<p dir="ltr">This dissertation explores intrapersonal and interpersonal conflicts that result from differing axiological stances. A stance is one’s orientation towards a subject and one’s axiological stance is one’s orientation towards what they take to be valuable. An axiological stance also influences how one responds to practical reasons. Stances currently enjoy some attention in epistemology and the philosophy of science, but I provide a novel treatment of stances in the practical domain. Comprised of three chapters, this dissertation explores the psychological and normative contributions of one’s stances in normative ethics, then extends this work to the philosophy of religion. In chapter one, I unpack the psychological contribution of axiological stances. I introduce the concept of an axiological stance in the context of the debate surrounding “hard choices,” arguing that an intrapersonal conflict of axiological stances explains the characteristic difficulty of hard choices. In chapter two, I explore the normative side of axiological stances, drawing from Peter Winch. While Winch has been associated with various forms of relativism, I suggest that he is better understood as defending a moral analog to epistemic permissivism. In this chapter, I suggest that a plausible version of his view is an axiological stance permissivism where an axiological stance can modify the weights of one’s normative reasons. Lastly, in chapter three, I address aspects of God’s practical life that may comprise an axiological stance. The normative import of these aspects, I argue, provide a model of God’s practical life that is not objectionably robotic. On such a model, God has some control over what his weightiest reasons are.</p>

This study explores aspects of the theoretical basis of Louise M. Rosenblatt's transactional theory of reading and its focus on the reader's efferent and aesthetic stances during transaction with nonfiction and fiction. The study explores the following questions: Does genre (nonfiction or fiction) influence the reader's response to a literarytext? Does a reader's process of reading change during a nonfictional reading compared to a fictional one? Are there certain factors that persuade a reader to view a nonfictional piece of writing differently than a fictional one? To examine these questions and to ensure the validity of the study, I wrote a story titled "The Exit" and presented the writing to three freshman English classes, first as nonfiction and then during the next class period as fiction. I chose to follow Rosenblatt's class procedure: an initial reading with free responses, an interchange of ideas, and then a rereading of the same text. For research purposes I needed bulk written and verbal responses to compare and contrast. This three-day immersion in nonfiction and fiction reflections produced sufficient data to analyze: (1) written free responses from the initial reading of the text as nonfiction; (2) recorded audio tapes of their small groups, responding to five inquiry questions regarding the nonfiction text; (3) written individual take-home responses to the same five inquiry questions; (4) written free responses from the second reading of the text as fiction; (5) recorded audio tapes of the small group discussions on their nonfiction and fiction responses; and (6) recorded audio tapes of the entire class reflections on the responses to reading the story as both nonfiction and fiction. During this expedition I kept a journal of each day's events so that as my students and I experienced this exploration together, I could capture what we all were feeling and thinking as it was actually happening. Although the students were unaware of genre influence until the third-day class reflection, there were distinct differences in student responses to nonfiction and fiction. These students predominately read nonfiction aesthetically and fiction efferently. In this study with these students, genre did influence the reader's response; the reader's process of reading did change during the nonfictional reading compared to a fictional one; and there were certain factors which persuaded the reader to view the nonfictional piece of writing differently than the fictional one. The contrast and comparison of the students' responses to nonfiction and fiction are shown in a detailed Venn diagram. In addition, I have included an extensive essay titled "The Transactional Dance: Louise Rosenblatt's Presence in the History of Literary Criticism." Her transactional theory of reading transcends time and continues to invite research. / Ed. D.

L'analyse biomécanique du geste sportif vise à mieux comprendre les mécanismes de la performance, en vue de l'améliorer tout en limitant le risque de blessures. Dans le sport de haut niveau, les appuis constituent une des clés de la performance. Couramment utilisée pour l'analyse de la marche, la dynamique inverse permet de quantifier les actions inter-segmentaires, potentiellement traumatiques, au cours du mouvement. Cette méthode comporte toutefois certains biais, dont deux peuvent être particulièrement importants au cours de mouvements sportifs à fortes accélérations : l'artefact des tissus mous et la précision du torseur dynamique. Ce travail a pour premier objectif de proposer des adaptations méthodologiques pour l'analyse par dynamique inverse d'appuis sportifs. D'abord, l'intérêt de la méthode des « centres articulaires moyens », basée sur l'utilisation de clusters rigides, est montré pour l'acquisition de la cinématique segmentaire. Ensuite, l'influence de la fréquence d'échantillonnage et de la méthode de dérivation discrète sur le calcul des accélérations est évaluée. Enfin, la validation d'un modèle volumique personnalisé permettant une meilleure estimation des paramètres inertiels que les modèles proportionnels couramment utilisés est présentée. Le second objectif de ce travail consiste en l'application des méthodes ainsi développées à l'analyse du comportement mécanique de la cheville au cours de sauts de type pliométrique et à l'évaluation personnalisée du risque de blessures du membre inférieur chez des athlètes d'élite en kungfu wushu. Ces analyses seront faites en parallèle de la mesure de caractéristiques spécifiques de l'athlète, telles que l'amplitude articulaire de la cheville et les modules d'élasticité de différentes structures du triceps sural obtenus par élastographie. Les perspectives pour l'application à l'entraînement seront abordées, en termes d'évolution des pratiques et de prévention personnalisée des blessures. / Sports biomechanics aims at better understanding performance mechanisms, to improve them while limiting injury risk. At elite level, stances are a key aspect of performance. Often used in gait analysis, inverse dynamics enables quantification of mechanical actions during motion. However, there are some limits to this method, two of which can become important when studying sports stances: soft tissue artifact and accuracy of dynamic wrenches. The first objective of this work is to propose methodological adaptations for inverse dynamics analysis of sports stances. Firstly, the benefit of the “mean joint centers” method, based on the use of rigid clusters, is shown for segment kinematics acquisition. Secondly, the influences of the sampling frequency and the differentiation method on the calculation of accelerations are evaluated. Thirdly, the validation of a personalized volumetric model enabling better estimation of segment inertial parameters than common proportional models is presented. The second objective of this work is the application of the methods proposed to the analysis of the ankle joint mechanical behavior during plyometric jumps, and to personalized evaluation of the lower limb injury risk in elite wushu athletes. These analyses have been performed in parallel to specific measures of athletes' characteristics, such as the ankle range of motion and the shear modulii of different structures of the triceps surae, using shear wave elastography. Perspectives for training application will be discussed, to address the evolution of training habits and personalized injury prevention.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-01-11T17:25:15Z No. of bitstreams: 1 rodrigodasilvacerqueira.pdf: 1861404 bytes, checksum: d367962dff6dd66c47914f4a9ad0e74e (MD5) / Approved for entry into archive by Diamantino Mayra (mayra.diamantino@ufjf.edu.br) on 2017-01-31T11:18:24Z (GMT) No. of bitstreams: 1 rodrigodasilvacerqueira.pdf: 1861404 bytes, checksum: d367962dff6dd66c47914f4a9ad0e74e (MD5) / Made available in DSpace on 2017-01-31T11:18:24Z (GMT). No. of bitstreams: 1 rodrigodasilvacerqueira.pdf: 1861404 bytes, checksum: d367962dff6dd66c47914f4a9ad0e74e (MD5) Previous issue date: 2016-09-30 / O presente trabalho objetiva analisar as movimentações de Luiz Ruffato no campo literário brasileiro, norteando-se pela maneira como o escritor situa nesse espaço o Inferno provisório, conjunto de livros por ele publicado entre 2005 e 2011. O que se pretende aqui é um estudo de trajetória, a fim de que se possa esmiuçar as tomadas de posição do escritor no campo literário em que ele se insere e no qual tenta instituir uma posição particular. O trabalho dividir-se-á em cinco capítulos. No primeiro, buscamos averiguar o processo de formação do escritor, investigando como se dá a incorporação de certos habitus e a possível transformação desses em prática artística. Para isso, analisamos relatos em tons autobiográficos com que Ruffato se insere no campo, textos públicos (entrevistas e depoimentos) através dos quais o autor se posiciona, construindo para si uma autoimagem sobre cujas características básicas refletiremos. Pesam também nesse estudo sobre a formação de Luiz Ruffato como escritor as primeiras incursões literárias profissionais, tímidos passos no campo literário, mas que já revelam procedimentos e posicionamentos a serem potencializadas em momentos futuros de sua trajetória. No segundo capítulo, buscaremos compreender como se dá o início da trajetória profissional do autor, analisando seus três primeiros livros. Neste capítulo em especial, interessar-nos-á as estratégias adotadas pelo autor para inserir suas obras, as relações e aproximações com séries literárias várias que ele vai facultando a fim de criar para si uma posição particular, a maneira como o produtor movimenta-se no campo. O terceiro capítulo já estabelece o estudo em diálogo com o Inferno provisório. Nele, o mesmo tipo de análise desenvolvido no segundo capítulo é agora articulado à pentalogia desenvolvida pelo autor entre 2005 e 2011. Analisamos, sobretudo, a presença desse projeto literário em textos públicos que datam do fim da década de 1990, sopesando seus traços mais marcantes, seus desvios de rota e a relação entre tais movimentos e os lugares que o escritor vai ocupando no campo de produção. Já os dois últimos capítulos desta tese objetivam analisar os movimentos de Luiz Ruffato na própria escrita do Inferno provisório. Lendo os cinco volumes da pentalogia, buscamos averiguar se há possibilidade de a escrita conservar traços de outras tomadas de posição do escritor, o trânsito que ele estabelece no campo literário, a autoimagem que vai construindo para si e o lugar específico que tenta criar para seu nome. / The current task aims to analyze how Luiz Ruffato moves himself at Brazilian’s literary field studying how the writer situates Inferno provisório, books set released by the author between 2005 and 2011, in this space. What is intended here is an study about a writer’s trajectory, in order to read his stances and a particular position that he tries to institute. The task is divided in five chapters. In the first one, we seek to ascertain the writer’s formation process, investigating his incorporation of habitus and its possible formulation on artistic practices. For doing this, we analyze autobiographical reports with which Ruffato inserts himself on the literary field, public texts (interviews and statements) through which the author establishes a position; building a self image on whose basic characteristics we shall reflect. It’s also important for the study about Ruffato’s formation process, his first literary experiments, first steps on the literary field that, however, reveals procedures and position that will be potentiated in future moments. On the second chapter, we’ll try to understand the beginning of Ruffato’s professional trajectory analyzing his first three books. On this chapter, the strategies that the author adopts do insert his work on the literary field interest us, the relations and approximations with literary series that he provides in order to create a singular position, how the author build movementes. The third chapter establishes a relation with Inferno provisório. In this point, our goal is to maintain the type of analysis present in the second chapter, but now with the set of books published between 2005 and 2011. About everything, we analyze the presence of the project in public texts in the late 1990’s, positioning its remarkable features, detours and the places that the author occupies in the production field. The last two chapters search to reveal Ruffato´s movements in Inferno provisório’s writing. Reading the five volumes of the set we try to ascertain if there is a possibility for the literary writing to be considered as a carrier of author’s positioning, the place that he tries to occupy on literary field, the self image that he builds to conclude this objective.

Paul Yorck von Wartenburgs Auffassung von Geschichtlichkeit Abstract The aim of this research is to examine the conception of historicity [Geschichtlichkeit] of the count Paul Yorck von Wartenburg - who is perhaps better known for his friendship with Wilhelm Dilthey. The recuperation and investigation of Yorck's arguments takes place in the context of his rejection of metaphysical and positivist models as well as from his constant intellectual exchange with Dilthey. The focus of the present analysis is Yorck's concept of person, strongly influenced by Christian doctrine, as well as his psychology of history: here we will identify how the author understands historical reality and the dependency between attitudes of consciousness [Bewusstseinsstellungen] and the context of life. Adjacent concepts ofYorck's conception of historicity, such as syndesmos (historical connection between people), "aliveness" or life [Lebendigkeit], totality [Totalität] and the human being in its entirety [Ganzer Mensch], are also examined in order to better understand Yorck's notion of historicity and its divergences to Dilthey's approach to the humanities. These observations allow us to identify some of the ways in which the relation between philosophy and history has been thought. Keywords: Paul Yorck von Wartenburg; Historicity...

Delad uppmärksamhet och affective stances är viktiga sociala verktyg och fundamentala moment vid barn–barn-interaktion. Syftet med den genomförda studien var att undersöka hur femåringar använder sig av och bemöter samtalsturer innehållande uppmärksamhetssökande språkliga praktiker under fri lek, samt hur de modifierar dessa samtalsturer för att presentera förhöjda affective stances. För att uppnå studiens syfte observerades och transkriberades videomaterial som skildrar barn i femårsåldern som leker i par om två. Innehållet i detta transkriberade material studerades på två vis. Först räknades antalet förekomster av uppmärksamhetssökande språkliga praktiker och uppmärksamhetssökande samtalsturer samt de olika sorters responser som barnen gav på dessa. Sedan utfördes en multimodal interaktionsanalys på särskilt intressanta sekvenser ur materialet. Studiens resultat visade att barnen i huvudsak använde sig av vokativer och ”kolla på”-direktiv för att rikta sina lekkamraters uppmärksamhet, medan ingressiver och diskurspartiklar med appellerande moment var minst vanligt förekommande. Den vanligaste formen av respons på barnens uppmärksamhetssökande samtalsturer var kortfattade, minimala responser, medan utvecklade responser var minst vanliga. När det kommer till hur barnen modifierade sina uppmärksamhetssökande yttranden för att presentera förhöjda affective stances visade det sig att de i samtliga fall använde sig av hög tonhöjd och hög röststyrka, och i varierande utsträckning använde resurser som leenden, blickriktning, förlängningar, stigande intonation, betoning, hastighet, pauser och interjektioner. Framtida forskning på ämnet kan med fördel titta närmare på hur användningen av uppmärksamhetssökande språkliga praktiker och affective stances skiljer sig åt mellan barn i olika åldrar och vuxna, samt vilken roll kön och personlighetstyp spelar vid barns val av uppmärksamhetssökande strategier.

Denna avhandling handlar om en förberedelseklass med elever (7-10 år) som har ett annat hemspråk än svenska (arabiska, kurdiska, thailändska). Utifrån empiri som samlats in genom videoinspelningar och observationer under ett års tid i en förberedelseklass studeras elevernas deltagande och språkinlärning i det dagliga klassrumsarbetet. I studien kombineras språksocialisationsteorier med en konversationsanalytisk ansats som bygger på detaljerade transkriptioner och analyser av interaktionen. Mer specifikt studeras elevernas kommunikativa praktiker såsom de utvecklas i klassrummets interaktionella ekologi och på ett sätt som situerar elevernas svenska språkutveckling inom ramen för deras konkreta klassrumserfarenheter. Tre återkommande kommunikativa praktiker identifieras och analyseras ingående: (1) påkallande av uppmärksamhet; (2) självselektioner till talturer i flerpartsamtal; (3) språklek och metapragmatisk lek. Resultaten presenteras i fyra studier. Den första artikeln fokuserar på hur eleverna påkallar lärarens uppmärksamhet under individuellt arbete. Studien visar hur de uppgraderar sina försök att försäkra sig om lärarens uppmärksamhet genom att använda både verbala och icke-verbala resurser, inklusive affektiva markeringar och klassrumsartefakter. I den andra studien analyseras elevernas självselektioner i lärarledda samtal ur ett longitudinellt perspektiv. I artikeln framkommer hur deltagandet i dessa aktiviteter är intimt relaterat till språkliga och interaktionella kompetenser med konsekvenser för elevens ’identitet’ i klassrumsgemenskapen. I den tredje studien utforskas barnens metapragmatiska lekar. Studien visar hur de skapar skämtsamma episoder i vilka de överträder lokala normer för språkbruk. I den fjärde studien analyseras slutligen barnens spontana språklekar, vilka kan ta formen av egeninitierade ’språklektioner’, ett gemensamt utforskande av språklig form och mening, som även innefattar något av ett offentligt framträdande för kamratgruppen. Sammantaget, visar studierna olika aspekter av informellt lärande i ett klassrum och lyfter fram praktiker som hitintills ofta förbigåtts i forskning om andraspråkslärande. / The present thesis investigates L2 learners’ participation and language learning in a Swedish immersion classroom (ages 7-10). The data consist of video recordings and observations of classroom (and recess) activities, during one school year. Methodologically, the present thesis combines insights from language socialization with detailed transcriptions and analysis, inspired by conversation analytic approaches. More specifically, the learners’ communicative practices are studied as they emerge in the interactional ecology of a specific classroom, situating Swedish language (L2) development within the concrete classroom experiences of the learner. Three communicative practices were recurrently identified in the children’s classroom repertoires: (i) summonses; (ii) self-selections; (iii) language play, including metapragmatic play. The findings are documented in four studies. The first article focuses on how L2 novices solicit the teacher’s attention during individual seatwork. It illustrates how the novices upgraded their attempts to secure the teacher’s attention by employing multimodally structured summons turns, involving affective stances and displays of classroom artefacts. In the second study, an L2 novice’s self-selections in teacher-fronted (conversational) activities are analysed in a longitudinal perspective, showing how participation in such activities was related to language, and interactional skills, that were consequential for ‘learner’ identity in the classroom community. The third study explores the children’s metapragmatic play and demonstrates how they created joking episodes, involving transgressions from local classroom norms. Finally, the fourth study analyses children’s spontaneous form-focused language play. It demonstrates that such playful episodes and transgressions from ‘correct’ language form recurrently evolved into spontaneous peer-run ‘language lessons’; a form of aesthetic explorations of language form and meaning, involving multiparty public performances. As a whole, the present studies illuminate different aspects of informal learning in language classrooms, highlighting practices that have largely escaped systematic attention in much prior work on second language acquisition.