There seems to be a gap between human rights theory and human rights practice. This gap disables rights to be applicable in practice in a meaningful manner. By theorizing this gap with Neil Thompson’s theory of “thinking” and “doing” while shedding light to this gap with a postmodern flashlight, the study shows that the concepts of human rights, human dignity, culture and ideology are in need to be addressed and added to this discourse and certainly to the overall discourse of human rights. A way of doing this is to make rights in the vernacular, as Sally Engle Merry suggests. What will be the consequences of vernacular rights? What is needed is thus to translate universal values into local contexts by acknowledging the cultural dimension of rights and to learning through experience.

This thesis explores the position of hands-on building practices in architectural education by focusing on METU Summer Construction Practices (ARCH190), which has been conducted in the rural sites of Turkey since 1958. It is believed that the summer construction practice is a tool of education to acquire knowledge of architecture by building 1-to-1 scale constructions. METU Summer Construction Practices are examined by asking the questions of what is learned and how is learned in order to understand both the content and objectives and also the pedagogic strategies, learning methods of the summer construction practices. The main purpose of summer construction practices is learning how to build and ways of making architecture. The basic learning methods of METU summer construction practices are determined as learning by doing, learning with collaborative working, task-oriented and student-based active learning, integrating the tasks of designing-building, and learning from working with and for the context. This study emphasizes that learning by building 1-to-1 scale constructions are complementary of learning in design studios, and it should become an integral part of the whole learning process in the design education. Hands-on building practice is a productive process that supports the design education. Students are expected to derive and produce knowledge by building full-scale constructions in the real site. The thesis argues for the fact that hands-on building practice is to be more than the obtaining of knowledge and skill of making architecture only by instructions. Learning process is to be based on the simultaneous involvement of thinking-doing (taking action)-skill-production of knowledge rather than a linear process of knowledge-skill-taking action.

Die Dissertation befasst sich mit Einkommenszyklen offener Volkswirtschaften. Im Grundmodell werden Einkommensunterschiede der Länder durch verschiedene Lernexternalitäten ausgelöst. Arbeitsteilung im internationalen Handel verfestigt die Ungleichentwicklung. Das Aufkommen neuer Technologien benachteiligt Länder hoher Lernexternalitäten und ermöglicht die Umkehrung der Einkommensunterschiede. Mit immer neuen Technologien geht so ein ständiger Wechsel der Einkommenspositionen einher. In dieses Modell wird in der Dissertation eine Lernfunktion integriert. Erweiterungen befassen sich mit den Veränderungen des Einkommenszyklus durch anreizkompatible Verteilung der Handelsgewinne, durch Auftreten von Spillovers der Lernexternalität zwischen den Ländern und zwischen den Technologiegenerationen und durch Migration von Arbeit.

The primary purpose of this study was to explore and identify the meaning and importance of service for health professionals. Those who participated in this study are all registered nurses who each have between 10 and 40 years of clinical nursing and nurse lecturing experience. The participants each wrote two stories, one about the meaning of service and the other about the importance of service. Definitions of service generally suggest organised labour involving an act of help or assistance. Our intent was to understand what constituted service for each of us in the healthcare - and specifically the nursing practice/education - context.A secondary purpose of this qualitative research was guided by participatory and critical theory paradigms. Seven participants and I (as the initiating researcher) formed a co-operative inquiry group to undertake the research using a collaborative process. Within this method the leader and the group became co-participants and co-researchers. Nurses and women are identified as marginalised people and by honouring the principles of co-operative inquiry we were empowered through this process. While the initial data was analysed thematically by the lead researcher, the original 19 sub-themes were refined by participants into five themes.The findings of the participants are consistent with overseas studies on emotional labour and sentimental work. The five themes that emerged as the meaning of service are helping, giving, elements of service, acts of doing, and pride in work. Helping was defined as an attitude and an action, which often results in a spiritual connection. Giving involves stretching yourself, and altruistic behaviour that also incorporated a spiritual component. Five sub-themes merged to form the third theme elements of service; working with people, being a public servant, being a servant, need and duty. The complexity and hidden aspect of service work was expressed in acts of doing where being professional was paramount. The final theme, pride in work, acknowledged childhood conditioning and a sense of contributing to the greater good through our unique work as nurses. This study affirmed that service has much importance to those involved and deepened our understanding of the blend of meanings service expresses.

Entendida como um processo histórico e relacional, a heterogeneidade social das formas familiares de trabalho e produção na agricultura é abordada nesta tese a partir de uma perspectiva que prima pela análise do universo significativo dos atores da pesquisa. A problematização da política de imigração europeia empreendida no Brasil no século XIX foi o ponto de partida para a definição do recorte empírico. Esta tese responde ao objetivo principal de compreender como se constitui a heterogeneidade social dos coletivos de agricultores nos municípios de Domingos Martins, Santa Teresa e Santa Leopoldina (estado do Espírito Santo) e quais os principais efeitos sociais relacionados ao processo de classificação e distinção social. Para responder a essa pergunta, foram construídos quatro objetivos específicos: o primeiro se refere à compreensão da conformação histórica da região. O segundo objetivo está particularmente relacionado às práticas de agricultura e aos significados socialmente compartilhados. Um terceiro objetivo foi compreender os esquemas nativos de classificação, hierarquização, diferenciação e distinção social. O quarto objetivo centra-se na compreensão dos impactos dos processos de diferenciação que circulam no contexto da pesquisa. A abordagem histórica e a perspectiva etnográfica orientaram as opções metodológicas e as técnicas mais utilizadas foram a pesquisa documental, a observação direta e a aplicação de entrevistas em diferentes fases da pesquisa de campo, que compreendeu períodos nos anos de 2015 e 2016. Como resultado, constatamos que, no contexto da pesquisa, há diferentes formas de fazer agricultura e modos de ser agricultor que relacionam importantes esquemas de produção e apreciação das práticas. Ao utilizar-se desses esquemas, os diferentes coletivos constroem (criam) suas práticas e estratégias num contexto no qual circulam processos de classificação social utilizados para explicar a heterogeneidade e promover distinções. Neste sentido, evidenciam-se dois planos constitutivos da heterogeneidade: um plano que explicita as práticas de agricultura e a agência dos agricultores em definir diversificadas estratégias a partir de esquemas sociais que orientam e dão sentido a suas ações, promovendo a constituição e a reprodução da heterogeneidade socialmente significativa. Num segundo plano de análise, a constituição da heterogeneidade revelou hierarquias e oportunidades desiguais entre os coletivos a partir da naturalização das diferenças dentro de princípios de divisão baseados na origem étnico-racial dos agricultores e no estabelecimento de distanciamento estrutural a partir da retórica da modernização da agricultura. / Understood as a historical and relational process, the social heterogeneity of family work forms and agriculture production is addressed in this thesis from a perspective that take precedence by the analysis of the significant universe of the actors involved in this research. The problematization of the European immigration policy undertaken in Brazil in the 19th century was the starting point for the definition of the empirical cut. This thesis responds to the main objective of understanding how the social heterogeneity of farmers' collectives in the municipalities of Domingos Martins, Santa Teresa and Santa Leopoldina (Espírito Santo state) is constituted and which are the main social effects related to the process of classification and social distinction. Four specific objectives were built to answer this question: the first refers to an understanding of the historical conformation of the region. The second objective is more specific to agricultural practices and to socially shared meanings. A third objective was to understand the native schemes of classification, hierarchy, differentiation and social distinction. The fourth objective focuses in understanding the impacts of differentiation processes that circulate in the research context. A historical approach and ethnographic perspective oriented the methodological options. Documentary research, direct observation and application of interviews in different phases of field research between 2015 and 2016 were the most used techniques. As a result, we found that in the context of the research there are different forms of doing agriculture and ways to be a farmer that relate important schemes of production and appreciation of practices. Using these schemes, different collectives create their practices and strategies in a context in which a process flow of social classification is used to explain heterogeneity and promote distinctions. In this sense, it is noted that two plans constitute the heterogeneity: a plan that exhibits the agricultural practices and the ability of farmers to define diversified strategies based on social schemes that guide and give meaning to their actions, promoting the constitution and reproduction of heterogeneity socially significant. On the second plane of analysis, the constitution of heterogeneity revealed unequal hierarchies and opportunities among the collectives from the naturalization of differences within the principles of di-vision based on the ethnic-racial origin of the farmers and the establishment of structural distance from the rhetoric of the agriculture modernization.

Ce travail de recherche porte sur l’intervention en prévention de la santé psychique au travail. Il s’intéresse plus particulièrement aux difficultés liées au passage entre la connaissance et l’action : c’est après le diagnostic, lorsqu’il s’agit de transformer concrètement et durablement les situations de travail et l’organisation, que les plus grandes difficultés surviennent. Pour répondre à cette ambition, un important travail théorique est réalisé afin d’identifier dans la littérature puis d’analyser, des modèles d’intervention remarquables pour leur articulation entre un cadre théorique solide autour de la dynamique santé-travail (connaissance) et un cadre méthodologique d’intervention (action). Au-travers d’une revue narrative, nous proposons ainsi trois dimensions en mesure de théoriser le passage entre la connaissance et l’action, passage que nous appréhendons comme un processus social en tant que tel et non comme conséquence méthodologique. Ces trois dimensions, que sont l’objet d’intervention, le niveau d’implication et enfin le processus cognitif de prévention implanté auprès des acteurs sont ainsi au coeur de l’ensemble de notre travail. Forts de ce travail théorique et épistémologique, notre cadre méthodologique vise l’élaboration scientifique de ce processus en cherchant à en établir l’intelligibilité et à débuter le travail de prévisibilité afin que d’autres, plus tard, parviennent au niveau de la reproductibilité. Pour ce faire, trois études ancrées dans la pratique, au sein des services de santé au travail et donc au coeur du terrain, sont présentées. Elles étudient particulièrement les effets de différentes articulations entre objet d’intervention, niveau d’implication et processus cognitif de prévention. L’ensemble de cette démarche s’inscrivant dans le cadre de la recherche fondamentale de terrain, nous aboutissons à la proposition et l’expérimentation d’un nouveau modèle d’intervention permettant de dépasser les limites observées dans la littérature. Cette nouvelle approche se distingue certes par cette articulation spécifique mais également par une méthodologie innovante, inscrivant l’intervention au sein d’un processus d’innovation organisationnelle. Fondée sur l’implantation d’une zone proximale de développement, elle permet aux acteurs de développer des activités transitionnelles, les accompagnant ainsi dans les épreuves auxquelles tout dispositif de prévention expose. Finalement, ce travail nous amène, en plus d’ouvrir vers de nouvelles orientations scientifiques et pratiques, à questionner la posture de l’intervenant agissant en prévention de la santé psychique au travail et plus encore, à une interrogation sur le cadre fondant la pratique des psychologues du travail. / This research work deals with the intervention in prevention of occupational psychological health problems. It highlights the difficulties between knowing and doing: the biggest difficulties occur after diagnosis, when work situations and the organisation have to be substantially and permanently transformed. To reach this goal, a great deal of theoretical work has been carried out in order to identify in literature and analyse significant models of intervention for their coordination between a sound theoretical framework around the dynamics of occupational health (knowing) and a methodological framework of intervention (doing). We propose thus, through a literature review, three dimensions able to theorize the transition from knowledge to action, a transition which is understood as a social process as such and not as a methodological consequence. Those 3 dimensions, namely the object of the intervention, the level of involvement and the cognitive prevention process implemented with the actors, are at the heart of our work. Thanks to this theoretical and epistemological work, the designed methodological framework aims at developing scientifically this process, seeking its comprehensibility and the beginning of a work of predictability, and enabling reproducibility by other actors in the future. To that end, we present 3 studies, each firmly rooted in practice, within occupational health departments, and thus in the field. They study the effects of different linkages between the object of intervention, the level of involvement and the cognitive prevention process. The whole process fits into fundamental applied research and results in the proposal and the testing of a new model of prevention, which enables to go beyond the limits observed in literature. This new approach is characterised by this specific coordination and also by an innovative methodology that puts the intervention within a process of organisational innovation. Based on the implementation of a proximal zone of development, it allows the actors to develop transitional activities and is helpful in the difficulties they face in any prevention system. Eventually, this work opens new practical and scientific orientations, questions the stance of the occupational health professionals as well as the framework of practice of occupational psychologists.

Made available in DSpace on 2014-12-17T14:36:37Z (GMT). No. of bitstreams: 1 FranciscoATS_DISSERT_.pdf: 2461406 bytes, checksum: 8103c11dd552d0c65bf3fb4420f4c09f (MD5) Previous issue date: 2012-03-02 / This research has as its object of study practiced in the daily curriculum of Youth and Adults in their midst and considered discussion of the concepts of knowledge as regulation and emancipation. The camp of our research relates to the knowing / doing the teachers of this modality of education, in the Escola Centro Educacional Dr. Amorim-CEPA, the city of Ass?/RN and is articulated to the emerging desire to understand how cooperating teachers have thought, organized and practiced the curriculum in order to consider the many complex situations that are present in everyday school life. Our tour was guided by the need to study the relationship between the regulated curriculum and practiced in everyday adult education, as well as to understand, from the knowing / doing of the teachers, the conceptions that guide their teaching practices and, therefore, reflect on this Reality curriculum in order to better signify then. In this sense, we turn to the fundamentals of qualitative research, adopting the procedures of documentary research, participant observation and semi-structured interview, which allowed us to enter a universe of complex dimensions, senses, and that add significant difference, because the forms of use of various practitioners are and unique, in that enroll in school life and define their brand identities. The predominance of a traditional teaching practice nature by a process of training and teaching experience, the lines of flight, volatilities and inventiveness promoted by the circumstances of everyday life are some of the conclusions we draw from the data collected. This reality, we infer that the practice of teachers varies between regulation and emancipation, being this time, many challenges to be faced, namely the process of continuing education, the conceptual understanding of the subject curriculum and the existence of relational different knowing / doing produced, used and created in/from the school routine of Youth and Adults / Este trabalho de investiga??o tem como objeto de estudo os curr?culos praticados no cotidiano da Educa??o de Jovens e Adultos e considera em seu bojo de discuss?o as concep??es do conhecimento de regula??o e emancipa??o. O nosso campo de pesquisa se relaciona aos saberes/fazeres das professoras da referida modalidade de ensino, no Centro Educacional Dr. Amorim-CEPA, no munic?pio de Ass?/RN e est? articulado com o desejo emergente de entender como as professoras investigadas t?m pensado, organizado e praticado os curr?culos de modo a considerar as diversas situa??es que se fazem presentes no cotidiano escolar. Nosso percurso foi orientado pela necessidade de refletir acerca da realidade curricular da EJA, a fim de melhor compreender e signific?-la, estudar as rela??es complexas do curr?culo regulamentado na pr?tica cotidiana das professoras da EJA, bem como compreender, a partir dos saberes/fazeres das professoras, as concep??es que norteiam suas pr?ticas pedag?gicas e curriculares. Neste sentido, recorremos aos fundamentos da pesquisa qualitativa, adotando os procedimentos da pesquisa documental, entrevista semiestruturada e observa??o participante, que nos permitiu adentrar num universo de dimens?es, que agregam sentidos e significados diferenciados, pois as formas de uso dos praticantes s?o diversas e singulares, na medida em que inscrevem no cotidiano escolar suas marcas e definem suas identidades. A predomin?ncia de uma pr?tica pedag?gica com cariz tradicional resultante de um processo de forma??o e experi?ncia docente; as linhas de fuga, volatilidades e inventividades promovidas pelas circunst?ncias do cotidiano s?o algumas das conclus?es a que chegamos a partir dos contextos investigados. Dessa realidade, entendemos que a pr?tica das professoras oscila entre a regula??o curricular prescritiva e emancipat?ria, constituindo uma rede de saberes/fazeres/poderes, complexa e desafiadora a ser compartilhada nos processos de forma??o continuada, no aprofundamento conceitual da tem?tica curr?culo e na compreens?o relacional da exist?ncia de diferentes saberes/fazeres criados, usados e produzidos no/do/com os cotidianos escolares da Educa??o de Jovens e Adultos

Entendida como um processo histórico e relacional, a heterogeneidade social das formas familiares de trabalho e produção na agricultura é abordada nesta tese a partir de uma perspectiva que prima pela análise do universo significativo dos atores da pesquisa. A problematização da política de imigração europeia empreendida no Brasil no século XIX foi o ponto de partida para a definição do recorte empírico. Esta tese responde ao objetivo principal de compreender como se constitui a heterogeneidade social dos coletivos de agricultores nos municípios de Domingos Martins, Santa Teresa e Santa Leopoldina (estado do Espírito Santo) e quais os principais efeitos sociais relacionados ao processo de classificação e distinção social. Para responder a essa pergunta, foram construídos quatro objetivos específicos: o primeiro se refere à compreensão da conformação histórica da região. O segundo objetivo está particularmente relacionado às práticas de agricultura e aos significados socialmente compartilhados. Um terceiro objetivo foi compreender os esquemas nativos de classificação, hierarquização, diferenciação e distinção social. O quarto objetivo centra-se na compreensão dos impactos dos processos de diferenciação que circulam no contexto da pesquisa. A abordagem histórica e a perspectiva etnográfica orientaram as opções metodológicas e as técnicas mais utilizadas foram a pesquisa documental, a observação direta e a aplicação de entrevistas em diferentes fases da pesquisa de campo, que compreendeu períodos nos anos de 2015 e 2016. Como resultado, constatamos que, no contexto da pesquisa, há diferentes formas de fazer agricultura e modos de ser agricultor que relacionam importantes esquemas de produção e apreciação das práticas. Ao utilizar-se desses esquemas, os diferentes coletivos constroem (criam) suas práticas e estratégias num contexto no qual circulam processos de classificação social utilizados para explicar a heterogeneidade e promover distinções. Neste sentido, evidenciam-se dois planos constitutivos da heterogeneidade: um plano que explicita as práticas de agricultura e a agência dos agricultores em definir diversificadas estratégias a partir de esquemas sociais que orientam e dão sentido a suas ações, promovendo a constituição e a reprodução da heterogeneidade socialmente significativa. Num segundo plano de análise, a constituição da heterogeneidade revelou hierarquias e oportunidades desiguais entre os coletivos a partir da naturalização das diferenças dentro de princípios de divisão baseados na origem étnico-racial dos agricultores e no estabelecimento de distanciamento estrutural a partir da retórica da modernização da agricultura. / Understood as a historical and relational process, the social heterogeneity of family work forms and agriculture production is addressed in this thesis from a perspective that take precedence by the analysis of the significant universe of the actors involved in this research. The problematization of the European immigration policy undertaken in Brazil in the 19th century was the starting point for the definition of the empirical cut. This thesis responds to the main objective of understanding how the social heterogeneity of farmers' collectives in the municipalities of Domingos Martins, Santa Teresa and Santa Leopoldina (Espírito Santo state) is constituted and which are the main social effects related to the process of classification and social distinction. Four specific objectives were built to answer this question: the first refers to an understanding of the historical conformation of the region. The second objective is more specific to agricultural practices and to socially shared meanings. A third objective was to understand the native schemes of classification, hierarchy, differentiation and social distinction. The fourth objective focuses in understanding the impacts of differentiation processes that circulate in the research context. A historical approach and ethnographic perspective oriented the methodological options. Documentary research, direct observation and application of interviews in different phases of field research between 2015 and 2016 were the most used techniques. As a result, we found that in the context of the research there are different forms of doing agriculture and ways to be a farmer that relate important schemes of production and appreciation of practices. Using these schemes, different collectives create their practices and strategies in a context in which a process flow of social classification is used to explain heterogeneity and promote distinctions. In this sense, it is noted that two plans constitute the heterogeneity: a plan that exhibits the agricultural practices and the ability of farmers to define diversified strategies based on social schemes that guide and give meaning to their actions, promoting the constitution and reproduction of heterogeneity socially significant. On the second plane of analysis, the constitution of heterogeneity revealed unequal hierarchies and opportunities among the collectives from the naturalization of differences within the principles of di-vision based on the ethnic-racial origin of the farmers and the establishment of structural distance from the rhetoric of the agriculture modernization.

Syftet med denna studie är att undersöka hur pedagoger i årskurs F-3 tolkar begreppet hållbar utveckling samt hur de undervisar kring begreppet. Detta undersöks genom att intervjua samt observera 4 stycken pedagoger. En grupp av pedagogerna tyckte att hållbar utveckling mest bestod av miljöaspekten, såsom sopsortering och liknande medan den andra gruppen av pedagoger tyckte att begreppet är stort, brett och svårtolkat. Det visade sig också att arbete kring hållbar utveckling är något som måste vävas in i det dagliga arbetet och integreras med andra ämnen.  Vi upptäckte även att det står relativt lite om hållbar utveckling i läroplanen och att om det var med definierat så skulle det underlätta för pedagogerna. I denna studie använder vi benämningen pedagog för utbildade lärare i årskurs F-3.

Studiens syfte är att öka kunskapen kring sjukfrånvaro utifrån en sociologisk synvinkel genom att använda Pierre Bourdieus klassteori som teoretiskt ramverk. Data från Levnadsnivåundersökningen LNU (2010) analyseras med multipel regressionsanalys. Tre hypoteser testas i studien där samband mellan självrapporterad sjukfrånvaro och lön, utbildning och socialt stöd från arbetskamrater undersöks. Resultatet visar att högre lön, högre utbildning och högre grad av socialt stöd från arbetskamrater leder till minskad sjukfrånvaro. Vidare kontrollerar studien för kön och ålder där resultatet visar att kvinnor har fler självrapporterade sjukdagar jämfört med män och att äldre har fler sjukrapporterade sjukdagar än yngre. Detta var genomgående för samtliga analyser. Resultatet i studien går i linje med tidigare forskning och bidrar till en bredare teoretisk förankring med sociologiskt fokus gällande skillnader i sjukfrånvaron hos den svenska befolkningen. Framtida forskning föreslås för att en djupare förståelse av sjukfrånvaro ska nås där fokus bör läggas på att analysera och mäta kapitalformer som behandlar kön.