No decorrer de vários anos de leituras e intervenções práticas, foram recolhidos ideias e eixos temáticos, alinhavados e sistematizados na troca de passes entre a arte do futebol brasileiro e seus principais narradores, a partir dos conceitos de hegemonia, sociedade civil e intelectual orgânico em Gramsci. Paralelamente, captou-se o narrador em Walter Benjamin e a sua visão sobre a modernidade. A tese abordará basicamente esses pontos. Tudo em Cenários e Personagens de décadas distintas, em espaços geográficos não necessariamente iguais ou limítrofes, mas capazes de dialogar através dos temas escolhidos. Cenários e personagens que percorrem uma trajetória iniciada na Inglaterra na segunda metade do século XIX, até sua consolidação no Brasil na década de 1960. Dos personagens, percorremos as trilhas de Gentil Cardoso, Dori Kürschner, Neném Prancha, Nelson Rodrigues e João Saldanha, tendo como inspiração os seus grandes solistas: de Marcos Carneiro de Mendonça a Gerson, passando por Friedenreich, Fausto, Leônidas, Didi, Garrincha e Pelé. / During several years of readings and practical interventions, ideas and axial themes were collected, sketched, and systematized in the exchange of passes between the art of Brazilian soccer and major narrators, from Gramsci\'s concepts of hegemony, civil society, and organic intellectuals. Similarly, the narrator is captured in Walter Benjamin and his vision of modernity. The thesis will mainly deal with these points. The content addresses Characters and Settings of distinctive decades, and geographic spaces not necessarily equal or bordering, but able to dialogue through the chosen themes. Characters and settings that cover a trajectory started in England in the second half of the nineteenth century until its consolidation in Brazil in the 1960s. Among the historical personalities, we followed the paths of Gentil Cardoso, Dori Kürschner, Neném Prancha, Nelson Rodrigues and João Saldanha; taking as inspiration the great soloists: from Marcos Carneiro de Mendonça to Gerson, in addition to Friedenreich, Fausto, Leônidas, Didi, Garrincha and Pelé.

Made available in DSpace on 2016-04-29T14:23:30Z (GMT). No. of bitstreams: 1 Marta do Carmo Silva.pdf: 2168884 bytes, checksum: f443d52d9ccdc6c1c3c0324f646723b5 (MD5) Previous issue date: 2014-08-29 / In our nowadays society, technology had provoked changes in communication, work, consume, and learning process. The virtual world is an essential piece of nowadays society and the mobility due to technology; which permits communication and information anywhere and at any time; brings challenges to schools, structures in disciplines that not always communicate, during classes in which the teacher is the main content organizer. Our objectives, therefore, is to investigate if having teachers use technology guarantees a rich environment in collaboration, sharing and and active participation of the students in the construction of knowledge. In the search to comprehend the context of the situation that we aim to investigate, two instruments were used for collection, analysis and interpretation of data: a questionnaire that will inform us of teachers that use technology, and a semi structured interview, searching for the significance behind the investigative questions. The theoretical reference adopted in anchored with authors such as: Coll, Peña, Allegretti, Moran, Lévy, Santos, Gomez, Sacristán, Gabriel, Hernandez, Sancho, Santaella, Silva, among others specialists in technology and education. The interpretation of data concluded that being a technology user is not the conditions needed to use them in meaningful learning. Technology use done by teachers is directly related to their concept of learning, therefore, they use technology to reproduce knowledge, dialogue, share, and build knowledge. Furthermore, technology makes teachers develop new competences, continuous education, critical thinking and useful information to help students acquire essential abilities to comprehend information in front of them and generate knowledge. This wish essential for a school that expands as soon as the virtual world starts to integrate teaching and learning environment / Na sociedade contemporânea, as tecnologias têm provocado mudanças nas formas de comunicação, consumo, trabalho, ensino e aprendizagem. O mundo virtual é parte integrante da vida dos cidadãos e a mobilidade permitida pelo uso dos dispositivos móveis - que disponibilizam comunicação e informação em qualquer lugar e a qualquer hora - traz um desafio para os ambientes educacionais, estruturados em disciplinas que muitas vezes não se comunicam, em tempos de aula definidos e centradas na figura do professor como principal organizador dos conteúdos. Nosso objetivo, portanto, é investigar se o fato de o professor ser um usuário das tecnologias, garante em sua prática docente uma mediação desses recursos de forma a promover um ambiente rico em colaboração, compartilhamentos e participação ativa do aluno na construção de conhecimentos. Na busca por compreender o contexto da situação que pretendemos investigar, adotados dois instrumentos para coleta, análise e interpretação dos dados: um questionário que nos indicaria os professores usuários de diversos dispositivos e a entrevista semiestruturada com esses sujeitos, buscando em suas narrativas extrair unidades de significados que pudessem responder às questões de investigação. O referencial teórico adotado está ancorado em um campo de autores como: Coll, Peña, Alegretti, Moran, Lévy, Santos, Gómez, Sacristán, Gabriel, Hernández, Sancho, Santaella, Silva entre outros especialistas nas questões educacionais e tecnológicas. A interpretação dos dados revelou que ser um bom usuário das tecnologias não é condição para utilizá-las na promoção de aprendizagens significativas. Os usos que os professores fazem das tecnologias está diretamente ligado à concepção que eles têm de ensino. Dessa forma, eles utilizam as tecnologias para reproduzir conhecimentos ou para dialogar, compartilhar, construir conhecimento. Por sua vez, as tecnologias exigem que o professor desenvolva novas competências, que abarquem em formação contínua, leitura crítica e catalisação de informação útil para auxiliar o aluno a adquirir habilidades indispensáveis que lhe permitam compreender o que fazer com as informações que estão à sua disposição a qualquer tempo, lugar e de muitas formas diferentes, sendo capaz de gerar conhecimento. Isso é estar pronto para lidar com uma escola que se expande a partir do momento que o mundo virtual passa a integrar o ambiente de ensino e aprendizagem

This study employed the L2 Motivational Self-System (Dörnyei, 2005) as a framework to compare differences in the types of motivation reported by Chinese learners of English in a foreign language context (China) and a second language context (USA). It followed up on studies by Taguchi, Magid, and Papi (2009) and You and Dörnyei (2016). The participants consisted of 61 current students at an American university who come from Mainland China. This study adopted a mixed-method approach, using an internet-based questionnaire followed by an individual interview. The investigation aimed to explore what types of English learning motivation Chinese students have in different contexts, as well as to compare the shift in Chinese students' motivation when they move from an EFL (China) to an ESL (USA) context. A recent study conducted by You & Dörnyei (2016), provided a solid empirical description of the main features of language learning motivation in China. The detailed information presented in You & Dörnyei's study serves as a baseline to further explore the differences in English learner motivation in different settings. The findings of this study can be used as a reference to align English language learners' motivational self-system with their own pattern of development.

Sex Offender Treatment Programming (SOTP) is a specific treatment intervention aimed at reducing recidivism through cognitive behavioral modification of known risk factors for sexual offending. SOTP provided in criminal justice or correctional settings and contexts presents unique ethical challenges and experiences for traditionally trained mental health counselors due to competing and differing roles, priorities, and stakeholders. SOTP in criminal justice or correctional settings is in some instances provided by professionally licensed or certified and traditionally trained mental health practitioners; and such settings can challenge traditional ethical standards and practices. A study was conducted utilizing qualitative phenomenology in order to investigate the ethical experiences of mental health practitioners providing SOTP in criminal justice settings. Semi-structured phone interviews were conducted with six professionally licensed or certified practitioners who were currently providing (or had recently provided) SOTP in criminal justice settings. Analysis of the data revealed thirty codes and six prevailing themes: unexpected entrance into the field of SOTP; ethical limits; role incongruence; competing obligations; imbalance between rehabilitation and community safety; and line of demarcation (“the line”). The essence of participant experiences was determined to be: who is the client? Meaning, participants identified ethical experiences that at their core indicated difficulty identifying to whom ethical obligations were owed. A model depicting the process of ethical experiences described by participants providing SOTP in criminal justice settings is offered. Future research questions and potential, related research projects are described. Implications for practice, counselor preparation, and research are summarized. The results of the present study may provide greater insight into a subject with limited research, while providing information for practitioners that may aid their ability to navigate complex ethical situations.

The purpose of this research was to analyze the effectiveness of psychotherapy for individuals diagnosed with schizophrenia spectrum disorders who reside in community residential settings. The present body of literature did not address the utility of psychotherapy treatment for this population. A key area of focus for this research was whether psychotherapy has an impact on psychiatric hospitalization rates for the target population. An additional research question was whether significant differences exist in psychiatric hospitalization rates between males and females for the target population. Data analyses were conducted using archival data from the Blossom Hill Corporation and Sunrise Farm Corporation in the State of Minnesota. Research questions were analyzed with a 2x2 factorial analysis of variance (ANOVA). Results indicated no significant differences in hospitalization rates for individuals in the target population who received psychotherapy (n = 60) compared to those who did not (n = 76). Hospitalization rates also did not differ between gender in psychotherapy treatment response for individuals diagnosed with schizophrenia spectrum disorders in community residential settings. This study has implications for social change because it informs community residential providers in Minnesota serving individuals in the target population about the impact of psychotherapy on reducing psychiatric hospitalizations. Social change is further affected by providing data about how psychotherapy and theory can be used to better treat and understand the target population's mental health stability.

Traumatic death survivors are an at-risk population that could benefit from social work interventions. This action research study explored social work perspectives on crisis practice with traumatic death survivors in acute medical settings. The research questions focused on whether early crisis interventions by social workers would benefit traumatic death survivors, which interventions were recommended in crisis practice with this population, the potential effects of repeated trauma exposure on the social workers providing the crisis interventions, and recommendations to manage this professional exposure to trauma. The purpose of the study was to explore social work perspectives on potential benefits of crisis interventions with traumatic death survivors and potential effects of crisis practice on the social workers providing the services. Crisis theory and family systems theory informed the study. Participants were selected from a convenience sample of licensed social workers, and data were collected in 1 focus group and 3 in-depth interviews. Data were analyzed using descriptive and thematic analysis. Findings supported the benefits of social work crisis interventions for traumatic death survivors and the need for self-care, self-awareness, and support to reduce the risks of negative effects of crisis practice on social workers. Specific crisis interventions recommended for practice include the roles of advocate and guide, grief support, viewing of the body, and explanation of next steps. An increase in knowledge and recommendations for future practice based on study findings might promote positive social change by raising awareness about the problem and improving social work practice with traumatic death survivors.

Described in this thesis is research that examined the influence of courtroom symbolism on jurors' ability to focus on the evidence presented in a criminal trial. This research is unique as participants were 'real' jurors who had, at the time of participation in the research, recently completed deliberations on a District Court trial. To date no other research has explored the interaction between symbolism in the courtroom and the juror experience. The broad research question examined in this research was: Do symbolic elements in the courtroom environment draw juror attention away from the evidence being presented?. Three theories drawn from environmental psychology were utilised in this research (i.e., environmental uncertainty theory, environmental arousal theory and environmental load theory). Additionally, Rapoport's (1983, 1990) theory, which was drawn from the architectural field of knowledge, was utilised. Rapoport's theory facilitated the measurement of symbolism in the form of environmental cues found in the courtroom. To address the broad research question, eight subordinate research questions were formulated those being: (1) Do trait anxiety and court related factors influence the amount of attention jurors pay to the elements of the courtroom environment?, (2) Do trait anxiety and court related factors influence the effect on jurors of the attention they paid to the elements of the courtroom environment?, (3) Do trait anxiety and court related factors influence the sense of stress or arousal in jurors?, (4) Is there an association between attention paid by jurors to the environmental cues found in the courtroom, their ability to perform their role as a juror and their sense of appreciation for the function of the law?, (5) Is there an association between attention paid by jurors to the environmental cues in the courtroom and a state of elevated stress?, (6) Does the amount of attention paid by jurors to environmental cues found in the courtroom diminish over time?, (7) Does the effect on jurors of the attention they paid to the environmental cues in the courtroom diminish over time? and, (8) Does the amount of stress jurors experience diminish over time?. The eight research questions were addressed in two studies. The first involved a survey of jurors who had completed deliberations in District Court trials in Brisbane and Cairns during the period 19th July, 2001 and 18th July, 2002 (N=192). This study examined the amount of attention jurors paid to four elements of the courtroom environment (i.e., the courtroom design, the appearance and behaviour of court officials, the appearance and behaviour of those associated with the offence and the task of being a juror). Also examined in this study was the influence on jurors of the attention they paid to the elements of the courtroom environment. Juror experience of state anxiety as measured by the State Trait Anxiety Inventory [STAI] (Spielberger, 1983) was also examined. Additionally, the influence of trait anxiety as measured by the STAI (Spielberger, 1983) and court related factors (i.e., location of trial, prior jury experience, nature of the offence and length of trial) on the juror experience was examined. Two time frames were examined (i.e., initial contact with the courtroom and midpoint of juror experience) which allowed the examination of the influence of time on the juror experience. Interviews with jurors who had completed the survey (N=19) comprised the second study. This study allowed jurors to describe their experience on a jury from a more personal perspective. The elements of the juror experience that distracted and reinforced their ability to focus on the evidence and facilitated a sense of appreciation for the function of the law were discussed. Also discussed were the elements of the juror experience that caused jurors to experience anxiety. Overall, the findings of this research indicated that although symbolism in the courtroom was linked to juror anxiety, this was positive and facilitated juror attention to the evidence and a sense of respect for the criminal justice system. That anxiety experienced by jurors facilitated their focus on the evidence is consistent with environmental arousal theory in that for optimum performance one must experience a certain level of arousal. Also confirmed by the findings of this research is environmental load theory, an element of which predicts that jurors will be task driven when experiencing environmental load. That these two theories are linked by an underlying construct is evidenced by the findings of this research. These findings open up possibilities for future theoretical research using environmental arousal theory and environmental load theory. The findings of this research also suggest that jurors found the symbolism in the courtroom environment distracting and that some elements of the juror experience were onerous and stressful. However, previous experience in the courtroom and lower trait anxiety moderated these factors. Consequently, consistent with the results of this research courts might benefit from implementing an orientation program for prospective jurors such that they are familiarised with the courtroom environment. Such a program would moderate any distress experienced by jurors. In the context of such adjustments by the courts, the influence of symbolism in the courtroom are considered beneficial to the juror experience and there is no need for the courts to alter the courtroom setting or robing practices of lawyers.

<p>An increasing amount of technology in cars makes new ideas and solutions necessary. This study will explore the idea of a personalized driver environment and investigate possible benefits and drawbacks with such a feature. The study consists of three parts: a pre-study exploring personalization, a survey investigating the attitudes towards personal settings, and finally an interview testing a specific solution. The survey was distributed in USA and Sweden while the interviews were conducted with Swedish subjects.</p><p>Overall, the concept of a personalized car has been well received. This study has shown that the most requested settings are associated with the driver position, hi-fi system and climate. The study also suggests that feeling in control of the personalization is more important than the benefits associated with automation. The user prefers visible solutions, such as a personal button on the key before hidden (e.g. using a button sequence or a menu system). Such a button promotes the feature while allowing the user to interact with the car in a familiar way. However, since little real user experience exists with such solutions it is important to continue research when further developing personalization of a car.</p>

The efficiency of human visual information processing is supported by numerous attentional resources. These resources ensure that behaviourally relevant information within visual scenes is selected for detailed processing, while behaviourally irrelevant information is ignored. One of these attentional resources—reflexive visuospatial attention—operates by prioritising locations in visual space in response to the appearance of salient stimuli. The purpose of the present dissertation was to examine how this type of attention contributes to the efficiency of visual processing by asking: How is processing altered for information presented at the location of attention? To develop some initial evidence of the stage of processing affected by reflexive visuospatial attention, Chapters 1 to 6 assessed whether this attentional resource is related to four other stimulus-driven effects that are each associated with a specific stage of visual processing: identity processing, object filtering, visual working memory (VWM), and response generation. Based on the observation that only the stimulus-driven effects on VWM are related to reflexive visuospatial attention (i.e., only those effects were contingent on attentional control settings), a VWM model of reflexive visuospatial attention was proposed in Chapter 7, and tested in Chapters 8 to 11. According to this model, reflexive visuospatial attention alters visual processing by triggering VWM to update. Thus, the effect of reflexive visuospatial attention is to speed the encoding of attended information into VWM. As a result, this information is more likely than unattended information to bias our behaviour, in particular those behaviours that depend on VWM. Further, by biasing VWM, reflexive visuospatial attention can interact with other attentional resources that have also been associated with VWM. In this way, these attentional resources can coordinate in optimising the process of selection, thus, contributing to the efficiency of the human visual system.

Acts of “passing” inform the plots of Zoë Wicomb’s Playing in the Light and Nella Larsen’s Passing. Examples of contemporary South African fiction and Harlem Renaissance fiction respectively, these texts explore racial passing and its correlative, social passing. Social passing includes enactment of social relationships, responds to class anxieties, and requires repression of emotions as participating characters attempt to fix their performed roles into permanent identities. At issue are the texts’ multiple enactments of passing with special interest paid to these acts’ constitutive theatricality. Characters perform within narrative settings, locations subsequently deconstructed exposing both implicit and explicit theatrical functions. Threshold spaces of doors and windows form frames within settings, focusing the audience’s gaze and simultaneously creating and dismantling private and public places to reconstitute them as theater. This study culminates in reflections on the tension between the relative freedom and containment of characters that pass.