Over the last decade digital technologies have brought significant changes to classroom music, promising support for the realisation of a musical education for all students. National curricula and exam specifications continue to embed technology more deeply. While these changes increasingly impact on music classrooms, there is a growing awareness that the presence of digital technologies may not always promote meaningful compositional development, particularly at GCSE level. A ‘musical’ curriculum seeks to promote meaningful compositional development by building upon a student’s previous musical experience and by providing practical, integrated and collaborative composing experiences. Existing empirical research demonstrates that a wide range of digital technologies are used in secondary classrooms to support students’ compositional processes. When used successfully, such technologies give rise to computer- mediated environments which promote musical composing experiences. At the same time, current models of compositional development do not adequately account for the ways in which such contextual factors mediate students’ compositional development. In response to this, the current research employs a multiple case study approach to explore the ways in which two secondary music students’ compositional development proceeds when working with digital technologies. Drawing from both symbolic interactionism and activity theory as complementary theoretical lenses, students’ own views of their developing composing process are positioned in a critical and reflexive dialogue with the researcher’s own constant analysis. Tools for data collection include a novel synchronous multiple video capture technique (SMV) developed to meet the demands of the project. The methodology draws on ethnographic techniques and the framework for analysis is based on an adapted constant comparative procedure. Set in the context of a UK secondary school the thesis explores several themes which emerge from the stories of Sam and Emily, our two student cases, and which add to current understanding of compositional development with computer-mediated environments. A theoretical model is proposed which presents the process of compositional development in terms of four connections that emerge from Sam’s and Emily’s ways of working. They are: connecting in institutional space, connecting in personalised space, connecting in emancipated space and connecting in shared space. Four developmental points are offered within these spaces: a point of enabling, a point of discovery, a point of transformation and a point of connection. Each point of development is linked to a type of development which, drawing on the literature, have been given the following titles: scaffolded development, serendipitous development, computer-mediated development and creative development. Finally, the study suggests several implications for teachers and avenues for further research relating to the nature of personalised spaces, providing varied contextual opportunities, understanding computer- mediated composing and promoting student ownership.

Police officers have one of the most stressful jobs in existence. However, information pertaining to stress management programs is limited, especially within a Canadian context. Furthermore, little is known about the processes through which officers construct their perceptions of stress and stress management since the literature has mainly focused on enumerating the frequency of existing stressors. The present study addresses these limitations by conducting a content analysis of 24 in-depth interviews with officers from a law enforcement agency in Ontario. By drawing on symbolic interactionism, the present study concludes that police officers gravitate toward the “me” or the socialized aspect of the self (Goffman, 1969) when constructing their perceptions of stress and stress management in order to protect their image and avoid stigmatization. Policy implications based on these findings are presented at the end of the study, along with directions for future research.

OF PROPER CONDUCT: PRIVATE TUTORS IN STOCKHOLM AND ITS ENVIRONS 1793–1795 This paper studies private tutors in Stockholm and its environs 1793-1795 by examining work advertisements written by said tutors. It is in part a continuation of a previous study of the education market in Stockholm 1798. It utilizes Yvonne Hirdman ’s gender theory and Pierre Bourdieu’s concepts of symbolic capital to analyze differences in what male and female tutors offered to teach, how they portrayed themselves and if any social groups could be ascertained. Both qualitative and quantitative methods are used, where the quantitative method is partly influenced by the verb oriented-method from the Gender and Work (GaW) project and the qualitative method is influenced by hermeneutics. The study shows that most of the tutors were men, and of those men a majority were students, priests, educated men and officials. The female tutors did not use titles overall, but the subjects they offered to teach suggests most were in the mid- to upper mid layer of society. The French salon culture was dominating among the nobles at the end of the 18th century. This study argues that the salon culture was the cultural capital by which the tutors measured themselves. Because of their academic merits, men tended to use institutionalized cultural capital while women used only partly embodied cultural capital through their knowledge of the French language. Where men tended to use formal merits, women used a wider array of strategies. There were however a number of men who used strategies of weakness when faced with financial difficulties. Women taught mainly needlework and French, where female tutors offering to teach how to sew of clothes showed a shift from male professional tailors to female seamstresses. It is argued that Hirdman’s principle of segregation between men and women both affected the subjects the tutors were able to offer as well as the subjects they did offer.

Notre projet de recherche vise à mettre en évidence d’une part le rapport entre le « fait socialtotal » qu’est « habiter » et le sujet contemporain ; d’autre part l’articulation du projetarchitectural avec la qualité du lien social ; enfin éclairer, au delà du recours à la technique età la science, la pensée qui génère l’acte architectural et qui lui donne sa vérité.Pour cela nous aurons recours aux textes philosophiques, anciens et modernes.Les concepts de la psychanalyse, forgés par Freud et Lacan, seront mis à l’oeuvre poursoutenir nos hypothèses.Les « architectes penseurs », les historiens, les urbanistes, les anthropologues, les biologistes,seront convoqués face aux concepts de la philosophie et de la psychanalyse.Nous nous soutiendrons en particulier des écrits des architectes suivants : Le Corbusier, OscarNiemeyer, Rem Koolhaas, Robert Venturi, Peter Zumthor ; et la nouvelle génération : BjarkeIngels.Bâtir, l’Architecture, Habiter, Urbanisme (BAHU), seront analysés, liés ensemble ou séparés.Deux villes spécifiques sont choisies pour l’Urbanisme : New-York et Berlin.Parce que l’architecture est l’art le plus imposé et donc le plus partagé, nous chercherons àcomprendre ses effets réciproques avec le sujet contemporain.Enfin, si la subjectivité contemporaine est inédite, dans quelle mesure l’architecture, aucroisement de l’art et de l’utile, donne-t-elle sa spécificité au sujet contemporain ? / Our research project aims to highlight :- at one hand the connection between the "total social fact" that is to build and to live in, andthe contemporary subject- secondly the articulation of the architectural project with the quality of social bonds; thenenlight, beyond the use of the technique and science, thinking that generates the architecturalact and gives it its truth.The concepts of psychoanalysis, formed by Freud and Lacan, will set to work to support ourhypotheses. We use also philosophical texts, ancient and modern.The "architects thinkers", historians, planners, anthropologists, biologists, will be at work inside of the concepts of philosophy and psychoanalysis.We support our study in particular with the writings of architects :Le Corbusier, Oscar Niemeyer, Rem Koolhaas, Robert Venturi, Peter Zumthor ; and nextgeneration : Bjarke Ingels.Built, Architecture, Housing, Urbanism (BAHU), would be considered together andseparately. For the last, urbanism, we choice two specific cities, New York and Berlin.Because the architecture is the art the most highly essential and therefore the most shared, wewill seek to understand its mutual effects with the contemporary subject.Finals, if contemporary subjectivity is original, to what extent architecture, at the intersectionof art and useful, gives specificity to the contemporary subject?

The aim of this thesis is to provide insights into what the concept of audit quality means for a number of parties who have responsibilities for delivering, commissioning or evaluating audit quality in practice - auditors, AC members and quality inspectors concerning. It explores the influence of internal and external factors in the auditing setting on the construction of meaning of audit quality and how meaning is symbolised in practice. This research is based on an interpretive approach employing research methods of document analysis, semi-structured interviews and a survey questionnaire. Drawing on a symbolic interactionist framework, the research illustrates the process of giving meaning to audit quality in practice. The study identifies various constructs that give meaning to audit quality in practice - auditors' characteristics, firm's characteristics, compliance obligations, the content and control of audit procedures, financial statement quality and client service orientation. It also identifies acts such as asking challenging questions, professional appearance, the quality of interaction between auditor and AC, consultation and training, and objects such as documents and records as fundamental in symbolising audit quality in practice. The study also highlights the existence of possible conflicts between some of these constructs of audit quality and the potential for problems in audit quality in practice.The research reports that the audit practitioners predominantly framed their conceptions of the meaning of audit quality around four important constructs: client service, compliance obligations, the technical audit process or content, and individual auditors' characteristics. Client service is found to have a particular importance for the practitioners' meaning of audit quality. Their construction of the meaning for audit quality is influenced by interactions with other audit market constituents as well as by economic and societal forces in the auditing environment. Auditors perceptions of what quality means in practice are underpinned by factors such as the need to legitimise the conduct of the auditor, to restore trust and confidence in the public at large about the quality of audit services, to maintain profitability and the survival of the audit firm given the competitive and commercial pressures in the audit market, and to legitimise firm methodology and the resulting audit process to outside constituents.Amongst the AC members interviewed, the meaning of audit quality appears to be associated with the characteristics of individual auditors, in particular, auditors' interpersonal and behavioural skills, attributes of the audit firm (size and industry specialisation) and financial statement quality. The findings show that AC members perceptions of audit quality significantly depend on the 'relational' rather than the technical attributes of individual auditors. The quality of the financial statements also dominates the AC members' perceptions of audit quality rather than a technical interpretation of the quality of the content of the audit process. The AC members' conception of meaning for audit quality is influenced by interaction and communication with the external auditors. For the quality inspectors, the meaning of audit quality is mainly constructed in relation to the conduct or content of an audit. Therefore, the level of challenge to the management of the audit, and the sufficiency of evidence and documentation are important for constructing their perceptions of audit quality. They also ascribe considerable importance to the internal compliance-quality control applied within the audit firm the notion of audit quality. Overall, the study describes the multifaceted meaning of audit quality and how this is influenced and shaped by interactions - based on role expectations, self-image, economic and social factors - and illustrates the way in which various acts and objects are used to represent practical meaning for the abstract concept of audit quality in practice. These findings have relevance for auditors, other parties to audit engagements, policy makers and regulators concerned with the contribution of auditing to the financial reporting system and for academic researchers seeking to develop a deeper understanding of how that contribution is achieved in practice.

There has been much enthusiasm over the power of online brand communities (OBCs). Ensuring that OBCs achieve their potential, however, is a challenge. Adopting the view that an OBC is a social entity at its core, this study examines consumers’ perceptions of OBCs and how consumers manage the continuous tension between social-related and brand-related aspects of OBCs through brand-related and non-brand-related social practices. The researcher took a symbolic interactionist approach and qualitative data were collected using ethnography and in-depth interviews from OBC participants in South Korea. The study was divided into two phases: the exploratory phase and the main study. In the first stage the researcher inspected OBCs and focused on understanding the social context by investigating four OBCs in the fashion and digital camera categories. Evidence of an OBC as a virtual third place (VTP) in the consumer’s mind was revealed. A typology was developed and social practices were revealed and defined. In the main study the researcher developed the framework of brand meaning negotiation and revealed how consumers symbolically interact and negotiate brand meaning through social practices. The tension between social-related and the brand-related aspects during this process was illustrated. The key contributions of this research are as follows. Firstly, the study reveals that an OBC has a strong VTP quality, whereby consumers hate to leave. Second, the study extends our understanding of an OBC by categorising consumers’ different perceptions of OBCs according to their attachment to the brand, the OBC and other participants. Third, the study reveals underlying social practices within OBCs that show the characteristics of a collectivistic culture. The study also fills the research gap by examining the brand meaning negotiation process and suggesting a framework that shows how underlying practices link brand and social-related aspects of an OBC together, which was formerly a “black box”. Lastly, it demonstrates that social bonds, regardless of their importance for making an OBC thrive, can be a double-edged sword and should be balanced carefully with brand-related practice.

Orientador: Edison Duarte / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica / Made available in DSpace on 2018-08-07T22:56:44Z (GMT). No. of bitstreams: 1 Mauri_RenatoGaribaldi_D.pdf: 913948 bytes, checksum: fc6c142699c76b652b0af21f1d7c440e (MD5) Previous issue date: 2006 / Resumo: analisa a representação simbólica de Carl Gustav Jung, aspecto primordial da teoria junguiana, que se refere à concepção da imagem, do símbolo e dos arquétipos estudados e descritos pelo psicanalista suíço. Essa pesquisa, a interface entre a imagem corporal e a representação simbólica de Carl Gustav Jung, visa contribuir para uma análise dos dois estudos. Para abordar esse assunto, essa tese se divide em três capítulos. O primeiro capítulo enfatiza os estudos da imagem corporal e suas respectivas características, a fim de esclarecer a significância do conteúdo para o entendimento da relação entre imagem corporal com a representação simbólica. Inicialmente abordaremos um breve histórico com seus múltiplos componentes, conceitos, e implicações sobre a imagem corporal. Serão utilizados os principais autores que se dedicaram e que se dedicam ao estudo desse tema. O segundo capítulo está direcionado à representação simbólica e à definição de arquétipo, destacando os escritos de Jung para explicar o tema proposto, assim como outros autores que incluem em suas pesquisas as representações simbólicas junguianas. O terceiro capítulo enfatiza os estudos da imagem mental e da concepção do corpo, do ponto de vista de alguns autores, como: Françoise Dolto, Michel Foucault, e do neurologista Antonio Damásio. Este assunto permite a realização de um paralelo das abordagens de Jung com os autores que estudaram, e estudam, a imagem corporal. Esse último capítulo também trata do histórico do estudo da imagem mental e da concepção do corpo nos escritos de Jung, como da ¿representação mental do corpo¿ (imagem corporal). Pois são esses dois estudos (concepção da imagem mental e do corpo) que orientam as interfaces entre a imagem corporal e a representação do corpo / Abstract: This research studies body image (Mental Body Representation) and offers an analysis from the perspective of Carl Gustav Jung¿s symbolic representation. This is a key aspect of Jungian theory and refers to the conception of image, as well as symbol and archetypes, as studied and described by the Swiss psychiatrist. The interface between body image and symbolic representation, as understood by Carl Gustav Jung, aims to contribute to the analysis of both studies. To deal with this subject this research is divided in three chapters. The first chapter emphasizes body image studies and their respective perspectives. It seeks to explain the meaning of contents in order to understand the relation between body image and symbolic representation. A brief historical is presented, with its multiple components, conceits and implications regarding the theme. The second chapter addresses symbolic representation and archetypal definitions pointed out in the writings of Jung and other authors who offer research in Jungian symbolic representation. The third chapter emphasizes mental body studies and body conception according to various authors, including: Françoise Dolto, Michel Foucault and the Neurologist Antonio Damasio. This dialogue establishes a parallel between Jung¿s approaches and other related authors. The final chapter deals with the study of mental image and the concept of body in C. G. Jung, paying particular attention to the concept of body image representation (body image). In summary, it is proposed that these are the studies that guide the interfaces between body image and body representation (mental and body image conceptions) / Doutorado / Atividade Fisica, Adaptação e Saude / Mestre em Educação Física

Orientador: Orly Zucatto Mantovani de Assis / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-08T00:44:23Z (GMT). No. of bitstreams: 1 Freitas_MariaLuisadeLaraUzunde_M.pdf: 28803238 bytes, checksum: 637e161d01927b8294f7cf69d894747f (MD5) Previous issue date: 2006 / Resumo: Ao fundamentar-se na teoria de Jean Piaget, este trabalho investiga o uso das condutas de representação da função simbólica, que a criança manifesta no estágio de desenvolvimento pré-operatório, como um meio de avaliação e intervenção em atendimentos psicopedagógicos de crianças. Foi realizado um estudo de caso, entre o período de maio de 2005 e março de 2006, com um participante de cinco anos de idade (GIL), cujos objetivos delineados foram: propiciar a manifestação das condutas de representação da criança; verificar quais condutas de representação são manifestadas pela criança; classificar e analisar as condutas de representação quanto à estrutura e o tipo de representação; realizar a avaliação do desenvolvimento cognitivo e afetivo e realizar intervenções visando favorecer o desencadeamento do processo de equilibração cognitiva e o desenvolvimento afetivo da criança. Quanto aos resultados obtidos, observou-se que o material diversificado, utilizado no ambiente de atendimento, propiciou a manifestação das condutas de representação, as quais ocorreram por meio do jogo simbólico, linguagem e desenho. As representações estruturaram-se por meio de temáticas e uso de materiais que respeitaram certa regularidade, além de se manifestaram por meio de idéias ordenadas e coerentes, que indicam uma organização simbólica. Quanto à avaliação cognitiva, GIL demonstrou possuir as noções de espaço, tempo e causalidade condizentes com o estágio de desenvolvimento em que se encontra. Na avaliação afetiva, verificou-se que os estados afetivos de GIL, quanto aos acontecimentos de sua vida, transpareceram por meio das condutas de representação, ao extravasar seus sentimentos e, ao mesmo tempo, ao demonstrar sua motivação, curiosidade e criatividade. Em relação às intervenções, verificou-se que as mesmas favoreceram o desencadeamento do processo de equilibração cognitiva e o desenvolvimento afetivo de GIL. Isso pode ser observado nos resultados obtidos nas provas piagetianas de diagnóstico do comportamento operatório e em avaliações elaboradas pelos pais e pela escola de GIL / Abstract: Based on Jean Piaget¿s theory, this work is focused on the use of the representation conducts of the symbolic function, which a child presents in his or her preoperational stage of development, as a means to evaluate and to intervene in infants psycho-pedagogical consulting. A case study with a five years old child (hereby called GIL) was conducted between March 2005 and March 2006. The pursued objectives were: to facilitate the occurrence of the child representation conducts; to verify which representation conducts were presented by him or her; to classify and to analyze the representation conducts regarding to their structure and type of representation; to evaluate the child affective and cognitive development; and to intervene aiming at facilitating the cognitive equilibration process and the affective development arousing. Regarding to the obtained results, it could be noted that the varied material used in the attendance environment allowed the occurrence of the representation conducts, which occurred through symbolic games, language, and drawing. The presented representations were structured through themes and through the use of materials which kept a certain regularity, besides through ordered and coherent ideas, which pointed out a symbolic organization. Regarding to the cognitive evaluation, GIL organized his representations from time, space, and causality notions, presenting results which are consistent with his development stage. Concerning to GIL affective evaluation, the affective states linked to his life events were shown through the representation conducts, when demonstrating his feelings and, at the same time, when presenting motivation, curiosity, and creativity. Concerning to interventions, they facilitated GIL cognitive equilibration process and his affective development. This can be observed in the results obtained in Piagetian operational behavior diagnosis proofs, and in evaluations produced by his parents and school members / Mestrado / Psicologia, Desenvolvimento Humano e Educação / Mestre em Educação

Random Forest é uma técnica computacionalmente eciente que pode operar rapida-mente sobre grandes bases de dados. Ela tem sido usada em muitos projetos de pesquisa recentes e aplicações do mundo real em diversos domínios, entre eles a bioinformática uma vez que a Random Forest consegue lidar com bases que apresentam muitos atributos e poucos exemplos. Porém, ela é de difícil compreensão para especialistas humanos de diversas áreas. A pesquisa de mestrado aqui relatada tem como objetivo criar um modelo simbólico, ou seja, uma única árvore a partir da Random Forest para a classicação de bases de dados de expressão gênica. Almeja-se assim, aumentar a compreensão por parte dos especialistas humanos sobre o processo que classica os exemplos no mundo real tentando manter um bom desempenho. Os resultados iniciais obtidos com o algoritmo aqui proposto são pro-missores, uma vez que ela apresenta, em alguns casos, desempenho melhor do que outro algoritmo amplamente utilizado (J48) e um pouco inferior à Random Forest. Além disso, a árvore criada apresenta, no geral, tamanho menor do que a árvore criada pelo algoritmo J48. / Random Forest is a computationally ecient technique which can operate quickly over large datasets. It has been used in many research projects and recent real-world applications in several elds, including bioinformatics since Random Forest can handle datasets having many attributes, and few examples. However, it is dicult for human experts to understand it. The research reported here aims to create a symbolic model, i.e. a single tree from a Random Forest for the classication of gene expression datasets. Thus, we hope to increase the understanding by human experts on the process that classies the examples in the real world trying to keep a good performance. Initial results obtained from the proposed algorithm are promising since it presents in some cases performance better than other widely used algorithm (J48) and a slightly lower than a Random Forest. Furthermore, the induced tree presents, in general, a smaller size than the tree built by the algorithm J48.

Cette étude vise à comprendre les diverses manifestations de la maltraitance des élèves exercée par les enseignants, ce qui a un impact négatif sur l'environnement émotionnel, scolaire et social tant pour les élèves que pour les enseignants eux-mêmes, qui sont souvent affectés par les réponses violentes qu'ils reçoivent de leurs propres élèves. L'objectif est également d'analyser les effets défavorables de ce type de relation sur le climat scolaire, qui se traduit par diverses formes de conflits entre enseignants et élèves, entre collègues et ces derniers avec les parents et la direction scolaire. En outre, l'étude cherche à reconnaître les implications que cette problématique engendre pour l'école et le système éducatif lui-même, qui se sent souvent impuissant en raison de la complexité de cette expression de la violence scolaire dont les victimes sont les enseignants et l'école elle-même.Ce travail utilise les outils méthodologiques qui proviennent de la sociologie de Pierre Bourdieu afin d'obtenir une plus grande approche du domaine scolaire et, par conséquent, des relations entre enseignants et élèves qui sont mesurées par les relations de pouvoir à travers lesquelles l'autorité scolaire est exercée. D'autre part, la violence et les brimades à l'école sont abordées dans une perspective socio-éducative qui fournit des éléments fondamentaux pour leur compréhension et leur explication.Pour atteindre les objectifs fixés, la recherche utilise une méthodologie qualitative, focalisée sur la Participation, l’Action et la Recherche – IAP (Investigación Acción Participación pour ces initiales en espagnol) et le modèle des noyaux d’Education Sociale –NES (Núcleos de Educación Social pour ces initiales en espagnol). La population participante était composée d'élèves, d'enseignants, de directeurs et de parents de trois écoles publiques de la ville de Bogotá dans trois localités. Pour cette recherche des entretiens approfondis ont été utilisés avec les enseignants et les directions scolaires. Des groupes de discussion ont été organisés avec les parents et trois NES ont été menés avec les élèves dans le cadre de 24 séances de travail d'une durée d'environ 4 mois.En tant que bilan, la recherche a montré que les punitions physiques et émotionnelles continuent de faire partie des pratiques des enseignants et qu'elles sont façonnées par la répartition inégale du capital qui détermine les positions des élèves et des enseignants dans le domaine scolaire et, de plus, par une lutte continue pour maintenir le pouvoir et l'autorité dans une école qui exige de nouvelles pratiques et formes de relations qui répondent aux réalités de la société contemporaine. / This study is an effort to understand various manifestations of teachers violence against students, which leaves a negative impact on their scope of emotional feelings, academic achivements and social environment for both students and teachers, whom often are affected by the violent respons they receive from their own students. The purpose is also to analyse the unfavourable effects of this type of relationship on the school environment that translates into various forms of conflict, not only between teachers and students, but preceptors and many times includes school administration. In addition, the study seeks to recognize the implications that this problem has on the school and the education system itself, which often feels powerless due to the complexity of this expression of school violence in which it is the teachers and the school itself that are the perpetrators.This work uses methodological tools from the sociology of Pierre Bourdieu in order to obtain a greater approach in the academic field. Hence it mediates the power through which the school authority is exercised on the relationship between teachers and students. Moreover, school violence and bullying are approached from a socio-educational perspective that provides fundamental elements for their understanding and explanation.In order to achieve the objectives set foward, the research uses a qualitative methodology, the Participation Action Research - IAP approach and the Social Education Nuclei -NES model. The participating population was made up of students, teachers, directors and parents of three public schools in the city of Bogotá from three different locations. In-depth interviews were used to work with teachers, students, and school administration. Focus groups were held with parents and 3 NES were conducted with students in 24 work sessions lasting approximately 4 months.In conclusion, the research showed that physical and emotional punishment continue to be part of the practices of teachers and this is shaped by the unequal distribution of the city that determines the positions of students and teachers in the school field. Moreover, it is an ongoing struggle to maintain power and authority in school that demands new practices and forms of relationship that respond to the realities of contemporary society.