La educación desde el psicoanálisis es un homenaje a Marcos Gheiler Mucinik, un auténtico pionero que realizó, en el Perú y en otros países de América Latina, una de las más arduas labores académicas y sociales: la aplicación del psicoanálisis a la educación. Producto de esta labor son las decenas de conferencias, ponencias y publicaciones, en diversos eventos nacionales e internacionales, que realizó durante sus más de cuarenta años como psiquiatra y psicoanalista. Este libro reúne catorce de aquellas conferencias, realizadas entre 1993 y 2003. Allí se presentan muchas de las contribuciones del psicoanálisis a la educación: la existencia del inconsciente y de la sexualidad infantil, así como la necesidad de conocerlos y entenderlos; la importancia de los primeros años en la vida de un ser humano; la relevancia y pertinencia de algunos conceptos —transferencia, contratransferencia, pulsión, proyección, resistencia— y su posible uso en el trabajo educativo en el aula; la idea freudiana de un educador analizante y de una posible pedagogía psicoanalítica; entre otros aportes. A través de ejemplos y casos breves, estas conferencias proponen pensar la educación como una ética que se vale de recursos de la pedagogía y del arte del psicoanálisis. De manera especial, se realza el valor de la propia persona del educador y rescata la relevancia del vínculo educativo en el proceso de aprendizaje. Se trata de una obra que invita a los educadores a que piensen en la posibilidad de desarrollar una función analítica que les permita aprovechar las múltiples dificultades que surgen en su relación con los alumnos y que no están en el programa educativo oficial. Los invita, en suma, a que se aventuren en el mundo del inconsciente y venzan el miedo a la incertidumbre para abrir la posibilidad del aprendizaje y la transformación.

This thesis presents an analysis method for determining the whipping response of a hull girder to underwater explosion (UNDEX) bubble pulse loading. A potential flow-based UNDEX bubble model capable of calculating the behavior of a migrating bubble for up to three pulses is developed. An approximate vertical plane ship vibration model is derived using fundamental beam theory by representing the ship as a free-free beam with varying cross-sectional properties along its length. The fluid-structure interaction is approximated using strip theory and the distant flow assumption. The most severe predicted whipping load conditions are applied to a MAESTRO finite element model of the ship as a quasi-static load case to determine the response of the structure to the whipping loads. The calculated hull girder bending moments are compared to the ultimate bending strength of the hull girder to determine if the girder will collapse. The analysis method is found to be a useful method for determining preliminary UNDEX-induced whipping design load cases for early-stage ship design. However, more detailed and accurate data is needed to validate and verify the predicted whipping responses. It is found that the most severe whipping loads occur as the result of an UNDEX event that occurs under the keel near midship and produces a bubble with a pulsation frequency similar to the natural vibration frequency of the ship in its third mode. Significant damage to the ship structure and hull girder collapse is possible as a result of these loads. / Master of Science

No description available.

Crown architecture affects tree growth through the control of leaf area and its display. Yet the linkages between crown structure, leaf traits, and productivity of elite selections of forest trees and responses to intensive silviculture are not fully understood. It was hypothesized that trees with crown and leaf traits governing efficient light capture and photosynthesis at the canopy scale would be the most productive. To this end, families of loblolly (Pinus taeda) and slash pine (Pinus elliottii) were grown at three experimental sites in the West Gulf Coastal Plain of Texas and Louisiana under two silvicultural treatments, including repeated fertilization with control of competing vegetation (HI), and a control (C) consisting of fertilization at planting. Families and species differed in crown traits and aboveground productivity, and genotype differences increased throughout the first 5 years of stand development. Crown shape was important for light interception and growth initially, but at the onset of canopy closure, crown size, stand leaf area and its distribution within crowns affected canopy light interception and tree growth. Among all families and treatments, aboveground biomass productivity was positively related to absorbed photosynthetically active radiation (APAR) and canopy photosynthesis. Light-use efficiency (ε) varied from 0.41 to 0.56 g MJ-1 among families and was lowest in slash pine. Variability in aboveground biomass growth was related more to stand leaf area and APAR than to differences in light-use efficiency in these young stands. Leaf physiological, chemical and morphological attributes changed within crowns in accordance with developing light availability gradients. Physiological attributes, such as net photosynthesis, were better predictors of family performance when integrated at the canopy level than leaf level in the examined pine species. Crown size, light absorption, and aboveground growth generally ranked higher in the HI treatment than in the control, although the effects of the intensive silvicultural treatments did not differ statistically. Family performance was independent of treatment. Crown and canopy attributes, such as high leaf area index and large crowns with low leaf area density per crown volume, may be useful in the selection of highly productive genotypes of loblolly and slash pine under intensive silviculture.

Crown architecture affects tree growth through the control of leaf area and its display. Yet the linkages between crown structure, leaf traits, and productivity of elite selections of forest trees and responses to intensive silviculture are not fully understood. It was hypothesized that trees with crown and leaf traits governing efficient light capture and photosynthesis at the canopy scale would be the most productive. To this end, families of loblolly (Pinus taeda) and slash pine (Pinus elliottii) were grown at three experimental sites in the West Gulf Coastal Plain of Texas and Louisiana under two silvicultural treatments, including repeated fertilization with control of competing vegetation (HI), and a control (C) consisting of fertilization at planting. Families and species differed in crown traits and aboveground productivity, and genotype differences increased throughout the first 5 years of stand development. Crown shape was important for light interception and growth initially, but at the onset of canopy closure, crown size, stand leaf area and its distribution within crowns affected canopy light interception and tree growth. Among all families and treatments, aboveground biomass productivity was positively related to absorbed photosynthetically active radiation (APAR) and canopy photosynthesis. Light-use efficiency (ε) varied from 0.41 to 0.56 g MJ-1 among families and was lowest in slash pine. Variability in aboveground biomass growth was related more to stand leaf area and APAR than to differences in light-use efficiency in these young stands. Leaf physiological, chemical and morphological attributes changed within crowns in accordance with developing light availability gradients. Physiological attributes, such as net photosynthesis, were better predictors of family performance when integrated at the canopy level than leaf level in the examined pine species. Crown size, light absorption, and aboveground growth generally ranked higher in the HI treatment than in the control, although the effects of the intensive silvicultural treatments did not differ statistically. Family performance was independent of treatment. Crown and canopy attributes, such as high leaf area index and large crowns with low leaf area density per crown volume, may be useful in the selection of highly productive genotypes of loblolly and slash pine under intensive silviculture.

La représentation de l'auteur dans la littérature, avec toute sa charge intertextuelle, a été le sujet de nombreuses recherches dans les dernières années. Cet engouement pour l'analyse de la représentation de la littérature a aussi mené des chercheurs à s'intéresser à la figuration du lecteur, du traducteur et de l'éditeur. Or peu de chercheurs ont exploré la représentation globale du personnel littéraire et les relations qui unissent ces différents agents du livre. Pourtant, une telle étude s'avère pertinente pour explorer les différentes réflexions et interprétations en ce qui concerne la production littéraire et les enjeux qui y sont liés. Le présent mémoire propose donc d'étudier la représentation du personnel littéraire dans l'oeuvre d'un auteur qui met en scène de façon récurrente la figuration de la production littéraire. Le corpus étudie est composé de trois nouvelles et d'un roman d'Ook Chung, un auteur japonais d'origine coréenne. Ces textes, soit "La cage de verre", "Maestro ruinante", "L'amant des ombres" et L'expérience interdite, ont en commun de présenter quatre auteurs et leur entourage alors qu'ils sont confrontés à la production littéraire. Dans ces chapitres, nous voulons déterminer comment les choix que l'auteur a faits dans la figuration du personnel littéraire contribuent à créer une représentation subjective et unique de la production littéraire. Nous nous intéressons donc aux membres du personnel littéraire, mais surtout aux auteurs, qui sont omniprésents, à leurs actions, à leurs paroles et aux relations qu'ils entretiennent entre eux, ainsi qu'aux divers mécanismes intertextuels qui accompagnent ces représentations, tels la mise en abyme et la métaphore. À la lumière de cette analyse, nous cherchons à déterminer comment ces représentations concourent à créer un portrait de la production littéraire qui est teinte par différentes valeurs continuellement opposees, telles la gratuite, le mercantilisme, l'authenticite, la mystification, le don et la vocation. Au final, nous voulons determiner comment ces représentations contribuent à consacrer ou à désacraliser la littérature, et comment celles-ci reconduisent ou dépassent certains mythes et certaines idées reçues habituellement associées à la littérature, à l'auteur et au travail créatif.

In the postmodern society the role of the school and the teacher is strongly conditionedby the social demands of each particular context. The continuous changecannot be stop as it depends on science and technology. It is urgent to understandthat in a human universe that is changing because the performers and their roleschange, the social dynamics and the views of the world change, the central roleof education is to be assumed knowing that in the present historical situation theteacher is the direct subject in the debate. In view of this, we raise the question onwhat is the role of the educator today. The new approaches and demands requirea new professional culture in accord with the educational institution. Education isin need of change on the ways to impart knowledge and the ways of learning; it isin need of competent educators who have a new concept of their own role. / En la sociedad posmoderna la función de la escuela y del docente está fuertementecondicionada por las demandas sociales de cada contexto espacial. Los cambiosson imparables, todo depende de la ciencia y de la tecnología. Urge entender queen un universo humano que cambia —porque cambian sus actores, sus roles, lasdinámicas sociales, las maneras de ver el mundo— hay que asumir que la educaciónse presenta como el eje articulador, cuyo debate en la actual coyunturahistórica apunta directamente al maestro. Ante esto nos preguntamos: ¿cuál es elpapel del educador hoy? Los nuevos planteamientos y exigencias reclaman unanueva cultura profesional coherente con la función de la institución escolar. Laeducación necesita una transformación en los modos de impartir conocimientos,en la manera de aprender; precisa un educador competente. Desde esta claveaportamos algunas ideas en torno al tipo de educador que reclaman los nuevostiempos.

Submitted by Daniel Lima (danielvictor360@yahoo.com.br) on 2018-02-01T20:23:59Z No. of bitstreams: 1 TRABALHO DE CONCLUSÃO FINAL.pdf: 123383598 bytes, checksum: 02bd5af92184e70bc47e7588d2575347 (MD5) / Approved for entry into archive by Nilson Nascimento Souza (nilson@ufba.br) on 2018-02-26T14:15:32Z (GMT) No. of bitstreams: 1 TRABALHO DE CONCLUSÃO FINAL.pdf: 123383598 bytes, checksum: 02bd5af92184e70bc47e7588d2575347 (MD5) / Made available in DSpace on 2018-02-26T14:15:32Z (GMT). No. of bitstreams: 1 TRABALHO DE CONCLUSÃO FINAL.pdf: 123383598 bytes, checksum: 02bd5af92184e70bc47e7588d2575347 (MD5) / Universidade Federal da Bahia / O maestro José Ursicino da Silva (maestro Duda) é um dos mais importantes compositores do Brasil ainda em atividade. A sua orquestra e os seus inúmeros frevos contribuíram muito para este destaque no cenário nacional. É possível encontrar em sua obra uma grande variedade de peças compostas para várias formações instrumentais, sendo muitas destinadas para instrumentos solistas específicos, como as peças para trompete, trompa, trombone, entre outros. Este trabalho contém vinte e cinco peças do maestro Duda, formadas por dezenas de melodias reunidas em suítes, concertinos, coletâneas, músicas para metais, fantasias, etc. A partir da análise das obras, da transcrição e da adaptação foi possível fazer com que todas as peças aqui selecionadas pudessem ser tocadas por trombone solo e piano. A riqueza das obras compostas pelo maestro Duda e o desejo de ampliação do repertório brasileiro para trombone solo e piano motivaram a pesquisa em questão. No trabalho apresento a entrevista com o maestro Duda, o artigo, o memorial e as atividades profissionais desenvolvidas no decorrer do meu curso de Pós-Graduação Profissional em Música-Mestrado, na área de Criação Musical–Interpretação. / The conductor José Ursicino da Silva (maestro Duda) is one of the most important composers of Brazil still in activity. His orchestra and his numerous frevos contributed much to this highlight in the national scene. It is possible to find in his work a great variety of composite pieces for various instrumental formations, many of which are destined for specific solo instruments, such as trumpet, horn and trombone pieces, among others. This work contains twenty-five pieces by maestro Duda, consisting of dozens of melodies gathered in suites, concerts, compilations, music for me tals,fantasies, etc. From the analysis of works, transcription and adaptation it was possible to make all the pieces selected here could be played by solo trombone and piano. The richness of the works composed by maestro Duda and the desire to expand the Brazilian repertoire for trombone solo and piano motivated the research in question. In the work I present the interview with maestro Duda, the article, the memorial and the professional activities developed during my course of Professional Post-Graduation in Music- Masters (Maester of Musical Arts), in the area of Musical Creation- Interpretation.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente trabalho tem como objetivo verificar se existem aspectos similares na relação entre o maestro de orquestra e o professor. A hipótese é que a prática desses atores sociais, dentro do ambiente institucional orquestra e escola, limita a ação dos indivíduos que se encontravam subordinados aos mesmos no caso músicos e alunos , resultando em estudantes que sempre dependeriam de explicações e não podem avançar sem a tutela do mestre, e músicos que ficam restritos a função de técnicos do som, de meros executores, não ajudando, por exemplo, a compor o espetáculo, escolher repertórios, entre outros atos considerados da alçada do maestro, que seria o verdadeiro artista dentro do microuniverso orquestra. Da mesma forma, o professor seria o único detentor do verdadeiro saber, o saber científico. Para investigar se tal perspectiva comparativa era possível, foi adotada a Análise de Discurso da vertente sociointeracional em quarto cenas de dois filmes: Ensaio de Orquestra, para estudar o papel do maestro e do músico, e Ao Mestre com Carinho, para que os papeis de professor e aluno fossem investigados. Além da análise de discurso sociointeracional, explorado enquanto perspectiva, também foi utilizado o modelo do SPEAKING, proveniente da etnografia da comunicação, aplicado como ferramenta metodológica para entender as cenas do filmes de maneira mais profunda: quais os atores sociais envolvidos, os propósitos comunicativos, o tom da comunicação, as normas que regulam a interação. Para que ficasse mais claro como, no curso da interação dramática, os atores cooperam para definição de situação, entendem seus papeis, os negociam, se posicionam, quebram as regras ou se submetem a elas, recorremos a dinâmica dos enquadres e alinhamentos, que possibilitam ver como os posicionamentos dos atores mudam no curso da encontro face a face / This study aims to determine if there are similar aspects in the relationship between teacher and orchestra conductor. The hypothesis is that the practice of these social actors, within the institutional environment of school and orchestra, limits the actions of individuals who were subordinate to them in case, musicians and students - resulting in students who always depend on explanations and can not move forward without the tutelage of master and musicians who are restricted to the function of the sound technicians, mere executors, not helping, for example, to compose the show, choosing repertoire, among other acts considered the purview of the conductor, that would be the true artist inside the orchestra`s microuniverse. Likewise, the teacher would be the only holder of true knowledge, scientific knowledge. To investigate whether such a comparative perspective was possible, was adopted sóciointeracional discourse analysis to study four scenes from two movies: Orchestra Rehearsal, to investigate the social role of conductor and musician, and To sir with Love, for the roles of teacher and student were analyzed. Besides the analysis of sociointeracional discourse, that was explored as a perspective, we used the Hymess SPEAKING grid, from the ethnography of communication, applied as a methodological tool to understand the scenes of the movies in a deeper way: who are the social actors involved, what are the communicative purposes, what are the tone of the communication and the rules governing the interaction. To make more clear how in the course of the dramatic interaction actors cooperate to define the situation, understand their roles, negotiate, stand, break the rules or submit to them, we used the dynamics of framings and footings, enabling see how the positions of the actors change in the course of meeting face to face

Esta tesis se encuentra en la intersección de dos líneas de investigación: por un lado, la que trata de caracterizar la competencia docente mirar profesionalmente el pensamiento matemático de los estudiantes y, por otro lado, la que se centra en el desarrollo del pensamiento algebraico temprano usando problemas de identificación de patrones. El objetivo de esta investigación es caracterizar perfiles de la competencia docente mirar profesionalmente el pensamiento matemático de los estudiantes en el contexto específico de la generalización de patrones.