This dissertation explores the reflexive and performative practices found in Mocha Jean Herrup's documentary work, POM, LESBIANFILM, and A FEW GOOD DYKES. By exploiting realism's failure to ever fully represent, reflexive and performative techniques enable a queer discourse. These techniques create 1) a parodic premise that calls attention to the disjunction between documentary's legitimizing conventions and queer as a viable subject, 2) a subjectification of the insider-outsider that troubles distinctions between the audience and the subject and the filmmaker and the subject, and 3) enables the embodied knowledge of queer subjectivity to emerge. / text

The aim of this practitioner research is to explore and analyse how headteachers reflect on their own professional practice to help them sustain themselves and improve secondary schools. The research has two aspects: the first is an action participative enquiry between 2006 and 2009 into the realities of secondary headship; the second is an analysis of the significance of reflexivity in other headteachers and the participant headteacher researcher. Whilst there is a significant literature concerning school improvement and leadership there is very little of a longitudinal nature which examines the experience of secondary headteachers in depth. Therefore this research has significantly enhanced that body of knowledge. It is also appropriate in terms of professional practice as the government increasingly empowers headteachers to be free from the collaborative structures of Local Education Authorities. This (almost) four year study of seven secondary school headteachers within the same metropolitan area takes the form of 25 extended conversations between practising headteachers who established strong “conversational partnerships” (Rubin and Rubin, 2005 p79) over the study. The analysis from the data identified how headteachers sustained good practice in their schools and how they formed co-coaching or mentoring relationships with one another over time. The research is characteristic of a social constructivist tradition. It generated rich, qualitative data gathered through the use of interviews, the participant researcher’s field notes, Ofsted inspection reports and “naturally occurring” material. The research identified a range of themes in the area of school improvement common in the literature such as the importance of focusing on teaching and learning and appointing the ‘right’ staff. It also confirmed much of the existing research in the field of school leadership. It established that these headteachers readily engaged in reflexive practices which impacted positively in supporting the individual professionals and their schools. The research also identified the existence of meta-reflection (Burge et al., 2000, Watson, 1998b) in an educational setting. A definition of meta-reflection would be a type of reflective practice used by of Headteachers in a professional ‘power neutral’ context. It is commonly found in the analysis of headteacher dialogues and requires the passage of time for Headteachers to reflect on these dialogues which allowed allow some headteachers to access a reflective state which supported their professional sustainability and improved their decision making. This ultimately had a positive impact on their schools. The research found that all headteachers reflect on their professional practice at an operational level. It also found that they all were able to be reflexive almost to the degree of co-researching with the participant researcher headteacher. Finally a majority of the sample were also able to use meta-reflection to help then process decision making in their schools. Existing models of leadership (Bush 2011), research analysis (Layder 1993) and reflexivity (Archer 2007) have been used and adapted to illuminate meta-reflection in the headteachers in the sample and to re-define “authentic” headship in this context. This study is relevant not only to headteachers but also to policymakers and educationalists interested in how to improve schools over the long-term and sustain the workforce of headteachers in a manner which benefits all stakeholders.

Reflexive approaches to (multilevel) governance are currently discussed as essential for sustainable outcomes of decision-making. A key element of reflexive governance has been called collective learning. Collective learning has been argued to be a necessary tool or safeguard against the misuse of power in the context of sustainable decision-making. Though being named a key element, the effects of collective learning processes on power and conflict dynamics have been defined very vaguely in reflexive governance approaches. If at all, collective learning is described as an excursive debate that - given the choice of experienced actors and a set of rules – will automatically lead to balanced power distribution. This work contributes to the scientific discourse on reflexive governance by conceptualizing the process of collective learning in two steps. The first involves a conceptual claim whereby it is shown that collective learning, in addition to a discursive debate, consists of three ‘aspects’, communication, participation, knowledge implementation. This claim is exemplified via the investigation of a case of knowledge management in the sustainable governance project Civitas Dyn@mo, as it reflects the suggested aspects of collective learning.

Serre classes of modules over a ring R are important because they describe relationships between certain classes of modules and sets of ideals of R. We characterize the Serre classes of three different types of modules. First we characterize all Serre classes of noetherian modules over a commutative noetherian ring. By relating noetherian modules to artinian modules via Matlis duality, we characterize the Serre classes of artinian modules. A module M is reflexive with respect to E if the natural evaluation map from M to its bidual is an isomorphism. When R is complete local and noetherian, take E as the injective envelope of the residue field of R. The main result provides a characterization of the Serre classes of reflexive modules over a complete local noetherian ring. This characterization depends on an ability to “construct” reflexive modules from noetherian modules and artinian modules. We find that Serre classes of reflexive modules over a complete local noetherian ring are in one-to-one correspondence with pairs of collections of prime ideals which are closed under specialization.

The ability to recognise the movements made by humans and other animals, referred to as biological motion, is a specialised human ability that develops at an early age. This perceptual ability is strong even for the minimal amount of information contained in a point-light display, which has been used to study specific features of biological motion to find out what properties contribute to this ability. The perception of biological motion depends on visual perception, visual attention and motor cognition, and perception depends both on the global form, configural information and local information of a body in motion. Depending on the situation, either global or local motions will be more salient and processed to a greater extent by the perceptual system. Previous research has shown that the local and configural information contained in the feet play an important role for identification, direction discrimination and the inversion effect. The salience of the feet for perception has previously been studied when they are subjected to focused attention, but not reflexive attention. The goal of this study was to investigate if the local and configural information of the feet can trigger reflexive attention and be incidentally processed by the visual system in a direction discrimination task. To test this experimentally, a masking paradigm was used where the feet were placed in a mask consisting of scrambled walkers. The results show that the feet affect recognition of target direction when the target is upright, but not when inverted. An interesting and unexpected finding was that for upright targets, the feet aid recognition when they move in the opposite direction of the target. Due to the experimental setup, it is difficult to say with certainty what the results imply, and suggestions for a follow-up study are presented. / Kognitionsvetenskap handlar om hur människor tänker, uppfattar världen och interagerar med omgivningen och med andra människor. Inom kognitiv psykologi har människors förmåga att uppfatta andra människors och djurs rörelser studerats länge. Vi kan känna igen vänner och familj på det unika sätt som de rör sig och forskningen har visat att vi har förmågan att identifiera många olika typer av rörelser och handlingar även när den tillgängliga informationen är minimal. Studier som använt s.k. punktljusdisplayer, där endast vita punkter som representerar kroppens stora leder visas mot en svart bakgrund, har visat att förmågan att känna igen biologiska rörelser är mycket känslig och robust för störningar. Forskare har undersökt vilken information hos rörelser som vi använder för att lyckas med detta, och hur visuell perception och uppmärksamhet fungerar då vi tittar på punktljusdisplayer. Det har visat sig att fötterna har en stor inverkan på igenkänning av rörelseriktning och att det framförallt är på grund av fötterna som det är svårt att känna igen rörelser som presenteras uppochner. Något som inte har testats tidigare är om fötterna är så starka signaler att de kan påverka vår perception även om vi inte riktar fokuserad uppmärksamhet mot dem, utan endast reflexiv uppmärksamhet. Den här studien har testat om fötter kan trigga just reflexiv uppmärksamhet och påverka hur vi känner igen rörelseriktningen hos en gående punktljus-figur. Resultaten visar att fötternas specifika rörelsemönster kan trigga reflexiv uppmärksamhet i situationer då rörelserna är upprätta och då fötterna rör sig i motsatt riktning från den figur som deltagare fokuserar på. Experimentdesignen har dock inneburit att resultaten är svåra att tolka. För att säkrare kunna säga huruvida resultaten beror på fötterna föreslås en ny studie, och detaljer kring vilka justeringar som borde göras i en sådan studie presenteras.

Research Doctorate - Doctor of Philosphy (PhD) / This research applies Bourdieu’s theorising of habitus and cultural capital to understand how class mediates young people’s reflexivity and perceptions of risk. It engages with the theories of reflexive modernity, primarily with the work of Beck and Giddens, who both describe recent processes of individualization, detraditionalization and the increasing importance of the concept of risk. The study seeks to critically engage with Bourdieu’s project, reworking some of his key theoretical ideas such as the possibility of ‘reflexivity’ itself being a new form of embodied cultural capital. It also engages with works that see discourses of risk as central to neo-liberal governmentality. The research entails 380 surveys and nine focus groups at three distinct secondary schools in a large regional Australian city – a public high school in an outer suburb low socio-economic area of the city which offers a specialist sports program; an inner suburb academically-selective public high school where pupils gain an offer of enrolment only through rigorous academic testing; and an expensive private college in the middle of the central business district. Year Eleven and Twelve students (16-18 years) at the three schools were asked about their ambitions; the obstacles they think may stand in the way of achieving their ambitions; and about their perceptions and experiences of inequality and risk. The risks discussed include the problems involved in the day-to-day life of young people as well as their engagement with larger risk discourses about technology and the environment. The data highlights how inequality is experienced or denied by some, and analysed from a distance by others. Reflexivity is present regardless of class position, but is expressed in a variety of ways. There are clear and subtle distinctions in engagement with micro and macro level risks. Overall, the data highlights how class continues to shape practice, perceptions and emotions.

This research has been based on my experiences of London taxi drivers, both before I entered the London Taxi Industry, whilst studying to be a London taxi driver and during the thirty years I spent within the industry in a number of roles. My research has been undertaken in an inductive, broadly ideographic style. The study has been developed through initially narrating my experiences and observations in the industry and then analysing this account reflexively. The material that formed the basis of my narrative account was collected in an ethnographic style. In addition to my narrative account I also referenced the small amount of published material concerning the London taxi industry and interviewed a number of taxi drivers. A significant constraint was the lack of peer reviewed literature concerning taxi drivers and the taxi industry. Once I had developed my narrative account I then interpreted it in order to better understand the experiences and observations, the institutions and the people within the industry to understand and relate how they react and behave within their environment. The analysis involved deconstruction and interpretation against a framework of relevant literature to facilitate my understanding and assist sense making. I also interpreted the interactions with those outside of the taxi drivers' environment and analysed the persona that journalists and others have constructed that is meant to represent the London Taxi Driver. I considered the identity and characteristics implied by journalists with the prevailing culture and the identity that taxi drivers and the industry sought to portray. The qualification to become a taxi driver is known as the Knowledge of London. The Knowledge, as it is known in the industry, is recognised as an onerous task and has developed according to many in the industry into a rite of passage. I found that this process, with its rituals and arcane practices, which are accepted consensually by the industry, had a significant effect on the taxi drivers' identity and their status amongst non-taxi driver peers. Taxi driving is considered in working class circles to be at the upper end of a hierarchy of professional driving roles largely due to the achievement of passing the Knowledge of London together with the earning opportunity, perceived job security and flexibility afforded by being one's own boss. Knowledge of London students and taxi drivers appear to demonstrate common behavioural traits which I have explored in my research. London's taxi drivers appear to fear an assimilation of their role with other lower status driving roles and this fear has a significant effect on any attempts at change within the industry or within its institutions. The institutions within the industry provided much material for me to consider in the context of their alignment or clash with the culture of the industry. Changes in business processes and some of the institutions' relationships with their taxi driver stakeholders and the challenges to the industry's culture are considered as case studies within my reflexive account. The contribution to original knowledge is the insight into the culture and identity of London's Taxi Drivers, the behaviours and relationships within the industry both between drivers and the institutions that regulate, represent and benefit from the industry. Taxi drivers' responses to organisational and business process change. Further contributions to original knowledge are provided from the realisation that much of the structure developed within conventional organisations by management has developed organically without management intervention in the taxi industry. Many of the traits of life in offices and factories are likewise present in the London Taxi Industry despite the disparate and virtual nature of the industry and its reliance on consensual adoption of rules and practice rather than managerial influence and formal processes and procedures.

Orientador: Ana Lúcia de Castro / Banca: Maria da Graça Jacinto Setton / Banca: Renata Medeiros Paollielo / Resumo: Este trabalho tem como objetivo central contribuir para a compreensão dos impactos, limites e alcances de duas importantes instâncias socializadoras - a mídia e a escola - na vida social de jovens contemporâneos. Considerando-se que mídia e escola configuramse como fortes produtoras de atividades simbólicas, busca-se discutir suas distintas dinâmicas e temporalidades, a partir do ponto de vista dos jovens entrevistados, dos usos e sentidos por eles atribuídos a cada uma dessas instâncias. Partindo do pressuposto de que estes usos e sentidos estão diretamente relacionados ao lugar social dos jovens, e, por conseqüência, aos seus respectivos habitus, metodologicamente a pesquisa estruturou-se em trabalho de campo, contemplando observação do ambiente escolar e entrevistas com alunos e professores em três escolas situadas na cidade de Araraquara, configurando-se dois universos sócio-culturais bem diferenciados, ou duas modalidades de juventude, compartilhadoras de diferentes códigos culturais e detentoras de diferentes competências: uma freqüentadora de escola particular (oriundos do Colégio Neruda e do Colégio Progresso) e outra freqüentadora da Escola Pública (E.E. Victor Lacorte). Para tanto, ao lado das contribuições teóricas de Pierre Bourdieu (sobretudo com os conceitos de habitus, estilos de vida e capital simbólico), recorre-se ao arcabouço teórico desenvolvido por Anthony Giddens, lançando mão, principalmente, da noção de reflexividade e do conceito de dualidade da estrutura para a análise dos diferentes processos de construção de identidades, bem como da diversidade de usos e sentidos atribuídos aos conteúdos propiciados pela escola e pela mídia (televisão e internet) por parte dos dois grupos de jovens investigados. O trabalho de campo tem como finalidade a análise do momento de modernidade reflexiva... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This work is mainly aimed to contribute to the understanding of the impacts, limits and ranges of two socialized instances - the media and school - in the social life of contemporary youth. Considering that the media and school appear as strong producers of symbolic activities, we seek to discuss their different dynamics and temporalities, from the viewpoint of young interviewed, the uses and meanings they attributed to each of these instances. Assuming that these uses and meanings are directly related to the social position of young people and, consequently, their respective habitus, methodological research is structured in field work, covering the school environment observation and interviews with students and teachers in three schools located in the city of Araraquara, setting up two worlds and different socio-cultural, or two forms of youth, sharing different cultural codes and holding different skills: one who frequents a private school (from Progresso high school and Neruda high school) and someone else who frequents the Public School (Victor Lacorte Public school). To do so, alongside the theoretical contributions of Pierre Bourdieu (mainly with the concept of habitus, lifestyles and field), it resorts to the theoretical framework developed by Anthony Giddens, relying mainly on the notion of reflexivity and the notion of duality of structure for the analysis of the different processes of identity construction, as well as the variety of uses and meanings attributed to the content propitiated by the school and the media (television and Internet) by the two groups of young people surveyed. The field work aims to analyze the moment of reflexive modernity, which has its overthrows, its discontinuities produced by the media and also at the same time maintaining the traditions and processes with residual strength of sense, supported at times by school, family and religion / Mestre

Este estudo está inscrito na temática das políticas públicas em saúde e foi realizado a partir do acompanhamento de trabalhadores da atenção básica em saúde que trabalham em um Ambulatório Básico, na cidade de Porto Alegre-RS. Problematizando a política pública de saúde, formalizada pelo Sistema Único de Saúde (SUS), como uma biopolítica que regula e controla a vida da população, pôde-se entender os trabalhadores e a pesquisadora como sujeitos produzidos nas relações de poder e nas condições de possibilidade deste campo, as quais reforçam um modelo biomédico, ambulatorial e higienista, diferente do modelo de saúde preconizado pelo SUS. O objetivo deste estudo foi visibilizar a produção de sujeitos a partir da provocação de práticas reflexivas sobre os modos de trabalhar e sobre si mesmos, tensionando visibilidades e dizibilidades. A discussão teórica está fundamentada nas noções de sujeito, ética, prática e biopolítica na obra de Michel Foucault e a metodologia está embasada na pesquisa intervenção e na intervenção fotográfica. Destaca-se que este estudo problematiza a pesquisa como exercício ético e a constituição do pesquisador como contemporâneo. A produção de imagens foi uma intervenção nas linhas de visibilidade e nos modos de ver, convocando um exercício de suportar um tempo de reflexão e de pensar sobre o trabalho a partir de uma implicação com a produção de fotografias sobre o trabalho. Estas produções evidenciaram uma ênfase no ambiente de trabalho precário, nos equipamentos, na prescrição e na lógica individualista das relações, reforçada por reclamações e queixas constantes sobre as condições de trabalho, em um contexto de reforma, greve e mudanças institucionais. Ainda, um analisador que se relacionou teórica, metodológica e analiticamente com todo o percurso da pesquisa foi o “tempo” e seus desdobramentos, tensionando suas relações com o espaço, o trabalho e o pesquisar. / This study is inserted in the public health policy landscape and was based on the follow-up of basic attention workers located in a Basic Ambulatory in the city of Porto Alegre, state of Rio Grande do Sul, Brazil. By problematizing the public health policy, formalized by the Unified Health System (SUS – Sistema Único de Saúde), as a biopolitics that regulates and controls the population‟s life, the understanding of the workers and the researcher as subjects produced by the power relations and possibilities of this field was possible, which reinforces a biomedical, ambulatory and hygienist model, different from the health model recommended by the SUS. This study‟s objective was to highlight the subject‟s production starting from the promotion of reflexive practices about the ways of working and about themselves, stressing visibilities and utterabilities. The theoretical discussion is based on the notions of subject, ethics, practices and biopolitics from Michel Foucault‟s work and the methodology is based on the intervention research and the photographic intervention. It is also highlighted that this study problematizes the research as an ethical exercise and the researcher‟s constitution as contemporaneous. The images‟ production was an intervention in the line of sight and ways of watching, calling for an exercise of reflection on time support and also of thinking the work from an implication‟s point of view using photography production about work. These productions showed an emphasis on precarious work environment, the equipments, prescriptions and the individualist logic of the relations, reinforced by complaints and constant protests about working conditions, in a context of reform, strikes and institutional changes. Additionally, an analyzer that related itself theoretically, methodologically, and analytically during the research course was the “time” and its deployments, stressing its relations with space, work and research itself.

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.