Peer response is a method which is widely used on higher levels of second-language learning in Sweden, such as universities. The approach is not used as much in upper secondary school; and, the aim of this paper is to investigate upper secondary students' opinions of the value of peer response. The aim is also to investigate if the teacher's grading differed between the first version of a text and the final vesrion that had been revised after peer response. Research has shown that there seems to be more negotiation of meaning when students are working collaboratively and this can lead to better revisions of written texts, especially in terms of content development. On the other hand, collaborative writing can also create anxiety in some students who therefore dislike peer response. This investigation has shown that students taking part in the investigation are generally positive towards the approach. They also believe that giving and receiving feedback can help them improve their writing. There are, however, a few students who dislike it and want the texts to be read only by the teacher. The investigation has also shown that students mainly focus on formal aspects such as spelling and grammar when giving feedback to each other, whereas content was rarely commented on. Moreover, the results have shown that many of the students' grades improved on the final version compared to the first version. In conclusion, this investigation indicates that peer response could be used as an alternative, or complement, to ordinary teacher-student feedback in upper secondary school.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation aims to problematize the discursive production of the APAE Movement about the subject with disability and its processes of negotiation regarding the National Policy for Special Education from the Perspective of Inclusive Education. In order to do that, the research problematizes two investigation axes grounded on both the post-structuralist perspective and some of Foucault s thoughts. The first axis attempts to understand how the APAE Movement has positioned the subject with disability in discursive records in the field of Special Education. The second axis intends to problematize the displacement of this subject by the APAE Movement as a process of negotiation in the discursive record of the National Policy for Special Education from the Perspective of Inclusive Education. The researh works with the hypothesis that there is a displacement from the production of the subject with disability in the records of Special Education to the production of the learning subject in the records of Special Education form the Perspective of Inclusive Education, by means of the discourses of the APAE Movement. The analytical materials are documents produced by the APAE Movement in the discursive record of the field of Special Education, considering that in the latter the political context was supported by liberalism. The study also uses documents produced by the APAE Movement of Special Education from the Perspective of Inclusive Education in a political neoliberal context. The analysis has led to the understanding that the APAE Movement discursively invests in the institutionalization of the subject with disability through training, a subject produced in the Special Education, and triggers ways of displacement to the learning subject by means of learning of Special Education from the Perspective of Inclusive Education. Furthermore, it is possible to problematize the APAE Movement in its operation through negotiation in the context of its creation, and the displacement from that negotiation under the National Policy for Special Education from the Perspective of Inclusive Education. / Nesta dissertação, objetiva-se problematizar a produção discursiva do Movimento Apaeano sobre o sujeito com deficiência e seus processos de negociação diante da Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva. Para tal empreendimento, a pesquisa problematiza dois eixos de investigação, a partir da perspectiva pós-estruturalista e de algumas porções do pensamento foucaultiano. O primeiro eixo busca compreender como o Movimento Apaeano posiciona o sujeito com deficiência no registro discursivo do campo da Educação Especial. O segundo eixo intenciona problematizar o deslocamento desse sujeito pelo Movimento Apaeano como um processo de negociação diante do registro da Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva. A pesquisa trabalha com a hipótese de que há um deslocamento da produção do sujeito com deficiência no registro da Educação Especial para a produção do sujeito da aprendizagem no registro da Educação Especial na Perspectiva da Educação Inclusiva, por meio dos discursos do Movimento Apaeano. Nos materiais analíticos, usam-se os documentos produzidos pelo Movimento Apaeano, no registro discursivo do campo da Educação Especial, sendo que neste o contexto político se assentava sobre o liberalismo. Também se utilizam os documentos produzidos pelo Movimento Apaeano diante da Educação Especial na Perspectiva da Educação Inclusiva num contexto político neoliberal. Da análise empreendida, entende-se que, discursivamente, o Movimento Apaeano investe na institucionalização do sujeito deficiente pela via do treinamento, um sujeito produzido sob o registro da Educação Especial, e movimenta formas de deslocamento para o sujeito da aprendizagem pela via da aprendizagem da Educação Especial na Perspectiva da Educação Inclusiva. Além disso, tornou-se possível problematizar o Movimento Apaeano operando pela via da negociação no contexto de sua criação e deslocando-se nessa negociação diante da Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva.

The aim of this dissertation is to identify and analyze organizational characteristics and interactional forces within the workplace organization that may affect the mobbing process. The empirical basis comprises 20 semistructured interviews with victims, observers, and bullies. Organizational theory and workplace studies are theoretical influences, as are the concepts of negotiations and outsiders. A central concept is employee discretion: formal, informal, and real discretion. Different parties in the mobbing process are identified and analyzed. It is confirmed that bullies create a negative perception of their victim and try to cause others to share this perception. Collaborators are those whom bullies potentially can recruit, and may include anyone who does not show open support for the victim. People who give open support to the victim are more likely to be bullied themselves, unless they have a strong position in the group. The mobbing process can begin for a large number of reasons. In this study, three main reasons are identified and discussed. First, mobbing can begin because the victim is seen as an outsider. Second, the mobbing process can begin with a change of position. The third main reason for a mobbing process to begin is a confrontation. Mobbing occurs only in contexts where people meet regularly and often and hence can only leave at high cost. Regular interaction and proximity to the same people are the only conditions necessary for mobbing to occur in a context. There are, however, a number of aggravating and mitigating latent characteristics or qualities that have been raised in this dissertation that may affect the mobbing process. These are cooperation and coexistence, existence of a place of retreat, distribution of bureaucratic authority and employer participation, the double belongings within the organization (formal and informal), reorganization and changing workload, and the organization’s relations to stakeholders. The same quality may be an obstacle to mobbing in one situation and facilitate it in another.

Cette thèse s'intéresse à l'interaction des transactions dans le montage opérationnel de grands projets immobiliers et industriels. Depuis deux décennies à Chennai (capitale du Tamil Nadu, Inde), les pouvoirs publics font la promotion des Corridors de développement économique, qui transforment des hectares de terre, voire des villages entiers. Si les politiques publiques, la gestion des organisations ou les conflits qu'entraîne l'émergence de ces projets impliquant des acteurs multiples et exogènes sont étudiés, peu de travaux s'attachent à décomposer les mécanismes anticipés, les multiples formes de négociations et les contextes historiques dans lesquels s'inscrivent ces projets. En étudiant la rencontre de la localité avec le projet et les reconfigurations de la société locale qu'elle implique, nous changeons de perspective : nous donnons à voir comment les forces locales s'approprient ces vecteurs de croissance pour asseoir ou défendre leur position sociale. A travers l'étude ethnographique de villages, nous décrivons et renseignons les représentations associées au sol et les pratiques d'acquisition foncière afin d'éclairer les micro-logiques : ces processus fragiles et incertains dans lesquels les acteurs s'impliquent de façon coordonnée ou non. Cette approche soulève les paradoxes dans la concrétisation des projets, qui malgré leur planification, découlent tant de rapports de forces que de compromis. Elle rend également compte de la production d'innovations foncières qui articulent les normes juridiques, les jeux politiques, les croyances et appartenances sociales qui s'imposent / This thesis examines the interactions of transactions entailed in the process of setting up residential and industrial Mega-Projects. In Chennai (capital of Tamil Nadu, India), the regional government has been promoting Economic Development Corridors, which, for over two decades, have been transforming hectares of private agricultural lands, public lands and even entire villages. Although research on public policies, foreign private investment or land conflicts is well documented, little attention has been paid to the upstream mechanisms, the multiplicity of negotiations and the historical context in which those projects develop. By studying the interaction between villages and projects and the social and spatial local transformation taking place, this work presents a new perspective : how do local actors appropriate those vectors of growth to strengthen and defend their social position? Using ethnographic methodology, we describe and examine the meaning of land and land acquisition practices in order to bring to light the "micro-logics": fragile and uncertain processes in which actors implement non-linear and flexible strategies. This approach allows highlighting the paradoxes inherent in the process of project concretisation and which result from power relationships and compromises. In addition, it allows to unpack "land innovations processes" which emerge from legal norms, the interplay of political forces, beliefs and social roles

This dissertation investigates the process of translating contemporary African choir music for non-African choirs, as performed by African choirs themselves, in the Gauteng area, and mostly as part of the ‘traditional’ section of their repertoires, through the process of negotiation. The aim of this research is to contextualize relevant material and problematize the issues that arise when the music from an African choir culture is translated for non- African choirs in order for these choirs to perform this music as part of their repertoires. Issues that develop from the contextualization of the main problem of the research, namely translation as negotiation, are problematized and notions of hegemony, identity and cultural relationships are addressed and the compatibility of cultural systems within a performance context is explored. The methodology focuses on fieldwork, processing and publishing of the Choral Music from South Africa Series, a multimedia package of contemporary African choir music, for performance by non-African choirs as published by the researcher. The research is located within the theoretical framework of postcolonial studies, and concepts flowing from the study will be discussed, based on the works by prominent scholars in the field: firstly, the notion of difference, experienced as ‘otherness’, will refer to the world acclaimed work, Orientalism, by Edward Said (1978). Secondly, the notion of change, as expressed by Jean Comaroff (1985), in Body of Power Spirit of Resistance: Culture, Consciousness, and Structural Transformation, as well as thirdly, the negotiational aspect of dialogue between cultures as expressed by Bakhtin (1981) in The Dialogic Imagination: Four Essays by M.M. Bakhtin, will be addressed. Fourthly, boundaries and cultural hybridity viewed by Homi Bhabha (1994) as a concept of ‘third space’ in his work The Location of Culture and lastly the impact of commerce and technology on African music with reference to Walter Benjamin (1973), in The Work of Art in the Age of Mechanical Reproduction, as well as its significance in/for publication will be explored. The researcher argues that the translation of contemporary African music for choirs can only be brought about by means of cultural dialogue, within cultures and between cultures. / Dissertation (MMus (Music Education))--University of Pretoria, 2008. / Music / unrestricted

This thesis depicts and clarifies the consumer behaviour of the Chinese. It primarily focuses on current trends and new opportunities arising on the Chinese market. It enables the reader to gain initial knowledge on this topic and to understand the basic concept of a sucessful marketing strategy for China. The thesis also briefly describes the particularities of business negotiation and trade with the Chinese in order to provide a more complex view on doing business in this country.

In an increasingly globalized workplace, the ability to communicate effectively across cultures is critical. We propose that the quality of communication experienced by individuals plays a significant role in the outcomes of intercultural interactions, such as cross-border negotiations. In four studies, we developed and validated a multidimensional conceptualization of Quality of Communication Experience (QCE) and examined its consequences in intracultural versus intercultural business negotiation. We proposed and found three dimensions of QCE, namely Clarity, Responsiveness, and Comfort. Findings from intercultural and same-cultural negotiations supported the hypotheses that QCE is lower in intercultural than intracultural negotiation; and that a higher degree of QCE leads to better negotiation outcomes. Moreover, we found evidence that the beneficial effects of higher QCE on negotiation outcomes are more pronounced in intercultural than intracultural negotiation. We propose an agenda for future research and identify implications for practice.

The aim of this work is to describe the quality of social dialogue in local government in the area of Czech Republic, to find out if there is, in the presence of trade union in the local government institutions, a positive influence on civil servants working for local authorities and if the impacts on austerity measures realized are reduced. For this purpose, it is important to give a detailed description of a position and function that the local government in the public sector in the Czech Republic has and to clarify a position of civil servants working for local authorities. In this work, there is also described the system of social dialog and there are analyzed the social dialog institutions with the aim of the local government. In order to find out the trade union influence over the public servants working for local authorities satisfaction, it is carried out a survey at all levels of local government. It is found a little influence on the satisfaction that the trade unions have, resulting from a relatively poor labor union organized character. This situation is, in connection with austerity measures, one cause of the social dialog in the public sector ineffectiveness.

By conducting this theory-based empirical study, gathering data from working negotiators in the US and Canada, I have determined what primary dynamic activities, communication skills, and negotiation tools are used by hostage/crisis negotiators. Negotiators implement their negotiation and decision strategies differently depending on whether the situations they deal with are instrumental or expressive. I have determined which elements of negotiations and factors affecting negotiations differ while handling instrumental and expressive hostage situations. I found that the collected data did not reveal any significant relationship between handling instrumental/expressive hostage situations differently and belief in the elements of Brenda Dervin's and Shannon-Weaver's theories. I have also determined that the belief in the elements of the Dervin's and Shannon-Weaver's theories is workable and practical for negotiators to use. Based on the above findings, the model suggested by this research adds the elements and directives of Dervin's and Shannon-Weaver's models to the common approach used by the negotiators. This revised model suggests that the negotiators pay attention to the dynamics of the interactions presented between the two parties: the negotiators themselves and hostage takers. The revised model also recommends that the negotiators focus on not only the hostage takers behavioral characteristics, psychological conditions, and criminal history but also on the meaning of the sent message and the interaction itself as performed between the two parties. This perspective enables the negotiators to look at the negotiation process as information and communication process. We are not ignoring the fact that hostage negotiation is a format of extreme information management. By looking at such an extreme case, we can add to our understanding of Dervin's and Shannon-Weaver's perspectives in order to see the hostage negotiation process from a wider perspective. The revised model is not an alternative approach to the common approach most negotiators use. Instead, the revised model uses the perspective and directives of the common approach and extends its meaning and content by also focusing on Dervin's sense making theory and Shannon-Weaver's communication model perspectives. The use of the perspective of this revised model is one more tool for the negotiators to use in order to promote new ways of looking at hostage negotiation resolutions.

Informal negotiations "Children´s participation and influence in School-Age Educare centre” Within the activities at a School-Age Educare centre (SAE-centre), there are several formal occasions where the children participate and have influence. These occasions are most often initiated by educators. This study illustrates children’s reasoning about various ways they make use of when trying to extend their influence in their everyday lives at the informal arena at the SAE-centre. The intention was to investigate the strategies and abilities used by children to influence informal situations. The study shows childrens reasoning, how negotiations and decisions can shift levels of participation as formulated in Hart's (1992) participation model. Earlier research shows how democracy is expressed in schools, but above all, how democracy, participation and influence relate to curriculum and the intention to turn children into able citizens of a democracy. This study illustrates children’s reasoning about various ways they make use of when trying to extend their influence in their everyday lives at the informal arena at the SAE-centre. The result exposed four different abilities: the large mass, the benefits of compliance, the ability to see the mood and the skill of spotting the weak link. Impact capital as a concept is inspired by Bourdieu's theories of human capital. It gives a logical picture of children's different ways to get the upper hand in negotiations. / Informella förhandlingar ”Barns delaktighet och inflytande i fritidshem” I fritidshemmets verksamhet finns det flera formella tillfällen där barn är delaktiga och har inflytande. Dessa tillfällen är oftast initierade av pedagogerna. Undersökningen försöker belysa hur barn orienterar sig och påverkar sin vardag i de informella arenorna under fritidshemstiden. Avsikten var att studera vilka strategier och förmågor som används av barnen för att påverka i informella situationer. Undersökningen syftar till att visa hur förhandlingar och beslut kan förskjuta nivåer av delaktighet med Harts (1992) delaktighetsmodell som utgångspunkt. Tidigare forskning visar hur demokrati tar sig i uttryck i skolan, men framför allt hur demokrati, delaktighet och inflytande relaterar till skolans styrdokument och skolans intention att forma barn till goda demokratiska medborgare. Tillvägagångssättet i undersökningen är att låta barn, genom gruppintervjuer, ge oss en insyn i hur de påverkar pedagogers beslut och vilka strategier de använder sig av i förhandlingar med pedagoger. Resultatet exponerade fyra olika påverkanskapital: den stora massan, följsamhetens fördelar, att skåda humör och konsten att se den svaga länken. Påverkanskapital som begrepp är inspirerad av Bourdieus teorier om humankapital. Det ger en logisk bild av barns olika sätt att förhandla till sin egen fördel.