dissertation nature et culture introduction

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Dissertation nature culture

Par Jorge Flor   •  9 Décembre 2018  •  Dissertation  •  3 822 Mots (16 Pages)  •  4 421 Vues

« La culture est-elle contre-nature ? »

INTRODUCTION

Nature et culture semblent dès l’abord antinomiques. En effet, la culture désigne tout ce qui procède du travail humain (les produits de la technique), et tous les dispositifs qui règlent les relations des hommes entre eux (la politique, le Droit, le langage…). La nature, au contraire, c’est ce qui se fait tout seul, qui est, selon Aristote, à l'origine de son propre mouvement, qui existe avant et sans l’intervention de l’homme, comme la plante qui semble pousser toute seule. Un immeuble, une œuvre d’art, un langage… il nous semble aller de soi de considérer de telles choses comme non naturelles. Elles ne précèdent pas l’homme mais supposent au contraire son existence. Mais faut-il considérer pour autant la culture comme contre-nature ? Les procédures nécessaires à la construction de l’immeuble ne sont-elles pas tributaires des lois physiques de la gravitation qui régissent l’univers entier, de l’inerte jusqu’au vivant ? Bref, l’homme n’est-il pas lui-même un vivant, produit de la nature ?

En effet, s’il est incontestable que l’homme est un être à part, isolé du reste de son environnement connu par les produits de son invention et par son intellect, cet écart suffit-il à considérer que lui, ainsi que ses productions, appartiennent à un monde radicalement différent ? Si l’intellect est universel, et que la culture dérive de ces facultés, comment expliquer la déroutante disparité que l’on observe entre les cultures ? Et n’est-ce pas toujours à partir d'une langue donnée et dans une interprétation donnée du monde que l'homme détermine ce qu'est pour lui la nature ? Autrement dit, la nature est-elle pensable en dehors de la culture ?  

On le voit, la distinction entre culture et nature déploie tout un champ de problèmes que nous nous proposons d’explorer en confrontant les théories de la philosophie classique aux récents résultats de l’anthropologie, de la neuroanatomie, de l’éthologie et de la physique quantique. Nous déploierons les thèses de la philosophie de la raison à travers l’opposition intellect/instinct en nous appuyant sur le mythe de Prométhée du Protagoras  de Platon. Puis nous examinerons les différents sens attribués  au mot « nature » et les différentes interprétations du monde que cette évolution signale dans la culture occidentale et dans les cultures non modernes. Enfin, nous tenterons de penser une continuité entre l’homme et la nature en prenant en compte le milieu de vie dans lequel toute culture s’enracine.

L’HOMME « MAITRE ET POSSESSEUR DE LA NATURE » ?

L’opposition de l’intelligence et de l’instinct

« Instinct et raison, marque de deux natures » écrit Pascal dans ses Pensées et il ajoute : «  Le bec du perroquet qu’il essuie, quoiqu’il soit net » indiquant par ces mots que si le perroquet avait assez d’esprit pour réfléchir, il est évident qu’il ne continuerait pas d’essuyer son bec alors qu’il est déjà propre. Pascal pointe par là la différence entre l’homme et l’animal, différence qu’on peut approfondir comme la distinction de l’intelligence et de l’instinct.

Si ces concepts sont contestables, ils ont néanmoins l’avantage de rendre intelligibles les conduites humaines et animales. L’intelligence désigne la faculté d’établir des rapports, de comprendre, de résoudre des problèmes, d’adapter des moyens à des fins. Partout où il y a intelligence, il y a difficulté à surmonter par des moyens exigeant l’intervention d’une faculté mentale  capable de concevoir une solution, de l’inventer, d’utiliser des détours pour parvenir à ses fins. L’intelligence s’oppose ainsi à l’automatisme, à l’habitude, à une manière de procéder à l’aveuglette, à l’instinct. Elle implique la mise en oeuvre d ‘opérations d’abstraction, d’imagination témoignant de l’activité d’un esprit.

La notion d’instinct désigne la manière d’agir des animaux ne procédant pas de la spontanéité d’un esprit, ne mettant pas en jeu des opérations proprement intellectuelles et inventives mais des gestes relativement stéréotypés, inconscients et automatiques. En ce sens l’instinct est un savoir-faire  spécifique, inné, immuable, aveugle, ordonné à la conservation de l’espèce ou de l’individu. Très rigide dans les espèces inférieures, l’instinct révèle une certaine plasticité dès qu’on s’élève dans l’échelle zoologique. Avec certaines espèces, par exemple les chimpanzés, on observe des conduites intelligentes mais il s’agit alors d’une intelligence concrète.  Son exercice est toujours ordonné à la   satisfaction des besoins, par exemple la construction des digues par le castor, des alvéoles de cire par les abeilles. Marx formule dans une analyse célèbre la distinction entre l’activité humaine   consciente et volontaire  et l’activité instinctive : « Une araignée accomplit des opérations qui ressemblent à celle du tisserand ; une abeille par la construction de ses cellules de cire confond plus d’un architecte. Mais ce qui distingue d’abord le plus mauvais architecte et l’abeille la plus habile, c’est que le premier a construit la cellule dans sa tête avant de la réaliser dans la cire ». Capital , 1867.

Le mythe de Prométhée dans Protagoras  de Platon.

La première partie du mythe de Prométhée révèle que l’homme est une espèce naturelle au même titre que les plantes et les animaux. Et pourtant l’espèce humaine se distingue des autres en ce qu’elle est victime de l’imprévoyance d’Epiméthée . Le répartiteur des dons la constitue négativement comme celle qui manque des attributs propres à assurer naturellement sa conservation. L’homme, dit le mythe, «est né nu, sans chaussures, sans couvertures, ni armes ». Il est un animal démuni, condamné à disparaître si l’on devait en rester là. De fait l’homme est dépourvu de l’équipement naturel permettant aux autres espèces de s’adapter à la nature. Il n’est pas doté d’un instinct ,  c’est-à-dire d’outils et de savoir-faire innés, caractéristique plaçant la condition animale sous le signe de la perfection et l’inscrivant dans la pure naturalité.

Introduction

Posthuman nature and culture in renegotiation.

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The contributions in this special issue focus on different phenomena and conceptual approaches dealing with “the Posthuman” as a discourse of renegotiating nature-culture-relationships that has emerged over the past decades. The selected articles from fields of sociology, political science, and social anthropology demonstrate how to work with and discuss posthumanistic and post-anthropocentric perspectives, but also how to irritate and criticize universal assumptions of particular posthuman approaches empirically and theoretically. The introduction aims to position the particular contributions in a field of tension between de- and re-centering human beings and human agency.

The past decades have seen the emergence of approaches from various fields questioning the position of humans as acting individuals, superior subjects, and primarily cultural beings in view of a universal nature. Under captions such as “almost human” ( Strum 2001 ), “beyond humanity” ( Ingold 2013 ), networks of “other-than-human critters” ( Haraway 2016: 18 ), or “more-than-human” geographies ( Greenhough 2014 ), a virulent debate accrues to or culminates in querying “the Posthuman” ( Braidotti 2013 ; Castree and Nash 2004 ). What started out as discontent with some of the limitations within classic human-centered perspectives soon paved the way for a position from which to turn back to humanism. From our perspective, the term “Posthuman” refers to approaches that strongly keep the category “human” in momentum respecifying issues of vitality and subjectivity: humans are merely regarded as one form of life among many (in the sense of besides, below, or with others), and human action is embedded in relationships to further modes of agency. 1 Famous positions in this discourse favor a symmetrical, yet unstable relation of “Nature/Culture” ( Latour 2017 ), or emphasize a synthesis of “naturecultures” ( Haraway 2003 ) through inextricable hybridization and entangling. One main characteristic of such approaches can be identified in questioning binary categories and dichotomies such as nature versus culture, human versus non-human, or developing versus developed (see also Goody 1977 ). Those dichotomies are exposed as more limiting than helpful in conceiving interrelationships between varied forms of action, life, and existence.

Although these positions differ in their basic assumptions, they can all be discussed as perspectives aiming to correct ontologies and epistemologies that follow an anthropocentric and/or humanistic tradition. In a certain way, they decenter the human from various angles: humans are embedded in hybrid relations of subjectivity ( Haraway 1991 ) or in materialist vitality ( Braidotti 2001 ); human agency is conceived as part of heterogeneous networks with material objects and artifacts ( Latour 2007 ); human experience appears as limited in the face of unperceivable “Hyperobjects” ( Morton 2013 ); or the human being is based on the strong impact of active matter ( Barad 2003 ; Bennet 2010 ). “The Posthuman”—in all its different attempts to question and decenter the human—becomes identifiable as an ambition to surpass vital changes in human living and acting and to consider trajectories of what humans are in the process of becoming. This implies a critical possibility that humankind may be fading.

In this special issue, we aim to question in which ways “the Posthuman” may provide an outlook with promising but also controversial potential for engaging with acute phenomena and developments that might challenge anthropocentric and/or humanistic thinking at first glance. Based on ontological argumentations, posthuman approaches tend to formulate universal positions and approaches along with ethical, affirmative, and/or political implications. In this way, we hope to identify “the Posthuman” not only as a position from which to argue, but as an analytic resource for gaining alternative perspectives in a field of tension between de- and re-centering the human. Against this backdrop, we address questions such as: which possibilities, but also which conflicts, can be empirically observed with regard to de- and re-centering humans and human agency in relation to further forms of life, material activities, and fields of research in which humans still play a pivotal role? How can the de-centering or post-positioning of the human be fruitful for gaining impetus in regard to pressing inhumanities and socio-ecological transformations?

These questions cannot be answered in a singular and finalized way, but rather are conceived in engaging with selected conceptual perspectives and empirical phenomena. Therefore, we are interested in just how empirically and conceptually oriented research “works” with posthuman perspectives in different fields and disciplines such as social anthropology, political sciences, and sociology. In order to position the contributions of this issue, we will further sketch our interest in posthuman perspectives especially with regard to nature-culture-relationships, accordingly.

• Posthuman Perspectives and the Renegotiation of Nature-Culture-Relationships

Especially in times of crisis, the vulnerability of human life and life on earth is particularly exposed and transformed into an ethical category. Phenomena, incidents, and developments—such as the great challenge of climate change, accidents as witnessed in Chernobyl 1989, catastrophes such as tsunamis and bushfires, or the mutation of pathogens as we can currently observe during the COVID-19 pandemic—evoke questions about the historical embeddedness but also the present self-understanding of humans related to what is called “nature,” “ecology,” or “environment.” In this context, further inquiries take center stage: do we live in times in which the category “human” is more and more relativized and in which human agency is relegated to a secondary place? Do we live in times of strong human domination as the concept of the Anthropocene suggests ( Crutzen and Stoermer 2000 )? While the perspective of the Anthropocene centers human beings and their agency and interventions in geo-epochal transformations through technological developments and (bio-)chemical products, posthuman perspectives decenter the idea of humankind being in charge of technical and ideological mastery over nature. Instead, “nature” itself is questioned as a concept emerging from the separation between nature and culture and nature and society ( Descola 2013 : 57–88, 172–200, 277; Ingold 2000 : 13–26, 40–60; Latour 2017: 8–40 ). Referring to the modern settlement of established nature-culture-relationships, science plays a decisive and ambivalent role. As the early laboratory studies have demonstrated, the artificial impacts of “nature” as a product of scientific practices are exposed in a construed context: the laboratory and its socio-technical conditions ( Knorr Cetina 1981 ). From these sites, laboratory studies deconstructed assumptions of a naturalistic and positivistic attitude toward nature in relation to knowledge and thus revealed its fabricated or “second” nature for epistemic cultures ( Knorr Cetina 1999 ). Nature and culture have become identifiable as “inseparable twins” ( Latour 2017: 15 ) of “Western anthropological economies of knowledge” ( Ingold 2000: 46 ). Instead of emphasizing constructivism in response to clarifying “modern” relationships between nature and culture, or between scientific practices and knowledge, many posthuman approaches tend to formulate alternative ontologies based on weaker (e.g., Actor-Network Theory [ANT]) or stronger (e.g., Object-Oriented-Ontology [OOO]) assumptions, often accompanied by speculative thinking as an argumentative strategy. In this way, they relate to alternative agencies and powers such as “Gaia” ( Latour 2017 ), “Zoe” ( Braidotti 2013 ), “Hyperobjects” ( Morton 2013 ), or to the “earth of the ongoing Chthulucene” ( Haraway 2016: 33 ) as grounds of becoming—including destruction and dying.

From increasingly meshing and interweaving processes of extraction, accumulation, and discharge, posthuman approaches track down the interactions and connections which sustain the translations along “forms” of agency (for an initial approach, see also Callon 1984 ). Though such an endeavor becomes ever more cumbersome, this must not lead to refraining from empirical studies into the field, which play a vital part of the reinsurance in “earthly science” ( Latour 2010 ). In this vein, we see this special issue as a contribution to a much wider field of studies emerging from the social sciences and humanities, deviating in their main concerns from a focus on socio-cultural praxis or on human attitudes, proficiencies, and particularities. What could be conceived as an “ecological turn” within the social sciences—notwithstanding that there have been (sub-)fields of environmental, agricultural, maritime, or conservational sociology and a rich tradition of critical sociology in the realm of society at risk ( Beck 1992 )—more-than-human or posthuman approaches can also be taken as a counter-discourse to what has been deplored as a “pre-ecological sociology” ( Murphy 1995 ). In their effort to argue against biological determinism, the latter approaches have fueled into a demarcation of disciplines whose distinction between “the social” and “the natural” misses out on elementary and shared concerns—an ecology, landscaped, oversaturated, and exploited by humanity in industrialized society.

In this context, we subsume environmental humanities, which critically deal with extensive ways of fishing and farming crops and animals as food and sources of livestock feed ( Haalboom 2020 ) or with a careless dealing with water as a shared and susceptible resource for all lifeforms ( Gibbs 2009 ; Mukherjee 2020 ). Within Science and Technology Studies, we find an upcoming concern with mining and the underground ( Kinchy et al. 2017 ). What might be unearthed from these is an archaeology of some ignored paradoxes of the commodification of raw materials into industrial goods ( Barandiarán: 2019 ) and a sense of unresolved dependencies on emissions and inputs, which are ruinous ( Müller 2020 ). In this materialist focus, such studies relate back to and link up with some of our elementary forms of organizing the means of livelihood for this and future generations. They insist that through historically changing forms of nutrition, breathing, and drinking we have not become independent of but remain exposed through this unequally ( Singer 2016 ). Thus, given the overall range of empirical research dealing with more-than-human or posthuman phenomena, we see a new field of research emerging, which appears to renegotiate the relation of nature and culture, and the positioning or dissolution of “us” within posthuman or post-anthropocentric approaches. They take as their vantage point not so much the “nature” of society, but the mass consumption of nature through society. What remains another salient movement, but which can only be touched upon and raised for consideration here, is the tribulation of a humanist or anthropological notion of culture through automated, virtual, and artificial forms of intelligence and information exchange. This field, though presumably remote from an ecological perspective, is decisively tied up with the debate on the posthuman, and one of its cornerstones ( Hayles 1999 ).

• Engaging with “the Posthuman”: Contributions to This Special Issue

Studies that take up these interrelationships imply multifaceted inquiries into phenomena on empirical, ethical, legal, and theoretical levels. With this background, we see the contributions to this special issue as engaging with a much wider and ongoing critique of positioning humans and human agency at the center of attention, knowledge, and progress. What “the Posthuman” implies or takes away from is not taken for granted but rather marked as a question that will be discussed in different ways. We assemble such contributions that endorse a strong conceptual de-centering of humans, discounting their hegemonic position and interventions in the world, as well as contributions that observe developments of re-centering humans and human agency based on empirical analysis.

Informed by posthumanist perspectives in political thinking, Nandita Biswas Mellamphy envisages three different ethical scenarios of AI (artificial intelligence) governance in which only one is considered a “human-centered AI,” whereas other more speculative contexts aim at supplementing or even substituting human oversight and command. The unfolding of alternative visions of AI governance allows for reconsidering and renegotiating which particular human and non-human features to draw and build from in the governance of future AI designs. The case of explicitly non-human, that is, artificial forms of intelligence, makes up another pressing agenda for re-specifying the notion and value of human cultural techniques in the generation of knowledge and for re-imagining the very concept of the human from a feminist and post-anthropocentric view.

Based on posthumanist and neo-materialist positions, Doris Schweitzer's contribution questions the idea that the “rights of things” override the anthropocentrism of law. The article demonstrates how anthropocentrism is still identifiable in cases in which things or non-humans are first discussed as legal entities. The selected empirical cases refer to animal rights (great apes), rights of nature (river), and robot rights (machines). She argues that in order to protect human rights and their exceptional status humans and human interests are re-centered in legal procedures even when things are advanced in the focus of such processes. Hereafter, law remains a human-concerned and humanistic practice. This conclusion from recent legal decisions might irritate and question particular universal assumptions inhering ontological approaches in the context of Posthumanism and Neo-Materialism.

Franziska von Verschuer's analytical study discusses the Svalbard Global Seed Vault and its strategy of ex situ conservation from a post-anthropocentric perspective. In reference to media coverage and expert interviews, the article provides insights into this contemporary approach to seed banking embedded in the logic of crisis and salvation. She argues that nature is addressed as a resource to be utilized and therefore protected through conservation. In this context, the Svalbard Global Seed Vault is described as an explicitly modern strategy to conserve not only seeds but also this very modern idea of nature. With a strong endorsement of posthumanist approaches, the contribution offers alternative interpretations of seed banking by emphasizing the unruliness of such technological and ecological entanglements.

With a special regard to approaches that emphasize material agency, and based on document analysis, Christiane Schürkmann focuses on nuclear waste management policy in Germany as an example of how modern societies are challenged by a toxic object they have produced during the past decades. In dealing with transcripts and reports from the commissioned process of finding a repository site in Germany, the article exemplifies an area of tension between de- and re-centering human actions related to a hazardous material activity. Hereafter, the contribution argues that toxic objects as objects of having been modern question the established dualistic nature-culture order, while, on an empirical level, it becomes obvious that this dualistic relationship is reproduced by politicians, scientists, and further participants in the field of nuclear waste management.

The special issue then concludes with an outlook into “Posthuman Prehistory,” which is envisaged by Timothy Ingold as an alternative axis to go beyond humanity. To overcome the duality of the human as both: Human being (species) and being human (condition), he brings in the concept of the humanifying animal, which—in a process of perpetual co-creating—bears responsibility for what they are becoming. The prehistoric relation to the terrains that we share with other inhabitants is based on our returning to soil. From this anthropological angle, the grounding of human becoming from soil for nurturing, dwelling, and burying remains a fateful relation, especially on a global scale.

The contributions collected here address quite different legal, ethical, governmental, and philosophical issues arising in particular fields under study such as AI governance, rights of things, conservation of agrobiodiversity and the final disposal of dateless and hazardous waste. From these inquiries, we see the posthuman condition as a challenge across the disciplines. Renegotiating the relations that appear altered in form and composition as envisioned by humanist thinking remains at issue—in each particular case and along the continuum of nature and culture, which does not stand aside but cuts across “the Posthuman.”

Acknowledgments

We wish to thank SoCuM (The Research Center of Social and Cultural Studies at the Johannes Gutenberg University of Mainz) for supporting this special issue and for the opportunity to organize the symposium Posthuman? New Perspectives on Nature and Culture in 2019, which was the starting point for this publication. Furthermore, we thank the authors for their contributions and for their readiness to realize this special issue and not least, we would like to thank the reviewers who contributed with their engaged and resourceful reviews.

We use the term “Posthuman” as an attribution in order to assemble approaches, which are allied or related in various ways even though the particular positions also differ conceivably. Thus, “the Posthuman” might itself be discussed as a controversial term. For instance, Donna Haraway (2016: 32 ) struggles with the idea of “Posthumanism” because its engagement remains on questioning humans and the role of the humanities (as a discipline) in a capitalized and anthropocentric geared world. For this contribution, we do not use the term in the sense of a definition but rather as an outlook toward approaches that aim at de-centering human-related culture(s) with regard to alternative agencies.

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Contributor Notes

Kornelia Engert is Research Fellow at the Institute of Sociology, Johannes Gutenberg University Mainz (Germany). She completed her dissertation in 2019 with an ethnographic study on sociological research practice. From 2016 to 2019, she worked as a researcher in the DFG Research Group “Un/doing Differences: Practices in Human Differentiation.” Since 2017, she is also member of the Junior Research Group “Posthuman,” at the Research Center of Social and Cultural Studies (SoCuM), Mainz. Her research interests include Social Studies of (Social) Sciences, Studies of (Higher) Education, Sociology of Knowledge, Qualitative Methods, Work Place Studies (EMCA), Posthuman and Human Studies. ORCID: 0000-0002-9522-1636 . E-mail: [email protected]

Christiane Schürkmann is Research Fellow at the Institute of Sociology, Johannes Gutenberg University Mainz (Germany). She finished her dissertation project in 2015 with an ethnographic study on artistic practices in the field of visual arts. Since 2017, she is the speaker in the Research Group “Posthuman: Perspectives on Nature/Culture” at the Research Center of Social and Cultural Studies Mainz (SOCUM). Her research interests lie in the fields of Environmental Sociology, Phenomenology, Posthuman Theories, Science and Technology Studies, Sociology of Art, Sociology of Knowledge, and Sociology of Materialism. Her habilitation project focuses on nuclear waste management and the effects of toxic materials. ORCID: 0000-0002-9701-0082 . E-mail: [email protected]

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CHAPITRE I – NATURE ET CULTURE

From the book les structures élémentaires de la parenté.

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The importance of crafting a good introduction to scholarly research: strategies for creating an effective and impactful opening statement

Mohsen tavakol.

1 Medical Education Centre, School of Medicine, The University of Nottingham, UK

David O'Brien

Introduction.

The introduction section is arguably one of the most critical elements of a written piece of research work, often setting the tone for the remainder of any dissertation or research article. The primary purpose of an introduction is to provide the reader with a clear understanding of the research question, in addition to the scope, rationale, aims and objectives of the study. This ensures the reader can more easily comprehend the context of the research, which will consequently help them better interpret and evaluate the study results. One could liken an introduction to a trailer for a movie, where the plot of the film (the research topic) is introduced by setting the scene (outlining the significance of the topic) and enticing you to watch the full movie (understanding the research and its importance).

Despite this, our experience suggests that students frequently pay insufficient attention to the introduction section of their dissertation or omit elements which we consider essential to address. This editorial aims to help researchers appreciate the importance of a comprehensive dissertation introduction in medical education research and learn how to effectively manage this key section of their work.  Although it focuses purely on the introduction section of a written research submission, readers interested in learning more about the other primary steps of the research process are encouraged to read AMEE Guide No. 90 1 , 2 textbooks on research methods and both consult and seek constructive feedback from colleagues with expertise in research methods and writing for publication.

Here we aim to provide the reader with a simple structure of how best to construct the introduction for a dissertation and recommend that this should typically include the following essential components and principles.

Background to the research topic

The purpose of providing background information in an introduction is to supply the context and other essential information concerning the research topic, and thus allow the reader to understand the significance of the specific research question and where it sits within the broader field of study. This aids the reader to better understand how the research question contributes to the existing body of knowledge and why it is, necessary to investigate this specific aspect further. For example, suppose the study concerns the effectiveness of simulation-based training in medical education. In this case, the broader field of the study may include relevant areas such as medical simulation, medical education research, health care education, standardised patients, simulation-based training, and curriculum development based on simulation training. After providing the reader with an understanding of the context and relevance of the topic of interest, the researcher must then establish a theoretical or conceptual framework. This underpins the study topic in order that the reader can understand how any research questions and objectives are formulated. It is important to distinguish between these two frameworks. A theoretical framework describes the rationale for applying a particular theory to provide support and structure for the topic being studied. In the absence of an applicable theory, a conceptual framework substantiates the significance of a particular problem, context or phenomenon within a specific area of the study by illustrating its relevance and connection to research topic. 3 A conceptual framework highlights the importance of a research topic by showing how it relates to the larger body of knowledge in a particular field. Here is an example to demonstrate the use of a theoretical framework in a research context.

When considering Social Cognitive Theory (SCT), one of the key constructs is self-efficacy, as described by Albert Bandura, 4 and refers to the belief that a person has it within their own ability to accomplish a specific task successfully. This is not related to what a person does, but more how they perceive their ability to use these skills. So, based on this construct of self-efficacy, a researcher may formulate a research hypothesis; that examiners with higher self-efficacy in OSCEs will demonstrate improved performance in subsequent exams compared to those with lower self-efficacy. Now the researcher is in a position to identify the fundamental concepts of the research, i.e., self-efficacy (personal factors), examiner performance (behavioural factors) and examination conditions and examiner scaffolding support (environmental factors). Identifying key concepts helps the researcher find the relationship between these, and develop appropriate research questions, e.g., 1) How does an examiner's self-efficacy in OSCEs affect their ability to assess students in subsequent exams? 2) How does the support provided to examiners and exam conditions influence the link between self-efficacy and examiner performance in OSCEs? 3) Do examiners with high self-efficacy provide fairer scores than those with low self-efficacy in OSCEs? By having a theoretical framework, researchers can establish a foundation for their research and provide a clear picture of the relationship between the key concepts involved in the study. Researchers must also provide any conceptual and operational definitions for key concepts or variables that will be used in the study. Clearly defining key concepts and variables in the background section of a dissertation can also help establish the significance of the research question and its relevance to the broader field of study. As the name implies, a conceptual definition refers to a variable's meaning in a conceptual, abstract, or theoretical sense. Conceptual definitions are often used to describe concepts which cannot be directly measured, such as active learning, rote learning, inter-professional learning, inter-professional education, or constructs such as clinical performance. Conversely, operational definitions define the steps researchers must take in order to collect data to measure a phenomenon or concept. 5 For example, clinical performance can be considered a conceptual construct but may also be defined operationally as the ability of students to pass 12 out of 16 stations of an OSCE. The researcher having already pre-specified specific the criteria for classifying students as pass/fail in order to determine the ability of students to perform clinically. This operational definition provides a clear method for evaluating and measuring student ability, which can then be used to give feedback and guide further learning or to establish clear expectations for students and provide a basis for evaluating and assessing their performance. In general, it can be beneficial for medical education programs to define aspects such as clinical performance operationally in this way in rather than conceptually, especially if there is a need to ensure that students meet a required standard of competence and are prepared for the demands of real-world clinical practice. These definitions can also then be used to establish the methods and criteria by which the variables of the study will subsequently be measured or altered.

Citing the existing literature to support the research aim

A literature review is the process of critically evaluating existing research and utilising it to inform and guide the research proposal under investigation. Taking this approach enables researchers to ensure that their research is not only grounded in, but also contributes meaningfully to, any existing knowledge as a whole. Critically reviewing the literature provides evidence and justification for any research and is essential when formulating a hypothesis, question, or study objectives. In addition, and perhaps most importantly, it helps identify any gaps or inconsistencies in the existing knowledge base. Determining the knowledge gap is critical in justifying the necessity for our research and advancing knowledge. A comprehensive literature review also helps establish the theoretical or conceptual frameworks to ground any subsequent research, providing researchers with guidance and direction on how best to conduct their future studies. Understanding from the literature what has worked previously and what may pose challenges or limitations assists researchers when exploring the best methods and techniques for answering new research questions. To clarify, consider a hypothetical study in which researchers wish to examine the effectiveness of a specific educational intervention in medical students to improve patient safety. Based on the existing literature, let's assume that researchers learned that most studies had only focused on short-term outcomes rather than long-term ones. The long-term effects of any intervention in medical students on patient safety therefore remain uncertain. Researchers may therefore wish to consider conducting longitudinal studies months after interventions have been carried out, rather than simply repeating research based on short-term outcomes, in order to address the current knowledge gap. A review of existing literature may highlight hitherto previously unconsidered logistical difficulties in conducting longitudinal studies in this area that the researcher may need to be aware of.

Stating the significance of the research

More than simply reporting the existing research, one of the key objectives in any literature review is to summarise and synthesise existing research on the intended topic in order to analyse the significance of the research in question. In this process, diverse ideas can be merged to form fresh new perspectives. Any gaps, limitations, or controversies in medical education can be identified, and potential future benefits and implications of the proposed research explained to the reader. Based on any potential impact or perceived importance, the introduction provides an excellent opportunity for the researcher to affirm the significance of the research study and why it should be conducted.

By way of an example, the significance of a study concerning feedback given to examiners for Objective Structured Clinical Examinations (OSCEs) is used to illustrate this point further. The potential significance of this research lies in improving the validity and reliability of OSCE scores in medical education. As a result of reviewing different types of feedback given to examiners, the research may assist in identifying the most effective strategies for improving the quality of OSCEs in medical education. By providing new insights into how feedback can improve the reliability and validity of OSCE results, the research could also contribute to the broader knowledge of assessment in general. This may result in the development of more accurate and robust medical education assessments, which in turn may potentially enhance delivery of healthcare and improve patient outcomes and safety. It may also address the current challenges and gaps in medical education assessment by providing evidence-based approaches for improving OSCE quality.

Formulating Research Questions and Objectives

Researchers formulate research questions and objectives based on the topic they are seeking to address. As noted previously, these will have already been derived as a result of a comprehensive literature review of any existing knowledge and based on a theoretical or conceptual framework. Furthermore, in medical education, the literature review provides researchers with the opportunity to formulate new research questions or research objectives to address any gaps or limitations in the existing literature and add something new to the current body of knowledge. Research questions and objectives should be stated clearly, being both specific, and measurable. These should then guide the subsequent selection of appropriate research methods, data collection and any subsequent analytical process. Clear, focused, and rigorous research questions and objectives will ensure the study is well-designed and make a valuable contribution to the existing body of knowledge.

Qualitative research questions should be open-ended and exploratory rather than focused on a specific hypothesis or proposition. It is common for qualitative studies to focus on understanding how and why certain phenomena occur, rather than simply describing what has occurred. These should be formulated to elicit rich, detailed, and context-specific data that can provide insights into the experiences, perspectives, and meanings of the participants. In contrast, quantitative research questions are more specific and are designed to test a particular hypothesis or relationship. In medical education, it is imperative to emphasise the importance of both qualitative and quantitative research questions when it comes to generating new knowledge. Combining both quantitative and qualitative research methods (mixed methods) can be particularly powerful in providing a more comprehensive understanding of any phenomena under study. Assume again that we are examining the effectiveness of feedback on the performance of medical students and adopt a mixed-methods approach using a combination of qualitative and quantitative research methods. A quantitative research question may be, what is the impact of feedback on the performance of medical students as measured by OSCE mark? How the experience of receiving feedback on performance contributes to the future professional development of medical students is a more qualitative research question. This combination of quantitative and qualitative research questions will provide an in depth understanding of the effectiveness of feedback on medical student performance. It is important to note that in qualitative research methods particularly, there can be a wide variety of research question types. For example, grounded theory researchers may ask so-called "process questions", such as 'how do students interpret and use the feedback they are given?' Phenomenologists, on the other hand, are concerned with lived experience of research subjects and frequently ask questions looking to understand the "meaning" of any such experience, often aiming to attribute feelings to this experience, for example, ‘how do students feel when they receive feedback?’ Ethnographers look to understand how culture contributes to an experience, and may ask more "descriptive questions" 5 for example, ‘how does the culture within a specific medical school affect students receiving feedback on their performance?’

For ease of reference, the key points we recommended are considered in any dissertation introduction are summarised below:

1.       Set the context for the research

2.       Establish a theoretical or conceptual framework to support your study

3.       Define key variables both conceptually and theoretically

4.       Critically appraise relevant papers during the literature review

5.       Review previous studies to identify and define the knowledge gap by assessing what has already been studied and what areas remain unexplored

6.       Clearly articulate the rationale behind your study, emphasising its importance in the intended field

7.       Clearly define your research objectives, questions, and hypotheses

Conclusions

Whilst crafting a research introduction may seem a challenging and time-consuming task, it is well worth the effort to convey your research clearly and engage potential readers. Providing sufficient background information on the research topic, conducting a comprehensive review of the existing research, determining the knowledge gap, understanding any limitations or controversies in the topic of interest, before then exploring any theoretical or conceptual frameworks to develop the research concepts, research questions and methodology are fundamental steps. Articulating any conceptual and operational definitions of key concepts and clearly defining any key terms, including explanations of how these will be used in the study is also paramount to a good introduction. It is essential to clearly present the rationale behind the research and why this is significant, clarifying what it adds to the existing body of knowledge in medical education and exploring any potential future implications. Lastly, it is vital to ensure that any research questions are clearly stated and are open-ended and exploratory in the case of qualitative studies, or specific and measurable in the case of quantitative studies.

We feel that observing these basic principles and adhering to these few simple steps will hopefully set the stage for a highly successful piece of research and will certainly go some way to achieving a favourable editorial outcome for possible subsequent publication of the work.

Conflict of Interest

The authors declare that they have no conflict of interest.

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Nature et culture, formulaire de recherche, introduction, i distinction du naturel et du culturel, 1°) les critères distinctifs, 2°) l’homme : un être bio-culturel.

• Tout acte humain est bio culturel (manger, boire, dormir, déféquer, s’accoupler, chanter, danser, penser ou méditer)
• Tout acte humain est à la fois totalement biologique et totalement culturel »

II La diversité des cultures

1°) dynamisme et stabilité de la culture,  2°)  l’ethnocentrisme et le relativisme culturel, iii l’état de nature et la nature humaine, 1°) la suprématie et l’antériorité de la nature, 2°)  la suprématie de l’état social, 3°) le problème de l’existence  d’une nature humaine, commentaires.

fatou mbaye (non vérifié)

mar, 02/19/2019 - 21:35

C'est trés intéressant

mar, 02/19/2019 - 21:37

Bien analysé d ailleurs c'est

fatou mbay (non vérifié)

mar, 02/19/2019 - 21:39

J'aime bien ce cours je veut

Samba Diao Lycé... (non vérifié)

sam, 03/07/2020 - 02:12

Commentaire

Malik Abdoulaye (non vérifié)

mer, 01/13/2021 - 19:03

Enseignant au lyc

Joseph Désiré DIEME (non vérifié)

mer, 03/17/2021 - 22:04

Un résumé d'une très rare

Khady (non vérifié)

mar, 03/23/2021 - 22:12

Très intéressant

Bintou Diallo (non vérifié)

mer, 04/07/2021 - 18:33

Histoire et géographie

Cheikh Sow (non vérifié)

ven, 04/08/2022 - 01:49

Très pertinent merci beaucoup

Malang Khadalah... (non vérifié)

mar, 06/14/2022 - 21:15

Abdoulaye dieme (non vérifié)

mer, 01/24/2024 - 16:53

J'ai projet d'écriture sur la culture

mer, 01/24/2024 - 16:55

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• La nature - le cours

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• Connaître sa nature, véritable enjeu premier de la philosophie ?
• L'homme, un être qui a des dispositions innées ou bien qui est tout entier construit par la culture ?
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Introduction

1. Délimitation de la notion

On dit d'une personne que c'est une force de la nature ou que c'est une bonne nature pour exprimer son caractère ou son essence. Au premier sens du terme, la nature renvoie en effet à l'essence de la personne. Mais la nature c'est aussi ce qui s'oppose à la culture. Ce qui est naturel est opposé à ce qui est culturel. L'homme est en effet produit de la nature, c'est un être naturel alors que la culture est un produit de l'homme. La culture est artificielle ce qui signifie qu'elle est produite par l'homme. La nature est-elle ordonnée ou bien est-elle produite et gouvernée par le hasard ? La terre est-elle un être vivant qui nécessite un traitement singulier et qu'est-ce qu'un être vivant précisément ? Comment distinguer celui qui se comporte de manière naturelle de celui qui nous ment et qui se dissimule ? Lorsque l'on dit d'une personne qu'elle est « nature » on veut dire qu'elle est toute simple et sans dissimulation. La nature ne trompe pas, dit-on. Elle est de plus assez « brute » et si on la laisse sans contrôle, il arrive parfois qu'elle soit dangereuse.

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Dissertation sur la nature : sujet, l’introduction, résumé

Symbols: 10180

Words: 1711

II. Les bienfaits de la nature pour l’être humain A. La nature favorise la santé physique et mentale B. La nature encourage la créativité et l’imagination C. La nature apporte une connexion spirituelle et émotionnelle

III. Les menaces qui pèsent sur la nature A. L’impact des activités humaines sur l’environnement B. La perte de biodiversité et la dégradation des écosystèmes C. Les conséquences du changement climatique

IV. Les solutions pour protéger la nature A. Les mesures individuelles pour protéger la nature B. Les initiatives gouvernementales pour la préservation de l’environnement C. Les innovations technologiques pour réduire notre impact sur la nature

V. Conclusion A. Réaffirmation de la thèse et des points clés de l’argumentation B. Appel à l’action pour protéger la nature C. Réflexion sur l’importance de la nature pour notre avenir et celui des générations futures

I. Introduction: Importance de la nature dans notre vie, Énoncé de la thèse

La nature joue un rôle important dans notre vie, car elle nous offre de nombreux avantages qui contribuent à améliorer notre qualité de vie.

La nature nous impose t-elle des devoirs?

La nature peut être considérée comme une entité vivante, avec laquelle nous avons une relation d’interdépendance. En tant qu’être humain, nous dépendons de la nature pour notre survie et notre bien-être. Par conséquent, il est possible de considérer que la nature nous impose des devoirs.

Tout d’abord, nous avons le devoir de préserver la nature. En effet, nous sommes responsables des dégradations causées à l’environnement par nos activités. Nous avons donc la responsabilité de protéger la nature pour les générations futures.

Ensuite, nous avons le devoir de respecter la nature. Cela implique de reconnaître la valeur intrinsèque de la nature et de ne pas la considérer uniquement comme une ressource à exploiter. Nous devons éviter de causer des dommages inutiles à la nature et de traiter les êtres vivants de manière éthique et respectueuse.

Enfin, nous avons le devoir de nous adapter aux changements environnementaux. En effet, la nature est un système complexe en évolution constante, et il est de notre responsabilité de nous adapter aux changements environnementaux, tels que le changement climatique, pour protéger notre propre bien-être et celui de la planète.

En somme, la nature peut être considérée comme imposant des devoirs à l’être humain. En tant que bénéficiaires de ses bienfaits, il est de notre devoir de préserver, respecter et nous adapter à la nature pour garantir un avenir durable pour les générations futures.

Dans cette thèse, je

II. Les bienfaits de la nature pour l’être humain

A. la nature favorise la santé physique et mentale.

La nature offre un certain nombre de bienfaits pour notre santé physique et mentale. Passer du temps en plein air et être en contact avec la nature peut réduire le stress, abaisser la tension artérielle, diminuer le risque de maladies cardiovasculaires, renforcer le système immunitaire, favoriser la récupération après une maladie, améliorer la qualité du sommeil et augmenter l’énergie et la vitalité. En outre, les activités en plein air, telles que la randonnée, la course à pied, le vélo ou le jardinage, peuvent aider à maintenir un mode de vie actif et sain.

B. La nature encourage la créativité et l’imagination

La nature a un pouvoir stimulant pour notre créativité et notre imagination. L’environnement naturel nous inspire, stimule nos sens et nous aide à trouver de nouvelles idées. De nombreux artistes, écrivains et musiciens se sont inspirés de la nature pour créer des œuvres d’art qui ont résisté à l’épreuve du temps. En outre, la nature offre un cadre idéal pour la réflexion et la méditation, permettant de se connecter avec soi-même et de trouver de nouvelles perspectives.

C. La nature apporte une connexion spirituelle et émotionnelle

La nature peut être une source de connexion spirituelle et émotionnelle pour de nombreuses personnes. Elle offre un refuge naturel qui permet de se ressourcer, de se détendre et de se reconnecter avec l’essentiel. De plus, la nature nous donne un sentiment d’appartenance à quelque chose de plus grand que nous, créant ainsi un sentiment d’unité et d’empathie avec notre environnement. Cette connexion peut nous aider à prendre conscience de l’impact de nos actions sur la nature et nous inciter à agir pour la protéger.

III. Les menaces qui pèsent sur la nature

A. l’impact des activités humaines sur l’environnement.

Les activités humaines, telles que l’exploitation forestière, l’agriculture intensive, l’urbanisation, l’industrie et la surconsommation, ont un impact dévastateur sur l’environnement. Elles ont entraîné une dégradation des sols, une pollution de l’air et de l’eau, une perte de la qualité des habitats et une destruction de la faune et de la flore. Les activités humaines ont également contribué à la détérioration de la qualité de l’air, de l’eau et des sols, ainsi qu’à l’apparition de maladies environnementales.

B. La perte de biodiversité et la dégradation des écosystèmes

La perte de biodiversité est une conséquence directe des activités humaines et elle entraîne une dégradation des écosystèmes naturels. Les activités telles que la déforestation, l’urbanisation, la pollution, l’agriculture intensive et le changement climatique ont conduit à la disparition de nombreuses espèces animales et végétales, à la dégradation des habitats naturels et à la perturbation des chaînes alimentaires.

C. Les conséquences du changement climatique

Le changement climatique est l’une des plus grandes menaces pour la nature et notre planète. Il a des conséquences dévastatrices sur les écosystèmes naturels, les communautés humaines et la biodiversité. Les effets du changement climatique incluent l’augmentation des températures, l’élévation du niveau de la mer, l’acidification des océans, l’intensification des événements météorologiques extrêmes et la diminution des réserves en eau douce. Ces impacts ont des conséquences directes sur la sécurité alimentaire, la santé, l’économie et la sécurité mondiale.

IV. Les solutions pour protéger la nature

A. les mesures individuelles pour protéger la nature.

Chacun de nous peut contribuer à la protection de la nature en adoptant des mesures individuelles telles que la réduction de notre consommation d’énergie et d’eau, la promotion des énergies renouvelables, la réduction de notre empreinte carbone, la réduction de notre consommation de produits jetables et l’adoption de modes de vie plus durables. Nous pouvons également participer à des initiatives communautaires, tels que le nettoyage de nos rues et de nos plages, et soutenir les organisations de protection de l’environnement.

B. Les initiatives gouvernementales pour la préservation de l’environnement

Le gouvernement peut jouer un rôle clé dans la protection de la nature en mettant en place des politiques environnementales pour limiter les émissions de gaz à effet de serre, la pollution, la déforestation et la perte de biodiversité. Il peut également encourager les énergies renouvelables et soutenir les initiatives de développement durable. Les gouvernements peuvent également encourager les industries à adopter des pratiques plus durables et à réduire leur impact environnemental.

C. Les innovations technologiques pour réduire notre impact sur la nature

Les innovations technologiques peuvent jouer un rôle important dans la protection de la nature en réduisant notre impact sur l’environnement. Les nouvelles technologies peuvent contribuer à la production d’énergie renouvelable, à la réduction des émissions de gaz à effet de serre, à la gestion des déchets, à la gestion de l’eau et à la protection de la biodiversité. Par exemple, des innovations telles que les voitures électriques, les panneaux solaires, les turbines éoliennes et les pratiques agricoles durables peuvent aider à réduire notre impact environnemental et à protéger la nature.

V. Conclusion

A. réaffirmation de la thèse et des points clés de l’argumentation.

En conclusion, nous pouvons affirmer que la nature est un élément fondamental de notre vie et qu’elle apporte de nombreux bienfaits à l’être humain. Nous avons vu que la nature favorise la santé physique et mentale, encourage la créativité et l’imagination, et apporte une connexion spirituelle et émotionnelle. Cependant, nous avons également vu que la nature est menacée par les activités humaines et que des mesures doivent être prises pour protéger notre environnement.

B. Appel à l’action pour protéger la nature

Nous avons le devoir de protéger la nature pour les générations futures. Nous devons adopter des mesures individuelles pour protéger l’environnement, soutenir les initiatives gouvernementales pour la préservation de la nature et encourager les innovations technologiques pour réduire notre impact sur l’environnement. Nous devons tous agir ensemble pour protéger la nature et garantir un avenir durable.

C. Réflexion sur l’importance de la nature pour notre avenir et celui des générations futures

En fin de compte, la nature est essentielle pour notre avenir et celui des générations futures. En protégeant la nature, nous protégeons notre santé, notre bien-être et notre qualité de vie. Nous avons la responsabilité de protéger la nature pour les générations futures, en créant un monde durable et respectueux de l’environnement. Nous devons tous travailler ensemble pour protéger la nature et garantir un avenir meilleur pour tous.

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Segota, Durdica. "Tlaloc, nature et culture." Lille 3 : ANRT, 1988. http://catalogue.bnf.fr/ark:/12148/cb37601145v.

Barsby, Tina. "Olive Schreiner : women, nature, culture." Master's thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/20138.

Popovici, Alexandra. "La patrimoine d'affectation. Nature, culture, rupture." Thesis, Université Laval, 2012. http://www.theses.ulaval.ca/2012/29058/29058.pdf.

Popovici, Alexandra. "Le patrimoine d'affectation : nature, culture, rupture." Master's thesis, Université Laval, 2012. http://hdl.handle.net/20.500.11794/23743.

Green, Louise. "The nature industry : reflections on culture at the end of nature." Doctoral thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/7416.

Shobrook, Sarah Veronica. "Poststructuralist natures : nature conservation, social redemption and fin de siècle culture." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248317.

Mortensen, Leah Plaisier. "Island Inquiries: Nature, Culture and Environmental Management." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/118.

Survis, Emma Rose. "The Symbiosis of Culture, Nature, and Architecture." Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/297768.

Wight, Robert Alan. "We are Nature Exploring Ecovillagers' Perceptions of Nature and Uses of Technology /." Cincinnati, Ohio : University of Cincinnati, 2008. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1216753651.

Hannon, Elizabeth Mary. "The nurture of nature : biology, psychology and culture." Thesis, Durham University, 2010. http://etheses.dur.ac.uk/337/.

Nyman, Jon. "Nature and Culture: Teaching Environmental Awareness Through Literature." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-25701.

Kessler, Lawrence Helfgott. "Planter's Paradise: Nature, Culture, and Hawaiʻi’s Sugarcane Plantations." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/374197.

Tiedje, Kristina. "Mapping nature, constructing culture : the cultural politics of place in the Huasteca, Mexico /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3147836.

Hostetler, Jeffrey William. "Nature/Culture and Fly Fishing in the New West." Thesis, Montana State University, 2006. http://etd.lib.montana.edu/etd/2006/hostetler/HostetlerJ0506.pdf.

Spalink, Angenette. "CHOREOGRAPHING DIRT: PERFORMANCES OF/AGAINST THE NATURE/CULTURE DIVIDE." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1395155418.

Monk-McKenzie, Katelyn. "Mountaineering and the nature of myth the influences of nature and culture in human life /." [Bloomington, Ind.] : Indiana University, 2004. http://catalog.hathitrust.org/api/volumes/oclc/58730264.html.

Voss, Dahlia Louise. "Theorizing nature seeking middle ground /." Thesis, Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/voss/VossD0505.pdf.

Baptista, Marlon Tomazella. "Cultura e natureza no jovem Nietzsche: o problema da formação (bildung)." Universidade do Estado do Rio de Janeiro, 2009. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=3009.

Slay, Jill. "Culture and conceptualisations of nature : an interpretive analysis of Australian and Chinese perspectives." Thesis, Curtin University, 2000. http://hdl.handle.net/20.500.11937/2290.

Nath, Swiya. "Revisiting the dialectical relationship of nature and culture in cultural-historical psychology : an interdisciplinary perspective." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/39885.

Hong, Sunki. "Nature, culture, and emotion objects of wood, metal, and stone /." [Ames, Iowa : Iowa State University], 2010. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1476302.

Phillips-Gardiner, Katherine M. "The nature of managerial work : issues of culture and context." Thesis, University of Strathclyde, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319428.

Salleh, Aishah. "The growth of phytoplankton populations in nature and in culture." Thesis, Royal Holloway, University of London, 1987. http://repository.royalholloway.ac.uk/items/2cb918c8-a73f-4d5d-961c-a0354020224f/1/.

Villeneuve, Joanne. "Évocations métaphoriques des rapports nature/culture, ou, Sculptures de theieres /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1995. http://theses.uqac.ca.

Yip, Julianne. "An anthropology of "avian flu": beyond the nature/culture divide." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119459.

ZUELKE, KARL WILLIAM. "Speaking a Word for Nature: Representations of Nature and Culture in Four Genres of American Environmental Writing." University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1054746030.

Zuelke, Karl W. "Speaking a word for nature reperesentations of nature and culture in four genres of American environmental writing /." Cincinnati, Ohio : University of Cincinnati, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=1054746030.

Slay, Jill. "Culture and conceptualisations of nature : an interpretive analysis of Australian and Chinese perspectives." Curtin University of Technology, Science and Mathematics Education Centre, 2000. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10025.

Dalgalarrondo, Paulo 1960. "Natureza e cultura na definição e delimitação do humano : debates e disputas entre antropologia e biologia." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/280735.

Camenzuli, Louise Kathleen. "The protection and conservation of world heritage cultural landscapes : an analysis of the nature-culture continuum." Phd thesis, Faculty of Law, 2009. http://hdl.handle.net/2123/8920.

Pritchard, Gregory R., and mikewood@deakin edu au. "Econstruction: The nature/culture opposition in texts about whales and whaling." Deakin University. School of Communication and Creative Arts, 2004. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050826.111722.

Daubner, Ernestine. "Allegories of nature, culture, gender, dialogues with Marcel Duchamp's Étant donnés--." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape2/PQDD_0020/NQ47718.pdf.

Kerley, Allison. "The Culture of Nature in Tolkien's The Lord of the Rings." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/scripps_theses/719.

Loubser, Ruth Ananka. "Nature vs. culture in sustainable environmental management / by Ruth Ananka Loubser." Thesis, North-West University, 2005. http://hdl.handle.net/10394/791.

Horigan, S. D. "Nature and culture in western discourses : Wildness, primitivism and feral children." Thesis, University of Essex, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374719.

Bourns, Timothy. "Between nature and culture : animals and humans in Old Norse literature." Thesis, University of Oxford, 2017. http://ora.ox.ac.uk/objects/uuid:6f561cfd-74d7-4369-b4e8-a78f030ccb16.

Synowiecki, Jan. "Paris en vert. Jardins, nature et culture urbaines au XVIIIe siècle." Thesis, Paris, EHESS, 2019. http://www.theses.fr/2019EHES0123.

Meier, Lori T. "Questioning the Problematic Nature of School Culture in Elementary Teacher Education." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5882.

Watling, Hanna Amanda. "Understanding the nature and impact of mature-aged women's alcohol culture." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/101578/4/Hanna_Watling_Thesis.pdf.

Couper, Rachel Kate. "The Architectural Nature of the Zoo: The influence of cultural ideas of nature on the architectural development of early zoological gardens." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17051.

Moreira, Camila Midori 1984. "Naturezas fabricadas : uma análise dos sentidos de natureza relacionados à categoria produto orgânico no contexto brasileiro contemporâneo." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/279711.

Kioussis, Sokratis I. "'Nature' and 'culture' in Greek contemporary museum practice : a study of the Goulandris Museum (of Natural History)." Thesis, University of East Anglia, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658703.

Musa, Moh'd Jamil Moh'd. "Advertising design: the unappealing nature of digital & printed advertising design in Jordan." Doctoral thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/31059.

Grunert, Jonathan D. "Strict Fidelity to Nature: Scientific Taxidermy, U.S. Natural History Museums, and Craft Consensus, 1880s to 1930s." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/95836.

Bayes, Chantelle Jasmin. "Writing Urban Nature: A Novel and Exegesis." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/366592.

Panachtchenko, Larissa. "Symbiosis of nature and culture, an ecological approach to new residential development." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ35080.pdf.

Wallace, Molly. "Novel ecologies : nature, culture, and capital in contemporary U.S. fiction and theory /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/9329.

Ericsson, Tysk Staffan. "Culture within nature : key areas for interpreting forest history in boreal Sweden /." Umeå : Swedish Univ. of Agricultural Sciences (Sveriges lantbruksuniv.), 2001. http://epsilon.slu.se/avh/2001/91-576-6311-4.pdf.

Chan, Wing-ho Michael. "Urban development and evolution in Hong Kong reciprocity between nature and culture /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B39633974.

Di, Stefano Diana L. "Avalanche Country: Nature, work, and culture in the Mountain West, 1834--1910." Connect to online resource, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3273701.