The management of health and safety risks in the oil refinery tends to be centred on the collection and simulation of technical data which can then be used to make decisions on the wellbeing of the workforce as well as the refinery installations. While the number crunching in the process is immensely vital, there tends to be a problem of ignoring or, at the very least, side-lining the social-cultural values of the people dealing with health and safety risk assessment processes. The economic driver for the operation of the oil refinery tends to be more important because of the generally huge initial financial outlay, and the eventual high costs of maintenance; hence health and safety risk management should have evidence of ensuring that the installations, as well as the people that work in them, are well catered for. In the Kuwait Gulf Oil Company this problem is more evident in newer installations where lean management processes have been instituted by oil firms so that they can reduce waste in the oil refining process without compromising the occupational health and safety needs of the refinery. Therein lies the initial problem of integrating health and safety risk assessment processes because most approaches concentrate on the technical elements of waste elimination while ignoring the social-cultural factors that impact on the health and safety of the workforce. This is an exploratory piece of research that examines the impact of rational and cognitive decision theories – herein called the psychology of risk – and how they impact on the occupational health and safety systems in the oil and gas refining sector of Kuwait. The research concludes that the application of lean concepts in the oil refining process is noble in itself but it needs to be integrated with the rational and cognitive detection factors that are necessary to incorporate and support the social-cultural tendencies of the workforce. The research recommends a framework for incorporating social-cultural values in the decision making process pertaining to health and safety risk assessment in oil refining process plants. Key Words: occupational health and safety risk assessment; lean management; social-cultural values; rational and cognitive decision making; oil and gas process plants.

Made available in DSpace on 2016-07-27T13:48:44Z (GMT). No. of bitstreams: 1 Dalmi Alves Alcantara.pdf: 1381599 bytes, checksum: 6c3e9205862e39eea188a8b8b9da7593 (MD5) Previous issue date: 2002-12-31 / This dissertation is the result of the research, in which is presented the role of the Catecism of the Catholic Church in the social-cultural construction of the conception of woman. To produce it, it was appealed you arrive in port it theoretical of philosophy, of history, of linguistics, but, mainly, of anthropology and sociology, generating a theoretical and methodologic interdisciplinary basement. The construction of the social-cultural conception of woman, in the catecism, occurs for the dialetic process of construction of the reality (externalization, objectivation and internalization), that reproduces the patriarcal, dualist and hierarchic substratum of the occidental Jewish-Christian culture and society. As the culture consists on the totality of the material and not-materials products of the humanity, the society and the religion are among these products of the human activity that has reached the status of objective reality guiding, sanctioning, to control and punish the individual behavior. Therefore, the construction of the social-cultural conception of woman happens because of the internalization for the individuals of a set of institutions and roles endowed with objective reality legitimated for the religion, through the sacralization. Key-words: Culture, Society, Social-Cultural, Religion, Catholic Church, Catecism of the Catholic Church, Gender and Woman. / Esta dissertação é o resultado da pesquisa, em que é apresentado o papel do Catecismo da Igreja Católica na construção sócio-cultural da concepção de mulher. Para traçá-lo, recorreu-se a aportes teóricos da filosofia, da história, da lingüística, mas, principalmente, da antropologia e da sociologia, gerando um embasamento teórico e metodológico interdisciplinar. Sustenta-se que a construção da concepção sócio-cultural de mulher, no catecismo, se dá pelo processo dialético de construção da realidade (exteriorização, objetivação e interiorização), que reproduz o substrato patriarcal, dualista e hierárquico da cultura e sociedade judaico-cristã ocidental. Como a cultura consiste na totalidade dos produtos materiais e não-materiais da humanidade, a sociedade e a religião estão entre esses produtos da atividade humana que atingiu o status de realidade objetiva a ponto de dirigir, sancionar, controlar e punir a conduta individual. Portanto, a construção da concepção sócio-cultural de mulher se dá a partir da interiorização pelos indivíduos de um conjunto de instituições e papéis dotados de realidade objetiva legitimada pela religião, através da sacralização.

A presente pesquisa possui como objetivo detectar avanços e impasses da educação no País, analisando os principais problemas surgidos na concretização deste direito. Para tanto, busca refletir sobre a efetivação da educação como um direito humano, adotando como ponto de partida o contexto dos direitos humanos em que se encontra inserida, com suas características de indivisibilidade, universalidade e interdependência na garantia da dignidade da pessoa humana. Para a promoção desta reflexão, a metodologia adotada fora a revisão bibliográfica e análise dos relatórios brasileiros sobre educação produzidos pela Plataforma Brasileira de Direitos Humanos Econômicos, Sociais, Culturais e Ambientais (DhESCA) no período de 2003 a 2009. A primeira parte apresenta um apanhado geral sobre as barreiras que impedem a efetivação do direito à educação até os dias atuais, tanto do ponto de vista histórico quanto do ponto de vista jurídico. A segunda parte contextualiza a relação entre educação e direitos humanos, ressaltando-se que por meio do reconhecimento do direito à educação resgatam-se também outros valores, tais como a igualdade, a cidadania e o acesso a outros direitos. A terceira parte traz um apanhado geral do arcabouço legislativo nacional e internacional onde a educação está inscrita, analisando-se a sua concepção e tratamento a partir destes. Destaca-se, também a importância do papel desempenhado pelas organizações não governamentais para a plena efetivação do direito à educação. A parte final faz a análise propriamente dita da educação nos referidos relatórios nacionais, demonstrando-se os fracassos dos governos ao não promover a igualdade material deste direito em conjunto com os demais direitos humanos. Por derradeiro, as considerações finais relacionam as constatações feitas ao longo da pesquisa, retomando as discussões apresentadas na parte inaugural. / This research has the objective of detecting which way education is being conducted in the country, analyzing the main problems encountered in implementing this law. Therefore, it seeks to reflect on the effectiveness of education as a human right, taking as its starting point the human rights context in which is inserted, keeping therefore the same characteristics: the indivisibility, universality and interdependence in guarantee of human dignity. To promote this reflection, the methodology was a literature review and analysis of reports on education produced by Brazilian Platform of Human Rights Economic, Social, Cultural and Environmental Rights (DhESCA) in the period 2003 to 2009. The first part presents an overview about the barriers that prevent the realization of the right to education until the present day, both from the standpoint of historical and legal point of view. The second part contextualizes the relationship between education and human rights, emphasizing that by recognizing the right to education is also rescue other values such as equality, citizenship and access to other rights. The third part presents an overview of national and international legislative framework in which education is entered, analyzing its design and treatment from them. Another highlight is the importance of the role played by non-governmental organizations for the full realization of the right to education. The final part is the actual examination of education in these national reports, demonstrating the failures of governments failing to promote equality of the right material together with other human rights. For the last, the final considerations relate the findings made during the research, resuming the discussions presented at the inaugural.

Språket ses enligt den sociokulturella teorin som nyckeln till allt lärande. Barn lär sig sitt språk i samspel med andra och i sociala sammanhang. Förskolan blir av stor betydelse för barns språkutveckling då barn spenderar mycket tid på förskolan. Syftet med studien är att undersöka hur förskollärare resonerar om hur deras arbete i utomhusmiljöer gynnar barns språkutveckling. För att svara på studiens frågeställningar har intervjuer utförts med nio yrkesverksamma förskollärare från sex olika förskolor. Resultatet visar att förskollärarna anser samtalet som det viktigaste verktyget i barnens språkutveckling. Förskollärarna beskriver också vikten av aktiva och närvarande förskollärare i barnens lek och i planerade aktiviteter för att kunna utmana och stimulera barnens språkliga utveckling. Resultatet visar på några svårigheter som förskollärarna finner med att bedriva språkutvecklande aktiviteter med barnen i utomhusmiljö. Dessa svårigheter var exempelvis brist på personal och förskollärares gamla tankesätt och vanor. Slutsatsen av denna studie visar att aktiva förskollärare krävs för att samtal av språkutvecklande karaktär ska kunna äga rum. För att lärandet ska bli meningsfullt för barnen behöver aktiviteterna utgå från barnens intressen och behov. Utomhusmiljön bör användas som ett komplement till inomhusmiljön då den tillgodoser barnen med andra erfarenheter och samtalsämnen, vilket leder till ett utökat språkligt innehåll. / Children's language development in the outdoor environment   The language is seen in the socio-cultural theory as the key to all learning. Children learn their language in interaction with others and in social contexts. Preschool is of great importance for children's language development as the children spend a lot of time in preschool. The purpose of the study is to investigate how preschool teachers reason about how their work in outdoor environments favors children's language development. In response to the study's questions, interviews have been conducted with nine professional preschool teachers from six different preschools. The result shows that preschool teachers consider the conversation to be the most important tool in children's language development. Preschool teachers also describe the importance of active and present preschool teachers in children's play and in activities led by teachers to challenge and stimulate children's linguistic development. The result shows some difficulties that the preschool teachers find in pursuing activities of language developing character with the children in the outdoor environment. These difficulties were, for example, lack of staff and the preschool teacher's old thinking and habits. The conclusion of this study shows that active preschool teachers are required for conversations of language developing character to take place. In order for the learning to be meaningful for the children, the activities need to be based on the children's interests and needs. The outdoor environment should be used as a complement to the indoor environment as it contributes the children with other experiences and conversational topics, which leads to an increased linguistic content.

Master thesis titled Communication development for hearing impaired pupils at basic deals with connection between children's hearing impairment, early intervention and the whole communication development at children's family and school enviroment. First chapter is about family, family with impaired child and also about social cultural disadvantaged enviroment. Second chapter clarifies perception language and speech, describes speech development, language's sections, and the possibilities of alternative or augmentative communication. In third chapter deals with hearing, clasiffication of hearing impairment, describes hearing examination, possibilities of communication with hearing impaired people and what compensation aids they can use. Fourth chapter is about basic practical school, preparatory class and describes education of Roma children. Fifth chapter, practical part od thesis, describes all the research investigation. The goal of the investigation is the analysis of children's communation level at basic school and its preparatory class. To achieve this goal I used metods like observation, interwiev, documentation analysis, case report and tests. There were asked investigation questions. Results showed us, that the critical moment is the timing of the impairment detection and following...

Submitted by Maicon Juliano Schmidt (maicons) on 2015-06-26T18:33:16Z No. of bitstreams: 1 Moema Karla Oliveira Santanna.pdf: 3083748 bytes, checksum: fcd977a783e92fcb495b4af1de00731f (MD5) / Made available in DSpace on 2015-06-26T18:33:16Z (GMT). No. of bitstreams: 1 Moema Karla Oliveira Santanna.pdf: 3083748 bytes, checksum: fcd977a783e92fcb495b4af1de00731f (MD5) Previous issue date: 2011-01-31 / Nenhuma / Este estudo investiga e analisa dados de ensino-aprendizagem de Língua Portuguesa (LP) por alunos com Deficiência Intelectual (DI), em um contexto de uma APAE - Educadora, com uma turma de Educação de Jovens e Adultos (EJA), a fim de apontar em que medida a mediação/colaboração entre pares mais experientes contribui para o desenvolvimento da linguagem. Para tanto, problematizam-se atividades de leitura e de escrita propostas/desenvolvidas aos/pelos educandos em aulas de LP. O corpus constitui-se dos Planos de Estudo de LP que orientam o trabalho no que se refere ao ensino-aprendizagem da referida disciplina, de registros feitos em diário de campo durante observações de aula de LP, além de gravação em vídeo de uma aula de língua materna (LM). Foram adotados pressupostos da teoria sócio-histórica de Vigostki (2007), principalmente no que se refere aos conceitos de nível de desenvolvimento real (NDR), nível de desenvolvimento potencial (NDP) e zona de desenvolvimento proximal (ZDP). Além disso, estabelecem-se relações com estudos sobre o letramento, trazendo Kleiman (2000, 2005), Street (1984), Tfouni (2006), Rojo (2009), entre outros autores, aliados a indicações dos Parâmetros Curriculares Nacionais de LP (MEC, 1997). Uma vez que esta pesquisa também discute aspectos relacionados à inclusão sob a perspectiva dos Estudos Culturais, problematizando o que se entende por deficiência e por diferenças quanto à DI em contextos de ensino regular/especial, os resultados das análises indicam que a deficiência não compromete o aprendizado da LP/desenvolvimento da linguagem, em relação ao que é proposto, principalmente quando tensionada a ZDP. / This research proposes to investigate and analyze teaching and learning data of Portuguese Language (LP), by students with Intellectual Disabilities (DI), in a disable-dedicated special institution context, so that one can point out to what extent the mediation / collaboration among experienced pairs contributes to language development. Therefore, reading and writing activities proposed to/by alumnus in LP are discussed. The Corporaconsists of Portuguese Language Study Plans that guide the essay with regard to teaching – learning of this subject. Field-made records, obtained from observation in a LP class, in addition to video-recorded Mother Language (LM) class are considered for analysis too. Vigotsky’s Social-Historical Theory (2007) is taken, mainly with regard to concepts of real-development/progress levels ( NDR) , potential-development (qual dos dois sinônimos – desenvolvimento ou progresso é mais adequado ao estudo) levels (NDP) and zone of proximal development ( ZDP). Also is done, in data analysis, and interface with Kleiman studies about literacy ( 2000,2005) , Street ( 1984) , Tfouni (2006), Rojo ( 2009), among others , in addition to some interaction to Portuguese Language ( LP ) national curricular parameters (Brazilian Ministery of Education and Culture, MEC, 1997), with regard to what is prescribed by disable-dedicated special institution. Also, the research also discusses aspects related to social inclusion from Cultural Studies perspective, so that one can problematize what is understood by disability and by differences in DI, in regular/special education context. The results indicate that disability does not prejudice Portuguese Language (LP) learning and development, in relation to what is proposed, mainly when ZDP is tensioned.

Very few studies focus on how English as a second language (ESL) students' agency and their unique histories as an integral part of the social cultural environment influence his or her participation in computer-mediated peer response tasks, particularly in a multimedia-based synchronous communication environment. Considering each ESL student as an active agency with unique historical bearings, the dissertation investigated ESL students' participation in computer-mediated peer response (CMPR) tasks that used instant messenger (IM) as the communication technology between students from the cultural historical activity theoretical (CHAT) perspective, which views all human interaction as a dynamic developmental process. A case study approach was adopted to collect qualitative data from five ESL students enrolled in a level-4 academic writing class in summer, 2006. The entire study spanned from May to August. Each of the five participants participated in three CMPR tasks throughout the semester. Data were collected from multiple sources including a demographic survey, IM chat transcripts, the researcher's participative observations, participants' on-screen and off-screen behaviors, their first and second writing drafts, interviews, the researcher's reflective journals as well as documents collected in each instructional modules. Both within-case and cross-case analysis were used to identify emergent themes. Specific methods included constant comparison method, content analysis, revision analysis, and CHAT analysis. The findings showed that ESL students had multiple and heterogeneous motives and goals within and across CMPR tasks. Some motives were learning-oriented while others were non-learning-oriented or even entertainment-oriented. The use of IM not only triggered each student's motive and goal formation and shift, but also transformed his or her particular behaviors and the relationship established during each CMPR session. ESL students' online contributions were strongly influenced by the pair's IM communication styles and competences rather than the task types or their motives. Students also developed new perceptions about CMPR tasks, which shaped and were dialectically shaped by their participatory behaviors in each task. Conflicts and tensions existed within and between both contemporary and historical activity systems in which each student was involved. Those who actively sought solutions to the conflicts developed new knowledge and skills such as writing an exploratory essay and competences of conducting CMPR tasks. Those who ignored the conflicts experienced scarce expected development.

This work aims at considering superstitions both in the context social, cultural changes and as an essential part of human being, since it makes part of culture. We search to discuss the transformations of superstition in the modern society based on the oral accounts of people who moved from countryside to the city of Catalão, State of Goiás. We has tried to identify how these people consider superstitions now and understand their rural past, marked by oral tradition and popular beliefs, and so to know how popular culture rereads superstitions in the present. In these individual s speech, we have noted some conceptions of past countryside/hindrance and present city/progress which led us to rethink of theses spaces as different and complimentary. / Este trabalho propõe considerar as superstições pelo viés das transformações sociais e culturais e como parte essencial do ser humano, por fazerem parte da cultura que o expressa. Nele, problematizamos a transformação das superstições na sociedade moderna, com base na fala de sujeitos que saíram da zona rural para residir na cidade de Catalão (GO). Buscamos identificar a leitura que fazem das superstições, o passado vivido na zona rural, calcado na oralidade e nas crenças populares, e, assim, saber que releituras das superstições a cultura popular passou a ter. Na fala dos sujeitos, percebemos concepções de passado zona rural, atraso e de presente cidade, modernidade que nos levaram a repensar esses espaços como diferenciados e complementares. / Mestre em História

A presente pesquisa possui como objetivo detectar avanços e impasses da educação no País, analisando os principais problemas surgidos na concretização deste direito. Para tanto, busca refletir sobre a efetivação da educação como um direito humano, adotando como ponto de partida o contexto dos direitos humanos em que se encontra inserida, com suas características de indivisibilidade, universalidade e interdependência na garantia da dignidade da pessoa humana. Para a promoção desta reflexão, a metodologia adotada fora a revisão bibliográfica e análise dos relatórios brasileiros sobre educação produzidos pela Plataforma Brasileira de Direitos Humanos Econômicos, Sociais, Culturais e Ambientais (DhESCA) no período de 2003 a 2009. A primeira parte apresenta um apanhado geral sobre as barreiras que impedem a efetivação do direito à educação até os dias atuais, tanto do ponto de vista histórico quanto do ponto de vista jurídico. A segunda parte contextualiza a relação entre educação e direitos humanos, ressaltando-se que por meio do reconhecimento do direito à educação resgatam-se também outros valores, tais como a igualdade, a cidadania e o acesso a outros direitos. A terceira parte traz um apanhado geral do arcabouço legislativo nacional e internacional onde a educação está inscrita, analisando-se a sua concepção e tratamento a partir destes. Destaca-se, também a importância do papel desempenhado pelas organizações não governamentais para a plena efetivação do direito à educação. A parte final faz a análise propriamente dita da educação nos referidos relatórios nacionais, demonstrando-se os fracassos dos governos ao não promover a igualdade material deste direito em conjunto com os demais direitos humanos. Por derradeiro, as considerações finais relacionam as constatações feitas ao longo da pesquisa, retomando as discussões apresentadas na parte inaugural. / This research has the objective of detecting which way education is being conducted in the country, analyzing the main problems encountered in implementing this law. Therefore, it seeks to reflect on the effectiveness of education as a human right, taking as its starting point the human rights context in which is inserted, keeping therefore the same characteristics: the indivisibility, universality and interdependence in guarantee of human dignity. To promote this reflection, the methodology was a literature review and analysis of reports on education produced by Brazilian Platform of Human Rights Economic, Social, Cultural and Environmental Rights (DhESCA) in the period 2003 to 2009. The first part presents an overview about the barriers that prevent the realization of the right to education until the present day, both from the standpoint of historical and legal point of view. The second part contextualizes the relationship between education and human rights, emphasizing that by recognizing the right to education is also rescue other values such as equality, citizenship and access to other rights. The third part presents an overview of national and international legislative framework in which education is entered, analyzing its design and treatment from them. Another highlight is the importance of the role played by non-governmental organizations for the full realization of the right to education. The final part is the actual examination of education in these national reports, demonstrating the failures of governments failing to promote equality of the right material together with other human rights. For the last, the final considerations relate the findings made during the research, resuming the discussions presented at the inaugural.

The Renewal Project of the Mikulov Town Center focuses primarily on its cultural heritage, consisting of reconstruction of the original Národný dom on the main square and new buildings of the Cultural House supplemented by the Art Multifunctional Gallery at the Kapucínská Street. The social cultural complex of buildings is a solution to the problems of cultural and physical connection between the city center and its immediate surroundings. After the reconstruction, the Národný dom has a supranational position in the form of conference rooms, a tourist-information center and an educational center. The present building is complemented by a new building of the Cultural House, which houses a multifunctional social hall suitable for theater performance, lectures or dance entertainment. Another kind of art experience offers Galleries on the Walls, which open their premises directly on the street and also shelter smaller outdoor cultural events in the city. The main idea of the project is to connect the square with the alley and then the city park. The building is a passage that directly connects to the original Národný dom and opens the possibility of moving from the main square to Kapucínska street. The exposed renovated bastion then interconnects the level of the park with the street level and is complemented by a view overlooking the St. Kopeček.