The purpose of the study was to establish that a relationship existed between teacher Pupil Control Ideology (PCI) and membership of a practical subject faculty or of a humanities subject faculty in ACT government high schools. It was hypothesized that teachers in practical subject faculties and teachers of practical subjects would be custodial in their PCI. Teachers in humanities subject faculties and teachers of humanities subjects would be humanistic in their PCI. A subsidiary purpose was to replicate earlier research findings of a relationship between PCI and years of teaching, sex, position in the school administration, and type of school. The PCI Form was administered to a population sample of 116 teachers from five high schools in the Belconnen area of Canberra. The results were subjected to t-test and one-way analysis of variance. Statistically significant relationships were observed between PCI and teacher variables of subject faculty, subject taught, and sex of teacher. Earlier findings for other variables were not replicated. The direction of findings was surprising. Teachers in practical subject faculties and of practical subjects were more humanistic than humanities faculty and subject teachers. Female teachers were more custodial than male teachers. An analysis of variance showed no interaction effect between variables sex and faculty, and sex and subject taught. More research on possible causes of the relationships, such as student attitude to subject, and teacher sense of achievement, is needed before the findings can have practical application.

Thesis (J.C.D.)--Catholic University of America, 1926. / Vita. eContent provider-neutral record in process. Description based on print version record. "Sources": p. iv. Bibliography: p. v-x.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-02-04T07:18:54Z No. of bitstreams: 2 Tese - Hugo Machado Sanchez - 2015.pdf: 1260200 bytes, checksum: a85c892c644f1d4664f7fe5fc5d87c5e (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-02-04T07:26:52Z (GMT) No. of bitstreams: 2 Tese - Hugo Machado Sanchez - 2015.pdf: 1260200 bytes, checksum: a85c892c644f1d4664f7fe5fc5d87c5e (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-02-04T07:26:52Z (GMT). No. of bitstreams: 2 Tese - Hugo Machado Sanchez - 2015.pdf: 1260200 bytes, checksum: a85c892c644f1d4664f7fe5fc5d87c5e (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-11-24 / The objectives of this study were to analyze the quality of life (QOL) and the quality of working life (QWL) of university professors in different areas of knowledge; identify the influence of socio-demographic aspects of QOL and QWL university teachers; analyze the effect of aspects to work on QOL and QWL academics and identify the influence of aspects related to health in QOL and QWL academics from different fields of knowledge. Cross-sectional study in a university in Brazil midwestern, whose data were collected by sociodemographic questionnaire with questions related to job data and health, the WHOQOL-Bref to evaluate QOL and TQWL-42 for analysis of QWL of 284 academics from the fields of science health / biology, agricultural sciences, humanities and exact sciences. The results of QOL and QWL did not differ between areas of knowledge and were influenced by factors such as, are they better pay (p = 0.017), the statutory agreement (p = 0.005) did not move from the city of residence for act as teachers (p = 0.049), better lighting (p = 0.000), comfortable temperature (p = 0.001), few noise (p = 0.048), material resources (p = 0.042), fewer students in class (p = 0.027) and exercise workload in administrative function (p = 0.023). It was also observed that QOL and QWL are interrelated (r = 0.564 and p = 0.000). Perform administrative activities, number of students in the classroom are predictors respectively QOL and QWL. It was found that teachers who practice physical activity had better scores on the QOL (p = 0.006) and in the QWL (p = 0.003) and those who reported a better quality asleep (p = 0.001). In addition, QOL and QWL also had lower scores on teachers who reported sick leave (p = 0.023), those who make use of medication (p = 0.034), which have poor diet (p = 0.000) and have less leisure activities (p = 0.001) and there was an association between age and QOL (r = 0.119 and p = 0.045). It concludes that the work and life of teachers are interdependent and there is no difference in QOL and QWL among teachers of different areas of knowledge. Besides the evaluated teachers showed that their QOL and QWL are influenced by organizational factors / work-related and health aspects. / Os objetivos do presente estudo foram analisar a qualidade de vida (QV) e a qualidade de vida no trabalho (QVT) de docentes universitários em diferentes áreas do conhecimento; identificar a influência dos aspectos sociodemográficos na QV e QVT de docentes universitários; analisar o efeito dos aspectos relacionados ao trabalho na QV e QVT de docentes universitários e identificar a influência dos aspectos relacionados à saúde na QV e QVT de docentes universitários de diferentes áreas do conhecimento. Estudo descritivo transversal realizado em uma universidade no centro-oeste brasileiro, cujos dados foram colhidos mediante questionário sociodemográfico com questões relacionadas a dados do trabalho e da saúde, do WHOQOL-Bref para avaliar a QV e do TQWL-42 para análise da QVT de 284 docentes universitários das áreas de ciências saúde/biológica, ciências agrárias, ciências humanas e ciências exatas. Os resultados da QV e da QVT não diferiram entre as áreas do conhecimento e foram influenciados por fatores como, são eles a melhor remuneração (p=0,017), o contrato estatutário (p=0,005), não deslocar-se da cidade de residência para exercer docência (p=0,049), melhor iluminação (p=0,000), temperatura confortável (p=0,001), poucos ruídos (p=0,048), recursos materiais (p=0,042), menor número de alunos em sala (p=0,027) e exercer carga horária em função administrativa (p=0,023). Observou-se também que a QV e QVT se inter-relacionam (r=0,564 e p=0,000). Exercer atividades administrativas, número de alunos na sala de aula são fatores preditores, respectivamente da QV e QVT. Constatou-se que docentes que praticam atividade física tiveram melhores escores na QV (p=0,006) e na QVT (p=0,003), assim como aqueles que referiram uma melhor qualidade no sono (p=0,001). Além disso, a QV e a QVT também apresentaram menores escores nos docentes que referiram ter afastamento por doença (p=0,023), naqueles que fazem uso de medicamento (p=0,034), que possuem má alimentação (p=0,000) e que possuem menos atividades de lazer (p=0,001) e houve associação entre idade e QV (r=0,119 e p=0,045). Conclui-se que o trabalho e a vida dos docentes são interdependentes e não há diferença na QV e QVT entre os docentes das diferentes áreas do conhecimento. Ademais os docentes avaliados demonstraram que sua QV e QVT são influenciadas por fatores organizacionais/relacionados ao trabalho e por aspectos ligados a saúde.

The thesis deals with the career development of VSE faculties' graduates at the labour market. The goal of this thesis was to find out, how the working career looks like after finishing studies and how it is developing. There are described fields of the first job, career growth after eighteen months, the ratio of managerial positions in several categories, a salary height, a holiday length, the size of companies etc. The specifications which the employers require from graduates are approached in the theoretical part where the youth unemployment in other European states is described as well.

L'expression « facultés mentales », il est bon de le souligner dès l'abord, sera ici utilisée dans l'acception que lui donne le Vocabulaire juridique de Gérard Cornu : « ensemble des moyens psychiques gouvernant la capacité de comprendre et de vouloir ».Juridiquement, c'est la pleine possession de ses facultés mentales qui confère à l'individu la qualité de sujet de droit agissant. Mais en droit du travail la problématique prend une dimension particulière: le lien de subordination caractéristique du contrat de travail repose d'un point de vue théorique sur l'aliénation des facultés mentales du salarié au service de l'employeur. Ainsi, si le salarié use de façon autonome de ses facultés mentales au moment de la conclusion du contrat de travail, ces dernières se trouvent en quelque sorte spoliées au stade de l'exécution du contrat, le rapport de soumission et de direction induit par le lien de subordination impliquant précisément que le salarié renonce à toute volonté propre. Il y a donc, dans l'essence du concept de subordination, l'idée d'une dépossession des facultés mentales de l'individu, qui se métamorphose en simple « objet» du contrat, et se trouve temporairement privé de ses capacités personnelles de penser, de créer, d'agir.Pourtant, il apparaît clairement que le salarié d'aujourd'hui ne peut se réduire à ce rôle de pur exécutant dénué d'âme. La mondialisation de l'économie, l'essor du secteur tertiaire et la révolution numérique ont transformé significativement le monde de l'entreprise. Dans cet univers nouveau, le salarié est de plus en plus amené à utiliser ses moyens psychiques propres, non seulement dans l'élaboration des conditions et de la durée du travail, mais aussi dans son exécution elle-même. L'esprit est devenu la nouvelle force de travail, dont l'usage est difficile à quantifier, donc à limiter.Situation qui pose au droit des problématiques inédites : comment appréhende-t-il le phénomène protéiforme de la mobilisation des facultés mentales au travail? Quelles conceptions le guident ? / To begin with, it should be noted that the expression «mental faculties» shall take on the meaning given in the Vocabulaire juridique by Gérard Cornu: namely, «all mental and psychological faculties that control the ability to understand and want».Legally speaking, only individuals in full possession of their mental faculties are entitled to rights and duties. However, in the field of labour law, a specific dimension has to be taken into account with regard to this issue. Indeed, the usual relationship of subordination between employer and employee theoretically lies upon the alienation of the employee's mental faculties when the employment contract is concluded. In other words, employees may initially enjoy the autonomous use of their mental faculties when the contract is signed, they are nevertheless dispossessed of these mental faculties as soon as the contract comes into force, for managing and subjugating people entailed by the relationship of subordination precisely imply that the employees give up their own free will. Thus, at the core of the concept of subordination, lies the idea that individuals become mere «objects» of the contract, and are temporarily left without their own capacities to think, create, and act.Yet it clearly appears that today's workers can't be reduced to the role of mere task performers with no soul or feelings. The ever-increasing globalization of markets, the rise of the tertiary sector, and the booming digital revolution have dramatically changed the business world. In this new environment, employees have to resort to their own mind faculties more and more, not only to elaborate work conditions and hours but also to perform the tasks themselves. The mind has become the new workforce, a workforce which is difficult to measure and therefore to limit.This situation rises new issues in the field of law: how should this multifaceted phenomenon about mobilising mental faculties at work be dealt with? Along which lines?

The work deals with the history of teaching religious-legal subjects of theology and law in the Czechlands in the years 1918-1989. The author examines the structure of all subjects thematically related to canon law and describes changes depending on the legislative and historical contexts of individual time periods. The work also maps the roles of different lecturers at universities that have been providing religious-legal subjects. Moreover, the author mentions major publications of those teachers. In its conclusion the thesis presents structured medallions of the teachers mapping their studies, subsequent exposure to individual universities, their publishing and other relevant activities in ecclesiastical structures. Complete lists of religious-legal subjects are then included in separate annexes chronologically grouped separately for each university.

Made available in DSpace on 2015-03-04T19:59:50Z (GMT). No. of bitstreams: 0 Previous issue date: 12 / Nenhuma / A avaliação da aprendizagem constitui-se num tema recorrente no campo pedagógico e motivo de preocupação para os professores e sistemas educativos. Essa condição estimula pesquisas acadêmicas e institucionais, imbricando-se com os saberes docentes e seus modos de produção. Nesse contexto, insere-se este estudo, que procura refletir sobre a prática avaliativa dos professores que atuam no ensino fundamental em escolas da rede pública do Município de Lajeado (RS), especialmente no que diz respeito aos saberes mobilizados pelos professores nas suas práticas avaliativas. A complexidade do tema exigiu a eleição de alguns recortes que propiciaram entendimentos, numa dimensão histórica e cultural, abrigada na subjetividade dos professores, seus protagonistas. Nesse sentido, deu-se especial destaque a questões como: seriam os professores apegados a práticas avaliativas vividas em suas trajetórias escolares? Estariam reproduzindo uma proposta do sistema ou direção da escola ao avaliar? Que concepções de avaliação perme / The evaluation of learning constitutes in one theme recurrent the pedagogic camp and it is motive of preocupation to the teachears and also to the educatives systems. This condition stimulates institucionals and academics researches, relating with the faculties knowledge and its ways of production. In this context, fills in this study that thinks over evaluation practice from the teachers who work in the fundamental teaching in public branches schools in Lajeado borough, specialy concern about knowledge mobilised from the teachers in their evaluation practice. The complexity of the theme required an election of some cuttings that enable understanding in one historic and cultural dimension, sheltered in the subjectively of the teachers, their protagonists. In this meaning was given special show up to the questions like: would be the teachers attached to the evaluation practice vivid in theirs scholars walk? Would be them reproducing a proposal of the system or direction of school to evaluate? What do concep

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho visa realizar os primeiros passos de um projeto mais longo, cujo objetivo é determinar o sentido daquilo que entendemos como pergunta pelo sentido do ser; junto a isso, se tem aqui igualmente o propósito de pensar a metodologia que acaso venha a ser adequada, isto é, o tratamento específico que possa alguma vez dar a tal questionamento um desenvolvimento legítimo. O caminho por nós adotado partirá de Kant por motivos estratégicos, principalmente pela razão de encontrarmos aí uma tese declarada sobre ser, que lhe concede um sentido unitário: ao comentá-la, reconstruindo-a por meio da apresentação de alguns de seus momentos, estaremos nos utilizando da mesma para apontar aquilo que acreditamos constituir uma corrupção de sentido nas suas próprias bases, permitindo compreender as dificuldades lançadas pela questão que, assim nos parece, são as mesmas que terminam por gerar as confusões que perfazem a própria história da metafísica. Isto significa que nossa discussão do caso kantiano - embora vise diretamente a filosofia crítica e todo projeto de uma teoria das faculdades - deverá cunhar resultados mais amplos, já mesmo porque, a partir dela, viremos mesmo a afirmar a total inadequação de uma abordagem do sentido do ser sob o ponto de vista do comportamento teórico. Por oposição a ele, procuraremos demonstrar que ser só pode ser abordado no interior de um campo de sentido que se apresente como o que chamaremos de atividade descritiva ou, poderíamos igualmente dizer, uma atividade de mostração. Este último ponto, conclusivo somente quanto à parte do caminho que nosso projeto mais geral nos exige percorrer, será explicitado com a ajuda de alguns dos conceitos apresentados por Husserl em suas Investigações Lógicas. / This work attempts to realize the first steps of a broader project, whose goal is to determine what we may call the question about the sense of Being; along with that, we confront ourselves also with the problem of an adequate methodology for that questioning, i.e., the specific treatment that could possibly render its development legitimate. The argument we propose here will start, for strategic reasons, from a discussion of the philosophy of Kants, mainly because we can find there a thesis on being which gives to it a unitary sense as position: commenting and reconstructing that thesis in some of its elementary moments, will render it possible for us to point to what seems to be - according to our terminology - a sense corruption, present in its own fundaments. That, in turn, will allow us to comprehend the difficulties faced by the so called question about the sense of Being which, we think, are the same difficulties that end up generating the confusions that constitute the history of metaphysics itself. That means that our discussion of Kants philosophy - though directly concerned with its specific views and with the project of a theory of faculties in general - allows us to arrive at further conclusions, with larger results, since we believe we will be then in the position to claim that all theoretical approach concerning the sense of Being must be inadequate. In opposition to this, we will try to demonstrate that Being can only be approached under a treatment whose proper sense is that of a showing, descriptive activity. This point - which concludes our discussion here and presents only a part of our broader project - will be best explained with the help of some of the concepts we can find in Husserls Logical Investigations.

Desde a última década, o tema aprendizagem organizacional tem recebido atenção de profissionais e pesquisadores. No entanto, a aprendizagem que ocorre nas organizações vai além da de natureza pragmática, que entende a aprendizagem a partir de modelos normativos somente com o intuito de gerar mudanças. Em contraponto a essa linha, existe, na literatura, a busca pela compreensão da aprendizagem como um processo, seja ele técnico ou social. Dentre outras, convém o uso da teoria da estética organizacional para a concepção da aprendizagem que emerge a partir das interações sociais. Esta teoria caracteriza-se por contestar o pensamento positivista-funcionalista e vai obtendo mais espaço, à medida que vem sendo aprofundada e empregada por pesquisadores, a fim de compreenderem os fenômenos organizacionais. Meu objetivo nesse estudo foi identificar e analisar, à luz da teoria da estética organizacional, os processos de aprendizagem, a partir das práticas de trabalho de profissionais que atuam em uma revenda de móveis planejados. Para isso, além de identificar e descrever as práticas de trabalho das funções organizacionais dos sujeitos pesquisados, também foi preciso identificar e analisar as dimensões referentes aos artefatos e à linguagem da cultura organizacional da revenda, assim como identificar e compreender as percepções estéticas dos profissionais atuantes em campo. Para a viabilidade da pesquisa, desenvolvi um estudo etnográfico, realizado entre os meses de fevereiro de 2011 e janeiro de 2012, em uma revenda de móveis planejados, situada em Porto Alegre (RS). De modo complementar, esclareço algumas noções importantes do ramo da arquitetura, principalmente de interiores, e de aspectos do ato de ‘habitar’. Após fazer referência às faculdades perceptivas dos sujeitos pesquisados e como estas permitem a realização dos juízos estéticos, esclareço como a estética organizacional pode ser compreendida como um critério de decisão e conexão. A partir das dinâmicas de relacionamentos e da contínua construção de um ‘espírito do lugar’, discuto como esses aspectos consentem à arquitetura dos processos de aprendizagem na organização pesquisada, ressaltando a ‘reflexividade estética’. / Since last decade, the theme organizational learning has received attention from professionals and researchers. However, the learning that occurs in the organizations goes beyond the one of pragmatic nature, what understands learning from the normative models only with the intention of generating changes. Counterpointing to this line, there is in literature the search for the learning comprehension as a process, being it technical or social. Among others, it is advisable the use of the theory of organizational esthetics for the learning conception that emerges from the social interactions. This theory is characterized for questioning the positive-functionalist thought and is obtaining more space, as it is being deepen and used by researchers, aiming to understand the organizational phenomena. My objective in this study was to identify and analyze the learning processes from the working practices of professionals who act in a planned furniture store by the theory of organizational esthetics. For that, beyond identifying and describing the working practices from the organizational functions of the researched individuals, it was also necessary to identify and analyze the dimensions referring to the artifacts and to the language of the organizational culture of resale, as well as the identification and comprehension of the esthetics perceptions of the professionals who were acting in the area. To the research feasibility I developed an ethnographic study, performed between the months of February 2011 and January 2012 at a planned furniture store, located in Porto Alegre (RS). To complement, I clarify some important notions in the field of architecture, mainly of interiors, and about the aspects of the act of ‘inhabiting’. After making reference to the perceptive faculties of the researched individuals and how they allow the realization of esthetical commonsense, I explain how the organizational esthetics can be understood as a criterion of decision and connection. Beyond that, from the dynamics of relationship and the continuous construction of a ‘spirit of the place’, I discuss how these aspects agree to the architecture of learning processes in the organization researched, highlighting the ‘esthetic reflexivity’.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho visa realizar os primeiros passos de um projeto mais longo, cujo objetivo é determinar o sentido daquilo que entendemos como pergunta pelo sentido do ser; junto a isso, se tem aqui igualmente o propósito de pensar a metodologia que acaso venha a ser adequada, isto é, o tratamento específico que possa alguma vez dar a tal questionamento um desenvolvimento legítimo. O caminho por nós adotado partirá de Kant por motivos estratégicos, principalmente pela razão de encontrarmos aí uma tese declarada sobre ser, que lhe concede um sentido unitário: ao comentá-la, reconstruindo-a por meio da apresentação de alguns de seus momentos, estaremos nos utilizando da mesma para apontar aquilo que acreditamos constituir uma corrupção de sentido nas suas próprias bases, permitindo compreender as dificuldades lançadas pela questão que, assim nos parece, são as mesmas que terminam por gerar as confusões que perfazem a própria história da metafísica. Isto significa que nossa discussão do caso kantiano - embora vise diretamente a filosofia crítica e todo projeto de uma teoria das faculdades - deverá cunhar resultados mais amplos, já mesmo porque, a partir dela, viremos mesmo a afirmar a total inadequação de uma abordagem do sentido do ser sob o ponto de vista do comportamento teórico. Por oposição a ele, procuraremos demonstrar que ser só pode ser abordado no interior de um campo de sentido que se apresente como o que chamaremos de atividade descritiva ou, poderíamos igualmente dizer, uma atividade de mostração. Este último ponto, conclusivo somente quanto à parte do caminho que nosso projeto mais geral nos exige percorrer, será explicitado com a ajuda de alguns dos conceitos apresentados por Husserl em suas Investigações Lógicas. / This work attempts to realize the first steps of a broader project, whose goal is to determine what we may call the question about the sense of Being; along with that, we confront ourselves also with the problem of an adequate methodology for that questioning, i.e., the specific treatment that could possibly render its development legitimate. The argument we propose here will start, for strategic reasons, from a discussion of the philosophy of Kants, mainly because we can find there a thesis on being which gives to it a unitary sense as position: commenting and reconstructing that thesis in some of its elementary moments, will render it possible for us to point to what seems to be - according to our terminology - a sense corruption, present in its own fundaments. That, in turn, will allow us to comprehend the difficulties faced by the so called question about the sense of Being which, we think, are the same difficulties that end up generating the confusions that constitute the history of metaphysics itself. That means that our discussion of Kants philosophy - though directly concerned with its specific views and with the project of a theory of faculties in general - allows us to arrive at further conclusions, with larger results, since we believe we will be then in the position to claim that all theoretical approach concerning the sense of Being must be inadequate. In opposition to this, we will try to demonstrate that Being can only be approached under a treatment whose proper sense is that of a showing, descriptive activity. This point - which concludes our discussion here and presents only a part of our broader project - will be best explained with the help of some of the concepts we can find in Husserls Logical Investigations.