<p>Background</p><p>Strategy forms an inevitable part of a company’s existence, whether explicitly formulated or implicitly acted on. Today, there are many ways to find information about companies and their strategic directions, for example in the non-financial sections of annual reports. However, the future actions and strategic choices tend not to be spoken of explicitly or in terms of strategy concepts or typologies. Thus, the presentation of strategies in annual reports may differ in terminology from the conceptions and notions as presented in strategy concepts. This implies a challenging base for analysis and will inevitably create an interesting situation if one wants to map out a company’s strategic direction with these reports as basis. Annual reports could also possibly constitute a cross-over between the theoretical realm and the business world, which might allow the drawing of parallels between theoretical concepts and espoused strategic actions.</p><p>Purpose</p><p>The purpose of this thesis is to provide an overall image of strategy in the heavy electrical engineering industry in the time period of 1987 to 2002, using the non-financial information in annual reports as the single source for identifying and classifying companies in terms of strategy.</p><p>Mode of procedure</p><p>Annual reports from four large companies in the heavy electrical engineering industry have been studied with a grounded approach of textual analysis. The case study was conducted with an inductive starting point, and covered a vast amount of empirical material. Key features of strategic directions, on the corporate and business level, were derived from the empirical material as well as from strategy literature, and these features then served as base for further analysis and conclusions.</p><p>Results</p><p>All four studied companies displayed different strategic phases on the two levels. However, inconsistency and a multitude of comments sometimes obstructed the identification of distinct phases. On an inter-company level, the European companies tended to have more features in common than the American ones. Furthermore, specific characteristics have been identified for each company. Finally, each of the four case companies was classified in terms of generic strategies. The classification of the companies showed that a multitude of strategic typologies was applicable during the studied time period, some recurrently and others in unique periods.</p>

Background Strategy forms an inevitable part of a company’s existence, whether explicitly formulated or implicitly acted on. Today, there are many ways to find information about companies and their strategic directions, for example in the non-financial sections of annual reports. However, the future actions and strategic choices tend not to be spoken of explicitly or in terms of strategy concepts or typologies. Thus, the presentation of strategies in annual reports may differ in terminology from the conceptions and notions as presented in strategy concepts. This implies a challenging base for analysis and will inevitably create an interesting situation if one wants to map out a company’s strategic direction with these reports as basis. Annual reports could also possibly constitute a cross-over between the theoretical realm and the business world, which might allow the drawing of parallels between theoretical concepts and espoused strategic actions. Purpose The purpose of this thesis is to provide an overall image of strategy in the heavy electrical engineering industry in the time period of 1987 to 2002, using the non-financial information in annual reports as the single source for identifying and classifying companies in terms of strategy. Mode of procedure Annual reports from four large companies in the heavy electrical engineering industry have been studied with a grounded approach of textual analysis. The case study was conducted with an inductive starting point, and covered a vast amount of empirical material. Key features of strategic directions, on the corporate and business level, were derived from the empirical material as well as from strategy literature, and these features then served as base for further analysis and conclusions. Results All four studied companies displayed different strategic phases on the two levels. However, inconsistency and a multitude of comments sometimes obstructed the identification of distinct phases. On an inter-company level, the European companies tended to have more features in common than the American ones. Furthermore, specific characteristics have been identified for each company. Finally, each of the four case companies was classified in terms of generic strategies. The classification of the companies showed that a multitude of strategic typologies was applicable during the studied time period, some recurrently and others in unique periods.

The Swedish preschool-model interlaces care, nurturing and learning and is organised to solve twin functions; providing children a playbased learning-environment and enabling parents to combine parenthood with work. The model was developed within the social sector then incorporated into the educational system 1998. This shift and the model´s “unique characteristics” praised by OECD formed the point of departure for this study. The aim of the thesis is to describe and analyse the discussions and negotiations shaping the Swedish preschool-model during 1968-1998. The research questions address: discursive themes; actors involved; governmental intentions; claims about the preschool´s task, pedagogical content and the preschool´s institutional identity and relationship to the institutions: social service, school and family. The study utilized abductive textual analysis inspired by discourse analysis and narrative approaches. Main text sources are: official reports, bills, steering documents, the preschool teachers´ periodical 1968 -1998 and a media debate. The results illuminate preschool-teachers´ struggle for a pedagogical identity and the construction of the educareconcept as a flexible and pragmatic solution to several societal interests and values. Governmental intentions concerning equality, emancipation and democratization have had great influence on the process in combination with a recurring theme about a revised preschool pedagogy with a strengthened focus on children´s learning. Political efforts to foster a preschool for all in a future are identified and described as one of the main discursive themes. Different standpoints about earlier school start are analyzed.  The overall result is that the framework and core features of the model laid down by the National Commission on Child care still has a great impact on the launched syllabus (Lpfö) in the end of the period as on the curriculum in a broader sense.

Discourse creates the world of policy. Discourse plays a key role within policy formation; political discourse is made visible within particular discursive (spoken and written) practices. Hence, mental health policy is the endpoint of a discursive process and that it is, in itself, an institutional process. The shared understanding necessary to formulate policy is crucial to persons who are responsible for policy decisions and recommendations. Since the public perception is that public policy problems are too complicated for ordinary people to deal with, the policy problem is reframed into manageable "bits." It is how these "bits" are framed, named, and made sense of that concern me most in the policymaking process. The purpose of this dissertation is to make visible the often invisible processes that occur in the creation of that final report. To do so, I use a discursive approach and a selection of discourse tokens, both talk and text, to examine the workings of the Florida Commission on Mental Health and Substance Abuse.

[pt] Apesar dos inúmeros benefícios proporcionados pela prática científica ao mundo nos últimos anos, os profissionais e estudantes da Psicologia ainda se mostram resistentes ao uso do método científico na área. As origens de tais objeções e as variáveis que as influenciam ainda são incertas, fazendo-se necessário estudos que busquem investiga-las. A ideia principal apresentada neste estudo é a de que as concepções de ciência e método científico entre os profissionais e estudantes brasileiros de Psicologia são insuficientes. Para se testar as hipóteses derivadas dessa ideia, buscou-se avaliar essas concepções por meio de duas perguntas abertas sobre o tema e um questionário sociodemográfico. A amostra de respondentes ficou composta por 791 pessoas, estudantes (n = 407) e profissionais (n = 384) de todo Brasil, com idades entre 17 a 67 anos (M = 29,07; DP = 9,02), sendo 68,5 por cento do sexo feminino. As respostas foram analisadas por meio da Classificação Hierárquica Descendente e Análise Fatorial de Correspondências, com o auxílio da interface IRaMuTeQ. Os resultados revelaram que os participantes possuem concepções muito diversas em relação à ciência e ao método científico, predominando a noção de que a ciência é um método de aquisição de conhecimento, porém sem entrar em muitos detalhes sobre como se dá o funcionamento desse método. Ressalta-se a importância de um aprendizado aprofundado sobre metodologia científica nos cursos de Psicologia. / [en] Despite the numerous benefits of scientific practice to the world in recent years, the professionals and students of the Psychology are still resistant to the use of the scientific method in this area. The origins of such objections and the variables that influence them are uncertain, requiring studies to investigate them. The main idea presented in this study is that the conceptions of science and scientific method among Brazilian professionals and students of Psychology are insufficient. In order to test the hypotheses derived from this idea, the aim of this study was to evaluate the psychology professionals and student s conceptions about science and scientific method through two open questions and a sociodemographic questionnaire. The sample of respondents was composed of 791 people, students (n = 407) and professionals (n = 384) from Brazil, aged between 17 and 67 years (M = 29.07, SD = 9.02), 68,5 percent women. The analysis of the texts occurred through the Descending Hierarchical Classification and Correspondence Factor Analysis with the aid of the IRaMuTeQ, an interface of textual analysis. The analysis revealed that the participants have very different conceptions about science and scientific method, dominating the notion that science is a method of acquiring knowledge, but without more details about how this method works. It is important to emphasize the importance of learning about scientific methodology in Psychology courses.

Made available in DSpace on 2016-08-03T16:15:42Z (GMT). No. of bitstreams: 1 Valeria Nunes.pdf: 4080156 bytes, checksum: 04fd5ddd242d31cee40a00393159e805 (MD5) Previous issue date: 2013-09-12 / Este estudo traz resultados de uma pesquisa em abordagem qualitativa sobre o Sistema de Avaliação de Rendimento Escolar do Estado de São Paulo, o SARESP. O objetivo foi efetuar uma leitura dos resultados do SARESP em busca de uma informação especifica: a Aula de Trabalho Pedagógico Coletivo (ATPC). Toma-se por problemática, a análise oficial para os resultados apresentados em 2011 pelos alunos do 3° ano do ensino fundamental na prova de Língua Portuguesa: Esse desempenho positivo parece refletir os muitos esforços [...] em relação ao fomento de atividades de formação e de orientações pedagógicas aos professores . Considerando que a ATPC é o principal contexto para formar e orientar o professor, questionou-se: O que informa o SARESP a respeito da ATPC? Para minimizar essa incerteza fez-se uma leitura do Relatório dos Estudos do SARESP (2010 e 2011) um documento elaborado a partir das informações coletadas pelos questionários aplicados a alunos, pais e equipe escolar. Essa pesquisa centrou-se nas perguntas, respostas e análises do SARESP sobre a ATPC. A recolha dos dados foi instrumentalizada por uma pesquisa documental com uso da técnica documentação (SEVERINO, 2012 e LAKATOS; MARCONI, 1991). A análise dos dados foi organizada em dois momentos: Análise documental (CELLARD, 2012) e Análise de Conteúdo (BARDIN, 2012 e FRANCO, 2012). O estudo apresenta alguns aspectos da avaliação nacional e avaliações subnacionais (BONAMINO; SOUSA, 2012; BONAMINO; FRANCO, 1999; PESTANA, 1997 e BROOKE, 2006 e 2008), e algumas considerações sobre os questionários e os relatórios como instrumentos utilizados por sistemas de avaliação (MINAYO, 2005; ELLIOT; HILDEBRAND; BERENGER, 2012). Os resultados foram organizados em dois eixos: a coleta e, a análise dos documentos. Em relação a coleta, a pesquisa mostrou que houve dificuldade em localizar os documentos do SARESP podendo indicar que a memória da rede estadual paulista em relação a essa política pública possa estar se perdendo. Em relação a análise dos documentos, os resultados apontaram que a ATPC é um dado coletado pelos questionários contextuais da equipe escolar e analisado pelo SARESP, os resultados dessa análise são apresentados no documento Relatório dos Estudos do SARESP e trazem informações especificas sobre a sua organização, assuntos tratados e principais responsáveis. A leitura e a análise dessas informações apontam que: a formação do professor em ATPC pautada nas orientações da SEE-SP não foi uma opção de resposta oferecida ao professor; essas reuniões fazem uso restrito da Proposta Curricular e a participação do diretor nessas reuniões foi apresentada no relatório de 2011 como um fator associado ao desempenho positivo dos alunos do 3° ano do ensino fundamental.

Submitted by Olga Lyda Anglas Rosales Tarumoto (olgaanglas@gmail.com) on 2018-05-07T02:08:31Z No. of bitstreams: 1 tese_corrigida_olga_final_060518.pdf: 4214550 bytes, checksum: f9d6356cd75d02d66f84ef6254472de8 (MD5) / Approved for entry into archive by Claudia Adriana Spindola null (claudia@fct.unesp.br) on 2018-05-07T12:00:51Z (GMT) No. of bitstreams: 1 tarumoto_olar_dr_prud.pdf: 4214550 bytes, checksum: f9d6356cd75d02d66f84ef6254472de8 (MD5) / Made available in DSpace on 2018-05-07T12:00:51Z (GMT). No. of bitstreams: 1 tarumoto_olar_dr_prud.pdf: 4214550 bytes, checksum: f9d6356cd75d02d66f84ef6254472de8 (MD5) Previous issue date: 2017-09-11 / Os cursos no formato de Educação a Distância (EaD) como forma de aquisição de conhecimento está em ampla expansão nos últimos 15 anos, tanto em nível nacional como mundial. No Brasil, esta expansão foi visível principalmente após a atualização da regulamentação feita pelo Ministério da Educação (MEC) em 2005 para os cursos nesta modalidade em nível superior, tanto de graduação como de pós-graduação. Com o crescimento, surge a preocupação com a forma e qualidade em que os cursos estão sendo oferecidos. Após as versões preliminares de 1997 e 2003, os Referenciais de Qualidade em Educação Superior a Distância foram divulgados pelo Ministério da Educação (MEC) em 2007. Ao se falar em qualidade, deve se pensar na forma de mensuração, e que naturalmente nos remete a avaliação. Por outro lado, principalmente dentro do contexto educacional, a avaliação é sempre um processo complexo, tendo em vista que a preocupação principal está em o que avaliar e por que avaliar. Nesta tese, definiu-se que o objetivo é avaliar um Curso Superior na modalidade a distância tendo como base o ponto de vista dos cursistas. Foram aplicados questionários estruturados, com a utilização de técnicas de amostragem estatística para que eles pudessem opinar a respeito do curso que estavam frequentando. Neste questionário, foram consideradas perguntas discursivas (abertas) e com alternativas de respostas (perguntas fechadas). Nesta situação, as perguntas fechadas foram analisadas de forma quantitativa, utilizando-se de técnicas estatísticas, como por exemplo a análise de conglomerados, no entanto, para a questão aberta, em que os dados se constituem de textos não estruturados, foi necessário recorrer a outros métodos. Foi realizada então a análise textual com a utilização do software IRAMUTEQ. Por meio destas duas análises, foi possível verificar a convergência entre elas, observando se estas técnicas eram complementares para a análise (abordagem de métodos mistos). Para o curso avaliado, Especialização em Educação Especial na Perspectiva da Educação Inclusiva do programa Rede São Paulo de Formação Docente (REDEFOR), de forma geral, nas primeiras disciplinas o grau de satisfação em relação ao Ambiente Virtual de Aprendizagem (AVA) e a atuação dos Tutores Presencias, tiveram o menor grau de satisfação. Na análise qualitativa, umas das maiores críticas foram com relação a quantidade de atividades que realizaram e o prazo de entrega das mesmas, o que foi coerente com a análise quantitativa, considerando que dentro da dimensão II – “Material Didático”, as questões com menor grau de satisfação, foram as relacionadas com a quantidade de materiais trabalhados e os prazos de entrega. As análises mostraram ainda que o curso teve alto índice de satisfação (superior a 90%) e que as análises qualitativas foram capazes de captar os pontos fortes e algumas fragilidades que podem ser melhoradas nas próximas ações desta natureza. / Distance Learning courses as a way of acquiring knowledge have been expanding in the last 15 years, both nationally and globally. At the national level, this increase was noticed after regulations in this teaching modality by the Ministry of Education (MEC), at the undergraduate and postgraduate levels. With this increase, a concern arises with the form and quality in which the courses are presented. After the preliminary versions of 1997 and 2003, the Quality Referential in Distance Higher Education was published by MEC in 2007. When talking about quality, develop in the form of measurement, and that naturally remind us of evaluation. On the other hand, within the educational context, evaluation is always a complex process, given that the main concern is in question. In this situation, it was defined that the objective is to evaluate Distance Learning modality based on the student point of view. We applied structured questionnaires, using statistical sampling techniques so that the students could give their opinions about the course. In this questionnaire, we considered discursive questions (open questions) and questions with alternatives (closed questions). In this situation, closed questions can be analyzed quantitatively, using statistical techniques, such as a cluster analysis, however, for an open question, where the data are composed of unstructured texts, it was necessary to look for other methods. A textual analysis was then performed using IRAMUTEQ software. By these two analyses, it was possible to see the convergences between them, being able to see as complementary analytical techniques (approach of mixed methods). For the analyzed course, Specialization in Special Education in the Inclusive Education Perspective of the Rede São Paulo Program of Teacher Training (REDEFOR), the analyzes presented the success of high satisfaction (satisfaction index of more than 90%) and as Qualitative analyzes are able to capture strengths and some deficiencies that can be corrected.

This dissertation discusses the representation of investigative journalism in two Hollywood films produced between 2009 and 2015. The films in question are Spotlight (2015) and State of Play (2009). Investigative reporting and its practices are being discussed by using academic literature and previous research as the foundation of the study, followed by a discussion about the chosen research method: textual analysis. The textual analysis is conducted by concentrating specifically on three core journalistic practices of objectivity, use of sources and news values, and how these practices are represented in the films. The three core practices are teased out by using specific sequences from the movies in a form of images. The results of the analysis are then contrasted towards the existing literature discussed in the literature review. By using the means of textual analysis, the study found that both films are relying on stereotypes about journalism yet certain ‘reality’ about journalism can be found in these films. The journalists are in many cases shown as outcasts yet heroic figures who conduct thorough investigation and inform the public. In both films, the profession of investigative journalism is legitimized, and the journalists are depicted as the watchdogs of the society. Both movies lay much importance on the individual reporters and the investigation processes: processes that are rare in real newsrooms. This further enhances the mythic and overly positive, romanticized representation on journalism in films. As the study was based on textual analysis only, its nature was qualitative and interpretative. Future studies could include, yet not be limited to, adding another method and through this, to further deepen the research about journalism in films. Areas of research could include films produced in the 21st century and more specifically, films about journalism in the digital era.

In this Bachelor Thesis The Writers Aim To investigate the portrayal of the Soviet Union in the cold war. This portrayal is investigated using two different approaches, one qualitative and one quantitative. The qualitative method examine, through a textual analysis, the portrayal of the Soviet Union in two schoolbooks produced in different years. The first textbook produced in the year of 1996 and the second one in 2012. The quantitative method approach the problem by using a content analysis were the aim focus is to see if the portrayal of the Soviet Union is more positive than negative or vice versa. This is Examined By using a formulation called the coefficient of imbalance, Which is applied to classify content data as positive or negative. Four books are included in the quantitative content analysis, the earliest one is produced in 1986 and the latest in 2011. Both analysis uses the same theoretical background and previous researches, the theoretical background is in this case the use of history. Klas-Göran Karlssons typology over the use of history is the base of the theoretical background. Both analysis are presented separately to be presented together beneath "7. Slutsats" and "8. Diskussion". By merging the two analysis the two authors Could draw a conclusion. The conclusion show That the textbooks portray the Former Soviet Union in a dismissive manor. Some of the use of history had influenced the content in the textbooks, but the Majority didn't. The two use of history that had influenced the textbooks were “non-use of history” and “ideological history”. But the authors clarify that “none-use of history” has affected the portrayal of the cold war history of the Soviet Union.

The aim of this paper is to analyse gamification practices as well as to study management by personalities. Upon this basis the objective will be to design a management software for the new management era that will collect large quantities of data about individual team members (Big Data-based software), thus enabling managers to allocate new team members onto teams upon their personalities, skills and experience in gamified user interface. The ultimate goal of this paper will be to serve as guidebook for managers to manage by knowing the variety of personalities as well as by applying gamification elements onto everyday tasks.