Barry Smith an sich

Festschrift in Honor of Barry Smith on the occasion of his 65th Birthday. Published as issue 4:4 of the journal Cosmos + Taxis: Studies in Emergent Order and Organization. Includes contributions by Wolfgang Grassl, Nicola Guarino, John T. Kearns, Rudolf Lüthe, Luc Schneider, Peter Simons, Wojciech Żełaniec, and Jan Woleński

OWL: Un lenguaje ontológico para la Web semántica

Trabajo de investigación del 2º curso del Doctorado en Documentación. Curso 2003/2004Análisis de las ontologías, qué son, donde se aplican y los lenguajes para definirlas, centrando la atención en el último desarrollado por el W3C, OWL

Ontological foundations for structural conceptual models

In this thesis, we aim at contributing to the theory of conceptual modeling and ontology representation. Our main objective here is to provide ontological foundations for the most fundamental concepts in conceptual modeling. These foundations comprise a number of ontological theories, which are built on established work on philosophical ontology, cognitive psychology, philosophy of language and linguistics. Together these theories amount to a system of categories and formal relations known as a foundational ontolog

Making the Right Time: the transition to motherhood in contemporary Chile

Despite significant changes in gender roles and fertility patterns, most women become mothers and this experience shapes their identities and lives in meaningful ways. As important as whether or not women have children, is when they become mothers. Prevalent studies on the timing of the transition to motherhood tend to neglect women’s views and experiences, provide disembedded and binary accounts of time and agency, and disregard an in-depth analysis of time. In this thesis, I draw on conceptual elements from sociology, the life course perspective, and gender and feminist theories to address the ways in which women understand, experience and make the timing of the transition to motherhood in contemporary Chile. This research is framed within a constructivist paradigm, an interpretive epistemology, and a qualitative research design, and is based on life story interviews with 40 women from urban Santiago de Chile. The findings of this thesis reveal that making the right time in the transition to motherhood is shaped by the politics of choice and the multidimensional nature of time. In becoming mothers, women have to resolve cultural contradictions of agency regarding pregnancy and fertility. While neoliberal and postfeminist ideologies outline women as free, equal, and responsible to determine when to have children, in practice, their choices remain constrained by gender norms, restrictions to reproductive agency, and social inequalities. In becoming mothers, women also have to reconcile multiple ontologies of time, conflicting age norms and the sequence of the life course. This involves negotiating the influence of nature and God, the boundaries of the biological clock, the risks of ‘early’ and ‘late’ childbearing, and the delay of motherhood. By challenging binary understandings of the relationship between time and agency, this thesis unveils the complexities and nuances of lived experiences of timing the transition to motherhood, and advances theoretical and empirical knowledge on the intersections between motherhood, time and agency

Educating students with refugee and asylum seeker experiences. A commitment to humanity

This book discusses the educational systems into which students with refugee backgrounds are placed when relocated into many of their new homelands. It discusses the current climate of neo liberalism which pervades schooling in many western countries and the subsequent impact on curriculum focus and teaching strategies. It proposes ways in which these students, who are currently the most vulnerable students in school, can be educated with policies and perspectives which respect the diversity and uniqueness that characterises the world today as the result of the global unrest and subsequent diaspora. The impact of power, politics, people and pedagogies on the prospects of these is investigated and a model for holistic education, which includes the wisdom and care of pedagogical love is discussed as way in which a more human and compassionate approach to education for these and all students of difference can be integrated into school communities despite neo liberal imperatives in education. Research indicates that schools which are spaces of safety and belonging, through leadership of care and empathy, can provide successful educational opportunities for students who have asylum seeker and refugee backgrounds and experiences. (DIPF/Orig.

Educating Students with Refugee and Asylum Seeker Experiences

This book discusses the educational systems into which students with refugee backgrounds are placed when relocated into many of their new homelands. It discusses the current climate of neo liberalism which pervades schooling in many western countries and the subsequent impact on curriculum focus and teaching strategies. It proposes ways in which these students, who are currently the most vulnerable students in school, can be educated with policies and perspectives which respect the diversity and uniqueness that characterises the world today as the result of the global unrest and subsequent diaspora. The impact of power, politics, people and pedagogies on the prospects of these is investigated and a model for holistic education, which includes the wisdom and care of pedagogical love is discussed as way in which a more human and compassionate approach to education for these and all students of difference can be integrated into school communities despite neo liberal imperatives in education. Research indicates that schools which are spaces of safety and belonging, through leadership of care and empathy, can provide successful educational opportunities for students who have asylum seeker and refugee backgrounds and experiences

Educating Students with Refugee and Asylum Seeker Experiences

This book discusses the educational systems into which students with refugee backgrounds are placed when relocated into many of their new homelands. It discusses the current climate of neo liberalism which pervades schooling in many western countries and the subsequent impact on curriculum focus and teaching strategies. It proposes ways in which these students, who are currently the most vulnerable students in school, can be educated with policies and perspectives which respect the diversity and uniqueness that characterises the world today as the result of the global unrest and subsequent diaspora. The impact of power, politics, people and pedagogies on the prospects of these is investigated and a model for holistic education, which includes the wisdom and care of pedagogical love is discussed as way in which a more human and compassionate approach to education for these and all students of difference can be integrated into school communities despite neo liberal imperatives in education. Research indicates that schools which are spaces of safety and belonging, through leadership of care and empathy, can provide successful educational opportunities for students who have asylum seeker and refugee backgrounds and experiences