Made available in DSpace on 2016-04-29T13:31:21Z (GMT). No. of bitstreams: 1 Livia Gomes dos Santos.pdf: 1205470 bytes, checksum: f5c61cb6cc707b90ad40c8a2ab8618e6 (MD5) Previous issue date: 2015-12-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work reflects on the unconscious in psychology based on the method Historical-Dialectical, particularly how it was proposed by Lev Vygotsky Semionovich (1896-1934). For this, we divided the work into five parts: Introduction, which presents the problem that led us to the preparation of this thesis, as well as the methodology and guiding assumptions of the analysis, among which stands out the understanding of the psyche as drama ; chapter "Vygotsky and the creation of a new psychology" in which present life and the context in which Vygotsky developed his work and reflections on the influence of two thinkers, appointed as its main references Spinoza and Marx and which are fundamental to understanding of the unconscious. In the chapter "The history of the unconscious and the unconscious in history", based on the understanding that every phenomenon must begin with the analysis of its constitution process we analyze the history of the concept of the unconscious, highlighting the way in which it gains importance with the emergence of modern subjectivity; and we also show how this concept is treated in some theories that seek to explain aspects of the human phenomenon since the emergence of capitalism as a mode of production. The next chapter, "The Unconscious in Vygotsky", we present the analysis of the unconscious explicit by Vygotsky and demonstrate that, like any aspect of the psyche, it's cultural, social and depends on the specific relationships that the subjects set in reality. From this analysis, we seek to relate them with other central assumptions of Vygotskian theory. Thus, it demonstrates that, in dynamic terms, the unconscious is an important part for the psychic functioning and should be analyzed in keeping links with the Higher Psychological Functions and those with social context. What possible in our final remarks, when we indicate that although it is necessary to further analyze this concept since we are unable to understand that the unconscious is marked by contradiction, the clashes, the constant complaint that there is something in us that prevents us to act toward what expands us. There is something that prevents our power of action, which promotes a disruption of connections between thinking-feeling-acting, doing, as Spinoza says, we act for our bondage, thinking that we fight for our freedom. Understand how and why this occurs is to contribute to understanding of alienation that prevents the transforming action; and the unconscious is a category that lets you analyze about it and, therefore, we start to walk towards overcoming this situation / Este trabalho reflete sobre o inconsciente na Psicologia orientada pelo método Materialista Histórico-dialético, particularmente na perspectiva tal qual foi proposta pelo pensador soviético Lev Semionovich Vigotski (1896-1934). Para isso, dividimos o trabalho em cinco partes: a Introdução, na qual é apresentado o problema que nos levou à elaboração da presente tese, bem como a metodologia e os pressupostos orientadores da análise, dentre os quais se destaca a compreensão de psiquismo como drama. O capítulo Vigotski e a criação de uma nova Psicologia , no qual apresentamos a vida e o contexto no qual Vigotski desenvolveu sua obra e reflexões sobre a influência de dois pensadores, apontados como suas principais referências: Espinosa e Marx. No capítulo A história do inconsciente e o inconsciente na história , partindo da compreensão de que todo fenômeno deve partir da análise do seu processo de constituição, analisamos a história do conceito de inconsciente, dando destaque ao modo como ele ganha importância com a emergência da subjetividade moderna; e também apresentamos a forma como este conceito é tratado em algumas teorias que buscam explicar aspectos do fenômeno humano desde a emergência do capitalismo como modo de produção. No capítulo seguinte, O Inconsciente em Vigotski , apresentamos a análise do inconsciente explicitada por Vigotski e demonstramos que, como qualquer aspecto do psiquismo, ele é cultural, social e depende das relações concretas que os sujeitos estabelecem na realidade. A partir dessa análise, procuramos relaciona-las com outros pressupostos centrais de teoria vigotskiana. Assim, demonstramos que, em termos dinâmicos, o inconsciente é parte importante para o funcionamento psíquico, devendo ser analisado nos nexos que mantem com as Funções Psicológicas Superiores e dessas com o contexto social. Entretanto, justamente esse contexto pode fazer com que o inconsciente impeça a nossa potência de ação. O que possibilitou em nossas considerações finais, quando indicamos que ainda que seja necessário aprofundar a análise sobre este conceito já nos é possível compreender que o inconsciente é marcado pela contradição, pelos embates, pela constante denúncia de que há algo em nós que impede que atuemos em direção daquilo que nos expande. A particularidade em que vivemos promove um rompimento dos nexos entre o pensar-sentir-agir, fazendo, como fala Espinosa, que atuemos pela nossa servidão, julgando que lutamos pela nossa liberdade. Entender como e porque isso ocorre é aumentar a compreensão da alienação que impede a ação transformadora; o inconsciente é uma categoria que permite realizar uma análise sobre isso e, com isso, caminhar em direção à superação desta situação

Esta tese propõe um estudo das relações entre as instâncias autorais no cinema a partir de um fenômeno cultural que circunda a produção fílmica cinematográfica: o making of documentário. Partindo de uma relação entre a teoria do autor no cinema, as noções de trajetória social e de campo bourdieusianas e a dialética do olhar proposta por Didi-Huberman (2010), a tese tem como objetivo geral compreender como se constrói uma dupla noção de autoria a partir da relação entre duas instâncias autorais instauradas pelo making of documentário: a do diretor do making of e a do diretor do filme. As relações analisadas dizem respeito aos seguintes diretores de making ofs e diretores dos filmes aos quais eles se referem, nos respectivos making ofs documentários selecionados: Les Blank e Werner Herzog, em Burden of Dreams (1982); a dupla Keith Fulton/Louis Peppe e Terry Gillian, em The Hamster Factor and other tales of Twelve Monkeys (1996); Laurent Bouzereau e Steven Spielberg, em The Making of Close Encounters of the Third Kind (2001); Charles de Lauzirika e Ridley Scott, em Dangerous Days: making Blade Runner (2007). A tese está estruturada em quatro partes: 1) Os extrafílmicos: do making of aos caminhos da autoria no cinema; 2) O campo do making of; 3) A trajetória social dos diretores; 4) Encontros possíveis: os autores construídos e os autores desvelados. Na primeira parte situo a configuração dos extrafílmicos enquanto paratextos, donde desponta a esfera da produção e circulação do making of. Evidencio a relevância deste contexto no que se configura enquanto questão-horizonte da tese: a dupla noção de autoria operada pelos making ofs documentários a partir de condições do campo e da dialética do olhar (DIDI-HUBERMAN, 2010) que se insere no espaço dos possíveis (BOURDIEU, 1996a, 1996b). Com base na contribuição teórica de Pierre Bourdieu, na segunda parte proponho a caracterização do campo do making of, demonstrando o espaço que se constitui a partir de disputas em que determinadas instâncias (realizadores, produtores, organizações, festivais e premiações, crítica especializada) pleiteiam reconhecimento no escopo da indústria cinematográfica. Trata-se de delimitar os mecanismos e contextos produtivos próprios, as escolhas e tomadas de posição que reverberam em estilos e formatos diferenciados de making ofs e os agentes e estruturas capazes de legitimar a autonomia do campo. A terceira parte elucida a trajetória social dos diretores implicados na relação making of – filme ficcional. Nesse sentido, demonstro a construção social da autoria referente a Steven Spielberg, Ridley Scott, Terry Gilliam e Werner Herzog, compreendendo o contexto das relações a que suas trajetórias estão submetidas, para, logo após, analisar a trajetória dos diretores dos making ofs Lauren Bouzereau, Charles de Lauzirika, Les Blank e a dupla Keith Fulton e Louis Peppe, estabelecendo as tomadas de posição e as particularidades do percurso de cada um que conduzem às (possíveis) posições autorais. Na quarta parte empreendo a análise da dupla noção de autoria através dos encontros e relações entre as instâncias diretivas nos making of documentários selecionados, operando as seguintes categorias analíticas: (1) agentes e processos produtivos, (2) memória do filme e (3) espaço da autoria. A incursão da análise se desdobra ainda, na percepção sobre as articulações que mobilizam a relação dialética do olhante e do olhado, a fim de compreender as manifestações do autor voyeur – auteur exibicionista e autor flâneur – auteur dândi. É entendimento desta pesquisa que o making of documentário se constitui enquanto uma forma de expressão audiovisual que dá a ver relações de alteridades – dos sujeitos envolvidos na realização cinematográfica a partir da dialética do olhar. De acordo com as maneiras como engendra esse olhar sobre um filme, o making of nos dá a ver diferentes modos de ocupação do espaço autoral. / This thesis proposes the study of the relations between authorials instances in cinema from a cultural phenomenon surrounding the cinematographic production: the making of documentary. Starting from a relationship between the author's theory in film, the notions of social trajectory and field by Pierre Bourdieu (1996a;1996b) and the dialectic of viewing proposed by Didi-Huberman (2010), the thesis has as a general objective to understand how a dual notion of authorship is constructed from the relationship between two authorial instances established by the making of documentary: the making of director and the film director. Relations analyzed concern the following making ofs directors and directors of the films to which they refer, in the respective making of documentaries selected: Les Blank and Werner Herzog, in Burden of Dreams (1982); the team Keith Fulton/Louis Peppe and Terry Gillian, in The Hamster Factor and other tales of Twelve Monkeys (1996); Laurent Bouzereau and Steven Spielberg, in The Making of Close Encounters of the Third Kind (2001); Charles de Lauzirika and Ridley Scott, in Dangerous Days: making Blade Runner (2007). The thesis is structured in four sections: 1) The extrafilmics: from making of to the paths of authorship in film; 2) The field of the making of; 3) The social trajectory of directors; 4) Possible encounters: the constructed authors and the authors unveiled. In the first section I place the configuration of the extrafilmic while paratexts, where dawns the sphere of production and circulation of the making of. I highlight the importance of this context which is configured as a matter-horizon of the thesis: the dual notion of authorship operated by making ofs documentaries from the field conditions and the dialectical view (DIDI-HUBERMAN, 2010) which fall within the space of possibles (BOURDIEU, 1996a, 1996b). Based in the theoretical contribution of Pierre Bourdieu, the second section proposes a carachterization of the making of field, demonstrating the space which constitutes trhoughout disputes in which certain instances (filmmakers, producers, organizations, festivals and awards, critics) claim acknowledgment in the scope of the cinematographic industry. It’s about defining the mechanisms and own production contexts, choices and position-takings reverberating in different styles and making of formats and agents and structures able to legitimize the autonomy of the field. In the third section, I demonstrate the social construction of authorship refering to Steven Spielberg, Ridley Scott, Terry Gilliam e Werner Herzog, understanding the context of the relationship that their trajectories are subject, for, soon after analyze the making of director’s Laurent Bouzereau, Charles de Lauzirika, Les Blank and the team Keith Fulton/Louis Peppe trajectory, establishing the position-takings and course particularities of each one leading to (possible) authorial positions. The fourth section undertakes the analysis of the dual notion of authorship through the encounters between directorial instances in making of documentaries selected, operating the following analytical categories: (1) agents and production process; (2) memory of the film and (3) space of authorship. The incursion of the analysis unfolds also in the perception over articulations that move the dialectical relationship of viewer and viewed, in order to comprehend the manifestations of the voyeur author – exhibitionist auteur and flâneur author – dandy auteur. It’s the understanding of this research that the making of documentary constitutes itself as an audiovisual expression form that displays otherness relations – from the subjects involved in the filmmaking process throughouth the dialectica of viewing. Accordingly to the ways that engender this look over a film, the making of gives us to see different occupation modes of authorship space.

Esta dissertação tem como objetivo geral estudar o vocabulário do Cururu na cidade de Piracicaba, propondo uma discussão das influências e contribuições do léxico dessa manifestação folclórica dentro do universo sociocultural caipira da região do Médio Tietê, Para elaboração dessa pesquisa são utilizados material oral, dicionários de língua portuguesa e bibliografia relacionada. Com base no referencial teórico metodológico da sociolinguística laboviana, fez-se a pesquisa de campo para coleta de conversas informais; e, da geolinguística, para elaboração e aplicação do questionário do campo semântico-lexical do Cururu, com trinta sujeitos-entrevistados, subdivididos em cururueiros e não cururueiros, considerando as faixas etárias 18 a 30 e 50 em diante- e os diferentes sexos. Os objetivos específicos deste estudo são: i) definir um glossário a partir do vocabulário Cururu, selecionado por meio de bibliografia e pesquisa de campo; e, ii) desenvolver uma análise diacrônica do conteúdo desse glossário, comparando as acepções das lexias listadas às encontradas em dicionários dos séculos XVIII, XIX, XX, XXI. O exame desses dados é feito à luz de estudos dialetológicos, lexicográficos, lexicológicos e sociolinguísticos. Os resultados dessa pesquisa além de permitir a análise do grau de reconhecimento e uso dos 48 itens lexicais, também expõem uma mostra da tradição atual do Cururu em Piracicaba, região que tem em seu vocabulário um reflexo da ação natural e dinâmica da própria língua, sendo possível suscitar uma discussão sobre o grau de manutenção, variação e mudança em curso dos elementos que compõem esse vocabulário. / This dissertation aims to study the Cururu vocabulary in Piracicaba, offering a discussion of the influences and contributions of this lexicon within the sociocultural universe of the caipira paulista. To elaborate this study, we used oral material, Portuguese dictionary and literature related. Based on the theoretical framework of Labovian sociolinguistics, we did field research to collect informal conversations, and based on geolinguistics, we elaborated and applied the questionnaire of lexical-semantic field of Cururu, with thirty respondents, subdivided in cururueiros and not cururueiros, considering the age groups 18 up to 30 and 50 on- and the different sexes. The specific objectives of this study are: i) defining a glossary of Cururu vocabulary, selected through literature and field research, ii) developing a diachronic analysis of the contents of this glossary, comparing the meanings of lexias listed to those found in dictionaries of the eighteenth, nineteenth, twentieth centuries. The examination of these data is done based on dialectological, lexicographical, lexicological and sociolinguistic studies. The results of this research besides permitting the analysis of the degree of recognition and use of forty eight lexicon items, provides a glimpse of the current tradition of Cururu in Piracicaba, region that has in its vocabulary a reflection of natural action and dynamics of language itself, enabling prompt a discussion about the level of maintenance, variation in progress and change of the elements that compose this vocabulary.

Esta tese de doutorado aborda o processo de formação e a prática profissional dos educadores da rede pública municipal e estadual da cidade de Igrejinha, RS. Este é um estudo de caso que segue a teoria materialista e utiliza as categorias filosóficas do Materialismo Dialético, as categorias sociológicas do Materialismo Histórico e também as categorias da Economia Política de Marx. A partir do Materialismo Dialético, analisamos os princípios, as leis e as categorias que estão imbricadas no processo de formação dos professores e também envolvidas em sua prática profissional. Esta tese é caracterizada como um estudo de caso que procura analisar as contradições existentes entre a formação e a prática profissional dos professores da rede pública municipal e estadual de ensino dentro de uma visão de totalidade. Com esta tese procuramos conhecer e compreender as contradições existentes entre a formação e a prática profissional e, num segundo momento, sugerimos ações concretas e viáveis no sentido de melhorar a prática dos educadores em sala de aula e, conseqüentemente, contribuir para a melhoria do nível de qualidade da educação pública na cidade de Igrejinha, RS. Nesta tese, afirmo que as contradições existentes entre a formação e a prática profissional dos educadores estão relacionadas com o baixo nível de qualidade da educação igrejinhense e também contribuem para que haja um clima de desânimo e desmotivação entre os professores, alunos e os diferentes profissionais que estão envolvidos com a educação. Os dados que expusemos nesta tese são provenientes de pesquisas em fontes bibliográficas e documentais e, como técnicas de coletas de dados, utilizamos a entrevista semi-estruturada e a observação semi-dirigida das aulas de dez professores. A partir desta tese, podemos afirmar que é urgente a viabilização de projetos destinados a organização de ações concretas voltadas à formação continuada/permanente dos professores para que estes consigam harmonizar mais a dimensão teórica com a dimensão prática presentes no processo pedagógico. O aumento dos investimentos em educação para a concretização de uma política salarial justa, bem como o aumento dos salários, são soluções que se impõem em regime de urgência como saída para estimular os professores que lutam em diferentes salas de aula em diversas turmas de alunos. Preconizamos que a educação e a formação são fenômenos políticos capazes de contribuir no processo de emancipação dos seres humanos e, a partir disto, preparar os jovens para o exercício consciente da cidadania e, desta forma, estaremos criando condições para aperfeiçoar a democracia e transformar a sociedade. / This doctoral thesis addresses the educators’ professional training and practice process of the municipal and state public network of the city of Igrejinha, RS. This is a case study that follows the materialist theory and uses the philosophical categories of the Dialectical Materialism, the Historical Materialism sociological categories and also Marx's Political Economy categories. From the Dialectical Materialism we discuss the principles, laws and categories that are interlinked in the training process of the teachers and also involved in their professional practices. This thesis is characterized as a case study that tries to analyze the existing contradictions between the municipal and state public network education teachers’ training and practice within a vision of totality. With this thesis we try know and understand the contradictions between the professional training and practice, and at a second time, we suggest concrete and viable actions in the sense of improving the educators’ practice in the classroom and thus contribute to improving the level of quality of public education in Igrejinha, RS. In this thesis I state that the existing contradictions between the educators’ professional training and practice are linked to the low quality level of Igrejinha’s education and they also contribute to a discouragement atmosphere and demotivation among the teachers, students and various professionals who are involved with education. The data that we outlined in this thesis come from research in bibliographic and documentary sources, and as data collection techniques, we used the semistructured interview and the semi-directed observation of ten teachers’ lessons. From this thesis we can claim that the viability of projects for the organization of concrete actions focusing on teachers’ continuing/permanent education is urgent so that they can harmonize more the theoretical dimension together with the practice dimension present in the pedagogical process. The education investment raise to the achievement of a fair wage policy, as well as the wage raise, are solutions that are required under the emergency regime as a way out to stimulate teachers who struggle in different classrooms in various students’ groups. We advocate that education and training are political phenomena able to contribute in the process of emancipation of human beings and from that prepare young people to the conscious exercise of citizenship and thus we are creating conditions for enhancing democracy and transform the society.

Thesis ( M. A. (Translation Studies and Linguistics)) -- University of Limpopo, 2017 / The study explored the restandardization of Sepedi with the aspiration of including Khelobedu dialectical lexicons in the standard form. The standardization of Sepedi, unlike the case of Shona, excluded many of its dialects from the process, thus, left Khelobedu speakers outside of this medium and later subjected them to learn it in schools, putting them at a point of disadvantage academically. Very few studies have been conducted around this term restandardization. This study is mixed method in approach and sequential in design. Data is collected via self-administered questionnaires and face-to-face interviews using an interview guide. A total of 20 participants from four villages in the Mopani District made up a sample for the quantitative data collection phase, while four participants who are Language practitioners by profession made up the qualitative phase of the study. The findings of the study reveal that dialect speakers do not have much confidence in their dialectical variety. They still believe that English and Sepedi are mediums of development and progress. Although restandardization according to the language practitioners is said to possible, PanSALB still has a lot to do in terms of developing Indigenous Languages in South Africa.

Vladimir Aleksandrovich Fock est un physicien largement reconnu par la communauté scientifique pour ses contributions de premier plan aux théories de la mécanique quantique et de la relativité générale. Il est aussi un acteur majeur du débat sur l'interprétation de ces deux théories du XXe siècle, selon une approche qui se revendique clairement du matérialisme dialectique, une idéologie alors largement imposée par les autorités soviétiques en URSS. Notre étude porte principalement sur cet aspect de sa carrière, exploré jusqu'alors de façon trop partielle en histoire des sciences. Plus spécifiquement, nous nous penchons sur les racines scientifiques et philosophiques des interprétations non-orthodoxes des théories de la mécanique quantique et de la relativité générale que développe Fock. En reconstruisant son approche épistémologique nous mettons en évidence que le physicien est guidé par une vision antiréductionniste et réaliste scientifique de sa discipline. Cette base nous donne alors l'assise pour discuter des raisons pour lesquelles le matérialisme dialectique est une véritable influence pour la pensée du physicien soviétique. Par la suite, partant du constat de la sincère adoption par Fock de cette idéologie, nous replaçons la question de l'interprétation des théories de la physique moderne dans son contexte socio-culturel. Il est y notamment question d'observer le parcours du physicien en tant que défenseur des théories de la mécanique quantique et de la relativité face aux différentes attaques politiques et idéologiques qu'elles peuvent subir en Union soviétique, mais aussi d'étudier l'influence du contexte sur la formulation à proprement parler de leurs interprétations et dans un dernier temps de développer les questions relatives à la diffusion des idées de Fock dans la communauté locale et internationale des physiciens. En somme, cette thèse permet de reconsidérer l'intérêt que présente la pensée de Vladimir Aleksandrovich Fock dans l'histoire des théories de la physique moderne / Vladimir Aleksandrovich Fock is a physicist well-known by the scientific community for his important contributions to the theories of quantum mechanics and general relativity. He is also a major actor in the debate on the interpretation of these two major theories of the XXth century, following an approach that clearly claims dialectical materialism ñ an ideology then largely imposed by the Soviet authorities in the USSR - as fundamental. Our work mostly focuses on this aspect of Fock's career, explored too partially in the history of science. More specifically, we reconsider the scientific and philosophical roots of the non-orthodox interpretations of quantum mechanics and general relativity developed by Fock. By reconstructing his epistemological approach we put forward that the physicist was guided by an antireductionist and a scientific realist conception of his discipline. This basis gives us the possibility to discuss the reasons why dialectical materialism was a real influence on the scientist thought. Thus, by following the observation of the sincere adoption by Fock of the Soviet ideology, we put back the question of the interpretation of the theories of modern physics in its socio-cultural context. We observe Fock's trajectory as a defender of quantum mechanics and relativity theory against the different ideological and political attacks they may undergo in Soviet Union. We also study the influence of context on the actual wording of their interpretations and finally we develop the issues related to their diffusion in the local and worldwide community of physicists. To summarize, this thesis helps to reconsider the interest of Fock's thought in the history of modern physics

Mental illness is a pervasive health epidemic in the United States and worldwide, and available data suggest that mentally ill adults are statistically more likely to be parents than non-parents. The prevalence and continued growth of parental mental illness means that millions of children in the United States have a parent with some form of mental health issues. This dissertation contributes to and extends existing literature on children of mentally ill parents by exploring 15 adult children’s subjective perspectives on how they navigate the tension-wrought experience of having a mentally ill parent, and how this has implications for the management of their identity, relational, and instrumental goals. Examined through the lens of relational dialectics theory (Baxter & Montgomery, 1996) and a multiple goals perspective, analysis revealed that adult children of mentally ill parents confront conflicting, contradictory forces in making sense of their parent’s illness and the role that it plays in their lives. Specifically, adult children reported feeling a strong sense of interdependence with their parent and a desire to have a closer relationship with them, but simultaneously expressed a strong need and desire for disconnection and maintenance of a life separate from their parent’s challenges. Additionally, adult children noted conflicting goals with regard to privacy management about their parent’s illness, acknowledging that an underlying, but pervasive societal stigma surrounding mental health keeps them from freely disclosing to others about their parent’s illness, but indicating that a certain strategic degree of openness was required in order to meet certain instrumental and relational goals. Finally, participants revealed many fears and anxieties that they had about the future as a result of the unstable nature of their parent’s mental illness, while at the same time expressing a sense of acceptance and stability with the predictably unpredictable nature of their lives. After presenting an analysis of the data, the implications of the findings for children of mentally ill parents are explored, including, but not limited to, how the results of this exploratory study could be integrated into therapeutic and support interventions for families of those struggling with mental health issues. Finally, the limitations of the study are addressed.

The purpose of this study is to explore the relational contradictions experienced by family business daughters, and to investigate how they responded to these tensions. For this project, I interviewed twelve second and third generation family business daughters from eleven different family businesses. I utilized research procedures similar to grounded theory to analyze my interview transcripts. I examined relational tensions at both a personal level and an organizational level involving the larger work-family system. At a personal level, the connection/separation contradiction is significant to family business daughters and to their relationships with work and family. Many family business daughters helped at the family business because it was a means of emotional connection to family members who work there. Some family business daughters went so far as sacrificing their personal goals for family business goals. At an organizational level, one advantage of working at a family business was the flexibility it provided family business daughters to respond to family emergencies. Yet ironically, family business daughters were not granted the same accommodations for schedule demands associated with childcare. Family business daughters who were mothers often felt as if they could not be good mothers and productive workers. I explored the gendered basis of these different tensions, particularly as they arise from the ideology of separate spheres and patriarchal assumptions concerning the public-private divide and the assumed separation of family and work. I argue family business daughters have inherited a phenomenal work ethic that makes them successful business women yet they have also inherited the legacy of the founder's sexist attitudes toward motherhood and work. These sexist attitudes live in the organizational culture, and family business mothers adopt a separate spheres discourse in which they must choose between their work and their family. They address these relational tensions through the strategy of balancing family and work; however, this places family business daughters in a position where they feel as if they have to sacrifice in both the areas. I contend the family business should treat its members as "whole beings" by merging family into work.

This thesis explores the implications of a critical realist perspective for the field of education. Areas of consonance and divergence between two traditions of critical realism which have previously not referenced each other are outlined. It is argued that both theological critical realism and "Bhaskarian" critical realism are consonant in terms of their base tenets, and support the concept of a postfoundational, dialectical, stratified and alethic model of truth.The implications of this model and the potential of other critical realist doctrines for education are then examined. It is argued that the combination of critical realism's epistemological relativism and ontological realism allows it to steer a course between the extremes of other dominant positions, which are ultimately susceptible to either the foundationalism of positivism, or the regression of idealism.It is suggested that critical realism is uniquely positioned to provide an antidote to the problems besetting contemporary educational research - especially in instances where modern and postmodern influences are involved in a recalcitrant, self-sustaining conflict. The postfoundationalist doctrines of critical realism enable it to appropriate deconstructionist research methods, but deploy them from within a realist framework. The implications of a critical realist perspective also go beyond educational research, indicating a conception of education as an emancipatory enterprise. By virtue of its evolutionary, stratified model of human rationality, critical realism raises significant challenges to dominant views of pedagogy and praxis in education. Given its concern with absenting constraints upon human freedom, it is claimed that critical realism reveals the real task of education as facilitating the emergent rationality of students towards emancipation. In light of this emancipatory mission, the possible contribution of critical realism to the field of education is too significant to ignore.

Doctor of Health Science / The public mental health setting wherein clinicians work with clients diagnosed with borderline personality disorder (BPD) provides a continual challenge for clinicians. For many decades a pervasive therapeutic pessimism has surrounded any discussions of attempts to work with clients with BPD with this population being viewed as ‘too difficult’ and ‘impossible to work with’. This pessimism and the ensuing counter therapeutic responses have been well documented in the psychiatric literature. The development of treatments such as dialectical behaviour therapy (DBT), a cognitive-behavioural therapy, for BPD has provided a basis for therapy for which there is increasing evidence of successful outcomes. Despite this evidence, the pervasive pessimism has been slow to lift. A limited literature explores attempts to positively influence clinician responses to this clientele. Within the public mental health service in which this research is based, DBT is well-established as a therapeutic modality. In the course of providing training, consultation and supervision for parts of this service, anecdotal evidence emerged suggesting that the impact of practising as a DBT therapist was greater than anticipated and DBT may provide a tool for facilitating a positive change in clinician responses. Given that this perception is not described in the literature it was appropriate to begin research in this area employing a qualitative methodology. This research explored the experience and impact upon mental health clinicians in a public mental health service undertaking training in DBT and practicing as DBT therapists. In-depth, semi structured interviews were conducted in July 2005 with clinicians practising as DBT therapists. Data analysis revealed a marked shift in perspective from ‘management to treatment’. Participants described positive professional and personal impacts of training and practising as DBT therapists. An enhanced capacity for self-awareness and ‘living life to the full’ was described by a number of participants. This initial research suggests that the practice of DBT by clinicians can generate a positive shift in both personal and professional identities that translates into a more optimistic and humanistic approach to clients diagnosed with BPD. Such a change may represent a significant challenge to the prevailing mental health discourse and practice