O aumento no consumo de substâncias psicoativas tem sido difundido como um problema social e um dos vinte mais importantes problemas de saúde pública no mundo. É preciso que se faça uma reflexão crítica e contextualizada acerca disto, retomando a questão do uso de drogas enquanto efeito de um discurso. Diferentes saberes têm sido convocados neste cenário. Dentre esses, destaca-se o da psicanálise que sustenta uma práxis a partir de uma política específica. Qual o trabalho que os psicanalistas vêm produzindo nesse cenário? Quais os desafios e possibilidades nesse contexto? O objetivo desta pesquisa constituiu-se em investigar os métodos de trabalho que têm sido propostos por psicanalistas em instituições de assistência a usuários de álcool e drogas. Trata-se de uma pesquisa em psicanálise, por meio dos seguintes procedimentos: i) uma revisão sistemática da literatura; ii) uso da técnica de entrevistas semiestruturadas com psicanalistas que trabalham em instituições. A sustentação de uma clínica analítica para além dos muros do consultório e das instituições psicanalíticas é uma aposta, desde Freud, e uma escolha cada vez mais recorrente dos analistas. Dentre os desafios, como prosseguir um trabalho que não se edifica sob a égide da normatividade, da universalização, da erradicação do sintoma, na relação com a equipe, numa instituição que tem justamente estes princípios como base? Como trabalhar fora do par, sem que isto signifique fora de um laço na instituição? A partir da revisão da literatura, foi possível extrair que, apesar de na lógica lacaniana, psicanálise em intensão e em extensão estarem em uma continuidade moebiana, os textos apresentavam uma espécie de ruptura. Se, por um lado, do ponto de vista metodológico, na clínica com o paciente usuário de álcool e drogas havia uma vasta e rica construção teórica; por outro, havia um certo silenciamento ou uma evidenciação exacerbada em termos das dificuldades do trabalho do analista na relação com os outros saberes. Uma das conclusões desta pesquisa é que o trabalho do analista na relação com outros discursos pode ser tomado não apenas em termos de dificuldade, mas como causa do trabalho analítico. Para isto, foi importante considerar a relação que o analista estabelece com o seu próprio saber, com um outro discurso e o que ele decide fazer a partir daí. Uma das contribuições desta pesquisa se dá pela formalização de uma possível modalidade de construção do lugar do analista na relação com outros discursos, utilizando-se como operadores de leitura as noções lacanianas de política, estratégia e tática. Entrar no cenário institucional não garante um lugar ao analista, é preciso um compromisso em construí-lo a cada vez. Construção que implica uma ética operada por um ato e uma modalidade de laco específica, em função de uma finalidade de tratamento que não passa pelos ideais. Trazer reconhecidamente tal estrutura, pelo próprio analista, nesta relação de continuidade e articulação da psicanálise em intensão e em extensão é tido como uma condição fundamental para um analista praticar a sua especificidade no contexto institucional / The increase in the consumption of psychoactive substances has been widespread as a social problem and one of the 20 most important public health problems in the world. It takes a critical and contextualized reflection on this, retaking the issue of drug use as the effect of a speech. Different areas of knowledge have been called in this scenario. Among these, we highlight the one of the psychoanalysis that sustains a praxis from a specific policy. What work have psychoanalysts been producing in this scenario? What are the challenges and possibilities in this context? The objective of this research was to investigate the work methods that have been proposed by psychoanalysts in alcohol and drug addiction treatment institutions. It is a research in psychoanalysis, through the following procedures: i) a systematic review of the literature; ii) use of the technique of semi-structured interviews with psychoanalysts working in institutions. The support of an analytical clinic beyond the walls of the practice and psychoanalytic institutions has been, since Freud, an increasingly recurrent choice of analysts. Among the challenges, how to continue a work that is not built under the aegis of normativity, universalization, the eradication of the symptom, in the relationship with the team, in an institution that has just these principles as a supporting base? How to work out of par, without this meaning out of a bond in the institution? From the literature, it was possible to extract that, although in the Lacanian logic, psychoanalysis in intension and extension are in a Moebian continuity, the texts presented a kind of rupture. If, on the one hand, from the methodological point of view, in the clinic with the patient user of alcohol and drugs there was a vast and rich theoretical construction; On the other, there was a certain silencing or an exacerbated evidence in terms of the difficulties of the analyst\'s work in relation to other knowledge. One of the conclusions of this research is that the analyst\'s work in relation to other discourses can be taken not only in terms of difficulty but as the cause of analytical work. For this, it was important to consider the relation that the analyst establishes with his own knowledge, with another discourse and what he decides to do from there. One of the contributions of this research is the formalization of a possible modality of construction of the analyst\'s place in relation to other discourses, using the Lacanian notions of politics, strategy, and tactics as reading operators. Entering the institutional scenario does not guarantee a place for the analyst, it takes a commitment to build it every time. Construction that implies an ethic operated by an act and a tie specific modality, in function of a purpose of treatment that does not pass through the ideals. Bringing such a structure, admittedly by the analyst himself, into this relationship of continuity and articulation of psychoanalysis in intensity and extent is seen as a fundamental condition for an analyst to practice his specificity in the institutional context

Orientador: Silvio Donizetti de Oliveira Gallo / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-24T16:29:12Z (GMT). No. of bitstreams: 1 Camargo_AndreCamposde_M.pdf: 897486 bytes, checksum: ad576261e8ca9dd0fd3e00b1ddc8a19a (MD5) Previous issue date: 2014 / Resumo: A obra conceitual de Félix Guattari - formada por livros, cursos, artigos, entrevistas, etc.- pode ser descrita como o resultado de sua intensa militância política misturada à prática clínica e às leituras filosóficas, científicas e artísticas. Nela encontramos ecos de um antigo e grande projeto geral que permeou as pesquisas de inúmeros intelectuais desde Kant e que em sua época constituía uma pergunta da qual se ocupavam vários pensadores franceses. Tal projeto pode ser resumido pela questão: como nos tornamos o que somos? Nessa (im) possível filiação, Guattari parece ter respondido: tornamo-nos o que somos pela produção de subjetividade. Mas antes de respondê-la, ele formulou inúmeras perguntas, como por exemplo: Qual a relação do capitalismo com a produção de subjetividade? A produção de subjetividade é estritamente humana? Como os processos de subjetivação organizam a subjetividade na atualidade? Por que uma determinada produção de subjetividade se faz presente e não outra? Os equipamentos coletivos funcionam como produtores de subjetividade? É possível resistir aos processos de produção de subjetividade? Analisar a obra de Guattari, tendo em vista esse provável projeto geral em que ela se insere e os questionamentos que ela suscita frente ao presente, nos parece uma tarefa gigantesca, mas possível de ser realizada. Para que possamos tratá-la no limite desta dissertação, elaboraremos uma introdução ao pensamento de Guattari, buscando apresentar o conceito de subjetividade maquínica e o de produção de subjetividade capitalística - conceitos que parecem cortar transversalmente toda obra do pensador francês e dar sustentação aos demais conceitos ¿ com o intuito de compreendermos o papel da instituição escolar no processo de subjetivação dos indivíduos na atualidade / Abstract: The conceptual oeuvre of Félix Guattari, portrayed by books, essays, articles, lectures, courses and interviews, are the result not only of his intense political activism but also of his clinical practice and readings about philosophy, science and art. We also find in his works echoes of an old overall project that could be summarized by a question on which French scholars, among a several number of other intellectuals, have been discussing since Kant. This project corresponds to the question: How did we become what we are? Regarding this (im) possible association, Guattari seems to reply that we become what we are by producing subjectivity. Before attempting to answer the issue, he formulated several questions such as: What is the relation between capitalism and subjectivity production? Is the subjectivity production strictly human? How do the subjectivation procedures (the active production of subjectivity) organize the subjectivity currently? Why does a specific subjectivity production take place instead of another? Do the collectivity instances work as subjectivity producers? Is it possible to withstand the processes of subjectivity production? Although an analysis of Guattari's works seems an ambitious proposal, as regards the overall project in which his works are inserted and the questions raised by them towards contemporaneity, it can be done. In order to achieve it, this dissertation aims to develop this analysis attempting to comprehend the educational institution role in the subjectivation process of the individuals at the present time. Considering this goal, we will elaborate an introduction to Guattari's thought. This will allow us to introduce the concepts of the machinic subjectivity as well as the production of capitalistic subjectivity, concepts which seem to be throughout Guattari's oeuvre and also appear to support the remaining concepts, significant for the analysis / Mestrado / Filosofia e História da Educação / Mestre em Educação

This thesis is focused on the characteristics of arbitration in China. The aim of the thesis is to characterize arbitration both in terms of historical and cultural analysis, as well as the terms of contemporary arbitral practice. These characteristics are compared with other Asian countries - with both the Special Administrative Region of Hong Kong and with Singapore. The methods used in the thesis are mainly legal-analytical, descriptive, and comparative. Besides the introduction and the conclusion, the thesis is structured into seven chapters, which are further divided into parts. The first chapter contains the general characteristics of arbitration, the fundamental definition of the term itself and definition of the nature of arbitration within the scope of the fundamental theories. The issue of differentiation between domestic arbitration and international arbitration as well as related issues of an international element are also described. The chapter further specifies the different types of arbitration, and at the end discusses the advantages and disadvantages of arbitration as an alternative to other forms of dispute resolution. The second chapter discusses the cultural and historic context in which arbitration is based in China, especially the impact of traditional Chinese teachings....

Lovedale was founded by the Glasgow Missionary Society as an eduational centre for Africans. Education was to be adapted to the lives of the Africans which would be a departure from the English classical tradition. This meant that emphasis was placed on vocational training and that academic education focussed on the study of English rather than the Classics. But the importance of mother-tongue education was also stressed. The missionaries placed emphasis on village education, whereby the African would be taught skills and crafts that would be useful to him in life. Education, they argued, should also aim at character-training and at spreading the Christian message. They also wanted to see co-operation between the Church and the State in the education of the African. Vocational education was designed to create African artisans who would be able to compete with Whites; but it also aimed at emphasizing the importance of industry in building up character. The Lovedale Press illustrates vocational training in progress, dealing with the difficulties that arose when African printers came into competition with Whites. But the missionaries also used the Press to propagate the Christian message and to promote African literature. An ideological rift began to open up between the missions and the new Black political beliefs of the Second World War. This led to the Lovedale Riot which is considered in the broader framework of sociopolitical unrest within the country. After the 1948 Election an ideological rift also developed between the missions and the State. This study concludes by examining the introduction of the Bantu Education Act and the Lovedale response to this. It was felt that although Bantu Education threatened to undermine their educational endeavour, they should nevertheless cooperate with the system in order to save what they had built up.

Magister Commercii - MCom / This study addressed the identities and practices of faculty managers (FM) in a higher education institution (HEI) in South Africa. There is limited research on faculty managers in South African HEIs, specifically in relation to their self-formed ethically related identities and practices. My aim in this study was to fill this gap. Ethics as self-formation is related to how people construct themselves. As a result of changes in the managerial discourse in HEIs in South Africa, the new social identity of the faculty manager, which is a non-teaching professional social identity, has been created. At the same time, individuals have ethical aspirations that they bring with them when they occupy new management positions. These ethical values and aspirations influence how these individuals enact and fashion their identities at work. The major goal of this study was to explore how individuals who are faculty managers construct their ethically infused identities and enact their practices. In analysing the empirical evidence I used a Foucauldian ‘ethics of the self’ theoretical lens. In setting up and gathering the data for this study, I used the case study qualitative research approach in order to gain a contextual and deep understanding. The findings of this study show the various shapes and shades of ethically infused subjectivities that people who occupy the positions of faculty managers enact and instantiate. In addition, the study sheds light on the roles and responsibilities of faculty managers and shows the major contribution they make to the management and administration of higher education institutions.

This study represents a shift in focus with regard to studies related to mentorship. It endeavours to go beyond documenting the prevalence of mentorship to understanding the experiences of mentors and factors that encourage participation in mentorship programmes. The purpose of this study was to describe and understand the experiences of mentors during the implementation of a mentorship programme at a Higher Education Institution (HEI). The purpose of this study, has guided the following two questions for the current study: <ul> <li> How do mentors experience the implementation of a mentorship programme?</li> <li> How can the understanding of such experiences inform theory on mentorship programmes in Higher Education Institutions?</li> </ul> I made use of a case study research design. Four participants were purposively selected for this study based on their potential to provide data relevant for the study as they were part of the recently ended mentorship programme. Data was collected over a period of a week by means of semi-structured interviews and reflections. In this study I made use of qualitative approach, and a thematic method of analysis was used for identifying, analysing and reporting themes. The results of the study indicated the following results: <ul> <li> Mentors had a general definition of their mentorship experiences as personal life event(s).</li> <li> When mentorship was viewed as a personal life event, it was found to have an emotional aspect which creates a platform for learning and development.</li> <li> Positive experiences, as mentioned by participants in this study, included an opportunity for personal growth and development, how mentors and mentees benefited from being part of the mentorship programme, and positive relationships between mentors and their mentees.</li> <li> Negative experiences referred to by participants included difficulties of correspondence between mentors and mentees, lack of mentee attendance at mentorship meetings, gender and racial issues and mentors' uncertainties about what to do in the programme and feeling a lack of guidance.</li> <li> Decisions regarding exclusion and inclusion criteria of mentees into the programme, support from mentorship supervisors and finding mentors who demonstrate good qualities were identified as challenges in mentorship implementation.</li> </ul> / Dissertation (MEd)--University of Pretoria, 2012. / Educational Psychology / unrestricted

The aim of this essay is to analyze how students on a specific art school talk about the norms that surround the school and the teaching at the school. This analysis will be used to determine certain “rules” that exist in the school and how the students experience this. The analysis is based on Goffmans interaction theory and on Berger, Luckmans phenomenological theories. The material consists of five interviews with students from the specific school and one interview with a former student. The study shows that there are ways for an art student to position him or herself at the art school and what kind of normative behavior that sets standards for the institution and how people interact on the art school. The study also tells something about the philosophy that lays a normative ground for the institution to stand on.

In the frame of the Department of phototrophic organisms -- Algatech, future Center of algal biotechnologies of the Institute of Microbiology AS CR, v. v. i. in Třeboň, the economic effectiveness in the frame of another activity will be analysed. The first vision of this institution will be suggested, the long term goals will be set and a suggestion for reaching these goals will be made.

Orientador:Leticia Bicalho Canedo / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-14T13:28:03Z (GMT). No. of bitstreams: 1 Garcia_DeomaraCristinaDamasceno_M.pdf: 1443986 bytes, checksum: af6cb8d179635449a42dac9ea9f5543c (MD5) Previous issue date: 2009 / Resumo: Esta pesquisa, inserida no projeto temático "Circulação internacional e formação dos quadros dirigentes brasileiros" - FAPESP, estudou a trajetória de 14 bolsistas brasileiros na condição de migrantes temporários, que participaram de um processo de especialização em instituições francesas de excelência acadêmica. A pesquisa foi realizada com base em questionários, entrevistas e análises dos Currículos Lattes. Nesta pesquisa foi possível comprovar o significado das agências públicas de fomento na trajetória acadêmica de cada pesquisador. O objetivo foi compreender o envolvimento desses bolsistas em projetos de cooperação internacional e as possíveis implicações nas ampliações de suas visões de mundo, bem como na transformação das chances de suas carreiras profissionais no campo acadêmico nacional. Identificaram-se duas vertentes na divisão dos grupos dos entrevistados. A primeira vertente considerou a posição dos indivíduos na dimensão do engajamento acadêmico: os "mais jovens", estudantes com formação contínua, voltados para o estabelecimento de uma posição no campo acadêmico, buscavam alcançar uma colocação na função de docente numa universidade pública; e os "mais maduros", com atuação em atividades de ensino e de pesquisa, buscavam na especialização no exterior estabelecer intercâmbio científico e abertura de novas linhas de pesquisa, visando à manutenção e ao aprimoramento no campo acadêmico nacional. A segunda vertente considerou as disposições mobilizadas pelos bolsistas no aperfeiçoamento de suas trajetórias acadêmicas e na superação das dificuldades para administrarem as situações cotidianas vividas no estrangeiro. Concluiu-se que o processo de circulação internacional dos entrevistados implicou na ampliação da visão de mundo - nas novas formas de ver a realidade, aprender a lidar com as relações temporárias, na habilidade do novo idioma em ambos os grupos - e nas chances em suas carreiras profissionais, seja na formação de novas redes sociais e de uma legitimidade no campo acadêmico nacional a partir da experiência no internacional. / Abstract: This research, that is part of the project "International Circulation and formation of Brazilian ruling classes" - FAPESP, was studied the trajectory of 14 brazilian grantees that, in the condition of temporary migrants, participated of a specialization in French institutions of academic excellency. The research was developed on the basis of questionnaires, interviews and analyses of "Currículo Lattes". In this research was possible to prove the meaning of the public agencies of promotion in the academic trajectory of each researcher. The objective was to understand the involvement of these grantees in projects of international cooperation and the possible implications in its world visions, as well as in the transformation of the possibilities of its professional careers in the national academic field. Two sources in the division of the groups of the interviewed ones were identified. The first source considered the position of the individuals in the dimension of the academic enrollment: the "youngest", students with continuous formation, searching for the establishment of a position in the academic field, aimed to reach a function of professor in a public university; and the "oldest", already acting in activities of education and research, were aiming for foreign specialization to obtain an international insertion and to establish scientific interchange; and to open new lines of research, aiming to the maintenance and improvement in the national academic field. The second source considered the mobilized dispositions for the grantees in the perfectioning of its academic trajectories and to surpass the difficulties to manage the daily situations in the other country. It was concluded that the process of international circulation implied in magnifying of the world vision, for both groups: either seeing the reality in new shapes, as well as to learn to dealing with the temporary relations and in the proficiency in the new language; in the possibilities in its professional careers: either in the formation of new social nets and a legitimacy in the national academic field as well as the experience in the international. / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestre em Educação

While undergraduate enrollment of all racial groups in United States higher education institutions has increased, 6-year graduation rates of Blacks (39%) remain low compared to other races; Asians (69%), Whites (62%), and Hispanics (50%; NCES, 2010). Women’s graduation rate is higher than men’s; 58% compared to men’s at 53% in public institutions (IPEDS, 2011). Retention literature does not address the perceptions of Black ethnic groups’ experiences in college, particularly in Hispanic serving institutions. Informed by Tinto’s (1975, 1987, 1993) student academic and social integration model, Guiffrida’s (2003, 2004, 2005, 2006) model of relationships while at college, and ex-post facto research design, the study investigated personal and institutional factors that relate to Black students’ self-efficacy and persistence to the senior year in college. Data about Black ethnic undergraduate seniors’ (N = 236) academic and social experiences in college were collected using the Student Institutional Integration Survey (SIIS), an online questionnaire. Descriptive statistics were used to collect background information about the sample, correlation was calculated to indicate the degree of relationship between the variables, and multiple linear regressions were used to identify variables that are predictors of self-efficacy of persistence. Independent samples t-test and analyses of variance were computed to determine whether differences in perceptions of personal and institutional factors that relate to self-efficacy of persistence to the senior year in college could be identified between gender and ethnicity. Frequency was summarized to identify themes of participants’ primary motivation for finishing undergraduate degree programs. These themes were: (a) self-pride/personal goal, (b) professional aspiration/career (c) motivation to support family, (d) desire to have financial independence/better job, (e) to serve community, (f) opportunity to go to college, (g) being first-generation college student, and (h) prove to family the value of higher education. The research findings support the tenets of academic and social integration theories which suggest that students’ interaction with peer and faculty, relationships with family and friends, and involvement in institutional activities and organizations influence their persistence in college. Implications based on the findings affect institutional policy, curriculum, and program improvements that relate to Black undergraduate students’ academic and social support.