The aim of this thesis is to report on a transdisciplinary approach, regarding the complexity of thinking about human embodiment in relation to machine embodiment. A practical dimension of this thesis is to elicit some principles for the design and evaluation of virtual embodiment. The transdisciplinary approach suggests, firstly, that a single discipline or reality is, on its own, not sufficient to explain the complexity and dynamism of the embodied interaction between the human and machine. Secondly, the thesis argues for thinking of transdisciplinary research as a process of individuation, becoming or transduction, that is, as a process of mediation between heterogeneous approaches rather than perceiving research as a stabilized cognitive schema designed to accumulate new outcomes to the already-there reality. Arguing for going beyond the individualized approaches to embodiment, this thesis analyzes three cases where the problems that appear in one case are resolved through the analysis of the following one. Consisting of three phases, this research moves from objective scientific ¿reality¿ to more phenomenological, subjective and complex realities. The first study employs a critical review of embodied conversational agents in human¿computer interaction (HCI) in a learning context using a comparative meta-analysis. Meta-analysis was applied because most of the studies for evaluating embodiment are experimental. A learning context was selected because the number of studies is suitable for meta-analysis and the findings could be generalized to other contexts. The analysis reveals that there is no ¿persona effect¿, that is, the expected positive effect of virtual embodiment on the participant¿s affective, perceptive and cognitive measures. On the contrary, it shows the reduction of virtual embodiment to image and a lack of consideration for the participant¿s embodiment and interaction, in addition to theoretical and methodological shortcomings. The second phase solves these problems by focusing on Mark Hansen¿s phenomenological account of embodiment in new media. The investigation shows that Hansen improves on the HCI account by focusing on the participant¿s dynamic interaction with new media. Nevertheless, his views of embodied perception and affection are underpinned by a subjective patriarchal account leading to object/subject and body/work polarizations. The final phase resolves this polarization by analyzing the controversial work of Alan Turing on intelligent machinery. The research provides a different reading of the Turing Machine based on Simondon¿s concept of individuation, repositioning its materiality from the abstract non-existent to the actual-virtual realm and investigating the reasons for its abstraction. It relates the emergence of multiple human¿machine encounters in Turing¿s work to the complex counter-becoming of what it describes as ¿the Turing Machine compound¿. / Ministry of Higher Education in the Sultanate of Oman

Learners experiencing barriers to learning often require intervention and support from multiple professionals with different areas of expertise. Collaboration between professionals is important in avoiding fragmented and incoherent service delivery. Transdisciplinary service delivery allows for maximum integration among the various role players. Disciplinary boundaries are transcended through a process of skills transference and sharing of roles and provide child-centred, coordinated and collaborative support. This study investigates professionals in the Western Cape’s perceptions of a transdisciplinary service delivery approach for supporting learners experiencing barriers to learning. A sequential mixed method approach was utilized to gain an in depth understanding of professionals’ perceptions. Data were collected in two phases. During the first phase, a quantitative questionnaire was sent to various professional categories in the Western Cape who are expected to provide services to learners experiencing barriers to learning. The aim of the quantitative study was to provide background information for the second phase in which professionals’ perceptions of a transdisciplinary approach for supporting learners experiencing barriers to learning were obtained through eight focus group discussions. Four focus groups consisted of professionals who had not previously been exposed to a transdisciplinary approach. These professionals attended a two hour informative workshop on a transdisciplinary service delivery approach prior to the focus group. The remaining four focus groups consisted of professionals who had previously been exposed to transdisciplinary service delivery. Data were systematically analysed through a hybrid process of inductive and deductive analysis. Findings indicate that professionals providing services to learners experiencing barriers to learning perceive a transdisciplinary approach as useful and much needed for services provided both in schools and in private practice. Certain aspects of the transdisciplinary approach are perceived as more or less valuable, depending on the context and specific category of learning barrier. Although professionals acknowledge all aspects of the approach as valuable, multiskilling and role release are viewed as most needed. The transference of skills among therapists, teachers, parents and caregivers is perceived to contribute to effective and feasible service delivery. / Psychology of Education / D. Ed. (Psychology of Education)

Este trabalho propõe um método transdisciplinar de pesquisa para servir como modelo para estudos, investigações e pesquisas transdisciplinares, utilizando um critério denominado: estatístico-matemático-filosófico. Este método transdisciplinar, denominado método das intersecções foi aplicado: na reconstrução de alguns conceitos tabacológicos; na revisão de pressupostos da tabacologia; em descobertas que trazem novas hipóteses sobre a origem do tabaco e de sua utilização; na investigação sobre a utilização saudável e sobre o uso patológico do tabaco; nos diagnósticos, prognósticos e tratamentos bioecopsicosocioespirituais do tabagismo; na construção do Teste Projetivo e Transdisciplinar de Tabagismo (TPTT) e na prétestagem formal deste instrumento. Algumas conclusões destes estudos podem ser sintetizadas das seguintes formas: 1ª) Algumas descobertas científicas apontam para a origem do tabaco, e de sua utilização, a partir de, pelo menos, 3.200 anos atrás, na civilização egípcia; 2ª) Além da utilização patológica, denominada tabagismo, existem formas saudáveis de consumo do tabaco; 3ª) Os diagnósticos, prognósticos e formas de tratamento do tabagismo podem ser realizados de acordo com o modelo bioecopsicosocioespiritual, que considera as perspectivas: biológica, ecológica, psicológica, sociológica e espiritualista, ampliando a observação e a atuação diante deste problema. 4ª) A pré-testagem formal do Teste Projetivo e Transdisciplinar de Tabagismo (TPTT) demonstrou a possibilidade deste instrumento se constituir em ferramenta útil para se descobrir o índice geral de tabagismo, bem como para se encontrar as perspectivas preponderantes para tal compulsão ou consumo exagerado, e também as motivações que levam à tal utilização do tabaco / This dissertation suggest a transdisciplinary method of research in order to serve as a model in transdisciplinary studies, investigations and researches, utilizing a criterion called: statistics-mathematics-philosophical. This transdisciplinary method called intersections method was applied: in the reconstruction of some concepts of tabacology; in the revision of some assumptions in tabacology; in discoveries that brings new hypothesis about the origin of tobacco and its uses; in the investigation about the healthy and pathologic use of tobacco; in the bioecopsychosocialspiritual diagnostics, forecasts and treatments of tabagism; in the construction of the Projective and Transdisciplinary Test of Tabagism (PTTT) and in the formal pre-testing of this instrument. Some conclusions of these researches can be summarized as follows: 1ª)Some scientific discoveries indicates an origin of tobacco and its uses from 3.200 years ago, at least, in egyptian civilization. 2ª) Besides of the pathologic use called tabagism there are healthy ways of consumption of tobacco. 3ª) The diagnostics, forecasts and treatments of tabagism can be done following the bioecopsychosocialspiritual model that consider the perspectives: biological, ecological, psychological, sociological e spiritualistic, extending the observation and acting over this problem. 4ª) The formal pre-testing of the Projective and Transdisciplinary Test of Tabagism (PTTT) show the possibility of this instrument became a useful tool to find out the general index of tabagism and to achieve the prevalent perspective of this compulsion or overdose and the motivations in order to use tobacco in this way

Esta pesquisa teve como objetivo a investigação da aplicação da metodologia Charrette Design utilizada para o desenvolvimento do projeto do empreendimento Pedra Branca a partir de sua segunda fase de implantação, onde foi concebida a região central. Pedra Branca está situada no município de Palhoça, Santa Catarina, e está em construção. Foram incorporados princípios do Novo Urbanismo (New Urbanism), envolveu no processo seus dirigentes, consultorias (inclusive internacionais), diferentes empresas de arquitetura e de engenharia, laboratórios acadêmicos da Universidade Federal de Santa Catarina e partes interessadas (stakeholders), numa abordagem transdisciplinar. O entendimento da cultura organizacional e a aprendizagem de ferramentas de gestão fazem parte de um arcabouço de inovações necessárias para propiciar ambientes colaborativos na direção da implementação de um urbanismo mais sustentável e criativo. A pesquisa realizada possibilitou a compreensão da aplicabilidade da metodologia, sua incorporação à cultura da empresa, a abertura para incorporar novos conceitos, no todo e nas partes. Num âmbito ainda mais abrangente, concluiu-se que Pedra Branca tem se demonstrado na prática como uma \"organização que aprende\" na formulação de Senge (2009). O empreendimento foi reconhecido e premiado internacionalmente. / This research aimed to investigate the application of the methodology used Charrette Design for the development of the enterprise Pedra Branca project from its second phase of implementation, which was conceived the central region. Pedra Branca is situated in the municipality of Palhoça, Santa Catarina, and is under construction. Principles of New Urbanism were incorporated, its leaders involved in the process, consulting (including international), different architectural firms and engineering, academic laboratories, Federal University of Santa Catarina and interested parties (stakeholders), a transdisciplinary approach. The understanding of organizational culture and learning management tools are part of a framework of innovations needed to provide collaborative environments toward the implementation of a more sustainable and creative urban planning. The survey allowed us to understand the applicability of the methodology, its incorporation into the company culture, openness to incorporate new concepts in whole and in parts. In a yet broader context it is concluded that Pedra Branca has been shown in practice as a \"learning organization\" in the formulation of Senge (2009). The project was recognized and awarded internationally.

Made available in DSpace on 2016-04-27T14:32:08Z (GMT). No. of bitstreams: 1 Patricia Limaverde Nascimento desp.pdf: 44032389 bytes, checksum: 48ce267ce7d954a1bf93108aa6311976 (MD5) Previous issue date: 2008-02-21 / It is the analysis of the results of pedagogical practice of 26 years of school VILA, in Fortaleza, which carries in itself the characteristics that would be a transdisciplinary education and eco-systemic. The analysis of the work of the School VILA culminates in a Web Curricular composed of three axes: Take care of Being, the Caring Means Social and Caring Environment. The daily activities of arts, theater, crafts, music, body´s expression, along with laboratories experiences in vegetable garden, medicinal herbal plantation, garden, fauna, health and nutrition, recycling of waste and alternative technologies seek to promote a significant learning from its 380 Students of Kindergarten and Elementar School. The School´s main goal is the human being integral growing and less fragmented, being sensitive to social and environmental causes and able to act in its context, aiming at social transformation. To verify if this goal is reached or not (its aspects and different degrees), the research was made with 21 former students, now adults. These former students were interviewed and gave testimonies about what actually learned in School VILA and still bring in their daily life. Were selected the following categories for consideration: coexistence in human diversity, ecological awareness and attitude and the care with the body, creativity and artistic expression; social acting. The data were analyzed from the Grounded Theory under an eco-systemic focus. In order to facilitate the process of analysis-synthesis in Grounded Theory was used the software CHIC (Classification Hiérarchique Implicative et Cohésitive), seeking to establish the highest number of significant relationships among the data / Trata-se da análise dos resultados da prática pedagógica de 26 anos da Escola VILA, em Fortaleza, que carrega em si características do que viria a ser uma educação transdisciplinar e eco-sistêmica. A análise do trabalho da Escola VILA culmina no estabelecimento de uma Teia Curricular composta de três eixos: Cuidar do Ser, Cuidar do Meio Social e Cuidar do Meio Ambiente. As atividades diárias de artes, teatro, artesanato, música e expressão corporal, juntamente com laboratórios vivenciais em horta, farmácia viva, jardim, fauna, saúde e alimentação, reciclagem de lixo e tecnologias alternativas buscam promover um aprendizado significativo por parte de seus 380 alunos da Educação Infantil e Ensino Fundamental. A pretensão maior desta Escola é a formação de um ser humano mais íntegro e menos fragmentado, sendo sensível às causas sócio-ambientais e capaz de atuar em seu contexto, visando a transformação social. Para verificar se essa pretensão se concretiza ou não e em que aspectos e graus distintos, a pesquisa se deu com 21 alunos egressos, já adultos. Os egressos foram entrevistados e deram depoimentos a respeito do que realmente aprenderam na Escola VILA e que ainda trazem consigo em seus cotidianos. Foram selecionadas as seguintes categorias para serem analisadas: convivência na diversidade humana; consciência e atitude ecológicas; o cuidado com o corpo; criatividade e expressão artística; atuação social. Os dados obtidos foram analisados a partir da Teoria Fundamentada (Grounded Theory) sob um foco eco-sistêmico. Com o fim de facilitar o processo de análisesíntese da Teoria Fundamentada, foi utilizado o software CHIC (Classificação Hierárquica Implicativa e Coersitiva), buscando estabelecer o maior número de relações significativas entre os dados

Esta pesquisa teve como objetivo a investigação da aplicação da metodologia Charrette Design utilizada para o desenvolvimento do projeto do empreendimento Pedra Branca a partir de sua segunda fase de implantação, onde foi concebida a região central. Pedra Branca está situada no município de Palhoça, Santa Catarina, e está em construção. Foram incorporados princípios do Novo Urbanismo (New Urbanism), envolveu no processo seus dirigentes, consultorias (inclusive internacionais), diferentes empresas de arquitetura e de engenharia, laboratórios acadêmicos da Universidade Federal de Santa Catarina e partes interessadas (stakeholders), numa abordagem transdisciplinar. O entendimento da cultura organizacional e a aprendizagem de ferramentas de gestão fazem parte de um arcabouço de inovações necessárias para propiciar ambientes colaborativos na direção da implementação de um urbanismo mais sustentável e criativo. A pesquisa realizada possibilitou a compreensão da aplicabilidade da metodologia, sua incorporação à cultura da empresa, a abertura para incorporar novos conceitos, no todo e nas partes. Num âmbito ainda mais abrangente, concluiu-se que Pedra Branca tem se demonstrado na prática como uma \"organização que aprende\" na formulação de Senge (2009). O empreendimento foi reconhecido e premiado internacionalmente. / This research aimed to investigate the application of the methodology used Charrette Design for the development of the enterprise Pedra Branca project from its second phase of implementation, which was conceived the central region. Pedra Branca is situated in the municipality of Palhoça, Santa Catarina, and is under construction. Principles of New Urbanism were incorporated, its leaders involved in the process, consulting (including international), different architectural firms and engineering, academic laboratories, Federal University of Santa Catarina and interested parties (stakeholders), a transdisciplinary approach. The understanding of organizational culture and learning management tools are part of a framework of innovations needed to provide collaborative environments toward the implementation of a more sustainable and creative urban planning. The survey allowed us to understand the applicability of the methodology, its incorporation into the company culture, openness to incorporate new concepts in whole and in parts. In a yet broader context it is concluded that Pedra Branca has been shown in practice as a \"learning organization\" in the formulation of Senge (2009). The project was recognized and awarded internationally.

Learners experiencing barriers to learning often require intervention and support from multiple professionals with different areas of expertise. Collaboration between professionals is important in avoiding fragmented and incoherent service delivery. Transdisciplinary service delivery allows for maximum integration among the various role players. Disciplinary boundaries are transcended through a process of skills transference and sharing of roles and provide child-centred, coordinated and collaborative support. This study investigates professionals in the Western Cape’s perceptions of a transdisciplinary service delivery approach for supporting learners experiencing barriers to learning. A sequential mixed method approach was utilized to gain an in depth understanding of professionals’ perceptions. Data were collected in two phases. During the first phase, a quantitative questionnaire was sent to various professional categories in the Western Cape who are expected to provide services to learners experiencing barriers to learning. The aim of the quantitative study was to provide background information for the second phase in which professionals’ perceptions of a transdisciplinary approach for supporting learners experiencing barriers to learning were obtained through eight focus group discussions. Four focus groups consisted of professionals who had not previously been exposed to a transdisciplinary approach. These professionals attended a two hour informative workshop on a transdisciplinary service delivery approach prior to the focus group. The remaining four focus groups consisted of professionals who had previously been exposed to transdisciplinary service delivery. Data were systematically analysed through a hybrid process of inductive and deductive analysis. Findings indicate that professionals providing services to learners experiencing barriers to learning perceive a transdisciplinary approach as useful and much needed for services provided both in schools and in private practice. Certain aspects of the transdisciplinary approach are perceived as more or less valuable, depending on the context and specific category of learning barrier. Although professionals acknowledge all aspects of the approach as valuable, multiskilling and role release are viewed as most needed. The transference of skills among therapists, teachers, parents and caregivers is perceived to contribute to effective and feasible service delivery. / Psychology of Education / D. Ed. (Psychology of Education)

<p>This thesis conceives aquaculture as a transfer of resources within and between different parts of the world system. It is argued that due to inappropriate human-nature interactions, resources tend to flow from the South to the North, as a process of coastal colonisation. To study this resource transfer, coastal aquaculture is ap-proached from a transdisciplinary perspective, integrating natural, social, economic and spatial aspects. By combining world system theory and general systems theory, a systems view is adopted to relate aquaculture to forces of global capitalism, and analyse interactions between social and ecological processes at local and global levels. Emergy (energy memory) synthesis and participatory research methodologies were applied to two cases of aquaculture in Sri Lanka and the Philippines; monocul-ture of the black tiger prawn (Penaeus monodon) and milkfish (Chanos chanos), and polyculture of the two species together with mudcrab (Scylla serrata). The study reveals that semi-intensive shrimp monoculture in Sri Lanka generates few benefits for poor local people, and depends much on external inputs such as fry, feed and fuels, which implies negative environmental effects at local as well as global levels. Extensive polyculture in the Philippines involves more local people, and implies lower dependence on external inputs. Still, since benefits accrue mostly to elites, and mangroves are negatively affected, neither case is viable for sustainable poverty alleviation. Nevertheless, the study offers several insights into how sustainability assessment may be more transdisciplinary, and points to several factors affecting sustainability and fairness in aquaculture; the most important being mangrove con-version, local people involvement, and dependence on external inputs. Given that mangrove conversion is counteracted, extensive polyculture practices may also prove more viable in times of decreasing resources availability, and if policies are developed that favour resource efficient polyculture, and local small-scale and re-source poor farmers, instead of the global North.</p>

This thesis conceives aquaculture as a transfer of resources within and between different parts of the world system. It is argued that due to inappropriate human-nature interactions, resources tend to flow from the South to the North, as a process of coastal colonisation. To study this resource transfer, coastal aquaculture is ap-proached from a transdisciplinary perspective, integrating natural, social, economic and spatial aspects. By combining world system theory and general systems theory, a systems view is adopted to relate aquaculture to forces of global capitalism, and analyse interactions between social and ecological processes at local and global levels. Emergy (energy memory) synthesis and participatory research methodologies were applied to two cases of aquaculture in Sri Lanka and the Philippines; monocul-ture of the black tiger prawn (Penaeus monodon) and milkfish (Chanos chanos), and polyculture of the two species together with mudcrab (Scylla serrata). The study reveals that semi-intensive shrimp monoculture in Sri Lanka generates few benefits for poor local people, and depends much on external inputs such as fry, feed and fuels, which implies negative environmental effects at local as well as global levels. Extensive polyculture in the Philippines involves more local people, and implies lower dependence on external inputs. Still, since benefits accrue mostly to elites, and mangroves are negatively affected, neither case is viable for sustainable poverty alleviation. Nevertheless, the study offers several insights into how sustainability assessment may be more transdisciplinary, and points to several factors affecting sustainability and fairness in aquaculture; the most important being mangrove con-version, local people involvement, and dependence on external inputs. Given that mangrove conversion is counteracted, extensive polyculture practices may also prove more viable in times of decreasing resources availability, and if policies are developed that favour resource efficient polyculture, and local small-scale and re-source poor farmers, instead of the global North.

Abstract In this thesis a socio-cultural perspective of medical science education is adopted to argue the position that undergraduate medical scientists must be enculturated into the profession as knowledge workers and symbolic analysts who can interact with computers in complex analytical procedures, quality assurance and quality management. The cue for this position is taken from the transformations taking place in the pathology industry due to advances in automation, robotics and informatics. The rise of Evidence-Based Laboratory Medicine (EBLM) is also noted and the observation by higher education researchers, that knowledge systems are transforming in such a way that disciplines can no longer act in isolation. They must now collaborate with disparate fields in transdisciplinary knowledge systems such as EBLM, for which new skills must be cultivated in undergraduate medical scientists. This thesis aims to describe a theoretical basis for knowledge work by taking a semiotic perspective. This is because, semiotics, a theory of signs and representations, can be applied to the structure of transdisciplinary scientific knowledge, the logic of scientific practice and the rhetoric of scientific communications. For this purpose, a semiotic framework is first derived from a wide range of semiotic theories existent in the literature. Then the application of this semiotic framework to clinical chemistry knowledge, context, logic, and rhetoric is demonstrated. This is achieved by interpreting various clinical chemistry data sources, for example, course materials, laboratory spatial arrangements, instruments, printouts, and students' practical reports, collected from a teaching laboratory situation. The results of semiotic analysis indicate that the clinical chemist working in the computerised laboratory environment performs knowledge work, and the term is synonymous with symbolic analysis. It is shown that knowledge work entails the application of a systematic structure for clinical chemistry knowledge derived in terms of the validation procedures applied to laboratory, data, results and tests; the application of logic in the classification and selection of instruments, their rulegoverned- use, and in troubleshooting errors; pragmatic decisions based on availability of space, services and budgets; discrimination among values in laboratory test evaluations in EBLM, for the cost-effectiveness and relevance of pathology services; and the recognition of rhetorical strategies used to communicate laboratory test information in graphs, charts, and statistics. The role of the laboratory context is also explained through semiotics, in terms of its spatial arrangements and designs of laboratory instruments, as a place that constrains the knowledge work experience. This contextual analysis provides insights into the oppositional trend brought to wide attention by analysts of computerised professional work, that more skills are needed, but that there are fewer highly skilled positions available. The curriculum implications of these findings are considered in terms of the need to cultivate knowledge workers for highly complex symbolic analysis in computerised laboratories; and also the need to prepare medical science graduates for the transdisciplinary knowledge system of EBLM, and related venues of employment such as biomedical research and clinical medicine. In meeting the aims to define and demonstrate knowledge work from the semiotic perspective, this thesis makes an original contribution to knowledge by the application of semiotics to a field in which it has probably never been tested. It contributes to the scholarship of teaching in higher education by formulating a structure for transdisciplinary medical science knowledge, which integrates scientific with other forms of knowledge, and with real world practice.