Elder Olson has said that at the Biblical Tower of Babel the people did not begin to talk nonsense but only what seemed like nonsense. This paper concerns an intellectual tower where important debates are held, but unfortunately the language is not a universal one; therefor, because all too often terms have evolved without adequate definition, disagreement occurs where reconciliation appears impossible. The very title of this thesis could be misleading to the reader if he considers debate in its formal sense. What is here intended is the controversy in the efforts of respected scholars to understand and establish the nature of poetry, and for me it is also a personal debate as I follow their assumptions in order to make some judgments in the concluding chapter about their successes and limitations. The informality of the structure of the debate does not diminish the seriousness of its dialectic. To the contrary, the debate is very serious not only to those involved but to any person who concerns himself with the state of the literary arts in the modern world. The debate is among critics representing certain generally defined schools of criticism; however they are not primarily spokesman for a school: they are among the mainstays. Each represents high scholarship, and each is deserving of praise solely as an isolated critic – or a critic without a collective classification. At the same time they each acknowledge themselves to be members of their respective schools of criticism. The debate is not constructed on the basis of two teams, negative and affirmative, with two members for each side. Instead there will be three positions presented by four critics. The essence of the debate is their scholarly struggle to bring to the poetic arts the most responsible and valuable critical approach and their sincere disagreement among themselves as to what the nature of poetry is and how the critic should deal with its subject matter.

Access to abstract permanently restricted to Ball State community only. / Access to thesis permanently restricted to Ball State community only / School of Music

This thesis will focus on two similarly positioned characters: Peggy Olson and Leslie Knope, both of whom are female characters who successfully navigate male-dominated workplaces. Using Bonnie Dow’s lifestyle feminist framework and critique of postfeminism, Sheryl Sandberg’s advice for women who wish to succeed in the workplace, and bell hooks feminist theory, I hope to use this thesis to locate Peggy and Leslie’s respective places in the tradition of feminism on television, and I will argue that describing characters like Peggy as “feminist” is outdated.

A presente dissertação visa, ao mapear e analisar as concepções elaboradas pelos alunos na aquisição do sistema de escrita no contexto da escola especial, oferecer uma versão das possibilidades de aprendizagem dos alunos “com deficiência mental”. As produções e interpretações escritas (escrita do nome, palavras, frases, textos) realizadas na dinâmica da sala de aula de uma turma coordenada pela pesquisadora apresentaram nove alunos na condição de “leitores e de escritores em processo”, construtores de variadas e particulares reflexões em interação com este objeto de conhecimento. A intervenção efetiva da professora e do contexto escolar enquanto intérpretes e informantes deste conhecimento culturalmente organizado tornou-se fundamental no sentido de oferecer uma série de vivências significativas com atos de leitura e escrita, possibilitando aos alunos um questionar-se e o desejo de apropriar-se da cultura escrita. Observou-se uma rede (não linear) de concepções que oscilavam entre diferentes níveis de conceitualização. O olhar teórico foi determinante no sentido de possibilitar visualizar o processo de alfabetização, dando a compreender o que poderia ser entendido como “erro, imaturidade ou deficiência” como formas de pensar diferenciadas da convencional, pertinentes ao processo de desenvolvimento e de aprendizagem em geral, como nos mostram os autores Emilia Ferreiro, Ana Teberosky e David Olson. Reconheceu-se o sujeito inventivo da teoria piagetiana. Este entendimento marca possibilidades de se viver novas formas de ser, diferenciadas do padrão “deficiente mental”: o de um aluno que também pode vir a ser letrado, independentemente de dominar ou não a forma oficial do sistema de escrita. Uma pessoa que assina seu nome e suas aprendizagens. / The present dissertation presents the concepts students with mental deficiencies are able to build when acquiring the written code, and discusses a version of these students´ learning possibilities. Their written productions and interpretations (spelling of names and words, writing of full statements and texts) emerge as a result of a classroom dynamic work coordenated by the present researcher. The study finds out nine students as readers-and-writers-in-process – able of producing varied and private reflections in interaction with the target object. The effective intervention of the teacher and the whole school context, as interpreters and communicators of this culturally-organized-knowledge, became crucial factors to offer students a series of meagninful experiences of life along to the reading and writing tasks, so the students behaved like questioning themselves and had the wish to acquire the written code. It was possible to observe a growing network of concepts (not in a linear basis), which floated among different levels of nominalization. The theoretical choice, making it clear what we should consider or should not consider as an “error”, “imaturity” or a “deficiency”. It also was decisive to best visualize the literacy process in a different approach from the ones used by convencional learning and development practices, as Emilia Ferreiro, Ana Teberosky and David Olson have pointed out. It made possible to recognize the inventive subject according to the piagetian theory. The understanding that underlines this work sets new possibilities of living new ways of being, which differ from the mental deficient standard. We talk about a student that is also able to become lectured, and that despite acquiring or not the official writen code, is a person who is able to sign his/her name and his/her productions.

A presente dissertação visa, ao mapear e analisar as concepções elaboradas pelos alunos na aquisição do sistema de escrita no contexto da escola especial, oferecer uma versão das possibilidades de aprendizagem dos alunos “com deficiência mental”. As produções e interpretações escritas (escrita do nome, palavras, frases, textos) realizadas na dinâmica da sala de aula de uma turma coordenada pela pesquisadora apresentaram nove alunos na condição de “leitores e de escritores em processo”, construtores de variadas e particulares reflexões em interação com este objeto de conhecimento. A intervenção efetiva da professora e do contexto escolar enquanto intérpretes e informantes deste conhecimento culturalmente organizado tornou-se fundamental no sentido de oferecer uma série de vivências significativas com atos de leitura e escrita, possibilitando aos alunos um questionar-se e o desejo de apropriar-se da cultura escrita. Observou-se uma rede (não linear) de concepções que oscilavam entre diferentes níveis de conceitualização. O olhar teórico foi determinante no sentido de possibilitar visualizar o processo de alfabetização, dando a compreender o que poderia ser entendido como “erro, imaturidade ou deficiência” como formas de pensar diferenciadas da convencional, pertinentes ao processo de desenvolvimento e de aprendizagem em geral, como nos mostram os autores Emilia Ferreiro, Ana Teberosky e David Olson. Reconheceu-se o sujeito inventivo da teoria piagetiana. Este entendimento marca possibilidades de se viver novas formas de ser, diferenciadas do padrão “deficiente mental”: o de um aluno que também pode vir a ser letrado, independentemente de dominar ou não a forma oficial do sistema de escrita. Uma pessoa que assina seu nome e suas aprendizagens. / The present dissertation presents the concepts students with mental deficiencies are able to build when acquiring the written code, and discusses a version of these students´ learning possibilities. Their written productions and interpretations (spelling of names and words, writing of full statements and texts) emerge as a result of a classroom dynamic work coordenated by the present researcher. The study finds out nine students as readers-and-writers-in-process – able of producing varied and private reflections in interaction with the target object. The effective intervention of the teacher and the whole school context, as interpreters and communicators of this culturally-organized-knowledge, became crucial factors to offer students a series of meagninful experiences of life along to the reading and writing tasks, so the students behaved like questioning themselves and had the wish to acquire the written code. It was possible to observe a growing network of concepts (not in a linear basis), which floated among different levels of nominalization. The theoretical choice, making it clear what we should consider or should not consider as an “error”, “imaturity” or a “deficiency”. It also was decisive to best visualize the literacy process in a different approach from the ones used by convencional learning and development practices, as Emilia Ferreiro, Ana Teberosky and David Olson have pointed out. It made possible to recognize the inventive subject according to the piagetian theory. The understanding that underlines this work sets new possibilities of living new ways of being, which differ from the mental deficient standard. We talk about a student that is also able to become lectured, and that despite acquiring or not the official writen code, is a person who is able to sign his/her name and his/her productions.

A presente dissertação visa, ao mapear e analisar as concepções elaboradas pelos alunos na aquisição do sistema de escrita no contexto da escola especial, oferecer uma versão das possibilidades de aprendizagem dos alunos “com deficiência mental”. As produções e interpretações escritas (escrita do nome, palavras, frases, textos) realizadas na dinâmica da sala de aula de uma turma coordenada pela pesquisadora apresentaram nove alunos na condição de “leitores e de escritores em processo”, construtores de variadas e particulares reflexões em interação com este objeto de conhecimento. A intervenção efetiva da professora e do contexto escolar enquanto intérpretes e informantes deste conhecimento culturalmente organizado tornou-se fundamental no sentido de oferecer uma série de vivências significativas com atos de leitura e escrita, possibilitando aos alunos um questionar-se e o desejo de apropriar-se da cultura escrita. Observou-se uma rede (não linear) de concepções que oscilavam entre diferentes níveis de conceitualização. O olhar teórico foi determinante no sentido de possibilitar visualizar o processo de alfabetização, dando a compreender o que poderia ser entendido como “erro, imaturidade ou deficiência” como formas de pensar diferenciadas da convencional, pertinentes ao processo de desenvolvimento e de aprendizagem em geral, como nos mostram os autores Emilia Ferreiro, Ana Teberosky e David Olson. Reconheceu-se o sujeito inventivo da teoria piagetiana. Este entendimento marca possibilidades de se viver novas formas de ser, diferenciadas do padrão “deficiente mental”: o de um aluno que também pode vir a ser letrado, independentemente de dominar ou não a forma oficial do sistema de escrita. Uma pessoa que assina seu nome e suas aprendizagens. / The present dissertation presents the concepts students with mental deficiencies are able to build when acquiring the written code, and discusses a version of these students´ learning possibilities. Their written productions and interpretations (spelling of names and words, writing of full statements and texts) emerge as a result of a classroom dynamic work coordenated by the present researcher. The study finds out nine students as readers-and-writers-in-process – able of producing varied and private reflections in interaction with the target object. The effective intervention of the teacher and the whole school context, as interpreters and communicators of this culturally-organized-knowledge, became crucial factors to offer students a series of meagninful experiences of life along to the reading and writing tasks, so the students behaved like questioning themselves and had the wish to acquire the written code. It was possible to observe a growing network of concepts (not in a linear basis), which floated among different levels of nominalization. The theoretical choice, making it clear what we should consider or should not consider as an “error”, “imaturity” or a “deficiency”. It also was decisive to best visualize the literacy process in a different approach from the ones used by convencional learning and development practices, as Emilia Ferreiro, Ana Teberosky and David Olson have pointed out. It made possible to recognize the inventive subject according to the piagetian theory. The understanding that underlines this work sets new possibilities of living new ways of being, which differ from the mental deficient standard. We talk about a student that is also able to become lectured, and that despite acquiring or not the official writen code, is a person who is able to sign his/her name and his/her productions.

This study is a hermeneutical analysis with the aim to theoretically and theologically understand what is preached about the church to youth today and how youth is motivated to join the church. The study contains three case studies from Hönökonferensen and through Taylor, Camnerin and the Theological Framework of the Uniting Church in Sweden a few understandings of the church emerge: the church is a warm, welcoming and transforming community, it can prevent individualism, heal, and make believers, but it can also be filled with demands. The study discusses authenticity as an important concept along with different understandings about community.

No description available.

Orientador: Alvaro Gabriel Bianchi Mendez / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-09T04:09:04Z (GMT). No. of bitstreams: 1 Almeida_GilsonRodriguesde_M.pdf: 9904875 bytes, checksum: 04912f9a1c0dd9265836d72b5a0bd04c (MD5) Previous issue date: 2007 / Resumo: Esta dissertação tematiza as ações coletivas empreendidas por representantes das prestadoras de serviços mercantis em oposição aos dispositivos embutidos em três proposições tributárias em tramitação na esfera federal entre 2002 e 2005 que afetavam uma parcela significativa das unidades econômicas prestadoras de serviços, sobretudo as empresas de micro e pequeno porte: a Medida Provisória nº 22/02, o Projeto de Lei de Conversão nº 11/03 da Medida Provisória nº 107/03 e a Medida Provisória nº 232/04. Os dispositivos selecionados afetavam milhares de unidades econômicas prestadoras de serviços mercantis. O conjunto de entidades sindicais e civis responsáveis pela representação patronal e profissional daquelas unidades, por outro lado, era composto por um número considerável de associações. Procuramos interpretar de que forma um grupo tão ¿grande¿, em termos de número de membros, conseguiu agir coletivamente e exercer algum tipo de influência política junto aos tomadores de decisão visando à rejeição dos dispositivos que significavam uma majoração da carga tributária dos seus representados. Contrariando, em certo sentido, o modelo econômico convencional do comportamento coletivo, que pressupõe que os atores tomam as suas decisões estratégicas de maneira independente, esta dissertação chamou a atenção para o fato das entidades do setor de serviços interessadas na rejeição dos dispositivos tributários selecionados não estarem completamente isoladas entre si. Iluminando as complexas relações formais e informais historicamente constituídas entre as entidades representativas das prestadoras de serviços, a perspectiva relacional mostrou-se muito mais adequada para a análise e interpretação dos fenômenos coletivos delimitados, revelando, ao mesmo tempo, as fragilidades e ambigüidades da perspectiva atomista / Abstract: This research schematize collective actions faced by representatives of merchant service companies in opposition to the parameters embedded in three tributary prepositions going through the federal sphere between 2002 and 2005 which affected a great deal the economical unities of economical service companies, mainly micro and small size enterprises: The Provisory Amendment # 22/02, the Law Project of Conversion # 11/03 of the Provisory Amendment #107/03 and the Provisory Amendment # 232/04. The selected gadget used to affect thousands of economic unities of merchant service companies. The concurrent syndicates and civil entities responsible by representing those patronal and professional unities, on the other side, were composed of a great number of associations. We have tried to interpret how a so ¿great¿ team, in term of member number, managed to act collectively and exercise some kind of political influence with the decision makers aiming the rejection of elements which meant a increasing of the tax load of their representatives. To a certain degree, opposing the conventional economical model of the collective behavior, which suppose that the actors take their strategic decisions in a way independently, this written essay called attention to the fact that the entities of the handwork sector interested in the rejection of the selected tributary elements were not completely isolated among themselves.. Clearing those complex formal and informal relations constituted historically among the entities representing the service companies, the relational perspective showed itself much more adequate for the analysis and interpretation of the collective phenomena restricted, revealing, at the same time, the fragilities and ambiguities of the atomist perspective / Mestrado / Estado, Processos Politicos e Organização de Interesses / Mestre em Ciência Política

The cranial anatomy of the basal captorhinid reptile Captorhinikos parvus (Reptilia, Captorhinidae), is reinterpreted here based on analysis of a group of new specimens recovered subsequent to its original diagnosis as well as further analysis of the original specimens utilized in E.C. Olson's original characterization of the species. Structural features inconsistent with the generic description suggest the redefinition of C. parvus as a new genus, Rhodotheratus parvus. Analyses of basal members and selected derived members support the characterization of Rhodotheratus as a distinct taxon.