Made available in DSpace on 2016-04-04T18:30:00Z (GMT). No. of bitstreams: 1 Paula Costa de Andrada.pdf: 1726810 bytes, checksum: 682f76ad1afa95c69df7a4c4153a0f5f (MD5) Previous issue date: 2014-02-18 / This research investigated the potentiality of interventions that use artistic expressions to promote the awareness of teachers from public school education about their conditions of teaching and their role in education. Developed as an action of Educational Psychology, the proposal was constructed based on theoretical-methodological assumptions of cultural-historical Psychology by understanding that it provides support to the role of the psychologist in institutional settings. This study aimed to observe the extent to which an intervention that uses artistic modalities as mediators of the expressions of the subjects, supports teachers development, promoting awareness of themselves, of their professional role and commitment. The research consisted of two groups of teachers from two publics schools located in two cities in the countryside of S?o Paulo, Brazil. Our method is the Dialectical Materialism, which seeks to reveal the movement and contradictions in investigated phenomenon. The artistic expression which we worked with was circular dance. We used emotional experience and affective expressions to build our analysis based on the reflections of L.S. Vigotski. The results indicate that the negative affections are prevalent on teaching experience, characterized by the feeling of suffering experienced in different forms in the profession. However, dialectically, teachers also express positive affections regarding their profession, especially when they can see results and recognition from their work. We also verified that the use of circular dances as a mediator of the teachers affections proved to be a way to work with the intricate dynamics of relationships established in the schools. The data suggest that the dances with their gesture, choreography, movement and rhythm touch the sensitive dimension of teachers providing the reworking of their affective experience inside the school by the possibility of assigning new meanings and senses to their practice, to their lives and work conditions, and their role in education. / Esta pesquisa investigou a potencialidade de interven??es que se utilizam de express?es art?sticas na promo??o da tomada de consci?ncia de professores da rede p?blica de ensino sobre suas condi??es de doc?ncia e seu papel na educa??o. Desenvolvida como a??o da Psicologia Escolar, a proposta foi constru?da com base nos pressupostos te?rico-metodol?gicos da Psicologia Hist?rico-Cultural por entender que oferecem lastro para a atua??o do psic?logo em contextos institucionais. Objetivou-se observar em que medida uma interven??o que se utiliza de modalidades art?sticas como mediadoras das express?es dos sujeitos, constitui-se facilitadora do desenvolvimento dos professores, promovendo a tomada de consci?ncia de si, de seu papel e compromisso profissional. Foram sujeitos da pesquisa dois grupos de professores das redes municipal e estadual, de duas escolas localizadas em duas cidades do interior de S?o Paulo. Nosso m?todo ? o Materialismo Dial?tico, que busca desvelar o movimento e as contradi??es constituintes do fen?meno investigado e a express?o art?stica utilizada foi a dan?a circular. Utilizamos a viv?ncia como unidade de estudo e as express?es afetivas como indicadores de viv?ncia baseando-nos nas reflex?es de L.S. Vigotski. Os resultados apontam que os afetos negativos s?o prevalentes na viv?ncia da doc?ncia, caracterizada pelo sofrimento experimentado na profiss?o com diferentes contornos. Entretanto, dialeticamente, os professores tamb?m expressam afetos positivos em rela??o ao ensino que desenvolvem, sobretudo quando podem vislumbrar resultados e reconhecimento de seu trabalho. Verificamos, tamb?m, que a utiliza??o da dan?a circular como mediadora dos afetos dos professores mostrou-se um meio para se trabalhar a intricada din?mica de rela??es estabelecidas nas escolas. As informa??es apontam que a dan?a com seu gestual, coreografia, movimento e ritmo atinge a dimens?o sens?vel dos professores, favorecendo reelabora??es afetivas de sua viv?ncia dentro da escola pela possibilidade de atribui??o de novos significados e sentidos ? sua pr?tica, ?s suas condi??es de vida e trabalho e ao seu papel na educa??o escolar.

<p>Dynamisk pedagogik är en metod där man utifrån en demokratisk värdegrund arbetar med individers och gruppers kommunikativa och kreativa processer för att medverka till ökad självkännedom. Dynamisk pedagogik har funnits på Lärarhögskolan i Stockholm sedan mitten av 1960-talet och till en början som ämnet skapande dramatik i förskollärarutbildningen. Dan Lipschütz är upphovsmannen till metoden.</p><p>Uppsatsens syfte är att beskriva och tolka vad som ligger bakom den dynamiska pedagogikens uppkomst och utveckling under perioden 1926 – 2007. Jag anser att 1966 var det mest betydelsefulla året för den dynamiska pedagogikens utveckling. Då benämndes metoden och den fick ett eget utbildningsinstitut, Kordainstitutet.</p><p>I min studie har jag jämfört Dan Lipschütz livsberättelse med ”en berättelse om den dynamiska pedagogiken” och sökt efter parallella företeelser, vilket innebär att jag funnit upplevelser och erfarenheter från hans liv som medverkat till att forma den dynamiska pedagogiken.</p><p>Uppsatsens metoder är livsberättelsen, den kvalitativa forskningsintervjun samt litteraturstudier. Jag utgår från ett kvalitativt forskningsperspektiv med en hermeneutisk tolkningsansats. Arbetet innehåller såväl tolkande som deskriptiva delar.</p><p>Studien visar att formandet av den dynamiska pedagogiken har skett i en tid som var mottaglig för de idéer som metoden representerar. Såväl idéer, teorier som viktiga personer med specialkunskaper i den dynamiska pedagogikens olika delar har varit avgörande för metodens formande och uppkomst, där Dan Lipschütz med sin speciella kompetens varit den sammanhållande faktorn.</p>

<p>The aim the thesis was to investigate, the prevalence of Lower Urinary Tract Symptoms (LUTS). Moreover, we examine symptom severity and different levels of distress and describe how different symptoms from the lower urinary tract affect the self-assessed health, sadness, happiness and the quality of life in men. </p><p>The studies are based on two data collections. In the first data collection, all men aged 40 – 80 years (n=2571) living in the Swedish community received a postal questionnaire. Twelve months later, 504 men who had earlier reported LUTS and 504 who had not reported symptoms were asked to complete the DAN-PSS and the SF-36 questionnaires. </p><p>The overall prevalence of LUTS was 24%. Post-micturition dribbling (21%) was the most frequent symptom, and stress incontinence (2%) was the least frequent symptom. Urge incontinence, stress incontinence and “other” incontinence cause a high level of distress, even if the symptoms do not occur very often. Men experiencing mild, moderate or severe urge, stress or “other incontinence” had lower mean scores for all of the eight dimensions measured by the SF-36 than men without the same symptoms. Men experiencing a moderate/severe degree of weak stream or nocturia reported a poorer quality of life in all dimensions compared to men with a mild level of the same symptoms. The total burden of moderate/severe LUTS is related to self-assessed health, sadness and happiness. For each of the 12 specific LUTS, men with mild, moderate or severe symptoms had lower scores for self-assessed health and happiness, and higher scores for self-assessed sadness, than men without the same symptoms. </p><p>In conclusions, one of every four men reports LUTS. Urinary incontinence causes high level of distress even to men who experience this symptom rarely. LUTS have a negative impact on quality of life, health, sadness and happiness. </p>

The aim the thesis was to investigate, the prevalence of Lower Urinary Tract Symptoms (LUTS). Moreover, we examine symptom severity and different levels of distress and describe how different symptoms from the lower urinary tract affect the self-assessed health, sadness, happiness and the quality of life in men. The studies are based on two data collections. In the first data collection, all men aged 40 – 80 years (n=2571) living in the Swedish community received a postal questionnaire. Twelve months later, 504 men who had earlier reported LUTS and 504 who had not reported symptoms were asked to complete the DAN-PSS and the SF-36 questionnaires. The overall prevalence of LUTS was 24%. Post-micturition dribbling (21%) was the most frequent symptom, and stress incontinence (2%) was the least frequent symptom. Urge incontinence, stress incontinence and “other” incontinence cause a high level of distress, even if the symptoms do not occur very often. Men experiencing mild, moderate or severe urge, stress or “other incontinence” had lower mean scores for all of the eight dimensions measured by the SF-36 than men without the same symptoms. Men experiencing a moderate/severe degree of weak stream or nocturia reported a poorer quality of life in all dimensions compared to men with a mild level of the same symptoms. The total burden of moderate/severe LUTS is related to self-assessed health, sadness and happiness. For each of the 12 specific LUTS, men with mild, moderate or severe symptoms had lower scores for self-assessed health and happiness, and higher scores for self-assessed sadness, than men without the same symptoms. In conclusions, one of every four men reports LUTS. Urinary incontinence causes high level of distress even to men who experience this symptom rarely. LUTS have a negative impact on quality of life, health, sadness and happiness.

Dynamisk pedagogik är en metod där man utifrån en demokratisk värdegrund arbetar med individers och gruppers kommunikativa och kreativa processer för att medverka till ökad självkännedom. Dynamisk pedagogik har funnits på Lärarhögskolan i Stockholm sedan mitten av 1960-talet och till en början som ämnet skapande dramatik i förskollärarutbildningen. Dan Lipschütz är upphovsmannen till metoden. Uppsatsens syfte är att beskriva och tolka vad som ligger bakom den dynamiska pedagogikens uppkomst och utveckling under perioden 1926 – 2007. Jag anser att 1966 var det mest betydelsefulla året för den dynamiska pedagogikens utveckling. Då benämndes metoden och den fick ett eget utbildningsinstitut, Kordainstitutet. I min studie har jag jämfört Dan Lipschütz livsberättelse med ”en berättelse om den dynamiska pedagogiken” och sökt efter parallella företeelser, vilket innebär att jag funnit upplevelser och erfarenheter från hans liv som medverkat till att forma den dynamiska pedagogiken. Uppsatsens metoder är livsberättelsen, den kvalitativa forskningsintervjun samt litteraturstudier. Jag utgår från ett kvalitativt forskningsperspektiv med en hermeneutisk tolkningsansats. Arbetet innehåller såväl tolkande som deskriptiva delar. Studien visar att formandet av den dynamiska pedagogiken har skett i en tid som var mottaglig för de idéer som metoden representerar. Såväl idéer, teorier som viktiga personer med specialkunskaper i den dynamiska pedagogikens olika delar har varit avgörande för metodens formande och uppkomst, där Dan Lipschütz med sin speciella kompetens varit den sammanhållande faktorn.

Donald Judd, Dan Flavin, Carl Andre et Sol LeWitt sont parmi les principaux représentants de l'art minimal aux Etats-Unis. Les oeuvres analysées dans cette thèse sont majoritairement tirées de leur pratique des années soixante et soixante-dix, et se rattachent à la sculpture. À partir de ces oeuvres, notre recherche se propose de montrer les rapports entre l'esthétique et le politique, en regard d'un questionnement sur la rationalité que ces oeuvres induisent. Dans les premier et second chapitres, nous présentons une analyse initiale des oeuvres en exergue, et une mise en situation contextuelle. Celle-ci s'établit en regard d'un corpus critique et d'un commentaire sur le climat épistémologique de l'époque étudiée. Le troisième chapitre renvoie aux sources formelles et théoriques, en maintenant l'idée de filiation -et d'infléchissement de ces mêmes filiations -qui se dégagent des chapitres précédents. Les deux derniers chapitres reprennent les principaux éléments théoriques que nous avons retenus pour les besoins de notre analyse. Nous y étudions, à l'aune des pensées de Deleuze et d'Adorno, l'articulation particulière de l'esthétique et du politique dans l'art minimal. Le politique s'y appuie sur une interrogation de la rationalité qui travaille l'idée de totalité et d'immédiateté de la perception. Avec la prémisse de la reconduction dans l'oeuvre d'instances paradoxales basées sur une synthèse connective ou une répétition profonde qui sous-tend la répétition sérielle première. En somme, il s'agit dans le commentaire critique des oeuvres et des artistes choisis, d'étudier des notions qui se posent comme paradigmes de l'ambiguïté de l'oeuvre minimale. L'ancrage théorique privilégié en découle. L'investigation de concepts prégnants dans l'oeuvre minimale, tels la différence et la répétition, le matériau et les rapports forme/contenu, et la mimésis qui renvoie aux problématiques du simulacre ou du reflet, qualifient la représentation dans l'oeuvre minimale. Une analyse renouvelée de ces termes récurrents demandait un champ théorique inusité. Ce dernier ouvre à une qualification de l'oeuvre minimale basée, non pas uniquement sur les certitudes de ce que l'on voit, mais également sur ce qui échappe à la perception immédiate. Cette conjonction spécifique reconduit une oeuvre déterminée par ce qui l'indétermine. Et une interrogation de l'esthétique et du politique à travers celle d'une rationalité où perce le sensible. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Art minimal, Esthétique, Politique, Rationalité, Éléments.

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Melanie Jones and Dan Durall aren't looking to the treetops for clues about the "wood wide web." They're looking to the soil at fungi that are crucial to renewing our forests.

This thesis will investigate the fictional discourse that has developed around academia and how this discourse has manifested itself in the New Zealand literary tradition, primarily in the works of M.K. Joseph, Dan Davin and James K. Baxter. These three writers have been selected because of their status within Kai Jensen's conception of “a literary tradition of excitement about masculinity”; in other words, the masculine tradition in New Zealand literature which provides fictional representations of factual events and tensions. This literary approach is also utilised in the tradition of British university fiction, in which the behaviour of students and faculty are often deliberately exaggerated in order to provide a representation of campus life that captures the essence of the reality without being wholly factual. The fact that these three writers attempt, consciously or unconsciously, to combine the two traditions is a matter of great literary interest: Joseph's A Pound of Saffron (1962) appropriates tropes of the British university novel while extending them to include concerns specific to New Zealand; Davin's Cliffs of Fall (1945), Not Here, Not Now (1970) and Brides of Price (1972) attempt to blend traditions of university fiction with the masculine realist tradition in New Zealand literature, though, as we will see, with limited success; Baxter's station as the maternal grandson of a noted professor allows him to criticise the elitist New Zealand university system in Horse (1985) from a unique position, for he was more sympathetic towards what he considered the working class “peasant wisdom” of his father, Archie, than the “professorial knowledge” of Archie's father-in-law. These three authors have been chosen also because of the way they explore attitudes towards universities amongst mainstream New Zealand society in their writing, for while most novels in the British tradition demonstrate little tension between those within the university walls and those without, in New Zealand fiction the tension is palpable. The motivations for this tension will also be explored in due course, but before we can grapple with how the tradition of British university fiction has impacted New Zealand literature, we must first examine the tradition itself.

De nos jours, les avatars et les réécritures du mythe du Graal puisent leur source d'inspiration dans la Littérature puisque la première mention littéraire de ce schème apparaît à la fin du XIIeme siècle dans Perceval ou le conte du Graal de Chrétien de Troyes. De par des origines ambivalentes (païennes et chrétiennes), le Graal s'est ancré dans l'imaginaire collectif comme un mythe rédempteur ou tout du moins, étant un idéal à atteindre. Si la quête médiévale chevaleresque demande une rigueur incomparable et une pureté d'âme et de corps pour mériter la révélation des mystères du Saint Calice aujourd'hui, les héros de la littérature populaire et de la culture de masse accèdent à ses secrets par le vecteur d'en-quêtes simplifiées. La dévaluation du mythe s'effectue à mesure des transferts qui s'opèrent dans différents genres, supports et médias mais également dans la réception que la société a du mythe du Graal. De Saint Graal à Graal, de Littérature à paralittérature, de la Bible à la télévision, ce travail cherche à mettre en évidence les différents aspects de ces transferts et tente de prouver qu'il existe des résonances et des points d'articulation entre ces domaines par l'interface du Graal. Dans ce sens, le motif sert aussi de porte-à-faux à une culture et à une littérature dites " mineures " qui peuvent toutefois, sous l'effet du Graal, devenir scientifiques et apporter de nouvelles pistes de réflexion sur le mythe, la société et la Littérature.