This research project investigated techniques for composing visual music and achieving balance in the relationship between sound and image. It comprises this thesis and a portfolio of compositions. The investigation began with an interest in the relationships between colour and sound and later expanded to include form and motion, the remaining factors of Thomas Wilfred’s lumia (1947). Working with a cohesive theme, such as lumia, proved to be an effective way of creating a coherent aesthetic in portfolio pieces. Other themes were therefore investigated including composing with visual and audio materials recorded from the single source of Thailand, the wave phenomena of refraction and diffraction and a filmed natural sunset interpreted in electroacoustic music. Two distinct compositional techniques were used, material transference, where qualities were transferred between sound and image, and compositional thinking, which assisted in creating audio-visual compositions that possessed musical qualities. Material transference proved to be the most productive technique during composing and it was discovered that effectuating it algorithmically created a strong bond between sound and image. Compositional thinking assisted in creating the form of the portfolio pieces and was found to apply to both video and music. Compositional thinking was found to be useful at the macro level, where structural form was designed, and material transference worked at a finer micro level, transferring individual qualities between sound and video objects.

This thesis investigates faith-based youth work – establishing how it operates and what it does – in the context of the Big Society political initiative popularised during the period 2009-2013. Religion, politics and young people are subjects that promote lively debate, yet literature about faith-based youth work is limited. What is available does little to reveal the complex factors that underpin and portray such work. Whilst a variety of literature about youth work, young people, religion and social policy exists there is no body of work that brings these considerations together. Using a tripartite mix-of-methods approach, this study has developed an original contribution to knowledge in the form of an explanatory model for faith-based youth work: involving a scoping survey, focus group consultations and four case studies, a contemporary portrayal of such work has been established. Data was collected from faith-based youth workers from a variety of backgrounds and practices to develop the model, which establishes the foundational ethos of faith-based work, the grounding upon which it is developed, the philosophical shape of how it operates and the pedagogical intentions of what it does as it supports transformation in young people. The findings indicate that faith-based youth work is focused on helping young people flourish in pursuit to the common good; such work relates to the Big Society notion, but this is because of an overlapping consensus regarding mutual aspirations rather than any causal considerations. The place of faith within such work is motivationally foundational, but often not explicitly identifiable, in day-to-day operations. The investigation concludes that rather than perceiving young people as problems to be fixed, faith-based youth work offers a means of helping young people flourish for the collective good.

In this essay the author argues against what is defined as radical social constructionism and its place in the relatively new sociology of philosophy in Sweden. A realistic approach is presented as a more plausible and desirable alternative.

Friedrich Nietzsche thought that philosophers were deeply mistaken about the nature and sources of philosophical activity. Where others took themselves to be motivated by a desire to know the truth, Nietzsche charged that his fellow philosophers, motivated by a pathological set of psychological and physiological characteristics, did little more than sublimate and rationalize their own prejudices. In this thesis, I sketch out in further detail and defend the plausibility and significance of this Nietzschean diagnosis of philosophers. I argue that since Nietzsche’s view of philosophers both offers a compelling explanation of some phenomena in contemporary philosophical practice and, were it true, would have significant upshot for how and even whether philosophy should be practiced, we philosophers ought to begin taking it seriously.

O presente trabalho analisa sociologicamente a trajetória de Vilém Flusser, nascido em Praga e refugiado no Brasil, sua inserção no campo filosófico brasileiro e retoma suas obras deste período, para explicar a posição marginal do autor naquele cenário intelectual. Para tanto é reconstituída sua biografia desde Praga (1920-1940) até os anos em que viveu no Brasil (1941 a 1971). O autor desta dissertação mostra que o processo de marginalização intelectual sofrido por Vilém Flusser é intrínseco às suas obras, mas o resultado de tomadas de posição, configuração da disputa na filosofia e sua biografia. Inserido dentro dos estudos de sociologia da cultura, no âmbito da sociologia da vida intelectual, esta dissertação utiliza como referencial teórico principalmente autores como Pierre Bourdieu, Norbert Elias, Joseph Ben-David, Wolf Lepenis e Fritz Ringer e utiliza para obtenção de seus resultados biografias, autobiografias, depoimentos, entrevistas, artigos de jornal e análise epistolaria. / This paper analyses sociologically Vilém Flussers trajectory (who was born in Prag and refugee in Brazil), his insertion in Brazilian philosophical field e retake his main works of the period, in order to explain the authors position as outsider among that intellectual scenario. To do so his biography is described since Prag (1920-1941) until the years he lived in Brazil (1941-1971). It also points out the names among the Paulista philosophical field, their works, their thought and their positions in the struggle for symbolical capital an intellectual hegemony. The author of this dissertation shows that process suffered by Flusser to become an intellectual outsider is not intrinsic to his works, otherwise is the result of the actions taken by the author, of the struggles configuration in the philosophical field and of his biography. This dissertation is inserted among the Sociology of Culture studies, the Intellectual Life Sociology and uses as theoretical reference mainly authors such as Pierre Bourdieu, Norbert Elias, Joseph Ben-David, Wolf Lepenies and Fritz Ringer. To obtain its results were used biographies and autobiographies, testimonials, interviews, newspapers articles and letters analysis.

O presente trabalho analisa sociologicamente a trajetória de Vilém Flusser, nascido em Praga e refugiado no Brasil, sua inserção no campo filosófico brasileiro e retoma suas obras deste período, para explicar a posição marginal do autor naquele cenário intelectual. Para tanto é reconstituída sua biografia desde Praga (1920-1940) até os anos em que viveu no Brasil (1941 a 1971). O autor desta dissertação mostra que o processo de marginalização intelectual sofrido por Vilém Flusser é intrínseco às suas obras, mas o resultado de tomadas de posição, configuração da disputa na filosofia e sua biografia. Inserido dentro dos estudos de sociologia da cultura, no âmbito da sociologia da vida intelectual, esta dissertação utiliza como referencial teórico principalmente autores como Pierre Bourdieu, Norbert Elias, Joseph Ben-David, Wolf Lepenis e Fritz Ringer e utiliza para obtenção de seus resultados biografias, autobiografias, depoimentos, entrevistas, artigos de jornal e análise epistolaria. / This paper analyses sociologically Vilém Flussers trajectory (who was born in Prag and refugee in Brazil), his insertion in Brazilian philosophical field e retake his main works of the period, in order to explain the authors position as outsider among that intellectual scenario. To do so his biography is described since Prag (1920-1941) until the years he lived in Brazil (1941-1971). It also points out the names among the Paulista philosophical field, their works, their thought and their positions in the struggle for symbolical capital an intellectual hegemony. The author of this dissertation shows that process suffered by Flusser to become an intellectual outsider is not intrinsic to his works, otherwise is the result of the actions taken by the author, of the struggles configuration in the philosophical field and of his biography. This dissertation is inserted among the Sociology of Culture studies, the Intellectual Life Sociology and uses as theoretical reference mainly authors such as Pierre Bourdieu, Norbert Elias, Joseph Ben-David, Wolf Lepenies and Fritz Ringer. To obtain its results were used biographies and autobiographies, testimonials, interviews, newspapers articles and letters analysis.

Made available in DSpace on 2017-07-10T18:55:27Z (GMT). No. of bitstreams: 1 Ligia Wilhelms Eras.pdf: 1321303 bytes, checksum: 0e2ddc96f0129cbeb249dd229b849423 (MD5) Previous issue date: 2006-02-22 / In this presentation the look will be focus about teacher who act in average education, in the area of Sciences Human beings, in you discipline as Sociology and the Philosophy with regard to distinction position of these professors in this localization of education and condition of work. The study object, from the speech of the a professionals perception by themselves of these professionals, is to try to map the feelings of quandary and anguish provoked by the loss of paper and social function, in the presence of areas to know in the field technician in opposition to the action intellectual. The discipline them of Sociology and Philosophy especially is come back toward the reflection, and in contraposition, the school and the modern knowledge are established on the right of advance of the knowledge restored on the sign of the applicability technique. This perspective of boarding also unites the challenge to approach the dimension of the Language and the Society in the problematization around the teaching work. This research searched two lines arguable of construction. The first one will go to work concepts and theories that can enrich and also to contextualize the quarrel around the knowledge idea, modernity, social division of the work, intellectuality and technique. Second it is the treatment theoretician-metodologic of the research, based on the impact of the organization of the structure and the new sociability on the knowledge and the studing the action of the teaching work. In this field of formation of the ideas and mentalities the referencial theoretician-metodologic is Antonio Gramsci and Pierre Bourdieu, for, after that, elaborating a transposition of this structural organization for the composition of new styles of life, production, knowig and of the constitutuion of field professional, symbolic and institution as way of update of these citizens. For the structure, visualizing the place of its action. The model theoretician-metodologic chosen in Gramsci and Bourdieu will allow to think the reality of the school and the formation of average education, as well as the feeling of anguish of the social group of the professors of Sociology and Philosophy in average education, having as locus of research the city of Toledo/PR in its recent secular context. / Nesta apresentação o olhar estará focado sobre o professor que atua no ensino médio, na área de Ciências Humanas, em disciplinas como a Sociologia e a Filosofia e sobre a posição peculiar desses professores nessa localização de ensino e condição de trabalho. O objeto de estudo, a partir do discurso da autopercepção desses profissionais, é tentar mapear os sentimentos de dilema e angústia provocados pela perda de papel e função social, perante áreas de saber no campo técnico em oposição à práxis intelectual. As disciplinas de Sociologia e Filosofia são especialmente voltadas para a reflexão, e em contraposição,a escola e o conhecimento moderno estão estabelecidos na presença marcante do avanço do conhecimento instaurado sobre o signo da aplicabilidade técnica. Essa perspectiva de abordagem também alia o desafio de aproximar a dimensão da Linguagem e da Sociedade na problematização em torno do trabalho docente. Esta pesquisa buscou duas linhas argumentativas de construção. A primeira irá trabalhar conceitos e teorias que possam enriquecer e também contextualizar a discussão em torno da idéia de conhecimento, modernidade, divisão social do trabalho, intelectualidade e técnica. A segunda é o tratamento teóricometodológico da pesquisa, baseado no impacto da organização da estrutura e da nova sociabilidade sobre o conhecimento e sobre a praxiologia do trabalho docente. Neste campo de formação das idéias e mentalidades o referencial teórico-metodológico é Antônio Gramsci e Pierre Bourdieu, para, em seguida, elaborar uma transposição dessa organização estrutural para a composição de novos estilos de vida, de produção, de saber e da constituição de campos profissionais, simbólicos e institucionais, como modo de atualização desses sujeitos. Para a estrutura, visualizando o lugar de sua ação. O modelo teórico-metodológico elegido em Gramsci e Bourdieu permitirá pensar a realidade da escola e da formação do ensino médio, bem como o sentimento de angústia do grupo social dos professores de Sociologia e Filosofia no ensino médio, tendo como locus de pesquisa o município de Toledo/PR no seu contexto temporal recente.

<p>School choice has expanded during the modern school choice movement and students in Indiana can now choose from several school options including public schools, charter schools, virtual schools, or participate in the Indiana Choice Scholarships program and attend a parochial school. The potential for increased educational stratification across different demographic groups is a concern amongst policy makers and stakeholders committed to providing equitable access to educational opportunities for all. This phenomenological qualitative case study examined how seven superintendents perceive the impact of open enrollment policy in Indiana. Individual semi-structured interviews were conducted with each superintendent. Four emergent themes were identified: (1) student enrollment and financial instability, (2) marketing and program advancement, (3) meeting student needs, and (4) increased diversity. The results of this study provide a unique perspective of seven practicing superintendents and the effects of open enrollment policy.  </p>

<p dir="ltr">This dissertation explores the intricate dynamics between the self-perceptions of undergraduate mathematics (UM) educators and their conceptions of excellent teaching practices conducive to student learning. Employing a sequential mixed methods approach, the study addresses two primary research questions. First, it investigates educators' self-perceptions within the realm of UM teaching, examining potential variances based on educators' Professional Status and Educational Institution (PSEI) affiliations and experience levels. Second, it delves into educators' perspectives on aspects of excellent UM teaching, scrutinizing potential disparities rooted in PSEI affiliations and experience levels, while also exploring the manifestations of Mathematics Teachers' Specialized Knowledge (MTSK) and teaching self-concept within these descriptors.</p><p dir="ltr">Drawing upon Shavelson's self-concept (1976) framework and Carrillo and colleagues' (2018) MTSK framework, data collection involved a Likert-style questionnaire augmented by open-ended inquiries, followed by qualitative case studies featuring eight participants from diverse Carnegie classifications. Findings demonstrate educators' overall confidence in their teaching abilities, with notable discrepancies observed among educators from associate's colleges and doctoral universities. Through thematic analysis, key dimensions of excellent teaching emerged, including active learning, student engagement, problem-solving, and positive learning environments.</p><p dir="ltr">This study yields implications for educational practice and institutional policy. Educators can leverage identified themes to inform professional development initiatives tailored to enhance UM teaching effectiveness. Furthermore, the validated instrument offers institutions a means to assess educators' confidence levels, facilitating targeted support within mathematics departments.</p><p dir="ltr">In conclusion, this dissertation contributes valuable insights into the multifaceted interplay between educators' self-perceptions, teaching practices, and student learning outcomes within the context of UM instruction.</p>