The Place From Which I See is a practice-led investigation into performance improvisation in which I have asked the question: ‘What is the role of vision in understanding solo performance improvisation as a form of composition?’ The research is encompassed and presented in two different, but interwoven, modalities, which function as a total thesis. These are: (1) a written thesis, which is divided into the four main chapters outlined in the Introduction and (2) a sharing of studio-based investigations and performances - included on the accompanying DVD - and a live performance. This sharing of practical work is designed to illuminate how the practice has functioned as a methodology for research and as a means of embodying and making public the research outcomes. Together, it is intended that these different articulations form a clear and useful prism through which the practical and theoretical terrain of the project can be distilled. In this thesis I argue that working pragmatically and creatively with vision within the specificity of the immediate space and situation of performance can function as an efficacious means of understanding solo improvised performance as a form of composition, and the research offers five strategies that collectively function as a template of approaches for generating and shaping improvisational material. The strategies have been developed through instigating a practice/theory feedback loop with the phenomenology and artistic paradigm offered by French philosopher Maurice Merleau-Ponty. I introduce his model of painterly composition as a particular rubric of what I call vision/action responsiveness against which I situate my own compositional approaches. I also outline five of the key ideas that infuse both this rubric and his phenomenology more generally - the significance of the entwining of a ‘questioning’ vision with movement; the chiasm; the visible; the ‘invisible’ and the ‘I can’ - and illuminate the way in which the practice has been developed and refined through a pragmatic interaction with these ideas. The thesis also outlines how these aspects of the phenomenological discourse have been re-framed through this interaction with the practical investigations and I situate my working of Merleau-Ponty’s ideas within the context of other treatments within both dance and theatre. More broadly, I relate this doctorate’s methodological approach and aesthetic concern with vision as a core compositional tool in and for performance to the compositional strategies, aesthetics, methodologies and philosophies of a range of other practitioners, locating the research within the wider field of improvisational performance. As an outcome, this research offers the template of strategies, layered with my particular re-framings of Merleau-Ponty’s phenomenology, as an original contribution to the practice and discourse of solo performance improvisation.

This thesis uses studio practice, scholarly research, close reading of text, performance observation and conversation with practitioners to establish diverse readings of Sarah Kane’s Cleansed. It includes original material from the 2012 productions of Cleansed in Japan (Kamome-za Fringe Theatre), and in Ireland (Bare Cheek Theatre). It notes practice on Cleansed in gallery spaces (Cast-Off Drama, UK). It offers a dramaturgical approach to workshopping the play from a feminist and queer position, informed by theories of gender and transgender, and the marginalised, loving and delinquent practice of clowning. The research discusses principles of breath, voice and sexuate difference drawing primarily on the philosophies of Luce Irigaray, on the voice practice of Cicely Berry and the clown teaching of Sue Morrison. The work challenges the ‘in-yer-face’ theatre discourse on Kane arguing that it represents a McDonaldization of its subject matter, and an insidious trivialisation of her texts. It offers new thinking on the opening night of Blasted (1995), suggesting that the ‘furore’ was fuelled by collective male hysteria and superstition; its roots centred in mourning. Analysing Cleansed in relation to Edward Bond’s Saved and Lear, it explores tropes of ghosts, stitching and the silent scream, and argues that Kane militates for gynocentric time and becoming. It analyses the symbol of the perimeter fence as a feature of 1980s Britain, noting the strength of binary associations configured in it with reference to both English football hooliganism (male) and the Greenham Common Women’s Peace Camp (female). It argues that Kane sets up heteronormative binaries in Cleansed to debate and contest them. A key conclusion of the thesis is that Cleansed politically addresses and dramatises issues of transgender experience presenting accounts of gender violence, mutability, transitioning, the sharp fractures and silences of gender dysphoria, but also, ultimately, queer desire, love and optimism.

Proprioception is both the means by which people naturally have a pre-reflective awareness of their bodies, and the mechanism by which performers (and others) can develop advanced levels of bodily awareness in the service of physical skill and psychophysical fluency. These two qualities are amongst the most important for contemporary performers, and this thesis demonstrates how an understanding of proprioception and its enhancement provides a strong foundation for performance training. The original contribution to knowledge in this thesis is to cross epistemological boundaries and bring the scientific research, theory and discourse to the field of actor training, where previously this has not been done. This thesis synthesises theories and definitions of proprioception to provide a clear and comprehensive overview, establishes the functions that proprioception performs, maps relationships between proprioception and related terms and concepts, and argues that proprioception provides a comprehensive model for a core physiological foundation for physical performance training. The research questions under investigation are ‘Can proprioception in physical performers be improved and if so, how will increased proprioception be of benefit to the performer?’ Two research studies are carried out to investigate whether proprioception could be improved in physical performers after targeted proprioceptive training. The studies also explore what benefits the performers accrued during the training and how improved proprioception manifested in their levels of performance. The studies show that proprioception can be improved in performers after participating in proprioceptive training, and demonstrate, explore and evidence that this improvement brings an enhancement in physical performance. Methodologically, an approach is proposed to evaluate training practices which is based in a practice led research paradigm. This research is of interest to actors who use their bodies for specialist skilled movement in training and performance and who undertake a physical approach to their work, and particularly pertinent to actor trainers, providing a rationale to inform, support and enhance training methodologies.

The thesis deals with the increasing of business efficiency of the online store 4RIDERS. The aim of the thesis is the complex analysis, evaluation and recommendation of specific steps to modernize the online store 4RIDERS in terms of online marketing activities, strategies and technical solutions. The theoretical part describes the legislative and technical requirements necessary for the operation of the e-commerce and defines the basic concepts of online marketing and its tools, including online marketing strategy See-Think-Do-Care. In the practical part is processed by the situational analysis, analysis and evaluation of the current online marketing strategy according to the tools display ads, SEO, PPC, social networking, email marketing and shopping comparison sites. The main part of the thesis consists of the proposal of a new online marketing strategy based on the model See-Think-Do-Care. The thesis also deals with the analysis and evaluation of the current e-commerce solutions and recommendations for the new e-commerce platform with regard to the implementation of the suggested online marketing strategy.

Special relativity is an area of physics that is abstract and consists of concepts and effects that is hard to link to everyday experience. From a learning perspective, that is problematic as we form new knowledge by linking it to old experiences. One approach to experience a relativistic environment is through computer simulations. MIT game lab has developed the game “A Slower Speed of Light” where the user slows down the speed of light in discrete steps. That allows the user to experience what the surroundings would look like if we were traveling at a relativistic speed. As the user does that, he/she will experience that certain visual effects do not appear as the course literature describes it. In this project, we study how visual effects of special relativity are perceived by students by letting them play the game and solve an assignment. In the assignment, there was one problem where they were instructed to identify two relativistic effects and describe the physics behind them. The project aims to find an answer to what students while playing the game think they see and how they relate the visual effects to quantities arrived by applying the Lorentz transformation. The project also investigates whether the game can be used productively in teaching. The findings of project show that it is easier for students to describe visual effects where observation match with what the students actually see. We have also found that the students' perception of visual effects is that they are consistent with the predictions of the Lorentz transformation as they try to force their observations onto the theory. That despite the fact that the game clearly shows that it is not the case. The game can be used productively by a teacher when lecturing e.g. relativistic optics. / Speciell relativitetsteori är ett område inom fysiken som är abstrakt och består av begrepp och effekter som är svåra att länka till vardagslivet. Från ett lärandeperspektiv blir det problematiskt då vi bildar ny kunskap genom att länka det till gamla erfarenheter. Ett sätt att få uppleva en relativistisk miljö är genom datorsimuleringar. MIT game lab har utvecklat spelet “A Slower Speed of Light” där användaren stegvis saktar ner ljusets hastighet. Detta gör det möjligt för användaren att uppleva hur omgivningen skulle se ut om vi färdades i en relativistisk hastighet. När användaren färdas relativistiskt kommer han/hon uppleva att vissa visuella effekter inte stämmer överens med beskrivningar från kurslitteratur. I detta projekt studerar vi hur visuella effekter av den speciella relativitetsteorin uppfattas av studenter genom att låta dem spela spelet och lösa en inlämningsuppgift. I inlämningsuppgiften fanns ett problem där de skulle identifiera två relativistiska effekter och beskriva fysiken bakom dessa. Projektet försöker att besvara vilka effekter studenter tror att de ser när de spelar spelet men också hur de relaterar de visuella effekterna till värden som förutsägs genom Lorentz transformationen. Projektet undersöker också om spelet kan användas produktivt i undervisning. Projektets observationer visar att studenterna har lättare att beskriva visuella effekter där observation stämmer överens med vad studenterna faktiskt ser. Vi har ocksånoterat att studenternas föreställning om visuella effekter är att de stämmer överens med Lorentztransformationens förutsägelser då de försöker tvinga sina observationer att överensstämma med teorin trots att spelet tydligt visar att det inte är fallet. Spelet kan användas produktivt av en lärare vid föreläsning av t.ex. relativistisk optik.

See file / Se bif. dokument

Orientador: Solange Vera Nunes de Lima D Agua / Resumo: O presente trabalho é resultado de uma pesquisa de Mestrado, cujo objeto de estudo é o Ensino Médio integrado à educação técnico profissionalizante, proporcionado aos alunos da rede pública estadual paulista, entre os anos de 2012 e 2017, por meio do acordo de cooperação técnico educativa entre a Secretaria de Estado da Educação de São Paulo (SEE-SP) e o Instituto Federal de Educação, Ciência e Tecnologia do Estado de São Paulo (IFSP), no âmbito do Programa Rede de Ensino Médio Técnico (REDE). Esse programa foi instituído no Estado de São Paulo pelo Decreto Estadual nº 57.121, de 12 de julho de 2011, e tinha como meta expandir as matrículas no Ensino Médio articulado à educação profissional técnica, nas modalidades integrada e concomitante. Desse modo, de forma geral, buscou-se compreender o Ensino Médio integrado para a educação dos jovens de 15 a 17 anos, oferecido pela parceria SEE-IFSP, tendo em vista a historicidade dessa etapa da escolaridade, bem como da educação profissionalizante de nível técnico no país. Para tanto, foram estabelecidos objetivos específicos, quais sejam, i) analisar a trajetória do Ensino Médio no Brasil; ii) compreender como o Ensino Médio profissionalizante se desenvolveu historicamente no país; iii) compreender a implementação e execução do Programa Rede no acordo de cooperação entre a SEE e o IFSP para a oferta do Ensino Médio integrado no Estado de São Paulo e iv) empreender uma análise da parceria efetivada entre uma escola estadual paulista e... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present work is the result of a Master's research, whose object of study is the High School integrated to the professionalizing technical education, provided to the students of São Paulo state public school, from the years 2012 to 2017, through the technical educational cooperation agreement between São Paulo State Secretariat of Education (SEE-SP) and the Federal Institute of Education, Science and Technology of São Paulo State (IFSP), under the Technical High School Network (REDE) Program. This program was instituted in the State of São Paulo by State Decree nº. 57.121, of July 12, 2011, and aimed to expand enrollment in high school articulated to technical professional education, in integrated and concomitant modality. Thus, in general, we sought to understand the integrated high school for the education of young people from 15 to 17 years old, offered by the SEE-IFSP partnership, in view of the historicity of this stage of schooling, as well as technical level professional education in the country. To this end, specific objectives were established, namely: i) to analyze the trajectory of high school in Brazil; ii) understand how professional high school has historically developed in the country; iii)understand the implementation and execution of the Rede Program in the cooperation agreement between SEE and IFSP for the provision of integrated high school in the State of São Paulo; and iv) undertake an analysis of the partnership between a state school in São Paulo and... (Complete abstract click electronic access below) / Mestre

The aim of this thesis is to find out using a method based on the size of the contact angle as changes over time surface free energy density polyethylene. Measured samples of discharges were adjusted by varying plasma and increased its surface tension. The theoretical part deals with the surface tension, contact angle and the Young's equation, which describes the relationship between wetting angle and energy at the interface states of matter. This work also mentions the ways in which the measurement is made. In the practical part of the thesis there is described not only the process of measuring, but also the own experiments and their results.

Diss. Univ. Innsbruck, 2006. / Zugl. Diss. Univ. Innsbruck, 2006. Literaturverz.

Made available in DSpace on 2014-06-11T19:24:19Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-08-30Bitstream added on 2014-06-13T19:10:51Z : No. of bitstreams: 1 custodio_cl_me_rcla.pdf: 2611745 bytes, checksum: e3aa4ea55c311009fe44a41ae6fe3e76 (MD5) / A presente pesquisa surgiu de inquietações advindas da/na aplicação da Proposta Curricular do estado de São Paulo, em 2008, como professora de Língua Portuguesa, no ensino médio, em uma escola do Estado de São Paulo. Posteriormente, a Proposta Curricular, o Caderno do Professor e o do Aluno foi analisado, qualitativamente, nessa pesquisa documental, pela pesquisadoraprofessora, com o objetivo de avaliar a pertinência ou não da abordagem metodológica presente nos materiais. Partindo da hipótese de que documentos têm como base metodológica os gêneros do discurso e que estes, em situação escolar, sofrem uma transformação, segundo os estudos de Schneuwly e Dolz (2007), a análise pretendeu verificar o tratamento dado aos gêneros, a dialogicidade do material didático com a Proposta e seus pressupostos teóricos, baseando-se nos três Princípios ao Trabalho Didático de Schneuwly e Dolz(2007). Como resultados, foram apresentadas reflexões sobre a imposição governamental da aplicação do material, sobre a aplicabilidade das Situações de aprendizagem e sua dialogicidade com a Proposta Curricular que introduz esse modelo didático. A leitura realizada dos documentos apontou para conclusões sobre a política educacional, o enfoque dado ao ensino e, principalmente, ao papel atribuído aos professores. Constatou-se, no estudo realizado, que a Proposta Curricular de Língua Portuguesa, implantada em 2008, no Estado de São Paulo, contém em seu texto de apresentação os fundamentos da teoria sócio-interacionista que privilegia a discursividade no ensino de Língua Portuguesa, porém, que os Cadernos, onde estão as atividades, não dialogam com as idéias do texto de apresentação, seja pelas falhas em sua elaboração, descritas nas análises realizadas, seja, por pretender padronizar o conteúdo, anulando a interlocução e ignorando as diferenças que possam existir... / This research grew out of concerns arising from / in the implementation of Curriculum Proposal of São Paulo in 2008 as professor of Portuguese at the school, a school in the State of São Paulo. Thereafter, the proposed Curriculum, Teacher's Booklet and the Student were analyzed qualitatively, this documentary research, the researcher-teacher, with the aim of evaluating the appropriateness or otherwise of this methodological approach to the materials. Assuming that documents are based on methodological discourse genres and that these, in the school situation, they undergo a transformation, according to studies Schneuwly and Dolz (2007), the analysis sought to check the treatment of the genders, the dialogical courseware with the Proposal and its theoretical assumptions, based on three principles to Work Schneuwly and Didactic Dolz (2007). The results were presented reflections on the imposition of government application of the material on the applicability of learning situations and their dialogue with the Curriculum Proposal that introduces this educational model. The reading of the documents held pointed to findings on educational policy, their focus on education and especially the role assigned to teachers. It was found in the study, that the Proposed Course of Portuguese Language, established in 2008 in São Paulo, contains in its text presenting the fundamentals of social interaction theory that privileges the discourse in the teaching of Portuguese, but that the Notebooks, where are the activities, there is no dialogue with the ideas of the text display, either due to flaws in its design, described in the analysis, that is, for pretending to standardize the content, negating the dialogue and ignoring the differences that may exist the teaching-learning process. The research points also to the figure of the applicator, performer, facilitator, monitor those documents which... (Complete abstract click electronic access below)