Thesis (M. Sc.)--University of Hong Kong, 2002. / Includes bibliographical references.

Orientador : Newton Antonio Paciulli Bryan / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-11T04:57:13Z (GMT). No. of bitstreams: 1 Marconsin_AdautoFernandes_D.pdf: 3872017 bytes, checksum: 53cfe68c514443ea2ba3ce0052ae3a8c (MD5) Previous issue date: 2008 / Resumo: Esta tese de doutorado, usando uma metodologia qualitativa e conceitos de economia solidária, de política pública e Estado, burocracia, poder político e tomada de decisões, investiga a implantação de política pública de economia solidária no Governo Federal (2003-2006), Governo do Estado do Rio Grande do Sul (1999-2002), Municípios de São Paulo (2001-2004), Santo André (1989-2004), Osasco (2005-2007) e no município de Campinas (2001-2007). Busco, a partir dos marcos legais e das intencionalidades da política, estabelecer nexos dessa construção e, a partir daí categorizá-la como política pública em construção através dos indicadores propostos. Em particular no município de Campinas (2001-2007), utilizando a metodologia do estudo de caso, a partir de um duplo papel de pesquisador e gestor da política, apresento a construção dessa política a partir de seu marco legal, detalhando a ação da burocracia pública na análise das proposições construtivas da política no fomento aos empreendimentos solidários. Utilizo os espaços de construção da política, definidos entre os sujeitos constitutivos da política, para estabelecer os nexos entre o conceito de economia solidária e da política pública de economia solidária. Através de entrevistas envolvendo os gestores públicos e os sujeitos constitutivos dos empreendimentos solidários na experiência de Campinas e resgatando a análise dos textos relativos às experiências dos demais municípios, Estado do Rio Grande do Sul e Governo Federal, finalizo a análise da política pública, caracterizando-a como em construção / Abstract: This doctoral thesis, using a qualitative methodology and concepts of solidary economy, public policy and state, bureaucracy, political power and decision-making, investigates the deployment of public policy for solidary economy in the Federal Government (2003-2006), Government of State of Rio Grande do Sul (1999-2002), Municipality of São Paulo (2001-2004), Santo André (1989-2004), Osasco (2005-2007) and in the city of Campinas (2001-2007). Search, from the legal milestones in intentionalities policy, establish links of this building and from there categorizá it as public policy in progress through the indicators. In particular in the city of Campinas (2001-2007), using the methodology of the case study, from a dual role of investigator and manager of the policy, presenting the construction of this policy from its legal framework, detailing the action of bureaucracy public in the analysis of proposals constructive policy on encouraging enterprises to solidarity. Use the spaces for the construction of the policy, defined between subjects constituting the policy, to establish the links between the concept of economic solidarity and the public policy of economic solidarity. Through interviews involving the public and managers of the subjects constituting empreendimetos solidarity in the experience of Campinas in rescuing the analysis of texts relating to the experiences of other municipalities, state of Rio Grande do Sul and the Federal Government, end the analysis of public policy, featuring as under construction / Doutorado / Politicas de Educação e Sistemas Educativos / Doutor em Educação

The thesis deals with self-management of head teachers and its application in the present which is characterized by an environment of never-ending changes which place considerable demands on the overall preparedness of school management to face these demands. This theses has been completed using search of available literature and free Internet resources related to this issue. The theoretical part explains the basic concepts related to the topic. The personality and skills of managers are also described there. Based on the analysis and comparison of scientific literature I describe the techniques and procedures recommended by the authors who deal with this issue. With the help of a survey in the form of half-structured interviews with managers of education in different types of schools in a district town I try to find out what self-management techniques covering the biological, psychological and social areas are practised by head teachers in order to maintain and develop relevant skills. In conclusion, based on the acquired data I suggest a process of self-management of head teachers. Recommended methods and procedures can be used as a strategic tool for maintaining and developing their competencies necessary to carry out their profession in a quality way. KEYWORDS school director, self-management,...

Background: Much social network analysis in health related research has focused on the impact of social networks in the genesis of long term conditions and associated inequalities. However, there has been little research on the role of social networks in the management of such conditions. This is significant at a time when increasing policy emphasis is placed on individual self-care and assumptions are often made about social support, and familial support in particular. The management of chronic illness is complex involving the interplay of personal and contextual factors and comprised of a number of daily activities which include the ongoing negotiation of management into existing roles and the degree of individual engagement with self-management. Little is known about how these aspects interact to shape and influence management, what constitutes a social network for individuals with long term conditions and whether this changes over time.Methods: This study was embedded within the Whole Systems Informing Self-management Engagement (WISE) randomised control trial. It used a longitudinal qualitative design with initial face to face in-depth interviews, telephone follow-ups over a year and final face-to-face interviews where sociograms were also used to elicit network structure.Results: The findings suggest that who is in the social network, and the types of relationships which are present, influence how management practices are framed and the extent to which they are engaged with. Resources available to an individual through the network support, or undermine, engagement and changed over time. Networks included family, friends, GP, nurses and companion animals. The amalgamation of the different types of relationships that constitute the social networks are characterised by three typologies; the family focused network, the friend focused network and the health care professional focused network. These network types reflected where support was sought in times of crisis. In the absence of 'typical' sources accounts highlighted the substitutability of network members which was often narrowly sought from key individuals. Changes in illness management, either positive or negative, were framed around critical moments as they challenged existing norms of practice and involved significant network members. Further, co-morbid conditions placed an additional complexity to management and priorities were shaped by the recursive relationship with health services which seemingly influences patients' orientation in becoming either active assessors of health care or less engaged through being overwhelmed. Conclusions: This thesis challenges the notion of 'self'-management as an individual construct as many of the practices of illness management involved the support and/or negotiation of roles with others. Critical moments are a key point where normalised management practices are challenged and have particular relevance for future interventions which could foster these critical points to facilitate such changes in routines. Interventions and education need to reflect this wider setting in which chronic illness management occurs for the practices of management to become normalised into everyday routines.

Due to the passage of the Gainful Employment Rule of 2015, for-profit schools must ensure graduate employability, which forces vocational schools to make student success a priority. The concepts of stress mindset from the cognitive activation theory of stress and stress management self-efficacy from social cognitive theory were used in this study to assess the relationship of each to the employability of graduates. This study utilized a nonrandomized convenience sampling method and a multiple logistic regression with categorical dependent/criterion variables (gainful employment versus not) and continuous predictor variables (stress management self-efficacy, stress mindset) to compare the relationships. Stress mindset levels were measured using the stress mindset measure while stress management self-efficacy levels were measured by the stress management self-efficacy measure with 66 participants. The results of this study indicated that while both increased levels of stress management self-efficacy and a positive stress mindset were associated with a significantly increased likelihood of gainful employment, on its own, stress management self-efficacy was a better indicator than was stress mindset, on its own. The implications for positive social change from the results of this study, are a greater understanding of the importance of stress management self-efficacy and a positive stress mindset on the employability of technical school graduates. This knowledge could lead to the creation of improved stress management and stress mindset assistance for technical school students, which could lead to increased employability in these graduates.

<p>Low levels of on-task behaviors can be troublesome for both teachers and students leading to difficulties associated with regulating off-task and disruptive behaviors and providing continuous prompts. Research indicates that students with intellectual disabilities (IDs) frequently engage in off-task and disruptive behaviors (e.g., talking, sleeping, and making negative statements). According to teachers, the on-task behaviors of students with IDs are unsatisfactory due to a behavioral deficit; as a result, these students demand more individual time and attention from adults than their typically developing classmates. This dependence on external prompts can have negative consequences for students with IDs, including exclusion from general education classes and school dropout. Although empirical investigations to address on-task behaviors is limited in Türkiye, Turkish educators indicated that one of their primary concerns was to manage off-task behaviors of students with disabilities in their classrooms. General education classroom teachers also have suggested that special education classrooms were a better placement for students with IDs because of the need to manage off-task behaviors via one-on-one or small group instructional arrangements. As a result of these off-task issues, there is a need for interventions to assist teachers in improving on-task behaviors of students with IDs which may, in turn, promote the inclusion of these students into general education classrooms. </p> <p>  One such intervention is self-management. Self-management strategies in general and self-monitoring in particular have been found to be effective in enhancing on-task behaviors of students with IDs due in part to intrusiveness, adaptability, and reactivity impact. These interventions can also be used to promote inclusion because the responsibility of behavior management passes from the teacher to the student.This change in responsibility could leave teachers more time to teach instead of providing continuous prompts given the higher teacher-student ration in general education classrooms. Unfortunately, there are several limitations in self-management research in Türkiye including the following: (a) the implementation of self-management interventions to improve on-task behaviors has been prominently conducted with students with autism spectrum disorders (ASD) and learning disabilities (LD); (b) the vast majority of these interventions has been conducted in segregated settings such as special education classrooms in middle school settings; and (c) systematic planning in generalization and maintenance has been lacking or limited that have caused lack of generalization of increased on-task behaviors to other settings. Given that Türkiye has only two studies investigated self-management interventions with students with IDs, these interventions have similar concerns as Western countries including lack of investigations in general education classrooms and the absence of generalization and maintenance planning.  </p> <p>In the current data set, self-management interventions (i.e., self-monitoring, self-evaluation, token economy) was utilized to improve on-task behaviors of 4 students with IDs in general education classrooms in Türkiye. A single case multiple-baseline across participants design was used. Therefore, this study aimed to investigate (a) the magnitude of the effect of self-monitoring of the on-task behaviors of Turkish students with IDs, (b) the extent to which the on-task behaviors of Turkish students with IDs generalized and maintained after exposure to self-monitoring training, (c) the effect of self-monitoring on the academic behaviors of Turkish students with IDs, and (d) the relationship between the implementation of self-monitoring and teacher reports on changes in students’ on-task behaviors.  Self-management interventions were implemented across three settings (i.e., Turkish-Language Art [TLA], math, social studies), and generalization data were collected in English-Language Art classes (ELA). Additionally, an average of 16-week maintenance data were collected from all the intervention settings (i.e., TLA, math, social studies). Based on two statistical analyses (i.e., Tau-U and Performance Criteria Based Effect Size [PCES]), the effect of self-management interventions was <em>immediate</em>, <em>generalized</em> across settings, and <em>maintained</em> over long period of time. PCESimmediate was computed to be 1.14 with a significant effect. The overall impact of the Tau-<em>U</em> intervention was 1.00 CI95 (.705 to 1.00), with generalization and maintenance effects of 1.00 CI95 (.695 to 1.00) and 1.00 CI95 (.592 to 1.00), respectively. The total PCES values were determined to be 1.2 for high effectiveness, 1.08 for generalization, and 1.2 for strong effect maintenance. The classroom teachers’ overall classroom behavior ratings were also aligned with the increased on-task behaviors. Therefore, study findings suggested that self-management interventions that originated in the West can be implemented in diverse cultural contexts, specifically with Turkish students with IDs in inclusive classrooms. Implications for future studies are discussed.   </p>

Everyone wants others to think as well of them as possible, particularly during structured social presentations, such as a speech. High self-monitors have an innate facility with impression management-the process of projecting a favorable social image. If a student is a high self-monitor, how might this impact his or her grades? Might low self-monitors' grades improve during the course? Surprisingly the results of this thesis showed that self-monitoring was not correlated with speech grades. Reasons for this finding and possible insights for future research are also discussed.

People are reluctant to transmit bad news, which is named as the MUM effect in the literature. One explanation of this effect suggests that people do not want to construct negative impressions by being associated with bad news. On the other hand, people are also willing to transmit good news which is largely ignored in the literature. In this study, transmission of good news is examined from an impression management perspective. It was suggested that people would be more likely to transmit good news and less likely to transmit bad news when they were dependent on the recipient of the news than when they were not. Four variables, likeability, perceived favor doing, expectations of gratitude and ulterior motives were hypothesized as potential mediators. Also, self &ndash / esteem, self &ndash / monitoring, Narcissism and Machiavellianism were assessed as personality variables. University students (N = 306) participated in a scenario study, with the valence of the news (good / bad) and outcome dependence on the recipient (high / low) as independent variables. The main dependent variable was transmission likelihood of the news. Results showed that, high dependence participants were more likely to transmit good news than low dependence participants. In contrast, high dependence participants were less likely to transmit bad news than low dependence participants. Moreover, likeability was found to be a partial mediator of the relationship. Participants tend to think that they would be perceived as more likeable if they transmit good news and thus they were more likely to communicate the good news. From the personality variables only Machiavellianism had a significant effect. High Machs were more likely to transmit good news in high dependence condition than did low Machs. The results of the study were discussed in the relevant literature.

This study is set in the broad context of the changing world of work that is characterised by the dissolution of full-time stable employment and the emergence of precarious, insecure forms of work (see e.g. Gorz, 1999, Hardt and Negri, 2005, Huws, 2016, Lorey, 2015, Ross, 2003, Ross, 2009, Smith, 2001, Standing, 2011). As a response to these labour market uncertainties a growing number of individuals are managing multiple areas of the self as part of their work or occupation. This trend has been termed 'the new worker-subjectivity' or 'the entrepreneurial self' that is formed through practices of self-management (Bührmann, 2005, Lorey, 2009). Despite increasing awareness of the emergence of the entrepreneurial worker-subjectivity, research into practices of self-management has only focused on occupational groups in formal work. Knowledge about the trend in the context of virtual workers who operate outside of conventional working relations and have no publicly recognised work identity is largely missing. In order to address this gap, this study explores how entrepreneurial worker-subjectivities manifest in professional online poker players as an emerging online occupation. It investigates how these workers manage themselves in the absence of formal organisational control and socially recognised occupational norms, and asks what are the effects of this self-management on the quality of their working lives? The study is based on 39 in-depth interviews with people involved in online poker or other similar activities such as online gaming or trading. The interviews were conducted either face-to-face in Estonia, Bulgaria, Romania and UK or over Skype between December 2012 and May 2014. The study develops an analytical framework for researching entrepreneurial worker-subjectivities in the context of an emerging occupation and a three-stage-model of the trajectory that provides a basis for exploring the career paths of professional online poker players. Using these framework, the study finds that professional online poker players manage various areas of the self by following informal occupational rules and that their sense of professionalism is largely derived from various practices of self-management that help them distinguish from recreational players. The study also discovers conflicting relations of autonomy and control among the workers and a range of negative effects that self-management practices have on professional online poker players. It concludes that professional online poker is not a sustainable long-term career option. These findings contribute to a better understanding of virtual work, the emergence of online poker playing as a form of work and the development of the entrepreneurial worker-subjectivity.

Vibration converters based on piezoelectric materials are currently becoming increasingly important for powering low-power wireless sensor nodes and wearable electronic devices. Piezoelectric materials generate variable electrical charges under mechanical stress, requiring an energy management interface to meet load requirements. Resonant interfaces like Parallel Synchronized Switch Harvesting on Inductor (P-SSHI) are highly efficient and robust to energy sources and loads variations. Nevertheless, SSHI circuits require synchronous switch control for efficient energy transfer. At irregular excitation, SSHI circuits may not perform optimally because the resonant frequency of the circuit is typically tuned to match the frequency of the energy source, which in the case of footsteps can be irregular and unpredictable. In addition, the circuit may also be susceptible to noise and interference from irregular excitations, which can further affect its performance. The aim is to design a self-powered energy management solution that can operate autonomously even at low frequencies and for irregular chock excitations, while at the same time allowing higher energy flow to the energy storage device and maintaining high levels of energy efficiency. To evaluate the performance of the proposed circuit, a piezoelectric shoe insole is designed and used for testing with different storage capacitance values and loads as a proof of the circuit’s adaptability to various loading conditions.:1 Introduction 2 Theoretical background 3 State of the art of piezoelectric energy harvesting interfaces 4 Novel approach of SP-PSSHI piezoelectric energy harvesting interface 5 Experimental investigations 6 Conclusions and Outlook