Made available in DSpace on 2014-10-09T12:26:36Z (GMT). No. of bitstreams: 0 / Made available in DSpace on 2014-10-09T14:06:29Z (GMT). No. of bitstreams: 0 / O presente trabalho apresenta uma metodologia de organizar, classificar e analisar os recursos de conhecimento de uma organização, que é inovadora na conjunção dos elementos que articula. Tais elementos são: (a) uma visão sistêmica da organização, (b) uma representação da estratégia organizacional, (c) a identificação dos conhecimentos através da análise de processos, (d) a representação dos conhecimentos em mapas, após sua estruturação em eixos, temas e domínios, (e) a combinação da análise de criticidade (importância e vulnerabilidade) e da análise estratégica dos conhecimentos. Tal metodologia foi aplicada no Centro de Radiofarmácia do Instituto de Pesquisas Energéticas e Nucleares produzindo uma visão e entendimento muito ricos e detalhados dos conhecimentos cruciais daquele Centro. A análise, além de permitir visualizar os problemas de conhecimento tradicionais, possibilitou uma ligação bidirecional entre Gestão Estratégica e Gestão do Conhecimento. / Tese (Doutoramento) / IPEN/T / Instituto de Pesquisas Energeticas e Nucleares - IPEN-CNEN/SP

A legislação brasileira para cosméticos exige que os apelos mercadológicos desses produtos sejam comprovados. Os testes in vivo utilizando animais para avaliação desta categoria de produtos ou os princípios ativos nela contidos são, atualmente, bastante criticados. O presente trabalho teve como objetivo desenvolver um modelo de cultura de pele humana e avaliar a viabilidade dos melanócitos durante o período de 7 dias. A manutenção do tecido foi avaliada pela observação microscópica após coloração com HE e Masson, os melanócitos ativos pela reação de DOPA e a melanina pela coloração Fontana-Masson. Fragmentos de pele com 2mm2 mantidos em meio de Leibovitz à temperatura ambiente e atmosfera com 95% de ar e 5% de CO2, sofreram menos alterações morfológicas comparados aos mantidos em DMEM à temperatura de 37°C, 5% de CO2, 40% de O2 e 55% de N2. Fragmentos com 20mm2 mantidos em Leibovitz apresentaram alterações semelhantes aos de 2mm2. Células em divisão foram observadas em amostras de pele mantidas em Leibovitz enriquecido com SFB e ácido retinóico. A presença de melanina foi verificada durante todo o período de cultura, bem como a dos melanócitos, que se mostraram DOPA reativos. A radiação UVA/UVB, empregada com a finalidade de verificar se os melanócitos sofriam alguma alteração na atividade e morfologia, não provocou qualquer mudança nestas células, por outro lado induziu uma redistribuição da melanina nos queratinócitos dos fragmentos irradiados. Os resultados obtidos mostraram que é possível manter pele humana em cultura por 7dias, bem como a viabilidade dos melanócitos e sugere ser possível a aplicação do modelo estudado em futuros ensaios de eficácia e segurança de produtos tópicos. / The Brazilian law for cosmetics demands that the marketing of these products should be proofed. The tests in vivo utilizing animals for evaluation of this category of products or the active components in it, are very criticized nowadays. The present work had as an objective to develop a model of culture of human skin, and evaluate the viability of the melanocytes during a period of 7 days. The maintenance of the tissue was evaluated by the microscopic observation after coloring with HE and Masson, the active melanocytes by the DOPA reaction and the melanin by coloring of Fontana-Masson. Fragments of skin with 2mm2 kept in Leibovitz at room temperature and atmosphere with 95 % of air and 5 % of CO2, presented less morphologic alterations than the ones kept in DMEM at the temperature of 37, 5% of CO2, 40% of O2 and 55% of N2. Fragments with 20mm2 kept in Leibovitz presented similar alterations to the 2mm2. Mitotic cells were observed in samples of skin kept in enriched Leibovitz with FBS and retinoic acid. The presence of melanin was verified through all of the period of culture as well as the melanocytes that were DOPA-reactive. The radiation UVA/UVB, used with the aim of verifying if the melanocytes presented any alteration in the activity and morphology, didn\'t provoke any changes in the cells, on the other hand it induced a redistribution of the melanin in the keratinocytes of the irradiated fragments. The results obtained showed that it is possible to keep the human skin in culture for 7 days as well as the viability of melanocytes, and suggests the possibility of application of the studied model in future research on the efficacy and the safety of topic products.

Orientador: Nelson Filice de Barros / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas / Made available in DSpace on 2018-08-23T12:12:41Z (GMT). No. of bitstreams: 1 Goncalo_CamiladaSilva_D.pdf: 4827071 bytes, checksum: de5bb182ef57175b6cee208a35608f02 (MD5) Previous issue date: 2013 / Resumo: A Resolução CFO-82/2008 divulgada em 1º de Outubro de 2008 baixou normas para habilitação de Cirurgiões-Dentistas (CD) nas Práticas Integrativas e Complementares (PIC) no Brasil. Os objetivos do trabalho foram: identificar e analisar as evidências científicas disponíveis no campo das PIC na odontologia, bem como conhecer as motivações que desencadearam a busca de CD pela habilitação em PIC. Os resultados da pesquisa encontram-se disponibilizados nesta tese em oito capítulos (artigos). Os três primeiros capítulos abordam revisões sistemáticas que contemplem dimensões além de parâmetros clínicos e as evidências do uso clínico das PIC em saúde bucal. No quarto capítulo são abordadas as percepções de estudantes do curso de odontologia sobre a incorporação do ensino das PIC durante o período de graduação. O quinto e o sexto capítulo apresentam os resultados de duas revisões sistemáticas da literatura referentes à captação de dados qualitativos por meio de entrevistas telefônicas e por meio de outros tipos de entrevistas conduzidas à distância. No sétimo capitulo, apresenta-se a distribuição geográfica dos CD habilitados em 2009 para o exercício das PIC no Brasil. O oitavo e último capítulo consiste de um estudo qualitativo sobe as motivações que desencadearam a busca dos CD pela habilitação em PIC. Com o desenvolvimento da pesquisa foi possível: a) expor à comunidade científica uma proposta de metodologia que extrapola a compilação de dados clínicos e quantitativos, que não alcançam informações além das intervenções e desfechos clínicos (capítulo 1); b) identificar que a literatura analisada revelou maior volume de publicação de estudos sobre laserterapia odontológica e que embora existam evidências positivas do uso das PIC na odontologia, os artigos avaliados apresentaram limitações referentes à qualidade e consistência de seus resultados (capítulo 2); c) identificar o predomínio de evidências positivas decorrentes do uso das PIC em diferentes contextos de saúde bucal (capítulo 3); d) identificar que os estudantes de odontologia, nas instituições pesquisadas, consideram importante a incorporação do ensino das PIC durante o curso de graduação (capítulo 4); e) verificar que os artigos analisados apresentam superficialmente o modo como as entrevistas telefônicas (ET) foram planejadas e conduzidas sendo que o baixo custo e a necessidade de pequena infra-estrutura foram às principais justificativas para a opção da utilização das ET na coleta de dados qualitativos (capítulo 5); f) verificar que o assunto mais estudado foi à comparação de ED com outras técnicas de coleta de dados seguido de estudos sobre a viabilidade das ED e de estudos avaliativos de instrumentos para captação de dados por telefone (capítulo 6); g) verificar a existência da concentração de profissionais habilitados no Estado de São Paulo, identificar que a maioria desses pertence ao sexo feminino e que possui habilitação em Laserterpia (capítulo 7); h) identificar que a principal motivação para a busca das habilitações em PIC aplicadas a saúde bucal foi à curiosidade despertada por diferentes estímulos, sobretudo aqueles compreendidos nas demandas pessoais e profissionais (capítulo 8) / Abstract: The Resolution CFO-82/2008 released on 1 October 2008 lowered standards for habilitation of Dental Surgeons (DS) in Complementary and Integrative Practices (CIP) in Brazil. The aim of this study were to identify and analyze the available scientific evidence in the field of CIP in dentistry, as well as knowing the motivations of CD that led to the search for vetting in PIC. The research results were available in this thesis in eight chapters (articles). The first three chapters cover the elaboration process of systematic reviews that include dimensions beyond of clinical parameters and of clinical evidence of the use of CIP in buccal health. The fourth chapter deals with the perceptions of students of dentistry about the incorporation of the teaching of CIP during graduation. The fifth and sixth chapter presents the results of two systematic reviews of the literature concerning the capture of qualitative data through telephone interviews and through other types of interviews conducted at a distance. The seventh chapter presents the geographical distribution of DS habilitated in 2009 to exercise the CIP in Brazil. The eighth and final chapter consists of a qualitative study about the motivations of DS to get its habilitation in CIP. With the development of research was possible: a) expose to the scientific community a proposed methodology that goes beyond the compilation of clinical data and quantitative information that does not reach beyond the interventions and clinical outcomes (Chapter 1); b) identify that literature analyzed revealed higher number of published studies on dental laser therapy furthermore there is positive evidence of the use of CIP in dentistry, but the articles evaluated showed limitations regarding the quality and consistency of their results (Chapter 2); c) identify the prevalence of positive evidence from the use of CIP in different contexts of oral health (Chapter 3); d) identify that dental students in the institutions studied, considers important the incorporation of the teaching of the CIP during the undergraduate course (Chapter 4); e) verify that the analyzed articles presents superficially how the telephone interviews (TI) were planned and conducted thus the low cost and the need for small infrastructure were the main reasons for the choice of the use of TI in qualitative data collection (Chapter 5); f) verify that the most studied subject was the comparation of distance interviews (DI) with other techniques of data collection, followed by studies on the feasibility of DI and evaluative studies of instruments for data collection by phone (Chapter 6); g) verify the existence of the concentration of professionals in the State of Sao Paulo, identify the most of DS are female and has habilitation in Dental Laser therapy (Chapter 7); h) identify that the main motivation for the pursuit of habilitations in CIP applied to buccal health was curiosity aroused by different stimuli, especially those included in the personal and professional demands (Chapter 8) / Doutorado / Ciências Sociais em Saúde / Doutora em Saúde Coletiva

Orientador: Dario Fiorentini / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-24T03:58:26Z (GMT). No. of bitstreams: 1 Melo_MarisolVieira_D.pdf: 3467303 bytes, checksum: c3163d62040368c4582c7f60477785f1 (MD5) Previous issue date: 2013 / Resumo: Nosso estudo tem como objeto de análise as práticas formativas desenvolvidas no Estágio Curricular Supervisionado na Licenciatura em Matemática (ECSLM), identificadas nas dissertações e teses brasileiras defendidas no país entre os anos de 2001 e 2010. Optamos por uma investigação meta-analítica buscando responder à seguinte questão: Como o Estágio Curricular Supervisionado na Licenciatura em Matemática vem sendo concebido e descrito nas pesquisas brasileiras (2001-2010), que práticas formativas são desenvolvidas e investigadas, e, que relações e parcerias entre sujeitos e instituições são estabelecidas nesse processo? Para constituir o corpus de nossa investigação foram selecionadas 15 dissertações e teses da última década sobre ECSLM que atendiam os seguintes critérios: (i) Estágio Curricular Supervisionado realizado se, e somente se, na Licenciatura em Matemática; (ii) Estágio Curricular Supervisionado tido como um cenário/ambiente constituinte da formação do futuro professor de Matemática; (iii) Sujeitos deveriam estar cursando ou realizando Estágio Curricular Supervisionado durante a pesquisa; (iv) Pesquisas que desenvolvessem alguma prática de formação (e não apenas estudos sobre as práticas, mas sim, no movimento da ação prática); (v) Que o pesquisador tivesse acompanhado, de algum modo, na escola o processo de desenvolvimento dos licenciados no Estágio. A sistematização de nossa pesquisa foi fundamentada em André (2003) e Romanowski, Ens (2006); e a análise das práticas de formação foi fundamentada em Pimenta e Lima (2004) que destacam a relação entre a teoria e a prática; em Cochran-Smith & Lytle (1999) que expressam as concepções de aprendizado de professores (conhecimento para a prática; conhecimento na prática e conhecimento da prática) e em Passos et al. (2006) que evidenciam as diferentes práticas promotoras do desenvolvimento profissional. A nossa análise delineou-se em dois eixos: (1) as práticas formativas presentes nas propostas de ECSLM, e; (2) as relações e parcerias que se estabelecem no processo formativo do ECSLM. As pesquisas indicam que as práticas desenvolvidas nos ECSLM vêm tentando se adequar às normatizações curriculares nacionais e apresentam predominância de uma formação profissional direcionada para a prática, que mobilizam saberes por meio de uma prática reflexiva. As relações entre os sujeitos envolvidos no processo de aprendizagem profissional durante o ECSLM constituiu uma "rede de conexões" na qual identificamos prioritariamente a incidência entre o estagiário e o pesquisador ou com o formador, prevalecendo, portanto, a aprendizagem profissional decorrente do ambiente acadêmico. Estas relações sustentaram-se pelas reflexões sobre a prática, sistematizadas por meio de relatórios ou planejamentos das aulas. Essa "rede de conexões" revelou a incipiência das relações entre estagiários, professores supervisores e seus alunos, além do distanciamento da equipe pedagógica e pais, bem como, das parcerias entre as instituições co-formadoras (universidade e escola). Embora existam esforços e experiências significativas muito se tem a avançar, pois necessitamos de políticas públicas que possibilitem e dem condições aos profissionais, professores e licenciados, para um trabalho conjunto em vistas à formação e desenvolvimento profissional do futuro professor que ensina Matemática. De todo modo, as pesquisas destacam que o ECSLM é uma fase importante de desenvolvimento e aprendizagem profissional e de produção de conhecimentos sobre a prática de ensinar e aprender matemática na escola básica. / This study focuses on the formative practices developed in the Supervised Curricular Apprenticeship in Mathematics Education, identified in Brazilian dissertations and thesis which were defended between 2001 and 2010. Therefore, a meta-analysis research was chosen to answer the following question of investigation: How has the Supervised Curricular Apprenticeship in Mathematics Education been designed and described in Brazilian researches (2001-2010) and which formative practices are being developed and investigated, and, that relationships and partnerships between individuals and institutions are established in this process? In order to constitute the corpus of this investigation, the researchers from the last decade on teacher education in Mathematics were selected 15 dissertations and thesis in the last decade associated to Supervised Curricular Apprenticeship in Mathematics Education, based on the following criteria: (i) the Supervised Curricular Apprenticeship realized only in Mathematics course; (ii) the Supervised Curricular Apprenticeship understood as a scenario/an environment which constitutes the education of the future Mathematics teacher; (iii) the individuals attending the course and/or executing the Supervised Curricular Apprenticeship during research conducted; (iv) the researches linked to formative practices (and not just studies "about" them, but indicating a movement of practical action); (v) the researcher as someone who had accompanied, somehow, at the school, the process of development of future teachers. The systematization of this research was based on André (2003) and Romanowski, Ens (2006); the analysis of the formative practices relied on Pimenta, Lima (2004), emphasizing the relationship between theory and practice; on Cochran-Smith & Lytle (1999), concerning the conceptions of teacher learning (knowledge-for-practice, knowledge-in-practice and knowledge-of-practice) and on Passos et al. (2006) that evidences the different practices that promote professional development. The process of analysis considered two categories related to: (1) the formative practices present in proposals of the Supervised Curricular Apprenticeship in Mathematics Education, and; (2) the relationships and partnerships that are established in the formative process of the Supervised Curricular Apprenticeship in Mathematics Education. Researches indicate that the practices developed during the Supervised Curricular Apprenticeship in Mathematics Education have been trying to adapt to the national curriculum normative, with the professional formation predominantly targeted to the practice, that mobilize knowledge through reflective practice. The relationships between the subjects involved in Supervised Curricular Apprenticeship in Mathematics Education constituted a "network connections" in which identified priority incidence between the future Mathematics teacher and the researcher or teacher of teachers, prevail, so the professional learning of academic. These relationships based by reflections on practice, systematized through reports or planning of lessons. This "network connections" revealed the incipience of relations between future Mathematics teacher, school teachers and his students, beyond the distance of the pedagogical team and parents, as well as partnerships between institutions school and university. However, there are significant efforts and experiences much has been progressing, because we need public policies that allow and give conditions for professionals, teachers and future teachers for a collective effort. The thesis and dissertations highlight that an important phase of professional development and professional learning and producing knowledge about the practice of teaching and learning mathematics in elementary school. / Doutorado / Ensino e Práticas Culturais / Doutora em Educação

In the Islamic world, the term Jihad bears intricate meaning, and its rightful interpretation has occupied many scholars and Muslims across the globe. For some, it relates to the personal struggle that one may have to deal with on a regular basis. For others, the term operates on the basis of a willingness to fight. While the latter interpretation seems to be shared by extremist terrorists of organisations such as ISIS and Al Qaeda, the majority of Muslims have an entirely different interpretation of jihad. This essay wishes to delve deeper into this intricate term in order to come closer to an understanding of Jihad. This is done by conducting a qualitative and comparative analysis of three magazines of propaganda: the Ahmadiyya Community, the Islamic State and Al Qaeda respectively. The results of the study showed that the Ahmadiyya Community claim that a vital aspect of jihad is “jihad-of-the-pen”, a concept which aims to educate other people on the peaceful nature of Islam. Because of the wrongful interpretation of Jihad by extremist organisations, the Ahmadiyya Community take to the pen in order to battle these misinterpretations while also wanting to show that Islam is a peaceful religion. Furthermore, they claim that this wrongful interpretation affects the way ordinary law-abiding Muslim citizens are being viewed upon. Moreover, the findings also showed that ISIS and Al Qaeda interpret jihad as being the “jihad-of-the-sword”, whereby it is considered to be the sixth pillar. While ISIS use the concept of jihad to justify its fighting of the disbelievers, including Muslims who deal with ‘Crusader’ Western democracies, Al Qaeda aims their jihad towards the United States, whom they feel are the root to everything terror. The essay concludes with a the notion that research on this topic should focus more on peaceful jihad, the kind of personal and inner struggle that is being advocated by the Ahmadiyya communities. Literature, such as Understanding Jihad, Field of Blood, and The Secret History of Al Qaeda, has all too much tended to the violent-nature of jihad and left the peaceful, inner struggle out of the discussion. More research can be conducted on this topic to further paint the picture of peaceful struggle, which is a struggle that is felt for the absolute majority of Muslims throughout this world.

Language can be seen as a bridge between the way we think and our actions. From a social semiotic, language becomes a resource with which collective knowledge can be distributed. The way we talk about an artefact is a reflection of our conceptual understanding thereof. Often, we use conceptual metaphors to communicate abstract concepts in abstract reasoning domains such as computer science. Conceptual metaphors are formed in relation to primary metaphors and are grounded in sensorimotor experience. Primary metaphors can be used to analyse how we embody our conceptual understanding of specific concepts. The aims of this study are threefold: Firstly, to explore how conceptual metaphors are used by students and teachers while engaging in conversations about computer programming; secondly, to analyse the emergent conceptual metaphors to identify how teachers and students understand abstract aspects about computer programming and thirdly, to identify the sensorimotor experiences that contribute to shaping the conceptual metaphors used by the students and the teachers. Two teachers and three students from two different upper-secondary schools engaged in informal conversations regarding aspects of computer programming. The conversations were audiorecorded, and excerpts were transcribed verbatim and translated into English. The excerpts were analysed by adopting a methodological framework based on Grady’s theory of primary metaphor. Results suggest that teachers and students have a multi-faceted conceptual understanding of computer science that involves concepts such as spatial relations, similarities between objects and computer code. Other emergent aspects concerned interpersonal relationships, in relation to customer service and social skills. The findings imply that expanding the number of available conceptual metaphors could lead to a more diverse set of didactic tools in computer science education, thus increasing overall conceptual understanding. / Vårt språk kan ses som en brygga mellan det sätt vi tänker och det sätt vi agerar. Ur ett socialsemiotiskt perspektiv blir språket ett verktyg med vilket kollektiv kunskap kan distribueras. Detta gör det rimligt att säga att det sätt varpå vi talar en spegling av vår möjlighet att förstå. Vi använder ofta konceptuella metaforer för att kommunicera abstrakta koncept som exempelvis datavetenskap. Konceptuella metaforer formas i relation till primärmetaforer, grundade i sensomotoriska erfarenheter. Primärmetaforer kan användas för att analysera hur vi kroppsligt befäster och förstår specifika koncept. Syftet med denna studie är att: i, undersöka hur konceptuella metaforer används av lärare och elever vid samtal rörande programmering, ii, använda de uppkomna konceptuella metaforerna för att identifiera lärares och elevers förståelse för abstrakta aspekter av programmering och iii, identifiera de sensomotoriska upplevelser som formar de konceptuella metaforer lärarna och eleverna använder sig av. Informella samtal kring olika aspekter av programmering genomfördes med två lärare och tre elever vid två svenska gymnasieskolor. Samtalen spelades in, varefter kortare utdrag transkriberades och översattes till engelska. Utdragen har analyserats med en metod baserad på Gradys teori om primärmetaforer. Studiens resultat visar att lärare och elever har en mångfacetterad förståelse för programmering. Deras konceptuella förståelse baseras på bland annat rumsliga relationer mellan olika objekt, skillnader och olika objekt samt relationen till kod. Andra identifierade aspekter berör interpersonella förhållanden, kundservice och social kompetens. Resultaten indikerar att en vidgad uppsättning didaktiska verktyg inom programmeringsundervisning skulle kunna öka antalet tillgängliga konceptuella metaforer relaterade till programmering och således öka den generella konceptuella förståelsen för programmering.

Ce travail a pour point de départ une analyse quantitative de l’objet »storyboard » faite sur un large corpus. La taxinomie ainsi établie, croisée avec une approche qualitative, nous permet de mettre en lumière des codes de communication et des invariants inhérents à ce dispositif de pré-production. Cela aboutit, dans un premier temps, à la définition de l’outil storyboard parmi les autres dessins de préparation cinématographique. Le classement des données en fonction de leur période apporte ensuite une perspective nouvelle à l’analyse : c’est par l’objet, trace de sa propre histoire et vecteur de pensées, que se dessinent les interactions sociales et la professionnalisation de ceux qui le confectionnent. L’étude porte sur deux conceptions différentes de la pratique du storyboard, d’un côté et de l’autre de l’Atlantique. / The starting point of this work involves a quantitative analysis of the object »storyboard » applied on a large corpus. The taxonomy here established, crossed witha qualitative approach, allows one to reveal communication codes and invariantsinherent to this preproduction device. This first leads to the definition of the toolstoryboard among other film preparation drawings. The classification of the dataaccording to its period then brings a new perspective to the analysis: it is through theobject, vestige of its own story and vector of ideas, from which are drawn the socialinteractions and the professionalization of those who manufacture it. The studyconcerns two different conceptions of the storyboarding practice, on both sides of theAtlantic Ocean

The master thesis The media construction of feminity according to women's lifestyle magazines in years 2006 and 2016 is concerned with values, that women's lifestyle magazines present to women. These values concern with topics such relationships, sexuality, face, health and succees in career. The thesis will examine, in which roles women appear in these magazines. The aim of the thesis is to present a picture of an ideal woman, as the women's lifestyle magazines construct it. The theoretical part is devided into five chapters. The first chapter is focused on historical development of magazine publishing in Czech Republic since 1989. The second chapter describes development of trends in the media content in the last decade. The third part deals with the media and lifestyle magazines ownership. The fourth part introduces a general content of women's lifestyle magazines. The last chapter is focused on the role of women and women's lifestyle magazines in the current society. It discusses e. g. the term "double burden". The analytical part combines qualitative and quantitative content research and its main objective is to describe, how the term feminity and the women values (relationships, sexuality, face, health and career) change in women's lifestyle magazines between years 2006 and 2016. The chosen...

The global financial environment is constantly and rapidly shifting. This has resulted in changes to the International Financial Reporting Standards (IFRS). In support of the developments in the global business environment and the swift changes in IFRS, the local financial regulators have had to follow with supporting changes in national regulations. Taking the above factors into consideration, the auditing and accounting professions all over the world face various challenges, and South Africa (SA) is no exception. Thus, it was imperative for these professions in SA to make the same radical alterations. One of the areas demanding attention was the process of becoming a Chartered Accountant (CA). Inter alia, one focus area was the final examination in the qualifying process. The Chartered Accountant Qualifying Examination Part One (QE Part 1) has been changed from a closed-book assessment to an open-book assessment. This change is relevant because of the importance of the examination itself and the apparent lack of intensive research on students’ perceptions of this type of assessment. In my research I explored the perceptions of taxation students on open-book assessment in the QE Part 1. My study commenced with a focus group (consisting of students that had no previous open-book assessment exposure). I used Interactive qualitative analysis (IQA) as qualitative research method. During this focus group, the students identified ten perceptions (also referred to as affinities) on open-book assessment. For each affinity the focus group provided a descriptive name and an explanatory definition. These affinities were: good preparation, back-up, encourage, general advantages, improve quality of answers, negative symptoms, negative environment, personal experience and hindrance, different approach and time management. This group of students also identified relationships between these different affinities. These relationships were summarized and reflected in a system interrelationship diagram (SID). Findings from this SID indicated that students perceive good preparation as the strongest driver for successful completion of an open-book assessment. The SID indicates three primary outcomes namely negative symptoms, a different approach and time management. The affinities as identified by the focus group were then used during the interviews (conducted with students who had previous open-book assessment exposure). During the IQA interviews, the students were asked to comment on the posed affinities and the possible relationships between them. These findings were summarized and reflected in an interview SID. This SID indicated that these students perceived the primary driver in the system to be a different approach with two primary outcomes - negative environment and improvement in quality of answers. The IQA method is in essence a theory–generating tool that assisted me in my understanding of a group and individual students’ perceptions, before and after exposure to an open-book assessment. / Dissertation (MCom)--University of Pretoria, 2011. / Taxation / unrestricted

The media and crisis communication of a company operate according to different logics. The media are known to be more entertainment driven, while the company tries to remain trustworthy and publishes information only once it is confirmed. Does this difference in logic and in framing a crisis persist when the crisis occurs without any warning signs?Different crisis life-cycle models exist of which two of them are presented and discussed within this study. Additionally, media framing, media logic theory and crisis communication theory are further going to be clarified in order to identify if the difference in framing an extraordinary crisis persist.One of the addressed research questions aims to determine if there was a difference in covering the event between Germanwings and two German media, Bild and FOCUS online. The objective of the second research question is to discern if there was a frame-alignment between the two different types of media, Bild and FOCUS online.The results show that Bild and FOCUS online applied different frames while covering the event. While Bild merely focused on emotional stories and speculations over the cause of the accident, FOCUS online based their coverage on facts and statements. Furthermore, FOCUS online aligned their frames with Germanwings crisis reportage, whereas Bild merely covered according to the media logic theory.