Yes / The full-text of this article will be released for public view at the end of the publisher embargo, 24 months after first publication.

The current study explored the collaborative processes present in a collaboration between an urban university in the Southeast United States, a state-funded educational support agency, and several urban and suburban school districts served by the state agency. To obtain a comprehensive understanding of the collaboration and relevant practices, perceptions were obtained from university, community agency, and K-12 school representatives through 12 individual and 2 group interviews. Data were collected and analyzed using Moustakas’s (1994) transcendental phenomenology methodology. Findings indicated that participants perceived collaborative processes in the areas of collaborative structure, communication practices, characteristics of collaborators and organizations, and group dynamics. Participants also described outcomes of the collaboration in the areas of general impact on professional learning participants, learning, evolution of behaviors and beliefs, relationship development, emotional impact, sustainability, and generalizability. Comparison of the current results to Hord’s (1986) model of inter-organizational collaboration and the literature on inter-organizational collaboration revealed strong support for a synthesis model of inter-organizational collaboration. Furthermore, the findings suggest implications for practice in the areas of goal alignment, communication, perceptions of collaborative involvement, system entry and assimilation, and personal characteristics.

In contemporary times, policy makers and risk managers find themselves required to make decisions about how to prevent or mitigate complex risks that face society. Risks, such as global warming and energy production, are considered complex because they require knowledge from multiple scientific and technical disciplines to explain the mechanisms that cause and/or prevent hazards. This dissertation focuses on these types of situations: when experts from different disciplines and professions interact to coordinate and legitimize risk characterizations. A review of the risk communication literature highlights three main critiques: (1) Risk communication research historically treats expert groups as uniform and does not consider the processes by which they construct and legitimize risk understandings. (2) Risk communication research tends to privilege transmissive and message-centered approached to communication rather than examine the discursive management and coordination of different risk understandings. (3) Rather than assuming the taken-for-granted position that objective scientific knowledge is the source of legitimacy for technical risk understandings, risk communication research should examine the way that expert groups legitimate their knowledge claims and emphasize the transparency of norms and values in public discourse. This study performs an in-depth analysis of the case of cesium chloride. Cesium chloride is a radioactive source that has several beneficial uses medical, research, and radiation safety applications. However, it has also been identified as a security threat due to the severity of its consequences if used in a radiological dispersal device, better known as a “dirty bomb.” A recent National Academy of Sciences study recommended the replacement or elimination of cesium chloride sources. This case is relevant to the study of risk communication among multidisciplinary experts because it involves a wide variety of fields to discuss and compare terrorism risks and health risks. This study uses a multi-perspectival framework based on Bakhtin’s dialogism that enables entrance into the discourse of experts’ risk communication from different vantage points. Three main implications emerge from this study as seen through the lens of dialogism. (1) Expert risk communication in cross-disciplinary situations is a tension-filled process. (2) Experts who interact in cross-disciplinary situations manage the tension between discursive openness and closure through the use of shared resources between the interpretative repertoires, immersion and interaction with other perspectives, and the layering of risk logics with structural resources. (3) The emergence of security risk Discourse in a post-9/11 world involves a different set of resources and strategies that risk communication studies need to address. In the case of cesium chloride issue, the interaction of experts negotiated conflict about the characterization of this isotope as a security threat or as being useful and unique. Even though participants and organizations vary in how they characterize cesium chloride, most maintained some level of balance between both characterizations—a balance that was constructed through their interactions with each other. This project demonstrates that risk characterizations risks shape organizational decisions and priorities in both policy-making and regulatory organizations and private-sector and functional organizations.

Abstract This studio-based thesis study discusses historical research as a motivation for art creation. Incorporating historical research on the naturalist and explorer William Bartram this paper explores the ways history may serve as inspiration for art-production. This paper also examines how making art may act as a form of research. Additionally, it explores how this strategy may be implemented in the classroom, with the intention of leading to greater engagement and understanding by students within their research area as well as their artistry.

Made available in DSpace on 2014-12-17T15:04:52Z (GMT). No. of bitstreams: 1 AurelianoOA.pdf: 1658096 bytes, checksum: d955f43883087075caf68baa4010dd7e (MD5) Previous issue date: 2008-12-23 / This study has as its aim the elaboration, presentation and application of a proposal which makes possible an inter-disciplinary relationship between knowledge of physics and geography in the graduation course for forming geography teachers in the Dom Aureliano Matos Faculty of Philosophy in the city of Limoeiro do Norte in the State of Ce?ra. Initially, we observe in pertinent literature and opinions of specialists what capacities and abilities are suggested for a future teacher of geography. Following that, we select subject matter which broaches upon physic concepts and may be contextualized within topics present in the daily fare of a geography teacher, such as natural phenomena related principally to natural environment and climate, envolving astronomic features, using didactic materials and resources in easily understood language and without the excessive presence of mathematical formulas. An evaluation of the experience allows us to affirm that inter-disciplinary treatment, as an important alternative for curriculam organization, when applied in the classroom shows that there is better learning, a reduction in class evasion and a significant fall in failures when compared with traditional proposals for the teaching of physics in relation to geography. On the other hand, it is notable that to maintain and augment such measures it is a challenge to be met, with the purpose that students of other courses may perceive that physic concepts have much to do with their reality, and that understanding them is relevant for their professional and personal formation / Este trabalho tem como objetivo elaborar, apresentar e aplicar uma proposta que possibilite uma inter-rela??o entre os conhecimentos f?sicos e geogr?ficos no curso de forma??o de professores de Geografia da Faculdade de Filosofia Dom Aureliano Matos, na cidade de Limoeiro do Norte-Ce. Inicialmente, observamos na literatura pertinente e nas posi??es de especialistas quais compet?ncias e habilidades s?o sugeridas para um futuro professor de Geografia. Em seguida, selecionamos conte?dos que abordassem os conceitos f?sicos contextualizando-os com assuntos presentes no cotidiano de um professor de Geografia, como os fen?menos naturais relacionados principalmente com o meio ambiente e o clima espacial, bem como, os astron?micos, utilizando materiais did?ticos com linguagem de f?cil interpreta??o e sem a presen?a excessiva das formula??es matem?ticas. A avalia??o da experi?ncia permite afirmar que o tratamento interdisciplinar, como uma das alternativas importantes de organiza??o curricular, quando aplicados em sala de aula indicam melhor aprendizagem, redu??o na evas?o e quedas significativas nos ?ndices de reprova??o quando comparados com as propostas tradicionais de disciplinas de F?sica para Geografia. Por outro lado, verifica-se que a manuten??o e amplia??o de propostas dessa natureza ? um desafio a ser perseguido, no intuito de que alunos de outros cursos possam perceber os conceitos f?sicos como algo pr?ximo ? sua realidade e que compreend?-los ? relevante para a sua forma??o profissional e pessoal

The thesis is a multimedia document, including a documentary video and audio recordings, that catalogues and unpacks the cross-disciplinary project Score for the Big Bang. On April 13, 2012, thirty-six vocalists sang the sound of the Big Bang in a historic church in downtown Richmond. For this project I worked with an astronomer, composer, choral director and organist to translate the primordial sound into musical notation. This is the universe as voice, through humans, recreating what we have come to understand was present at its birth.

Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-04-25T12:57:39Z No. of bitstreams: 1 Iara Lima.pdf: 2271629 bytes, checksum: 4d8e4b1d733e91927d57de01c9dbb6a9 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-05-17T14:27:17Z (GMT) No. of bitstreams: 1 Iara Lima.pdf: 2271629 bytes, checksum: 4d8e4b1d733e91927d57de01c9dbb6a9 (MD5) / Made available in DSpace on 2013-05-17T14:27:17Z (GMT). No. of bitstreams: 1 Iara Lima.pdf: 2271629 bytes, checksum: 4d8e4b1d733e91927d57de01c9dbb6a9 (MD5) Previous issue date: 2009 / Este trabalho revela o florescer do processo inclusivo em formação contínua de professores, na perspectiva de educação inclusiva e foi germinado no espaço experiencial da pesquisaformação, tecendo saberes, dizeres, fazeres, entrelaçando os sentidos e significados das histórias de formação e experiência. A análise deste processo inclusivo em formação revelou a beleza da renda e o sabor do saber tecer a canção do viver vivente, do aprender aprendente vivido sob os acordes da narrativa da ciência. Nesse desafiar-se, a pesquisa-formação trabalhou com um grupo de oito professoras de oito escolas diferentes das redes estadual e municipal, do município de Aracaju, desenvolvendo no seu espaço experiencial o curso “A formação continua de professores na perspectiva inclusiva: a narração, a escuta e a dialogicidade”, caracterizado como curso de extensão, certificado pela Universidade Federal de Sergipe. O movimento do caminhar metodológico da pesquisa-formação desafiou as professoras a refletirem, investigando a complexidade do seu próprio conhecimento e experiência. Nesse sentido, a pesquisa-formação movimentou-se em três teceduras: a narraçãona escuta e compreensão de si; a dialogicidade na multiplicidade de vozes e a escrita narrativa do sentido existencial de ser. Projetar-se nessa perspectiva, implicou a pesquisa-formação caminhar sob os acordes da transdisciplinaridade, no reverso da objetividade que, ao ser instituída como critério de verdade, desconsiderou a subjetividade e deixou à margem na formação de professores, a compreensão do sentido ontológico de ser, que lhe revela e lhe representa, deixando um vazio na articulação da intertextualidade do conhecimento, omitindo, silenciando ou negando a presença que lhe faz presente. Isso exigiu o entrelaçamento dos fundamentos hermenêntico e fenomenológico da pesquisa-formação aos fundamentos da epistemologia do educar, no caminhar de possibilidades, na articulação inter-transdisciplinar. Como resultado da pesquisa, o estudo revelou novos eixos de compreensão e novos processos de formação no movimento de constituição da autonomia, apontando para um processo inclusivo em formação de professores, considerando que as professoras, nesse processo, autorizaram-se a narrar, a refletir a pensar e produzir conhecimento. / Salvador

This qualitative study examines the teaching of urban education in introductory and foundational college courses. The research positions course syllabi as ubiquitous public documents that socialize students into discourse communities, and is framed within theories of social constructivism. An examination of course objectives, course assignments, and core required texts revealed varying levels of consistency in the stated learning outcomes on all (n = 31) syllabi. Overall, five conceptual approaches to introductory courses in urban education emerged: 1) schools and the social order; 2) historical perspective; 3) education policy analysis; 4) professional practice, pedagogy and research persona; and 5) teacher as change agent. Shared organizing features of all syllabi included references to education inequity, social stratification, structural racism, poverty, and social justice; however, the degree of topic emphasis varied substantially. Closer alignment between course objectives and course assignments was identified in two conceptual frameworks: a) schools and the social order and b) education policy analysis. However, minimal alignment between course objectives and assignments was identified on syllabi in c) professional practice, pedagogy; d) teacher as change agent; and e) historical perspective approaches. A review of core texts on the syllabi revealed notable consensus about required titles. Urban education is a field of study inhabited by many different academic disciplines. These findings suggest that for the field’s introductory courses, greater coherence of conceptual approaches and closer alignment of assignments with objectives deserve to be carefully considered. / Educational Psychology

ABSTRACT Hospice and Dementia Special Care Units (DSCUs) have been shown to be gold standards of care for individuals who are dying and for those with dementia in nursing homes. Using a retrospective administrator and family survey, this study investigated whether the processes of care used in hospice and DSCUs are associated with increased quality of end of life (EOL) care for individuals with dementia. A convenience sample of 17 facilities in four states (FL, PA, MD and MA) was included in the study. Nursing home administrators were surveyed between September 2008 and October 2009. The administrators identified 116 family members of decedents with dementia who were surveyed with the End-of-Life Dementia (EOLD) scale as the outcome. The Donabedian Structure-Process-Outcome theory was used to test the hypothesis that the process characteristics of hospice and DSCU will be associated with higher EOLD scores. Hierarchical regression models were conducted for two of the three subscales of the EOLD. The resident risk characteristics (decedent length of stay and resident immobility), the structure characteristics (profit status, percent Medicaid and presence of other palliation), and the process characteristics (hospice, DSCU, dual, and traditional enrolled, and strength of inter-disciplinary team (IDT)] were entered into the model to determine their association with Satisfaction With Care and Comfort At Death. Strength of the IDT was included as a moderating factor of this association. Only DSCU enrollment was associated with increased Satisfaction With Care (SWC; DSCU: b = .31, p < .01). The moderation analysis showed that strength of IDT did significantly moderate the association between DSCU enrollment and increased SWC (DSCU: b = -.09, p < .05). Study implications include the need for more research into DSCUs and Strength of IDT as best practices in EOL care. This study contributes to an expanding body of research on the extra value of enrollment in a DSCU and the role of IDT in quality of EOL care for individuals with dementia in nursing homes.

The high crime rate in South Africa and the government’s apparent inability to deal with this problem is a reality. Even though no official statistics exist regarding the recidivism rate in South Africa it is estimated that it could be between 55% and 95%. The contributing role that recidivism plays towards the high crime rate can therefore not be ignored. In South Africa no classification system exists whereby a repeat offender can formally be classified as a recidivist. The crime prevention and management strategies currently utilised in South Africa furthermore does not recognise and address the role that recidivism plays as contributing factor towards the high crime rate. The aim of this study was to formulate a classification system for the South African recidivist in order to compile an inter-disciplinary action plan for the prevention and management of recidivism. The research design of this study was exploratory and both quantitative and qualitative data gathering methods were used in this study. The quantitative study involved the completion of the PFIR eco-metric scale by offenders falling within the classification criteria for recidivism. From the analyses of this data a proposed profile of the South African recidivist was compiled. During the qualitative phase of the research interviews were conducted with experts in the field of crime prevention and management. A semi-structured interview schedule was used for this purpose. Based on the key findings of the study an inter-disciplinary action plan for the prevention and management of recidivism was compiled. The purpose of this action plan is to propose an inter-disciplinary and inter-sectoral intervention and management strategy to address recidivism holistically. Within the action plan it is suggested that recidivism should be addressed on three levels, namely prevention, therapeutic and developmental intervention and reintegration. The primary recommendation of this study was that the proposed inter-disciplinary action plan should be adopted by policy makers and be included in the crime management and prevention strategies of South Africa. The study concluded with specific recommendations to help facilitate this process. / Thesis (DPhil)--University of Pretoria, 2002. / Social Work and Criminology / Unrestricted