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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
301

Hodnotová orientace adolescentů / Adolescents´ orientation of value

PAVLŮ, Blanka January 2009 (has links)
Annotation This graduation thesis discourse about value orientation of adolescentes at present time. The thesis consists of theoretical and practical sections. 1. Theoretical part appers from present-day knowledge of pubescence and adolescentes and it explains the terms such as pubescence, adolescence, social progress, emocionality, identity, value tendencies and selfconception. The thesis describes time of adolescente and sociable and psychological characteristics of these young people. You can find information about system of secondary school at present-day. The last part of theoretical sections aims on comparing determinantes of personal progress and on their influence on progress of value our teenagers. 2. The practical part interprets results of research, which was realized on two secondary school in last year-class. The purpose of the research was to find out value tendencies of adolescentes at present time and show personal values of these young people. The results of research are presented not only collectively but also like results for gender groups. This point of view is important for comparing tendencies of values among young girls and boys.
302

Možnosti získání finančních prostředků z programů podpor MSP pro malý podnik / Possibility of obtaining funding from the SME support for small company

KUNKELA, Martin January 2010 (has links)
The main objective of this thesis is an analysis of support programs focused on small businesses, the program most suitable applications for the enterprise and assess the contribution of selected operational program for the examinees.
303

Compras como progresso em objetivos

Gonçalves, Manuela Albornoz January 2014 (has links)
Consumidores usam produtos como meios de obtenção de objetivos. Às vezes, entretanto, os consumidores somente compram o produto e não o consomem. Isso ocorre, especialmente, quando os produtos comprados estão associados a objetivos contínuos, isto é, objetivos que requerem tempo e esforço para o seu cumprimento. Esta tese investiga se os consumidores percebem a compra de produtos associados a um objetivo contínuo como um progresso neste, seguindo a lógica desenvolvida por Fishbach e Dhar (2005), a qual propõe que quando os consumidores percebem um avanço na busca de um objetivo, tornam-se mais suscetíveis a adotar escolhas subsequentes inconsistentes com a busca desse objetivo. Ainda, demostra-se que a percepção de progresso no objetivo é contingente da força de associação entre objetivo e produto. Quatro experimentos foram desenhados para testar estes efeitos, o primeiro testa o efeito da compra em relação a um grupo de controle, o segundo testa o efeito da compra em relação a uma ação efetiva na busca do objetivo, o terceiro verifica o impacto da percepção de progresso na motivação e o último apresenta a interação entre a ação (compra vs efetiva) e força de associação do produto no progresso percebido. / Consumers often use products to help them pursue their goals. Sometimes, however, consumers only purchase the products and do not use them. This occurs especially when the purchased products are associated with ongoing goals, i.e., goals that require time and effort toward goal attainment. This dissertation investigates whether consumers perceive the purchase of a product that is related to an ongoing goal as goal progress, based on the rationale developed by Fishbach and Dhar (2005), which proposes that when consumers perceive an action as goal progress, their subsequent actions are more likely to be inconsistent with the focal goal. Furthermore, it is proposed that the perception of goal progress is contingent to the strength of the association between goal and product. Four experiments were designed to test these effects, the first test the effect of purchase compared to a control group, the second test the effect of purchase in relation to an effective action in goal, the third study verifies the impact of perceived progress in motivation and the last study shows the interaction between the action (purchase vs effective) and the strength of association in the inference of goal progress.
304

¿Cómo se mide el progreso en economía? / How to measure progress in economy?

Zaratiegui Labiano, Jesús María 10 April 2018 (has links)
How do we measure progress in economics? Can theory change be interpreted as progress, and how? There are various possible answers that are not necessarily mutually exclusive; the question might be seeking the answer to several puzzles, each one of which needs to be answered differently. Perhaps the starting point should be to think about in parallel how the same task has been carried on in natural sciences, the model that inspired the birth and further development of economics all along. How it has been analyzed, understood and explained. / La crisis económica mundial ha puesto, de nuevo, sobre la mesa el viejo tema de la capacidad explicativa de la cienciaeconómica. La visión convencional nos habla de un progreso lineal y progresivo en el tiempo, pero está claro que la economía presenta aún muchas limitaciones. ¿Cómo podemos medir ese progreso real o ficticio de la ciencia? ¿Se pueden considerar progreso los cambios en la teoría, y cómo? Hay diversas respuestas que no tienen por qué ser excluyentes. E este artículo, usamos el método de examinar cómo se ha respondido a las mismas preguntas en las ciencias naturales, el modelo que inspiró el nacimiento y posterior desarrollo de la economía. Además, se analiza cómo ha sido analizado, entendido y explicado el progreso en unas y otra. La claridad de los criterios de progreso en las ciencias naturales puede arrojar alguna luz sobre la misma cuestión en la ciencia económica.
305

"Vadå skribent? Jag är ingen skribent, jag gör bara uppgiften!" : En studie om en grupp gymnasielevers reflektioner kring sitt skrivande

Babaoglu, Serife January 2017 (has links)
This study is founded on my personal interest in Swedish as a language as well as a subject in the Swedish school system. The development of pupils in terms of the Swedish language has always interested me, in particular the writing development and what motivates pupils to write texts. During my time as a teacher, I have observed several key factors that contributes to the development of pupils’ writing skills; for example, the pursuit of a grade, demands from the teacher, or the interest in a specific genre. However, there are certainly an exceeding number of factors that affects pupils’ writing development.  In addition, as a teacher I have encountered several difficulties present in pupils writing ability as well as their self-perception as writers. For example, during a writing exercise in Swedish 1, a course in upper secondary school, the pupils were learning how to paraphrase. The pupils were asked by me “What makes you into a good writer?”, with a surprised look the pupil said “Writer? I am not a writer? I am just doing the task”. Subsequently, it became clear to me that these pupils do not view themselves as writers. They might not feel that the texts are their own in which their personalities and experiences are present. Thus, I chose to conduct a writing project in the school which I work. The present study will analyse upper secondary school pupils’ self-reflections about their writing. This will be conducted by asking upper secondary school pupils at a school with a vehicular profile to read and write short stories as well as writing reading logs. The idea is that as the pupils were writing their short stories and writings their reading logs I would simultaneously collect and analyse their logs. In conclusion, the study will be based on the pupils’ reading logs. The purpose is to investigate the self-perception of pupils’ writing as they are writing and reflecting over their written production.
306

Progresso e moral na filosfia da história de Kant / Progress and morality in Kant\'s philosophy of history

Bruno Nadai 07 December 2011 (has links)
Esta tese busca reconstruir a filosofia da história de Kant a partir de duas perspectivas distintas. A primeira delas é de ordem sistemática e procura mostrar o lugar da filosofia da história no interior do sistema da filosofia crítica kantiana, indicando como Kant justifica (por razões teóricas e práticas) a sua concepção teleológica segundo a qual a história pode ser concebida como um progresso jurídico-político e moral da espécie humana. A segunda perspectiva busca reconstruir como Kant expõe o curso do progresso histórico, indicando que o desenvolvimento cultural, civilizatório e político deve ser entendido como condição preparatória ou facilitadora do progresso moral. / This work intends to reconstruct Kants philosophy of history according to two different perspectives. The first perspective is of systematic order and intends to show the place of Kants philosophy of history inside the system of critical philosophy, showing how Kant justifies (through theoretical and practical reasons) his teleological conception according to which the history can be conceived as a political and moral progress of human species. The second perspective intends to reconstruct how Kant exposes the course of historical progress, suggesting that the cultural, civilizing and political development can be understood as a preparatory condition of the moral progress.
307

Progresso valorativo da ciência e a biotecnologia: sobre a participação dos valores sociais na avaliação do progresso científico / Evaluative progress of science: on the participation of scientific values in the evaluation of scientific progress

Débora de Sá Ribeiro Aymoré 26 June 2015 (has links)
A partir da análise do modelo de desenvolvimento da ciência proposto por Kuhn em The structure of scientific revolutions (1962) é possível considerar a ciência enquanto prática realizada no interior comunidades científicas. Ainda que tratando de dois tipos de progresso científico: aquele que ocorre por meio da atividade paradigmática e o que acontece por meio das revoluções científicas, Kuhn permanece como modelo de progresso científico centrado especialmente no aspecto cognitivo interno da atividade científica. Porém, ao listar os valores como um dos elementos do paradigma, Kuhn trouxe para a filosofia da ciência a possibilidade do tratamento também dos fatores externos, que estão relacionados ao contexto social no qual a ciência está inserida. Levando adiante essa proposta de interação entre a ciência e os valores, Lacey vincula o conceito de paradigma a sua concepção de estratégia de pesquisa. Orientando-nos pela guinada valorativa empreendida por Lacey, formulamos três características que compõem o progresso valorativo da ciência, que são a consideração da prática científica, a identificação da interação da ciência com os valores e o reconhecimento da estrutura entre meios e fins que subjaz à relação da escolha das estratégias de pesquisa (M1) com os demais momentos logicamente distintos da prática da ciência, incluindo a relação entre a ciência e a tecnologia que é realizada no momento da aplicação científica (M5). Nossa consideração está baseada em grande medida no modelo da interação entre a ciência e os valores, que permite elucidar além da distinção entre os valores pessoais e os sociais, e da distinção entre valores cognitivos e não cognitivos, a articulação dos valores através do discurso, como forma de explicitá-los, permitindo a sua crítica por perspectivas de valor divergentes. Além disso, para exemplificar o enraizamento dos valores nos contextos sociais e institucionais da ciência, analisamos três estudos de casos, da inovação no Brasil, da proibição de uso de animais para o teste de cosméticos no Estado de São Paulo e da aplicação do aconselhamento genético no Centro de Estudos do Genoma Humano e Células-Tronco, dos quais extraímos que a interação entre a ciência, a tecnologia e a sociedade requer o reconhecimento de que os valores orientam as práticas científicas e tecnológicas, bem como a possibilidade de que demandas sociais de legitimidade alterem a relação entre meio (ciência e tecnologia) e finalidades (controle da natureza e inovação) a serem atingidas. / Beginning from the analysis of Thomas Kuhns model of development of science, proposed in The structure of scientific revolutions (1962), it is possible to consider science as a practice held within scientific communities. Although dealing with two different types of scientific progress, i.e., progress by means of paradigmatic activity, and progress by means of scientific revolutions, Kuhn remains within a model of scientific progress centered mainly in the internal cognitive aspect of scientific practice. But, enrolling values among the elements of paradigm, Kuhn brings to the philosophy of science the possibility of treating also the external factors which are related to the social context in which science is inserted. Bringing ahead this proposal of interaction between science and values, Lacey links the concept of paradigms to his conception of research strategy. Guided by Laceys evaluative turn, we formulate three features that compose the evaluative progress of science. There features are to take into account the scientific practice, to identify the interaction between science and values, and to recognize the structure of means and ends that underlies the relation between the choice of the research strategy (M1) and the other logically distinct moments of scientific practice, specially the relation between science and technology which occurs in the stage of scientific application. Our consideration is based mainly on the model of the interaction between science and values. This allows the clarification not only of the distinctions between personal values and social values, and the distinction between cognitive values and non-cognitive values, but also the articulation of values through discourse as a mean of making them explicit, admitting their criticism from divergent evaluative perspectives. Furthermore to exemplify the rooting of values in the social and institutional contexts of science, we analyze three study-cases: that of innovation in Brazil, that of prohibiting the use of animals for the test of cosmetics in the State of São Paulo, and that of genetic advice in the Human Genome and Stem Cells Research Center. From these study-cases we extract that the interaction between science, technology and society requires the recognition that values guide scientific and technological practices, as well as the possibility that social demands of legitimacy change the relation between the means (science and technology) and the ends (control of nature and innovation) to be achieved.
308

Pequena história do mal: Anselm Kiefer e Walter Benjamin / Short narrative of evil: Anselm Kiefer and Walter Benjamin

Lilian Santiago 13 October 2009 (has links)
A presente pesquisa procura reunir as reflexões pictóricas de Anselm Kiefer no âmbito da tradição intelectual da literatura, do mito, da história e da religião, e que se condensam na categoria da catástrofe de O Drama Barroco Alemão e do Trabalho das Passagens de Walter Benjamin. Procuraremos mostrar o estatuto da metrópole como o lugar do Mal, inscrevendo as produções artísticas de Anselm Kiefer no campo do pensamento trágico da vida, no sentido de viver sem o Bem e sob o amparo do Mal. Kiefer apresenta-se como o pintor cujas produções oscilam entre a Hybris do progresso e o terror da máxima destruição, do silêncio e do automatismo voltados para uma permanente catástrofe. Ao fim, delineia-se uma utopia negativa de uma barbárie positiva em meio ao Mal, que se tornou radical na nossa contemporaneidade. / The present Dissertation attempts to bring together Anselm Kiefers pictorial reflections toward the intellectual tradition sphere that encompasses Literature, Myth, History and Religion, all condensed by the Catastrophe label detached from The Origin of the German Tragic Drama and The Arcades Project both written by Walter Benjamin. The depiction of the Modern Metropolis as an embodiment of Evil is part of Anselm Kiefer artistic poetics. Kiefer depicts himself as the painter whose pictorial masterpieces oscillate between the Progress Hybris and the Terror of the supreme destruction, silence abysses in an ineluctable catastrophe. Towards the end, a negative utopia is outline from a positive barbarism, among the Evil that became radical in our contemporary societies.
309

Gestão de custos em projetos: uma aplicação prática do uso do EVMS. / Administration of costs in projects: a practical application of the use of EVMS.

Sergio Morelli 22 February 2007 (has links)
O aprofundamento do processo de globalização mundial cada vez mais em evidência gera, dentre inúmeros outros fatores, o aumento da competitividade entre empresas e setores econômicos, bem como o aumento do espectro de oportunidades para as organizações de aplicação de capital nos mercados de países denominados emergentes, com mão de obra barata (Ex: China e Índia) em relação a países das Américas, Europa e atualmente o Brasil. Tornam-se, portanto, cada vez mais competitivos os mercados para projetos de lançamentos de novos produtos, de prestação de serviços de engenharia, de sistemas informatizados, de sistemas de trabalho e novos processos. Exige-se das organizações a necessidade do uso de metodologias consistentes para o gerenciamento dos projetos, visando obter-se redução e controles mais efetivos dos custos, dos prazos de entrega e da qualidade dos projetos. Várias são as medidas identificadas para diminuir os custos, bem como, novas metodologias são utilizadas cada vez mais pelos Gerentes de Projetos para gerenciar principalmente os custos dos projetos durante todo o seu ciclo de vida. A maioria dos projetos é realizada sem que haja um adequado uso de metodologias e ou modelos de gerenciamento, e isto tem causado inúmeras e significativas perdas financeiras aos projetos. A partir desta realidade, este trabalho se propõe analisar uma das áreas de conhecimento do Gerenciamento de Projetos, a de Gerenciamento dos Custos, identificando e criando um novo modelo de medição do Avanço Físico do Projeto. Este novo modelo, juntamente com as demais informações do orçamento inicial do projeto e dos custos incorridos, irá disponibilizar ao Gerente de Projeto, informações mais precisas de avaliação do progresso real do projeto em função dos prazos e custos, para tomada de decisão. A metodologia do EVMS (Earned Value Management System) e do método de Percentual Completo (método que atribui um determinado percentual completo, entre 0 e 100%, a cada ciclo de controle), foi aplicada na implementação desse novo modelo de medição do Avanço Físico do Projeto em um projeto industrial. Os resultados obtidos demonstraram a viabilidade do modelo utilizado na medição do Avanço Físico do Projeto, tanto no nível de cada um dos pacotes de trabalho como do projeto como um todo. / The deepening of the world globalization processes ever more in evidence generates, amoung countless other factors, the rise in competitiveness among companies and economic sectors, as well as the growth in the opportunity spectrum for the capital investment companies at so called ?Emerging Countries Market?, offering low-cost labor, (e.g. China and India), in relation to the countries in the Central and South America, Europe and nowadays, Brazil. Market segments such as New Product Launching Projects, Engineering Outsourcing Services, Information Technology Systems, Work Systems and New Processes become more and more competitive. The use of consistent methodologies is demanded from companies when managing such projects, focusing on reducing and more effectively controlling costs, delivery dates as well as the quality of the project itself. We can identify several actions taken to reduce costs, and new tools are used evermore by Project Managers, to mainly manage different project costs, along their life cycle. Most projects are managed without the use of suitable methodologies and or managing models to follow. This has caused many and significant financial losses to such projects. From this perspective, this study analyzes one of the areas of knowledge in Project Management, which is Cost Management, and identify as well as creating a new measuring model, which will make it possible to physically measure the progress of each project. This new model, together with relevant information from the initial forecasted budget and incurred costs, will make it available to the Project Manager, more accurate and vital information when it comes to deadlines and costs, which will help in the decision making process. The EVMS, (Earned Value Management System) methodology and the Percentage Completion Method, (a method that attributes a determined percentage of Project completion (between 0 and 100%), at each control cycle), were applied at the implementation of this new measuring model of Physical Project Advance, at an industrial project. The results have proved the viability of this new model, when measuring Physical Project Advance, not only at each work package level, but also as a Project as a whole.
310

Implicações da progressão continuada e do SARESP na avaliação escolar: tensões, dilemas e tendências / Implications of continued learning progression and Saresp on school evaluation: tensions, dilemmas and tendencies.

Paulo Henrique Arcas 08 May 2009 (has links)
Esta pesquisa buscou investigar as implicações da progressão continuada e do Sistema de Avaliação do Rendimento Escolar do Estado de São Paulo (SARESP) na avaliação escolar. Procurou-se identificar e analisar eventuais alterações ocorridas na avaliação, induzidas pela implantação dessas medidas. Para tanto, realizou-se investigação de natureza qualitativa, procedendo ao levantamento e análise de pesquisas acadêmicas acerca de ambos os temas, aplicação de questionários e realização de entrevistas com professores coordenadores de escolas de uma Diretoria Regional de Ensino da rede estadual paulista. Concluiu-se que tanto a progressão continuada como o SARESP estão refletindo na avaliação escolar. Identificou-se que a progressão continuada tende a influenciar mais o discurso do que as práticas avaliativas e enfrenta maior resistência do professorado. O SARESP tem assumido, gradualmente, o papel de orientador de práticas escolares, sendo utilizado no planejamento e replanejamento das escolas. Tem repercutido nas práticas avaliativas, induzindo ao fortalecimento de uma concepção de verificação escolar, em detrimento da avaliação formativa, potencializada pela progressão continuada. O dilema causado pela convivência dessas medidas evidencia um confronto entre a lógica da avaliação formativa com práticas tradicionalmente desenvolvidas nas escolas, que tendem a restringir a avaliação à medida de resultados, com fim classificatório. O SARESP, ao servir como referência para organização das práticas escolares e avaliativas, potencializa a tensão entre a avaliação tradicional e a avaliação formativa. Devido à importância que tem adquirido na política educacional, evidenciou-se a tendência em tornar-se, gradativamente, indutor do trabalho escolar. / This research has served the purpose to investigate the implications of continuous progress and Student Performance Appraisal System in the State of São Paulo (SARESP) on school evaluation. We have identified and analyzed alterations on the evaluations which were induced by the implementation of these procedures. Therefore, we proceeded to investigate the qualitative nature of these implications by analyzing data from academic research around both topics; we also applied some questionnaires and interviews with coordinators from schools of a Regional Directory in the local public school system. We have come to the conclusion that both the continuous progress and SARESP affect school evaluation. The continuous progress has a tendency to affect rather the discourses than the evaluative practices and teachers are much more resistant to it. SARESP has gradually taken up the role of a practice guide and it is used for school planning. We can see its effect on evaluative practices invigorating some conception of school assessment to the loss of formative evaluation which has been maximized by continuous progress. The dilemma that has arisen from these two procedures sheds some light on the confrontation between the logic of formative evaluation and traditionally-developed practices at schools which tend to narrow evaluations to mere results in order to achieve classification. SARESP, when it serves as a guide to the organization of school and evaluative practices, maximize the tension between traditional and formative evaluations. Due to its relevance in the educational politics, it is evident that it will gradually become an organizer for school practices.

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