Made available in DSpace on 2016-03-15T19:40:34Z (GMT). No. of bitstreams: 1 Carolina Paz Munoz Najle.pdf: 359633 bytes, checksum: 7da71e9da68d757510950daea66a9651 (MD5) Previous issue date: 2008-08-26 / Interpersonal relations are not easy and teacher-pupil relation is one of those. This research shows the relations between teachers and pupils from a classroom with learning difficulties, violence and indiscipline and the changes that occurred after modifications in the ways the teachers acted and perceived the pupils. Interviews were conducted with teachers from a 1st year of a High-School class in a government school of São Paulo City. Categories were created based on the interviews and the main issues were shown, such as how the family and the teenager react towards school, how the relationship between the teacher and the class was, teachers feelings of anxiety and insecurity, change proposals and their results for the relationships. It can be concluded that nowadays the school must pay attention to changes in youngsters, mainly focusing in teacher s formation and a proposal for a reflexive school. / Os relacionamentos interpessoais não são fáceis, e o relacionamento professor-aluno é um deles. Esta pesquisa demonstra como era o relacionamento dos professores com os alunos de uma sala com problemas de aprendizado, violência e indisciplina e como houve mudanças nesse relacionamento, a partir de alterações na forma pela qual os professores agiam e percebiam os alunos. Foram realizadas entrevistas com os professores de uma classe de 1ª. Série do Ensino Médio, numa escola pública da cidade de São Paulo, a partir de uma experiência vivenciada por eles, de mudanças na maneira de atuar com os alunos. A partir das entrevistas, foram criadas categorias, nas quais foram expostos os principais pontos referentes a como a família e o adolescente agem em relação à escola, como era o relacionamento dos alunos com os professores, as angústias e inseguranças destes, as propostas de mudança e os resultados de tais modificações para o relacionamento. Conclui-se que a escola deve estar atenta às mudanças dos jovens de hoje em dia, principalmente enfocando a formação do professor e uma escola que se proponha a ser reflexiva.

in English My thesis follows up a potential influence of transhumanism on reflexive planning of people according to a Czech transhumanist community in regard of Person-In-Enviroment theory and postmodern changes in the society. A conceptual part contains chapters about transhumanism, areas that transhumanism focuses on, H+ technologies, potential, community and reflexive planning. In a framework of a qualitative research, my data were gathered using semi-structured interviews on topics reflexivity of an human actor, decision making, work with information, power, existential dimension of life and sorrow and anxiety related to life changes and loses. According to the obtained tata the biggest potential for reflexive planning can be found in examining possibilities of using artificial inteligence, collective consciousness and virtual hedonism, all that with regart to necessity of fight for human rights and democracy and economical breakthrough, wich could result in removal of social inequality.

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International Masters students face daunting challenges in adjusting to a startlingly different UK academic discourse within a short time. Little research has been conducted into these challenges and successful transition strategies. A review of learning development literature identified a set of three models, which has not been related theoretically to international Masters students. The latest, critical model, Academic Literacies, especially offers important insights into these students’ difficulties and potential for integration. This research design explored these learning journeys in depth through interviews in a longitudinal study of MBA and MSc students during the 2009-10 academic year. The rich data were investigated through the qualitative methodology of narrative analysis, with twin aims of recognising similarities but also important differences across the students’ learning experiences. A majority experienced strongly emotional learning journeys. These followed an affective pattern with a downturn early in the academic year influenced by the degree of unfamiliarity in the new culture and academic discourse, mirrored by a corresponding improvement in emotional state during Semester 2 or 3 as these external issues became more familiar and comfortable. Self-efficacy emerged as an especially important factor in achieving academic success, and students’ progression was mapped against this variable using an established, U-shaped transition curve model. The study identifies practical learning development interventions, but also highlights the importance of educational practitioners becoming pedagogically self-reflective to empathise more genuinely with international students’ struggles, and to learn from their diverse experiences in ways that can enrich the process of internationalising western education.

Indicators are still at the heart of the debate on ‘sustainable development’ (SD), whatever the level or stance taken. However, initiatives of ‘indicators for sustainable development’ (ISD) cannot be related to a well-defined object. Facing this heterogeneity, an analysis of the uses and impacts of ISD in decision- and policy-making situations appears to be a necessity. Consequently, the present thesis focalises on the discussion and analysis of the characteristics of ISD-initiatives that are influencing the usability of ISD in decision situations? At a secondary level, the thesis identifies of a key which allows to read and analyse these characteristics, i.e. the usability-profile of ISD-processes, with respect to the configuration of the decision situation. A discussion of the mechanics of decision-making processes and the handling of information within these, identifies that the utilisation of assessments in policy-making can be apprehended with three different characteristics: legitimacy, credibility and salience (L,C,S). Applied to the context of ISD, legitimacy refers to the perception of the policy-actors of the procedural fairness, credibility to the perception of the scientific soundness and salience to the perception of stakeholder- and policy-relevance. A discussion of alternative and existing utilisation-analyses of ISD shows that the L,C,S-framework has sufficient depth and width to figure as a potential, overarching framework of ISD-characteristics. Simultaneously, the confrontation of the L,C,S-framework with the issue domain of SD, as well as a translation of L,C,S on the level of ISD-initiatives, shows that a secondary level of analysis is necessary. The linkages between an L,C,S-based analysis of the usability-profiles of ISD, the principles of SD and the policy making processes can be identified to be best discussed at the level of the institutionalisation of ISD, i.e. the ‘institutional embeddedness’ of ‘soft’ information-processes for SD-management into public decision-making culture. ISD can be identified as ‘boundary organisations’, i.e. objects which are set to facilitate the interactions between different existing actor arenas which have different cultures of understanding, constructing, organising and digesting information. We propose thus to add to the analysis of the usability of ISD, a second, institutional axis which allows to situate the mechanics of L,C,S between actor arenas, and allows to conceive a ‘usability-profile’ for ISD-initiatives. The institutional reading of ISD-initiatives is than developed further. In order to enhance their usability, ISD-processes need to be governed and steered: their usability can be managed and co-constructed through the lenses of the three usability-characteristics. Simultaneously, ISD are themselves acknowledged as being part of the government- and governance-instruments of the SD-domain. By translating information between actor-arenas, ISD foster a ‘governance-enhancing’ function, which in the end renders ISD as being part of the steering (or governance) instruments of SD. As a consequence, the enhancement or even management of the usability of ISD will distil down to ‘steer the steering’. Such a double-bound governance function can be addressed as ‘reflexive governance’, i.e. the governance of the governance instrument.

The purpose of the thesis is to make a contribution to the development of an empirically informed theory of identity work in organisations on the basis of a gestalt paradigm. Since its emergence almost three quarters of a century ago, gestalt has been applied to therapy, personal development, leadership education and organisational consulting. Gestalt remains, however, fundamentally a paradigm, which preferentially projects onto and deals with complex and dynamic organisational phenomena at individual, dyadic or small group levels. It can be argued that, with its focus on phenomenology and awareness, the gestalt paradigm is predominantly methodological, with only ambiguous or weak links to explicitly articulated epistemology or ontology. A long-term professional, consulting relationship with a trade union branch enabled conducting action research in order to explore the constituents and dynamics of its organisational identity, prior to and following significant change. The subsequent dismantling and closure of the branch demanded an adjustment of research design. The new situation offered a unique opportunity to follow the existentially challenged organisation as its members reacted to and made sense of the closure. The research is contextualised in three analytical clusters: identity and identity work, gestalt paradigm, and trade unions as organisations, institutions and social movements. An ontology of the intersectional field is posited, and on this foundation, four statements, seen as fundamental conditions for identity work, are operationalised through six propositions explicating identity work in a gestalt paradigm perspective. Methodologically, the overall design is informed by a constructivist grounded theory approach, moving abductively - iteratively and even recursively - between inductive and deductive analysis and reflection. The empirical component of the thesis comprises participant observation, field notes, in-depth interviews during and subsequently two years after the closure, and memos. The data proved relevant and informative in terms of identity work in the organisation. The result of the research is a hypothesis about identity work in organisations, firmly anchored in and commensurate with a present-day revised gestalt paradigm, which contribute to a formal development of a gestalt organisational theory. The hypothesis states that: “Identity work in organisations is a dialectical positioning, both individual and collective, between the existential polar opposites of inclusion and exclusion. The processes through which identity work is enacted are cognitive, affective, and conative, instrumentally served by the contact boundary dynamics of egotisming, confluencing, projecting, retroflecting, introjecting, and deflecting. “ The empirical findings are considered robust, and the theory formulation meaningful. Acknowledging the specific circumstances of the study organisation and empirical design, however, a more general application of the hypothesis requires further research in diverse contexts for verification and possibly refinement of the gestalt theoretical concepts at the organisational level. The research results are of interest to gestalt practitioners who teach or work in or with organisations, and equally so for those interested in dynamic process perspectives in which attention shifts - whether at the level of the individual, group, or organisation - from static assessment of reified identity to real-time identity work; from structure to mutual interaction and influence, in order to balance the well-being of the human beings “in” and “profitability” of the organisation.

Overlaying was a common nineteenth century explanation of sudden infant death while bedsharing. This thesis shows that in many cases the term overlaying was a misnomer, and instead it identifies infant overlaying death as a socio-structural historical event that can best be understood within a sociological and social constructionist framework. It expands on the work of Giddens, Elias and Archer to develop a theoretical perspective that incorporates ideas about structuration, sequestration, figuration and reflexivity. It also deploys concepts such as motherhood, infancy, infant care, the family and intimacy to explore and analyse its research materials and develops two further explanatory concepts; reflexive motherhood and the sequestration of infancy. The thesis uses ideas around discourse as socio-structural conditions of action in order to expand current understanding of overlaying death, and it explores and analyses public representations of overlaying during the nineteenth and early twentieth centuries to detail the discourse of overlaying. It goes on to identify cases of overlaying in Somers Town, St Pancras, c1900; and it shows the influence of social conditions in regard to the way such deaths were interpreted. It then examines other cases of sudden infant death in bed through the case notes of pathologist Dr Ludwig Freyberger, and analyses these in terms of the domestic setting and the body. It goes on to detail and analyse a dispute between Coroner John Troutbeck, Dr Freyberger and the GPs of south west London to show the ways in which the overlaying discourse was deployed to support the claims and positions of those involved. Overlaying subsequently became detached from the domestic context in which it was embedded and used to support discourses around infant mortality, maternal ‘ignorance’, medicine, national efficiency and temperance. The thesis provides a historiography of infant overlaying death and concludes that overlaying was constructed as social category of death through the actions of individuals in extensive networks of interdependence in relation to socio-structural conditions.

Approximately 1 in 11 births in the United States are preterm (gestation). Within the United States, there are huge racial disparities for risk of preterm birth, an issue understudied and rarely addressed by research in the field. There is a wealth of biological knowledge surrounding pregnancy and labor, but causes for preterm birth are poorly understood. A genetic factor that has been shown to play a key role in many biological processes crucial to a healthy pregnancy and timely labor is microRNA (miRNA). MiRNA have an active role in the regulation of various tissues, especially developing tissues like those found in the placenta and uterus. Additionally, oxidative stress has been shown essential to placental development and the initiation of labor. Here, a study is proposed that aims to address the effect of oxidative stress on myometrial miRNA expression, specifically the miR-200 family and miR-199/214 cluster. This work also underscores the importance of addressing racial disparities with regards to preterm labor during research, while bringing up ethical considerations for conducting such research. The thesis will conclude with an outline of the many considerations vital for discussing the research and analysis of preterm birth disparities using a feminist, antiracist, queer self-reflexive analysis.

This thesis is a story of how I came to construct and illuminate a reflexive narrative as a journey of self-inquiry and transformation towards personal realisation. It shares a view of reflection as lived in being and becoming a reflective nurse educator in higher education. My narrative draws upon, autoethnography, critical social theory and hermeneutic perspectives. Johns (2010) six dialogical movements have been used to give structure to my narrative. Nineteen reflections generate the reflexive narrative in a hermeneutic spiral, as each text informs the other along the journey. Insights become clearer through guidance, dialogue, and engagement with the literature. Early reflections show anxiety, emotional distress and entanglement as I tried to solve student problems. Maternalism influenced my approach to being with distressed and struggling students. Gradually these feelings give way to being available, becoming student kind as an enabling relationship with students. Becoming student kind is framed through my adaptation of the Being Available Template (Johns 2013). It is realised through; listening, presence, caring, empathy, compassion and emotional intelligence. Poise, a self-management practice ensures that personal concerns and tensions do not hinder my relationships with students. Mindfulness expressed as spirituality sustains this process. This path to becoming student kind creates a learning space for student growth and development. In so doing, students are enabled to enter into a nurse patient relationship through being available. I express my empowerment through a dialogical voice, transforming my practice with individual students, in the classroom and beyond. Understanding the tensions within the complexity of university culture influencing nurse education, informs collaboration with colleagues towards a shared vision of nurse education. I turn to reflect on a journey of constructing a reflexive narrative. Five stepping stones for dialogue in advancing guided reflection as a foundation for nurse education are offered. My inquiry weaves a story of reflection as testimony to a fusion of practice and theory. I reveal practice wisdom, informing my day to day work in being available becoming student kind in relationships with students. I explore the contribution to knowledge, my practice and future research, considering the strengths and challenges therein.

Orientador: Ana Maria de Andrade Caldeira / Banca: Marcus Vinicius da Cunha / Banca: Alvaro Lorencini Junior / Banca: Marcelo Carbone Carneiro / Banca: Renato Eugenio da Silva Diniz / Resumo: A tese "Prática de Ensino de Ciências e Biologia e seu papel na formação de professores" relata a construção de experiências teórico-práticas de licenciandos do 4º ano de Licenciatura em Ciências Biológicas da Universidade Estadual Paulista - UNESP - Campus de Bauru que cursavam a disciplina "Prática de Ensino de Ciências e Biologia". O referencial teórico utilizado para a análise das atividades propostas na presente tese é a teoria pragmática de John Dewey (1859-1961) e seus conceitos de experiência, educação e pensamento reflexivo subsidiaram a discussão dessas atividades. A metodologia utilizada é a pesquisa qualitativa. Para a verificação de aprendizagem aplicamos instrumentos investigativos tais como: questão inicial, análise das aulas preparadas e dadas na Universidade, avaliação dos grupos sobre as aulas dadas, avaliação das aulas lecionadas na escola pública e avaliação final das atividades realizadas durante o ano letivo. Os resultados indicaram-nos que o referencial teórico deweyano subsidiou os licenciandos no processo de formação de uma prática docente reflexiva. / Abstract: The thesis "Science and Biology Teaching Practice and its Role in Teacher Formation" relates the theoretical-practical experience construction by 4th term students in Biological Sciences College of Universidade Estadual Paulista - UNESP - Bauru Campus which were studying the subject "Sciences and Biology Teaching Practice". The theoretical referential used to the proposed activities analysis in the present thesis is the pragmatic theory by John Dewey (1859 - 1061) and his experience, education and reflexive thought concept,s which have subsidized the discussion about these activities. The used methodology was the qualitative research. For learning verification we have applied investigative instruments such as: initial question, analysis of the prepared and given classes at University, group evaluation about the given classes, evaluation of the given classes at a public school and final evaluation of the executed activities during the complete term. The results indicated that Deweyan theoretical referential subsidized the graduating students at a reflexive teaching practice formation process. / Doutor