This was an original case study that aimed to locate South African post-apartheid rural land social movements within existing theoretical approaches. The land social movements organize around land rights and access for landless people and for those whose land rights are weak or threatened. The study analyzed conditions contributing to the emergence of land social movements in the post-apartheid South Africa and struggle methods they employ, using a case study of the Tenure Security Coordinating Committee in KwaZulu-Natal.

Made available in DSpace on 2016-01-26T18:49:47Z (GMT). No. of bitstreams: 1 MARGARET_DISSERTACAO_28_09_2012.pdf: 996138 bytes, checksum: 696ee751d102788829f668208ec82282 (MD5) Previous issue date: 2012-08-30 / This study was carried out to ponder on the Coordinating Teachers everyday actions within their school contexts. The main aim of our work was to analyze which are the difficulties and possibilities faced by them in their everyday life, investigating work conditions, taking into account their importance as managers of the curriculum within the context of two state public schools in São Paulo State. The methodology used here focused on the qualitative approach, whose procedures of data collection and analysis were biographical research and case study. The information was collected with four coordinating teachers who work in state public schools (at grade, junior and senior high school levels). To collect the data, one used two procedures: a questionnaire with closed questions and an interview with open questions. One managed to find out that such PCs presented features which may interfere in the conduction of the pedagogical work, taking on both a positive character in their function, admitting possibilities for work satisfaction and accomplishment in the management of their everyday work and a negative one, such as deviations from their function, bureaucratization, social rules, indiscipline. One believes that such a function is marked by changes occurred in educational reforms carried out in the 1970s, 1980s, 1990s, and 2000s, which, up to the present day, interfere in its significance. / O presente estudo teve a finalidade de refletir sobre as ações cotidianas do Professor Coordenador (PC) em seu contexto escolar. O objetivo central do trabalho foi analisar quais as dificuldades e quais as possibilidades do PC no seu cotidiano, investigando suas condições de trabalho, considerando sua importância enquanto gestor do currículo no contexto de duas escolas estaduais do Estado de São Paulo. A metodologia utilizada centrou-se na abordagem qualitativa, cujo procedimento de coleta e análise documental constituiu-se de pesquisa bibliográfica e estudo de caso. As informações foram colhidas junto a quatro professores coordenadores que atuam em escolas da rede estadual de ensino (ensino fundamental e médio). Para a coleta de dados, foram adotados dois procedimentos: um questionário com questões fechadas e uma entrevista com questões abertas. Observou-se que os PCs apresentaram aspectos que podem interferir na condução do trabalho pedagógico, de caráter tanto positivo ligados à sua função, revelando possibilidades de satisfação e realização de trabalho engrandecedor na gestão de seu cotidiano; quanto negativo, tais como: desvios de função, burocratização, regulações sociais, indisciplina. Acredita-se que esta função esteja marcada por mudanças ocorridas nas reformas educacionais dos anos de 1970, 1980, 1990 e 2000, as quais interferem, até hoje, em sua significação.

In the early 1960s, African-American residents of southwest Georgia cooperated with organizers from the Student Nonviolent Coordinating Committee (SNCC) to launch a freedom movement that would attempt to battle white supremacy and bring all Americans closer to their country's democratic ideals. Movement participants tried to overcome the fear ingrained in them by daily life in the Jim Crow South, and to reconstruct American society from within. Working within a tradition of black insurgency, participants attempted to understand the origins of the intimidation and powerlessness that they often felt, and to form a strong community based on mutual respect, equality, and trust. Black women played fundamental roles in shaping this movement and African-American resistance patterns more generally, and struggles such as the southwest Georgia movement reveal the ways in which black people have identified themselves as American citizens, equated citizenship with political participation, and reinterpreted American democratic traditions along more just and inclusive lines. This thesis begins with a narrative of the movement. It then moves on to discuss SNCC's efforts to build community solidarity and empower African-American residents of southwest Georgia, and to consider the notion that SNCC owed its success to the activism of local women and girls. Next, it proposes that in the southwest Georgia movement there was no clear distinction between public and private space and work, and it suggests that activism in the movement emerged from traditional African-American patterns of family and community organization. Finally, this thesis asserts that the mass jail-ins for which the movement became famous redefined and empowered the movement community. This analysis reconsiders the analytical categories with which scholars generally study social movements. Instead of employing a linear narrative structure that emphasizes formal political activity and specific tactical victories, this thesis suggests that political participation takes diverse forms and it highlights the cycles of community building and individual empowerment that characterize grassroots organizing. It underscores the sheer difficulty of initiating and sustaining a mass struggle, and argues that the prerequisite to forming an insurgent movement is the ability of individuals to envision alternative social and cultural possibilities. / Arts, Faculty of / History, Department of / Graduate

Submitted by Renata Lopes (renatasil82@gmail.com) on 2015-12-16T17:29:20Z No. of bitstreams: 1 alexandremenezesteixeira.pdf: 8409444 bytes, checksum: df76f8cbe4e829db629062da1fd25bc7 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2015-12-17T11:07:03Z (GMT) No. of bitstreams: 1 alexandremenezesteixeira.pdf: 8409444 bytes, checksum: df76f8cbe4e829db629062da1fd25bc7 (MD5) / Made available in DSpace on 2015-12-17T11:07:03Z (GMT). No. of bitstreams: 1 alexandremenezesteixeira.pdf: 8409444 bytes, checksum: df76f8cbe4e829db629062da1fd25bc7 (MD5) Previous issue date: 2015-02-23 / FAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Gerais / Monitorar um ambiente através de múltiplos robôs autônomos em um espaço compartilhado sem que haja colisões é um grande desafio nos dias atuais. Várias pesquisas na área de robótica tem sido feitas para desenvolver essa tarefa. Sendo assim, este trabalho atua na coordenação de movimento de múltiplos robôs de serviço percorrendo de forma cíclica caminhos que se interceptam. É desejável que os robôs sigam pelos caminhos inicialmente planejados sem mudá-los durante a missão. Para evitar possíveis colisões, um controlador central foi desenvolvido para planejar as velocidades médias que os robôs deverão efetuar em cada trecho do circuito, maximizando o menor intervalo de tempo t que eles cruzam por um mesmo ponto de colisão. A solução centralizada utilizada neste trabalho foi modelada como um problema Mixed Interger Linear Programming (MILP) sendo usado o software Linear Interactive and General Optimizer (LINGO) para maximizar t e encontrar para cada robô os tempos de percurso para cada parte do caminho. Foi desenvolvida uma aplicação em C++ capaz de iniciar o processo de otimização e receber os tempos otimizados de percurso de cada robô, usados para determinar as suas respectivas velocidades médias. Além disso, esta rotina de programação teve como objetivo realizar o controle dos robôs, navegando-os com o auxílio do framework Robot Operating System (ROS) integrado ao LINGO. Para localizá-los no espaço utilizou-se um pacote de visão computacional do ROS denominado ARPOSE, com o intuito de descobrir suas respectivas posições e orientações em relação à um eixo de referência global. Por fim, simulações e testes reais foram realizados sobre um grupo de robôs para demonstrar a eficácia da abordagem. Os resultados obtidos foram satisfatórios, o que possibilitou atingir os objetivos propostos. / Monitoring an environment using multi-autonomous robots operating in a shared workspace without collisions with each other is a great challenge nowadays. Many researchs have been done to develop this important task in robotics. Thus, this thesis deals with coordinating the motions of multiple working robots traversing periodic intersecting paths. It is desired that mobile robots following the initially designed paths without change them during the mission. To avoid any collision a centralized controller was developed to planner the velocity profile of the robots over the predefined paths, maximizing the smallest time margin t that the robots cross over a same collision point. The centralized solution used in this work was modeled as a Mixed Integer Linear Programming (MILP) problem using the Linear Interactive and General Optimizer (LINGO) software to maximize t and to find for each robot the sub-path traversal time. It was developed a C++ code capable to start the optimization process and receive for each robot the optimized traversal times, used to calculate their respectives average speeds. Besides, this code was used to control the robots, which was done through the Robot Operating System (ROS) framework integrated with LINGO. A computer vision ROS package named ARPOSE was used to localize the robots during the task, calculating their poses relative the global reference frame. Finally, to demonstrate the effectiveness of the approach, simulantions and real tests was performed on mobile robots group. The results obtained were satisfactory, which allowed to achieve the goals.

Made available in DSpace on 2016-07-18T17:54:17Z (GMT). No. of bitstreams: 1 MARGARET_DISSERTACAO_28_09_2012.pdf: 996138 bytes, checksum: 696ee751d102788829f668208ec82282 (MD5) Previous issue date: 2012-08-30 / This study was carried out to ponder on the Coordinating Teachers everyday actions within their school contexts. The main aim of our work was to analyze which are the difficulties and possibilities faced by them in their everyday life, investigating work conditions, taking into account their importance as managers of the curriculum within the context of two state public schools in São Paulo State. The methodology used here focused on the qualitative approach, whose procedures of data collection and analysis were biographical research and case study. The information was collected with four coordinating teachers who work in state public schools (at grade, junior and senior high school levels). To collect the data, one used two procedures: a questionnaire with closed questions and an interview with open questions. One managed to find out that such PCs presented features which may interfere in the conduction of the pedagogical work, taking on both a positive character in their function, admitting possibilities for work satisfaction and accomplishment in the management of their everyday work and a negative one, such as deviations from their function, bureaucratization, social rules, indiscipline. One believes that such a function is marked by changes occurred in educational reforms carried out in the 1970s, 1980s, 1990s, and 2000s, which, up to the present day, interfere in its significance. / O presente estudo teve a finalidade de refletir sobre as ações cotidianas do Professor Coordenador (PC) em seu contexto escolar. O objetivo central do trabalho foi analisar quais as dificuldades e quais as possibilidades do PC no seu cotidiano, investigando suas condições de trabalho, considerando sua importância enquanto gestor do currículo no contexto de duas escolas estaduais do Estado de São Paulo. A metodologia utilizada centrou-se na abordagem qualitativa, cujo procedimento de coleta e análise documental constituiu-se de pesquisa bibliográfica e estudo de caso. As informações foram colhidas junto a quatro professores coordenadores que atuam em escolas da rede estadual de ensino (ensino fundamental e médio). Para a coleta de dados, foram adotados dois procedimentos: um questionário com questões fechadas e uma entrevista com questões abertas. Observou-se que os PCs apresentaram aspectos que podem interferir na condução do trabalho pedagógico, de caráter tanto positivo ligados à sua função, revelando possibilidades de satisfação e realização de trabalho engrandecedor na gestão de seu cotidiano; quanto negativo, tais como: desvios de função, burocratização, regulações sociais, indisciplina. Acredita-se que esta função esteja marcada por mudanças ocorridas nas reformas educacionais dos anos de 1970, 1980, 1990 e 2000, as quais interferem, até hoje, em sua significação.

In this thesis I look at the Arkansas Project and more specifically the racial dynamics within the project and the surrounding communities in Arkansas where SNCC engaged to assist the residents fight for their civil rights. In addition, I analyze how the differences in the urban and rural communities were affected by the racial dynamics of the project's leadership. The Arkansas project was led by William Hansen, a white man, which made him and the project unique from not only other SNCC projects, but other civil rights organizations. This distinction made the strategy that had to be implemented with the project staff internally and also externally in the Arkansas communities different because his race had to be taken into consideration for all purposes. Another aspect that came into play in Arkansas was the fact that some of their activities occurred in urban communities and others occurred in rural communities. These difference in communities affected not only how the local blacks received the SNCC volunteers, but also affected how local whites received the SNCC volunteers. Although the fact that the Arkansas Project had a white field director made it unique and the racial dynamics worthy of scholarly investigation, Bill Hansen's racial identity was far from the only reason that the organization's work in Arkansas is historically significant. This thesis also looks at the important activities in which SNCC engaged and impacted because of their presence in Arkansas. Of those activities, SNCC impacted the creation of several local groups where local citizens helped to fight for their civil rights, in fighting for their civil rights, those groups engaged in sit-ins, protests, and fighting legal battles in court where some of their cases made it all the way to the United States Supreme Court and impacted the civil rights movement in the south. Two important legal cases that had ramifications for the civil rights movement beyond the state that originated in Arkansas. The cases of Lupper v. State of Arkansas and Raney v. Board of Education made it all the way to the United States Supreme Court out of Arkansas. They helped shape the civil rights movement because Lupper helped clarify sit-in cases and the constitutionality of the arrests. The arrests were deemed unconstitutional because the Civil Rights Act of 1964 forbade discrimination in places of public accommodation and allowed peaceful attempts to be served like any other member of the public from punishable activities in spite of the fact the activities occurred prior to the date of its enactment. In addition, Raney helped define desegregation efforts in the south as many states attempted to avoid the Brown v. Board of Education decision by implementing "freedom of choice plans." Freedom of choice plans were state attempts to circumvent the Brown decision by making the students and their family choose which school they would attend. These cases helped shape the civil rights movement and dealt with sit ins and integrating schools. This thesis provides an important addition to the scholarship about SNCC and SNCC's Arkansas Project.

This ethnohistorical study returns to a historical site of Black education, The Mississippi Freedom Schools (MFS) of 1964, to excavate conceptions of teacher education and Black education held by the Student Nonviolent Coordinating Committee (SNCC) a predominantly Black social movement organization. The MFS served as an alternative site of education for Black children across the state of Mississippi that, unlike public school, placed the lives of Black children and the movement for Black liberation at the center of learning. Through an analysis of digital archival documents, secondary sources, and interviews this dissertation is segmented into two sections of historical findings. Part I begins with a series of narratives recounting a racialized history of teacher education, the journey of Black education in America, and the origin of SNCC. The second section details the foundational values of teacher education, answers the question, “What counted as teacher education?”, and derives the essential components of Black education all held by SNCC. By illuminating these conceptions this study aims to inform and transform the trajectory of not only how teachers are prepared to teach Black children, but also inform the broader field of education as it relates to education policy, curriculum, and teacher education program design. This study found that the foundational values of teaching and teacher education held by SNCC required teachers to interrogate and confront their deepest perceptions of Black folk, demands that teachers release ego and hero archetypes, and that teacher education actively disrupt traditional teacher-student binaries. Additionally, this study found that SNCC believed that a shattering of perceived realities and ideological foundations, a theoretical understanding of the Black American experience, and a knowledge of both the historical and current context of Mississippi counted as teacher education. Lastly, this dissertation found, according to SNCC, Black education served as a confirmation of youth’s lived experiences in an inequitable society, to demystify the functions of society that leads to oppression, aimed to dispel anti-Black myths and supplement the erasure of Blackness in school curriculum, and worked to cultivate an activist mindset and skillset.

The dissertation aims to examine the intelligence coordination mechanisms in the US and UK with a view to comparing them and identifying similarities and differences between them. To achieve this aim, the study provides a conceptual framework of intelligence as a system and explains the rationale for coordination between the respective intelligence services. The study analyses the coordination mechanisms which existed in the US and UK prior to the 11 September 2001 attacks and the Second Gulf War. The study examines the findings and recommendations of inquiries in both the UK and US that followed these events. This is followed by an analysis of the measures that were introduced after these events in order to strengthen and improve intelligence coordinating mechanisms in the US and UK. The study highlights the need for centralised intelligence coordination systems, and illustrates that coordination is required to ensure that intelligence services function as a unified intelligence community. The study concludes that the nature of twenty-first century threats demands that intelligence communities improve coordination, which entails a shift from decentralised services toward a centralised, unified intelligence community. Copyright / Dissertation (MSS)--University of Pretoria, 2008. / Political Sciences / unrestricted

No description available.

The purpose of this quantitative study was to examine the relationship of participation and involvement in an undergraduate student success program to academic success and persistence among students in three programs sponsored by the Texas Higher Education Coordinating Board (THECB): the G-Force Collegiate Work-Study Mentorship Program, the Advancement Via Individual Determination (AVID) for Higher Education (AHE) program, and the THECB work-study program. The sample was identified using data from the THECB during the 2009-2013 academic years. Compared to THECB work-study students, significantly more AHE and G-Force students persisted toward graduation while engaged in the program (p < .001). ANOVA indicated that AHE students had a higher average GPA compared to G-Force and THECB work-study students, controlled for gender, race/ethnicity, pre-program GPA, and length of time in the position. Regression analyses found no statistically significant relationship between program associations and persistence towards graduation or GPA. Results suggest that although participation in a peer leadership programs such as AHE and G-Force encourage greater academic achievement and persistence, there is no direct relation to the achievement of these outcome variables. Implications of the study suggest the need for a deeper analysis into elements of peer leadership programs that contribute to student success, an expanded analysis of outcomes across a wider range of demographic variables, and an exploration of peer leadership programs across campuses for comparison of persistence and GPA outcomes.