Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Includes bibliographical references (p. 135-145).

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The problem of this study was to investigate the philosophical assumptions underlying the holistic paradigm. These underlying philosophical assumptions include beliefs about the nature of being (ontology), goals (axiology), and knowledge (epistemology). The interdependence of these assumptions, as well as how they translate into different research processes, is noted in this study.

Thesis (Ed.D.)--Texas Christian University, 2009. / Title from dissertation title page (viewed Mar. 16, 2010). Includes abstract. Includes bibliographical references.

Thesis (Ph.D.)--Northwestern University, 1997. / Source: Dissertation Abstracts International, Volume: 58-04, Section: A, page: 1339. Adviser: James Will.

Three issues related to the prediction of aesthetic response of natural landscapes were investigated. First, information regarding the degree of correspondence between two conceptually different yet commonly used criteria of aesthetic response--ratings of scenic quality and preference ratings--was sought. Second, the relative efficiency of and interrelationships between predictor variables stemming from different philosophical paradigms of landscape aesthetics was of interest. Examination of such a variety of predictors towards the same criteria utilizing the same settings as stimuli had not been previously researched. Direct comparison of types to one another, and in combination as predictors, would indicate both whether different approaches were measuring similar aesthetic response variance, and in what ways they differed. Third, the extent to which a motivational choice model based in expectancy theory could predict environmental preference was of interest. This model represented an aesthetic predictor in terms of environmental utility, i.e., meaningfulness within the context of potential activity, and was thus a departure from traditional predictors based on design elements and the arrangement of physical features. Data were gathered from a total 354 subjects responding to 60 different natural landscape scenes (color slides) from a wide variety of United States' biomes. Results indicated that the two aesthetic criteria were nearly identical, both in relation to one another (r=.98) and through their correlate patterns to 33 predictor variables. Predictor variables from three paradigms: the psychophysical (physical features of the environment), the cognitive (transactional variables involving interpretive patterning of physical variables), and the experiential (environmental utility in terms of potential for activity) were all highly effective. Multiple regression equations for specific types had predicted R-Squares ranging from .47 to .84. In turn, detailed analyses of the transactional and utility variables via multiple regression (using the physical variables as predictors) indicated they could be defined by these managerially controllable terms. Finally, the environmental utility variable was examined in more detail through a variety of expectancy models. Of major interest was that environmental familiarity was a strong moderator of the utility effect, with highly familiar settings yielding more accurate prediction than unfamiliar settings. A number of managerial implications and suggestions for follow-up research are made. / Ph. D. / incomplete_metadata

Doppelt defends the key elements of Kuhn's thesis that scientific revolutions occur when one paradigm is replaced by another and that crucial aspects of competing paradigms are incommensurable. He concedes the merits in the views of those positivist critics of Kuhn who contend that for paradigms to be comparable their proponents must be able to communicate with one another, to agree on a common core of meaning for basic concepts and to deal with shared data and problems. However, he maintains that in identifying the problems which are held to be of fundamental importance and in adopting the standards by which explanatory adequacy is to be evaluated, rival paradigms do not overlap sufficiently for them to have genuine commensurability. This leads Doppelt to accept Kuhn's version of epistemological relativism which maintains that the rationality of the acceptance of new paradigms by the scientific community, at least in the short-run, has an irreducible normative dimension that is strongly conditioned by subjective factors. Doppelt also accepts Kuhn's views with respect to the loss of data, and the question of cumulative progress. The absence of paradigm-neutral external standards allegedly allows each paradigm to assign priority to its own internal standards, thus providing persuasive grounds for the incommensurability of competing paradigms and for epistemological relativism. Nevertheless, he acknowledges that the validity of these arguments over the long term is a contingent issue which can only be resolved by a careful examination of the historical evidence. A chemical revolution took place in the latter part of the eighteenth century when the oxygen theory replaced that based on hypothetical phlogiston. This transition is frequently cited as a typical example of a paradigm - one that illustrates Kuhn's claims for a shift in standards and a loss of data as central features of scientific revolutions. The phlogiston theory held that phlogiston was a normal constituent of air. It explained smelting as the transfer of phlogiston from the air (or from phlogiston-rich charcoal) to the earthy components of the ore, and held that the similar properties of the metallic products could be attributed to their phlogiston content. Combustion, including the calcination of metals and the respiration of living organisms, was viewed as a process involving the release of phlogiston to the atmosphere. The development of improved techniques for collecting gases and for measuring their volume and weight lead to emphasis on precise quantitative methods for evaluating chemical data as distinct from those based on simple quantitative descriptive observations. These developments soon posed difficulties for the phlogiston theory (eg.,the anomalous weight loss during combustion). Eventually, clarification of the composition of water and the use of the 'nitrous air1 test for the ability of a gas to support combustion and respiration (its 'goodness') led to the discovery of oxygen as a component of air and the demonstration that combustion involved combination with an exact quantity of this gas. Within a relatively short period of time, the oxygen theory gained general acceptance and the phlogiston theory was abandoned by most chemists. A critical examination of the events which culminated in the chemical revolution fails to bear out the claim that it was accompanied by a significant loss of empirical data or that it did not represent genuine cumulative progress in scientific knowledge. Instead the history of this revolution indicates that paradigm-neutral external standards for evaluating explanatory adequacy (conservatism, modesty, simplicity, generality, internal and external coherence, refutability, precision, successful predictions) were available and played a crucial role in bringing about this transition. Accumulating evidential warrant played the decisive role in the triumph of the oxygen theory. / Arts, Faculty of / Philosophy, Department of / Graduate

Thesis (LLD.) -- University of Limpopo, 2021 / The delivery of substandard education to the leaners in South African schools has become a pressing concern and needs special attention. This is so despite the advent of democracy in 1994, which brought legislative frameworks and other measures promoting access to quality education. This study seeks to highlight the importance of a radical paradigm shift in educational approach, from a single (access) to a dual system (access and delivery) in South Africa. The study examines adequacy of access to education, by evaluating the effectiveness of delivery. The study emphasizes that delivery should be strengthened in order to develop skills and capacity. The study also accentuates the need to strengthen legislative measures and compliance, in order to improve the delivery of quality education to the leaners. The domestic laws such as the Constitution of the Republic of South Africa, Skills Development Act, the South African Schools Act, Further Education and Training Act and the Continuing Education and Training Act, which all cover access and full delivery of quality education, will be examined. It is pertinent to point out that the delivery of quality education and skills development, can improve the employability of leaners and graduates, wherever they find themselves. Consequently, it is fundamentally important to increase interest in strengthening the implementation of the skills development legislation and policies, to drive the necessary change from access to delivery, in order to meet the developmental needs of the country. Lessons are drawn from China, Finland and Singapore, where policies and laws are utilized for the purpose of comparative studies. The rationale for such a comparative analysis is premised on the fact that these countries have very strong educational systems, which promotes the employability of learners, and also enables learners to become self-reliant and entrepreneurs. / National Institute for the Humanities and Social Sciences (NIHSS) and South African Humanities Deans Association (SAHUDA)

CAPES / A presente dissertação insere-se dentro da temática de formação pedagógica continuada no ensino superior e teve como problemática propor uma formação pedagógica continuada institucional em uma instituição pública de ensino superior do sudoeste do Paraná especializada na área tecnológica, que considerasse as características do seu corpo docente e a possível contribuição no processo de mudanças paradigmáticas na prática docente. Para tanto foi estabelecido como objetivo geral desenvolver um processo de formação pedagógica continuada no âmbito do ensino superior partindo das características dos professores que atuam numa instituição pública de ensino superior especializada na área tecnológica, analisando as necessidades levantadas tendo em vista a melhoria da qualidade da ação docente. Como objetivos específicos foram estabelecidos realizar uma pesquisa bibliográfica sobre práticas de formação continuada no ensino superior, pesquisar sobre o paradigma da complexidade para subsidiar a formação pedagógica continuada no ensino superior, proporcionar um curso de formação pedagógica continuada, levantar as contribuições dos atores envolvidos no processo de formação e apontar possíveis contribuições para a proposição de processos de formação pedagógica continuada na instituição. A fundamentação teórica do trabalho orientou-se pelo paradigma da complexidade na qual tomou-se como base os trabalhos de Morin (2000; 2011), Morin e Kern (2011), Moraes (2002; 2004; 2010), Demo (2002), Tescarolo (2005), Behrens (2008) entre outros. Para a discussão teórica sobre a formação pedagógica no ensino superior utilizou-se os autores Pimenta e Anastasiou (2002), Vasconcelos (2009), Moraes (2002), Anastasiou (2011), Behrens (2007; 2011) entre outros. O método escolhido para esse estudo foi a pesquisa qualitativa, tipo pesquisa-ação a qual orientou-se pelos estudos de Sandin Estevan (2010) e Thiollent (1996). A pesquisa foi dividida em quatro fases sendo que na primeira fase foi realizado um Estado da Arte sobre o tema formação pedagógica para a docência no ensino superior na plataforma da CAPES e um estudo documental sobre a formação pedagógica institucional. Na segunda fase foi realizada um planejamento e elaborado uma proposta de intervenção apresentada à instituição. Na terceira fase foi aplicado um curso de formação pedagógica voltado aos docentes que teve a participação de 20 professores. Na quarta fase foi realizada uma avaliação e replanejamento do trabalho seguido da aplicação de um questionário para o grupo de professores da instituição para levantar suas proposições sobre a formação pedagógica. O estudo proporcionou a introdução do debate sobre a formação pedagógica continuada na instituição pesquisada e alavancou os trabalhos de institucionalização a partir da estruturação de setores responsáveis pela formação pedagógica, levando em consideração as sugestões propostas pelos professores. Junto a isso, abriu-se o espaço para a discussão da prática docente no ensino superior sob a luz da complexidade na instituição. Por meio da pesquisa foi possível perceber que existe uma necessidade de institucionalização dos processos de formação continuada que alie o saber específico e pedagógico com a valorização da prática docente e incentive a sua reflexão, tendo como base o paradigma da complexidade como alternativa para superação do modelo de formação cartesiano. / This masters degree thesis fits into the theme of pedagogical training continued in higher education and had as problematic propose a institutional pedagogical training continued in a public institution of higher education southwest of Paraná specializing in the technological area, considering the characteristics of the teaching staff and the possible contribution in the process of paradigmatic changes in teaching practice. For that has been established as a general objective to develop a process of continuous teacher training in higher education from the characteristics of teachers who work in a public higher education institution specializing in technology, analyzing the needs raised in view of improving the quality of teaching action. The specific objectives were established to perform a literature review on practical continuing education in higher education, search about the complexity paradigm to subsidize continued teacher training in higher education, provide a pedagogical training course, raise the contributions of the actors involved in the process of training and point out possible contributions to the proposition processes pedagogical training continued at the institution. The theoretical foundation of the work was guided by the paradigm of complexity in which we took as basis the studies Morin (2000; 2011), Morin e Kern (2011), Moraes (2002; 2004; 2010), Demo (2002), Tescarolo (2005), Behrens (2008) among others. For a theoretical discussion on the pedagogical training in higher education was used the authors Pimenta e Anastasiou (2002), Vasconcelos (2009),Moraes (2002), Anastasiou (2011), Behrens (2007; 2011) among others. The method chosen for this research study was qualitative, action research which was guided by studies Sandin Estevan (2010) e Thiollent (1996). The research was divided into four phases: in the first phase was carried out state of the art on the subject pedagogical training for teaching in higher education on the platform of CAPES and documentary study on institutional pedagogical training. In the second phase was conducted planning and elaborate an intervention proposal presented to the institution. In the third phase it was applied pedagogical training course aimed at university professors that was attended by 20 professors. In the fourth phase was performed appraisal and replanning of the work followed by a questionnaire to the group of lecturers to raise their proposals on pedagogical training. The study has provided the introduction of the debate on the pedagogical training continued in the research institution and leveraged the work of institutionalization from the structuring of sectors responsible for pedagogical training, considering the suggestions made by the professors. Along with this, has opened up the space for discussion of teaching practice in higher education guided by complexity theory at the institution. Through research it was revealed that there is a need to institutionalize the process of continuing education that combines the specific knowledge and pedagogical with the appreciation of the teaching practice so as to encourage reflection, based on the paradigm of complexity as an alternative to overcome the cartesian model training.

Esta pesquisa propõe um método para projetos de software que empregam o Paradigma Orientado a Notificações (PON) no seu desenvolvimento. O PON tem sido materializado em termos de programação, mas não possuía ainda um método formalizado para orientar os desenvolvedores na elaboração de projetos de software. O método proposto, denominado Desenvolvimento Orientado a Notificações (DON), foi desenvolvido a partir de duas etapas: (1) a criação de um perfil UML denominado Perfil PON, que define os principais conceitos do PON por meio da utilização de mecanismos de extensão da UML; e (2) a criação do método DON, propriamente dito, que faz uso do Perfil PON e apresenta uma sequência de passos para a construção de projetos neste novo paradigma. O método DON foi aplicado em um caso de estudo que envolve a modelagem de um Simulador de Portão Eletrônico, sendo que os resultados desta pesquisa demonstram que o método criado possui grande valia na definição de programas em PON. / This research proposes a method for software modeling that uses the Notification Oriented Paradigm (NOP). NOP has already been consolidated in terms of programming but did not possess a formalized method for software design. The proposed method is called Notification Oriented Design (NOD) and was developed in two steps: (1) the creation of a UML profile, called NOP Profile, which defines the main concepts of NOP by means of extension mechanisms usage; and (2) the development of DON itself, which uses NOP Profile and defines a step sequence to design projects in this new paradigm. The NOD method was applied in a study case that involves the modeling of an electronic gate simulator. The results showed that the proposed UML profile has an important value in the modeling of NOP programs and can be used in software design processes that use this new programming paradigm.