A diploma work was draw up on the theme The Assumptions of Commercial Services Development in A Chosen Area {--} Microregion Dačice. Goal of the diploma work has been to describe choice bunch of municipalities with a view to given to region commercial services microregion Dačice, to carry out situation analysis and further delimitate assumptions to given to areas of commercial services development. Work is implicated in solution to research program ZF JU MSM 600766 5806. Partial goal has been to acknowledge or to uproot 5 hypotheses. According to economic values Dačicko belongs to the economic weak regions. Mikroregion has bigger chance obtain grant from EU for the development of microregion than individual municipalities. Tool for the development of regions can be cooperation of companies. According to checklists research in microregion majority of entrepreneurs isn't engaged to any form of organized cooperation. To travel movement there has been considerable potential that the till now wasn't quite used. Nature, sights and high - quality environment arrange fit conditions for expansion of service, of travel movement and in a sport (biking` travel). For the present travel movement is only a seasonal business. Problems, with which businessmen are fighting, are finance and small municipalities in microregion haven`t almost reason follow evolution travel movement. Because is in microregion high rate of unemployment and is here reach substandard wages, they may local inhabitants come off only stint quantity of products. For this reason is crash fixate first on decrease unemployment and increasing of wages and as far as then orient on commercial services development for inhabitants microregion.

Esta tese analisa diferentes representações da província angolana de Cabinda como um lugar definido por múltiplas mediações e caracterizações de sua vocação social, política, econômica e cultural, construídas em disputas por sua incorporação a diferentes projetos coloniais e póscoloniais. Com base em material etnográfico produzido em trabalhos de campo realizados em Cabinda, observei o modo como diferentes interlocutores me apresentaram sua “realidade” a partir de avaliações e interpretações de práticas e símbolos considerados tradicionais. O imperativo de divulgar as tradições cabindas assenta-se, por sua vez, em um discurso de “desolação cultural” da província construído concomitantemente à evidenciação de sua situação colonial. Entretanto, diferentes atores utilizam representações de Cabinda mediadas por saberes coloniais como fontes de reconhecimento do trabalho de divulgação das tradições feito por antepassados. O argumento desta tese é o de que este “uso” das representações coloniais é constitutivo de uma perspectiva pós-colonial sobre o conceito de tradição. / This thesis analyzes representations of the Angolan province of Cabinda as a place defined by multiple mediations and characterizations of its social, political, economic, and cultural vocation, constructed in disputes for its embedding in distinct colonial and postcolonial projects. Through the analysis of ethnographic material produced in fieldworks conducted in Cabinda, I observed the ways different interlocutors presented their “reality” by assessing and interpreting practices and symbols viewed as traditional. The imperative of disclosing Cabinda traditions stems from a discourse of “cultural desolation” in the province constructed in concur with the evincing of its colonial situation. However, different social actors use representations of Cabinda mediated by colonial views as sources for the recognition of the work of disclosing traditions made by ancestors. The argument of this thesis is that this “use” of colonial representations constitutes a postcolonial perspective on the concept of tradition.

A presente dissertação apresenta o relato da implementação de uma proposta metodológica para alunos do 9º ano do ensino fundamental, aos quais foram oferecidas atividades centradas em situações-problema. Tais atividades foram planejadas para pequenos grupos envolvendo a análise do funcionamento de equipamentos, o estudo da radiação infravermelha, o uso de vetores, o equilíbrio de corpos, além do estudo da energia solar. Essas atividades foram desenvolvidas em quatro turmas do 9º ano do Ensino Fundamental no Colégio Adventista Marechal Rondon em Porto Alegre, durante os anos letivos de 2009 e 2010. Para o planejamento e a implementação das atividades, foram consideradas as ideias de interação social de Vygotsky, da aprendizagem significativa de Ausubel e dos campos conceituais de Vergnaud. Os resultados obtidos na aplicação de tais atividades mostraram um aumento tanto do interesse dos alunos no estudo da Física, quanto de sua autonomia e segurança em analisar problemas novos, bem como o desenvolvimento das capacidades individuais ligadas à Física. / This dissertation describes the implementation of a methodological proposal designed to ninth graders to whom problem-situation centered activities were offered. These activities were planned for small groups involving the analysis of how instruments work, the study of infrared radiation, the use of vectors, the equilibrium of bodies, and the study of solar energy. The implementation of the proposal was carried out with four groups of ninth graders of the Marechal Rondon Adventist School, in Porto Alegre, during the 2009 and 2010 school years. The theoretical framework used to design the activities was based on Vygotsky’s social interaction, Ausubel’s meaningful learning, and Vergnaud’s conceptual fields. The findings of the application of the instructional activities suggest an increase in student’s interest in study of physics, their autonomy and firmness in problem solving, as well as the development of individual skills related to physics.

El presente trabajo intenta constituir un aporte a la tarea de ganar precisión conceptual en la consideración de las temáticas del espacio y el movimiento humano desde una perspectiva fenomenológica y toma como horizonte teórico las lúcidas reflexiones de Maurice Merleau-Ponty sobre estas temáticas. Se analizan en el mismo los aportes de la distinción entre una espacialidad de situación y una espacialidad de posición, se revisan de manera crítica las limitaciones de la misma y se propone la noción de postura como un complemento descriptivo que permite hacer extensiva la reflexión merleaupontiana acerca del movimiento a fenómenos motrices de agentes diestros y entrenados. / El presente trabajo intenta constituir un aporte a la tarea de ganar precisión conceptual en la consideración de las temáticas del espacio y el movimientohumano desde una perspectiva fenomenológica y toma como horizonte teórico las lúcidas reflexiones de Maurice Merleau-Ponty. Se analizan los aportes de la distinción entre una espacialidad de situación y una espacialidad de posición,se revisan de manera crítica las limitaciones de la misma y se propone la noción de postura como un complemento descriptivo que permite hacer extensiva la reflexión merleaupontiana acerca del movimiento a fenómenos motrices de agentes diestros y entrenados.

System integration, interoperability, just in time delivery, window of opportunity, and dust-to-dust optimization are all keywords of our computerized future. Survivability is an important concept that together with dependability and quality of service are key issues in the systems of the future, i.e. infrastructural systems, business applications, and everyday desktop applications. The importance of dependable systems and the widely spread usage of dependable system together with the complexity of those systems makes middleware and frameworks for survivability imperative to the system builder of the future. This thesis presents a simulation approach to investigate the effect on data survival when the defending system uses knowledge of the current situation to protect the data. The results show the importance of situation awareness to avoid wasting recourses. A number of characteristics of the situational information provided and how this information may be used to optimize the system.

En réponse à un enjeu de renouvellement de la population agricole et à une demande croissante d’installation de la part d’un public hors cadre familial, un large panel de mesures et un déploiement important de structures composent le paysage de l’accompagnement à l’installation. Force est pourtant de constater qu’une faible part des exploitations sont effectivement transmises et qu’une part importante des jeunes installés rencontrent des difficultés à conduire les exploitations. Par ailleurs, les formations professionnelles et les dispositifs d’appui à l’installation peinent à rendre compte des situations et des apprentissages professionnels qui font problèmes pour les futurs agriculteurs et à s’appuyer sur elles pour penser la formation des compétences. Il est dès lors pertinent de s’interroger sur les conditions d’une transmission du métier en situation de travail, susceptible d’accompagner le développement des compétences et des connaissances chez les futurs installés (stagiaires, repreneurs, salarié ou encore « couvé »). Notre recherche s’intéresse à étudier les phénomènes de transmission observables dans les exploitations dans lesquelles au moins un agriculteur expérimenté et un apprenant interagissent dans le travail. L’objectif est d’analyser les manières dont les binômes ou collectifs, composés de professionnels et d’apprenants, appréhendent le travail en commun et la place des apprentissages et de la transmission dans le travail. Cette thèse vise dans un premier temps à formaliser la diversité des formes de transmission professionnelle par l’élaboration d’un modèle configurationnel prenant en considération les effets éventuels produits sur ces formes de transmission par les dispositifs, les trajectoires individuelles, les contextes socioprofessionnels et le milieu de travail. Construit à partir d’une enquête réalisée sur le stage en exploitation maraîchère biologique et d’une étude approfondie de trois cas de transmission dans des exploitations agrobiologiques, ce modèle constitue une grille de lecture des conditions dans et par lesquelles se construisent des situations potentielles de transmission. La pondération des variables qui le définissent est un moyen de caractériser la diversité des contextes de transmission des métiers agricoles. L’angle de vue configurationnel est complété par l’analyse plus fine de situations d’interaction à travers lesquelles s’établissent des médiations à propos d’objets du travail. En considérant l’activité comme un analyseur de la transmission professionnelle, nous nous attachons à saisir les fondements conceptuels, axiologiques et pratiques qui sous-tendent les interactions entre agriculteurs et apprenants. Dans ce but, nous nous appuyons d’une part sur des concepts et méthodes de la didactique professionnelle, et d’autre part sur les théories sociologiques de la coordination, des engagements et des places sociales. Les données empiriques mettent en évidence quelques-uns de ces objets de travail, spécifiques au domaine agricole et emblématiques de la difficulté de transmettre le métier : l’erreur et le risque dans le travail, le rapport aux instruments et aux normes, le travail avec le vivant. L’analyse des données montrent également que les enjeux d’exécution des tâches et les dynamiques d’accords et de désaccords s’articulent dans les activités de dialogue et dans l’ensemble des situations d’interaction auxquelles sont confrontés les deux groupes de protagonistes. Ce travail propose un enrichissement de la didactique professionnelle en portant une attention particulière aux compromis et débats professionnels qui se construisent autour de la définition des concepts pragmatiques et plus largement autour de ce qui fait professionnalité. / There is a need to renew agricultural populations in France. In response a set of public programs have been created to encourage and help young candidates to become farmers by providing them resources and guidance. Indeed, a low proportion of farms is actually transmitted and newly established farmers have difficulties to get by. Vocational training and public programs have difficulties to report problems inherent to vocational situations and apprenticeship. This is an obstacle to build common references on competencies development. What conditions would optimize the transmission of professional know-how and the development of learners’ knowledge and competencies? This dissertation aims at observing and studying vocational transmission in organic farms in which there are at least an experienced farmer and a newcomer. I analysed how they were understanding work and, also, the role of learning and working in transmission processes. First, I formalized the diversity of vocational transmission forms and elaborated a configurational model composed of four dimensions: support facilities, individual trajectories, social and professional contexts, and work environments. This model has been produced after a first study of internships in organic farms and an in-depth study of three cases of vocational transmission. The model constitutes a framework to assess the conditions favourable to the development of situations of potential transmission. Each variable of the model presents various levels of importance according to the configuration. Thus, I was able to access to the diversity of vocational transmission contexts. Second, I looked at vocational transmission in analyzing direct and indirect interactions between farmers and learners. Indirect interactions refer to mediation processes through work objects. While seeing activity as a way to analyze and understand vocational transmission, I was trying to study the conceptual, axiological and practical foundations that guide these interactions. To do so, I used two dominant theoretical frameworks: 1) concepts and methods specific to a “vocational didactic” approach and 2) theories of coordination, commitment and social positions. Empirical data highlighted parts of the working objects specific to agriculture and particularly symptomatic of a difficulty to transmit practical and vocational competencies: errors and risks at work, relationships with instruments and norms, working with living beings. Data also showed that issues related to execution tasks and agreements and disagreements dynamics were organizing the way people were interacting. Finally, I proposed to enrich the vocational didactic models by highlighting the role of compromises and professional debates in the way farmers and future farmers define professionalism and construct pragmatic concepts.

Ao desenvolver nO Segundo Sexo análise existencialista sobre a condição da mulher ocidental, isto é, de sua formação, situação e caráter, Simone de Beauvoir parte de uma leitura ética das relações intersubjetivas que historicamente permitiram a constituição de códigos de feminilidade e que condicionam o estado atual da educação e dos costumes. Mais precisamente, a análise da autora sobre a mulher deve ocorrer a partir de compreensão dialética de sua condição histórica ou compreensão ética da ação do sujeito, entendido como Para-si, liberdade radical e incondicionada que se realiza precisamente por meio da ação de autoconstituição. Com efeito, a filosofia existencialista consiste numa filosofia do processo de subjetivação do sujeito, ou seja, processo existencial de constituição do próprio sujeito por meio de escolhas feitas pela liberdade vivida nas situações históricas. Assim, o que define de maneira singular a condição da mulher é o fato de que afirmar-se como sujeito contraria as exigências de sua situação. Aceitar-se, no entanto, como Outro é negar a reivindicação fundamental do sujeito que ela é e resulta na prática de condutas enredadas pela má-fé, isto é, práticas que visam dissimular a servidão em liberdade. Por consequência, com o esforço de pôr-se como Sujeito, que é sempre ético, existe também a tentação de constituir-se como objeto por meio da fixação do ser. É essa ambiguidade constituinte de todo existente que se traduz de forma específica na constituição do feminino quando na sociedade patriarcal se pretende que o homem responsabilize-se por justificar sua existência, de modo que não cabe a ela inventar seus próprios fins, mas aceitar o destino que lhe é dado de fora e que se caracteriza pela negação da liberdade. Desse modo, nosso propósito é compreender como a construção histórica do feminino se dá mediante a constituição de uma subjetividade que pretende se negar e ser negada enquanto tal e que, portanto, só pode dar-se no regime da má-fé / In developing of The Second Sex existencialist analysis about western womans condition, namely her formation, situation and character, Simone de Beauvoir leave of an ethical reading of intersubjective relations that historically enabled the establishment of codes of femininity and on which the current state of education and morals. More precisely, the analysis of the authoress about the woman must occur from dialectical understanding of her historical condition or ethical understanding of the action of the subject, understood as For-itself, radical and unconditional freedom that is realized precisely through the action of self-constitution. Indeed, the existentialist philosophy is a philosophy of subjectivity of the subject process, i.e., existential process of constitution of the subject through choices made for freedom lived on historical situations. So what defines a singular manner the status of women is the fact that assert itself as subject contradicts the requirements of her situation. Accept themselves, however, as another is to deny the fundamental claim of the subject that she is and results in the practice of entangled by bad-faith conduct, i.e. practices to conceal the bondage free. Consequently, with the effort to put yourself as a subject, which is always ethical, there is also the temptation to constitute itself as an object by setting the be. It is that constituent of all existing ambiguity which translates specifically in the constitution of the feminine in a patriarchal society where it is intended that man Blame yourself to justify their existence, so it is not for her to invent their own purposes, but accept fate given to it from the outside and that is characterized by denial of freedom. Thus, our purpose is to understand how the historical construction of female occurs by the formation of a subjectivity that intends to deny and be denied as such and therefore can only give up the scheme of bad faith

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2018-11-12T10:22:38Z No. of bitstreams: 2 Dissertação - Marcelo de Souza Melo - 2018.pdf: 4311410 bytes, checksum: b1e7a39d72be1f9d1a6d57405fb46c93 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-11-13T09:12:22Z (GMT) No. of bitstreams: 2 Dissertação - Marcelo de Souza Melo - 2018.pdf: 4311410 bytes, checksum: b1e7a39d72be1f9d1a6d57405fb46c93 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-11-13T09:12:22Z (GMT). No. of bitstreams: 2 Dissertação - Marcelo de Souza Melo - 2018.pdf: 4311410 bytes, checksum: b1e7a39d72be1f9d1a6d57405fb46c93 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-10-10 / This work shows how the content Arithmetic Progressions can be approached following the constructivist line of teaching, making the students have more active participation in the construction of their knowledge. It is veri_ed that using this model, one can improve students' understanding by introducing in the initial classes one or more problem situations in order to raise previous knowledge for the later acquisition of new knowledge. There are some arguments of professors / educators on this subject and also the practical application of classes structured in the constructivist line on arithmetic progressions, for students of the second year of high school in a public school in the Federal District. The observations about this style of class were made not only by the teacher who applied the activity proposed in class, but also by the students who answered questions that allowed to express the impressions about the activity. / Este trabalho mostra como o conteúdo Progressões Aritméticas pode ser abordado seguindo a linha construtivista de ensino, fazendo com que os alunos tenham participa ção mais ativa na construção do seu conhecimento. É veri_cado que utilizando esse modelo, pode-se melhorar a compreensão dos discentes, introduzindo nas aulas iniciais, uma ou mais situações-problema, com o intuito de levantar conhecimentos prévios para a aquisição posterior do novo saber. Existem algumas argumentações de professores/ educadores consagrados sobre esse tema e também a aplicação prática de aulas estruturadas na linha construtivista sobre progressões aritméticas, para alunos do segundo ano do ensino médio de uma escola pública do Distrito Federal. As observações sobre este estilo de aula foram feitas não somente pelo professor que aplicou a atividade proposta em sala aula, mas também pelos discentes que responderam questões que permitiam expressar as impressões sobre a atividade.

Objetivo. Produzir um atlas das condições de vida e situação de saúde para a região da Subprefeitura da Capela do Socorro, que sintetize com agilidade o perfil epidemiológico dos grupos populacionais de residentes em uma região do município de São Paulo, em que residem mais de 600.000 pessoas Métodos. O atlas corresponde a um estudo descritivo baseado em dados secundários e do georreferenciamento dos óbitos entre 1996 e 2003 e internações no Sistema Único de Saúde – SUS, entre 2000 e 2003 e do acesso aos serviço de saúde relativos a população da região que permitem a distribuição espacial dos risco à saúde da população da região. Resultados. Os resultados correspondem a mapas e gráficos que organizados de forma sistemática cobrem aspectos demográficos, sócio-econômicos, mortalidade, morbidade e de acesso aos serviços de saúde. Conclusão. A espacialização das informações indicam diferenças acentuadas entre as áreas no interior da região condizentes com as variações de renda e ocupação da população da região. / Objective. To Produce an Atlas of the life conditions and health situation in Capela do Socorro sub municipalities, what resume the epidemic profile of an area of a municipal district in São Paulo, that congregates a resident population of more than 600.000 people. Methods. The atlas corresponds to an established descriptive study based on secondary data and the georeference of the deaths between 1996 and 2003 and internments in the “Sistema Ùnico de Saúde – SUS”, the public health system in the period between the years 2000 and 2003 and of the access to the health services in relation to the population of the region that allows the spatial distribution of the risk to the health of the population of the region. Results. The results correspond to the maps and graphs that organized in a systematic form cover aspects of demography, sotial-economy, mortality, morbity and the access to the health services. Conclusions. The spatial division of the information indicates accented differences between the areas inside the region suitable with the income variations and occupation of the resident population.

A presente dissertação apresenta o relato da implementação de uma proposta metodológica para alunos do 9º ano do ensino fundamental, aos quais foram oferecidas atividades centradas em situações-problema. Tais atividades foram planejadas para pequenos grupos envolvendo a análise do funcionamento de equipamentos, o estudo da radiação infravermelha, o uso de vetores, o equilíbrio de corpos, além do estudo da energia solar. Essas atividades foram desenvolvidas em quatro turmas do 9º ano do Ensino Fundamental no Colégio Adventista Marechal Rondon em Porto Alegre, durante os anos letivos de 2009 e 2010. Para o planejamento e a implementação das atividades, foram consideradas as ideias de interação social de Vygotsky, da aprendizagem significativa de Ausubel e dos campos conceituais de Vergnaud. Os resultados obtidos na aplicação de tais atividades mostraram um aumento tanto do interesse dos alunos no estudo da Física, quanto de sua autonomia e segurança em analisar problemas novos, bem como o desenvolvimento das capacidades individuais ligadas à Física. / This dissertation describes the implementation of a methodological proposal designed to ninth graders to whom problem-situation centered activities were offered. These activities were planned for small groups involving the analysis of how instruments work, the study of infrared radiation, the use of vectors, the equilibrium of bodies, and the study of solar energy. The implementation of the proposal was carried out with four groups of ninth graders of the Marechal Rondon Adventist School, in Porto Alegre, during the 2009 and 2010 school years. The theoretical framework used to design the activities was based on Vygotsky’s social interaction, Ausubel’s meaningful learning, and Vergnaud’s conceptual fields. The findings of the application of the instructional activities suggest an increase in student’s interest in study of physics, their autonomy and firmness in problem solving, as well as the development of individual skills related to physics.