<p>Syftet med studien är att undersöka hur ett globalt management konsultföretag arbetar internt med kunskapsöverföring över landsgränser av den svåruttryckliga erfarenhetsbaserade kunskapen som en konsult innehar. Den kvalitativa data som används i empirin samlades in genom intervjuer med anställda på fallföretaget Accenture. Resultatet av undersökningen visade att praktisk kunskap överförs genom formella sammankomster samt en ”learning by doing” modell där konsulter av olika nationaliteter och grad av erfarenhet arbetar tillsammans på olika projekt. Erfarenheter från projekt samlas, lagras och överförs till databasen Knowledge Exchange, i en process där den praktiska kunskapen transformeras till teoretisk kunskap och görs tillgänglig för hela företaget. Studien visar att Accenture har rutiner som gör att dem överkommer de flesta hinder som presenteras i den befintliga teorin. Det hinder som Accenture belyste som ett problem var informationsöverflödet som fanns inom företaget.</p> / <p>The purpose of the study is to study how a global management consulting firm works internally with knowledge transfer across national borders of the hard to express, experience-based knowledge of a consultant. The qualitative data which is presented in the empirical part of the paper was collected through interviews with employees at the case firm Accenture. The result of the study showed that practical knowledge is transferred through formal meetings, and a “learning by doing” process, where consultants of different nationalities and degrees of experience work together on projects. Experiences from projects are collected, stored, and transferred to the Knowledge Exchange database, in a process where the practical knowledge is transformed into theoretical knowledge and made available to the entire company. The study shows that Accenture has routines that help them overcome most of the impediments presented in the existing theory. The impediment that Accenture expressed to be a problem within their organization was information overflow.</p>

Working at preschool is not always easy. Meetings between different people, the ability to weigh and assess situations, analyze documentation, have scientific knowledge and, not least, be able to lead a careful and educational teaching that gives all children the conditions to meet curriculum goals are some of the demands placed on us working in preschool. The method I have used is to write a scientific essay. But I have also performed participatory observations of two different teams during their pedagogical reflection time. The observations have taken place at two different preschools. My own story is presented together with other educators' stories that I take part of through participatory observation. I examine our thoughts about preschool teaching through conversations, reflection and literature. My essy investigates the doubt that I experience in my profession as a preschool teacher. In this essay, doubt for me means a sense of uncertainty how to interpret and perform my assignment as a preschool teacher. I start from my own perceived contradiction between the administrative documentation responsibility for individual children as the preschool teacher profession entails and my practical knowledge. The essay investigates four main questions: How can I understand, and interpret the doubt as I experience in my role as a preschool teacher? How can deal with to the perceived contradiction between the documentation obligation that I have as a preschool teacher and the practical knowledge? What difference makes documentation for an individual child? How can an individual child´s changed knowledge be made visible in the documentation tool for systematic quality work without it being personal or knowledge assessments? The study's conclusion is, in a way, two-dimensional because it shows my personal journey in new knowledge add new perspectives that awaken new thoughts to me. The survey also shows a fundamental crash between Reggio Emilia's thoughts on pedagogical documentation and the Swedish curriculum where individual children's changed knowledge should be made visible in documentation. The investigation also points out that we live in a documentation culture where continuous registration of what we do is important, otherwise there is no. / Att arbeta på förskola är inte alltid enkelt. Möten mellan olika människor, förmågan att kunna avväga och bedöma situationer, analysera dokumentationer, ha vetenskapliga och teoretiska kunskaper och, inte minst kunna leda en omsorgsfull och pedagogisk undervisning som ger alla barn förutsättningar för att möta läroplansmål är bara några av de krav som ställs på oss som arbetar i förskolan. Metoden som jag använt mig av är att skriva en vetenskaplig essä. Men jag har dessutom utfört deltagande observationer av två olika arbetslag under deras pedagogiska reflektionstid. Observationerna har skett på två olika förskolor. Genom skrivprocessen med essän undersöker jag mina och informanternas berättelser genom reflektioner med kurskamrater, handledare och vald litteratur. Essän undersöker tvivlet som jag upplever i min profession som förskollärare. I den här uppsatsen betyder tvivel för mig en känsla av osäkerhet hur jag ska uttolka och utföra mitt uppdrag som förskollärare. Jag utgår ifrån den självupplevda motsättningen mellan det administrativa dokumentationsansvaret av enskilda barn och min praktiska kunskap. Utgångspunkten för uppsatsen är fyra frågor: Hur kan jag förstå, och tolka tvivlet som jag upplever i min roll som förskollärare? Hur kan jag förhålla mig till den upplevda motsättningen mellan dokumentationsskyldigheten som jag har i egenskap av förskollärare och den praktiska kunskapen? Att dokumentera enskilda barns utveckling, vad gör det för en skillnad för det enskilda barnet? Hur kan enskilda barns förändrade kunnande synliggöras i dokumentationsverktyget för systematiskt kvalitetsarbete utan att det blir personlighets eller kunskapsbedömningar? Undersökningens slutsats är på ett sätt tvådimensionell därför att den dels visar min personliga resa genom ny kunskap som tillfört nya perspektiv som väckt nya tankar hos mig. Undersökningen visar även på en fundamental krock mellan Reggio Emilias tankar om pedagogisk dokumentation och den svenska läroplanen där enskilda barns förändrade kunnande ska synliggöras i dokumentationer. Undersökningen pekar dessutom på att vi lever i en dokumentationskultur där kontinuerlig registrering av det vi gör är betydelsefullt, annars finns det inte.

Orientador: João Antonio Telles / Banca: Stela Miller / Banca: Juvenal Zancheta Júnior / Banca: Solange Aranha / Banca: Maria Cecília Camargo Magalhães / Resumo: O trabalho em questão objetiva compreender de que maneira professores de língua portuguesa constroem seus conceitos de gêneros orais, quais conceitos possuem e como implementam práticas didáticas de produção de textos orais em suas aulas. Ao observar a configuração dos conceitos que permeiam a prática desses docentes, busco salientar as paisagens pelas quais transitam esses profissionais e como essas interferem na construção de seu conhecimento pessoal prático. As preocupações expostas foram originadas pela crescente discussão acerca da importância do ensino de gêneros orais na escola - sobretudo após a publicação dos PCN para o Ensino de Língua Portuguesa (3º e 4º Ciclos) ocorrida em 1998. Outro fator foram as inquietações remanescentes de um trabalho anterior, A oralidade nas aulas de língua portuguesa: análise de um caso (MESSIAS, 2002), cujo foco incidia na observação do tratamento dado à produção de textos orais por um professor de língua portuguesa, de uma escola pública do interior do estado de São Paulo. Sendo assim, retornei à mesma escola e, dessa vez, tive como parceiros outros professores, além de uma coordenadora pedagógica, uma vice-diretora e alguns alunos. Como forma de materializar a pesquisa, promovi reuniões de estudo, com os professores; elaborei um questionário que foi respondido pelos docentes e por alguns alunos; realizei entrevistas. Um dos professores, ainda, filmou algumas atividades de produção de textos orais ocorridas em suas aulas. A forma como a investigação foi conduzida a caracteriza como pesquisa qualitativa, tal como explicitado por Lüdke e André (1986), mais especificamente uma pesquisa ação nos moldes especificados por Thiollent (2002). O estudo desenvolveu-se em tom narrativo, pois, durante o percurso, a ênfase nos textos produzidos pelos professores tornou-se fundamental para a construção dos sentidos... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This study has as objective to understand how teachers of Portuguese construct their knowledge of oral genres, what knowledge they have and how they implement pedagogical practices of production of oral texts in their classrooms. Observing the knowledge which supports those teachers' practices, I intend to point out the landscapes in which these professionals live and work and how these landscapes interfere in the construction of their personal practical knowledge. The concerns exposed arose from the growing discussion about the importance of oral genres teaching in schools, mainly, after the publication of the PCN directed to the Teaching of Portuguese (3th and 4th cycles) in 1998. Another point that must be mentioned refers to a previous work, The orality in classes of Portuguese: the analysis of a case (MESSIAS, 2002), whose focus is on the procedures for the production of oral texts followed by a teacher of Portuguese in a public school in the State of Sao Paulo. Thus, I returned to the same school and, this time, I had as partners other teachers, the pedagogical coordinator, the vice-principal and some students. As far as my methodological framework is concerned, I organized interviews, study groups with the teachers and a questionnaire which was answered by them and some students. One of the teachers also videotaped some activities of production of oral texts developed in his classroom. The way the research was conducted characterizes it as a qualitative, as suggested by Ludke and André (1986), more specifically an action research, as proposed by Thiollent (2002). This study was developed in a narrative tone because the emphasis on the texts produced by the teachers became fundamental in the construction of the meanings. Through the accounts, the interviews (audio-recorded and transcribed), the research diaries and questionnaires I try to get meanings from the linguistic... (Complete abstract click electronic access below) / Doutor

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-01-03T11:08:37Z No. of bitstreams: 1 2015 - Petterson Gon?alves Teixeira.pdf: 16842852 bytes, checksum: e9c00432825a84e2bba0d4f3d19e803b (MD5) / Made available in DSpace on 2017-01-03T11:08:38Z (GMT). No. of bitstreams: 1 2015 - Petterson Gon?alves Teixeira.pdf: 16842852 bytes, checksum: e9c00432825a84e2bba0d4f3d19e803b (MD5) Previous issue date: 2015-11-27 / This study repots the importance of teaching practices and their contribution in the teachinglearning process when they provide both theoretical and practical studies by using IFES?s Soil and Plant Laboratory. The general objective of this study was to analyze the contribution level of IFES?s Soil and Plant Laboratory (LSP) ? Campus Itapina in the academic education of students in the agronomy superior course. Since the LSP is recognized as of excellence around the nation, it was brought about the need to investigate students? and professors? standpoint whether the teaching reaches not only the understanding and mastery of the curriculum subject contents, but also and mainly the development of capabilities to articulate the theoretical and practical knowledge so as to contextualize them in their practical actions during the academic and professional life. To prove the veracity of this study, the methodology adopted the qualitative and quantitative approaches and, according to the purpose, the study was classified as an applied research of exploratory character. As to the technical procedures, the research is classified as bibliographical, documental and participatory. The instruments used for the research were observation, documental research and questionnaires containing open and closed questions answered by students taking the agronomy course during the second semester of the years 2010, 2011 and 2014 as means of comparison of theoretical and practical knowledge. Professors also answered questionnaires if their subjects were related to the soils and plants, according to the curriculum subject contents of the agronomy superior course. This study was organized in chapters, which describe the steps of the agricultural knowledge historicity, the evolution of agricultural teaching at IFES ? Campus Itapina, as well as the emergence of the agronomy course at the institution. It also reports the importance of IFES?s Soil and Plant Laboratory and its relevant contributions to the teaching, research and extension programs in the Campus. The obtained results helped the acknowledgment of the importance of academic practices during the agricultural teaching, according to the data from the questionnaires, which demonstrate the satisfaction rates, the acquired knowledge, the importance of the course, the development of the students, as well as the contribution of the LSP to the education of the students in the agronomy superior course. This research is supposed to contribute to needed changes and improvements in the pedagogical plan for the course so as to significantly contribute to the awakening and increase of the scientific interest of students. / A presente pesquisa relata a import?ncia das pr?ticas de ensino e a contribui??o destas no processo ensino-aprendizagem, quando proporcionam a rela??o te?rico - pr?tico - laboratorial no curso superior de Agronomia. O objetivo geral foi o de analisar o n?vel de contribui??o que o Laborat?rio de Solos e Plantas do IFES ? Campus Itapina exerce para a forma??o acad?mica dos discentes do curso superior de Agronomia. Sabendo-se que o LSP tem seu reconhecimento de excel?ncia em n?vel nacional, surgiu a inquieta??o de se investigar se, para os alunos e docentes do curso de Agronomia, o ensino atinge n?o somente a compreens?o e o dom?nio dos conte?dos das disciplinas curriculares, mas, principalmente, o desenvolvimento de suas capacidades de articular os diversos saberes te?rico-pr?ticos e contextualiz?-los em suas a??es pr?ticas na vida acad?mico-profissional. Para comprova??o da veracidade deste trabalho, a metodologia adotou abordagens qualitativas e quantitativas e, de acordo com a finalidade, classificou-se como pesquisa aplicada, de car?ter explorat?rio. Quanto aos procedimentos t?cnicos, a pesquisa pode ser classificada como bibliogr?fica, documental e pesquisa participante. Os instrumentos de pesquisa utilizados foram a observa??o, a pesquisa documental e a aplica??o de question?rios com perguntas abertas e fechadas aos discentes do curso de Agronomia dos anos de 2010/2, 2011/2 e 2014/2, como forma comparativa ao conhecimento te?rico-pr?tico. Tamb?m se aplicou question?rio aos docentes cujas disciplinas t?m como base o ensino das ?reas afins e correlatas ? solos e plantas, conforme a matriz curricular do curso superior de Agronomia. A organiza??o deste trabalho deu-se por meio de cap?tulos, por onde se transcrevem as etapas da historicidade do conhecimento agr?cola, a evolu??o do ensino agr?cola no IFES - Campus Itapina, at? situar o surgimento do curso de Agronomia nessa institui??o. Destacou-se, tamb?m, a import?ncia do Laborat?rio de Solos e Plantas e sua relevante contribui??o ao ensino, ? pesquisa e ? extens?o do Campus.Os resultados obtidos neste trabalho nos ajudam a compreender qu?o importantes s?o as pr?ticas acad?micas no ensino agron?mico, conforme os dados analisados nos question?rios, que demonstram os percentuais de satisfa??o, conhecimentos adquiridos, a import?ncia do curso, o desenvolvimento dos alunos e a contribui??o do Laborat?rio de Solos e Plantas para a forma??o acad?mica dos alunos do curso superior de Agronomia.Espera-se que esta pesquisa possa contribuir para as mudan?as de melhorias necess?rias no plano pedag?gico de ensino do curso, a fim de incrementar significativamente contribui??es no despertar cient?fico dos discentes.

The aim in this study is to investigate how the textile subjects in the education of teachers in textiles in Uppsala changed during the period 1955-2001. What has the introduction into the academic, scientific tradition meant for the textile education? The aim is to describe what developments occurred as a result of this influence on the subject area, by analyzing the causes and factors inherent in this process. The period under consideration has been divided into four parts: 1955–1961, 1961–1977, 1977–1988 and 1988–2001. The research uses three different sources: documents, interviews and artefacts. The documents include both national and local aspects. To increase the understanding of the work and education 9 interviews have been made with current teacher educators. The artefacts show the transformation of the educators’ intentions and aims, which are expressed in the documents examined, into a physical entity by the students. In the investigation of what changes the concept of practical knowledge will be used. Practical knowledge is considered to form the core of textile education. Practical knowledge is assumed to consist of action, professional knowledge and reflection. Government directives have influenced textile education. Economical and structural assumptions have shaped how the courses have been run and what elements have been included in these. In the change that gradually occurred during the investigated time, the inherent pride in the subject area and the traditions linked to the courses seems to have slowly diminished. The redefinition of textile education as part of the university minimized the value of the education’s core based in action and domestic history. The continued production of artefacts within the course, suggests that despite the use of scientific and research terminology, the manual skills and action were seen as an essential part of the education.

Syftet med studien är att undersöka hur ett globalt management konsultföretag arbetar internt med kunskapsöverföring över landsgränser av den svåruttryckliga erfarenhetsbaserade kunskapen som en konsult innehar. Den kvalitativa data som används i empirin samlades in genom intervjuer med anställda på fallföretaget Accenture. Resultatet av undersökningen visade att praktisk kunskap överförs genom formella sammankomster samt en ”learning by doing” modell där konsulter av olika nationaliteter och grad av erfarenhet arbetar tillsammans på olika projekt. Erfarenheter från projekt samlas, lagras och överförs till databasen Knowledge Exchange, i en process där den praktiska kunskapen transformeras till teoretisk kunskap och görs tillgänglig för hela företaget. Studien visar att Accenture har rutiner som gör att dem överkommer de flesta hinder som presenteras i den befintliga teorin. Det hinder som Accenture belyste som ett problem var informationsöverflödet som fanns inom företaget. / The purpose of the study is to study how a global management consulting firm works internally with knowledge transfer across national borders of the hard to express, experience-based knowledge of a consultant. The qualitative data which is presented in the empirical part of the paper was collected through interviews with employees at the case firm Accenture. The result of the study showed that practical knowledge is transferred through formal meetings, and a “learning by doing” process, where consultants of different nationalities and degrees of experience work together on projects. Experiences from projects are collected, stored, and transferred to the Knowledge Exchange database, in a process where the practical knowledge is transformed into theoretical knowledge and made available to the entire company. The study shows that Accenture has routines that help them overcome most of the impediments presented in the existing theory. The impediment that Accenture expressed to be a problem within their organization was information overflow.

Life is for us humans a social life. We are constantly in different social communities with various purposes. Throughout life we are part of different groups, for better or worse. The basic social communities, in our society, are the groups we live, work, learn and grow in. This essay deals with the groups children develop and learn in, in school and leisure time center. The intention is to explore how teachers and leisure time pedagogue can work with these groups and what may be the best way to create a good group dynamic and cohesion. The essay is based on three portrayed experiences that are used in a developing process using a distanced discussion and reflective writing. I have found that the attitude and leadership teachers and leisure time pedagogue exercise, against both the individual child and the group, are crucial regarding the group´s functioning and wellbeing. One approach is to work with team building exercises and similar methods which I believe would help improve group cohesion and security. I also see that it is very important for teachers and leisure time pedagogue to think and reflect about how they convey the implied value of education to the children.  A critical view and reflective way, of both our self and the function as a whole, I have also found to be important to be able to achieve good group cohesion. / Tillvaron är för oss människor en social tillvaro. Ständigt skapas olika sociala gemenskaper med varierande syften. Vi ingår i olika grupper hela livet igenom, på gott och på ont. De grundläggande sociala gemenskaperna i vårt samhälle är de grupper vi lever, arbetar, lär och utvecklas i. Denna essä behandlar de grupper barn utvecklas och lär i, i skolan och på fritidshemmet. Syftet har varit att undersöka hur lärare och fritidspedagoger kan arbeta med dessa grupper på bästa sätt för att skapa en god gruppdynamik och sammanhållning. Essän tar utgångspunkt i tre gestaltade erfarenheter som används i en utvecklande process med hjälp av en distanserande diskussion och ett reflekterande skrivande. Jag har funnit att det förhållningssätt och ledarskap lärare och fritidspedagoger utövar, gentemot såväl det enskilda barnet som gruppen, är av avgörande vikt gällande gruppens fungerande och välmående. Ett arbetssätt att föra in i verksamheten, som jag anser skulle bidra till en förbättrad gruppsammanhållning och trygghet, är team-building och liknade arbetsätt i form av mycket gemensamma lekar och samarbetsövningar. Jag ser det också av stor vikt att fundera och reflektera över vad lärare och fritidspedagoger förmedlar till barnen genom den implicita värdepedagogiken. Ett kritisk granskande och reflekterande av oss själva såväl som verksamheten i helhet har jag också funnit som betydelsefullt för att uppnå en god gruppsammanhållning.

The dissertation is an examination of obligation, which I argue is a mode of rational necessity that is proper to human agency. I begin from G. E. M. Anscombe’s celebrated attack against modern moral philosophy, and then sketch a positive theory of obligation as it figures in morality and in law, drawing upon the work of Aquinas and Aristotle. The first chapter explicates this idea of “practical necessity” and the second chapter shows that Aristotelian ethics, because it is not a theological law conception of ethics, has no place for a peculiarly moral conception of obligation. The third chapter examines Aquinas’s conception of moral law and argues that Aquinas vindicates Anscombe’s negative critique of the “moral ought.” The fourth chapter shows that the application of exceptionless moral norms (i.e. moral absolutes), which is one kind of obligation, requires attention to aspects of social practices. Attention to social practices allows the resolution of controverted problems about specifying intentions and applying the principle of double effect in a way that makes exceptionless moral norms workable. The fifth and final chapter defends the conception of intentional action assumed in the fourth chapter, and demonstrates that the scholastic ‘sub specie boni’ thesis is an integral part of action explanation, as well as Anscombe’s notion of “practical knowledge”. The upshot of the dissertation is an integrated investigation into how the ideas of good and necessity figure in ethics, law, and human action. / text

Min essä handlar om en händelse som är självupplevd. Den beskriver att det finns brist på erfarenhet om interkulturellt förhållningssätt på vissa förskolor. Den beskriver även att jag och mina kollegor inte kunde hantera några situationer som man i förskolans värld kan hamna i. Dilemmat som framträder i händelsen handlar om brist på kunskap när det gäller interaktion mellan olika kulturer. Detta speciellt på de institutioner där den är som allra viktigast i samhället, nämligen i skolans- och förskolans värld. Uppsatsen visar det förhållningssätt som pedagoger har gentemot vuxna och barn, som i pedagogernas ögon anses vara annorlunda. Det här är en vetenskaplig essäform där mina egna erfarenheter möter olika teoretiska perspektiv. På det sättet försöker jag att nå svar på mina frågor men även lyfta fram dilemmat i min essä. Därför får den som läser möjlighet att se mina erfarenheter ur nya perspektiv. Jag inleder min uppsats med att diskutera bristande interkulturellt ledarskap i förskolans miljö. Därefter utvecklas den med hjälp av teoretiska perspektiv, genom att lyfta fram hur vi kan bli bättre på att utveckla ett interkulturellt förhållningssätt. I mitt slutord reflekterar jag kring viktiga ämnen som essän har lyft fram med fokus på möjliga förbättringar. Det viktigaste ämnet i essän är det förhållningssätt som vi pedagoger har när det gäller barnens olikheter.

This essay describes my work as a director in a specialized orientation within psychodrama, surrealistic psychodrama. Using the language and performance techniques of theater and under the guidance of a director, psychodrama creates an improvised narrative or story. The essay describes several dramas I have directed, reflecting on my actions and choices as a director and group leader. I examine whether my working method has allowed me to be spontaneous and creative, which I believe the example of "The dangerous bear" demonstrates. The process enabled me to establish trust and receptivity so that a newly constituted group dared to investigate conflicts in symbolic ways associated with illness and death. In addition I have investigated connections between the theory and philosophy of psychodrama and that of the theater of ancient Greece and Friedrich Nietzsche, all of which share the view that Dionysian or unbounded energy is significant for change. At the same time J. L Moreno, the founder of psychodrama, has made me aware that the philosophy of ancient Greek theater and Nietzsche require boundaries and fixed forms for this amorphous energy: Apollonian energy, calling for reflection and new roles. The essay also addresses developments in the Swedish healthcare system’s approach to treatment, where the requirement that methods be predicable and proven effective weighs more heavily than developing the individual’s own ability to function personally and professionally using good judgment and an increased ethical awareness. In conclusion I consider how, on a personal level, the essay has made it possible for me to combine creativity, logical reasoning and scholarly writing, which has been a great challenge.