem desse tema tão complexo. Faz-se necessário ainda tornar significativo o conteúdo a partir da realidade vivida por esses jovens e contribuir para um modo de pensar mais consciente e formador do aluno no desenvolvimento da cidadania. / This dissertation deals with the teaching of globalization as course content in the final year of primary level education. The study endeavors to bring to light how globalization is understood at the theoretical level, however, it mainly focuses on how globalization is inserted into the everyday experience of students, how it is expressed in their day-to-day lives and the dialectic processes that arise therein, with the purpose of taking advantage of the contextual conditions of this subject matter and how it is delivered in Geography classes. The concept for this study arose from the contradictions and paradoxes evident in the behavior of students with regards to their possession and use of the latest generation technological devices, and also from the difficulties that we, as teachers, face in teaching this subject. Thus, the aim of this study concerns the possibility of contextualizing the subject of globalization from a dialectic perspective, considering the variables that constitute it: the technological, cultural, political, economic and social dimensions, which overlap each other in everyday life. Beforehand, however, part of the study is dedicated to the comprehension of youths and their position in the context of globalization, and how it is received in their experiences and daily life. At the beginning of this new century, youths are living in the \"perpetual present\", a world fragmented by a plethora of images, signs and meanings; the present time is an apparently unique moment, detached from the past and with supposedly no link to the future. Youth as a condition is laid out in the moulds of economic rationality and is exposed to globalization through senses that are oriented towards the consumer market at this socio-historical and cultural junction, when signs, products and culture take the form of merchandise and delineate a type of behavior defined by immediatism and ephemerality. The students relationships with the context are demonstrated by the replies they gave in questionnaires containing both closed-ended and open-ended questions. Accordingly, comprehension of the formative elements of globalization is necessary, in this case technology and consumption stand out, the latter with a cultural connotation, as a result of the emphasis given to merchandise comprising of signs, images and goods that, in general, take on new meaning in the process, like citizenship linked to the consumption rights at the service of capitalism. This dialectic process is apparent in the relationship between the teaching and learning of globalization, aimed at the formative development of the student. Accordingly, interviews with teachers are emphasized, with the purpose of ascertaining how the subject of globalization is articulated in the final year of primary level education, with the intention of making evident the difficulties that these professionals face with regards to the subject, when they are confronted by relevant issues, and to propose suggestions. In turn, the promotion of this subject is the axis for possible suggestions to compose the articulation of globalization as subject matter in the dialectic movement of the dimensions it takes on, with the purpose of favoring the teaching and learning of this complex subject. Furthermore, it is necessary to make the content relevant from the standpoint of the reality experienced by these youths and to contribute to a more conscious manner of thinking and educating the student in the development of citizenship.

Service reliability is one of the main factors influencing public transport level of service and, thus, passengers’ satisfaction. Public transport services are subject to various sources of uncertainty related to traffic conditions, public transport operations and passenger demand. Passengers are able to form their perception of trip attributes and service reliability through accumulating experiences of repetitive travel choices. Perceived service reliability can be improved either by increasing the ground-truth service reliability (e.g. introduce exclusive bus lanes, control strategies etc.) or by providing real time information (RTI) to passengers. However, RTI prediction schemes might not be perfectly accurate and thus, passengers might be able to account for the reliability of the provided information as well. The learning mechanism of individuals becomes, as a result, an important component in Dynamic Transit Assignment Models (DTAM) which enables accounting for how perceived reliability of service and the provided information evolves, through iterative network loading. This thesis provided the modeling framework for passengers’ perception of reliability and its effects on decision making with respect to path choice. Within-day effect is represented through the incorporation of scheduling constraints, while passengers’ learning mechanism accounts for updates in their expectations and the perceived level of information credibility in the day-to-day context. The proposed model was applied to Stockholm’s rapid transit network which was simulated in BusMezzo, an agent-based public transport assignment model. The application used the real-world timetables, vehicle schedules and RTI prediction scheme. Passengers’ learning function was analysed under various specifications which corresponded to different levels of adaptation. The results highlight the importance of capturing service uncertainty and the credibility associated with alternative information sources, while they stress the need for empirical estimation and validation of the proposed model. This study also provides the framework for future evaluation of measures which aim to improve service reliability.

This thesis adds a complex account to existing climate change engagement literature, which captures the ways that interactions with, and interpretations of, climate change emerge across the spaces and practices of day-to-day life. The empirical research for this thesis was based in Penryn and Falmouth, two small adjoining coastal towns located in the county of Cornwall, in the southwest of the UK. Fieldwork across a number of sites including schools, community groups and the local fishery engaged participants in a wide variety of research interactions. A combination of ethnographic and autoethnographic techniques were applied to produce complex, nuanced and personal accounts of interactions with and reflections on climate change that emerged in a day-to-day context. This study employed the innovative use of a personal research archive to facilitate the process of sense making across a body of highly detailed and contextual data. Through the use of thematic coding, links between data collected in diverse research encounters has been drawn together to produce meaningful narratives of climate change engagement in day-to-day life. These narratives capture the adaptive, imperfectly situated and inconsistent engagement responses that emerge as a result of the challenging nature of climate change and the inevitable, multiple pressures of the day-to-day context. The research approach taken in this study, and the findings set out in the thesis make contributions to three main areas of climate change engagement literature. Firstly, it explores the way that climate change is situated and understood in the context of day-to-day life. Secondly, it considers the implications of conceptualising climate change engagement as either a ‘process’ or a ‘state’. Finally, it extends existing analysis of ‘barriers to engagement’, locating them within the complexity of the day-to-day context and identifying them as part of essential interpretive iterations of engagement.

Esta pesquisa tem por objetivo entender como ocorre o processo contraditório da reprodução social das comunidades rurais à luz de uma análise das práticas cotidianas e das estratégias de reprodução social da família do migrante, cortador de cana do Vale do Jequitinhonha. Os homens migrantes vivem ora mais próximos da condição camponesa, ora sorvidos como proletários na cana. Não se realizam plenamente em nenhuma das duas condições. No território da cana estão proletários; no território camponês não têm mais terras para o trabalho e a família não conta com os homens em suas práticas cotidianas. Esses camponeses-migrantes encontram-se na margem. A pesquisa de campo se realizou em duas comunidades rurais: Alfredo Graça e Engenheiro Schnoor localizadas no município de Araçuaí, no Vale do Jequitinhonha. Estas comunidades têm algumas características comuns: a migração dos homens para o corte de cana em São Paulo e uma série de custos imputados à família, em especial às suas mulheres. Nosso interesse consiste em entender como esse sujeito, na condição de camponês-migrante, perdura no tempo e quais são as fissuras que essa condição provoca em sua família e em seu território. / This research aims to understand how does the contradictory process of social reproduction occurs, by means of analysing day-to-day practices and the social reproduction strategies of the migrant sugarcane harvesters family living at Jequitinhonha Valley. The migrant men live sometimes closer to peasantry condition, and sometimes absorbed as sugarcane proletarians. They do not live fully in neither of those conditions. At sugarcane territory they live a proletarian condition, although at peasants territory they do not have land for working any more and their family can not count on them for day-to-day practices. These peasants-migrants are at the margin. The fieldwork was done at two rural communities: Alfredo Graça and Engenheiro Schnoor, located at Araçuaí, MG, in the Jequitinhonha valley. These communities have some commom features: the mens migration for sugarcane harvest at São Paulo and a number of costs imposed to their families, particularly to their wives. We focus on understanding how this subject, in a peasant-migrant condition, persists in time and wich are the fractures that this condition produces to his family and his territory.

La thèse traite des modalités contemporaines de l’engagement public, à partir d’une recherche menée dans un collectif d’habitants du quartier de la Duchère à Lyon. Elle propose une sociologie des épreuves de vigilance des habitants pour renouveler les cadres d’analyse de l’activité politique en banlieue. Elle entend mettre au jour les conditions concrètes d’émergence et d’exercice de la critique sociale en s’intéressant de façon pragmatique aux compétences déployées par les habitants engagés dans ces épreuves de vigilance. La recherche centre son attention sur le rapport au monde spécifique qui peut se déployer à travers ce type d'engagement dans la localité. Nous proposerons ici une sociologie liant sociologie politique et sociologie urbaine qui permette de rendre compte des divers cheminements qu’emprunte la vigilance. L’analyse doit notamment passer par la reconsidération de l’expérience de la quotidienneté comme expérience politique. Elle prendra en compte également le rapport à l’histoire du quartier qu’entretiennent les habitants de la Duchère, celle-ci faisant figure de ville nouvelle depuis les années soixante. Elle s’attachera enfin à la réflexivité qui s’exerce localement autour du travail social. / This thesis is about the contemporary modalities of public engagement. By focusing on an inhabitants' collective in a disadvantaged neighbourhood in Lyon's suburb called « La Duchère », it offers a sociological analysis of the inhabitants' experiencing vigilance and so it aims to renew the analysis patterns of political activity in such neighbourhoods called « banlieue » in France. By employing a pragmatist perspective to investigate the inhabitants' abilities involved in different vigilance processes, it offers an analysis of the practical conditions of emergence and exercise of social critic. By researching the specific relationship to the world that can spread through this type of locality engagement, we'll propose a sociology crossing political and urban analysis to expose the multiple ways vigilance can take. To do so we need to rethink the day-to-day experience as a political experience. We will also consider the specific inhabitants' relation to the neighbourhood's history, “La Duchère”, as it's being defined as a “new town” since the 60's. Finally, we'll be focusing on the reflexivity locally exercised around social work.

Esta pesquisa tem por objetivo entender como ocorre o processo contraditório da reprodução social das comunidades rurais à luz de uma análise das práticas cotidianas e das estratégias de reprodução social da família do migrante, cortador de cana do Vale do Jequitinhonha. Os homens migrantes vivem ora mais próximos da condição camponesa, ora sorvidos como proletários na cana. Não se realizam plenamente em nenhuma das duas condições. No território da cana estão proletários; no território camponês não têm mais terras para o trabalho e a família não conta com os homens em suas práticas cotidianas. Esses camponeses-migrantes encontram-se na margem. A pesquisa de campo se realizou em duas comunidades rurais: Alfredo Graça e Engenheiro Schnoor localizadas no município de Araçuaí, no Vale do Jequitinhonha. Estas comunidades têm algumas características comuns: a migração dos homens para o corte de cana em São Paulo e uma série de custos imputados à família, em especial às suas mulheres. Nosso interesse consiste em entender como esse sujeito, na condição de camponês-migrante, perdura no tempo e quais são as fissuras que essa condição provoca em sua família e em seu território. / This research aims to understand how does the contradictory process of social reproduction occurs, by means of analysing day-to-day practices and the social reproduction strategies of the migrant sugarcane harvesters family living at Jequitinhonha Valley. The migrant men live sometimes closer to peasantry condition, and sometimes absorbed as sugarcane proletarians. They do not live fully in neither of those conditions. At sugarcane territory they live a proletarian condition, although at peasants territory they do not have land for working any more and their family can not count on them for day-to-day practices. These peasants-migrants are at the margin. The fieldwork was done at two rural communities: Alfredo Graça and Engenheiro Schnoor, located at Araçuaí, MG, in the Jequitinhonha valley. These communities have some commom features: the mens migration for sugarcane harvest at São Paulo and a number of costs imposed to their families, particularly to their wives. We focus on understanding how this subject, in a peasant-migrant condition, persists in time and wich are the fractures that this condition produces to his family and his territory.