This study examines the movement of creating the scientifically oriented architecture that influenced architectural scholarship especially in 1960s and 1970s and discusses various theoretical frameworks this movement rests on. Architectural studies of the said period display rationalistic approaches motivated towards the routinisation, institutionalization and socialization in architecture, and thus an attempt to shift the discipline to scientific grounds. These studies not only develop plurality in academic realm of architecture, but also pave the way for a spectrum of more autonomous and novel areas of research and knowledge. The movement in Turkey, however parallel to its international popularity, is coincidentally strong between the years 1956 and 1982 befitting the social agenda of the country. The thesis is limited in scope to the definitions and relationships between five dominant approaches in the movement. These approaches are identified as, Design Methods, Environmental Psychology, Building Technology, Social and Cultural Factors and Vernacular Architecture. General Systems Theory emerges as a key reference in this scope. The study initially emphasises the positions of approaches in Turkey with relation to the international context and thus defines a ground for the discussions in the dissertation. The main discussion of the thesis is with regards to the notions of space and environment within the movement. Architectural studies with these notions extend the focus of design and research in terms social and cultural perspectives. The notions, not only define the plurality in the architectural sciences due to the multiplicity of dimensions they entail, but also constitute a bridge between the architectural studies and the social sciences. Moreover, the conceptions and examination methods for the terms of space and environment changes the traditional role of the scholar as designer into facilitator and researcher. The thesis examines the attempts of teaching, forming and framing the scientific architecture in two different venues, namely inside the studio and outside the studio. Inside the studio, design activity introduces systematic approaches for understanding the design process. Outside the studio, architectural research introduces methodological approaches that extend the boundary of the studio.

This dissertation is an experiment in thinking with the story, not about the story in order to erase the boundaries between analysis and narrative. CASA, Community Action Stops Abuse, is the context for this research on the lived realities and meaning of working with an empowerment philosophy. A University-Community Initiative (UCI) grant with CASA and the University of South Florida is the occasion to study the communicative aspects of individual and collective perceptions of empowerment. The dissertation focuses broadly on two UCI project goals: developing a collaborative relationship and producing a booklet of stories about the work of paid staff and volunteers. The heart of the dissertation is my relationship with the CASA workers and how scholarship and advocacy intersect with a philosophy of reciprocal and compassionate empowerment.

Thesis (M.A.)--Indiana University, 2009. / Title from screen (viewed on August 28, 2009). Department of History, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Eric L. Saak. Includes vita. Includes bibliographical references (leaves 540-548).

Thesis (Ph. D.)--Universidad Complutense de Madrid, 1980. / Includes bibliographical references (p. 1052-1070).

Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2006. / Title from second page of PDF document. Includes bibliographical references (p. 89-96).

Cette étude examine les représentations interculturelles chez les boursiers irakiens en mobilité académique en France afin d’analyser l’influence de ces représentations sur le processus de l’apprentissage du français. Nous avons d’abord étudié le contexte culturel et d’études en Irak pour mettre à jour les repères sur lesquels sont construites ces représentations. Nous avons ensuite présenté les différentes théories de la représentation, des sciences du langage et de l’interculturalité qui ont servi de jalons dans le cheminement de l’analyse. Ces apports ont permis d’analyser les données collectées auprès des étudiants irakiens en mobilité en France par deux enquêtes différentes, l’une quantitative, l’autre qualitative. L’analyse linguistique des discours a permis la mise à jour des différentes représentations et l’évaluation des niveaux de français. Les résultats obtenus en croisant les données ont dressé un état des lieux des différents facteurs influençant l’apprentissage du français. Ces éléments ont éclairé la nature de la motivation des étudiants boursiers irakiens. Nous avons comparé ces résultats à nos hypothèses afin de voir si celles-ci sont validées. Nous avons enfin proposé des recommandations en vue d’améliorer cet apprentissage du français par les étudiants boursiers irakiens. / This study examines the intercultural performances for Iraqi scholarship students in situation of mobility in France. To analyze the impact of these representations on the process of learning French language. We first studied the cultural context in Iraq to update landmarks on which are built these representations. We presented then the various theories of representation, sciences of language and intercultural which served as milestones or foundations in the process of analysis. These reports have analyzed data collected from Iraqi students in mobility in France by two surveys. One is quantitative and the other is qualitative.The linguistic analyses of discourse which we have made, update differentre presentations and evaluation of their French level. The results obtained by crossing data compiled an inventory of the various factors influencing learning French language. These have informed the nature of the motivation of Iraqi scholarship students. We compared these results with our assumptions to see if they are validated. We finally propose recommendations to improve learning of French language by Iraqi scholarship students

Linha de pesquisa: Educa??o, Sujeitos, Sociedade, Hist?ria da Educa??o e Pol?ticas P?blicas Educacionais. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-04-06T18:41:40Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) warley_anderson_mota_santos.pdf: 6074589 bytes, checksum: 8ecf8691b4471b8e92316dbd35970699 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-04-09T19:19:04Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) warley_anderson_mota_santos.pdf: 6074589 bytes, checksum: 8ecf8691b4471b8e92316dbd35970699 (MD5) / Made available in DSpace on 2018-04-09T19:19:04Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) warley_anderson_mota_santos.pdf: 6074589 bytes, checksum: 8ecf8691b4471b8e92316dbd35970699 (MD5) Previous issue date: 2017 / O Brasil, constitu?do historicamente por desigualdades sociais e raciais, tem passado recentemente por um processo de formula??o de pol?ticas p?blicas com o objetivo de minimiz?-las. As lacunas que dificultam a viabilidade de acesso ?s condi??es igualit?rias entre os brasileiros ainda persistem, com caracter?sticas n?o mut?veis que se condicionam ao g?nero, etnia e/ou situa??o social. Essas condicionantes influenciam no acesso aos direitos e na integra??o social. ? nesse contexto que emergem as pol?ticas p?blicas de car?ter inclusivo, com proposi??es abarcadas pela necessidade de igualdade ao acesso de direitos e democratiza??o de oportunidades. Na Educa??o, em especial no Ensino Superior, a aplica??o de a??es afirmativas tem fortalecido a expans?o de oportunidades ?queles segmentos outrora exclu?dos. Dessa forma, os estudantes negros, ind?genas e os oriundos do sistema p?blico de ensino t?m, atualmente e, mediante a institui??o de sistemas especiais de ingresso e perman?ncia, conseguido aumentar as chances de concluir uma gradua??o. Nessa perspectiva, o presente estudo se prop?s a discutir e a investigar a Pol?tica de Assist?ncia Estudantil, sob a ?tica do Programa Bolsa Perman?ncia do Governo Federal, dirigido para o p?blico ind?gena e quilombola da ?rea de abrang?ncia do Instituto Federal do Norte de Minas Gerais - Campus Janu?ria. O referido programa se configura como importante mecanismo para combater as desigualdades sociais e despontou como um instrumento necess?rio para que, de fato, pudesse acontecer a democratiza??o do acesso e a perman?ncia desses jovens no ensino superior p?blico federal. Pretende-se, ao final, inteirar-se, com maior amplitude, da rela??o que se estabelece entre o Programa, os ind?genas e quilombolas benefici?rios e a institui??o, adentrando a quest?o da percep??o que o sujeito fim dessa a??o possui de si mesmo e do Programa, este ?ltimo como facilitador e promotor de sua perman?ncia nas gradua??es ofertadas pelo Campus. A metodologia escolhida para guiar a discuss?o e a obten??o dos dados desta pesquisa considera uma perspectiva explorat?ria com enfoque na abordagem quanti-qualitativa, sendo a aplica??o de um question?rio eletr?nico o principal m?todo de coleta. A apresenta??o dos resultados foi conduzida por meio de gr?ficos, tabelas e quadros comentados individualmente. Al?m disso, realizou-se uma an?lise qualitativa das informa??es, buscando compreender os elementos que extrapolam a uma l?gica objetiva contida nas respostas obtidas. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / Brazil, which has historically been constituted by social and racial inequalities, has recently been undergone a formulation process of public policies which aim at minimizing them. The gaps that drive to the viability of access to fair conditions among Brazilians have been persisting with non-mutable characteristics that are related to gender, ethnicity and social situation which in turn influence access to rights and social integration. It is in this context that governmental actions of an inclusive nature emerge, with proposals encompassed by the need for equality of access to rights and democratization of opportunities. In Education, especially in Higher Education, the application of affirmative actions has strengthened the expansion of possibilities to those previously excluded segments. In this way, through the institution of specialized systems of entrance and permanence, black students, indigenous students and those coming from the public education been able to increase the chances of completing a degree. In this respect, this research aimed to discuss and investigate the Student Assistance Policy, from the perspective of the Permanency Scholarship Program of the Federal Government for the indigenous and quilombola public of the Federal Institute of Northern Minas Gerais - Campus Janu?ria. This program has configured as an essential mechanism to combat social inequalities, and still to emerge as a necessary instrument for the democratization of access and permanence of these young people in higher education in public federal schooling systems. Thus, this research aims to find out, more broadly, the relationship which involves the Program, the indigenous and quilombola beneficiaries as well the institution. This study also approaches the question of the perception which the target subject of this action has about itself and the Program as a facilitator and a promoter of his/ her permanence in the graduations offered by the Campus. The methodology used to drive the discussion and the obtaining of the data in this research presents an exploratory perspective and has a focus on the quantitative-qualitative approach. The application of an electronic questionnaire was the main instrument used to produce data. The presentation of the results was carried out through graphs, tables, and charts commented individually. Besides, a qualitative analysis of the information was carried out, trying to understand the elements that extrapolate to an objective logic contained in the obtained answers.

[pt] Esta tese nasceu da minha inserção profissional como assistente social em uma unidade de saúde de emergência do Estado do Rio de Janeiro - Hospital Estadual Carlos Chagas - HECC, onde encontrei várias crianças que não possuíam sua certidão de nascimento. O estranhamento que me causou este fato tornou-se maior ao perceber recorrências significativas desta situação e suas reverberações. Verifiquei que essas crianças eram chamadas pelos profissionais do HECC como Filho de acrescido do nome da mãe. Aos poucos compreendi que a ausência de certidão de nascimento se constitui em um fenômeno oficialmente denominado sub-registro de nascimento, a respeito do qual há pouca produção teórica, como pude verificar ao longo do processo de investigação. Tal problemática veio a ser a minha questão de pesquisa. Meu objetivo nesta tese foi entender porque algumas crianças atendidas no HECC, no período compreendido entre os anos de 1999 a 2007, não foram registradas. Buscando uma abordagem etnográfica, procurei desvendar as razões deste fato. Para tanto investiguei os significados da certidão de nascimento com mães e pais e suas implicações nas interações com as instituições escolares. Já que algumas crianças não foram registradas porque suas mães também não o foram, incorporei no processo de investigação adultos igualmente sem certidão de nascimento. Tal problemática me sugere uma questão instigante para o debate sobre o registro civil que envolve a reprodução social dos setores pobres da sociedade. Com este estudo, pretendo contribuir para a compreensão da história da infância e da família pobre brasileira, na expectativa de que esta investigação seja um alerta para os setores responsáveis pelo sistema de registro civil no Brasil. Ademais, pretendo contribuir para a elaboração de políticas públicas educacionais. Como instrumentos de trabalho, utilizei um questionário, entrevistas abertas, conversas com mães e pais, observações, documentos e material institucional do HECC. Meu diálogo central se deu com Roberto DaMatta (1997a; 1997; 2000), Ana Liési Thurler (2004); Cynthia Sarti (1996;2004) e Cláudia Fonseca (2005;no prelo). / [en] This paper is a consequence of my professional insertion as a social assistant in an emergency room unity of Rio de Janeiro State - Hospital Estadual Carlos Chagas - HECC, where I met several children who did not have a birth certificate. This fact surprised me even more when I realized the situation was significantly recurrent, as well as its reverberations. I noticed that these children were referenced by HECC staff as Child of, plus the name of their mothers. Slowly I understood that the birth certificate absence constitutes a phenomenon officially called birth under-registration, about what there is a few theoric production, as I could verify during the investigation process. This issue is my researchs subject. My goal with this paper was to understand why some children treated in HECC during the period between 1999 and 2007 were not registered. Seeking for an ethnographic approach, my objective was to find out the reasons for that fact. In order to do that, I have investigated the meanings of birth certificates with mothers and fathers, and their implication on interactions with educational institutions. Since some children were not registered because their mothers were not registered neither, I have incorporated the adults with no birth certificate in the investigation process. This issue suggests me an intriguing question for the debate about civil register which involves a social reproduction of society poor sectors. With this paper, I intend to contribute for the understanding of childhood background and Brazilian`s poor families, expecting that this investigation is an alert for the sectors which are responsible for the civil register system in Brazil. In addition, I intend to contribute for the elaboration of educational public policies. As working tools, I used a questionnaire, open interviews, conversations with mothers and fathers, documents and institutional material from HECC. My central dialogue occurred with Roberto DaMatta (1997a; 1997; 2000), Ana Liési Thurler (2004); and Cynthia Sarti (1996;2004) e Cláudia Fonseca (2005; in edition).

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.

A dissertação analisa o Projeto Bolsa Universidade (PBU), considerando a parceria das instituições de ensino superior privadas com o Programa Escola da Família (PEF) e suas relações com a expansão e privatização no ensino superior paulista. De natureza qualitativa, a pesquisa compreendeu o levantamento e a análise de documentos na Secretaria de Estado da Educação e entrevistas com seus gestores de modo a apurar o histórico, descrever e analisar a implementação do Projeto Bolsa Universidade no período de 2003 a 2014. A evolução do PEF e PBU nesses onze anos aponta para uma acentuada redução de número de escolas atendidas e de Instituições de Ensino Superior envolvidas, enquanto o número de bolsistas diminui em proporção muito menor. A investigação constatou a falta de publicidade e transparência de dados básicos e enfrentou dificuldade de acesso às informações sobre o financiamento e custo do PBU. A pesquisa conclui que ao longo de sua trajetória, essa política pública sofreu mudanças que deslocaram seu foco do ensino básico para a concessão de bolsas de estudo e o subsídio ao ensino superior privado. / This masters dissertation analyzes the Projeto Bolsa Universidade (University Scholarship Project), considering the partnership of private higher education institutions with the Programa Escola da Família (Family School Program) and its relations with the expansion and privatization of higher education in São Paulo. In a qualitative way, the research included the collection and analysis of documents in the State Department of Education and interviews with its managers in order to ascertain its history. It also describes and analyzes the implementation of the Projeto Bolsa Universidade (University Scholarship Project), from 2003 to 2014. The evolution of the PEF and PBU in these eleven years points to a marked reduction in the number of schools attended and of Higher Education Institutions involved, while the number of attendance to the fellows decreases in a much smaller proportion. The investigation found an absence of data and a great difficulty of access to the information public on the financing and real cost of the PBU. The research reveals the trajectory of this public policy and the changes that have made it shift the focus from basic education to subsidy to private superior education.