Made available in DSpace on 2014-12-17T14:35:51Z (GMT). No. of bitstreams: 1 MariaAB.pdf: 992157 bytes, checksum: 668dc72d5c68120bc609967b0b25f262 (MD5) Previous issue date: 2007-12-13 / The objective of this study was to investigate the elements that contribute to the state of stress which often affects those who embrace the university teaching career, and also to learn whatever strategies professors use to cope with stressing situations in order to develop resilience and a sound exercise of their profession. To the very nature of university teaching belong a variety of attributions, demands and challenges which, together, may contribute to the development of stress. The epistemological principles which guided this research were those of Complex Thinking, which facilitate a deeper comprehension of the human and social phenomena as viewed through the lens of complexity principles: the dialogical principle, the organizational recursivity principle and the hologramatical principle. Fully acknowledging the many difficulties brought about by any attempt that would try to explain human phenomena based only on one theoretical reference, we have elected multi-referentiality as the support for this study, thus being able to dialogue with a variety of authors about the same phenomenon. This was a qualitative research in which questionnaires and interviews were used as instruments for the empirical work. The data has been articulated into categories and subcategories, allowing for a thematic analysis. Participants of the study were seventeen professors from two different colleges in the city of Natal, state of Rio Grande do Norte. Bad working conditions, demands from the institution, student s lack of commitment, long working hours, low salaries, lack of incentives to university teachers, uncertainty concerning timetable and difficulties in proper time administration are the variables that contribute to the stress of professors. Although this is a problem that affects the group as a whole, strategies to cope with it are individually sought and vary from trying to find different leisure options, opening one s heart to colleagues or relatives, individual planning, prayer, rational facing of the situation, to simply giving in to exhaustion. The study has proposed institutional as well as personal actions that may foster a development among professors which takes into account a resilience development in a collective perspective. Also, it shows some articulations that are already under way so that professors may be attended to. / Esse estudo teve como objetivos investigar os elementos que contribuem para desencadear o estresse no exerc?cio da doc?ncia universit?ria e conhecer as estrat?gias adotadas pelos professores para enfrentar as situa??es estressantes, a fim de promover o desenvolvimento da resili?ncia e um exerc?cio saud?vel do of?cio. A doc?ncia universit?ria comporta em sua natureza uma diversidade de atribui??es, exig?ncias e desafios que articulados poder?o contribuir para o desencadeamento do estresse. Os princ?pios epistemol?gicos que nortearam esta pesquisa foram os do Pensamento Complexo, pois facilitam o aprofundamento e compreens?o dos fen?menos sociais e humanos a partir dos princ?pios da complexidade: dial?gico, recurs?o organizacional e o princ?pio hologram?tico. Reconhecendo a dificuldade em explicar os fen?menos humanos com base em ?nica refer?ncia te?rica, tem-se como apoio a multirreferencialidade, que permitiu dialogar com uma diversidade de autores a respeito do mesmo fen?meno. A pesquisa foi qualitativa e foram usados question?rios e entrevistas como instrumentos para o trabalho emp?rico. Os dados foram articulados em categorias e subcategorias, permitindo-se proceder a uma an?lise tem?tica. Participaram do estudo 17 professores de duas institui??es de Ensino Superior na cidade de Natal/RN. No exerc?cio da doc?ncia, as vari?veis que interferem no desencadeamento do estresse s?o: as m?s condi??es de trabalho, cobran?as institucionais, o descompromisso dos alunos, a jornada excessiva de trabalho, a baixa remunera??o, a falta de incentivos ao professor, as incertezas quanto ? carga hor?ria e ?s dificuldades na administra??o do tempo. Embora a problem?tica seja comum ao grupo, as estrat?gias de enfrentamento s?o adotadas individualmente, e oscilaram desde a busca de op??es de lazer, desabafo com colegas de profiss?o e com familiares, atividades f?sicas, planejamento individual, ora??o, enfrentamento racional at? entregar-se ? exaust?o. As estrat?gias capazes de promover adapta??o positiva, combinadas com os fatores que motivam o professor na a??o docente poder?o contribuir no desenvolvimento da resili?ncia O estudo prop?s a??es institucionais e pessoais que favore?am o desenvolvimento dos professores, levando em conta o desenvolvimento da resili?ncia numa perspectiva coletiva. Tamb?m evidenciou algumas articula??es que j? est?o sendo feitas num trabalho de acompanhamento aos professores.

風險發生的本質來自於組織與環境無法保持適當的配合。如果組織與環境能夠時時保持適當的配合，任何時候環境發生改變，組織亦能在瞬間跟著調整（具有完全的彈性），則組織的營運便沒有任何風險；但是，因為組織存在著僵固性╱依賴性使得企業無法立刻跟著環境作適當的調整，而發生組織無法與環境配合的情況，組織的生存於是受到威脅，風險於焉發生。申言之，風險的發生必須趨動因子（環境的不確定性）與乘數因子（內部資源的僵固性╱外部關係的依賴性）同時在在才會發生。 　　企業為了將投入轉換為產出必須依賴核心技術，由於核心技術存在僵固性，必須處在一個穩定的環境中才能發揮效率，然而，企業是一個開放系統，必須向外界取得所需的資源，各種環境因素與利益關係人的不確定性均會對企業的核心技術穩定運作產生威脅，也會造成企業核心資源的流失，使企業的營運面臨風險，因此風險對抗策略的短期目標在於適當的處理環境的風險以維持核心技術的穩定運作；長期目標則在於選擇適當的核心技術、改變組織習性，以確保組織的核心資源並能維持適當的彈性。 　　風險對抗策略可分成二大類（六大策略），第一類是由處理環境的不確定性的角度出發，分別為降低風險、轉移風險、分散風險、隔離風險；另一類是由改變組織的習性（僵固性╱依賴性）的角度出發，可分為增加彈性與累積雄厚的資源。 　　以風險矩陣與六大風險對抗策略為基礎可以建構風險管理模式，風險管理模式可以告訴經理人如何選擇可行的風險對抗策略。當企業可選擇的風險對抗策略愈多時，企業的風險對抗能力愈強，主觀的風險水準愈低（申言之，在相同的客觀風險水準之下，若企業的風險對抗能力愈強，主觀的風險水準愈低）。企業經理人若能依照風險管理模式進行風險管理，相信必能使「企業活得很久！」。

Darbo tikslas – patikrinti ar egzistuoja įkalinimo įstaigoje bausmę atliekančių asmenų emocinės būsenos bei stresogeninių įvykių įveikos strategijų sąsajos adaptaciniu periodu. Tyrime dalyvavo 200 nuteistų pilnamečių vyrų, laisvės atėmimo bausmę atliekančių Pravieniškių 1- uose pataisos namuose. Tiriamiesiems 1-ąją atvykimo į pataisos namus dieną ir praėjus adaptacijos laikotarpiui (po trijų mėnesių) buvo išdalinami klausimynai, kuriuos sudarė šios metodikos: nerimo skalė iš HAD (Hospital Anxiety and Depression) metodikos; COPE – įveikos strategijų klausimynas; BEKO (Beck Depression Inventory) testas, skirtas įvertinti nuotaikos pokyčius; psichologinei įtampai įvertinti skirta metodika (Oprosnik travmatičeskovo stresa dlia diagnostiki psichologičeskix posledctvi); tarpasmeniniui bendravimui įvertinti skirta metodika. Siekiant įvertinti nuteistųjų emocinę būklę bei stresogeninių įvykių įveikos strategijų sąsajas tik atvykus į pataisos namus ir pasibaigus adaptacijai, tie patys asmenys buvo tiriami du kartus. Tyrimo rezultatai parodė, kad egzistuoja emocinės būsenos bei stresogeninių įvykių įveikos strategijų sąsajos adaptaciniu periodu: tik atvykus į įkalinimo įstaigą ir adaptacijai pasibaigus, nuteistieji naudoja visas galimas įveikos strategijas, t.y. tiek į problemą nukreiptą įveikimą, tiek į emocijas nukreiptą įveikimą, tiek mažiau adaptyvaus įveikimo strategijas. Pažymėtina, kad adaptacijai pasibaigus, įveikos strategijos naudojamos rečiau nei tik atvykus į įkalinimo... [toliau žr. visą tekstą] / The purpose of work is to check, whether there are links between the emotional states and strategies to cope with the stressogenic events of the persons, who are serving sentence in prisons, during the adaptation period. 200 sentenced adult men were participating in the research. They serve their sentence in the 1st Penitentiary of Pravieniskes. The questionnaires were distributed to the convicts on the first day of their arrival to the penitentiary and again after the adaptation period (after three months). The questionnaires were made from the following methodologies: scale of anxiety from HAD (Hospital Anxiety and Depression) methodology; COPE – questionnaire of coping strategies; BEKO (Beck Depression Inventory) test meant to evaluate the changes in mood; methodology of traumatic stress (Oprosnik travmatičeskovo stresa dlia diagnostiki psichologičeskix posledctvi); and the methodology meant to evaluate the interpersonal communication. The same persons were analyzed twice in order to evaluate the links between the emotional states and strategies to cope with the stressogenic events of the convicts on the arrival date to the penitentiary and after the adaptation period. According to the research results, there are the links between the emotional states and strategies to cope with the stressogenic events during the adaptation period: on the arrival and after the adaptation period the convicts use all the possible coping strategies, i.e. problem-orientated coping... [to full text]