Systems Engineering methodology applied to the development of an In Situ Propellant Production system in Mars.

<p>Poetičko dejstvo mesta predstavlja oblik delovanja prostora koji u čoveku proizvodi doživljaj. Ovaj fenomen je predstavljen iz potrebe da objasni suštinu i prirodu arhitektonskog prostora kao i način na koji prostor vrši dejstvo. Osnovna problemska i istraživačka tema ovog rada jeste uzročno-posledična veza između fizičkog prostora i mesta, koja se zasniva na dijaloškom procesu usled kog je moguće postići da čovek doživi određeno &bdquo;poetičko stanje&ldquo;.</p> / <p>Poetic place influence is a manner in which space causes a man to have an experience. This phenomenon is introduced in order to explain the essence and nature of architectural space, as well as the manner in which the space produces this effect. The main problem and research subject of the work is cause and effect between physiscal space and place, grounded on dilagoue process which enables a man to experience certain &rsquo;poetic state&rsquo;.</p>

Discovery of the linear perspective of the Renaissance is momentous in terms of the appearance of a new &ldquo / way of seeing&rdquo / that is central to the &ldquo / subject&rdquo / and emergence of a &ldquo / subjective&rdquo / &ldquo / way of representing&rdquo / the world. With the assumption that &ldquo / perspective&rdquo / is a cultural constituent of the &ldquo / Renaissance paradigm&rdquo / that generates the representational notions of art and architecture, perspective is considered as a &ldquo / convention&rdquo / and a &ldquo / mode of representation&rdquo / that has been influential until the &ldquo / paradigm shifts&rdquo / in the nineteenth and twentieth century. With the influx of the modernist avant-gardes, &ldquo / subjective&rdquo / linear perspective is replaced with the &ldquo / instruments&rdquo / of the new paradigm, and &ldquo / parallel projection&rdquo / becomes the mere tool for the representation and production of art and architecture introducing a new &ldquo / objective&rdquo / structure. The aim of this study is to reawaken and reconsider perspective through the &ldquo / conventions&rdquo / and the &ldquo / aberrations&rdquo / it reproduces. In this context, the course in the curriculum of METU Department of Architecture entitled Arch524 Architecture and Different Modes of Representation is covered as a &ldquo / pretext&rdquo / for this study. The theoretical framework and the structure of the course has a great impact on this study, since the course reconsider Renaissance perspective and its architectural production in a new context / within the modern architectural space of METU Faculty of Architecture Building. Following the traces of the selective works from the final exhibitions of the course, creating &ldquo / illusionistic spaces,&rdquo / and recalling the subject &ldquo / participation,&rdquo / it is questioned how perspective is &ldquo / exhibited&rdquo / and how the architectural space is reproduced.

A GIRL, forced to marry her father after he sees her playing in his dead wife’s wedding gown, runs away wearing five dresses. Four dresses are of silk and they are beautiful. The last dress is of wood. It is in this dress that the girl escapes, throwing herself into the river to float away. A prince saves the girl but treats her badly, for she wears an ugly wood frock. Her suffering is eased at night when the girl takes off the wood dress and dances in her silk ones. The prince discovers the girl in the silk dresses and falls in love. They live happily ever after. This thesis is based on a fairy tale in which a girl’s life is changed by what she wears. In Fair Maiden Wood clothing is a means to identity. Costume is what identifies this girl as her father’s new bride, and it reveals to the shallow prince who his true love is. It is through clothing that we identify the fairy tale. But more significantly, it is through clothing that the girl experiences the outside world. The girl lives through her wood frock – it is the vessel by which she escapes the threat of incest, it is the prison that disguises her beauty from the prince; it is her armor, her cage, her temporary home. The wood frock becomes the girl’s first architecture, protecting and sheltering the girl in the most intimate manner, controlling her most immediate environment. But its role is not limited to enclosure; the wood dress also changes the girl’s experience of her surroundings, extending her bodily influence while also constraining it. The wood dress dictates how the girl moves, how much space she needs, how others see her, and how they treat her. It is an environment, elusively defined by the dialogue between her moving body and the surface of the wood shell surrounding her, which changes the girl’s quality of existence. In this in-between silhouette is a most potent, and poetic, form of architecture. In my thesis I continue the story of the girl in the wood frock through the design of three of her five gowns. The gowns reference the work of designers such as Cristobal Balenciaga or Issey Miyake whose clothes, by virtue of their construction and materiality, affect wearer and observer in startling and profound fashion. Their garments show a symbiotic relationship between body and shell, where the shell is not simply a passive enclosure but a responsive and independent extension of the body. My dresses are made with this symbiosis in mind, and I use their (painstaking) construction in order to propose that in clothing is the potential to create spatial environments that change fundamental perceptions by filtering and extending the wearer’s experience of the world and her effect on it. These dresses and the spaces they create are unique. They are not costumes of the everyday, used to suppress sensation in order to function; instead they are of the special day, when the girl seeks to be stimulated, enlightened, and also saved. They are dresses of heightened awareness, integrating both sense and action within their shifting boundaries, shaping a dynamic, albeit fleeting, architecture.

A GIRL, forced to marry her father after he sees her playing in his dead wife???s wedding gown, runs away wearing five dresses. Four dresses are of silk and they are beautiful. The last dress is of wood. It is in this dress that the girl escapes, throwing herself into the river to float away. A prince saves the girl but treats her badly, for she wears an ugly wood frock. Her suffering is eased at night when the girl takes off the wood dress and dances in her silk ones. The prince discovers the girl in the silk dresses and falls in love. They live happily ever after. This thesis is based on a fairy tale in which a girl???s life is changed by what she wears. In Fair Maiden Wood clothing is a means to identity. Costume is what identifies this girl as her father???s new bride, and it reveals to the shallow prince who his true love is. It is through clothing that we identify the fairy tale. But more significantly, it is through clothing that the girl experiences the outside world. The girl lives through her wood frock ??? it is the vessel by which she escapes the threat of incest, it is the prison that disguises her beauty from the prince; it is her armor, her cage, her temporary home. The wood frock becomes the girl???s first architecture, protecting and sheltering the girl in the most intimate manner, controlling her most immediate environment. But its role is not limited to enclosure; the wood dress also changes the girl???s experience of her surroundings, extending her bodily influence while also constraining it. The wood dress dictates how the girl moves, how much space she needs, how others see her, and how they treat her. It is an environment, elusively defined by the dialogue between her moving body and the surface of the wood shell surrounding her, which changes the girl???s quality of existence. In this in-between silhouette is a most potent, and poetic, form of architecture. In my thesis I continue the story of the girl in the wood frock through the design of three of her five gowns. The gowns reference the work of designers such as Cristobal Balenciaga or Issey Miyake whose clothes, by virtue of their construction and materiality, affect wearer and observer in startling and profound fashion. Their garments show a symbiotic relationship between body and shell, where the shell is not simply a passive enclosure but a responsive and independent extension of the body. My dresses are made with this symbiosis in mind, and I use their (painstaking) construction in order to propose that in clothing is the potential to create spatial environments that change fundamental perceptions by filtering and extending the wearer???s experience of the world and her effect on it. These dresses and the spaces they create are unique. They are not costumes of the everyday, used to suppress sensation in order to function; instead they are of the special day, when the girl seeks to be stimulated, enlightened, and also saved. They are dresses of heightened awareness, integrating both sense and action within their shifting boundaries, shaping a dynamic, albeit fleeting, architecture.

19 Dec 2004. / Published through the Information Bridge: DOE Scientific and Technical Information. "IS-T 2626" Daniel Bryan Gazda. 12/19/2004. Report is also available in paper and microfiche from NTIS.

Thesis (M.A.)--University of Western Ontario, 1999. / Includes bibliographical references (leaves 112-115).

Univ., Diss.--Tübingen, 2000. / Literaturverz. S. 370 - 392.

O que fazem profissionais de educação numa produção televisiva? Nesta pesquisa, por meio de 'conversas' com praticantespensantes que atuam em produção de TV, e no uso de outros documentos (programas editados, argumentos, textos e roteiros), busco responder a essa pergunta e compreender as redes de conhecimentos e significações relativas aos espaçostempos de ação desses profissionais, entendidos como entre-lugares de educação e comunicação. A pesquisa, na perspectiva dos estudos com os cotidianos, se articula ao GRPESQ Currículo, redes educativas e imagens, do Laboratório Educação e Imagem/ProPEd/UERJ, e busca apoio em conversas/narrativas com/de professores que trabalharam/trabalham em televisão em especial, no programa Salto para o Futuro integrando a equipe de educação da TV Escola (MEC), ou atuando como consultores de séries temáticas. Sobre o assunto, também foram ouvidos responsáveis pela assessoria pedagógica dos canais Encuentro e Pakapaka, na Argentina, em doutorado-sanduíche, com o apoio da Capes. Como fundamentação teórica, além de pesquisas com os cotidianos, a partir de textos de Michel de Certeau, de Nilda Alves e de Inês Barbosa de Oliveira, dos quais emergem algumas das noções que permeiam essa investigação, ressalto a contribuição de autores da sociologia, como Pierre Bourdieu e Boaventura de Sousa Santos e, ainda, de represe ntantes dos chamados estudos culturais, entre eles Jesús Martín-Barbero, Nestor Canclini, Stuart Hall, Homi Bhabha entre outros. A questão do outro, da alteridade, que permeia a tese, em sua tessitura com narrativas e imagens, busca inspiração também nos escritos e em conversas com Carlos Skliar e nos textos de Jorge Larrosa. As conclusões possíveis destacam a importância das ações desses profissionais (professores) nesses espaçostempos televisivos. / What do professionals in education do in a television production? This research is an attempt to answer this question not only through conversations with the practitioners engaged in television production but also through sources such as edited programmes, arguments , texts and scripts. In doing so, I intend to understand the net of knowledge and meanings related to the so called space-times of action (here understood as an in-between place belonging to both education and communication fields) of these professionals. This work, under the perspective of everyday life studies, is aligned with the research group entitled Curriculum, educational networks and images, from the Education and Image Laboratory of the post graduation program in Education (ProPEd) of the University of Rio de Janeiro State (UERJ). It concentrates in talks with and narratives of educators who worked and have been working either as members of TV Escola which belongs to the Ministry of Education (MEC) or consultants of a particular educational television program entitled Salto para o Futuro. The ones responsible for the pedagogical consultancy of the channels Encuentro and Pakapaka from Argentina have also been interviewed thanks to a doctorate program supported by Capes. The theoretical framework is based on the writings of Michel de Certeau, Nilda Alves and Ines Barbosa de Oliveira; besides them, the contributions of the sociological thinkers Pierre Bourdieu and Boaventura de Souza Santos as well as some representatives of cultural studies such as Jesús Martín Barbero, Nestor Canclini, Stuart Hall, Homi Bhabha, among others, have also been used. Issues about the other and alterity have found inspiration in Carlos Skliar and Jorge Larrosas texts. The possible conclusions made highlight the relevance of the actions of these professionals (teachers) in this space-time television environment

O que fazem profissionais de educação numa produção televisiva? Nesta pesquisa, por meio de 'conversas' com praticantespensantes que atuam em produção de TV, e no uso de outros documentos (programas editados, argumentos, textos e roteiros), busco responder a essa pergunta e compreender as redes de conhecimentos e significações relativas aos espaçostempos de ação desses profissionais, entendidos como entre-lugares de educação e comunicação. A pesquisa, na perspectiva dos estudos com os cotidianos, se articula ao GRPESQ Currículo, redes educativas e imagens, do Laboratório Educação e Imagem/ProPEd/UERJ, e busca apoio em conversas/narrativas com/de professores que trabalharam/trabalham em televisão em especial, no programa Salto para o Futuro integrando a equipe de educação da TV Escola (MEC), ou atuando como consultores de séries temáticas. Sobre o assunto, também foram ouvidos responsáveis pela assessoria pedagógica dos canais Encuentro e Pakapaka, na Argentina, em doutorado-sanduíche, com o apoio da Capes. Como fundamentação teórica, além de pesquisas com os cotidianos, a partir de textos de Michel de Certeau, de Nilda Alves e de Inês Barbosa de Oliveira, dos quais emergem algumas das noções que permeiam essa investigação, ressalto a contribuição de autores da sociologia, como Pierre Bourdieu e Boaventura de Sousa Santos e, ainda, de represe ntantes dos chamados estudos culturais, entre eles Jesús Martín-Barbero, Nestor Canclini, Stuart Hall, Homi Bhabha entre outros. A questão do outro, da alteridade, que permeia a tese, em sua tessitura com narrativas e imagens, busca inspiração também nos escritos e em conversas com Carlos Skliar e nos textos de Jorge Larrosa. As conclusões possíveis destacam a importância das ações desses profissionais (professores) nesses espaçostempos televisivos. / What do professionals in education do in a television production? This research is an attempt to answer this question not only through conversations with the practitioners engaged in television production but also through sources such as edited programmes, arguments , texts and scripts. In doing so, I intend to understand the net of knowledge and meanings related to the so called space-times of action (here understood as an in-between place belonging to both education and communication fields) of these professionals. This work, under the perspective of everyday life studies, is aligned with the research group entitled Curriculum, educational networks and images, from the Education and Image Laboratory of the post graduation program in Education (ProPEd) of the University of Rio de Janeiro State (UERJ). It concentrates in talks with and narratives of educators who worked and have been working either as members of TV Escola which belongs to the Ministry of Education (MEC) or consultants of a particular educational television program entitled Salto para o Futuro. The ones responsible for the pedagogical consultancy of the channels Encuentro and Pakapaka from Argentina have also been interviewed thanks to a doctorate program supported by Capes. The theoretical framework is based on the writings of Michel de Certeau, Nilda Alves and Ines Barbosa de Oliveira; besides them, the contributions of the sociological thinkers Pierre Bourdieu and Boaventura de Souza Santos as well as some representatives of cultural studies such as Jesús Martín Barbero, Nestor Canclini, Stuart Hall, Homi Bhabha, among others, have also been used. Issues about the other and alterity have found inspiration in Carlos Skliar and Jorge Larrosas texts. The possible conclusions made highlight the relevance of the actions of these professionals (teachers) in this space-time television environment