COSTA, Sinara Almeida. Na ilha de Lia, no barco de Rosa: o papel das interações estabelecidas entre a professora de creche e as crianças na constituição do eu infantil. 2011. 184f. Tese (Doutorado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2011. / Submitted by Liliane oliveira (morena.liliane@hotmail.com) on 2012-07-20T12:43:08Z No. of bitstreams: 1 2011_TESE_SACOSTA.pdf: 4301479 bytes, checksum: 194d437aa0e72729f1a83e0f4f4fba4e (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-23T11:28:28Z (GMT) No. of bitstreams: 1 2011_TESE_SACOSTA.pdf: 4301479 bytes, checksum: 194d437aa0e72729f1a83e0f4f4fba4e (MD5) / Made available in DSpace on 2012-07-23T11:28:28Z (GMT). No. of bitstreams: 1 2011_TESE_SACOSTA.pdf: 4301479 bytes, checksum: 194d437aa0e72729f1a83e0f4f4fba4e (MD5) Previous issue date: 2007 / This study aimed at analyzing the interactions between a teacher and a group of three year old children, in a public day care center, in Fortaleza. It focused upon the influence of these interactions in the of children’s development of their individuality. The theoretical foundation for the research was the Social Interactionism approach, mainly the theories of Wallon (1981, 1986,1989) and Vigotski(1989,1996,2001). The methodological procedures were daily observations of the selected group and two interviews with the teacher. One interview raised data about the teacher’s professional life and the other explored the content of ten video sessions and four pictures taken during the observations. The analysis revealed that the teacher’s perception of her role is restricted to the development of activities which she considers to be educational, that means, activities related to the children’s intellectual development. Thus, activities aimed at developing the children’s affective, psychomotor and social aspects are not included in the daily planning and routine. Her main concern appears to focus upon the disciplined behavior of the children. This fact contributes to establishing an authoritarian atmosphere in which few interactions occur. The teacher’s concern with controlling the children in all activities which she proposes has many consequences such as: small children’s participation in the choice of activities and the lack of the teacher’s respect to the children’ initiatives. Besides, the teacher does not listen to whatever the children have to say. It is also important to mention that the children initiate most of the interactions which are established with the teacher. However, their interest in talking to the teacher does not contribute in a significant way to developing meaningful interactions. On the other hand, it was observed a high number of interactions among the teacher and those children who do not strictly follow her orders. This fact reinforces the idea that her interactions aim at inhibiting undesirable behaviors. The analysis also showed that the day care spacial organization as well as the available materials may influence the interaction between the teacher and the children, but the teacher does mot appear to be aware of their importance to the routine. Probably this attitude is due to her deep-rooted conceptions about her teacher role. Thus, the interactions established between the teacher and the children are contributing to turn children into passive, dependent and compliant human beings since they do not offer opportunities for the children to express their opinions, doubts, ideas and feelings. The influence of the teacher’s social representations in her practices leads to the conclusion that the continuing education offered to the teachers should try to change their conceptions about children, childhood and the role of day care teacher. If continuing education is related to the teachers’ practices, it will provide meaningful experiences for them. Although the interview conducted in this study has not had an intervention purpose, it has contributed to developing, even in an incipient way, the teacher’s critical awareness about her own practice. / Este estudo teve como objetivo analisar as interações estabelecidas entre a professora e um grupo de crianças de três anos em uma creche pública municipal de Fortaleza, focalizando a interferência dessas interações no processo de individuação das crianças. A fundamentação teórica para o desenvolvimento da pesquisa foi essencialmente, a abordagem Sociointeracionista de Desenvolvimento e Aprendizagem Humana, especificamente os estudos de Wallon (1981, 1986, 1989) e de Vigotski (1989; 1996; 2001). A metodologia constou de observações do cotidiano do grupo investigado e de duas entrevistas realizadas com a professora das crianças. Uma das entrevistas versou sobre sua vida profissional e a outra constou da análise feita pela professora de dez cenas filmadas e quatro fotografias selecionadas entre o material coletado nas observações. As análises mostraram que a professora percebe o seu papel restrito às atividades, ditas pedagógicas, relacionadas ao desenvolvimento intelectual das crianças. Assim, atividades relacionadas aos demais aspectos do desenvolvimento infantil (afetivo, psicomotor e social) não se constituem alvo de planejamento ou de atenção da professora. Sua principal preocupação parece ser desenvolver o comportamento disciplinado das crianças, o que contribui para uma prática autoritária e pouco interativa. A necessidade de manter o controle nas atividades dirigidas por ela tem algumas consequências, como : a pequena participação das crianças na escolha das atividades, o desrespeito da professora em relação às iniciativas infantis e a sua postura de pouca escuta ao que as crianças dizem. Chama a atenção o fato de serem as crianças as responsáveis pelo maior número de interações estabelecidas com a docente. O interesse das crianças em tentar se aproximar da professora, entretanto, não chega a favorecer, de forma contundente, as interações com ela, não se configurando, pois, como fator determinante para a ocorrência das mesmas. Por outro lado, um maior número de interações foi observado entre a professora e aquelas crianças que mais se insubordinam às suas ordens, o que reforça a ideia de que sua prática é desenvolvida no sentido de inibir comportamentos indesejados. As análises mostraram, ainda, indícios do quanto os espaços da creche e materiais podem influenciar as interações entre a professora e as crianças, mas evidenciaram que, diante de representações arraigadas sobre o seu papel, a docente não percebe esses elementos como importantes para o seu trabalho. Assim, as interações estabelecidas entre a professora e as crianças, no grupo investigado, estão contribuindo para a constituição de pessoas passivas, dependentes, submissas e pouco críticas, uma vez que reduzem, consideravelmente, as possibilidades de elas se expressarem, manifestarem suas opiniões, dúvidas, idéias e sentimentos. A influência das representações sociais da professora em sua prática levou à reflexão sobre a necessidade de se pensar em formações continuadas que busquem romper com concepções arraigadas mantidas pelos professoras sobre infância, criança, Educação Infantil e papel do professor. Se vinculadas à prática docente, tais experiências de aprendizagem possibilitariam reflexões significativas, como foi o caso da segunda entrevista realizada nesta pesquisa. Esta entrevista, apesar de não ter tido intencionalidade interventiva, possibilitou, mesmo que de forma incipiente, algum tipo de autocrítica e sensibilização por parte da professora.

Nous proposons de lire l'oeuvre de Georg Simmel comme un effort de détermination d'une idée de culture adéquate à une modernité dominée par des processus d'objectivation et de fonctionnalisation, et où s'observe partout la « discordance » entre la « culture subjective » et la « culture objective ». Simmel n'est pas seulement un Kulturkritiker, qui s'arrêterait à la description de ce problème, mais un philosophe de la culture, qui cherche à déterminer la structure ontologique et axiologique du problème et à le résoudre. Cet effort se présente comme l'accomplissement d'un programme théorique, nommé « relativisme », et que nous rebaptisons « relationnisme philosophique ». Ce relationnisme voudrait, après avoir rendu compte de la validité propre aux formations culturelles – dans la forme d'une théorie de la valeur et de l'esprit objectif –, l'élever à une validité de second ordre, individuelle et vivante : à la forme de la culture individuelle. Ce faisant, le relationnisme se constitue en « concept cosmique » de philosophie, non sous la forme d'un système, mais d'une métaphysique fonctionnelle, tandis que l'opposition statique du sujet et de l'objet est dépassée en direction d'une « objectivation du sujet » et d'une « désubjectivation de l'individuel ». / We suggest reading Georg Simmel's work as an endeavor to determine an idea of culture that is suitable to a modernity dominated by objectivation and functionalization processes, and where one can observe the "discrepancy" between the "subjective culture" and the "objective culture". Simmel is not only a Kulturkritiker, who would merely describe this problem, he is also a philosopher of culture, who seeks to determine the ontological and axiological structure of the problem and solve it. This effort appears as the fulfillment of a theoretical program known as "relativism", which we rename "philosophical relationism". This relationism, after having accounted for the specific validity of the cultural formations - within the form of a theory of value and objective spirit -, aims at promoting it to a second order validity, individual and alive, that is: to the form of individual culture. Thus, relationism constitutes itself as a "cosmic concept" of philosophy, which doesn't take the form of a system, but that of a functional metaphysics, while the static opposition between the subject and the object is outmatched towards an "objectivation of the subject" and a "desubjectivation of the individual".

The work deals with education technology in the specific environment of Waldorf school with an emphasis on pedagogical traits of this school type. The theoretical part includes the explanation of the term {\clq}qeducational technology``, the brief characteristics of alternative schooling, its rise and development. The main accent is put on the Waldorf pedagogy, its recourses, contents, aims, specifics and history in the Czech Republic and Waldorf education worldwide. The practical part includes records from inspections of Waldorf classes and then a comparison of theory and praxis. Then this work compares a social climate of the Waldorf class and the class with a classical way of education by questionnaires to find out objective positives of Waldorf education.

L’objet de cette recherche revient à interroger le rôle du hasard dans le processus d’individuation tel qu’il est théorisé par Gilbert Simondon. Dans cette perspective, le hasard, élaboré à partir du concept darwinien de chance, doit être considéré comme opérateur théorique et concept explicatif d’une théorie des processus de genèse de forme individuelle, et non comme un principe métaphysique ou une mesure de l’ignorance. Il qualifie dans l’individuation la modalité de la rencontre entre la singularité, qui donne forme à l’être individuel, et le milieu métastable individuel, susceptible de transformations. Suivant cette perspective, le hasard devient un des opérateurs de l’invention des structures individuelles singulières, plurielles, et novatrices, formes de vie et manières d’exister, qui sont élaborées comme solution à des problèmes par le processus d’individuation. Cette analyse de la pensée simondonienne va permettre de mettre en place les linéaments d’une théorie de la rencontre individuante, induisant une conception particulière de l’individualité humaine, qui est susceptible d’entrer en dialogue avec les thèses de la sociologie dispositionnelle (P. Bourdieu, B. Lahire). Comme invention, l’opération d’individuation sera alors analysable à partir du concept biologique d’exaptation (S. J. Gould), qui explicite dans l’évolution l’invention de couples structuro-fonctionnels nouveaux, à partir d’un jeu entre hasard et invention vitale. / This research aims to question the role of chance in the individuation process as it was theorized by Gilbert Simondon. In this context, chance, which was drawn up based on the Darwinian concept of chance, must be considered as a theoretical operator and as an explanatory concept of the genesis of individual form, and not as a metaphysical principle or as a measure of ignorance. It characterises within the individuation the modality of the encounter between the singularity which shapes the individual being and the individual metastable environment which is capable of being transformed. From this point of view, chance turns out to be one of the invention operators of singular, individual, plural and innovative structures which are ways of existing, created as solutions to problems by the individuation process itself. This analysis of Simondon’s philosophy allows us to outline a theory of the individuating encounter leading us to think of human individuality through a specific approach which enters into dialogue with the theses of the dispositional sociology (P. Bourdieu, B. Lahire). From an invention point of view, the individuation operation can thus be analysed using the biological concept of exaptation (S. J. Gould) which makes very explicit the invention of new structure-function couples in evolution based on an articulation between chance and vital invention.

Submitted by Biblioteca Central (biblioteca@unicap.br) on 2018-06-05T18:10:44Z No. of bitstreams: 2 denise_boff.pdf: 1044284 bytes, checksum: 613f6aeef8427c22605c46ea9e384c7e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-06-05T18:10:44Z (GMT). No. of bitstreams: 2 denise_boff.pdf: 1044284 bytes, checksum: 613f6aeef8427c22605c46ea9e384c7e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-12-01 / This dissertation deals with the transition from the juvenile phase to adult life, a precious moment in the human development cycle, whose characteristics and transitional markers alternate according to the social, historical and emotional possibilities experienced by each individual, thus building a self affirmation necessary to act in a new place. The aim of this study was to understand the process of development of adult autonomy and identity, by the professionalization tendency and the world of work, in young adults, and how they perceive family intervention in this stage of life. It was tried to characterize in them, the estimated phase of their development; the emancipatory milestones present; observe how the family conducts the experience of this stage of life, from the point of view of these children and identify if there are, and what are the family legacies in the choice and direction of their professional options. The research was of qualitative nature and the technique of selection of the 6 participants was the 'snowball'. The inclusion criteria that were considered relevant were the age group, in which the participants should be between 19 and 24 years of age, with their high school, already completed and are carrying out a vocational, training or higher technical course in the metropolitan region of Recife, besides residing in the family home, without having lived in another place. The instruments selected for data collection consisted of a sociodemographic questionnaire in order to characterize the participants and a semi-structured interview containing a script about the theme and objectives of the research. The results show that it was possible to contribute scientifically to the understanding of the juvenile phase and to identify its unique characteristics, besides subsidizing the research participants to perceive the privileged moment of their development. In the social and political fields, it has been shown that the employability condition must be opportunistic, since it can contribute to the process of consolidating adulthood. It was felt that this is a phase that requires the young adult to have developed singular characteristics in the field of autonomy, which can signal the level of their maturity and personal appropriation, such as: security in making decisions that involve their desires and plans, capacity to make choices, and to decide for what is motivated and driven, and the courage to decide on self, even though parental authority may indicate other plans about his or her life. In this sense, it was observed how these aspects are reconciled and developed in the juvenile daily life so that they assume the condition of adulthood, understanding that the perspective of schooling and family conduction can offer a concrete possibility of identity change, which will translate into an autonomous and builder of its history, in a phase of still fragile internal certainties, in which the family continues to be the privileged place of strengthening and incentive in the effective transition to adult life. / La presente disertación versa sobre la transición de la fase juvenil a la vida adulta, momento importante del ciclo de desarrollo humano, cuyas características y marcadores transicionales se alternan de acuerdo con las posibilidades sociales, históricas y emocionales vividas por cada individuo, construyendo, así, la afirmación necesaria para actuar en un nuevo lugar. En esa perspectiva se objetivó comprender el proceso de desarrollo de la autonomía y de la identidad adulta, por el camino de la profesionalización y del mundo del trabajo, en jóvenes adultos, y cómo perciben la intervención familiar en esta fase de vida. Se buscó caracterizar en ellos, la fase estimada de su desarrollo; los marcos emancipatorios presentes; identificar cómo la familia conduce la vivencia de esta fase de vida, desde el punto de vista de estos hijos e identificar si existe, y cuáles son los legados familiares en la elección y conducción de sus opciones profesionales. La investigación fue de naturaleza cualitativa y la técnica de selección de los 06 participantes fue la 'bola de nieve'. Los criterios de inclusión que se consideraron pertinentes fueron la franja etaria, en la cual los participantes deberían tener entre 19 y 24 años, con la secundaria ya concluida, estar realizando un curso de cuño técnico profesional de capacitación o superior y que residan en la región metropolitana de Recife, además de estar residiendo en el hogar familiar, sin haber vivido en otro lugar. Los instrumentos elegidos para la recolección de datos constaron de un cuestionario sociodemográfico, con el fin de caracterizar a los participantes y de una entrevista semiestructurada conteniendo guion sobre el tema y los objetivos de la investigación. Los resultados obtenidos demuestran que fuera posible contribuir científicamente a la comprensión de la fase juvenil e identificación de sus características singulares, además de subsidiar a los participantes de la investigación a percibir el momento privilegiado de su desarrollo. En los campos social y político, se evidenció que la condición de empleabilidad debe ser oportunada, pues ella puede contribuir al proceso de consolidación de la adultez. Se apreció que esta es una fase que exige del joven adulto haber desarrollado características singulares en el campo de la autonomía, las cuales pueden señalar el nivel de su madurez y apropiación personal, como: seguridad en la toma de decisiones que involucran sus deseos y planes, capacidad de tomar decisiones y decidir sobre lo que se siente motivado e impulsado y coraje para decidir sobre sí mismo, a pesar de que la autoridad parental indica otros planes sobre su vida. En ese sentido, se observó cómo se concilian y desarrollan esos aspectos en el cotidiano juvenil para que asuman la condición de adultez, entendiendo que la perspectiva de la escolarización y conducción familiar pueden ofrecer una posibilidad concreta de cambio de identidad, la cual se traducirá en un joven autónomo y, constructor de su historia, en una fase de todavía frágiles certezas internas, en la que la familia sigue siendo el lugar privilegiado de fortalecimiento e incentivo en la efectiva transición hacia la vida adulta. / A presente dissertação versa sobre a transição da fase juvenil à vida adulta, momento precioso do ciclo de desenvolvimento humano, cujas características e marcadores transicionais alternam-se de acordo com as possibilidades sociais, históricas e emocionais vivenciadas por cada indivíduo, construindo, assim, a afirmação necessária para atuarem num novo lugar. Nessa perspectiva objetivou-se compreender o processo de desenvolvimento da autonomia e da identidade adulta, pelo viés da profissionalização e do mundo do trabalho, em jovens adultos, e como percebem a intervenção familiar nesta fase de vida. Buscou-se caracterizar neles, a fase estimada do seu desenvolvimento; os marcos emancipatórios presentes; identificar como a família conduz a vivência desta fase de vida, sob o ponto de vista destes filhos e identificar se há, e quais são os legados familiares na escolha e condução de suas opções profissionais. A pesquisa foi de natureza qualitativa e a técnica de seleção dos 06 participantes foi a ‘bola de neve’. Os critérios de inclusão que se consideraram pertinentes foi a faixa etária, na qual os participantes deveriam ter entre 19 e 24 anos, com o ensino médio já concluído e estarem realizando um curso de cunho técnico profissional, de capacitação ou superior, na região metropolitana do Recife, além de estarem residindo no lar familiar, sem ainda terem habitado em outro local. Os instrumentos escolhidos para a coleta de dados constaram de um questionário sociodemográfico, a fim de caracterizar os participantes e uma entrevista semiestruturada contendo roteiro acerca do tema e objetivos do estudo. Os resultados obtidos demonstram que fora possível contribuir cientificamente para a compreensão da fase juvenil e identificação de suas características singulares, além de subsidiar os participantes da pesquisa a perceberem o momento privilegiado de seu desenvolvimento. Nos campos social e político, evidenciou-se que a condição de empregabilidade deve ser oportunizada, pois ela pode contribuir para o processo de consolidação da adultez. Apreendeu-se que esta é uma fase que exige do jovem adulto ter desenvolvido características singulares no campo da autonomia, as quais podem sinalizar o nível de sua maturidade e apropriação pessoal, como: segurança na tomada de decisões que envolvam seus desejos e planos, capacidade de fazer escolhas e decidir-se para aquilo que sente-se motivado e impulsionado, e coragem para decidir sobre si mesmo, apesar da autoridade parental poder indicar outros planos sobre sua vida. Nesse sentido, observou-se como se conciliam e desenvolvem esses aspectos no cotidiano juvenil para que assumam a condição de adultez, entendendo que a perspectiva da escolarização e condução familiar podem oferecer uma possibilidade concreta de mudança identitária, a qual se traduzirá num jovem autônomo e construtor de sua história, numa fase de ainda frágeis certezas internas, na qual a família continua a ser o lugar privilegiado de fortalecimento e incentivo na efetiva transição para a vida adulta.

No description available.

Sojková, I.: Psyche et soma. Art as health promotion. [Master's Thesis] Prague 2016 - Charles University, Faculty of Education, Art Education Department, 67 pages. This Master's Thesis explores opportunities to improve various aspects of health, as defined by the World Health Organization, through art. The research is backed up by appropriate sources from philosophy, physiology, pedagogy, and psychology. The art tasks and activities which make up the research portion of this thesis are also based on these sources. My own artwork as well as that of several contemporary artists serve as another source for the didactic direction. KEY WORDS body, health, individuality, selfreflection, artephiletics, expression game, experience, school and extracurricular enviroment.

Die Erforschung der Zusammenhänge zwischen Gehirnplastizität und individuellem Verhalten gestaltet sich aufgrund ihrer Komplexität im Tiermodell schwierig. Die vorliegende Studie wurde im mit dem Ziel konzipiert, die Individualitätsentwicklung bei Mäusen mit den gleichen physiologischen und genetischen Voraussetzungen in einer komplexen räumlichen und sozialen Umgebung zu beschreiben. Ich untersuchte die Korrelation dieser Entwicklung mit der Neurogenese im adulten Hippokampus als Maß für Gehirnplastizität. Zu diesem Zweck wurden zwei je mit einem automatisierten RFID-Tracking-System ausgestattete Großgehege mit jeweils 40 Tieren besiedelt. Die Bewegungen der Tiere wurden kontinuierlich aufgezeichnet und es wurden zudem direkte Verhaltensbeobachtungen durchgeführt. Die Tiere zeigten eine normale physiologische Entwicklung. Die Roaming Entropy (RE), ein Maß für die Gleichmäßigkeit, mit der die Tiere ihr Gehege nutzten, beschreibt das Erkundungsverhalten der einzelnen Mäuse. Die kumulativ erworbenen RE-Werte (cRE) in jedem der beiden Gehege wurden mit der Zeit zunehmend verschieden. Es war nicht möglich, aufgrund kleiner anfänglicher Unterschiede die Endwerte zu berechnen. Das bedeutet, dass die Tiere erst durch die andauernde Interaktion mit ihrer Umwelt und den Artgenossen unterschiedlicher wurden. Darüber hinaus sind die cRE-Werte am Endpunkt positiv mit den Neurogenesewerten korreliert. Dies beweist, dass während der Entwicklung auftretende Faktoren die Individualitätsentwicklung beeinflussen. Dieser Prozess benötigt plastische Hirnstrukturen und formt diese wiederum. Die Verhaltensanalysen zeigten, dass Tiere, die viele Antennenkontakte sammelten („most active“, MA) nicht zwangsläufig auch hohe cRE-Werte hatten. MA-Mäuse waren häufiger an sozialen Interaktionen beteiligt als Tiere mit wenigen Antennenkontakten („least active“, LA), akkumulierten über die Zeit niedrigere cRE-Werte und standen vermutlich weiter unten in der sozialen Hierarchie. Zusammenfassend kann man sagen, dass das Ausmaß der räumlichen Exploration und die allmähliche Erweiterung der Erfahrung mit einer gesteigerten Plastizität des Gehirns in Form von adulter Neurogenese verbunden war. Die Daten zeigen, dass Tiere mit den gleichen Voraussetzungen sich dennoch auf zunehmend divergierende, individuelle Art entwickeln. Dies ist zumindest teilweise durch leicht unterschiedliche epigenetische Voraussetzungen zu erklären, die durch das Wechselspiel mit dem komplexen Umfeld weiter auseinanderdriften. Auch scheint es, dass Individuation lebenden Organismen inhärent und Voraussetzung für evolutionäre Prozesse ist. Die Studie zeigt, dass die Unterschiede in individuellem Verhalten und Gehirnstruktur nicht allein durch Genen und Umweltbedingungen festgelegt sind, sondern auch durch Faktoren, die sich während der ontogenetischen Entwicklung entfalten, beeinflusst werden. Der beschriebene Versuchsaufbau stellt darüber hinaus ein Tiermodell für die Untersuchung von Mechanismen und modulierenden Faktoren auf die strukturellen Grundlagen der Plastizität als individuelle Reaktion auf die gemeinsam genutzte Umgebung dar. / The complex nature of the relationship between brain plasticity and individual behaviour renders its investigation using animal models difficult. The present study was designed to describe the emergence of individuality in mice with the same physiological, environmental and genetic preconditions in response to complex environmental and social cues. I investigated the correlation of this development to brain plasticity, namely neurogenesis in the adult hippocampus. To this end, two large, multi-level enclosures fitted with and automated RFID tracking system were populated with 40 animals to each. The mice were continuously tracked and live behaviour observations were done. The animals showed normal physiological development. The Roaming Entropy (RE), a measure for the evenness of their usage of the enclosure, describes the exploration behaviour of each animal. Cumulatively acquired RE scores (cRE) within an enclosure increasingly diverged with time. Small differences at the beginning were not predictive of the end values. Thus, the animals became different through the continued interaction with environment and conspecifics. Moreover, the cRE values at the end point positively correlated with the amount of hippocampal neurogenesis. This proves that factors emerging during development contribute to individuality development. These factors at the same time shape and rely on plastic brain structures. Behavioural analyses showed that animals with a high amount of antenna contacts (most active, MA mice) were not necessarily those with high cRE values. MA mice were more often involved in social interactions than the least active mice (least active, LA), accumulated lower cRE scores over time and seemed to be lower in the social hierarchy. In conclusion, the amount of spatial exploration and gradual broadening of experience was linked to brain plasticity in the form of elevated levels of hippocampal neurogenesis. The data shows that animals with same preconditions still develop along increasingly divergent, individual paths. This is probably partly given through slightly different epigenetic preconditions, drifting further apart by interaction with the complex environment. Also, individuation seems to be inherent in living organisms and necessary for evolutionary processes. The study shows firstly that differences in individual behaviour and brain structure are defined not only by genes and the environment but also modulated by factors unfolding or emerging during ontogenetic development. The present paradigm moreover introduces an animal model for studying mechanisms and influences on the structural basis of plasticity as an individual response to the nonshared environment.

The objective of this licentiate thesis is to investigatearchitectural experience and creation in virtual space and itsrepresentational problems. The thesis comprises three articlespublished during the years 2001-2003, and a website,www.arch.kth.se/~zimm. The articles investigate architecture as a transgressivestate between the virtual worlds of imagination and thedomestic interior, introducing obsessive dreambuilding as amethod of negotiating material fictions in real space. The mainrepresentative of this kind of architectural activity is thefictional character Baron des Esseintes in Joris-KarlHuysmans´ novel À Rebours (1884). Together with thearchitectural transformations created by the architect Sir JohnSoane and the artists Kurt Schwitters and Gregor Schneider, theprojects share and develop the theme of extreme individualityand explore the architectural imagination at work in the mindof the obsessive dreambuilder. These architects of parallelrealities create operative fields of artificiality andimagination, where architectural space splits into differentontological states, providing fields for observation ofperceptional and representational problems. <b>Keywords:</b>Architecture, Against Nature/À Rebours,Artifice, Artificiality, Domestic interior, Dream, Experience,Fiction, Hypertext, Huysmans, Imagination, Individuality,Interactivity, Interface, Obsession, Obsessive dreambuilding,Perception, Representation, Schwitters, Schneider, Soane,Symbolism, Virtual Reality / NR 20140805

This work deals with the phenomenon of tattoo in hardcore subculture. In the theoretical part it reflects the transformation of the concept of subcultures in his historical progress, with an emphasis on the concept of style in the connection of the Center of contemporary culture Studies and post subcultural theory, especially the writing of David Muggleton. The diachronic perspective, this work also deals with the phenomenon of tattoo and its functions and meanings to it in today's society ascribed. An integral part of the theoretical part is to describe hardcore only in terms of its progress in the USA and in Czechoslovakia or Czech Republic, but also in terms of the side of music and shared ideology, which is the main key featuring to this subculture. Concepts described in the theoretical part are then used in actual research, which is conducted by using qualitative methodology. Exploration aims to describe the meanings and functions of the hardcore subculture and determine whether they are content and motivation ascribed to tattoo influenced subcultural ideologies, or whether it is primarily an expression of the contemporary individualistic discourse. In this work tattooing is examined in terms of its individual nature with regard to the subcultural, or wider, societal context, which together...