Thesis (M.Eng.). / Written for the Dept. of Electrical and Computer Engineering. Title from title page of PDF (viewed 2008/05/09). Includes bibliographical references.

Dissertation (Ph.D.)--Worcester Polytechnic Institute. / Keywords: H.264; PSNR; Error Control; RPS; Retransmission; VQM. Includes bibliographical references (leaves 149-160).

Thesis (doctoral)--Lund University, 1992. / Added t.p. with thesis statement inserted.

Thesis (M.S. in Electrical Engineering)--Naval Postgraduate School, 2004. / Thesis Advisor(s): John C. McEachen. Includes bibliographical references (p. 51-52). Also available online.

Thesis (Ph. D.)--University of Washington, 1999. / Vita. Includes bibliographical references (leaves 117-124).

Thesis (M.S. in Electrical Engineering)--Naval Postgraduate School, June 2005. / Thesis Advisor(s): John C. McEachen. Includes bibliographical references (p. 55-56). Also available online.

Thesis (doctoral)--Lund University, 1992. / Added t.p. with thesis statement inserted.

Tout au long de notre carrière d’enseignante, nous avons constaté un désintérêt imperceptible mais réel pour la pédagogie. Lorsque nous avons commencé celle-ci, dans les années 1970, apparaissait la notion de « dyslexie ». Au fil des ans, le vocabulaire s’est peu à peu diversifié et son impact s’est renforcé : « dyslexie », « dysphasie », « dyspraxie », « hyperactivité »… Ces termes modèlent maintenant les plaintes des parents et sont peu à peu passés dans le discours habituel pour désigner les difficultés de l’enfant. Le résultat est qu’ils stigmatisent celles-ci en termes de trouble et de dysfonctionnement. De plus, les revendications de certaines associations de parents d’enfants autistes pour une prise en charge pédagogique de ceux-ci nous interrogent sur leur conception qui nous apparaît très éloignée d’une approche éthique. Ces constats nous incitent à poser la question de l’existence d’un acte pédagogique, acte au sens lacanien du terme.Nous avançons, en cette fin de thèse, qu’il ne peut y avoir d’acte pédagogique qu’à travers une pédagogie de l’offre, de l’évènement et de la création, basée sur le désir et la rencontre, très éloignée d’une pédagogie basée sur diagnostics et recommandations. Celle-ci implique, en effet, la mise en place d’évaluations aboutissant à la croyance de plus en plus affirmée de la non-ambigüité de la langue, annihilant l’énigme de l’interprétation. Celle-ci nous permet d’ouvrir cette recherche vers ce qui nous apparaît fondamental dans le futur proche de l’apprendre chez l’enfant : Les enjeux politiques de la transmission. / Throughout my career as a teacher, I noticed an almost imperceptible but real decline in interest for the pedagogy. When I began my career, in the 70s, the notion of “dyslexia” appeared. Over the years, the vocabulary diversified bit by bit and the impact of the terms was reinforced continuously: « dyslexia », « dysphasia », « dyspraxia »… Today terms like this are part of the parents’ vocabulary to describe the difficulties of the child. As a result they stigmatize those learning difficulties into medical terms as “disorder” and “dysfunction”. Furthermore, the demands of some associations of parents with autistic children for a pedagogical coverage of these interrogate us about their conception which seems to us very remote from an ethical approach. All these descriptions motivated me to put forward the question if a pedagogical act is still possible in the original Lacanian sense.At the end of my thesis I postulate that there can’t be an other way of living pedagogy, than the way of living it by the act of offering and the event and the creation. Those three have to be based on a pedagogy of desire and encounter instead of a pedagogy of diagnoses and recommendations. A pedagogy of diagnoses and recommendations would end up in the implementation of evaluations which would lead to the conclusion of a no-ambiguity of language and this would take away the idea of interpretation.I end up my research by what seams fundamental to me concerning the child’s learning in the near future: the political effort of the transmission.

Este trabalho é composto por três ensaios que buscam investigar, por meio de textos literários, elementos sobre a transmissão de um saber-fazer-com o impossível, na interface entre educação e psicanálise. Os ensaios decantam das experiências com o Armazém de Histórias Ambulantes e o Setor de Cuidados Paliativos do Hospital Nossa Senhora da Conceição em Porto Alegre (RS). O primeiro ensaio aborda os livros que compõem o projeto O Bairro, de Gonçalo M. Tavares, e traz a noção de errância para estabelecer uma proposição metodológica. O segundo ensaio retoma a obra de Herman Melville, Bartleby, o escrevente: uma história de Wall Street, articulando a ideia de paragem como um espaço que suspende um tempo e uma urgência no fazer, interrompendo a consequência antecipada e deixando surgir o que é contingente. Já o terceiro ensaio atualiza elementos da obra A desumanização, do escritor português Valter Hugo Mãe, e tem a alteridade como chave de leitura, alteridade que imanta um campo onde emerge a possibilidade de inventar um saber-fazer-com. Esses ensaios operam como um laboratório de experiências em que a ficção, o ato e a criação seguem na direção de pensar a literatura como um modo de transmissão de um saber- -fazer-com diante do impossível. / This work consists of three essays that seek to investigate, through literary texts, elements that can transmit a know-how-with the impossible, at the interface between education and psychoanalysis. The essays enhance from experiences with the Itinerant Stories Warehouse and the palliative care sector of Hospital Nossa Senhora da Conceição in Porto Alegre – RS. The first essay explores the books that compose the project The Neighborhood, by Gonçalo M Tavares, and explores the notion of wandering to establish a methodological proposition. The second incorporates the work of Herman Melville, Bartleby, the scribe: a story of Wall Street, to articulate the idea of stopping time as a space-time that suspends the time and the urgency in doing, interrupting the early consequence and letting arise what is contingent. The third explores elements in Valter Hugo´s The dehumanization, and suggests the otherness as a key reading; otherness that connects to the field where emerges the possibility of inventing a know-how-with. These essays operate as a laboratory of experiments in which the fiction, the act and creation, follow in the direction of thinking about the literature as a way of transmitting a know-how-with towards the impossible.

Este trabalho é composto por três ensaios que buscam investigar, por meio de textos literários, elementos sobre a transmissão de um saber-fazer-com o impossível, na interface entre educação e psicanálise. Os ensaios decantam das experiências com o Armazém de Histórias Ambulantes e o Setor de Cuidados Paliativos do Hospital Nossa Senhora da Conceição em Porto Alegre (RS). O primeiro ensaio aborda os livros que compõem o projeto O Bairro, de Gonçalo M. Tavares, e traz a noção de errância para estabelecer uma proposição metodológica. O segundo ensaio retoma a obra de Herman Melville, Bartleby, o escrevente: uma história de Wall Street, articulando a ideia de paragem como um espaço que suspende um tempo e uma urgência no fazer, interrompendo a consequência antecipada e deixando surgir o que é contingente. Já o terceiro ensaio atualiza elementos da obra A desumanização, do escritor português Valter Hugo Mãe, e tem a alteridade como chave de leitura, alteridade que imanta um campo onde emerge a possibilidade de inventar um saber-fazer-com. Esses ensaios operam como um laboratório de experiências em que a ficção, o ato e a criação seguem na direção de pensar a literatura como um modo de transmissão de um saber- -fazer-com diante do impossível. / This work consists of three essays that seek to investigate, through literary texts, elements that can transmit a know-how-with the impossible, at the interface between education and psychoanalysis. The essays enhance from experiences with the Itinerant Stories Warehouse and the palliative care sector of Hospital Nossa Senhora da Conceição in Porto Alegre – RS. The first essay explores the books that compose the project The Neighborhood, by Gonçalo M Tavares, and explores the notion of wandering to establish a methodological proposition. The second incorporates the work of Herman Melville, Bartleby, the scribe: a story of Wall Street, to articulate the idea of stopping time as a space-time that suspends the time and the urgency in doing, interrupting the early consequence and letting arise what is contingent. The third explores elements in Valter Hugo´s The dehumanization, and suggests the otherness as a key reading; otherness that connects to the field where emerges the possibility of inventing a know-how-with. These essays operate as a laboratory of experiments in which the fiction, the act and creation, follow in the direction of thinking about the literature as a way of transmitting a know-how-with towards the impossible.