O objeto deste estudo foi a identidade organizacional de uma academia científica no campo da Enfermagem, pautado na representatividade e no significado de uma academia científica na configuração de uma identidade profissional, ao considerar uma analogia nos processos de constituição das academias referenciadas. Contemplou aspectos teórico-conceituais no que se referiu à historicidade do conceito de academia, valendo-se da pesquisa documental e dos princípios da análise de conteúdo para interpretação dos dados. Descrever a identidade profissional dos membros de uma academia científica, analisar as implicações desta identidade e discutir os significados e representações de uma academia científica na Enfermagem brasileira e sua visibilidade internacional, foram os objetivos do estudo. Concluiu que a academia científica é uma organização profissional, cujo diferencial está no capital humano arrebanhado para seu interior, o modo como foi selecionado e os motivos pelos quais se encontram e se mantém juntos. A identidade profissional dos membros de uma academia científica deve ser ampla em competências e habilidades profissionais, além de agregar diferentes capitais simbólicos, trazendo implicações diretas em sua constituição. Na Enfermagem brasileira, identificou-se um movimento pela criação de uma Academia Brasileira de Enfermeiros, mas não que não foi avante por razões particulares aos seus integrantes; a existência de uma Academia Brasileira de Especialistas em Enfermagem, que pelo seu processo de criação não se caracteriza como uma academia segundo os princípios da Escola Platônica; e a criação e fundação Academia Brasileira de História da Enfermagem, cujos objetivos estabelecidos no Estatuto, inferem ser a organização, uma possível agente de mudança comportamental em relação ao campo da História. Entendeu-se que através do estudo da História da Enfermagem, identificamos, analisamos e compreendemos os avanços da profissão na sociedade, além de subsidiar e instrumentalizar a própria elaboração da identidade profissional da Enfermagem e a formação de seu habitus. Avaliou-se que a identidade profissional do membro de uma academia científica é sustentáculo fundamental aos propósitos da organização, ainda que nos exemplos citados neste estudo, o aspecto de irmandade e/ou confraria não tenha sido esquecido em alguma fase do processo de criação e fundação das academias aqui referidas. A visibilidade remete a expansão das fronteiras, na medida em que participam de eventos nacionais e internacionais na área, ratificando e fortalecendo os dados resultantes de pesquisas, além de aumentar a rede de relações sociais. Todos os atores sociais devem estar devidamente e suficientemente instrumentalizados, histórico, cultural e tecnicamente, para fazer manter as conquistas de seus precursores, e angariar novas posições no (in)constante campo da saúde. A divergência intelectual faz parte do conhecimento, onde ele é sempre relativo, ao supor um ponto de vista específico, certos instrumentos, e também os limites da pessoa humana. Ratifica-se a importância de considerar que o pesquisador é um intérprete, fazendo uma leitura discursiva influenciada pelos seus sentimentos, sua posição, suas experiências e vivências, e a sua interpretação nunca será absoluta e única, mas produzirá seu sentido. / The study object was the organizational identity of a scientific academy in the field of nursing, based on the representativeness and the meaning of a scientific academy in setting up a professional identity, to consider an analogy in the processes of formation of academies references here. Contemplated in the theoretical and conceptual aspects that referred to the historicity of the concept of the academy, drawing on archival research and the principles of content analysis to data interpretation. Describe the professional identity of members of a scientific academy, examining the implications of this identity and discuss the meanings and representations of a scientific academy in nursing in Brazil and its international visibility, were the objectives of the study. Concluded that the scientific academy is a professional organization, whose differential is rounded up to the human capital inside, how it was selected and the reasons who remain together. The professional identity of members of a scientific academy should be broad in expertise and professional skills, as well as adding different symbolic capital, bringing direct implications in its constitution. Nursing in Brazil, we identified a movement for the creation of a Brazilian Academy of Nursing, but that was not forward for reasons peculiar to its members and the existence of a Brazilian Academy of Experts in Nursing, which by its process of creation is not characterized as an academy under the principles of Platonic School, and the creation and founding the Brazilian Academy of Nursing History, whose goals established in the Statute, be infer the organization, a possible agent of behavioral change regarding the field of history. It would appear that by studying the history of nursing, identify, analyze and understand the progress of the profession in society, in addition to supporting development and orchestrate their own professional identity of nursing and the formation of their habitus. It was found that the professional identity of a member of a scientific academy is vital mainstay of the organization\'s purposes, although the examples cited in this study, the aspect of fellowship and / or guild has not been forgotten in some stage of the process of creating and foundation Academies stated here. Visibility refers to expanding the frontiers, to the extent that participate in national and international events in the area, confirming and strengthening the data resulting from research and improves the network of social relations. All social actors should be properly and sufficiently exploited, historical, cultural and technically, to preserve the achievements of their predecessors, and to build new positions in the (in) constant field of health. The disagreement is part of intellectual knowledge, where it is always relative, to assume a specific point of view, certain instruments, and also the limits of the human person. It confirms the importance of considering that the researcher is an interpreter, making reading a discourse influenced by their feelings, their position, their experiences and their interpretation will never be absolute and unique, but it will produce its effect.

Foresight has been increasingly acknowledged as a valuable policy-making process. It has evolved from informing policies about key technological fields that would be of outmost importance in the future to (re)orienting and opening up policies towards societal needs. The wide application of foresight would benefit from a common evaluation and assessment framework that hardly exists today. This would facilitate the identification of good practices irrespective of case-specific objectives while it would also allow for benchmarking and coordination of policies for socio-economic development. Such a common assessment framework would require a higher level of reference, i.e. the attainment of generic goals, beyond the specific objectives of each case. This higher level of reference is offered by the commonly agreed goal of the EU to become 'the most competitive and dynamic knowledge-based economy in the world' by also promoting participatory governance in ensuring sustainable development. Apart from their case-specific impacts, foresight exercises have wider impacts in terms of networks creation, actors' alignment, knowledge diffusion and creation, or promoting public engagement in policy-making. Thus, the two 'pillars' of the 'knowledge society' and 'participatory governance', are both relevant and feasible to become the generic level of goals where a common foresight impact assessment framework can be based. The thesis argues that such an assessment framework can be built based on the main features and pre-conditions of more participatory, 'knowledge societies' and the broader impacts of foresight systems. To this end, it starts with exploring the main features of modern societies and the pre-conditions of what may be called in future 'more participatory knowledge societies'. Then follows the examination of foresight literature to better understand the main functions and impacts of foresight systems and identify relevant areas of contribution in relation to more participatory, 'knowledge societies'. The foresight impact assessment framework is eventually built inspired by relevant frameworks and concepts of socio-economic and research programme evaluation in order to adequately address the challenges faced in foresight evaluation. Its validity is then tested through case studies. The case study analysis demonstrates the comprehensiveness of the framework and further refines the main hypotheses and associated success factors, leading to certain foresight principles to be taken on board for foresight exercises to contribute to more participatory, 'knowledge societies'.

This study investigates information inequality and poverty in the province of KwaZulu-Natal in South Africa. Its purpose is to explore and elucidate strategies for public libraries to support the alleviation of this type of inequality and poverty within their communities. In Chapters 1 and 2, in-depth discussions of information inequality and poverty are presented. An historical perspective of libraries in South Africa is presented in Chapter 3. The theoretical framework used for this study is explained in Chapter 4. This research is based mainly on the critical theories of Pierre Bourdieu, Paolo Freire, Martha Nussbaum, and Shiraz Durrani. In addition, a new integrative approach to information inequality and poverty based on this critical theoretical framework is presented. Chapter 5 will explain the qualitative research design and methodology of this study. A rationale for choosing to conduct two case studies is provided. The choice of constructivist, critical paradigms are explained as is the decision to use a quantitative survey to supplement the design. In Chapter 6, uMhlathuze municipality and the case study libraries is discussed in depth. The findings of the data collection are presented, collated under five main themes based on the main research questions. Chapter 7 interprets and discusses the research findings in three primary analytic categories. An explanation of the steps to apply the new integrative approach to information inequality and poverty is provided. Final conclusions for addressing the problem is presented in Chapter 8 along with recommendations for libraries wishing to alleviate information inequality and poverty. / Thesis (PhD)--University of Pretoria, 2016. / Information Science / PhD / Unrestricted

The main goal of this Thesis is to provide a closer look at the transformation of the meaning and the role of education in the context of changes in Euro-Atlantic society in the second half of the twentieth century. To understand the background of changes, the Thesis begins with a concept of education from a historical point of view. The milestone on the timeline is the 1970s and the emerging ideas of a new society, whereas a great deal of attention is paid to the theory of a post-industrial society. The concept of education in an Knowledge society and its continuity to working area of individuals living in the twenty-first century is the subject of the last chapter of the theoretical part of the Thesis. In the empirical part, I combine theoretical pieces of knowledge with attitudes of respondents. I try to discover whether they consider education as a quarantor of career advancement or whether they perceive it more as an insurance policy for maintaining their current status. Results of the exploratory study I expose at the conclusion of the Thesis.

Auf der Grundlage politischer Dokumente der indischen Regierung und der UNESCO-Archive in Paris wird in dieser Dissertation versucht, die Dynamik zu skizzieren, die der Entscheidung zugrunde lag, in den 1950er Jahren in einen technologieintensiven Modernisierungsmodus in Indien zu investieren. Dabei wird kurz auf die Politik eingegangen, die hinter der Gründung der Indian Institutes of Technology (IITs) stand, insbesondere des IIT Kharagpur (1950, IIT-Status 1951) und des IIT Bombay. Das zentrale Argument dieser Dissertation ist, dass die IITs in den 1950er Jahren Symbole eines aufstrebenden und selbstbewussten Nationalstaates waren und dass sie im Kleinen die umfassenderen Fragen widerspiegelten, mit denen ein neu unabhängiger sozialistischer postkolonialer Staat zu kämpfen hatte. Dazu gehörten Debatten darüber, welche Art von technologischem Entwicklungspfad eingeschlagen werden sollte, Debatten über die Autonomie der IITs, in denen sich allgemeinere Auseinandersetzungen um die Kontrolle zwischen Bundes- und Provinzregierungen widerspiegelten, und Debatten darüber, wie ein Gleichgewicht zwischen Leistung und gleichberechtigtem Zugang über Kasten und Klassen hinweg hergestellt werden sollte. Durch die Verknüpfung von Archivmaterial über die IITs mit umfassenderen Fragen, mit denen sich der indische Nationalstaat konfrontiert sah, argumentiere ich, dass die IITs sowohl als Symbole des Nationalismus als auch als Entwicklungsinstrument betrachtet werden sollten. Diese Arbeit ist die erste, die sie als Symbole des indischen Nationalismus betrachtet. Darüber hinaus wird untersucht, wie bestimmte Arten der Technologie im Einklang mit den umfassenderen Zielen und Transformationen im postkolonialen Staat angepasst und andere abgelehnt wurden. Ich adaptiere die Idee der kritischen Knotenpunkte der Globalisierung und konzentriere mich auf den internationalen Technologietransfer als einen Raum der Verhandlung, Übersetzung und Übertragung. Ich verwende das Konzept als Objektiv, um den Technologietransfer als einen technopolitischen Raum der Verhandlung, Übersetzung und Umwandlung zu untersuchen, aber auch als ein Portal der Globalisierung, das den Fluss von Ideen, Investitionen und Menschen über Zeit und Raum hinweg ermöglicht. Ich argumentiere, dass eine klare Linie zwischen den kolonialen Entscheidungen zur Übernahme bestimmter Formen von Technologie und Definitionen von Entwicklung und deren Institutionalisierung im postkolonialen Staat gezogen werden kann und dass dies die Grundlage für Indiens Erfolg in einer technologisch vermittelten Dienstleistungsindustrie bildete.:TABLE OF CONTENTS

Our society has become a society of knowledge. The answer to the question of how to reduce unemployment has become more and more unified: education. In this case, higher education, meaning college and university. With this disposition in our society, how does it affect the students? How does this change of society and our universities affect the students of these institutions?In this study we have chosen to examine the choices of students in universities in several Swedish cities. We wanted to compare choices students made from educations which lead to a professional degree and students who were undertaking studies from a higher-education course which were not attached to a professional degree. We sent surveys to six different programs and courses, three from each category.Because our examination paper concerned choices we used rational choice as a concept and we were also interested in how the students social class interacted with the choices they made. We also used Bourdieu’s idea of habitus, along with his concept of field and capital.The results we uncovered showed us that social class played little part in how students made their choices. We could also see that most of the students from the professionally attached educations were more inclined to have employment as the main reason for studying. The students who studied higher education course were not as high in this opinion but still in a majority. The results also showed that to get educated in their field, to get the proper knowledge required were less important than just getting the job.This points to a risk that students in our society will, to a greater extent than before, only use education as a stepping stone for employment. The knowledge gained will not be as important as the employment that comes after. Knowledge will in this way take a second place to employment and if this trend continue maybe educations made for knowledge and not employment will be seen as unnecessary.

Abstract.In Sweden today, a collaboration was formed between the Swedish Sport Confederation andthe Swedish upper secondary school education. While this process was taking place, theSwedish Sport Confederation also tried to collaborate with the Swedish Academy. However,at the time the Academy did not have any involvement with the former.The purpose of the study was to research when and how the Swedish Sport Confederationcreated a collaboration with the Swedish Education Systems both on a National and Locallevel. I have also done a research on both the Knowledge Society and Elite sport talents tofind out if Elite sport will be affected in any way because of the existence of Knowledge Society,and also the reactions of the sports talents if any. My final pursuit was also to find out ifthe Knowledge Society can bring about a quick change to this silent conflict between theSwedish Sport Confederation and the Swedish Academy.For my study, I have used two different theories. One of the first sociological theories, whichwere applied with sports, was the reflection theory, and I wonder whether this theory is stillapplicable in todays society. The other theory was the reproduction theory. This theoryoriginated from the French sociologist Pierre Bourdieus key concepts. I have decided to useBourdieus key concepts in my study for understanding the battles between the Swedish SportConfederation and the Swedish Academy.The result of my study shows that sport talents on the local level in Malmoe are in agreement,that it is important to pursue further studies to the academic level, which means that the reflectiontheory can be used in todays society. Malmoe is one of the fastest growing cities,concerning the Knowledge Society, and therefore its a perfect example to this theory.With regards to the sports battle in the academic field, one can see a similar pattern, which isprevalent in the Swedish Academy, is now being followed by the upper secondary schooleducation. Through projects and agreements, elite sport has managed to position themselvesin the academic field, however they are in the periphery of the field. Prestigious universities inSweden still do not want to be involved with elite sport.

Submitted in accordance with the requirements for the degree of Doctor of Philosophy in Library and Information Science at the University of Zululand, South Africa, 2012. / The use of tools for development has evolved from the industrial revolution in the late 18th and 19th centuries that saw the increased use of machines and developments in the mining industries, to the increased use of information and technology in the 20th century and major breakthroughs that sparked the evolution into the information and knowledge society of the 21st century. The basis of the information and knowledge society revolves around technology’s increased assimilation and diffusion in human society, particularly information and communication technologies and their rapid growth and use in the exchange of information and knowledge. This society offers many opportunities and benefits to people in terms of the facilitation of information creation, distribution, diffusion, access and use for growth and development in various spheres of life. Information and communication technologies are thus regarded as tools for the advancement and development of communities, and this includes rural, illiterate, marginalized and poor communities and the female entrepreneurs in the informal sector who are the subject of this thesis. The aim of this study was to examine information and knowledge society and its impact on poverty alleviation and the economic empowerment of informal sector women entrepreneurs in South Africa and develop a model for utilization of information and knowledge in the informal sector. Both qualitative and quantitative approaches were employed for triangulation, although the qualitative approach significantly outweighed the quantitative in this study. The absence of a comprehensive list of informal activities in KwaZulu-Natal led to the decision to use snowball, purposive and haphazard sampling techniques to select the sample for the study. Focus group discussions, interviews, observation and content analysis were used to collect data from 118 women entrepreneurs from the informal sector, 17 women leaders, and 4 officials from the Hlabisa Local Municipality in KwaZulu-Natal.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2019-03-20T12:14:29Z No. of bitstreams: 1 NAT?LIA ANSELONI NISTA.pdf: 1219287 bytes, checksum: 46c164753732468e310df8d2f1fa2af8 (MD5) / Made available in DSpace on 2019-03-20T12:14:29Z (GMT). No. of bitstreams: 1 NAT?LIA ANSELONI NISTA.pdf: 1219287 bytes, checksum: 46c164753732468e310df8d2f1fa2af8 (MD5) Previous issue date: 2019-02-07 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research aims at verifying how the animal rights are approached in child?s animations, in order to characterize its contributions to the formation of citizens that are conscious regarding their role in respecting the animals in a sustainable development context. This study lectures about the sustainability and sustainable development concepts and the discussion about the theme in society. The aim is to relate this discussion to animal rights, emphasizing the initiatives that occur in this direction. Information is discussed as the basis of knowledge and awareness in society. It seeks to characterize the information transmitted through cinematographic animations aimed at children as a tool to raise awareness of animal rights, that is, as a means of educating to form citizens of value, guided by the concept of sustainability. This is an empirical study of a qualitative nature, whose exploratory objective is based on a documental research of the children's animations and whose analysis and interpretation of the data are guided by the method of content analysis. As a result, it is concluded that animations, when dealing with the relationship between men and animals, adopt basic concepts of speciesism and anthropocentrism, showing situations close to the prior knowledge of the public that they want to reach, contributing to the awareness of animal rights. / Esta pesquisa tem por objetivo verificar a abordagem dada aos direitos dos animais nas anima??es infantis, a fim de caracterizar a exist?ncia de contribui??es na forma??o de um cidad?o consciente de seu papel no respeito aos animais em um contexto de desenvolvimento sustent?vel. O estudo disserta sobre o conceito de sustentabilidade e desenvolvimento sustent?vel e a discuss?o ? respeito do tema na sociedade, relacionando-o com o direito dos animais, dando ?nfase ?s iniciativas que ocorrem nesta dire??o. Discorre-se sobre informa??o como a base do conhecimento e conscientiza??o na sociedade, observando caracter?sticas fundamentais para uma comunica??o. Na pesquisa, propriamente dita, procura-se caracterizar a informa??o transmitida pelas anima??es cinematogr?ficas destinadas ao p?blico infantil, enquanto recurso para a compreens?o dos direitos animais, ou seja, como um meio de gerar conhecimento para a formar cidad?os conscientes, orientados pelo conceito da sustentabilidade. Trata-se de um estudo emp?rico, de car?ter qualitativo e quantitativo, cujo objetivo explorat?rio se d? a partir de uma pesquisa documental das anima??es infantis e cuja an?lise e interpreta??o dos dados s?o orientadas pelo m?todo de an?lise de conte?do. Como resultado, conclui-se que as anima??es, ao tratarem da rela??o entre os homens e os animais, adotam conceitos b?sicos do especismo e antropocentrismo, evidenciando situa??es pr?ximas ao conhecimento pr?vio do p?blico que deseja alcan?ar, contribuindo para a conscientiza??o dos direitos animais.

La mia tesi in questo lavoro di ricerca è che le università possono costituire attori di sviluppo grazie ad un'azione immediata e diretta su un'area problematica locale condotta attraverso partnership e reti con altri attori pubblici e privati. L'obiettivo è di creare due fattori di sviluppo: capitale sociale e capitale umano. Ho contestualizzato questa idea nella letteratura dell'istruzione superiore, relativamente ai termini del dibattito intorno a un ruolo innovativo e attivo dell'università contemporanea nel contesto sociale. Di questo mi occupo nel capitolo 1. Nel capitolo 2 analizzo il problema di secondo livello, ovvero l'aspetto organizzativo che può assumere una forma innovativa di funzione sociale: le partnership pubblico-private. Le ipotesi che emergono nei primi due capitoli vengono testate nel terzo sul caso di studio, la partnership tra Boston University e il distretto scolastico di Chelsea, MA: un esperimento unico nel quale un'università privata ha gestito sistematicamente per due decenni un distretto scolastico pubblico. Benché il caso di studio sia unico nel suo genere, e quindi non comparabile, ho voluto contestualizzarlo nel capitolo 4 attraverso l'analisi di altri due casi relativi a problemi affini: riforme scolastiche per la qualità dell'istruzione, e le politiche e la missione delle istituzioni di istruzione superiore. Tutti i casi presentati in questo lavoro appartengono alla prospettiva statunitense. / My thesis in this work is that the universities could be active agents of development, intervening successfully on a local problematic area by networking with public and private actors in order to generate two specific factors of development: social and human capital. I set this idea in the context of the literature on higher education and the debates on innovative and active social functions for the contemporary university. This is the focus of Chapter 1. In Chapter 2 I approach the problem on a deeper level, in its organizational terms: I analyse the public-private partnerships as instruments for the universities to self-assign and re-interpret their local engagement for the creation of human and social capitals. The hypothesis presented in the first two chapters are tested in Chapter 3 on my case study: the Boston University-Chelsea Partnership, a unique example of the day-by-day management of a public district (the Chelsea public schools, MA) by a private university (the Boston University). My case study is set in context in Chapter 4, through the provision of other cases that, albeit not comparably, address similar concerns (quality of education and systems reform, and higher education policies and mission). All these cases are US-focused.