Esta Tese, a partir da linha de pesquisa dos Estudos Culturais em Educação e das contribuições dos Estudos desenvolvidos por Michel Foucault, entre outros autores que trabalham em uma perspectiva pós-estruturalista, tem como objetivo problematizar os discursos implicados na invenção do pedagogo generalista e em seu correlato governamento. Pedagogo generalista, entendido a partir da homologação das Novas Diretrizes Curriculares Nacionais para o Curso de Pedagogia (2006), como o profissional habilitado para atender a educação de crianças de zero a dez anos, de jovens e adultos, o ensino médio na modalidade normal, a gestão escolar e cursos técnicos na área educacional. Para produção dos dados da pesquisa, foi ministrado um curso de extensão na área de Educação Infantil com duração de vinte horas, que contou com a participação de vinte cinco acadêmicas do Curso de Pedagogia da Faculdade de Educação da Universidade Federal do Rio Grande do Sul – UFRGS. Durante a realização do curso, foram propostas atividades envolvendo a escrita de narrativas, produções visuais, análises fílmicas, análises de obras de arte, esquetes teatrais e rodas de conversa, tendo em vista a discussão das práticas implicadas no processo formativo. Através da análise dos discursos decorrentes das produções escritas das participantes da pesquisa, são evidenciadas produtivas estratégias de governamento (e autogovernamento) que operam (intensamente) na constituição das mesmas enquanto futuras pedagogas. Para tanto, inicialmente, são apresentadas na Tese algumas notas a respeito da história do curso de Pedagogia em nosso país, evidenciando a vontade de poder e de saber presente nos discursos (críticos) legais, que historicamente têm prescrito (e circunscrito de um determinado modo) a formação do pedagogo enquanto profissional da educação – responsabilizado (muitas vezes) pela mudança social através de seu trabalho. Em um segundo momento, são analisados os discursos das Novas Diretrizes Curriculares Nacionais para formação do pedagogo, destacando a ênfase acentuadamente moral e normalizadora presente nas orientações da legislação que norteiam atualmente os cursos de Pedagogia em nosso país. Nesse âmbito, são enfocados os jogos de verdade (que procuram definir modos de ser pedagogo) presentes nos discursos das acadêmicas participantes da pesquisa. As memórias de formação, a produção da gramática normativa do “bom professor”, o imperativo do amor aos alunos e a gestão da formação são as estratégias de governamento problematizadas no decorrer da pesquisa – entendidas, desse modo, como unidades analíticas da Tese. Portanto, a partir das análises desenvolvidas, é visível o governamento operado sob as acadêmicas em formação e o processo de normalização incorporado nos discursos das mesmas (autogovernamento) – uma espécie de reedição dos ditos que estão em voga no meio educacional. Por outro lado, também é possível perceber que a necessidade e viabilidade de promover espaços (permanentes) de discussão e produção de novas experiências formativas desde a graduação, problematizando com os próprios acadêmicos os discursos que os tornam pedagogos de um determinado tipo, ou seja – críticos (que lutam destemidamente pela “salvação” do mundo através da educação), cognitivistas (que assumem os discursos da psicologia enquanto saber científico), afetuosos (que tomam o amor como imperativo principal do trabalho que desenvolvem) e gestores da profissão (que incorporam o empreendedorismo e a correlata cultura do management em suas vidas), entre outras tantas características, “pasteurizam” a docência e impedem o exercício ético de composição da professoralidade dos mesmos. / This thesis joined to Cultural Studies in Education, to the contributions of Michel Foucault‟s studies, and other post-structuralist authors, aims to debate the discourses on the invention of the generalist pedagogue and on his/her governmentality. From the approval of New National Curriculum Guidelines for the Bachelor of Education course (2006), generalist pedagogue is understood as the professional enable to deal with from zero-to-ten-years-old children, youth and adult education, high school in the professorship course, the school management, and technical courses in education. For the production of research data, a twenty hours course was taught to twenty-five students of area of the early childhood education. They were academics from Faculdade de Educação at UFRGS (Universidade Federal do Rio Grande do Sul). During the course, many activities were proposed, such as writing narratives, visual productions, movie analyses, works of art analyses, theatrical sketches, and conversation, in order to discussing the practices in the process of teacher training. Through discourse analysis came from the participants‟ writings, governmentality (and self-governmentality) strategies became evident. They work (hard) to the constitution of the academic participants as future pedagogues. Thus, some notes about the history of the Bachelor Education Course in Brazil are initially presented in this thesis. These notes show the will to power and knowledge in legal (critical) discourses which have historically prescribed (and have limited in a certain way) the training of pedagogues as professionals of education – who are (usually) seen as the responsible for social changes through their work. In a second step, the discourses on New National Curriculum Guidelines for training of pedagogue are analyzed. Through these analyses, it is possible to highlight the strong emphasis on morality and standardization which are presented in the guidelines of the currently legislation that adjusts the Bachelor of Education Course in Brazil. In this context, this thesis focuses on the truth games (which aim to define ways of being a pedagogue) presented in the discourses of the academic participants. Memories of training, production of the grammar rules of “the good teacher”, the imperative of love for students and management training are strategies of governmentality discussed during the research – understood as analytical units of this thesis. Therefore, from the developed analyses, the governmentality undertaken the academics and the standardization process embedded in their discourses (self governmentality) are remarkable – it is a kind of replay of the sayings that are in vogue in the educational scope. On the other hand, it is also possible to notice the need and the feasibility of promoting (permanent) spaces for discussion and production of new teacher training since graduation, discussing with academics the discourses that make them pedagogue of the particular type, that is, critical pedagogue (the ones who courageously fight for the “salvation” of the world through education), cognitive pedagogue (the ones who take the psychology discourse as a scientific knowledge), affectionate pedagogue (the ones who assume that love is the main goal of their work), the manager pedagogue (the ones who incorporate in their lives the entrepreneurship with a management culture), besides many other features that “pasteurize” the teaching and prevent the ethical exercise of a composition of professorial pedagogue.

Made available in DSpace on 2014-08-20T13:48:26Z (GMT). No. of bitstreams: 1 Mara_Rejane_Vieira_Osorio_Tese.pdf: 1834708 bytes, checksum: 8257a13d2bc56f8b208a9c7ac5714700 (MD5) Previous issue date: 2010-07-30 / This study dealt with the analysis of discourses developed and implemented by the Open University of Brazil (UAB), with the intention to transform and modernize the brazilian teacher via distance education. The main objective of the research was to question, describe and analyze how the discourses of UAB and its priority Distance Education (EAD) act to transform teacher training, the teacher himself and what it means to be a teacher. This work is supported by theoretical focus came from elements of post-struturalist/foucauldian perspective that focuses on studies of governmentality. From this perspective, I propose to understand teacher training as a matter of government of teachers conducts, and UAB as a human technology, among others, developed to lead and manage part of this government. I observed the movement of two sets of UAB speeches: discourses presented in official documents and discourses of the Distance Bachelor in Mathematics Teaching (CLMD), one of the Federal University of Pelotas graduate courses. The following strategies were used for developing this study: analysis of official documents related to UAB and CLMD; analysis of teachers, students and manager of CLMD discourses and analysis of speeches presented in UAB events. I argued with this study, that the UAB (seen as general political discourse in the case of official speeches) produces a system of rationality that creates, directs, encourages and guides the direction of teacher training by distance education. In the case of CLMD (here, understood as a pedagogical practice of subjectivity), I have argued that the speeches focused on the Distant Education, and establish boundaries for constraining the government of teachers conducts, because they interfere in the way students act on themselves to produce their subjectivities. / Este estudo tratou da análise de discursos desenvolvidos e implementados pela Universidade Aberta do Brasil (UAB), com intenção de transformar e modernizar a formação docente brasileira através da modalidade à distância. O objetivo principal da pesquisa foi problematizar, descrever e analisar como os discursos da UAB e sua prioridade à Educação à Distância (EAD) atuam no sentido de transformar a formação de professores, o próprio professor e o que significa ser professor. O foco teórico que alimenta este trabalho segue alguns elementos da perspectiva pós-estruturalista/foucaultiana que se detém aos estudos sobre governamentalidade. Através desta perspectiva de estudo, proponho compreender a formação como uma questão de governo das condutas docentes, e a UAB como uma tecnologia humana, entre outras, fabricada para conduzir e controlar uma parte desse governo. Olhei para o movimento dos discursos da UAB sob dois aspectos: o do discurso oficial e o do Curso de Licenciatura em Matemática à Distância (CLMD), ofertado pela Universidade Federal de Pelotas. O desenvolvimento deste estudo aconteceu através dos seguintes instrumentos: análise de documentos oficiais relacionados à UAB e ao CLMD; análise de discursos de professores e alunos e gestor do CLMD e a análise de discursos proferidos em eventos da UAB. Defendi, com este estudo, que a UAB, enquanto discurso político geral, no caso dos discursos oficiais, produz um sistema de racionalidades que cria, dirige, anima e orienta os rumos da formação docente pela modalidade à distância; no caso do CLMD, enquanto prática pedagógica de subjetivação, defendi que os discursos, voltados para a EaD, condicionam e criam fronteiras para o governo das condutas dos professores, porque interferem no modo como os alunos atuam sobre si mesmos para produzirem suas subjetividades.

This essay aims to analyze how Hillary Clinton and Donald Trump communicated verbally and non-verbally during the second presidential debate of the 2016 US election. To do this the essay utilizes a method focused on analyzing actio. The essay also analyses main trends in the rhetoric’s of the candidates. To aid the findings from this analysis the essay takes support from theories such as Impression management, footing, face as well as different theories in representation, including stereotypes, gender in politics and the construction of otherness.   The results that the study reached where that very little critic could be raised towards Clinton's actio except for questioning how effective her choice to face the live audience instead of the tv audience was. That only a few major errors could be found in Clinton's actio & her rhetoric as well, was theorized to be due to the stark contrast of her errors against Trump's which many times where a lot worse. The study also found some similarities in how to candidates used similar rhetorical and, to some extent, actio techniques to compel their audience, thou stark differences could be found in the execution of said techniques. Further the study could not point to any definite female or male use of body language, but theorized that this is due to the nature of a political debate and how Clinton might have adapted to the male dominated world of politics. Finally, in the end discussion a speculation was raised that whoever the audience perceived as a “winner” of the debate came down largely to pre-perceived notions of each candidate at least when it came to body language and rhetoric.

The subpopulation of sperm whales (Physeter macrocephalus) in the Mediterranean Sea is presently list as “Endangered”. This study is an attempt to provide detailed data on sperm whale Bachelor Groups surrounding Ischia, Italy in the Tyrrhenian Sea (Mediterranean Sea). 24 hours, 38 minutes, and 38 seconds of sperm whale Bachelor Group acoustic data was analyzed in order to describe acoustic repertoire, classify behavioral associations to acoustic types, and identify habitat-use. The data showed that the acoustic repertoire of sperm whale Bachelor Groups is dominated by Usual Clicks. Additionally, a click type that maintains an inter-click interval (ICI) in between Usual Clicks and Creaks was identified during acoustic analysis and named “Transition Clicks”. Acoustic events were categorized into Single Code and Combination Code events; representing situations where one acoustic code was heard versus situations where two or more different acoustic codes were heard simultaneously. Analysis revealed that Single Code events represented 71.25% of the sperm whale Bachelor Group acoustic repertoire. The Usual Click/ Transition Click combination represented 73.74% of Combination Code events. A significant difference was shown between time spent in Single Code versus time spent in Combination Code for Usual Clicks and for Squeals. Acoustic repertoire data revealed the possibility for a strong collaborative acoustic structure and a speculated strategy for evolutionary success among sperm whale Bachelor Groups in Ischia, Italy. Additionally, the study showed that sperm whale Bachelor Groups spend 77.87% of the analyzed time engaged in orientation/searching/foraging behavior and 1.09% engaged in socializing behaviors. Event maps revealed a ‘hotspot’ of sperm whale Bachelor Group activity in the waters to the northwest of Ischia, Italy, within the submarine Canyon of Cuma, and outside of the boundaries for the Regno di Nettuno Marine Protected Area (MPA). It is recommended that the results of this study be utilized in extending the Regno di Nettuno MPA to include the ‘hotspot’, and possible critical area, for sperm whale Bachelor Groups. The results of this study and published literature of the sperm whales in this area could be utilized to create population-specific management strategies for more effective measures in ending population decrease and preserving the species. Further research should be carried out to analyze in detail the role of Transition Clicks in sperm whale acoustics and the possibility of a collaborative acoustic structure that has yet to be displayed in any other sperm whale population worldwide.

Abstract The development of new work practices requires the combination of several organizations. The interaction and knowledge formation of the participants are the essential factors. The aim of this study was to reveal their potential for forming new work practices to day-care centre work in the practice of Social Services (UAS) studies. The research focused on co-operative learning of the network of persons representing universities (academic and applied sciences) and day-care centres. The methodology of the study is based on developmental work research. Four different types of data were collected: 1. Discussion data of the Social Services (UAS) students, teachers and work place instructors during joint planning sessions, 2. Their stimulated recall -interview data, 3. The historical analysis of the day-care work, 4. Historical analysis of the transfer concept. The “expansive learning cycle” and historical analysis of the transfer were used as conceptual tools of analyzing teamwork and knowledge formation of the teams. The activity system model of developmental work research was used as conceptual tool of analyzing learning of the teams. Central themes were further elaborated using stimulated recall – interviews. The interaction mainly consisted of presenting one’s own view, and on the other hand, solving a common problem. The team did not question the interaction at a personal level. The team was not able to construct the common activity system and the boundary object between different institutions (the university, university of applied sciences and the day-care centres). Knowledge formation was conducted by reconstruction of existing knowledge and traditional transfer. On the other hand, regenerative learning and knowledge formation were developed in the activity system of the day-care centre and education. The team observed children’s learning and the contradictions of current activity and formed a new theoretical concept. It was applied as a tool for the activity of students. The new insight was not expanded to the work in day-care centres. Mere conversation is not sufficient - new work practices require mutual trust, strong network connections and the ability to assess and develop the attitude towards a more co-operative one. Knowledge formation provides regenerative learning. What is essential is questioning present practices, knowing the zone of proximal development of the work and modeling of new ideas. The most important in knowledge formation, interaction and learning are the theories of learning. The starting point to develop the work is to find the right object based on the needs of working life. / Tiivistelmä Uusien työtapojen kehittäminen vaatii useiden organisaatioiden yhteistoimintaa. Keskeistä on eri asiantuntijoiden vuorovaikutus ja tiedonmuodostus. Tutkimuksessa selvitettiin kehittäjätiimin vuorovaikutuksen ja tiedonmuodostuksen suhdetta uusien työtapojen muodostumiseen sosionomi (AMK) -koulutuksen harjoittelussa. Tutkimus kohdistui yliopiston, ammattikorkeakoulun ja päiväkodin edustajien yhteistoiminnalliseen oppimiseen tavoitteenaan kehittävä siirtovaikutus. Tutkimuksen metodologia perustuu kehittävään työntutkimukseen. Tutkimus sisältää neljä aineistoa: 1. Sosionomi (AMK) -opiskelijoiden, opettajien ja työpaikkaohjaajien keskusteluaineiston, 2. stimulated recall -haastatteluaineiston, 3. päiväkotityön historiallisen kehityksen analyysiaineiston, 4. siirtovaikutuksen käsitteen historiallisen analyysiaineiston. Keskusteluaineiston vuorovaikutuksen analyysimenetelmänä käytettiin tiimityön analysoinnin käsitteellisiä välineitä. Tiedonmuodostusta analysoitiin ekspansiivisella oppimissyklillä ja siirtovaikutuksen kehitysvaihemallilla. Päiväkotityön historia-analyysiä käytettiin osallistujien kehittämiskohteen tulkintaan. Oppimista analysoitiin toimintajärjestelmän rakennemallilla. Stimulated recall -haastattelut täydensivät analyysejä. Kehittäjätiimin vuorovaikutuksessa korostui oman näkökulman esittäminen ja toisaalta yhteisen ongelman ratkaiseminen. Osallistujat eivät kyseenalaistaneet yksilötason vuorovaikutustaan. Tiimi ei pystynyt luomaan yliopiston, ammattikorkeakoulun ja päiväkodin edustajien yhteistä toimintajärjestelmää ja kehittämiskohdetta. Tiedonmuodostusta ohjasivat valmiin tiedon rekonstruointi ja staattinen siirtovaikutus. Toisaalta päiväkodin ja koulutuksen toimintajärjestelmässä kehittyi uudistavaa oppimista. Osallistujat käsittelivät lasten oppimista, nykytoiminnan ristiriitoja ja muodostivat uuden selitysmallin, jolla oli teoreettista merkitystä opiskelijan toiminnan välineenä. Uusi selitysmalli ei siirtynyt päiväkotityöhön. Pelkkä keskustelu ei riitä - uudet työtavat edellyttävät keskinäistä luottamusta, vahvoja verkostosuhteita sekä kykyä arvioida ja kehittää asennetta yhteistoiminnallisuuteen. Tärkeimmiksi tiedonmuodostusta, vuorovaikutusta ja oppimista sääteleviksi tekijöiksi nousevat oppimisteoriat. Uudistukset edellyttävät uudistavaa oppimista. Keskeistä on taito yhdessä kyseenalaistaa nykyistä toimintaa, hahmottaa työn lähikehitys sekä mallittaa uusia ideoita. Lähtökohtana ovat työelämän tarpeista nousevat kehittämiskohteet.

Red deer males aggregate for a major part of a year to bachelor groups. Social position - Rank - is unstable in these groups. Previous experiments revealed that rank modulated by agonistic behaviour influences antler growth and antler cycle timing. Antlers are secondary sexual characteristics of the deer family and one of the fastest growing tissue in the vertebrate taxa. Their development is modulated by androgenic hormone, testosterone. In our experiment, we observed agonistic behaviour of 19 males. They were equipped with GPS collars and regularly handled for blood samples and downloading of telemetrical data. Based on statistical analysis, we found that in our bachelor group 13 stags kept similar interindividual distances which did not exceed 22 metres ("Closest associates"), whereas the rest of the group moved tens of metres away ("Wanderers"). In regard to the number of agonistic interactions and the interindividual relationship, which arose from that, we divided the bachelor group on "Friends" (˂9 interactions) and "Rivals" (≥9). We found that the number of interactions depended on average distance among males in groups divided by dyadic relationship ("Friends" and "Rivals"). With increasing distance, "Rivals" increased the number of interactions, while "Friends" did not show this trend....

30% of children and youths in Sweden have some form of allergy disease and for many people medicines are not sufficient. If so, there is a possibility of an allergy vaccination, a three to five-year process where the patients receive 50-80 injections. So what is the main problem? In fact, it is important to understand that the vaccination is something that affects the child in greater extent than just the moment when the syringe is provided. At present, the patient must stay to ensure that he/she does not get an allergic reaction and is feeling well enough to go home. They are constantly questioned about how they feel. But how does a child determine this? How good is good enough? Topi is a system that increases the involvement and transfer responsibilities from the child by keeping track of their well-being and surroundings - while making treatments more fun and safe. The project is funded by Swedish Asthma and Allergy Association´s Research Foundation

In this thesis the effect of harmonics on the electrical grid from electric car chargers, specifically the effect on distribution transformers, is analyzed. The study was performed on the electrical grid of two areas provided by the electrical company Dala Energi. Electric car chargers are added to each customer connected to the electrical grid in both areas to examine the effects of harmonics on the distribution transformers. A model of the electrical grid of each area was recreated and simulated with the open source program OpenDSS. The effects of the added harmonic load on the electrical grid was evaluated in a range from 10% to a 100% of the consumers connected to the grid.  The results of this study show an increase in losses due to harmonic distortion. However, the losses are less significant when the added electric car charger load is distributed between all three phases of the grid compared to one phase. All the added harmonics, except the 9th harmonic, maintain acceptable levels set by The Swedish Energy Market Inspectorate. The impact of the 9th harmonic can be reduced by installing filters. The main conclusion of this thesis is that to reduce the effects of harmonic on the grid the harmonic load should be distributed on all three phases. Also scheduling the charging time of the cars can be implemented to further even out the load variations on the electrical grid.

Reality TV is a well-appreciated concept in the world of entertainment. The purpose of this study is to approach the viewing of reality television, with the intention to explore if men and women react to and interpret gender roles differently in a chosen reality TV show. Further social factors, such as nationality, age, sexuality and education will simultaneously play a crucial part in the analysis. The Swedish adaption of the well-known format The Bachelor was chosen for this case study to examine if the situations in the show would provoke different reactions and interpretations among the respondents. The thesis delivers two qualitative methodological approaches to capture the reactions and interpretations among the test persons. A focus group discussion with eight Finnish men and women was conducted along with eight individual interviews with Swedish men and women, with the intention of gaining insightful and valuable knowledge regarding how men and women interpret what they see. The study’s findings suggest that there are both differences and similarities among men and women in their reactions and interpretations of gender roles in the chosen show, and that further social factors aid and affect in constructing the different interpretations.

I detta examensarbete ville jag undersöka asymmetri och använda det ordet för att formge möbler och objekt. Jag ville undersöka hur asymmetrin skulle kunna te sig och jag lade en stor grund vid litteratur och omvärldsanalys. Med researchen tog jag mig vidare in i en skiss- och modellprocess som därefter ledde fram till två utvalda former som jag skulle tillverka i full skala. Arbetet är förhållet till ett tio veckor långt tidsspann och jag betraktar arbetet i helhet som en skiss och en grund för fortsatta studier på master- och forskarnivå. Jag kom fram till att asymmetri kan te sig på olika sätt i formgivningen – en materiell asymmetri, en asymmetri i formers relationer till varandra och att det krävs en viss symmetri för att kunna urskilja asymmetrin, det avvikande. Resultatet är två möbler som visar hur långt eller hur kort man kan dra asymmetrin och de båda objekten innefattar symmetriska beståndsdelar placerade i en asymmetrisk relation till varandra. / In this thesis I wanted to investigate asymmetry and use that word to design furniture and objects. I wanted to investigate how the asymmetry could manifest itself and I laid a great foundation in literature. With the research I proceeded into a sketch and model process which then led to two selected forms that I would produce in full scale. The work is related to a ten-week long span of time and I regard the work as a whole as a sketch and a basis for further studies at master’s and doctoral level. I found that asymmetry can manifest itself in different ways in design – a material asymmetry, an asymmetry in the relations of shapes to each other and that a certain symmetry is required to be able to discern the asymmetry, the deviating. The result is two pieces of furniture that show how far or how short one can take the word investigated. The two objects comprise symmetrical elements placed in an asymmetric relationship to each other.