Estudo qualitativo que buscou, à luz do Interacionismo Simbólico, compreender o significado do linfedema na vida de mulheres com câncer de mama, na relação consigo mesmas, com os outros e com o mundo. Os dados foram obtidos por meio de entrevistas e prontuários de 14 mulheres com linfedema de braço pós- cirurgia por câncer de mama, que freqüentam um serviço especializado em reabilitação pós-mastectomia. Procurou-se identificar unidades temáticas pela Análise de Conteúdo, nas seguintes categorias: 1- significado do linfedema, na relação consigo mesmas e 2- na relação com os outros e com o mundo. Na relação consigo mesmas, o linfedema significou preocupação com o aumento do volume do braço e complicações, mudança de hábitos, dificuldades diversas, alterações emocionais e busca de justificativas para a presença do linfedema, concluindo que ele é um problema estigmatizante. Na relação com os outros e com o mundo, elas indicaram instituições como a ciência, o trabalho, a família, os serviços de saúde e a sociedade, na construção do significado do linfedema, e reconheceram-se como tendo um corpo diferente pelo aumento do volume do braço, o que as torna pessoas estigmatizadas. Porém, revelam sinalizações de possibilidades de ações dos outros e inscrevem a criação de novos instrumentos sociais, o que evidencia sinais de mobilização para a construção de um mundo simbólico mais positivo e rico em contribuições. / This qualitative study aimed at, in the light of Symbolic Interactionism, understanding the meaning of lymphedema to women with breast cancer, observing their relations with themselves, with others and with the world. Data were obtained through interviews and record analysis with 14 women with lymphedema in the arm after the breast cancer surgery who attended a service specialized in post-mastectomy rehabilitation. The author searched to identify thematic units through Content Analysis in the selected categories: 1- the meaning of lymphedema in relation to themselves and 2- in relation to others and to the world. With respect to themselves, the lymphedema meant concern with the arm increasing volume and complications, habit changes, several difficulties, emotional alterations and the search for justifications about the presence of the lymphedema, concluding that it is a stigmatizing problem. Regarding the others and the world, they indicated institutions such as science, work, family, health services and society, in the construction of knowledge on lymphedema, and recognized themselves as having a different body due to the increase in arm volume, transforming them in stigmatized people. However, they revealed signs for possibilities of others’ actions and for the creation of new social instruments, evidencing signs of mobilization for the construction of a symbolic world more positive and rich in contributions.

Thesis advisor: Elida V. Laski / This research explored the roles of symbolic mapping and relational thinking in early reading and mathematics learning. It examined whether symbolic mapping and relational thinking were predictive of children’s reading and mathematics knowledge; the extent to which these domain-general cognitive scores explained correlations between the two domains; and whether these cognitive scores mediated relations between verbal intelligence and reading and mathematics. Furthermore, the present research explored whether home learning experiences were predictive of children’s symbolic, relational, reading, and mathematics scores. Participants in Study 1 were 86 preschool children from the Boston area. Children completed an assessment of verbal intelligence and a range of symbolic, relational, reading, and mathematics measures. Results showed that reading and mathematics scores were highly correlated; symbolic and relational scores were predictive of domain-specific performance; and symbolic and relational thinking mediated relations between verbal intelligence and reading and mathematics knowledge. These findings suggest that symbolic mapping and relational thinking may provide foundational cognitive skills that support early learning. Study 2 investigated whether home learning experiences were related to children’s symbolic, relational, reading, and mathematics scores. Participants were the 86 parents of children from Study 1. Parents reported the frequency with which they and their child engaged in various activities. Findings showed a significant relation between symbolic learning experiences and children’s reading and mathematics scores, but no relations between learning experiences and children’s symbolic or relational scores. There was a strong association between parents’ beliefs about the importance of mathematics for kindergarten readiness and children’s reading and mathematics scores. The results suggest that homes rich in symbolic learning experiences may best support children’s early learning, but parental beliefs about mathematics may differentiate highly effective and less effective learning environments. Taken together, these two studies contribute to our understanding of the constructs of symbolic and relational thinking as foundations for early learning in reading and mathematics. Findings are discussed in terms of their implications for improving school readiness via increased intentionality in early educational activities. / Thesis (PhD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

The focus of this thesis is the negotiation of identities by elite-level female athletes involved in disability sport. Recently, the London 2012 and Sochi 2014 Paralympic games have showcased the contemporary nature of disability sport and ostensibly suggest a growth in public interest within this field. However, there has been limited research to date conducted into the experiences of physically impaired, female athletes at the elite level of disability sport. Moreover, the existing literature fails to address the negotiation of identities within the interplay of gender, ‘disability’, body and wider socio-cultural influences. Inspired by this dearth of literature and the desire to contribute to disability sport theorisation, my research questions how elite female athletes negotiate their identities across contexts and the wider social, cultural and political values that influence this process. I address their experiences in relation to these factors alongside the intersection of gender and disability. I have explored the women’s experiences by utilising symbolic interactionism in combination with a social-relational conceptualisation of disability. This theoretical approach recognises the women’s bodies as a ‘fleshy presence’ in their interactional encounters and brings ‘impairment’ back into the theorisation of disability (Waskul and Vannini 2006). This approach allows me to interrogate the women’s unique realities in relation to wider socio-cultural values, and the ‘micro relations’ of their day-to-day lives. A life history perspective guides the methodological framework, which foregrounds and prioritises the seven elite female athletes’ subjective experiences in relation to the socio-historical context. The narratives offer a powerful and original insight into the complexity of disability, whilst addressing the multiple and fluid nature of the participants’ identities. This advances the use of the social-relational model and fosters new understandings of the social relations underpinning the effects of impairment. I have developed the concept of ‘reverse stigma’ and have highlighted the need to disrupt the social processes that create stigmatic physicality, whilst demonstrating how impairment is perceived in different social contexts. My research has provided an original contribution by generating an in-depth picture of how the women experience their lives, how they see themselves as disabled (or not) and the wider intersecting forces that shape and influence their realities. This is significant for highlighting the way disability and disabled female athletes are perceived in Western society.

Com a participação do telefone celular no cotidiano de boa parte da população mundial têm-se uma prótese que amplia espaços, tempos, e formas diferenciadas de significação, a partir de um mecanismo que possibilita a produção de significados nos diversos apetrechos nele hibridados. Surgem então espaços comunicacionais nos quais diversas relações se efetivam. Os sentidos produzidos a partir do aparelho, então, passam a reproduzir o mundo de seus usuários. Nesses espaços celulares é possível assemelhar-se, graças à democratização das tecnologias disponibilizadas para todos, ou diferenciarse e, conseqüentemente, simbolizar a desigualdade. Têm-se, com isso, o instrumento celular como reprodutor de desigualdade. / With mobile participation daily next to part of world population, we have a protease that augmenters spaces, times, and different structures of significance, also for numerous hybrids device him. Arise communications spaces where several possibilities of relationships. The signification produces whit that device reproduces the world of the people. In this cell phone spaces is possible resemble or disagree, and with this, to represent the inequality. We have therefore the cell phone reprinting this inequality.

Thesis. 1978. Ph.D.--Massachusetts Institute of Technology. Dept. of Linguistics and Philosophy. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND HUMANITIES. / Bibliography: leaves 131-132. / by David D. Auerbach. / Ph.D.

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, 1982. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND HUMANITIES / Bibliography: leaves 175-176. / by Lon A. Berk. / Ph.D.

The present research deals with the application of Julia Kristeva s psychoanalytic theories of the mind to a selection of William Shakespeare s plays. Kristeva s key psychoanalytic terms the symbolic, the semiotic and the abject are first elaborated in detail and are then applied to different situations and characters in the plays. The plays discussed in this thesis are A Midsummer Night s Dream, As You Like It and The Taming of the Shrew for the comedy section, Richard II, 1 & 2 Henry IV and Coriolanus for the English and Roman History section, and Romeo and Juliet, Macbeth and King Lear for the Tragedy section. The reason for choosing the above plays is that I believe there is a gap of knowledge in this regard and no thorough research on this scale has been conducted up to this time. The intention is to discuss and explicate the moments in which the dramatic heroes undergo some unconscious-driven experiences that can be best explained by Kristeva s post-Freudian psychoanalytic approach. In short, what I am going to show in the present study is the psychoanalytic assumption that Shakespearean characters, forced by internal or external elements, leave the symbolic and take refuge in the semiotic. In such moments, the characters inevitably face the abject which is an archaic memory comprising the elements of enchantment and horror. The abject can be best described as the archaic memories of a distant past when the self had no border and was associated with the semiotic, a subject s harmonious beginning. In its early childhood, to become a subject, an individual breaks its semiotic ties and, by so doing, enters the realm of the symbolic which is associated with grammar and law. The symbolic awards a subject a distinct identity and helps it stay on the route to signification. Kristeva s understanding of the process of individuation is explained by her subject in process , a journey in which a subject always oscillates between the symbolic and the semiotic. The key point in Kristeva s psychoanalytic thought is that the semiotic does not fade away and hovers around a subject s border of identity and remains a constant threat for its symbolic identity. To remain immune from the annihilating forces of the semiotic, a subject has to remain vigilant and protect its borders of identity. My main goal in this thesis is to show that, in some particular situations in the plays, Shakespearean characters fail to remain vigilant and, inevitably, their subjects are exposed to the abject. In other words, in moments of ambition, anger, love or fear, they surrender or take refuge in the semiotic and face the abject. Although Shakespearean plays have previously been approached by Sigmund Freud s (and some other major practitioners ) theories, the application of Kristeva s psychoanalytic theories of the mind gives the opportunity to approach the plays from a new perspective that would otherwise have remained unknown. Thus, the originality of this research lies in its extensive application of Kristeva s theories to the selected Shakespearean plays, theories that, although they derive from those of Freud, have the potential to shed light on those psychoanalytic aspects of the plays that Freud either neglected or left unfinished.

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Orientador: Rosa Maria Manzoni / Banca: Eliana Merlin Deganutti de Barros / Banca: Dagoberto Buim Arena / Resumo: Esta pesquisa foi desenvolvida tendo como foco o gênero textual notícia como meio articulador entre as práticas sociais e as práticas de linguagem na sala de aula. Apoiando-se nos referenciais teórico-metodológicos do Interacionismo Sociodiscursivo (ISD) (BRONCKART, 2012), da Didática do grupo de Genebra (SCHNEUWLY; DOLZ, 2004), no que diz respeito à transposição e modelização didática de gêneros e em estudos de autores brasileiros que publicam nessa linha (GONÇALVES, 2011; BARROS, 2012), a presente pesquisa apresenta a análise e os resultados de aprendizagem decorrentes do desenvolvimento de uma Sequência Didática (SD) elaborada em torno do gênero notícia e utilizada para ampliar os domínios das capacidades da linguagem escrita, com uma turma do 5º ano do ensino fundamental, de uma escola municipal do interior do Estado de São Paulo. Com base na concepção de que os alunos utilizam três capacidades de linguagem (de ação, discursiva e linguístico-discursiva) no processo da produção textual (SCHNEUWLY; DOLZ, 2004), a SD foi elaborada a fim de contemplar essas capacidades e levar os alunos a sua mobilização e, com isso, dominar o gênero ensinado. Para a transposição didática do referido gênero, foi elaborado um modelo didático que, por sua vez, possibilitou a elaboração da SD desenvolvida no ano escolar citado. A metodologia utilizada resultou em um conjunto de 11 oficinas e 23 atividades didáticas de linguagem, que contemplaram as quatro etapas da SD. Na primeira etapa foram ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research was undertaken with the gender focus textual news as a means articulator between social practices and language practices in the classroom. Relying on theoretical and methodological frameworks of Interacionism Sociodiscursivo (ISD) (BRONCKART, 2012), Didactic of the Geneva group (SCHNEUWLY;. DOLZ, 2004), with regard to the transposition and didactic modeling of genres and studies of Brazilian authors who publish this line (GONÇALVES, 2011; BARROS, 2012), this research presents the analysis and the learning outcomes of the development of a Didactic Sequence (SD) developed around the news genre and used to expand areas of skills of written language, with a class of 5th grade of elementary school, a public school in the state of São Paulo. Based on the concept that students use three language skills (action, discursive and linguistic-discursive) in the text written production process (SCHNEUWLY; DOLZ, 2004), the SD was developed in order to include these capabilities and take students their mobilization and thereby dominate the genre taught. For the didactic transposition of that genre, it designed a teaching model that, in turn, enabled the development of the SD developed in the school year cited. The methodology used resulted in a set of 11 workshops and 23 educational activities language, which contemplated the four stages of SD. In the first stage have been developed 3 workshops and 10 activities; the second was held one workshop and one activity; the third were developed workshops 3 and 8 activities and finally, the fourth stage, there were 4 workshops and 4 activities. The results are anchored in the analysis of initial production and final news genre, from the language capabilities distinguished by references that support this research: action capability, discursive capacity and linguistic-discursive capacity; Evaluative-comparative... (Complete abstract electronic access below) / Mestre

This study is about the Turkish diaspora in Sweden and how whose thoughts about being a Turk interact with how they perceive their work environment. The purpose of the paper is to analyse how four individuals with Turkish background interact with surrounding actors at their workplaces in Sweden and when, where, and how their Turkish identity is performed. Following are the questions asked to fulfil the purpose of the study;  How do high educated Turks in diaspora experience being Turkish in Sweden?  When, where, and how is the Turkish identity performed?  How do high educated Turks in diaspora interact with and perceive their surrounding actors in workplaces in Sweden? The results show that the participants do not have a direct experience of being a Turk. Their experiences are mostly a result of their interaction with others and of others’ perception of their Turkish identity. The results also show that the Turkish identity is often visible in interaction with actors outside the Turkish diaspora. However, the heterogeneous Turkish diaspora shows that perceptions of religion, politics and education can be identified as critical factors at play in interactions within the Turkish diaspora. Participants’ interaction with others and their perceptions of their workplaces are highlydependant on the workplace. Depending on the workplace’s heterogeneity or homogeneity the experiences differ. Some of the participants have developed strategies to eliminate conflicts associated with their Turkish identity.