Tesis para optar al grado de Magíster en Filosofía mención en Epistemología / Facultad de Filosofía y Humanidades / De acuerdo con John Searle, vivimos en un solo mundo que abarca desde las partículas a las sociedades. La tarea más importante de la filosofía actual sería, entonces, develar ese continuo ontológico, respondiendo a la pregunta, ¿cómo se interrelaciona todo? La presente investigación tiene como principal objetivo sentar las bases que posibiliten abordar esta pregunta, a través de la articulación de una ontología social comprensiva. La propuesta, es que esta ontología se construya sobre la base de una articulación teórico-conceptual entre dos proyectos que, si bien presentan enfoques diferentes en su acercamiento a la realidad social, también exhiben un alto potencial de complementariedad, que se deriva, precisamente, de esta diversidad de miradas: la filosofía de la realidad social de John Searle y la teoría sociológica (o social constructivista) en su vertiente clásica. De acuerdo con las conclusiones de investigación, este trabajo en conjunto entre filosofía y ciencias sociales es condición necesaria para el desarrollo de la ontología social comprensiva propuesta. Su principal característica es que aborda la pregunta de cómo se construye la realidad social a partir de los fundamentos ontológicos propuestos por Searle, articulándolos con el estudio de la manifestación fenoménica de esta realidad, lo que permite comprender sus propiedades autopoiéticas y la relación de reciprocidad causal que se establece entre individuo y realidad social. Asimismo, esta ontología social comprensiva propone complementar la estructura de creación y mantención de los hechos institucionales, con teorías de la institucionalización, de la intersubjetividad y de la acción, provenientes de las ciencias sociales y en particular de la sociología.

Tese (livre-docente) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-07-14T04:16:14Z (GMT). No. of bitstreams: 1 Puente_Migueldela_LD.pdf: 4084128 bytes, checksum: 712fe27cb6fd5dc029579675bdcd39ea (MD5) Previous issue date: 1977 / Resumo: Não informado / Abstract: Not informed / Tese (livre-docente) - Univers / Livre-Docente em Educação

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A number of benefits have been associated with using computer mediated communication (CMC) to improve instruction. CMC is a blend of computer and telecommunication networks, which are used to compose, store, deliver, and process communication. CMC has the potential of becoming a powerful means of merging information from a variety of sources. CMC is relevant to collaboration, student participation, and individualized instruction. It can be used for daily information exchange among colleagues, between faculty and their students, among students, for delivering distance education, and for providing access to resources and information. The purpose of the study was to determine the perceived values of CMC use for instructional purposes, perceptions of its use as they relate to Rogers' theory, and extent of its use as reported by business faculty at four North Carolina universities. The population for the study consisted of all business faculty from four colleges or schools of business at North Carolina universities. Business deans at these four universities provided 290 names of business faculty. Of these, 172 (59%) responded to the survey, 121 (42%) indicated that they used computer-mediated communication, and 51 (17%) indicated they did not use CMC for instructional purposes. Demographically, randomly selected non-respondents and randomly selected late respondents were similar to randomly selected early respondents. The Diffusion of Innovations Theory provided the theoretical framework or paradigm for the study. Developed by Rogers, it was used to evaluate the extent to which computer-mediated communication was accepted by business faculty for instructional use. Data were collected by a mail survey. The findings revealed that for business faculty to adopt CMC in their instruction, they need adequate support, training, equipment, and software. Business faculty's perceptions of CMC, as it relates to Rogers' five characteristics (compatibility, complexity, observability, relative advantage, and triability), show that complexity, observability, and triability are the least important in their adoption of CMC use for classroom instructional purposes. Most business faculty made limited use of CMC for instructional purposes. Their main uses of CMC were personal messaging and conducting research. / Ph. D.

The Fraser fir (Abies fraseri (Pursh) Poir.) on Mt. Rogers is an isolated relic population and part of the southern Appalachian spruce-fir ecosystem. The population has, so far, been able to withstand the impacts of insect infestation and the possible influence of atmospheric deposition factors which may be causing mortality in other regions of the southern Appalachians. It was hypothesized that population vigor may be due to a unique genetic structure. The objective of this study was to determine the amount of genetic diversity within this population and to relate observed diversity to environmental variables. To quantify the genetic structure 304 trees from 35 plots were genotyped for 13 isozyme loci. Four loci were polymorphic using the 95% criterion. At a fifth locus there were two rare alleles with a combined frequency of approximately 3%. Range wide studies of eastern fir species have shown that other populations are more diverse. There were no significant differences in gene frequencies among three arbitrarily defined subpopulations or among the 35 plots. There were no significant correlations between any environmental characters and isozyme frequencies. There was a significant difference among subpopulations for seed weight and germination value as well as a slight, yet significant, correlation between seed weight and elevation, germination value and elevation, and germination value and aspect. Spatial autocorrelation analysis, Wright's F-statistics, Nei's genetic distances, and Gregorius' "𝜹" index all indicated little or no substructuring of the population. It is suggested that a population bottleneck (a drastic reduction of population numbers), which may have occurred following the last glaciation, is the cause for the relatively low genetic diversity found in the population. The lack of substructure is likely due to extensive gene flow. / Ph. D.

Johnny Derrick Yelton, Ph.D. The Southern Baptist Theological Seminary, 2013 Chairman: Dr. J. D. Payne This dissertation examines the evangelistic content of the pastoral preaching of Adrian P. Rogers during his thirty-two years of ministry at Bellevue Baptist Church in Memphis, Tennessee. Chapter 1 introduces the thesis and explains the purpose, goals, limitations and methodology of this study. Chapter 2 examines the significant events and people in the life of Rogers that influenced and shaped his passion for evangelistic preaching. This chapter provides a brief biography of Rogers that discusses his conversion and call to the ministry, his education in college and seminary, his pastoral ministry, his broadcast ministry, and his denominational leadership. It also identifies the characteristics demonstrated by Rogers that contributed to his effective evangelistic preaching ministry. Chapter 3 examines the sermon preparation, organization, and delivery skills of Rogers. The objective of this chapter is to identify the homiletical style of Rogers' sermons with a focus upon his expository methodology. This chapter provides a study of the functional elements of Rogers' sermons, and identifies nine characteristics of evangelistic preaching reflected in Rogers' preaching. Finally this chapter considers the hermeneutical integrity of the sermons of Rogers in order to determine if he forced an evangelistic meaning into a text and thereby twisted the intent of the original author of the text. Chapter 4 examines the evangelistic invitation of Rogers. This chapter provides a brief background regarding the origin of the evangelistic invitation and the criticism of some evangelicals regarding its historical and modern usage. The focus of this chapter, however, is upon the methodology of Rogers. This chapter addresses any problems and concerns regarding the evangelistic invitations of Rogers and it identifies the components and characteristics of Rogers' evangelistic invitation. Chapter 5 is a study of the evangelistic content of Rogers' sermons. The goal of this chapter is to determine how often Rogers actually preached an evangelistic sermon from the pulpit of Bellevue Baptist Church. This chapter begins with a definition of evangelistic preaching, and provides a methodology for measuring the evangelistic content of Rogers' sermons based upon this definition. Next, this chapter offers an evaluation of the evangelistic content discovered in the sermons of Rogers, and gives a critical analysis of the evangelistic preaching ministry of Rogers based upon these findings. Finally, this chapter provides recommendations for an effective evangelistic preaching ministry. Chapter 6 gives a conclusion to this study. This chapter addresses the importance of evangelistic preaching in the church. Furthermore, it introduces the discoveries made from this study and gives a summary of those discoveries. It also outlines an application of the strengths of Rogers' evangelistic preaching ministry. Finally, it identifies areas for further study in the future. This dissertation also contains two appendices. The first appendix includes significant material regarding one hundred sermons by Rogers including an outline of each sermon and an assessment of the evangelistic content of each sermon. The second appendix provides an example of a gospel presentation and sinner's prayer used in the publication materials of Love Worth Finding Ministries.

The problem with which this research is concerned is the documentation of Allan Rogers Lindquest's vocal teaching techniques and contributions to the field of vocal pedagogy in America from 1974 to 1981. The purpose of this study is the identification and compilation of voice building techniques and vocal exercises that were formulated for vocal pedagogy by Lindquest. As a result of reviewing the literature related to vocal pedagogy, which identifies methods of voice teaching and contrasts pedagogical styles, the research questions developed for this study concern the identification and classification of Lindquest's teaching techniques in instructional areas that include breath and breath support, areas of resonance, vowels and vowel modification, vocal registers, other related areas of vocal production, and the directions for and expected results of special vocal exercises. The sources of data for this study are verbatim transcripts of fifty-six audio tapes of voice lessons conducted by Lindquest with seven students.