Diversos fatores levam ao crescimento do número de cooperações entre empresas. Dentre estes podem ser destacados: o rápido desenvolvimento de novas tecnologias de informação e a tendência das empresas concentrarem-se em suas competências essenciais, procurando tornarem-se ágeis para sobreviverem no competitivo mercado atual. Neste cenário, Empresas Virtuais (EVs) constituem uma apropriada alternativa e vantagem competitiva para Pequenas e Médias Empresas (PMEs). EVs podem ser formadas dentro de Organizações Virtuais (OVs), que são redes de potenciais parceiros (empresas). Entretanto, através de uma utilização sistemática de modernas tecnologias de informação, as EVs se tornam mais viáveis economicamente, devido a uma significativa redução nos custos de transação. Diante desta alternativa, propõe-se um ambiente cooperativo suportado por computador que possibilite e otimize a participação de PMEs em OVs. Como ambiente entende-se aqui as soluções técnicas de suporte computacional (ou infra-estrutura de informação), que devem apoiar a participação de PMEs nos processos de trabalho cooperativo do ambiente distribuído de uma OV. As questões humanas e organizacionais que as PMEs devem atender para participarem em OVs são, também, abordadas por este trabalho, não constituindo, porém, o foco principal da pesquisa. Por fim, apresenta-se um cenário de exemplificação do ambiente proposto. / Many factors bring the increase in the number of co-operations among enterprises. Among them, it can be addressed: the quick development of new information technologies and the enterprises tendency to concentrate on their core competencies, aiming to became agile to survive in the competitive actual market. In this context, Virtual Enterprises (VE) are an appropriate alternative and competitive advantage to Small and Medium Enterprises (SMEs). VEs can be formed inside Virtual Organisations (VOs), which are networks of potential partners (enterprises). However, VEs become more feasible by means of a systematic use of modern information technologies, due to a significant reduction on transaction costs. Considering this alternative a co-operative environment supported by computer is proposed, in order to enable and optimise the participation of SMEs in VOs. Here, environment is understood as technical solutions of computer support (or information infra-structure), which must sustain the participation of SMEs in the co-operative work processes of the distributed environment of a VO. The human and organisational aspects which the SMEs should meet to participate in VOs, are also approached by this project, nevertheless, they are not the main focus of the research. In the end, an exemplification scenario of the proposed environment is presented.

Abstract The educational process behind the work done with children’s choirs has not been written about or talked about very much. Performances get natural visibility and audibility, but most of the work is done in a closed space. The pedagogical process happens behind the scenes and as a result, children and youths grow up as musicians and human beings, as individuals and as a group. The Tapiola Choir celebrates its 50th anniversary in 2013. In this doctoral thesis, I study the educational part of the work done with the choir. In particular, this thesis examines the co-operative pedagogy of Mr. Kari Ala-Pöllänen as a conductor. The specific focus is on the process of qualifying the travelling choir because this is where many pedagogical processes come together. Methodologically, my thesis is a data based case study. The data is based on an in-depth interview. The empirical part is only focused on the period (1994–2008) when Mr. Ala-Pöllänen acted as a conductor of the choir. However, in the beginning of the book I create a view of the whole frame of reference for the choir by exploring the complete archive of the Tapiola Choir and the written material about choral pedagogy. The analysis was done by searching for characters in the qualification process and by using a theory called Big Five personality domains. The results show how a co-operative way of thinking and working promoted the educational goals in all of the teaching done by conductor Ala-Pöllänen. Art and education worked hand in hand, serving the aims of both a shorter and a longer time frame. The naturally occurring interaction between both harder and softer values, in addition to the determined aim to develop the social skills of children, is emphasized in the communication. Both the artistic and educational ambition of the conductor is obvious, but yet does not appear to conflict with the teaching in practice. Many demands are made of the children and youth in a choir that is conducted co-operatively, and they get special instruction to help them with that responsibility. The basic characteristics that the conductor requires from the choir are mainly clear and they are consistent with the professional attitude and favourable prerequisites that are for collaboration. This thesis is about the pedagogical wisdom that is needed to succeed in educating a mostly heterogenic group of children. According to my survey, this is based on sufficient theoretical knowledge, an understanding of the behaviour and growth of a child and a practical personal background - all of these things are connected to the communication skills that are needed to influence a group of individuals in a cohesive manner. / Tiivistelmä Kasvatuksellisista päämääristä lapsikuorotyössä puhutaan ja kirjoitetaan vähän. Esiintymislavalla tapahtuva toiminta saa näkyvyyttä ja kuuluvuutta, mutta suurin osa työstä tapahtuu suljetussa tilassa. Juuri siellä tapahtuu se pedagoginen prosessi, jonka seurauksena lapset ja nuoret kasvavat muusikkoina sekä ihmisinä, yksilöinä ja ryhmässä. Tapiolan kuoro, espoolainen lapsi- ja nuorisokuoro täyttää 50 vuotta vuonna 2013. Väitöstutkimuksessani käsittelen kasvatuksellista toimintaa Tapiolan kuorossa ja Kari Ala-Pölläsen yhteistoiminnallista pedagogiikkaa Tapiolan kuoron johtajana. Erityinen fokus on matkakuorovalinnan prosessissa, jossa toiminnan pedagogisia sisältöjä kiteytyy. Menetelmällisesti väitöstyöni on aineistolähtöinen tapaustutkimus. Aineisto perustuu syvähaastatteluun. Empiirinen osa keskittyy Kari Ala-Pölläsen johtajakauteen 1994–2008, mutta työn alussa luon kuoron arkiston ja muun kuoropedagogisen aineiston kautta läpileikkauksen kuoron toiminnan viitekehykseen. Analyysimenetelmänä matkakuorovalinnan tarkastelussa toimii valintatilanteen kuvauksessa ilmenevien persoonallisuudenpiirteiden tarkastelu ns. viiden suuren mallin mukaisesti. Tulokset osoittavat, kuinka Kari Ala-Pölläsen johtajakaudella yhteistoiminnallinen työskentelytapa palveli kasvatuksellista tavoitetta johtajan kaikessa toiminnassa. Taide ja kasvatus tukevat toisiaan palvellen lyhyen ja pitkän aikavälin päämääriä. Kovien ja pehmeiden arvojen luonteva vuorovaikutus sekä määrätietoinen pyrkimys sosiaalisten taitojen kehittämiseen korostuvat Kari Ala-Pölläsen kommunikaatiossa. Ilmeistä tutkimukseni tulosten nojalla on kuoronjohtajan sekä taiteellinen että kasvatuksellinen kunnianhimo, mikä ei ole ristiriitaista käytännön toiminnassa. Lapsilta ja nuorilta odotetaan yhteistoiminnallisesti johdetussa kuorossa hyvin monenlaisia taipumuksia ja edellytyksiä, ja näihin heitä määrätietoisesti kasvatetaan. Persoonallisuuden piirteiden perusasiat, joita johtaja toivoo ja odottaa kuoroltaan, ovat selkeitä ja liittyvät jäsenten ammattimaiseen asenteeseen ja suotuisiin yhdessä toimimisen edellytyksiin. Onnistuminen hyvin heterogeenisen ryhmän kasvatuksessa kiteytyy pedagogiseen viisauteen. Se tarkoittaa tässä tutkimuksessa riittävää teoreettista osaamista ja lapsen käytöksen ja kehityksen ymmärtämistä, omakohtaista kokemustaustaa ja tälle perustalle rakentuvaa kommunikatiivista taitoa kohdata ja vaikuttaa samanaikaisesti yksilöistä koostuvaan ryhmään.

Since the implementation of Curriculum 2005 and the Revised National Curriculum Statement (RNCS) in 2004, educators seem unsure of how to manage teaching and learning in the classroom. They find it difficult to develop their own teaching style, display leadership in class, plan and organize effectively to optimize teaching and learning experiences for their learners. The RNCS moved away from homogeneous ability grouping to heterogeneous grouping. Emphasis is placed on the acceptance of individual needs and differences, and equal learning opportunities. Large class groups and masses of administration have left educators with little time to spend with individuals. Group work seems to be the answer and a popular way to organize class work, especially if the educator controls the action well, but learners have minimal contact with the educator who mainly supervises and little cognitive development or interchange happens. Learners sit in groups, but mostly do not work collaboratively as groups. They talk to each other, but work as individuals. The aim of this qualitative study at a parallel medium primary school was to determine the utilization of co-operative learning in the management of a productive Grade 3 class. The results of the study were compared with findings of a similar Dutch study conducted by Veenman, Kenter&Post in 2000. Data was collected through observation, a semi-structured educator interview, and semi-structured group interviews with Grade 3 learners, randomly selected from a class list, the educator’s reflection on group formation, official documents like lesson plans and written assignments of learners based on two open questions put to them. From the study it is clear that the aim of co-operative learning is to empower learners to gain confidence, develop to their full potential to become responsible and disciplined citizens of our democratic society. To reach these goals, educators should fully understand co-operative learning implement it in a structured and well-planned manner. As educational leader in a productive classroom the educator needs to be well organized, creating a culture of teaching and learning in class. Learners, exposed to harmonious classroom relationships in a well-managed productive classroom where participation of all members are encouraged and valued and open communication is part of daily processes in class, will participate freely, be resourceful, happy, helpful and co-operative and be able to make the most of co-operative learning approaches in class through responsible, enthusiastic and confident participation. / Dissertation (MEd (Education Management Law and Policy))--University of Pretoria, 2007. / Education Management and Policy Studies / MEd / unrestricted

Thesis (M.Dev.) -- University of Limpopo, 2016 / In 2010, the South African Department of Agriculture rolled out the Farm Together Agricultural Co-operative Training Programme (Farm Together Programme) to support the development and growth of selected agricultural co-operatives nationwide. This study is an impact assessment of the programme, focusing on the Capricorn District Municipality in the Limpopo Province. A survey of co-operative members whose co-operatives had participated in the programme and in-depth interviews with key stakeholders were conducted. The findings provide insights into the strengths and weaknesses of the programme. Overall, the programme was relevant and comprehensive. It provided the basic skills needed to run co-operatives. However, there has been minimum impact on growth and development. Gaps identified in the programme include lack of ongoing mentoring, monitoring and evaluation of progress being made in setting up structures to support growth and development. Women with low levels of literacy dominate the membership. Further research is required to explore why the youth and men do not participate in co-operatives.

Thesis (LLM.) -- University of Limpopo, 2017. / The world, more especially countries in Africa are battling with the effects of poverty, unemployment and destitution. South Africa is one African country that succumbed to racial inequality brought about by apartheid wherein black people were denied participation into any form of income generating endeavours that would ensure their sustenance. The South African Government after attaining independence in 1994 put in place policies meant to emancipate and empower the Historically Disadvantaged People (HDP). In line with that approach, the government deemed it fit to empower the South African populace through Co-operatives. This study analyses and critiques the Co-operative Banks Act, 40 of 2007 as the focal instrument regulating financial co-operatives in South Africa and its contribution towards economic growth and poverty reduction. The study further exposes some of the imminent challenges experienced in the field of financial co-operatives as far as registration of such cooperatives is concerned. The Act since its inception has only managed to have only two co-operative banks established and the rest of the Co-operative Financial Institutions (CFI’s) are not registered and are operating under an exemption notice. Therefore, this study brings to light some of the challenges leading to the failure to become co-operative banks, and also delves into the act itself to assess whether its provisions are the reason for this ultimate failure to register financial co-operatives. The challenges experienced by financial co-operatives in South Africa would be addressed by drawing lessons from countries such as Kenya and Canada which have managed to establish a strong and vibrant co-operative industry so as to suggest ways in which they may also improve and graduate to become successful Co-operative Banks.

The diploma thesis is dealing with analysis and evaluation of risks of the co-operative society related to introduction of the new product concerning the field of negotiations with supplier, logistics and warehouse management. The first part describes the theoretical basis of project management, risk analysis and management, negotiation with supplier, logistics and warehouse management. The second part is dedicated to the analysis of the current situation of the selected company and the last part deals with risks in the area of supply-customer relationship using the RIPRAN method. The main goal of the diploma thesis is to propose recommendations for reduction of individual risks connected to the introduction of the new product in the field of negotiation with supplier, logistics and warehouse management.

MSCAGR (Agricutural Economics) / Department of Agricultural Economics and Agribusiness / See the attached abstract below

This study examines the history and growth of the B-K Electric Cooperative in Seymour Texas, as well as its economic impact on the surrounding rural areas.

This study was made to show the economic growth of the rural area served by the Cooke County Electric Co-Operative association, as well as its history. Locally, the Cooke County Electric Co-operative Association owes a large part of its success to the ability of the rural people to help themselves. In this thinly populated section of the country they have built a successful business where established power companies claimed that it would be impossible. Although the number of farmers continues to decrease, the demand for power continues to increase. The members of the Cooke County Co-operative are proud of their co-operative and are always happy to tell of their accomplishments. At the last memberships meeting a large majority of the members were present.

No description available.