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This thesis deals with the biographies, the academic work and the influence of James Ward, W.H.R. Rivers, C.S. Myers and Sir Frederic Bartlett. Along with Galton, Sully, Spearman and Burt these four men were among the principle founding fathers of British psychology. Ward, Rivers and Myers were largely responsible for establishing psychology at Cambridge, where, under Bartlett, the subject later flourished. Part 1 of this thesis argues that these Cambridge pioneers have not yet received the historical attention which befits their cardinal position in British psychology. Part 2 describes Ward's philosophy, systematic psychology and his advocacy of psychophysics. The importance for Ward's thought of Bain, Lotze and Fechner and more generally, of British Associationism and neo Hegelian Idealism, are described. A biography of Ward is presented with special reference to his long struggle to establish psychophysics at Cambridge between 1877 and 1897. Part 3 describes the consolidation of psychology under Rivers and Myers between 1897 and 1922. The life of each man is described illustrating their common background in medicine, anthropology and early experimental psychology. Their work on "Shell Shock" in World War I, their work in experimental and cross cultural psychology, and Myers' massive contribution to industrial psychology, through his N.I.I.P., are outlined. Part 4 looks at the further growth of Cambridge psychology under Sir Frederic Bartlett from 1922 - 1939. His main contributions, it is argued, were; as an experimentalist; as a psychological theorist; as a promoter of applied psychology; as a respected and influential teacher. Special attention is paid to Remembering. Part 5 sums up the work of the Cambridge School. As a detailed history the thesis ends with 1939 but this last section also deals briefly with the influence of the Cambridge School since that date and describes the later work of Bartlett.

Made available in DSpace on 2016-04-28T20:56:42Z (GMT). No. of bitstreams: 1 MonicaGianfaldoni.pdf: 676232 bytes, checksum: 6feeb20c502e599da85e6c2d92f4fa92 (MD5) Previous issue date: 2005-11-21 / Ethics and ethic teaching were chosen, because of their importance and nowadays presence, as privileged issues. This work s goal is to present a discussion about ethic that can be described as coming from the radical behaviourism and pointing the educational principles that should be taught, enhancing the dialogue between the two areas. According to the traditional conception, ethics and moral refer to judgements about what is the good, and the acceptable procedures among a specific group; they are historically resulting concepts, products of autonomic, responsible, rational and free men, who act in a conscious and willing way. The skinnerian ethic system, intrinsic product of radical behaviourism and behaviour analyses, does not need of autonomy, rationality and freedom notions in order to propose the existence of three kinds of goods: personal goods, goods the others and goods for the culture, with the survival value as being the foundation of whole system. Skinner warned that part of planet s population does not know about the serious problems that affect us all and the other part which knows it has not taken relevant measures to change them, especially because the major difficulty is that the future always seems to be in conflict with the present. The education, as a control agency, has the privileged role of planning a culture and the educational policy plans, at the end, the Man and the educational practices. The explicit course of action proposals aims for to overcome the obstacles to culture survival producing. The culture adequate planning, let the person be controlled by circumstances, productive actions, it could take care of maximising behaviours with survival values. To transmit the socially produced accumulated knowledge, to produce the behavioural variability, to minimise immediate consequences and maximising the rare ones, to educate to the self-control, to insert the community into values propositions, to use collective criteria to overrule the individual ones, to re-establish the balanced reciprocity, to educate to the productive laze and amusement, to use the face-to-face control and the soft positives reinforcements, to avoid nasty events, to educate to the environment preservation, to teach social and scientific skills, using the technological control it is what could contribute to the consecution of ethic primary value that radical behaviourists should take as an assumption of their behaviours in any situation that face. / A ética e o ensino da ética foram escolhidos, pela importância e atualidade, como temas privilegiados. O objetivo deste trabalho é apresentar a discussão sobre ética que pode ser descrita a partir do behaviorismo radical e indicar princípios educacionais que devem ser ensinados, ampliando o diálogo entre as duas áreas. Segundo a concepção tradicional, ética e moral referem-se a julgamentos sobre o que é bem, e condutas aceitas dentro de um determinado grupo; são conceitos historicamente determinados, produtos de homens livres, racionais, responsáveis e autônomos que agem de forma consciente e voluntária. O sistema ético skinneriano, produto intrínseco do behaviorismo radical e da análise do comportamento, prescinde das noções de liberdade, racionalidade e autonomia para propor a existência de três tipos de bens: bens para si, bens para os outros e bens da cultura, com o valor da sobrevivência como sendo o fundante de todo o sistema. Skinner advertiu que parte da população do planeta não sabe dos graves problemas que nos afetam a todos e a parte que sabe não tem feito ações relevantes para alterá-los, especialmente porque a maior dificuldade é que o futuro sempre parece conflitante com o presente. A educação, como uma agência de controle, tem o papel privilegiado de planejar uma cultura e as práticas educativas e a política educacional planeja, no final das contas, o ser humano. As propostas de ação explicitadas visam a superar os obstáculos à produção da sobrevivência da cultura que incluiriam: o planejamento adequado da cultura, e a prática de liberar reforçadores contingentes a ações produtivas, poderiam dar conta de maximizar comportamentos com valor de sobrevivência. Transmitir os conhecimentos acumulados e socialmente produzidos, produzir a variabilidade comportamental, minimizar conseqüências imediatas e maximizar as remotas, educar para o autocontrole, inserir a comunidade na proposição de valores, utilizar critérios coletivos em detrimento dos individuais, restabelecer a reciprocidade balanceada, educar para o lazer produtivo, utilizar-se do controle face-a-face e de reforçadores positivos amenos, evitar eventos aversivos, educar para a preservação do meio físico, ensinar habilidades e conhecimentos científicos e sociais, utilizando-se do controle tecnológico é o que poderia contribuir para a consecução do bem primário da ética que behavioristas radicais deveriam assumir como suposto de seus comportamentos em qualquer situação em que se encontrem.

Made available in DSpace on 2016-04-28T20:57:14Z (GMT). No. of bitstreams: 1 isabel.pdf: 1058986 bytes, checksum: e20efcd5cf981bdfd9ed317fd48b5875 (MD5) Previous issue date: 2007-05-10 / Having like reference a reflection of B. F. Skinner about Education and its considerations about the use coercive practices noxious effects and considering that these ones do present in our society, it developed the present work that had as objective to identify there was the coercive practices use during teachers' Fitness pedagogical activities, and, in positive case, propose intervention in the sense of decreasing the frequency of such practices. The work was going developed in a Beneficent Institution located in São Paulo's city. They were participants three professionals that exercised the educator function in footsal, volleyball, and capoeira modalities. The data were going obtained for question (structured and informal situations) and for observation in natural context (the different modalities classes). The intervention proposal involved three stages: 1) Pre-intervention observation of three classes, of each modality, for coercive practices presents detection during the pedagogical activities; 2) Intervention - classes observation and discussion of encounter, with the educator about situations evidenced in the pedagogical interactions; the observed classes set varied between 8 and 10, for teacher; 3) Post-intervention observation of three classes, of each modality, with the goal of verifying the intervention effects. In Pre-intervention, it detected the coercive practices use in three different situations: a) the inadequate behaviors occurrence by the students; b) the incorrect behaviors occurrence; and c) like form of motivating the group. It verified that the occurrence of such coercive practices was current of the educators inability in the performance of your function and how certain contexts favored the inadequate behaviors appearance: a) organization lack during the teaching activities; b) lines frequent use during the movements teaching; c) information clearness excessive number and lack in the supplied instructions; d) classes planning lack; e) teacher's attention occasioning inadequate behaviors and not academic behaviors. During the Intervention process, the relative information to the observed educational practices were going treated having like model the Functional Analysis, what it allowed select the situations that would be objective of discussion with the teachers. The intervention it showed efficient, since, among the reached results, there was teachers actions alteration, in the sense of administer their classes in a reforce ambient, and not coercive. For so much, it was fundamental the modification in the teaching own activities - the teachers proceeded creating situations that favored the academic behaviors emission, behaving incompatible or that turned less probable the inadequate behaviors emission by the students, the which ones would passed be reforces consequences objectives. The obtained data allow to suggest that there is coercive practices use for educators when its pedagogical proposals are little efficient / Tendo como referência a reflexão de B. F. Skinner sobre Educação, e suas considerações sobre os efeitos nocivos do uso de práticas coercitiva, o presente trabalho teve como objetivos identificar o uso de tais práticas nas atividades pedagógicas de professores de Educação Física, e, em caso positivo, propor intervenção no sentido de diminuir a freqüência de tais práticas. O trabalho foi desenvolvido em uma instituição beneficente, localizada na cidade de São Paulo. Foram participantes três profissionais que exerciam a função docente nas modalidades de futsal, voleibol e capoeira. Os dados foram obtidos por questionamento, (em situações estruturadas e informais), e por observação, nas aulas das diferentes modalidades. A proposta de intervenção envolveu três etapas: 1) Pré-intervenção observação de três aulas, de cada modalidade, para detecção das práticas coercitivas; 2) Intervenção observação de aulas e encontro de discussão, com o docente, sobre situações evidenciadas nas interações pedagógicas. O conjunto de aulas observadas variou entre 8 e 10, por professor; 3) Pós-intervenção observação de três aulas, de cada modalidade, com o objetivo de verificar os efeitos da intervenção. Na Pré-Intervenção, detectou-se o uso de práticas coercitivas em três situações diferentes: a) na ocorrência de comportamentos inadequados pelos alunos; b) na ocorrência de comportamentos incorretos; e c) na intenção de motivar a turma. Constatou-se que a ocorrência de práticas coercitivas era decorrente da inabilidade dos docentes no desempenho de sua função e que determinados contextos favoreciam a eclosão de comportamentos inadequados: a) falta de organização nas atividades de ensino; b) uso freqüente de filas durante o ensino de movimentos; c) número excessivo de informações e falta de clareza nas instruções fornecidas; d) falta de planejamento das aulas; e) atenção do professor consequenciando comportamentos inadequados e não comportamentos acadêmicos. Durante o processo de intervenção, as informações relativas às práticas educativas observadas foram tratadas tendo como modelo a Análise Funcional, o que permitiu elencar as situações tomadas como alvo de discussão com os docentes. A intervenção mostrou-se eficiente, já que, dentre os resultados alcançados, houve alteração das ações dos professores, no sentido de ministrarem suas aulas em um ambiente reforçador, e não coercitivo. Para tanto, foi fundamental a modificação nas próprias atividades de ensino - os professores passaram a criar situações que favoreciam a emissão de comportamentos acadêmicos, portando incompatíveis ou que tornavam menos provável a emissão de comportamentos inadequados pelos alunos, os quais passaram a ser alvo de conseqüências reforçadoras. Os dados obtidos permitem sugerir que há uso de práticas coercitivas por docentes quando suas propostas pedagógicas são pouco eficientes

This interdisciplinary research project combines the fields of nautical archaeology and computer visualization in order to create an interactive virtual reconstruction of a Portuguese nau. Information about the shipbuilding process is gathered from 16th and 17th century treaties by Fernando Oliveira and Joao Batista Lavanha, as well as from Dr. Filipe Castro (Texas A&M Department of Anthropology). Eight registered tonnage formulas from the 15th to 17th century are used to estimate the cargo capacity of the nau. Using this information, I develop an algorithm that creates a parametric computer model of a nau hull and calculates its registered tonnage. This parametric model allows the user to choose between the Oliveira and Lavanha hull shapes, adjust parameters to fine tune the hull shape further, and save the information about the hull shape for future editing. The eight registered tonnage estimates are compared to the volume of the parametric hull model below a generic waterline. The process I use to adapt the information provided by the two shipbuilding treatises into an algorithm determines the hull shape of a nau. This allows for projects in the future to introduce other shipbuilding approaches and information as it becomes available to this parametric model.

Thesis (MA (English))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: This thesis explores the themes of representation and identity in four post-9/11 novels: Khaled Hosseini’s The Kite Runner, Mohsin Hamid’s The Reluctant Fundamentalist, Frédéric Beigbeder’s Windows on the World and Don DeLillo’s Falling Man. The novels of Hosseini and Hamid represent the experience of two Muslim protagonists from Afghanistan and Pakistan who immigrate to the US. The protagonists offer two contrasting understandings of fundamentalism, using this lens to understand the terrorist figure and American society respectively. The construction of power for both the American society and the terrorist is argued to be located in images which are linked to masculinity: money, sport, militancy, sex and religious devotion. The personal experiences of these protagonists reflect the political circumstances which they encounter, and both characters identify with national identities in ways which relate to their readings of representations of identity and news media. Beigbeder and DeLillo’s novels are discussed using the theme of trauma. The novels portray the experiences of American characters who are confronted with 9/11 and suffer from disorientation and loss. The negotiation of this loss takes place in relation to entanglements with the terrorist figure, who penetrates the physical and psychological spaces of these characters. Images of masculinity are evoked in order to signify this loss of power, where the destabilising of the paternal role is linked to the pervasive sense of vulnerability which the characters experience after the attacks. Memorials and rituals become ways of dealing with disorientation. The two novels unsettle the distinction between terrorist and terrorised in order to negotiate a new American identity after 9/11. / AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek temas van representasie en identiteit in vier post-9/11 romans, naamlik Khaled Hosseini se The Kite Runner, Mohsin Hamid se The Reluctant Fundamentalist, Frédéric Beigbeder se Windows on the World en Don DeLillo se Falling Man. Hosseini en Hamid se romans verbeeld die ervarings van twee Muslim-protagoniste, onderskeidelik afkomstig van Afghanistan en Pakistan wat na die VSA immigreer. Hierdie protagoniste verbeeld twee uiteenlopende beskouïngs van fundamentalisme wat gevolglik aangewend word om die terroris-figuur en die Amerikaanse gemeenskap te verstaan. Die konstruksie van mag vir die Amerikaanse gemeenskap en die terroris-figuur word getoon, is geleë in beelde wat verband hou met manlikheid, naamlik geld, sport, militarisme, seks en toegewydheid. Die persoonlike ervarings van hierdie protagoniste weerspieël die politieke omstandighede waarmee hulle kennis maak. Beide hierdie karakters vereenselwig hulself met nasionale identiteite op grond van hul begrip van representasie van identiteit en die media. Beigbeder en DeLillo se romans word volgens die tema van trauma vergelyk. Hierdie romans beeld die ervarings van Amerikaanse karakters wat met 9/11 gekonfronteer word en met disoriëntasie en verlies worstel, uit. Die oorweging van hierdie verlies vind plaas in verhouding tot ontmoetings met die terroris-figuur wat die fisiese en psigiese ruimtes van hierdie karakters binnedring. Voorstellings van manlikheid word opgeroep om die verlies van mag ten toon te stel. Hierdie verlies van mag word gekenmerk deur die destabilisering van die vaderlike rol tesame met die diepgaande sin van weerloosheid wat die karakters na die aanval ervaar. Gedenktekens en rituele word vervolgens instellings om met die disoriëntasie om te gaan. Uiteindelik problematiseer die twee romans die onderskeid tussen terroris en geterroriseerde om sodoende ’n nuwe Amerikaanse identiteit ná 9/11 tot stand te bring.

Ce travail de recherche aborde les stratégies épistolaires et communicationnelles de Bettina von Arnim (1785-1859), femme de lettres allemande, pour prendre part aux débats politiques et sociaux pendant la période du Vormärz. Transgressant les frontières sociales, idéologiques, rhétoriques et celles des genres littéraires, Bettina von Arnim a tenté d’influer sur le roi de Prusse, Frédéric Guillaume IV, au moyen de ses correspondances, de ses ouvrages et de son réseau. Bettina von Arnim a élaboré des stratégies de communication et de persuasion pour secouer un système ministériel rigide et réactionnaire, obtenir des réformes politiques et sociales et modeler le souverain selon son idéal du Volkskönig. Cette étude va s’attacher à montrer les mécanismes employés par Bettina von Arnim pour s’immiscer dans un domaine exclusivement masculin, la politique. / This research project explores the activities and works of Bettina von Arnim (1785-1859), a German literary scholar, taking part in the political and social debates of the period ‘Vormarz’. Covering all social boundaries, ideologies, rhetoric and literary styles, Bettina attempted to influence the King of Prussia, Frederick William IV, with her letters, writings and network. Bettina von Arnim fabricated a persuasive communication strategy to disrupt a rigid ministerial system, get political and social reforms, and influence the Sovereign according to her model of the ‘Volkskönig’. This study attempts to show the tactics employed by Bettina von Arnim to infiltrate an exclusively male political structure. / Diese Dissertation beschäftigt sich mit den Brief- und Kommunikationsstrategien von Bettina von Arnim (1785-1859), die vor allem durch ihre Korrespondenz an den politischen und sozialen Debatten im Vormärz teilgenommen hatte. Unter häufiger Missachtung der sozialen, ideologischen und rhetorischen Gewohnheiten sowie der traditionellen Literaturgattungen war Bettina von Arnim bestrebt, dem preußischen König Friedrich Wilhelm IV. Ratschläge zu erteilen. Bettina von Arnim hat Überzeugungsstrategien entworfen, um einen starren und reaktionären Beamtenapparat zu umgehen und wachzurütteln, politische und soziale Reformen zu erzielen sowie das Staatsoberhaupt in Richtung auf ihr Ideal eines Volkskönigs zu beeinflussen. In dieser Arbeit sollen die von Bettina von Arnim verwendeten Mechanismen untersucht werden, wodurch sie sich in die Politik, eine den Männern vorbehaltene Domäne, einzumischen versuchte.

The moral and aesthetic complexity of Cormac McCarthy's fiction demands sophisticated theoretical reading paradigms. Intertextuality informed by poststructuralism is a theoretical approach that enables one to read the moral and aesthetic elements of McCarthy's work in productive ways. McCarthy's work is augmented by its connection to the works of other great artists and writers. As a result, McCarthy's work forces us to read his precedents from a different framework. An examination of the conversation between Martin Heidegger, Meyer Schapiro, Jacques Derrida, and Frederic Jameson about Van Gogh's A Pair of Boots creates an intertextual framework for examining the connection between Cormac McCarthy's Outer Dark and William Faulkner's Light in August. This examination demonstrates that Cormac McCarthy provides a sophisticated aesthetic and moral critique of Faulkner. This application of intertextual theory can also be applied to better understand the intertextual connections that exist within McCarthy's own canon of work. The same discussion of Van Gogh's painting can be used to understand the significance of a pair of boots in McCarthy's No Country for Old Men. This analysis demonstrates that McCarthy has moved from a privilege of postmodern aesthetics in Outer Dark to a privilege of more modern cinematic aesthetics in No Country for Old Men. This shift in aesthetics also informs the moral universe in each novel. Understanding this shift in aesthetics also provides a useful framework for understanding the connection between All the Pretty Horses and its film adapation directed by Billy Bob Thornton. The adapted film of McCarthy's novel enables a productive reading of the tensions between modernism and postmodernism in McCarthy's work.

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