The aim of the study is to examine the possibilities and limits that the employees working in sheltered workshops perceive as they work with individual clients. Thus, in order to get a better understanding of which strategies are achieving the goal of insertion in the labor market. From a qualitative approach, the study was conducted through six interviews with representatives currently working in sheltered workshops in a community situated in the south of Sweden. The results of the study relates to the process known as ”role exit” theory of Ebaugh, new institutional theory of Johansson and Svensson, Johnsson and Laanemets. Further, accounts theory of Scott and Lyman and Knutagård were used to analyze our data. The study shows that the employees plays an important role in the process which individuals with disabilities go through in order to be established in the labor market. Additional, the study shows that there are limits related to both the capability of the individual and the lack of resources. In conclusion, the study shows that there are no explicit strategies to reach from the sheltered workshop to the labor market.

Un Système de production peut être représenté par les systèmes à événements discrets. En dehors de la planification (où les gens travaillent avec des ratios de produits fabriqués par semaine ou par jour), la modélisation pourrait être basée sur les concepts d'événement et d'activités. Un événement correspond à un changement d'état. Une activité est une boîte noire d'encapsulation de ce qui se passe entre deux événements. En utilisant les réseaux de Petri (RdP), les événements sont représentés par les transitions, et les activités par les lieux. Notre travail propose une synthèse de commande par supervision pour les systèmes d'événements discrets modélisés par une classe de réseaux de Petri appelé graphe d'événements. L'objective de cette thèse est de concevoir un superviseur capable d'aider à améliorer la performance de système et de protéger le système en respectant des spécifications données par le fabricant ou le client selon les besoins et les conditions de travail. Pour modéliser ces spécifications, nous avons proposé un nouveau modèle mathématique de contrainte, appelé Contrainte d'Exclusion de Marquage (CEM). La deuxième contribution principale de ma thèse est de synthétiser une technique efficace et simple pour construire un superviseur qui impose le système de respecter des contraintes en évitant l'ensemble des états interdits modélisé par CEM. Nous avons également développé cette synthèse pour résoudre le problème d'existence des événements incontrôlables et des événements inobservables. Parfois, afin d'étudier les aspects liés à la performance, nous devons prendre le temps en considération. Donc, nous avons résolu aussi le problème des événements temporisé en utilisant RdP temporisés soumis à CEM / A manufacturing system may be represented by Discrete Event System (DES). Apart from planning (where people work with ratios of products fabricated per week or per day), any modelling could be based on the concepts of event and activities. An event corresponds to a state change. An activity is a black-box summarizing what is occurring between two events. When using Petri Nets, events are associated with transitions, and activities with places. Our work proposes a supervisory synthesis for Discrete Event System modelled by a class of Petri Net called Marked Graph. The objective of this synthesis is to build a control law that enforces the system to respect a set of given specifications. To model these specifications, we propose new mathematical formulas called Marking Exclusion Constraint (MEC). This model is our first contribution. The Second main contribution of my thesis is to synthesize a computationally efficient technique to build a supervisor that enforces the system to respect the constraints by avoiding a set of forbidden states modelled by MEC specifications. We extend this synthesis technique to solve the problem in the presence of uncontrollable events and unobservable events. Sometimes in order to study the performance aspects, we must take in consideration the time data. Thus we address control synthesis for Timed Discrete Event Systems under MEC specifications by using Timed Petri Nets

Made available in DSpace on 2016-04-28T19:34:07Z (GMT). No. of bitstreams: 1 GISLEINE SILVANA GASPAROTTO.pdf: 3955952 bytes, checksum: 2526dc79f7eac282fb4b34a48f512d01 (MD5) Previous issue date: 2006-06-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho insere-se no universo dos estudos de Língua Portuguesa e Ensino a Distância (EaD), e consiste na construção e estudo de uma Oficina Virtual de Redação. Nosso objetivo, a partir de um projeto pedagógico testado em circunstâncias reais, é oferecer espaço de reflexão e criação a fim de que os alunos consigam escrever, com competência e adequação, textos necessários às diversas situações concretas de comunicação, para bem desempenhar suas funções de cidadãos e de trabalhadores brasileiros. Mas em que medida uma Oficina Virtual de Redação pode contribuir para o aprimoramento da escrita de seus alunos? Fortalecer a relação do aluno com a Língua Portuguesa, sua capacidade de refletir, organizar e expressar opiniões? Interagir com ele de forma a envolvê-lo, motivá-lo e levá-lo ao aprendizado? Para realizar nosso intento, estudamos o conceito e as gerações de Ensino a Distância (Keegan e Rosa e Moreira); tecemos um painel atual sobre a exclusão digital, distribuição dos jovens pelo mundo e pelo país, acesso à informatização e ao mercado de trabalho (Pochmann); tratamos das novas demandas educacionais (Belloni, Trindade e Renner); investigamos abordagens por meio do computador (Valente), dinâmicas capazes de promover o aprendizado colaborativo (Palloff & Pratt), ambientes virtuais de aprendizagem (Okada e Rocha), além de dois fatores indispensáveis à construção do conhecimento a distância, autonomia e interação (Belloni, Marquesi, Chrysos, Teixeira & Menezes e Leffa). Por fim, fizemos algumas reflexões sobre produção textual, estratégias e avaliação (Pécora, Osakabe, Siqueira, Fávero e Koch). Assim exposto, esperamos com nossa pesquisa contribuir para o aprimoramento da escrita dos alunos concluintes do ensino médio e pré-vestibulandos, e para os estudos de Língua Portuguesa e Ensino a Distância (EaD) / Este trabalho insere-se no universo dos estudos de Língua Portuguesa e Ensino a Distância (EaD), e consiste na construção e estudo de uma Oficina Virtual de Redação. Nosso objetivo, a partir de um projeto pedagógico testado em circunstâncias reais, é oferecer espaço de reflexão e criação a fim de que os alunos consigam escrever, com competência e adequação, textos necessários às diversas situações concretas de comunicação, para bem desempenhar suas funções de cidadãos e de trabalhadores brasileiros. Mas em que medida uma Oficina Virtual de Redação pode contribuir para o aprimoramento da escrita de seus alunos? Fortalecer a relação do aluno com a Língua Portuguesa, sua capacidade de refletir, organizar e expressar opiniões? Interagir com ele de forma a envolvê-lo, motivá-lo e levá-lo ao aprendizado? Para realizar nosso intento, estudamos o conceito e as gerações de Ensino a Distância (Keegan e Rosa e Moreira); tecemos um painel atual sobre a exclusão digital, distribuição dos jovens pelo mundo e pelo país, acesso à informatização e ao mercado de trabalho (Pochmann); tratamos das novas demandas educacionais (Belloni, Trindade e Renner); investigamos abordagens por meio do computador (Valente), dinâmicas capazes de promover o aprendizado colaborativo (Palloff & Pratt), ambientes virtuais de aprendizagem (Okada e Rocha), além de dois fatores indispensáveis à construção do conhecimento a distância, autonomia e interação (Belloni, Marquesi, Chrysos, Teixeira & Menezes e Leffa). Por fim, fizemos algumas reflexões sobre produção textual, estratégias e avaliação (Pécora, Osakabe, Siqueira, Fávero e Koch). Assim exposto, esperamos com nossa pesquisa contribuir para o aprimoramento da escrita dos alunos concluintes do ensino médio e pré-vestibulandos, e para os estudos de Língua Portuguesa e Ensino a Distância (EaD)

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2017-10-30T21:10:31Z No. of bitstreams: 1 rodrigo-impressao-final.pdf: 7579791 bytes, checksum: 452033974e205d8cc5aa54423e7c0756 (MD5) / Made available in DSpace on 2017-10-30T21:10:31Z (GMT). No. of bitstreams: 1 rodrigo-impressao-final.pdf: 7579791 bytes, checksum: 452033974e205d8cc5aa54423e7c0756 (MD5) Previous issue date: 2016-09-30 / This work discusses aspects of Astronautics and Astronomy in the Science and Physics classes of Elementary and Middle School in public and private schools in Feira de Santana. Astronomy is an interdisciplinary and necessary science in the curriculum of Brazilian schools. As such, we have a workshop where students build and launch rockets made of low-cost materials such as PET pickups and PVC pipes. The meaningful learning (Ausubel, 1976) was the theoretical reference of this study. Therefore,, we started the work by collecting information from the students through questionnaires to create a profile about their knowledge about astronomy and, after that, we propose activities where students are able to develop skills for understanding the physical phenomena that can be observed during the launch of a rocket, such as Oblique Motion and Newton's Laws. The workshop was very positive, arousing students' interest in participating in the Brazilian Astronomy and Astronautics Olympiads and obtaining better grades in the disciplines of Science and Physics. The students also realized the importance of astronomy in the development of humanity. / Este trabalho discute aspectos do tema Astron?utica e Astronomia nas aulas de Ci?ncias e F?sica do Ensino Fundamental e M?dio em escolas p?blicas e privadas de Feira de Santana. A Astronomia ? uma ci?ncia interdisciplinar e necess?ria no curr?culo das escolas brasileiras. Sendo assim, realizamos uma oficina onde os estudantes construem e lan?am foguetes confeccionados com materiais de baixo custo, como garradas PET e tubos de PVC. A aprendizagem significativa de Ausubel (1976) foi o referencial te?rico deste estudo. Portanto, iniciamos os trabalhos coletando informa??es dos alunos atrav?s de question?rios para criar um perfil sobre o conhecimento dos mesmos sobre Astronomia e, ap?s isso, propomos atividades onde os alunos fossem capazes de desenvolver habilidades para a compreens?o dos fen?menos f?sicos que podem ser observados durante o lan?amento de um foguete, como Movimento Obl?quo e leis de Newton. A oficina mostrou-se muito positiva, despertando o interesse dos alunos a participarem das Olimp?adas Brasileira de Astronomia e Astron?utica e obtendo notas melhores nas disciplinas de Ci?ncias e F?sica. Os alunos tamb?m perceberam a import?ncia da Astronomia no desenvolvimento da humanidade.

Made available in DSpace on 2016-04-04T18:29:44Z (GMT). No. of bitstreams: 1 Giuliana Gnatos Lima Bilbao.pdf: 679853 bytes, checksum: 598f2d8624577284ea9d1789119a0568 (MD5) Previous issue date: 2008-12-16 / This intervention research aimed to comprehend the experience of a Painting Workshop, which is a psychological approach implemented in PUC Campinas Psychology Clinic during three months in the year of 2007. The theoretical referential is Edmund Husserl s Phenomenology, and the Humanist-existential Psychology. In a room of the Psychology Clinic fourteen workshop meetings were organized, with duration of two hours each. They were conducted by the researcher as a facilitator adopting Roger s proposition of three attitudes: empathy, unconditional positive regard and congruency. After each workshop, the researcher elaborated narratives about the recently experienced meeting, using Benjamin s definition of narrative (1936/1994), and Husserl s definition of consciousness (1935/1996) as a base. It was the intention of the researcher to capture the movement of consciousness in the meaning creation that configure the experience. Based on the elaborated narratives, the intention was to expose the elements experienced by the researcher, who understands that the emerging meanings were configured in the intersubjective net of the meetings. Through the experience of the Painting Workshop and based on the principle that the human being has whether autonomy and the resources for self-comprehension and change, it was verified that participants of the Painting Workshop directed themselves to psychological integration by sharing their experiences in a kind and supportive environment. According to the perspective of setting differentiated psychological attention, the Painting Workshop makes us think carefully about the benefits and viability of the implementation of new models of clinical intervention in public health institutions that are able to pririze clients autonomy and psychological growth. / Esta pesquisa-interven??o objetivou compreender a experi?ncia vivida em uma Oficina de Pintura ; modalidade de aten??o psicol?gica implementada no servi?o de psicologia da PUC-Campinas ; durante tr?s meses no ano de 2007. Os referenciais te?ricos adotados foram a Fenomenologia de Edmund Husserl e a Psicologia Existencial-Humanista. Foram realizados catorze encontros de oficina ; com dura??o de duas horas ; em uma sala do servi?o de psicologia. A pesquisadora conduziu os encontros como facilitadora ; adotando as atitudes preconizadas por Rogers(1961/1999) de empatia ; aceita??o positiva incondicional e congru?ncia. Ap?s cada encontro ; a pesquisadora elaborou narrativas sobre a experi?ncia vivida ; baseando-se tanto na concep??o de narra??o de Benjamin(1936/1994) como na concep??o de consci?ncia de Husserl(1935/1996) ; buscando capturar o movimento da consci?ncia na cria??o de significados que configuram a experi?ncia. A partir das narrativas constru?das pela pesquisadora ; buscouse explicitar os elementos vividos ; entendendo que os significados que emergiram formaram-se na teia intersubjetiva dos encontros. Atrav?s da experi?ncia vivida na Oficina de Pintura e partindo do princ?pio de que o homem ? dotado de autonomia e possui dentro de si recursos para a auto-compreens?o e mudan?a ; verificamos que as participantes da Oficina de Pintura caminharam no sentido da integra??o psicol?gica ; compartilhando suas experi?ncias ; num clima acolhedor e de apoio m?tuo. Assim ; numa perspectiva de enquadres diferenciados de aten??o psicol?gica ; a Oficina de Pintura leva a refletir sobre os benef?cios e a viabilidade de implementar novos modelos de interven??o cl?nica em institui??es de sa?de p?blica que privilegiem a autonomia e o crescimento psicol?gico dos clientes.

O objetivo deste trabalho é compreender o que a Oficina de Dança e Expressão Corporal produz em seu entorno, pelos territórios por onde passa e nos sujeitos que a vivenciam no espaço da cidade. Como objetivo específico, sistematiza a metodologia desenvolvida nos encontros da Oficina de Dança e Expressão Corporal como uma possibilidade de atuação que prioriza a arte da dança com finalidade artística, em grupo aberto e heterogêneo, de forma pública e gratuita. Como método, opta pelo uso de narrativas (Benjamin, 1994) de vivências da pesquisadora como coordenadora e dançarina da Oficina e da transcrição de depoimentos/testemunhos oferecidos pelos participantes do grupo. Deleuze e Guattari (2010) apresentam-se como importantes interlocutores para fundamentar a leitura cartográfica dessa história e o registro que subsidiou a postura indagativa e reflexiva sobre o que se cria, no processo em andamento da Oficina de Dança e Expressão Corporal, a qual foi tratada neste estudo como lugar-ponte para o sujeito/grupo transitar pelos polos institucionais e abrir passagens, em devir subjetivo e territorial, para além deles. A contribuição da filosofia de Espinosa (2009) mostra-se relevante à dimensão analítica deste trabalho, a qual permitiu a identificação de cinco eixos reflexivos acerca do que pode produzir a Oficina. São eles: singularidade, intensidade, expansão, dança para todos e trabalho para a subjetivação, os quais puderam ser compreendidos como caminhos para promoção de saúde no campo das práticas antimanicomiais / The objective of this work is to understand what the Dance and Body Expression Workshop produces in its surroundings, in the territories where it passes and in the people who experience it in the city space. As specific objective, systematize the methodology developed in the meetings of the Dance and Body Expression Workshop as a possibility of action that prioritizes the art of dance with artistic purpose, in an open and heterogeneous group, in a public way, free of charge. As method, chose the use of narratives (Benjamin, 1994) of experiences of the researcher as coordinator and dancer of the workshop and the transcription of statements/testimonies offered by the participants of the group. Deleuze and Guattari (2010) present themselves as important interlocutors to substantiate the cartographic reading of this story and the record that supported the questioning and reflective stance on what is created in the ongoing process of the Dance and Body Expression Workshop, which was treated in this study as a bridge place for the person/group to transit through the institutional centers and to open passages, in a subjective and territorial change, to go beyond them. The contribution of the philosophy of Espinosa (2009) shows to be relevant to the analytic dimension of this work, which allowed the identification of five reflective axes concerning what the Workshop can produce. They are: uniqueness, intensity, expansion, dance for all and work for the subjectification, which could be understood as pathways to the production of health in the field of the anti-asylum practices

Syfte med denna rapport är att kartlägga befintlig kostnadsreduceringsaktiviteter avseende monteringseffektivitet av produkter inom Volvo PV. Samt att genomföra en informationssökning för identifiering av metoder i andra branscher. Rapporten är upplagd på så sätt att först beskrivs kort företaget och syftet med arbetet. Därefter beskrivs de begränsningar och de metoder som valts att användas vid informationsinhämtningen. Efter detta kommer en teoridel där det utförligt beskrivs ett antal kostnadsreducerings metoder/aktiviteter, hur de genomförs och deras fördelar, nackdelar, kostnader och förväntat resultat. De metoder/aktiviteter som här är beskrivna har valts ut i samråd med handledaren, en del används inom Volvo PV andra kommer från Lean-koncept. Därefter redovisas resultatet från ett antal interjuver av olika personer på Volvo PV och efter detta görs en sammanställning i matrisform som kortfattat visar informationen ifrån teoridelen för varje aktivitet och därefter en matris som visar hur mycket resurser de olika metoderna/aktiviteterna uppskattningsvis kräver. Merparten av de metoder/aktiviteter som beskrivits i denna rapport används i någon form inom Volvo PV, men det saknas en utförlig jämförelse av de olika metodernas användbarhet. / Uppsatsnivå: C

Le seul ouvrage dédié exclusivement à ce qu’il est convenu d’appeler « les scarabées de cœur » est signé du Professeur Michel Malaise et date de 1978. Ce livre est depuis cette date la référence en la matière mais, en l’absence d’un corpus, les critères de datation proposés n’y peuvent être ni exhaustifs ni très précis. L’objectif de cette étude était de remédier à ces lacunes.Les scarabées de cœur étaient des amulettes disposées dans la région du cœur de la momie d’un individu, juste après son décès, afin de le protéger contre la trahison possible de son propre cœur. En effet, le défunt devait subir l’épreuve de la pesée du cœur devant un tribunal de dieux présidé par Osiris, mais c’est son cœur qui était interrogé pour savoir quelle avait été la conduite de son propriétaire lors de son passage sur la terre. Les réponses à ces questions conditionnaient l’avenir du défunt dans l’au-delà : la vie éternelle ou l’anéantissement. Pour se concilier les bonnes grâces du cœur, d’autant plus que celui-ci pouvait mentir, les amulettes étaient inscrites d’une prière choisie dans un des chapitres 26 à 30 B du Livre des Morts, suppliant le cœur d’avoir des réponses favorables devant le tribunal.La présente étude a pris huit années pour rassembler un corpus de 1400 scarabées de cœur et autres amulettes ayant la même fonction rituelle, soit probablement plus de 85% de ceux qui sont conservés dans les musées, qui sont désignés ici sous le nom générique d’« amulettes de cœur ». Ce corpus a donné lieu à l’établissement d’une typologie permettant de déterminer des séries d’amulettes présentant des caractèristiques plastiques et épigraphiques semblables qui, croisées avec celles des amulettes de date connue, qui sont soit celles dont les propriétaires sont des personnages historiques soit celles provenant de fouilles bien datées, ont conduit à la détermination de critères de datation objectifs. L’étude présente aussi les clichés de plus de 1200 amulettes avec description, une traduction des textes inscrits et une proposition de datation. / The only book dealing specifically with the so-called “ Heart Scarabs” was written by Professor Michel Malaise and published in 1978. It has remained since the reference on the subject but, due to the unavailibility of a corpus, the datation criteria could not be exhaustive nor accurate. The target of this dissertation was to fill these gaps. The heart scarabs were amulets to be laid on (or in) the mummy of a person just after his death in the heart area, in order to protect him from the possible treachery of his own heart. In effect, the Dead was to be put to the test of the weighing of his heart, in front of a court of gods presided by Osiris, but it was his hesart which was interrrogated in order to know whether its owner had behaved well during his life. The answers to these questions would determine whether he would be granted an eternal life or the nothingness. In order fo gain the heart’s goodwill, especially when it might lie, the amulets were inscribed with a prayer chosen in one of the chapters 26 to 30B of The Book of the Dead. This prayer was begging his heart to make favorable answers to the court.It took eight years to gather a corpus of 1400 heart amulets and others amulets with the same ritual function, called “heart amulets” in this dissertation, a number representing likely more than 85% of the total in existence. The gathering of these amulets made possible an adapted typology to be built, which lead to the determination of series of amulets with similar shape or epigraphic characteristics to be compared with the characteristics of amulets with a known date, which are the ones the owners of which are historical persons or those originating from well dated excavations. This comparison allowed for the determination of objective datation criteria. This memoire finally presents photos of more than 1200 amulets with a description, a translation of the texts and an estimated datation.

Basée sur un vaste corpus d’œuvres en quartzite, axé sur la statuaire mais prenant aussi en compte d’autres types de monuments, l’étude vise à examiner l’utilisation de cette pierre dure par les anciens Égyptiens au Nouvel Empire, sous les XVIIIe et XIXe dynasties. Correspondant à du grès silicifié, le quartzite a été extrait du Gebel el-Ahmar au nord et des carrières d’Assouan au sud. Après avoir évoqué les caractéristiques géologiques du quartzite et sa désignation dans les anciens textes égyptiens, l’étude traite du travail dans les carrières du point de vue de son organisation et de ses aspects techniques (méthodes d’extraction, outils employés, ébauches in situ), avant d’envisager la question du transport et de la finition dans les ateliers de sculpteurs. La seconde partie, introduite par un chapitre sur l’usage du quartzite avant le Nouvel Empire, est consacrée à l’examen des œuvres du corpus replacées dans leur contexte : il permet de mettre en évidence l’essor de ce matériau au cours de la XVIIIe dynastie, avec une utilisation majeure sous les règnes d’Amenhotep III et d’Akhénaton, fortement marqués par les conceptions solaires, et un nouveau regain sous Séthi Ier, notamment à Héliopolis, et sous Ramsès II qui a cherché à imiter son prédécesseur Amenhotep III. La symbolique solaire du quartzite, due à sa couleur rouge et à l’origine mythique du Gebel el-Ahmar, explique en grande partie son emploi dans les monuments royaux et divins et en fait une pierre de prestige, presque exclusivement réservée à l’élite. Les résultats d’analyses scientifiques menées sur des objets en quartzite du musée du Louvre sont annexés au travail. / Based on a large corpus of works made of quartzite, centred on statuary but also taking into account other types of monuments, the present study is a review of this hard stone use by the ancient Egyptians during New Kingdom, mainly 18th and 19th dynasties. Quartzite or silicified sandstone was extracted from Gebel el-Ahmar quarries in the North and from Aswan quarries in the South. Having mentioned the geologic characteristics of quartzite and its name in the ancient Egyptian texts, the study deals with the work in the quarries (organization and technical aspects like extraction technologies, tools, rough or unfinished pieces found in situ) and the transport of the stone from the quarry to the workshop. The second part of the research, introduced by a chapter on quartzite use before New Kingdom, is dedicated to the monuments of the catalogue put in their context : their examination reveals the significant development of this material during the 18th dynasty, with a peak under the reigns of Amenhotep III and Akhenaton, heavily influenced by solar beliefs, and a revival under Seti Ist (especially in Heliopolis) and Ramesses II, who wanted to emulate his predecessor Amenhotep III. The use of quartzite in royal and divine monuments might be explained by its solar symbolism, due to the red colour of the stone and the mythical origin of the Gebel el-Ahmar : it is the reason why this high-value stone is almost exclusively reserved for the Egyptian elite. An appendix containing the results from scientific analysis conducted on some quartzite objects kept in the Louvre Museum completes the study.

The purpose of the thesis is to explore excellence in Enquiry-Based Learning (EBL), its philosophical underpinnings, pedagogical implications and possibilities. How pedagogic devices can be used to encourage tutors' reflections on EBL, and is concerned with producing and sharing knowledge in relation facilitating student-centred teaching and learning practices. The study is in the tradition of practitioner research, where my role was that of an educational developer at the Centre for Excellence in Enquiry-based Learning. It is centred around the development of EBL models as pedagogic instruments to facilitate tutors' reflections on their practice. The thesis investigates how to facilitate the incorporation of more student-centred approaches into tutors' practice in a UK university through employing EBL models as a tool for reflection, how these models were introduced to tutors, and the findings from the process. A critical action research approach was undertaken for the educational development practitioner research journey. The primary methods of data collection consisted of interviews with students and tutors, and data obtained during individual reflections and group discussions in a series of workshops that involved tutors studying EBL models. Thirty-one tutors were involved in these workshops and interviews where they quantitatively and qualitatively explored multiple dimensions of teaching and learning. Content analysis of the results was conducted on the data with an emphasis on dilemma analysis to gain insights into tutors' decisions about their practice, and an empirical abductive strategy was employed to inform the development of new EBL models. In the course of the action research phases two new EBL models were iteratively developed informed by the literature and stakeholders. Finally, a new Student Involvement in Learning and Teaching Model was proposed, empirically abducted from student narratives derived from photo-elicited interviews. This Model constituted the development of a new conceptual framework for thinking about EBL within the context of broader teaching and learning practice. This study articulates new student involvement dimensions which conveyed the nature of power within the proximal processes of teaching and learning. The thesis contributes towards the practice of educational development by documenting both the process and outcomes of introducing EBL and learning and teaching models to tutors as reflective instruments, and by proposing a new perspective on excellence in EBL where student involvement is enhanced when reciprocal power relationships exist in the proximal processes between tutors and students. Tutor decisions were framed as a series of dilemmas created by external contextual influences (the University social micro, meso, exo and macro-systems); and internal factors (the tutors' personal force-resource characteristics) which affected tutors' reported actual and espoused ideal practice. The data demonstrated that most tutors espoused including more EBL, but they preferred an incremental change in their practice.