Pour un investisseur, les choix sont multiples. Il convient tout d'abord d'élaborer à partir de critères qui sont propres à chacun (période d'investissement, performance, risque, liquidité…), une allocation entre les différents actifs possibles. Lorsque cette allocation est réalisée, le problème est ensuite de sélectionner les meilleurs vecteurs de chaque classe d'actifs, sous les contraintes qui ont été celles de l'élaboration de l'allocation. Notre travail s'est limité à la seule classe d'actif actions. 1. LA SELECTION D’OPCVM ACTIONS. Comment l'investisseur peut-il gérer ses actions ? Différents choix sont possibles : - gérer son portefeuille d'actions en direct ; - gérer un portefeuille d’OPCVM actions (ou déléguer par mandat la gestion à des professionnels) ; - gérer son investissement actions par le biais d'indices ; - utiliser un mélange des différentes méthodes précédentes. Notre étude portera sur le cas où l'investisseur a choisi la délégation totale ou partielle de son portefeuille d’actions à un professionnel, que ce soit l'allocation à l'intérieur de la classe d'actifs actions (allocation géographique, sectorielle, style de gestion, etc.) ou la sélection (choix des titres), ou les deux. Cette décision suppose qu’il considère que certains professionnels feront mieux que lui, et mieux que le marché, car dans le cas contraire il préférera soit gérer lui-même, soit s'en remettre aux produits indiciels. Il reste toutefois un cas particulier que nous pourrions appeler « le pari de Pascal de la gestion ». L'investisseur n'est pas persuadé qu'un gérant professionnel peut faire mieux que le marché, mais il a quand même un doute. S’il y en avait un ou quelques-uns ? [...] / No English summary available.

A imagem corporal tem sido muito valorizada na sociedade e nos meios de comunicação em geral, repercutindo de forma considerável na vida das pessoas, principalmente das mulheres. Se por um lado, isso traz implicações à saúde, em detrimento de uma série de intervenções, (dietas, cirurgias plásticas, aplicações de silicone, botox etc.), por outro lado, observa-se que, em questão de gênero, na maioria das vezes, o contingente feminino sofre maior pressão no que tange à valorização corporal, conseqüentemente, tendendo a dar maior atenção ao seu corpo. As inquietações a respeito da imagem-corporal, nos levou a traçar os seguintes objetivos: identificar com as alunas os problemas que as afligem, em relação ao seu corpo; levantar informações e analisar os dados obtidos, de forma a identificar suas necessidades e interesses sobre tais questões; em seguida, trabalhar em conjunto com elas e de forma participativa os temas geradores. O presente estudo visou contextualizar o ambiente escolar, tendo em vista a escola, as alunas, os professores e a família, identificando o significado que a escolar dá à simbologia do corpo contemporâneo, visualizando um padrão de beleza existente no meio social e o excesso de valorização atribuída a ele. Como procedimentos metodológicos, valemo-nos da pesquisa-ação, de cunho qualitativo, humanista e socioeducacional, utilizando-se de técnicas como observação participante e questionário, com questões norteadoras. O estudo analisou vinte e seis adolescentes, do sexo feminino, entre 14 e 17 anos de idade, cursando a oitava série do Ensino Fundamental, de uma escola Estadual, da zona norte de Ribeirão Preto, SP. A instituição atende clientela de perfil carente, residentes de favelas e bairros periféricos nas cercanias. Para o desenvolvimento e análise temática das ações educativas, trabalhamos o Referencial Metodológico de Paulo Freire, por meio dos temas geradores, como elemento norteador para estabelecer o diálogo pesquisador/educandos. A partir das temáticas levantadas, desenvolvemos, conjuntamente com as alunas, as oficinas pedagógicas. As mensagens mais significativas apontadas pelas participantes revelam alta valorização em atributos físicos, sendo a beleza contextualizada por elas como importante instrumento para estabelecer vínculos sociais e possuir méritos e benefícios como pessoa. A mãe foi descrita pelas escolares, como a principal figura familiar, sendo lembrada pela sua força, determinação, trabalho e afeto. O imaginário de amor romântico, evidenciado na última oficina pedagógica, apareceu na maior parte das estórias construídas pelas alunas, que finalizavam seus enredos, sob viés do casamento, ou encontro do par ideal, sendo os filhos parte integrante dessa suposta rede de felicidade. A virgindade, foi tema eminente de suas preocupações, as quais depreciavam as colegas, que verbalizavam suas experiências sexuais e que exerciam de forma mais livre sua sexualidade. O desejo de ser mãe jovem também aparece como informação relevante, corroborando outros estudos, indicando: raízes patriarcais conservadoras, atuando no imaginário das adolescentes, falta de perspectiva no mercado de trabalho, pouca possibilidade de cursar o ensino superior, sobretudo, fortes questões de gênero interferindo sobre suas vontades e planos de vida. / The corporal image has been very valued in the society and the medias of mass in general, reverberating intensely in the way of living of people, mainly the women. It brings implications to the health, in detriment of a lot of interventions (diets, surgeries, artificial breasts, etc), and it is observed that in gender question, in the majority of times, the feminine contingent suffers greater pressure that refers to the corporal valuation, consequently, tending to give greater attention to its body. The fidgets about image-corporal served of support for the development of the aim of this study: to identify with the female students, how the problems affect them, in the relation with their bodies; to raise information and to analyze the gotten data, to identify their necessities and interests about these questions; after that, to work actively with them from on the original subjects. The present study investigated the school environment, under the view point of the school, the female students, teatchers and families, identifying the meaning given by school of contemporary symbology of body, visualizing a beauty standard existing in the social environment and its excess of valuation. As methodological procedures, it was used research-action method, of qualitative matrix, using techniques as participant comment and interview. This study analyzed twentysix adolescents, female, between 14 and 17 years old, from a basic school from Ribeirão Preto, state of São Paulo, Brazil. The development and thematic analysis of the educative actions used the Methodological Referential of Paulo Freire, as element to establish the dialogue between researcher and students. The results revealed a great valuation of physical attributes, and beauty is an important instrument to establish social conquests and benefits to themselves. The students described their mothers as the most important familiar figure, remembered for their vigor, determination, work and affection. The imaginary of a romantic love was evidenced when the students related that to get happiness it was important to get a good marriage and children. The virginity also was an important subject and concern. Some students depreciated their colleagues, who related about their sexual experiences. The desire of being young mother also appears as information, establishing conexion with other studies, indicating: traditional education acting in the imaginary of the adolescents, less of work perspective, few possibilities to access in an college course, overall an important question of gender intervening on their future.

No description available.

O presente trabalho objetivou conhecer e analisar como a escola, através de seus gestores, reconhece e estabelece ações de enfrentamento da violência que acomete o ambiente escolar, onde se utilizou como referencial teórico os trabalhos de Abramovay entre os anos de 2002 a 2007, assim como, os resultados do II Congresso do Observatório de Violência da UNAMA (2005). Para tanto, recorreu-se à abordagem qualitativa de Minayo; Deslandes e Gomes (2007), e, visando potencializar as chances de se alcançar os resultados esperados, foram utilizados a documentação indireta (pesquisa bibliográfica); a documentação direta (entrevista formal), que por sua vez, foi realizada com 9 gestores, de 9 unidades de ensino, jurisdicionadas a rede pública e municipal da região norte do município de Ribeirão Preto, SP e a observação. Para a análise dos dados utilizou-se a Análise de Conteúdo, modalidade de Análise Temática de Bardin (1977), onde se pode constatar a coexistência do ambiente de aprendizagem da escola, não só com a violência, mas sim, com várias violências, além do que, os gestores evidenciaram claras dificuldades nos processos de reconhecimento e compreensão dos comportamentos violentos ocorrentes no ambiente escolar, o que resultou, também, em dificuldades na elaboração de estratégias de enfrentamento destes aspectos, assim como, que as escolas pesquisadas, apesar das constantes solicitações de auxílio às unidades de apoio, os resultados a elas proporcionados por estas instituições são pouco eficazes. E, ainda que apesar de todos os problemas educacionais contemporâneos brasileiros, não se pode afirmar que o ambiente escolar possuísse apenas condições desabonadoras, pois, é na escola que se vislumbra várias possibilidades aos alunos, como as interações sociais propiciadas por uma das instituições mais socializadoras, o aprendizado, o crescimento, o desenvolvimento, a inclusão e etc. Outra conclusão oriunda das análises realizadas foi o fato que, se o gestor não é o único, nem o responsável direto da violência escolar ter se apoderado das instituições de ensino, é ele o responsável em apresentar propostas e/ou até mesmo soluções nos processos de enfrentamento da violência, mesmo que, apesar da urgência social em resolvê-la, sejam estratégias de médio e longo prazo, mas, que sejam eficazes, quer seja no envolvimento da comunidade escolar como um todo, pois, os elos que se estabelecem entre escola e família/sociedade/comunidade são de fundamental importância no estabelecimento de um clima de pertencimento, viabilizando a convivência e a aprendizagem, sempre em conjunto com a sociedade e através de seus representantes diretos e indiretos, pois,foi possível afirmar também, que o presente estudo contribuiu nos processos de análise e compreensão deste fenômeno, ressaltando diferenças que co-existem com os processos de proteção ao infante e ao adolescente no espaço escolar e ratificando o papel da escola enquanto espaço promotor de saúde e de educação. / The goal of the present study was to know and analyze how school by means of their supervisors recognize and establish actions to face the violence that is present in the school environment. The theory referential was based on Abramovay`s studies (2002 to 2007) and the results of the II Congress of the Violence Observatory, UNAMA (2005). To this end, the qualitative approach of Minayo; Deslandes e Gomes (2007) was used to increase the chances to reach the results, also it was used indirect documentation bibliographic references) and direct documentation (formal interview) with 9 managers of 9 teaching institutions of the public and municipal schools of the north region of Ribeirão Preto. To analyze the data, it was used the Content Analysis, Bardims technical analysis (1977), with that it was possible to evidence the coexistence of the learning school environment, not only with the violence, but also with many types of violence. Additionally, the managers showed difficulties to recognize and to comprehend the violent behavior that occurs in the school environment, which also resulted in difficulties in developing strategies to confront these issues, and that the schools surveyed, despite the constant requests for aid to the support units, the results provided to them by these institutions are ineffective. Even though with all Brazilian contemporary educational problems, it can not be said that the school environment had only unsatisfactory conditions, once is in the school that several possibilities for students can be found, such as social interactions offered by more socializing institutions, the learning, growth, development, inclusion and etc. Another conclusion from the analysis was the fact that if the manager is not the only, nor the direct responsible for school violence to be present in the educational institutions, he is responsible for submitting proposals and / or solutions even in cases of face of violence, even in spite of social urgency in resolving it, even if strategies for medium and long term should be adopted but that they are more effective whether the involvement of the school community as a whole, since, the links established between school and family / society / community are of fundamental importance in establishing a climate of belonging, making a living and learning, always together with the society and by means of their direct and indirect representatives, because it was also possible to say that this study helped in the process of analysis and understanding of this phenomenon, highlighting differences that co-exist with the procedures for protecting infant and adolescent in the school and confirming the role of school space while promoting health and education.

The work of this thesis focuses primarily on non-commutative algebras and actions of Hopf algebras. Specifically, we study the possible H-module algebra structures which can be imposed on path algebras of quivers, for a variety of Hopf algebras, H, and then given a possible action, classify the invariant ring. A Hopf algebra is a bialgebra (H, μ, η, ∆, ε) together with an antipode S : H → Hop which is compatible with the counit, ε, of H. A quiver is a directed graph, and the path algebra kQ of a quiver Q is a vector space where all the paths of the quiver form a basis, and multiplication is given by concatenation of paths whenever possible, and zero otherwise. In their paper, [9], Kinser and Walton classify Hopf actions of a specific family of Hopf algebras called a Taft algebras, T(n), on path algebras of loopless, finite, Schurian quivers. In this thesis, we extend their result to path algebras of any finite quiver and classify the invariant subring, kQT(n), in the case where the group like element g ∈ T(n) acts transitively on Q0. In the future, we hope that the ideas presented in this work extend to a classification of quantum groups, such as uq(sl2), acting on path algebras of finite quivers.

A large part of the structure of the objects in the theory of Dooley and Wildberger [Funktsional. Anal. I Prilozhen. 27 (1993), no. 1, 25-32] and that of Rouviere [Compositio Math. 73 (1990), no. 3, 241-270] can be described by considering a connected, finite-dimentional symmetric space G/H (as defined by Rouviere), with ???exponential map???, Exp, from L G/L H to G/H, an action, ???: K ??? Aut??(G) (where Aut?? (G) is the projection onto G/H of all the automorphisms of G which leave H invariant), of a Lie group, K, on G/H and the corresponding action, ???# , of K on L G/L H defined by g ??? L (???g), along with a quadruple (s, E, j, E#), where s is a ???# - invariant, open neighbourhood of 0 in L G/L H, E is a test-function subspace of C??? (Exp s), j ?? C??? (s), and E# is a test-function subspace of C??? (s) which contains { j.f Exp: f ?? E }. Of interest is the question: Is the function ???: ?? ??? ????, where ??: f ??? j.f Exp, a local associative algebra homomorphism from F# with multiplication defined via convolution with respect to a function e: s x s ??? C, to F, with the usual convolution for its multiplication (where F is the space of all ??? - invariant distributions of E and F# is the space of all ???# - invariant distributions of E#)? For this system of objects, we can show that, to some extent, the choice of the function j is not critical, for it can be ???absorbed??? into the function e. Also, when K is compact, we can show that ??? ker ?? = { f ?? E : ???k f (???g) dg = 0}. These results turn out to be very useful for calculations on s2 ??? G/H, where G = SO(3) and H??? SO(3) with H ??? SO(2) with ??? : h ??? Lh, as we can use these results to show that there is no quadruple (s, E, j, E#) for SO(3)/H with j analytic in some neighbourhood of 0 such that ??? is a local homomorphism from F# to F. Moreover, we can show that there is more than one solution for the case where s, E and E# are as chosen by Rouviere, if e is does not have to satisfy e(??,??) = e(??,??).

Traditionally, consistency is the only criterion for the quality of a theory in logic-based approaches to reasoning about actions. This work goes beyond that and contributes to the meta-theory of actions by investigating what other properties a good domain description should satisfy. Having Propositional Dynamic Logic (PDL) as background, we state some meta-theoretical postulates <br />concerning this sore spot. When all postulates are satisfied, we call the action theory modular. We point out the problems that arise when the postulates about modularity are violated, and propose algorithmic checks that can help the designer of an action theory to overcome them. Besides being easier to understand and more elaboration tolerant in McCarthy's sense, modular theories<br />have interesting computational properties. Moreover, we also propose a framework for updating domain descriptions and show the importance modularity has in action theory change.

Cette thèse se propose d'étudier sous divers points de vue les groupes d'automorphismes d'immeubles. Un de ses objectifs est de mettre en valeur les différences autant que les analogies entre les immeubles affines et non affines. Pour appuyer cette dichotomie, on y démontre que les groupes d'automorphismes d'immeubles non affines n'ont jamais de paire de Gelfand, contrairement aux immeubles affines. Dans l'autre sens, pour souligner l'analogie entre immeubles affines et non affines, on définit une nouvelle notion de bord combinatoire d'un immeuble. Dans le cas des immeubles affines, ce bord s'identifie au bord polyédral. On relie la construction de ce bord à d'autres constructions déjà existantes, par exemple, la compactification de Busemann du graphe des chambres. La compactification combinatoire est également isomorphe à la compactification par la topologie de Chabauty de l'ensemble des chambres, sous des hypothèses de transitivité. On relie aussi le bord combinatoire à un autre espace, généralisant une construction de F. Karpelevic pour les espaces symétriques : celle du bord raffiné d'un espace CAT(0).On démontre alors que les points du bord paramètrent les sous-groupes moyennables maximaux de l'immeuble, à indice fini près. Enfin, on prouve que l'action du groupe d'automorphismes d'un immeuble localement fini sur le bord combinatoire de ce dernier est moyennable, fournissant ainsi des résolutions en cohomologie bornée et des applications bord explicites. Ceci donne aussi une nouvelle preuve que ces groupes satisfont la conjecture de Novikov.

<p>This explorative study address the concept of organisational identity described by Albert & Whetten and takes their concept from the individual level to the industry level. When doing so the lack of empirical research and theoretical knowledge within this area becomes clear. Although an unexplored area we argue that if Albert & Whetten interpreted, the members’ perception to an organisational level we believe that it is also possible to aggregate the perceptions of the members/managers to an inter-organisational/industry level. When taking the identity to the industry level questions like, who are we at an inter-organisational level or with other words is there an industry identity and how does the industry identity affect the actions within an industry?</p><p>In this thesis, we will try to fill this gap of knowledge and contribute to theoretical concepts of industry identities, by gathering empirical data to substantiate the concept of industry identity. We will try to fill the theoretical gap concerning identities within an industry; explaining the content of these identities and how they are defined, in line with the contribution by Albert & Whetten, the same way as individuals organisational identity arises. Whenever he or she asks the question, who are we and what kind of business are we in (Albert & Whetten 1985), it is the same way as for an organisation within an industry to ask questions like – which industry do I belong to and what kind of industry are we in. The processes stressed by Hatch & Schultz also raises questions like how does the industry identity affect the interactions/actions between identities within an industry or how does the actions by one identity affect another identity within an industry? One industry that can be assumed to have developed an inter-organisational identity over time, due to a long history and clear cultural anchoring the last 10-years has been faced with both radical change and crisis is the Swedish alcohol industry. The empirical data in this study is based on eight semi-structured telephone interviews with importers (managers or top team) in the Swedish alcohol industry.</p><p>Consequently, we approach this explorative study by stating the following question; Is there an industry identity within the Swedish alcohol import industry, and if so, what is the content of this identity and how does this identity affect the actions taken within the industry? The main purpose is to answer the question stated in this thesis by; to describe the central and distinctive characteristics/aspects of the Swedish alcohol importers identity and to find commonalities and differences within these industry identities. To relate to these central and distinctive aspects of the industry identity in relation to the actions taken by the organisations within the industry.</p><p>The conclusion of this thesis is; yes, there is an industry identity based on two orientations; the product or market orientation and the content of these identities are based on how their importers believe that you as an importer should act in selling wine to the customers. Further conclusion is that; yes, industry identity (i.e. product or market) does affect action or rather some types of actions.</p><p>The possibilities to extend and further explore this industry seem endless. The changes in the industry and the settings of the environment that it exists in are continuously and a constant on-going process even though Sweden still has a monopoly. Our study has raised many questions that would be interesting to investigate in another study, for example if these two approaches can co-exist or if one of them would be dominant. Or if they actually need each other.</p>

<p><strong>Abstract</strong></p><p>All students in the Swedish elementary school that do not reach the educational objectives in mathematics have a legal right to receive support in order to reach these objectives. An action plan shall be created, where it should be visible what supportive measures the student is given to reach the objectives. The purpose of our final thesis is to investigate how the action plan can contribute to the work with students that experience difficulties within mathematics.</p><p>The study is performed on 7-9^th grade schools, and the empirical material is gathered through reading of hundreds of action plans, observations, and interviews of students, teachers, remedial teachers and headmasters. The theoretical frame used is hermeneutics, constructivism and perspective on special education.</p><p>The result of the study is that action plans do play an important role in the work with students that experience difficulties within mathematics, but the quality of the programs seems to vary. Some action plans are clearly stated, contain tangible actions, both on individual as well as on a group level, that help the student in their learning, whereas other programs are unclear and aimed only at what the student himself should perform to reach the objectives, i.e. only on an individual level. The remedial teaching support is often categorical, they are assuming that the student is the owner of the problem, and the support is also given from that perspective. That means that the student is given support in the format of individual education by a remedial teacher or by education in a smaller group.</p>