Submitted by Irvana Coutinho (irvana@ufpa.br) on 2017-03-10T16:52:35Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_MusicaPalcoAnsiedade.pdf: 29722829 bytes, checksum: 76e45ae0ea896c664c0ef5658a78f25f (MD5) / Approved for entry into archive by Irvana Coutinho (irvana@ufpa.br) on 2017-03-10T16:53:11Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_MusicaPalcoAnsiedade.pdf: 29722829 bytes, checksum: 76e45ae0ea896c664c0ef5658a78f25f (MD5) / Made available in DSpace on 2017-03-10T16:53:11Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_MusicaPalcoAnsiedade.pdf: 29722829 bytes, checksum: 76e45ae0ea896c664c0ef5658a78f25f (MD5) Previous issue date: 2013-06-21 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Ansiedade de Performance Musical (APM) é reconhecida como uma desordem classificável como uma variante da Fobia Social de acordo com o DSM-IV (APA, 1994). É caracterizada por manifestações físicas, cognitivas e comportamentais relacionadas à performance e pode atingir músicos de todas as idades e níveis. Poucos estudos têm investigado a APM em estudantes de música brasileiros e nenhum deles foi realizado no norte do Brasil. O presente estudo investigou a ocorrência de APM entre os estudantes dos cursos técnicos de música do Instituto Estadual Carlos Gomes (IECG) e da Escola de Música da Universidade Federal do Pará (EMUFPA), e do curso de Bacharelado em Música da Universidade do Estado do Pará/Fundação Carlos Gomes, todos situados em Belém. Os dados foram coletados através da Escala K-MPAI, devidamente validada para a língua portuguesa, a qual é composta por 40 questões, alcançando uma pontuação máxima de 240. Quanto maior a pontuação, maior o nível de ansiedade. A amostra contou com um total de 128 alunos, sendo 89 homens e 39 mulheres, com idade entre 18-47 anos. Um questionário complementar investigou as manifestações mais frequentemente associadas à ansiedade de performance e questões relacionadas as oportunidades locais para apresentações públicas para os músicos. A análise estatística foi realizada através do SPSS. Os resultados mostraram que a pontuação mínima no K-MPAI foi de 26 e a máxima de 208. As mulheres tiveram maior média na pontuação (124,4 ± 33,8) que os homens (98,5 ± 32,3) e não houve diferenças nos escores K-MPAI médios quando se comparou diferentes classes de instrumentos (madeiras, metais, cordas, violão, canto, piano e percussão) ou grupos etários (<20, 21-30, 31-40, >40 anos). Comparações entre os alunos dos três diferentes cursos de música mostraram que o escore K-MPAI médio dos estudantes da EMUFPA foi menor do que os do IECG, indicando que este grupo pode apresentar mais problemas de ansiedade. A manifestação cognitiva mais citada (por 49,2% dos alunos) foi "a preocupação do que as pessoas estão pensando sobre mim". A grande maioria dos alunos (96,1%) manifestou o desejo de realizar mais apresentações públicas; eles (86%) também acham que esta prática ajuda a diminuir a ansiedade. Este é o primeiro estudo sobre o tema realizado localmente. A pesquisa mostrou que muitos estudantes de escolas de música em Belém sofrem de considerável ansiedade associada à performance musical, e que as mulheres tendem a ser mais ansiosas do que os homens. As causas subjacentes à ansiedade precisam ser investigadas e os resultados obtidos fornecem dados iniciais para o desenvolvimento de novas metodologias de ensino, para incentivar a discussão sobre o problema e estimular a busca de medidas eficazes que poderiam minimizar as manifestações de ansiedade em estudantes de música. / Music Performance Anxiety (MPA) is recognized as an anxiety disorder classifiable as a variant of social phobia according to the DSM-IV (APA, 1994). It is characterized by physical, cognitive and behavioral manifestations linked to performance that can impact musicians of all ages and levels. Few studies have investigated MPA in Brazilian music students and none of them were carried out in Northern Brazil. The present study investigated the occurrence of MPA among students from the secondary level music schools Carlos Gomes State Institute (IECG) and Music School of the Federal University of Pará (EMUFPA), and from the tertiary level Bachelor in Music Course of the State of Pará University/Carlos Gomes Foundation, all situated in Belém. The data was collected using the K-MPAI scale properly validated to Portuguese, which is composed by 40 questions giving a maximum score of 240. Higher scores correspond to higher anxiety level. A total of 128 students, 89 males and 39 females, age 18-47 years, were included in the final sample. An additional survey investigated the most frequent manifestations associated with performance anxiety and other questions related to local opportunities for public performances for musicians. Statistical analysis was performed using SPSS. The results showed that the minimum score in the K-MPAI was 26 and the maximum was 208. Females had significantly higher mean score (124.4±33.8) than males (98.5+32.3) and there were no differences in the K-MPAI mean scores when comparing different classes of instruments (woods, metals, strings, guitar, singing, piano and percussion) or age brackets (<20, 21-30, 31-40, >40 years). Comparison between students from the three different music courses showed that the mean KMPAI score of students from EMUFPA was lower than those from the IECG, indicating that the latter group might presents more anxiety problems. The cognitive manifestation most frequently cited (by 49.2% of the students) was “the concern of what people are thinking about me”. The large majority of students (96.1%) expressed the desire to give more public performances; they (86%) also think that this practice helps to decrease their anxiety. This is the first study about the theme carried out locally. The survey showed that many students from music schools in Belém suffer from considerable anxiety associated with music performance, and that females tend to be more anxious than males. The causes underlying their anxiety need to be investigated and the results provide initial data for the development of new teaching methodologies, to encourage the discussion about the problem and to stimulate the search for effective measures that could minimize the manifestations of anxiety in music students.

Legal and scientific imperatives necessitate the validation of a psychometric battery before using it for the purposes of personnel selection and decision- making. The aim of this investigation is to validate a selection battery, i.e. the Ability, Processing of Information and Learning (APIL) Battery and Raven's Advanced Progressive Matrices (APM), used in selecting university bridging - course students. The empirical study is informed by a literature review focussing on the legal and scientific parameters of psychometrics within selection, the conceptualisation of intelligence and its relationship to academic performance. Hypotheses are posed regarding the predictive power of the selection battery and the effect of biographical factors on academic performance. Results indicate that the APU. Battery apd Raven's APM are both valid predictors of academic performance, ·although the former appears more effective. This investigation emphasises the influence of moderating factors, i.e. factors other than cognitive ability, on academic performance. / Industrial and Organisational Psychology / M. Adm. (Industrial and Organisational Psychology)

Two international treaty frameworks ¿ Amended Protocol II (APII) to the Convention on Certain Conventional Weapons and the Anti-Personnel Mine Ban Convention (APMBC) ¿ have been developed to prohibit or restrict the use of landmines. However, reflecting a gap in current academic research, there is a lack of knowledge of their effectiveness in supporting the humanitarian goals that underpin both treaties. In order to address gaps in the existing literature, this thesis applies an analytical framework grounded in regime theory to develop new insights into the design, implementation and effectiveness of APII and the APMBC within the broader framework of international humanitarian law (IHL). Two main hypotheses are explored. The first considers the importance for regime effectiveness of the relationship between design and implementation processes. The second analyses the significance for the landmine regimes of regime interplay and nesting within wider IHL and mine action discourses. In addressing these hypotheses, design/implementation interplay, agency dynamics and normative considerations represent key themes that enable us to develop new insights to a specific issue area that also demonstrates important linkages to wider humanitarian, security and developmental agendas.

Made available in DSpace on 2016-04-28T20:57:26Z (GMT). No. of bitstreams: 1 Maria Luiza Franco Nery Machado.pdf: 571758 bytes, checksum: 7a8cd268bf5af27a419c42b2a73d8f85 (MD5) Previous issue date: 2008-05-27 / This research aimed at investigating, through the education professionals point of view, how parents/guardian are participating at school, what professionals expect from this participation and which factors could damage or help its promotion. Two auxiliary canals at Public State Schools: Parent and Teacher Associations (PTAs) and School Councils were approached as they are in force and guaranteed by law. Fourteen subjects (directors, teachers and employees), from seven Elementary Schools - Cicle I, in Franca-SP, took part in the research. A questionnaire and an interview were used to collect data. Results showed that school professionals recognize the importance of parents/guardian at school, but they also recognize the difficulty to promote it. The study revealed that Parent and Teacher Associations (PTAs) and School Councils could not be firmed yet as effective auxiliary canals for the Education Institutions. On the contrary, the participants consider these canals as formal, bureaucratic spaces: the first, giving priority to the finance dimension, without any connection with the pedagogic dimension; the latter, it is showed through reports, have little performance in the everyday school life. About both Parent and Teacher Association (PTAs) and School Councils it was detected a lack of clearness on the part of the school professionals as for the aims, rights and owes that these canals point, discrediting, thus, the power of decision and participation on them, in the sight of improving education. On the other hand, it was observed a change, at least in the discourse, going towards the recognition that the school is not self-sufficient to take decisions and it needs the parents/guardian to achieve the goal of a school with better quality / O trabalho que aqui se apresenta teve como objetivo investigar, na visão dos profissionais da educação, como está acontecendo a participação dos pais/responsáveis na escola, que expectativas têm os profissionais sobre tal participação e quais os fatores que prejudicariam ou auxiliariam sua promoção. Foram focalizados dois canais auxiliares existentes no Sistema de Ensino Público do Estado de São Paulo: as Associações de Pais e Mestres (APMs) e os Conselhos de Escola, ambos em vigor nos dias atuais e garantidos por lei. Participaram do presente trabalho 14 sujeitos (entre diretores, professores e funcionários) pertencentes a sete escolas de Ciclo I do Ensino Fundamental do município de Franca SP. Para a coleta dos dados foram utilizados o questionário e a entrevista. Os resultados indicaram que os profissionais da escola reconhecem a importância da participação dos pais/responsáveis na instituição escolar, mas reconhecem, também, a dificuldade em promovê-la. Revelou-se que a APM e o Conselho de Escola ainda não conseguiram se firmar como canais auxiliares efetivos para a instituição escolar. Pelo contrário, os participantes percebem tais canais como espaços formais, burocráticos: o primeiro priorizando a dimensão financeira, sem que esta apresente ligação com a dimensão pedagógica; quanto ao segundo, evidencia-se, a partir dos depoimentos, a pouca atuação do mesmo no cotidiano escolar. Em relação aos dois APM e Conselho de Escola detecta-se a falta de clareza por parte dos profissionais da escola quanto às finalidades, direitos e deveres que esses canais apontam, desprestigiando o poder de decisão e participação nos mesmos com vistas à melhoria educacional. Em contrapartida, observa-se uma mudança, pelo menos no discurso, em direção ao reconhecimento de que a escola não é auto-suficiente para tomar as decisões e necessita dos pais/responsáveis para concretizar a meta de uma escola com maior qualidade

The aim of this study is to investigate whether a combination of agile system development methodologies (ASDMs) and project management methodologies (PMMs) can be used to develop a hybrid APMM that will have the ability to deliver information technology (IT) projects successfully in a constantly changing business and project environment. To achieve this objective, a literature review was conducted on the relatively well–established ASDMs by firstly defining a SDM and an ASDM. Each ASDM and its effectiveness are described, after which ASDMs in general are evaluated by considering their area of application, advantages and disadvantages. A comparison is then done of the seven different ASDMs using the four elements of an SDM (Huisman & Iivari, 2006:32) to emphasise some of the main similarities and differences amongst the different ASDMs. The seven ASDMs investigated in this study are Dynamic System Development Methodology, Scrum, Extreme Programming, Feature Driven Development, Crystal ASDMs ? Crystal Clear and Crystal Orange in particular, Adaptive Software Development and Lean Development. A literature review was also conducted on two structured and relatively well–established PMMs, PMBOK and PRINCE2, and a relatively new PMM called Agile Project Management. Each PMM is evaluated by considering their area of application, advantages, disadvantages and integration with other methodologies, after which a comparison is made of the different PMMs. The research was conducted by following a mixed methods research plan, which included the mixed methods research paradigm (combination of the interpretive research paradigm and the positivistic research paradigm), research methods (design science, case study and survey), quantitative and qualitative data–collection techniques (interviews and questionnaires), and dataanalysis techniques (cross–case and statistical). The reasons that projects fail and critical project success factors were studied and summarised to form the critical project success criteria, which were used to create the agile project success criteria. The ASDM best practice and PMM best practice frameworks were created by identifying whether a certain ASDM or PMM would satisfy a specific agile project success factor (APSF) of the agile project success criteria. The findings of each APSF in the respective frameworks were used as a foundation to develop a hybrid APMM (ver. 0) that would address the agile project success criteria. The hybrid APMM (ver. 0) was developed interpretively using design science (research approach) and constructivism by combining the strengths, addressing the weaknesses and bridging the gaps identified in the frameworks. The hybrid APMM (ver. 0) was then evaluated and improved by conducting an interpretive case study, which entailed interviewing participants from large and small organisations. Once the qualitative data collected had been analysed using cross–case analysis, the findings were incorporated in order to create an improved hybrid APMM (ver. 1). The hybrid APMM (ver. 1) too was evaluated and improved by conducting a survey, which entailed administering questionnaires to various respondents in order to collect quantitative and qualitative data. The findings of the statistical analysis of the data were also used to improve the hybrid APMM (ver. 1), resulting in the final hybrid APMM (ver. 2). This study demonstrates that a combination of ASDMs and PMMs can be used to develop a hybrid APMM with the ability to deliver IT projects in a constantly changing project and business environment. / Thesis (Ph.D. (Computer Science))--North-West University, Potchefstroom Campus, 2012.

The aim of this study is to investigate whether a combination of agile system development methodologies (ASDMs) and project management methodologies (PMMs) can be used to develop a hybrid APMM that will have the ability to deliver information technology (IT) projects successfully in a constantly changing business and project environment. To achieve this objective, a literature review was conducted on the relatively well–established ASDMs by firstly defining a SDM and an ASDM. Each ASDM and its effectiveness are described, after which ASDMs in general are evaluated by considering their area of application, advantages and disadvantages. A comparison is then done of the seven different ASDMs using the four elements of an SDM (Huisman & Iivari, 2006:32) to emphasise some of the main similarities and differences amongst the different ASDMs. The seven ASDMs investigated in this study are Dynamic System Development Methodology, Scrum, Extreme Programming, Feature Driven Development, Crystal ASDMs ? Crystal Clear and Crystal Orange in particular, Adaptive Software Development and Lean Development. A literature review was also conducted on two structured and relatively well–established PMMs, PMBOK and PRINCE2, and a relatively new PMM called Agile Project Management. Each PMM is evaluated by considering their area of application, advantages, disadvantages and integration with other methodologies, after which a comparison is made of the different PMMs. The research was conducted by following a mixed methods research plan, which included the mixed methods research paradigm (combination of the interpretive research paradigm and the positivistic research paradigm), research methods (design science, case study and survey), quantitative and qualitative data–collection techniques (interviews and questionnaires), and dataanalysis techniques (cross–case and statistical). The reasons that projects fail and critical project success factors were studied and summarised to form the critical project success criteria, which were used to create the agile project success criteria. The ASDM best practice and PMM best practice frameworks were created by identifying whether a certain ASDM or PMM would satisfy a specific agile project success factor (APSF) of the agile project success criteria. The findings of each APSF in the respective frameworks were used as a foundation to develop a hybrid APMM (ver. 0) that would address the agile project success criteria. The hybrid APMM (ver. 0) was developed interpretively using design science (research approach) and constructivism by combining the strengths, addressing the weaknesses and bridging the gaps identified in the frameworks. The hybrid APMM (ver. 0) was then evaluated and improved by conducting an interpretive case study, which entailed interviewing participants from large and small organisations. Once the qualitative data collected had been analysed using cross–case analysis, the findings were incorporated in order to create an improved hybrid APMM (ver. 1). The hybrid APMM (ver. 1) too was evaluated and improved by conducting a survey, which entailed administering questionnaires to various respondents in order to collect quantitative and qualitative data. The findings of the statistical analysis of the data were also used to improve the hybrid APMM (ver. 1), resulting in the final hybrid APMM (ver. 2). This study demonstrates that a combination of ASDMs and PMMs can be used to develop a hybrid APMM with the ability to deliver IT projects in a constantly changing project and business environment. / Thesis (Ph.D. (Computer Science))--North-West University, Potchefstroom Campus, 2012.