Apologia is a rhetorical genre of self-defense. As such, apologetic discourse involves a response to an attack upon an individual's character or worth as a human being. Los Angeles Police Detective Mark Fuhrman encountered such a attack during the 0.J. Simpson murder trial. The purpose of this analysis is to determine whether the rhetorical strategies indicative of apologia are used to perform masculine facework in Mark Fuhrman's Murder In Brentwood. By means of critical analysis, apologia can be established as a masculine face-saving strategy. The analysis takes place in two stages. First, the connection between facework and apologia is established. The four strategies of Hodgins, Liebeskind, and Schwartz (1996), Sandra Petronio's examples of defensive strategies, and three strategies in William L. Benoit's (1995) typology of image restoration strategies provide the first two units of analyses. Second, questions gleaned from the research of Noreen Kruse (1977) determined the topics to which Fuhrman devotes the most time in his discourse and the motivational drives that shape that discourse. By integrating the findings of both analyses, the masculine face Fuhrman endeavors to save emerges. / Graduation date: 1999

Problem. Oppressive cultural and social representations are inscribed on the body and intersect with women's subjective identity. / Objective. The present study explores the use of the body as a vehicle for resistance against such inscriptions. / Method. The practice of martial arts is investigated as one of the means of empowerment for women. Quantitative methods were used to compare the levels of empowerment in a group of women who practice martial arts versus a comparison group of women who do not practice martial arts. / Results. Quantitative analysis revealed that while no differences were found in overall empowerment scores between the two groups, differences were found on the subscales of empowerment. Women who practice martial arts demonstrated lower levels of Righteous Anger on the empowerment scale than women who do not practice martial arts. Closely reaching statistical significance, women who practice martial arts demonstrated higher levels of Control on the empowerment scale.

Thesis (Ph. D.)--University of Notre Dame, 2009. / Thesis directed by Ted A. Warfield and Robert Audi for the Department of Philosophy. "July 2009." Includes bibliographical references (leaves 157-164).

Thesis (Ph. D.)--University of North Texas, May, 2008. / Title from title page display. Includes bibliographical references.

Texte remanié de: Th. doct.--Buffalo--State university of New York, 1997. / Bibliogr. p. 121-144. Index.

Orientador: Antônio Suárez Abreu / Banca: Beatriz Arruda Doná / Banca: Ana Carolina Sperança Criscuolo / Banca: Maria Sofia de Toledo / Resumo: As projeções, como a metáfora, a personificação, a comparação, a metonímia e a parábola, geralmente são apresentadas aos alunos na escola apenas como figuras de linguagem de uso restrito ao universo literário. Entretanto, pretendemos mostrar que tais projeções são presentes em nossa comunicação diária e utilizadas em larga escala em muitos gêneros, tanto de forma natural, explicitando sua presença no pensamento (cf. LAKOFF e JOHNSON, 1980), quanto proposital (cf. GIBBS, Jr. 2015 e STEEN, 2015). Desses gêneros, escolhemos três para compor nosso corpus: títulos de matérias jornalísticas, dissertações argumentativas bem avaliadas da FUVEST e do ENEM e memes de Facebook, que são os principais gêneros a que estão expostos os alunos do Ensino Médio. Esta pesquisa tem como objetivo analisar o uso e, principalmente, a funcionalidade desses processos cognitivos de projeção de base analógica em três gêneros diferentes e cotidianos para o nosso público-alvo, para reforçar a importância comunicativa e social que a presença de projeções tem nesses textos. A partir dessa análise foi delineada uma estratégia de ensino-aprendizagem da produção/compreensão desses textos, pois acreditamos que compreender as projeções como um processo cognitivo e analógico pode ajudar consideravelmente os estudantes a desenvolver suas habilidades de leitura, compreensão e produção textual. A hipótese que defendemos é que as projeções são bastante frequentes em muitos gêneros e têm importante fun... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Projections, such as metaphor, personification, comparison, metonymy, and parable, are usually presented to students at school only as language-use figures restricted to the literary universe. However, we intend to show that such projections are present in our daily communication and used on a large scale in many genres, both in a natural way, explaining their presence in thought (cf. Lakoff and Johnson 1980), and intentional (GIBBS, Jr 2015 and STEEN, 2015). Of these genres, we chose three to compose our corpus: journal titles, wellevaluated argumentative dissertations from FUVEST and ENEM and Facebook's memes, which are the main genres to which high school students are exposed. This research aims to analyze the use and, mainly, the functionality of these cognitive processes of analogical projection in three different and everyday genres for our target audience, to reinforce the communicative and social importance that the presence of projections has in these texts. From this analysis, a teaching-learning strategy of the production / comprehension of these texts was delineated, because it is believed that understanding the projections as a cognitive and analogical process can considerably help students to develop their reading, comprehension and textual production skills. The hypothesis that we defend is that projections are quite frequent in many genres and have an important argumentative function. We also believe that such texts are consumed precisely because of the projections contained in them, since they make them more attractive and can mean much, saying little. Our main objectives, therefore, were: to understand the functionality and sense effects of the projections used in the chosen texts and to verify how the mastery and the awareness of these concepts can help students better understand the texts that surround them and produce better written texts. The analysis... (Complete abstract click electronic access below) / Doutor

Orientador: Silvia Regina Quijadas Aro Zuliani / Banca: Odete Pacubi Baierl Teixeira / Banca: Paula Cristina Cardoso Mendonça / Banca: José Bento Suart Junior / Banca: Rosa Maria Manzoni / Resumo: A argumentação tem sido alvo de estudos nas últimas décadas já que pode favorecer: (i) a aprendizagem de conceitos; (ii) o desenvolvimento do pensamento crítico; (iii) o entendimento da natureza da ciência (DRIVER 1999, CAPECCHI E CARVALHO 2004, OSBORNE 2004, DUSCHL 2006, SADLER 2006, MORK, 2012), além de auxiliar na formação de professores e alunos críticos e reflexivos, que saibam atuar em debates e discussões, ou seja, que consigam cumprir com seus papéis de cidadãos e ajudar a promover uma sociedade que seja mais justa para todos. Portanto, neste trabalho, avaliamos como licenciandos que já apresentam capacidades argumentativas atuam como professores com capacidades argumentativas e quais manifestações argumentativas são encontradas em diferentes etapas da formação docente. Para identificar licenciando com capacidades argumentativas, elaboramos um curso de 180 horas sobre a Argumentação com a apresentação de conceitos e realização de atividades argumentativas. Após, selecionarmos cinco licenciandos, avaliamos sua atuação como docentes e percebemos que a argumentação depende do contexto, do auditório e dos objetivos do orador. No caso, o auditório se mostrou de extrema importância para o desenvolvimento da argumentação. Utilizando os referenciais da Argumentação concluímos que os professores argumentadores devem possuir os saberes docentes necessários para elaborar e conduzir uma atividade argumentativa, capacidades como avaliar os argumentos de maneira rápida, manter o de... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The argumentation has been the object of studies in the last decades since it can favor: (i) the learning of concepts; (Ii) the development of critical thinking; (Iii) the understanding of the nature of science (DRIVER 1999, CAPECCHI AND CARVALHO 2004, OSBORNE 2004, DUSCHL 2006, SADLER 2006, MORK, 2012), as well as assisting in the training of critical and reflective teachers and students who can act in debates And discussions, that is, that they can fulfill their roles as citizens and help promote a society that is fairer to all. Therefore, in this work, we evaluate how graduates who already have argumentative abilities act as argumentative teachers and which argumentative manifestations are found in different stages of teacher education. To identify licensing with argumentative skills, we developed a 180-hour course on argumentation with the presentation of concepts and carrying out argumentative activities. After selecting five graduates, we evaluate their performance as teachers and realize that the argumentation depends on the context, the audience and the goals of the speaker. In this case, the auditorium was extremely important for the development of the argument. Using the argumentation frameworks, we conclude that the argumentative teachers must possess the necessary teacher knowledge to elaborate and conduct an argumentative activity, skills such as quickly assessing arguments, keeping the debate alive, making adequate inferences, extracting implicit concepts, among... (Complete abstract click electronic access below) / Doutor

A versão impressa possui 249 f. + 1 CD-ROM com apêndices / Orientador(a): Alessandra Del Ré / Coorientador(a): Maria Cristina R. G. Evangelista / Banca: Cibele Cecílio de Faria Rozenfeld / Banca: Selma Leitão / Banca: Henrique Evaldo Jansen / Banca: Alessandra Jacqueline Vieira / Resumo: Esta pesquisa busca discutir, em uma perspectiva dialógico-discursiva de base bakhtiniana, a relação existente entre a formação identitária de alunos adultos em processo de aquisição/aprendizagem de alemão como língua estrangeira (LE) e a argumentação na sala de aula. Considerando a língua materna como lugar de constituição identitária dos sujeitos, buscamos refletir e discutir os efeitos que a argumentação teria nesse processo e nos desdobramentos identitários trazidos pelo contato com o recorte de mundo e com os novos posicionamos presentes na LE. Segundo nossas hipóteses, a argumentação, definida como um recurso privilegiado na construção do conhecimento (LEITÃO, 2011; 2008; 2007a; 2007b; 2003), traz uma grande contribuição para a inserção do aluno na LE, além de permitir que seja criado, na sala de aula, um ambiente de interação dialógica e de colaboração na construção do conhecimento. Para realizar tal discussão, lançamos mão de um corpus coletado a partir de um curso de conversação em alemão, com duração de um semestre (14 aulas de 90 minutos cada), do qual participaram quatro alunos entre 21 e 29 anos de idade. O curso, especialmente idealizado e preparado para a coleta dos dados desta pesquisa qualitativa, realizou-se de forma a enfatizar a participação dos alunos em atividades essencialmente argumentativas, nas quais eles deveriam operar, nas trocas interativas, movimentos de argumento - contra-argumento - resposta, de maneira a, ao argumentar, colocar-se como sujeit... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: From a bakhtinian dialogic-discursive theoretical framework, this research investigates the relation between adult identity formation as they learn German as a foreign language (FL) and argumentation activities in the classroom. Considering the mother language as a place of identity formation, we seek to reflect on and discuss about the process of foreign language acquisition/learning and thus, to discuss the effects argumentation may have on this process and on the identity developments that come from the contact with the world view and the new positioning possibilities encountered in the FL. According to our hypothesis, argumentation, conceived as a privileged knowledge building resource (LEITÃO, 2011; 2008; 2007a; 2007b; 2003) can largely collaborate with the pupil's insertion in the FL and it also allows the creation of a dialogic interactional environment in class, as well as a collaborative knowledge-building atmosphere. In order to make this discussion possible, we work on a corpus based on data collected from a one-semester German conversation course (with a total of 14 classes, 90" each) with four participants between the ages of 21 and 29. This course - particularly idealized and planned in order to achieve the data materials for this qualitative research - was based on the emphasis on pupil's participation in essentially argumentative activities, in which they were expected to accomplish argument - counter argument - response movements in order to position themselv... (Complete abstract click electronic access below) / Doutor

Název práce: Vliv fyziologického stresu na rychlost reakce v sebeobranné situaci Cíl práce: Cílem práce je zjistit, jaký vliv bude mít fyziologický stres způsobený krátkodobým maximálním zatížením na rychlost jednoduché reakce na vizuální podnět a vysvětlit změny pro oblast sebeobrany a boje zblízka. Metody práce: Na skupině dobře trénovaných osob v oblasti sebeobrany, boje zblízka či bojových sportů (věk: r=29,0 6,6 let; pohlaví: m, n:10), byla aplikována dotazníková metoda pro zjištění základních údajů, charakteru aktivit, které provozují, zdravotního stavu a dalších faktorů ovlivňujících reaktometrii. Následně byli probandi podrobeni reaktometrii zařízením Vienna test system pro zjištění úrovně jednoduché reakce na vizuální podnět. Každý proband absolvoval maximální zatížení na bicyklovém ergometru, aby krátce po skončení zatěžování opakoval reakční test. Po ukončení testu byl probandům odebrán vzorek krve pro zjištění hladiny laktátu v krvi. Naměřené hodnoty reakčních časů byly porovnány pomocí párového t-testu, ostatní možné determinanty pomocí korelační analýzy. Výsledky práce: U sledovaného souboru došlo vlivem krátkodobé maximální zátěže ke statisticky významnému zlepšení jednoduché reakční rychlosti na vizuální podnět a pohotovostního rozměru této reakce, a to v rozmezí 7-10%. Byl potvrzen...

The concept and legal consequences of excessive self-defense and necessity The topic of presented diploma thesis deals with criminal law institutes of self-defense and necessity and the consequences of exceeding their limits provided by the Criminal Code. Both of the above-mentioned institutes belong to the conditions precluding illegality of an act, i.e. specific circumstances in presence which of and subject to conditions any sanction is excluded under effective law. The purpose of these institutions is to make it possible for people to act with impunity in cases they protect the interests of their own or interests of the whole society when these interests are violated or endangered. In principle, these institutes replace the absence of a public authorities at the moment, whose task is to protect these interests. However, on the other side the legislation does have certain limits to prevent from any misuse of these institutes. The key passages of this thesis are therefore focused on situations where the conditions of necessity or self-defense are not fully met and examines the legal consequences of such actions. The presented thesis is divided into six parts. A brief introduction is followed by the first chapter, which deals with the general view of the conditions precluding illegality of an act,...