This study concerns the deliberate subordination in painting of thirteen art elements and principles, the primary pictorial features, and examination of the intervals between pictorial events, the pictorial interface. A written record was kept of the artist's observations and impressions during the making of ten nonobjective paintings and their later study. The artist selected five paintings as more successfully subordinating the primary pictorial features and three paintings as most successfully exhibiting the three characteristics determined for the pictorial inter face: (1) conceptual resonance, (2) ambiguity, and (3) unbiasedness. The three paintings selected as most successfully exhibiting the characteristics of the pictorial interface coincided with three of the five paintings selected as more successfully subordinating the primary pictorial features.

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no / This paper presents an overview of existing function-based conceptual design expert (CDE) systems with a view to identifying their scope in the contexts of functional modeling knowledge representation and conceptual design process. A number of heterogeneous function-based CDE systems are identified and listed. A key comprehensive benchmarking framework is developed in this paper that helps in identifying the trend, gaps and scope of current function-based CDE systems. Accordingly, the gaps in the aforementioned contexts are discussed which are to date have not been summarized and highlighted for a well-balanced system development for a product conceptual design.

[ES] Esta tesis doctoral se enfoca en explorar las potencialidades discursivas que se dan al construir una genealogía situada del arte de acción. Nuestra investigación se centra en el concepto de «lo mínimo» y analiza una serie de ideas que ayudan a definir tipologías específicas en este campo. En particular, utilizamos tres conceptos clave que nos guían en un recorrido histórico del arte de acción, destacando sus convergencias en lo mínimo perceptible -un sutil acontecimiento de la experiencia-, el espacio mínimo -una vacuidad experiencial- y el tiempo mínimo -un instante elusivo de experiencia-. Para lograr este objetivo, hemos desarrollado una narrativa híbrida, una suerte de historia acumulativa, que busca identificar repeticiones y elementos comunes en las prácticas artísticas que tomamos como objetos de estudio. Para respaldar nuestros argumentos, consideramos los contextos políticos y cronológicos específicos en los que estas prácticas surgieron, y utilizamos expresiones discursivas que ayudan a dar un sentido más completo y situado a nuestra interpretación. / [CA] Aquesta tesi doctoral s'enfoca a explorar les potencialitats discursives que es donen en construir una genealogia situada de l'art d'acció. La nostra investigació se centra en el concepte de «el mínim» i analitza una sèrie d'idees que ajuden a definir tipologies específiques en aquest camp. En particular, utilitzem tres conceptes clau que ens guien en un recorregut històric de l'art d'acció, destacant les seues convergències quant el mínim perceptible -un subtil esdeveniment de l'experiència-, l'espai mínim -una vacuïtat experiencial- i al temps mínim -un instant elusiu d'experiència-. Per a aconseguir aquest objectiu, hem desenvolupat una narrativa híbrida, una espècie d'història acumulativa, que busca identificar repeticions i elements comuns en les pràctiques artístiques que prenem com a objectes d'estudi. Per a recolzar els nostres arguments, considerem els contextos polítics i cronològics específics en els quals aquestes pràctiques van sorgir, i utilitzem expressions discursives que ajuden a donar un sentit més complet i situat a la nostra interpretació. / [EN] This doctoral thesis focuses on exploring the discursive potentials that arise when constructing a situated genealogy of action art. Our research centers on the concept of «the minimal» and analyzes a series of ideas that help define specific typologies in this field. Particularly, we employ three key concepts that guide us through a historical journey of performance art, highlighting their convergences regarding the minimally perceptible -a subtle occurrence of experience-, minimal space -an experiential void- and minimal time -an elusive moment of experience-. To achieve this goal, we have developed a hybrid narrative, a sort of cumulative history, that seeks to identify repetitions and common elements in the artistic practices we take as objects of study. To support our arguments, we consider the specific political and chronological contexts in which these practices emerged and utilize discursive expressions that contribute to a more comprehensive and situated interpretation. / Porras Soriano, Á. (2023). No pasa nada. Vinculaciones discursivas en torno al arte de acción mínima [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/201112

Com vistas à conceptualização do conceito de BANDIDO em 32 expressões com a estrutura bandido de x, descrevemos, nesta dissertação, os modelos cognitivos idealizados subjacentes à construção de sentido de tais expressões, postulando-lhes um caráter de modelo cognitivo complexo, nos termos de Lakoff (1987), produtivo na língua. Constituem ainda o arcabouço teórico deste estudo a Teoria da Mesclagem Conceptual (FAUCONNIER e TURNER, 2002) e a Teoria da Metáfora Conceptual (LAKOFF e JOHNSON, 1980). A análise das construções bandido de x foi realizada a partir de 137 comentários retirados da internet e definições elaboradas por 15 alunos do ensino fundamental; 18 do ensino médio e 20 alunos do ensino superior. Os alunos que colaboraram com a pesquisa definiram 24 expressões bandido de x. A pesquisa obedeceu ao procedimento qualitativo de análise dos dados, no qual observamos as diferentes interpretações dadas para as expressões, fundamentando-as a partir dos processos cognitivos envolvidos no sentido das mesmas. Assim com base na análise dos comentários de internautas e nas definições de alunos, propomos quatro processos de conceptualização para as expressões bandido de x: (a) conceptualização com base em modelos cognitivos proposicionais, em que x é um locativo interpretado como lugar de origem ou de atuação do bandido bandido de morro, bandido de rua, bandido de cadeia ; (b) conceptualização com base em modelos esquemático-imagéticos, em que observamos a atribuição de uma espécie de escala ao sentido atribuído à construção, culminando em diferentes status para a categoria BANDIDO DE X, subjacente a expressões bandido de primeira/segunda/quinta categoria/linha; (c) conceptualização de BANDIDO DE X com base em modelos metonímicos, em que x é uma peça do vestuário/calçado/acessório, de modo a interpretar o BANDIDO como pertencendo a uma categoria que costuma utilizar determinada peça de roupa, acessório ou calçado bandido de colarinho branco, bandidos de farda, bandido de chinelo ; (d) conceptualização de BANDIDO DE X com base em modelos metafóricos, em que x é um conceito abstrato que pode ser entendido como um objeto possuído pelo bandido, de forma a caracterizá-lo pela maneira de agir ou expertise bandido de conceito, bandido de atitude, bandido de fé. Acreditamos, assim, na possibilidade de descrição de padrões que regem a conceptualização de BANDIDO DE X, cujos sentidos alcançados por meio de modificadores revelam a produtividade e complexidade do modelo cognitivo BANDIDO / The theme of this study is the concept of bandit. We intend to investigate, analyze and describe the idealized cognitive models of 32 expressions resulted from the construction bandit of x .We organized a corpus composed of 137 comments taken from the internet that contain bandit of x expressions. We provide a description of the Idealized Cognitive Models. It counts on the contributions of Conceptual Metaphor Theory (LAKOFF and JONHSON, 1980), Conceptual Blending Theory (FAUCONNIER and TURNER, 2002) and Idealized Cognitive Models Theory (LAKOFF, 1987). The another part of the corpus was made by analyzing responses of 15 elementary school students, 18 middle school students and 20 college students which students set 24 expressions bandit x. The research followed a qualitative procedure of data analysis which we see the different interpretations given to the terms on the basis of various cognitive processes Thus, based on analysis of comments from netizens and definitions of students, we propose four processes of conceptualization to outlaw expressions of x: (a) conceptualization based on propositional cognitive models, where x is interpreted as a rental place of origin or acting bandit - bandit hill, street thug, thug in jail - (b) conceptualization based on the schematic, pictorial models, we observe the allocation of a kind of scale to the meaning attributed to construction, culminating in different status for category villain of x, the underlying expressions bandit first / second / fifth category / line, (c) conceptualization of x-based metonymic models, where x is a piece of clothing / footwear / accessories, so to interpret the bandit as belonging to a category that tends to use certain piece of clothing, accessory or footwear - white collar crook, uniformed bandits, bandit slipper - (d) conceptualization of BANDIT of x, based on metaphorical models in x is an abstract concept that can be understood as an object owned by the BANDIT in order to characterize it by way of acting or expertise - bandit concept, attitude bandit, bandit of faith. We believe, therefore, the possibility of description of standards governing the conceptualization of BANDIT of x, whose senses achieved through modifiers reveal productivity and complexity of the cognitive model BANDIT

Com vistas à conceptualização do conceito de BANDIDO em 32 expressões com a estrutura bandido de x, descrevemos, nesta dissertação, os modelos cognitivos idealizados subjacentes à construção de sentido de tais expressões, postulando-lhes um caráter de modelo cognitivo complexo, nos termos de Lakoff (1987), produtivo na língua. Constituem ainda o arcabouço teórico deste estudo a Teoria da Mesclagem Conceptual (FAUCONNIER e TURNER, 2002) e a Teoria da Metáfora Conceptual (LAKOFF e JOHNSON, 1980). A análise das construções bandido de x foi realizada a partir de 137 comentários retirados da internet e definições elaboradas por 15 alunos do ensino fundamental; 18 do ensino médio e 20 alunos do ensino superior. Os alunos que colaboraram com a pesquisa definiram 24 expressões bandido de x. A pesquisa obedeceu ao procedimento qualitativo de análise dos dados, no qual observamos as diferentes interpretações dadas para as expressões, fundamentando-as a partir dos processos cognitivos envolvidos no sentido das mesmas. Assim com base na análise dos comentários de internautas e nas definições de alunos, propomos quatro processos de conceptualização para as expressões bandido de x: (a) conceptualização com base em modelos cognitivos proposicionais, em que x é um locativo interpretado como lugar de origem ou de atuação do bandido bandido de morro, bandido de rua, bandido de cadeia ; (b) conceptualização com base em modelos esquemático-imagéticos, em que observamos a atribuição de uma espécie de escala ao sentido atribuído à construção, culminando em diferentes status para a categoria BANDIDO DE X, subjacente a expressões bandido de primeira/segunda/quinta categoria/linha; (c) conceptualização de BANDIDO DE X com base em modelos metonímicos, em que x é uma peça do vestuário/calçado/acessório, de modo a interpretar o BANDIDO como pertencendo a uma categoria que costuma utilizar determinada peça de roupa, acessório ou calçado bandido de colarinho branco, bandidos de farda, bandido de chinelo ; (d) conceptualização de BANDIDO DE X com base em modelos metafóricos, em que x é um conceito abstrato que pode ser entendido como um objeto possuído pelo bandido, de forma a caracterizá-lo pela maneira de agir ou expertise bandido de conceito, bandido de atitude, bandido de fé. Acreditamos, assim, na possibilidade de descrição de padrões que regem a conceptualização de BANDIDO DE X, cujos sentidos alcançados por meio de modificadores revelam a produtividade e complexidade do modelo cognitivo BANDIDO / The theme of this study is the concept of bandit. We intend to investigate, analyze and describe the idealized cognitive models of 32 expressions resulted from the construction bandit of x .We organized a corpus composed of 137 comments taken from the internet that contain bandit of x expressions. We provide a description of the Idealized Cognitive Models. It counts on the contributions of Conceptual Metaphor Theory (LAKOFF and JONHSON, 1980), Conceptual Blending Theory (FAUCONNIER and TURNER, 2002) and Idealized Cognitive Models Theory (LAKOFF, 1987). The another part of the corpus was made by analyzing responses of 15 elementary school students, 18 middle school students and 20 college students which students set 24 expressions bandit x. The research followed a qualitative procedure of data analysis which we see the different interpretations given to the terms on the basis of various cognitive processes Thus, based on analysis of comments from netizens and definitions of students, we propose four processes of conceptualization to outlaw expressions of x: (a) conceptualization based on propositional cognitive models, where x is interpreted as a rental place of origin or acting bandit - bandit hill, street thug, thug in jail - (b) conceptualization based on the schematic, pictorial models, we observe the allocation of a kind of scale to the meaning attributed to construction, culminating in different status for category villain of x, the underlying expressions bandit first / second / fifth category / line, (c) conceptualization of x-based metonymic models, where x is a piece of clothing / footwear / accessories, so to interpret the bandit as belonging to a category that tends to use certain piece of clothing, accessory or footwear - white collar crook, uniformed bandits, bandit slipper - (d) conceptualization of BANDIT of x, based on metaphorical models in x is an abstract concept that can be understood as an object owned by the BANDIT in order to characterize it by way of acting or expertise - bandit concept, attitude bandit, bandit of faith. We believe, therefore, the possibility of description of standards governing the conceptualization of BANDIT of x, whose senses achieved through modifiers reveal productivity and complexity of the cognitive model BANDIT

As questÃes que nos levaram à investigaÃÃo do tema foram: (i) Quais sÃo os mecanismos envolvidos na geraÃÃo do sentido metafÃrico/literal das expressÃes idiomÃticas (EIs) e suas desconstruÃÃes pictÃricas (DPs)? (ii) Qual à o papel da metÃfora/mesclagem conceptual na geraÃÃo do sentido metafÃrico/literal entre as duas modalidades (EI verbal e DP nÃo-verbal)? e (iii) Qual à o papel das projeÃÃes congruentes e nÃo congruentes de cada uma das modalidades na geraÃÃo do sentido metafÃrico/literal? Para responder a esses questionamentos tivemos como objetivo principal descrever a estrutura interna da rede de integraÃÃo conceptual dos mecanismos responsÃveis pela geraÃÃo do sentido metafÃrico/literal das EIs e suas DPs e como objetivos especÃficos: (i) descrever e propor um modelo que revele a arquitetura interna da rede de integraÃÃo conceptual envolvida nos processos de geraÃÃo do sentido entre as duas modalidades (verbal e nÃo-verbal), (ii) descrever como processos de figuratividade e/ou literalidade participam nas modalidades verbal e nÃo-verbal e interferem na geraÃÃo do significado e (iii) propor um modelo que revele a estrutura interna do percurso gerativo do sentido das EIS e suas DPs nas redes de integraÃÃo conceptual. (RP). Para composiÃÃo do corpus da pesquisa foram selecionadas as seguintes obras: (a) A vaca foi pro brejo â the cow went to the swamp (FERNANDES, 2001) e (b) Pequeno DicionÃrio de ExpressÃes IdiomÃticas (ZOCCHIO; BALARDIN, 1999). Da obra de Fernandes (2001) foram escolhidas as expressÃes (1) âo bom cabrito nÃo berraâ, (2) ânÃo ter papas na lÃnguaâ e (3) âsà falam abobrinhasâ; de Zocchio e Ballardin (1999), a expressÃo âengolir sapoâ. Para atingirmos nossos objetivos, tomamos como base os postulados da Teoria da IntegraÃÃo Conceptual (FAUCONNIER; TURNER, 2003) e da Teoria da MetÃfora Conceptual de Lakoff e Johnson (1980, 1999). A partir das anÃlises, o modelo projetado da estrutura interna das redes de integraÃÃo conceptual revelou que a inter-relaÃÃo entre EI e sua RP permite uma multiplicidade de projeÃÃes que participam na geraÃÃo do sentido. O modelo tambÃm permite ampliar as relaÃÃes conceptuais gerando diferentes mesclagens, de forma que a imagem em relaÃÃo à sua representaÃÃo verbal pode ser parcial ou totalmente congruente. O grau de (in)congruÃncia entre o literal e o idiomÃtico Ã, no continuum, decisivo para a determinaÃÃo do resultado mesclado. Foi possÃvel tornar evidente que hà uma estreita ligaÃÃo entre uma modalidade e a outra. Isso aponta para desvelar que a natureza do processamento da EI pode ser de base metafÃrica ou literal. Ainda com base nas anÃlises, o modelo de mesclagem proposto comprovou ser eficiente para a demonstraÃÃo da organizaÃÃo interna das redes na geraÃÃo do sentido, a partir da inter-relaÃÃo entre a representaÃÃo verbal e nÃo-verbal. Na estruturaÃÃo das redes entram em jogo as vÃrias projeÃÃes criativas e imaginativas, o que possibilita novas configuraÃÃes de sentido (re)construÃdo sucessivamente. / We had some questions that have driven our investigation: (i) What are the mechanisms that are involved in the metaphorical/literal meaning generation of the idiomatic expressions (IE) and its pictorial representation (PR)?, (ii) What is the role of the conceptual metaphor/blending in the metaphorical/literal meaning generation between the two modalities (verbal IE and non-verbal PR)? And (iii) What is the role of the congruent projections of each modality in the metaphorical/literal meaning generation? To answer these questions we had a main objective: describe the internal structure of the conceptual integration network of the mechanisms responsible for the metaphorical/literal meaning generation of the idioms and its PRs and some specific objectives: (i) to describe, by use of a model, the internal structure of conceptual integration network and of the mechanisms involved in the generation of meaning of IEs and their PRs; (ii) to describe the figurative and/or literal process that interferes in the meaning generation and (iii) propose a model that demonstrates the internal structure of the IE meaning generation and its PRs in the conceptual integration network.. The following works had been selected to compose the research corpus: (a) A vaca foi pro brejo â the cow went to the swamp (FERNANDES, 2001) and (b) Pequeno DicionÃrio de ExpressÃes IdiomÃticas (ZOCCHIO; BALARDIN, 1999). From the work by Fernandes (2001), the expressions (1) âo bom cabrito nÃo berraâ, (2) ânÃo ter papas na lÃnguaâ e (3) âsà falam abobrinhasâ were selected; from Zocchio and Balardin (1999), the IE âengolir sapoâ. In order to reach our objectives, we based our research on the postulates of the Theory of Conceptual Integration (FAUCONNIER; TURNER, 2003) and on Lakoff and Johnsonâs (1980, 1999) Theory of Conceptual Metaphor. With the analyses as a starting point, the designed model of the internal structure of conceptual integration networks revealed that the interrelation between the IE and its PR allows a multiplicity of projections which contribute to the generation of meaning. The model also allows the expansion of conceptual relationships, generating different blends, so that the image, in terms of its verbal representation, may be partially or totally congruent. The degree of (in)congruence between the literal and the idiomatic is, in a continuum, decisive for the determination of the blended result. It was possible to show that there is a close connection between one modality and the other. This suggests that the nature of the processing of an IE may have a metaphorical or literal basis. Still based on the analyses, our model of blends proved to be efficient to demonstrate the internal organization of the nets in the generation of meaning, from the interrelation between verbal and non-verbal representation. In the designing of the networks, the various creative and imaginative projections come into play, which allows for new configurations of meaning to be successively (re)constructed.

Poor academic performance in science is a problem in the world. Numbers of factors contribute to this academic performance. Secondary school learners, particularly those in grade 10 are experiencing problems in understanding simple electric circuits in Physical Sciences. Lack of exposure to practical work might be one of the factors that contribute to lack of understanding of simple electric circuit and inability to link what they learn in class with the outside world. For that reason, it is the purpose of this study to determine what grade 10 learners’ alternative conceptions in electricity are and to explore the impact of conceptual change model on grade 10 learners using simple electric circuits. The study further highlights a number of issues that lead to poor academic achievements in physical sciences. This study further provides the learning strategy in physical science for learners to improve their learning process of simple electric circuits. Four secondary schools from Mankweng cluster, Capricorn District of Limpopo Province were randomly selected to participate in this study. From these schools a sample of 136 learners of different sex were also randomly selected. Two survey instruments, an open-ended questionnaire and the Simple Electric Circuit Conceptual Test were used to collect data. The data was collected over a period of 3 weeks. Learners (in the experimental group) were taught the same electric circuit topics using Conceptual Change Model (CCM) while Regular Teaching Approach (RTP) was used in the control group. Data collected was analysed using descriptive analysis, ANOVA and ANCOVA. The explanations the respondents gave were analysed using nomothetic and ideographic analyses. Misconceptions were identified as one of the learning barriers. The results from the questionnaire also revealed that learners were willing to learn electric circuits’ concepts but they lacked effective learning strategies and techniques to enhance their academic performances. It was also established that learners could not relate what they had learnt on electric circuit with their daily experiences and that practical work was rarely conducted at most schools. The statistical results showed that when teaching simple electric circuits using Conceptual Change Model, there is equal improvement in academic results across all sexes. There was no significant difference between academic achievements of males and females taught using the Conceptual Change Model. / MEd (Natural Sciences Education), North-West University, Potchefstroom Campus, 2014