Thesis (M.H.A.)--University of Michigan, 1963.

Thesis (M.H.A.)--University of Michigan, 1963.

Thesis (M.H.A.)--University of Michigan, 1979.

Thesis (M.H.A.)--University of Michigan, 1979.

Syftet med studien var att undersöka elitsatsande handbollsgymnasieelevers upplevda sammanhållning i deras respektive klubblag samt i deras träningsgrupp vid skolan. Vidare studerades handbollsspelarnas upplevelser av skillnader eller likheter i lagsammanhållningen i klubblag och träningsgrupp. Undersökningsdeltagarna bestod av tio män (M = 18,5) som går på ett elithandbollsgymnasium i Sverige. Datainsamlingen skedde med hjälp av en intervjuguide baserad på Carron´s (1982) konceptuella ramverk. Resultaten redovisades i huvudteman där positiva och negativa påverkansfaktorer för lagsammanhållningen klargjordes i träningsgrupp på skolan respektive klubblag. Vidare visade resultaten att majoriteten av undersökningsdeltagarna upplevde en mycket god social sammanhållning i träningsgruppen på gymnasiet och generellt en medelbra social och en bra uppgiftssammanhållning i sitt klubblag. Avslutningsvis framkom att de sammanlagda negativa upplevelserna, med koppling till lagsammanhållning, upplevdes vara fler i klubblag än i träningsgruppen på gymnasiet. Resultaten motsade några samt bekräftade redan tidigare studier. / The purpose of this study was to examine elite high school handball players perception of team cohesion in their teams and elite exercise group in school. Moreover the perception of differences and similarities in team cohesion in the two groups were investigated. The participants were ten men (mean age = 18,5) elite handball high school students in Sweden. Data was collected through an interview guide based on Carron´s (1982) conceptual framework. The results were showed in themes where positive and negative factors related to cohesion were shown in both teams and elite exercise group. Further the results showed that the majority of the participants perceive very good social cohesion in the exercise group in school and generally an average social and good task cohesion in their teams. Finally the total amount of negative perception, associated with team cohesion, were more in teams comparing to the exercise group in high school. The results supported and partly contradicted previous research.

This master's thesis deals with interpreter's self-training. The aim of this theoretical-empirical study is to give an overview of the interpreting students' attitude towards interpreter's self- training as well as of the techniques students use when they perform their self-training. Another aim is to describe the role of teachers in interpreter's self-training, i.e. to what extent they motivate and support their students when it comes to self-training. The research part of the study was conducted at the Institute of Translation Studies, Charles University, and at the Department of Translation Studies, University of Graz, with the aim to compare the situation at those two institutes taking into account the abovementioned criteria. The theoretical part of the thesis discusses interpreter's self-training in the context of deliberate practice and focuses also on group practice as well as on the teachers' role. It also presents methods, techniques and e-learning tools which students may find useful during their self-training. The empirical part consists of an analysis of the data collected by means of questionnaires at the abovementioned institutes. Collected data suggest that both institutes support students' self-training, be it to different extents, and offer them all the necessary tools and...

[pt] Ao refletir sobre as minhas motivações para ser membro do grupo de Prática Exploratória do Rio de Janeiro desde 2016, senti-me instigada a entender quais seriam as razões pelas quais outras colegas fazem parte deste grupo por mais tempo e continuam sendo bastante participativas. Assim, esta tese tem por objetivo analisar as percepções sobre o que motiva três professoras a permanecerem no grupo por quase três décadas. A partir de suas falas, busco compreender o que significa para elas a sustentabilidade nesse movimento de trabalhar para entender. Para isto, recorro a um arcabouço interdisciplinar que contempla os conceitos teóricos da Prática Exploratória (MILLER ET AL., 2008; ALLWRIGHT, HANKS, 2009), que trata do refletir, do ensinar-aprender, da formação docente-aprendente, de fazer pesquisa. Os estudos de narrativas e avaliação (LABOV; WALETZKY, 1967; LABOV, 1972; LINDE, 1993, 1997; MOITA LOPES, 2001; BASTOS, 2004, 2005) são de grande importância para o presente estudo, uma vez que analiso os relatos de experiências profissionais e de vida das participantes. Apresento alguns conceitos que me permitem interpretar a relação de afeto sobre o grupo de Prática Exploratória e nas relações construídas sobre emoções (REZENDE, COELHO, 2010; ALBA-JUEZ MACKENZIE, 2019; LE BRETON, 2021). Por fim, o sistema de avaliatividade (MARTIN e WHITE, 2005; ALMEIDA, 2010; VIAN JR, 2009; 2010) me auxilia a mapear as marcas avaliativas nas conversas exploratórias entre as participantes e eu. A presente pesquisa se alinha a uma abordagem qualitativa-interpretativista (DENZIN; LINCOLN, 2006). Além disso, como a investigação se insere no paradigma da pesquisa do praticante (COCHRAN-SMITH; LYTLE, 2009), os entendimentos foram construídos de forma colaborativa sobre nossas experiências. Por ser uma pesquisa desenvolvida por membros do grupo, este estudo também se configura como autoetnográfico (BOCHNER, ELLIS, JONES, 2016). Os registros para análise foram gerados colaborativamente em conversas exploratórias (MILLER, 2001), gravadas e transcritas conforme convenções baseadas na Análise da Conversação (BASTOS, BIAR, 2015). Entendo que as percepções das participantes acerca dos eventos narrados durante nossas conversas são construções sociais e culturais que se formaram ao longo de suas vivências e as levaram a se afiliar ao grupo. Nossas emoções e crenças nos levaram ao grupo da Prática Exploratória e nos uniram como uma comunidade de prática (WENGER, 2007). Dessa forma, alguns entendimentos emergentes sugerem que as colaboradoras têm percepções singulares a respeito das suas motivações para participar do grupo e do trabalho para entender que associo ao cuidado-amor que mantemos em nossas relações na comunidade. Cada colaboradora entende a sustentabilidade a partir de algum princípio diferente da Prática Exploratória, gerando assim, a possibilidade de propormos o conceito de sustentabilidades. / [en] Reflecting on my motivations for being a member of the Rio de Janeiro Exploratory Practice Group since 2016, I felt compelled to understand what would be the reasons for three other colleagues to have been part of this group for almost three decades and continue to be very engaged in the group activities. From their discourse, I seek to understand what sustainability means for them in this movement of working to understand. To analyze the data, an interdisciplinary framework was utilized. The following theoretical components were: Exploratory Practice (MILLER ET AL., 2008; ALLWRIGHT AND HANKS, 2009), which deals with reflection, teaching-learning, teacher-learner training, doing research; narrative and evaluation studies (LABOV; WALETZKY, 1967; LABOV, 1972; LINDE, 1993, 1997; MOITA LOPES, 2001; BASTOS, 2004, 2005), which are of great importance for this research, in order to analyze narratives of professional experiences and participants lives; some concepts which enable me to interpret in the collaborators speeches a relationship of affect in relation to the Exploratory Practice group and to the relationship built (REZENDE, COELHO, 2010; ALBA-JUEZ MACKENZIE, 2019; LE BRETON, 2021); Appraisal Theory (MARTIN and WHITE, 2005; ALMEIDA, 2010; VIAN JR, 2009; 2010) helps me to map the evaluative marks in the exploratory conversations between the participants and me. This research adopts a qualitative-interpretivist approach (DENZIN; LINCOLN, 2006) to the investigation of the Practitioner Research paradigm (COCHRAN-SMITH; LYTLE, 2009). As the research was developed by members of the group, this study is also considered as autoethnographic (BOCHNER, ELLIS, JONES, 2016) and the understandings were constructed collaboratively. Data were collaboratively generated in exploratory conversations (MILLER, 2001), recorded and transcribed according to conventions based on Conversation Analysis (BASTOS, BIAR, 2015). I understand that the participants perceptions regarding the events narrated during our conversations are social and cultural constructions that were formed throughout their experiences and led them to join the group. Our emotions and beliefs brought us to the Exploratory Practice group and brought us together as a community of practice (WENGER, 2007). Some emerging understandings suggest that collaborators have unique perceptions regarding their motivations for participating in the group and their working to understand that is associated with care-love that we maintain in our relationships in the community. Each practitioner understands sustainability from the perspective of a different principle of Exploratory Practice, generating the possibility of proposing the concept of sustainabilities in the plural.