Submitted by RONALDO JOSÉ ROSA JUNIOR null (prof.ronaldojr@terra.com.br) on 2018-02-27T20:05:05Z No. of bitstreams: 2 rosajunior_rj_me_sjrp.pdf: 4526112 bytes, checksum: 8c02c7ae4ee68d675d6bae87d415200b (MD5) Rosa Junior, Ronaldo José.pdf: 4526111 bytes, checksum: 79e4cb4578f3782c03113acc9941595c (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-02-28T14:27:26Z (GMT) No. of bitstreams: 1 rosajunior_rj_me_sjrp.pdf: 4526112 bytes, checksum: 8c02c7ae4ee68d675d6bae87d415200b (MD5) / Made available in DSpace on 2018-02-28T14:27:26Z (GMT). No. of bitstreams: 1 rosajunior_rj_me_sjrp.pdf: 4526112 bytes, checksum: 8c02c7ae4ee68d675d6bae87d415200b (MD5) Previous issue date: 2018-02-02 / Este trabalho propõe uma ordenação de ideias de cunho reflexivo-teórico sobre Educação Financeira e sobre a possibilidade de os alunos serem convidados a se tornarem agentes responsáveis pelo processo de aprendizagem de Matemática Financeira. Este convite, por mediação do professor, se dá num cenário de investigação e reflexão e num claro exercício de intervenção e julgamento prático. Para não suprimir a prática de exercícios, tampouco a teoria sem, no entanto, encará-los como único meio de abordagem, foi eleita a proposta de resolução de questões como estratégia inicial, levando-se em consideração a contextualização e a transversalidade que o assunto permite na interação com outras áreas do conhecimento matemático. Há, ainda, a possibilidade de aprofundamento no tema podendo, assim, transitar desde os mais fundamentais conceitos de regras de três e porcentagens, até o estudo de sequências, funções, exponenciais, logaritmos, construção e análise de gráficos e tabelas. A análise e resolução de questão do Exame Nacional do Ensino Médio (ENEM) e de questão de prova de concurso público de nível médio, desenvolvidas ao longo dos capítulos, confirmam que a aquisição do saber matemático, fundamentada na visão crítica de problemas cotidianos, proporciona ao aluno a confiança e o desprendimento essenciais para o enfrentamento de situações técnico-científicas. Também geram a capacidade de raciocínio lógico-matemático necessário ao seu pleno exercício de cidadania, conforme propostas de Educação Financeira estabelecidas pela Lei de Diretrizes e Bases da Educação Nacional (LDB/96) e dos Parâmetros Curriculares Nacionais do Ensino Médio (PCNEM). / This essay proposes a sort of reflective-theoretical ideas about Financial Education and about the possibility of the students to be invited to be responsible agents of Financial Mathematics learning. This invitation, with the teacher’s mediation, happens in a reflection and investigation scenario and in a clear exercise of intervention and practical judgment. To neither suppress the practicing of the exercises, nor the theory without, yet, face them as the only means of approach, a proposal of solving the questions as initial strategy was chosen, taking into consideration the contextualizing and the transversality which the issue allows in the interaction with other mathematical fields of expertise. There is, still, the possibility of the exploration in greater depth of this topic and it can, therefore, switch over between the most fundamental rules of three concepts and percentages, and the studying of sequences, functions, exponentials, logarithms, building and analyzing graphs and tables. The analysis and question solving of “Exame Nacional do Ensino Médio (ENEM)” and middle level test solving of public contest, solved as and when chapters are presented, confirm that the acquisition of the mathematical knowledge, supported by the critical view of daily problems, provides the students with the essential confidence and detachment for the confrontation of technical-scientific situations. Also, they generate the capability of mathematical-logic thinking needed to the students’ complete exercise in citizenship, according to the proposals of Financial Education established by the “Lei de Diretrizes e Bases da Educação Nacional (LDB/96)” and the “Parâmetros Curriculares Nacionais do Ensino Médio (PCNEM)”.

The purpose of the study was to evaluate Pakistan's national history curriculum in the post 18th constitutional amendment scenario. The amendment bequeathed the responsibility of education, including curriculum development, to the provinces. This study sought input from educators on ways the national curriculum currently addresses local needs and requirements as well as considerations for any potential changes or improvements. Traditionally, history curriculum has been used mainly for social identity formation and ideological indoctrination; current scholarship on history education has now also included national identity formation. Additionally, scholarship has begun to analyze possible purposes behind social identity formation, whether used negatively or positively. This study, which took place in Balochistan, Pakistan, used a qualitative case study approach. A provincial level conference was convened as a context and data source that involved 28 educators including teachers, teacher educators, curriculum experts, and policy actors as participants in the study. The texts of five representative educators engaged in the conference dialogue was selected for analysis. Discourse analysis was the methodology used to arrive at findings of the study. The study yielded several interesting findings that give insight about the national history curriculum of Pakistan and future curriculum practices of the Balochistan province. According to the selected educators, the national history curriculum of Pakistan has been unidimensional, based on Islamic ideology that embraces a religious national identity. The selected educators argued that the curriculum is unwelcoming to diversity, does not promote peace and equity, conceals truth, and hinders critical thinking. They found the national history curriculum non-representative of the local context of Balochistan province. In light of these findings, the selected educators proposed a history curriculum for Balochistan province that promotes peace, tolerance, equity, and respect for diversity, truth, and critical thinking. The participating educators saw a provincial/local focus as addressing many limitations of the national curriculum that are also addressed by curriculum literature, although not necessarily from this perspective. The study contributes to curriculum theory in general and curriculum evaluation in particular. The study finds its place in the larger debates on how history education influences individual and group identities.

When the Iron spirals investigated in this paper saw the light again no one looked at them as nothing more than decoration. It was first during the 2011 excavation in Old Uppsala that the symbolism of the items no longer could be ignored. The spirals of Old Uppsala lay along the walls of the great hall, which stood upon one of the human constructed plateaus in the area. The hall had been burned down and then cleared of all lumber. Then the iron spirals had been placed in the positions and then everything was sealed with a layer of clay. A study of the artifact began with the purpose to contextualize and interpret the iron spiral. Several others iron spirals were investigated and compared. The others comparing context were found in boat graves or boat contexts. With a new perspective on the spirals as active agents I soon realized the symbolic value of the artifact. The spiral contexts were clearly sym-bolic and connected with the belief about the Hall and Ship symbolism. Several evidences indicated that the hall in Old Uppsala was meant to look as a boat and the iron spirals helped the hall doing so as well as reinforce the symbolism of the ship. The hall and the ship stood for power and structure on land respectively on water. The spiral symbol itself may well be a symbol connected with law, power and structure. / Gamla Uppsala - framväxten av ett mytiskt centrum

This thesis explores lifespan and intergenerational trauma effects experienced by Russian Mennonite women who fled from Stalinist Russia during WWII and migrated to Canada, and adult sons or daughters of this generation of women. As an adult child of survivors, I employed an autoethnographic methodology, conducting 1-on-1 interviews with eight women aged 78 to 96, and seven adult children aged 50 to 68. Older women demonstrated a lifelong emphasis on mental strength, faith, and resilience; the marginalization of emotions; evidence of insecure attachment styles; and potential for unresolved trauma to resurface in later life. The majority of adult children experienced attachment and identity issues; their life experiences are viewed through the lens of biological, psychological, familial, cultural (religious) transmission of trauma effects. Results highlight the importance of structural and narrative social work approaches that externalize and contextualize trauma and transform service environments that individualize and/or pathologize lifespan outcomes of trauma.

This thesis explores lifespan and intergenerational trauma effects experienced by Russian Mennonite women who fled from Stalinist Russia during WWII and migrated to Canada, and adult sons or daughters of this generation of women. As an adult child of survivors, I employed an autoethnographic methodology, conducting 1-on-1 interviews with eight women aged 78 to 96, and seven adult children aged 50 to 68. Older women demonstrated a lifelong emphasis on mental strength, faith, and resilience; the marginalization of emotions; evidence of insecure attachment styles; and potential for unresolved trauma to resurface in later life. The majority of adult children experienced attachment and identity issues; their life experiences are viewed through the lens of biological, psychological, familial, cultural (religious) transmission of trauma effects. Results highlight the importance of structural and narrative social work approaches that externalize and contextualize trauma and transform service environments that individualize and/or pathologize lifespan outcomes of trauma.

This thesis research concerns women’s social entrepreneurship in Gaza Strip. Itsmain purpose is to provide a better understanding of how women socialentrepreneurs experience social entrepreneurship in Gaza Strip. Also, it digs deepinto their motives and challenges. The main methodological approach is thenarrative approach. Five women social entrepreneurs from Gaza Strip areinterviewed, and their full narratives are presented as empirical material so that theirvoices are heard and their fluctuating experiences are recognized. The narratives areanalyzed based on the three pillars of social entrepreneurship, social mission,sustainable profit, and social change. Also, the motives and challenges are analyzedbased on the socio-cultural and economic contexts of Gaza Strip. According to thisthesis research, family support and education are fundamental factors in enablingwomen’s social entrepreneurship in Gaza Strip. Also, women social entrepreneurschoose social entrepreneurship because they are inspired by their education, thedesire for personal development and recognition, and helping others through socialentrepreneurship. Moreover, their significant challenges are socio-cultural barriers,poor entrepreneurial education, lack of awareness, deteriorating economic situation,blockade, electricity outage, and favoritism. Finally, this thesis research fills someliterature gaps regarding the nexus between women social entrepreneurs in GazaStrip, patriarchal societies, and regions with conflicts and social entrepreneurship.Also, it highlights the importance of contextualizing women social entrepreneurs inresearch.

This thesis proposes that the destitute people of South Africa, and specifically Tshwane, comprise an often neglected group of people that can and must be helped by means of missions with the destitute to experience growing degrees of SHALOM. Part of this would include a drive to re-integrate the destitute into society as functioning members of that society. This is undertaken through developing a proposed model that strives to empower destitute people in a variety of ways, using a variety of "movements" and strategies. A model such as this is necessary in the light of the seeming inability of helpers (including churches, CBO's and other non-religious organizations), to come to grips with the complex problem of destitution in our country, and in Tshwane specifically. This perceived inability is addressed by exploring the problem of destitution, in the process seeking a better understanding of a complex problem, followed by considering the responsibility of the church as missiological agent of social healing and ministry. Missiologically, SHALOM is perceived as the aim/ goal of missions with the destitute, where SHALOM refers to wellbeing, justice, relational, completeness, whole-being, peace, etc. The model is intended to serve as a viable strategy in the arsenal of churches that take the missiological call towards social healing seriously, and to provide a comprehensive, holistic approach when dealing with the destitute. It is postulated that the church, more than any other organization, should enjoy an advantage when it comes to social ministry, because of two reasons, namely (1) a strong missiological point of departure as a motivation to be involved in social ministry, where we see the church as a partner in the Missio Dei, and (2) a strong missiological aim, namely SHALOM, which transcends mere charity or welfare, but seeks to empower people holistically. / Christian Spirituality, Church History and Missiology / D. Th. (Missiology)

This thesis proposes that the destitute people of South Africa, and specifically Tshwane, comprise an often neglected group of people that can and must be helped by means of missions with the destitute to experience growing degrees of SHALOM. Part of this would include a drive to re-integrate the destitute into society as functioning members of that society. This is undertaken through developing a proposed model that strives to empower destitute people in a variety of ways, using a variety of "movements" and strategies. A model such as this is necessary in the light of the seeming inability of helpers (including churches, CBO's and other non-religious organizations), to come to grips with the complex problem of destitution in our country, and in Tshwane specifically. This perceived inability is addressed by exploring the problem of destitution, in the process seeking a better understanding of a complex problem, followed by considering the responsibility of the church as missiological agent of social healing and ministry. Missiologically, SHALOM is perceived as the aim/ goal of missions with the destitute, where SHALOM refers to wellbeing, justice, relational, completeness, whole-being, peace, etc. The model is intended to serve as a viable strategy in the arsenal of churches that take the missiological call towards social healing seriously, and to provide a comprehensive, holistic approach when dealing with the destitute. It is postulated that the church, more than any other organization, should enjoy an advantage when it comes to social ministry, because of two reasons, namely (1) a strong missiological point of departure as a motivation to be involved in social ministry, where we see the church as a partner in the Missio Dei, and (2) a strong missiological aim, namely SHALOM, which transcends mere charity or welfare, but seeks to empower people holistically. / Christian Spirituality, Church History and Missiology / D. Th. (Missiology)