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Contested meaning(s): freedom as responsibility in three nonfiction texts. / Contested meanings: freedom as responsibility in three nonfiction textsBarrett, David Michael 29 August 2011 (has links)
This thesis interrogates the social/political stakes in three nonfiction narratives of life and death: Jon Krakauer's Into the Wild, Peter Gzowski's The Sacrament and John and Jean Silverwood's Black Wave. An analysis of Nietzsche's concept of "freedom as responsibility," as developed by contemporary theorists of freedom and the body, especially Wendy Brown and Judith Butler, provides the ground for this theoretical examination. Additionally, Fred Alford's consideration of "freedom with" and Laurence Gonzales's interrogation of the conditions of survival help delimit this site of contest. Each of the texts is critiqued in terms of its engagement with freedom as a practice of responsibility grounded in recognition of mutual vulnerability and enacted through a contest for meaning. / Graduate
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Do compromisso à responsabilidade lúdica: ludismo no ensino de Química na formação básica e profissionalizante / Commitment to responsibility playful, playfulness in teaching Chemistry in basic training and professionalFELÍCIO, Cínthia Maria 14 June 2011 (has links)
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Previous issue date: 2011-06-14 / This work can appears like a proposal for reflections in education by chemistry in basic training, the use of playful activities as teaching resource and student engagement in the chemistry study. It can to promote a development of the play culture in the school and from school. The teacher can propose partnership and involvement of students to develop of autonomy and self-knowledge through participation in education self process. It can be a good alternative to students and teachers, when they intentionally work together to build norms and rules that should govern their actions in playgames, or games that the students participate together for a invention of theirs freedom (legaliberté) of action in the
classroom through the rules of law that guarantees and serve the educational process. The teacher provides fundamental knowledge relevant to the playfulness and search experience with theirs students and build a pact of playfulness. The playfulness lived in the classroom and in activities of daily life,
we believe that this can server to produce of a playgames culture, which considers the playful freedom and this legality, as a means of working the autonomy, the moral and intellectual development of students through education in chemistry. The intensification of dialogical processes and
increasing intersubjectivity are seen as a stimulus to the study and understanding of the phenomena being studied. Those processes are seen as a stimulus to the study and to understand the phenomena that we are studying.
Chemistry students in the basic training or professional education were challenged to participate and be involved with enthusiasm, they can do more efforts to know the concepts and answer the correctly theirs questions that the
teacher or a opposite team to win the play, so they study more and do their better. So the study seem more funny pleasure study and seeks to answer the questions presented in an interdisciplinary way. Leisure activity, in which case
the picnic chemical, appears as a novelty in the classroom, a way for students to share their world with peers and teachers and learn more about the chemical composition of foods preferred by them. In response to our initial question,
answered by students with suggestions and ideas, seems that they know how to enjoy learning. The teacher consideration of theirs will serve as a catalyst for change and improvement in the classroom participation and sharing of information more meaningful. It could transcend the school and may be
evidence for a paradigm change in the educational development of chemical concepts at college. The use of computational resource it is a strategic so good
to do sense at chemistry concepts. To work with attention on language and make the students to play with perception, about the different senses of words and learn more. The educator can make questions and to encourage the
students that they can participate in drawing up rules and commitment to the good performance activities of their learning process. This is essential to increase the ludic culture and environmental awareness. To learn and understand the meaning of scientific language with gain of meaning in a play
activity, we have proposed interdisciplinary partnerships, information technology resources and ludism. An education based in ludic principle can help to improve education in chemistry for the development of professional autonomy and citizenship. / Esse trabalho surge como uma proposta de repensar a educação em química na formação básica e profissionalizante, o uso de recursos lúdicos como recurso didático e de engajamento do aluno ao estudo e desenvolvimento de
uma cultura lúdica na escola e a partir da escola. Propõe a parceria e o envolvimento dos alunos na formação da autonomia e autoconhecimento através da participação de atividades de ensino em que intencionalmente professor e aluno trabalham juntos na construção de normas e regras que
devem regulamentar as ações dos alunos, tanto em brincadeiras, ou jogos em que os alunos participam juntos na invenção da sua liberdade de ação na aula, por meio da legalidade que as regras lhe garantem e servem ao processo
educacional. O professor traz os conhecimentos fundamentais pertinentes ao ludismo e procura vivenciar e construir com seus alunos um pacto de ludicidade. O ludismo vivido em sala de aula e nas atividades do dia a dia, servem a produção de uma cultura lúdica, que considera a liberdade lúdica e a
legalidade, como meios de trabalhar a autonomia e o desenvolvimento moral e intelectual dos estudantes através da educação em química. Os processos dialógicos e o aumento da intersubjetividade são observados como um
estimulo ao estudo e compreensão dos fenômenos a serem estudados. Os estudantes de química na formação básica sentiram-se desafiados a participarem e se envolverem ao estudo e busca a resposta aos questionamentos apresentados de forma interdisciplinar. A atividade lúdica,
nesse caso o piquenique químico, surge como novidade na aula, uma forma dos alunos compartilharem o seu mundo com colegas e professores e aprender mais sobre a composição química dos alimentos preferidos por eles. Como resposta ao nosso questionamento inicial, respondido pelos alunos como
sugestões e idéias, sugerem que eles sabem como gostam de aprender e a consideração de sua vontade serve de catalisador de mudanças e melhoria na participação em sala de aula e socialização das informações mais significativas, transcendem a escola e podem ser elementos para a mudança
do paradigma educacional na elaboração de conceitos químicos. O uso de recursoa computacionais, preocupação com a linguagem, estimulo ao questionamento e participação dos alunos na elaboração das regras e compromisso com o bom desempenho das atividades, são fundamentais a uma
cultura mais lúdica e comprometida com o meio ambiente e a cidadania. A linguagem científica, por meio de atividades lúdicas ganha sentido e significado através de parcerias interdisciplinares,uso da informática e recursos lúdicos e
podem auxiliarem na educação pela química.
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Sawing the Forest for its Trees : An analysis of the discussions regarding the EU Forest Strategy for 2030 in SwedenBayne, Bryan January 2022 (has links)
No description available.
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Frihet under ansvar - ett växande arbetassätt : En grundad teoristudie om effektiviten inom globala virtuella team / Freedom with responibility - a growing approach to work : A grounded theory of the effectiveness of global virtual teamsÖst, Viktoria January 2024 (has links)
I denna socialpsykologiska uppsats har jag undersökt effektiviteten inom globala virtuella team. Ämnet är relevant att studera då dagens föränderliga arbetsvillkor ställer höga krav på anställningsbarhet och globala virtuella team är ett ökande arbetssätt. Detta arbetssätt är komplext och ställer höga krav på teammedlemmar. För att undersöka detta har en kvalitativ studie genomförts och grundande teori använts som metodval. Datamaterialet samlades in genom intervjuer som grundligt analyserats och genererat följande kategorier: Frihet under ansvar, Individuellt ansvar, När en arbetsdag börjar på måndagsmorgon och slutar på fredagskväll, Kommunikation genom digitala kanaler, Anta aldrig – fråga alltid, och Kulturella utmaningar. Resultatet visar att det är ett stort individuellt ansvar att vara del av ett globalt virtuellt team. Det individuella ansvaret innefattar att självständigt planera, utföra och redovisa ett resultat, att hålla tät kommunikation med sitt team, att hantera språkliga och kulturella barriärer, samarbeta med kunder som är globalt utspridda, samt att ansvara för att teknisk utrustning fungerar. Allt detta sker digitalt och i sociala avskildhet från sitt team. Detta individuella ansvar kan likställas med att driva ett eget företag. Nyckelord: Grundande teori, globalt virtuellt team, effektivitet, individuellt ansvar, frihet under ansvar / Abstract This social psychology paper aims to clarify the effectiveness of global virtual teams. The subject is relevant for study as todays ever changing work requirements raises the bar for employability and global virtual teams is growing way of working. This work force requirement is complex and sets a high standard on the team members. The results are based on a qualitative study with grounded theory as the method of choice. The data collection was made through interviews that were thoroughly analyzed and yielded the following categories: Freedom with responsibility, Individual responsibility, The workday starts on Monday morning and ends on Friday evening, Communication through digital channels, never assume – always ask, and cultural challenges. The overarching results show that there is a large individual responsibility required to be part of a global virtual team. The individual responsibility entails independent planning, execute, and render results, keep constant communication with the team, navigate language and cultural barriers, engage with a global customer base, and take responsibility that the technical equipment is functional. All of this happens digitally and in social seclusion from the team. The individual responsibility can be compared to that of running your own business. Key words: Grounding theory, global virtual team, efficiency, individual reasonability, freedom with responsibility
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Framtidens energieffektiva förskola : Gestaltning och formgivning av en naturförskola i passivhusteknik / The pre-school of tomorrow : Configuration and conformation of a nature-preschool in passive house technologyLööv, Sofia January 2013 (has links)
Daggkåpan är en förskola som projekterats i passivhusteknik. Förskolan är en naturförskola, vilket främst innebär att i stort sett all verksamhet bedrivs utomhus. Byggnaden är i två plan vilket gör att tomtarean kan utnyttjas till mer utomhusvistelse. Förutsättningar för att bedriva verksamheten inomhus finns även. Utomhusmiljön och inomhusmiljön hos Daggkåpan smälter samman och barnen kan lätt ta ett steg ut till naturen från sina hemvister. Detta innebär att antalet utgångar ökar. En solcellsanläggning genererar all elektricitet och gör byggnaden självförsörjande. Byggnadens varmvatten och värme står solfångare för. I takt med bostadsutvecklingen blir även behovet av förskolor större. Att skaffa kunskap och erfarenheter om energieffektivt byggande är idag en god idé eftersom alla byggnader på sikt måste vara så energieffektiva som möjligt. En av hörnpelarna med att bygga passivhus är att låta ett genomtänkt och energieffektivt byggnadsskal ersätta ett konventionellt värmeförsörjningssystem. Genom att förbättra konstruktioner och hålla koll på byggprocessen kan andra delar av byggnaden förenklas och i vissa fall helt ersättas. Det som fördyrar i ena änden kan leda till en god investering i den andra. Utmaningen med passivhus är att systematisera, se helheter och sammanhang och framför allt eftersträva det enkla. Enkla system ger låga drift- och underhållningskostnader och risken för driftstörningar minskar. Den största delen av värmen är gratis. Den kommer från instrålande sol, värme från människor och spillvärme från apparater och matlagning. Grundkravet är att byggnaden har ett värmeeffektbehov under 10 W per kvadratmeter vid +20ºC inomhus på årets kallaste dag, definierat av dimensionerande utetemperatur. Byggnaden får max läcka 0,3 l/s, m² oms vid +/- 50 Pa tryckskillnad. För att uppnå god komfort krävs välisolerade väggar, solavskärmningar, energieffektiva fönster och dörrar, små köldbryggor och ett bra ventilationssystem där värmen från insidan av huset återvinns. Antalet passivhus i Sverige ökar snabbt, men det är fortfarande småhusen som dominerar. Att bygga en förskola som passivhus är en god idé ur flera synvinklar; Bland annat för att de täta och välisolerade väggarna stänger ute buller och oljud. Även mellanväggar isoleras och bidrar till en extra tyst byggnad. Dessutom blir barnen miljömedvetna eftersom de får vara delaktiga i energieffektivisering. -En viktig aspekt för framtiden. Barnen bidrar själva till uppvärmning av lokalerna genom kroppsvärmen. Undersökningar har bland annat visat att barn som får vistas utomhus är friskare, mer självgående, mer kreativa och klokare. Det ultimata är att använda sig av utemiljöer som ett extra rum för förskolan. Detta leder till minskad byggnadsarea och mindre byggmaterial krävs. Pedagogiken Reggio Emilia använder sig just utav detta begreppet "Uterummet som ett extra rum för verksamheten". Barnen får därmed röra sig fritt i utemiljö, utveckla sina sinnen i en rik fantasivärld, inspireras och samverka med natur och hållbarhet. / Daggkåpan is a preschool projected in passive house technology. The preschool is a nature preschool, which means the activity is mainly out door. It is a two floor building which gives conditions to use the area for more outdoor activities. Conditions for drive the preschool indoors is possible as well. The garden and the inside rooms are connected to each other by the exterior rooms and it is easy for the children just to take a step out to the garden from their residences. A solar cell system generates electricity to the building and makes it self-supplied. The residential development leads to the need of preschools. To obtain knowledge of energy effective constructions is a good idea as the buildings in the future have to be as energy effective as possible. One of the most important things by use the passive house technology is letting a well measured and energy- effective building shell replace a conventional heat supply. By improvement of the construction and focus on the process other parts of the building can be simplified and some can be replaced. What is expensive in one end can lead to a good investment in the other. The challenges with passive house are to systematize, see whole parts and contexts and especially to seek after the simple. Easy systems give low operations- and service-costs and reduce fear of disruptions. Most of the heat is for free. It comes from insulation, human heat and heat from cooking and technologies. Basic requirements for this type of building is a need of heat-output under 10 W per square-meter at an indoor temperature of 20 degrees on the coldest day of the year, defined of the dimensioned outdoor- temperature. The maximum of leak is 0,3 liters per second and square meter at +/- 50 Pa. To receive high comfort it claims well-isolated walls, shadings, energy-effective windows and doors, small thermal bridges and a good ventilation-system where the indoor heat recycles. The number of Passive houses increases, dominated of small houses. Building a preschool as a passive house is a good idea from several perspective; the well-isolated walls leaves out the noise, even the intermediate walls isolates and contributes to a silent building. The children get environmentally conscious as well and take notes of the energy- effectively. - A very important aspect for the future. The children contributes them self of heat to the building by their body heat. Investigations has been shown that outdoor playing children is more healthy, self-propelled, more creative and more clever. The most ultimate is so use patios as an extra room for the preschool activities. The pedagogy Reggio Emilia uses this concept. The children can consequently feel free staying outside, developing their minds in an imaginative environment, inspired of the interaction of the nature and sustainability.
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