Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 4, 2008) Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 3, 2009) Vita. Includes bibliographical references.

Let G be a perfect classical group defined over a finite field F and generated by a set of standard generators X. Let E be the image of an absolutely irreducible representation of G by matrices over a field of the natural characteristic. Given the image of X in E, we present algorithms that write an arbitrary element of E as a straight-line programme in this image of X in E. The algorithms run in polynomial time.

I examined two main hypotheses proposed for the object recognition: Particulate feature theory and recognition by components using methods of behavioural ecology, namely nest defence. We tested reactions of Red-backed shrike (Lanius collurio) to dummies of Common kestrel (Falco tinnunculus) with scrambled body parts (head above, in the middle and at the bottom). Our result suggested that birds don't recognize the kestrel in the dummies with inappropriately placed head. Therefore, our results support rather the theory recognition by components.

of doctoral thesis This thesis deals with the problem of community conceived as an important ideal in modern societies. Its departing point in understanding modernity is the concept of social imaginaries as developed by Charles Taylor. The interpretation of this concept shows, that community is always only an alternative model of social relations. Despite this situation, it is an always recurrent ideal. The question is, why it is so and in which forms it manifests itself. The first question is answered with the help of the theory of recognition of Axel Honneth, which analyzes moral development of the subject in connection with communal relations. Identity is always anchored in the experience of recognition, and this experience needs to be confirmed in human relationships. Community, then, is the place of such confirmation. The thesis then proceeds to the reconstruction of various shapes of the ideal of community. In the reconstruction of these two most important forms of community, the thesis relies on the work of communitarian theorists and of Benedict Anderson. The first one shows small, mainly local communities growing out of free will of their members. Such communities are formed for various purposes. The second important form are imagined communities, especially nations. The thesis is...

This paper outlines the concept of labour in socialist Czechoslovakia of the 1960s. It examines on discourses of social and economic reforms and that of the post-Stalin era. The focus lays on main social, economic and ideological categories on which those projects based, on extent of their construction as well as on shifting the emphasis between their particular elements. The paper concerns above all conceivable relation of the newly shaped discourse to effort to reconstitute social differentiation and to overcome the social leveling of the previous Stalin era. An attempt will be made to connect Honnet's theory of recognition with G. Cohen's concept of egalitarian justice. From that perspective, the paper will examine historical tranformations of conceptions of justice, division of labour, a social ethos of different social groups (particullary the educated intelligentsia), legitimacy of given forms of redistribution etc.

Esta tese visa a refletir sobre a pesquisa de campo realizada com alunos do ensino fundamental na Escola de Aplicação da Universidade de São Paulo (USP), desenvolvida em parceria com a docente responsável, na época, pela disciplina de geografia. A pesquisa planejada e pensada à luz da teoria do reconhecimento de Axel Honneth teve por objetivo encontrar práticas pedagógicas que estivessem pautadas pelo conceito de formação dos sujeitos por meio do reconhecimento mútuo como uma característica essencial da identidade social. Buscou-se, nas atividades em sala de aula, estabelecer um diálogo entre a teoria do reconhecimento desenvolvida por Axel Honneth, baseada na formação do indivíduo a partir de relações intersubjetivas e uma prática pedagógica que atentasse para o processo de negação dos valores e dos direitos da população negra no Brasil e as lutas pelo reconhecimento desse grupo historicamente excluído. Inicialmente, as atividades em sala de aula buscavam analisar com os alunos da Escola de Aplicação escola pública situada em uma região privilegiada e com um ensino diferenciado o processo de construção da identidade do jovem na periferia das cidades, promovendo junto àqueles, discussões sobre o processo histórico de modernização na cidade de São Paulo e o consequente processo de favelização e de formação das hiperperiferias, bem como a segregação sociorracial verificada no espaço urbano. Desse modo, propiciou-se um diálogo que fomentou a discussão sobre a formação social brasileira, principalmente no que tange ao modelo de exclusão dos negros da história, cultura e valores de nossa sociedade. Como preocupação central, a pesquisa procurou compreender os fundamentos das discussões acerca das relações raciais nas instituições educacionais brasileiras e o lugar a ser auferido pelo negro na sociedade brasileira, sem subordinar a discussão racial às questões de classe e tampouco reduzi-la à questão da mera diferença. / This thesis aims to reflect on a field research, which was developed in collaboration with the teacher responsible for the subject geography at the time, conducted with elementary school students from Escola de Aplicação - USP. The research was planned and conceived in the light of Axel Honneth\'s theory of recognition. The research sought to find pedagogical practices based on the concept of forming subjects through the mutual recognition as an essential characteristic of social identity. In the classroom activities it was intended to establish a dialogue between the theory of recognition developed by Axel Honneth, rested on the formation of the individual based on intersubjective relations, and a pedagogical practice that considers both the process of denying the values and rights to the black population in Brazil and the struggles to recognize this historically excluded group. Initially, with a group of students from Escola de Aplicação, a public school located in a privileged area of the city which provides access to a differentiated teaching, the classroom activities sought to analyze the process of youth identity formation in the periphery of the cities. Discussions were had with these students about the historical process of modernization in the city of São Paulo and the consequent process of favelation and formation of hyperperipheries, as well as the social and spatial segregation verified in urban space. This way, we attempted to foster a dialogue about the Brazilian social formation, especially regarding the exclusion model of black people from the history, culture, and values of our society. As a central concern, without subordinating racial discussion to class issues, nor reducing it to the question of mere difference, the research sought to understand the foundations of the discussion about racial relations in Brazilian educational institutions and the place attributed to black people in Brazilian society.

A guarda compartilhada era desconhecida até o ano 2000, no Tribunal de Justiça do Rio Grande do Sul (SIMIONI, 2007). Em 2014, a Lei 13.058 altera o Código Civil (2002) para dispor que o tempo de convívio com os filhos deverá ser dividido de forma equilibrada com a mãe e com o pai, sempre tendo em vista as condições fáticas e os interesses de crianças e adolescentes. No contexto legislativo brasileiro, houve uma ruptura com o padrão sistemático de atribuição da guarda às mulheres. Essa ruptura se reflete nas práticas de justiça? A partir dessa pergunta, essa tese demonstrou, com base em pesquisa empírica e revisão bibliográfica, que há uma invisibilidade das desigualdades de gênero, em relação às demandas judiciais de guarda de crianças e adolescentes. O conceito de gênero é a ferramenta analítica que articulou as representações e as práticas sociais e legais. A condição pós-moderna do direito possibilita o reconhecimento da diversidade de vivências familiares da contemporaneidade, não havendo mais espaço para um modelo de família universal. As contribuições epistemológicas trazidas pela teoria do reconhecimento são temperadas pelo ‘paradoxo legal brasileiro’ (KANT DE LIMA, 1995), em que a ordem constitucional igualitária é aplicada de maneira hierárquica pelo sistema de justiça. A dimensão moral em torno do reconhecimento da qualidade ou do status social de um homem-pai em demandas de guarda de crianças e adolescentes norteia o debate. As mudanças relativas às funções parentais contemporâneas apontam para um engajamento na parentalidade masculina a partir da confrontação e depreciação, da desconstrução do reconhecimento ao modelo de parentalidade feminina. / The shared custody was unknown until the 2000 year for the Court of Justice of the Rio Grande do Sul (SIMIONI, 2007). In the year of 2014, the Law 13.058 amending the Civil Code (2002), to provide that the time of acquaintanceship with the children must be divided in equal form for the mother and the father, always observing the factual conditions, and the interests of children and adolescents involved. In the brazilian legislative context, there was a rupture with the systematic pattern of attribution of custody to the women. Does this rupture reflects in justice's practices? Starting from this question, this thesis has demonstrated, based on empirical research and in bibliographic revision, that there is an invisibility of gender inequality, in relation to the lawsuits of custody of children and adolescents. The concept of gender is the analytical tool that has articulated the representations and the legal and social practices. The postmodern condition of law makes capable the recognizing of the diversity of family in the contemporaneity, and there is no more space for a model of universal family. The epistemological contributions, that were given by the Theory of Recognition, they are tempered by the ‘brazilian legal paradox’ (KANT DE LIMA, 1995), in which the egalitarian constitutional order is applied in hierarchical ways by the system of justice. The moral dimension on the recognition of quality or on the social status of a father-man in lawsuits of custody of children and adolescents directs the debate. The related changes to the contemporary parental functions lead to a commitment in male parenthood, starting from the confrontation and the depreciation, from the deconstruction of recognition to the model of female parenthood.

A guarda compartilhada era desconhecida até o ano 2000, no Tribunal de Justiça do Rio Grande do Sul (SIMIONI, 2007). Em 2014, a Lei 13.058 altera o Código Civil (2002) para dispor que o tempo de convívio com os filhos deverá ser dividido de forma equilibrada com a mãe e com o pai, sempre tendo em vista as condições fáticas e os interesses de crianças e adolescentes. No contexto legislativo brasileiro, houve uma ruptura com o padrão sistemático de atribuição da guarda às mulheres. Essa ruptura se reflete nas práticas de justiça? A partir dessa pergunta, essa tese demonstrou, com base em pesquisa empírica e revisão bibliográfica, que há uma invisibilidade das desigualdades de gênero, em relação às demandas judiciais de guarda de crianças e adolescentes. O conceito de gênero é a ferramenta analítica que articulou as representações e as práticas sociais e legais. A condição pós-moderna do direito possibilita o reconhecimento da diversidade de vivências familiares da contemporaneidade, não havendo mais espaço para um modelo de família universal. As contribuições epistemológicas trazidas pela teoria do reconhecimento são temperadas pelo ‘paradoxo legal brasileiro’ (KANT DE LIMA, 1995), em que a ordem constitucional igualitária é aplicada de maneira hierárquica pelo sistema de justiça. A dimensão moral em torno do reconhecimento da qualidade ou do status social de um homem-pai em demandas de guarda de crianças e adolescentes norteia o debate. As mudanças relativas às funções parentais contemporâneas apontam para um engajamento na parentalidade masculina a partir da confrontação e depreciação, da desconstrução do reconhecimento ao modelo de parentalidade feminina. / The shared custody was unknown until the 2000 year for the Court of Justice of the Rio Grande do Sul (SIMIONI, 2007). In the year of 2014, the Law 13.058 amending the Civil Code (2002), to provide that the time of acquaintanceship with the children must be divided in equal form for the mother and the father, always observing the factual conditions, and the interests of children and adolescents involved. In the brazilian legislative context, there was a rupture with the systematic pattern of attribution of custody to the women. Does this rupture reflects in justice's practices? Starting from this question, this thesis has demonstrated, based on empirical research and in bibliographic revision, that there is an invisibility of gender inequality, in relation to the lawsuits of custody of children and adolescents. The concept of gender is the analytical tool that has articulated the representations and the legal and social practices. The postmodern condition of law makes capable the recognizing of the diversity of family in the contemporaneity, and there is no more space for a model of universal family. The epistemological contributions, that were given by the Theory of Recognition, they are tempered by the ‘brazilian legal paradox’ (KANT DE LIMA, 1995), in which the egalitarian constitutional order is applied in hierarchical ways by the system of justice. The moral dimension on the recognition of quality or on the social status of a father-man in lawsuits of custody of children and adolescents directs the debate. The related changes to the contemporary parental functions lead to a commitment in male parenthood, starting from the confrontation and the depreciation, from the deconstruction of recognition to the model of female parenthood.

Esta tese visa a refletir sobre a pesquisa de campo realizada com alunos do ensino fundamental na Escola de Aplicação da Universidade de São Paulo (USP), desenvolvida em parceria com a docente responsável, na época, pela disciplina de geografia. A pesquisa planejada e pensada à luz da teoria do reconhecimento de Axel Honneth teve por objetivo encontrar práticas pedagógicas que estivessem pautadas pelo conceito de formação dos sujeitos por meio do reconhecimento mútuo como uma característica essencial da identidade social. Buscou-se, nas atividades em sala de aula, estabelecer um diálogo entre a teoria do reconhecimento desenvolvida por Axel Honneth, baseada na formação do indivíduo a partir de relações intersubjetivas e uma prática pedagógica que atentasse para o processo de negação dos valores e dos direitos da população negra no Brasil e as lutas pelo reconhecimento desse grupo historicamente excluído. Inicialmente, as atividades em sala de aula buscavam analisar com os alunos da Escola de Aplicação escola pública situada em uma região privilegiada e com um ensino diferenciado o processo de construção da identidade do jovem na periferia das cidades, promovendo junto àqueles, discussões sobre o processo histórico de modernização na cidade de São Paulo e o consequente processo de favelização e de formação das hiperperiferias, bem como a segregação sociorracial verificada no espaço urbano. Desse modo, propiciou-se um diálogo que fomentou a discussão sobre a formação social brasileira, principalmente no que tange ao modelo de exclusão dos negros da história, cultura e valores de nossa sociedade. Como preocupação central, a pesquisa procurou compreender os fundamentos das discussões acerca das relações raciais nas instituições educacionais brasileiras e o lugar a ser auferido pelo negro na sociedade brasileira, sem subordinar a discussão racial às questões de classe e tampouco reduzi-la à questão da mera diferença. / This thesis aims to reflect on a field research, which was developed in collaboration with the teacher responsible for the subject geography at the time, conducted with elementary school students from Escola de Aplicação - USP. The research was planned and conceived in the light of Axel Honneth\'s theory of recognition. The research sought to find pedagogical practices based on the concept of forming subjects through the mutual recognition as an essential characteristic of social identity. In the classroom activities it was intended to establish a dialogue between the theory of recognition developed by Axel Honneth, rested on the formation of the individual based on intersubjective relations, and a pedagogical practice that considers both the process of denying the values and rights to the black population in Brazil and the struggles to recognize this historically excluded group. Initially, with a group of students from Escola de Aplicação, a public school located in a privileged area of the city which provides access to a differentiated teaching, the classroom activities sought to analyze the process of youth identity formation in the periphery of the cities. Discussions were had with these students about the historical process of modernization in the city of São Paulo and the consequent process of favelation and formation of hyperperipheries, as well as the social and spatial segregation verified in urban space. This way, we attempted to foster a dialogue about the Brazilian social formation, especially regarding the exclusion model of black people from the history, culture, and values of our society. As a central concern, without subordinating racial discussion to class issues, nor reducing it to the question of mere difference, the research sought to understand the foundations of the discussion about racial relations in Brazilian educational institutions and the place attributed to black people in Brazilian society.