Statistics show that the number of mass shootings and involved fatalities have drastically increased over the last five years. The framing of these attacks in the mass media has a substantial impact on the public opinion on the causes of shootings, possible prevention methods and gun control in general. Following study aims to uncover potential ideological influences of political tendencies of liberal and conservative newspapers on the media coverage of the most recent mass shooting in the Marjory Stoneman Douglas High School in Parkland, Florida. A qualitative content analysis with a general structural analysis of 39 articles from the liberal newspaper The New York Times and the conservative newspaper The Washington Times and a more detailed Critical Discourse Analysis of the frames of blame, prevention methods and gun control were conducted. Findings show that The Washington Times´media coverage on blame attributions and prevention methods mainly included frames of mental health. The focus in The New York Times´ coverage is clearly on gun issues and the demand for gun restrictions. The topic gun control is positively framed by The New York Times. The Washington Times, however, framed gun control in connection with conspiracy theories and thus portrayed it in a more negative light. The findings prove an influence of the newspapers´ political tendencies and ideologies on the media coverage of the Florida mass shooting.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-03-13T18:24:25Z No. of bitstreams: 1 analucymartinscavalcante.pdf: 1795538 bytes, checksum: 17368af14df965fdd214a8edcd4103ea (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-13T19:34:55Z (GMT) No. of bitstreams: 1 analucymartinscavalcante.pdf: 1795538 bytes, checksum: 17368af14df965fdd214a8edcd4103ea (MD5) / Made available in DSpace on 2017-03-13T19:34:55Z (GMT). No. of bitstreams: 1 analucymartinscavalcante.pdf: 1795538 bytes, checksum: 17368af14df965fdd214a8edcd4103ea (MD5) Previous issue date: 2016-12-19 / A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação Pública (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O foco deste trabalho é a gestão educacional, sendo que buscamos discutir a relação do coordenador adjunto pedagógico com a prática educativa no contexto do macrossistema da Secretaria de Estado da Educação e Qualidade do Ensino do Amazonas - Seduc/AM. O objetivo deste trabalho foi analisar as dificuldades vivenciadas pelo coordenador adjunto pedagógico em sua função, em decorrência da ausência de uma formação continuada específica. Justifica-se a importância deste estudo para entender o papel, as atribuições, as contribuições, e em que perspectiva foi criada a função do coordenador adjunto pedagógico no contexto do macrossistema da Seduc/AM. Mostra-se importante, também, entender as propostas de formação continuada específicas para o CAP, no âmbito das políticas públicas, para compreender as necessidades profissionais de sua atuação no processo educativo. A pesquisa é de natureza qualitativa, caracterizada como estudo de caso descritivo. O processo de investigação foi pautado nos estudos feitos por Libâneo (2010), Oliveira (2013), Gatti (2008), Placco et al. (2011), entre outros autores, que discorrem sobre aspectos relacionados à formação continuada, às atribuições, à constituição da identidade profissional e aos desafios cotidianos que permeiam a práxis do coordenador pedagógico no âmbito das instituições de ensino. Utilizamos, ainda, o trabalho de Machado e Arribas (2011), que aborda a importância das representações sociais na construção identitária do coordenador pedagógico. A metodologia consiste em pesquisa documental em um primeiro momento e, em um segundo momento, em entrevistas realizadas com a anterior e a atual diretora do Cepan e com coordenadores distritais de ensino, e o grupo focal com os CAPs, com doze (12) participantes. A pesquisa mostrou que a falta de direcionamento via macrossistema para as atividades desenvolvidas pelos CAPs e, principalmente, a ausência de propostas de formação continuada específica que instrumentalize o CAP, técnica e pedagogicamente, para a realização das ações demandadas pela Secretaria de Educação, constituem-se como pontos cruciais para o fortalecimento do CAP enquanto sujeito que coordena os processos educativos no microssistema educacional. Portanto, é essencial proporcionar a esses sujeitos momentos em que se vejam como coparticipantes das ações educacionais promovidas pela Seduc/AM. Por fim, propomos um Plano de Ação Educacional (PAE), tendo como eixo norteador as proposições feitas pelos CAPs durante o processo de construção dos dados, visando contemplar as necessidades de formação continuada específica, como ferramenta que venha a contribuir nos aspectos técnicos, didáticos e pedagógicos de suas atribuições. / This dissertation was developed on the Professional Master in Management and Evaluation of Public Education (PPGP) from the Center for Public Policies and Evaluation of Education from the Federal University of Juiz de Fora (CAEd / UFJF). The focus of this work is the educational management, and we seek to discuss the relationship between the assistant pedagogical coordinator and the educational practice in the context of the macrosystem from the State Department of Education and Quality of Teaching from Amazonas - Seduc / AM. The aim of this work was to analyze the difficulties experienced by the assistant pedagogical coordinator in his / her function, due to the absence of a specific continuous education. The importance of this study is on understanding the role, the attributions, the contributions, and the perspective under it was created the function of assistant pedagogical coordinator in the context of the Seduc / AM macrosystem. It is also important to understand the proposals for continuing education specifically to CAP, within the scope of public policies, in order to understand the professional needs of his/her performance in the educational process. The research is qualitative in its essence, characterized as a descriptive case study. The research process was based on the studies by Libâneo (2010), Oliveira (2013), Gatti (2008), Placco et al. (2011), among other authors who discuss aspects related to continuing education, to attributions, to the constitution of professional identity and the daily challenges that permeate the praxis of the pedagogical coordinator within the educational institutions. We also use the work by Machado and Arribas (2011), which addresses the importance of social representations in the the pedagogical coordinator’s identity construction. The methodology consists on documentary research in a first moment, and in a second moment, on interviews with the previous and the current directors of Cepan, and with district coordinators of education, and also on the focal group with the CAPs, with twelve (12) participants. The research showed that the lack of macrosystem orientation for the activities developed by the CAPs, and especially the absence of specific continuing education proposals that instrumentalise the CAPs, both technically and pedagogically, to carry out the actions demanded by the education department, are crucial points for strengthening the CAP as an individual who coordinates the educational processes in the educational microsystem. Therefore, it is essential to provide these individuals moments in which they are seen as coparticipants on the educational actions promoted by Seduc / AM. Finally, we propose an Educational Action Plan (PAE), based on the propositions made by the CAPs during the data construction process, aiming to contemplate the needs of specific continuing education, as a tool that will contribute to technical, didactic and pedagogical aspects of their attributions.

Le terme compétence est couramment utilisé en droit administratif. Cependant, si les questions de répartition font couler beaucoup d'encre, la compétence est peu traitée en tant que telle. Cette thèse propose de mettre en lumière les interactions entre compétence et droit administratif. La première partie analyse son influence originelle sur le droit administratif en définissant la compétence et les liens qu'elle entretient avec le pouvoir, l'attribution, la capacité, le savoir-faire, la souveraineté, l'institutionnalisation, la propriété, les prérogatives de puissance publique, l'objectivité et l'habilitation. En tant que « pouvoir de vouloir encadré par le droit», la compétence comporte deux facettes indissociables que sont l'habilitation à agir et la détermination du champ matériel de celle-ci, construisant ainsi les contours du droit administratif. La seconde partie est consacrée à l'influence réciproque du droit administratif sur la compétence par l'analyse de la compétence dans les mutations de cette branche du droit. Les évolutions de la relation entre l'État et les collectivités territoriales, le débat opposant la clause générale de compétence et la spécialisation, le développement de la contractualisation, l'apparition de techniques dynamiques de répartition des compétences telles que la délégation, l'expérimentation ou la subsidiarité, les débats sur l'efficacité et la flexibilité, permettent d'avoir un regard renouvelé sur la compétence. L'étroite relation entre le droit administratif et la compétence se trouve ainsi mise sur le devant de la scène afin de conclure à l'imbrication majeure qui les lie et fait du droit administratif le droit de la compétence. / The term « jurisdiction » is commonly used in administrative law. However, even though we may find several records on the jurisdiction allocation matter, the competence issue itself is not often treated. The purpose of this thesis is to highlight the interaction between jurisdiction and administrative Jaw. The first part analyzes its original influence over administrative law, by defining jurisdiction and how it's related to power, jurisdiction allocation, capacity, know­how, sovereignty, institutionalization, ownership, public authority prerogatives, objectivity and empowerment. As a « will power framed by the law », the jurisdiction has two inseparable facets, which are the power to act and the determination of the material scope, thus building the outline of administrative law. The second part of the thesis is devoted to the interplay of administrative law and jurisdiction, analyzing jurisdiction within the mutations of this branch of law. Changes in the relationship between the State and local governments, the debate opposing the general competence clause and specialization, the development of contracting, the emergence of dynamic jurisdiction allocation techniques such as delegation, experimentation or subsidiarity, as well as the debate on effectiveness and flexibility allow to renew the jurisdiction approach. The close relationship between administrative law and jurisdiction is thus put into the spotligh.t, showing the major interlocking that binds them and allows the conclusion that administrative law is the law of jurisdiction.

A significant number of youth experience mental health disorders for which they suffer negative consequences. Although there are evidence-based therapies available to help children and their families, most youth do not receive treatment. Parental problem recognition is likely a primary barrier in this process. This study begins to address why parents may have difficulty recognizing mental health problems by extending existing models and integrating evidence about parental perceptions. Specifically, the study aimed to investigate the relationship between parental attributions and parents’ problem determination, and to examine the influence that parental characteristics have on this judgment process. Participants included 164 parents of youth ages 6-11 years. Purposive sampling was used to recruit mothers and fathers from both lower and higher SES communities. Parents completed self-report measures of parental characteristics, including: parental psychopathology, parenting stress, parental tolerance, and parental self-efficacy. Parents read ten brief child behavior vignettes and completed a version of the Written Analogue Questionnaire to rate the cause of each behavior (assuming it was their own child in the vignette) along four dimensions. Parents also rated the extent to which the behavior was seen as a problem. Results indicated that parents’ causal attributions were highly associated with parents’ problem ratings, and the attributions of stability and controllability were particularly robust predictors of problem determination. Hypotheses regarding parental characteristics as moderators of the relationship between attributions and problem determination were not supported. Findings are discussed in light of clinical and public health implications; results suggest that recognizing the influence of parental beliefs and attributions may help to increase the efficacy of outreach efforts for early intervention and help seeking for parental concerns.

This work has four aims: (i) to provide an overview of the current debate about the semantics of knowledge attributions, i.e. sentences of the form ⌜S knows that Φ⌝; (ii) to ground the debate in a single semantic-pragmatic framework; (iii) to identify a methodology for describing the semantics of knowledge attributions; (iv) to go some way towards describing the semantics of knowledge attributions in light of this methodology, and in particular to defend moderate invariantist semantics against its main current rivals. Aims (i) and (ii) are largely clarificatory; in §1 I set out a single semantic-pragmatic framework and over the course of this work show that it can be modified to explain and distinguish the various theories of the semantics of knowledge attributions currently on offer. Aim (iii) is also met in §1. I argue that a theory of the semantics of knowledge attributions T must be able to account for at least some ordinary speakers’ intuitions about the felicity or infelicity of utterances of the sentence ⌜S knows that Φ⌝ (felicity intuitions) purely in terms of its semantics. I also identify a number of theoretical considerations about knowledge and argue that if T conflicts with any one of these considerations, we should presume that T is false. Aim (iv) is met over the course of this work. According to moderate invariantism ⌜S knows that Φ⌝ is true if and only if S confidently believes the proposition expressed by , this proposition is true and S’s epistemic position with respect to this proposition meets a moderately high epistemic standard. In §§2 – 5 I argue that the main current rivals to moderate invariantism – attributor contextualism, contrastivism, subject-sensitive invariantism and assessor relativism – conflict with at least one of the theoretical considerations identified in §1. In §6 I argue that moderate invariantism accounts for some ordinary speakers’ felicity intuitions purely in terms of the semantics of ⌜S knows that Φ⌝; I also argue that it is consistent with all of the theoretical considerations identified in §1. Moreover, in §§2 – 6 I argue that no theory is capable of accounting for all felicity intuitions purely in terms of the semantics of ⌜S knows that Φ⌝, and that only moderate invariantism can successfully explain why speakers have all of these intuitions. In §7 I conclude that moderate invariantism correctly describes of the semantics of knowledge attributions, or at least does so better than its main current rivals.

Forum Conversations is an organisational theatre method for helping individuals to deal with their difficult conversations in the workplace. It uses professional actors to simulate participants’ ‘difficult others’ and to play out confrontational conversations from participants’ own experience. This study adds to the empirical base of research into organisational theatre. It further conceptualises organisational theatre methods as reflective or refractive. This qualitative, interpretive study examines the perspectives of both participants and actors through a dramatistic lens and also assesses if and how the Forum Conversations method has affected changes in behaviour and approach in the ways individual participants communicate with others in the workplace. In this assessment a novel, methodological approach based on attributions made by participants was used to make comparisons between individuals’ pre- and post- Forum Conversations views about their difficult conversations. Outcomes included improvements in confidence and awareness but also of agency in participants’ dealings with others. The interaction between actors and participants is discussed in terms of a partial dialogism that dwells in the moment of exchange between interactants. From the actors’ side the study highlights the subtly layered reflexivity of the actors in process and also of their tendency to accentuate performance skills. In this context, the interaction is seen to compare with the way professional actors might use rehearsal to prepare for theatre performance. Overall, it is concluded that Forum Conversations is a powerful learning method that enables participants to embody their learning experience and leads to sustained individual change that occasionally includes personal transformation both at work and at home.

Le directeur des services de greffe judiciaires, ancien greffier en chef, est un fonctionnaire de catégorie A de la fonction publique qui exerce des fonctions de gestion et d’encadrement au sein des juridictions de l’ordre judiciaire. Au fil du temps, ses missions se sont diversifiées par le transfert d’un certain nombre de compétences jusqu'alors dévolues aux magistrats. Par la suite, le directeur des services de greffe a été déchargé de certaines des compétences transférées pour se recentrer sur son cœur de métier qui est l’administration et la gestion. Le rôle de ce cadre est peu connu non seulement à l'extérieur des juridictions mais aussi en leur sein. Pourtant son rôle est essentiel dans le fonctionnement des juridictions où il exerce de multiples attributions. La multiplicité de ses attributions l’expose à voir sa responsabilité souvent mise en cause, chacune de ses fonctions pouvant être à l’origine d’une faute engageant sa responsabilité. Cette responsabilité est multiforme, elle peut être indemnitaire, pénale, disciplinaire et financière. / The Director of administrative service of the court, formerly the Chief Clerk, is a public service category A public servant who performs managerial and supervisory functions in the courts of the judiciary. Over time, his missions have diversified by transferring a number of skills previously assigned to magistrates. Subsequently, the Director of administrative service of the court was relieved of some of the transferred skills to refocus on his core business of administration and management. The role of this cadre is little known not only outside but also within the jurisdictions. Yet his role is essential in the functioning of the jurisdictions in which he has multiple powers. The multiplicity of his attributions exposes him to see his responsibility often questioned, each of his functions being able to be at the origin of a fault engaging his responsibility. This responsibility is multifaceted; it can be compensatory, penal, disciplinary and financial.

The present study examined the impact of recognition on a group of talent award winners, including attributions for success and the consequences of these attributions for continued engagement in the talent field. Participants were winners of the Davidson Fellows Scholarship, which recognizes students under the age of 18 who have completed a significant piece of original work in the fields of science, technology, mathematics, music, literature, or philosophy. The study used survey data collected from Davidson Fellows who received an award between 2001-2007. Descriptive statistics revealed that the majority of participants (70.5%) were still clearly engaged in the field in which they received the award. Participants in the fields of science, math, and technology showed more evidence of continued engagement than participants in the fields of music, literature, or philosophy. Females were found to have higher rates of continued engagement than males. The constant comparative method was used to qualitatively examine participants' responses to open-ended questions regarding the perceived impact of the award on their personal, academic, artistic, and professional lives. The qualitative analysis revealed 12 distinct categories of impact: Financial Support, Opened Doors, Personal Satisfaction, Validation, Recognition by Others, Reinforcement/Encouragement, Increased Confidence, Increased Pressure/Responsibility, Meaningful Connections, Process Gains, Miscellaneous, and Little to No Impact. These categories indicated receiving a Davidson Fellows Scholarship had a positive impact on participants across a variety of life domains. Attributions of success related to winning the award were measured with regard to the extent to which participants endorsed stable, internal attributions (i.e., aptitude) and unstable, external attributions (i.e., resources). Overall, male and female participants did not differ significantly in their endorsement of aptitude-based or resource-based attributions of success. However, among participants in the fields of science, math, and technology, males had significantly stronger endorsement aptitude-based attributions, while females had significantly stronger resource-based attributions. Despite these differences, these attributional patterns did not predict continued engagement in these fields. However, among participants in the fields of music, literature, and philosophy, aptitude- and resource-based attributions predicted 22% of the variance in continued engagement. In the overall sample, attributions of success did not predict continued engagement. Finally, no significant group differences were found with regard to attributions of success across all talent domains.

Given that causal attributions of errors contain different motivational and behavioral implications for learning from errors, it is highly relevant for organizations to thoroughly understand the factors that promote functional attributions. This study set out to investigate whether perceived psychological safety is an antecedent of functional and dysfunctional causal attributions of errors and whether this association is mediated by error orientation. A total of 148 German and Swedish working students served as a convenience sample for the current cross-sectional survey study. Participants answered an online survey measuring their perception of psychological safety, error orientation, and causal attributions of errors. Partial correlation analysis, hierarchical multiple regression, and hierarchical binary logistic regression were performed to analyze the data. It was found that perceived psychological safety negatively predicted the orientation toward covering errors as well as the avoidant error orientation, whereas it did not predict the learning from errors orientation. No evidence of error orientation being related to causal attributions of errors, nor a direct or indirect link between perceived psychological safety and causal attributions was found. The results imply that organizations benefit from creating a psychologically safe work environment in that it reduces the counterproductive error orientations.

This thesis sets out to study how entrepreneurial failure takes form and how entrepreneurs are affected by entrepreneurial failure. This study aims to contribute another perspective of the mindset of entrepreneurial failure to academic research. Through a qualitative method and a quantitate analysis, this study explores how failure takes form and how entrepreneurs respond to failure. This study present empirical material of failure present itself and how a larger personal investment in an entrepreneurial career affect entrepreneurs self-image. Entrepreneurs learn by direct interactions and failures are is part of an entrepreneurs learning process. The findings of this study present that entrepreneurial failure takes multiple different forms and failure within entrepreneurship presents itself when an entrepreneur has lost financial capital, clients, a larger amount of time invested in something who didn’t benefit the venture or energy. The findings in this study show how the idea of practising entrepreneurship as a lifestyle can have negative effects on entrepreneurs health and self-esteem. The analysis explains how entrepreneurs who differentiate themselves from their failures can learn from experience because they view their actions objectively.