765 resultados para History . Theoretical thought . Collaborative research . Concepts
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Lapproche dapprentissage par problmes (APP) a vu le jour, dans sa forme contemporaine, la Facult de mdecine de lUniversit MacMaster en Ontario (Canada) la fin des annes 1960. Trs rapidement cette nouvelle approche pdagogique active, centre sur ltudiant et base sur les problmes biomdicaux, va tre adopte par de nombreuses facults de mdecine de par le monde et gagner dautres disciplines. Cependant, malgr ce succs apparent, lAPP est aussi une approche controverse, notamment en ducation mdicale, o elle a t accuse de favoriser un apprentissage superficiel. Par ailleurs, les tudiants forms par cette approche russiraient moins bien que les autres aux tests valuant lacquisition des concepts scientifiques de base, et il na jamais t prouv que les mdecins forms par lAPP seraient meilleurs que les autres. Pour mieux comprendre ces rsultats, la prsente recherche a voulu explorer lapprentissage de ces concepts scientifiques, en tant que processus de construction, chez des tudiants forms par lAPP, la Facult de mdecine de lUniversit de Montral, en nous appuyant sur le cadre thorique socioconstructivisme de Vygotski. Pour cet auteur, la formation des concepts est un processus complexe de construction de sens, en plusieurs tapes, qui ne peut se concevoir que dans le cadre dune rsolution de problmes. Nous avons ralis une tude de cas, multicas, intrasite, les cas tant deux groupes de neuf tudiants en mdecine avec leur tuteur, que nous avons suivi pendant une session complte de la mi-novembre la mi-dcembre 2007. Deux grands objectifs taient poursuivis: premirement, fournir des analyses dtailles et des matriaux rflectifs et thoriques susceptibles de rendre compte du phnomne de construction des concepts scientifiques de base par des tudiants en mdecine dans le contexte de lAPP. Deuximement, explorer, les approches de travail personnel des tudiants, lors de la phase de travail individuel, afin de rpondre la question de recherche suivante : Comment la dynamique pdagogique de lAPP en mdecine permet-elle de rendre compte de lapprentissage des concepts scientifiques de base? Il sagissait dune tude qualitative et les donnes ont t recueillies par diffrents moyens : observation non participante et enregistrement vido des tutoriaux dAPP, interview semi-structur des tudiants, discussion avec les tuteurs et consultation de leurs manuels, puis traites par diverses oprations: transcription des enregistrements, regroupement, classification. Lanalyse a port sur des collections de verbatim issus des transcriptions, sur le suivi de la construction des concepts travers le temps et les sessions, sur le role du tuteur pour aider au dveloppement de ces concepts Les analyses suggrent que lapproche dAPP est, en gnral, bien accueillie, et les dbats sont soutenus, avec en moyenne entre trois et quatre changes par minute. Par rapport au premier objectif, nous avons effectivement fourni des explications dtailles sur la dynamique de construction des concepts qui s'tend lors des trois phases de l'APP, savoir la phase aller, la phase de recherche individuelle et la phase retour. Pour chaque cas tudi, nous avons mis en vidence les reprsentations conceptuelles initiales la phase aller, co-constructions des tudiants, sous la guidance du tuteur et nous avons suivi la transformation de ces concepts spontans nafs, lors des discussions de la phase retour. Le choix du cadre thorique socio constructiviste de Vygotski nous a permis de rflchir sur le rle de mdiation jou par les composantes du systme interactif de l'APP, que nous avons considr comme une zone proximale de dveloppement (ZPD) au sens largi, qui sont le problme, le tuteur, l'tudiant et ses pairs, les ressources, notamment l'artefact graphique carte conceptuelle utilise de faon intensive lors des tutoriaux aller et retour, pour arriver la construction des concepts scientifiques. Notre recherche a montr qu'en revenant de leurs recherches, les tudiants avaient trois genres de reprsentations conceptuelles: des concepts corrects, des concepts incomplets et des concepts errons. Il faut donc que les concepts scientifiques thoriques soient leur tour confronts au problme concret, dans l'interaction sociale pour une validation des attributs qui les caractrisent. Dans cette interaction, le tuteur joue un rle cl complexe de facilitateur, de mdiateur, essentiellement par le langage. L'analyse thmatique de ses interventions a permis d'en distinguer cinq types: la gestion du groupe, l'argumentation, les questions de diffrents types, le modelling et les conclusions. Nous avons montr le lien entre les questions du tuteur et le type de rponses des tudiants, pour recommander un meilleur quilibre entre les diffrents types de questions. Les tudiants, galement par les changes verbaux, mais aussi par la construction collective des cartes conceptuelles initiales et dfinitives, participent une co-construction de ces concepts. L'analyse de leurs interactions nous a permis de relever diffrentes fonctions du langage, pour souligner l'intrt des interactions argumentatives, marqueurs d'un travail collaboratif en profondeur pour la co-construction des concepts Nous avons aussi montr l'intrt des cartes conceptuelles non seulement pour visualiser les concepts, mais aussi en tant qu'artefact, outil de mdiation psychique double fonction communicative et smiotique. Concernant le second objectif, lexploration du travail personnel des tudiants, on constate que les tudiants de premire anne font un travail plus approfondi de recherche, et utilisent plus souvent des stratgies de lecture plus efficaces que leurs collgues de deuxime anne. Ceux-ci se contentent, en gnral, des ouvrages de rfrence, font de simples lectures et sappuient beaucoup sur les rsums faits par leurs prdcesseurs. Le recours aux ouvrages de rfrence essentiellement comme source d'information apporte une certaine pauvret au dbat la phase retour avec peu d'changes de type argumentatif, tmoins d'un travail profond. Ainsi donc, par tout ce soutien qu'elle permet d'apporter aux tudiants pour la construction de leurs connaissances, pour le type d'apprentissage qu'elle offre, lAPP reste une approche unique, digne dintrt. Cependant, elle ncessite d'tre amliore par des interventions au niveau du tuteur et des tudiants.
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Lvaluation conomique en sant consiste en lanalyse comparative dalternatives de services en regard la fois de leurs cots et de leurs consquences. Elle est un outil daide la dcision. La grande majorit des dcisions concernant lallocation des ressources sont prises en clinique; particulirement au niveau des soins primaires. Puisque chaque dcision est associe un cot dopportunit, la non-prise en compte des considrations conomiques dans les pratiques des mdecins de famille peut avoir un impact important sur lefficience du systme de sant. Il existe peu de connaissances quant linfluence des valuations conomiques sur la pratique clinique. Lobjet de la thse est de comprendre le rle de lvaluation conomique dans la pratique des mdecins de famille. Ses contributions font lobjet de quatre articles originaux (philosophique, thorique, mthodologique et empirique). Larticle philosophique suggre limportance des questions de complexit et de rflexivit en valuation conomique. La complexit est la perspective philosophique, (approche gnrale pistmologique) qui sous-tend la thse. Cette vision du monde met lattention sur lexplication et la comprhension et sur les relations et les interactions (causalit interactive). Cet accent sur le contexte et le processus de production des donnes souligne limportance de la rflexivit dans le processus de recherche. Larticle thorique dveloppe une conception nouvelle et diffrente du problme de recherche. Loriginalit de la thse rside galement dans son approche qui sappuie sur la perspective de la thorie sociologique de Pierre Bourdieu; une approche thorique cohrente avec la complexit. Oppos aux modles individualistes de laction rationnelle, Bourdieu prconise une approche sociologique qui sinscrit dans la recherche dune comprhension plus complte et plus complexe des phnomnes sociaux en mettant en lumire les influences souvent implicites qui viennent chaque jour exercer des pressions sur les individus et leurs pratiques. Larticle mthodologique prsente le protocole dune tude qualitative de cas multiples avec niveaux danalyse imbriqus : les mdecins de famille (niveau micro-individuel) et le champ de la mdecine familiale (niveau macro-structurel). Huit tudes de cas furent ralises avec le mdecin de famille comme unit principale danalyse. Pour le niveau micro, la collecte des informations fut ralise laide dentrevues de type histoire de vie, de documents et dobservation. Pour le niveau macro, la collecte des informations fut ralise laide de documents, et dentrevues de type semi-structur auprs de huit informateurs cls, de neuf organisations mdicales. Linduction analytique fut utilise. Larticle empirique prsente lensemble des rsultats empiriques de la thse. Les rsultats montrent une intgration croissante de concepts en conomie dans le discours officiel des organisations de mdecine familiale. Cependant, au niveau de la pratique, l'conomisation de ce discours ne semble pas tre une reprsentation fidle de la ralit puisque la trs grande majorit des participants n'incarnent pas ce discours. Les contributions incluent une comprhension approfondie des processus sociaux qui influencent les schmes de perception, de pense, dapprciation et daction des mdecins de famille quant au rle de lvaluation conomique dans la pratique clinique et la volont des mdecins de famille contribuer une allocation efficiente, quitable et lgitime des ressources.
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Estudio cualitativo que analiza los abordajes tericos utilizados por diferentes autores en la comprensin de la influencia de los recursos econmicos en la actividad fsica desde los modelos de determinantes y determinacin social.
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Although the concept of multi-agency working has been pursued and adopted as the most appropriate way to improve child care provision and health workforces in recent years, both in the UK and more globally, research suggests that participation in such work can be problematic. This article examines current developments in inter-professional education and collaborative professional practice. Drawing on desk research across the fields of Education, Health and Social Care, it applies a critical lens to re-examine inter-professional working using well-established concepts of profession, identity, culture, career, and training/work transitions. The article uses theoretical hooks to look for similarities and differences in the promotion of inter-professionality across the Education, Health and Social Care sectors, alongside those which occur within each. It looks towards a re-invigoration of knowledge creation and application through research. This is viewed as especially urgent in times of fragmentation, transformation, and arguably, disintegration, in the services its professional and academic educators and workers seek to serve.
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AbstractIn a case study about viewing habits in a Swedish audience I sampled 309 questionnaires; interviews with five focus group were conducted together with ten in-depth individual interviews discussing altogether fifteen favorite films exploring specific scenes of idiosyncratic relevance. The outcome supports claims about viewers as active and playful (cf. Hijer 1998, Frampton 2006, Hoover 2006, Plantinga 2009). In line with mediatization theory I also argue that spiritual meaning making takes place through mediated experiences and I support theories about fiction films as important sources for moral and spiritual reflection (Partridge 2004, Zillman 2005, Lynch 2007, Plantinga 2009). What Hjarvard calls the soft side of mediatization processes (2008) is illustrated showing adults experiencing enchantment through favorite films (Jerslev 2006, Partridge 2008, Klinger 2008, Oliver & Hartmann 2010). Vernacular meaning making embedded in everyday life and spectators dealing with fiction narratives such as Gladiator, Amelie from Montmartre or Avatar highlights the need for a more nuanced understanding of elevated cinematic experiences. The reported impact of specific movies is analyzed through theories where cognition and affect are central aspects of spectators engagements with a film (Tan 1996, Caroll 1999, Grodal 2009). Crucially important are theories of meaning-making where viewers detailed interpretation of specific scenes are embedded in high-level meaning-making where world view issues and spectators moral frameworks are activated (Zillman 2005, Andersson & Andersson 2005, Frampton 2006, Lynch 2007, Avila 2007, Axelson 2008, Plantinga 2009). Also results from a growing body of empirical oriented research in film studies are relevant with an interest in what happens with the flesh and blood spectator exposed to filmic narratives (Jerslev 2006, Klinger 2008, Barker 2009, Suckfll 2010, Oliver & Hartmann 2010). Analyzing the qualitative results of my case study, I want to challenge the claim that the viewer has to suspend higher order reflective cognitive structures in order to experience suture (Butler & Palesh 2004). What I find in my empirical examples is responses related to spectators highest levels of mental activity, all anchored in the sensual-emotional apparatus (Grodal 2009). My outcome is in line with a growing number of empirical case studies which support conclusions that both thinking and behavior are affected by film watching (Marsh 2007, Sckfull 2010, Oliver & Hartmann 2010, Axelson forthcoming). The presentation contributes to a development of concepts which combines aesthetic, affective and cognitive components in an investigation of spectators moves from emotional evaluation of intra-text narration to extra-textual assessments, testing the narrative for larger significance in idiosyncratic ways (Bordwell & Thompson 1997, Marsh 2007, Johnston 2007, Bruun Vaage 2009, Axelson 2011). There are a several profitable concepts suggested to embrace the complex interplay between affects, cognition and emotions when individuals respond to fictional narratives. Robert K. Johnston label it deepening gaze (2007: 307) and transformative viewing (2007: 305). Philosopher Mitch Avila proposes high cognition (2007: 228) and Casper Thybjerg higher meaning (2008: 60). Torben Grodal talks about feelings of deep meaning (Grodal 2009: 149). With a nod to Clifford Geertz, Craig Detweiler adopts thick description (2007: 47) as do Kutter Callaway altering it to thick interpretations (Callaway 2013: 203). Frampton states it in a paradox; affective intelligence (Frampton 2006: 166). As a result of the empirical investigation, inspired by Geertz, Detweiler & Callaway, I advocate thick viewing for capturing the viewing process of these specific moments of film experience when profound and intensified emotional interpretations take place. The author As a sociologist of religion, Tomas Axelsons research deals with peoples use of mediated narratives to make sense of reality in a society characterized by individualization, mediatization and pluralized world views. He explores uses of fiction film as a resource in every day life and he is currently finishing his three year project funded by the Swedish Research Council: Spectator engagement in film and utopian self-reflexivity. Moving Images and Moved Minds. http://www.du.se/sv/AVM/Personal/Tomas-Axelson Bibliography Axelson, T. (Forthcoming 2014). Den rrliga bildens frmga att berra.[1] Stockholm: Liber Axelson, T. (In peer review). Vernacular Meaning Making. Examples of narrative impact in fiction film questioning the banal notion in mediatization theory. Nordicom Review. Nordicom Gteborg. Axelson, T. (2011). Mnniskans behov av fiktion. Den rrliga bildens frmga att berra mnniskan p djupet.[2]Kulturella perspektiv. Volume 2. Article retrieved from www.kultmed.umu.se/digitalAssets/74/74304_axelson-22011.pdf Axelson, Tomas (2010) Narration, Visualization and Mind. Movies in everyday life as a resource for utopian self-reflection. Paper presentation at CMRC, 7th Conference of Media, Religion & Culture in Toronto, Canada 9 13th August 2010. Axelson, Tomas (2008) Movies and Meaning. Studying Audience, Favourite Films and Existential Matters. Particip@tions : Journal of Audience and Reception Studies. Volume 5, (1). Doctoral dissertation summary. ACTA UNIVERSITATIS UPSALIENSIS. Article retrieved from http://www.participations.org/Volume%205/Issue%201%20-%20special/5_01_axelson.htm [1] English translation: Moving Images and Moved Minds. [2] English translation: Our need for fiction. Deeply Moved by Moving Images. Cultural Perspectives.
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This dissertation aims to look into the structure of the event Circuito Regional de Performance BodeArte1 to think how it collaborate with its proposal providing theoretical points to relevant questions to the comprehension of Brazilian performance art in contemporaneity, since its conceptual format until its occurrence and practical limitations. From this proposition the dissertation is organized into three chapters guided for the following aspects: the resumption of the events encompassed on the occurrence of Circuit BodeArte as well as a tabulation of the data reunited in its history, the presentation of its conceptual choices, and the metaphors conducted by the use of the term performance and how they can lead us to the idea of a performance-as-BodeArte. The methodological structures moved for this organization are qualitative, and have been formed from printed materials, texts, festival programs, blog, videos, photos, interviews, lectures and forums, plus our own memory as a producer and performer of the event, looking through these set points of the epistemological organization contained on the proposal of the Circuito, expanding and discussing them. This way this research moves between the propositions of this event in its three editions, promoting discussions that dialogue with concepts such as the emergence of Steve Johnson (2004), the metaphors of thought proposed by Christine Greiner (2005), the idea of performance hacker of Maria Beatriz de Medeiros (AQUINO, et al., 2012), as well as other propositions presented by Jan Swidzinski (2005) and Eleonora Fabio (2012)
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Over the last 50 years a new research area, science education research, has arisen and undergone singular development worldwide. In the specific case of Brazil, research in science education first appeared systematically 40 years ago, as a consequence of an overall renovation in the field of science education. This evolution was also related to the political events taking place in the country. We will use the theoretical work of Rene Kaes on the development of groups and institutions as a basis for our discussion of the most important aspects that have helped the area of science education research develop into an institution and kept it operating as such. The growth of this area of research can be divided into three phases: The first was related to its beginning and early configurations; the second consisted of a process of consolidation of this institution; and the third consists of more recent developments, characterised by a multiplicity of research lines and corresponding challenges to be faced. In particular, we will analyse the special contributions to this study gleaned from the field known as the history and philosophy of science.
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OBJETIVO: Descrever o recrutamento de pacientes, instrumentos de avaliao, mtodos para o desenvolvimento de estudos colaborativos multicntricos e os resultados preliminares do Consrcio Brasileiro de Pesquisa em Transtornos do Espectro Obsessivo-Compulsivo, que inclui sete centros universitrios. MTODO: Este estudo transversal incluiu entrevistas semi-estruturadas (dados sociodemogrficos, histrico mdico e psiquitrico, curso da doena e diagnsticos psiquitricos comrbidos) e instrumentos que avaliam os sintomas do transtorno obsessivo-compulsivo (Escala para Sintomas Obsessivo-Compulsivos de Yale-Brown e Escala Dimensional para Sintomas Obsessivo-Compulsivos de Yale-Brown), sintomas depressivos (Inventrio de Depresso de Beck), sintomas ansiosos (Inventrio de Ansiedade de Beck), fenmenos sensoriais (Escala de Fenmenos Sensoriais da Universidade de So Paulo), juzo crtico (Escala de Avaliao de Crenas de Brown), tiques (Escala de Gravidade Global de Tiques de Yale) e qualidade de vida (questionrio genrico de avaliao de qualidade de vida, Medical Outcome Quality of Life Scale Short-form-36 e Escala de Avaliao Social). O treinamento dos avaliadores consistiu em assistir cinco entrevistas filmadas e entrevistar cinco pacientes junto com um pesquisador mais experiente, antes de entrevistar pacientes sozinhos. A confiabilidade entre todos os lderes de grupo para os instrumentos mais importantes (Structured Clinical Interview for DSM-IV, Dimensional Yale-Brown Obsessive-Compulsive Scale, Universidade de So Paulo Sensory Phenomena Scale ) foi medida aps seis entrevistas completas. RESULTADOS: A confiabilidade entre avaliadores foi de 96%. At maro de 2008, 630 pacientes com transtorno obsessivo-compulsivo tinham sido sistematicamente avaliados. A mdia de idade (SE) foi de 34,7 (0,51), 56,3% eram do sexo feminino e 84,6% caucasianos. Os sintomas obsessivo-compulsivos mais prevalentes foram os de simetria e os de contaminao. As comorbidades psiquitricas mais comuns foram depresso maior, ansiedade generalizada e transtorno de ansiedade social. O transtorno de controle de impulsos mais comum foi escoriao neurtica. CONCLUSO: Este consrcio de pesquisa, pioneiro no Brasil, permitiu delinear o perfil sociodemogrfico, clnico e teraputico do paciente com transtorno obsessivo-compulsivo em uma grande amostra clnica de pacientes. O Consrcio Brasileiro de Pesquisa em Transtornos do Espectro Obsessivo-Compulsivo estabeleceu uma importante rede de colaborao de investigao clnica padronizada sobre o transtorno obsessivo-compulsivo e pode abrir o caminho para projetos semelhantes destinados a integrar outros grupos de pesquisa no Brasil e em todo o mundo.
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Aim. By taking nursing as a human relationships activity, in spite of its strong technical-scientific features, this article reflects on the phenomenological method as one of the ways to develop ail investigation and acquire knowledge of the topic.Rationale. Based on Husserl's phenomenology, which is opposed to the way of doing science based on the laws that regulate the physics and mathematics, the article introduces Merleau Ponty's existential phenomenology as the theoretical foundation for the method it proposes. My existential conceptions-people as historic beings inserted in a world over which they act but which, in its turn, determines them; the human perception as reference for our way of being in the world; the space-time structure of perception-these are the key concepts that have led to the elaboration of ail approach to phenomenological research.Proposal of a methodology. Steps are proposed for such ail approach, namely phenomenological description, reduction and analysis. These lead to the building up of ideographic and nomothetic analyses, thus unveiling and describing general truths about the phenomenon studied. Finally, the possibilities for applying the methodology to nursing research are discussed, illustrated by my research into student nurses' perspectives on working oil an isolation ward.
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Ps-graduao em Educao - FFC
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Coordenao de Aperfeioamento de Pessoal de Nvel Superior (CAPES)
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Esta pesquisa aborda como temtica a Educao Popular em Simn Rodrguez (1771-1854) e Antnio Carneiro Leo (1887-1966), intelectuais da Amrica Latina. A questo norteadora deste processo investigativo : no contexto de estruturao dos Estados-nao latinoamericanos, como os intelectuais Simn Rodrguez e Antnio Carneiro Leo pensavam a Educao popular? Como hipteses, entendemos que: 1) Estes intelectuais tecem fios tnues que auxiliaram na significao do conceito de Educao Popular na atualidade, seja por meio da negao seja pela defesa de princpios que atualmente permeiam a conceituao da Educao Popular, ainda que o sentido atribudo Educao Popular por eles poca no correspondam exatamente significao presente; 2) Simn Rodrguez e Antnio Carneiro Leo, mesmo de lugares diferentes, um na Venezuela, outro no Brasil, expressaram em suas obras pensamentos com certas semelhanas no que tange ideia de Educao Popular na Amrica Latina. Com base na questo e hipteses apresentadas adotou-se como objetivo geral: analisar, por meio do estudo comparado do pensamento social e da teoria descolonial, as formulaes de Educao Popular em Simn Rodrguez e Antnio Carneiro Leo, com vistas a sua relao com o contexto latino-americano. Como objetivos especficos, definiu-se: a) contextualizar o conjunto de obras de Simn Rodrguez e Antnio Carneiro Leo, enfatizando os escritos sobre educao, particularmente os enunciados que tratam da idia de Educao Popular; b) situar o pensamento dos autores no contexto histrico mais geral de seus pases; c) analisar as concepes tericas de Simn Rodrguez (exemplo de pensamento venezuelano) e compar-las com as concepes tericas de Antnio Carneiro Leo (um exemplo de pensamento brasileiro), de modo a verificar quais os pontos convergentes e divergentes sobre a ideia de Educao Popular; d) Compreender as implicaes da proposta de Educao Popular de Simn Rodrguez e Antnio Carneiro Leo para o movimento educacional latino-americano. No plano terico-metodolgico, a pesquisa se fundamenta na Histria Cultural (representaes sociais e lutas de representaes), na Histria Intelectual (memria coletiva e utilizagens mentais) e na Teoria Descolonial (exterioridade). Os resultados revelam que Simn Rodrguez e Carneiro Leo ao apontarem no sculo XIX e incio do sculo XX a necessidade de valorizao cultural das classes populares se aproximam significativamente das concepes de educao popular na atualidade. Tambm indicam uma similitude entre a realidade colonial hispanoamericana e a realidade luso-brasileira que aproximam essas concepes. Resguardadas as nuances histricas dos pases em que nasceram e viveram os autores estudados, constatou-se que estes compreendem a educao como um instrumental imprescindvel para a superao da colonizao e, portanto, de consolidao da independncia poltica, econmica e cultura do continente. Ao incursionar pela obra dos autores, sob um olhar regido pela Teoria Descolonial, identificamos que o Liberalismo, o Positivismo e as Teorias Raciais produzidos no Ocidente europeu fundamentaram o pensamento intelectual de Simn Rodrguez e Carneiro Leo, mas assumiram outras dimenses ao serem pensadas em meio s experincias vividas pelos autores no continente americano. Sensveis ao sofrimento de uma populao mestia que no mais poderia viver fora dos parmetros da modernidade, esses autores, que destacam a educao como um instrumental necessrio libertao poltica, econmica e cultural da Amrica Latina, defendem, na teoria e na prtica, um projeto educacional que fosse capaz de salvaguardar venezuelanos e brasileiros das marcas deixadas pela colonizao.
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In diesem Arbeitspapier will ich zur knftigen Forschung ber soziale Stratifikation in Afrika beitragen, indem ich die theoretischen Implikationen und empirischen Herausforderungen der Konzepte "Elite" und "Mittelklasse" untersuche. Diese Konzepte stammen aus teilweise miteinander konkurrierenden Theorietraditionen. Auerdem haben Sozialwissenschaftler und Historiker sie zu verschiedenen Zeiten und mit Bezug auf verschiedene Regionen unterschiedlich verwendet. So haben Afrikaforscher und -forscherinnen soziale Formationen, die in anderen Teilen der Welt als Mittelklasse kategorisiert wurden, meist als Eliten aufgefasst und tun dies zum Teil noch heute. Elite und Mittelklasse sind aber nicht nur Begriffe der sozialwissenschaftlichen Forschung, sondern zugleich Kategorien der sozialen und politischen Praxis. Die Art und Weise, wie Menschen diese Begriffe benutzen, um sich selbst oder andere zu beschreiben, hat wiederum Rckwirkungen auf sozialwissenschaftliche Diskurse und umgekehrt. Das Arbeitspapier setzt sich mit beiden Aspekten auseinander: mit der Geschichte der theoretischen Debatten ber Elite und Mittelklasse und damit, was wir aus empirischen Studien ber die umstrittenen Selbstverortungen sozialer Akteure lernen knnen und ber ihre sich verndernden Auffassungen und Praktiken von Elite- oder Mittelklasse-Sein. Weil ich berzeugt bin, dass knftige Forschung zu sozialer Stratifikation in Afrika auerordentlich viel von einer historisch und regional vergleichenden Perspektive profitieren kann, analysiert dieses Arbeitspapier nicht nur Untersuchungen zu afrikanischen Eliten und Mittelklassen, sondern auch eine Flle von Studien zur Geschichte der Mittelklassen in Europa und Nordamerika sowie zu den neuen Mittelklassen im Globalen Sden.
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The Evaporative Fraction (EF) and the Complementary Relationship (CR), both extensively explored by Wilfried Brutsaert during his productive career, have elucidated the conceptual understanding of evapotranspiration within hydrological science, despite a lack of rigorous proof of validity of either concept. We briefly review Brutsaert's role in the history of these concepts and discuss their appeal and interrelationship.
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Given its origins in traditional dialectology, and given advances in our understanding of the social embedding of language variation, it is paradoxical that space should be one of the categories that has received least attention of all in variationist sociolinguistics. Until recently, space has largely been treated as an empty stage on which sociolinguistic processes are enacted. It has been unexamined, untheorized, and its role in shaping and being shaped by variation and change untested. One function of this chapter, therefore, is to assert that space makes a difference, and to begin, in a very hesitant way, to map out what a geographically informed variation analysis might need to address. It also examines variationist interactions with the related concept of mobility. It might be reasonable to think that human geographers would provide some clues on how to proceed. As we will see, they have engaged in a great deal of soul searching about the goals of their discipline, its very existence as a separate field of enquiry, and the directions it should take. Indeed there are remarkable parallels between the recent history of human geographic thought, and interest in language variation across space. Although space has been undertheorized in variation studies, a number of researchers, from the traditional dialectologists through to those interested in the dialectology of mobility and contact, have, of course, been actively engaged in research on geographical variation and language use. Their work will be contextualized here to highlight both the parallels with theory-building in human geography, but also some of the criticisms of earlier approaches which have fed through to human geography, but remain largely unquestioned in variationist practice. The chapter therefore presents a brief theoretical background to space and mobility, before exemplifying these concepts in variationist research through an examination of, for example, the spatial diffusion of linguistic innovations, the spatial configuration of linguistic boundaries and initial steps to examine the consequences of mobility for variationist research.
