How the world of experience, text-based medicine, and the social world came to interact with each other in a historically situated way is the subject of this doctoral thesis, which studies what I shall call zhang ("miasma") medicine in Song China (960-1279 CE). By the phrase "the world of experience," I refer to the bodily experience of the environment in a given region as well as to experiences of medical practices. "The social world" broadly refers to concomitant social, intellectual, and political events or trends. This thesis proposes a new approach to the study of the environment within the history of medicine in Imperial China (around 202 BCE-1911 CE), an approach which is inspired by anthropological analytical concepts. It highlights individuals' world of experience, treating their knowledge about environmental medicine as the culmination of a dynamic collaboration of their experiential world and existing culture-specific concepts, such as those deriving from scholarly medicine. This new approach dictates a re-examination of the sources that have received intensive attention in the history of medicine in Imperial China: texts up to the thirteenth century on the aetiology, therapies, and prevention methods of zhang as disorders endemic in Lingnan (in Guangdong and Guangxi provinces). Based on this re-examination, I contend that the Song period witnessed the emergence of a pronounced explanatory mode among authors of writings about zhang medicine about how their world of experience informed and affirmed their medical knowledge and practices relating to zhang. This Song explanatory mode embodies, I argue, the endeavor of Song scholar-officials and physicians to extend the proliferation of scholarly medicine at that time to zhang medicine, which lacked widely acknowledged textual references and therapies of medicinal effectiveness. The findings in this thesis firstly broaden our understanding of the development of environmental medicine in Imperial China and, secondly, extend our knowledge of the expansion of scholarly medicine into southern China in Song times.

Esta tese tem como objetivo apresentar a edição crítica do romance O Seminarista, de Bernardo Guimarães, preparada com base no original da obra. A edição justifica-se porque o original, embora disponível, foi modificado ao longo de sua tradição, a ponto de comprometer-se fortemente o estilo do autor, no que apresenta de mais característico. As modificações sofridas pelo texto produziram uma árvore genealógica composta por dois ramos principais, aos quais filiam-se todos os testemunhos estudados: um ramo completo e um ramo abreviado. Com o objetivo de estabelecer o texto crítico, discutem-se aspectos do romance a partir de uma perspectiva da análise literária, fixam-se critérios para a escolha do texto de base, apresentam-se as teorias existentes no âmbito da Bibliografia Textual, propõem-se relações genealógicas entre os testemunhos e fixam-se normas adequadas para uma edição crítica de original impresso. Além da apresentação crítica da edição príncipe, esta edição registra, em aparato, todas as variantes do texto ao longo dos primeiros testemunhos da tradição da obra. / This thesis aims to present the scholarly edition of the novel O Seminarista, by Bernardo Guimarães, based on the works original. The edition is justified by the fact that the original, although available, was modified over its tradition, until strongly compromising the authors style on what it presents as most representative. The changes suffered by the text produced a genealogical tree with two main branches, to which are affiliated all the studied witnesses: an unabridged branch and an abridged branch. In order to establish a critical text, aspects of the novel are discussed through a literary analysis perspective, criteria are fixed so that the copytext can be chosen, theories that belong to a Textual Scholarship scope are presented, genealogical relationships between witnesses are proposed and appropriate standards for a scholarly edition of original printed are set. Besides the editio princeps, this edition registers, in its apparatus, all the variants in the text that are registered in the first witnesses of the work\'s tradition.

East Tennessee State University developed a workflow to add journal publications to their institutional repository and faculty profiles using three tools: Zotero for entering metadata, SHERPA/RoMEO for checking copyright permissions, and Unpaywall for locating full-text documents. This study evaluates availability and accuracy of the information and documents provided by Zotero, SHERPA/RoMEO, and Unpaywall for journal publications in four disciplines. The tools were less successful with works authored by arts and humanities and education faculty in comparison to works authored by medicine and health sciences and social and behavioral sciences faculty. The findings suggest that publisher practices contributed to the disciplinary differences.

<p>In the academic world, open access institutional repositories (IRs) are beginning to play a vital role in storing and disseminating scholarly communication. Through this method, higher education institutions are able to showcase their intellectual outputs and to contribute to sharing and building knowledge. This evolutionary process of scholarly communication is an important feature of knowledge societies. Furthermore, IRs allow scholars to make known the research they are involved in, which can result in their academic reputation improving, as well as the reputations of the institutions they represent.</p> <p>The purpose of this study is to examine the processes of establishing IRs in the four tertiary education institutions in the Western Cape, which form part of the Cape Higher Education Consortium (CHEC). Within this consortium is the collaborative library project, the Cape Library Consortium (CALICO), which represents the four academic library services. The researcher investigated whether the four Western Cape Higher Education Institutions have established IRs and their experiences in doing so. They are examined in the light of the guidelines for successful IRs already established in the international professional literature on IRs. Throughout the study, the partnerships that are needed for the success of IRs, with a specific emphasis on the crucial role that the librarian might play in this regard, are a central focus.</p> <p>The study is a qualitative case study, relying on interviews with key informants from the four HEIs and analysing policy and other supporting documents. The study confirms comment in the literature that IRs evolve in &ldquo / messy&rdquo / and &ldquo / spotty&rdquo / ways. The key findings might be summarised in the form of four assertions:</p> <ul> <li>&ldquo / It is all about people&rdquo / </li> <li>Philosophical differences are significant</li> <li>Context and history cannot be ignored</li> <li>The role of the university library is ambiguous.</li> </ul> <p>It is hoped that the study of fledgling IR projects might provide insights useful to the broader IR research and professional literature.</p>

Geographically distributed and multidisciplinary collaborations have proven invaluable in answering a range of important scientific questions, such as understanding and controlling disease threats like SARS and AIDS or exploring the nature of matter in particle physics. Despite this, however, collaboration can often be problematic. There are institutional obstacles, collaboration tools may be poorly designed, and group coordination is difficult. To better design technologies to support research activities, we need an improved understanding of why scientists collaborate and how their collaborations work. To achieve this improved understanding, this study compares two theoretical approaches to collaboration propensityâ that is, the extent to which collaboration is perceived as useful by individual researchers. On one hand, cultural comparisons of disciplines suggest that collaboration propensity will be higher in disciplinary cultures that have a more collectivist orientation, as indicated by low levels of competition for individual recognition and few concerns about secrecy related to commercialization and intellectual property. In contrast, an approach based on social and organizational psychology suggests that collaboration propensity will vary as a function of resource concentration, fieldwide focus on a well-defined set of problems, and the need for and availability of help when difficult problems are encountered in day-to-day work. To explore this question, a mail survey of 900 academic researchers in three fields was conducted, along with 100 interviews with practicing researchers at 17 sites in the field. Results support a focus on work attributes in interpreting collaboration propensity. That is, cultural factors such as competition for individual recognition and concerns about intellectual property were not perceived as significant impediments to collaboration. Instead, characteristics like resource concentration and the need for coordination were more important in determining collaboration propensity. Implications of these findings include a call for more careful examination of the day-to-day work of scientists and engineers, and a suggestion that concerns about scientific competition impeding collaboration may be unwarranted.

<p>In the academic world, open access institutional repositories (IRs) are beginning to play a vital role in storing and disseminating scholarly communication. Through this method, higher education institutions are able to showcase their intellectual outputs and to contribute to sharing and building knowledge. This evolutionary process of scholarly communication is an important feature of knowledge societies. Furthermore, IRs allow scholars to make known the research they are involved in, which can result in their academic reputation improving, as well as the reputations of the institutions they represent.</p> <p>The purpose of this study is to examine the processes of establishing IRs in the four tertiary education institutions in the Western Cape, which form part of the Cape Higher Education Consortium (CHEC). Within this consortium is the collaborative library project, the Cape Library Consortium (CALICO), which represents the four academic library services. The researcher investigated whether the four Western Cape Higher Education Institutions have established IRs and their experiences in doing so. They are examined in the light of the guidelines for successful IRs already established in the international professional literature on IRs. Throughout the study, the partnerships that are needed for the success of IRs, with a specific emphasis on the crucial role that the librarian might play in this regard, are a central focus.</p> <p>The study is a qualitative case study, relying on interviews with key informants from the four HEIs and analysing policy and other supporting documents. The study confirms comment in the literature that IRs evolve in &ldquo / messy&rdquo / and &ldquo / spotty&rdquo / ways. The key findings might be summarised in the form of four assertions:</p> <ul> <li>&ldquo / It is all about people&rdquo / </li> <li>Philosophical differences are significant</li> <li>Context and history cannot be ignored</li> <li>The role of the university library is ambiguous.</li> </ul> <p>It is hoped that the study of fledgling IR projects might provide insights useful to the broader IR research and professional literature.</p>

The purpose of the present thesis is twofold; the first part comprises a theoretical analysis of the concept muse-ical in an attempt to describe similarities and differences between the concepts muse-ical and aesthetic and furthermore, to identify the distinguishing features of a muse-ical approach and a muse-ical program. The second part of the thesis reports on an empirical study among student teachers who have chosen to study the program Muse-ical Learning. They have been interviewed about their experiences and impressions of this new program. More specifically they have been given questions pertaining to museical, aesthetic, artistic, scholarly learning, sensory experiences, talent and finally how they conceive of the role of muse-ical learning in school and in society at large and what notions they have of their future work as teachers in the field. The first part is an analysis based on selected previous writings and research regarding the concepts muse-ical and aesthetic/esthetical. The approach taken to this reading is mainly hermeneutical. The second part of the thesis aims at describing how a group of student teachers experience museical learning. Data have been gathered by in-depth, semi-structured interviews. The aim of the analysis has been to emphasise qualitative differences in the ways the informants experience the phenomena actualised in the interviews. The approach in the analysis is, mainly, phenomenographic. The group of informants comprise 20 student teachers, which is about half of all students in the pioneer cohort of the program. Every student was interviewed individually in sessions that had a typical duration of 40-45 minutes. The interviews were transcribed in extenso by the author. In a historical perspective the origins of muse-ical can be traced back to antique Greece and the nine muses that were given to mankind by the gods. The ancient Greeks realised that artistic and intellectual activities are mutually dependent on each other. A further function of the muses, to care for the collective, social memory, seems also to have been forgotten in our time. Muse-ical activities also have to be combined with rhythm and harmony to get their ultimate form. This fact reflects the Greek conviction that order is a significant aspect of beauty. (Cosmos). Greeks aimed for a balance between the vivacious and engaging of Dionysus and the more strict and ordered of Apollo. One confusing circumstance in Plato´s texts concerning the word muse-ical is the translation of mousiké to mean music which is the case in Swedish, Danish, Norwegian and English. It makes a great difference whether our children are to be fostered in mousiké i.e. the arts of the muses and gymnastics or only in music and gymnastics. My conclusion is that Plato was of the opinion that the young should be fostered in mousiké and gymnastics. The word muse-ical appears in educational contexts during the mid 1920ies in Germany, when the sociologist Hans Freyer introduced the term. Muse-ical education is, in consonance with the ideas from ancient Greece, an integration of poetry, music and rhythmic movements. My conclusion from the theoretical analyses is that the muse-ical domain should be understood as an approach to learning that is based on: • A holistic attitude aiming at a balance between “hand, heart and brain”. • Time for reflection. • Muse-ical activities that give opportunities for applying different forms of expression, e.g. activities that comprise movement, sound, colour, form and drama. • Play is an important component. • The learner is the main actor. • The muse-ical perspective is superordinate to disciplinary categories of knowledge. • The muse-ical perspective should not be translated into a rigorous method. Teachers in all subject matter areas may take a muse-ical approach. Mathematics, history and chemistry for instance are as close to the muse-ical as music or drama. I prefer to regard the aesthetic and muse-ical as two different concepts, although with some overlap in meaning. There are common parts, some aspects are borderline cases and there are also, of course, distinct differences. Already the ancient Greeks stated that literary learning and sensory experience were mutually dependent on each other. The Swedish National Curriculum for the compulsory school also emphasises the importance of balancing these two modes of learning against each other. The results of the empirical study corroborate the conclusions of the theoretical analysis. The students repeatedly emphasise the importance of experience and involvement for the sake of their own learning. They do also stress the importance of connecting theory to practical components. Concerning integration of different areas of muse-ical learning there are different standpoints among the authors that I have referred to. The students’ arguments in favour of finding a common framework for all aesthetic areas are basically that they contain common creative aspects and that they all involve bodily and emotional aspects of learning. The students emphasise, in particular, two positive aspects of the aesthetic areas and muse-ical learning. Firstly, they have a general, facilitating impact on learning regardless of context and content. Secondly, they may contribute significantly to the students’ self-confidence and thereby give them the courage to enter new areas and aim for higher goals than otherwise. A majority of muse-ical activities take place in social settings, which gives rich opportunities for the students to train their social skills. Even though it has been a demanding task to express the essence of muse-ical learning, theoretically as well as empirically, one may perhaps be comforted by realising that the magic of museical learning might disappear were it possible to define it in a distinct way.

Philosophiae Doctor - PhD / In this study an attempt was made to explore the challenges with regard to publications experienced by academic women at three selected Historically Black Universities (HBUs). Although based predominantly within a feminist qualitative metholodogical framework, both qualitative and quantitative research methods were used in this study. Based on the findings of the study, the recommendations illustrated participants' responses. Some of the recommendations illustrated participants' expressed need of staff development with a specific focus on training in publication skills; mentoring and support networks; assistance and support for their publishing venture at both institutional and departmental level and the development of strategies that would assist academic women in 'juggling' their personal and academic roles. / South Africa

Esta tese tem como objetivo apresentar a edição crítica do romance O Seminarista, de Bernardo Guimarães, preparada com base no original da obra. A edição justifica-se porque o original, embora disponível, foi modificado ao longo de sua tradição, a ponto de comprometer-se fortemente o estilo do autor, no que apresenta de mais característico. As modificações sofridas pelo texto produziram uma árvore genealógica composta por dois ramos principais, aos quais filiam-se todos os testemunhos estudados: um ramo completo e um ramo abreviado. Com o objetivo de estabelecer o texto crítico, discutem-se aspectos do romance a partir de uma perspectiva da análise literária, fixam-se critérios para a escolha do texto de base, apresentam-se as teorias existentes no âmbito da Bibliografia Textual, propõem-se relações genealógicas entre os testemunhos e fixam-se normas adequadas para uma edição crítica de original impresso. Além da apresentação crítica da edição príncipe, esta edição registra, em aparato, todas as variantes do texto ao longo dos primeiros testemunhos da tradição da obra. / This thesis aims to present the scholarly edition of the novel O Seminarista, by Bernardo Guimarães, based on the works original. The edition is justified by the fact that the original, although available, was modified over its tradition, until strongly compromising the authors style on what it presents as most representative. The changes suffered by the text produced a genealogical tree with two main branches, to which are affiliated all the studied witnesses: an unabridged branch and an abridged branch. In order to establish a critical text, aspects of the novel are discussed through a literary analysis perspective, criteria are fixed so that the copytext can be chosen, theories that belong to a Textual Scholarship scope are presented, genealogical relationships between witnesses are proposed and appropriate standards for a scholarly edition of original printed are set. Besides the editio princeps, this edition registers, in its apparatus, all the variants in the text that are registered in the first witnesses of the work\'s tradition.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-04-04T11:52:13Z No. of bitstreams: 1 silvanedeoliveirafrazao.pdf: 1459099 bytes, checksum: 715ddffeacd0ecf27b7bd72cca76f3b1 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-04T14:56:10Z (GMT) No. of bitstreams: 1 silvanedeoliveirafrazao.pdf: 1459099 bytes, checksum: 715ddffeacd0ecf27b7bd72cca76f3b1 (MD5) / Made available in DSpace on 2018-04-04T14:56:10Z (GMT). No. of bitstreams: 1 silvanedeoliveirafrazao.pdf: 1459099 bytes, checksum: 715ddffeacd0ecf27b7bd72cca76f3b1 (MD5) Previous issue date: 2017-07-31 / PROQUALI (UFJF) / Analisa a contribuição do Portal de Periódicos da CAPES para a produção científica dos docentes permanentes dos Programas de Pós-Graduação em Farmácia no triênio 2010-2012. A área de saúde é um campo que vem se expandindo em termos de pesquisa e a opção de estudar a subárea de Farmácia se deu por existirem poucos estudos na área, sobretudo pesquisas sobre o Portal de Periódicos da CAPES, principalmente com foco em avaliação de coleções. A metodologia empregada foi a pesquisa documental, com análise descritiva e abordagem quantitativa, utilizando técnicas bibliométricas. A população estudada foi os docentes permanentes vinculados aos Programas de Pós-Graduação (PPGs) em Farmácia reconhecidos pela CAPES. Dos 63 PPGs na área de Farmácia identificados durante o período especificado, selecionaram-se os sete Programas com conceitos seis e sete na classificação da CAPES, por considerar que a produção científica no âmbito desses programas apresentaria tendências mais expressivas de uso dos recursos bibliográficos estrangeiros disponibilizados pelo Portal. Entre os anos de 2010 e 2012, verificou-se que esses sete Programas possuíam um quadro de docentes permanentes composto por 127 pesquisadores, os quais publicaram um total de 1387 artigos em 553 periódicos estrangeiros. Quanto à coleção oferecida pelo Portal, observou-se uma redução de vinte e um títulos entre 2015 e 2017, correspondentes a 0,17%. Com relação à contribuição do Portal para a produção científica da área, constatou-se que 84,45% dos títulos nos quais os docentes da área publicam suas pesquisas são cobertos pelo Portal. Concluiu-se que o Portal apresenta uma contribuição significativa para os pesquisadores da área de Farmácia. / It analyzes the contribution of the CAPES Journals Portal for the scientific production of the permanent faculty of the Postgraduate Programs in Pharmacy in the 2010-2012 triennium. The area of health is a field that has been expanding in terms of research and the option of studying the Pharmacy subarea was because there are few researches in the area, mainly researches about the CAPES Journals Portal, principally focusing on evaluation of collections. The methodology used was the documentary research, with descriptive analysis and quantitative approach, utilizing bibliometric techniques. The population studied were the permanent faculty linked to the Postgraduate Programs (PPGs) in Pharmacy recognized by CAPES. Of the 63 PPGs in the Pharmacy area identified during the specified period, seven Programs with concepts 6 and 7 in the CAPES classification were selected, considering that the scientific production in the ambit of those programs would present more expressive tendencies of use of the foreign bibliographic resources available in the Portal. Between 2010 and 2012, it was found that those seven Programs had a permanent faculty table composed of 127 researchers, who published a total of 1387 articles in 553 foreign journals. As for the collection offered by the Portal, it was observed a reduction of twenty one titles between 2015 and 2017, corresponding to 0.17%. Regarding to the contribution of the Portal to the scientific production of the area, it was found that 84.45% of the titles in which the faculty of the area publish their researches are covered by the Portal. It was concluded that the Portal presents a significant contribution for the researchers of the Pharmacy area.