No description available.

<p>Människan minns händelser och rörelser som hon själv genomfört bättre än de hon fått berättade för sig. Minnet för händelser och rörelser behandlas i det episodiska minnet. Multimodal memory theory är en teori om det episodiska minnet vilket bland annat behandlar förkunskapernas och modaliteternas betydelse för minneskapaciteten. Då människan genomför något används den motoriska modaliteten och då hon får höra något berättas används den verbala modaliteten. Det som har undersökts är om minnet och förståelsen för komplexa och tekniska lösningar påverkas av vilket modalitet som används vid inkodningen. Undersökningen visade inte någon skillnad på förståelse eller minneskapacitet för komplexa och tekniska lösningar, beroende av vilket modalitet som används vid inkodningen. En anledning till att undersökningen inte visade någon skillnad kan vara att mätredskapet var för trubbigt. Det är även möjligt att resultatet hade blivit ett annat om utformningen på experimentet hade varit annorlunda.</p>

<p>Det har visat sig vara bättre att öva in listor med handlingsfraser genom att utföra dem (SPT, subject-performed tasks) än genom att bara läsa dem (VT, verbal tasks). Vid ett återerinringstest visar sig SPT-effekten då försöksdeltagare med SPTs har ett mycket bättre minne av materialet än försöksdeltagare med VTs. En förklaring till fenomenet är att utförandet av handlingsfraserna förser deltagarna med motorinformation. I den här undersökningen testas motorinformationens roll i SPT-effekten på ett sätt som skiljer sig från traditionell SPT-forskning. Försöksdeltagare fick antingen cykla eller använda en joystick för att navigera genom en virtuell värld där ord fanns utplacerade. Minnet för orden testades sedan i ett efterföljande minnestest. Det visade sig att joystickgruppen kunde återerinra sig fler ord än cykelgruppen. Effekten var oväntad och misstänks bero på bättre koncentrationsmöjligheter för joystickgruppen.</p>

No description available.

Människan minns händelser och rörelser som hon själv genomfört bättre än de hon fått berättade för sig. Minnet för händelser och rörelser behandlas i det episodiska minnet. Multimodal memory theory är en teori om det episodiska minnet vilket bland annat behandlar förkunskapernas och modaliteternas betydelse för minneskapaciteten. Då människan genomför något används den motoriska modaliteten och då hon får höra något berättas används den verbala modaliteten. Det som har undersökts är om minnet och förståelsen för komplexa och tekniska lösningar påverkas av vilket modalitet som används vid inkodningen. Undersökningen visade inte någon skillnad på förståelse eller minneskapacitet för komplexa och tekniska lösningar, beroende av vilket modalitet som används vid inkodningen. En anledning till att undersökningen inte visade någon skillnad kan vara att mätredskapet var för trubbigt. Det är även möjligt att resultatet hade blivit ett annat om utformningen på experimentet hade varit annorlunda.

Esta tese, tecida e (com)partilhada no cotidiano da oficina Corpo, Cor e Sabor, no Núcleo de Arte Leblon Centro de Pesquisa em Formação em Ensino Escolar de Arte e Esporte da Secretaria Municipal de Educação do Rio de Janeiro, com crianças do 3 ano do ensino fundamental, defende a ideia de que as criançaspraticantes, desse espaçotempo escolar, possuem uma pluralidade de conhecimentos em alimentação, nutrição e saúde que precisam ser levados em consideração quando se pensa em produzir conhecimentos e instrumentos no campo da educação alimentar e nutricional. Tem, portanto, como objetivo principal desinvisibilizar os fazeressaberes dessas criançaspraticantes, além de conhecer os modos de aprenderensinar por elas valorizados e suas redes de valores e crenças frente ao tema. No seu percurso políticoteóricoepistemológicometodológico apoia-se nas artes de fazer dos praticantes ordinários apresentadas por Michel de Certeau, nos movimentos da pesquisa nosdoscom os cotidianos organizados por Nilda Alves de Oliveira, no Pensamento Complexo de Edgar Morin, no Paradigma Indiciário delineado por Carlo Ginzburg, na Sociologia das Ausências e das Emergências propostas por Boaventura de Sousa Santos, nos Currículos pensadospraticados tecidos por Inês Barbosa de Oliveira e na inteireza da práticateoria de Paulo Freire. Os fazeressaberes das criançaspraticantes são desinvisibilizados, e tornados credíveis, em sete narrativas das experiênciaspráticas do cotidiano da oficina, confirmando a hipótese da tese de que há uma constelação de conhecimentos em alimentação, nutrição e saúde, tecidos e compartilhados, cotidianamente, pelas criançaspraticantes, que não podem, de maneira alguma, ser negligenciados por pesquisadoresprofessores do campo da educacional alimentar e nutricional comprometidos com um presente não desperdiçado e com um futuro de possibilidades. Um futuro com mais saberes, cores, cheiros e sabores / This thesis was developed and shared in the everyday life of the workshop "Body, Color and Flavor" in Leblon Art Center - Center for Research on Formation in School Education Art and Sport of the Municipal Department of Education of Rio de Janeiro, with children of the 3rd grade of elementary school. It has hypothesized that practitioners/children, from this scholar space/time, have a plurality of knowledge on food, nutrition and health that need to be taken into consideration when thinking about producing knowledge and tools in the field of food and nutrition education. Therefore, this thesis has as its main objective to become visible the doings/knowledge from these practitioners/children, besides knowing the ways of learning/teaching valued by them in addition to their values and beliefs grid across the theme. In his political/theoretical/epistemological/methodological route, it is based on the "arts of doing" of ordinary practitioners presented by Michel de Certeau, in the movements of the research with/of/at the day by day organized by Nilda Alves de Oliveira, in the paradigm of complexity by Edgar Morin, in the indiciary paradigm by Carlo Ginzburg, in the sociology of absences and emergencies proposed by Boaventura de Sousa Santos, in the curriculum thought/performed developed by Inês Barbosa de Oliveira and in the completeness of the practical/theory from Paulo Freire. The doings/knowledge of practitioners/children are made visible, and made credible in seven narratives of experiences/practices from the day by day of workshop, confirming the hypothesis of the thesis that there is a constellation of knowledge on food, nutrition and health, developed and shared, daily, by practitioners/children, which can not in any way be neglected by researchers/professors of food and nutrition education field committed with a not wasted present not wasted and a future of possibilities. A future with more knowledge, colors, smells and flavors

This dissertation examines how teachers understand and use their own bodies in their everyday practice of teaching. Using a poststructural theoretical framework and an ethnographic and arts-based research methodology, I demonstrate how discourses of the body shape experiences of teaching and teachers’ lives. This work is significant not only because it has direct implications for teachers but also because teachers’ bodies are rich and complex sites for theorizing and thinking critically about contemporary practices and discursive understandings that shape our lives. I call the research methodology that I used in this study “embedded performed ethnography”. This methodology involved in-depth ethnographic interviews, creative writing, and dramatic performance with twelve teachers in Ontario. By drawing on three distinct but interrelated fields: critical physical education, feminist and queer curriculum theory and Fat Studies, my research demonstrates the richness and complexity of teachers’ professional lives and the impact that dominant discourses of the body have on educational spaces. I use three key concepts to analyze the experiences and writing of the research participants. First, I use the concept of ‘biopedagogy’ to examine the ways in which teachers’ bodies are subject to regulation and policing in schools. Next, I use the concept of ‘performance’ to examine how participants use their bodies to construct and reproduce dominant notions of health in the classroom. Lastly, I use ‘affect’ as a concept to address the complex and complicated moments that occur on and through a teacher’s body in the classroom. I work with the everyday experiences of teachers in the classroom to explore how particular teaching moments illustrate and connect to the broader discourses and practices of the body that shape our lives.

Two of Don DeLillo’s recently published novels, The Body Artist (2001) and Falling Man (2007), feature performance artists performing trauma. Through the bodies of these performers, DeLillo restates the central concern of trauma studies: if trauma is that which denies mediation, how may we speak about traumatic experience? DeLillo’s stagings of traumatic (re)iterations illustrate how the missed originary moment of trauma precludes directly referential content in traumatic representation. But I propose that performed trauma – the knowledge of forgetting addressed to another – recapitulates the structure of traumatic experience itself, thereby revealing trauma to be wholly constituted in repetition, and providing a means of speaking about the unspeakable. I hope to illustrate how restoring trauma to language revives the ethical and political efficacy of traumatic representation.

This dissertation examines how teachers understand and use their own bodies in their everyday practice of teaching. Using a poststructural theoretical framework and an ethnographic and arts-based research methodology, I demonstrate how discourses of the body shape experiences of teaching and teachers’ lives. This work is significant not only because it has direct implications for teachers but also because teachers’ bodies are rich and complex sites for theorizing and thinking critically about contemporary practices and discursive understandings that shape our lives. I call the research methodology that I used in this study “embedded performed ethnography”. This methodology involved in-depth ethnographic interviews, creative writing, and dramatic performance with twelve teachers in Ontario. By drawing on three distinct but interrelated fields: critical physical education, feminist and queer curriculum theory and Fat Studies, my research demonstrates the richness and complexity of teachers’ professional lives and the impact that dominant discourses of the body have on educational spaces. I use three key concepts to analyze the experiences and writing of the research participants. First, I use the concept of ‘biopedagogy’ to examine the ways in which teachers’ bodies are subject to regulation and policing in schools. Next, I use the concept of ‘performance’ to examine how participants use their bodies to construct and reproduce dominant notions of health in the classroom. Lastly, I use ‘affect’ as a concept to address the complex and complicated moments that occur on and through a teacher’s body in the classroom. I work with the everyday experiences of teachers in the classroom to explore how particular teaching moments illustrate and connect to the broader discourses and practices of the body that shape our lives.

Esta tese, tecida e (com)partilhada no cotidiano da oficina Corpo, Cor e Sabor, no Núcleo de Arte Leblon Centro de Pesquisa em Formação em Ensino Escolar de Arte e Esporte da Secretaria Municipal de Educação do Rio de Janeiro, com crianças do 3 ano do ensino fundamental, defende a ideia de que as criançaspraticantes, desse espaçotempo escolar, possuem uma pluralidade de conhecimentos em alimentação, nutrição e saúde que precisam ser levados em consideração quando se pensa em produzir conhecimentos e instrumentos no campo da educação alimentar e nutricional. Tem, portanto, como objetivo principal desinvisibilizar os fazeressaberes dessas criançaspraticantes, além de conhecer os modos de aprenderensinar por elas valorizados e suas redes de valores e crenças frente ao tema. No seu percurso políticoteóricoepistemológicometodológico apoia-se nas artes de fazer dos praticantes ordinários apresentadas por Michel de Certeau, nos movimentos da pesquisa nosdoscom os cotidianos organizados por Nilda Alves de Oliveira, no Pensamento Complexo de Edgar Morin, no Paradigma Indiciário delineado por Carlo Ginzburg, na Sociologia das Ausências e das Emergências propostas por Boaventura de Sousa Santos, nos Currículos pensadospraticados tecidos por Inês Barbosa de Oliveira e na inteireza da práticateoria de Paulo Freire. Os fazeressaberes das criançaspraticantes são desinvisibilizados, e tornados credíveis, em sete narrativas das experiênciaspráticas do cotidiano da oficina, confirmando a hipótese da tese de que há uma constelação de conhecimentos em alimentação, nutrição e saúde, tecidos e compartilhados, cotidianamente, pelas criançaspraticantes, que não podem, de maneira alguma, ser negligenciados por pesquisadoresprofessores do campo da educacional alimentar e nutricional comprometidos com um presente não desperdiçado e com um futuro de possibilidades. Um futuro com mais saberes, cores, cheiros e sabores / This thesis was developed and shared in the everyday life of the workshop "Body, Color and Flavor" in Leblon Art Center - Center for Research on Formation in School Education Art and Sport of the Municipal Department of Education of Rio de Janeiro, with children of the 3rd grade of elementary school. It has hypothesized that practitioners/children, from this scholar space/time, have a plurality of knowledge on food, nutrition and health that need to be taken into consideration when thinking about producing knowledge and tools in the field of food and nutrition education. Therefore, this thesis has as its main objective to become visible the doings/knowledge from these practitioners/children, besides knowing the ways of learning/teaching valued by them in addition to their values and beliefs grid across the theme. In his political/theoretical/epistemological/methodological route, it is based on the "arts of doing" of ordinary practitioners presented by Michel de Certeau, in the movements of the research with/of/at the day by day organized by Nilda Alves de Oliveira, in the paradigm of complexity by Edgar Morin, in the indiciary paradigm by Carlo Ginzburg, in the sociology of absences and emergencies proposed by Boaventura de Sousa Santos, in the curriculum thought/performed developed by Inês Barbosa de Oliveira and in the completeness of the practical/theory from Paulo Freire. The doings/knowledge of practitioners/children are made visible, and made credible in seven narratives of experiences/practices from the day by day of workshop, confirming the hypothesis of the thesis that there is a constellation of knowledge on food, nutrition and health, developed and shared, daily, by practitioners/children, which can not in any way be neglected by researchers/professors of food and nutrition education field committed with a not wasted present not wasted and a future of possibilities. A future with more knowledge, colors, smells and flavors