Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-03-09T14:35:44Z No. of bitstreams: 2 Ana_Müller2017.pdf: 3180531 bytes, checksum: 03e16626559f87a0f0378e6bb7e63bd1 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-03-09T14:35:44Z (GMT). No. of bitstreams: 2 Ana_Müller2017.pdf: 3180531 bytes, checksum: 03e16626559f87a0f0378e6bb7e63bd1 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-08-22 / This study aims to analyze, under the optics of the students, the social construction of knowledge in learning and research in Strategy in professional Masters in Administration in Brazil. As theoretical and empirical foundations for this research, the Sociology of Knowledge and the social role in the optics of Berger and Luckmann (2014) have been explored; as well as the body of knowledge in Strategy; the pedagogical choices when teaching Strategy and the researches developed in the area. An explanatory research has been conducted, using qualitative approach, corresponding to a multi-case study of 18 Post Graduate programs in Administration, professional variety. The primary data collection was realized through interviews with 30 students; and the secondary data was obtained through documents related to the object of the research, the teachers and the disciplines. The data collected from multiple origins was triangulated and the thematic analysis was used. Many actions related to teachers’ conduct in the classroom, the relationship with students and the assignment of activities could be perceived by analyzing teachers’ social roles, and its analysis showed the creation of this role is influenced by primary as well secondary socialization processes. As a pattern of conduct, it is possible to state that all works have been delivered and, in the students’ role, the regular activity identified by them is reading, followed by secondary activities. Concerning institutional conduct requirements, the analysis showed that the relationship among students is maintained by all the interviewees after the discipline is finalized and the student-teacher relationship is maintained by some of them, according to specific objectives. In regard to the body of knowledge, it was stated that the different concepts of Strategy were presented and discussed only in 6 of the disciplines; the remaining ones focuses on specific concepts studying the line of thought of more prolific writers. Many contents, tools and references which are used in the discipline were identified, demonstrating there is a fragmentation of the body of knowledge. When analyzing the pedagogical choices, it is possible to highlight two aspects: the need to enhance the theoretical studies and the discussions which stimulate critical thinking; and the importance of approaching organizational reality, not only related to the interviewees but also to future perspectives. Concerning researches developed in the field, few of the studied disciplines required students to write academic articles; nine interviewees who wrote their dissertations in this area, out of only three were in relation to research projects from their teachers and five related to their own professional areas or companies where the students work. The understanding of the continuation, specialization and creation of knowledge was enabled through questions related to the progress of the interviewees, as their acting as teachers and future researches. As theoretical contribution, the Sociology of Knowledge from Berger and Luckmann (2014) has been used in order to understand the development of the Strategy field and, as empirical contribution, to give information related to the practices being used, the critical points and the suggestions for the teaching and research of Strategy. / Este estudo objetivou analisar, sob a ótica dos discentes, a construção social do conhecimento no ensino e na pesquisa em Estratégia nos Mestrados Profissionais em Administração no Brasil. Como base teórico-empírica, exploraram-se a Sociologia do Conhecimento e o papel social sob a ótica de Berger e Luckmann (2014); o corpo do conhecimento em Estratégia; as escolhas pedagógicas empregadas no ensino de Estratégia; e as pesquisas desenvolvidas na área. Explicativa, com abordagem qualitativa, a pesquisa corresponde a um estudo multicasos de 18 Programas de Pós-Graduação em Administração, modalidade profissional. A coleta de dados primários ocorreu por meio de entrevistas com 30 discentes; e a dos dados secundários, por meio de documentos relativos aos sujeitos da pesquisa, aos professores e às disciplinas. Fez-se a triangulação dos dados coletados nas múltiplas fontes e, na análise, utilizou-se a técnica de análise de conteúdo temática. A análise do papel social dos docentes apontou múltiplas condutas relacionadas à postura em sala de aula, ao relacionamento com os alunos e à cobrança das atividades; e a análise do papel social dos discentes indicou que a formação do papel é influenciada tanto pelo processo de socialização primária quanto pelo processo de socialização secundária. Como padrão de conduta, obteve-se a realização de todas as exigências de trabalhos e, na representação do papel de aluno, a atividade regular identificada por todos os sujeitos da pesquisa foi a leitura que, em geral, é seguida por atividades secundárias. Em termos de necessidades institucionais de conduta, a análise apontou que o relacionamento entre alunos é mantido por todos os entrevistados depois da disciplina e que o relacionamento aluno-professor é mantido por alguns e atrelado a objetivos específicos. No que tange ao corpo do conhecimento, constatou-se que, em apenas seis disciplinas investigadas, foram apresentados e discutidos os diferentes conceitos de Estratégia e que as demais trabalharam com conceitos específicos e direcionados às linhas dos autores mais prolíficos. Identificaram-se diversos conteúdos, ferramentas e referências que são empregados nas disciplinas, o que indica a existência de uma fragmentação do corpo do conhecimento. Na análise das escolhas pedagógicas, destacam-se dois pontos: a necessidade de contemplar o aprofundamento teórico e a realização de discussões e reflexões que estimulem o senso crítico e a importância da aproximação com a realidade organizacional, tanto dos entrevistados quanto ampliada a perspectivas futuras. No que tange às pesquisas desenvolvidas na área, poucas disciplinas investigadas exigiram a produção discente de artigos; e nove entrevistados desenvolveram suas dissertações na área, sendo que três estavam relacionadas aos projetos de pesquisa dos orientadores e cinco, às próprias áreas profissionais dos discentes ou às organizações em que esses discentes atuavam. A compreensão da perpetuação, especialização e geração de conhecimentos na área foi possibilitada por meio de questionamentos relativos a desenvolvimentos dos entrevistados, como atuação enquanto docente e pesquisas futuras. Como contribuição teórica, teve-se a adoção da Sociologia do Conhecimento, de Berger e Luckmann (2014), para a compreensão do desenvolvimento da área de Estratégia e, como contribuição empírica, o fornecimento de informações relacionadas às práticas em uso, aos pontos críticos e às sugestões para o ensino e a pesquisa em Estratégia.

Nonverbal communication such as body language is a vital component of our communication, and since scholars agree that there are some notable differences in the way men and women use body language, the study of gendered nonverbal communication as a social construction is vital to our understanding of how we create gendered identities. The aim of this paper is to investigate how social gender norms concerning body language appear in constructed communication. By studying the body language of the characters in the American sitcom Friends, and with focus on leg postures, I examine how the show Friends enacts and represents stereotyped sex differences in body language. The study encompasses both the distribution of leg positions between the genders, and what these postures seem to accomplish in interaction. As for the relationship between gender and leg postures, I observed the sitting positions of the characters Chandler, Ross, Joey, Monica and Rachel in six episodes from the 1999/2000 season of Friends for the first study. For the analysis of leg postures in relation to the communicative situation, the entire corpus of ten episode recordings was used. Based on repeated inspection of scenes where leg positions could be studied in relation to gender and communication, systematic patterns were identified. The results of the study are consistent with the findings of scholars like Vrugt and Luyerink (2000); women tend to sit in closed postures or with their legs crossed, which is regarded feminine, while men sit in wide positions with their legs spread, which is regarded masculine. Furthermore, the characters/actors in Friends seem to perform their gender roles partly by using different leg positions and wideness of postures. However, leg positions alone were not found to be decisive in the messages communicated, and emotions and stance were communicated using verbal and other non-verbal channels and cues. Instead, leg positions remained gender-stereotypical regardless of the message communicated, and men and women seem to communicate the same message using different leg positions. It is therefore concluded that leg positions are an inherent part of “doing gender”, but that leg positions as such are not necessarily related to the type of message or emotional stance that is communicated.

This research study explores the experiences of adolescent girls testifying in a criminal court in cases of sexual abuse and rape in South Africa. Private and public narratives, such as the participants’ experiences in court, the court support system and the court process, were reported using conversations, collages and written letters. These were interpreted from a narrative perspective, within a social constructionist paradigm. Social constructionism posits that all behaviour is understood within a social context and people create their reality and world through social interaction, which in this study is the legal system. Narratives are constructions of the experiences of the participants during the preparation and testifying process. Their stories reflect both positive and ambivalent experiences, such as fear and relief, joy and sadness. The most noteworthy findings of the research were the following: • Support from court personnel and NGOs is important for adolescents when they are testifying. • The friendly environment and activities of the NGO contrasts favourably with the cold and adult environment of the court in which the NGO is based. • The court preparation programme is essential to help adolescents cope when testifying in a criminal court through addressing fears such as seeing the accused in court, not understanding the proceedings, and having to address adults in court. • The National Prosecuting Authority seems to be taking child witnesses more seriously through collaboration with outside organisations. / Dissertation (MA (Counselling Psychology))--University of Pretoria, 2008. / Psychology / unrestricted

Avsikten med denna studie är att problematisera och ge en djupare förståelse för tre utbildade specialpedagogers tankar och reflektioner, beträffande hur makt, konstruktioner och diskurser kan komma till uttryck kring barn med autismspektrumtillstånd (AST) i förskolan. Forskningsområdet utgår från en förståelse som hävdar att det finns otillräckliga kunskaper om maktrelationer, sociala konstruktioner och diskurser som präglar dessa barn. Studiens forskningsfrågor berör hur barn med AST skildras och förstås, blir socialt konstruerade samt vilka förhållningssätt som kan finnas gentemot dem i förskolan. De teoretiska utgångspunkter som denna studie grundas på, är socialkonstruktionism, diskursteori och Michel Foucaults maktperspektiv. För att samla in och analysera data, tillämpades den kvalitativa forskningsintervjun och diskursanalys. Resultaten visar att barn med AST betraktas som socialt avvikande och att de på olika sätt blir föremål för korrigering.

Working within a social constructionist paradigm, the focus of this study is on the way in which the social problem of campus sexual assault is constructed and the way in which these constructions determine the proposed solutions. To address the issue, the study focuses on a high-profile case of a violent sexual assault that occurred at Carleton University in the fall of 2007. Drawing upon the work of Joel Best and Donileen Loseke, I approach this issue by focusing on the claims-making activities that emerged in response to this event. Using a mixed methods analysis of newspaper coverage of the event consisting of a quantitative content analysis combined with a more detailed thematic analysis focusing on the specific claims made and the more general themes they reflect, this study analyzes the dominant claims-makers identified by the media, the claims they put forth, and the proposed solutions that follow from their particular constructions of the problem. Results of this analysis illustrate the contested nature of the construction of campus sexual assault as well as the way in which competing discourses reflect features of a broader social discourse relating to crime, individualization, and the responsibilization of women to protect themselves from sexual violence.

In 2011, it was written in the School law that pre-school teachers has the responsibility to educate in pre-schools. The purpose of this study has been to make the pre-school teachers speech about the way of educate visible. Following, we have made this speech visible by a discourse analysis. The method used in this study proceeds from a social constructionist perspective and was performed trough qualitive interviews of six pre-school teachers. These interviews were analysed and the tool that we used to elucidate different discourses when it comes to the concept of educating was a discourse analysis. We have, in this study, noticed two local discourses; a school discourse and a status discourse. Within these two discourses there are a few aspects which describes how teaching is driven at each pre-school the interviewee is working on.The results of this study also shows that the speech within the two discourses challenges each other. The variations in these different ways of speaking indicate a collision between the two discourses.

The words and messages in apps are part of a conversation between people and their technology that we take part in every day. As technology becomes increasingly embedded into our daily lives, we form relationships with our devices and our apps. While we might think of these relationships as different, our behaviors and interactions with technology are still shaped by the social world, and these messages found in apps are based on existing patterns in face-to-face conversation. UX writing is the process of creating these messages in user experiences, which facilitate people's social interactions between apps and other digital products. Interacting with apps and other digital products is inherently social, and by using conversational language as a driving component of UX writing and Human-Computer Interaction, we can also cast User Experience (UX) as a type of communicative exchange between a person and an app, and therefore User Experience (UX) as conversation. Through qualitative interviews and usability testing with native and non-native English speakers, this research explores what type of language style works best for a global audience in these conversations with our apps and how we can strategically apply conversational patterns to improve the experience of users. Abstrakt Slova a zprávy v...

This diploma thesis examines how the first, spring wave of the coronavirus pandemic and its associated aspects were presented by Czech media, specifically by the opinion sections of reputable mainstream online media in three three-days intervals in different phases of this period. Its main premise is that the way media refer to a social reality can significantly influence this reality, its theoretical part is therefore focused on the reciprocal relationship between media and society, mainly the social construction of reality and discourse, besides also describing the pandemic itself and the trends in the usage of media during the analysed period. The research itself was made using the discourse analysis method. The central chapter of the thesis presents key findings in ten subchapters focused on the main discursive tendencies, common language elements and social phenomena being referred to. The interference of the COVID-19 discourse with the ones about the government restrictions, economic development and the assumed Chinese origin of the virus was salient, the parallels with other diseases or historic events or eras were also common. Metaphors, neologisms, fallacies or metadiscourse reflections appeared in the analysed texts as well. The dynamics of the discourse that was varying depending on the...

Syftet med denna studie är att belysa och analysera sex invandrade kvinnors berättelser om hur de upplevt att möta det nya landet i allmänhet och den svenska förskolan i synnerhet utan att kunna svenska, eller ha begränsad tillgång till språkliga uttryck. Detta i relation till förskollärares uppdrag att samverka med hemmen samt ge föräldrar möjlighet till delaktighet i förskolans verksamhet. Livsberättelser utgör empirin. Narrativ teori och socialkonstruktionistiskt perspektiv används för analys av resultatet. Inom detta perspektiv utgår man från att det inte finns några givna sanningar utan en mängd varianter av uppfattningar om sanningar. Dessa bildas och ombildas i olika kontexter och som narrativ forskare ser man sig som delaktig i skapandet av de berättelser som konstrueras.  Burr´s fyra kategorier för att definiera social konstruktion har använts i analysarbetet. Resultatet visar att mötet och bemötandet är det som är viktigast för mammorna i studien och barnens trygghet och välbefinnande är det som dominerar narrativen. Att inte kunna språket kan vara ett problem men viljan från förskolans personal att förstå och förstås betonas av mammorna, framför svårigheterna med språkliga hinder. Önskan om ytterligare delaktighet nämns inte och detta bör diskuteras och problematiseras i arbetslagen. / Aim of this study is to examine how immigrant parents experience their first meeting with the new country in general and the Swedish preschool, l in particular, with no or little access to the Swedish language. Previous research in the field is poor and the focus is on how teachers´ and preschool teachers´ opinions about cooperation with parents (Crozier 1999), (Joshi, Eberly & Konzal 2005), (Phoon, Abdullah & Abdullah 2013) (Fakir 2010) (Persson & Tallberg Broman 2002). From parents’ perspective the wellbeing and comfort of their children seem to be of most importance (Vuorinen 2018). The difficulty of not understanding each other due to language barriers is also of interest and was discussed by Massing, Kirova and Hennig (2013). The study was based in Social construction with help from Burr´s (2015) definitions as tools, used in the analysis. Since social construction and narrative research argue that the researcher is part of creating the stories, I have striven to consider that during the process. The study has a qualitative approach and data consists life stories told by six mothers that didn´t know any Swedish, or had limited access to the language, when they first met the Swedish preschool. The life stories were transcribed and interpreted in order to find dominating patterns. Prevailing ethical principles have been considered as they are put in Swedish research council guidelines (Gustavsson, Hermerén & Pettersson, 2011). The respondents were guaranteed confidentiality and possibility to stop participating at any time. Results showed that the dominant finding is the wellbeing and comfort of the children. To be met with interest and curiosity seem to be more important than to be able to speak the same language from the beginning, even if the linguistic barriers can be problematic. The curriculum for Swedish preschools emphasizes the importance of giving parents possibility to be involved in the preschool. But this was not anything that was mentioned in the study. It can be of great interest in discussions among preschool teachers to be better prepared to meet parents.

The thesis "Social Housing Policy in the Czech Republic and it's target group" is focused at a contemporary situation of the social housing system and it's relationship towards the people of housing distress. It is based upon the fact, that there has been no such legislative document approved, which would be comprehensively dedicated to the issue of Social Housing Policy, although various attempts have been reappearing for the last ten years, and current government defined the approval of such a document as one of it's key political agenda. The thesis itself is based upon theoretically-methodological approach of targeted population's social construction, while using identification narrative to explain contemporary status, which occurs among policy makers. These narratives are defined as social reality overviews of researched reality and are distinguished by it's own issue definition and mutual approaches to this topic. They also defend public interests, while also creating notions about targeted population. The thesis is also dedicated to define the impact of political decisions on targeted population, distribution of burdens and benefits. Three narratives were identified, while social construction of targeted population differs. Two of the even differs by narrative itself, which highlighted the...