Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-12-03T17:45:36Z No. of bitstreams: 1 RaquelMariaVieiradoRosarioDissertacao2018.pdf: 1271831 bytes, checksum: c2afb9b407c0f599b2d8513748ac9680 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-12-03T17:45:54Z (GMT) No. of bitstreams: 1 RaquelMariaVieiradoRosarioDissertacao2018.pdf: 1271831 bytes, checksum: c2afb9b407c0f599b2d8513748ac9680 (MD5) / Made available in DSpace on 2018-12-03T17:45:54Z (GMT). No. of bitstreams: 1 RaquelMariaVieiradoRosarioDissertacao2018.pdf: 1271831 bytes, checksum: c2afb9b407c0f599b2d8513748ac9680 (MD5) Previous issue date: 2018-08-30 / UCB / The present study is part of the Policy, Management, Financing and Evaluation of Education research line of the Postgraduate Program in Education (PPGE) Stricto Sensu of the Universidade Católica de Brasília (UCB). It has as its theme aspects of convergence between the financial and pedagogical management of the teaching units. The object of study is the materialization of the Political Pedagogical Project (PPP) through the Program of Administrative and Financial Decentralization (PDAF) in a public education institution of the Federal District (DF). The theoretical framework is based on Paro (2010), Veiga (2000), Secchi (2010), Peroni; Adrian (2004). Documentary research is based on the Federal Constitution of 1988, Law no. 9,394 / 96, the decrees establishing the PDAF in the Federal District, as well as decrees and minutes related to the PDAF. The empirical field was a school in the Federal District and the Regional Coordination of Teaching of the Pilot / Cruise Plan of the Secretary of State for Education of the Federal District (SEEDF). Semi-structured interviews were conducted with school officials and with a server of the Regional Coordination of Teaching of the Pilot / Cruise Plan. In the interpretation of the analyzes, a content analysis was carried out (BARDIN, 2011) with the objective of understanding the relationship between the school financing program and the Political-Pedagogical Project (2014-2017). The results of the research made it possible to verify that: (a) the link between the PDAF and the PPP occurs in a manner consistent with the legal norms of the Federal District, (b) the relation between the use of the PDAF to achieve PPP is understood (c) the resources of the PDAF are used for administrative, didactic-pedagogical materials and maintenance of the school space, (d) the non-recurrence of the transfer of resources impairs the acquisition of instruments and services registered in the PPP of the school. / O presente estudo integra a linha de pesquisa Política, Gestão, Financiamento e Avaliação da Educação do Programa de Pós-Graduação em Educação (PPGE) Stricto Sensu da Universidade Católica de Brasília (UCB). Possui como temática aspectos de convergência entre a gestão financeira e a pedagógica das unidades de ensino. Tem como objeto de estudo a materialização do Projeto Político-Pedagógico (PPP) por meio do Programa de Descentralização Administrativa e Financeira (PDAF) em uma instituição de ensino público do Distrito Federal (DF). O quadro teórico baseia -se em Paro (2010), Veiga (2000), Secchi (2010), Peroni e Adrião (2004). A pesquisa documental fundamenta-se na Constituição Federal de 1988, na Lei n. 9.394/96, os decretos que instituíram o PDAF no DF, bem como portarias e atas relativas ao PDAF. O campo empírico foi uma escola do DF e a Coordenação Regional de Ensino do Plano Piloto/Cruzeiro da Secretaria de Estado de Educação do Distrito Federal (SEEDF). Foram realizadas entrevistas semiestruturadas com servidores da escola e com um servidor da Coordenação Regional de Ensino do Plano Piloto/Cruzeiro. Na interpretação das análises fez-se análise de conteúdo (BARDIN, 2011), com objetivo de compreender, a partir das falas dos sujeitos, a relação entre o programa de financiamento escolar e o Projeto Político-Pedagógico (2014-2017). Os resultados da pesquisa possibilitaram constatar que: (a) o vínculo entre o PDAF e o PPP ocorre de maneira coerente com os normativos legais do DF, (b) a relação da utilização do PDAF para concretizar o PPP está subentendida no cotidiano escolar de maneira implícita, (c) os recursos do PDAF são utilizados para materiais administrativos, didático-pedagógicos e de manutenção do espaço escolar, (d) a não periodicidade no repasse dos recursos prejudica a aquisição de instrumentos e serviços registrados no PPP da escola.

Dissertação (mestrado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, Mestrado em Educação, 2016. / Submitted by Camila Duarte (camiladias@bce.unb.br) on 2016-07-25T12:49:20Z No. of bitstreams: 1 2016_AlexandraPereiradaSilva.pdf: 1599915 bytes, checksum: 73e3ecb57958c344ce6de78d07ec8da7 (MD5) / Approved for entry into archive by Ruthléa Nascimento(ruthleanascimento@bce.unb.br) on 2017-02-17T17:25:58Z (GMT) No. of bitstreams: 1 2016_AlexandraPereiradaSilva.pdf: 1599915 bytes, checksum: 73e3ecb57958c344ce6de78d07ec8da7 (MD5) / Made available in DSpace on 2017-02-17T17:25:58Z (GMT). No. of bitstreams: 1 2016_AlexandraPereiradaSilva.pdf: 1599915 bytes, checksum: 73e3ecb57958c344ce6de78d07ec8da7 (MD5) / O presente estudo, desenvolvido no Programa de Pós-Graduação em Educação da Faculdade de Educação da Universidade de Brasília (UnB), vincula-se à linha de pesquisa Políticas Públicas e Gestão da Educação e tem por objeto a gestão financeira do Programa de Descentralização Administrativa e Financeira (PDAF). O PDAF foi implementado nas escolas públicas do Distrito Federal no ano de 2008 com a finalidade de dar autonomia gerencial para a realização do projeto pedagógico, administrativo e financeiro, por meio do repasse de recursos financeiros. O programa introduziu um modelo de gestão financeira nas escolas e a prestação de contas dos recursos recebidos exige do diretor conhecimentos para além da sua formação inicial. A pesquisa utilizou como pressuposto teórico-metodológico o materialismo histórico-dialético, sendo a contradição a categoria nuclear. O campo empírico foi realizado em três escolas que ofertam ensino médio na Coordenação Regional de Ensino do Plano Piloto/Cruzeiro da Secretaria de Estado de Educação do Distrito Federal (SEDF). Foram realizadas entrevistas semiestruturadas com sete professores que atuam na direção, um assessor técnico da Coordenação e um gerente da Gerência de Prestação de Contas dos Recursos Descentralizados da Secretaria de Educação. Analisaram-se as contradições da política de descentralização, pois ao mesmo tempo em que o PDAF trouxe ganhos para a autonomia da escola, a gestão do programa centralizou o trabalho do diretor. Os resultados da pesquisa permitiram constatar que: (a) apesar de a SEDF não criar o cargo de gestor financeiro na escola, as atribuições inerentes a essa função foram inseridas nas atividades do diretor; (b) as atribuições de gestor financeiro tornaram-se privativas do diretor no momento em que a presidência da unidade executora passou a ser obrigatoriamente exercida por ele; (c) a forma de provimento por eleição direta, mesmo com a oferta de curso posterior pela SEDF, não garante a formação técnica do diretor para desempenhar as atividades financeiras; (d) o apoio das instâncias superiores para a execução financeira do programa na escola mostrou-se insuficiente. Além disso, a exigência de procedimentos jurídico-contábil-bancários, o excesso de trâmites burocráticos na prestação de contas, a falta de uma equipe especializada, a irregularidade dos repasses e a redução dos recursos são determinantes que dificultam o planejamento pedagógico da escola e, quando conjugados, podem levá-la à situação de inadimplência. / This dissertation, developed under the Graduation Program in Education at the Faculty of Education – Universidade de Brasília (UnB), linked to the Public Policies and Education Management line, has the financial management from the Administrative and Financial Decentralization Program (PDAF) as its object. The PDAF was implemented in public schools of the Federal District in 2008 in order to ensure management autonomy to carry out the pedagogical, administrative and financial project, through the financial resources. The program introduced a model of financial management in schools in which the accountability of the received resources requires knowledge from the principal beyond his initial training. The research used the historical-dialectical as its theoretical and methodological approach. The contradiction was chosen as its main category. The empirical research took place in three high schools under Plano Piloto/Cruzeiro Coordination of the Secretary of Education of the Federal Distrital (SEDF). Semi-structured interviews were conducted with seven teachers who work in the administration of the school, a technical advisor to the Coordination, and the employ responsible for Accountability Management of Decentralized Resources (GPDESC) of the Secretary of Education. Were analyzed the contradictions of the decentralization policy, because at the same time that the PDAF brought gains to the school autonomy, it is also centralized the work of the principal. The results of this research allow to assert: (a) although the SEDF has not created the school financial manager position, the responsibilities inherent were included in the director’s tasks; (b) the financial manager assignments became private of the director as long as the presidency body had to be mandatorily carried out by him; (c) the form of provision through direct election, even if combined with further training, does not guarantee the director’s technical training to carry out financial activities; (d) the support from higher instances to the financial implementation of the program inside the school was insufficient. In addition, the requirement knowledge from accounting, banking services, and legal fields, the complexity of the program, the excessive bureaucracy accountability, the irregularity of the transfers and the reduction of resources are factors that, in addition to hindering the educational planning school, can take it to the default situation.

A cruise missile is a guided missile that uses a lifting wing and a jet propulsion system to allow sustained flight. Cruise missiles are, in essence, unmanned aircraft and they are generally designed to carry a large conventional or nuclear warhead many hundreds of miles with excellent accuracy. In this study, navigation and control studies on cruise missiles are performed. Due to the variety and complexity of the subsystems of the cruise missiles, the main concern is limited with the navigation system. Navigation system determines the position, velocity, attitude and time solutions of the missile. Therefore, it can be concluded that an accurate self-contained navigation system directly influences the success of the missile. In the study, modern radar data association algorithms are implemented as new Terrain Aided Navigation (TAN) algorithms which can be used with low-cost Inertial Measurement Units (IMU&rsquo / s). In order to perform the study, first a thorough survey of the literature on mid-course navigation of cruise missiles is performed. Then, study on modern radar data association algorithms and their implementations to TAN are done with simple simulations. At the case study part, a six degree of freedom (6 DOF) flight simulation tool is developed which includes the aerodynamic and dynamic model of the cruise missile model including error model of the navigation system. Finally, the performances of the designed navigation systems with the implemented TAN algorithms are examined in detail with the help of the simulations performed.

This study lays a foundation for the empirical mapping of the material production of Afrikaans fiction from 1990 to 2005. The primary research question, namely, how to map Afrikaans fiction production during this period, has been answered through both descriptive-qualitative and statistical-quantitative empirical research. In the first, contextual descriptive component, qualitative research is used to describe the context within which Afrikaans fiction production takes place. The impact of transformation shifts on the production and producer landscapes are mapped through a description of the publishing system. Within this system, book production is regarded as an institution that has inter-systemic relationships with other sub-systems, including institutional contexts (such as media, cultural, literary, educational and library sub-systems), as well as broader societal contexts (such as political, economic and technological contexts). Transformation shifts in the producer landscape (including the establishment, conglomeration, mergers, take-overs and closures of publishing houses) are described through profiling the relevant producers (including publishing houses and other kinds of producers) who contribute to this landscape. In the second, statistical empirical component, quantitative research is used to sketch the contours of Afrikaans fiction production through the construction of production and producer profiles. On a theoretical level, the study follows a sociological and institutional approach to empirical literary studies. This study has been positioned within the developing field of book and publishing studies, specifically within the parameters of the epistemology of production statistics. Itamar Even-Zohar’s poly-system theory and Pierre Bourdieu’s theory of the field of cultural production form the theoretical framework. Several methodological instruments were developed for the purpose of this study, including a new model of the publishing system, a database of production statistics (the Production Database of Afrikaans Fiction – PDAF), and two typologies of kinds of producers and fiction publications according to which both producer and production categories can be distinguished. The publishing system, the PDAF and the two typologies have been proven useful instruments for the mapping of book production. These instruments will contribute to the fields of book and publishing studies through their application to research on other production categories. The PDAF is a useful resource for measuring the growth and diversity of Afrikaans fiction production. The study concludes that Afrikaans fiction production between 1990 and 2005 was incisively influenced by transformation shifts. Publishing in this field became more challenging in that Afrikaans fiction production had to wean itself from the artificial institutional privilege and substantial state support it had enjoyed and was forced to become economically independent. By 2005, there were far fewer significant producers of Afrikaans fiction in the producer landscape than in 1990. In some production categories, fiction production has shrunk, while, in others, it has grown. Overall, the production profile of Afrikaans fiction has greatly diversified, with Afrikaans fiction appearing in a wide variety of production categories. Afrikaans fiction remains the most diverse and best-developed indigenous tradition of fiction production. The challenge for future case studies is to investigate the relationships between production patterns and specific transformation shifts in the publishing system in terms of specific production categories. / Thesis (PhD)--University of Pretoria, 2008. / Information Science / unrestricted