This thesis reports on a study on the ultimate attainment of grammatical intuition in Swedish in 29 adult hearing native signers, bilingual in Swedish Sign Language and Swedish. It is reasoned that measures of such intuition in adults may indicate implicit linguistic entrenchment in Swedish during early language development. Although Sign Language Linguistics and Second Language Research on deaf signers are two established fields of research in Sweden, there is little research on hearing native signers. A few international studies have focused on early child language development in hearing native signers, showing that these children develop their two languages simultaneously from birth even if the signed language dominates the linguistic environment. However, studies focusing on older children indicate that their morphological and syntactic proficiency in the majority language resembles that of second language learners. Deductively this paper rests on neurobiological and psycholinguistic theories claiming that early language development is naturally and genetically constrained within a critical or maturational period. Grammatical intuition was measured through the use of two versions of a GJT-test (written and auditory) and a cloze test. The results showed that the average grammatical intuition of the hearing native signers was comparable to that of a group of early L2 learners of Swedish, but significantly different from that of a group of native speakers of Swedish, indicating that for some of the native signers, Swedish might have been successively learned. This thesis contributes unique data to second language research, while shedding a light on a group of bilinguals that is scarcely known to the study of linguistics. / Denna explorativa och explanatoriska studie testade grammatisk intuition i svenska hos 29 vuxna hörande tvåspråkiga i svenskt teckenspråk och svenska. Vid statistisk analys och jämförelse med testresultat från tidigare andraspråksforskning indikerar denna studie att deltagarna kan ha lärt sig delar av svenskans morfologi och syntax successivt. Teckenspråkslingvistik och svenska som andraspråk för döva är idag två etablerade forskningsområden. Trots en växande kunskap om teckenspråkiga saknas svensk forskning om tvåspråkigheten hos hörande infödda teckenspråkiga. De internationella studier som gjorts har fokuserat på små barn och visar att hörande infödda teckenspråkiga är simultant tvåspråkiga från födseln även om det tecknade språket dominerar den första tiden. Å andra sidan visar studier på lite äldre barn att kunskaper i majoritetsspråket (det talade språket) hos vissa individer, har morfologiska och syntaktiska drag liknande dem som andraspråksinlärare uppvisar.  Med stöd i neurobiologiska och psykolingvistiska teorier om en biologiskt betingad språkinlärningsmekanism som kräver triggning från födseln, undersökte denna studie, hypotes-deduktivt, huruvida deltagarna utvecklat implicita kunskaper i svenska under en kritisk period för språkutveckling. Denna studie bidrar med nya, unika data till tvåspråkighetsforskning och kastar ljus över en inlärarpopulation som tidigare inte uppmärksammats inom språkinlärningsforskningen.

This is a qualitative study inquiring ”What does it entail to be a sex worker in Sweden today?” Four female sex workers were interviewed in semi-structured interviews. Using methods for reflexive analysis, interpreting the interviews and their context theoretically through notions of Competence and Stigma, the results of this study shows that sex workers may be both competent agents and stigmatized. This informs the understanding of sex work, stigma and how learning, subjective room for action and social agency can be aggravated or hindered by stigma. The results are viewed in the context of Swedish legislation against sex purchase in relation to previous research which shows that said legislation is problematic. This study recommends; further studies on varieties of competence, room for action and social agency among sex workers; further studies on how sex workers subjective room for action is affected by the Swedish law against sex purchase; further studies on how the Swedish law against sex purchase affect sex workers prospects for learning; studies on how stigma and discrimination against people in socially vulnerable and/or excluded groups affect individual learning; as well as updated estimations on the prevalence of male, female and transgender sex workers in Sweden. It is also suggested that Sweden could look to other countries for constructive ideas on how to reform sex purchase laws. In this context, New Zealand and Germany are mentioned specifically.

Submitted by Thiago Moura Bego null (thiagobego@hotmail.com) on 2017-08-31T16:35:37Z No. of bitstreams: 1 Dissertação de Mestrado Thiago Moura Bego 24-08-2017.pdf: 8445670 bytes, checksum: 540dfcb51085567c72d885d2328932a0 (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-09-01T14:26:55Z (GMT) No. of bitstreams: 1 bego_tm_me_araiq.pdf: 8445670 bytes, checksum: 540dfcb51085567c72d885d2328932a0 (MD5) / Made available in DSpace on 2017-09-01T14:26:55Z (GMT). No. of bitstreams: 1 bego_tm_me_araiq.pdf: 8445670 bytes, checksum: 540dfcb51085567c72d885d2328932a0 (MD5) Previous issue date: 2017-08-24 / Esta é uma pesquisa mestrado desenvolvida no âmbito do Programa de Pós-Graduação em Química do Instituto de Química da Universidade Estadual Paulista “Júlio de Mesquita Filho”, câmpus de Araraquara. A pesquisa teve como objetivo investigar sobre a implementação de Unidade Didática Multiestratégica (UDM) no âmbito das disciplinas de Instrumentação para o Ensino de Química e Estágio Curricular Supervisionado V. Para tanto, foi formulada o seguinte problema de pesquisa: de que modo a implementação de UDM incide sobre o princípio de um processo de construção do conhecimento profissional de professores de química em formação inicial? Para a consecução do objetivo de pesquisa, optou-se pela realização de uma pesquisa não-experimental quantitativa e qualitativa do tipo estudo de caso. Com o intuito de operacionalizar o processo de investigação e viabilizar a resposta do problema de pesquisa, foram formuladas as seguintes questões de pesquisa: 1. quais são as concepções prévias acerca do conhecimento escolar dos licenciandos?; 2. quais são os conhecimentos explícitos dos licenciandos presentes no planejamento da UDM?; 3. quais conhecimentos implícitos presentes nos licenciandos são identificados na reflexão sobre a aplicação da UDM?; 4. como o processo de implementação de uma UDM incide sobre a explicitação, conscientização e crítica dos conhecimentos implícitos de professores de química em formação inicial? Conforme a abordagem de pesquisa escolhida, as fontes de informação foram: sujeitos e documentos. Os sujeitos foram: 15 alunos de graduação do curso de licenciatura em química que frequentaram as disciplinas de Instrumentação para o Ensino de Química e Estágio Curricular Supervisionado V, que foram ministradas no primeiro e segundo semestre de 2016, respectivamente. Os documentos utilizados foram: a elaboração de uma UDM e o trabalho em grupo para propor justificativas às modificações que foram realizadas na reelaboração da UDM. Como conclusão do estudo de caso, pode-se verificar que os licenciandos apresentaram concepções prévias acerca do conhecimento escolar bastante distantes de concepções marcadamente tradicionais, mostrando claros indícios de mudança e evolução de suas concepções de ensino e aprendizagem. Os conhecimentos explícitos da docência apresentam elementos que levam os licenciandos a elaborarem seu planejamento de acordo com teorias pedagógicas mais complexas e contemporâneas. Porém, foram identificados também alguns elementos característicos dos Enfoques Tradicional, Tecnicista e Espontaneísta. Evidenciaram-se a incidência e resistência de alguns conhecimentos implícitos relacionados a visões superficiais sobre os processos de ensino e aprendizagem e análises simplificadoras dos problemas enfrentados na prática, além da presença de rotinas não fundamentadas e pouco refletidas oriundas da formação ambiental. No entanto, o processo de reflexão crítica e fundamentada se mostrou profícuo e fez emergir alguns conhecimentos implícitos, bem como favoreceu o desenvolvimento do conhecimento profissional docente. Por fim, conclui-se que a implementação da UDM apresenta um grande potencial na formação de professores de ciências como profissionais reflexivos, críticos e pesquisadores da própria prática. / This is a master's degree research developed in the scope of the Graduate Program in Chemistry of the Institute of Chemistry of the Universidade Estadual Paulista “Júlio de Mesquita Filho”, Araraquara campuses. The research’s aim has been to investigate the implementation of a Multistrategic Teaching Unit (MTU) in the scope of the Instrumentation disciplines for Teaching Chemistry and Supervised Curricular Internship V. Therefore, the following research question have been formulated: how does the implementation of MTU affect the principle of a building process of the professional knowledge of chemistry teachers in initial formation? In order to achieve the research objective, a quantitative and qualitative non-experimental research of the case study type have been chosen. In order to operationalize the research process and make the research problem feasible, the following research questions have been formulated: 1. What are the previous conceptions about the school knowledge of the undergraduates ?; 2. What is the explicit knowledge of the undergraduates present in the planning of the MTU ?; 3. What implicit knowledge is identified in the MTU application ?; 4. How does the process of implementing a MTU promote awareness and criticism of the implicit knowledge identified and the development of professional teacher knowledge? According to the chosen research approach, the sources of information have been: subjects and documents. The subjects have been: 15 undergraduate students of the Chemistry course who have attended the courses of Instrumentation for Teaching Chemistry and Supervised Curricular Internship V, which have taught in the first and second semester of 2016, respectively. The documents that have been used: the elaboration of a MTU and the group work with justifications for the modifications that have been made in the re-elaboration of the MTU. As conclusion of the case study, it can be verified that the undergraduates have presented previous conceptions about the school knowledge quite distant of conceptions markedly traditional, showing clear signs of change and evolution of their conceptions of teaching and learning. The explicit knowledge of the teacher presents elements that lead him to elaborate his planning according to more complex and contemporary pedagogical theories. However, characteristic elements of the Traditional, Technicist and Spontaneist Approaches have also been identified. It has been evidenced the incidence and resistance of some implicit knowledge related to superficial visions about the teaching and learning process and simplifying analyzes of the problems faced in practice and the presence of unreflected and poorly thought out routines from environmental training. However, the process of critical and grounded reflection have been proved to be profitable and it have been given rise some implicit knowledge, as well this have favored the development of professional teacher knowledge. Finally, the MTU implementation has great potential in the training of science teachers as reflective professionals, critics and researchers of the practice itself, favoring a better development in professional teacher knowledge.

No description available.

Dieser Dissertation liegt die Problematik des impliziten verkörperten Wissens im Erkennen und Entdecken mittels visueller Instrumente zu Grunde. Mit Entdeckung ist der Akt des allerersten Erkennens von etwas gemeint, über dessen Existenz oder Beschaffenheit dem Entdecker zuvor keine expliziten Kenntnisse zur Verfügung standen. Eine zentrale These dieser Arbeit besagt, dass dies durch den transmodalen Charakter der empirischen Begriffsbildung gesichert wird. Dieses erkenntnistheoretische Problem wird anhand des Entdeckens von emergenten Mustern urbaner Organisation ausgearbeitet, die aus der Vogelperspektive auf urbanen Echtzeitkarten erscheinen. In der Arbeit werden Trends interaktiver Kartierung aufgezeigt, bei denen unter anderem urbane Sensordaten, Daten aus der Verortung von Personen, Objekten und Information und anwendergenerierte Informationen visualisiert werden. Die Konklusion beinhaltet Ausblicke, an welchen Punkten die anhand der interaktiven Karten gewonnenen Erkenntnisse in Stadtentwicklungsprojekte und in die Entwicklung von ortssensitiven Technologien einfließen können. / This dissertation elaborates on the role of implicit embodied knowledge in recognition and discovery through the use of visual instruments. Discovery refers to the very first act of recognition of something, that''s existence or features were not explicitly known by the discovering person beforehand. According to a central thesis of this work discovery is enabled by the transmodal character of empirical concept formation. This epistemological question is elaborated based on the case of emergent patterns of urban organization that appear on urban real-time maps from the bird''s eye view. Trends of interactive mapping are shown where urban sensor-data, location data of persons, objects, and information, as well as user generated information is visualized. The conclusion contains outlooks how knowledge gained from interactive urban maps can be utilized in urban development projects and in the development of location sensitive technologies.

The aim of this study was to conduct a thorough theoretical study on the relevant aspects involved in knowledge management and organizational learning, and thence assess the level of organisational learning within the ferrometallurgical industry. From the outcomes of the assessment, recommendations to improve the state of affairs were to be made. Knowledge can be defined as actionable information. The creation, acquisition, sharing and leveraging of knowledge in today's industries are critical. Knowledge is now termed the fourth productive resource, and some authors claim, with some justification, that the widespread knowledge within a company is the only source of sustainable competitive advantage. With this in mind, it is obvious that companies need to nurture knowledge creation and effective utilisation thereof in order to meet organisational goals. Knowledge can be codified if it is explicit, but needs to be transferred using personalisation if it is tacit. Implicitness of tacit knowledge further confounds the issue. Knowledge management practices underpin the process of organisational learning. The level of organisational learning within the ferrometallurgical industry in South Africa was assessed, using a survey questionnaire obtained from the Harvard Business School. The results show that the industry lags behind the medians in the ten constructs measured, and much work will be required to significantly improve the situation. Key areas of concern are in the areas of psychological safety, time for reflection, education and training, and collection of information. As a consequence, a practical strategy for improving the state of knowledge management and organisational learning in the ferrometallurgical industry was developed. / Thesis (M.B.A.)--North-West University, Vaal Triangle Campus, 2010.

The aim of this study was to conduct a thorough theoretical study on the relevant aspects involved in knowledge management and organizational learning, and thence assess the level of organisational learning within the ferrometallurgical industry. From the outcomes of the assessment, recommendations to improve the state of affairs were to be made. Knowledge can be defined as actionable information. The creation, acquisition, sharing and leveraging of knowledge in today's industries are critical. Knowledge is now termed the fourth productive resource, and some authors claim, with some justification, that the widespread knowledge within a company is the only source of sustainable competitive advantage. With this in mind, it is obvious that companies need to nurture knowledge creation and effective utilisation thereof in order to meet organisational goals. Knowledge can be codified if it is explicit, but needs to be transferred using personalisation if it is tacit. Implicitness of tacit knowledge further confounds the issue. Knowledge management practices underpin the process of organisational learning. The level of organisational learning within the ferrometallurgical industry in South Africa was assessed, using a survey questionnaire obtained from the Harvard Business School. The results show that the industry lags behind the medians in the ten constructs measured, and much work will be required to significantly improve the situation. Key areas of concern are in the areas of psychological safety, time for reflection, education and training, and collection of information. As a consequence, a practical strategy for improving the state of knowledge management and organisational learning in the ferrometallurgical industry was developed. / Thesis (M.B.A.)--North-West University, Vaal Triangle Campus, 2010.

Gegenstand der Arbeit ist die konzeptionelle Ausarbeitung einer virtuellen Anwendung, die es den Anwendern in der Flugzeugstrukturkonstruktion im Kontext der additiven Fertigung ermöglicht, interaktiv und intuitiv wichtige Entscheidungen für den Bauteilentstehungsprozess zu treffen. Dabei soll sich die Anwendung adaptiv je nach Anwendungsfall in der Informationsbereitstellung an die jeweils benötigten Anforderungen und Bedürfnisse des Anwenders anpassen können.

Begreppet tyst kunskap är centralt i uppsatsen och utgår från Polanyis förståelse att vi kan veta mer än vi kan säga. Syftet med uppsatsen är att utforska begreppet tyst kunskap med utgångspunkt i Polanyis teori om tyst kunskap. I relation till socialt arbete är det värdefullt att få syn på och fördjupa förståelsen för tyst kunskap. Med hänsyn till transparens i professionens kunskapsutövande är det särskilt viktigt att vara medveten om hur tyst kunskap kan yttra sig i yrkesutövandet och inverka på det sociala arbetet. Studiens övergripande forskningsfråga är på vilka sätt det går att förstå innebörden av ett begrepp som tyst kunskap och dess implikationer för kunskapsutövande i socialt arbete. I uppsatsen som har formen av en filosofisk studie, utforskar jag olika tänkares tankar och teorier om tyst kunskap utifrån min tes att tyst kunskap existerar och att det är viktigt att förstå och vara medveten om hur förståelsen av tyst kunskap påverkar det sociala arbetet som kunskapsfält. Bengt Molander, Bertil Rolf och Donald A. Schön är några av de tänkare som förekommer i arbetet.  Uppsatsens slutsatser visar att vi sannolikt inte kan sätta ord på all den kunskap vi använder oss av i socialt arbete. Tyst kunskap beskrivs som nära förbunden med våra sinnen och färdigheter och kan därför vara svår att beskriva med ord. Det kan handla om undermedveten kunskap, eller kunskap som inte fullt ut ryms i språket eller vårt logiska tänkande. Följaktligen kan Polanyis konstaterande att vi kan mer än vi kan säga betraktas som en förutsättning för att förstå socionomens kunskapsutövande.  Uppsatsen indikerar att det behövs en transparent levande dialog om kunskapsutövande för att dra nytta av tyst kunskap i socialt arbete. Tyst kunskap förutsätter därför ett engagemang, ansvar och vilja som håller kunskapen livskraftig. I uppsatsen förs ett resonemang som mynnar ut i vikten av att låta personliga erfarenheter och handlingar få stå i rampljuset för att, med stöd av teoretiska perspektiv, synliggöra olika aspekter av tyst kunskap och dess betydelse för professionellt socialt arbete. Hur tyst tyst kunskap behöver vara och hur nära vi kan komma en förståelse för den tysta kunskapens innebörd för kunskapsutövande i socialt arbete, beror sannolikt på de arbetssätt och metoder vi använder oss av. / The main aim of this thesis is to explore the impact of tacit knowledge in everyday life of professional social workers. The findings of this philosophical study is that it is necessary to understand the impact of tacit knowledge, in order to understand the very heart of social work practice and the ways of the reflective practitioner. Theories of philosophers like Michael Polanyi and Donald A. Schön are at focus in the study.

Ce travail de thèse vise à améliorer notre compréhension des mécanismes sous-tendant la perception et la mémorisation des structures sonores complexes. Nous avons étudié les corrélats comportementaux et cérébraux de la perception et de la mémoire auditive pour des notes isolées, des séquences musicales et des séquences de mots, chez des auditeurs typiques et dans l'amusie congénitale, un trouble permanent de la perception de la musique. En utilisant des approches comportementales, nous avons démontré que les déficits des individus amusiques dans la dimension de la hauteur sont liés à des déficits à la fois durant l’encodage des sons courts et dans la rétention à court terme de l'information musicale. En utilisant des mesures neurophysiologiques (IRM, MEG, IRMf) nous avons démontré l’existence d’anomalies anatomiques et fonctionnelles dans le cerveau amusique, principalement dans les cortex frontal et auditif droits. De plus des anomalies fonctionnelles ont été observées à la fois durant l'encodage, la rétention et la reconnaissance de l'information mélodique lors d’une tâche de mémoire à court terme. En revanche, pour le matériel verbal, les participants amusiques recrutaient des régions cérébrales similaires à celles des contrôles, ceci suggérant que des ressources neuronales distinctes sous-tendent la mémoire tonale et verbale. A partir des conclusions de ces trois premières études, nous avons exploré deux approches visant à renforcer les capacités de traitement de la hauteur dans l'amusie: 1) en étudiant si des connaissances implicites du système musical occidental tonal pouvaient améliorer leurs capacités de mémoire à court terme pour les notes, et 2) en explorant si les capacités d’encodage altérées des participants amusiques pouvaient être améliorées par des interactions audio-visuelles. Ces études ont été encourageantes et pourraient guider la conception d'outils de réhabilitation dans ce déficit. Enfin, il convient de souligner que nos recherches contribuent également à améliorer la compréhension des mécanismes sous-tendant le traitement de la musique en général, un domaine de recherche émergeant qui fait le parallèle avec le traitement du langage / The aim of this PhD thesis is to further our understanding about how humans perceive and nmemorize complex sound structures. We investigated the behavioral and cerebral correlates of auditory perception and memory for isolated tones, musical sequences, and verbal material both in typical listeners and in individuals presenting a lifelong disorder of music perception that has been referred to as congenital amusia. Using behavioral approaches, we demonstrated that amusic individuals’ deficits in the pitch dimension are related to impairments both in the encoding of short tones and in the short term retention of pitch information. Using multimodal neuroimaging methods (MRI, MEG, fMRI) we observed anatomical and functional abnormalities in the amusic brain, mostly in the right frontal cortex and in the right auditory cortex. Functional abnormalities were observed at each level of processing in short-term memory tasks, that is for encoding, retention, and retrieval of the melodic information. In contrast, for verbal material, amusic participants recruited similar brain regions as those observed for controls, thus suggesting that separate neural resources support tonal and verbal memory. Based on the conclusions made on these first three studies, we explored two approaches aiming to boost pitch processing abilities in amusia; 1) by investigating whether implicit knowledge of the western tonal musical system could influence their short-term memory abilities, and 2) by exploring whether amusic individuals’ altered encoding of short tones could be improved by audio-visual interactions These investigations were encouraging and provide the first steps toward designing tools of rehabilitation in this musical disorder. To conclude, it is worth underlining that these studies also improve our understanding of music processing in general, which is the subject of an increasing research domain that is often making the parallel to language processing