The purpose of this thesis is to understand the concept of collective behavior from different theoretical perspectives and the policy implications they imply for the Turkish Riot Police Units. The civil disturbances in the 1960s have clearly illustrated range of problems in the domain of crowd control. This work will start with the general characteristics and the classification of collective behavior. Second, two main perspectives on collective behavior, which are the structuralist and the interactionist perspectives, will be examined respectively. The question will be asked whether these two perspectives efficiently and effectively explain the crowds and the crowd control. Finally, the other factors in crowd control will be explored, and recommendations concerning the handling of crowds in a more peaceful manner will be made.

Submitted by Cristiane Shirayama (cristiane.shirayama@fgv.br) on 2011-08-20T17:31:17Z No. of bitstreams: 1 TESE_ANA PAULA PAULINO DA COSTA.pdf: 2908590 bytes, checksum: 4be67febb23dac3bdfca65e15ca840f1 (MD5) / Approved for entry into archive by Gisele Isaura Hannickel (gisele.hannickel@fgv.br) on 2011-08-22T12:10:29Z (GMT) No. of bitstreams: 1 TESE_ANA PAULA PAULINO DA COSTA.pdf: 2908590 bytes, checksum: 4be67febb23dac3bdfca65e15ca840f1 (MD5) / Approved for entry into archive by Gisele Isaura Hannickel (gisele.hannickel@fgv.br) on 2011-08-22T12:15:31Z (GMT) No. of bitstreams: 1 TESE_ANA PAULA PAULINO DA COSTA.pdf: 2908590 bytes, checksum: 4be67febb23dac3bdfca65e15ca840f1 (MD5) / Made available in DSpace on 2011-08-22T13:44:34Z (GMT). No. of bitstreams: 1 TESE_ANA PAULA PAULINO DA COSTA.pdf: 2908590 bytes, checksum: 4be67febb23dac3bdfca65e15ca840f1 (MD5) Previous issue date: 2011-05-04 / As pesquisas, no campo de estudos organizacionais, têm mostrado limitada capacidade para a compreensão e análise do complexo tema 'fraudes corporativas', pois negligenciam o fenômeno como um processo (sequência de atos), tratando-o como um evento (ASHFORTH et al., 2008), menosprezando que cada tipo de fraude requer um conjunto de recursos, esquemas cognitivos e contextos (BAUCUS, 1994; MACLEAN, 2008; MISANGYI; WEAVER; ELMS, 2008). Eles não permitem responder à pergunta ‘Como a fraude ocorre nas corporações?’. Para tal é necessário identificar e analisar os fatores que permitem a fraude surgir e se sustentar. O presente trabalho, com intuito de identificar os elementos característicos do fenômeno da fraude e como se criou um contexto favorável para ela, estudou dois casos emblemáticos ocorridos no Brasil (Boi Gordo e Banco Santos). A análise, feita com uma abordagem de pesquisa baseada na grounded theory, com análise de documentos e de discursos, consubstanciou-se em um arcabouço teórico substantivo para o contexto de fraudes corporativas financeiras contra terceiros. O trabalho analisou o movimento do fenômeno, suas origens, seu desenvolvimento e consolidação e sua crise, identificando as variáveis antecedentes (de predisposição e oportunidade), bem como os recursos substantivos e simbólicos usados no desenvolvimento da fraude; evidenciando a forma como os recursos se relacionaram para criar a lógica institucional fraudulenta e; integrando os fatores antecedentes à operacionalização da fraude, de forma apreender os elementos constitutivos do processo. O esforço teórico e empírico aqui desenvolvido, resultou numa proposta inicial de modelo interpretativo, com a identificação de novos elementos teóricos. Evidenciou 'o negócio baseado na confiança' como categoria central e mostrou de que modo esse elemento interage com outras categorias e propriedades. Entre os novos elementos estão os aspectos da vítima, a dialética centralização do comando e descentralização do negócio em várias empresas (com uso de 'laranjas') e o uso de aspectos culturais como oportunidade para a fraude. Evidenciou ainda de que maneira os recursos substantivos usados por empresas idôneas ganharam novos significados, por meio de esquemas cognitivos e, permitiu a identificação de três momentos no processo: 'origem', 'pseudo sintonia' e 'espiral'. A dimensão multifacetada da fraude corporativa foi evidenciada, inclusive fazendo a ligação com a dimensão social (DEBORD, 1997; BOORSTIN, 1992; GOFFMAN, 1959; BAUDRILLARD, 1991; BOURDIEU, 2007). A tese constitui uma contribuição para a compreensão ampliada do fenômeno, numa perspectiva integrativa, interacionista e processual, que pode ser replicada em futuras pesquisas para construir um arcabouço robusto e generalizável em outros contextos substantivos ou ainda para a teoria formal de fraudes corporativas. / Current management literature about corporate fraud usually is too fragmented considering the phenomena as an event. This fragmentation on organization study field has been cited as a limitation for comprehension and analysis of the complex theme (ASHFORTH et al., 2008), as neglecting that each type of fraud requires different set of resources, cognitive frames and contexts (BAUCUS, 1994; MACLEAN, 2008; MISANGYI; WEAVER; ELMS, 2008). This study aims to contribute to literature considering corporate fraud as a process, in an integrative (among levels of analysis) and interacionism (substantive and symbolic aspects) model. Adopting a research approach based on grounded theory, this study analyzed two emblematic cases of financial corporate fraud in Brazil in different segment: Boi Gordo (agrobusiness) and Banco Santos (banking). This resulted on a substantive knowledge on intentional financial corporate fraud context. Through document and discourses analysis this work studied the movement of the phenomenon, its origin, development, consolidation and crisis, what allowed identifying the characteristics (antecedents, substantive and symbolic aspects) of this type of fraud; how these elements are integrated (including the link between antecedents and modus operandi) and how the context was prepared for it (how resources gained new meanings). These procedures allowed apprehending the constitutive elements of this fraud process. These elements were also linked to social dimension aspects (DEBORD, 1997; BOORSTIN, 1992; GOFFMAN, 1959; BAUDRILLARD, 1991; BOURDIEU, 2007). It resulted on new theoretical elements applied to substantive context of intentional financial corporate fraud as the central one: ‘trust-based business’. This category integrates other aspects as the use of culture social values to access target public. It was also possible to identify how behavior changes along the process of fraud, identifying three moments: ‘origin’, ‘pseudo-coherence’, when business growth; and ‘spiral’, when business advance to bankruptcy. These results can be applied in future researches on other substantive contexts of fraud to construct more general theory and even to reformulate formal fraud corporate current theories.

Cette recherche documente les façons de faire l’évaluation formative d’enseignants de français du Lycée exerçant en contexte de classes pléthoriques au Sénégal. Le choix récent dans ce pays de l’approche par compétences invite à privilégier cette fonction de l’évaluation, au regard de son potentiel pour la progression des apprentissages des élèves (Allal & Mottier Lopez, 2005; Black & Wiliam, 2009; Morrissette, 2010). Cependant, les orientations ministérielles concernant sa mise en œuvre sont très générales, et jusqu’ici, la recherche a laissé dans l’ombre son application en contexte de classes pléthoriques. Puisant au domaine des savoirs pratiques (Schön, 1983) et à une vision interactive et située de l’évaluation formative (Mottier Lopez, 2007; Morrissette, 2010), j’ai conduit une démarche de recherche collaborative auprès de 14 enseignants de français exerçant dans le même Lycée, ponctuée par 6 entretiens de groupe. Un premier registre d’analyse a décrit des façons de faire rattachées à trois dimensions de la pratique de l’évaluation formative: l’analyse du contexte de la pratique, la construction négociée du savoir et la gestion de l’effectif. Un second registre d’analyse de leurs façons de faire en contexte d’«étrangeté culturelle» (Douville, 2002) a permis de conceptualiser leur savoir-évaluer en relation avec leur façon d’interpréter les problèmes qui se posent aux élèves, leur conception de l’erreur et leurs manières de réinventer les modes d’accomplissement traditionnels de l’évaluation ancrés dans la culture scolaire. / This research documents the ways formative assessment is operationalized by French teachers working in the context of overcrowded classrooms in a Senegalese High School. The recent choice for implementing the competency-based approach in this country invites teachers to promote the use of formative assessment which is geared towards the provision of high quality learning (Allal & Mottier Lopez, 2005, Black & Wiliam, 2009 Morrissette, 2010). However, Ministerial guidelines for its implementation are very general, and so far, research has not been carried out as regards its application in overcrowded classes. Building on the field of reflective practice (Schön, 1983) and an interactive situated vision of formative assessment (Mottier Lopez, 2007; Morrissette, 2010), I led a collaborative research with 14 French teachers working in the same High School. Six focus groups discussions were carried out which shed light on three dimensions related to formative assessment practices: contextual analysis of teacher practices, the negotiated construction of knowledge and the management of the overcrowded classrooms. Analysis of formative assessment practices in the context of « cultural strangeness » (free translation) (Douville, 2002) helped to conceptualize their know-how on evaluation in light of how they interpret the problems faced by students, their conception of what error constitutes and the ways they reinvent the traditional performance evaluation methods rooted in the school culture.

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The Swedish preschool is internationally known for its high quality. Children in Sweden are given early educational opportunities to learn and develop prior to their school start. The Swedish preschool activity should include an overall language developmental approach; however, studies show that the children's conditions for language instruction vary intra-nationally. While the Swedish preschool curriculum reflects on children's desire to learn, the preschool staff should be aware of their own practical theory in order to arrange for learning. Research show that early childhood education of high quality benefits children's future school results. Thus, this research aims at studying children's opportunities for quality learning and development in the Swedish preschool, by exploring the content of preschool teaching. The role of the preschool is to provide all children with an education of high quality. This study aims at investigating what quality can mean in terms of preschool language instruction. To generate an understanding of quality, the study focuses on the structure and process inputs in six public preschools and two municipalities. To provide insights about the preschools' practices, a qualitative approach has been used to conduct interviews with preschool heads and employees from education administrations, as well as questionnaires with preschool staff and observations of learning environments. As the quality inputs vary between the preschools and municipalities it affects the outputs of the children's language development. This research makes it evident that the outcomes are mainly dependent on the preschool staff's abilities and competences of implementing development. / Den svenska förskolan är internationellt känd för sin höga kvalitet. Barn i Sverige ges tidiga utbildningsmöjligheter för lärande och utveckling inför deras skolstart. Den svenska förskoleverksamheten bör omfatta ett övergripande språkutvecklande arbetssätt, men däremot visar studier att barnens förutsättningar för språkinlärning varierar inom landet. Medan den svenska förskolans läroplan reflekterar barns lust att lära, bör förskolepersonalen ändå vara medveten om sin egen praktiska teori för att arrangera för lärande. Forskning visar att förskoleverksamheter av hög kvalitet gynnar barns framtida skolresultat. Därmed syftar denna studie på att undersöka barns möjligheter för kvalitet i lärande och utvecklande inom den svenska förskolan, genom att utforska innehållet av förskolans pedagogiska arbete. Förskolans roll är att erbjuda alla barn en utbildning av hög kvalitet. Denna studie syftar på att undersöka vad kvalitet kan innebära i relation till språkinlärning. För att få en förståelse för kvalitet fokuserar denna studie på de struktur- och processinriktade insatserna inom sex kommunala förskolor och två kommuner. För att ge insikt om förskolornas praktik har ett kvalitativt förhållningssätt använts för att genomföra intervjuer med förskolechefer och tjänstemän från utbildningsförvaltningar, samt enkäter med förskolepersonal och observationer av läromiljöer. Eftersom kvalitetsinsatserna varierar mellan förskolorna och kommunerna påverkar detta resultaten av barnens språkutveckling. Denna studie tydliggör att resultaten beror framför allt på förskolepersonalens förmågor och kompetenser att utveckla verksamheten.

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