A gestão de pessoas é um conceito a ser aprendido nas organizações. A nova aprendizagem indica um caminho a ser trilhado pela administração de recursos humanos e por gestores para construção de uma visão ampliada de competência aplicada ao desenvolvimento do potencial do Ser Humano, envolvendo as suas capacidades de pensar, sentir e agir; a introdução dos conceitos de convivencialidade; a comunicação autêntica; a inteligência social, e o alinhamento entre conhecimento e sabedoria. O modelo proposto para gestão COM pessoas refere-se a uma visão inovadora da comunicação como competência de apoio para o grande desafio de administração de recursos humanos gerar resultados humanos. Para alcançar resultados humanos é preciso ir além dos resultados econômicos almejados pelas organizações e pode ocorrer a partir de uma readequação da idéias e conceitos sobre o trabalho compreendido além de um meio para sobrevivência, mas como uma oportunidade de transformação de seres humanos, que podem aprender sobre conduta humana a partir dos cinco A s Abertura, Autenticidade, Anseio pela Inteireza, Atitude e Autoridade Interna. / The management of people is a concept to be learnt at organizations. The new learning indicates a path to be followed by human resources administration and by managers for the construction of a broad view of competence applied to the development of the human being potential, involving the abilities of thinking, feeling and acting; an introduction of living-togetherness concept; the authentic communication; the social intelligence, and the lining of knowledge and wisdom. The proposed model for management with people refers to an innovative vision of communication as a support competence for the big challenge of human resources administration provide human results. In order to achieve human results it is needed to go beyond the economic results aimed by organizations and it may happen upon a reorganization of ideas and concepts about work understood beyond a means of survival, but as a transformation opportunity of human beings, who can learn about human behavior from these five topics Willingness, Authenticity, Desire for the Whole, Attitude and Internal Authority.

In order to further investigate the efficacy of interactive musical toys developed by students in the course DM2799 at KTH Royal Institute of Technology, we conducted a user study. The intended users of the toys are primary school children with special needs. The trials were held at the Rullen Dibber special needs school in Solna, Sweden. The study was conducted in order to be able to further develop the instruments and to better understand the needs and wants of the intended users. In order to do this, we studied the emergence of positive behaviors linked to musical expression. The study concluded that although the instruments did not result in any significant change in togetherness and nonverbal communication in the children during playing with the instruments, they were observed to be an effective tool in music therapy. / För att närmare undersöka inverkan av interaktiva musikaliska leksaker utvecklade av studenter i kursen DM2799 på KTH så har vi utfört en utförlig användarstudie. Den avsedda användaren av leksakerna är primärt barn i skolålder med funktionsvariationer. Försöken utfördes på Rullen Dibber särskola i Solna. Studien utfördes för att vidareutveckla instrumenten och att bättre förstå behoven hos den avsedda användaren. För att göra detta undersökte vi framväxten av positiva beteende kopplade till musikaliskt uttryck. Studien visar att trots att instrumenten inte påvisar någon ökad gemenskap bland barnen är de effektiva verktyg för musikterapi.

Denna studie har som syfte att undersöka nyanställdas introduktionsprocess under ett påtvingat distansarbete. Det görs med hjälp av Malin Lindelöws teoretiska modell för en introduktion av nyanställda. Modellen bidrar till en djupare förståelse och fungerar som en referensram när intervjupersonernas upplevelser av sin introduktionsprocess analyseras och tolkas. I analysen används även Randall Collins teori om interaktionsritualer. Collins (2004) menar att interaktionsritualer fungerar som sociala processer där känslan av solidaritet kan stärkas och emotionell energi skapas mellan gruppens medlemmar vilket gör att gruppen vill träffas igen (Wettergren et al., 2008).  Studien är utförd efter en kvalitativ forskningsdesign där sex personer har intervjuats i rollen som nyanställda och där introduktionsprocessen delvis eller helt har genomförts på distans. Det empiriska resultatet av studien visar att intervjupersonerna beskriver skilda upplevelser av introduktionsprocessen. De som upplever den lyckad har blivit varmt välkomnande, fått möjlighet att lära känna kollegor, haft en regelbunden kommunikation med den som varit ansvarig samt att de upplevt att de fått ett stort stöd under introduktionen. Deras introduktionsprocess har även varit löpande och därmed har arbetsuppgifterna och arbetskraven successivt stegrat vartefter de känt sig trygga i sin nya befattning. De som istället har upplevt introduktionen som mindre lyckad har inte upplevt stöd från den ansvarige, kommunikationen beskrivs som mycket bristfällig och de har haft svårt att veta vad som förväntas av dem. / This study aims to investigate the introduction process of new employees during forced teleworking. This is done using Malin Lindelöw's theoretical model for an introduction of new employees. The model contributes to a deeper understanding and serves as a frame of reference when the interviewees' experiences of their introductory process are analyzed and interpreted. The analysis also uses Randall Collins' theory of interaction rituals. Collins (2004) argues that interaction rituals act as social processes where the sense of solidarity can be strengthened and emotional energy is created between the members of the group, which makes the group want to meet again (Wettergren et al., 2008). The study is conducted according to a qualitative research design where six people have been interviewed in the role of new employees and where the introduction process has been carried out partly or completely remotely. The empirical results of the study show that the interviewees describe different experiences of the introduction process. Those who experience it successfully have been warmly welcomed, given the opportunity to get to know colleagues, had regular communication with the person responsible and that they experienced that they received great support during the introduction. Their introductory process has also been ongoing and thus the tasks and work requirements have gradually increased as they have felt confident in their new position. Those who have instead experienced the introduction as less successful have not experienced support from the person responsible, the communication is described as very inadequate and they have had difficulty knowing what is expected of them.

Syfte: Syftet med studien är att kartlägga de effekter som medarbetare upplever vid hybridarbete. Metod: En kvalitativ studie som behandlar fenomenet hybridarbete. Fenomenet behandlas med en induktiv ansats i en fallstudie, där datainsamlingen skett genom ostrukturerade intervjuer.  Slutsats: Hybridarbete, kan vara en effektiv lösning för att spara tid och öka flexibiliteten för medarbetare. Arbetsformen har dock inte varit effektlös bland medarbetarna utan har inneburit flera utmaningar men även möjligheter. Vi har kartlagt olika effekter som hybridarbete har på medarbetare. Effekterna är; work life balance, ledarskap, gemenskap, digitala kunskaper och tidssparande. Resultatet som presenteras baseras på tidigare forskning, empiriska studier och teoretiska ramverk som appliceras på den insamlade datan.

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Humans need to feel connected to one another. With each new technology we create and re-create ways to connect with others we care about. Thanks to the ubiquity of powerful mobile technology in certain parts of the world, we have nearly immediate access to those remote others. Despite these advances our shared experiences are diminishing, and the ways we most often connect with our remote framily members seem to be superficial and at the expense of more meaningful interaction with collocated family members. People are not likely to give up the convenience and entertainment afforded by their mobile technology, but might those same technologies be capable of supporting interactions that help the users be the selves they wish they were, rather than the consumers their technologies were designed to support? To investigate the space of technological support for people's feelings of togetherness I conducted three studies. The first study was a diary study over 14 days where I asked about the current practices of middle schoolers for communicating with friends out side of school and for listening to music. In the second study, I conducted a design charrette where participants designed a technology to support co-listening, and then tried my first prototype. CoListen is a streaming music player that supports a listener in listening to the same music at the same time as a friend or family member. CoListen is designed with the explicit intent of requiring as little of the listener's attention as possible. In the third study, I deployed Colisten v1.0 in the wild and conducted a 14-day diary study asking participants about their experiences. I found that many of the participants from my target population listen to music and communicate with their friends, and that phatic communication (as opposed to goal-oriented communication) was prominent. I also found participants to be interested in the idea of technology to support co-listening and intrigued by how few little the barrier to co-listening can be, and how little attention is required. In study 3 I found that people enjoyed the experience of remote co-listening and did listen to music as a background activity. Many participatns reported feeling more together with their framily members with whom they co-listened. / Ph. D. / Humans need to feel connected to one another. With each new technology we create and re-create ways to connect with others we care about. Thanks to the ubiquity of powerful mobile technology in certain parts of the world, we have nearly immediate access to those remote others. Despite these advances our shared experiences are diminishing, and the ways we most often connect with our remote family members seem to be superficial and at the expense of more meaningful interaction with collocated family members. People are not likely to give up the convenience and entertainment afforded by their mobile technology, but might those same technologies be capable of supporting interactions that help the users be the selves they wish they were, rather than the consumers their technologies were designed to support? To investigate the space of technological support for people’s feelings of togetherness I conducted three studies. The final study involved participant using a custom-built streaming music player app that supported friends and family members in listening to the same music at the same time. This app was also designed to require as little of the listener’s attention as possible. I found that many people reported feeling more together with their friends or family with whom they co-listened.

Orientadores: José Armando Valente, Antonio Miguel / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-25T01:05:25Z (GMT). No. of bitstreams: 1 Cavalcanti_LialdaBezerra_D.pdf: 4891151 bytes, checksum: c39fecb59c2c9823bd6662788a4f00aa (MD5) Previous issue date: 2014 / Resumo: A presente pesquisa tem como objetivo investigar o funcionamento e a efetividade de um Laboratório Virtual de Ensino de Matemática quanto ao processo de apropriação didático-pedagógico dos recursos tecnológicos digitais na formação inicial do curso de Licenciatura em Matemática da Universidade Federal do Rio Grande do Norte (UFRN) na modalidade Educação a Distância (EaD). Para tanto, foi realizado estudo com 53 alunos participantes da disciplina "Instrumentação para o Ensino de Matemática I" no ambiente virtual do Moodle. Esses estudantes desenvolveram atividades didáticas usando softwares de geometria dinâmica concernentes à construção de saberes específicos desta área do conhecimento. A escolha metodológica foi pela análise interpretativa de 299 extratos textuais gerados no fórum de discussão da disciplina mediante aportes teóricos relativos à formação inicial docente, ao Laboratório Virtual, à tecnologia e à Educação a Distância. As sucessivas leituras dos comentários propiciaram identificar 21 categorias emergentes relacionadas aos quatro eixos temáticos: Utilização de recursos tecnológicos na prática educativa (RT); Postura ativa dos licenciandos no processo educativo (PA); Interação no processo educativo (IP); Aprendizagem dos conteúdos matemáticos mediada pela tecnologia (AM). Com o apoio do software CHIC (Classificação Hierárquica, Implicativa e Coercitivas), foi possível verificar relações significativas entre as categorias relacionadas à ação formativa da disciplina. Ficou explícito o papel do LEM virtual fornecendo subsídios à prática pedagógica dos licenciandos nos diversos níveis de ensino. Esse laboratório proporcionou situações de aprendizagem por intermédio dos softwares C.a.R. e GeoGebra que os estudantes usaram na resolução de atividades didáticas. Isto permitiu verificar a relevância de desenvolver matemática com uso dessas ferramentas para aplicação na prática profissional de futuros professores de Matemática. O desenvolvimento de habilidades e competências oportunizou as construções dos objetos matemáticos, a partir da apropriação de linguagens específicas dos programas/softwares matemáticos, cumprimento das tarefas avaliativas e a conquista da autonomia. Neste contexto, a abordagem do Estar Junto Virtual promovida pelas interações no LEM contribuiu de forma significativa para que os estudantes apropriassem dessas ferramentas tecnológicas para a produção de conhecimentos matemáticos de forma colaborativa. Além disso, forneceu subsídios e reflexões que contribuem para incentivar a utilização destes recursos tecnológicos para a efetivação de mudanças no processo de formação profissional docente / Abstract: This research is aimed at investigating the operation and usefulness of a virtual laboratory for teaching mathematics regarding the process of didactic-pedagogical appropriation of digital technology resources in the initial teacher training course in Mathematics. This course took place at the Federal University of Rio Grande do Norte (UFRN) using distance education. The study included 53 students who participated in the "Instrumentation for Teaching Mathematics I" course, using the Moodle learning environment. These students developed didactic activities using dynamic geometry software related to the construction of specific concepts in this knowledge domain. The methodology used was the interpretative analysis of 299 textual extracts generated in the course discussion forum based on theoretical contributions related to several topics including: the initial teacher training process, the virtual laboratory, the use of technology in education, and distance education. The successive readings of the students¿ comments allowed the identification of 21 emerging categories related to four thematic axes: Use of technologic recourses in educational practice (RT); Active attitude of undergraduates in the educational process (PA); Interaction in the educational process (IP); Learning of mathematical content mediated by technology (AM). Thus, with the aid of the software CHIC (Hierarchical, Implicative and Cohesive Classification), it was possible to identify significant relationships among categories in this professional development course. These relationships made explicit the role of the virtual laboratory for teaching mathematics, which provided important contributions to the undergraduates¿ teaching practice in different levels of education. The laboratory created learning situations through the software CaR and GeoGebra which the students used in solving learning activities. Development of mathematic activities using these tools provided important contributions for the professional practice of future mathematic teachers. The development of skills and competences provided an opportunity to construct mathematical objects from the appropriation of specific language of the mathematic programs/software, the completion of evaluative tasks, and the development of autonomy. In this context, the approach of Virtual Togetherness promoted by interactions in the virtual laboratory contributed significantly to students¿ appropriation of these technological tools for the collaborative production of mathematical knowledge. Moreover, it provided contributions and reflections to encourage the use of technological resources for effecting changes in the teacher training process / Doutorado / Ensino e Práticas Culturais / Doutora em Educação

This thesis project explores how communication technology can foster the sense of togetherness to maintain the feeling of social connectedness during physical distancing. The current global pandemic COVID-19 is causing billions of people across the world to live in isolation or by physical distancing regulations. The elimination of almost all in-person interactions is affecting people’s mental health and has resulted in many people turning to communication technology to feel a sense of social connectedness.The project builds upon three main areas of theory: the social and mental effects of physical distancing, designing for crises and design theories about togetherness within communication technology. The design process is guided by a research through design methodological approach, with the aim find out how people who are living in isolation and by physical distancing regulations are using existing forms of communication technology to feel a sense of social connectedness with others and what they need from it. The project addresses two key problematic areas which were identified during the fieldwork and literature review and are explored through prototypes. The prototypes focus on how to create a hang out feeling within online group interactions and how to create the in-the- moment feeling during shared online live experiences.The outcome of this project includes in a problem framing, design process knowledge, research insights and prototypes that explore how to foster the sense of togetherness within communication technology. The findings from this project intend to contribute knowledge to the research and design community on how to design new or alternative forms of communication technology that foster social connectedness during physical distancing.

No description available.

This study arose from the experience of difficulties in individuating incorporating tensions in the self-group, self-other, and self-self relational dimensions. This situation initiated the questions: What does individuation mean in collectivist cultures? Can selfexpression occur in a different way to opposing public opinion? Can one conceptualise experiential dialectics to facilitate their resolution in practice? The literature initiated the questions: How do Western theories on individuation incorporate 'culture'? Does a relationship between the socio-cultural context and the process of self-expression exist? Conclusions were: - that the socio-cultural context influences this experience directly by influencing the process of self-expression via defining what is experienced as narcissistic, altruistic, or individualistic behaviour, and indirectly by the theories which reflect its norms; - that the relationship between experience, and theory and personal epistemologies potentially initiate tensions, and facilitate their resolution; - that a theory of individuation in collectivist cultures is lacking. A way of interpreting 'individuation' was discussed. / Psychology / M.A. (Psychology)