This qualitative study used grounded theory to understand the influence of the Internal Family Systems ("IFS") model on psychotherapists\' spirituality and the way they address spirituality in their clinical practice.   Semi-structured interviews were conducted with ten psychotherapists practicing IFS model and the data were analyzed using open, axial and selective coding.  Themes were organized around the two areas of inquiry in the study.  Limitations of this study as well as future research and clinical implications are also discussed. / Master of Science

Unlike most marriage and family therapy (MFT) models, the Internal Family Systems (IFS) model claims to focus not only on the client's but also the therapist's internal processes. Given the recent systemic focus in the MFT field on the therapists' internal processes and how to train therapists to become aware of them and their influence in the clinical work, this qualitative study used a phenomenological lens to understand: (a) whether and how IFS helps beginning therapists gain awareness of their internal processes and (b) whether and how such an awareness influences their clinical work with clients. Semi-structured individual interviews were conducted with seven beginning therapists and data were analyzed using thematic coding. Themes were organized around the two areas of inquiry in the study. Limitations of this study as well as future research and clinical implications are also discussed. / Master of Science

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Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-08-23T14:06:23Z No. of bitstreams: 2 Dissertação - Weslei Silva de Araújo - 2016.pdf: 1398500 bytes, checksum: f28b00fa1bf2094ab7d357e829733e78 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-08-23T14:07:36Z (GMT) No. of bitstreams: 2 Dissertação - Weslei Silva de Araújo - 2016.pdf: 1398500 bytes, checksum: f28b00fa1bf2094ab7d357e829733e78 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-08-23T14:07:36Z (GMT). No. of bitstreams: 2 Dissertação - Weslei Silva de Araújo - 2016.pdf: 1398500 bytes, checksum: f28b00fa1bf2094ab7d357e829733e78 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-07-25 / In this paper we sought to understand how the Degree in Physics in IFG Goiânia campus is structured and what the perspective of teachers in the area, specifically in the implementation of degree in Physics, and forward the changes in the institution. The choice of this theme is due to the requirement stipulated by law 11.892 of December 29, 2008, the Federal Institutes of Education, Science and Technology, in offering undergraduate courses, especially in the areas of Science and Mathematics, despite its recognized expertise in professional education. Some research has dealt with the theme of the presence of the degrees in FIs, discussing the profile, the deployment and the challenges that they are consoli dated. However, here we seek teachers' perception of the process. Characterized as a qualitative study we used bibliographical research to survey the changes via legal documents in the institution, as well as research on the site e -MEC for recognizing the quantity of courses offered in this mode before and after the creation of the IFs. For analysis of the survey responses a nd interviews with teachers of Physical area of Goiânia the IFG campus, we used content analysis, according to Bardin (2002). It was identified as perceived by teachers who: (i) changes in the institution provided an expansion and internalization, even disorderly; (Ii) the change in the teaching profession and school mischaracterization with devaluation of technical education; (Iii) the course designed to meet the law, structure and operation in construction, has a focus on specific knowledge at the expense of teaching; (Iv) teachers work almost exclusively in the classroom, with little or no research and extension activities. These aspects lead to understand that there is still a lack of identity in I Fs after implantation of degrees and forward the changes in this institutions. / Neste trabalho buscou-se compreender de que forma a Licenciatur a em Física no campus Goiânia do IFG se estrutura e qual a perspectiva dos professores da área , especificamente, na implantação da licenciatura em Física , e frente as mudanças ocorridas na instituição. A escolha deste tema se deve pela obrigatoriedade, estipulada pela lei 11.892 de 29 de dezembro de 2008, dos Institutos Federais de Educação, Ciência e Tecnologia, em ofertar cursos de licenciaturas, principalmente nas áreas de Ciências e Matemática, apesar de sua reconhecida competência na área de educação p rofissional. Algumas pesquisas têm tratado da temática sobre a presença das licenciaturas nos IFs, discutindo o perfil, a implantação e os desafios para que os mesmos sejam consolidados. No entanto, aqui buscamos a percepção dos professores sobre todo o pr ocesso. Caracterizado como um trabalho de abordagem qualitativa utilizou-se inicialmente de pesquisa bibliográfica para levantamento das alterações ocorridas via documentos legais na instituição, assim como pesquisa no site e -MEC para o reconhecimento do quantitativo de cursos ofertados nesta modalidade antes e depois da cria ção dos IFs. Para análise das respostas do questionário e das entrevistas realizadas com os professores da área de Física, do campus Goiânia do IFG, utilizou-se a Análise de Conteúdo, segundo Bardin (2002). Identificou-se, segundo a percepção dos professores que: (i) as mudanças na instituição proporciona ram uma expansão e interiorização, mesmo que desordenada ; (ii) a alteração na carreira do professor e a descaracterização da escola com desvalorização do ensino técnico; (iii) o curso criado para atender a lei, com estrutura e funcionamento em construção, possui um enfoque no conhecimento específico em detrimento do pedagógico; (iv) os professores atuam quase que exclusivamente em sala de aula, com poucas ou nenhuma atividade de pesquisa e de extensão. Estes aspectos levam a entender que há ainda uma falta de identidade nos IFs após a implantação das licenciaturas e frente as mudanças ocorridas nesta s instituições.

<p>In order to facilitate comprehensibility and translation, the language used in software user documentation must be standardized. If the terminology and language rules are standardized and consistent, the time and cost of translation will be reduced. For this reason, controlled languages have been developed. Controlled languages are subsets of other languages, purposely limited by restricting the terminology and grammar that is allowed.</p><p>The purpose and goal of this thesis is to investigate how using a controlled language can improve comprehensibility and translatability of software user documentation written in English. In order to reach our goal, we have performed a case study at IFS AB. We specify a number of research questions that help satisfy some of the goals of IFS and, when generalized, fulfill the goal of this thesis.</p><p>A major result of our case study is a list of sixteen controlled language rules. Some examples of these rules are control of the maximum allowed number of words in a sentence, and control of when the author is allowed to use past participles. We have based our controlled language rules on existing controlled languages, style guides, research reports, and the opinions of technical writers at IFS.</p><p>When we applied these rules to different user documentation texts at IFS, we managed to increase the readability score for each of the texts. Also, during an assessment test of readability and translatability, the rewritten versions were chosen in 85 % of the cases by experienced technical writers at IFS.</p><p>Another result of our case study is a prototype application that shows that it is possible to develop and use a software checker for helping the authors when writing documentation according to our suggested controlled language rules.</p>

The present introduces fractal interpolation functions; reveals advantages of fractal interpolation of real world objects and presents organisational procedures of fractal interpolation process...The author tries to analyse and solve the problem of selection of interpolation points (general case). also, a new attitude on selection of oblique affined transformations that make IFS is suggested in the work.

The thesis deals with the issue of compliance processes to ensure safety and quality of food. These standards are embedded in the world's standards, the standards. In the introduction, the author explains the reason for the choice of this topic. Further hypotheses and objectives formulated by the work that have to be met and verified. From the available literature was created glossary topic, where I describe the history of the topic, its evolution and the current status at the present time. In the next chapter the author verifies the formulated hypotheses and meets the objectives of the work, all on the basis of the specified methods. At the conclusion of the work the author confronts the detected results with findings from the available literature, with hypotheses, review, and outlined the future continuation of the thesis.

Dans le cadre du projet ASTRID ((Advanced Sodium Technological Reactor for Industrial Demonstration), les interactions fluide-structure mettant en jeu la dynamique du coeur (gerbage), tels qu'elles peuvent survenir lors d'un séisme, sont d'un grand intérêt. Le gerbage du coeur est également reconnu comme l'événement le plus plausible pour expliquer les quatre AURN (Arrêt d'Urgence pour Radioactivité Négative) survenus dans le réacteur Phénix, durant les années 1989 et 1990. L'objectif poursuivi est d'améliorer, pour leurs aspects dynamiques, la compréhension des interactions fluide-structure susceptibles de se produire dans un SFR (Sodium Fast Reactor). Le centre d'intérêt principal étant phénomène de dissipation visqueuse, cette thèse entreprend trois approches expérimentales, numérique et analytique, en s'appuyant sur des expériences de vibrations libres menées sur deux installations, PISE1A, mono-assemblage et PISE2C, multi-assemblages. Deux séries d'expériences de vibrations libres ont été menées sur PISE1A, en faisant varier la hauteur d'eau et en utilisant un mélange d'eau et de glycérol, dans des proportions variables. Le but est d'examiner l'influence des variations de masse ajoutée et de viscosité sur la dynamique des oscillations de l'assemblage. Les simulations numériques correspondantes, développées dans le code CAST3M, se sont appuyées sur la résolution des équations de Navier-Stokes 3D. Les écarts entre les résultats numériques et expérimentaux sont présentés et analysés. En particulier, les effets d'extrémité se sont révélés être d'une importance marginale. Des expériences de vibrations libres ont également été effectuées sur PISE2C en sollicitant l'installation de trois façons différentes : mise en mouvement globale, mise en mouvement par la couronne externe puis par la couronne interne. Un modèle réticulé, fondé sur des hypothèses de symétrie et de linéarité a été développé parallèlement. Les résultats expérimentaux ont permis de confirmer les symétries mais ont remis en cause les hypothèses de linéarité. Ce résultat encourage à persévérer dans la voie des modèles déterministes. / In the scheme of French ASTRID (Advanced Sodium Technological Reactor for Industrial Demonstration) project, fluid-structure interaction phenomena involved in the dynamic behaviour of core flowering, which could happen during seismic events, are of high interest. Also core flowering behaviour is considered as the main initiating event for the four SCRAMs that happened in Phénix reactor during 1989 and 1990. In objective to improve the knowledge of fluid-structure interaction phenomena of dynamic issues in a SFR core, especially focused on damping, this Ph.D. thesis have been conducted in experimental, numerical and analytical approaches based on free-vibration experiments on mono-assembly test facility PISE-1A and multi-assembly test facility PISE-2C. Two series of free-vibration experiments have been performed on PISE-1A with different water heights and different mass fractions of water-glycerol mixtures to examine the dynamic behaviours with respect to different added mass, different densities and viscosities. Corresponding numerical interpretations have been conducted with 3D Navier-Stokes model in CAST3M code. Sources of uncertainties are discussed to explain the discrepancies between the numerical computation and experimental results. Edge effects are not found to have an important impact on the dynamic behaviours of the system. On PISE-2C, free-vibration experiments with different modes of excitations have been conducted, including total flowering, partial flowering with internal crown excited and partial flowering with external crown excited. A reticulate model with homogenised linear hypothesis has been developed to interpret PISE-2C experiments. Good symmetries are found in PISE-2C suggesting that the deterministic tool is valid for the analysis.

This mixed-methods study sought to examine the impact of learning the Internal Family Systems (IFS) model on novice therapists' self-of-the-therapist work. Criterion sampling was used to recruit participants enrolled in an IFS graduate course in Virginia Tech's Marriage and Family Therapy (MFT) Program. Participants completed three sets of questionnaires (Self-Compassion Scale, Five Facet Mindfulness Questionnaire, and Professional Quality of Life Scale V. 5) both before and after completing the course. Twelve of the 23 participants volunteered to contribute to the qualitative portion of this study in semi-structured focus groups or individual interviews. The qualitative data were analyzed using grounded theory to assist in building theory for whether and how IFS can build awareness of internal process and increased self-compassion in novice therapists, therefore contributing to their self-of-the-therapist work. The quantitative data reported an increase in Self-Kindness, Common Humanity, Mindfulness, ability to Describe one's experience, ability to Act with Awareness, and the ability to be Nonjudgmental and Nonreactive of one's experience after participants completed the IFS course. The quantitative data reported a decrease in participants' Self-Judgment, Over-identification, and Secondary Traumatic Stress after completing the IFS course. The qualitative data supported these findings. The themes that emerged for the qualitative data were an increase in Self-Leadership, Improved Relationships, and an increase in Self-Compassion. Overall, participants reported gaining greater awareness of their internal process and increasing their ability to be self-compassionate, which they report impacted and contributed to their self-of-the-therapist work. Limitations, clinical and training implications, and future directions for research are discussed. / Master of Science

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2017-05-25T13:00:55Z No. of bitstreams: 1 Jocelaine Oliveira dos Santos_.pdf: 1798880 bytes, checksum: ab06459a9fe445476785c33a34fc2ab7 (MD5) / Made available in DSpace on 2017-05-25T13:00:55Z (GMT). No. of bitstreams: 1 Jocelaine Oliveira dos Santos_.pdf: 1798880 bytes, checksum: ab06459a9fe445476785c33a34fc2ab7 (MD5) Previous issue date: 2016-11-09 / IFRR - Instituto Federal de Educação Ciência e Tecnologia de Roraima / Tensões e contradições nos processos identitários do professor da Educação Básica, Técnica e Tecnológica é uma proposta de discussão e compreensão sobre os processos de identidades dos docentes do Instituto Federal de Educação, Ciência e Tecnologia de Roraima (IFRR), pensados no bojo da (inter) relação de dinâmicas subjetivas, profissionais e institucionais que, amalgamadas, constroem os sentidos de ser professor do IFRR. Consideramos que para entender os processos de identidades do docente EBTT não podemos perder o horizonte do cruzamento inter-relacional das dinâmicas subjetivas, como processos biográficos, de valores, de afetos, de cidadania político-ideológica, de formação e trajetórias de vida, entre outros; das dinâmicas profissionais, como a relação com a escolha ou não da docência como profissão, da socialização com seus pares, com os demais docentes e com as linhas pedagógicas da Instituição; e as dinâmicas institucionais, forjadas pelos documentos norteadores que instituem/constituem a rotina do docente do IFRR. Assim, para tentar responder a estas questões, construí neste trabalho a concepção de processos identitários a partir do aporte teórico de autores como: Dubar (2005, 2009, 2010), Hall (2000, 2011), Bajoit (2006), Bauman (2001, 2005), Follman (2001, 2012). Para trabalhar a noção de docência como ação orientada ao Outro e com o Outro, utilizei autores como Arroyo (2001), Tardiff e Lessard (2009, 2011), Imbernón (1999, 2010) e Nóvoa (1992). Já para delinear a ideia de subjetividade como espaço de construção dos processos identitários dos docentes EBTT, me apoiei, principalmente, em Bajoit (2006). Pretende-se, a partir deste trabalho e da análise dos processos identitários dos docentes, configurar uma pesquisa que possa contribuir para a compreensão das dinâmicas identitárias no âmbito institucional e profissional, ampliando a discussão necessária sobre o objeto das identidades docentes. Intencionamos, também, trazer a possibilidade de um entrecruzamento teórico para a noção de processos identitários, necessário à compreensão da profissão docente. Vislumbramos, ainda dentro de nossas expectativas, contribuir com as discussões sobre a formação de professores, especialmente para Rede Federal de Educação Profissional, Técnica e Tecnológica. Para tanto, construímos um corpus de análise discursiva a partir da coleta de dados utilizando-se da observação participante, análise documental e entrevista compreensiva, a fim de construir três categorias analíticas: instituição ornitorrinca, docências incertas e futuro flutuante que, juntas, ajudaram a elucidar a questão central do estudo. / Tensions and contradictions in identity processes Professor of Basic Education, Technical and Technological is a proposal for discussion and understanding of the identity processes of teachers of the Federal Institute of Education, Science and Technology of Roraima (IFRR), thinking these processes in the midst of (inter) relationship of subjective dynamic, professional and institutional that amalgamated, build the sense of being a teacher of IFRR. We believe that to understand the EBTT teaching identities processes can not lose the horizon of inter-relational intersection of subjective dynamics, as biographic processes, values, emotions, political and ideological citizenship, training and life trajectories, among others ; professional dynamics, the relationship with the choice or not of teaching as a profession, socialization with their peers, with the other teachers and the pedagogical lines of the institution; and institutional dynamics, forged by guiding documents establishing / constitute the routine of teaching IFRR. So to try to answer these questions, we will build on this work to design identity processes from the theoretical contribution of authors such as: Dubar (2005, 2009, 2010), Hall (2000, 2011), Bajoit (2006), Bauman (2001, 2005), Follman (2001, 2012). To work the notion of teaching as action oriented to the Other and the Other use authors as Arroyo (2001), Tardiff and Lessard (2009, 2011), Imbernon (1999, 2010) and Nóvoa (1992). Have to outline the idea of subjectivity as a building space of identity processes of EBTT teachers will support us, especially in Bajoit (2006). We plan, from this work and the analysis of the identity processes of teachers, set up a research which may contribute to the understanding of identity dynamics in the institutional and professional framework, expanding the necessary discussion on the subject of teachers' identities. We intend also bring the possibility of a theoretical intersection to the notion of identity processes necessary to the understanding of the teaching profession. We see, still within our expectations, contribute to discussions on teacher training, especially for the Federal Professional Education Network, Technical and Technological. Therefore, we constructed a discursive analysis of corpus from the date collection using participant observation, document analysis and comprehensive interview in order to build three analytical categories: duckbill institution uncertain teaching and buoyant future that together helped elucidate the central question of the study.