Esta dissertação propõe-se analisar o Programa Institucional de Bolsa de Iniciação à Docência (PIBID) e a natureza das relações institucionais estabelecidas entre a Universidade e a escola de Educação Básica. Propõe realizar uma aproximação entre o conceito de Terceiro Espaço de Formação Docente e o PIBID. O PIBID é uma política que objetiva a qualificação docente criando espaços para inserção dos licenciandos na realidade escolar. No referencial teórico são abordados aspectos relacionados a formação de professores no Brasil, aos saberes docentes, a articulação entre teoria e prática na formação inicial, a constituição de um referencial teórico sobre Terceiro Espaço de Formação Docente. Foi realizada uma revisão bibliográfica sobre o Programa, que apontou a escassez de artigos científicos que discutissem o PIBID de maneira mais aprofundada. Utiliza-se como base metodológica neste trabalho o estudo de caso fundamentado na pesquisa participante, tendo como objeto de análise as relações entre o PIBID-UFRGS e a Escola Técnica Estadual Irmão Pedro (IP). Foram aplicados questionários em grupos de sujeitos atuantes no PIBID-UFRGS/IP. As análises presentes nesta dissertação indicam que o PIBID-UFRGS/IP pode ser considerado um Terceiro Espaço de Formação Docente. As atividades desenvolvidas nesse Espaço aproximaram a UFRGS e o IP a medida que os bolsistas foram inseridos no ambiente escolar. A relação entre UFRGS e IP nasce a partir da Universidade. Constatou-se que a relação entre o IP e a UFRGS, na esfera do PIBID, não é equânime em função da natureza das relações, a que não desqualifica totalmente a relação entre as instituições e o estabelecimento do Terceiro Espaço de Formação. / This dissertation intend to analyze the Institutional Scholarship on Teaching Initiation Program (PIBID) and the nature of its institutionalized relations created among the University and the Basic Educational System. Intend to realize a closer approach between the Third space of Teacher Education and the PIBID. The PIBID is a policy that aim to qualify the teachers to be by creating spaces to propitiate the insertion in the school environment. The theoretical basis are addressed by features related to teacher formation in Brazil, teachers knowledge, the hinge among theory and experience in the initial formation and the constitution of a theoretical basis about the Third space of teaching Development. A literature review has shown that are a wantage in scientific articles that argue with deepness and effectively about the PIBID program. It was used case study as a methodological basis grounded in participating research by analyzing the relations between the PIBID – UFGRS and the State Technical School Irmão Pedro (IP). A questionnaire were applied on the active group members of PIBID – UFRGS/IP. The analyses presented in this monograph indicate that the PIBID – UFRGS/IP may be considered as a Third Space of Teaching Development. The activities growth in this space make a closer relation between UFRGS and IP because the scholars are in the school environment. This relationships between UFRGS and IP comes from the University because the need of qualifying the education of teachers. It is clear that the relation between the IP and UFRGS in the PIBID program is not equitable due to the nature of it. However it does not disqualify the relations completely among these institutions.

Esta dissertação propõe-se analisar o Programa Institucional de Bolsa de Iniciação à Docência (PIBID) e a natureza das relações institucionais estabelecidas entre a Universidade e a escola de Educação Básica. Propõe realizar uma aproximação entre o conceito de Terceiro Espaço de Formação Docente e o PIBID. O PIBID é uma política que objetiva a qualificação docente criando espaços para inserção dos licenciandos na realidade escolar. No referencial teórico são abordados aspectos relacionados a formação de professores no Brasil, aos saberes docentes, a articulação entre teoria e prática na formação inicial, a constituição de um referencial teórico sobre Terceiro Espaço de Formação Docente. Foi realizada uma revisão bibliográfica sobre o Programa, que apontou a escassez de artigos científicos que discutissem o PIBID de maneira mais aprofundada. Utiliza-se como base metodológica neste trabalho o estudo de caso fundamentado na pesquisa participante, tendo como objeto de análise as relações entre o PIBID-UFRGS e a Escola Técnica Estadual Irmão Pedro (IP). Foram aplicados questionários em grupos de sujeitos atuantes no PIBID-UFRGS/IP. As análises presentes nesta dissertação indicam que o PIBID-UFRGS/IP pode ser considerado um Terceiro Espaço de Formação Docente. As atividades desenvolvidas nesse Espaço aproximaram a UFRGS e o IP a medida que os bolsistas foram inseridos no ambiente escolar. A relação entre UFRGS e IP nasce a partir da Universidade. Constatou-se que a relação entre o IP e a UFRGS, na esfera do PIBID, não é equânime em função da natureza das relações, a que não desqualifica totalmente a relação entre as instituições e o estabelecimento do Terceiro Espaço de Formação. / This dissertation intend to analyze the Institutional Scholarship on Teaching Initiation Program (PIBID) and the nature of its institutionalized relations created among the University and the Basic Educational System. Intend to realize a closer approach between the Third space of Teacher Education and the PIBID. The PIBID is a policy that aim to qualify the teachers to be by creating spaces to propitiate the insertion in the school environment. The theoretical basis are addressed by features related to teacher formation in Brazil, teachers knowledge, the hinge among theory and experience in the initial formation and the constitution of a theoretical basis about the Third space of teaching Development. A literature review has shown that are a wantage in scientific articles that argue with deepness and effectively about the PIBID program. It was used case study as a methodological basis grounded in participating research by analyzing the relations between the PIBID – UFGRS and the State Technical School Irmão Pedro (IP). A questionnaire were applied on the active group members of PIBID – UFRGS/IP. The analyses presented in this monograph indicate that the PIBID – UFRGS/IP may be considered as a Third Space of Teaching Development. The activities growth in this space make a closer relation between UFRGS and IP because the scholars are in the school environment. This relationships between UFRGS and IP comes from the University because the need of qualifying the education of teachers. It is clear that the relation between the IP and UFRGS in the PIBID program is not equitable due to the nature of it. However it does not disqualify the relations completely among these institutions.

This thesis discusses the unmaking of republican citizenship in colonial Algeria and the reverberations of this process in the metropole under the Third Republic, as well as demands and contestations by various populations in the colony concerning participation and rights. The attempt to establish a regime of privileges for settlers and to exclude the Muslim majority led politicians, jurists, and administrators to rely on religion and ethnicity as legal criteria to demarcate the boundaries of French citizenship. In their quest to legitimise the political exclusion of the Muslim population, politicians and legal experts from the late nineteenth century onwards portrayed Islam as an immobile and unmodern religion. Reiterated in mainland France whenever the demand for political reform in Algeria was raised, such theories gave rise to the widely-held view that being Muslim was inherently irreconcilable with being French. At the same time, the thesis examines colonial reform movements and moments of asymmetrical negotiation between populations in Algeria and the state on the demarcation of French citizenry. Both the naturalisation of the Algerian Jews and the backlash against it are re-interpreted here to highlight the pivotal role played by the local and the settler populations. In a similar vein, the thesis discusses debates sparked in the early twentieth century by Algerian Muslim campaigns for political rights, debates which yielded alternative visions of participation in the Republic. The failure of such attempts to accommodate religious difference on the eve of collapse of the Third Republic re-affirmed the colonial order in Algeria and the deep imprint it had left on conceptions of French citizenship.

In this paper, we investigate how third mission strategies relate to changing legitimacy of universities. The work is based on a literature review and a case study of the largest business university in the EU (WU Vienna). First, we describe relevant trends and pressures for higher education institutions towards responsibility, accountability, and third mission. Second, we introduce the case in order to substantiate these trends, driven also by Austrian politics and international networks, some of them also emerging with a more socially oriented mission. Finally, we discuss isomorphic trends in higher education.

Esta dissertação propõe-se analisar o Programa Institucional de Bolsa de Iniciação à Docência (PIBID) e a natureza das relações institucionais estabelecidas entre a Universidade e a escola de Educação Básica. Propõe realizar uma aproximação entre o conceito de Terceiro Espaço de Formação Docente e o PIBID. O PIBID é uma política que objetiva a qualificação docente criando espaços para inserção dos licenciandos na realidade escolar. No referencial teórico são abordados aspectos relacionados a formação de professores no Brasil, aos saberes docentes, a articulação entre teoria e prática na formação inicial, a constituição de um referencial teórico sobre Terceiro Espaço de Formação Docente. Foi realizada uma revisão bibliográfica sobre o Programa, que apontou a escassez de artigos científicos que discutissem o PIBID de maneira mais aprofundada. Utiliza-se como base metodológica neste trabalho o estudo de caso fundamentado na pesquisa participante, tendo como objeto de análise as relações entre o PIBID-UFRGS e a Escola Técnica Estadual Irmão Pedro (IP). Foram aplicados questionários em grupos de sujeitos atuantes no PIBID-UFRGS/IP. As análises presentes nesta dissertação indicam que o PIBID-UFRGS/IP pode ser considerado um Terceiro Espaço de Formação Docente. As atividades desenvolvidas nesse Espaço aproximaram a UFRGS e o IP a medida que os bolsistas foram inseridos no ambiente escolar. A relação entre UFRGS e IP nasce a partir da Universidade. Constatou-se que a relação entre o IP e a UFRGS, na esfera do PIBID, não é equânime em função da natureza das relações, a que não desqualifica totalmente a relação entre as instituições e o estabelecimento do Terceiro Espaço de Formação. / This dissertation intend to analyze the Institutional Scholarship on Teaching Initiation Program (PIBID) and the nature of its institutionalized relations created among the University and the Basic Educational System. Intend to realize a closer approach between the Third space of Teacher Education and the PIBID. The PIBID is a policy that aim to qualify the teachers to be by creating spaces to propitiate the insertion in the school environment. The theoretical basis are addressed by features related to teacher formation in Brazil, teachers knowledge, the hinge among theory and experience in the initial formation and the constitution of a theoretical basis about the Third space of teaching Development. A literature review has shown that are a wantage in scientific articles that argue with deepness and effectively about the PIBID program. It was used case study as a methodological basis grounded in participating research by analyzing the relations between the PIBID – UFGRS and the State Technical School Irmão Pedro (IP). A questionnaire were applied on the active group members of PIBID – UFRGS/IP. The analyses presented in this monograph indicate that the PIBID – UFRGS/IP may be considered as a Third Space of Teaching Development. The activities growth in this space make a closer relation between UFRGS and IP because the scholars are in the school environment. This relationships between UFRGS and IP comes from the University because the need of qualifying the education of teachers. It is clear that the relation between the IP and UFRGS in the PIBID program is not equitable due to the nature of it. However it does not disqualify the relations completely among these institutions.

Magister Chirurgiae Dentium - MChD / To compare the use of a piezoelectric with a standard surgical handpiece in third molar surgery. Thirty patients requiring removal of third molars were included in the study. Panoramic radiographs were used to assess the third molars. The patients were randomly subdivided and the split-mouth technique applied. In split-mouth design, divisions of the mouth, such as right (upper and lower) and left (upper and lower) quadrants constitute the experimental units, which are randomly assigned to two treatment groups. Each patient serves as his or her own control, which increases statistical efficiency (Siddiqi et al. 2010). Each side was operated with either a piezoelectric or a conventional handpiece. All aspects of preoperative care, general anaesthesia, surgery and postoperative care were standardized for the groups. / South Africa

Magister Chirurgiae Dentium - MChD / This study compares the CMN to the steel scalpel by assessing incision time, incisional blood loss, postoperative pain, wound healing, and the incidence of lingual and long buccal nerve injury. Twenty standardised cases were included in an analytical prospective case series. Each case had one side cut with CMN and the other side with steel scalpel. Third molar surgery is the most commonly performed procedure by maxillo-facial and oral surgeons, and is associated with expected but transient sequelae such as pain, swelling and trismus. Modalities to reduce the severity of these sequelae are desirable. Several studies report that the use of conventional electrosurgical instruments and the Colorado Microdissection Needle (CMN) resulted in significant reductions in cutting time, incisional blood loss, postoperative pain, with no evidence of increased incidence of wound complications such as dehiscence and infection.

Magister Chirurgiae Dentium - MChD / Aim: To assess the change in the quality of life of patients while on the third molar surgery waiting list. Introduction: A large number of patients routinely present at the Tygerberg Oral Health Centre for removal of symptomatic impacted third molars. This results in many patients being placed on a surgical waiting list. In addition, many patients who have been placed on this waiting list return for adjunctive interventions, indicating a possible decrease in Quality of Life (QoL) over the waiting period. Numerous studies document post-surgery changes in QoL in patients that have had third molars removed. Many other studies detail QoL changes in patients awaiting orthopaedic and general surgery procedures. However, no study could be found that dealt with changes in QoL while awaiting third molar surgery. Materials and Methods: This is a prospective questionnaire-based study. It compares QoL at the beginning and the end of the waiting period for the removal of impacted third molars in order to determine whether a change in QoL occurs during the waiting period. The study sample was made up of 48 patients who met the inclusion criteria. Results: The present study shows that patients presenting with symptomatic impacted third molars have a decreased QoL at baseline, which further deteriorates over the waiting period. Although the overall change is negative, it is not statistically significant. This suggests that the null hypothesis cannot be excluded, and that it is therefore acceptable for patients to be managed on a waiting list. Conclusion: Third molar surgery results in a greater decrease in mental than physical wellbeing. The results in this study regarding a negative change in QoL was found not to be statistically significant. Only three out of 48 patients required emergency intervention. It can thus be concluded that placing patients on a waiting list for third molar surgery is acceptable.

No description available.

The American military experience in the European Theater of Operations during the Second World War is one of the most heavily documented topics in modern historiography. However, within this plethora of scholarship, very little has been written on the contributions of the United States Cavalry to this era. The six mechanized cavalry groups assigned to the Third Army served in a variety of roles, conducting screens, counter-reconnaissance, as well as a number of other associated security missions for their parent corps and the Army. Although unheralded, these groups made substantial and war-altering impacts for the Third Army.