Made available in DSpace on 2016-04-29T14:17:29Z (GMT). No. of bitstreams: 1 Heloisa Pires de Lucca.pdf: 9287629 bytes, checksum: bc3e4374c1bf4edb6baf31b1fc32584b (MD5) Previous issue date: 2008-05-19 / The aim of this study is to understand the meaning of returning to live in a shanty town based on the significance revealed by women who were removed from the Três Marias slum and were resettled in the Garagem Housing Project. It was part of the Program for the canalization of streams and construction of public roads PROCAV II implemented by the City Hall of São Paulo. The main objective is to understand the meaning that emerges from the narrative of those women focusing on a social and cultural analysis. It was defined as hypothesis that returning to live in a shantytown can be explained and understood in multiple ways, some of them based on facts of real life and others based on abstract sensations. At the same time, shanty towns are seen as areas where people build freely their house and their way of living. The methodological approach is the Oral history, a qualitative methodology that emphasizes people and their narrative as responsible for the construction of their life and fate in a limited and problematic reality. The methodology was grounded on bibliographic research, document research and research in area based on 4 semistructured interviews, participative observation and pictures taken by the subjects. The concepts adopted are: experience , culture , to live , shanty town and rooted in an interdisciplinary approach. The outcomes reveal that financial difficulties force those who were resettled to give up the housing project but this is not the only possible reason. Giving up the housing projects and returning to shanty towns can also be seen as a result of individual or familiar decision due to subjective needs and interests, which lead people to look for a transformation in life. Going back to shanty towns seems to be a possible solution, and also an option. It seems that people desire what is known, familiar and the nearest place. It was in a shanty town that the women, subject of this research, refound their roots, their feelings of belonging to a group, of belonging to an area where their neighbours have similar cultural aspects. When returning to shanty towns they rebuilt their identity so that could recognize themselves in the problems, struggle and pleasure of their routine / A presente Dissertação de Mestrado teve como objeto de estudo os significados do retorno à favela, a partir das experiências vividas por mulheres removidas da Favela Três Marias e reassentadas no Conjunto Habitacional Garagem, pelo Programa de Canalização de Córregos, Abertura de Vias e Recuperação Ambiental e Social de Fundos de Vale - PROCAV II, implantado pela Prefeitura do Município de São Paulo. O objetivo geral foi compreender os significados dessas experiências, a partir dos relatos dessas mulheres, numa perspectiva de análise sócio-cultural. Definiu-se como hipótese que os significados de retorno à favela podem ser múltiplos, e compreender dimensões inter-relacionadas de condições concretas de vida e de subjetividade, sendo a favela um espaço onde seus moradores constroem livremente não só a moradia como o modo de viver. A História Oral foi utilizada como metodologia qualitativa de pesquisa, visando dar ênfase aos sujeitos e seus relatos, construtores que são de seus destinos, entre as possibilidades e limites existentes. A metodologia abrangeu pesquisa bibliográfica, pesquisa documental, pesquisa de campo por meio de quatro entrevistas semiestruturadas, observação participante e fotografias tiradas pelos sujeitos. Os conceitos de referência adotados foram: experiência , cultura , habitar , favela e enraizamento , em uma abordagem interdisciplinar. Os resultados apontaram que o fator econômico conduz pessoas reassentadas a saírem de conjuntos habitacionais, mas que este não é o único determinante. A saída dos conjuntos apresenta-se como resultado de uma decisão individual ou familiar, devido também a necessidades e interesses subjetivos, que as conduzem à mudança de espaço em busca de transformação da vida pessoal. Voltar para a favela aparece como a solução possível, mas também como uma opção . Pretender o conhecido, o familiar, o próximo. Foi na favela que as mulheres, sujeitos desta pesquisa, retomaram suas raízes, o sentimento de pertença a um grupo e a um espaço com suas práticas culturais comuns, e reconstruíram o processo de formação de identidade social, de modo que se reconheçam nos percalços, nas lutas, e nos prazeres do viver cotidiano

This thesis is a narrative inquiry into the experiences of two childrens lives in school. I lived alongside the two children in their grade five classroom for eight months of their school year inquiring into the ways that their school experiences and their relationships with the teacher, classmates, and subject matter influenced the way they composed their stories to live by. In this thesis I share a personal reflection on the way my story to live by has been shaped by my experiences, specifically as a student, a teacher, and a researcher. I use field notes and taped conversations with each of the two boys to retell the stories they shared with me and apply them to literature and theory. I use Deweys Criteria of Experience within a narrative framework to help understand and retell the stories of the two boys as well as Clandinin, Pushor, and Murray Orrs commonplaces of narrative inquiry: place, temporality, and sociality. I explore Aokis planned and lived curriculum and Noddings ethic of care and fidelity in teaching as they applied to the inquiry.

This thesis is a narrative inquiry into the experiences of two childrens lives in school. I lived alongside the two children in their grade five classroom for eight months of their school year inquiring into the ways that their school experiences and their relationships with the teacher, classmates, and subject matter influenced the way they composed their stories to live by. In this thesis I share a personal reflection on the way my story to live by has been shaped by my experiences, specifically as a student, a teacher, and a researcher. I use field notes and taped conversations with each of the two boys to retell the stories they shared with me and apply them to literature and theory. I use Deweys Criteria of Experience within a narrative framework to help understand and retell the stories of the two boys as well as Clandinin, Pushor, and Murray Orrs commonplaces of narrative inquiry: place, temporality, and sociality. I explore Aokis planned and lived curriculum and Noddings ethic of care and fidelity in teaching as they applied to the inquiry.

Ši tema pasirinkta siekiant išanalizuoti Nordea banko esamą darbdavio įvaizdį, bei išaiškinti darbuotojų pasitenkinimo juo lygį. Nagrinėti darbdavio įvaizdį svarbu dėl to, kad egzistuoja ryšis tarp pasitenkinimo darbdaviu bei įsipareigojimo organizacijai. Darbo tikslas: Parengti rekomendacijas AB Nordea Bank Finland Plc Lietuvos skyriaus vidinio darbdavio įvaizdžio stiprinimui. Darbo uždaviniai: Nustatyti veiksnius, neigiamai įtakojančius AB Nordea Bank Finland Plc Lietuvos skyriaus vidinį darbdavio įvaizdį, taip pat empirinio tyrimo pagalba nustatyti esmines darbdavio įvaizdžio savybes ir banko darbuotojų pasitenkinimo darbdaviu lygį, bei pateikti pasiūlymus vidinio darbdavio įvaizdžio stiprinimui. Darbas susideda iš trijų dalių. Pirmoje dalyje aptariamos vidinės bei išorinė AB Nordea Bank Finland Plc Lietuvos skyriaus aplinkos. Antroje dalyje aprašomas empirinis tyrimas, bei jo rezultatai. Tyrimo metodika: kokybinis ir kiekybinis tyrimas. Kokybinis – interviu su vadovais. Kiekybinis - tiesioginė darbuotojų apklausa, panaudojant struktūrizuota klausimyną. Tyrimo metu buvo nustatyti pasitenkinimo darbdaviu, įsipareigojimo įmonei, ketinimo palikti įmonę lygiai, bei jų tarpusavio sąveikos ryšiai. Trečioje dalyje pateikiami vadybiniai sprendimai, kaip AB Nordea Bank Finland Plc Lietuvos skyriaus galėtų sustiprinti darbdavio vidinį įvaizdį. Darbo pabaigoje pateikiamos pagrindinės darbo išvados remiantis išorinės aplinkos bei vidinės įmonės situacijos analizę, tyrimo... [toliau žr. visą tekstą] / This issue of the work was chosen with purpose to analyze employer branding and the level of satisfaction of Nordea bank.Research employer branding is important due to some reason, one of them strong connection employees toward the organization and the satisfaction of employee with they work. The object of the work: To make recommendation on consolidation of the internal employer brand of AB Nordea Bank Finland Plc Lithuanian branch. The task of the work as follow: to establish conditions that negative influence AB Nordea Bank Finland Plc Lithuanian branch employer brand, also estimate fundamental attributes of employer branding and the level of satisfaction of the employees to use empirical research and establish offers how to consolidation the internal employer brand . The paper has three parts. The firs part contains the analysis of the internal and external environment of the AB Nordea Bank Finland Plc Lithuanian branch. The second part contains the empirical research and the results of this research. The method of the research is the quantitative and qualitative. Qualitative - direct employer interview. Quantitative method – direct survey. The instrument of the research is structural questionnaires. The level of the satisfaction of the employees commitment toward organization and decision to leave an organization also the connection of their internal – relation were established in the research. The third part contains the solution for management on how AB Nordea Bank... [to full text]

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Au cours des dernières décennies, la recherche sur l’aristocratie romaine s’est largement diversifiée en s’ouvrant, au-delà des aspects politiques et prosopographiques bien défrichés, à de nouvelles problématiques telles que les formes de communication des élites, la sémiologie du pouvoir ou encore les rapports entre les pratiques politiques et l’espace. La thèse s’insère dans ces nouvelles approches et y apporte une importante innovation : si l’espace de la vie aristocratique a longtemps été conçu de façon dichotomique entre urbs et rus, entre domus et uilla, le travail proposé démontre la pertinence d’un troisième espace trop longtemps négligé par la recherche, les horti résidentiels de Rome. L’étude des jardins en tant que résidences aristocratiques, situées dans des espaces verdoyants en dehors et en même temps très proches de la ville, permet de remplacer la dichotomie domus-uilla par le triptyque domus-horti-uilla, de découvrir un cadre peu connu de l’action politique, ainsi que les conditions et potentialités des interactions spécifiques à ce troisième lieu de résidence. L’étude des horti s’appuie essentiellement sur une analyse systématique de l’ensemble des sources littéraires ; elle prend en compte les données archéologiques lorsqu'elles sont conservées et disponibles. L'étude de l'historiographie des jardins est le préalable de la conceptualisation de l'objet de recherche. / In the last few decades, research on Roman aristocracy has been largely diversified by extending its scope, over and beyond well-known political and prosopographical aspects, to new issues such as the forms of communication of the elite, the semiology of power, or the relation between political practices and space. This PhD follows these paths and introduces an important innovation: if the space of the aristocratic life has long been considered as a dichotomy between urbs and rus, between domus and uilla, the present work demonstrates the relevance of a third place long neglected by researchers,the residential horti of Rome. The study of gardens as aristocratic residences, located in green spaces outside of the city and at the same time very close to it, allows for the replacement of traditional domus-uilla dichotomy by the domus-horti-uilla triptych and leads to the discovery a little known place of political action along with the conditions and potential for interaction proper to this third place of residence. The study of horti is based primarily on a systematic analysis of numerous literarysources; it takes into account archaeological data wherever available. The study of garden historiography is a preliminary to the conceptualization of this study.

Internet est un véritable écosystème. Il se développe, évolue et s’adapte aux besoins des utilisateurs en termes de communication, de connectivité et d’ubiquité. Dans la dernière décennie, les modèles de communication ont changé passant des interactions machine-à-machine à un modèle machine-à-contenu. Cependant, différentes technologies sans-fil et de réseaux (tels que les smartphones et les réseaux 3/4G, streaming en ligne des médias, les réseaux sociaux, réseaux-orientés contenus) sont apparues pour améliorer la distribution de l’information. Ce développement a mis en lumière les problèmes liés au passage à l’échelle et à l’efficacité énergétique; d’où la question: Comment concevoir ou optimiser de tels systèmes distribués qui garantissent un accès haut débit aux contenus tout en (i) réduisant la congestion et la consommation d’énergie dans le réseau et (ii) s’adaptant à la demande des utilisateurs dans un contexte connectivité quasi-permanente? Dans cette thèse, nous nous intéressons à deux solutions proposées pour répondre à cette question: le déploiement des réseaux de caches et l’implantation des protocoles économes en énergie. Précisément, nous proposons des modèles analytiques pour la conception de ces réseaux de stockage et la modélisation de la consommation d’énergie dans les réseaux d’accès sans fil. Nos études montrent que la prédiction de la performance des réseaux de caches réels peut être faite avec des erreurs relatives absolues de l’ordre de 1% à 5% et qu’une proportion importante soit 70% à 90% du coût de l’énergie dans les cellules peut être économisée au niveau des stations de base et des mobiles sous des conditions réelles de trafic. / Internet is a real ecosystem. It grows, evolves and adapts to the needs of users in terms of communication, connectivity and ubiquity of users. In the last decade, the communication paradigm has shifted from traditional host-to-host interactions to the recent host-to-content model; while various wireless and networking technologies (such as 3/4G smartphones and networks, online media streaming, social networks, clouds, Big-Data, information-centric networks) emerged to enhance content distribution. This development shed light on scalability and energy efficiency issues which can be formulated as follows. How can we design or optimize such large scale distributed systems in order to achieve and maintain high-speed access to contents while (i) reducing congestion and energy consumption in the network and (ii) adapting to the temporal locality of users demand in a continuous connectivity paradigm? In this thesis we focus on two solutions proposed to answer this question: In-network caching and Power save protocols for scalability and energy efficiency issues respectively. Precisely, we propose analytic models for designing core cache networks and modeling energy consumption in wireless access networks. Our studies show that the prediction of the performance of general core cache networks in real application cases can be done with absolute relative errors of order of 1%–5%; meanwhile, dramatic energy save can be achieved by mobile devices and base stations, e.g., as much as 70%–90% of the energy cost in cells with realistic traffic load and the considered parameter settings.

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Submitted by Marlene Aparecida de Souza Cardozo (mcardozo@pucsp.br) on 2016-12-19T16:23:00Z No. of bitstreams: 1 Valéria Nicolau Paschoal.pdf: 3718463 bytes, checksum: a110ca5d0455634bc6a1de611f2ad18a (MD5) / Made available in DSpace on 2016-12-19T16:23:00Z (GMT). No. of bitstreams: 1 Valéria Nicolau Paschoal.pdf: 3718463 bytes, checksum: a110ca5d0455634bc6a1de611f2ad18a (MD5) Previous issue date: 2016-11-22 / This study is characterized as a research-action, resulting from the claim of a school interested in providing the possibilities of perception wideness and a characterization that the teachers have from their students, which many times they are marked by negative and depreciative denotations. It was developed through collaborative and dialogic practices, which were brought to create a space that would enable the improvement of relationships in the scholar environment. According to UNESCO (2016), education must be integrated and humanist through the development of competencies to reach the living in society, becoming a viable way to enable people to respond to the transformations and challenges of present times. The four pillars of education for the 21st century – learn to know, learn to make, learn to be and to live together – they need to be incorporated in the implementation of the educational programs of the schools. The search for a construction of a conversational context organized for the promotion of new types and qualities of connections between teachers-students and students-students evidencing two pillars that represent the social function of a school: which are learning to be and learning to live together, started from the four pillars concept and was based on the social constructionism ideas and on the narrative and collaborative practices. Since this is a research-action, the research made use of procedures which were adapted to each of its four phases including: a free meetings and an interview with the curator; meetings with the teachers; meetings with the parents or with those responsible for the student; workshops of selfknowledge and reflective processes with students and teachers; feedbacks from all participants; and assessment meetings with teachers. The parts who took part of this research are: the curator, six teachers from the 1st to the 5th teaching course, one teacher assistant, ten children (from the age of seven to ten), their parents/or those responsible for them and the school group. The intervention made didn’t intend to find out a new problem and to resolve it, but it did have the proposition of building together with the participants new ways to be and to live together, re-affirming the social function of the school and its commitments with the transformation of the current reality. The narratives generated from this experience, were analyzed according to the social poetics and they were organized, being considered as arresting moments, around four categories: the effects of the collaborative and dialogic practices in the scholar context; considerations about the function of the school and their teachers in the 21st century; the collaborative posture in the implementation of such practices; and the development of the research through the planning of new actions. The application of this model to the scholar context was proved to be viable and useful for the construction of a more agreeable environment encouraging people to be together, mainly for the fact that it talks about values and because it triggers thoughts and attitudes to be reviewed, giving visibility to aspects of the participants’ life that weren’t noticed by them before the application of this experience / Este trabalho caracteriza-se como uma pesquisa-ação, resultante da demanda de uma escola interessada em fornecer possibilidades de ampliação da percepção e descrição que professores têm de seus alunos, muitas vezes marcada por denotações negativas e depreciativas. Desenvolveu-se por meio de práticas colaborativas e dialógicas, desenhadas para criar um espaço que facilitasse a melhoria das relações no ambiente escolar. Segundo a UNESCO (2016), a educação deve ser integrada e humanista pelo desenvolvimento de competências para o viver em sociedade, tornando-se um caminho viável para a formação de pessoas capazes de responderem às transformações e desafios da atualidade. Os quatro pilares da educação para o século XXI – aprender a conhecer, a fazer, a viver juntos e a ser – precisam ser incorporados na implementação dos programas das escolas. A partir desta proposta e baseada nas ideias construcionistas sociais e nas práticas colaborativas e narrativas, buscou-se a construção de um contexto conversacional organizado para a promoção de novos tipos e qualidades de conexões entre professores-alunos e alunos-alunos, evidenciando dois pilares: aprender a viver juntos e aprender a ser. Tratando-se de uma pesquisa-ação, utilizou-se de procedimentos adequados a cada uma das quatro fases que a compõem, incluindo: reunião livre e entrevista com a mantenedora; encontros com professores; reunião com pais e/ou responsáveis; oficinas de autoconhecimento e processos reflexivos com alunos e professores; feedbacks de todos os participantes; e encontros avaliativos com professores. Participaram da pesquisa: a mantenedora, seis professoras do Ensino Fundamental I (1o ao 5o ano), uma auxiliar de sala, dez crianças (de sete a dez anos de idade), seus pais e/ou responsáveis, e a equipe escolar. A intervenção realizada não teve o propósito de descobrir um problema e solucioná-lo, mas de construir juntamente com os participantes, novas possibilidades de ser e de conviver, reafirmando a função social da escola e seu compromisso com a transformação da realidade. As narrativas geradas a partir desta experiência, foram analisadas de acordo com a poética social e organizadas em momentos marcantes em torno de quatro categorias: efeitos da prática colaborativa e dialógica no contexto escolar; considerações sobre a função da escola e dos professores no século XXI; postura colaborativa na implementação de tais práticas; e desdobramentos da pesquisa pelo planejamento de novas ações. A aplicação desse modelo ao contexto escolar mostrou-se viável e útil na construção de um ambiente de convivência mais harmonioso, principalmente por abordar valores e encorajar a revisão de pensamentos e atitudes, dando visibilidade a aspectos de vida dos participantes que não eram percebidos por eles antes desta experiência