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Orientador: Nina Virgínia de Araújo Leite / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-21T22:49:18Z (GMT). No. of bitstreams: 1 Azenha_ConceicaoAparecidaCosta_D.pdf: 1124352 bytes, checksum: 492ce563f023d0f2b303b7e176b4f928 (MD5) Previous issue date: 2013 / Resumo: O presente trabalho propõe sustentar teoricamente uma diferença mínima entre negação como mecanismo de defesa e negação gramatical/linguística na análise de um caso clínico. A estratégia adotada foi a de trazer esse caso convocando para sua discussão teorias linguísticas e psicanalíticas. Nesse sentido, diferenciar caso de vinheta clínica a partir do conceito de não - todo de Jacques Lacan foi determinante para a escolha de percurso realizada, para que a divisão do sujeito pelo inconsciente e seus efeitos para uma transmissão pudessem ser contemplados. O "não saber ler", demanda da paciente que levou à indicação de um tratamento, foi problematizado levando em conta os conceitos de sintoma e inibição na sua relação com a função intelectual e o processo afetivo freudianos. As considerações finais apontam para o que se escreve e o que não se escreve na/da clínica, quando se analisa um relato de caso / Abstract: The aim of this thesis is to analyze a clinical case by theoretically expounding on the minimal difference between negation as a defense mechanism, and grammatical/linguistic negation. The strategy used is to discuss the case in the light of linguistic and psychoanalytic theories. It was essential to choose a path whereby the division of the subject by the unconscious and its effects for transmission could be considered. To this end, a distinction was made between cases and clinical vignettes, based on Jacques Lacan's concept of not-whole. The demand behind the patient's was being referred for treatment did "not know how to read." This demand was questioned, taking into account Freud's concepts of symptom and inhibition in their relationship with intellectual function and the affective process. The final considerations point to what is written and what is not written, in and about the clinic, when one is analyzing a case report / Doutorado / Linguistica / Doutora em Linguística

Case studies have been frequently used by Public Administration students enrolled for master’s degrees by coursework and mini-dissertation. There are apparently various meanings of and a lack of clarity about the concept “case study” when used in the titles of South African Public Administration master’s dissertations. The purpose of this study was to analyse case studies reported on in South African Public Administration master’s dissertations in order to determine the characteristics of these studies. The study examined case studies in South African Public Administration master’s dissertations completed between 2005 and 2012. It began by reviewing the various components of a case study, then went further to analyse the way in which case studies were applied in the field. The study defined case study as a research process determined by a combination of the following components: a specific strategy for selecting the unit of analysis (the case), a specific research design, research purpose, the methods of data collection and data analysis, and a specific nature of the expected outcomes of the study. The major findings of the study were that most case studies in the analysed dissertations have used interventions (60,9%) as their case. About (43,5%) of the analysed dissertations were evaluative in nature. There is, however, an uneven distribution in terms of the case study design used by a significant proportion of the dissertations (83%) employing the single-case design as opposed to the multiple-case design (17%). The results presented in relation to case selection strategies used show that typical cases were the most investigated. Moreover, a number of the dissertations seemed to be more aligned towards qualitative methods, although mixed methods were mostly used. These dissertations preferred interviews as sources of evidence. Meanwhile, pattern matching appeared to be the dominant technique used to analyse case study evidence in these dissertations. Hypothesis generating was also identified as the outcome in most of the dissertations. / Public Administration / M. Admin. (Public Administration)

Case studies have been frequently used by Public Administration students enrolled for master’s degrees by coursework and mini-dissertation. There are apparently various meanings of and a lack of clarity about the concept “case study” when used in the titles of South African Public Administration master’s dissertations. The purpose of this study was to analyse case studies reported on in South African Public Administration master’s dissertations in order to determine the characteristics of these studies. The study examined case studies in South African Public Administration master’s dissertations completed between 2005 and 2012. It began by reviewing the various components of a case study, then went further to analyse the way in which case studies were applied in the field. The study defined case study as a research process determined by a combination of the following components: a specific strategy for selecting the unit of analysis (the case), a specific research design, research purpose, the methods of data collection and data analysis, and a specific nature of the expected outcomes of the study. The major findings of the study were that most case studies in the analysed dissertations have used interventions (60,9%) as their case. About (43,5%) of the analysed dissertations were evaluative in nature. There is, however, an uneven distribution in terms of the case study design used by a significant proportion of the dissertations (83%) employing the single-case design as opposed to the multiple-case design (17%). The results presented in relation to case selection strategies used show that typical cases were the most investigated. Moreover, a number of the dissertations seemed to be more aligned towards qualitative methods, although mixed methods were mostly used. These dissertations preferred interviews as sources of evidence. Meanwhile, pattern matching appeared to be the dominant technique used to analyse case study evidence in these dissertations. Hypothesis generating was also identified as the outcome in most of the dissertations. / Public Administration and Management / M. Admin. (Public Administration)

This study investigated the literate identities of college students who engage in various school and non-school writing practices simultaneously. In case studies of three student writers, the researcher seeks to explore how the discourse community roles, selfperceptions, negotiation of multiple writing processes and development of authority impacted the students’ identities as writers. Triangulated research methods included weekly interviews with the student participants, observation of the students in their writing classrooms and analysis of the students’ school and non-school texts over one semester. Students experienced several conflicts and synergies between contexts. Main findings indicated that writing across many academic and extra-academic settings during a short time period may alter self-perceptions, encourage or discourage the repurposing of writing processes, and limit the development of authority. Implications for teachers and researchers of college-level writing center on awareness of the literate lives of students beyond classroom walls. Future research questions are raised regarding the transfer of writing-related knowledge as it may occur in students with strong literate identities.