This study looked at how individuals choose whom to work with when a task necessitates collaboration. Prior research done on collaborative environments as well as outcomes of collaboration suggests that who you collaborate with will depend on two primary factors: the individuals from which you have to choose and the circumstances surrounding the task. In the proposed study, these factors will be explored. This thesis identified the lack of literature on informal collaboration, addressing the gap in the literature regarding processes that individuals use when choosing collaborators. This research focused on the influencing factors of similarity and expertise involved in this decision processes. Furthermore, this study aimed to understand how individuals choose collaborators under differing conditions of difficulty, novelty, and interdependence necessitated by the task.

xv, 322 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / This dissertation examines formal and popular campaigns against collaborators during the second Sino-Japanese war of 1937-1945, considering the role of these campaigns in the political struggles of the Nationalist (Guomindang) government, the interplay between discourses of law and morality, and the interactions of legal professionals, intellectuals, and commoners in the development of Chinese nationalism and anti-imperialism. During the Sino-Japanese war, the Japanese army occupied vast areas in China and sponsored puppet regimes at central and local levels in areas under its occupation. These regimes variously attracted, persuaded, or forced a large number of Chinese officials, intellectuals, and local elites to work in their administrations. The Nationalist government under Chiang Kai-shek, which was the central Chinese government since 1928, retreated to the inland city of Chongqing to organize resistance against Japan. The Nationalist government labeled collaborators as hanjian , "traitors to the Han." The word became widely used in legal regulations, popular literature, and newspapers and became the most derogatory and politically disastrous title possible for a Chinese citizen. Individuals designated hanjian were exposed to public humiliation, confiscation of land and property, and the threat of assassination. Chiang Kai-shek's government also called for the common people to expose hanjian . Most such accusations were then transformed into legal procedures. These accusations resulted in varying and often unfair sentences. Designed by the Nationalist government to harness the force of popular nationalism and to restore justice, the anti- hanjian campaigns instead inadvertently exposed the corruption and incompetence of the Nationalist government and damaged the post-war construction effort. / Committee in charge: Bryna Goodman, Chairperson, History; Andrew Goble, Member, History; Ina Asim, Member, History; Tze-lan Sang, Outside Member, East Asian Languages & Literature

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study is inserted in (PPGE / CE / UFSM) Line of Research Training, Knowledge and Professional Development and aims to analyze the process of probation supervision conducted by teachers with students of the reviewers Degree in Physical Education Physical Education Center and Sports (CEFD) of the Federal University of Santa Maria (UFSM) at-Supervised (ECS) III (Series / Years of primary school) for characterization of space that happens, the constitution of being a teacher-collaborator the vision stage, the work of guidance and contributions. Justify the conduction of this study highlight the importance of the role / function of the teacher-collaborator in the ECS in training future teachers of physical education, in particular CEFD / UFSM. We characterize the methodology as a qualitative descriptive case study type. Information was obtained through a questionnaire and the interpretations of the responses are given through content analysis. The participants were twenty two teachers of basic education who were willing to be teachers-employees of ECS III's Degree in Physical Education CEFD / UFSM in the 1st semester of 2014. Reviewing the information obtained through the questionnaire were outlined five (5) Notes for discussion: 1) The universe of ECS III's Degree in Physical Education CEFD / UFSM; 2) The establishment of teacher-developers of ECS III Degree in Physical Education CEFD / UFSM; 3) How teachers-employees recognize (realize) the ECS III's Degree in Physical Education CEFD / UFSM; 4) How teachers-employees of ECS III's Degree in Physical Education CEFD / UFSM act (guide) during the internship? and 5) Transitional Considerations: Final Moment Study. From the findings obtained in this study, exposed along the development of this work, with the use of questionnaires targeting the teacher-developer, we saw the importance of this work under the ECS III for the training of future teachers of Education the physical stage environment. / Este estudo está inserido na Linha de Pesquisa Formação, Saberes e Desenvolvimento Profissional (PPGE/CE/UFSM) e teve como objetivo analisar o processo de supervisão de estágio realizado pelos professores-colaboradores junto aos acadêmicos da Licenciatura em Educação Física do Centro de Educação Física e Desportos (CEFD) da Universidade Federal de Santa Maria (UFSM) em situação de Estágio Curricular Supervisionado (ECS) III (Séries/Anos Iniciais do Ensino Fundamental) em relação a caracterização do espaço em que acontece, a constituição de ser professor-colaborador, a visão de estágio, ao trabalho de orientação e as contribuições. Justificamos a realização desse estudo pela importância de destacar o papel/função do professor-colaborador no ECS na formação de futuros docentes de Educação Física, em especial no CEFD/UFSM. Caracterizamos a metodologia como qualitativa descritiva do tipo estudo de caso. As informações foram obtidas por meio de um questionário e as interpretações das respostas se deram por meio da análise de conteúdo. Participaram vinte e dois professores da educação básica que se prontificaram a ser professores-colaboradores do ECS III da Licenciatura em Educação Física do CEFD/UFSM no 1º semestre letivo de 2014. Da análise das informações obtidas por meio do questionário foram delineados cinco (5) apontamentos para discussão: 1) O universo do ECS III da Licenciatura em Educação Física do CEFD/UFSM; 2) A constituição dos professores-colaboradores do ECS III da Licenciatura em Educação Física do CEFD/UFSM; 3) Como os professores-colaboradores reconhecem (percebem) o ECS III da Licenciatura em Educação Física do CEFD/UFSM?; 4) Como os professores-colaboradores do ECS III da Licenciatura em Educação Física do CEFD/UFSM agem (orientam) durante o estágio? e 5) Considerações Transitórias: o Momento Final do Estudo. A partir dos achados obtidos neste trabalho, expostos ao longo do desenvolvimento desse trabalho, com a aplicação de questionários tendo como alvo o professor-colaborador, foi possível perceber a importância desse profissional no âmbito do ECS III para a formação profissional de futuros docentes de Educação Física no ambiente de estágio.

Introduction : L’approche par compétences est maintenant bien ancrée dans l’enseignement au niveau de la formation médicale postdoctorale. Dans ce contexte, un système de sélection également axé sur les compétences pourrait être avantageux. L’objectif principal de ce projet était de concevoir un TJS ciblant le rôle CanMEDS de collaborateur pour la sélection au niveau postdoctoral en médecine interne (MI) et en médecine familiale (MF). Méthodologie : Des entrevues d’incidents critiques ont été réalisées auprès de résidents juniors en MI ou en MF afin de générer les items du TJS. Trois leaders de l’approche par compétences ont révisé le contenu du test. Les items ont été analysés pour identifier la compétence principale du rôle CanMEDS de collaborateur, le contexte ainsi que les membres de l’équipe interprofessionnelle représentés dans les vignettes. La clé de correction a été déterminée par un panel composé de 11 experts. Cinq méthodes de notation ont été comparées. Résultats : Sept entrevues ont été réalisées. Après révision, 33 items ont été conservés dans le TJS. Les compétences clés du rôle CanMEDS de collaborateur, les contextes et les divers membres de l’équipe interprofessionnelle étaient bien distribués au travers des items. La moyenne des scores des experts variait entre 43,4 et 75,6 % en fonction des différentes méthodes de notation. Le coefficient de corrélation de Pearson entre les cinq méthodes de notation variait entre 0,80 et 0,98. Conclusion : Ce projet démontre la possibilité de concevoir un TJS utilisant le cadre CanMEDS comme trame de fond pour l’élaboration de son contenu. Ce test, couplé à une approche globale de sélection basée sur les compétences, pourrait éventuellement améliorer le pouvoir prédictif du processus de sélection au niveau de la formation médicale postdoctorale. / Background: Competency-based training is well integrated into postgraduate medical education. A competency-based selection system would also be desirable. Primary objective: To develop a situational judgment test (SJT) targeting the CanMEDS Collaborator Role for the admission process in internal medicine (IM) and family medicine (FM) postgraduate training programs. Methods: Interviews using the critical incident technique were conducted with IM and FM residents in order to create items for the SJT. Three experts revised the content of the items. CanMEDS Collaborator Role key competencies, context and type of team members involved were analysed for each item. Answer key was determined by a panel of experts composed of 11 IM and FM physicians using a rate response format. Five absolute and partial credit scoring methods were compared. Results: Seven interviews were completed. After revision, 33 items were kept in the SJT. CanMEDS Collaborator Role key competencies, contexts and team members involved were well distributed over the items. Mean experts’ scores ranged from 43.4% to 75.6% with the different scoring methods. Pearson’s correlation coefficients between the five scoring methods ranged between 0.80-0.98. Conclusion: SJT targeting CanMEDS Framework Roles can help integrate competency-based selection into the postgraduate medical education admission process.

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No. of bitstreams: 1 ricci_m_me_arafcl.pdf: 912075 bytes, checksum: ba480013485ecf7b98bb56b1874453cf (MD5) Previous issue date: 2016-02-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O presente estudo foi elaborado a partir de dados obtidos pela vivência da autora como licenciando bolsista do Programa Institucional de Bolsa de Iniciação à Docência - PIBID no curso de Licenciatura em Pedagogia UNESP, que atuou no ensino fundamental I em uma escola da rede estadual do interior paulista nos anos de 2011 e 2012. Dentre os vários enfoques referentes ao estudo da formação de professores, trabalho docente e práticas pedagógicas, linha de pesquisa a que se vincula esse projeto, a reflexão dessa experiência conduziu ao estudo das relações entre bolsista de iniciação à docência PIBID e professora colaboradora visando identificar os elementos formadores para a atuação docente provenientes da gestão da matéria e gestão da classe, relações estas, que a proposta do programa PIBID oportuniza pela interação entre o aprendizado adquirido na universidade e na escola de educação básica com o propósito de melhorar a formação inicial e continuada dos docentes. O estudo teve por objetivo identificar, analisar e discutir quais são os elementos formadores para atuação docente provenientes da gestão da matéria e da gestão de classe no âmbito da sala de aula, presentes nas relações pedagógicas socialmente compartilhadas entre bolsista de iniciação à docência e professora colaboradora no ensino fundamental: anos iniciais durante a participação no subprojeto PIBID Pedagogia. E verificar as influências decorrentes desse processo de socialização para a atuação e formação da bolsista de iniciação à docência e da professora colaboradora nessa troca de experiências, a partir do referencial teórico sobre as práticas pedagógicas e ações docentes discutidas por Gauthier et al., Gimeno Sacristán e Marcelo Garcia. O percurso metodológico baseou-se procedimentos alinhados à abordagem qualitativa de natureza empírica e revisão bibliográfica de estudos sobre o programa PIBID. Desse modo, o trabalho estruturou-se mediante leitura das fontes documentais que tratam do PIBID e do subprojeto investigado e, a coleta de dados por meio de entrevistas semiestruturadas individuais realizadas com uma bolsista e uma professora colaboradora. Os dados levantados foram organizados em categorias e subcategorias de análise provenientes dos processos que envolveram coleta, transcrição e a sistematização dos registros escritos das entrevistas, conforme as orientações de Laville e Dionne (1999). Com a análise dos dados foram apresentadas as principais concepções das participantes sobre as práticas pedagógicas, as tarefas didáticas específicas do ensino, a relação pedagógica socialmente compartilhada entre bolsista e professora colaboradora e as contribuições do PIBID para a iniciação à docência em Pedagogia no processo de socialização sob a perspectiva do conceito delineado de gestão da matéria e da gestão da classe. Os resultados obtidos demonstram que a hipótese inicial na qual o pressuposto de que a relação pedagógica socialmente compartilhada entre bolsista de iniciação à docência e professora colaboradora, dos anos iniciais do ensino fundamental, possibilita ao futuro professor conhecer e reconhecer os elementos formadores específicos do ensino para realizar as futuras ações docentes em sala de aula, entretanto, diante do contato com as práticas pedagógicas para a bolsista os conhecimentos são reconhecidos e aprendidos de forma parcial, fragmentada e superficial. / This study was drawn from data obtained by the experience of the author as licensing intern of the Institutional Initiation to Teaching Program - PIBID in the Bachelor's Degree in Education at UNESP, who served in the elementary school in the countryside of São Paulo state in 2011 and 2012. Among the various approaches referring to the study of teacher education, teaching work and teaching practices, research line which this project links to, the reflection of this experience led to the study of relations between initiation to teaching intern PIBID and collaborator teacher to identify the formative elements for teaching performance from the management of the subject and class management, relations that the proposed PIBID program provides an opportunity for interaction between the knowledge acquired at university and elementary school institutions with the purpose of improving the initial and continuing training of teachers. The study aimed to identify, analyze and discuss what the formative elements for teaching performance are from the management of matter and class management within the classroom, present in pedagogical relationships socially shared between fellow initiation to teaching and collaborating professor in elementary school: early years while participating in subproject PIBID education. Also check the influences resulting from this socialization process for the work and training of initiation to teaching intern and collaborating professor in this exchange of experiences, from the theoretical framework on educational practices and teaching actions discussed by Gauthier et al., Gimeno Sacristán and Marcelo Garcia. The methodological approach was based on procedures aligned to the qualitative approach and empirical literature review of studies on the PIBID program. Thus, the work was structured by reading the documentary sources that deal with PIBID and subproject investigated, and data collection through individual semi-structured interviews with an intern and a cooperating teacher. The data collected were organized into categories and subcategories of analysis from processes involving transcription and systematization of written records of interviews, according to the guidelines of Laville and Dionne (1999). With the data analysis were presented the main ideas of the participants about the pedagogical practices, the specific educational tasks of teaching, socially shared pedagogical relationship between scholar and collaborator teacher and PIBID contributions to the initiation to teaching in pedagogy in the socialization process from the perspective of the outlined concept of management matters and management class. The results show that the initial hypothesis in which the assumption that the socially shared pedagogical relationship between initiation to teaching intern and collaborating professor, the early years of elementary school, enables the teacher to future know and recognize the specific elements that form of teaching to realize future teaching practices in the classroom, however, before the contact with the pedagogical practices for interns knowledge are recognized and learned in a partial, fragmented and superficial way.

Association d'origine protestante, la Cimade naît en 1939 pour venir en aide aux Alsaciens-Lorrains repliés dans le sud-ouest de la France. Son action s'oriente vers l'accueil des réfugiés dans les lieux d'enfermement et de relégation. Son histoire permet d'aborder sous un angle particulier les années 1940, les camps d'internement français et la Shoah, la Libération, l'épuration, la reconstruction et les mutations du système pénitentiaire. La Cimade œuvre durant la Guerre d'Algérie auprès des populations algériennes dans les camps de regroupement et en métropole dans les centres d'accueil des familles harkies comme indochinoises et dans les bidonvilles où vivent les travailleurs post-coloniaux. Enfin,le gouvernement fait appel à la Cimade en 1984 pour intervenir dans les centres de rétention administrative auprès des étrangers reconduits à la frontière. Sa présence est exclusive jusqu'en 2007. L'histoire de cette association permet de saisir comment d'une assistance humanitaire, l'action bascule vers une "juridiciarisation" dès les années 1970. La continuité de sa présence livre une lecture originale de la gestion des étrangers en France. Interface entre "le dedans et le dehors", la Cimade est en tension permanente avec l'Etat. Association de terrain, pouvant sembler participer à la cogestion du système de l'enfermement, elle ne renonce pas à son militantisme ancré à gauche et dénonce ce qu'elle considère comme des cas d'injustices. Son action est représentative de l'ambiguïté de l'interventionnisme associatif. Ce travail de thèse met en lumière les repositionnements et la progressive sécularisation d'une association protestante qui traverse une partie du XXème siècle,"siècle des camps". / Originally a Protestant association,the Cimade was created in 1939 to help people from Alsace-Lorraine,who had taken refuge in the south-west of France.Its action was mainly based on welcoming refugees in confinement and banishment places.Its history helps to understand the 1940s,the French internment camps and the Shoah as well as the purge then post-war reconstruction and the penitentiary reform.During the Algerian war,the association worked both in grouping camps in Algeria and in France where the members of the FLN were assigned.During decolonisation,it gave assistance to harkies and Indochinese families in reception centres as well as to post-colonial workers in shanty towns.As soon as 1984,the government urged the Cimade to work with foreigners escorted to the border in administrative confinement centres.Its presence was exclusive until 2007.The history of this association helps to understand how humanitarian assistance became a cause lawering in the early 1970s.Its permanent presence in camps enables us to consider the specific approach to the governments policies concerning foreigners in France.Working as an interface between "the inside and the outside",the Cimade,throughout its history,was in constant tension with govenments.Although being an association in the field,seemingly involved in joint management of the confinement system,the Cimade didn’t give up its left-centered activism, denouncing what they considered as a justice denial. Its action is representative of the ambiguities of the associations interventionism.This research highlights the repositioning and the progressive secularization of the association throughout the 20th century,the century of camps.

La ricerca prende avvio dalla ricostruzione dei processi socio-economici che hanno portato alla crisi del modo di produzione taylorista-fordista. Muovendo da tali riflessioni, si constata come le imprese “post-fordiste” si avvalgano in misura crescente di lavoratori autonomi, un tempo coordinati e continuativi e, oggi, a progetto (artt. 61 e ss., d.lgs. 276/2003). Tali collaboratori sono, dunque, soggetti ad un potere (contrattuale) di coordinamento del committente che, alle volte, si somma ad una condizione di dipendenza economica dal committente medesimo. Si crea, quindi, una differenziazione interna all'area dell'autonomia coordinata che non pare adeguatamente valorizzata dal legislatore ordinario, ma che sembra interessare i sindacati. Il dato reale vede, infatti, agire rappresentanze varie, sicché occorre circoscrivere l'ambito di applicabilità degli artt. 39 e 40 Cost. L'assenza di un genuino interesse collettivo e di un'effettiva attività di autotutela inducono a ritenere che i collaboratori “forti” e il relativo associazionismo possano beneficiare delle sole tutele poste dagli artt. 2, 18 e 41 Cost. A conclusione si affrontano le problematiche che la ricostruzione così svolta solleva, ovverosia come garantire l'effettività delle tutele riconosciute al sindacalismo dei collaboratori “deboli” e come contemperare l'associazionismo dei collaboratori “forti” con il diritto antitrust comunitario. / The search starts with the reconstruction of socio-economic processes. Moving from these reflections, it's possible to see that today's companies take advantage of increasingly self-employed coordinated and continuous and, after d.lgs. 276/2003 “lavoratori a progetto”. These employees are, therefore, subject to a power (contractual) coordination of the customer that, at times, it adds up to a state of economic dependence by the same. It then creates an internal differentiation into autonomy area that does not seem properly valued by the ordinary legislator, but that seems to involve trade unions. Given that in reality there are different representations, we move to circumscribe the scope of applicability of the Arts. 39 and 40 Const. The absence of a genuine interest and genuine self activities suggest that employees "strong" and its associations can only benefit from the protections posed by Arts. 2, 18 and 41 Const. At the end tackling the problems so that the reconstruction turn raises, namely how to ensure the effectiveness of the safeguards recognized unionism collaborators "weak" and reconcile the associations of employees "strong" with the antitrust law.