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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Filosofía de la praxis /

Sánchez Vázquez, Adolfo, January 1967 (has links)
Texte remanié de: Tesis doct.--Filos.--México--Universidad nacional autónoma, 1966. Titre de soutenance : Sobre la praxis. / Bibliogr. p. 363-373. Index.
2

Apraxia : new tests for the assessment of a cognitive model and the evaluation of the action semantic

Bartolo, Angela January 2002 (has links)
This thesis, aimed at studying the complexity of the praxis system, is divided into two parts: First, a battery of tasks has been devised to assess each store of the current cognitive models of gesture production. Second, a series of tasks has been prepared to specifically study the action semantic system. The stimuli were always chosen after a series of pilot studies. A group of healthy controls were administered the tasks to gather norms. The assessment of the cognitive model of praxis processing in a group of left-brain damaged patients revealed two interesting patterns: 1)  A double dissociation between meaningful and meaningless gestures reproduction; 2)  A selective deficit in the production of pantomimes associated only with a deficit of working memory. These findings allowed us to refine the model in two ways: suggesting that the non-lexical route is engaged only in the imitation of meaningless gestures, and adding a working memory space needed to carry out pantomimes. The evaluation of the semantic system was carried out testing left and right-brain damaged patients.  The performance of two patients gave rise to two contrasting cognitive patterns. One patient presented with a deficit of matching objects by function (conceptual knowledge) coupled with spared ability to select novel tools (action semantic). The second patient failed the action semantic task yet performed normally in the conceptual knowledge task.  These results support the hypothesis that conceptual knowledge should be kept conceptually separate from action semantic.
3

A questão da licenciatura em Educação Fisica : a transição a pratica profissional

Campos, Marcia Zendron de 02 October 1999 (has links)
Orientador: Jorge Sergio Perez Gallardo / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica / Made available in DSpace on 2018-07-25T14:37:14Z (GMT). No. of bitstreams: 1 Campos_MarciaZendronde_M.pdf: 6139089 bytes, checksum: 4f34df71fa9f26a1a875d827863f462b (MD5) Previous issue date: 1999 / Resumo: Entendendo que o curso de Licenciatura em Educação Física deve possibilitar ao aluno a construção do conhecimento sobre e para a sua atuação profissional, destacou-se neste estudo, a necessidade de se privilegiar o processo de ação-reflexão-ação, a partir da realização do estágio supervisionado, o qual favorecerá a aproximação da realidade de atuação a ser discutida em aulas na disciplina Prática de Ensino e Estágio Supervisionado. Privilegiando este movimento dialético de ação-reflexão sobre a realidade de atuação, já no curso de graduação, a fim de viabilizar a consciência critica do aluno sobre a prática de ensino, espera-se que o aluno possa utilizá-lo no decorrer de sua atuação profissional, num processo de formação contínua. Procurou-se identificar o panorama da disciplina Prática de Ensino e Estágio Supervisionado em cinco (5) Instituições de Ensino Superior diante do curso de Licenciatura em Educação Física averiguando, especificamente, se o processo de ação-reflexão-ação vem sendo privilegiado. Para tanto, foi realizado uma pesquisa de campo utilizando-se de entrevistas com os docentes da disciplina e questionário com os discentes, procedendo ainda a uma pesquisa documental onde analisou-se os programas de ensino. A análise dos dados surgiu do confronto entre conteúdo dos programas, manifestações dos docentes e dos discentes. Dentre os cinco cursos pesquisados, apenas em um, verificou-se que a disciplina Prática de Ensino e Estágio Supervisionado está mais próxima de alcançar a reflexão e conscientização do aluno sobre a prática de ensino priorizando o processo de ação reflexão. Os outros quatro, estão bem longe deste ideal de reflexão sobre a prática de ensino diante do estágio, que chega a ser defendido pelos professores mas, não acontece. Nota-se que há uma acentuada ênfase à instrumentalização do processo de ensino aprendizagem destacando o como fazer, em detrimento do porque e, em função de quem este fazer é definido. A característica de síntese dos conteúdos da disciplina não é satisfatoriamente alcançada já que não se prioriza as mediações entre os conhecimentos do curso com a realidade de atuação encontrada no estágio. Conseqüência deste panorama: a unidade teoria-prática não acontece, em função de ainda se enfatizar na disciplina uma dicotomia onde, um pólo aparece em detrimento do outro, a teoria é prescritiva de uma prática e onde, muitas vezes, o realizar estágio sem reflexão da realidade encontrada nesta experiência, indica a realização de uma prática utilitarista, destituída de embasamento ou comprometimento com a teoria. Se não há reflexão sobre a prática de ensino na realidade de atuação profissional, não há como falar em unidade teoria-prática no curso de formação e conseqüentemente não se vê como alcançar uma transição à prática profissional que seja significativa para o aluno enquanto egresso / Abstract: Understanding that the course of Licentiateship in Physical Education should facilitate the student the construction of knowledge on and for its professional perfonnance, he/she stood out in tlús study, the need to privilege the action-reflectionaction process, starting ITomthe accomplishment of the supervised apprenticeslúp, which will favor the approach of the reality of perfonnance to be discussed in classes in the Practical discipline of Teaching and Supervised Apprenticeship. Privileging this dialectid movement action-reflection about the reality of perfonnance, already in the graduation course, in order to make possible the student's critical conscience on teaching practice, it is waited that the student can use it in elapsing of its professional performance, in a process of continuous formation. We tried to identify the panorama of the Practical discipline of Teaching and Supervised Apprenticeship in five (5) Higher Education Institutions before the course of Licentiateship in Physical Education checking, specifically,if the action-reflection process comes being privileged. For so much, a field research was accomplished being used interviews with the professors of the discipline and questionnaire with the students, still proceeding to a documental research where it was analyzed the teaching programs. The analysis of the data appeared of the I confront among content of the programs, professors and students manifestations. Among these five researched courses, just in one, it was verified that the Practical discipline of Teaching and Supervised Apprenticeship is closer of reaching the reflection and the student's understanding on the teaching practice prioritizing the action-reflection processo The other ones are very far away ITom this reflection ideal on the teaching practice before the apprenticeship, that arrives to be defended by teachers but, it doesn't happen. lt is noticed that there is an accentuated emphasis to the instrumentation of the process of teaching learning distinguishinghow to do in detriment of the reason and, in function of who this to do is defined. The characteristic of synthesis of the contents of the discipline is not reached satisfactorily since it is not prioritized the mediations among the knowledge ofthe course with the reality ofperformance found in the apprenticeship. Consequence ofthis panorama: the unit theory-practice doesn't happen, in function of still to emphasizein the discipline a dichotomy where, a pole appears in detriment of the other, the theory is prescritive of a practice and where, a lot of times, accomplishing apprenticeship without reflection of the reality found in this experience, it indicates the accomplishment of an utilitarian practical deprived of basement or compromising with the theory. If there is no reflection about teaching practice on professional performance, it' s hard to speak in unit theory-practice in the formation course and consequently it's difficult to see how to reach a transition to the professional practice that is significant for the student while egressed. / Mestrado / Mestre em Educação Física
4

L'anthologie Sette libri di satire (1560) de l'éditeur Francesco Sansovino. Un hermès bifront / The Anthology Sette libri di Satire (1560) by the Venetian Publisher Francesco Sansovino. A Bifrontal Hermes

Cossu, Catherine 07 October 2016 (has links)
La richesse de l’anthologie Sette libri di Satire (1560) tient au défi que l’éditeur vénitien Francesco Sansovino relève avec succès à un moment où la Contre-Réforme bat son plein : élaborer une codification en langue vulgaire du genre satirique en rupture avec le genre tel que les auteurs sélectionnés - ou exclus - l’ont pratiqué ou sont censés l’illustrer. L’éditeur oppose le pouvoir de la règle au pouvoir de l’écriture au point de laisser apparaître une triple phase de l’évolution du genre : l’inventio reviendrait à Horace, l’écriture à l’Arioste et la réécriture à Sansovino. L’ensemble de la recherche partagée entre théorie et pratique, vise à interroger cette bipolarité comme une forme de coincidentia oppositorum dans la dialectique que la règle et l’écriture mettent en jeu, autrement dit dans la capacité qu’elles manifestent à « se récuser » et « se fondre l’une l’autre », sur le versant latin et vulgaire. Dans cette optique, loin d’être un exemple de « muséification » des auteurs et des textes, l’anthologie se présente comme la création d’un ‘Hermès bifront’ qui met à son tour le lecteur au défi d’en appréhender les subtilités. / The anthology Sette libri di Satire (1560) is so rich due to the challenge that the Venetian publisher Francesco Sansovino successfully took up at a time when the Counter-Reformation was in full swing. It consisted in elaborating in common language the codification of the literary genre of satire as it broke away from that genre as the authors selected for, or excluded from, the anthology, practised satire or were supposed to exemplify it. To the sway of the rule the anthologist opposes the power of writing, revealing three distinct phases in the development of the genre: the inventio as ascribed to Horace, writing, to Ariosto and re-writing to Sansovino.The research in its entirety, divided as it is between theory and practice, aims to question such bi-polarity as a form of coincidentia oppositorum in the dialectics brought into play by rule and writing, in other words in their ability to reject each other or blend in with each other, within Latin and common language. From this perspective, far from being an example of the transformation of authors and texts into museum pieces, the anthology is presented as the creation of a ‘bi-frontal Hermes’, in turn challenging the reader to grasp its subtleties.
5

The Emergence of Indigenous Environmental Knowledge: Cognition, Perception and Social Labor in Indonesian Society

Orr, Yancey January 2012 (has links)
The processes by which individuals learn how to perceive, interpret and think about their environment are not completely understood. Sixty years of anthropological studies of indigenous environmental knowledge have largely focused on language-like classification systems. These studies typically revolve around (a) conceptual knowledge such as categories, taxonomies and the functionality of certain flora and fauna and (b) the social mechanisms such as language through which they are transmitted. These approaches have been successful in highlighting variation and continuity between cultures, but more recent studies have shown that environmental knowledge varies within cultures and communities. Research conducted in Bali, Indonesia demonstrates how social labor and symbolic systems may influence several aspects of environmental knowledge, such as perceptual skills, interpretive metaphors and emic models of ecological interactions. The findings in this study address gaps in the literature on how indigenous environmental knowledge emerges, and also supplements the largely theoretical literature on the phenomenology and epistemology of labor.
6

Could electoral democracy generate radical change? : Debates within Guatemala's radical left in the 1960s

2014 August 1900 (has links)
Throughout the 1960s, Guatemala’s radical left became consumed in an internal debate concerning the revolutionary strategy they believed should be followed to generate radical socio-political and economic changes in Guatemala. Confronting the societal anxieties that accompanied advances in modernity, such as growing wealth inequality, new forms of social poverty, and the marginalization of the fragments in Guatemalan society (primarily, peasants and workers), Guatemala’s radical left encountered a fundamental quandary in the development of its revolutionary methodology. Should they work within the confines of electoral democracy to realize radical reforms or, as a militant faction of the radical left increasingly proposed, would radical changes require an armed struggle aimed at toppling the nation’s entire system of governance?
7

Self-Reliance and Land-Grant Universities: An Exploration of the Impacts of USAID Policy on Agroecological Possibilities

Kelinsky-Jones, Lia R. 16 December 2021 (has links)
For land-grant universities (LGUs) and the United States Agency for International Development (USAID), achieving food security is a longstanding and shared priority. International agricultural development is entangled in competing imaginaries and ideological underpinnings. The coordinated social movements of food sovereignty and agroecology seek to transform local and global food systems away from the dominant neoliberal paradigm. Using localized and participatory practices, agroecology seeks to develop self-reliant communities towards more just and equitable food systems. Similarly, the current policy framework of USAID advances "The Journey to Self-Reliance" (J2SR). Yet the discourse of self-reliance reflects varied discursive meanings. The first is an alternative imaginary to develop increased community autonomy, build social support structures, and protect ecologies. The second reflects neoliberal ideology articulating notions of individual responsibility and private sector leadership. Using Critical Discourse Analysis (CDA) and focus groups, this research investigated how USAID's J2SR discourse is represented, how it affects agroecological opportunities, and subsequently the impact on land-grant university food security praxis. Analytically, CDA foregrounds discursive power by investigating how texts, interpretation, and action operate as a system to maintain or contest unequal power relations. I employed focus groups with land-grant international development scholar-practitioners as a form of critical praxis. My research illustrates how USAID's self-reliance definition reproduces neoliberalism as a dominant political-economic orientation through anti-welfare rhetoric and private sector leadership. Alongside this, the J2SR discourse also actively promotes local participation and leadership. Subsequently, I contend, the discourse presents opportunities for scientific agroecology but also limits agroecology's transformative potential. A critical finding is that among sampled land grant actors, agroecology reflects epistemic complexity and competing imaginaries. Moreover, I illustrate how participants' responses to the policy corpus largely accept the embedded neoliberal ideology, while also demonstrating how some actors can use creativity to directly fund local research institutions. I contend that the creative modification observed among these actors represents the potential for land grant actors to serve as change agents and to support the agroecology movement. This research contributes to understanding how USAID frames self-reliance within their policy and where opportunities lie to challenge power structures and advance justice within international agricultural development. / Doctor of Philosophy / For land-grant universities (LGUs) and the United States Agency for International Development (USAID), achieving food security is a longstanding and shared priority. Despite decades of commitment, food insecurity persists reflecting the complexity of the problem. Various visions exist for how food security can be achieved. The coordinated social movements of food sovereignty and agroecology are one such vision that looks to transform the global food system away from practices deemed harmful. A critical component of agroecology is to center local community participation towards developing self-reliant communities. The current policy framework of USAID advances "The Journey to Self-Reliance" (J2SR). Self-reliance, however, is a broad term with different meanings and uses. One definition of self-reliance seeks to develop local communities around increased autonomy, with support from the government to ensure basic needs, while also protecting the environment. The second self-reliance definition focuses on supporting individual responsibility and capacity to ensure basic needs alongside private sector growth. Using Critical Discourse Analysis (CDA) and focus groups, this research sought to understand how USAID's J2SR is represented in a selection of policy texts, how this representation influences agroecological opportunities, and subsequently the impact on land-grant university food security efforts. Analytically, CDA centers power in policy texts by focusing on how the interpretations and actions of actors can support or challenge systems of inequity. I used focus groups to understand the reflections and actions of land grant actors involved in international development. My research illustrates how USAID's definition of self-reliance reflects an anti-welfare sentiment alongside a focus on private sector leadership. Moreover, the policy selections also emphasized local participation and leadership which could represent a marginal shift in development power dynamics. Subsequently, I argue the J2SR makes environmental agroecology more possible than one seeking social, cultural, and political change. A key finding is how the perceptions of agroecology among sampled land grant actors represent the complexity, and at times, competition of various disciplines, values, and beliefs. Finally, from land grant participants, I illustrate how their responses to the policy corpus largely accept the embedded neoliberal ideology, while also demonstrating how some actors use creativity to increase the participation of local research institutions. This creativity, I argue, represents the potential for land grant actors to serve as change agents and to support agroecology towards fostering greater food security, equity, and justice globally. This research contributes towards an understanding of how USAID defines self-reliance and where opportunities lie to challenge unequal power relations and advance justice within international agricultural development.
8

Die Philosophische Interpretation des Theorie- Praxis- Bezugs bei Karl Marx und ihre Vorgeschichte /

Dangelmayr, Siegfried. January 1979 (has links)
Habilitationsschrift--Katholisch- theologischer Fachbereich--Augsburg, s.d. / Bibliogr. p. 441-450. Index.
9

Planung und Wirklichkeit : e. Unters. von strukturalen Beziehungen zwischen Entwurf u. Vollzug von Unterricht.

Pulm, Manfred. January 1985 (has links)
Zugl.: Köln, Universiẗat, Diss., 1985.
10

Der Raum in der Psychoanalyse zur Wirkung des Raumes auf den psychoanalytischen Prozeß /

Guderian, Claudia. Unknown Date (has links) (PDF)
Universiẗat, Diss., 2004--München.

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