A dissertação é uma pesquisa dos fundamentos filosóficos para o Direito Ambiental. Propondo-se, no primeiro capítulo, a nomear o bem comum ambiental como o fundamento e seus pressupostos antropológicos, políticos e jurídicos, a saber, o antropocentrismo harmônico, o cosmopolitismo e a teoria da justiça realista como instâncias complementares. Por contraste, dialogaremos com os pressupostos rivais: o antropocentrismo individualista, a soberania e o normativismo. O segundo capítulo tratará da aplicabilidade dos conceitos trabalhados anteriormente segundo três casos globais: o Protocolo de Quioto, a distribuição de água e os créditos de carbono. A metodologia aplicada é a análise conceitual dialética. / The dissertation is a research of the philosophical foundations for the Environmental Law. Intending, in this first chapter, to nominate the environmental well being as a fundament and its anthropological presuppositions, political and juridical to know, the harmonic anthropocentrism, the cosmopolitism and the theory of the realistic justice as complemented instances. In contrast, we will dialogue with the presupposed rival: the individualistic anthropocentrism, the sovereignty and the normativism. The second chapter will treat of the applicability of the concepts worked previously according with the three global cases: the Protocol of Kyoto, the distribution of water and Coal credits. The applied methodology is the conceptual dialectics analysis.

Dan Jacobson has written short stories, many non-fiction articles and eight novels: The Trap (1955), A Dance in The Sun (1956), The Price of Diamonds (1957), The Evidence of Love (1959), The Beginners (1966), The Rape of Tamar (1970), The Wonder-Worker (1973), and · The Confessions of Josef Baisz (1977) . The first five are all set in South Africa, though Jacobson has been living in England since 1954, i.e. since before his first novel was published. A distinct break in terms of subject matter and voice occurs after The Beginners , giving Jacobson what he calls "two rounds as a novelist. But critics recognizing this break seem not to have recognized that all eight novels are linked by certain thematic preoccupations, notably the notion of the trapped identity, which this thesis will attempt to demonstrate. On a first reading of Jacobson's work one is drawn to affirm his portrayal of the position of the white English-speaking South African, but a closer reading reveals that he does not speak as vitally to the South African situation as he seems to, or has been taken to do. Why this should be so is the second main concern of this thesis. In the first chapter the expectations underlying English literary activity in South Africa are outlined, as this is a necessary background to the discussion of Jacobson's South African novels. (Introduction, p. 4)

This thesis comprises three main chapters-each comprising one relatively standalone paper. The unifying theme is fragmentalism about truth, which is the view that the predicate 'true' either expresses distinct concepts or expresses distinct properties. In Chapter 1, I provide a formal development of alethic pluralism. Pluralism is the view that there are distinct truth properties associated with distinct domains of subject matter, where a truth property satisfies certain truth-characterizing principles. On behalf of pluralists, I propose an account of logic and semantics that shows how they can answer central conceptual and logical challenges for their view. In Chapter 2, I motivate and develop a modal account of propositions on the basis of an iterative conception of propositions, where the modality is logico-mathematical. The modal account of propositions takes the conception to motivate an inherently potential hierarchy of propositions. I show that the account helps provide satisfying solutions to the intensional paradoxes of Russell-Myhill, Kaplan, and Prior. In Chapter 3, I propose that 'true' is polysemous. I suggest that 'true' is initially polysemous between correspondence truth and disquotational truth, and further polysemous between the meanings corresponding to the subconcepts of the concept truth generated by the indefinite extensibility of that concept. I show that the proposal provides satisfying solutions to the semantic paradoxes.

My own experiences of disjuncture sparked questions related to how practical nursing education is situated within the larger nursing disciplinary landscape. On acute care nursing units, work relationships are changing between RNs and LPNs as new collaborative care models are introduced, creating ambiguity and confusion with increasingly overlapping scopes of practice. Gaps remain in knowing how RNs and LPNs experience changes in these intra-professional team contexts, and how patient care, nursing work, and nursing education may be influenced by these new collaborative models. This has been the foundation for the journey towards graduate study and this dissertation work. In this dissertation I address the overarching research question: How are registered and practical nurses’ experiences of learning to work together being organized by educational and work contexts? This question consists of two sub-questions: 1) What are the experiences of pre-licensure health professional students and educators learning to work in intra-professional teams? and, 2) How are institutional texts organizing post-licensure nurses’ experiences of learning to practice on intra-professional teams? The first sub-question is addressed using the Joanna Briggs Institute (JBI) qualitative systematic review methodology to reveal what is currently known about how pre-licensure health professional students learn to work on intra-professional teams. The second question is approached using an institutional ethnographic analytic lens to explore how post-licensure nurses’ (RNs and LPNs) work is socially organized via educational, union, health authority, and regulatory texts and how this social organization impacts intra-professional relationships. Taking a plural approach to knowledge construction allows for a multi-perspectival view of RNs and LPNs experiences and the role of educational and work contexts in shaping how they learn to work together. Incorporating methodologies as diverse as a JBI systematic review and institutional ethnography raises methodological tensions. Each has its own philosophical assumptions, reflecting particular strengths and limitations in the production of knowledge. The challenges of employing a plural approach are explored alongside new knowledge and possibilities for exploring and understanding how best to care for patients and educate students within complex, collaborative environments. / Graduate / 2018-08-29

Still Lives and Set Pieces is a collection of stories that explore concepts of identity under pressure, using meta-fictional approaches and various formal strategies, such as borrowing structural traits from other styles of composition, to fracture POV and add dimensionality. One tale explodes the few moments immediately following an assisted suicide as the surviving partner starts the slow process of self-redefinition. Another wonders if a composer's search for the right five notes to complete his project has more to it than pitch and rhythm. A third sees two would-be criminals, stuck in time, playing darts in the back room of a nameless pub, while they await word of why they are there and what's to happen to them.

There is little question that Hobbes's Leviathan and Behemoth are largely responding to the civil conflicts that were tearing seventeenth-century England apart, but scholars disagree in their interpretations of Hobbes's diagnosis and prescription for the civil war. Complementing previous interpretations, my MA thesis suggests that Hobbes also traces the source of the civil conflicts to Western philosophical tradition (WPT) itself both methodologically and substantially. Methodologically, ancient Western philosophers do not start their ratiocination process with definitions of the terms used, and Hobbes argues that this lack of adequate method leads to all kinds of absurdities and consequently a whole false reference world. This critique is largely based on Hobbes's materialist accounts of philosophy and mind. Substantially, Hobbes suggests that Aristotle's natural, moral and civil philosophies in particular contribute to the chaotic opinions and the civil conflicts. After detecting this source, Hobbes undertakes perhaps the most ambitious endeavor to exorcise the demon of the tradition in Western history, by radically scientizing the philosophical tradition and establishing a science of politics. / Arts, Faculty of / Political Science, Department of / Graduate

This research was based on the question of how Foundation Phase teachers perceived and experienced their professional development. This study was done at a school in the Northern Areas of Nelson Mandela Bay, South Africa. The school is situated in a developing community that has a low socio-economic status characterised by infrastructural challenges. The school is newly established and started the year 2012 with mostly newly qualified teachers. In this study, the researcher wanted to know how the participants’ perceptions and experiences as teachers impact on their professional development. The review of relevant literature provided a conceptual framework for the study. This study explored the fact that a social constructivist theory is relevant for the professional development of foundation phase teachers. This theory is based on the fact that teachers construct their own knowledge and that more emphasis should be placed on theory within teachers’ practice. A qualitative research approach was suitable for this study. The data for the study was obtained by using photovoice and focus group interviews. The most important theme that emerged from the data collection was that the physical environment of the school and the surrounding area played a major role in how the teachers experienced their development. Other themes that emerged from the study were the need for educational resources, teacher collaboration and leadership. The findings show that more emphasis should be placed on the professional development of Foundation Phase teachers. Schools in poverty stricken areas of South Africa have an impact on how teachers experience their professional development. It has become clear that places of higher education need to consider the contexts in which schools are situated, especially in poverty stricken areas. Foundation Phase teachers are a vital part of education and as such the training of teachers in this phase should develop around whole-person learning within a life-long learning framework.

This thesis examines the construction and functions of intellectual disability in the modernist literature of the American South from 1925-1940. The period saw a remarkable proliferation of intellectually disabled figures in various guises. These include William Faulkner's Benjy in The Sound and the Fury which has become one of the most analysed 'idiots' in all literature. However, the wider trend of which he is a part has largely lacked critical attention. Furthermore, the connections between this regional literary trend and the prominence of the eugenic movement in the era have been unexplored. This thesis questions why intellectual disability was so important to Southern writers in particular, and why it appears so frequently in their works. The thesis also examines the extent to which Southern writers incorporated eugenic ideas into their representations and how authors reinforced or challenged contemporary ideas regarding intellectual disability. The thesis offers detailed close readings from a selection of southern writers’ works contextualised with primary and secondary historical source material to adequately trace the period’s social, scientific and aesthetic models of intelligence and intellectual disability. The thesis argues that intellectual disability and eugenics were integral to the ways in which southern writers represented their region, not only in negotating regional and national anxiety regarding southern intelligence, but also acting as a crucial vehicle through which these authors examined the South's uneasy and peripheral relationship with modernity. The thesis adds to a growing understanding of the cultural significance of intellectual disability and the eugenic movement and shows how southern modernists' depictions of intellectual disability were linked to and can illuminate understandings of regional and national debates in the period about intelligence, inheritance, disability, family, community, and modernity.

Level of Occupational Aspiration is a complex though relatively unexplored phenomenon which is theorized to play a major role in career choice. This study explores the relationship between level of occupational aspiration (real/ideal) and self-concept (as measured by the Piers Harris self concept scale), and level of occupation and ego identity (as measured by the Revised Ego Identity Scale). Significant positive correlations were found between both real and ideal aspirations and self-concept for females. No relationship was demonstrated for males. Significant positive correlations were also established between real and ideal aspirations and ego identity for females. A significant positive relationship was established between real aspirations and ego identity for males. Implications for adolescent career counselling are discussed. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

I offer some tentative thoughts on Sto:lo relations with the forest and, in turn, suggest how those relations may inform Sto:lo views on identity and culture. While highlighting the variety and complexity of Sto:lo attitudes toward the forest, I pay particular attention to those that appear contradictory. In so doing, I suggest that such "contradictions" are instead necessary antagonisms that spring from the constantly changing pressures to which the Sto:lo have been subjected, as well as from the ways in which they have struggled to cope with such pressures. More specifically, in pointing to Sto:lo attitudes towards forest work and forest conservation, I suggest that the Sto:lo have been forced and even encouraged to make claims to their identity that do not, and need not, conform with what is considered "traditional." In this way, my discussion is structured around the relationship between a sense of Sto:lo identity and the notion of cultural continuity, while aimed at highlighting the material as well as the intellectual realities behind that relationship. In a broader context, my discussion is aimed at reinforcing the need for more flexible examinations of Native identity; those that will highlight what it means to live in a modern Native culture, and what it means to be vulnerable to power. / Arts, Faculty of / Geography, Department of / Graduate