Este trabalho discute a teoria do direito de Ronald Dworkin, desde sua gênese até seus desenvolvimentos mais recentes, com o objetivo específico de aferir a influência que esta sofreu da filosofia política de John Rawls e de sua concepção de justiça. Essa influência foi especialmente sentida na metodologia inicialmente concebida por Dworkin para responder às tradicionais questões de teoria geral do direito, já que estas teriam sido mal resolvidas pelos positivistas. O que se verifica é que tal método se baseia na idéia de equilíbrio reflexivo de Rawls. Essa intensa convergência que inicialmente se verifica é progressivamente afastada na medida em que Dworkin caminha rumo a um liberalismo abrangente, defendendo uma continuidade entre a moralidade política e a ética, e Rawls reinterpreta sua teoria para defender uma limitação desta ao domínio do político. / This paper will discuss Ronald Dworkins legal theory since its genesis till its most recent studies, aiming specifically assess how this theory was influenced by John Rawls political philosophy and his conception of justice. This influence was specially noticed in the methodology first conceived by Dworkin to respond to the traditional issues of jurisprudence, since these ones had been unresolved by the legal positivism. What can be verified is that such method is based on Rawls idea of reflective equilibrium. This strong convergence, that is initially observed, is gradually deviated insofar as Dworkin moves towards to a comprehensive liberalism, defending continuity between morality and ethics, and Rawls reinterprets his theory to defend a limitation of it to the domain of the political.

To evaluate the effect of cool roof coatings containing Expancel® thermoplastic microspheres on industrial buildings, a warehouse was built-up in the computer simulation software IDA-ICE. The warehouse was modelled in line with ASHRAE 90.1. 2004 ”Energy Standard for Buildings Except Low-Rise Residential Buildings”. Four different cases were set up where the coating of the roof was the only variable. Two coatings containing Expancel® microspheres - one white and one red coating were compared to the same white coating without Expancel® microspheres and the ”base case” where there is no coating at all. The same circumstances were also implemented in a practical laboratory test using a model warehouse with a detachable roof. Four interchangeable roofs with different roof coatings constitute the various cases in the laboratory tests. A ”sun” consisting of statically mounted IR light bulbs were constructed, as well as a cooling system to measure the difference in cooling effect (maintaining a constant indoor temperature) between the different cases as a result of the change in insolation. The results of the computational simulations show that for a warehouse placed in Houston, Texas about 50 MWh in combined heating and cooling energy can be saved yearly between the best and the worst case, a reduction of 6.2%. Changing the geographic placement of the warehouse to Tepic, Mexico the corresponding savings were determined to 83 MWh or 13.5%. A way of determining the yearly savings in heating and cooling amount for the warehouse with a generic roof coating, only knowing the SRI value of the coating, was developed. It was determined that for every unit-increment of the SRI value the yearly savings for the warehouse placed in Houston, Texas were 718 kWh and 0.1%. The corresponding savings for the warehouse placed in Tepic, Mexico were determined to be 1252 kWh and 0.22%. The laboratory tests showed that the indoor temperature of the model warehouse decreased by close to 16°C between the best and the worst case.

Esta pesquisa reporta-se ao problema descrito na literatura científica como o “fracasso do ensino do cálculo”. Propusemos conhecer as noções que alunos da disciplina Cálculo Diferencial e Integral apresentam sobre limite, e também como a qualidade dessa noção ou conceito afeta a elaboração de noções sobre derivadas e integrais. Para obter essas noções, objetos de aprendizagem foram criados e disponibilizados online, em páginas de um site com domínio privado, mas de acesso aberto. Cada objeto de aprendizagem foi elaborado contendo uma situação-problema referente aos applets de cada página e um espaço de registro de respostas. Os applets abordam situações que permitem o estudo de limites, derivadas e integrais; foram elaborados no Geogebra. Os espaços de registro de respostas foram elaborados com tecnologia Google e incorporados à página do site. A metodologia consistiu na aplicação de atividades na disciplina Cálculo Diferencial e Integral. Nelas interagiram alunos e OA. As aplicações foram realizadas nas três unidades da disciplina. Para a complementação e investigação, foram feitas entrevistas inspiradas no método clínico piagetiano. Tanto os registros de respostas, quanto as entrevistas, foram autorizadas com a assinatura do termo de consentimento livre e esclarecido. Fundamenta-se a análise das respostas na Epistemologia Genética; em especial, na abstração reflexionante. A escolha deu-se devido ao caráter explicativo dessa teoria da gênese do conhecimento matemático. Os resultados demonstram que conhecimentos foram construídos em situação de interação entre alunos e OA. Várias noções foram registradas. Constatou-se, inclusive, conceituação de limite, de derivada e integral definida. Foi possível, a partir dos conhecimentos e noções apresentadas, estabelecer relações lógicas entre esses conhecimentos e, posteriormente, observar grupos com desenvolvimento cognitivo compatíveis com as relações lógicas apresentadas. O OA, com tecnologia Geogebra e Google, mostrou-se como um importante instrumento nos processos de desenvolvimento e aprendizagem do conceito de limite e dos demais conceitos da disciplina Cálculo Diferencial e Integral. Mostrou-se também como um importante instrumento para a avaliação no ambiente escolar a partir dos registros coletados. / This research refers to the problem described in the scientific literature as the "failure of calculus teaching". We propose to know the notions that students of the discipline Differential and Integral Calculus present on limit, and also how the quality of this notion or concept affects the elaboration of notions about derivatives and integrals. To get these notions, learning objects were created and made available online, on pages of a privately-owned, but open-access site. Each learning object was elaborated containing a problem situation regarding the applets of each page and a space of record of answers. The applets approach situations that allow the study of boundaries, derivatives and integrals; Were developed in Geogebra. Response log spaces were crafted using Google technology and embedded into the site page. The methodology consisted of the application of activities in the discipline Differential and Integral Calculus. In them they interacted students and OA. The applications were carried out in the three units of the discipline. For the complementation and investigation, interviews were made inspired by the Piagetian clinical method. Both the response records and the interviews were authorized with the signing of the informed consent form. It is based the analysis of the answers in the Genetic Epistemology; In particular, in reflective abstraction. The choice was due to the explanatory character of this theory of the genesis of mathematical knowledge. The results demonstrate that knowledge was built in a situation of interaction between students and OA. Several notions were recorded. It was also found a concept of limit, derivative and definite integral. It was possible, based on the knowledge and notions presented, to establish logical relations between these knowledges and, later, to observe groups with cognitive development compatible with the presented logical relations. The OA, with Geogebra and Google technology, proved to be an important instrument in the development and learning processes of the concept of boundary and other concepts of the Differential and Integral Calculus discipline. It was also shown as an important instrument for the evaluation in the school environment from the collected records.

Thesis. 1979. M.S.--Massachusetts Institute of Technology. Dept. of Aeronautics and Astronautics. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND AERONAUTICS. / Bibliography: leaves 86-89. / M.S.

INTRODUÇÃO: As Diretrizes Curriculares para os Cursos de Enfermagem afirmam que a estrutura dos cursos deve garantir um ensino crítico, reflexivo e criativo, orientado pelo princípio de ação-reflexão-ação. Acompanhando os movimentos nacionais, o Curso de Enfermagem da Universidade Estadual de Londrina (UEL) realizou mudanças curriculares, que culminaram na proposição do Currículo Integrado em 2000. Várias avaliações desse currículo foram realizadas, mas nenhuma sob o enfoque da competência crítica e reflexiva. OBJETIVO: Analisar a formação crítica e reflexiva no contexto de um currículo integrado. PERCURSO METODOLÓGICO: Realizou-se uma pesquisa qualitativa, cujo método de interpretação foi a hermenêutica-dialética. O estudo foi realizado no Centro de Ciências da Saúde da UEL. O foco foi o Curso de Graduação em Enfermagem. Os sujeitos da pesquisa foram os docentes que vivenciam o projeto pedagógico do Currículo Integrado. Nas entrevistas, buscou-se verificar a percepção de docentes sobre o que vem a ser a competência crítica-reflexiva, como desenvolver essa capacidade e o que tem sido realizado no Curso para esse fim. Concomitante às entrevistas foram analisadas as resoluções e deliberações relativas às alterações do projeto pedagógico ocorridas no período de 2000 a 2012 e dois livros publicados sobre o currículo. RESULTADOS: A análise dos documentos revelou que o Currículo Integrado sofreu alterações para possibilitar sua viabilização na prática, tendo em vista condicionantes não sopesadas quando de sua concepção. Ainda assim, os princípios filosóficos e socioculturais conservaram-se inalterados e levam em conta uma reflexividade de cunho sociocrítico e emancipatório. Com base nos referenciais de pensamento crítico e reflexivo de Schön e Freire, identificaram-se duas categorias empíricas oriundas das concepções do pensamento crítico manifestadas pelos professores: uma tradicional-liberal e uma concepção mista, na qual foram identificados elementos relacionados a uma visão sociocritica e emancipatória da competência crítica e reflexiva. As categorias empíricas em relação à prática docente foram: levar estudante a relacionar os conteúdos teóricos à prática; fazer perguntas, aplicar metodologias ativas e usar processos avaliativos. Quanto às fortalezas foram mencionadas: a integração de conteúdos básico-clínico, a manutenção das áreas de conhecimento e as metodologias ativas. As fragilidades foram: o tempo restrito, o contexto do processo de trabalho docente, o despreparo e a falta de intencionalidade do professor e a postura do estudante frente à nova situação de aprendizado. CONCLUSÃO: Conclui-se que o pensamento e a atitude docente em relação a sua própria reflexão-ação e ao que preconiza o Currículo Integrado no que diz respeito ao pensamento crítico e reflexivo precisam ser revisitados a fim de resgatar a proposta pedagógica original. Espera-se que este trabalho possa instrumentalizar as escolas de Enfermagem que tem um Currículo Integrado ou que estão em processo de reformulação curricular. / INTRODUCTION: Curriculum Guidelines for Nursing Courses claim that the structure of the courses must secure a critical, reflective and creative teaching, guided by the action-reflection-action principle. Following national movements, the Nursing course at the State University of Londrina (UEL) made curriculum changes that culminated in the proposition of the Integrated Curriculum in 2000. Several evaluations of this curriculum were made, but none under the approach of critical and reflective competency. OBJECTIVE: To analyze the critical and reflective training in the context of an integrated curriculum. METHODOLOGY: We conducted a qualitative study using the dialectical-hermeneutic interpretation method. The study was conducted at the Center for Health Sciences at UEL. The focus was on the Undergraduate Program in Nursing. The subjects were teachers who experience the pedagogical project of Integrated Curriculum. In the interviews, we sought to verify the perception of teachers about what they consider to be the critical-reflective competence, how to develop this ability and what has been done in the course for this purpose. Concurrent to the interviews, resolutions and deliberations were analyzed concerning the pedagogical changes that occurred in the period from 2000 to 2012 and two books published about the curriculum. RESULTS: The analysis of the documents revealed that the Integrated Curriculum has changed to enable its feasibility in practice in view of constraints not considered when it was designed. Still, the philosophical and sociocultural principles kept unchanged and take into account a socio-critical and emancipatory reflexivity. Based on the benchmarks of Schön and Freires critical and reflective thinking, two empirical categories were identified, derived from conceptions of critical thinking expressed by teachers: a traditional-liberal one and a mixed one, in which elements have been identified related to a socio-critical and emancipatory point of view of the critical and reflective competence. The empirical categories in relation to the teaching practice were: lead student to relate the theoretical contents to the practice, ask questions, apply active methodologies and use evaluation processes. Regarding positive aspects, the following ones were mentioned: the integration of basic and clinical contents, the maintenance of areas of knowledge and active methodologies. Weaknesses were: limited time, the context of the teaching process, the teachers unpreparedness and lack of intentionality and the students attitude towards the new learning situation. CONCLUSION: We concluded that the thought and teaching attitude regarding his/her own reflection-action and advocating the Integrated Curriculum with regard to critical and reflective thinking need to be revisited in order to re-establish the original pedagogical proposition. It is hoped that this work can equip Nursing Schools that have an integrated curriculum or are in the process of curriculum reform.

This research illustrates the performer-researcher's artistic process of reaching an understanding of music through performance, and explores how an effort to understand music at the instrument and in the context of music-making could influence our critical evaluation of the music. ​Engaged in the process of learning music, I seek to document my artistic practices as a reflective practitioner: to open up the performer-researcher's workspace, communicate the performativity of the music, and reveal my embodied doing-thinking as a performer. By involving in the performer-researcher's physical and intellectual trajectory, the focus of musicological research could be shifted from the study of music as writing to a practice-based study that communicates and values music as performance. ​This shift provides a chance to rethink musical works at the piano and place the music in a context in which music can be understood, communicated, and valued through performance. This has the potential to shed light on the performative value of music, and may challenge the existing critique of musical works by emphasising the centrality of musical performance in the realm of music research, perhaps revealing what has been neglected by the text and outcome-focused approaches to music. I believe this could lead us to assess musical works in a different value system by considering the music in and as performance.

Transmissores agnósticos em comprimento de onda colorless [1], isto é, transmissores que não estão restritos à operação em um único comprimento de onda, são considerados como um dos pré-requisitos para os projetos de redes ópticas passivas baseadas na multiplexação por divisão em comprimento de onda Wavelength Division Multiplexing Passive Optical Network. Esta configuração reduz consideravelmente os custos operacionais e de instalação da rede WDM-PON, uma vez que um único tipo de transmissor pode ser usado em qualquer terminal de assinante, independentemente dos comprimentos de onda pré-estabelecidos para os usuários em questão. Entretanto, a possibilidade de aumento do número de usuários e da capacidade de transmissão agregada, com poucas modificações na estrutura da rede WDM-PON, garantindo uma melhor relação custo-benefício, são questões também essenciais no projeto de sistemas multi-comprimento de onda.Tendo em vista o panoramo exposto, neste trabalho é proposta uma nova topologia de reuso de portadora óptica para redes WDM-PON, a qual combina sinais autoalimentados e remodulação óptica no domínio da intensidade, visando o atendimento das premissas tecnológicas para cenários de nova geração. Como metodologia, investigações experimentais são conduzidas em termos de caracterizações ópticas em função de vários parâmetros e avaliações sistêmicas em taxas simétricas de 1,25 Gb/s, no âmbito de redes de acesso e acesso estendido. Utilizam-se transmissores colorless do tipo amplificadores ópticos semicondutores refletivos e fontes ópticas banda larga baseadas em emissão espontânea amplificada, de forma a garantir a simplificação dos terminais dos usuários. Adicionalmente, são realizadas análises comparativas entre essa proposta frente aos trabalhos encontrados na literatura técnica, quando possível, em termos de custos operacionais, desempenho sistêmico e viabilidade de expansão para cenários a taxas simétricas de 10 Gb/s. De acordo com os resultados obtidos, acredita-se que essa topologia possa ser expandida para cenários de até 10 Gb/s com o uso de técnicas apropriadas de apagamento de portadora, mantendo a melhor relação custo-beneficio para sistemas de remodulação no domínio da intensidade. / Wavelength agnostic (colorless) transmitters [1], i.e, transmitters which are not fixed to a specific wavelength operation, are regarded as one of the essential keys for the designing of wavelength division multiplexing passive optical networks (WDM-PONs). The use of colorless transceiver leads to a reduction in the mainentence cost of the network, once the same basic optoelectronic hardware can be employed to provide any wavelength required by a specific optical network termination (ONT). However, the possibility of a graceful increase on the number of ONTs and transmission capacity offered by the network, with no disruptive changes in the WDM-PON infra-structure, while keeping a cost-effective topology, are also attractive features in the design of future access networks. In this context, a novel wavelength-reuse topology for WDMPON is proposed in this work. The wavelength-sharing technique is based on combined self-seeded and remodulated signals in the intensity domain, in order to comply with the technology requierements for next generation networks. Experimental analysis are carried out in respect to optical characterization and system evaluation on symmetric rates of 1.25 Gb/s, aiming both short reach and extended reach scenarios. Reflective semicondutor optical amplifiers and broadband light sources based on amplified spontaneous emission are used as colorless transceivers in order to guarantee a costeffective ONT configuration. Also, comparative analyses between this proposal and works found in the technical literatural are established in terms of maintenance costs, system performance and feasibility of expansion to symmetric 10 Gb/s scenario. According to the results, we believe that network could be expanded to symmetric 10 Gb/s scenario with the development of proper erasure technique, while keeping the best cost-effective configuration of intensity-remodulated systems.

Orientador: João Antonio Telles / Banca: Dilma Maria de Mello / Banca: Simone Reis / Banca: Maria Rosa R. M. de Camargo / Banca: José Carlos Miguel / Resumo: Esta tese é uma investigação qualitativa que está fundamentada na concepção teórico-metodológica da Pesquisa Narrativa de Clandinin e Connelly, na Formação do Professor Reflexivo de Donald Schön e na Hermenêutica Filosófica de Gadamer. Em seu acabamento estético (tomando este adjetivo como substantivo foulcaultiano, estética da existência), fundamenta-se na concepção de "saber de experiência" de Larrosa. Nesta pesquisa o que está em suspensão é a vivência da pesquisadora como profissional da educação, cuja história é narrada, reconstruída e revivida, assim como, as histórias da participante, com quem a pesquisadora, de uma forma peculiar, compartilha suas "conversas reflexivas", seus objetos de estudo (relatos e histórias). A tese aqui defendida é a de que a construção do conhecimento pessoal e prático do professor também se dá ao se narrar as histórias de sua experiência profissional e interpretar palavras faladas e escritas - ações estas que são maneiras privilegiadas de acesso à consciência, entendida como abertura (ato intencional) em direção à compreensão do mundo como rede de relações. Assim, este trabalho teve como objetivos gerais (a) resgatar e reviver as histórias da vida pessoal, acadêmica e profissional da pesquisadora envolvida com o exercício da docência num curso de Letras; e (b) resgatar e reconstruir as histórias de vida acadêmica e profissional de uma outra professora, também formadora de professores de Letras, ex-aluna do referido curso. A tese ilustra a relevância teórico-metodológica da pesquisa narrativa para a reflexão e para a transformação da prática profissional dos professores. Os dois estudos aqui contidos, trazem as "conversas reflexivas" e a interpretação hermenêutica como instrumentos de ação social e profissional para o compartilhamento dos sentidos produzidos... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This thesis reports on a qualitative study that is theoretically and methodologically grounded on Narrative Inquiry of D.J. Clandinin and M.F. Connelly, on the Education of the Reflective Teacher of D. Schön, and on Gadamer's Philosophical Hermeneutics. From its aesthetical point of view (by taking this adjective as a foucaultian noun - the aesthetics of existence), the thesis is grounded on Larossa's concept of "knowledge derived from experience". The study focuses on the researcher's lived experiences as a professional in the field of Education. Her stories, as well as those of her participant become the foci of her study and they are narrated, reconstructed and relived in a peculiar way - they are shared by means of "reflective conversations". The thesis here sustained is that the construction of teachers' personal practical knowledge occurs when they tell the stories of their professional experiences and when they interpret the words that are spoken and written. Such actions are privileged ways to access consciousness, here understood as an opening (an intentional act) towards the understanding of the world as a network of relationships. The general objectives of this study, therefore, were (a) to recover and to relive the stories of the personal, academic and professional life of the researcher during her teaching practice in an undergraduate course of Letters; and (b) to recover and to reconstruct the academic and professional stories of another teacher, who is a teacher educator as well, and one of the researcher's former students in that course. The thesis illustrates the theoretical-methodological relevance of Narrative Inquiry to the reflection and transformation of teachers' professional practices. The two studies that are reported here bring "reflective conversations" and the hermeneutic interpretation as instruments of professional and social... (Complete abstract click electronic access below) / Doutor

Syrén, Susanne (2010). Det outsagda och ohörsammade lidandet. Tillvaron för personer med långvarig psykossjukdom och deras närstående (Being in the world with long term psychotic illness – the unspoken and unheard suffering), Linnaeus University Dissertations No 6/2010. ISBN: 978-91-86491-07-9. Written in Swedish with a summary in English. Aim: The overall aim of the thesis was to describe the lived experience of being in the world with long term psychotic illness. This is described from three perspectives; the perspective of persons diagnosed with long term psychotic disorder; the perspective of their relatives; and a family perspective. Method: Three studies were conducted guided by a reflective lifeworld approach grounded in phenomenology. The data were generated through individual, group, and family interviews. Data were analyzed for essential meanings of being in the world. Results: Persons with long term psychotic illness live in a borderland of paradoxes between the usual and unusual. For the ill persons the existence is incomprehensible and defenceless with feelings of not being at home in the body and in the world. They search for themselves in a care context that is contradictory, simultaneously good and hostile. These experiences are mostly unspoken, a struggle with doubts about having health or illness, what is good or evil, and about being usual or unusual. The relatives exist in a dilemma of the possible and impossible, a continual infinite struggle. Co-existing with their ill family member is a communion and a longing for togetherness is prominent. Relatives struggle with responsibilities for themselves and for their ill family member. In these unheard struggles the relatives yearn for participation in the formal care context. Family interviews with persons with long term psychotic illness and their relatives revealed a co-existence hovering between chaos and boredom while striving for a peaceful and quiet life. Thefamilies search for constancy and predictability in the presence of incomprehensible and threatening dangers. The experience of being a We balances the unshared meanings of being in the world and the loss of being able to experience and do things together. The experience of being a We keeps their individual existence and co- existence from falling apart.Conclusion: Persons with long term psychotic illness and their relatives have to withstand extensive existential suffering, which is unspoken and unheard. Formal caring should be existential caring, supporting the ill person’s comprehensibility and understanding of life, and feelings and experiences of being at home. Further, relatives should be acknowledged both as persons and carers and invited to participate in formal care. These results also point to the importance of strengthening feelings of togetherness and of being a We through systemic oriented existential conversations, where the ill person, their relative and a formal carer converse together.

Essa pesquisa objetiva explicitar o habitus docente no ensino de mÃsica, analisando os aspectos cognitivos, corporais e Ãticos-polÃticos revelados nos projetos de intervenÃÃo pedagÃgica, de autoria prÃpria, no ensino de mÃsica na EducaÃÃo BÃsica, realizados de 2000 a 2014, sendo eles: âVivenciando e Compreendendo MÃsicaâ; âEnsino de MÃsica: uma experiÃncia com movimento e ritmoâ; âLeitura e ComunicaÃÃo: redimensionando o ato de lerâ e âNossa comunidade em texto, imagem e somâ. Visa distinguir interaÃÃes,contextualizar materiais e tempos de ensino-aprendizagem e identificar atitudes do percurso formativo. Utiliza o mÃtodo de histÃrias de vida e formaÃÃo, adotando um carÃter autobiogrÃfico, delimitada pela exploraÃÃo dos territÃrios do âeu educadorâ, analisando o percurso narrativo com Ãnfase na constituiÃÃo de um habitus musical docente. Toma-se como referÃncia basilar Bourdieu (1983) com o conceito de habitus, e SchÃn (1983) com conceito de professor reflexivo. Dessa pesquisa, espera-se que desvele conhecimentos e saberes,prÃticas e teorias mobilizadas no ensino de mÃsica. / This research aims at explaining teachersâs habitus in the teaching of music, analyzing the cognitive, physical and ethical-political revealed in pedagogical intervention projects, from our own experiences, in music teaching in Elementary Education, conducted from 2000 to 2014, as follows: "Experiencing and Understanding Music"; "Music Education: an experience with movement and rhythym"; "Reading and Communication: rethinkink the reading act" and "Our community in text, image and sound". It aims to distinguish interactions, contextualize teaching-learning materials and time and identify attitudes formation. It uses the method of life stories and training, adopting an autobiographical character, bounded by the exploitation of territories of "I educator", analyzing the narrative journey with emphasis on the establishment of a teacher musical habitus. It is taken as a basic reference, Bourdieu (1983) with the concept of habitus and SchÃn (1983), with the concept of reflective teacher. In this research, it is expected which unveil knowledge and expertise, mobilized practices and theories in music education.