In this study, the intersections between Equine Assisted Psychotherapeutic interventions and adolescence are explored. Equine Assisted therapeutic work has recently gained much popularity in the field of psychology, due to many reported benefits, which include the value of the use of the horse as a tool in psychotherapy. Adolescence is acknowledged to be a difficult transitional phase, punctuated with many challenges, such as identity development. As this study is conducted by a trainee psychotherapist and researcher, the work also contains a reflexive exploration of these fields, with personal reflections regarding the researcher‟s own experience in the fields. This study is framed as a transtheoretical bricolage, which includes elements of reflexivity, heuristics, transpersonal, and phenomenological research approaches. Data was gathered from individual interviews with co-researchers, focus group interviews, personal reflections, and inclusion of non-verbal information from the horses who formed part of this study. Data analysis was done by means of a Thematic Data Analysis. The research findings reflect themes on different levels, which are: content themes, process themes, meta-reflections on the research process, and a meta-analysis of the research and individual developmental process which took place in the production of this work / Psychology / M. A. (Clinical Psychology)

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Seit 1998 unterstützt dresden|exists Gründungsinteressierte aus den Dresdner Hochschulen und Forschungseinrichtungen. In dieser Zeit besuchten mehr als 6.800 Studierende die Vorlesungen zu Gründungsthemen und über 2.800 Geschäftsideen wurden an dresden|exists herangetragen. Doch was ist aus den vielen Ideen geworden? Wir haben bei 20 dieser Gründungen konkret nachgefragt. In der Broschüre zum 15. Jubiläum geben Gründer Einblicke in ihre Geschäftskonzepte und teilen einige ihrer Erfahrungen aus der Gründungsphase.

This study is a participatory action research (PAR) project, which means that the study is conducted with participants as co-researchers who shape the process, instead of ‘study objects’. The project revolves around sustainability in a rural setting in central Germany, but the focus of this thesis is on the process rather than the content. While PAR literature is sensitive of participants’ perspectives and power dynamics, and tends to be self-reflective, there are only few studies that focus on the researcher’s perspective. On the other hand, literature presents the need for individual and real stories of researchers, that are not ‘beautified’ by the usual way of presentation in academic research. This study was conducted in the municipality of Bad Emstal by initiating a project on rural sustainability. The methods include semi-structured interviews (with 11 actors)and unstructured interviews, as well as the analysis of secondary data, two focus groups and a researcher diary. All data was analysed through a thematic analysis, and reflected on through feedback loops with participants. The analysis shows that due to many shared experiences, the perspectives of the researcher, participants and politicians overlap a lot in the rural context. Two themes influenced the role of the researcher in this study significantly: Age and the past, as well as the rural setting. Several learnings for researchers in similar contexts are formulated based on the data gathered throughout the project. They can be summarised in three responsibilities the researcher can take over to improve their work in PAR:1. Creating a space that is open for (re-)connecting with others and trying out new structures and topics.2. Setting boundaries for themselves and facilitating a clear definition and communication of boundaries for the project.3. Supporting the community in making their efforts visible and setting realistic goals that can be reached and celebrated.Thus, it is concluded that the researcher - while having an agenda themselves - can enact their role as a change agent by being in a position of support to the community they work in.

Abstract                                                                              For long the peace researchers have studied peace in relation to war or to a greater extent negative peace than a positive peace. You may ask what happened with peace? This thesis aims to gain how peace, and positive peace, may be investigated and concretized in a time when states seem more concerned to invest in international commitments like NATO and weapon arsenals than invest in solidarity, diplomatic or peaceful settlements.   Through a literary method with an exploratory design the problem statement is assayed in three different ethical perspective. The analyse of the problem statement; Based on cosmopolitanism, internationalism, and feminist peace ethics, how should positive peace be framed in a time of state emergency? is analysed, interpreted, and compared from the main perspective of cosmopolitanism, internationalism, and feminism peace ethics. Since peace ethic is not one besides a pluralistic ethic, peace ethics, the conclusion is that they all contribute to and welcome a multidisciplinary and interdisciplinary development of the framework for further peace researcher. Besides some contradictions the investigated ethical perspective is unit that peace should be studied and conceptualized through peace and be framed in a nonpatriarchal language. Hence, the majority of the chosen ethical perspectives support a combination of micropolitics with the engagement of the individual to a macro politic with transnational covenants and with a greater role of responsibility for United Nation to promote and concretize peace. The ethical contradictions for peace consider the questions of responsibility, commitments, and interference how to realize peace. Future research questions should be raised whether and how diminished poverty is to embody peace? The main conclusion is that peace accelerates more peace and peace generates the benefits of prosperity and justice, why peace should be concretized and promoted in a time of stat emergency.     Keywords:  Ethics of Peace, Positive Peace, Qualitative Peace, Promote Peace, Illustrate Peace, Peace Researcher, Stat Emergency, Cosmopolitanism, Internationalism, Feminist Peace Ethics.

[pt] A presente pesquisa apresenta entendimentos gerados a partir de alguns tropeços durante a minha caminhada de prática na Prática Exploratória. O jogo de palavras é intencional, porque me deparei com determinadas lacunas entre o que estudei em textos sobre a Prática Exploratória, e o que aconteceu nas minhas aulas enquanto praticante da mesma. Realizei o trabalho exploratório, em 2008, em turmas do oitavo ano do ensino fundamental e do segundo ano do ensino médio em uma escola particular na zona sul do Rio de Janeiro. A partir de questionamentos ou puzzles de sala de aula que instigavam os alunos e a mim, elaborei atividades pedagógicas com potencial exploratório (APPE), que visavam trabalhar a construção de conhecimento em língua inglesa, mas tinham como objetivo último, entendermos mais profundamente a qualidade de vida de nossa na sala de aula. O discurso produzido durante este trabalho para entender foi analisado em busca das crenças dos alunos como aprendizes de inglês como língua estrangeira. Apesar da palavra tropeços, empregada no título e no início deste resumo, ter uma conotação negativa, não é meu propósito significar as práticas apresentadas como erros ou falhas. Busco gerar reflexões sobre exemplos reais de atividades que, apesar de não terem acontecido como esperado, produziram entendimentos diversos sobre os alunos, minha atuação profissional, a instituição e nosso contexto pedagógico. Espero, através desta dissertação, incentivar outros professores-pesquisadores, que por ventura não tenham obtido resultados que julguem satisfatórios em seus primeiros passos na Prática Exploratória, a continuarem neste trajeto apesar de, às vezes, encontrarem, como diria Drummond, uma pedra no meio do caminho. / [en] This research aims at presenting understandings generated from some stumbles on my Exploratory Practice path. It is important to mention that I had to deal with some obstacles when I tried to put into practice the theory I had studied about Exploratory Practice. I carried out the exploratory work during 2008 in two different classes (8th year of Middle School and 2nd year of High School) at a private school in the south zone of Rio de Janeiro. Using my students’ and my own classroom puzzles expressed as a starting point, I designed some potentially exploitable pedagogic activities (PEPAs), which had language learning objectives but whose main purpose was to fundamentally help us understand the quality of our classroom lives. The discourse produced during this work for understanding was analyzed to unearth my students beliefs about their experience as foreign language learners. Although the word stumbles, used in the title and in the beginning of the present abstract, carries a negative connotation, my intention is by no means to consider the activities presented here as mistakes or flaws. On the contrary, my ultimate goal is to reflect upon examples of real activities that, even though did not happen as expected, were able to generate several understandings about my students, myself as a professional, the institution and our educational context. With this dissertation, I intend to motivate other teacherresearchers, who might not have obtained a satisfactory outcome following the path of Exploratory Practice, to keep on this track despite the occasional obstacles they may find.

[pt] Esta dissertação de mestrado tem como objeto de investigação as práticas pedagógicas de professores que ensinam matemática nos anos iniciais do Ensino Fundamental de forma a superar as práticas tradicionais hegemônicas. A partir de uma investigação qualitativa utilizando recursos inspirados na metodologia história de vida, foram realizadas entrevistas com quatro professores polivalentes que atuam nos anos iniciais do Ensino Fundamental e lecionam matemática com práticas não tradicionais. O objetivo principal da investigação foi entender de que forma suas trajetórias pessoais, formativas e profissionais foram atravessadas pelo ensino de matemática e de que maneira essas trajetórias transformaram suas práticas docentes. Em diálogo com autores como Nóvoa, Goodson, Candau e Boaler, os resultados da pesquisa, dentro de suas limitações metodológicas, apontaram que a capacidade dos professores entrevistados de romper com as práticas ditas tradicionais e apresentar práticas docentes insurgentes está ligada a sua atuação como professor pesquisador, evidenciando o caráter reflexivo de sua prática. Dessa forma, o rompimento com as práticas tradicionais está conectado com o fato desses professores não serem especialistas em matemática, mas sim conhecedores da profissão docente. / [en] This dissertation investigates the pedagogical practices of teachers who teach mathematics in the early years of elementary school to overcome hegemonic traditional practices. Based on qualitative research using resources inspired by the life history methodology, interviews were conducted with four polyvalent teachers who work in the early years of elementary school and teach mathematics using non-traditional practices. The main objective of the research was to understand how their personal, formative, and professional trajectories were influenced by the teaching of mathematics and how these trajectories transformed their teaching practices. In dialogue with authors such as Nóvoa, Goodson, Candau, and Boaler, the research results, within their methodological limitations, indicated that the ability of the interviewed teachers to break away from traditional practices and present insurgent teaching practices is linked to their role as teacher-researchers, highlighting the reflective nature of their practice. Thus, the break with traditional practices is connected to the fact that these teachers are not mathematics specialists but rather knowledgeable about the teaching profession.

By asking the question “How do young, urban, professional Kenyans make connections between tribal identity, colonialism, and the lived experience of nationhood?,” the researcher engages with eight participants in exploring their relationships with their tribal groups. From this juncture the researcher, through a co-constructed process with participants, interrogates the idea of nationhood by querying their interpretations of the concepts of power and resistance within their multi-ethnic societies. The utility of KuPiga Hadithi as a cultural responsive methodology for data collection along with poetic analysis as part of the qualitative tools of examination allowed the researcher to identify five emergent and iterative themes: (1) colonial wounds, (2) power inequities, (3) tensions, (4) intersection, and (5) hope. Participant discussion of these themes suggests an impenetrable link between tribal identity and nationhood. Schooling, as first a colonial and then national construct, works to mediate that link. Therefore, there is the need for a re-conceptualization of the term ‘nation’ in the post-Independence era.

Abstract in English and Afrikaans / The clinical research enterprise is an industry in crisis due to the challenges investigators and sites experience to stay viable. Clinical researchers might therefore also become an “endangered species”. The purpose of this study was to gain an understanding of early career research investigators’ experience of clinical research. A generic, exploratory, descriptive and contextual qualitative design was used. Fourteen participants were recruited and interviewed face-to-face from three different clinical research sites in the Gauteng. Data were analysed thematically and cyclically. Findings indicated that early career investigators entered the clinical research “maze” for various reasons and levels of preparedness. As they explored the maze, early career investigators found their way into a labyrinth, all the while making discoveries about the clinical environment and their own desires. They finally reached a point where they needed to move beyond the centre of the labyrinth and ask ‘Quo Vadis’ (where are we going to)? / Die kliniese navorsingsbedryf is ‘n industrie in krises weens die uitdagings wat ondersoekers en navorsingsinstansies beleef om lewensvatbaar te bly. Kliniese navorsers mag daarom ook ‘n ‘bedreigde spesie’ word. Die doel van die studie was om die belewenis van vroeë beroepsnavorsingsondersoekers in kliniese navorsing te verstaan. ‘n Generiese, verkennende, beskrywende en kontekstuele kwalitatiewe ontwerp is gebruik. Veertien deelnemers van drie verskillende kliniese navorsingsinstansies in Gauteng het deelgeneem aan een-tot-een onderhoude. Data is tematies en siklies geanaliseer. Bevindinge het aangedui dat vroeë beroepsnavorsingsondersoekers die kliniese navorsingsdoolhof betree vir verskillende redes en vlakke van gereedheid. Soos wat hulle die doolhof verken het, het vroeë beroepsnavorsingsondersoekers hulle weg in die labirint gevind, terwyl hulle die kliniese omgewing en hul eie wense ontdek het. Hulle het uiteindelik ‘n punt bereik waar hulle verby die middel van die labirint moes beweeg en hulself afvra: “Quo Vadis” (waarheen gaan ons)? / Health Studies / M.A. (Nursing Science)

Luis Calandre Ibáñez (Cartagena 23/3/1890-Madrid 29/9/1961), estudió Medicina en Madrid, siendo discípulo de Cajal, Achúcarro y Madinaveitia en Madrid y de Nicolai y Benda en Alemania. Realizó estudios de Histología sobre la esructura de la fibra cardiaca, para comprender mejor la fisiopatología del corazón, campo de su especial dedicación, siendo uno de los introductores de la electrocardiografía en España, estudiando especialmente los trastornos del ritmo basándose en ella.Fundó y dirigió el Laboratorio de Anatomía Microscópica de la Residencia de Estudiantes (1914-1931). Fue Jefe del Servicio de Cardiología del Hospital Central de la Cruz Roja y Director del Hospital de Carabineros durante la guerra civil (1937.1939). Publicó más de setenta artículos en revistas especializadas y ocho libros de contenido científico. Fundó y dirigió la revista "Archivos de Cardiología y Hematología" (1920-1936). Desarrolló una intensa labor social, política y cultural y al finalizar la guerra civil fue procesado y condenado padeciendo el exilio interior y el olvido científico. / Luis Calandre Ibáñez (Cartagena 1890-Madrid 1961), studied medicine in Madrid, where he was a disciple of Cajal, Achúcarro and Madinaveitia and then of Nicolai and Benda in Germany. He specialised in cardiac physiopathology, and studied histology on the struc Civil war. He published more than seventy articles in specialist journals and eightscientificbooks. He founded and directed the journal "Archivos de Cardiología y Hematología" (1920-1936). Intensely involved in social, political and cultural activities, he was tried and sentenced at the