This research examines the recent global financial crisis’ (GFC) impact on small- and medium-sized enterprises (SMEs) and analyses governments’ responses. According to most literature, SMEs already faced obstacles prior to the GFC, such as paying high taxes, overcoming low profitability, being affected by rising business costs, finding qualified labour, dealing with increasing competition, etc. The GFC has had serious repercussions for SMEs with respect to financing, markets, and liquidity. In order to explore in depth the governments’ responses, qualitative methods are employed to test the following three research questions: 1) To what extent did governments aim to assist SMEs to survive the GFC? What types of programs have been implemented to address new and existing obstacles? 2) Did governments apply appropriate strategic initiatives to realize their goals? If the initiatives could not achieve the governments’ original goals, what obstacles did they address? 3) Did governments tend to help SMEs more after the GFC? Did governments give up on disadvantaged firms or did they try to help them survive the crisis? Analysis revealed that, as a result of the GFC, governments developed programs aimed at new obstacles and at some of the existing ones. The aims did not differ materially for developed and less-developed economies. Financing and taxation programs tended to be designed to achieve their goals directly, where other programs tended to achieve them in a more indirect manner. Overall, government initiatives covered most of the serious obstacles faced by SMEs and government assistance programs aimed at SMEs tended to have been augmented in light of the GFC.

This research examines the recent global financial crisis’ (GFC) impact on small- and medium-sized enterprises (SMEs) and analyses governments’ responses. According to most literature, SMEs already faced obstacles prior to the GFC, such as paying high taxes, overcoming low profitability, being affected by rising business costs, finding qualified labour, dealing with increasing competition, etc. The GFC has had serious repercussions for SMEs with respect to financing, markets, and liquidity. In order to explore in depth the governments’ responses, qualitative methods are employed to test the following three research questions: 1) To what extent did governments aim to assist SMEs to survive the GFC? What types of programs have been implemented to address new and existing obstacles? 2) Did governments apply appropriate strategic initiatives to realize their goals? If the initiatives could not achieve the governments’ original goals, what obstacles did they address? 3) Did governments tend to help SMEs more after the GFC? Did governments give up on disadvantaged firms or did they try to help them survive the crisis? Analysis revealed that, as a result of the GFC, governments developed programs aimed at new obstacles and at some of the existing ones. The aims did not differ materially for developed and less-developed economies. Financing and taxation programs tended to be designed to achieve their goals directly, where other programs tended to achieve them in a more indirect manner. Overall, government initiatives covered most of the serious obstacles faced by SMEs and government assistance programs aimed at SMEs tended to have been augmented in light of the GFC.

This research examines the recent global financial crisis’ (GFC) impact on small- and medium-sized enterprises (SMEs) and analyses governments’ responses. According to most literature, SMEs already faced obstacles prior to the GFC, such as paying high taxes, overcoming low profitability, being affected by rising business costs, finding qualified labour, dealing with increasing competition, etc. The GFC has had serious repercussions for SMEs with respect to financing, markets, and liquidity. In order to explore in depth the governments’ responses, qualitative methods are employed to test the following three research questions: 1) To what extent did governments aim to assist SMEs to survive the GFC? What types of programs have been implemented to address new and existing obstacles? 2) Did governments apply appropriate strategic initiatives to realize their goals? If the initiatives could not achieve the governments’ original goals, what obstacles did they address? 3) Did governments tend to help SMEs more after the GFC? Did governments give up on disadvantaged firms or did they try to help them survive the crisis? Analysis revealed that, as a result of the GFC, governments developed programs aimed at new obstacles and at some of the existing ones. The aims did not differ materially for developed and less-developed economies. Financing and taxation programs tended to be designed to achieve their goals directly, where other programs tended to achieve them in a more indirect manner. Overall, government initiatives covered most of the serious obstacles faced by SMEs and government assistance programs aimed at SMEs tended to have been augmented in light of the GFC.

Esta dissertação analisa as relações estabelecidas entre o Programa Mais Educação e o currículo formal escolar. O trabalho também analisa os pressupostos teóricos do Programa Mais Educação e as concepções no interior das escolas sobre saberes escolares e comunitários, educação integral e currículo. As instituições de ensino e o currículo escolar são tomados a partir da perspectiva sociológica, com a contribuição de autores filiados a teorias críticas da educação. A partir da análise relacional, complexifica-se o olhar para a escola como parte de uma sociedade ampla e desigual, cumprindo uma função como instituição cultural, considerando a impossibilidade de desvencilhar cultura e economia. Para tanto, analisa-se a função social do currículo escolar ao selecionar os conhecimentos e considerá-los como aqueles conhecimentos legítimos de serem transmitidos entre gerações. No desenvolvimento da presente pesquisa, encontra-se um resgate histórico da educação integral no Brasil, no qual se situam as influências do Programa Mais Educação. O estudo apresenta igualmente algumas das principais teorias curriculares para, a partir delas, definir o conceito de currículo utilizado para a análise dos documentos e da implantação do Programa Mais Educação. Para descrever o seu processo de implementação nas escolas, foram realizadas entrevistas com monitores, professores comunitários e interlocutores municipais do próprio Programa, assim como com professores e supervisores das três escolas. Os dados obtidos permitem verificar que a falta de orientações claras da Secretaria Municipal de Educação quanto à consolidação de uma política municipal de educação integral e o ingresso de educadores pela via do trabalho voluntário têm impedido, em parte, as escolas de integrarem o Programa Mais Educação ao seu currículo, ao menos no período observado pela presente pesquisa. Nesse sentido, destaca-se a separação que parece constituir duas escolas em um mesmo espaço físico e, ao mesmo tempo, a existência do desejo e da necessidade de que elas se fundam em uma única proposta educacional. / This thesis analyse the relationship between the Brazilian government program “Mais Educação” and the formal school curriculum. It also analyse the theoretical assumptions of the program and some concepts inside schools about school and community knowledge, integral education and curriculum. The education institutions and the school curriculum are taken from a sociological point of view under the contribution of authors related to critical theories of education. From a relational analysis the approach turns complex towards the school institution as part of a broad and unequal society, fulfilling the task as a culture institution, taking into consideration the inability to disentangle culture and economy. To do so, the task of the the social task of the school curriculum is analysed when selecting what is to be taught and when considering which of them are the correct ones to be transferred from generation to generation. In the development of this paper there is a historical review of the integral education in Brazil, in which the influences of the governmental program Mais Educação are present. This study also presents some of the main school curriculum theories to define, from them, the concept of curriculum used in the analysis of the documents and of the implementation of the program Mais Educação. To describe its process of implementation in schools, interviews were conducted with monitors, community teachers and city interlocutors of the program itself. Interviews were also conducted with teachers and advisors of the related schools. The results allow us to verify that the lack of clear guidance from the corresponding city education department, regarding the consolidation of a public policy of integral education, and the entrance of educators via volunteering work have prevented, partially, the schools from integrating the program Mais Educação into their curriculum. In this sense, there is a separation that seems to constitute two schools in a same physical space and, at the same time, the existence of desire and need for them to merge into a single educational proposal.

Esta dissertação analisa as relações estabelecidas entre o Programa Mais Educação e o currículo formal escolar. O trabalho também analisa os pressupostos teóricos do Programa Mais Educação e as concepções no interior das escolas sobre saberes escolares e comunitários, educação integral e currículo. As instituições de ensino e o currículo escolar são tomados a partir da perspectiva sociológica, com a contribuição de autores filiados a teorias críticas da educação. A partir da análise relacional, complexifica-se o olhar para a escola como parte de uma sociedade ampla e desigual, cumprindo uma função como instituição cultural, considerando a impossibilidade de desvencilhar cultura e economia. Para tanto, analisa-se a função social do currículo escolar ao selecionar os conhecimentos e considerá-los como aqueles conhecimentos legítimos de serem transmitidos entre gerações. No desenvolvimento da presente pesquisa, encontra-se um resgate histórico da educação integral no Brasil, no qual se situam as influências do Programa Mais Educação. O estudo apresenta igualmente algumas das principais teorias curriculares para, a partir delas, definir o conceito de currículo utilizado para a análise dos documentos e da implantação do Programa Mais Educação. Para descrever o seu processo de implementação nas escolas, foram realizadas entrevistas com monitores, professores comunitários e interlocutores municipais do próprio Programa, assim como com professores e supervisores das três escolas. Os dados obtidos permitem verificar que a falta de orientações claras da Secretaria Municipal de Educação quanto à consolidação de uma política municipal de educação integral e o ingresso de educadores pela via do trabalho voluntário têm impedido, em parte, as escolas de integrarem o Programa Mais Educação ao seu currículo, ao menos no período observado pela presente pesquisa. Nesse sentido, destaca-se a separação que parece constituir duas escolas em um mesmo espaço físico e, ao mesmo tempo, a existência do desejo e da necessidade de que elas se fundam em uma única proposta educacional. / This thesis analyse the relationship between the Brazilian government program “Mais Educação” and the formal school curriculum. It also analyse the theoretical assumptions of the program and some concepts inside schools about school and community knowledge, integral education and curriculum. The education institutions and the school curriculum are taken from a sociological point of view under the contribution of authors related to critical theories of education. From a relational analysis the approach turns complex towards the school institution as part of a broad and unequal society, fulfilling the task as a culture institution, taking into consideration the inability to disentangle culture and economy. To do so, the task of the the social task of the school curriculum is analysed when selecting what is to be taught and when considering which of them are the correct ones to be transferred from generation to generation. In the development of this paper there is a historical review of the integral education in Brazil, in which the influences of the governmental program Mais Educação are present. This study also presents some of the main school curriculum theories to define, from them, the concept of curriculum used in the analysis of the documents and of the implementation of the program Mais Educação. To describe its process of implementation in schools, interviews were conducted with monitors, community teachers and city interlocutors of the program itself. Interviews were also conducted with teachers and advisors of the related schools. The results allow us to verify that the lack of clear guidance from the corresponding city education department, regarding the consolidation of a public policy of integral education, and the entrance of educators via volunteering work have prevented, partially, the schools from integrating the program Mais Educação into their curriculum. In this sense, there is a separation that seems to constitute two schools in a same physical space and, at the same time, the existence of desire and need for them to merge into a single educational proposal.

Esta dissertação analisa as relações estabelecidas entre o Programa Mais Educação e o currículo formal escolar. O trabalho também analisa os pressupostos teóricos do Programa Mais Educação e as concepções no interior das escolas sobre saberes escolares e comunitários, educação integral e currículo. As instituições de ensino e o currículo escolar são tomados a partir da perspectiva sociológica, com a contribuição de autores filiados a teorias críticas da educação. A partir da análise relacional, complexifica-se o olhar para a escola como parte de uma sociedade ampla e desigual, cumprindo uma função como instituição cultural, considerando a impossibilidade de desvencilhar cultura e economia. Para tanto, analisa-se a função social do currículo escolar ao selecionar os conhecimentos e considerá-los como aqueles conhecimentos legítimos de serem transmitidos entre gerações. No desenvolvimento da presente pesquisa, encontra-se um resgate histórico da educação integral no Brasil, no qual se situam as influências do Programa Mais Educação. O estudo apresenta igualmente algumas das principais teorias curriculares para, a partir delas, definir o conceito de currículo utilizado para a análise dos documentos e da implantação do Programa Mais Educação. Para descrever o seu processo de implementação nas escolas, foram realizadas entrevistas com monitores, professores comunitários e interlocutores municipais do próprio Programa, assim como com professores e supervisores das três escolas. Os dados obtidos permitem verificar que a falta de orientações claras da Secretaria Municipal de Educação quanto à consolidação de uma política municipal de educação integral e o ingresso de educadores pela via do trabalho voluntário têm impedido, em parte, as escolas de integrarem o Programa Mais Educação ao seu currículo, ao menos no período observado pela presente pesquisa. Nesse sentido, destaca-se a separação que parece constituir duas escolas em um mesmo espaço físico e, ao mesmo tempo, a existência do desejo e da necessidade de que elas se fundam em uma única proposta educacional. / This thesis analyse the relationship between the Brazilian government program “Mais Educação” and the formal school curriculum. It also analyse the theoretical assumptions of the program and some concepts inside schools about school and community knowledge, integral education and curriculum. The education institutions and the school curriculum are taken from a sociological point of view under the contribution of authors related to critical theories of education. From a relational analysis the approach turns complex towards the school institution as part of a broad and unequal society, fulfilling the task as a culture institution, taking into consideration the inability to disentangle culture and economy. To do so, the task of the the social task of the school curriculum is analysed when selecting what is to be taught and when considering which of them are the correct ones to be transferred from generation to generation. In the development of this paper there is a historical review of the integral education in Brazil, in which the influences of the governmental program Mais Educação are present. This study also presents some of the main school curriculum theories to define, from them, the concept of curriculum used in the analysis of the documents and of the implementation of the program Mais Educação. To describe its process of implementation in schools, interviews were conducted with monitors, community teachers and city interlocutors of the program itself. Interviews were also conducted with teachers and advisors of the related schools. The results allow us to verify that the lack of clear guidance from the corresponding city education department, regarding the consolidation of a public policy of integral education, and the entrance of educators via volunteering work have prevented, partially, the schools from integrating the program Mais Educação into their curriculum. In this sense, there is a separation that seems to constitute two schools in a same physical space and, at the same time, the existence of desire and need for them to merge into a single educational proposal.

This research examines the recent global financial crisis’ (GFC) impact on small- and medium-sized enterprises (SMEs) and analyses governments’ responses. According to most literature, SMEs already faced obstacles prior to the GFC, such as paying high taxes, overcoming low profitability, being affected by rising business costs, finding qualified labour, dealing with increasing competition, etc. The GFC has had serious repercussions for SMEs with respect to financing, markets, and liquidity. In order to explore in depth the governments’ responses, qualitative methods are employed to test the following three research questions: 1) To what extent did governments aim to assist SMEs to survive the GFC? What types of programs have been implemented to address new and existing obstacles? 2) Did governments apply appropriate strategic initiatives to realize their goals? If the initiatives could not achieve the governments’ original goals, what obstacles did they address? 3) Did governments tend to help SMEs more after the GFC? Did governments give up on disadvantaged firms or did they try to help them survive the crisis? Analysis revealed that, as a result of the GFC, governments developed programs aimed at new obstacles and at some of the existing ones. The aims did not differ materially for developed and less-developed economies. Financing and taxation programs tended to be designed to achieve their goals directly, where other programs tended to achieve them in a more indirect manner. Overall, government initiatives covered most of the serious obstacles faced by SMEs and government assistance programs aimed at SMEs tended to have been augmented in light of the GFC.

Many developing countries’ governments have invested heavily in e-service projects. However, there is a lack of clear case material research, which describes the potentialities experienced by governmental organisations. This research examines egovernment service projects and provides insights and learning into how to successfully develop and implement these projects within a developing country, specifically Egypt. The aim of this research is to develop a robust framework to support an efficient e-government system focusing on the case of Egypt. This is achieved by investigating selected completed and on-going successful initiatives and focusing on the barriers to, and the enablers of, these initiatives. As a result, the nature of successful e-governmental services initiatives is determined, and solutions to the possible emerging barriers and challenges are developed. Many lessons are learned to be taken into consideration in repeating the successful experience of other new eservice projects in the Egyptian government. A combination of research methodology approaches has been employed in this research. Firstly, an extensive review of literature took place to summarise and synthesise the arguments of the main factors contributing to the development of e-service research. Secondly, the qualitative approach and the case study are selected as an appropriate methodology for this research, using the semi-structured interview technique to gather data from top level officials who are involved in the Egyptian e-government program. Based on evidence, the cultural barriers group is the main group facing Egyptian e-government progress. On the other hand, the political will and enforcing decisions are the ultimate driving forces for the successful implementation of e-service projects in particular and the egovernment program in Egypt in general. Based on the findings, a framework is developed for explaining the main barriers and enablers of government e-service projects development, and providing solutions for the identified barriers, especially in a developing country environment like Egypt. Also, a process, of e-service projects implementation is proposed. A new enabler (decision enforcement) is found in the Egyptian government context and added to the list of enablers. From a practical point of view, this research provides realistic implications for the decision makers and officials within the Egyptian government involved in the process of planning, developing and implementing e-service projects.

During the last decade, the number of runway incursions at airports in the United States and worldwide has increased. The Federal Aviation Administration (FAA) has developed the Runway Safety Program (RSP) to address these concerns and improve the safety of the National Airspace System (NAS). The purpose of this study was to determine whether the FAA 2009-2011 RSP has effectively reduced runway incursions at the nation's 5 busiest airports using data from 3 years before and 3 years after the RSP. A comparison group interrupted time-series design was used to determine the impact of the RSP. A public policy framework served as the theoretical foundation for this study. Data were collected from the FAA on runway incursions occurring from October 1, 2005 through September 30, 2014 and assessed for appropriate inclusion criteria. An analysis of the dataset using chi-square and Mann-Whitney U tests established that though the RSP has made progress, it has not effectively reduced runway incursions at the nation's 5 busiest airports. The RSP has decreased the number of runway incursion caused by air traffic controllers, reduced the overall severity of runway incursions, as well as positively influenced when, during the phase of flight, most runway incursions happen. An increase in pilot deviations suggests finding better ways to reduce these type of runway incursions is critical, especially with the forecasted growth in air travel. Continued deployment of runway safety technology is also important. With increased aviation safety, positive social change will occur through enhanced public safety while traveling, safer working environments at airports, as well as economic stimulus resulting from increased aviation activities benefiting individuals and developing countries throughout the world.

Orientadora: Profa. Dra. Gabriela Spanghero Lotta / Dissertação (mestrado) - Universidade Federal do ABC. Programa de Pós-Graduação em Políticas Públicas, 2016. / Esta dissertação busca entender como o sistema democrático híbrido - democracia representativa e democracia direta participativa - instituído pela Constituição Federal de 1988 no Brasil, funcionou no nível municipal. Para tanto foi direcionada ao entendimento da relação entre planejamento governamental e participação social na gestão 2009-2012 em São Bernardo do Campo/SP. Na busca deste objetivo, fez uma prévia pesquisa bibliográfica, e durante a pesquisa empírica, realizou entrevistas e análises documentais. Apesar da tradição sindicalista, São Bernardo do Campo não apresentava uma cultura participativa e o aparato de instituições participativas teve que ser reimplantado a partir desta gestão. O projeto político vitorioso na eleição de 2008 teve a participação cidadã como elemento fundamental de administração municipal, com o objetivo de dar voz às camadas populares. Para tanto, além de reimplantar Conselhos de Políticas Públicas e de Direitos, apoiar Processos Conferencistas, restabelecer o Orçamento Participativo, e criar Conselhos Gestores de Saúde, inovou ao tentar tornar o Plano Plurianual (PPA) peça central de planejamento governamental, estratégico e participativo. A análise do processo de elaboração do PPA Participativo permitiu conhecer como se deu esta integração entre planejamento governamental e participação social bem como o atendimento a variados critérios de análise levantados durante a pesquisa bibliográfica como avaliação da participação social, intensidade relativa dos arranjos participativos, e outros relacionados aos desencontros entre participação social e planejamento governamental. / This research investigates how the hybrid democratic system - representative democracy and participatory direct democracy - established by the Brazilian Constitution of 1988, worked at the municipal level. For that reason it was directed at understanding the relationship between government planning and social participation during the 2009-2012 city administration of São Bernardo do Campo, Sao Paulo. For that purpose, there was a prior re-search in literature and during the empirical research, I conducted interviews and documen-tary analysis. Despite the unionized tradition, São Bernardo do Campo did not have a partici-patory culture and the apparatus of participatory institutions had to be redeployed by the 2009-2012 city administration. The victorious political project in the 2008 election trans-formed citizen participation into a key element for the municipal administration, by giving voice to the popular classes. Therefore, in addition to redeploy Public Policy Councils and Rights, support conferences processes, restore the Participatory Budget, and create Health Managment Councils, it innovated by trying to make the Multiyear Plan (PPA) the center-piece of government, strategic and participatory planning. The analysis of the development of PPA Participatory process allowed us to know how this integration between government planning and social participation happened as well as meeting the various analysis criteria raised during the literature research, such as evaluation of social participation, relative intensi-ty of participatory arrangements, and other related to the divergency between social participa-tion and government planning.