During a long period of time, mankind as we know it, has progressed in remarkable ways. We leap from one era to another, whilst becoming smarter and more capable. Although one could argue for the superiority of man, we have now reached a time where our skilfulness is beginning to backfire. As the desire for production and consumption is growing, the environmental impacts increase. Climate change has in many ways become the product of modernity. However, these relatively new circumstances are met with more and more awareness. One example is how Swedish grocery stores, in this case COOP, have expanded their range of vegetarian foods. They claim to take responsibility for the planet and for a greener future. In the last two years, they have released two rather noteworthy commercials, with the aim of reducing meat-eating. By applying a narrative and semiotic analysis, and by using Becks theories on reflexive modernization as framework, this essay has studied these commercials in order to understand how they communicate their plant based alternatives in relation to a changing society. The results showed that both commercials portray a growing concern for the planet and the prevailing change of its climate. To prevent these conditions from accelerating, they suggest less meat on the plate. Likewise, semiotic tools, like falling trees or flooding cities, are used to enhance the significance of the narrative. In conclusion, both commercials show to be in line with Becks observations of the modernized world – an acknowledgement of its detrimental character. Additively, they function as a means of addressing the issues of modernity and meat-eating in particular.

This study is inspired by a desire to revisit Anyon's Social Class and the Hidden Curriculum of Work (1980) in a more contemporary context, one that responds to calls in the research on the socioeconomic achievement gap for deeper investigation into the heterogeneity of the middle class. More specifically, the research examines five middle class American high schools in Massachusetts, and asks the question, 'How is classroom 'work' different across these schools, thirty years after Anyon's study'? This study employs several methods of analysis including Anyon's ethnographic observational analysis and a corpus linguistic analysis. It also uses reflexive interviews to review initial findings and integrate participant input into the data itself. I also draw upon the data in light of previous frameworks to develop a new framework for looking at smaller differences in teacher talk, lessons and classroom instruction that is more fit for purpose. Through these ethnographic observations and reflexive interviews, this study reveals that even across schools that are considered to belong to the same socioeconomic class - the middle class - differences in instruction and lessons can be clearly observed. The body of literature discussing the middle class, in terms of the diversity within it, is very small, this extensive study contributes to this knowledge, and hopefully creates avenues for further research. Using Anyon's approach of observing 'work' across social class in classrooms this research builds on Anyon's findings in a contemporary context. Insight into the ways in which difference manifests in smaller ways in the classroom may be fundamental in understanding how small differences compound across the socioeconomic spectrum. The impact of this research on the socioeconomic achievement gap is a better, more complete, look at the picture of how the distribution of resources across the socioeconomic spectrum plays a role in classroom differences.

Orientador: Maria Salete Fábio Aranha / Banca: Maria Cecília R. de Góes / Banca: Júlio Romero Ferreira / Banca: Kester Carrara / Banca: Sadao Omote / Resumo: Este estudo busca identificar a ocorrência de mudanças na prática pedagógica de uma professora, durante o período em que se fez a reflexão sobre essa prática, à luz de proposições teóricas. Para tanto, foram realizados vinte encontros reflexivos com uma professora da Educação Especial, com a finalidade de propiciar a reflexão sobre a sua prática pedagógica, a partir da análise de gravações das situações ocorridas em sala de aula. As discussões promovidas, ao longo deste estudo, foram embasadas teoricamente nos conceitos da abordagem sócio-histórica, para procurar a compreensão sobre os aspectos relacionados ao processo de ensino e aprendizagem, particularizando as ações da atividade docente. Foram examinadas tanto as locuções verbais, como as ações educacionais da professora, na tentativa de se verificar a ocorrência de mudanças. Observaram-se indícios de mudança no que se refere ao foco de atenção da professora, quando ela analisa seus problemas pedagógicos, na consideração da multideterminação dos problemas de ensino e aprendizagem, na concepção de aluno, no método de ensino, no estabelecimento e valorização, seja da relação professor-aluno, seja da interação de alunos. Os resultados obtidos sinalizaram que a interação reflexiva parece ser um instrumento útil para a formação continuada de professores, indicando caminhos para a sua realização. / Abstract: This study aims to identify the occurrence of changes in a teacher's pedagogical practice during a period that a reflection about this practice was done, based on theoretical propositions. Thus, twenty reflexive meetings were performed with a teacher from the Special Education aiming to propitiate the reflection of his/her pedagogical practice from the analysis of recordings of occurred situations in the classroom. The fostered discussions along this study were based theoretically on concepts of the social-historical approach to look for the comprehension about the aspects related to the educational and learning process, particularizing the actions from the academic activity. Not only the verbal locution was examined but also the teacher's educational actions in the attempt to verify the occurrence of changes. Indications of change were observed about the teacher's focus of attention when he/she analyses his/her pedagogical problems in the consideration of the multi determination of the educational and learning problems, in the student's conception, in the educational method, in the establishment and valorization of the teacher-student relation or students' interaction. The obtained results signalized that the reflexive interaction seems to be a useful instrument for the continued formation of teachers, indicating ways to its performance. / Doutor

Orientador: Stela Miller / Banca: Dagoberto Buim Arena / Banca: Lígia Márcia Martins / Banca: Marilda Gonçalves Dias Facci / Banca: Suely Amaral Mello / Resumo: Este estudo analisou a abordagem de formação de professores Professor Reflexivo. Tal abordagem propõe a elaboração de uma epistemologia da prática, que, com base na experiência docente, busca construir um conhecimento voltado às necessidades da prática pedagógica e, com isso, responder às complexas demandas postas à escola tendo em vista o amplo desenvolvimento tecnológico da sociedade atual. Os processos reflexivos que deflagram a construção desse conhecimento prático são estruturados a partir de categorias de análise formadas empiricamente, ou seja, é partindo da ação que se estrutura a teoria para fundamentar o próprio fazer do professor. Para o Professor Reflexivo, portanto, a consciência do docente com base na sua experiência cotidiana é tomada como suficiente para a representação da sua realidade e, assim, produzir teoria e transformar sua prática. Tendo isso em vista, o pressuposto do qual parte este estudo é que estratégias de formação que não levem em conta os condicionantes que alienam o espaço escolar e, por extensão, o trabalho e a consciência do professor, não tem chances de se firmarem como instrumentos reflexivos a serviço da transformação. Sendo assim, à luz da epistemologia marxiana, o objetivo desta tese centrou-se na análise na abordagem reflexiva como recurso para a formação de professores. Verificou-se que o trabalho educativo cuja finalidade é o desenvolvimento consciente das capacidades máximas dos indivíduos tem sido permeado por relações sociais alienantes e, como consequência, a formação desses indivíduos, professor e aluno, tem sido cerceada pelos limites impostos por tais relações. Sendo a atividade do professor alienada, consequentemente, o seu psiquismo estará também alienado. A educação pode romper e superar esses processos alienantes, porém, para isso, é necessário que aos seus sujeitos sejam... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This study has analyzed the approach of teacher's formation, Reflexive Teacher. Such approach purposes the elaboration of an epistemology of the practice, that, based on the teacher's experience, seeks to construct knowledge turned to the needs of the pedagogical practice and, with this, to answer to the complex demands put to the school, having in sight the large technological development of the modern society. The reflexive processes who deflagrate the construction of this practical knowledge are structured from categories of analysis formed empirically, which means, it's leaving from the action who structures the theory, to give fundament to the teacher acting by itself. To the Reflexive Teacher, therefore, the teaching conscience with basis in his daily experience is taken as sufficient to the representation of his reality and, this way, to produce theory and to transform his practice. Having this on sight, the presupposition of which part of this study is that strategies of formation who do not consider the conditioners who alienate the school space and, by extension, the work and the teacher's conscience, have reduced chances to of firming themselves as reflexive instruments on service of transformation. Being that way, by means of the Marxian epistemology, the objective of this thesis has centered itself in the analysis of the reflexive approaching as resource to the formation of teachers. It has been verified that the educative work whose finality is the conscious development of the maximum capacities of the individuals have been permeated by alienating social relationships and, as consequence, the formation of these individuals, teacher and student, have been restricted by the limits imposed by such relationships. Being the teacher's activity alienated, consequently, his psyche will be alienated as well. The education can break and beat these alienating processes... (Complete abstract click electronic access below) / Doutor

A presente pesquisa teve como objetivo investigar a utilização da prática reflexiva na construção interpretativa da obra “Pattapiana” para flauta e orquestra de cordas do compositor brasileiro Dimitri Cervo. Para Finlay (2008) prática reflexiva é o processo de aprender através e a partir da experiência em direção a obter novos insights de si e/ou da prática. Finlay (2008) ainda cita o ciclo reflexivo de Gibbs (1998), que propõe etapas para a condução da prática reflexiva, o qual foi utilizado na primeira fase de estudo sobre a obra. A metodologia ocorreu em diferentes etapas: estudo individual em 8 seções; ensaios com o compositor ao piano; ensaios com quinteto de cordas; performance pública da obra. A coleta dos dados foi realizada em áudio e vídeo e anotações em diários de estudo. Após esta etapa, os registros em áudio e vídeo foram submetidos em ordem aleatória a três avaliadores externos – dois flautistas e o compositor da obra, todos professores de Instituições Federais de Ensino Superior do Brasil – para que estes classificassem em ordem crescente as seções de estudo individual, seguidas de entrevistas semiestruturadas sobre as avaliações realizadas. Os dados obtidos através da análise dos registros e das entrevistas realizadas com os avaliadores foram cruzados com os registros dos diários de estudo individual. Posteriormente, foram realizados ensaios com o compositor ao piano, executando uma redução da obra e ensaio com um quinteto de cordas realizando as partes originais da orquestra. O processo culminou na performance da obra em meu segundo recital avaliativo de mestrado em práticas interpretativas pela Universidade Federal do Rio Grande do Sul. A comparação entre os registros dos avaliadores externos e registro individual demonstrou que a utilização da prática reflexiva de forma documentada foi uma ferramenta útil na construção interpretativa da obra e ocasionou um crescimento qualitativo no processo como um todo. / The present research aims to investigate the use of reflexive practice in the interpretative construction of the work "Pattapiana" for flute and string orchestra by Brazilian composer Dimitri Cervo. For Finlay (2008) reflexive practice is the process of learning through and from experience towards new insights of self and / or practice. Finlay (2008) also cites the reflective cycle of Gibbs (1998), which proposes steps for the conduct of reflective practice, which was used in the first stage of study on the piece. The methodology took place in different stages: individual study in 8 sections with audio and video recordings and annotations in study diaries; rehearsals with the composer at the piano, documented in study diaries; rehearsals with string quintet, documented in study diaries; performance of the piece, documented in audio and video records. After the data collection, the audio and video recordings were randomly submitted to three external evaluators - two flutists and the composer of the work, all of them professors of Federal Institutes of Higher Education of Brazil - in order to classify in ascending order the sections of individual study, followed by semi-structured interviews on the evaluations. The data obtained through the analysis of the records and the interviews with the evaluators were crossed with the records of the individual study diaries. Subsequently, rehearsals were performed with the composer on the piano, playing a reduction written on our request and rehearsing with a quintet of strings performing the original orchestral parts. The process culminated in the performance of the work in my recital of the conclusion of the master's degree in interpretive practices by the Federal University of Rio Grande do Sul. The comparison between the external evaluators records and the individual record showed that the use of the reflexive practice in a documented way was a useful tool in the interpretative construction of the work and caused a qualitative growth in the process as a whole.

The efficiency of human visual information processing is supported by numerous attentional resources. These resources ensure that behaviourally relevant information within visual scenes is selected for detailed processing, while behaviourally irrelevant information is ignored. One of these attentional resources—reflexive visuospatial attention—operates by prioritising locations in visual space in response to the appearance of salient stimuli. The purpose of the present dissertation was to examine how this type of attention contributes to the efficiency of visual processing by asking: How is processing altered for information presented at the location of attention? To develop some initial evidence of the stage of processing affected by reflexive visuospatial attention, Chapters 1 to 6 assessed whether this attentional resource is related to four other stimulus-driven effects that are each associated with a specific stage of visual processing: identity processing, object filtering, visual working memory (VWM), and response generation. Based on the observation that only the stimulus-driven effects on VWM are related to reflexive visuospatial attention (i.e., only those effects were contingent on attentional control settings), a VWM model of reflexive visuospatial attention was proposed in Chapter 7, and tested in Chapters 8 to 11. According to this model, reflexive visuospatial attention alters visual processing by triggering VWM to update. Thus, the effect of reflexive visuospatial attention is to speed the encoding of attended information into VWM. As a result, this information is more likely than unattended information to bias our behaviour, in particular those behaviours that depend on VWM. Further, by biasing VWM, reflexive visuospatial attention can interact with other attentional resources that have also been associated with VWM. In this way, these attentional resources can coordinate in optimising the process of selection, thus, contributing to the efficiency of the human visual system.

Drömmen om att resa utanför det egna landets gränser och upptäcka andra länder och kulturer blir allt vanligare och möjliggörs i och med allt billigare flygbiljetter. I och med detta har även backpackingresor tenderat att öka de senaste decennierna och har även kommit att bli något av ett socialt fenomen i Sverige. Uppsatsen berör fenomenet backpacking och vad en backpackingresa har för betydelse för identitetsskapandet hos den enskilde individen. Syftet med uppsatsen är att undersöka huruvida en backpackingresa motsvaras av en inre resa hos individen. Backpacking är sedan tidigare utforskat inom andra discipliner och uppsatsen önskar bidra till forskningsområdet med ett socialpsykologiskt perspektiv. Valda teorier utgår från den symboliska interaktionismen och innefattar Meads teorier om samspelet mellan individ och samhälle i den sociala handlingen samt Giddens teorier om identitetsskapande i det globala samhället. Det empiriska materialet består av åtta intervjuer med unga svenska backpackers. Resultatet från studien visar att informanternas identitet förändrats genom resan samt att de genomförde resan vid en brytpunkt i deras liv. Vidare belyser resultatet att resan används i syfte att skapa en berättelse om sig själv och att den även kan användas som en statusmarkör för omgivningen. / The dream of traveling abroad and to discover different countries and cultures are becoming more common and is made possible with cheaper airline tickets. Backpacking has tended to increase during the last decades and has come to symbolise a new social phenomenon in Sweden. This paper concerns the phenomenon of backpacking and how backpacking is significant for the creation of an identity of the individual. The purpose of this paper is to examine whether a backpacking journey corresponds to an inner journey of the individual. Backpacking has already been explored in other disciplines and this paper wishes to contribute to existing research with a social psychological perspective. The selected theories are based on a symbolic interactionist perspective, which include Mead's theories about the interplay between the individual and society in social action and Giddens' theories of identity formation in the global community. The empirical data consists of eight interviews with young Swedish backpackers. The result of the study show that the informant’s identities changed during and after their trip and that they completed their journey at defining moments of their lives. The result also highlights that the journey can be used in order to create a story about the self and also that some of the informants may use their journey as a status marker to their surroundings. v

The efficiency of human visual information processing is supported by numerous attentional resources. These resources ensure that behaviourally relevant information within visual scenes is selected for detailed processing, while behaviourally irrelevant information is ignored. One of these attentional resources—reflexive visuospatial attention—operates by prioritising locations in visual space in response to the appearance of salient stimuli. The purpose of the present dissertation was to examine how this type of attention contributes to the efficiency of visual processing by asking: How is processing altered for information presented at the location of attention? To develop some initial evidence of the stage of processing affected by reflexive visuospatial attention, Chapters 1 to 6 assessed whether this attentional resource is related to four other stimulus-driven effects that are each associated with a specific stage of visual processing: identity processing, object filtering, visual working memory (VWM), and response generation. Based on the observation that only the stimulus-driven effects on VWM are related to reflexive visuospatial attention (i.e., only those effects were contingent on attentional control settings), a VWM model of reflexive visuospatial attention was proposed in Chapter 7, and tested in Chapters 8 to 11. According to this model, reflexive visuospatial attention alters visual processing by triggering VWM to update. Thus, the effect of reflexive visuospatial attention is to speed the encoding of attended information into VWM. As a result, this information is more likely than unattended information to bias our behaviour, in particular those behaviours that depend on VWM. Further, by biasing VWM, reflexive visuospatial attention can interact with other attentional resources that have also been associated with VWM. In this way, these attentional resources can coordinate in optimising the process of selection, thus, contributing to the efficiency of the human visual system.

Die Komplexität der von Unternehmen zu lösenden Aufgaben nimmt ständig zu. Gleichzeitig erfordert es der Wettbewerb, in immer kürzeren Zeitabschnitten neue Erkenntnisse und Produkte zu generieren. Außer Frage steht, dass bei immer kürzeren Produkt- und Entwicklungszyklen und dem weltweiten Eintritt neuer Wettbewerber, auch in traditionellen Domänen der deutschen Wirtschaft, planerische Instrumente allein immer weniger ausreichen. Ortmann (2009) sieht das Management schon in der Hypermoderne angekommen, die durch eskalierende Kontingenzen und Pfadabhängigkeiten gekennzeichnet ist. Ausgefeilte Planung und Suche nach dem einen besten Weg (für alle Marktteilnehmer passende „best practices“) sind in diesen Zeiten ohne archimedischen Punkt der Wahrheit wenig erfolgversprechend. Daher wird die Fähigkeit von Unternehmen, sich schnell auf neue Bedingungen einzustellen und in allen Bereichen kreative und zugleich rentable Lösungen zu finden, als eigentliche Quelle nachhaltiger Wettbewerbsvorteile gesehen.

This project examines the ontoepistemological underpinnings of diversity education in the field of communication by focusing on the points where diversity, pedagogy and communication intersect. In this study I seek to understand how we come to know what we know about diversity, or the social construction of differentness, and how we share this information with others. I analyzed three popular interpersonal communication textbooks, examining the patterns revealed in the text, in order to address these questions. This study uses three complimentary methods to reveal the number of occurrences that center on diversity in the text (content analysis), to interpret themes reflected by the patterns discovered in the text (thematic analysis) and a creative twist on the coding process that opens the analysis process to the coders and includes their input as participants to this study (reflexive content analysis). The results of this study revealed three-hundred ten occurrences of the social construction of difference across all three textbooks but only a portion of those, seventy-six, suggested social constructionist underpinnings of these constructs. This study shows how we have missed an opportunity at the introductory level to expand our student's knowledge of issues in diversity.