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FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico / Esta dissertaÃÃo constitui pesquisa de cunho bibliogrÃfico, cujo objetivo foi de uma discussÃo teÃrica em Freud e Lacan sobre o que caracteriza a transmissÃo da PsicanÃlise na universidade e, consequentemente, contextualizar como o psicanalista contribui com o ensino da teoria psicanalÃtica na academia brasileira, especificamente nos cursos de graduaÃÃo em Psicologia. Este trabalho trata das questÃes relacionadas à transmissÃo da PsicanÃlise nos cursos de Psicologia e na supervisÃo clÃnica. Nesta perspectiva de trabalho, acredita-se que possa haver a formulaÃÃo de um saber em que o psicanalista no manejo da transferÃncia, estabeleÃa uma subversÃo dos discursos presentes no Ãmbito da universidade (discurso do mestre, da histÃrica, do analista e do universitÃrio), advertido de seu lugar de semblante de quem âtudo sabeâ e da falta no outro / Outro. Para isso, aponta que a transmissÃo a ser realizada na supervisÃo clÃnica seja semelhante à transmissÃo de um saber ânÃo-todoâ mediante o dispositivo do ensinante proposto por Lacan no ensino na Ãcole Freudienne de Paris (EFP). Para isso, entÃo retoma alguns momentos importantes que refletem os impasses de Freud quanto à inserÃÃo da PsicanÃlise na universidade e os mal-entendidos surgidos sobre o lugar de formaÃÃo do psicanalista discutidos pelo grande mestre em determinados textos. Faz um percurso sobre as influÃncias teÃricas que influenciaram tanto Freud quanto Lacan e o que representou para cada um a possibilidade de transmissÃo psicanalÃtica dentro e fora das instituiÃÃes de PsicanÃlise, como na universidade. Descreve como Lacan avanÃou na teoria, no que diz respeito ao ensino, resultado de seu retorno à obra freudiana favorecendo a elaboraÃÃo da teoria dos quatro discursos e, posteriormente, o manejo do dispositivo do ensinante pelo psicanalista / supervisor na supervisÃo por intermÃdio do discurso da histÃrica. / This dissertation is a bibliography-based study, which aims at promoting a theoretical arguing between Freud and Lacan on how Psychoanalysis is taught at the University. As consequence, the study provides a context of Psychoanalytic theory teaching in Brazilian academy, specifically in Psychology graduation courses. The research approaches to issues on psychoanalysis teaching in Psychology courses and within clinical supervision. In such perspective, there can be the formulation of a knowledge based on which psychoanalyst can establish a subversion of University discourses (studentâs, professorâs, hystericsâ, analystâs), being aware of his/her semblance of someone who knows everything and conscientious of the Otherâs absence. For that, the research highlights that knowledge transmission carried out within clinical supervision should be similar to the transmission of a ânot allâ knowledge, by means of Lacanâs âteacherâ device for Ecole Freudienne de Paris (EFP). Nonetheless, the study retakes some important periods that reflect Freudâs irresoluteness in the concerning to Psychoanalysis insertion at academic environment, and to the misunderstandings raised on the right place to psychoanalystâs instruction, which Freud argued in some texts. It provides the thread of theoretical bases that influenced both Freud and Lacan, and what the possibility for psychoanalytic transmission inside and out Psychoanalysis institutions, as well as at the University, represented for each of them. It describes how Lacan advanced within theory in the related to teaching, as a result of his return to Freudian work, which triggered the Four Discourses Theory elaboration and, later, it made possible to handle âteacherâ device by psychoanalyst during teaching, using hystericsâ discourse.

Submitted by ALEMAR TORRES (eng.alemar@hotmail.com) on 2018-10-04T18:36:40Z No. of bitstreams: 4 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação_Alemar Pereira Torres.pdf: 3472665 bytes, checksum: 739d2a2cb37b6b4c6c7bae27196eb300 (MD5) Carta Encaminhamento_Autodepósito.pdf: 69827 bytes, checksum: 7b9ac0105db5d66ddd514b4063de104d (MD5) Ata de defesa.pdf: 494649 bytes, checksum: 6ef792196a9ddb6664cb8563e825accc (MD5) / Approved for entry into archive by PPGCEM Ciência e Engenharia de Materiais (ppgcem@ufam.edu.br) on 2018-10-09T17:07:33Z (GMT) No. of bitstreams: 4 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação_Alemar Pereira Torres.pdf: 3472665 bytes, checksum: 739d2a2cb37b6b4c6c7bae27196eb300 (MD5) Carta Encaminhamento_Autodepósito.pdf: 69827 bytes, checksum: 7b9ac0105db5d66ddd514b4063de104d (MD5) Ata de defesa.pdf: 494649 bytes, checksum: 6ef792196a9ddb6664cb8563e825accc (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2018-10-09T17:28:48Z (GMT) No. of bitstreams: 4 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação_Alemar Pereira Torres.pdf: 3472665 bytes, checksum: 739d2a2cb37b6b4c6c7bae27196eb300 (MD5) Carta Encaminhamento_Autodepósito.pdf: 69827 bytes, checksum: 7b9ac0105db5d66ddd514b4063de104d (MD5) Ata de defesa.pdf: 494649 bytes, checksum: 6ef792196a9ddb6664cb8563e825accc (MD5) / Made available in DSpace on 2018-10-09T17:28:48Z (GMT). No. of bitstreams: 4 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação_Alemar Pereira Torres.pdf: 3472665 bytes, checksum: 739d2a2cb37b6b4c6c7bae27196eb300 (MD5) Carta Encaminhamento_Autodepósito.pdf: 69827 bytes, checksum: 7b9ac0105db5d66ddd514b4063de104d (MD5) Ata de defesa.pdf: 494649 bytes, checksum: 6ef792196a9ddb6664cb8563e825accc (MD5) Previous issue date: 2018-06-18 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Biochar is a charcoal derived from the carbonization of biomass under a low oxygen atmosphere. Its origin is due to the study developed in the so-called "Indian black earth", which considerably improves the agricultural properties of a soil. In the work under study the influence of biochar as a participant of composites with soil and asphalt mixtures is analyzed by means of the four point bending test. We also compare these results regarding the responses of the formulations with the presence of native charcoal from the Amazon region. For this, prismatic formations of natural clay soil (SN), soil-charcoal (SCV), soil-biochar (SBC), asphalt concrete (CA), asphalt-charcoal concrete (CACV) and concrete asphalt-biochar (CABC). The results showed that the biomass, which participates in composites with the clay soil, improved the stiffness properties, with the purpose of its use in base and sub-base of pavements, culminating in higher values for complex module regarding the mixtures with charcoal . Allus asphaltic composites with biochar and charcoal were verified for both values of stiffness inferior to the standard asphalt concrete, considering average temperature of 25oC. However, for the 40oC temperature, representative of the surface of the pavements of the city of Manaus, these formulations proved to be more advantageous in comparison to the concrete reference, conceiving an alternative for the achievement of road systems with better performance in the Amazon region. / O biochar é um carvão vegetal oriundo da carbonização de biomassa sob baixa atmosfera de oxigênio. Sua origem deve-se ao estudo desenvolvido na chamada “terra preta de índio”, a qual melhora consideravelmente as propriedades agrícolas de um solo. No trabalho em pauta analisa-se a influência do biochar como partícipe de compósitos com solo e misturas asfálticas, por meio do ensaio de flexão a quatro pontos. Também se comparam tais resultados relativos as respostas das formulações com a presença do carvão vegetal nativo da região amazônica. Para tal moldaram-se os corpos de prova de formato prismático do solo argiloso natural (SN), solo-carvão vegetal (SCV), solo-biochar (SBC), concreto asfáltico (CA), concreto asfáltico-carvão vegetal (CACV) e concreto asfáltico-biochar (CABC). Os resultados registraram que o biocarvão, participante em compósitos com o solo argiloso, melhorou as propriedades de rigidez, com a finalidade de seu emprego em base e sub-base de pavimentos, culminando em maiores valores para módulo complexo respeitante as misturas com o carvão vegetal. Alusivo aos compósitos asfálticos com biochar e carvão vegetal, verificou-se para ambos valores de rigidez inferior ao concreto asfáltico padrão, considerando temperatura média de 25oC. No entanto, para a temperatura de 40oC, representativa da superfície dos pavimentos da cidade de Manaus, tais formulações se mostraram mais vantajosos frente ao concreto referência, concebendo uma alternativa para a consecução de sistemas viários com melhor desempenho na região Amazônica.

FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico / Esta dissertaÃÃo constitui pesquisa de cunho bibliogrÃfico, cujo objetivo foi de uma discussÃo teÃrica em Freud e Lacan sobre o que caracteriza a transmissÃo da PsicanÃlise na universidade e, consequentemente, contextualizar como o psicanalista contribui com o ensino da teoria psicanalÃtica na academia brasileira, especificamente nos cursos de graduaÃÃo em Psicologia. Este trabalho trata das questÃes relacionadas à transmissÃo da PsicanÃlise nos cursos de Psicologia e na supervisÃo clÃnica. Nesta perspectiva de trabalho, acredita-se que possa haver a formulaÃÃo de um saber em que o psicanalista no manejo da transferÃncia, estabeleÃa uma subversÃo dos discursos presentes no Ãmbito da universidade (discurso do mestre, da histÃrica, do analista e do universitÃrio), advertido de seu lugar de semblante de quem âtudo sabeâ e da falta no outro / Outro. Para isso, aponta que a transmissÃo a ser realizada na supervisÃo clÃnica seja semelhante à transmissÃo de um saber ânÃo-todoâ mediante o dispositivo do ensinante proposto por Lacan no ensino na Ãcole Freudienne de Paris (EFP). Para isso, entÃo retoma alguns momentos importantes que refletem os impasses de Freud quanto à inserÃÃo da PsicanÃlise na universidade e os mal-entendidos surgidos sobre o lugar de formaÃÃo do psicanalista discutidos pelo grande mestre em determinados textos. Faz um percurso sobre as influÃncias teÃricas que influenciaram tanto Freud quanto Lacan e o que representou para cada um a possibilidade de transmissÃo psicanalÃtica dentro e fora das instituiÃÃes de PsicanÃlise, como na universidade. Descreve como Lacan avanÃou na teoria, no que diz respeito ao ensino, resultado de seu retorno à obra freudiana favorecendo a elaboraÃÃo da teoria dos quatro discursos e, posteriormente, o manejo do dispositivo do ensinante pelo psicanalista / supervisor na supervisÃo por intermÃdio do discurso da histÃrica. / This dissertation is a bibliography-based study, which aims at promoting a theoretical arguing between Freud and Lacan on how Psychoanalysis is taught at the University. As consequence, the study provides a context of Psychoanalytic theory teaching in Brazilian academy, specifically in Psychology graduation courses. The research approaches to issues on psychoanalysis teaching in Psychology courses and within clinical supervision. In such perspective, there can be the formulation of a knowledge based on which psychoanalyst can establish a subversion of University discourses (studentâs, professorâs, hystericsâ, analystâs), being aware of his/her semblance of someone who knows everything and conscientious of the Otherâs absence. For that, the research highlights that knowledge transmission carried out within clinical supervision should be similar to the transmission of a ânot allâ knowledge, by means of Lacanâs âteacherâ device for Ecole Freudienne de Paris (EFP). Nonetheless, the study retakes some important periods that reflect Freudâs irresoluteness in the concerning to Psychoanalysis insertion at academic environment, and to the misunderstandings raised on the right place to psychoanalystâs instruction, which Freud argued in some texts. It provides the thread of theoretical bases that influenced both Freud and Lacan, and what the possibility for psychoanalytic transmission inside and out Psychoanalysis institutions, as well as at the University, represented for each of them. It describes how Lacan advanced within theory in the related to teaching, as a result of his return to Freudian work, which triggered the Four Discourses Theory elaboration and, later, it made possible to handle âteacherâ device by psychoanalyst during teaching, using hystericsâ discourse.

Esta tese tem como objetivo central investigar as formas que o discurso sobre a Educação Inclusiva assume na contemporaneidade e os efeitos desse discurso para a subjetividade das crianças, pais e profissionais da escola. Para isso, realizamos inicialmente um levantamento bibliográfico acerca da inclusão escolar, apresentando as origens desse movimento, os principais marcos legais que organizam o campo e as perspectivas teórico-críticas atuais. Em seguida, analisamos a emergência da temática da diferença na educação e apresentamos a abordagem psicanalítica da diferença e sua função na constituição do sujeito a partir das obras de Freud e Lacan. A partir da psicanálise, propomos uma articulação entre ética e inclusão, destacando o alinhamento do discurso sobre a educação inclusiva com os fundamentos éticos e morais previamente apresentados. Nosso referencial teórico-metodológico é a psicanálise de orientação lacaniana, em especial o instrumento dos quatro discursos formalizado por Lacan no Seminário 17: O avesso da psicanálise. O corpus de nossa pesquisa é composto por fragmentos discursivos oriundos de duas fontes: do atendimento de um grupo de profissionais que trabalham com educação inclusiva, cuja escuta é realizada pela pesquisadora no Serviço de Psicologia Escolar do Instituto de Psicologia da Universidade de São Paulo e do material veiculado pelo Fórum Permanente de Educação Inclusiva. Os resultados foram reunidos em torno dos seguintes temas: a deficiência como metonímia do sujeito, a dimensão da técnica e a lógica da especialização, o discurso do capitalista e seus efeitos para a inclusão escolar, a construção do ideal e a escola. Ao final, apresentamos as contribuições que a noção de ética em psicanálise pode trazer para a educação inclusiva. / This research aims to investigate the central ways in which the discourse on Inclusive Education assumes in contemporary times and the effects of this discourse on the subjectivity of children, parents and school professionals. In order to accomplish this goal, we first review the literature concerning Inclusive Education, showing the origins of this movement, the main legal frameworks that organize this subject and the current theoretical perspectives. We then analyze the emergence of the theme of the difference in education, and present the psychoanalytic approach of difference and its role in the constitution of the subject based on the works of Freud and Lacan. Using psychoanalysis, we propose a link between ethics and inclusion, highlighting the alignment of the discourse on Inclusive Education with the ethical and moral foundations previously presented. Our theoretical and methodological framework is the Lacanian psychoanalysis, particularly the instrument of four discourses formalized by Lacan in Seminar, Book 17: the other side of psychoanalysis. The corpus of our research consists of discursive fragments from two sources: the care of a group of professionals working in Inclusive Education, whose listening were conducted by the researcher in the Department of Educational Psychology at the Institute of Psychology of the University of São Paulo, and material disseminated by the Permanent Forum on Inclusive Education. The results were gathered around the following themes: disability as metonymy of the subject, the extent of technical expertise and the logic of the specialization, the capitalist discourse and its effects on school enrollment, and the foundation of the ideal and the school. At the end, we present the contributions that the notion of ethics in psychoanalysis can bring to Inclusive Education.

This study investigated the development of curiosity in young children. A previous study by Kreitler, Zigler, and Kreitler had identified five specific types of curiosity, manipulatory curiosity, perceptual curiosity, conceptual curiosity, curiosity about the complex, and adjustive-reactive curiosity. The basic problem was to describe the development of these five types of curiosity in three-, four-, and five-year-old children. A secondary problem was to determine if children follow a predictable pattern in their development of the five types of curiosity. Five tasks, measuring nineteen variables of curiosity, were administered individually to thirty three-year-olds, thirty four-year-olds, and thirty five-year-olds by a trained rater. Mean scores for each variable and each type of curiosity were calculated for each group.

This dissertation presents experimental and theoretical studies of transient degenerate four wave mixing (DFWM) in organic dyes. Chapter 1 is an introduction to DFWM. Chapter 2 describes DFWM experiments that were performed in the gain medium of a dye laser. Chapter 3 presents the theory of DFWM of short pulses in three level saturable media. Chapter 4 presents DFWM experiments of femtosecond pulses in the saturable absorber of a passively modelocked ring dye laser. Chapter 5 presents the theory of DFWM of ultrashort pulses in resonant media.

This bachelor thesis explores why students in high school visit their school library and how they perceive the physical environment of the school library as a space. An interview study, including both individual and group interviews, were conducted with students visiting the school library. The results from the interviews where then analysed, organised and presented using the Four Spaces model, a model originally constructed by Henrik Jochumsen, Casper Hvenegaard Rasmussen & Dorte Skot-Hansen (2012) that explores user needs and behaviour illustrated by different “spaces” related to public libraries and how they correspond with library purposes. Interpretations of the results were also based on a theoretical perspective based on “situated learning” as perceived by Roger Säljö (2000). The results show that the students use their school library based on two main purposes, leisure activities (hanging out with friends or alone on breaks and free periods), and for studies: both on your own and in smaller groups. The results also show how students perceive the school library as a different space, something different from the classrooms or other more “public” spaces provided within the school building such as study rooms and recess areas, with its own atmosphere/mood, and (unwritten) rules. The thesis emphasizes features in the school library appreciated and used by the students and how these issues might be relevant for further discussions about the school library as a space, both concerning design and content, as a part of the general function of the school library as a pedagogical resource.

The purpose of this thesis is to investigate whether there is a correlation between the vision of the public library as expressed in “A new model for the public library” and how public libraries and its services are conveyed to newcomers to Sweden. Our two research questions inquire about the ways the public library and its services are conveyed and the challenges faced by public libraries in  communicating public libraries to newcomers? The method used for this study is semi-structured interviews with five public librarians working with multicultural issues at their workplaces. This study is theoretically grounded in the model for the public library proposed by Jochumsen, Rasmussen Hvenegaard and Skot-Hansen. The findings reveal that the model correlates quite well with how librarians describe their work in relation to newcomers.

The four year nursing programme is offered at the NEI in the EC province where this study was conducted. As early as 2009 the majority of first and second year nursing students of the NEI were academically unsuccessful in the subject biological science. This prompted the researcher to conduct a qualitative, contextual, exploratory and descriptive study to explore and describe the factors influencing the academic performance of students in the subject biological science at the NEI. Following an explanation of the Appreciative Inquiry (AI) process as the framework of the study and the purpose of the study, the consecutive sample of second year nursing students who consented to participate completed a written appreciative interview schedule. The findings of the content analysis process revealed factors influencing performance in the subject biological science as biological science content, nurse educator characteristics, study strategies, resources and biological science assessments. The recommendation was for all the stakeholders to play their various active roles towards influencing biological science performance positively. / Dissertation (MCur)--University of Pretoria, 2013. / gm2014 / Nursing Science / unrestricted