In this work, the author investigates, within the school management field, the technical specialists who incorporate the school s directive staff (school administrator, educational supervisor and advisor), positions designed to scholar organizations after the fabric working division. The main aim is to question the role of specialists towards the management democratization. To do so, the pedagogic proposal and the practices observed in public school through the community s testimonies represent a remarkable importance to the analysis presented by the author, once the pedagogic work comprises these distinguished positions to the collective actions coordination in the scholar organization. This evidence reinforces the idea of overcoming the work division inside the school, with the historical partition, still remaining, between the ones who plan and the ones who act. Both bibliographic and field research, in a qualitative profile, attempted to find out the origin of education specialists function, their incursion into the Brazilian Educational system through school management work, their relevance to management providing a following overcome to the sectors partition and also to determine the space and role of specialists in the management democratization. It was intended to develop a documentary analysis, interviews and questionnaires within the scholar community that are part of the 19th CRE (Regional Educational Coordination) in the São Gabriel County, which assist elementary education in the east, west and central regions, counting with scholars from different social and age levels. Although this position is still considered of importance, renowned by most community members, it is understood that this position deserves a redefinition. There is a need for a continued development to supervisors, principals and educational advisors in order to be articulators in the democratic management. In that way, it could be possible for the school to accomplish its autonomy. / Neste trabalho, o autor investiga, dentro da área da gestão escolar, os especialistas técnicos que integram a equipe diretiva da escola (administrador escolar, supervisor e orientador educacional), funções estas que foram instituídas nas organizações escolares aos moldes da divisão do trabalho fabril. Tem como objetivo principal, questionar o papel dos especialistas em educação frente a democratização da gestão. Para isso, a proposta pedagógica e as práticas observadas na escola pública através dos testemunhos da comunidade são de importância notável para a análise que o autor apresenta, visto que o trabalho pedagógico possui essas funções distintas para coordenação das ações coletivas da organização escolar. A constatação reforça a idéia de superação da divisão do trabalho no interior da escola, com a histórica separação, ainda existente, dos que planejam em relação aos que executam. A pesquisa bibliográfica e de campo, de caráter qualitativo, buscou respostas para saber-se qual a origem das funções de especialistas em educação, sua absorção no sistema educacional brasileiro através do trabalho na gestão escolar, a importância destes na gestão com a conseqüente superação da setorização e qual o espaço e o papel dos especialistas na democratização da gestão. Procurou-se desenvolver uma análise documental, entrevistas e aplicação de questionários na comunidade escolar de três escolas estaduais pertencentes à 19ª CRE, no município de São Gabriel e que atendem à educação básica na região leste, oeste e centro da cidade, com educandos de todas as camadas sociais e um universo grande de alunos de diversas faixas etárias. Embora a função ainda seja considerada importante, reconhecida pela maioria dos membros da comunidade escolar, entende-se que a formação e a função merecem uma resignificação, que o supervisor, diretor e orientador educacional, sejam professores que momentaneamente ocupam as funções na condição de articuladores da gestão democrática no interior da escola, do que necessita uma formação continuada para que a escola possa conquistar a sua autonomia.

Os estudos que envolveram os três capítulos da minha tese englobam padrões de distribuição dos insetos aquáticos, agregando informações sobre características funcionais dessas comunidades. No primeiro capítulo avaliei a influência da heterogeneidade do substrato sobre as características funcionais dos insetos bentônicos. Concluí que em ambientes naturais o substrato heterogêneo apresentou combinações específicas de atributos, associados principalmente ao tamanho do corpo e hábitos alimentares. Esses atributos exercem forte influência sobre o funcionamento do ecossistema dos riachos. No segundo capítulo verifiquei a variação temporal dos atributos funcionais dos insetos aquáticos, com enfoque para organismos especialistas e generalistas. Nos primeiros estágios da colonização organismos coexistem independente dos atributos, isso porque a comunidade mostrou atributos similares. Nos estágios mais avançados de colonização os organismos generalistas resistiram a fatores bióticos e abióticos, mostrando uma variedade de atributos superior à que foi encontrada no início da colonização. Conclui que a ausência ou diminuição de organismos especialistas pode ser um indicador de degradação ambiental. No terceiro capítulo avaliei se existe efeito da presença/ausência de cobertura vegetal considerando a distância entre os riachos sobre as comunidades de insetos. Concluí que a cobertura vegetal no entorno dos riachos é um fator determinante para a distribuição espacial dos insetos aquáticos. Em locais com cobertura vegetal, insetos aquáticos com maior habilidade de dispersão apresentaram decaimento da similaridade com a distância, contrário do que foi verificado para locais sem vegetação. Já para dispersores menos hábeis, riachos mais distantes apresentaram comunidades menos similares para locais come sem cobertura vegetal. Com isso, conclui que a presença de vegetação no entorno dos riachos pode ser uma barreira física que limita a dispersão dos insetos com maior capacidade de voo. Finalizando, este trabalho ressalta a influência de fatores locais (substrato) e regionais (vegetação/limitação de dispersão) sobre as características funcionais da fauna aquática. Além disso, a manutenção da heterogeneidade do substrato e da vegetação ripária, contribuiu para a manutenção da diversidade funcional das comunidades de insetos aquáticos. / Studies of my thesis include aspects of distribution patterns of aquatic insects and aggregate information on functional characteristics. In the first chapter, I evaluated the influence of substrate heterogeneity on the functional characteristics of benthic insects. I concluded that in natural environments, heterogeneous substrate select specific traits combinations associated mainly to body size and feeding habits, attributes that exert a strong influence on the functioning of ecosystems. In the second chapter, I verified the temporal variation of the functional attributes of aquatic insects, focusing on specialist and generalist taxa. In early stages of colonization, organisms coexist independent of the attributes, because the community showed similar attributes. In the last stages, specialists were able to resist to biotic and abiotic factors showing a variety of attributes that was not founded at the beginning of colonization. In conclusion, the absence or decrease of specialists can be an indicator of environmental degradation. In the third chapter, I used a functional approach with emphasis on attributes related to dispersion. We conclude that the canopy cover of streams is a determining factor for the distribution of aquatic insects. Aquatic insects with greater ability to disperse showed a weak pattern of distance decay of similarity, only in streams with grassland. For weak dispersers patterns of was similar for the two streams (open and forest riparian vegetation). Thus, we conclude that the presence of vegetation streams can be a physical barrier that limits the insect dispersal, especially taxa with greater abilities to disperse. Finally, this study highlights the influence of local (substrate) and regional (limiting dispersion) factors on the functional characteristics of the aquatic fauna. In addition, maintaining the diversity of substrate and riparian vegetation, contributes to the functional and taxonomic diversity of aquatic insect communities.

Orientador: Luci Banks-Leite / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-15T19:57:25Z (GMT). No. of bitstreams: 1 Palhares_Odana_D.pdf: 1099664 bytes, checksum: e7d73e0486dfe67e89a67320c2d6112a (MD5) Previous issue date: 2010 / Resumo: O presente trabalho inscreve-se no campo das relações entre psicanálise e educação. Tem como objetivo refletir sobre a posição do especialista que atende crianças com problemas de aprendizagem. Na primeira parte, apresentamos os problemas de aprendizagem no cenário psicopedagógico e, em seguida, na perspectiva psicanalítica, que coloca o olhar na singularidade do sujeito e retira o enfoque de doença que tem tratado como distúrbio aquilo que não é um problema funcional. Na segunda parte, abordamos as noções psicanalíticas de sujeito, sintoma e estilo, para formalizar as bases conceituais que organizam e estruturam uma clínica do aprender. Por fim, por meio da teoria dos quatro discursos, de Lacan, consideramos que o especialista que pretende fazer uma clínica do aprender precisa colocar-se no avesso do lugar classicamente ocupado pelo psicopedagogo, ou seja, sair da posição daquele que detém o saber sobre o sujeito para o lugar do não-saber. Articulamos esse giro na posição discursiva com o conceito de mestre não-todo, que leva em conta o sujeito do inconsciente, tempera seu gozo e pode operar uma transformação subjetiva naquele que padece as vicissitudes na aprendizagem. / Resumè: Le présent travail s'inscrit dans le champ des relations entre la psychanalyse et l'éducation. Son objectif est de réfléchir sur la position de l'expert accueillant dês enfants avec des problèmes d'apprentissage. Dans la première partie, nous présentons les problèmes d'apprentissage sur la scène pédagogique, ensuite dans une perspective psychanalitique. Cette dernière oriente son regard vers la singularité du sujet sans considérer comme trouble ce qui n'est pas um problème fonctionnel. Dans La deuxième partie, nous présentons les notions psychanalytiques de sujet, de symptôme et de style, pour formaliser les bases conceptuelles qui organisent et structurent une clinique de l'apprentissage. Finalement, fondés sur la théorie des quatre discours de Lacan, nous considérons que l'expert qui a l'intention de pratiquer une clinique du " apprendre " doit se situer à l'envers du lieu occupé traditionnellement par le psychopedagogue, c'estè- dire, sortir de la position de celui qui detient le savoir sur le sujet vers le lieu du non-savoir. Nous articulons ce tour dans la position discursive par le concept de maître non-tout, qui tient compte du sujet de l'inconscient, calme sa jouissance et peut opérer une transformation subjective sur celui qui subit les vicissitudes dans l'apprentissage. / Abstract: This is study in the field of relations between psychoanalysis and education. It is aimed at fostering a reflection on the role of specialists assisting children with learning problems. For such, we firstly present learning problems in a psychopedagogical context and, then, from a psychoanalytical perspective. The latter focuses on subjects' singularity instead of treating their problems as kinds of illnesses or disorders when they are not functional problems. In the second part, we approach psychoanalytical notions of subject, symptom and style, in order to formalize the conceptual bases that organize and structure a learning clinic. Last, with the use of Lacan's theory of the four discourses, we consider that a specialist intending to establish a learning clinic must see himself or herself on the opposite position to the role traditionally played by a psychopedagogue, that is, he or she must leave the position of someone who knows everything about a subject to occupy the position of someone who ignores things about him a subject. We promote this discursive shift with the unexclusive master concept, which considers the unconsciuos subject, fulfills his or her desires and can operate a subjective change in people who suffer with learning challenges. / Doutorado / Psicologia, Desenvolvimento Humano e Educação / Doutor em Educação

Magister Commercii - MCom / Many financial organisations are working hard to design a skills management strategy that reflects the overarching national skills need for an institution, in the process of attracting highly skilled Information Technology (IT) specialists. But there are many organisations that are less concerned about mobility across nations and more concerned about the need to retain highly skilled IT staff. The pace and ubiquity of the information technologies’ (IT) progress means that organisations need to improve on their technologies, and so the skills needed to operate and utilise these technologies. The need for a highly IT skilled workforce is rising and, therefore, organisations will have to move beyond their traditional policies and practices to retain highly skilled IT staff.Organisations are employing and utilising various models, frameworks and strategies to nurture and address the retention of skilled IT staff. Even though these methods are well implemented and coordinated within organisations, skilled IT staff still leave organisations and minimises the level of retaining skilled IT staff. This is a functional shortfall at a management level, since a coherent lack to monitor the impact of external factors on retention strategies are overlooked. The same holds for the financial sector in South Africa. Therefore the aim of this research was to propose effective retention strategies for employers within the financial environment, to retain their skilled IT workforce. In order to fulfil the objectives of this study, the literature review had been performed followed by the empirical field research. The field data were gathered by using twofold data collection technique: disseminating a questionnaire and interviewing participants in this study. The fieldwork followed the University of the Western Cape guidelines on research ethics.The outcomes of the study showed that there is a strong correlation between having good HR retention policies and procedures, and the management of these policies and procedures. The findings suggested the importance of involving employees at all employment levels to provide input on the development of these policies and procedures so that the retention process is well understood across the firm Apart from contributing to the existing academic knowledge area, the study outcomes can beneficially contribute to organisations’ advantage and ability to retain skilled IT staff on a long-term basis.From a financial services sector perspective, this study will possibly contribute to the existing body of knowledge in the field of Staff Retention especially the area of Information Technology.

The purpose of this study is to develop a prototype instrument that may be used in conjunction with the Texas Teacher Appraisal System instrument to appraise the competencies expected of school library media specialists.

South Africa, as a developing country, depends on science and technology to support industries to reach informed decisions and be competitive in the international marketplace. However, most people cannot distinguish between scientific, non-scientific and pseudo-scientific subjects. To distinguish between these categories of subjects and to emphasise the importance of science communication, it is necessary to communicate science to various stakeholders: schools, government, decision-makers, the general public and the media. An understanding of science makes the task of the role players in science – and especially the communication of science to the general public – even more imperative. The role players in science communication have to ensure that the message of science successfully reaches the general public (literate and illiterate; urban and rural societies; young and old) to ensure prosperity and the enhancement of a sustainable environment. The key role players in science communication in South Africa can be identified as scientists, who are the source or sender of the science message; communication specialists at higher education institutions (HEsI), who fulfil a mediation function to convey the message of science to all stakeholders; and South African journalists, who are the final distributors of the message to all stakeholders (the recipients of the science message). There is, however a fourth key role-player in science communication, and that is the executive management of HEIs, since they should provide the communication specialists at their institutions with the trust and empowerment to distribute the message of science to journalists in order for these messages to reach the general public. Science communication is still a new and vague concept to many South Africans. Limited research has been conducted on the key role players in science communication; the specific role of communication specialists at HEIs in science communication; and the relationship between the different key role players. However, in many countries, including South Africa, various studies have been conducted on public attitudes towards science, which is in general positive. The problem identified in this study is that although science communication is regarded as a priority in South Africa, science messages are not effectively reaching the general public. There are several possible reasons as to why the general public is not well informed about science. One is that scientists find it difficult to simplify scientific facts so that they are understandable to the layman. Another reason is the lack of a proper relationship of trust and mutual understanding between scientists and journalists, resulting in inaccuracies in science articles that appear in newspapers, magazines and on television. A third reason is that communication specialists at HEIs, who are supposed to take responsibility for media liaison, experience a lack of trust and empowerment by their executive management to liaise with stakeholders, including the media, at their own discretion. According to De Beer (2001:84), the executive management at HEIs do not empower their communication specialists to discuss matters with the media without the involvement of the executive management. A fourth reason is a lack of training in the writing of science articles, which results in an inaccurate coverage of science in the media. Therefore, the role of communication specialists at HEIs is very important. Communication specialists have to build a bridge between an institution’s management, scientists and the media as stakeholders of HEI. The general research aim of this study is to investigate the relationship between key role players in science communication and to determine the role that they play in science communication. Following the general research aim, six objectives are stated: Firstly, to determine the importance of science communication amongst key role players in science communication (executive management, scientists, communication specialists) at HEIs in South Africa, as well as journalists in the South African media. Secondly, to determine if a relationship of trust and mutual understanding exists between key role players in science communication in South Africa. The third objective is to determine if the role of communication specialist is a role of strategist, manager or technician in the facilitation of science communication at HEIs in South Africa. Fourthly, to determine the extent of training provided at universities and technikons in South Africa for scientists, communication specialists and journalists to enable them to write science articles. The fifth objective is to investigate the coverage of scientific topics in articles in the South African mass media. The final objective is to analyse the content of articles on science in selected South African media from 1 March to 31 May 2004 and to compare the results of this study with a study conducted by Van Rooyen in 2002 (Van Rooyen, 2002). The empirical component of the study supplements the theoretical component. In Phase 1, a quantitative, exploratory survey research was done to establish the role of communication specialists in science communication at HEIs in South Africa. In Phase 2, content analysis was used to analyse the content of scientific articles in selected print media over a period of three months. Van Rooyen (2002:21) invited researchers to repeat the study she conducted in 2002 at regular intervals. Therefore, based on the invitation of Van Rooyen, Phase 2 of this study was conducted, using the same criteria, method and time frame as Van Rooyen had done. Comparisons of the results of the two studies are provided. The main conclusions of the study were: • Although science communication is regarded as important by the key role players in science communication, not enough is being done by South African HEIs to promote the importance of science to the general public, including the literate and illiterate; urban and rural; young and old people, to ensure a sustainable environment. • There is not a proper relationship of trust and mutual understanding between the key role players in science communication. • Communication specialists are regarded as managers, as opposed to strategists or merely technicians, in science communication, but they are not always empowered to act efficiently as facilitators in the mediation process between scientists and the media. • There is a lack of proper training for scientists, communication specialists and journalists in science writing or science journalism in South Africa. • The coverage of science in the media has not improved much since Van Rooyen’s study was conducted in 2002. Recommendations regarding the management of science communication can be summarised as follows. South Africa needs a national forum to conduct an audit and formulate a structured, reasoned national science communication action plan for South Africa. More feedback should be given to the science communication community about who should receive funding and what projects should be funded. The Government of South Africa should encourage higher education institutions to organise public debate sessions where scientists and the general public can discuss controversial issues regarding science and research in an open forum. Furthermore, scientists should be encouraged to provide information to communication specialists so that they can distribute science messages to all stakeholders. Communication specialists should create and support a science writers’ network in South Africa; develop and promote databases of science writers and media-friendly scientists; collect science articles from scientists and prepare them for publication together with supporting visuals; facilitate linkages and collaboration with corporate sectors; participate in international networking; and conduct visits to expert programmes. It is imperative for communication specialists, scientists and journalists to receive training to optimally fulfil their roles in science communication. Communication specialists should have writing skills to be able to assist scientists and journalists to create messages about science acceptable and understandable to the literate and illiterate; urban and rural; young and old people of South Africa. A course or degree in science journalism is therefore imperative. To enhance coverage of science in the media, science ideally needs to be integrated into popular, peak-time programmes such as local dramas, historical and other documentaries, talk shows, and even soap operas. All mediums should be considered, including radio, television and the Internet to communicate science to the general public. / Thesis (PhD)--University of Pretoria, 2008. / Communication Management / PhD / Unrestricted

The purpose of this thesis is to investigate talent management and how companies should work with talent management in order to retain and manage technical specialists in a technical career. Talent management is found to be important for modern organizations because of the advent of the knowledge economy, new generations entering the workforce and the need for businesses to become more strategic and competitive, which implies new ways of managing human capital. Furthermore, talent management is motivated by the fact that it has been found to lead to higher corporate profits when it is connected to the corporate strategy. The research method in this thesis is qualitative, and based on a case study of an organization in Norway active in the oil and gas industry, where qualitative semi-structured interviews have been performed. Moreover, the findings are compared to a set of industrial companies located in Sweden, which are similar in size to the case company and have similar needs for technical competence. The analysis of the empirical material in conjunction with the literature leads to our suggestions that there is a need for connecting the HRM practices with the corporate strategy, that the career concept needs to be redefined, and that talent management needs to integrate HR practices. Furthermore, communities of practice are suggested as a tool for developing technical specialists and rewarding them in their work. To guide organizations in executing talent management, we propose a model based in the strategy of the firm.

Collaboration is one of the most significant components of inclusive education, according to professional literature. The purpose of this study was to understand the perceptions of intervention specialists in terms of collaboration with general education teachers in elementary school inclusive classrooms and administrative support of collaboration. The collaboration and the community of practice theories were used for the conceptual framework in this study to understand how collaboration is an ongoing interaction between people to achieve a common goal. Research questions were designed to understand the perceptions of intervention specialists who work in inclusive classrooms regarding collaboration and administrative support by documenting their experiences through interviews. In this basic qualitative study, 9 intervention specialists were interviewed. Interview data were analyzed using thematic coding. The results of this study indicated that each participant was a part of a weekly collaboration meeting with teachers, an administrator, and an instructional coach. Most participants reported that they had to complete a 5-step form, and it was not a good source of time because it did not directly focus on students' needs. Most participants also reported that they did not receive training in college or professional development at work on how to collaborate or work in inclusive classroom settings. Participants reported that their administrators were supportive, but some classroom teachers were not. The implications of social change for this study include insight on the importance of collaboration in inclusive classrooms and insight on how administrators can create training programs for the collaboration of all teachers who work in inclusive classrooms.

No description available.

Traumapatienter med allvarliga eller livshotande skador omhändertas ofta inom akutsjukvården. Vid akut traumaomhändertagande arbetar traumateamet strukturerat, automatiserat och multiprofessionellt nära patienten. Kunskap om vuxna patienters upplevelser av akut omhändertagande vid trauma är begränsat. Det är viktigt att öka sjuksköterskors kunskap om patienters upplevelser vid akut omhändertagande vid trauma, för att få förståelse om hur de kan få sina fysiska, psykosociala och relationella behov tillgodosedda. Sjuksköterskan behöver integrera vårdande handlingar för att patienterna skall känna sig omhändertagna och uppleva god vårdkvalitet och därmed minska deras lidande. Syftet var att undersöka vuxna patienters upplevelser av akut omhändertagande vid trauma. Metoden var en allmän litteraturöversikt med en systematisk ansats. Datainsamlingen utfördes på två databaser, CINAHL och PubMed. Sammanlagt inkluderades 14 kvalitativa artiklar och en kvantitativ artikel publicerade mellan år 2012–2022 som analyserades med en integrerad metod. I resultatet identifierades tre huvudkategorier och åtta underkategorier. Underkategorierna identifierades med stöd utifrån Fundamentals of Care mellersta dimension. Resultatet visade att huvudkategorierna; fysiska, psykosociala och relationella upplevelser var både positiva och negativa. Under de fysiska upplevelserna identifierades underkategorierna; rörelse och smärta, där patienter upplevde bristfällig smärtlindring och obehag av immobilisering, men även god smärtlindring och känsla av skydd. Under de psykosociala upplevelserna identifierades underkategorierna; kommunikation som kunde vara bristfällig, delaktighet och information med mest negativa upplevelser, värdighet och respekt och emotionella reaktioner innehöll både positiva och negativa upplevelser. Under de relationella upplevelserna identifierades underkategorierna; trygghet genom empati och medkänsla, trygghet genom engagemang och trygghet genom närvaro och stöd, där det var mer jämn fördelning av negativa och positiva upplevelser. Slutsatsen av litteraturöversikten var att patienternas upplevelser av akut omhändertagande vid trauma kunde vara både positiva och negativa för patienterna. Detta ställer höga krav på att öka sjuksköterskors förståelse och kunskap om patienters upplevelser och erfarenheter av den upplevda situationen. / Trauma patients with serious or life-threatening injuries are often cared for in Emergency Medical Services. In acute trauma care, the multiprofessional trauma team works structured close to the patient. Knowledge of patients' experiences of acute trauma care is limited. It is important to increase nurses' knowledge of trauma patients' experiences of acute trauma care in order to gain an understanding of how trauma patients can have their physical, psychosocial and relational needs met. Nurses need to integrate caring actions in order for the patients to feel cared for and experience good quality of care and thereby reducing their suffering. The aim was to describe adult patients' experiences of acute trauma care. The method of the study was a general literature review with a systematic approach. Data collection was carried out in two databases; CINAHL and PubMed. A total of 14 qualitative articles and one quantitative article published between the years 2012–2022 was included and analyzed using an integrated method. In the results three main categories and eight subcategories were identified. The subcategories were identified with support based on the middle dimension of The Fundamentals of Care Framework. The results showed that under the main categories; physical, psychosocial and relational experiences were both positive and negative. Under physical experiences, the subcategories identified were; mobility and pain, where patients experienced discomfort from immobilization and inadequate pain relief, but also a sense of protection and adequate pain relief. Under psychosocial experiences, the subcategories identified were; communication that could be deficient, being involved and informed with most negative experiences, dignity and respect and emotional reactions contained both positive and negative experiences. Under the identified subcategories of relational experiences; feeling safe through empathy and compassion, feeling safe through commitment and feeling safe through presence and support, there was a more even distribution of negative and positive experiences. The conclusion of the literature review was that the patients` experiences of acute care in trauma could be both positive and negative for the patients. This put high demands on increasing nurses' understanding and knowledge of patients' experiences of the perceived situation.