O presente trabalho busca examinar, em perspectiva histórica, aspectos sociopolíticos e jurídicos relacionados à formação da Administração Pública no Brasil e às suas características, notadamente no que concerne ao processo de legitimação do exercício do poder pelo aparelho burocrático e ao seu potencial controle pelos cidadãos. Argumenta-se que, se por um lado tais características revelam a resistência de um modelo associado ao legado ibérico, de outro evidenciam uma peculiar e progressiva abertura ao controle democrático, especialmente após a redemocratização e a promulgação da Constituição Federal de 1988. Adotando o exercício do poder administrativo discricionário como categoria de análise, os aspectos inerentes ao processo de transformação daquele modelo são examinadas a partir de quatro eixos, a saber: a singular tensão entre Iberismo e Americanismo no Brasil; a renovação teórica acerca da democracia representativa e das perspectivas sobre o controle democrático; o pós-positivismo e sua potencial conexão com uma concepção responsiva do direito e, finalmente, a queda de velhos paradigmas de legitimação do exercício do poder discricionário estatal, em âmbito mundial, a partir dos anos 1980, o que teria dado ensejo ao crescimento e fortalecimento de um escrutínio pragmático e consequencialista das decisões discricionárias da administração pública também no Brasil. / This work intents to analyze, in a historical perspective, some sociopolitical and juridical traits of the Brazilian public administration formation and its associated characteristics, particularly those related to the legitimization process of the bureaucratic power exercise and its accountability by citizens. We shall argue that, if at the one side those characteristics testify the resilience of an original bureaucratic model, by the other they open some ways to a peculiar and progressive democratic accountability, specifically after the return of the democracy and the few years later adoption of a new Constitution in 1988. Taking the discretionary power as an analytical frame, the main traits related to the progressive transformation of the Iberian original administrative model are here analyzed under four major axes: the peculiar tension between Iberism and Americanism along Brazilian history; the theoretical renovation of the representative democracy and of the perspectives over democratic accountability; the post-positivism and its links with the transition toward responsive law and, finally, the fall down of the old paradigms that used to legitimate the exercise of discretionary powers, all over the occidental world, until the early 1980s, what brought and made grow up new promising kinds of pragmatic and democratic scrutiny over some States traditionally discretionary decisions in Brazil.

This thesis is about expanded narrative, a new field of experimental narrative practices that are not represented by single subjects or by categories such as ‘interactive’. It is defined by works that present a challenge to the form, fiction or nonfiction, in terms of the content, structure, style of writing or audience engagement. Extending the cognitive term ‘perceptual multistability’, that refers to switching between interpretations experienced when we look at an ambiguous figures, such as, the Necker cube, this thesis develops the position that expanded narrative practices and specifically locative narrative, a genera of expanded narrative, hold the potential to prompt the experiential effects of multi-stability. The metaphor of multi-stability introduced here stands in for three aspects of experience: language, perception and belief. While ambiguity and misperceptions have been recognised in the literature of experiential narrative practices, further exposition is required. The thesis asks what are the conditions in which the qualities of the metaphor of multi-stability may be prompted and what framework usefully articulates the parameters of experience? Drawing upon the writings of the philosopher William James, subsequent pragmatists, cognitive neuroscience and narratology, it explores how a radical empiricist perspective can form the basis of a non-foundational experiential framework that questions the status of knowledge and the problems of translation between experience and narrative interpretation. It suggests that the subjective classification of imagined and perceptual objects can be affected by the relations between the narrative form, the environment and the participant’s beliefs. The major contributions of the thesis are (1) the development of the Jamesian experiential framework that sets up cross-disciplinary parameters for the thematics of experience to engage with the ontological and epistemological challenges of evaluating and designing for multistability presents; (2) a relational approach to interpretation and coding participants’ feedback of locative narratives; (3) that is employed in the development of a collection of speculative strategies for evoking the effect of the metaphor of multi-stability, based on the development of four published locative narrative apps and ten prototypes. While highly contingent, participant introspective accounts of experience are central here to the methodology, the process of serial hypothesis forming and the iterative development of prototypes and locative narrative case studies. This research does not attempt to draw causal connections from science to that of narrative experience or vice versa. The thesis first considers the field of expanded narrative and the semantic and pragmatic framings of the term narrative and narratological framings of language as multi-stable. It goes on to examine the antecedent and coexistent practices of locative narrative. The epistemological implications for misperception, the function of representation and intentionality in perception are examined in relation to the environmentally situated perceptual, interpretative, aesthetic and emotional dimensions of experience. This research contributes to research in narrative and creative practices. It extends the form of locative narrative with the concept of multi-stability that has a wider application with the field of expanded narrative, creative practice and narratology.

O presente trabalho busca examinar, em perspectiva histórica, aspectos sociopolíticos e jurídicos relacionados à formação da Administração Pública no Brasil e às suas características, notadamente no que concerne ao processo de legitimação do exercício do poder pelo aparelho burocrático e ao seu potencial controle pelos cidadãos. Argumenta-se que, se por um lado tais características revelam a resistência de um modelo associado ao legado ibérico, de outro evidenciam uma peculiar e progressiva abertura ao controle democrático, especialmente após a redemocratização e a promulgação da Constituição Federal de 1988. Adotando o exercício do poder administrativo discricionário como categoria de análise, os aspectos inerentes ao processo de transformação daquele modelo são examinadas a partir de quatro eixos, a saber: a singular tensão entre Iberismo e Americanismo no Brasil; a renovação teórica acerca da democracia representativa e das perspectivas sobre o controle democrático; o pós-positivismo e sua potencial conexão com uma concepção responsiva do direito e, finalmente, a queda de velhos paradigmas de legitimação do exercício do poder discricionário estatal, em âmbito mundial, a partir dos anos 1980, o que teria dado ensejo ao crescimento e fortalecimento de um escrutínio pragmático e consequencialista das decisões discricionárias da administração pública também no Brasil. / This work intents to analyze, in a historical perspective, some sociopolitical and juridical traits of the Brazilian public administration formation and its associated characteristics, particularly those related to the legitimization process of the bureaucratic power exercise and its accountability by citizens. We shall argue that, if at the one side those characteristics testify the resilience of an original bureaucratic model, by the other they open some ways to a peculiar and progressive democratic accountability, specifically after the return of the democracy and the few years later adoption of a new Constitution in 1988. Taking the discretionary power as an analytical frame, the main traits related to the progressive transformation of the Iberian original administrative model are here analyzed under four major axes: the peculiar tension between Iberism and Americanism along Brazilian history; the theoretical renovation of the representative democracy and of the perspectives over democratic accountability; the post-positivism and its links with the transition toward responsive law and, finally, the fall down of the old paradigms that used to legitimate the exercise of discretionary powers, all over the occidental world, until the early 1980s, what brought and made grow up new promising kinds of pragmatic and democratic scrutiny over some States traditionally discretionary decisions in Brazil.

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No. of bitstreams: 2 Tese - Lilian Brandão Bandeira - 2017.pdf: 2070802 bytes, checksum: 4e9f963b1a7b10a03c0fac6586530c6a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-08-17 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / The formative conceptions that theoretically subsidize the compulsory curricular supervised practice of Physical Education degrees have constituted a controversial field of debate and political and ideological disputes. Based on the Critical Theory of the Frankfurt School, this study elicited reflections on the logic of the cultural semi-formation that permeates teacher education in the University, stemming from the constitutive nuances of its theoretical and epistemological bases. Thus, this research problematizes: What kind of rationality has subsidized the conceptions of teacher training and compulsory curricular supervised practice in Physical Education? How is the relation between pragmatism, instrumental reason and teacher training constituted in the current context of formative impoverishment of Physical Education degrees? How do the foundations of pragmatism articulate to the logic of instrumental reason and guide the conceptions of the formation of Physical Education teachers, especially in the formative space of the compulsory curricular supervised practice? With regard to the general objective, we aimed at understanding how the theoretical foundations of pragmatism and instrumental reason are constructed and articulated in the hegemonic conceptions of the formation of Physical Education teachers and of the compulsory curricular supervised practice in the scientific productions of the strict sensu post-graduation courses , which were defended between 2002 and 2015. The theoretical and epistemological matrix of this research is guided by the principles of the Critical Theory of the Frankfurt School, especially through the negative dialectic of Theodor Adorno. The main concepts discussed in the data analysis and in the theoretical basis of this research were: Instrumental Ratio, Cultural Formation, Cultural Semi-formation, Cultural Industry, Experience and the relationship between theory and practice. The content analysis, based on Bardin (2011), directed the analytical reading of the theses and dissertations that constitute the corpus of this research. At the end, it was concluded that the quantitative of productions reveals a lack of studies on the subject of the supervised practice of Physical Education teachers and the inexistence of these studies in the North and Center-west regions. It was also concluded that the theoretical conceptions based on the reflective teacher and the epistemology of the practice are hegemonic and are reaffirmed in the Brazilian academic scenario, under the premise of criticality, reflection, innovation and the breach with the technical rationality and the traditional education . However, from the immanent criticism and the negativity of the concepts, which are fundamental to the negative dialectic, it was understood that the critical and reflexive formation, in connection with the epistemology of the practice, reveals a disguised decoy of emancipation and autonomy. / As concepções formativas que subsidiam teoricamente o estágio supervisionado curricular obrigatório das licenciaturas de educação física têm se constituído em um polêmico campo de debate e disputas políticas e ideológicas. Tendo por base a Teoria Crítica da Escola de Frankfurt, este estudo suscitou reflexões acerca da lógica da semiformação cultural que perpassa a formação docente na universidade, a partir das nuances constitutivas de suas bases teóricas e epistemológicas. Desse modo, esta pesquisa problematiza: Qual tipo de racionalidade tem subsidiado as concepções de formação de professores e de estágio supervisionado curricular obrigatório em educação física? Como se constitui a relação entre pragmatismo, razão instrumental e formação de professores no atual contexto de empobrecimento formativo das licenciaturas de educação física? Como os fundamentos do pragmatismo se articulam à lógica da razão instrumental e orientam as concepções de formação de professores de educação física, sobretudo no espaço formativo do estágio supervisionado curricular obrigatório? Quanto ao objetivo geral, buscou-se compreender como se constroem e se articulam os fundamentos teóricos do pragmatismo e da razão instrumental nas concepções hegemônicas de formação de professores de educação física e de estágio supervisionado curricular obrigatório veiculadas nas produções científicas da pós-graduação stricto sensu, defendidas entre 2002 e 2015. A matriz teórica e epistemológica desta pesquisa norteia-se pelos princípios da Teoria Crítica da Escola de Frankfurt, sobretudo através da dialética negativa de Theodor Adorno. Os principais conceitos abordados na análise dos dados e no embasamento teórico desta pesquisa foram: Razão Instrumental, Formação Cultural, Semiformação Cultural, Indústria Cultural, Experiência e relação entre teoria e prática. A análise de conteúdo, pautada em Bardin (2011), direcionou a leitura analítica da integralidade das teses e dissertações constitutivas do corpus desta pesquisa. Ao final, concluiu-se que o quantitativo de produções revela uma carência de estudos sobre a temática dos estágios supervisionados na formação de professores de educação física e a inexistência desses estudos nas regiões Norte e Centro-Oeste. Concluiu-se também que as concepções teóricas baseadas no professor reflexivo e na epistemologia da prática são hegemônicas e se afirmam no cenário acadêmico brasileiro, sob o invólucro da criticidade, da reflexão, da inovação e do rompimento com a racionalidade técnica e com a educação tradicional. No entanto, a partir da crítica imanente e da negatividade dos conceitos, fundamentais para a dialética negativa, percebeu-se que a formação crítica e reflexiva, atrelada à epistemologia da prática, revela um engodo travestido de emancipação e autonomia.

Abstract In this treatise I will describe and analyse the problematic dialogue about hunting, which, especially after the Second World War has been on the increase. Some of the critics have even demanded that hunting should be stopped altogether. Hunting is criticised and opposed both on ecological and other grounds. These other grounds include religious, philosophical and ethical considerations. The research material includes sociological, anthropological, philosophical and other scientific literature, general literature, newspapers and articles from magazines, video tapes, fairy tales; all that according to the knowledge of sociology is valid information about the society. The applied methods include discursive analysis, tabulation and mathematical models (Boole's algebra) The second chapter focuses on reviewing and analysing literature; its purpose is to point out how the justification of hunting is perceived especially in recent times. In the next three chapters I will analyse the articles published in Helsingin Sanomat in 1992–1996. The sixth chapter focuses on describing the group of criticisers. The background of those critical views will be discussed in conclusions. Hunting can be restricted by ecological premises when the game stock in question would not stand hunting. We are talking about ecological squandering when the spontaneously renewing natural resources, i.e. game, is left unused when people still need to be fed with food that is ecologically more expensive than food obtainable freely from nature e. g. through hunting. Man's own deontological principles require that, when hunted, animals are not tortured or teased. In the beginning, when food was acquired, the prevailing principle was that of ecological primacy principle and total ecology. All food came straight from nature. Nothing was gained by man's own production. Ecological primacy means that part of the food still comes straight from nature, no matter how slight that part may be. Ecological primacy cannot cease to exist because there will always be nature's own yield, available for man as food. If it is not used, it will result in ecological squandering. / Tiivistelmä Tässä tutkimuksessa kuvaillaan ja analysoidaan metsästyksen ongelmapuheita. Niitä on alkanut lisääntyvästi esiintyä toisen maailmansodan jälkeen. Näissä puheissa kritisoidaan metsästystä aina sen lopettamisen vaatimiseen saakka. Metsästystä arvostellaan ja vastustetaan sekä ekologisilla että muilla perusteilla. Näitä muita perusteita ovat uskonnolliset, filosofiset ja eettiset näkökohdat. Tutkimusaineistona on käytetty sosiologista, antropologista, filosofista ja muuta tieteellistä kirjallisuutta, yleistä kirjallisuutta, sanomalehti- ja muita lehtikirjoituksia, videonauhoja, satuja: kaikkea sitä, joka tiedonsosiologian mukaan käy tiedosta yhteiskunnassa. Menetelminä on käytetty diskurssianalyysiä, taulukointia ja matemaattisia malleja (Boolen algebra). Toisessa luvussa selostetaan ja analysoidaan kirjallisuutta ja pyritään osoittamaan, miten metsästyksen oikeutusta mielletään erityisesti viime aikoina. Seuraavissa kolmessa luvussa analysoidaan Helsingin Sanomissa vuosina 1992–1996 julkaistuja kirjoituksia. Kuudennessa luvussa kuvataan arvostelijoiden ryhmää. Johtopäätöksissä pohditaan sitä, miten noihin kriittisiin kannanottoihin on tultu. Metsästys pyritään mitoittamaan ekologisilla perusteilla, niin että kysymyksessä olevan riistaeläimen kanta kestäisi kulloisenkin metsästyksen. Ekotuhlaus taas on kysymyksessä, kun spontaanisti uusiutuvaa luonnonvaraa, riistaa, jätetään käyttämättä, kun ihmisille on kuitenkin tuotettava ruokaa, joka on ekologisesti selvästi kalliimpaa kuin luonnosta vapaasti esimerkiksi metsästämällä saatava ruoka. Ihmisen oma velvollisuusetiikka vaatii, ettei eläimiä niitä metsästettäessä kiduteta eikä kiusata. Alussa vallitsi ruoan hankinnassa suora luonnon käyttö, ekologinen primariteettiperiaate, jossa kaikki ruoka tuli suoraan luonnosta. Mitään ei saatu ihmisen oman tuotannon tuloksena. Se oli ekototalismia, kun ei vielä viljelty kasveja eikä kasvatetettu karjaa. Nykyäänkin osa ruoasta saadaan yhä suoraan luonnosta. Se voi olla kuinka vähäinen osa tahansa. Tämä suora, osittainen luonnon käyttö, ekoprimarismi, ei voi loppua, koska aina on olemassa luonnon spontaania tuottoa, jota ihminen voi käyttää ruokanaan. Jollei sitä käytetä, aiheutetaan siltä osin turhaa viljelyä ja eläinten kasvatusta. Sellainen on ekotuhlausta.

Le début des années 2000 marque l’émergence des technologies de l’information et de la communication (TIC) et du web 2.0 dans le réseau collégial québécois. Dans la foulée de ce progrès technologique, la présence des TIC a modifié la manière d’apprendre le savoir disciplinaire de l’étudiant, tout en permettant au professeur de repenser sa pédagogie dans le but de la rendre plus interactive. Au départ, la miniaturisation des appareils a été une source d’émulation pour les innovateurs, mais aussi de crainte pour les tenants d’un enseignement traditionnel. Encore aujourd’hui, cette dualité repose sur des convictions professionnelles divergentes à l’égard de ce que devrait être l’enseignement de la philosophie. Cette thèse a pour objectif de démontrer qu’en développant leur sentiment de compétence respectif, le professeur et l’étudiant du profil Tremplin DEC doivent faire un usage éthiquement responsable des technologies de l’information et de la communication pour améliorer l’enseignement de la philosophie au collégial et renouveler du même coup l’apprentissage disciplinaire. À terme, la valorisation de la techno pédagogie permettrait de responsabiliser davantage l’étudiant à l’égard de ses apprentissages et le rendrait plus autonome. En plus d’améliorer les taux de réussite, comme en témoigne notre cueillette de données, la techno pédagogie permettrait au professeur de développer une pédagogie de l’accompagnement mieux ciblée à l’égard des besoins particuliers de l’étudiant du profil Tremplin DEC. Pour parvenir à cette fin, notre thèse est divisée en quatre parties et elle se base sur une approche interdisciplinaire. La première partie porte sur la sociologie de la communication. Nous expliquerons la manière dont les TIC modifient la nature du lien social et la dynamique des interactions entre les usagers. Pour les uns la technologie permettrait une communication plus efficace, mais pour les autres elle encouragerait le durcissement des rapports humains de sorte que prioriser l’efficacité de la communication menacerait la qualité et la pérennité des relations interpersonnelles. Quant à elle, la seconde partie porte sur l’éducation et l’importance pour l’étudiant et le professeur de développer une pratique réflexive conjointe à l’égard de l’apprentissage et de la transmission du savoir disciplinaire. En dépit des difficultés auxquelles l’étudiant du profil Tremplin DEC et le techno pédagogue sont confrontés, ces derniers doivent acquérir une série de compétences communes sans lesquelles l’usage des TIC en classe risquerait d’être futile. Du coup, la nature de la relation pédagogique doit être réévaluée pour maximiser l’innovation techno pédagogique. La troisième partie porte sur l’éthique et l’usage responsable des technologies en situation d’apprentissage. En effet, l’utilisation des TIC par le professeur et l’étudiant doit être une responsabilité partagée et reposer sur des valeurs communes de solidarité et de complémentarité. Ce sont ces deux valeurs qui permettraient d’adapter l’encadrement pédagogique du professeur afin de pouvoir répondre aux besoins spécifiques de l’étudiant. De plus, l’implantation d’une communauté d’apprentissage professionnelle optimiserait l’engagement du professeur et la participation de l’étudiant dans sa réussite académique. Finalement, nous proposerons une série de recommandations visant à améliorer l’enseignement de la philosophie. Celles-ci ont pour but d’inculquer une culture du changement qui, selon nous, serait à la fois profitable pour l’ensemble du réseau collégial et constructive pour le développement de stratégies numériques en philosophie. / Abstract : The turn of the century brought with it an emergence of information and communications technologies (ICT) and web 2.0 to the Quebec junior college network. In the wake of this technological progress, the presence of ICT changed (transformed) the way students learned about discipline-related content while allowing the teachers to redefine their pedagogical methods that would make courses more interactive. At the outset, the miniaturisation of these tools was a source of emulation for the developers as well as a cause of concern for the tenants of traditional teaching methods. Even today, this duality has led to diverging professional convictions with regards to how we should teach philosophy. The goal of this thesis is to show that in developing a feeling of mutual competency, students and teachers of the Springboard to a DCS pathway must engage in an ethically responsible usage of information and communications technologies. This will improve teaching methods of philosophy, which will lead to renewed discipline-related learning. Over time, the validation of electronic pedagogy (e-pedagogy) will allow students to cultivate a sense of responsibility with regards to their learning and make them more autonomous. In addition to increasing the passing rate, as shown by our data, e-pedagogy permits the teacher to develop a more targeted approach to accompany the particular needs of students in the Springboard to a DCS pathway. Our thesis is broken into four parts and is based on an interdisciplinary approach. The first part deals with the sociology of communication. We will explain how ICT have changed the nature of socialization and the dynamics of user interactions. For some, technological tools allow for a more efficient communication, whereas others feel that these tools encourage a breakdown of human relationships because in prioritizing communication efficiency, we risk harming the quality and longevity of interpersonal relationships. The second part focuses on education and the importance for students and teachers to develop a shared reflective practice with regards to learning and transmitting discipline-related content. Despite the difficulties faced by students in the Springboard to DSC pathway and their instructor, all of the actors must acquire a series of common competencies, without which the use of ICT would be futile. That means that the nature of the pedagogical relationship must be re-evaluated to allow to increased e-pedagogy innovation. The third part deals with ethically responsible usage of ICT in learning situations. Indeed, in using ICT, instructors and students must assure a shared responsibility and consider common values of solidarity and complementarity. These two values are necessary for teachers to be able to adapt academic supervision in order to answer specific student needs. Furthermore, a professional learning community would optimize teacher commitment thereby increasing a student’s efforts in his or her academic success. Finally, we will propose a series of recommendations to improve the teaching of philosophy. The purpose is to bring about a culture of change which, in our opinion, would be beneficial for the entire college network and constructive for the development of e-pedagogical strategies in philosophy.

Abstract This study describes the central views of MTK on Finnish environmental policy during the period 1980-2000. The empirical material is collected from the magazine Maataloustuottaja. The data is analyzed using ethnographic content analysis and examining the central arguments and discoursive structures of the texts. The study begins with a description of the development of Finnish agriculture and of MTK. The first chapter also presents and evaluates empirical studies on the environmental views of Finnish farmers. The following chapter discusses some theoretical and methodological issues in environmental sociology. The theoretical foundation of this study is grounded in the idea of ecological modernization and social justice in environmental issues. The essential methodological tension that underpins environmental sociology is between critical realism and social constructivism. The starting point of this research lies between critical realism and moderate constructivism; in other words, naïve realism and strong constructivism or scientism and relativism have been abandoned. This starting point is also closely connected to environmental pragmatism. The empirical part of the study begins with a thematical discussion on changes in the views that MTK has adopted toward environmental policy issues. Although these views have not changed significantly over the years, MTK has shown an increased interest in organic production and in cooperation with consumer and worker organizations to promote "environmentally pure", local food production and the social sustainability of Finnish food production and countryside. The second part of the empirical study reveals some stable discoursive practices in the environmental rhetoric of MTK that has traditionally accentuated the connection between nature and agriculture and the notion of farmers as stewards of nature. At the same time, MTK has emphasized the alienation of urbanites and environmental policy-makers from nature and countryside. MTK has also expressed a concern about private property rights, economic expenses and a variety of practical problems caused by nature conservation and preservation. MTK's attitude towards family farming is contradictory: they are regarded as the models of agriculture, while the scale of production is growing. / Tiivistelmä Tässä tutkimuksessa kuvataan MTK:n ympäristökäsityksiä vuosina 1980-2000. Tutkimusaineistona on käytetty sen julkaiseman "Maataloustuottaja" -lehden ympäristökysymyksiä käsitteleviä kirjoituksia. Aineiston käsittely perustuu etnografiseen sisällönanalyysiin tavoitteena tarkastella MTK:n ympäristöpoliittista argumentaatiota ja etsiä tekstin diskursiivisia rakenteita. Tutkimuksen alussa tarkastellaan MTK:n ja Suomen maatalouden kehitystä sekä viljelijäväestön ympäristökäsityksiä historiallisen ja yhteiskuntatieteellisen tutkimuksen sekä tilastojen valossa. Seuraavassa luvussa tarkastellaan ympäristösosiologian teoreettis-metodologista kysymyksiä ja niihin liittyviä ajankohtaisia kiistoja. Tutkimus rakentuu lähinnä ekologisen modernisaation teorian käsitteistölle täydennettynä ajankohtaisella, ympäristökysymyksiin liittyvän yhteiskunnallisen oikeudenmukaisuuden pohdinnalla. Ympäristösosiologian viimeaikainen metodologinen keskustelu on liittynyt kriittisen realismin ja konstruktionismin välisiin kiistoihin. Tutkimuksessa päädytään naiivin realismin ja radikaalin konstruktivismin hylkäämiseen ja ympäristösosiologisen pragmatismin mahdollisuuksien hahmottamiseen. Empiirisessä osassa tutkitaan aluksi MTK:n ympäristöpoliittisia käsityksiä ja niissä tapahtuneita muutoksia. Vaikka muutokset eivät ole kovin merkittäviä, on joitain merkkejä siitä havaittavissa: kiinnostus luonnonmukaiseen tuotantoon on kasvussa, tuottajien ja kuluttajien kesken on löytymässä yhteistoimintaa "puhtaiden" kotimaisten elintarvikkeiden ja lähituotannon puolesta ja järjestö on sitoutunut kestävän kehityksen periaatteiden toteuttamiseen. Toisessa empiirisen tutkimuksen osiossa etsitään diskursiivisia piirteitä MTK:n retoriikassa. Perinteisesti MTK on nähnyt viljelijät "todellisina luonnonsuojelijoina". Samalla se on katsonut kaupunkilaisten kuten myös ympäristöaktivistien ja -poliitikkojen vieraantuneen luonnosta. Järjestö on huolestunut omaisuudensuojasta, taloudellisista kustannuksista ja erilaisista käytännön ongelmista luonnonsuojelualueiden perustamisen yhteydessä. MTK:n suhtautuu perheviljelmiin ristiriitaisesti: niitä pidetään maatalouden mallina samalla, kun maataloustuotannon yksikkökoko on kasvamassa.

The issue of quality education is a critical topic of discussion, for South Africa facing the challenge of implementation amidst a plethora of progressive policies. This research project is undertaken in collaboration with the Curriculum, Evaluation, and Management Centre (CEM) at Durham University in the United Kingdom. The Middle Years Information System (MidYIS) project was developed with the aim of providing schools with information on how learners would perform at the end of two national examinations namely Key Stage 3 and General Certificate in Secondary Education, in addition to providing value-added information. The purpose of the research reported here is to describe the procedures undertaken to explore the feasibility of implementing the MidYIS system in the South African context. The research was guided by two main research questions. The first research main research question is how appropriate is the Middle Years Information System (MidYIS) as a monitoring system in the South African context? The word “appropriate” here interrogates the suitability of the MidYIS system for South Africa looking specifically at validity and reliability issues. This non-experimental study used a mixed methods design, rooted in pragmatism, to explore validity and reliability issues of using MidYIS as a possible monitoring system that would provide a balanced view of the school’s contribution to academic gains made by learners. The sample included in the study ranged from National Department of Education officials (two officials from curriculum and assessment), Provincial Department of Education officials (one mathematics specialist, one language specialist and one specialist from the Gauteng Department of Education Office for Standards in Education), specialists in the field of language, mathematics, and psychology as well as 11 schools. In particular content-related validity (including curriculum validity), construct-related validity, and predictive validity were examined while inferences drawn with regard to reliability were done by means of internal consistency reliability. From a curriculum perspective for content-related validity, it was found that there was moderate curriculum validity for language while inferences drawn for mathematics were substantially stronger. For content-related validity from a psychometric perspective, it was found that there was overlap between the domain of developed abilities and the MidYIS assessment. Construct-related validity was explored by means of Rasch analysis and it was found that items in the MidYIS assessment tend to form well-defined constructs. Predictive validity was explored by means of correlation analysis between the MidYIS assessment and school-based results in language and mathematics. The analysis shows that it could be possible to use the MidYIS assessment for prediction purposes. However, additional research would be needed to explore this facet of validity further with a larger sample and using standardised school-based results. The MidYIS assessment was found to be reliable for the sample as a whole as well as for population groups within the sample. The second main research question extends the first research question. If MidYIS is valid, with South African adaptations, and reliable, then what factors on a school, classroom, and learner-level could have an effect on learner performance. Thus, the second main research question is which factors could have an effect on learner performance and therefore inform the design of the monitoring system? In order to explore factors, multilevel analysis was undertaken on the various levels within the school system namely the principals, mathematics and language educators, as well as learners who completed questionnaires. It was found that four learner-level factors (with whom learners live, mother’s level of education, importance of mathematics and importance of English), one educator level factor (challenges to assessment due to lack of in-service training) and two school-level factors (educators make use of monitoring systems and encouraging academic achievement) seem to have an effect on the performance of learners. / Thesis (PhD (Assessment and Quality Assurance in Education and Training))--University of Pretoria, 2007. / Curriculum Studies / PhD / Unrestricted

对于中国来说，对大国的渴望不再是这个问题，对邻近的东南亚国家实际上是有重大影响的。因此，近期国际关系奖学金已经引人注目的尝试，将“对冲”理念作为一种流行和根本的动态策略。本论文认为，越南对冲策略的选择是适当的，以便对付与中国的关系，但尚未完全保护越南的国家利益。本论文探讨了这一战略的四个关键组成部分：经济实用主义，硬平衡和软平衡。通过考虑和重新评估这些因素，研究发现了妨碍越南对冲实施的困难。此外，它还分析了大湄公河次区域（GMS）在经济领域的案例研究，以支持对经济实用主义的看法。最终得出结论，尽管越南在采取套期保值策略之后获得了一定的利益，但这些成就产生了国家安全的新风险，这可能会加剧该国在处理南海争端方面的压力。 / For China, the aspiration to great power no longer seems out of the question and this has actually a significant impact for neighboring Southeast Asian states. For this reason, there have been noticeable attempts in recent International Relations scholarship to introduce the concept of ‘hedging’ as a popular and fundamentally dynamic strategy for them. This thesis argues that the choice of Vietnam’s hedging strategy is appropriate so as to manage its relations with China, but has not yet protected Vietnam’s national interests completely. This thesis examines three of four key components of this strategy: economic pragmatism, hard balancing and soft balancing. By considering and reassessing these elements, the study finds difficulties that interfere in the implementation of Vietnam’s hedging. Furthermore, it incorporates an analysis of a case study in the economic realm, Greater Mekong Sub-region (GMS) in supporting the perceptions of economic pragmatism. Ultimately, it concludes that though Vietnam gains certain interests after adopting hedging strategy, those achievements produce new risks of national security that might increase more pressures for the country in dealing with the South China Sea (SCS) disputes.

Aujourd’hui massivement pratiqués, les « sports et loisirs de nature » sont traversés par des tensions majeures à l’œuvre dans nos sociétés. Comment sont-ils remodelés par l’écologisation des sociétés, analysée ici comme un processus à la fois cognitif, normatif et politique ? Cette problématique est traitée à partir d’usages différents par leur histoire, leurs publics et leurs techniques (chasses anciennes, kayak de mer, chasse sous-marine et chasse à l’arc) mais travaillés par des processus analogues (naturalisation des espaces, sportivisation des usages) dans deux « hauts lieux de nature » en partie protégés, le bassin d’Arcachon et les Calanques de Marseille. Pour l’analyse de tels processus socio-environnementaux, nous avons opté pour une démarche pragmatiste, en retenant notamment les concepts-clés d’expérience, de trouble, d’enquête et de prise. La thèse défendue prend à contrepied le consensus écologique apparent : lorsqu’on les observe « en action », les normalisations écologiques actuelles créent davantage de tensions et de clivages au sein des collectifs d’usagers qu’elles ne les fédèrent. En situations de co-présence au quotidien, les usagers inscrits dans d’autres mondes sociaux que ceux de l’écologie et contrariés dans leurs « passions cognitives » se montrent ambivalents envers les normalisations écologiques. Ils sont partagés entre l'impératif social d’adhésion à l’exemplarité écologique et le rejet de ses appuis normatifs, individualisants et experts (« impact », « écocompatibilité » «écoresponsabilité »). Ces appuis normatifs sont particulièrement présents dans les espaces protégés (parc national des Calanques, réserve naturelle sur le bassin d’Arcachon), où l’écologisation est portée par des acteurs mandatés, les normes sont légales ou réglementaires et traduites en dispositifs de gestion. C’est seulement en tant qu’experts que certains usagers et porte-parole peuvent se faire entendre, sans que ne changent véritablement ni le collectif des participants, ni les manières de formuler les enjeux et les réponses à apporter. Au plan théorique, ces résultats interrogent certaines propositions du pragmatisme. D’un point de vue plus politique, ils nous amènent également à discuter les appuis normatifs des écologisations contemporaines. / More and more practiced, “nature sports and leisure” are affected by strong tensions of our societies. How ecologisation of societies – a cognitive, normative and political process – redefines them? This issue is addressed on the basis of various uses (traditional hunting, sea kayaking, submarine fishing, bowhunting) all affected by similar processes (naturalization of places, sportivisation of activities) in two major “places of nature” partly protected, the Arcachon bay and the creeks of Marseille. To analyse these socio-environmental processes, we have chosen a pragmatist approach, particularly with the key-concepts of experience, trouble, inquiry and “prise”. Our thesis refutes the apparent ecological consensus: when they are observed “in actions”, ecological normalisations create more tensions and splits between users than they federate them. In everyday life situations of co-presence, the users aloofs towards ecology - who belong to others social spheres and annoyed in their “cognitive passions” - are ambivalents towards ecological normalisations. They are torn between the social imperative of being ecologically exemplary and the refusal of the individual and expert machinery (“impact”, “ecocompatibility”, “ecoresponsability”) of this process. These norms are particularly strong in the protected areas (national park of Creeks, nature reserve of the Arcachon bay), where mandated actors support ecologisation and legal norms or rules are included in management devices. So it is only as experts that some users and spokesmen can be heard without real changes in the group of participants, nor the framing of the issues and decision-making. At a theoretical level, these results question some assumptions of pragmatism. From a more political point of view, they lead to discuss the normative machinery of contemporary ecologisations.