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The way we understand community fundamentally structures the way we approach justice. In opposition to totalizing structures of justice founded upon an ontological conception of community, Emmanuel Levinas conceives the possibility of a political or social structure of difference. I argue that the conceptions of community presented by Kant and Heidegger, either as a harmonious, unified being in common, or as a common-identity disclosed beneath the ontological horizon of being-with, necessarily leads to violence. This violence is reflected in the forms of justice instantiated by these philosophies, which privilege the ‘light’ of the universal over the particularity of individuals in the face-to-face encounter, ultimately corrupting and nullifying one’s anarchic moral responsibility for the Other. The intent of this thesis is to argue that justice can only remain just if it is seen, not on the basis of a communal ‘light’ that absorbs, integrates, and incorporates the Other as an element of a system, but as founded on the anarchic responsibility of the one-for-the-Other. Justice, I will show, cannot be seen as an aim of a community—complete and self-sufficient—in achieving an end, but as a rupture, a disturbance, as a call made among a multitude of particular, unique Others by which ethics (the face-to-face) is fundamental.

Das Projekt OEKO-ID hat zum Ziel. problematische Bauteilanschlüsse, insbesondere Balkenköpfe von Holzdecken, im Zusammenhang mit "ökologischen" Innendämmsystemen messtechnisch zu untersuchen. Des Weiteren sollen Möglichkeiten und Grenzen der hygrothermischen Simulation aufgezeigt werden. Ferner wurde eine neue Methode molekularbiologischer und baubiologischer Untersuchungen, hier zur Detektierung von Schimmelpilzen, entwickelt und optimiert.

Objetivos: Identificar fatores associados à percepção de suficiência de renda dos idosos do município de São Paulo, que relataram alguma vez ter trabalhado com remuneração e que possuíam renda. Métodos: A partir da entrevista com 2.143 idosos (60 anos e mais), em 2000, foram identificados 1.300 que não precisaram de ajuda para responder o questionário, com 13 pontos ou mais no MEEM (Mini Exame de Estado Mental), que exerceram algum tipo de trabalho remunerado, que tinham algum tipo de renda e que, esta coincidisse com a quantidade de fontes de renda informada. Utilizou-se na análise estatística o teste de associação para amostras complexas (Rao-Scott), análise univariada e multivariada de regressão logística, sendo construído através desta última o modelo final, ao nível de significância de 5 por cento . Resultados e discussão: Perceberam como suficiente sua renda, 31 por cento dos idosos. Aqueles com renda acima dos patamares analisados (per capita acima de ½ salário mínimo e renda total acima do mínimo necessário para atendimento das necessidades básicas) apresentaram maiores chances de percepção satisfatória. Independente da renda, os seguintes fatores estiveram associados com uma melhor percepção de suficiência de renda: ter trabalhado predominantemente em atividades não físicas, ter iniciado atividade laboral com 14 anos ou mais, possuir seguro/plano de saúde privado, ter duas ou mais fontes de renda, não ter passado por privação alimentar em seus primeiros 15 anos de vida, ter 70 anos ou mais, ter boa saúde e ser independente quanto à realização de atividades da vida diária. Conclusão: Situações herdadas, adquiridas ou impostas, assim como ações e decisões adotadas, durante o curso de vida, contribuíram para uma melhor percepção de suficiência de renda dos idosos / Objectives: Identify factors associated with perception of sufficiency of income the elderly in São Paulo, reported ever having worked with pay and had income. Methods: From interviews with 2,143 elderly (60 years and over) in 2000 identified 1,300 who needed no help in answering the questionnaire, with 13 or more points on the MMSE (Mini Mental State Examination), who work with pay, had some income and that this coincided with the amount of income sources informed. Was used in the statistical analysis of the association test for complex survey (Rao-Scott), univariate and multivariate logistic regression, using the latter in the construction the final model, at a significance level of 5 per cent . Results and discussion: Perceived their income as sufficient, 31 per cent of the old people. Those with income above the levels considered (up to ½ per capita wage and total income above the minimum required for basic needs) were more likely satisfactory perception. Regardless of income, the following factors were associated with a better perception of sufficiency of income, having worked predominantly in non-physical labor activity has started with 14 years or older, have insurance or private health plan, more than one source of income, not starve in its first 15 years of life, be 70 years or more, have good health and perform activities of daily living without any help. Conclusion: Situations existing, legacy situtations or conditions imposed, as well as actions and decisions made during the course of life, have contributed to a better perception of sufficiency of income the elderly

Les mutations qui affectent l’éducation scolaire des sociétés occidentales de l’après Deuxième Guerre mondiale peuvent être lues comme la marque d’une décomposition de la modernité, décomposition considérée par certains auteurs comme l’un des traits les plus saillants de la postmodernité. A ce titre, elles ne peuvent manquer d’affecter les idéaux éducatifs, et plus particulièrement les valeurs et les finalités dont l’Ecole contemporaine se trouve investie.La fin du récit de l’émancipation par le savoir, le changement permanent et l’incertitude généralisée qui caractérisent notre époque étant en effet difficilement contestables, il revient à la réflexion philosophique contemporaine de chercher à déceler quelles sont, et quelles peuvent être, les recompositions des idéaux éducatifs dans le cadre d’un monde marqué du sceau de la complexité et de l’incertitude.Toutefois, si la postmodernité peut en un sens être considérée comme le point d’aboutissement d’un double processus de décomposition et de sécularisation du système de valeurs modernes que l’éducation scolaire était précisément censée incarner et promouvoir, elle n’en demeure pas moins une notion encore très diversement appréciée, selon que l’on se situe sur une rive ou l’autre de l’Atlantique. Centrale, voire pléthorique dans la problématique éducative du monde anglo-saxon, et dans une moindre mesure de l’aire québécoise, elle demeure relativement discrète en France. Une interrogation philosophique et historique des enjeux et des implications de la postmodernité eu égard aux idéaux éducatifs doit prendre en considération cette différence qui ne saurait être sans signification.Ainsi ne s’agira-t-il pas tant de développer une lecture strictement comparative des interprétations de la postmodernité, que de viser à une mise en lumière des problématiques transversales que cette notion engage sur le plan historico-philosophique et politico-éducatif à partir d’une analyse d’un corpus textes constitué de rapports rendus publics en France et au Québec des années 1960 au milieu des années 2000. / Changes affecting occidental societies’ scholar education since de Second World War can be interpreted as modernity disintegration, itself read by several authors as a postmodernity highest expression. In that respect, changes inevitably affect educational ideals, and particularly contemporary School values and ends.In front of the end of emancipation by knowledge speech, perpetual change and general uncertainness which characterize our times, the contemporary philosophical thought has to understand which are, and can be, re-compositions of the educational ideals in our complex and uncertain world.However, if postmodernity can be considered as the result of a double process of scholar values disintegration and secularization, it stays a differently received notion in Europe and North America. In a central position on Anglo-Saxon’s educational questions, and to a lesser extent in Quebec, it stays quite understated in France. Philosophical and historical thought about stakes and involvements of postmodernity regarding educational ideals have to consider this difference which is necessarily meaningful.So, this thesis will not develop a purely comparative interpretation of postmodernity, but will draw attention to questions involved by postmodernity on historical, philosophical and politico-educational ways, based on Quebec and French public reports published from the 1960’s to the middle of the 2000’s.

Orientador: Ermínia de Lourdes Campello Fanti / Banca: Maria Gorete Carreira Andrade / Banca: Pedro Luiz Queiroz Pergher / Resumo: Um grupo G se decompõe sobre um subgrupo S se G þe um produto livre com subgrupo amalgamado S ou uma extensão HNN. Neste trabalho, propusemo-nos a relacionar, sob alguns aspectos, decomposição de grupos e invariantes ends. Mais precisamente, demonstramos os teoremas da forma normal para produtos livres com subgrupo amalgamado e extensões HNN e apresentamos alguns resultados relativos 'a teoria de grafos, ends de grupos e pares de grupos, finalizando com a prova de um teorema de Kropholler e Roller, sobre decomposição de grupos, envolvendo a obstrução sing. / Abstract: A group G splits over a subgroup S if G is a free product with amalgamated subgroup S or an HNN extension. In this work, we are concerned in relating, under some aspects, splittings of groups and invariants ends. More precisely, we prove the theorems normal forms for free products with amalgamated subgroup and HNN extensions and we present some results related with the theory of graphs, ends of groups and pairs of groups, concluding with the proof of a theorem by Kropholler and Roller, on decomposition of groups, involving the obstruction sing. / Mestre

Objetivos: Identificar fatores associados à percepção de suficiência de renda dos idosos do município de São Paulo, que relataram alguma vez ter trabalhado com remuneração e que possuíam renda. Métodos: A partir da entrevista com 2.143 idosos (60 anos e mais), em 2000, foram identificados 1.300 que não precisaram de ajuda para responder o questionário, com 13 pontos ou mais no MEEM (Mini Exame de Estado Mental), que exerceram algum tipo de trabalho remunerado, que tinham algum tipo de renda e que, esta coincidisse com a quantidade de fontes de renda informada. Utilizou-se na análise estatística o teste de associação para amostras complexas (Rao-Scott), análise univariada e multivariada de regressão logística, sendo construído através desta última o modelo final, ao nível de significância de 5 por cento . Resultados e discussão: Perceberam como suficiente sua renda, 31 por cento dos idosos. Aqueles com renda acima dos patamares analisados (per capita acima de ½ salário mínimo e renda total acima do mínimo necessário para atendimento das necessidades básicas) apresentaram maiores chances de percepção satisfatória. Independente da renda, os seguintes fatores estiveram associados com uma melhor percepção de suficiência de renda: ter trabalhado predominantemente em atividades não físicas, ter iniciado atividade laboral com 14 anos ou mais, possuir seguro/plano de saúde privado, ter duas ou mais fontes de renda, não ter passado por privação alimentar em seus primeiros 15 anos de vida, ter 70 anos ou mais, ter boa saúde e ser independente quanto à realização de atividades da vida diária. Conclusão: Situações herdadas, adquiridas ou impostas, assim como ações e decisões adotadas, durante o curso de vida, contribuíram para uma melhor percepção de suficiência de renda dos idosos / Objectives: Identify factors associated with perception of sufficiency of income the elderly in São Paulo, reported ever having worked with pay and had income. Methods: From interviews with 2,143 elderly (60 years and over) in 2000 identified 1,300 who needed no help in answering the questionnaire, with 13 or more points on the MMSE (Mini Mental State Examination), who work with pay, had some income and that this coincided with the amount of income sources informed. Was used in the statistical analysis of the association test for complex survey (Rao-Scott), univariate and multivariate logistic regression, using the latter in the construction the final model, at a significance level of 5 per cent . Results and discussion: Perceived their income as sufficient, 31 per cent of the old people. Those with income above the levels considered (up to ½ per capita wage and total income above the minimum required for basic needs) were more likely satisfactory perception. Regardless of income, the following factors were associated with a better perception of sufficiency of income, having worked predominantly in non-physical labor activity has started with 14 years or older, have insurance or private health plan, more than one source of income, not starve in its first 15 years of life, be 70 years or more, have good health and perform activities of daily living without any help. Conclusion: Situations existing, legacy situtations or conditions imposed, as well as actions and decisions made during the course of life, have contributed to a better perception of sufficiency of income the elderly

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2015-03-30T17:57:28Z No. of bitstreams: 1 Silvio Luis dos Anjos.pdf: 4894611 bytes, checksum: 7ffb57b161ba653a174df192248b913a (MD5) / Made available in DSpace on 2015-03-30T17:57:31Z (GMT). No. of bitstreams: 1 Silvio Luis dos Anjos.pdf: 4894611 bytes, checksum: 7ffb57b161ba653a174df192248b913a (MD5) Previous issue date: 2015-02-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The subject of this dissertation refers to the analysis of the experience of studying at the State School "Reynaldo Kuntz Busch", located in Praia Grande, on the coast of São Paulo, Brazil, between 1965, when the school was first opened, and 1978, when I finished High School as a regular student. This paper has, as its core, the aim to investigate how much and in what ways this school, within the proposed time frame, favored an authentic citizen education tied to Human Rights to its students, in a period through which the country was under military dictatorship, having severe restrictions to civilian and political rights being imposed upon its citizens. The research focused on qualitative approach, based on bibliographical research, document analysis and interviews with players who participated both directly and indirectly on the school daily routine. In that sense, the investigation sought: 1) To address a perspective on the citizenship concept to related Human Rights and its relevance within a context of specific school education; 2) To analyze the movement for Praia Grande-s municipal emancipation from its neighboring town, São Vicente, which happened simultaneously to the fight for the creation of a school that would offer Junior High School studies, which were non-existent at that time. 3) To get testimonials from players who were involved in the school history during the time frame in this research paper. 4) To develop categories for analysis which aim at relating and analyzing deeply the idea of education for citizenship, with school practices being witnessed or perceived at the Reynaldo school during the period under study. Documental sources related to the time period and theoretical references are described throughout the paper. During the research, we identified elements which can be seen as key for educational citizenship connected to Human Rights, experienced by the students at the State School Reynaldo Kuntz Busch since its creation, in 1965,until 1978. / O tema da dissertação refere-se à análise da experiência vivenciada na Escola Estadual "Reynaldo Kuntz Busch", sediada no município de Praia Grande, litoral de São Paulo, no período de 1965 (ano de sua instalação) até o final do ano de 1978 (ano em que, como aluno, concluí o Ensino Médio na referida Escola). Este estudo tem como foco central verificar o quanto e de que forma essa escola no período em tela, favoreceu uma autêntica formação cidadã vinculada aos Direitos Humanos, aos seus alunos, em um período de ditadura militar e severas restrições ao exercício de direitos civis e políticos. A investigação se deu a partir de um enfoque qualitativo de investigação, pautado por uma pesquisa bibliográfica, análise documental e entrevistas com atores que participaram direta e indiretamente do cotidiano dessa escola. Nesse sentido a pesquisa procurou: 1) Abordar uma perspectiva do conceito de cidadania relacionada aos Direitos Humanos e sua relevância no contexto de uma formação escolar específica; 2) Analisar o movimento de emancipação do município de Praia Grande, que aconteceu concomitantemente à luta para a criação de uma escola que oferecesse no município o ciclo secundário até então inexistente; 3) Buscar depoimentos de atores envolvidos com a história da escola no período que é objeto desta pesquisa; 4) Desenvolver categorias de análise que busquem relacionar e analisar minimamente a idéia de uma formação para cidadania com práticas escolares presenciadas e/ou percebidas no ¿Kuntz¿ no período em tela. Estão descritas ao longo da pesquisa as fontes documentais encontradas dentro do período mencionado além do referencial teórico. No decorrer da pesquisa, verificou-se elementos importantes daquilo que se poderia classificar como uma formação para a cidadania atrelada aos Direitos Humanos, vivenciados pela Escola Estadual ¿Dr. Reynaldo Kuntz Busch¿ desde sua criação em 1965 até o ano de 1978.

The objective of this research is to explore the possibilities of developing transmit/receive (T/R) modules using silicon-germanium (SiGe) heterojunction bipolar transistor (HBT) BiCMOS technology to integrate with organic liquid crystal polymer (LCP) packages for the next-generation phased-array radar system. The T/R module requirements are low power, compact, lightweight, low cost, high performance, and high reliability. All these requirements have provided a very strong motivation for developing fully monolithic T/R modules. SiGe HBT BiCMOS technology is an excellent candidate to integrate all the RF circuit blocks on the T/R module into a single die and thus, reducing the overall cost and size of the phase-array radar system. In addition, this research also investigates the effects and the modeling issues of LCP package on the SiGe circuits at X-band.

This thesis deals with the use of inquiry-based approaches in primary school science. The aim is to investigate the goals and purposes that are constituted by the curriculum and by the teachers in interviews and through their teaching in the classroom. The results are used to develop conceptual tools that can be used by teachers’ in their work to support students’ learning of science when using an inquiry-based approach. The thesis is comprised of four papers. In paper one a comparative analysis is made of five Swedish national curricula for compulsory school regarding what students should learn about scientific inquiry. In paper two 20 teachers were interviewed about their own teaching using inquiry. Classroom interactions were filmed and analyzed in papers three and four, which examine how primary teachers use the various activities and purposes of the inquiry classroom to support learning progressions in science. The results of paper one show how the emphasis within and between the two goals of learning to carry out investigations and learning about the nature of science shifted and changed over time in the different curricula. Paper two describes the selective traditions and qualities that were emphasized in the teachers’ accounts of their own teaching. The results of papers three and four show how students need to be involved in the proximate and ultimate purposes of the teaching activities for progression to happen. The ultimate purposes are the scientific purposes for the lesson (as given by the teacher or by the curriculum), whereas the proximate purposes are the more student-centered purposes that through different activities should allow the students to relate their own experiences and language to the ultimate purpose. The results show the importance of proximate purposes working as ends-in-view in the sense of John Dewey, meaning that the students see the goal of the activity and that they are able to relate to their experiences and familiar language. / <p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: In press. Paper 2: Manuscript. Paper 4: Manuscript.</p>