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Architecture is an inherently functional art – buildings have functions, some more vital than others, beyond the objective of sheer aesthetic appeal. Yet at the same time, aesthetic appeal is an integral part of the human experience that many agree is vital to sustainability objectives, including those of the built environment. Ideally, a building would be able to embody and honor both principles, both form and function, but some contend that in the current architectural climate, the emphasis on beauty has surpassed the importance placed on functionality. This discussion is particularly relevant to sustainability in the built environment: Sustainability as a function, some argue, is often compromised or sacrificed for the sake of the vision of the architect, and faddish concepts of beauty. This, many contend, results in the commodification of our buildings, and quite possibly of sustainability as well. In this thesis, I argue that we can avoid this outcome by employing site-specific and culturally informed design principles, knowledge of sensory perception shaped by the social sciences, and spatially flexible design principles to create architecture that inspires us, roots us, and lasts for multiple generations. Ultimately, this is the core function of a sustainable approach to design – taking into account the entire lifecycle of a product. A new, loose functionalist approach that stresses durability, and is informed by a multidisciplinary approach involving both the humanities and social sciences, could be the key to overcoming the quick obsolescence of styles in a consumptive, aesthetically driven society.

Carlo Lodoli (1690--1761), architect, storyteller, and generally caustic individual, was a friar at San Francesco della Vigna in Venice, where he offered non-professional lessons in architecture. In his garden, he had collected a series of architectural fragments for use in his dialogues with students. He would use the fragments as examples of good and bad architecture to allow for his peripatetic teachings. These lessons, described by his faithful student Andrea Memmo as talking in images were sweeping, often ethical. As the Socratic Lodoli did not commit to text any formal treatise, we must look to his student's interpretations and various built projects. It is within these traces we begin to discover Lodoli's proposal for a non-reductive functional architecture based upon the imagination. By looking into this performing aspect of function we may begin to realize an architecture that both invites and constitutes essential meaning.

Thesis (M. Ed.)--University of Hong Kong, 2007. / Also available in print.

Thesis (Ph. D.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Mental causation is with us all the time. Being a table is different from being a human---although we are composed of physical particles, we have understanding, reason, or perception, which are able to make a difference in the physical world. In this dissertation, I have detail discussions of contemporary substance dualism, the mind-brain identity theory, and Jaegwon Kim's functionalism, and thus conclude that none of them can provide an appropriate account to the problem of mental causation. By distinguishing the mind from the body, substance dualists face the pairing problem: How does this particular mind unite with this particular body and thus interact? With the pairing problem, more and more philosophers accept physicalism. However, it is surprising that the problem of mental causation arises again from the heart of physicalism. It means that accepting physicalist ontology does not make this problem go away. On the contrary, basic physical assumptions can even be seen as the source of the current difficulties with mental causation. My preferred idea is that mental properties emerge from physical properties, and both of them together make an occurrence to cause an effect. Emergence makes mental causation autonomous and also avoids epiphenomenalism.

COSTA, Luiz Carlos. Análise linguística de textos literários em livros didáticos do ensino fundamental utilizados na educação de jovens e adultos (EJA). 2015. 125f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-Graduação em Letras – Mestrado Profissional em Letras (PROFLETRAS), Fortaleza (CE), 2015. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-02-02T12:31:37Z No. of bitstreams: 1 2015_dis_lccosta.pdf: 3542376 bytes, checksum: 8f1e19b70de7e7270b3168acd9745709 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2016-02-03T12:26:38Z (GMT) No. of bitstreams: 1 2015_dis_lccosta.pdf: 3542376 bytes, checksum: 8f1e19b70de7e7270b3168acd9745709 (MD5) / Made available in DSpace on 2016-02-03T12:26:38Z (GMT). No. of bitstreams: 1 2015_dis_lccosta.pdf: 3542376 bytes, checksum: 8f1e19b70de7e7270b3168acd9745709 (MD5) Previous issue date: 2015 / This dissertation aims to make a critical and purposeful analysis of linguistic analysis questions in the context of literary texts in the Portuguese textbook called Caminhar e Transformar, which is used by students in Finals Years of the Elementary School in Youth and Adult Education (2nd Segment ), approved by the National Program of Didactic Book EJA 2014 and currently adopted in public schools in Fortaleza - Ceará. The analysis is performed based on functionalist assumptions and under the guidelines of official documents of the Brazilian Education (PCN: Secondary School, Curriculum Proposal for the EJA EF-2nd segment, PNLD-EJA). It uses the distinction proposed by Halliday, McIntosh and Strevens (1974) between the three types of education or language approach, namely, descriptive, prescriptive and productive approach. It also considers reflections guided by theoretical assumptions of linguistic Functionalism and Text Linguistics on grammar teaching which are present in Neves (2011, 2013), Antunes (2003, 2007, 2014), Nogueira (2010) and Travaglia ( 2001), and the meaning of the practice of linguistic analysis based on authors such as Geraldi (1997) and Bezerra and Reinaldo (2014). The corpus of analysis of this study consisted of questions of the Portuguese book that bring together two essential characteristics: address a linguistic aspect and using a literary text. After a quantitative and qualitative analysis, it was found that in the questions of linguistic analysis in the context of literary texts, there is a predominance of descriptive approach manifested by an emphasis on identification exercises and classification of language units (grammatical nomenclature) with consequent lack of coordination between linguistic phenomena and specifically literary texts, which features a conservative trend (Traditional) in the study of mother tongue. Along the qualitative analysis of the book activities, we suggest possible approaches that articulate language resources used in literary texts and the construction of the senses and effects. / Este trabalho tem o objetivo de proceder a uma análise crítica e propositiva de questões de análise linguística no contexto de textos literários do livro didático de Língua Portuguesa da coleção Caminhar e Transformar destinado aos Anos Finais do Ensino Fundamental da Educação de Jovens e Adultos (2º Segmento), aprovado pelo Programa Nacional do Livro do Didático EJA 2014 e atualmente adotado nas escolas públicas municipais de Fortaleza – Ceará. A análise é realizada com base em pressupostos funcionalistas e à luz dos documentos oficiais da Educação Brasileira (PCN: Ensino Fundamental II, Proposta Curricular para a EJA EF-2º Segmento, PNLD-EJA). Utiliza-se a distinção proposta por Halliday, McIntosh e Strevens (1974) entre os três tipos de ensino ou abordagem da língua, a saber: abordagem descritiva, prescritiva e produtiva. Consideram-se, ainda, as reflexões orientadas por pressupostos teóricos do Funcionalismo linguístico e da Linguística do Texto sobre o ensino de gramática presentes em Neves (2011, 2013), Antunes (2003, 2007, 2014), Nogueira (2010) e Travaglia (2001), bem como o sentido da prática de análise linguística com base em autores como Geraldi (1997) e Bezerra e Reinaldo (2014). O corpus de análise deste estudo foi constituído por 40 questões do livro de Língua Portuguesa da coleção Caminhar e Transformar que reúnem duas características essenciais: abordam um aspecto linguístico e utilizam um texto literário. Após uma análise quantitativa e qualitativa, constatou-se que, nas questões de análise linguística em contexto de textos literários, há a predominância da abordagem descritiva que se manifesta pela ênfase em exercícios de identificação e classificação das unidades da língua (nomenclatura gramatical) com consequente falta de articulação entre os fenômenos linguísticos e os textos especificamente literários, o que caracteriza uma tendência conservadora (tradicional) no estudo da Língua Materna. Ao longo da análise qualitativa dessas atividades do livro, sugerimos possíveis abordagens que articulem os recursos linguísticos nos textos literários utilizados e a construção dos sentidos e efeitos.

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