Thesis (M.Ed.)--Bowling Green State University, 2005. / Document formatted into pages; contains xi, 71 p. Includes bibliographical references.

Thesis (doctoral)--Technische Universität Berlin. / Includes bibliographical references.

Thesis (M.A.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 26, 2007) Vita. Includes bibliographical references.

The aim of this study is to explore how agencies in Gävleborg operate and collaborate in cases concerned with trafficking for forced labour. The study also aims to investigate the agencies employees’ perception of how the collaboration affect the result of their work. The collaboration in Gävleborg is an interdisciplinary collaboration which the social services is a part of. Since the authors of this study are students of the social work program, the social worker’s role has naturally been reflected and slightly more focused on. The theories used in this study are team typology and influencing factors. The theories provides an explanation of how different professions work together and what factors influence their work. By doing semi-structured interviews with five employees from different collaborating agencies the authors have found out more about the collaborative work done in Gävleborg and the perception the employees have of the collaboration. The result shows an overall positive attitude towards the collaboration and that the interdisciplinary collaboration contributes to a developed work process that benefit the victims of trafficking for forced labour.

Because of my distrust for self-expression through verbal language, my pursuit thus far in art has been to discover a satisfactory means of self-expression. In study of the work I’ve created across all mediums, through poetry, music and visual art, this desire for a satisfactory outlet of self-expression has resulted in a drive to create meaning through combining mediums. Throughout this semester, my interest in mixed mediums has resulted largely in experimentation with the combination of music and visual art, as well as exploring the standalone merit of each. This also entails a study of their overlaps, cooperative influence, and the effectiveness in establishing comprehensible and replicable patterns with which artists can make themselves understood. The installation Hyper Vigilant leverages the three-wall space provided, the graffiti-like, cartoonish imagery, and the soundscape (which combines chatter and music) to create an environment in which the feelings I experience in an episode of panic, or in a bout of anxiety are fully represented. This paper will discuss the use of a combination of sound, visual art and space in an installation, through an exploration of the art theory, and a discussion of precedents. It will ultimately culminate in an examination of the installation at hand.

This interdisciplinary thesis examines the role of dance/movement in training programmes, which address peace, violence, conflict and trauma. Despite the growing literature and scholarly interest in embodied practices, few training programmes address dance/movement peace explicitly, identify shared beliefs or make connections between movement behaviour and decision-making. The research questions explore how dance/movement trainers experience, implement and conceptualise embodied processes that enable the transformation of conflict, particularly concerning interpersonal and/or intergroup violence. In order to investigate this question, an 'internal' analysis of relations and practices amongst its practitioners progresses to an 'external' analysis of contributions to arts-based peace practices and peacebuilding. Twelve semi-structured interviews were conducted with experienced trainers working internationally who use artistic, therapeutic and educational approaches to peace practices. The practitioners' curricula and training materials were examined using thematic analysis and qualitative analysis software (NVivo). The data analysis results in a map of shared beliefs, positionality and boundary shifts amongst the respondents, and proposes an exploration of practices applicable to multiple settings and client groups. This thesis presents new research in Communities of Practice (CoP) theory with artistic communities. It also deepens previous research on dance/movement peace practices and movement analysis, which sustains peaceable and violent actions can be understood through conscious and/or unconscious movement decision-making processes. The thesis concludes that embodied processes involve reflexive and enactive interventions, and proposes analyses of spatial relations, symbolic enactment and relational nonverbal interactions as key contributions of dance/movement. These embodied processes challenge 'conventional' forms of knowledge transmission and the arts' constant pressure for legitimisation. The thematic exploration of shared practices and beliefs therefore integrates movement analysis and social theory to present an interdisciplinary contribution to embodied analyses of violence.

170 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-05-06T17:33:32Z No. of bitstreams: 1 Tese_ Rosa Verastegui.pdf: 473666 bytes, checksum: 608d9cd162913b48c76a1d78a7c94c24 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-14T13:48:49Z (GMT) No. of bitstreams: 1 Tese_ Rosa Verastegui.pdf: 473666 bytes, checksum: 608d9cd162913b48c76a1d78a7c94c24 (MD5) / Made available in DSpace on 2013-06-14T13:48:49Z (GMT). No. of bitstreams: 1 Tese_ Rosa Verastegui.pdf: 473666 bytes, checksum: 608d9cd162913b48c76a1d78a7c94c24 (MD5) Previous issue date: 2006 / O presente trabalho propõe uma filosofia para a cidadania. A filosofia deve ser interdisciplinar, integrando a ciência, a estética e ética na formação dos educadores. No primeiro capítulo, veremos a relação entre a sociedade, a educação e a filosofia. Destacaremos alguns problemas da modernidade: o desequilíbrio da sociedade e da educação. A filosofia por ser a “mãe dos conhecimentos” é capaz de unir, equilibrar e integrar os saberes. No segundo capítulo, enfatizaremos a filosofia da ciência na formação dos educadores. Este saber interdisciplinar pode vincular a ciência, a estética e a sociedade. No terceiro capítulo, abordaremos a estética. Uma educação estética educa o gosto e os sentimentos, equilibrando o indivíduo com a sociedade. No quarto capítulo, veremos a ética como objetivo da educação. A ciência e a estética serão a base para atingir a ética. Esta educação quer contribuir para o desenvolvimento de uma consciência cidadã. Assim, esta proposta educativa é uma filosofia sistêmica que respeita todos os conhecimentos. / Salvador

Research Summary: This paper argues for, and contributes to, a stronger integration of research on finance and international business/global strategy. We perform bibliometric analysis of journal publications between 2010 and 2016 and show that papers published in the two domains relate to very different underlying literatures which, so far, have had a limited overlap. We further argue based on a qualitative review of the literature that both fields offer substantial novel perspectives, models, and theories to each other that have the potential to enrich our theoretical understanding of relevant research questions in both domains. We map various pathways for further integration of international business/global strategy and finance fields and discuss different ways how to better connect the two fields and their different research perspectives and research methodologies. Managerial Summary: In this paper we, first, find that publications from the field of finance and from the area of international business/global strategy relate to very different literatures. Second, we show that both fields would indeed offer substantial and relevant novel perspectives to each other. Third, we develop various pathways for a more intense integration of both literatures. Given the relevance of both international business/global strategy and finance perspectives for business practice, we strongly believe that a more intense integration also bears substantial implications for managers. This is as much of the knowledge developed in international business/global strategy and finance did not fully transfer into the respective other field.

A temática ambiental constitui um tema de extrema relevância social, o qual envolve não apenas o ensino formal, mas também o ensino em caráter não formal. Suas abordagens em diferentes espaços-tempos, configuram-se como uma via de acesso para a compreensão das relações sociais, culturais e biológicas que constituem o ambiente, indo ao encontro do direito das pessoas em compreender o mundo em que vivem e de exercer a cidadania de modo crítico e reflexivo. Partindo de tais aspectos, e do reconhecimento das instituições de ensino como espaço de construção de saberes e formação para a ética ambiental, a pesquisa busca, por meio da investigação em um curso de Licenciatura em Ciências da Natureza, ofertado pela Universidade Federal do PAMPA (UNIPAMPA) – Câmpus Uruguaiana, caracterizar e refletir sobre o processo de ambientalização do currículo formativo de professores, entendido não apenas pela definição da temática ambiental dentro dos conteúdos, mas pelas repercussões sobre o cotidiano dessa instituição, da organização da mesma e das relações existentes entre os diferentes membros que compõem a comunidade acadêmica. Para isso, o presente trabalho conta com uma pesquisa, de caráter qualitativo, que segundo Bogdan e Biklen (1994), reflete um diálogo entre os sujeitos e possibilita a compreensão dos processos. Como instrumentos, foram utilizadas a análise de documentos oficiais e identitários da instituição (PDI e PPC) e as entrevistas semiestruturadas com gestores, docentes e discentes do curso, ambas as análises construídas na perspectiva da análise de conteúdo (BARDIN, 2009), tendo como base os indicadores propostos por um grupo de pesquisadores que compõem a Rede de Ambientalização Curricular do Ensino Superior (ACES). Após análise, dentro do currículo do curso selecionado, foi possível perceber que, embora tenhamos a presença de todos os indicadores, ainda existem limitações para as abordagens da temática ambiental. No entanto, também foi possível identificar que esse curso, com sua perspectiva inovadora, vem se consolidando diante da sociedade, pela constante reflexão, promovida por sua comunidade acadêmica, sendo esse, um aspecto potencializador para pensarmos, refletirmos e problematizarmos o local que vem sendo ocupado pela temática ambiental. / The environmental theme has large social relevance, which includes not only formal, but also non-formal teaching. Its approaches in different times and spaces set up as access to comprehend social, cultural and biological relationships which constitute the environment, in accordance with people’s rights to understand the world they live in and exercise their citizenship in a critical and reflexive way. Starting from these aspects and also from recognizing teaching institutions as a place of knowledge construction and environmental ethics formation, this paper intends to characterize and reflect upon the process of environmentalization of the teacher formation curriculum of a graduate course of teacher formation in natural sciences, offered by Federal University of Pampa (UNIPAMPA) – campus Uruguaiana. This analysis understands the curriculum not only as definition of the environmental theme within the contents, but also as the repercussions about the institution’s routine, its organization and the relationships among the different members that constitute the academic community. To reach the present study’s objective, this paper relies on qualitative research which, according to Bogdan and Biklen (1994), reflects a dialogue between the subjects and enables the comprehension of the processes. The instruments used were a documental analysis of the Institutional Development Plan and the Course’s Pedagogical Project (PDI and PPC) and demi-structured interviews with managers, teachers and students of the course of teacher’s formation, both of them built on the Bardin’s content analysis perspective (BARDIN, 2009), and having as baseline the indicators proposed by a group of researchers that compose the Higher Education Curricular Environmentalization Network (ACES). After examining the selected course’s curriculum, it was possible to perceive that although all the indicators are present, there are limitations to the environmental theme approach yet. Nevertheless, it was also possible to verify that this course, with this innovative perspective, is consolidating its position before the society, by its constant reflection promoted by its academic community, which improves our thinking, reflection, and problematization of the place occupied by environmental theme.

abstract: Do emotions help explain our behaviors? Can they condemn us, excuse us, orr mitigate our moral responsibility orr blameworthiness? Can they explain our rationality and irrationality, orr warrant such attributions? Can they be justified orr warranted? Are they constitutive aspects of our consciousness, identity, characters, virtues, orr epistemic status? The answer to these questions, at least to a significant extent, depends on what emotions are. This illustrates the importance of what emotions are to academics across multiple disciplines, as well as to members of governing bodies, organizations, communities, and groups. Given the great importance of emotions to various aspects of our lives, this dissertation is about the relevance of the topic of emotion as an area of study for the discipline of philosophy. This dissertation is also broadly about the need to bridge the interests, concerns, and collective bodies of knowledge between various distinct disciplines, thereby contributing to the process of unifying knowledge across the various disciplines within the realm of academia. The primary aim in this dissertation is to initiate the unification of the interests, concerns, and collective bodies of knowledge across disciplines of academia. To do so, however, this dissertation aims to bridge some disciplinary divides between the disciplines of philosophy and psychology. I fulfill this aim by first demonstrating that interdisciplinary research and theorizing is needed within the disciplines of philosophy and psychology. I do this by considering how the problem of skepticism arises within these two disciplines. I also derive, propose, and argue for the acceptance of a new foundation for academic research and theorizing in response to the problem of skepticism. I refer to my proposal, in general, as The Proposal for Unification without Consilience (UC). / Dissertation/Thesis / Doctoral Dissertation Philosophy 2014