Previous studies show that integration projects help teenager refugees to enter Swedish society more quickly. My study looks into one of these projects called Näktergalen. The project is a collaboration between the County Administrative Board, Region Halland, Halmstad Municipality and Halmstad University. Students from the University of Halmstad are paired with teenager refugees to develop their language skills and increase respect and tolerance for each other's differences such as social and cultural backgrounds. What my study investigate is how the participants in the Näktergalen project develop their knowledge and experiences with support from the mentorship and whether the project Näktergalen contributed to a faster integration for the participants. The method used to implement the study has consisted of qualitative interviews. The interviews have been semi-structured to allow the participants talk about their views on the projects important aspects. The theory used for the study is from the Russian educator Leg Vygotsky. Vygotsky's theory is based on the fact that mankind is a biological, social, cultural and historical being. Vygotsky believes that we humans can only develop and learn new things in interaction with other people. With reference to previous research and the study's results it can be establish that projects such as the Näktergalen simplify and accelerate the integration of refugee teenagers. Likewise, the teenage refugees who were interviewed agree that integration takes place in interaction with people who do not come from the same culture. The result shows that projects like Näktergalen gives refugees a way into a social network and open up for new knowledge and experiences.

Made available in DSpace on 2016-04-27T14:31:15Z (GMT). No. of bitstreams: 1 Marilice Pereira Ruiz do Amaral Mello.pdf: 2504960 bytes, checksum: c2b76c7ba30c3fa72fdd5c53a1f7a2e4 (MD5) Previous issue date: 2013-11-27 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The initial assumption of this study is that the current curriculum in Pedagogy Courses in Brazil does not contribute to overcome the existing fragmentation in teacher education, even after the implementation of the Diretrizes Curriculares Nacionais DCNs(The National Curriculum Guidelines). With a view to contribute to the overcoming of such fragmentation, this study aims at analyzing the possibilities of integration of the different disciplinary areas by means of a curriculum component called Integration Projects. Therefore, a detailed analysis of the Integration Projects in the Pedagogy course at Universidade Federal de Alagoas (UFAL) was carried out, in order to (1) reflect about the formative integration of teachers in Elementary School and in the initial years of Junior High School; (2) offer subsidies for the creation of Pedagogy Projects, that can promote the integration of the course subjects; (3) contribute to the redefinition of those teachers education programme; (4) analyze from a practical perspective, how this integration was contemplated, in its different dimensions. In order to carry out the investigation, the following questions were raised: (a) Did the Integration Projects (as syllabus components in the Pedagogy Project in the Pedagogy Course at UFAL, as suggested in the National Curricular Guidelines) contribute to an innovate formative integration? (b) What elements were identified? (c) What challenges and possibilities were raised? The context of those reflections was the Universidade Federal de Alagoas (UFAL). The study focused on the practices of the actors from the Pedagogy course in this institution. The subjects of the study were: 2 pedagogical coordinators; 3 managers from the Education Centre; 21 teachers and 8 students during the period of four years, between 2008 and 2012. All of them have had their identities preserved by the use of numbers and acronyms. This study was carried out from a qualitative approach. Data collection followed the procedures of non-directive interviews, in groups, in pairs or individually. The survey is based in the assumption that the implementation of Integration Projects would allow for the formative integration in four dimensions: the integration of skills, the integration of the curriculum, the integration of subjects and the integration of knowledge. Therefore, it is expected that this survey can offer the necessary innovative subsidies for curriculum redefinition in Pedagogy courses. The findings of this survey also point to the identification of the means to accomplish formative integration from a practical and theoretical perspective. On the other hand, some weaknesses have been identified in this process. Firstly, those related to the short time frame dedicated to the Integration Projects, and secondly, those related to resistance to curriculum integration on the part the teachers. The findings of this study, also aim to contribute to the creation of a set of common goals amongst the participants in the pedagogical community regarding professional education and development in Education and also offer a sound basis for reflection on the social commitment for a fairer and more egalitarian society, on the part of all those involved / O presente estudo parte do pressuposto que o currículo pensado para os Cursos de Pedagogia, mesmo depois das orientações das Diretrizes Curriculares Nacionais - DCNs, não contribui para a superação da fragmentação no processo de formação de professores. Para superar a citada fragmentação, esta pesquisa caminhou em direção a verificar as possibilidades de integração entre as disciplinas, por meio do componente curricular denominado Projetos Integradores. Sendo assim, aprofundou-se, mais especificamente, sobre os Projetos Integradores do Curso de Pedagogia, da Universidade Federal de Alagoas- UFAL, tendo por objetivos: refletir sobre a integração formativa de professores de Educação Infantil e anos iniciais do Ensino Fundamental; oferecer subsídios para a elaboração de Projetos Pedagógicos, que permitam a integração das disciplinas do curso; contribuir para a ressignificação do currículo de formação daqueles professores; considerar concretamente, de que modo foram contempladas as diferentes dimensões dessa integração. Portanto, nesta investigação foram levantadas as seguintes questões: (a) Os Projetos Integradores, enquanto componentes curriculares do Projeto Pedagógico do Curso de Pedagogia- PPP da UFAL, sugeridos pelas Diretrizes Curriculares Nacionais, contribuem para uma proposta curricular formativa inovadora? (b) Quais elementos são identificados? (c) Quais desafios e possibilidades para tanto? O cenário para tais reflexões é a Universidade Federal de Alagoas- UFAL. O objeto da pesquisa recaiu sobre as ações de atores do Curso de Pedagogia desta instituição. Foram sujeitos de pesquisa: 2 coordenadores pedagógicos; 3 diretores do Centro de Educação; 21 professores e 8 alunos entre o período de 2008 e 2012. Todos tiveram sua identidade preservada com siglas e números. Nesta pesquisa, de abordagem qualitativa, a coleta dos dados foi procedida mediante a técnica de entrevista não - diretiva. Foram realizadas entrevistas coletivas em duplas e individuais. A investigação considerou que a concretização dos Projetos Integradores permitiria a integração formativa, em quatro dimensões: a integração dos saberes, a integração do currículo, a integração das disciplinas e a integração do conhecimento. Assim, espera-se que tal proposta possa oferecer subsídios inovadores para a ressignificação do currículo do curso de Pedagogia. Obteve-se, ainda, como resultado desta pesquisa, a identificação de dispositivos que contemplam a integração formativa no que se refere à articulação teoria e prática. Por outro lado, foram detectadas algumas fragilidades nesse processo vinculadas à reduzida carga horária destinada aos Projetos Integradores, bem como, à resistência à integração do currículo. A partir dos resultados encontrados, espera-se também, que todos os participantes da comunidade pedagógica assumam metas comuns, para a formação e desenvolvimento do profissional da educação e para a reflexão sobre o compromisso social dos envolvidos, em busca de uma sociedade melhor e mais justa

This study aim’s to examine how conceptions regarding culture and ethnicity influence the daily work of personnel in integration projects financed by the European Social Fund (ESF). The method of this study was individual semi-structured interviews with nine persons working in three different projects. The reason why we have chosen these specific projects was because of their work with immigrant participants. Concepts that our study is based on was culture and ethnicity, but also the theory considering in-groups and out-groups. The result of our study shows that the personnel acknowledge the importance of individual adaptation in the work with the participants, but with awareness considering cultural expressions based on their origin. The answers of the personnel also reveal a cultural hierarchy in the Swedish society. We found out that discrimination from employers is mainly based on the immigrant’s lack of Swedish linguistics. The personnel consider the knowledge of language to be one of the most important factors for immigrants when integrating into a new society. Some of the personnel mentioned that cultural prejudices affect their refutation in the meeting with immigrant participants.

This study develops a systems integration project scheduling model which identifies the assignment of activity responsibilities that minimizes expected project implementation cost, considering the project risk. Assignment of resources to the individual jobs comprising the project is a persistent problem in project management. Mostly, skilled labor is an essential resource and both the time and the cost incurred to perform a job depend on the resource to which job is assigned. A systems integration project includes implementation issues in the areas of shipping, installation, and commissioning. Implementation problems lead to project delays, increased costs, and decreased performance, leading to customer dissatisfaction with the systems integrator. Activities can be performed in one of three ways: by the integrator, by the customer, or jointly between the integrator and customer. In this study we select the performer (mode) of each activity comprising the project network while taking into consideration the varying cost, duration and extreme event probability of each activity among different modes-integrator, joint work and customer. Use of the model will permit customers and integrators to mutually agree on an appropriate assignment of responsibilities in the contract. Systems integrators can also use the model to improve their implementation services offerings. An experimental design and a Monte-Carlo simulation study were conducted to see the effects of the parameters of the problem on the selection of modes.

Enterprise Application Integration (EAI) handlar om att koppla samman system för att tillfredsställa behov som inte kunnat tillfredsställas av systemen var och en för sig, eller upprätta nya kommunikationskanaler inom eller mellan företag. Allteftersom system och deras underliggande teknologier blivit mer avancerade har uppgiften att integrera dem blivit mer komplicerad. Genom att göra en fallstudie i samband med ett integrationsprojekt på ett företag syftar denna uppsats till att identifiera fallgropar som kan innebära risker för sådana projekt. En målsättning är att analyser kring dessa fallgropar ska kunna användas för att hjälpa utvecklare undvika dessa i sina projekt. Under fallstudien identifierades flera fallgropar genom analys av dokumentation och reflektion. Den fallgrop som hade störst påverkan under projektet var otydliga krav. Fallgroparna analyseras utifrån hur de upptäcktes och resonemang förs kring bidragande faktorer. För de fallgropar som utgjorde faktiska utmaningar under fallstudien analyseras även hur de undveks, medan potentiella lösningar diskuteras för resterande. / Enterprise Application Integration (EAI) concerns connecting systems together to meet demands that could not be met by either system individually, or to establish new channels for communication within and between enterprises. As the systems and their underlying technologies have become more advanced, the task of integrating them has become a more complicated one. By making a case study bound to an integration project at an enterprise, this study aims to identify pitfalls that could constitute risks for such projects. The main goal is for the analysis of these pitfalls to guide developers to avoid the pitfalls in their own projects. Several pitfalls were identified by analyzing documentation and reflecting on the course of the project. The pitfall that had the greatest impact during the project was unclear requirements. The pitfalls are analyzed with emphasis on circumstances under which they were discovered and contributing factors are reasoned about. For the pitfalls that were actual challenges for the case study, analysis also covers how they were avoided, while potential solutions are discussed for the remainder.