Made available in DSpace on 2016-12-12T20:32:02Z (GMT). No. of bitstreams: 1 Dissertacao Jose Vicente Martins.pdf: 276381 bytes, checksum: 9e0d2ec1f15d0a7ab920acdfeda7d95e (MD5) Previous issue date: 2007-05-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work presents results from a study and quantitative research over how the multifunctional printer systems maintenance technicians qualification process may contribute for the increment of the user satisfaction in its respective sector. A questionnaire containing 24 questions was applied to 16 company representatives. Users, who were previously selected, were also interviewed. The results are compared to the theoretical recital concerning the technical team attendance into the sales process and after that, as well as the way as it may influence better equipment functioning; and the potential this attendance has to become a marketing instrument. As it may be noticed, the good quality technical service may assume an essential part, in the present context, considering technologies, which represents a more and more constant challenge. / Este trabalho apresenta resultados de um estudo e pesquisa quantitativa sobre como o processo de capacitação dos técnicos de manutenção de equipamentos multifuncionais de reprografia pode contribuir para o incremento da satisfação do usuário do setor. Um questionário contendo 24 perguntas foi aplicado a 16 representantes de empresas bem como, entrevistas com usuários previamente selecionados. Os resultados são comparados à fundamentação teórica referente ao atendimento do corpo técnico durante e pós-venda, a influência que tem para o bom funcionamento dos equipamentos, a capacidade de se transformar em um potencial de marketing de vendas. Percebe-se que o atendimento técnico de boa qualidade pode ser de importância fundamental para o presente momento, considerando-se o rápido desenvolvimento e o surgimento de novas e avançadas tecnologias, o que se torna um desafio cada vez mais constante.

This thesis presents a new approach to the long-standing question of how electoral rules influence the behaviour of legislators. It begins with the argument that fresh empirical advances can be made by moving beyond the pervasive but rigid assumption that all legislators want to be re-elected and, by extension, that every incumbent values this goal to the same degree. Rather, I propose that individual Members of Parliament (MPs) vary in the extent to which they personally desire or depend upon re-election. Following the principles of a difference-in-differences design, this observation allows me to devise a theoretical framework capable of testing whether MPs' vote-seeking behaviour differs within parliaments in a way that varies predictably across countries. Specifically, I propose that in electoral systems where party-centric behaviour increases re-election chances, MPs particularly invested in the goal of re-election should cater to the party to an even greater extent than their colleagues. Conversely, in systems where a personal vote can generate electoral gains, MPs most ambitious for re-election should engage in this type of vote-winning strategy to the greatest extent. I test this prediction across the UK House of Commons and the German Bundestag, and within Germany's mixed-member system. Newly-collected biographical data on over 1700 MPs is used to conduct the first systematic MP-level operationalisation of re-election ambition based on legislators' career backgrounds. Career politicians are thereby identified as those most ambitious for re-election. Using voting behaviour from 1.8 million vote choices in legislative roll-calls as a proxy for the degree to which an MP caters to the party or to his or her personal reputation, the quantitative multilevel analysis reveals strong evidence for the proposed behavioural pattern. The contribution made by this study is two-fold. First, it uncovers the interaction between electoral rules and individual re-election ambition as a new explanation for MP-level variation in legislative behaviour. Second, its research design overcomes shortcomings in previous empirical tests for the existing theory on how electoral rules impact MP behaviour (e.g. Carey and Shugart 1995), producing more robust evidence in support of this influential framework.

1 Annotation This master's thesis focuses on a specific area of mass media functioning, with reference to a particular social problem - homelessness. Descriptive analysis is used to investigate media content by original research, and to identify frames, which typically accompany the topic of homelessness in the Czech nationwide media. Therefore, the main theoretical framework is outlined by the paradigm of social constructivism and the theory of media framing. The major part of the presented text is the research itself, initially inspired by the foreign media studies of T. G Shields (2001) and C. Zufferey (2014). The method of quantitative content analysis is used to explore the contents of six selected nationwide media, covering three various media types. To be exact, the contents considered are media news issued by daily Právo and Blesk, by television channels ČT 1 and Nova, and radio channels Radiožurnál and Impuls, within the decade of January 1st 2007 to December 31st 2016. Primary attention is drawn to the media space dedicated to reporting on the topic of homelessness, to the manner in which homeless people are represented in the media, to framing of causes and treatment of homelessness, and to the speakers, who are given the chance to explicitly speak in the media. Last but not least, the scope and...

abstract: The present thesis explores how statistical methods are conceptualized, used, and interpreted in quantitative Hispanic sociolinguistics in light of the group of statistical methods espoused by Kline (2013) and named by Cumming (2012) as the “new statistics.” The new statistics, as a conceptual framework, repudiates null hypothesis statistical testing (NHST) and replaces it with the ESCI method, or Effect Sizes and Confidence Intervals, as well as meta-analytic thinking. In this thesis, a descriptive review of 44 studies found in three academic journals over the last decade (2005 – 2015), NHST was found to have a tight grip on most researchers. NHST, much discredited outside of linguistics, confused authors who conflated the theories of Fisher and Neyman-Pearson, who themselves battled acrimoniously until the end of their publishing lives. Within the studies reviewed, with exceptions, dichotomous thinking ruled the quantitative approach, and binary reporting ruled the results and discussions. In addition, this thesis revealed that sociolinguistics, at least within the studies reviewed, is not exactly a “statistical monoculture” as suspected by Gorman and Johnson (2013), rather ANOVAs have joined Goldvarb’s logistic regression in its dominance. As described insightfully by Plonsky (2015), these two methods are exposed as extensions of the dichotomous thinking that attaches itself to NHST. Further, little evidence was found that the methods of the new statistics were being implemented in a coordinated fashion, including far too few meta-analyses. As such, quantitative Hispanic sociolinguistics, and linguistics in general, were shown to be vulnerable to problems with reliable quantitative theory building. / Dissertation/Thesis / Masters Thesis Spanish 2015

Syftet med studien är att undersöka vilka faktorer som var viktigast i valet av instrument för musiklärarstudenter. Studien letar också efter samband mellan faktorer och olika instrumentval. Tidigare forskning lyfter fram en mängd olika faktorer som spelar roll vid valet av musikinstrument. Instrumentets klang och föräldrars stöd utmärker sig som viktigast. Forskningen visar också att det finns tydliga könsskillnader i valet av instrument. Studiens syfte undersöks genom en enkät. Enkäten kartlägger bakgrundsfaktorer som kön, ålder, föräldrars uppmuntran, musicerande i omgivningen, musiklyssning och socioekonomisk status i samband med instrumentvalet. Resultatet bekräftar delvis tidigare forskning kring viktiga faktorer i instrumentvalet. Testerna av sambanden mellan faktorerna var i många fall inte signifikativa, vilket gör att flera samband inte kan säkerställas. Familj, ålder vid instrumentvalet och kön var bakgrundsfaktorer som visade sig vara påverkande i valet. Avslutningsvis diskuteras tidigare forskning i förhållande till resultatet. Här förs en diskussion kring de mönster som resultatet visat och komplexiteten av att kartlägga vilka faktorer som är påverkande i valet av instrument. / The purpose of this study is to investigate which factors are the most important in the choice of instrument for future music teachers. The study also investigates the interconnections between different factors and their influence on choice of instrument. Previous research highlights a wide range of factors that play a role in the selection of musical instruments, among which the sound of the instrument and parental support are considered to be the most significant. The research also shows that there are clear gender differences as regards the choice of instrument. The research questions considered is examined through a survey. Background factors such as gender, age, parental encouragement, exposure to music making, music listening and socioeconomic status are considered in relation to the instrument selection. The results partly confirm previous research on which are the key factors in the choice of instrument. The interconnection between the factors and choices were in many cases not statistically significant, which means that such conclusions cannot be drawn. The background factors found to be most significant were family, age at which the choice was made and gender. In the discussion section, previous research is compared and contrasted in relation to these results. A discussion on trends in the results and the difficulty in establishing which factors influence the choice of instruments concludes the study.

The Diploma Thesis is focused on the nutritional habits of the pupils of the selected primary schools in Třebíč. The nutritional habits and correct diet in children is very important and can be influenced easily. The children are influenced by the family, school, friends and environment they live in, also by the advertisements, especially on TV and the Internet. Correct diet is the one which provides the human organism with the regular and sufficient supply of energy and food. They play a significant role in the healthy growth and development of the organism. Therefore, they are instrumental to keep the condition in the whole life. The diet should be varied and regular. The theoretical part is aimed at delimitation of the characteristics of the school age, description of particular components of the food, importance of drinking routine and the risk of dehydration. Consequently, it describes suitable and unsuitable drinks for children, diet in children and teenagers and related keeping to the regular eating routine and suitability of certain food, principles of the correct diets and food pyramid. The theoretical part pays attention to the kinetic activities, overweight and obesity in children. The practical part brings the results of the research focused on the above issue. The Thesis was elaborated in a quantitative method {--} in the form of questionnaires. The questionnaires were handed round in four primary schools in Třebíč, namely to the eight-class pupils. The monitored set was made up of 208 respondents; 101 girls and 107 boys. In this part, 2 goals and 3 hypotheses were set. The first goal of the Diploma Thesis was to ascertain the diet habits in the second stage of the selected primary schools in Třebíč. The second goal was to record the Body Mass Index of the chosen group of pupils. Hypothesis 1: Eight-class pupils eat insufficient quantity of fruit and vegetables. Hypothesis 1: Eight-class pupils do not keep the drinking routine. Hypothesis 3: Pupils do not have breakfast. Both goals were fulfilled. Hypothesis 1 was rebutted as for fruit consuming. The bulk of the pupils eat fruit every day, in total number of 130 pupils. The second part of the hypothesis was vindicated. The pupils{\crq} board includes vegetables in minimum cases. Only 79 pupils eat vegetables every day. Hypothesis 2 was rebutted. The majority of the informants drink 2 litres of liquids or more. The drinking routine is kept by 135 interviewed pupils. Hypothesis 3 was vindicated. The pupils do not include breakfast in their meals. There are only 93 children who have breakfast regularly. The findings of the Thesis will be offered to schools in question and the interviewed pupils{\crq} parents.

The target of my diploma work is to describe the specific forms of deviant behavior which are characteristic of leisure time of contemporary teen-agers in particular and on the basis of empirical investigation to determine the extent and circumstances, which are typical for these specific forms of deviant behavior occurring in the leisure of teen-agers. The theoretical part of this diploma work, which is based on thematically related specialized literature, deals with theoretical approaches to the problem of specific forms of deviant behavior, and the problem of free time. The practical part of the diploma work is based on my own empirical research, which subject is a sample of pupils 9th classes of primary schools. The conclusion of my diploma work is trying to compare the extent and circumstances under which are the specific forms of deviant behavior occuring in fact, with the theoretical assumptions.

O presente trabalho aborda a questão de transmissão de zoonoses de forma muito mais ampla do que ela costuma ser tratada. Com o uso de análises quali-quantitativas, buscou-se entender o que as pessoas pensam e como elas se comportam, quanto à relação delas com o ambiente, com os animais de estimação e com os alimentos que elas ingerem, a partir de uma contextualização local, de acordo com suas condições sócio-econômicas e culturais. Vargem Grande é um bairro pobre e sem infra-estrutura adequada, não possui calçamento das ruas, o esgoto é a céu aberto, há presença de lixo nas vias públicas e nos terrenos baldios, e grande população de roedores. A população do bairro possui hábitos insalubres como, andar descalços pelas ruas, jogarem lixo e acumularem entulho em seus próprios quintais e fazerem suas hortas ao lado do esgoto. A técnica do Discurso do Sujeito Coletivo possibilitou a construção de uma análise aprofundada, que permitiu identificar categorias, que revelam a percepção da população quanto a sua relação com os animais, os alimentos de origem animal e o ambiente em que vivem. A partir do perfil do bairro e dos moradores, bem como das categorias, que revelam suas representações sociais, foi possível fornecer bases para futuras medidas de controle e prevenção de zoonoses e para um Programa de Educação em Saúde. Concluiu-se que só ocorrerá melhoria da qualidade de vida da população de estudo, se esse for um objetivo comum entre os órgãos públicos e empresas de distribuição de água e esgoto, os próprios habitantes do bairro, e os profissionais de saúde, incluindo veterinários. / The present work aimed to illustrate the transmission of zoonosis in a more complete way than it is usually treated. Using quali-quantitative analysis to understand what people think and how they behave, how they relate with the environment, with companion animals and the food that they eat, a local context was defined according to their social economic and cultural conditions. Vargem Grande is a poor neighborhood without adequate infrastructure, paved streets, sewer system, there is trash on public ways and in vacant lots and large populations of rodents. The population of the district has unhealthy habits such as walking barefoot, throw garbage and debris in their own backyards and make their gardens next to the sewer. The technique Collective Subject Speech enabled the construction of a detailed analysis, identified categories that show the peoples perception about their relation with animals, food and the environment in which they live. From the neighborhood and residents profile, such as the categories that show their social representations, we provided groundwork for future measures for prevention and control of zoonosis and a program of education in health. We concluded that an improvement on life quality will only occur if a common goal between government, companies of water supply and sewage, the population and health professionals, including veterinarians.

CoordenaÃÃo de AperfeiÃoamento de NÃvel Superior / CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / nÃo hà / Diante do contexto de complexidade, apresentado no sÃculo XXI, e da era denominada de Sociedade do Conhecimento, a EducaÃÃo, sobremaneira, à impactada nas concepÃÃes mais estruturais de sua formaÃÃo. A avaliaÃÃo educacional sofre os efeitos de um cenÃrio que exige forte conhecimento e aplicabilidade para desenvolvimento de prÃticas educativas eficientes. Esta pesquisa teve como objetivo geral diagnosticar de que forma a relaÃÃo entre conhecimento cientÃfico e espontÃneo apresenta-se como fator importante para a internalizaÃÃo do conceito de avaliaÃÃo educacional pelo professor e para uma proposta de reconstruÃÃo na formaÃÃo docente em cultura de avaliaÃÃo. Especificamente, intencionou: i) investigar se a reproduÃÃo da avaliaÃÃo como cultura de exame à uma prÃtica recorrente na prÃtica avaliativa docente, quando nÃo hà conhecimento cientÃfico que promova no professor um processo de internalizaÃÃo do conceito de avaliaÃÃo do ensino-aprendizagem baseado em uma cultura de avaliaÃÃo; ii) constatar se o conhecimento cientÃfico tem importÃncia fundamental para o docente no processo de formaÃÃo do conceito de avaliaÃÃo do ensino-aprendizagem em busca de uma prÃtica de cultura de avaliaÃÃo e educaÃÃo crÃtico-reflexiva; iii) buscar subsÃdios teÃricos que embasem a implementaÃÃo de uma formaÃÃo obrigatÃria em avaliaÃÃo educacional, durante a formaÃÃo em pedagogia e outras licenciaturas nas IES, como fato fundamental para o exercÃcio de uma prÃtica docente em cultura de avaliaÃÃo. A espinha dorsal do estudo foi a teoria de formaÃÃo de conceitos de Vygotsky, complementada por conhecimentos na Ãrea de formaÃÃo docente e da avaliaÃÃo educacional. A abordagem da pesquisa foi qualiquantitativa, de natureza aplicada, utilizando-se nos aspectos qualitativos da hermenÃutica-fenomenolÃgica de Heidegger e Gadamer; e nos quantitativos a anÃlise fatorial e o teste do quiquadrado. Os dados da amostra quantitativa foram coletados com 500 professores em exercÃcio na rede pÃblica de ensino do municÃpio de Fortaleza, CearÃ, atravÃs de escalas de Likert, para depois com nÃmero intencionalmente reduzido de participantes da amostra ampliada, haver a aplicaÃÃo de entrevistas semiestruturadas por adesÃo espontÃnea. Foram utilizados os softwares SPSS 20.0 e Atlas t.i7 para anÃlise dos dados qualiquantitativos. A pesquisa aplicada respondeu Ãs questÃes norteadoras do estudo e diagnosticou que a relaÃÃo entre conhecimento cientÃfico e espontÃneo apresenta-se como fator importantÃssimo para a internalizaÃÃo do conceito de avaliaÃÃo pelo professor e para uma proposta de reconstruÃÃo na formaÃÃo docente em cultura de avaliaÃÃo, porquanto, foi diante da constataÃÃo dessa relaÃÃo intrÃnseca que os professores se revelaram em suas deficiÃncias formativas e conceituais no campo avaliativo. Foi constatado que a reproduÃÃo da avaliaÃÃo como cultura de exame à uma prÃtica recorrente na prÃtica avaliativa docente, quando nÃo hà conhecimento cientÃfico que promova no professor um processo de internalizaÃÃo do conceito de avaliaÃÃo do ensino-aprendizagem baseado em uma cultura de avaliaÃÃo. Constatou-se tambÃm, que o conhecimento cientÃfico tem importÃncia fundamental para o professor no processo de formaÃÃo do conceito de avaliaÃÃo do ensino-aprendizagem em busca de uma prÃtica de cultura de avaliaÃÃo e educaÃÃo crÃtico-reflexiva. Por fim, apresentaram-se muitos subsÃdios teÃricos â em forma de resultados da pesquisa â que embasam a implementaÃÃo de uma formaÃÃo obrigatÃria em avaliaÃÃo educacional, durante a formaÃÃo em pedagogia e outras licenciaturas nas IES, como fato fundamental para o exercÃcio de uma prÃtica docente em cultura de avaliaÃÃo. Pode-se supor que atà em outros cursos das IES, principalmente, os que necessitem da avaliaÃÃo do ensino-aprendizagem, como fato fundamental para o exercÃcio de uma prÃtica docente em cultura de avaliaÃÃo. Defendeu-se nesse estudo a tese de que, se hà uma deficiÃncia notÃria na formaÃÃo docente em avaliaÃÃo educacional â para que uma prÃtica docente em avaliaÃÃo do ensino-aprendizagem seja executada sob a Ãgide da cultura de avaliaÃÃo e de uma educaÃÃo crÃtico-reflexiva â hà uma necessidade premente de formaÃÃo cientÃfica obrigatÃria em avaliaÃÃo educacional, durante a formaÃÃo inicial nos cursos de pedagogia e licenciaturas das InstituiÃÃes de Ensino Superior (IES). Espera-se que o impacto no ensino superior seja fomento à geraÃÃo de uma classe do magistÃrio de professores-cientistas que produzem o saber, nÃo apenas de professores-docentes, que reproduzem e transmitem um saber produzido em outro lugar em relaÃÃo à avaliaÃÃo educacional. Que estes professores-pesquisadores possam fazer da sala de aula um espaÃo de pesquisa onde promovam transformaÃÃes sociais, a partir de seus alunos, despertando nestes a sua prÃpria identidade e busca de autonomia como cidadÃo, como sujeito que foi educado crÃtica e reflexivamente para um pensar e um agir dentro de uma visÃo libertÃria. / Before the context of complexity, presented at the XXI century, and was called the Knowledge Society, Education, greatly, is impacted the most structural concepts of their training. The educational evaluation suffers the effects of a scenario that requires strong knowledge and applicability for the development of effective educational practices. This research aimed to diagnose how the relationship between scientific and spontaneous knowledge is presented as an important factor for internalizing the concept of educational evaluation by the teacher and for a reconstruction proposal in teacher training in evaluation culture. Specifically, purposed: i) investigate whether the reproduction of evaluation as test culture is a recurring practice in teacher evaluation practice, when there is no scientific knowledge to promote the teacher a process of internalization of the concept of evaluation of teaching and learning based on a culture evaluation; ii) establish whether scientific knowledge is of fundamental importance for the teacher in the process of formation of the concept of assessment of teaching and learning in search of a practical evaluation culture and critical-reflexive education; iii) seek theoretical support that could support the implementation of a mandatory training in educational evaluation during training in pedagogy and other degrees in HEIs, as a fundamental fact for the exercise of a teaching practice in evaluation culture. The backbone of the study was the formation of theory concepts of Vygotsky, complemented by expertise in the area of teacher training and educational evaluation. The research approach was qualitative-quantitative, applied nature, using the qualitative aspects of hermeneutic phenomenology of Heidegger and Gadamer; and the quantitative factor analysis and the chi-square test. Data from the quantitative sample was collected with 500 teachers working in public schools in the city of Fortaleza, CearÃ, through Likert scales, then with intentionally small number of participants of the expanded sample, be the application of semi-structured interviews for membership spontaneous. the SPSS 20.0 and Atlas t.i7 for analysis of qualiquantitativos data were used. The applied research answered the study questions and diagnosed that the relationship between scientific and spontaneous knowledge is presented as an important factor in the internalization of the concept of assessment by the teacher and for a reconstruction proposal in teacher training in evaluation culture because, it was on the realization of this intrinsic relationship that teachers have proved in their formative and conceptual weaknesses in the evaluation field. It has been found that the reproduction of evaluation as test culture is a recurring practice in teacher evaluation practice, when there is no scientific knowledge to promote the teacher a process of internalization of the concept of evaluation of teaching and learning based on an evaluation culture. It was also found that scientific knowledge is of fundamental importance for the teacher in the process of formation of the concept of assessment of teaching and learning in search of a practical evaluation culture and critical-reflexive education. Finally, presented are many theoretical support - in the form of search results - that support the implementation of a mandatory training in educational evaluation during training in pedagogy and other degrees in HEIs, as a fundamental fact for the exercise of teaching practice in evaluation culture. It can be assumed that even in other courses of IES, particularly those who require the evaluation of teaching and learning as a fundamental fact for the exercise of a teaching practice in evaluation culture. It has been argued in this study the thesis that if there are serious deficiencies in teacher training in educational evaluation - for a teaching practice in evaluation of teaching and learning to run under the aegis of the evaluation culture and a critical-reflexive education - there is a pressing need for mandatory scientific training in educational evaluation during initial training in pedagogy courses and degrees of higher education institutions (HEIs). It is expected that the impact on higher education is promoting the generation of a class of teaching teachers-scientists produce knowledge, not only teachers-teachers who reproduce and pass a knowledge produced elsewhere in relation to educational evaluation. These professors-researchers can make the classroom a research space where promote social change, from her students, awakening these to their own identity and quest for autonomy as a citizen, as a person who was educated critical and reflexively for thinking and act within a libertarian view.

This thesis will deal with the project to support German Language in the Czech Republic known as "Šprechtíme". In the context of Czech language policy of the past two decades the author focuses first on the questions related to the creation, formation and promotion of the project. The author also aims to determine whether the project got into the subconscious of the Czech public (Prague and the border region) and whether it fulfilled the expectations of its creators. In this thesis both methods of qualitative and quantitative research (Interview, written questionnaires) will be used. Key words: German, sociolinguistic, multilingualism, language policy, "Šprechtíme", quantitative research, qualitative research