This study investigates the processes through which attendance at a community school affects the development of cultural and academic identities of Greek/Greek-Cypriot and Pakistani ethnic minority young people who live in the United Kingdom. The development of cultural and academic identities by community school students is a relatively underesearched and undertheorized area. The theoretical framework of this study draws on developments in cultural developmental theory (Valsiner, 2000a) and the dialogical self theory (Hermans, 2001 a) to understand the cultural and dialogical nature of the processes through which ethnic minority young people develop their identities in community schools. Both theories are influenced by dynamic perspectives on development and have tried to explain psychological phenomena in relation to the sociocultural context. Episodic interviews, drawings and group work were the tools for data collection and multiple perspectives (students', parents' and teachers') were investigated. This small-scale research took place in a Greek and a Pakistani community school. The pupils, both girls and boys, were adolescents aged 13 to 18 years. The findings suggest that the young people in both groups were moving towards multiple, hybrid identities through a dialogical negotiation of aspects of differences! similarities and belonging within their majority and minority communities as well as living in a multicultural society. This negotiation resulted in a multivoiced hybrid identity which emerged through a constant positioning and re-positioning within their communities and school contexts. For the participants in the Pakistani school this negotiation was a struggle shaped by issues of racism and religious discrimination. In this context, the Pakistani school mainly aimed to increase self-confidence and strengthen the students' sense of minority cultural identity, especially the religious aspect of it, whereas the Greek school mainly aimed to preserve the community's cultural identity which was considered to be threatened by assimilation. In both community schools, a strong academic identity was endorsed which had a double function -to foster the acquisition of both knowledge and skills relevant to community education and those relevant to mainstream and higher education. This study demonstrated the value of examining community schools within contrasting communities, and its findings have implications for Psychology and Education.

Made available in DSpace on 2016-04-29T13:31:24Z (GMT). No. of bitstreams: 1 Dulce1.pdf: 57318 bytes, checksum: 97212f62fbb0f4b43ccb5b1d3617ea8f (MD5) Previous issue date: 2005-02-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / ABSTRACT The purpose of this study is to verify the relationship between narcissism, melancholy and the ideology of the technological rationality by means of some mediator concepts, for instance cultural industry, mass phenomena, that tend to reproduce the social dominance in a number of instances of an individual s life in our present society. It is a theoretical research that attempts to conduct the reflection on the tensions that exist among individual, nature, society and culture, using mainly the analyses of Theodor W. Adorno, Max Horkheimer, Herbert Marcuse and Sigmund Freud. The main results accomplished were: 1. Melancholy is a form through which narcissism manifests itself; every melancholy has some marks of narcissism. On its turn, narcissism is present in melancholy, but not only in it, and the narcissistic - including the manipulator type -, melancholic, compulsive and sadomasochistic conformations have a certain relationship and are associated with the irrational defense of the technique. 2. Both in narcissism and in melancholy it is present the ego weaknessing and the psychic regression in face of the need of self-conservation in the contemporary society. 3. The individual identifies a lot with the current culture that benefits the narcissism, so that cruelty, indifference and unawareness are indications that the claustrophobia of the society and the social hibernation reflect in the individual. 4. No matter how much the individual\'s conscience is mediated by the society, the critical reason, as opposed to the formalized reason, functionalized and subjective, may serve as a defense against the inner and outer miseries. We hope that this thesis encourages the completion of further researches, in particular the ones of empiric character. / RESUMO O objetivo deste estudo é verificar a relação entre o narcisismo, a melancolia e a ideologia da racionalidade tecnológica, por meio de alguns conceitos mediadores, tais como indústria cultural, fenômenos de massa, que tendem a reproduzir a dominação social, nas diversas instâncias da vida do indivíduo na sociedade atual. Trata-se de uma pesquisa teórica que procura orientar a reflexão sobre as tensões existentes entre indivíduo, natureza, sociedade e cultura, utilizando-se principalmente das análises de Theodor W. Adorno, Max Horkheimer, Herbert Marcuse e Sigmund Freud. Os principais resultados obtidos foram: 1. A melancolia é uma forma de o narcisismo manifestar-se; toda melancolia tem marcas do narcisismo. Por seu lado, o narcisismo apresenta-se na melancolia, mas não somente nela, e as conformações narcisistas - incluindo o tipo manipulador -, melancólicas, compulsivas e sadomasoquistas guardam uma certa relação e estão associadas com a defesa irracional da técnica. 2. Tanto no narcisismo como na melancolia estão presentes o enfraquecimento do ego e a regressão psíquica diante da necessidade de autoconservação, na sociedade contemporânea. 3. O indivíduo está se identificando muito com a cultura atual que favorece o narcisismo, de modo que a crueldade, a indiferença e o alheamento indicam que a claustrofobia da sociedade e a hibernação social repercutem no indivíduo. 4. Por mais que a consciência do indivíduo seja mediada pela sociedade, a razão crítica, como contraposto à razão formalizada, funcionalizada e subjetiva, pode servir de defesa contra as misérias interior e exterior. Esperamos que esta tese estimule a realização de outras pesquisas, sobretudo, as de caráter empírico.

This thesis presents a history of the Saltire Society Literary Awards and examines their status and role within Scotland’s literary and publishing culture. The Society was founded at a critical inter-war period during which Scottish writers, artists and cultural commentators were re-imagining Scotland’s political and cultural identity. The Society, therefore, was a product of this reformative era in Scotland’s modern history. The Society’s identity and position within this inter- and post-war reformation is reflected in the Literary Awards, which are a means by which the Society attempts to accomplish some of its constitutional aims. The purpose of this thesis is three-fold. Firstly, it has filled a conspicuous gap in modern Scottish cultural history by offering a historically accurate description of the founding of the Saltire Society in 1936 and the development of the Society’s Literary Awards up until 2015. Secondly, this thesis demonstrates how the Society’s Literary Awards function in relation to key critical discourses pertinent to contemporary book award culture, such as forms of capital, national identity and gender. Finally, this thesis proffers an in-depth analysis of book award judgment culture. Through an analysis of the linguistic and social interactions between Saltire Society Literary Award judges, this thesis is the first study of its kind which considers exactly how literary award judging panels facilitate the judgement process. What this thesis reveals is how, despite often being plagued by problems regarding finances and personnel, the Society’s Literary Awards have endured as a key feature of Scottish literary and publishing culture, so much so that they are now the only series of awards dedicated to awarding Scottish fiction, non-fiction, poetry and first books, as well as academic history and research books. Due to the persistence and enthusiasm of the Society’s administrators and literary award judges the awards have continued to thrive and evolve to accommodate developments and demands within Scottish literary culture.

The topic of this diploma thesis is Corporate Culture and Personnel Activities in a Selected Business. The aim of the thesis is to characterize the corporate culture with the help of specification of its crucial cultural dimensions in connection with the personal activities and proposing changes leading to the desired state in the selected business. The research was carried out at the company of an engineer Jan Hutkay. The thesis is divided into four main parts - literary research, aim and methodology of work, characteristics of the current state in the business and discussion, summarized evaluation and proposals for changes. Literary research is focused on explanation of important terms related to corporate culture and personnel activities. It is followed by the summarization of the aim of the work and the research methods. Quantitative research methods used in the work included the questionnaire survey in the form of the Personnel Activity Questionnaire and the VSM 94 a 2013 tests. Among the qualitative methods used for the purposes of the thesis belong observations, unstructured interviews and Color Semantic Differential Tests were used from qualitative methods. The current situation in the company was characterized by the analysis of the individual questionnaires, which was supplemented with the information obtained through interviews and observations. After a thorough analysis and interconnection of the results of all research methods, it has been found out that corporate culture tends to deserve the dimensions of low power distance, femininity, collectivism, and acceptance of risks and changes. The undesirable resultant dimensions include the short-term business orientation and the dimension of indulgence. The final part of the thesis focuses on designing measures that stabilize the desired cultural dimensions and, above all, change the undesirable cultural dimensions. The results of the personnel activities' questionnaire which identified the main shortcomings and problems were used to suggest specific changes. The introduction of the proposed changes directs the enterprise closer to the knowledge economy, which improves its performance and competitiveness.

The identification and development of high potential employees is part of talent management, which is currently one of the priorities of strategic human resources management. According to relevant surveys, high potential employees account for less than five percent of the total number of employees. First, the thesis deals with talent management, its theoretical background and historical development. Subsequently, from the point of view of HR managers, it focuses on the issue of highly potential employees in order to find out which competencies are key to this group of employees. The partial objective is to clarify the extent to which selected companies in the Czech Republic agree or differ in terms of high potential employees. A qualitative survey is used to examine both objectives, consisting of a semi-structured interview with company managers and point scale. The aim of the thesis is to describe the set of key competencies of high potential employees and to distinguish them from the set of competencies of other employees.

À partir de quarante-huit extraits empruntés à dix-huit manuels de Portugais Langue Étrangère (PLE) publiés au Brésil et aux États-Unis entre 1954 et 2008, s’effectuera une analyse de la représentation de la brésilianité – traduction du mot « brasilidade » en portugais, un concept qui condense les principales caractéristiques de la culture et de l’histoire brésiliennes – depuis sa construction à l’époque du Brésil colonial (1500-1815), jusqu’à son utilisation à l’ère de la mondialisation (période considérée à partir des années 1950). En me basant sur le système de conception des auteurs, j’observe que la manuélisation ne se limite pas à rendre compte des ruptures et des continuités qui s’établissent entre le savoir savant et le savoir réellement enseigné, ce qui équivaudrait à un cas spécifique de transposition didactique (Verret 1975). Bien davantage, ces extraits corroborent l’idée selon laquelle les manuels dont ils sont issus expriment un ensemble d’idéologies, en particulier l’idéologie du bonheur (Ellul, 1998), caractéristique fréquemment attribuée aux images d’un certain Brésil ainsi réduit à n’être perçu que comme un lieu de joie, dansant et chantant (Almeida Filho, 2005). / This analysis of the representations of Brazilianness (translation of the word « brasilidade » in Portuguese, a concept that embodies the main features of Brazilian culture and history) – from its construction in colonial Brazil (1500-1815) through to its use in the era of globalization (starting in the 1950s) – is based on forty-eight excerpts taken from eighteen Portuguese as a Foreign Language textbooks published in Brazil and the United States from 1954 to 2008: considering the authors’ process of conception, it can be noted that manualization is not only satisfied by the interruptions and continuities established between scholarly knowledge and knowledge to be taught, which would be classed as a specific case of didactic transposition (Verret 1975). These excerpts confirm the idea that their respective textbooks express certain ideologies, which include the ideology of happiness (Ellul, 1998), a characteristic frequently attributed to images of Brazil as a joyful place where singing and dancing abound (Almeida Filho, 2005). / Por intermédio de quarenta e oito excertos provenientes de dezoito manuais de Português Língua Estrangeira (PLE) publicados no Brasil e nos Estados Unidos entre 1954 e 2008, são analisadas as representações da brasilidade (conceito que concentra as principais características da cultura e da história nacionais) – desde sua construção no período do Brasil colonial (1500-1815) até seu uso na era da globalização (a partir da década de 1950): partindo do sistema de concepções dos autores percebe-se que a manualização não se satisfaz apenas com as rupturas e continuidades estabelecidas entre o saber sábio e o saber a ser ensinado; o que seria um caso específico de transposição didática (Verret 1975). Tais extratos validam a idea de que seus respectivos manuais expressam certas ideologias; dentre elas, a ideologia da felicidade (Ellul, 1998), característica frequentemente atribuída às imagens do Brasil enquanto lugar de alegria cantante e dançante (Ameida Filho, 2005).