O total de gasto social do governo somou cerca de R$800 bilhões em 2009, quase 25% do PIB brasileiro. Dado este volume crescente e expressivo, esta dissertação apresenta uma análise do efeito do gasto social sobre a pobreza no Brasil das três instâncias de governo: federal, estadual e municipal. Para tanto, foram estimados três modelos com dados em painel de 20 anos (1987 a 2009) analisando os gastos estaduais e federais. Adicionalmente, estimou-se o efeito da despesa municipal utilizando dados de 1991, 2000 e 2010 para 5.058 municípios. Procurou-se tratar o viés de simultaneidade entre o gasto do governo e a pobreza aplicando-se o modelo de mínimos quadrados em dois estágios, utilizando variáveis de ideologia política como instrumento. Os resultados mostraram que o gasto das três instâncias de governo tem efeito sobre a queda da pobreza no Brasil. Particularmente, as funções orçamentárias de gasto que apresentaram maior efetividade sobre a queda da pobreza foram: gasto federal e municipal com saúde e saneamento e gastos agregados estaduais e municipais. Analisou-se também o efeito da interação do gasto estadual com dados das condições iniciais de cada estado em 1980 - renda familiar per capita, desigualdade, proporção de pobres, grau de educação e mortalidade infantil. Concluiu-se que tanto as condições iniciais de cada estado como suas características específicas influenciam o grau em que o seu gasto afeta a pobreza. / The total public social spending in Brazil reached about R$800 billion in 2009, almost 25% of Brazilian GDP. Giving this increasing and expressive volume, this dissertation analyzes the effect of the three levels of government social spending on poverty in Brazil - federal, state and municipal. Three models were estimated with a 20 year\'s state panel data (1987 to 2009) analyzing the federal and state spending effect. We also estimated the municipal expenditure effect on poverty using data from 1991, 2000 and 2010 in 5.058 municipalities. The simultaneity bias between government spending and poverty was treated by applying the two stages least squares method, using the political ideology as instrumental variables. The results showed that the spending of the three levels of government reduce poverty in Brazil. Particularly, the spending budget functions with higher effectiveness on reduce poverty are: federal and municipal spending on health and sanitation, state and local aggregated spending. In addition, we also analyzed the effect of the state spending data interacting with its initial conditions in 1980 - per capita income, inequality, poverty, level of education and infant mortality. We concluded that the states initial conditions as well as its specific characteristics influence the extent to which their spending affects poverty.

This thesis seeks to dispel the notion that Nazi ideology was merely an afterthought to numerous actions taken by the Nazis. The first chapter discusses how Nazism’s earliest adherents internalized notions from World War I into an ideology that would motivate the early Nazi Movement to launch the Beer Hall Putsch. The second chapter focuses on the Nazi Party’s electoral tactics and how those actions correlated with entrenched Nazi ideological notions of recognition and community. Finally, the third chapter will seek to demonstrate that the numerous repressive measures implemented by the Third Reich were part of a general plan to prepare a future generation of Nazi citizens for, the worldwide struggle for existence. This work exists as a counter to a considerable amount of literature in the historiography that, by maintaining Nazi ideology and Nazi actions were two separate entities, belittles the importance of Nazi ideology thereby fundamentally misunderstanding Nazism.

Using data from a national survey of American adults, we examine the relationships between economic, political, sociodemographic, and religious characteristics with perception of the potential for eco-catastrophe. We employ the treadmill of production theory to frame our understanding of views about ecological concerns, arguing that the treadmill discourse associated with economic development is hegemonic and fundamentally shapes public views of eco-catastrophe. In line with this approach, economic ideology is the strongest predictor of attitudes about eco-catastrophe, and its influence is conditioned by political identity. There is also significant patterning in these perceptions based on gender, race, education, and religion, but the influence of social characteristics is primarily indirect—mediated by economic ideology and political identity. These results provide useful information for addressing environmental problems in public discourse and bridging policy divides.

abstract: This dissertation examines the communication of U.S. Corporate executives in quarterly conference calls and in public forums at the World Economic Forum. Using grounded theory, the executive's core conceptual framework is identified and analyzed in the conference calls. Broadly speaking, it was found that an underlying aggressive orientation to the organization conceptualizes the executive as being the source of organizational activity. It places the executive in a causal-force relation to other organizational groups, which at once, inflates the role of the executive and poses a dilemma with respect to executive status and the communicative vitality of the organization. This project of organizational communication is situated within the broader areas of ideology, critical organizational scholarship, and communicative constitution of communication. The set of data consists of communication of executives of U.S. corporations in the S&P500 in 171 conference calls with shareholder agents. Grounded theory is used to identify the executives' conceptual view of the organization as it emerges from the data analysis. The findings from the analysis of the conference call data are presented in relation to two core categories, a causal-driving force and an ultimate objective category, including sub-categories that form an overall conceptual framework. An exploration of executive communication at the World Economic Forum extends these findings by demonstrating how it is transformed and mediated in a public venue in the presence of other stakeholders. One important finding from the study involves the emergence of a rival concept that poses an organizational dilemma for the future of the executive's communicative framework. And lastly, the issue of ideology is applied to the findings. This examination uses the sensitizing concepts of reification and fetishism drawn from the literature on ideology, which is developed into a systematic algorithm. The application of the findings to the model adds new insight into the relation between the executive and organizational communication. The results from this examination reinforce and highlight the conceptual dilemma the executive faces in relation to the organization and its future implications on organizational communication. / Dissertation/Thesis / Doctoral Dissertation Communication 2019

Den här artikeln utforskar, genom en mångperspektivistisk diskursanalys, tidningsartiklar, en vetenskaplig artikel, ett myndighetsbrev, bloggar och ett reportage skrivna om en specifik grundskola i Sverige, som har blivit känd för sitt lyckade utvecklingsarbete med elevernas studieresultat. Enligt denna artikel är bilden som förmedlas genom media mycket positiv tills en artikel följd av en blogg, förändrade diskursordningen på ett hegemoniskt sätt. Den här artikeln beskriver den diskursiva förändringen i relation till den social- och historiskt utbildningspolitiska kontexten, till stor del dominerad av en nyliberal ideologi, där mätning och ranking fokuseras mer än skolutveckling i form av inkludering och lärande. / This article uses discourse analysis from a multivalent perspective to research newspaper articles, a scientific article, an institutional newsletter, blogs and a reportage written on the subject of a specific comprehensive school in Sweden which has become known for its successful development in pupils’ achievements. According to this article the picture given of the school in the media is very positive, until the time when one article in a newspaper, followed by a blog, changed the order of discourse in a hegemonic way. This article describes the discursive change in relation to the social and historical context within the education policy, one largely dominated by a neoliberal ideology, which focuses more on measuring and ranking than on school improvement in terms of inclusion and learning.

By employing the critical studies of adolescence from Nancy Lesko, Roberta Trites, and Maria Nikolajeva and the study of positive and negative symbols of rebellion examined by Robert Lindner through Leerom Medovoi, I will interrogate the popular notion that female protagonists in dystopian Young Adult Literature (YAL) are strong, self-aware rebels who are positive role models to YA readers. Using the didactic nature of dystopian literature, I will examine how adult authors consciously (or unconsciously) set ideological standards for their YA readers through the female protagonists and how these standards are not as empowering as they initially seem. To address this disparity between what is promoted as rebellion and what is actually enacted by female protagonists, I will analyze Suzanne Collins' The Hunger Games trilogy and Ally Condie's Matched trilogy. The analysis will conclude that the female protagonists are problematic, subscribing to specific, conservative ideologies presented in the novels which prohibits them from seeing through the rebellion they are involved in and that their choices are determined by male characters instead of their own self-awareness.

This document is an ethnographic account of one researcher's experience during an election season spent with one candidate. The document considers the history of political anthropology as a subfield of anthropology, the deployment of ideology and hegemony as theoretical concepts, and includes a brief history of Tampa and Hillsborough County politics. The document attempts to make connections between the practical necessities of campaigning, with reference to the processual approach of examining micro-political process, and theoretical issues related to the subject of political anthropology, notably the concepts of ideology, hegemony, and the subject of elites in human social organization.

Stimulated by the economic theories of Richard Florida (2005), the City of Tampa established the Office of Creative Industries (OCI) to oversee efforts to strengthen the presence and visibility of "the arts." This thesis presents ethnographic research focused on practices, and perspectives among members of the OCI's service population. From July 2006 to July 2007, I conducted fieldwork among a diverse group of stakeholders possessing a unique connection to the aims of the OCI. The central problem addressed in this research looks at the degree to which cultural change occurs from participatory, grass-roots initiatives, rather than ones emanating from "the top" based on the economic concerns derived from largely quantitative approaches. The experiences and perspectives presented in this thesis provide a rich qualitative picture of cultural production in Tampa. While exploratory in nature, this research reveals some key considerations for city governments concerning cultural policy. This thesis concludes with discussion of theoretical and methodological implications of findings and calls for practice oriented approaches within urban development settings.

Much of the discussion of German National Socialism has historically focused on of Adolf Hitler as the architect of the Nazi state. While recognizing Hitler’s central role in the development of National Socialism, this thesis contends that he was not a lone actor. Much of the ideological and structural development National Socialism was driven by senior individuals within the party who were able to leverage their influence to institutionalize personal variants of National Socialism within broader party ideology. To explore the role of other ideologues in the development of Nazi ideology, this thesis examines how Hitler’s leadership style perpetuated factionalism, how when and by whom central elements of Nazi ideology were introduced, as well the ideological sources from which these concepts were adapted. After the party’s ultimate rise to power Hitler, always centrally positioned, eliminated internal competition and institutionalized his own variant of National Socialism whilst co-opting the concepts and structures developed by other ideologues that offered useful tools to pursue his goals. Through this analysis, this thesis seeks to demonstrate how the foundational elements of National Socialism took form, even before the party achieved power, and how these elements were subsequently utilized to consolidate Nazi control over the German state. Above all else, this thesis sheds much-needed light on the pivotal role of individuals and the conflict between them that engineered the cataclysm of the Third Reich.

[pt] A presente dissertação tem por objetivo defender que a redação do aluno do Ensino Médio (EM) da escola pública merece uma outra leitura que não a costumeiramente feita, escorada na gramática normativa. Inclui entendimento da parte do professor de que esta redação é expressão de um indivíduo que está em processo evidente, através da linguagem (Bakhtin, 1979), de formação da consciência de que pode ser sujeito cidadão de seu destino. Essa leitura pode ser feita por viés múltiplo então, e este trabalho mostra alguns deles, como a questão da argumentabilidade de uma palavra (Koch, 2002; Suarez Abreu, 2000) ou na instanciação em que ela ocorre junto a outras. Destaco a escolha de verbos, através dos quais se criam processos, propiciando crescimento da linha de argumentação (Halliday E Matthiessen, 2004). Princípios de coerência e coesão (Koch, 2005; Fávero, 2006) são também foco desta pesquisa. Trago para cá redações nas quais minhas alunas normalistas, de escola pública da Baixada Fluminense, iminentes professoras, respondem à pergunta/tema dada por mim: Favela é lugar de bandido?. Com base na linguística sitêmico-funcional, faço uma leitura que foge à gramática no sentido tradicional, em que o texto vale por seu funcionalismo, é entidade que valida sua semântica e o contexto, e decorre da fraseologia de argumentos. A análise do corpus de redações indica que algumas conseguem algo positivo; outras têm, levando-se em conta o fato de serem quase professoras, preocupantes deficiências de coesão, dentre outras. Contextualizo este quadro geral insólito do EM da escola pública na visão de articulistas de mídia escrita e também em dados estatísticos de aferição de avanços ou recuos de seu desenvolvimento. Concluo, reafirmando o papel do professor de Português: como o agente de transformação no tratamento da escrita do aluno do EM: mais do que uma atividade curricular, é uma voz a ser firmada de vez. / [en] The aim of this study is to argue that the essays of students from secondary education can deserve a reading different from the one customarily made, supported by normative grammar. It includes teachers’ understanding that, to start with, the student’s text is a timely and possible expression of an individual who, through language (Bakhtin, 1979), is in an evident process of formation of his conscience as a citizen, whose greatest prerrogative is to be the owner of his destination. This reading can be done by multiple paths: the argument latent in words (Koch, 2002; Abreu Suarez, 2000) or in the instantiation by which they occur along with others. I highlight here the choice of verbs, by which processes are created, allowing growth of line of argument (Halliday AND Matthiessen, 2004), within principles of coherence and cohesion, and also promoters of argumentativity in plots that the text is working out (Koch, 2005; Favero, 2006). My corpus consists of my students’ essays, from a public school in Baixada Fluminense, who answered the question / theme posed by me: Is the favela a place of bandits? Based on functional-systemic linguistics, I analyze the texts in a non-grammaticalized way ( grammar in the traditional sense), in which the text stands on its functionalism, as an entity that validates its exterior, its semantics, context and resulting argumentative phraseology. This analysis indicates that some texts are more elaborate than others: some achieve greater cohesion than others, which present disconnected sentences. This itself deserves a discussion because they were produced by students who are about to graduate as elementary school teachers. I problematize the context of secondary education of public school, presented by some commentators and also by statistical data for measuring progress or setbacks in its development. I conclude by reaffirming the role of the Portuguese language teacher. If he/she deals with students’ essays as more than just a curricular activity, he/she can be the main agent of students’ identity awareness-raising process. He/she can help them see that they are a voice to be unquestionably firmed.