Thesis (M. Phil.)--University of Hong Kong, 1995. / Includes bibliographical references (leaf [115]-117).

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Thesis (M.S.)--Brigham Young University. Dept. of Exercise Sciences, 2005. / Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin, 1965. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Feb. 17, 2009). PDF text: 144 p. ; 995 Kb. UMI publication number: AAT 3326857. Includes bibliographical references. Also available in microfilm and microfiche formats.

NASCIMENTO, Thalyta Vasconcelos do. Narrativas dos alunos do Centro de Educação de Jovens e Adultos Professor Gilmar Maia: móbeis e sentidos na relação com o saber. 2017. 120f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2017. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-09-08T13:28:03Z No. of bitstreams: 1 2017_dis_tvnascimento.pdf: 951833 bytes, checksum: 39f7a6406978eb924ab0cc382280fe96 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-09-08T17:21:54Z (GMT) No. of bitstreams: 1 2017_dis_tvnascimento.pdf: 951833 bytes, checksum: 39f7a6406978eb924ab0cc382280fe96 (MD5) / Made available in DSpace on 2017-09-08T17:21:54Z (GMT). No. of bitstreams: 1 2017_dis_tvnascimento.pdf: 951833 bytes, checksum: 39f7a6406978eb924ab0cc382280fe96 (MD5) Previous issue date: 2017 / This research aims to analyze the narratives of the students of the Center for Youth and Adult Education professor Gilmar Maia de Souza in Fortaleza - Ceará, taking into account the elements of mobilization and the senses, in relation to the school knowledge, which follow-up studies. This research will be developed through narratives of the life histories of these students, through which we seek to list the subjectivities found in their speeches. The methodology used is classified as qualitative and the methods we use to perform the data collection have met the following instruments: interviews followed by a participant observation (a field diary). The research subjects were selected according to the following profile: they should be students of the Youth and Adult Education Center with at least one year of experience, that is, from the year 2016. This research has in its theoretical basis authors such as: Bernard Charlot, Christine Delory-Momberger, among others. We used as a source of theoretical support for the construction of the introduction of this research, as well as the organization of the referenced research the books "Democratization of Public School" (whose author is José Carlos Libâneo) and the work "School and Democracy" whose author is Dermeval Saviani . The theme of this research is situated within the scope of research on the history of education and its specificities refer to the elements of mobilization, activity and senses, as well as the relationship with school knowledge and life story narratives. We can conclude, initially, that the specific objectives as well as the general objectives were successfully achieved, just as the guiding hypothesis was also satisfactorily considered. / Esta pesquisa tem como proposta analisar as narrativas dos alunos do Centro de Educação de Jovens e Adultos professor Gilmar Maia de Souza em Fortaleza – Ceará, levando em consideração os elementos de mobilização e os sentidos, na relação com o saber escolar, que os impulsionaram a dar seguimento aos estudos. Esta investigação será desenvolvida através de narrativas das histórias de vida desses alunos, por meio das quais buscaremos elencar as subjetividades encontradas em suas falas. A metodologia utilizada classifica-se como sendo qualitativa e os métodos que utilizamos para a realização da coleta de dados atenderam os seguintes instrumentos: entrevistas seguidas de uma observação participante (um diário de campo). Os sujeitos da pesquisa foram selecionados de acordo com o seguinte perfil: deveriam ser alunos do Centro de Educação de Jovens e Adultos com pelo menos um ano de vivência, ou seja, a partir do ano de 2016. Esta pesquisa tem em sua fundamentação teórica autores como: Bernard Charlot, Christine Delory-Momberger, entre outros. Utilizamos como fonte de amparo teórico para a construção da introdução desta pesquisa, bem como da organização da referenciada investigação os livros “Democratização da Escola Pública” (cujo autor é José Carlos Libâneo) e a obra “Escola e Democracia” cujo autor é Dermeval Saviani. A temática desta pesquisa está situada no âmbito das investigações da história da educação e as suas especificidades se referem aos elementos de mobilização, atividade e sentidos, bem como, a relação com o saber escolar e as narrativas de histórias de vida. Podemos concluir, inicialmente, que os objetivos específicos, assim como o geral foram atingidos com êxito, da mesma forma que a hipótese norteadora também foi contemplada de forma satisfatória.

This study concerns students' ideas about the existence or otherwise of forces in several dynamical situations involving moving objects and objects at rest. It aims to contribute to a better understanding of students' ideas about dynamics. It differs from previous research (a) in covering a wider-range among students and larger variation in taught Physics background. (b) in attempting to tap less verbal forms of evidence and (c) in attempting to avoid 'scientifism' in terms of the way to approach students and in terms of interpreting results. The empirical part of the study involved 338 students from seven different groups. Data was collected from the above sample. using a questionnaire to which responses were simply graphic indications of the directions of expected forces. and. if possible. the giving of names to these forces. in eight situations presented diagrammatically. In addition. data was collected from a sub-sample. by means of computer games using a screen 'object' obeying Newtonian Mechanics. in a frictional and a non-frictional 'environment'. under the control of the subject. Difficulties in interpreting the last kind of data led to the main study being focussed on the results of the questionnaire. Some results from the computer games are however presented. They are mainly concerned with students' performance when playing in a frictional versus non-frictional 'environment'. Results suggest a better students' performance when playing in a frictional 'environment'. Results obtained with the questionnaire concern: (a) differences between situations in patterns of expected directions. among students of the same group and between groups. Generally the results suggest the existence of common patterns among the students of the same group and systematic differences between patterns of groups with an increase in exposure to physics teaching. namely the attribution of new force directions [e.g. vertical and downwards. opposite to motion). despite the persistence of primitive ideas (e.g. a force along the motion); (b) names given to the different kinds of forces in various directions. Results include a difficulty found in naming forces which existed before teaching. They also give information about how scientific terms are assimilated. Interpretations of the results. mainly taken from a theory of Common Sense Reasoning about motions proposed by Ogborn (1985). seem to give them a reasonable explanation. Although requiring further investigation. this gives some support to claim that students' intuitive ideas about dynamics should be regarded [i] as deriving from a rather general and coherent set of ideas, [ii] as less formalized in terms of the scientific world view and [iii] as having their origin mainly in actions on the world.

nÃo hà / A presente pesquisa surge do engajamento da autora no Movimento de SaÃde Mental ComunitÃria do Bom Jardim (MSMCBJ), organizaÃÃo nÃo governamental que atua em Fortaleza, no bairro do Bom Jardim. Nossa prÃvia inserÃÃo na instituiÃÃo desenvolvendo trabalhos em grupo com a arte-identidade garantiu o desdobramento do processo de pesquisa. Nosso objetivo à compreender os sentidos que emergem no processo criativo por participantes de um grupo de arte-identidade do MSMCBJ verificando a direÃÃo que aponta na construÃÃo da identidade. Especificamente, identificar os sentidos expressos pelos participantes a partir da arte-identidade; verificar os aspectos da expressÃo da identidade presentes nesses sentidos construÃdos e analisar a contribuiÃÃo da utilizaÃÃo da arte para o fortalecimento da identidade. Para tanto, utilizamos o mÃtodo facilitar-pesquisando e realizamos com os participantes do grupo, adultos na faixa etÃria de 21 a 59 anos, duas intimidades verbais e registros fotogrÃficos como instrumentos para coletar os dados, os quais foram submetidos à anÃlise de conteÃdo. Nossa pesquisa verificou a presenÃa de cinco unidades de sentido: medos e resistÃncias à criaÃÃo; processos de criaÃÃo; polaridade existencial dos eixos libertaÃÃo/nascimento e prisÃo/bloqueios; natureza e sentimento de grupo e de gratidÃo. ConcluÃmos que os sentidos identificados revelam o processo criativo mediado pela arte como forma de fortalecer a identidade nas transformaÃÃes necessÃrias e no desenvolvimento da sua criatividade e coragem de criar. Mesmo diante da repressÃo e desvio da noÃÃo de criatividade, os fatores de vÃnculo do grupo e contato com a natureza, mediados pela arte, podem favorecer sua superaÃÃo. A arte tem aqui seu papel fundamental: propiciar a emergÃncia da identidade-amor. / This research comes from the commitment made by its author in the Movement of Community Mental Health of Bom Jardim (MCMHBJ), a nongovernmental organization that acts in Fortaleza into the neighbourhood named Grande Bom Jardim. Our previous integration in this instituition is to develop team works with the identity art setted down the deployment of the research process.Our aim is to understand the senses that comes out from those ones involved, in the creativy process, in an art identity group of MCMHBJ, checking the direction which points in identity building. Specifically, identifing the senses expressed by the participiants from the art identity; checking the aspects from the identity expression that exists in these built senses andanalysing the contribuition of art utilization to the fortifying of identity. For that, the methodology ease-searching was utilizated and it was carried out with the ones involved in the group, adults from 21 to 59 years old, two verbal closeness and photography registration as instruments to collect datas that were submitted to the content analysis. Our research ascertained the presence of five units of sense: fears and resistances to creation; processes of creation; existential polarity of the axis liberation/borning and prision/banings; nature and feeling of group and gratitude. And itâs concluded that the identificated senses reveal that the creative process mediated by art as a form to fortify the identity in the necessary transformations and in the developing of their creativity and courage to create. Even ahead of repression and shifting of the creativity notion, the factors of group bond and nature contact mediated by art can provide to insert these difficulties to get them over. The art has its fundamental rule which is to provide the emergence of the love-identity.

Early conceptions of schizophrenia suggest that it is a disorder of consciousness, primarily manifested as a disturbance of self-experience. However, it is only recently that researchers are focusing on the experience of self in schizophrenia. Several recent phenomenological researchers argue that the disorders of self-experience represent the experiential core of schizophrenia, suggesting that the basic defects in self-experience are already subtly present in schizotypal or schizoid like personality traits typically present in schizophrenics (Parnas&Handest, 2003; Sass&Parnas, 2003). These authors argue that schizophrenia is primarily a disorder of consciousness clinically manifested as a disturbance of the sense of self. Authors investigating schizophrenia from a phenomenological perspective seem to have developed some consensus regarding the central role of autism, intentionality, ipseity and intersubjectivity – central constructs in phenomenological conceptions of the structure of consciousness. However, the focus of phenomenology on the entire person develops insights that are circular since all points of exploration reveal a close relationship between various dimensions of self/world experience, thus leading to a circular argument. The aim of this dissertation is to explore the relationship between the aforementioned constructs in a manner that addresses the circular logic implicit in the phenomenological structure in which certain researchers have embedded schizophrenia. A further aim is to provide a phenomenologically oriented conceptual framework in which the seemingly bizarre nature of schizophrenia may be made intelligible: that the symptoms may be interpreted as attempts at re-establishing a unified sense of self and a connection with the world of others. Copyright / Dissertation (MA)--University of Pretoria, 2010. / Psychology / unrestricted