Dentre as variadas abordagens de Aprendizagem Organizacional, uma que vem ganhando destaque desde o início deste século é a vinculada aos Estudos Baseados em Prática. Entretanto, essa abordagem, por vezes, ao focar-se na noção de prática como rotina ou como o que os agentes fazem, perde seu poder crítico. Na presente tese busca-se resgatar na praxeologia de Bourdieu algumas contribuições para os estudos de Aprendizagem Organizacional. Para tanto, foi realizado um estudo qualitativo que objetivou analisar as práticas que visam a captação de recursos financeiros no campo do teatro adulto em Porto Alegre à luz da praxeologia de Bourdieu e da Aprendizagem Organizacional Baseada em Prática. Por meio desse estudo, utilizando-se as formulações propostas de Bourdieu como sistema de análise, descrevem-se os tipos de capitais efetivos no campo, a estrutura deste, as principais posições nele e os princípios de divisão utilizados, destacando-se o papel da linguagem no desempenho destes. Também são discutidos os impactos que as leis de incentivo (municipal, estadual e federal) causam no campo, tanto no que diz respeito a alteração na estrutura deste quanto em relação ao que é proposto nos projetos. Com base nas análises foi possível revisitar a relação entre knowing e prática, e reconceituar prática como um locus de disputa pelos diferentes tipos de capitais e pelas taxas de conversão a partir de diferentes posições em um campo. E, a partir dessa visão de prática, fica mais evidente o poder crítico de uma abordagem baseada em prática para os estudos de Aprendizagem Organizacional, pois incita a discussão dos processos de produção e reprodução da sociedade. / Among the various approaches to Organizational Learning, one that has been gaining attention since the beginning of this century is steaming from Practice Based Studies. However, this approach by focusing on the notion of practice as routine or as what agents do, loses its critical power. This thesis seeks to redeem in Bourdieu's praxeology some contributions to the study of Organizational Learning. To this end, we conducted a qualitative study that sought to examine the practices aimed at raising funds in the field of adult theater in Porto Alegre based on Bourdieu's praxeology and a practice based approach on Organizational Learning. Through this study, using the proposed formulations of Bourdieu as a system for analysis, we describe the types of capital effective in the field, the structure of the main positions in it and the principles of division utilized, emphasizing the role of language in the performance of these. Also we discuss the impacts that the incentive laws cause in the field, both with regard to the change in the field’s structure as to what is proposed in the projects. Based on this analysis it was possible to revisit the relationship between knowing and practice, and to (re)conceptualize practice as a locus of dispute for different types of capital and for the conversion rates from different positions in the field. From this, it is more evident the critical power of a practice based approach to Organizational Learning, by accessing the processes of production and reproduction of society.

Ao longo das últimas décadas, um crescente número de autores tem enfatizado a centralidade e a importância estratégica do conhecimento dentro das organizações. Apesar dos esforços significativos de pesquisadores de vários domínios, a tarefa de compreender o conhecimento organizacional permanece controversa. Duas escolas de pensamento contrastantes desempenham funções importantes na formação do discurso dominante, tanto na esfera acadêmica quanto no mundo gerencial: a visão tecno-racional da gestão do conhecimento (knowledge management) e a perspectiva social construtivista do conhecimento na prática (knowing-in-practice). O conceito de knowing-in-practice está situado dentro de dois grandes eixos teóricos: aprendizagem organizacional e teorias baseadas em prática. Meu objetivo nesse estudo foi identificar e compreender o knowing-in-practice dos indivíduos organizacionais pesquisados a partir das práticas de trabalho. Para isso, além de identificar e descrever as práticas de trabalho do grupo, também foi preciso descrever e analisar as relações estabelecidas entre os integrantes da equipe. Para viabilizar a pesquisa, desenvolvi um estudo etnográfico, realizado entre os meses de setembro de 2011 e dezembro de 2012, em uma equipe de desenvolvedores de software, situada em Porto Alegre (RS). De modo complementar, esclareço algumas noções importantes da área de desenvolvimento de software, principalmente em relação às metodologias ágeis. Após descrever o espaço físico e o cotidiano dos profissionais, o movimento de entrada e saída de integrantes da equipe, a comunicação e as práticas dos desenvolvedores, identifico e analiso o knowing-in-practice da equipe, esse situado nos artefatos, na dinâmica das interações, na linguagem e no contexto físico. O knowing-in-practice está diretamente relacionado ao ato de fazer uma ação ou atividade, ele é produzido localmente de forma emergente, situada e ativa. O knowing se caracteriza como um fluxo constante de saberes e fazeres, por isso seu caráter dinâmico, temporário e presente através das práticas. / Over the past decades, a growing number of authors have emphasized the centrality and strategic importance of knowledge within organizations. Despite the significant efforts of researchers from various fields, the task of understanding organizational knowledge remains controversial. Two contrasting schools of thought play important roles in the formation of the dominant discourse, both in the academic and in the managerial world: the techno-rational view of knowledge management and the social constructivist perspective of knowledge in practice (knowing-in-practice.) The concept of knowing-in-practice is located within two major theoretical axes: organizational learning and practice-based theories. My goal in this study was to identify and understand the knowing-in-practice of the organizational individuals surveyed from their working practices. For this, besides to identify and describe the working practices of the group, was also necessary to describe and analyze the relationships established between team members. In order to enable the research, I conducted an ethnographic study, between the months of September 2011 and December 2012, in a team of software developers located in Porto Alegre (RS). In a complementary way, I clarify some important notions in the area of software development, particularly in relation to the agile methodologies. After describing the physical space and the everyday work of the professionals, the movement of incoming and outgoing team members, the communication and the working practices of the developers, I identify and analyze the knowing-in-practice of the team, located in the artifacts, in the dynamics of interactions, in the language and in the physical context. The knowing-in-practice is directly related to the act of making an action or activity; it is locally produced in an emergent, situated and active form. The knowing is characterized as a steady flow of know-hows, so its dynamic, temporary and through the practices nature.

Class of 2013 Abstract / Specific Aims: To evaluate and describe the Agency for Healthcare Research and Quality (AHRQ) affiliated practice-based research network (PBRN) websites to determine the best qualities regarding format, content, and accessibility using a developed PBRN website information extraction form. Methods: A PBRN information extraction form was developed to assess the format, content, and accessibility of each AHRQ-affiliated PBRN website. Each student investigator completed an electronic copy of the extraction form for each PBRN website to confirm consistency of findings. A phone interview was then conducted with the webmasters of the PBRNs with the highest scores to determine the influences and challenges those webmasters faced during the development of their PBRN websites. Main Results: The information extraction form was completed for each of the 104 active PBRN websites in the U.S. The most common elements seen on the PBRN websites were site map, email address, mission statement, phone number, and search toolbar. The inter-rater agreement between the two student investigators for the data collected was 84 percent. Regarding the webmaster interviews, the majority of the webmasters believed that the single most important factor in creating a successful PBRN website was identifying the audience of the PBRN and making the material appropriate for that audience. Conclusion: The developed information extraction form was used to successfully evaluate and describe the AHRQ-affiliated PBRN websites. Audience identification is important in order to provide appropriate content, as well as in the development of an effective PBRN website.

The last 3 decades have seen a dramatic increase in the creation and effective use of spiritually integrated therapy (SIT) for a wide variety of client populations and clinical issues. The outcome research on SIT has increased and improved dramatically, yet process research on SIT has lagged somewhat. While valuable, prior process-oriented studies on SIT have used retrospective survey methods and asked about generalized usage rates of predetermined spiritual interventions. Rather than relying on retrospective reports of SIT with clients, there is great value and likely greater accuracy in examining session-by-session usage of SIT with clients and identifying correlational patterns between clinical issues and spiritual interventions. The current study used a descriptive, practice-based evidence approach and analyzed session-by-session process data from a private practice explicitly marketed as offering SIT. After every therapy session, eight therapists at this site completed an in-depth process measure, the Clinically Adaptive Therapist Session Checklist, and reported which clinical issues they discussed and which spiritual interventions they used in session. Findings revealed that therapists discussed self-esteem, anxiety, depression, and religious/spiritual concerns in over half of their sessions. Therapists also endorsed affirming clients' divine worth, encouraged trusting God, encouraged clients to listen to their heart, and encouraged accepting God's love in over half of their sessions. The strongest positive correlations between spiritual interventions and clinical issues were between challenging shame and challenging fear, and emotional orientation (r = 0.664 and 0.648, respectively). The clinical patterns found in this analysis illustrate one way of incorporating spirituality into clinical work. This study highlights the importance of routine outcome/process monitoring systems to help illuminate the process of SIT and contribute to deliberate practice efforts in the field. This study also stimulated discussion on the distinction between SIT and being a spiritually centered therapist.

In fulfillment of my degree of Bachelor of Fine Arts at the University of Central Florida specializing in sculpture and ceramics, I have produced a body of artwork in a range of media, including printmaking, bookbinding, painting, ceramics, and sculpture. This thesis is the exegesis of my creative work, informed by contemporary artworks and the study of shelter-making in nature. Utilizing The Practitioner Model of Creative Cognition as defined by R. Lyle Skains, I will establish my work as practice-based research. While "exegesis" generally refers to the critical examination of written work, I feel it is appropriate in this context as I view my work as a visual diary conveying the narrative of my lifelong search for meaning. I draw from familiar sensations, memories, spiritual practices, and nostalgic memorabilia in my creative practice, utilizing various media to produce tangible representations of home, exploring whether these liminal spaces can provide the sense of shelter and belonging I seek.

No description available.

No / This paper will provide an overview of the specific issues related to involving service users and carers in work-based practice assessment of health and social care students. The outcomes of a shared workshop that involved service users and carers, practice assessors and students in the development of an interprofessional assessment tool, will be discussed. Key areas of concern, across all participants, were related to ethical, reliability and validity issues. These will be explored against the of current literature, and recommendations will be made for involving service users and carers in assessment of practice. The original work for this paper was part of the Assessment and Learning in Practice Settings (ALPS) Centre for Excellence in Teaching and Learning (CETL), which is working towards a framework of interprofessional assessment of common competences in the health and social care professions.

This research examines the issues and visual processes that arise in the production of self-representations derived from literary texts. The construction of a series of photographic and video installations drawing upon T. S Eliot’s poem 'The Waste Land' (1922) allowed for the exploration and analysis of how literature functions as a device to represent autobiographical experience within my media arts practice. The study considered the relevance and usage of the literary source in relation to specific adaptation procedures, in terms of what complexities were encountered and how these were understood. Whilst orthodox film adaptation provided a theoretical framework for initial experimentation, it is argued that my practice is positioned outside this domain, employing alternative methods of visual translation within a fine art context. Having investigated the purpose of my literary interpretations, I conclude that I respond subjectively to the source materials, forming autobiographical associations with particular lines, images, characters, themes or concepts within the text. It was discovered that this fragmentary method of extraction into isolated elements, corresponded with ambiguous visual representation of the self. Placed within the critical context of relevant female practitioners, I was able to detect a number of recurrent, elusive strategies within my own practice that signified a shifting subjectivity. However, it was the identification with Eliot’s subversion of his impersonality theory in later life, which enabled the realisation that literature is used in my work as a means of projection for visualising past trauma and operates as a form of displacement for a confessional practice. The thesis that emerges from my research is that by allowing oneself to respond emotionally and selectively to an existing text through transformative processes of re-enactment, literary adaptation can act as catharsis for the recollection and re-imagining of previously repressed memories.

This dissertation presents an action research project carried out in a primary school to address the issue of ‘pupil voice’. Consulting with stakeholders has risen in prominence in the political context of schools. A number of government directives to encourage schools to engage have been put forward, including the expectation of the establishment of a School Council. The formation of the School Council is the first cycle of action presented in this dissertation, which then continues to develop through three further action cycles: listening to the voices of teachers, ‘children as philosophers’ and action research partnerships in the classrooms. Preliminary work prior to the introduction of School Council sets the context. The conceptual framework has been developed through consideration of the work of Shier (2001), Fielding (2001) and Hart(1994) which has contributed to the establishment of a taxonomy of ‘pupil voice’ development. The methodological approach emerged from the works of Elliott (1991), Zuber Skerritt and Perry (2002) and Whitehead and McNiff (2006) through the development of ‘circles of influence’ which rose and diminished in importance throughout the action cycles. Three circles of influence are identified as ‘self’ including reflexivity, ‘methods’ including ways of engaging and analysing the data, and ‘literature’ pertinent to the area of action as well as the methodology itself. The contribution the subsequent thesis offers to practice is threefold. Firstly, there is the ‘methodological messiness’ (Dadds & Hart 2005) which occurs when conducting action research which necessitates listening to the voices of the participants in order to determine the next cycle. Secondly, there is the development of the ‘pupil voice’ taxonomy which embeds the pupils within the process and is groundbreaking in ‘pupil voice’ research in primary schools. Finally, there are the action cycles themselves which offer the lived experience of engaging in ‘pupil voice’ action research partnerships.

The university sector at the beginning of the 21st Century is shifting in response to national and global changes in the role and purpose of Higher Education. Some universities, including the University of Hertfordshire, have chosen to focus attention on engagement with business and commerce. This practice based research examines the experience of academics in relation to the new challenges posed by this strategic development. There are three threads of investigation; interviews, examination of key concepts and the practitioner dimension. Drawing on a qualitative and constructivist approach, individual interviews with a range of business facing academics explore their experience of engaging with new activities. My perspective, as a manager of business facing academics, provides an important thread and situates the work firmly in the practice context. The implicit expectations arising from strategic positioning as a business facing university are examined. A conceptual framework is established with a focus on the nature of business facing activity, including its relationship with traditional forms of teaching and research, learning through work in the Higher Education setting and the idea of an enabling local context. The research found that amongst those undertaking business facing activity, academic identity is a fluid and multi-faceted construct reconfigured through experience and learning in the workplace; by its nature not easily defined, labelled or bounded. The challenge for universities is to nurture and sustain individuals in the creation and use of academic identities, in order to meet the undoubted challenges to come. This requires a forward looking, inclusive and innovative stance, resisting the temptation to judge current academic identities by the established notions of the past. Management of academics involved in business facing activity requires a more flexible, trusting and individual approach than is traditionally seen in universities.