Summaries in English and Afrikaans / Text in Afrikaans / Staatsamptenare val sedert 1993 onder arbeidswetgewing wat vir kollektiewe bedingingsregte voorsiening maak. Wat laasgenoemde regte aanbetref word, in ooreenstemming met intemasionale reg, betoog dat die regte van staatsamptenare meer beperk kan word as wat die geval in die privaatsektor is. Ten spyte van argumente tot die teendeel word aangevoer dat staatsamptenare 'n noodsaaklike <liens aan die bree gemeenskap lewer wat veral met betrekking tot die herontwikkeling en opbou van Suid-Afrika 'n belangrike sosioekonomiese bydrae te lewer het. Die afwesigheid van die tradisionele onderskeid tussen kapitaal en arbeid, werkplekf arums, ·sow el as onbeperkte organiseringsregte sal produktiwiteit in die openbare sektor belnvloed. Werkersdeelname in besluitneming in die openbare sektor kan verwesenlik word sander om die omvangryke kollektiewe bedingingsregte soos vervat in die Wet op Arbeidsverhoudinge, 66 van 1995 aan staatsamptenare te verleen. / Public servants have fallen under labour legislation that provides for collective bargaining rights since 1993. It is argued that these rights of public servants, in accordance with international law, may be limited to a greater extent than those of employees in the private sector. Despite arguments to the contrary the opinion is held that public servants deliver an important, essential service to the broader public especially when it comes to their socio-economic contribution to the redevelopment of South Africa. The absence of the traditional difference between capital and labour, workplace forums, as well as unlimited organisational rights will have an influence on productivity in the public sector. Workers participation in decision making can be realised without granting public servants the extensive collective bargaining rights as contained in the Labour Relations Act, 66 of 1995. / Law / L.L.M.

INUZUKA, Marcelo Akira. Uso educativo do wiki: um estudo de caso na Faculdade de Educação da Universidade de Brasília, 2008. 122f. Dissertação (Mestrado em Tecnologia da Informação e Comunicação na Formação de EAD) – Universidade Federal do Ceará, Programa de Pós-Graduação em Tecnologia da Informação e Comunicação na Formação de EAD, Brasília-DF, 2008. / Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-04T10:26:00Z No. of bitstreams: 1 2008_Dis_MAINUZUKA.pdf: 2164135 bytes, checksum: 19e5bebade787f87f3157c32f5476081 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-04T14:31:17Z (GMT) No. of bitstreams: 1 2008_Dis_MAINUZUKA.pdf: 2164135 bytes, checksum: 19e5bebade787f87f3157c32f5476081 (MD5) / Made available in DSpace on 2012-07-04T14:31:17Z (GMT). No. of bitstreams: 1 2008_Dis_MAINUZUKA.pdf: 2164135 bytes, checksum: 19e5bebade787f87f3157c32f5476081 (MD5) Previous issue date: 2008 / This work aims to examine the living experienced by students of a class of pedagogy, teaching in the use of a collaborative tool based on wiki. The research was conducted at the Faculty of Education at the University of Brasilia (UNB) in four weeks from a discipline called “Mediated Practices of Informatics in Education” given by the advisor of this dissertation. It is a case study using a method of participatory research-action. To collect the views of participants, were used: questionnaire, individual and group interviews, and a seminar with participation of groups formed by themes. As theoretical reference, the four criteria were used for analysis of Dillenbourg (situation, interaction, mechanism and effect) of the Computer Supported Collaborative Learning (CSCL) theory and the model of collaborative construction of knowledge of Stahl to design the Knowledge Building Environment (KBE ) used. Before applying this case study, several others were tested; therefore, the project took into account the experience of other researchers of the subject. Through analysis of the results, students perceived many technical difficulties in operation and cultural difficulties, especially related to collaborative work, but the students considered the pedagogical tool as useful and feasible, considering the advantage of sharing information between peers as the greatest advantage of wiki tool. / O presente trabalho tem como objetivo analisar a vivência experimentada por alunos de uma turma de pedagogia, no uso pedagógico de uma ferramenta colaborativa baseada em wiki. A pesquisa foi realizada na Faculdade de Educação da Universidade de Brasília (UnB) em quatro semanas cedidas de uma disciplina denominada “Práticas Mediáticas de Informática na Educação” cedidas pelo orientador desta dissertação. Trata-se de um estudo de caso que utiliza uma metodologia de pesquisa-ação participativa. Para colher as opiniões dos participantes, foram aplicados: questionário; entrevistas individuais e em grupo; e um seminário com participação de grupos formados por temas. Como referencial teórico, foram utilizado os quatro critérios de análise de Dillenbourg (situação, interação, mecanismo e efeito) da Aprendizagem Colaborativa Suportada por Computador (CSCL) e o modelo de construção colaborativa de conhecimento de Stahl para projetar o Ambiente de Construção de Conhecimento (KBE) utilizado. Antes de aplicar este estudo de caso, vários outros foram analisados, assim, o projeto levou em conta a experiência de outras pesquisadores do tema. Através da análise dos resultados, foram percebidos pelos alunos várias dificuldades técnicas de operação e dificuldades culturais, especialmente relacionados a colaboração em equipe; porém os alunos consideraram a ferramenta como pedagogicamente útil e viável, considerando a vantagem de compartilhamento de informações entre pares como a maior vantagem da ferramenta wiki.

A aprendizagem é um processo de compreensão e estruturação da realidade e por meio de experiências anteriores, novas informações são adquiridas e reorganizadas. O conhecimento, resultado da aprendizagem, pode iniciar em um nível individual e expandir-se para o grupo, posteriormente atingindo o nível da aprendizagem organizacional, onde ocorre a mudança cognitiva,de percepção dos indivíduos e da organização. Este estudo tem como objetivo analisar a aprendizagem organizacional em instituições de ensino superior. O estudo será realizado em três instituições de ensino superior de Caxias do Sul, pertencentes a uma rede de ensino privado. Como metodologia de pesquisa, será utilizada a pesquisa qualitativa de caráter exploratório, a partir do desenvolvimento de estudo de caso múltiplo com a aplicação de entrevistas individuais em profundidade, com uma abordagem semiestruturada. Os sujeitos da pesquisa são os docentes que participaram das edições dos fóruns institucionais, no período de janeiro de 2010 a julho de 2012, considerando-se, como sustentação teórica, a literatura relacionada ao conhecimentoe a aprendizagem organizacional.Os dados e informações coletadas nesseestudo foram analisados através do método de análise de conteúdo.As principais conclusões foram que os fóruns institucionais são o ponto de partida para a aprendizagem organizacional sob a perspectiva dos docentes, no entanto nas duas instituições menores, em número de docentes, o processo está mais consolidado, inclusive na instituição com menor tempo de mercado. Já na instituição com o maior número de professores, a aprendizagem organizacional de fato não ocorre, apenas observam-se algumas de suas características. / Fundação Universidade de Caxias do Sul / Learning is a process of understanding and structuring of reality and through previous experiences, new information is acquired and reorganized. Knowledge, learning outcomes, can start at an individual level and expand the group, later reaching the level of organizational learning where cognitive change occurs, the perception of individuals and the organization. This study aims to examine organizational learning in higher education institutions. The study was conducted in three institutions of higher education in Caxias do Sul, belonging to a network of private education. As a research methodology, have used the exploratory qualitative research, from the development of multiple case study with the application of indepth interviews with a semi-structured approach. The subjects are the teachers who attended the editions of institutional forums, from January 2010 to July 2012, considering, as theoretical support, the literature related to knowledge and organizational learning. The data and information collected in this study were analyzed using the method of content analysis. The main conclusions ascertain the institutional forums are the starting point for organizational learning from the perspective of teachers, however the two smaller institutions in number of teachers, the process is more consolidated, including the institution with less time to market. However the institution that has the highest number of professors, the organizational learning does not occur indeed, only some of its characteristics are observed.

Orientador: Iara Lis Franco Schiavinatto / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-08T04:47:50Z (GMT). No. of bitstreams: 1 Carula_Karoline_M.pdf: 906380 bytes, checksum: 2a50ece5eb42d46e0194249f958b9bf2 (MD5) Previous issue date: 2007 / Resumo: Esta dissertação analisa as Conferências Populares da Glória, enfatizando o debate gerado na imprensa com as suas preleções que tiveram o darwinismo como tema, entre os anos de 1873 e 1880. As Conferências da Glória tiveram início em 1873, e tinham como meta divulgar um conhecimento científico entre a camada letrada da cidade do Rio de Janeiro. A temática abordada durante estes encontros estava centrada em assuntos culturais e científicos, destes enfoco o darwinismo, pois foi o que maior celeuma provocou na imprensa, com favoráveis e contrários à nova teoria. Além disso, procuro compreender como as discussões e polêmicas geradas como resultado destas conferências serviram para preparar um determinado público, em 1881, para ler o romance O mulato, de Aluísio Azevedo, e identificar as referências darwinistas existentes nele / Abstract: This dissertation analyses the Popular Conferences of Gloria [Conferências Populares da Glória], emphasizing the debate produced in the press about their speeches that had the Darwinism as subject, between 1873 and 1880. The Conferences had begun in 1873, and had the purpose to publicize a scientific knowledge among the erudite groups of Rio de Janeiro. The approached theme during these meetings was centered on cultural and scientific matters, and among these I emphasize the Darwinism, because it was the subject that caused great controversy on the press between who was adept and who was adverse of this theory. Moreover, I intend to understand how the discussions and controversies produced as results of these conferences served to prepare a specific audience to read, in 1881, the novel called O Mulato, written by Aluisio Azevedo, and to identify his Darwinists references on it / Mestrado / Politica, Memoria e Cidade / Mestre em História

Title: The “reality” of violence: a study of how participants of the internet forum Familjeliv talk about domestic violence against women, with a discourse psychological approach. The purpose of this study was to examine how participants in the discussion forum Familjeliv reasoned and constructed the reality of men's violence against women in intimate relationships. The data used in the study comes from 20 discussion-threads on the forum where violence in intimate relationships has been discussed based on the participants' experiences, questions and findings. The data has then been analyzed on the basis of  discourse psychology and feminist theory. The focus of the analysis was to examine the language that the participants used. To do this, two analytical tools were used: positioning and interpretative repertoires. The result showed a variety of reasoning and constructions regarding the definition of violence, the responsibility of the women and men, and whether men's violence against women should be considered a social problem or not. The majority of the data that was  analyzed highlighted the woman's responsibility in the relationship, some of whom also saw it as both the man and the woman's responsibility while some left the entire responsibility to the man. The result also showed that men's violence against women is seen as a societal problem by many who participated in the discussions. At the same time, there were some who considered that men's violence against men was a major problem, and therefore thought that this problem should be given more attention than men's violence against women. In order to develop support efforts for women exposed to violence in intimate relationships, knowledge about the public's perception of the phenomenon is required. As a professional, this knowledge also increases the understanding of how exposed women are treated in everyday meetings with other individuals. / Syftet med föreliggande studie är att undersöka hur deltagare på diskussionsforumet Familjeliv talar om och konstruerar verkligheten kring mäns våld mot kvinnor i nära relationer. Materialet som använts i studien kommer från 20 diskussionstrådar på forumet där våld i nära relation har diskuterats utifrån deltagarnas erfarenheter, funderingar och konstateranden. Materialet har sedan analyserats utifrån en diskurspsykologisk ansats och feministisk teori. Analysens fokus låg på att undersöka språket som deltagarna använde sig av. För att göra detta användes två analysverktyg: positionering samt tolkningsrepertoarer. Resultatet visade på en variation av tal och konstruktioner gällande våldets definition, kvinnans respektive mannens ansvar samt om mäns våld mot kvinnor skulle ses som ett samhälleligt problem eller inte. Majoriteten av de trådar som analyserats belystes kvinnans ansvar i relationen, några av dem såg det även som både mannen och kvinnans ansvar medan vissa lade hela ansvaret på mannen. Resultatet visade även att mäns våld mot kvinnor ses som ett samhälleligt problem av många som deltog i trådarna. Samtidigt fanns det vissa som ansåg att mäns våld mot män var ett större problem och därför ansåg att det var något som borde få större uppmärksamhet än mäns våld mot kvinnor. För att kunna utveckla insatser för kvinnor utsatta för våld i nära relation krävs en kunskap kring allmänhetens uppfattning av fenomenet. Som professionell ökar denna kunskap även förståelsen för hur utsatta kvinnor blir bemötta i vardagliga möten med andra individer.

Cette thèse identifie et vise à affronter certains verrous scientifiques concernant la conception des scenarios des serious games, leurs utilisations par un meilleur partage entre les concepteurs dans des contextes d’apprentissage ciblés. Les constats motivant ce travail sont (1) la participation indispensable des formateurs dans la phase de conception en se basant sur leurs expertises et leurs objectifs pédagogiques, (2) la nécessité grandissante pour les formateurs experts de formaliser les scénarios décrivant les situations complexes rarement se produisant, (3) la non-adéquation des systèmes-auteurs des jeux sérieux existants à cette population de concepteurs, permettant seulement un nombre limité de scénarios à cause de leurs couts élevés, (4) le faible niveau de réutilisation des scénarios déjà produits dans la vie quotidienne. Notre problématique consiste à lever certains verrous existants dans la conception des jeux sérieux pour la formation dans des domaines d’expertises complexes avec l’hypothèse qu’une meilleure organisation de la connaissance et de la coopération va faciliter la conception. L’étude de cette problématique s’effectue en proposant l’architecture ARGILE (Architecture for Representations, Games, Interactions, and Learning among Experts) adaptée au jeu sérieux « participatif et intensif en connaissances » / This PhD aims to confront some scientific challenges concerning the scenarios’ conception of Serious Games, their use through a better share by designers within the context of targeted learning. The findings motivating our work are (1) the significant participation of trainers in the design phase, (2) the growing needs for expert trainers to formalize scenarios describing rarely complex situations, (3) the divergence of existing serious games to these designers which cover a limited number of scenarios due to their high cost, (4) the low re-use’ level of scenarios that have already happened in daily life.Our questioning will lead us to see how we must design serious games for training in complex areas of expertise where reference knowledge is neither stabilized nor unanimous, but rather dynamic and continuously evolving. After having examined the principal mains of application of the Serious Game and having defined it, the study of this questioning led us to propose the ARGILE (Architecture for Representations, Games, Interactions, and Learning Among Experts) architecture, suitable for "participatory and knowledge-intensive" serious games

No description available.

No description available.

Community policing is a joint community and police effort to reduce the incidents of crime, to the benefit of the basic human need of safety. Without community assistance, police alone cannot reduce the crime levels. Since 2012, there have been attempts to implement community policing in Westonaria. However, the success of the implementation thereof has proved to be problematic. The question arose as to what the reason for this limited success is. The researcher formulated research questions to determine the meaning of community policing, as well as the factors affecting the successful implementation thereof in the Westonaria policing precinct. To achieve the desired results, the researcher used different methodologies, and identified target groups and data collection techniques, which was analysed and interpreted. Literature and semi-structured interviews were used to collect data. Primary sources such as written materials of the South African Police Service (SAPS), National Development Plan 2030 and other documents that relate to community policing and crime prevention strategies were analysed. In addition, secondary sources such as dissertations and theses, newspaper articles and text books on community policing were also consulted. Interviews were conducted with SAPS members and local community members. The purposive sampling procedure was used to select participants who was knowledgeable and had experience on the research topic. This study gives an overall explanation of what community policing is, from the literature reviewed relevant to the study, with the aim to strengthen partnership between the SAPS and local community of Westonaria. Inhibiting factors in the police, as well as in the community, were identified and recommendations are made for the successful implementation of community policing in the area. / Criminology and Security Science / M.A. (Criminal Justice)

Ce mémoire s’intéresse aux représentations que se font les timides de leur timidité au sein d’un forum de discussion anglophone. Alors que les représentations sociales de la timidité se sont transformées suivant leur contexte sociohistorique et socioculturel, les valeurs occidentales contemporaines de la sociabilité ont posé les conditions pour une timidité perçue comme un problème social et médical. De ce fait, ce mémoire souhaite comprendre comment les sujets timides se représentent l’objet de leur timidité au sein de quatre fils de discussion qui engagent chacun une manière spécifique d'envisager la timidité : « Identité de soi », « Introverti.e », « Compétences sociales », « Anxiété sociale ». Mobilisant les représentations sociales, « l’idéaltype », l’interactionnisme symbolique et l’identité, une centaine de billets anonymes rédigés en 2019 et en 2020 ont fait l’objet d’une analyse thématique avec le logiciel NVivo. De cette analyse, quatre « idéaltypes » sont proposés suivant les représentations de la timidité et la motivation de rédaction des billets : la timidité acquise face à une introversion innée (« Introverti.e »); la timidité comme une souffrance expérientielle avec un regard tourné vers le passé (« Anxiété sociale »); la quête du secret des interactions sociales avec un regard sur le présent (« Compétences sociales »); le processus optimiste de la transformation de soi avec un regard tourné vers le futur (« Identité de soi »). Ces quatre « idéaltypes » partagent une représentation de la timidité comme un problème individuel dont la thérapie est une responsabilité individuelle. / This thesis examines the representations shy people have of their shyness in an English-speaking discussion forum. While social representations of shyness have transformed according to their sociohistorical and sociocultural context, contemporary Western values of sociability have set the conditions for shyness seen as a social and medical problem. As a result, this thesis aims to understand how shy subjects perceive the object of their shyness within four discussion threads, which each engage a specific way of considering shyness: “Self-identity”, “Introversion”, “Social skills”, “Social anxiety”. Mobilizing social representations, the “ideal type”, symbolic interactionism and identity, a hundred anonymous posts written in 2019 and 2020 were the subject of a thematic analysis with NVivo. From this analysis, I propose four “ideal types” according to the representations of shyness and the motivation for writing posts: the shyness acquired in the face of innate introversion (“Introvert”); shyness as experiential suffering with a look to the past (“social anxiety”); the quest for the secret of social interactions with a look at the present (“Social skills”); the optimistic process of self-transformation with a look to the future (“Self-identity”). These four “ideal types” share a representation of shyness as an individual problem for which therapy is an individual responsibility.