The aim of this study is to investigate how companies within different industries that use budgets perceive the critique that has been raised against it. As such, this study explores whether the companies find the critique valid and if so, whether and how they have managed to cope with the problems that the budget has been argued to entail. Additionally, this study explores the potential impact that the external and internal context of the budget may have on these perceptions. Utilizing on a qualitative case study research design, our findings indicate that the relevance of the critique is contextually contingent with regards to both the external and the internal environment of a company. Consequently, the likelihood for the alleged problems of the budget to appear is greater when the alignment between a company’s external and internal environment and the employed budget purpose is poor, and/or when the budget’s cohesiveness with other management control systems within a certain management control system-package is deficient. Thus, in contrast to the critics, we argue that budgets should not be seen as a static and stand-alone practice as it evidently constitute a multifaceted and contingent practice.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-12T17:43:52Z No. of bitstreams: 1 thiagobarrosdecastro.pdf: 332943 bytes, checksum: 3603ed64574efe5c45e6edaa831a46cd (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T03:31:01Z (GMT) No. of bitstreams: 1 thiagobarrosdecastro.pdf: 332943 bytes, checksum: 3603ed64574efe5c45e6edaa831a46cd (MD5) / Made available in DSpace on 2016-04-24T03:31:01Z (GMT). No. of bitstreams: 1 thiagobarrosdecastro.pdf: 332943 bytes, checksum: 3603ed64574efe5c45e6edaa831a46cd (MD5) Previous issue date: 2016-01-23 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente trabalho apresenta reflexões e argumentos referentes a importância instrumental e motivadora da História Matemática para o processo de ensino aprendizagem dos conteúdos matemáticos, salientando também a coerência de sua aplicabilidade com as propostas definidas pelos parâmetros curriculares e leis educacionais vigentes no sistema atual, destacando as possibilidades de contextualização em todos os segmentos em que se encontra inserido o educando: aspecto escolar, social e filosófico, bem como exemplos e sugestões que colaboram com os argumentos apresentados. Para tanto, as pesquisas foram orientadas a partir de literaturas de EVANS, D’AMBRÓSIO, MESERVE, ZUNIGA, FERREIRA, SWETZ, entre outros, que corroboram o princípio de que a matemática baseada em sua concepção histórica fornece, além da compreensão numérica, instrumentos fundamentais para sua aplicação no cotidiano escolar. Assim, a pesquisa apresenta argumentos que fortalecem a proposta de buscar na História recursos e procedimentos que viabilizem sua compreensão enquanto disciplina escolar de forma mais profunda, esclarecedora e, consequentemente duradoura. / This paper presents reflections and arguments regarding instrumental and motivational importance of Mathematics History for teaching learning process of mathematical content, and underlines the coherence of its applicability to the proposals set out by the curriculum guidelines and existing educational laws in the current system, highlighting the contextualization of possibilities in every segment in which it is inserted the student: academic, social and philosophical aspect as well as examples and suggestions that collaborate with the arguments presented. To this end, the research was oriented from literatures of EVANS, D’AMBRÓSIO, MESERVE, ZUNIGA, FERREIRA, SWETZ, among others, which support the principle that the math based on its historical design provides, in addition to numerical understanding, tools fundamental to its application in everyday school life. Thus, the research presents arguments that strengthen the proposal to seek in history resources and procedures that enable their understanding as school subject more deeply, enlightening and therefore lasting.

This dissertation consists of a development of the notion of equilibrium in non-cooperative games (introduced by John Nash in his doctoral dissertation submitted in May 1950) from the point of view of games played by complex adaptive systems (such as States) who adapt to an asymmetric distribution of bargaining power. The main ingredient of this dissertation is the notion of the contextually normalized solution, that implies that players routinely repeat strategies that work, and that an asymmetric complex game will be in a stable state so long as the set of normal strategies consists of the stronger players’ most preferred and the weaker players’ least disliked strategies. There is no other generality in rational behaviour; all else is relative to the frame of reference.

Academics and lay persons alike freely acknowledge that principals exert enormous influence over the creation, maintenance and enhancement of the learning environment in schools. They recognise that a turbulent educational world presents principals with multiple challenges in sustaining the conditions necessary for student achievement, and that some principals are more successful in this endeavour than others. This small-scale qualitative study uses a semi-structured interview process to gather data from five Chairpersons of Boards of Trustees who have appointed a principal within the preceding twelve months. The study discusses the professional capabilities that theoretical and empirical research suggests distinguish highly effective principals from capable performers. It adopts a bipartite approach to the literature, examining both academic understandings and the degree to which available official publications inform the thinking of Boards of Trustees prior to embarking on the principal appointment process. The study then explores the extent to which these understandings influence the decision-making of five Boards of Trustees in appointing a new principal. Research findings reveal a dichotomy between the theory underpinning concepts of highly effective principals and the practice of Boards of Trustees in appointing a principal. Largely unaware of the academic literature and inadequately informed by official publications, Boards of Trustees adopt a problematic generic recruitment and selection process. Uncritical acceptance of the professional knowledge and standing of external consultants and misplaced trust in the advice they proffer leads Boards to proceed on a questionable perceptual basis. Secure in the knowledge that they have obtained the educational expertise they freely acknowledge they lack, Boards are further exposed to prevailing market discourses and internal prejudices which undermine their ability to identify and appoint a principal who possesses the capabilities necessary to exercise highly effective, contextually specific leadership. This study suggests that the autonomy of Boards of Trustees in their role as employer be sustained but supported through the mandatory appointment of an appropriately qualified advisor and that the involvement of existing advisors be further scrutinized.

Trots att elevernas intresse för de naturvetenskapliga ämnena har sjunkit med åren är det viktigt att lärare förser elever med de kunskaper eleverna behöver för att kunna verka och agera som framtida demokratiska medborgare. Undervisning som inkluderar utomhuspedagogik gör förståelsen mindre abstrakt för eleverna. Dock har det visat sig att lärare undviker att bedriva utomhuspedagogik. Därför undersöks det i denna studie om lärare kan förse elever med den typ av upplevelser i skolmiljön med hjälp av levande eller icke levande ting som tagits in från naturen. Den deduktiva studien tar utgångspunkt i Morris (2019) revision av Kolbs experiential learning cycle med hjälp av den första fasen i cykeln, contextually rich, concrete experiences. Studien utgår även från begreppet connectedness to the environment för att undersöka på vilka sätt eleverna utsätts för en undervisning som gynnar deras kunskapsförståelse. Metoden som använts i undersökningen är semistrukturerade intervjuer med fem lärare som undervisar i de naturorienterande ämnena i årskurserna 4–6. Insamlad data har genomgått en tematisk innehållsanalys och kategoriserats utifrån frågeställningarna. Resultat och slutsatser visar att lärare vill arbeta med utomhuspedagogik i större utsträckning än vad de gör i dagsläget och vad som krävs för att de ska kunna bedriva sådan undervisning. Vidare framgår det att alla lärare i studien förser eleverna med undervisning som stimulerar deras sinnen och kan ses som contextually rich, concrete experiences. Att använda ting från naturen i undervisningen ses som en nödvändighet för att kunna förse eleverna med rika upplevelser inom naturvetenskap när utomhuspedagogikens arbetssätt används inomhus.