Corpografias: incursão em pele imagem escrita pensamento abarca, sob certos aspectos e intensidades, a dinâmica de experimentação do pensamento num contexto acadêmico. Para tanto, realiza-se como diário e caderno, que cartografam a investigação empreendida, textual e plasticamente, expondo o constituir-se da pesquisa através de um corpo sensível. A forma de composição e apresentação do trabalho ressalta sua natureza híbrida, na qual estão imbricados texto dissertativo e experimentos poéticos (Diário de corpo do pensamento e Caderno Decurso). A partir dela, são discutidas as relações entre Arte, Ciência e Filosofia, inclusive a constituição disciplinar do saber. Embora não seja o tema central da pesquisa, tal reflexão a ela se impõe, imprimindo uma dimensão política neste fazer Ciência. A partir das ideias de Michel Foucault (1966) sobre as heterotopias e o corpo utópico, soma-se, às discussões sobre o corpo do pensamento, a noção de corpo heterotópico. Sendo este trabalho um dispositivo que expressa e carrega a questão de que um corpo poético é um corpo do pensamento, ele problematiza o toque e seus âmbitos de alcance, propondo ao leitor o mesmo modo de operar com o qual foi realizado. É preciso investigar ainda, tatear, compor um corpo no encontro, que toca e é tocado; que busca a relação e se faz nela. Desmonta-se, portanto, o jargão Que corpo é esse?, na medida em que é salientada a condição de invenção infinita do corpo do pensamento, que não cessa de transmutar. / Bodygraphies: an incursion into skin image writing thinking covers, in some aspects and intensities, the thinking process experimentation dynamics in an academic perspective. This research performs itself as a diary and a (note)book. Both of these, textually and plastically, make a cartography of this undertaken inquiry, turning the research doing process up through a sensible body. The composition and presentation forms of this work highlight his own hybrid nature, in witch the dissertation text and the poetics experimentations (Body of the Thought Diary and Course Book) overlap one another. From this very nature, the relation between Art, Science and Philosophy are discussed, including their own notion of knowledge. This last reflection, while not the head issue of this work, imposes itself, mainly cause of the politics dimension in doing science process. The Michel Foucault ideas of heterotopies and utopian body (1966) were taken for this work purposes, bringing the concept of heterotopic body. As this work is a device that manifests and carries the issue that the poetic body is a body of the thought, it argues the very touch and its extent, affording the reader just the same way to perform him/herself. It\'s still necessary to investigate, feel, draw up a body-in-rendezvous, that touches and is touched; seeks for relation and exists only in relation. Thus, the question \"What body is this?\" is disassembled, as infinite invention is a real condition for body of the thought, that doesn\'t stop transmuting itself.

Corpografias: incursão em pele imagem escrita pensamento abarca, sob certos aspectos e intensidades, a dinâmica de experimentação do pensamento num contexto acadêmico. Para tanto, realiza-se como diário e caderno, que cartografam a investigação empreendida, textual e plasticamente, expondo o constituir-se da pesquisa através de um corpo sensível. A forma de composição e apresentação do trabalho ressalta sua natureza híbrida, na qual estão imbricados texto dissertativo e experimentos poéticos (Diário de corpo do pensamento e Caderno Decurso). A partir dela, são discutidas as relações entre Arte, Ciência e Filosofia, inclusive a constituição disciplinar do saber. Embora não seja o tema central da pesquisa, tal reflexão a ela se impõe, imprimindo uma dimensão política neste fazer Ciência. A partir das ideias de Michel Foucault (1966) sobre as heterotopias e o corpo utópico, soma-se, às discussões sobre o corpo do pensamento, a noção de corpo heterotópico. Sendo este trabalho um dispositivo que expressa e carrega a questão de que um corpo poético é um corpo do pensamento, ele problematiza o toque e seus âmbitos de alcance, propondo ao leitor o mesmo modo de operar com o qual foi realizado. É preciso investigar ainda, tatear, compor um corpo no encontro, que toca e é tocado; que busca a relação e se faz nela. Desmonta-se, portanto, o jargão Que corpo é esse?, na medida em que é salientada a condição de invenção infinita do corpo do pensamento, que não cessa de transmutar. / Bodygraphies: an incursion into skin image writing thinking covers, in some aspects and intensities, the thinking process experimentation dynamics in an academic perspective. This research performs itself as a diary and a (note)book. Both of these, textually and plastically, make a cartography of this undertaken inquiry, turning the research doing process up through a sensible body. The composition and presentation forms of this work highlight his own hybrid nature, in witch the dissertation text and the poetics experimentations (Body of the Thought Diary and Course Book) overlap one another. From this very nature, the relation between Art, Science and Philosophy are discussed, including their own notion of knowledge. This last reflection, while not the head issue of this work, imposes itself, mainly cause of the politics dimension in doing science process. The Michel Foucault ideas of heterotopies and utopian body (1966) were taken for this work purposes, bringing the concept of heterotopic body. As this work is a device that manifests and carries the issue that the poetic body is a body of the thought, it argues the very touch and its extent, affording the reader just the same way to perform him/herself. It\'s still necessary to investigate, feel, draw up a body-in-rendezvous, that touches and is touched; seeks for relation and exists only in relation. Thus, the question \"What body is this?\" is disassembled, as infinite invention is a real condition for body of the thought, that doesn\'t stop transmuting itself.

Access to new forms, conduct and practices of educational research remain elusive providing researchers stay within the narrow theoretical constructs�the static, single vista of conventional research models. This dissertation presents the findings of an experimental study that aims to extend the discourse of educational research through a 'performative ethnographic analysis' by using a single-site case study approach. The case study is an analytical parody based on multiple discourse relevant to a 'new' and different approach to educational research so that a more comprehensive and complex process of reading and writing text becomes possible. Throughout this process, a generative methodology and interpretative base are anticipated to provide a metaphoric focus for a critical dialogue. The discourse informing the theoretical and interpretative base of the study include philosophy, science, visual arts, literary theory, critical postructuralist theory and theatre performance. The data are presented as a series of performance narratives in the form of socio-drama, interspersed with critical reflection that enables the researcher, the research participant and reader to become part of a triadic construct. The findings from this study have major implications for informing contemporary educational research, as they demonstrate that by approaching research in 'new' and different ways, the researcher and the educational community have access to insights that are unavailable within the constraints of conventional models of research.

A grounded theory methodology, justified by the logic of methodical hermeneutics, was employed to guide both the collection and analysis of data produced from interviews with 11 psychotherapy clients who reported having unsuccessful experiences. Ultimately, I put forth the Clients Helical Path as a theoretical model grounded in clients' unsuccessful therapy experiences. The theory subsumes four subcategories: three cyclically-related subcategory processes (Embarking, Evaluating, and Ending), and a fourth category (Familiarity) that provides a temporal/experiential dimension. Clients embark upon a course of therapy with certain expectations; they later evaluate their experience on the basis of these expectations, and then end therapy when they adjudicate it as not sufficiently successful. Clients' familiarity with the enterprise of therapy is enhanced with each successive therapy experience, and this familiarity implicates clients' subsequent expectations, evaluations, and endings. The theory contextualizes clients experiences of unsuccessful therapy at the level of the individual, rather at the level of the course of therapy, thereby providing an understanding for how past therapy experiences influence future ones. This feature of the theory represents a significant departure from and contribution to the existing psychotherapy research literature. I discuss the unique nature and utility of the theory, its overlap with existing empirical findings, as well as its limitations. I suggest directions for future research, and I provide multiple credibility checks.

A grounded theory methodology, justified by the logic of methodical hermeneutics, was employed to guide both the collection and analysis of data produced from interviews with 11 psychotherapy clients who reported having unsuccessful experiences. Ultimately, I put forth the Clients Helical Path as a theoretical model grounded in clients' unsuccessful therapy experiences. The theory subsumes four subcategories: three cyclically-related subcategory processes (Embarking, Evaluating, and Ending), and a fourth category (Familiarity) that provides a temporal/experiential dimension. Clients embark upon a course of therapy with certain expectations; they later evaluate their experience on the basis of these expectations, and then end therapy when they adjudicate it as not sufficiently successful. Clients' familiarity with the enterprise of therapy is enhanced with each successive therapy experience, and this familiarity implicates clients' subsequent expectations, evaluations, and endings. The theory contextualizes clients experiences of unsuccessful therapy at the level of the individual, rather at the level of the course of therapy, thereby providing an understanding for how past therapy experiences influence future ones. This feature of the theory represents a significant departure from and contribution to the existing psychotherapy research literature. I discuss the unique nature and utility of the theory, its overlap with existing empirical findings, as well as its limitations. I suggest directions for future research, and I provide multiple credibility checks.

The most common goal of professional sociology is to describe and or explain the social world. However, recognizing the performative aspects of science, and in keeping with Burawoy’s (2005) emphasis on “organic public sociology,” I ague that there is latitude within the discipline to design research with the aim of linking knowledge production and social change. I also argue that the discipline’s understanding of effecting change need not be limited to outcomes such as teaching, publication, or the creation of policy; the research process itself has social effects (Hesse-Biber, Leavy, and Yaiser 2004). Importing a performative research design from human geography (Community Economies Collective 2001, Cameron and Gibson 2001, 2005, Gibson-Graham 2006b), I co-designed a participatory action research (PAR) project with a graduate student in Geography. We hired 23 artists and artisans from Franklin County, Massachusetts forming a research team. Our goal was to act on the world in real-time through the use of peer-to-peer interviewing. In this paper I explore the outcomes, including the challenges, of researching from this approach. The research design and the ensuing process—training members of the research team, conducting interviews, and collaborating on projects—is the focus of my analysis. I discuss how aiming for transformation shaped our research decisions. Through my analysis of the research process, and in contrast to decision-making processes from a common sense epistemology, I argue that the interactions and connections engendered by the process itself matter just as much as the ensuing sociological understanding.

The children's taunt "Finders Keepers, Losers Weepers" gives new credence to the information search process at the elementary school level. Children keep what they find, claim it as their own, and accept information without discernment or critique. This study examines the effectiveness of teaching information literacy skills through three different approaches. The first curricular approach uses direct instruction to teach children how to do research using the Florida Research Process FINDS Model. The second approach pairs the FINDS Model with a unit of study that is related to classroom curriculum. The third approach examines the FINDS Model in conjunction with project learning, a constructivist model based on student interest. One hundred twenty- eight third grade students attending a public elementary school in Southwest Florida during the 2008-2009 school year participated in the study. A mixed-methods research approach was used to gather data. Quantitative data was collected with an information literacy pre and post test, and an anonymous media lessons" survey about student preferences. Qualitative data were gathered through a review of student work samples and student interviews. Statistically significant gains were found between the pre to post test scores for all three groups, however no statistically significant differences were found among groups. Although quantitative data did not reveal differences among the treatment groups, qualitative findings revealed that the group taught research skills through the connection to classroom curriculum approach performed better. Thus the findings of this study support existing research which proposes that the best practice for teaching research skills to young children is through a connection to classroom curriculum.

This study focuses on the experiences of a group of educators engaged in a professional development program by distance education in Papua New Guinea. The participants in this study have been keeping professional journals, for periods of up to three years, about their experiences of distance education. Their discourses have been used to form a ‘connected group’ of research participants, who use an action framework to focus on problematic issues surrounding distance education in Papua New Guinea. It is a piece of research, framed by critical theory, and characterised by participation, collaboration, reflexivity, reciprocity and empowerment. The process of the study is based in dialogue, and takes the view that research is constituted of a transformative perspective, which alters the way research participants understand the multiple realities in which they live and work, arid ultimately results in improvements in their lived experiences. The nature of the methodology privileges Voice' and a discourse of difference from each participant which contributes to the problematic nature of the study. The study has concerned itself, increasingly, with issues of power and control in the research process, and this has resulted in significant changes in the research as participants have become more conscious of issues such as distance, dialogue and difference. The study has evolved over a period of time in significant ways, and evidence is available that teachers in Papua New Guinea, despite structural and pedagogical barriers, are critically reflective and are able to transform their practice in ways which are consistent with social, cultural and political contexts in which they live and work. A number of 'local1 theories about research and distance education in Papua New Guinea are developed by the participants as they become informed about issues during the research. The practice of distance education and professional development, at personal and institutional levels, undergoes reconstruction during the life of the research and the study 'signals' other ways in which distance education and professional development may be reconstructed in Papua New Guinea.

In a dynamically monitored environment the analyst team need timely and accurate information to conduct proactive action over complex situations. Typically, there are thousands of reported activities in a real time operation, therefore steps are taken to direct the analyst’s attention to the most important activity. The data fusion community have introduced the information fusion model, with multiple situational assessments. Each process lends itself to ranking the most important activities into a predetermined order. Unfortunately, the capability of a real time system can be hindered by the knowledge limitation problem, particularly when the underlying system is processing multiple sensor information. Consequently, the situational awareness domains may not rank the identified situation as perfect, as desired by the decision-making resources. This thesis presents advanced research carried out to evaluate the ranking capability of information from the situational awareness domains: perception, comprehension and projection. The Ranking Capability Score (RCS) has been designed for evaluating the prioritisation process. The enhanced (RCS) has been designed for addressing the knowledge representation problem in the user system relation under a situational assessment where the proposed number of tracking activities are dynamically shifted. Finally, the Scheduling Capability Score was designed for evaluating the scheduling capability of the situational awareness system. The proposed performance metrics have been successful in fulfilling their objectives. Furthermore, they have been validated and evaluated using an analytical approach, through conducting a rigorous analysis of the prioritisation and scheduling processes, despite any constraints related to a domain-specific configuration.

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