The problem investigated by this study was that of understanding types of behaviors exhibited by participants in negotiations processes and impact of behaviors on collective bargaining in Nigeria. The study's three purposes were to describe the nature and extent of interpersonal conflict that occurs in collective bargaining, to determine the consequences that stem from such conflict, and to suggest the behaviors and performances during the face-to-face negotiations that should exist to enhance labor-management relations in Nigerian public education. This study examined behavior in negotiations by using simulation, i.e., a quasiexperimental method. Four outcomes of negotiations--time required to reach agreement, terms of agreements, verbal behavior exhibited during negotiations, and satisfaction derived by negotiators in negotiations—were examined.

The focus of this thesis is to seek and observe the patterns of economic development around local public schools of varying quality. The Greater Richmond Region (consisting of the City of Richmond and the counties of Chesterfield, Hanover and Henrico) were used as the basis of the study. The scores for the schools were derived from an equation that took into account some of the main quality aspects. The factors that went into the equation were graduation rates, dropout rates, standardized test scores and AP (Advance Placement) enrollment. The basis of the economic development evaluation is based on a set of indicators published by the King County (Washington) Department of Planning. These indicators include real wages per worker, poverty rate and high school graduation rate. Using GIS, these two data sets were observed for patterns and trends. The findings of this study show that not only do the economic development indicators change based on quality but also on geographic location. This study ends with recommendations for cities to improve both their education systems as well as their economic development opportunities.

Alternating traditional classroom-based teaching techniques with hands-on learning activities outdoors is beneficial for children of all ages. The purpose of this thesis was to explore whether and how teachers may negotiate the constraints to facilitating hands-on learning opportunities outdoors. A snowball sample was used to identify twelve outdoor educators for semi-structured interviews documenting their characteristics, skills and experiences, perceptions of the constraints to outdoor education and recommendations for building interest in and supporting outdoor education. The findings suggested that participants’ childhood experiences outdoors were influential on their decisions to start teaching outdoor education, and that the participants’ perceptions of the constraints varied dependent on their experiences, objectives and attitudes. The participants’ recommendations were focused on what teachers could do to help themselves and each other to succeed. Altogether, the participants’ experiences suggest that passionate and engaged outdoor educators can have a lasting impact on students’ relationships with the natural world. / October 2016

The primary objective of the study is to identify the extent to which the current school choice policy in New Orleans has afforded students in underserved neighborhoods or city planning districts the opportunity to attend quality schools elsewhere in the city. Though all students in New Orleans have access to schools outside their neighborhood, more than two-thirds (68%) of public school students attended a school within their planning district or in the adjacent planning district in the 2011-12 school year. In staying close to home, just one-fifth (22 percent) of students attended a quality school. A clear relationship existed between a planning district’s service level and its socio-economic and racial make-up as well as the performance level of its students’ schools. The results of this analysis suggest that the lack of quality schools in low-income and minority areas significantly limits those families’ access to quality schools even under New Orleans’ far-reaching school choice policy.

This dissertation examines a commercial media culture as articulated by a television production company in Stockholm, Sweden, and is based on nine months of extended fieldwork. The dissertation discusses the production process, its problems and constraints, and the role of the producer using a theoretical framework elaborated by Pierre Bourdieu. The TV producers are involved in a constant process of interpretation, evaluation and negotiation related to the symbolic and economic power relationships that determine the field. The practical production cannot be reduced to a one-way communication system. Commercial TV production involves more than supplying the channels with those programs they demand and attracting the desired target groups; programs produced at the company must be "good" and give a "value" to the viewers. The production process implies a tightly interwoven relationship between the producer and the audience, conceived of in terms of "the average person". The producers create an image of an audience based on statistical figures, reference persons, viewer ratings and of themselves functioning as surrogate audience. This constructed viewer wants something more than pure entertainment. The public-educator ideal that has been a reason for the Swedish public-service-television's authority and legitimacy, has come to be an important component of the television produced at the described television company. A public-service tradition is reformulated to fit into a modern, commercial context, at the same time as it legitimizes and gives meaning to its own enterprise. The created viewer's demand for entertaining knowledge and information is satisfied.

[pt] A dissertação visou acompanhar um pouco da evolução do sistema de ensino público no Brasil, partindo da década de 1930 até a atualidade buscando compreender as possíveis causas de seu persistente déficit qualitativo, não obstante os avanços alcançados, quanto à expansão do acesso ao ensino, desde o final da década de 1980. Identificamos como um dos importantes componentes para sua condição qualitativamente deficitária a forma conservadora como veio se desenvolvendo o sistema de ensino no país, a qual se mostrou relacionada à forma invertida como se desenvolveram os direitos de cidadania no Brasil. Partiu-se da premissa neste trabalho de que a educação pública como está constituída não se apresenta como democrática, dado que não capacita a todos em igualdade de condições, a despeito de suas diferenças culturais, de renda, gênero, cor ou região, o que acaba permitindo que as desigualdades sociais se reflitam nas desigualdades escolares e sejam reproduzidas fora da escola. A compreensão da educação como e para o exercício dos direitos de cidadania, associada à percepção de que um dos motivos para sua qualidade deficitária seja justamente o esvaziamento de sua condição de direito, nos levou a concluir que uma das possíveis alternativas para o problema do déficit educacional público seria o estabelecimento de uma educação orientada pelos direitos humanos e de cidadania, haja vista que esta favoreceria o fortalecimento dos grupos desfavorecidos na sociedade civil, tornando-os potenciais sujeitos políticos conscientes de seus direitos e deveres de cidadania, mais aptos à participação política e à luta por realização de direitos. / [en] This dissertation has analyzed the Brazilian Public eaching System since the 30`s until nowadays and tried to understand some causes of its quality deficit despite the improvements on the access to basic education observed since the 80`s. Considering the causes of this deficit it is possible to stress that Brazilian education has been developed in a conservative pattern, which is following the inverted citizenship rights development in Brazil. This work followed the idea that public education, as constituted, is not democratic, as it does not make all individuals capable under the same conditions, despite their cultural, income, color or regional differences, what allows the social inequalities to reflect on the school inequalities, becoming natural inside school and reproducing the inequalities outside it. In this case, the comprehension of education as and to the exercising of citizenship rights, associated to the realization that one of the reasons to its deficient quality is exactly the exhaustion of its condition of being a right, lead us to the conclusion that one of the main alternatives to the deficiency of public education in Brazil would be the establishment of education oriented by the human and of citizenship rights. Education that, by having its structure and pedagogical practice oriented by rights, besides stimulating the development of critic, autonomous and reflexive pedagogic individuals, would favor the strengthening of the unprotected groups in civil society, making them potential political subjects aware of their rights and duties if citizenship, more capable to political participation and to fight for their rights.

Trata-se de pesquisa teórica, de caráter filosófico, que procura avaliar o lugar ocupado por Condorcet (1743-1794) no universo da filosofia e do pensamento educacional do século XVIII. Sabe-se que o \"Século das Luzes\" atribuiu enorme importância à tarefa de educar. Contudo, é oportuno destacar que tamanha importância deve-se, notadamente, à compreensão que este século teve de si próprio. A maioria dos intelectuais que se destacaram no período acreditava viver no \"século da filosofia\", da supremacia da razão e de seu exercício e, nesse sentido, o ato de educar constituía uma espécie de compromisso com o próprio tempo, pois, propagar as luzes significava conferir à espécie humana os instrumentos necessários para que o desenvolvimento das ciências e das artes não mais fosse interrompido. A elaboração da Enciclopédia, um dos mais significativos e importantes empreendimentos do Iluminismo, na medida que se propunha a inventariar o repertório dos conhecimentos disponíveis para promover a aquisição constante de novas luzes, revestindo-se, assim, de enorme potencial educativo, constitui um bom exemplo do otimismo pedagógico partilhado pelos iluministas. Herdeiro desta tradição, o pensamento de Condorcet representa, de maneira igualmente exemplar, o espírito do Século das Luzes. Além do conhecido \"otimismo histórico\" e da \"teoria do progresso\", expostos, principalmente, no Esboço de um quadro histórico dos progressos do espírito humano, sua obra é portadora de traços de originalidade que não podem ser desprezados, especialmente no que se refere à constituição das ciências humanas, à defesa da igualdade, da liberdade e da instrução pública. / This is a theoretical research with philosophical character that looks for evaluation of the place occupied by Condorcet (1743-1794) in the universe of Philosophy and educational thought of 18th century. It\'s known that the \"Century of Lights\" attributed enormous importance to the task of educating. However, it is opportune to detach that so great importance is due, notably, to the understanding that this century had about itself. The majority of the intellectuals that were detached in the period believed to live in the century of Philosophy\", of the supremacy of reason and of its exercise and, in this direction, the act of educating constituted a kind of compromise with the own time because propagating the lights meant to confer to the human species the necessary instruments so that the development of sciences and arts was no more interrupted. The elaboration of the Encyclopedia, one of the most significant and important enterprises of the Enlightenment since it proposed to inventory the repertoire of the available knowledge to promote the constant acquisition of new lights and so, arming itself, of enormous educative potential, constitutes a good example of the pedagogical optimism shared by the Enlightenment men. The thought of Condorcet, heir of this tradition, represents, in equally exemplary manner, the spirit of the Century of Lights. Beyond the known \"historical optimism\" and the \"theory of the progress\", displayed, mainly, in the Esquisse d\'un tableau historique des progrès de l\'esprit humain, his work is bearer of traces of originality that cannot be rejected, especially in that it refers to the constitution of Human Sciences, to the equality, freedom and public instruction defences.

Made available in DSpace on 2016-08-10T10:38:51Z (GMT). No. of bitstreams: 1 DAIRICI HONORATO ALVES MELGAR.pdf: 683208 bytes, checksum: 2e3d682eeda8e0effab0058ccf99d271 (MD5) Previous issue date: 2014-03-14 / A genética é um tema que esta cada vez mais em evidência no cotidiano das pessoas, pensando nisso este estudo teve como objetivo avaliar o ensino desta disciplina nas escolas públicas de Goiânia, de modo a expor os métodos de ensino dos professores assim como a estrutura oferecida pelas escolas para os alunos do terceiro ano de ensino médio. O estudo foi realizado com alunos de escolas públicas das regiões central e periférica da cidade de Goiânia através de questionários, estes respondidos por alunos, professores e representantes das escolas. Mediante os resultados verificou-se que não há diferença significativa quanto ao método de ensino nem quanto ao preparo do professor. Entretanto a parte estrutural das escolas e a realidade sócio econômica dos alunos apresentam diferenciação de acordo com a região. Apesar de não haver diferença significativa no quesito ensino/aprendizagem, novos métodos de ensino e melhores estruturas escolares fariam toda a diferença no aproveitamento do estudante.

Submitted by admin tede (tede@pucgoias.edu.br) on 2016-12-09T12:08:45Z No. of bitstreams: 1 SANDRA MARA BATISTA GOMES.pdf: 2412039 bytes, checksum: 2fb0f06e7ad9fb6d7a24b70e3b8776e0 (MD5) / Made available in DSpace on 2016-12-09T12:08:45Z (GMT). No. of bitstreams: 1 SANDRA MARA BATISTA GOMES.pdf: 2412039 bytes, checksum: 2fb0f06e7ad9fb6d7a24b70e3b8776e0 (MD5) Previous issue date: 2016-09-13 / In this thesis, product of a Master’s in Education, we seek to gather elements for a reflection about the public education offered by the state of Goiás to its population. We also seek to theoretically join the elements which the social processes dissociate and separate, in other words, the public teaching to all the people, without distinction. We suggest that, through various manners – such as the militarization of public schools, the shared management with Social Organizations (SOs) and the repression made over the movements of contestation to the governance politics towards the formal public education – people are submitted and made docile, instead of being formed to have autonomy and/or be emancipated. Such is the conductive wire of the discussion of the first chapter, in which the term correctional education doesn’t appear. The term comes up only from the second chapter on and we demonstrate its essential separation from that education which is understood as public. As we immerse in the punitive system, also called correctional education, we seek by many ways to approach the marginalization of the poorest classes. Related to that, we give special attention to the category “young people in conflict with law”, and try to deconstruct it. Such social marginalization is associated to the authoritarian government forms, which are accepted and applauded by a part of the society. The marginalization is made through the support for the militarization of public schools and the support for measures of punishment and of recrudescence of the law which rules over the so called educational system – such as the reduction of the criminal responsibility. The support is composed by vestiges of a fascism which remains in the very basis of Occidental societies. The vestiges are also perceived in the almost complete lack of social commotion related to what happens with the poorest young people. They lack almost everything, even the liberty to come and go. This is the subject of the last chapter of the thesis. After all, to defend the interests of the young people and/or protect their lives, there is no sign of social movement, not even one resembling those presented in the first chapter made in defense of the public education. The young people and teenagers are exposed to death risks, in institutions which are legally obligated to protect them and offer them the same public education supposedly offered indistinctly to all the people. The young people are forgotten by the Public Power and by a big part of the society. It is exactly such an abandonment what exposes them to several risks and contributes to the arrangement of the fascist vestiges to which this thesis alludes. Although there is no direct murder, the division defines who must live and who can die. In this work, we reflect over this statement and over how the public education in Goiás is contributing or not to the strengthening of the referred factors. / Nesta dissertação de mestrado em educação, busca-se reunir elementos para uma reflexão sobre a educação pública oferecida pelo Estado de Goiás à sua população. Busca-se ainda articular teoricamente aquilo que os processos sociais dissociam e apartam, a oferta de ensino público a todos sem distinção. Propõe-se que, por diversos meios – militarização das escolas estaduais, gestão compartilhada com Organizações Sociais (OSs) e repressão aos movimentos de contestação à política de governança da educação pública formal – o que se faz é submeter e docilizar, ao invés de formar para a autonomia e/ou a emancipação. Esse é o fio condutor da discussão que compõe o primeiro capítulo, no qual sequer aparece o termo socioeducação. Ele surge apenas a partir do segundo capítulo para se evidenciar a sua visceral apartação em relação à educação que se entende por pública. Com o mergulho neste sistema punitivo, dito socioeducativo, procura-se, por diversas vias, abordar a marginalização das classes mais pobres, em especial a dos que estão enquadrados na categoria de “jovens em conflito com a lei”, categoria que se procura desconstruir. Essa marginalização social associada às formas autoritárias de governo, aceitas e aplaudidas por parte da sociedade, opera-se na forma do apoio à militarização das escolas públicas e às medidas punitivas e de recrudescimento da legislação que rege o sistema dito educativo – como a redução da maioridade penal. O apoio constitui-se com traços de um fascismo que se mantém nas bases das sociedades ocidentais. Traços que também se revelam na quase total falta de comoção social em relação ao que acontece com os jovens mais pobres, privados de quase tudo, inclusive da liberdade de ir e vir. É disso que trata o último capítulo da dissertação. Afinal, para defender os interesses desses jovens e/ou salvaguardar suas vidas, não há nenhum sinal de movimentos sociais, nem mesmo parecidos com aqueles apresentados no primeiro capítulo que se dão em defesa da chamada educação pública. São jovens e adolescentes expostos ao risco de morte em instituições que legalmente têm o dever de protegê-los e oferecer-lhes a mesma educação pública que supostamente é oferecida a todos indistintamente. Os jovens ficam esquecidos tanto pelo poder público como por grande parte da sociedade. É exatamente esse abandono que os expõe a diversos riscos e contribui para a configuração dos traços fascistas a que o trabalho faz referência. Embora não haja o assassínio direto, esse fracionamento define quem deve viver e quem pode morrer. Neste trabalho, faz-se uma reflexão acerca disso e de como a educação pública em Goiás vem contribuindo para o fortalecimento ou não desses fatores.

Made available in DSpace on 2016-04-04T18:27:54Z (GMT). No. of bitstreams: 1 IZABEL CAVALCANTI BARROS LAMENHA.pdf: 607969 bytes, checksum: 6029dd9152defe3437236595f10ac70a (MD5) Previous issue date: 2003-12-12 / The motivation is a important subject in many human activties. This paper aimed to investigate the motivation in handball athlets, more specifically, detect the variants had influence the athlets in their choice of the sport, wich the purposes in its pratice and stimulants and distimulants factores in the mentiond sport; drawing the team?s motivational outline. Athlets of handball (N=38) of both gender from private (N=20) and public (N=18) schools of one northeastern capital were subject of this study. It was used a Questionnaire and Scale of motivation for the sport to collection of data. The results were statiscally analysed by the Homogenetty Test (X?) and Sperman?s Correlation Test. The results showed a group of iniciant athlets , in wich a half suffered some influences in choice of handball, among them, the friends are the most influences. The leisure was the consensual purpuse among the athlets in handball pratice. Furthermore, the data showed that tha hierarchy os stimulant variants is not consistent from a group to another, differently from the distimulant variant?s hierarchy, but the championships were mentioned as principal stimulant factor and routs as distimulant. In general view, the teams showed a specifics motivation outlines, althought there are commum points between them. The public schools indicated more intrinsic motivation, the inverse occured in private shools, with athlets more extrinsically motivated. Researches correlates and comparatives are necessary. / A motiva??o ? um tema importante nas v?rias atividades humanas Este trabalho teve como objetivo investigar a motiva??o em atletas de handebol, mais especificamente, detectar vari?veis que influenciaram os atletas na escolha desse esporte, quais os objetivos em pratic?-lo e os fatores estimuladores e desestimuladores no esporte citado, tra?ando o perfil motivacional das equipes. Foram sujeitos (N=38) desse estudo atletas de handebol de escolas do ensino privado (N=20) e p?blico (N=18) de ambos os sexos, em uma capital nordestina. Para a coleta de dados foi utilizado um question?rio estruturado e uma Escala de Motiva??o para o Esporte. Os resultados foram analisados estatisticamente pelo Teste de Homogeneidade (X?) e pelo Teste de Correla??o de Spearnan. Os resultados mostraram que se trata de atletas iniciantes, dos quais metade sofreram alguma influ?ncia na escolha do handebol, dentre eles, os amigos s?o os maiores influenciadores. O lazer foi o objetivo consensual entre os atletas de acordo com a pr?tica do handebol. Os dados mostraram ainda que a hierarquia das vari?veis estimulantes n?o ? consistente de um grupo para outro, diferente da hierarquia das vari?veis desestimuladoras, por?m foram citados os campeonatos como principais estimuladores e as derrotas como desestimuladoras. De um modo geral, as equipes apresentaram um perfil motivacional espec?fico, embora existissem pontos em comum. As escolas p?blicas indicaram mais motiva??o intr?nseca, acontecendo o inverso com as escolas privadas, com atletas mais motivados extrinsecamente. H? necessidade de pesquisas de vari?veis correlatas e comparativas.