A critical search for the ‘self’ in adult education: Bourdieuian insights into transformative possibilities

This study investigates the ‘self’ of six Irish working-class women, all parenting alone and all returned to the field of adult education. Bourdieu’s concepts of habitus, field and capital are the backdrop for the study of the ‘self’, which is viewed through his lens. This study commenced in September 2012 and concluded in August 2014, in a small urban educational setting in an Irish city. All of the women in the study are single parents, most of them did not complete second level education, and none of them had experienced adult or third level education. Their ages vary from 30 to 55 years. The study pursues the women’s motivations for returning to education, the challenges they faced throughout the journey, and their experiences, views and perspectives of Adult Education. The methodology chosen for this research is critical eethnography, and as an emerging ethnographer, I was able to view the phenomena from both an emic (inside) and an etic (outside) perspective. The critically oriented approach is a branch of qualitative research. It is a holistic and humanistic approach that is cyclical and reflective. The critical ethnographic case studies that developed are theoretically framed in critical theory and critical pedagogy. The data is collected from classroom observations (recorded in a journal) and interviews (both individual and group). The women's life experiences inform their sense of self and their capital reserves derive from their experience of habitus. It also attempts to understand the delivery of the programmes and how it can impact the journey of the adult learners. The analysis of the interviews, observations, field notes and reflective journals demonstrate what the women have to say about their new journey in adult education. This crucial information informs best practice for adult education programmes. This study also considers the complexity of habitus and the many forms of capital. The theme of adults returning to education and their disposition to this is one of the major themes of this study. Findings reflect this uncertainty but also underline how the women unshackled themselves of some of the constraints of a restricted view of self. Witnessing this new habitus forming was the core of their transformational possibility becoming real. The study provides a unique contribution to knowledge as it utilises Bourdieuian concepts and theories, not only as theoretical tools but as conceptual tools for analysis. The study examined transformative pedagogy in the field of adult education and it offers important recommendations for future policy and practice.

Staff and students co-creating curricula in UK higher education: exploring process and evidencing value

Student engagement in learning and teaching is receiving a growing level of interest from policy makers, researchers, and practitioners. This includes opportunities for staff and students to co-create curricula, yet there are few examples within current literature which describe and critique this form of staff-student collaboration (Bovill (2013a), Healey et al (2014), Cook-Sather et al (2014). The competing agendas of neoliberalism and critical, radical pedagogies influence the policy and practice of staff and students co-creating curricula and, consequently, attempt to appropriate the purpose of it in different ways. Using case-based research methodology, my study presents analysis of staff and students co-creating curricula within seven universities. This includes 17 examples of practice across 14 disciplines. Using an inductive approach, I have examined issues relating to definitions of practice, conceptualisations of curricula, perceptions of value, and the relationship between practice and institutional strategy. I draw upon an interdisciplinary body of literature to provide the conceptual foundations for my research. This has been necessary to address the complexity of practice and includes literature relating to student engagement in learning and teaching, conceptual models of curriculum in higher education, approaches to evidencing value and impact, and critical theory and radical pedagogies. The study makes specific contributions to the wider scholarly debate by highlighting the importance of dialogue and conversational scholarship as well as identifying with participants what matters as well as what works as a means to evidence the value of collaborations. It also presents evidence of a new model of co-creating curricula and additional approaches to conceptualising curricula to facilitate collaboration. Analysis of macro and micro level data shows enactment of dialogic pedagogies within contexts of technical-rational strategy formation and implementation.

Effects of modality, urgency and situation on responses to multimodal warnings for drivers

Signifying road-related events with warnings can be highly beneficial, especially when imminent attention is needed. This thesis describes how modality, urgency and situation can influence driver responses to multimodal displays used as warnings. These displays utilise all combinations of audio, visual and tactile modalities, reflecting different urgency levels. In this way, a new rich set of cues is designed, conveying information multimodally, to enhance reactions during driving, which is a highly visual task. The importance of the signified events to driving is reflected in the warnings, and safety-critical or non-critical situations are communicated through the cues. Novel warning designs are considered, using both abstract displays, with no semantic association to the signified event, and language-based ones, using speech. These two cue designs are compared, to discover their strengths and weaknesses as car alerts. The situations in which the new cues are delivered are varied, by simulating both critical and non-critical events and both manual and autonomous car scenarios. A novel set of guidelines for using multimodal driver displays is finally provided, considering the modalities utilised, the urgency signified, and the situation simulated.

Contents and bioconversion of B-glycoside isoflavones to aglycones in the processing conditions of soybean tempeh.

The objective of this work was to evaluate the effect of the processing conditions of soybean tempeh on the contents of ??glycoside isoflavones and on their bioconversion into aglycones. Different times of soaking (6, 12, and 18 hours), cooking (15, 30, and 45 minutes), and fermentation (18, 24, and 30 hours) with Rhizopus oligosporus at 37°C were evaluated for tempeh preparation. Grains from the cultivar 'BRS 267' were used, and the experiment was carried out according to a central composite design (23). The response functions comprised the contents of genistin, malonyldaidzin, malonylgenistin, daidzein, and genistein, quantified by ultraperformance liquid chromatography (UPLC). Soaking, cooking, and fermentation times change the content, profile, and distribution of the different forms of isoflavones in tempeh. The highest bioconversion of glycoside isoflavones into aglycones occurred in 6?hour soaked soybean grains, whose cotyledons were cooked for 15 minutes and subjected to 18?hour fermentation. RESUMO:O objetivo deste trabalho foi avaliar o efeito das condições de processamento do tempeh de soja sobre o conteúdo de isoflavonas ??glicosídeos e sobre sua bioconversão em agliconas. Diferentes tempos de maceração (6, 12 e 18 horas), cozimento (15, 30 e 45 minutos) e fermentação (18, 24 e 30 horas) com Rhizopus oligosporus a 37°C foram avaliados na preparação do tempeh. Foram utilizados grãos da cultivar 'BRS 267', e o experimento foi realizado de acordo com um delineamento composto central (23). As funções?respostas compreenderam o teor de genistina, malonildaidzina, malonilgenistina, daidzeína e genisteína, quantificadas por cromatografia líquida de ultraeficiência (CLUE). Os tempos de maceração, cozimento e fermentação alteraram o conteúdo, o perfil e a distribuição das diferentes formas de isoflavonas no tempeh. A maior bioconversão de ??glicosídeos em agliconas ocorreu em grãos de soja macerados por 6 horas, cujos cotilédones foram cozidos por 15 minutos e submetidos à fermentação por 18 horas.

Productivity and chemical composition of food-type soybeans sown on different dates.

ABSTRACT. The objective of this study was to investigate the effect of different sowing dates on the yield, 100-grain weight, oil, protein and isoflavone contents of food-type soybean breeding lines UEL 110, UEL 115 and UEL 123 and a cultivar BRS 257. The materials were seeded on four sowing dates, and the experiment was conducted in a randomized block design with four replications. The productivity and 100- grain weight varied with the sowing dates and soybean genotypes. The protein content ranged from 36.40 to 42.44%, and the oil content ranged from 18.29 to 22.71%. No significant interaction was found between the genotype and sowing dates for the protein content. The isoflavone content also varied with the sowing dates and soybean genotypes. The cultivar BRS 257 had the highest isoflavone content, including the β- glucoside, malonyl glucoside and aglycones forms. The different sowing dates influenced the productivity, 100-grain weight, oil and protein content and isoflavone levels. Higher temperatures and lower rainfall during the grain filling decreased the productivity and isoflavone content and increased the protein content. For all sowing dates, the BRS 257 soybean food-type cultivar showed the highest isoflavone content, indicating that the effect of genotype is more important. Keywords: soybean, oil, protein, isoflavones. RESUMO. O objetivo deste trabalho foi investigar o efeito das diferentes épocas de semeadura na produtividade, massa de 100 grãos, teor de proteínas, óleo e isoflavonas de linhagens de soja tipo alimento UEL 110, UEL 115 e UEL 123 e cultivar BRS 257. O material foi semeado em quatro épocas de semeadura e o experimento foi conduzido em blocos casualizados com quatro repetições. A produtividade e a massa de 100 grãos variaram com a época de semeadura e com os diferentes genótipos. O teor de proteínas variou de 36,40 a 42,44% e o de óleo de 18,29 a 22,71%. Não foi encontrada interação entre genótipo e épocas de semeadura para o teor de proteínas. O teor de isoflavonas variou com as épocas de semeadura e com os genótipos. A cultivar BRS 257 apresentou maior teor de β-glicosídeos, malonil-glicosídeos e agliconas. As diferentes épocas de semeadura influenciam a produtividade, massa de 100 grãos, conteúdo de óleo, proteínas e isoflavonas. Altas temperaturas e baixas precipitações durante o enchimento dos grãos reduzem a produtividade e teor de isoflavonas e aumentam o teor de proteínas. A cultivar BRS 257 apresenta o maior teor de isoflavonas indicando que o efeito genético é mais importante.

Model-Based Contrastive Explanations for XAIP: Towards a General Model and Prototype

Planning is an important sub-field of artificial intelligence (AI) focusing on letting intelligent agents deliberate on the most adequate course of action to attain their goals. Thanks to the recent boost in the number of critical domains and systems which exploit planning for their internal procedures, there is an increasing need for planning systems to become more transparent and trustworthy. Along this line, planning systems are now required to produce not only plans but also explanations about those plans, or the way they were attained. To address this issue, a new research area is emerging in the AI panorama: eXplainable AI (XAI), within which explainable planning (XAIP) is a pivotal sub-field. As a recent domain, XAIP is far from mature. No consensus has been reached in the literature about what explanations are, how they should be computed, and what they should explain in the first place. Furthermore, existing contributions are mostly theoretical, and software implementations are rarely more than preliminary. To overcome such issues, in this thesis we design an explainable planning framework bridging the gap between theoretical contributions from literature and software implementations. More precisely, taking inspiration from the state of the art, we develop a formal model for XAIP, and the software tool enabling its practical exploitation. Accordingly, the contribution of this thesis is four-folded. First, we review the state of the art of XAIP, supplying an outline of its most significant contributions from the literature. We then generalise the aforementioned contributions into a unified model for XAIP, aimed at supporting model-based contrastive explanations. Next, we design and implement an algorithm-agnostic library for XAIP based on our model. Finally, we validate our library from a technological perspective, via an extensive testing suite. Furthermore, we assess its performance and usability through a set of benchmarks and end-to-end examples.

Métodos probabilístico e determinístico para diagnóstico da necessidade de subsolagem de solos agrícolas

This paper presents two techniques to evaluate soil mechanical resistance to penetration as an auxiliary method to help in a decision-making in subsoiling operations. The decision is based on the volume of soil mobilized as a function of the considered critical soil resistance to penetration in each case. The first method, probabilistic, uses statistical techniques to define the volume of soil to be mobilized. The other method, deterministic, determines the percentage of soil to be mobilized and its spatial distribution. Both cases plot the percentage curves of experimental data related to the soil mechanical resistance to penetration equal or larger to the established critical level and the volume of soil to be mobilized as a function of critical level. The deterministic method plots showed the spatial distribution of the data with resistance to penetration equal or large than the critical level. The comparison between mobilized soil curves as a function of critical level using both methods showed that they can be considered equivalent. The deterministic method has the advantage of showing the spatial distribution of the critical points.

Efeito de onze semanas de treinamento sobre a velocidade critica e o limiar anaerobio em nadadores

Universidade Estadual de Campinas . Faculdade de Educação Física

Avaliação em educação física escolar : relato de uma experiência

Universidade Estadual de Campinas. Faculdade de Educação Física

Psicologia, diretrizes curriculares e processos educativos na Amazônia: um estudo da formação de psicólogos

Este estudo objetiva analisar a formação de psicólogos frente às Diretrizes Curriculares Nacionais para os Cursos de Psicologia no que tange aos processos educativos. Realizamos revisão da literatura pertinente ao tema, pesquisa documental e empírica com alunos, professores e coordenador de curso, utilizando questionário, entrevistas e adotando a estratégia de triangulação a partir das categorias: perfil sociocultural; nível de conhecimento acerca das mudanças oriundas das Diretrizes para o curso de Psicologia; percepção na qualidade da prática docente; nível de satisfação com relação à própria formação universitária, tomando como referência os conhecimentos, habilidades e competências adquiridas. Apresenta contribuições para a compreensão da formação de psicólogos no campo da educação na Amazônia no Ensino Superior, centrada na construção de um profissional de pensamento e prática críticos, capaz de analisar as transformações nos vários contextos educacionais e escolares, utilizando referenciais que permitam a compreensão do fenômeno educativo na sua complexidade.

Análise de atitudes de professoras do ensino fundamental no que se refere à educação inclusiva

Este artigo, que tem como referência a teoria crítica, relata o resultado de uma pesquisa sobre atitudes em relação à educação inclusiva, realizada com doze professoras do 5º ano do ensino fundamental; dentre elas, seis tinham experiência de ter em sala de aula alunos com deficiência, e seis não tinham. A análise qualitativa dos dados decorrentes do levantamento realizado em seis escolas da rede municipal de Campo Grande (MS) demonstrou que, de modo geral, as professoras foram favoráveis à educação inclusiva. Contudo, ficou evidente a expressão de atitudes preconceituosas veladas ou explícitas no âmbito escolar. A formação para experiência com quem é "diferente" ainda encontra barreiras por conta do preconceito e da discriminação presentes nesta sociedade que tem como lógica uma "inclusão marginal". Em suas manifestações, apontaram dificuldades de trabalhar com alunos com deficiência intelectual severa; assinalaram que a responsabilidade de trabalhar sob a predominância da educação centrada no desempenho, com foco na inserção das pessoas no mercado de trabalho, gerava um "sentimento de impotência". Diante das contradições existentes, a educação inclusiva não deixa de evidenciar a presença das injustiças que ainda se apresentam no processo educativo. Apesar disso, foram indicados vários elementos favoráveis a essa forma de educação, que não é dissociada de movimentos sociais mais amplos.

Para viver e pensar além das margens: perspectivas, agenciamentos e desencaixes no campo da saúde pública

Neste ensaio os autores buscam expor ideias, críticas e reflexão ética ao destacarem questões complexas e que requerem a análise densa de estudiosos do campo interdisciplinar da saúde pública. A defesa do ponto de vista dos autores é pensar que a complexidade inerente ao campo requer aproximação mais conseqüente junto às necessidades sociais, criatividade dos agentes públicos, investigação e estudos inovadores que possibilitem uma saúde pública contemporânea e voltada para a realidade brasileira.

Multifractality in plasma edge electrostatic turbulence

Plasma edge turbulence in Tokamak Chauffage Alfven Bresilien (TCABR) [R. M. O. Galvao et al., Plasma Phys. Contr. Fusion 43, 1181 (2001)] is investigated for multifractal properties of the fluctuating floating electrostatic potential measured by Langmuir probes. The multifractality in this signal is characterized by the full multifractal spectra determined by applying the wavelet transform modulus maxima. In this work, the dependence of the multifractal spectrum with the radial position is presented. The multifractality degree inside the plasma increases with the radial position reaching a maximum near the plasma edge and becoming almost constant in the scrape-off layer. Comparisons between these results with those obtained for random test time series with the same Hurst exponents and data length statistically confirm the reported multifractal behavior. Moreover, the persistence of these signals, characterized by their Hurst exponent, present radial profile similar to the deterministic component estimated from analysis based on dynamical recurrences. (C) 2008 American Institute of Physics.

Diffusive Synchronization of Hyperchaotic Lorenz Systems

The synchronizing properties of two diffusively coupled hyperchaotic Lorenz 4D systems are investigated by calculating the transverse Lyapunov exponents and by observing the phase space trajectories near the synchronization hyperplane. The effect of parameter mismatch is also observed. A simple electrical circuit described by the Lorenz 4D equations is proposed. Some results from laboratory experiments with two coupled circuits are presented. Copyright (C) 2009 Ruy Barboza.