O objetivo central desta pesquisa foi identificar como se combinam elementos tradicionais, oriundos da herança patrimonialista, historicamente relacionada à condução dos negócios públicos do Estado brasileiro, e elementos modernizantes introduzidos por ações e programas de racionalização administrativa na busca de maior eficiência da ação do Estado, na configuração burocrática da Secretaria da Educação do estado de São Paulo (Seesp), no período de 1995 a 2010. Objetivo secundário foi investigar por que a relação desta combinação dinâmica com o contexto de ampliação e expansão das ações do Estado na área da educação, concomitante ao desenvolvimento de ferramentas e sistemas informatizados como suporte às ações implantadas, resultou no recrudescimento da centralização na gestão e condução da educação pública no estado de São Paulo. Teoricamente, esta pesquisa se utiliza dos conceitos dos três tipos ideais de dominação definidos por Weber racional-legal, tradicional e carismático , centrando-se no conceito de burocracia como expressão na estrutura do tipo de dominação racional legal. Com base no conceito de hibridismo, desenvolvido por João Barroso e Licínio Lima, confronta-se a burocracia estruturada na Seesp com elementos conservadores e tradicionais da cultura organizacional do Estado brasileiro, centrandose no patrimonialismo e seus componentes. Este instrumental foi utilizado para investigar a forma como a Secretaria da Educação se estruturou no período de 1995 a 2010 e compôs suas equipes, órgãos e instâncias, ora formalmente, ora sem registro oficial. No âmbito de sua estrutura, mereceu destaque a história da Fundação para o Desenvolvimento da Educação (FDE), órgão vinculado com importante papel na execução das políticas e diretrizes educacionais do período. O capítulo seguinte trata dos recursos humanos da Seesp, descrevendo quem e quantos são, como se organizam suas carreiras, como são alocados na estrutura da Secretaria, como evoluem profissionalmente e a forma como são admitidos. É descrita também a política salarial destes anos, com a concessão de gratificações, bonificação por resultados e valorização por merecimento. Por último, é descrita a atuação da Seesp nestes anos, divididos em três períodos correspondentes a gestões diferentes que assumiram a pasta e o governo do estado. Estão aqui arroladas a proposta inicial de cada gestão comparada com os programas e ações implantados, destacando-se aqueles que permaneceram nas gestões seguintes. Este capítulo é finalizado com a recuperação histórica e a análise do Sistema de Avaliação do Rendimento Escolar, implantado na primeira gestão e mantido nas seguintes, com transformações que modificaram substancialmente seus objetivos iniciais. A investigação empreendida demonstrou que as iniciativas racionalizantes implantadas pela primeira gestão do período não foram suficientes para sobrepujar a cultura organizacional tradicional da Seesp; ao contrário, da forma como foi mantido nos anos posteriores, este processo promoveu o recrudescimento da centralização no estado, exacerbando sua herança patrimonialista e nutrindo o esgarçamento do já débil sentido público da ação estatal. / The central objective of this research was to identify how the traditional elements derived from the patrimonial heritage were related historically to the conduct of public affairs of the Brazilian State and modernizing elements. The modernizing elements were introduced by actions and administrative rationalization programs in the search for a greater state efficiency, in the bureaucratic setup of Seesp, from 1995 to 2010. The secondary objective was to investigate the relationship of this dynamic combination with the enlargement context and expansion of government actions in education, concomitant development tools and information systems to support the actions implemented resulted in resurgence of centralization in the management and conduct of public education in the state of São Paulo. Theoretically, this research uses the concepts of the three ideal types of domination defined by Weber: rational-legal, traditional and charismatic focusing on the concept of bureaucracy as an expression in the structure of the type of legal rational domination. Based on the concept of hybridity, developed by João Barroso and Licinio Lima, it confronted the structured bureaucracy in Seesp with conservative and traditional elements of the organizational culture of the Brazilian state, focusing on patrimonialism and its components. This instrument investigated how the Department of Education was structured from 1995 to 2010 and composed their teams, agencies and bodies, sometimes formally, sometimes without official registration. Within its structure, was highlighted the history of the Fundação para o Desenvolvimento da Educação (FDE), an agency with an important role in the implementation of educational policies and guidelines of the period. The next chapter deals with the human resources of Seesp, describing who and how many, how they organize their careers, how they are allocated to the Secretariat structure, how they evolve professionally and are admitted. It also described the wage policy of these years, with the granting of bonuses, bonuses for results and appreciation by merit. Finally, the performance of Seesp is described in these years, divided into three periods corresponding to different administrations that took the folder and the state government. Here they are enrolled in the initial proposal of each management compared with deployed programs and actions, highlighting those who remained for the following administration. This chapter ends with the historical recovery and analysis of Student Performance Evaluation System, implemented in the first term and maintained in the following, with changes that substantially modified its initial goals. The undertaken research has shown that rationalizing initiatives implemented by the first term of the period were not enough to overcome the traditional organizational culture of Seesp; rather, this process, the way it was maintained in later years, has promoted the intensification of centralization in the state, exacerbating its patrimonial heritage and nurturing the fraying of the already weak public sense of state action.

My thesis addresses how Christianity can constitute itself as a creative force and a form of governance across different scales. I carried out 12 months of fieldwork between 2013 and 2015 in Papua New Guinea's National Parliament (Port Moresby). My interlocutors were bureaucrats, liberal professionals and pastors who formed a group known as the Unity Team. The Unity Team, spearheaded by the Speaker of the 9th Parliament, Hon. Theodor Zurenuoc, were responsible for controversial initiatives, such as the destruction and dismantling of traditional carvings from Parliament in 2013, which they considered ungodly and evil, and the placement of a donated KJV Bible in the chamber of Parliament in 2015. My interlocutors regard Christianity as central to eliciting modern subjects and institutions. They consider Christianity to be a universal form of discernment, contrasted to particularistic forms of knowing and relating which are thought to create corruption and low institutional performance. I show how the Unity Team regarded Christianity as more than a way of doing away with satanic forces and building a Christian self. They expected Christianity to be a frame of reference informing work ethics, infusing citizenship and, finally, productive of a public and national realm. By exploring Christianity ethnographically, I offer a contribution to Anthropological discussions concerning politics, bureaucracy, citizenship, and nation-making.

Made available in DSpace on 2016-04-27T16:33:20Z (GMT). No. of bitstreams: 1 Marco Antonio Rodrigues Paulo.pdf: 1237641 bytes, checksum: ebaf2b880fdb3e4ccfd73634d40c5e0c (MD5) Previous issue date: 2007-04-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of this thesis is to analyze the bureaucratic/administrative structure of the public schools, starting with the General Directory´s regulation of 1910. The range extends up until the year 1919, which precedes the Sampaio Dória Reforms. Two movements are realized: the first consists of comparing the bureaucratic/administrative structure implanted by the regulations of public instruction of 1893 and 1898, with the regulation that created the General Directory of Public Instruction in 1910. For this, two categories of analysis are considered: government offices- the structure that administrates and inspects public instruction in the state of São Paulo, and the category of public post- the criteria established for the recruitment and standards for the posts of General Director of public studies and School Inspector. The second movement consists of a comprehensive understanding of the Paulista school structure, from a qualitative and from a quantitative perspective. In terms of the qualitative aspect, the reports from public school employees who occupied a position of General Director or School Inspector were analyzed in relation to their the evaluation of the Paulista public school system as a whole during the period considered in this project. In relation to the quantitative aspect, school statistics and public resources destined for school maintenance were analyzed, as well as the expansion of the Paulista public school system. The most important source of information related to this topic comes from the state of São Paulo yearly Teaching Reports. This study confirms, first, that the process of the rationalization and the bureaucratization instituted at the administration of Paulista public education was implanted before the Proclamation of the Republic, but was especially after 1910 that this process accelerated, with the creation and regulation of the General Directory of Public Instruction; secondly, it became evident that the administrative/bureaucratic structure instituted by the regulation that created the public offices, strengthened the tendency toward rationalization and bureaucratization of the infra-structure for administering and inspecting Paulista public instruction. This tendency expresses itself in the expansion of the Paulista school apparatus / Neste trabalho, é analisada a organização administrativo-burocrática da instrução pública instituída pelo regulamento da Diretoria Geral em 1910. A análise se estende até 1919, ano que antecede a reforma Sampaio Dória. São realizados dois movimentos: o primeiro consiste em comparar a estrutura administrativo-burocrática implantada pelos regulamentos da instrução pública de 1893 e de 1898, com o regulamento que cria a Diretoria Geral da Instrução Pública em 1910. Para isso, são consideradas duas categorias de análise: repartição pública estrutura que administra e fiscaliza a instrução pública do Estado de São Paulo, e cargo público especialmente, quanto aos critérios estabelecidos para o recrutamento e provimento para os cargos de Diretor Geral da Instrução Pública e de Inspetor Escolar. O segundo movimento consiste em compreender o aparelho escolar paulista, do ponto de vista qualitativo e quantitativo. No tocante ao aspecto qualitativo, foram analisados os relatórios dos funcionários públicos que ocuparam o cargo de Diretor Geral e de Inspetor Escolar, a fim de considerar a avaliação feita por esses sujeitos sobre o conjunto de escolas paulistas no período de abrangência deste estudo. Em relação ao aspecto quantitativo, foram analisadas as estatísticas escolares e os recursos destinados à manutenção e à expansão da instrução pública paulista. Para tanto, foram tomados como fontes privilegiadas os Anuários do Ensino e os Anuários Estatísticos de São Paulo. Constatou-se, primeiro, que o processo de racionalização e burocratização da administração da educação pública paulista foi iniciado antes da Proclamação da República, mas foi especialmente a partir de 1910, com a implantação e regulamentação da Diretoria Geral da Instrução Pública que esse processo se acelerou; segundo, a organização administrativo-burocrática, instituída pelo regulamento que criou essa repartição pública, fortaleceu a tendência à racionalização e burocratização dos órgãos que tinham por finalidade administrar e fiscalizar a instrução pública paulista. Tendência que se expressa na expansão do aparelho escolar paulista

Made available in DSpace on 2016-03-15T19:48:44Z (GMT). No. of bitstreams: 1 Eber Nunes.pdf: 594618 bytes, checksum: e71e1e74411f9d5f78d8454da016a309 (MD5) Previous issue date: 2008-01-31 / Fundo Mackenzie de Pesquisa / The new Pentecostalism calls attention because of its growing here in Brazil. Between the new Pentecostal churches can be mentioned the World s Church of God s Power . Founded by apostle Valdemiro Santiago in the year 1998, have conquered place in media and in number of adepts. The World s Church of God s Power is a dissident of Universal Church of God s Kingdom . Our research verify the differences and similarities between the World s Church of God s Power and Universal Church of God s Kingdom . To understand the phenomenological process, we choose the Weberian method of the sociology of comprehension. We built through the relive, one concept of pure and ideal type in the dialectic movement between World s Church of God s Power and Universal Church of God s Kingdom . In the ideality field, the Universal represents the bureaucracy, which is the process of institutionalization, historic results of all the religious movement. The World s Church of God s Power represents the prophecy, that the characteristic is the contestation. An exam of the rational domination and charismatic domination will help us to comprehend the phenomenon. The fundamental difference between the two churches is focused in charisma. The Universal institutionalize itself trough the bureaucracy, rational domination, and the World s is the prophecy that is reaffirmed by the charismatic domination. / O neopentecostalismo chama a atenção devido ao seu crescimento aqui no Brasil. Dentre as igrejas neopentecostais destaca-se a Igreja Mundial do Poder de Deus. Fundada pelo apóstolo Valdemiro Santiago em 1998, tem conquistado lugar na mídia e em número de adeptos. A Igreja Mundial do Poder de Deus é uma dissidência da Igreja Universal do Reino de Deus. Nossa pesquisa verifica o que há de convergente e divergente entre a Mundial e a Universal. Para compreender o processo fenomenológico, optamos pelo método werberiano da sociologia da compreensão. Construímos através da revivência um conceito de tipo puro ideal no movimento dialético entre a Mundial e Universal. No campo da idealidade, a Universal passa a representar a Burocracia, que é o processo de institucionalização, resultado histórico de todo movimento religioso. A Mundial representa a Profecia, cuja característica é a contestação. Em decorrência, um exame da dominação racional e dominação carismática nos ajudará compreender o fenômeno. A diferença fundamental entre as duas igrejas se concentra no carisma. A Universal se institucionaliza através da burocracia, dominação racional, e a Mundial é a profecia que se reafirma através da dominação carismática.

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-10-05T12:39:57Z No. of bitstreams: 1 Helena Beatriz de Moura Belle.pdf: 2388515 bytes, checksum: a12309c7bac86d3ed09e811229518397 (MD5) / Made available in DSpace on 2017-10-05T12:39:57Z (GMT). No. of bitstreams: 1 Helena Beatriz de Moura Belle.pdf: 2388515 bytes, checksum: a12309c7bac86d3ed09e811229518397 (MD5) Previous issue date: 2011-11-28 / The subject of this thesis is Beta School of Military Police of Goiás (CPMG), which slogan is Civism and Citizenship. The object of this research is Beta School, as a basic education unit that offers primary, secondary and high schools and it is run by the Military Police. This work aims to study Beta School of Military Police of Goiás and discusses the way civism and citizenship has a real expression for teachers and for the third year of high school students, considering the categories: democracy, bureaucracy, civism, citizenship and school management. There are three theoretical references used in this investigation. The first, the educational policies until these days, as well as the sorts of management models of Beta School based on the organization images of Costa’s school (1996,2009) and the constitutional principles of democratic management, based on Dewey (1959), Teixeira (1968), Bobbio (1986, 2006, 2007), Paro (2001, 2003), Ramos (1989), Gohn (1994), Pazeto; Wittmann (2001), Coutinho (2002), Barroso (2006), Sander (2007, 2009), Brzezinski (1987, 1996, 2007, 2008) and Castro (2009). The second reference consists on the reflections about the acting of private and public schools, based on the conceptions and critics of Cury (1986, 1992, 2002), Dourado (2006), Gracindo (2008) e Vieira (2008). The foundation and history of the Schools of Military Police of Goiás is the third one, which is centered on the interpretations of regulation, plans, projects and current educational polices. This is a quantity and quality research. The methodological procedures used were questionnaire with intentional samples of two third year groups of high school students from Beta School; documental and historical analyses, observation and interviews with third year teachers and two school managers. The results revealed that: a) the ambiguous identity of Beta School is linked by two State systems: the Education and Public Security Secretaries ; b) the institutional organization and school functioning; the structure, the infrastructure, the management and the community participation in its actions; the selective process, the vacancies by quotes, the entering by ruffle, the indication of managers without election, the real management differs from the ideal one; the charge of fees, the enrolment and the students´ permanence; c) the dynamics of Pedagogical Project, the full performance of the curriculum and the complement of cultural, arts, modern languages and sports contents; d) the daily experience of formative practices performed by the direction designated by the Military Command and also by the military and civil teachers. Concluding: it is a school institution seen by the students, parents and teachers as the best alternative in order to form those who seek the entrance to higher education. The formation is propaedeutic and there is no intention to integrate Professional formation. Beta School has its privileges as well as its own operational ordainments, supported by bureaucratic principals and it declares itself as a democratic school. It is catered to middle and working class people. It was verified that the excellence in teaching is not due to the institutional bond, or the selective entry exam process, or strict discipline, or the attendance to PMGO´s hierarchy. Instead, it is due to the teacher´s formation being according to the subject that they teach, as well as the formation of the pedagogical and didactic team, the support of the administrative and technical staff and the managers; the financial resources and the infrastructure are higher than the minimum standards defined by the State guidelines, and also the students are focused on their individual performance, aiming to overcome the obstacles in order to reach success. / A temática da tese é Colégio Beta da Polícia Militar de Goiás (CPMG), que tem por lema civismo e cidadania. O objeto de pesquisa é o Colégio Beta, como unidade de educação básica que ministra ensino fundamental e médio, sob a gestão do Comando da Polícia Militar. O objetivo geral da pesquisa: estudar o Colégio Beta da Polícia Militar de Goiás e discutir a forma pela qual uma escola de civismo e cidadania tem expressão real para professores e estudantes do 3º ano do ensino médio, considerando as categorias democracia, burocracia, civismo, cidadania e gestão escolar. A investigação conta com três eixos orientadores do referencial teórico. O primeiro, as políticas educacionais, da década de 1960 até os dias atuais, e os modelos de gestão do Colégio Beta fundamentados nas imagens organizacionais da escola de Costa (1996, 2009) e no princípio constitucional de gestão democrática, com base em ensinamentos de Dewey (1959), Teixeira (1968), Bobbio (1986, 2006, 2007), Paro (2001, 2003), Ramos (1989), Gohn (1994), Pazeto; Wittmann (2001), Coutinho (2002), Barroso (2006), Sander (2007, 2009), Brzezinski (1987, 1996, 2007, 2008) e Castro (2009). O segundo eixo do referencial consiste de reflexões acerca da atuação das escolas, no que se refere ao público e privado, fundamentada nas concepções e críticas de Cury (1986, 1992, 2002), Dourado (2006), Gracindo (2008) e Vieira (2008). A criação e implementação dos Colégios da Polícia Militar de Goiás (CPMGs) consistem o terceiro eixo, centrado na interpretação de regulamentos, planos, projetos e diretrizes educacionais vigentes. A metodologia de pesquisa é quantitativa e qualitativa, com os procedimentos metodológicos de aplicação de questionário em uma amostra intencional do alunado de duas turmas do 3º ano do ensino médio do Colégio Beta; análise histórica e documental, observação e realização de entrevista com professores, também, do 3º ano, e com dois gestores. Os resultados permitiram revelar: a) a identidade ambígua do Colégio Beta, com vínculo em dois sistemas estaduais: de Educação e de Segurança Pública; b) a organização e funcionamento institucional do Colégio: estrutura, infraestrutura, gestão sem participação da comunidade em suas ações, processo seletivo, vagas cotizadas, ingresso por sorteio, escolha dos gestores sem eleições, modelo de gestão declarado diverso do praticado, cobrança de contribuição financeira; matrículas e permanência do aluno; c) a dinâmica do Projeto Pedagógico, cumprimento da matriz curricular plena e complementos de conteúdos culturais, artes, línguas e desportivos; d) o cotidiano de práticas formativas realizadas pela direção designada pelo Comando Militar, por professores militares e por docentes civis. Conclusão: trata-se de instituição escolar vista por estudantes, pais e professores como a melhor alternativa para a formação dos que buscam o ingresso no ensino superior. A formação é propedêutica e não há preocupação de integrá-la à formação profissional. O Colégio Beta atua com privilégios e ordenamento operacional próprios, sustenta-se em princípios burocráticos e se declara uma escola democrática. Atende às classes médias e as menos favorecidas. Constatou-se que a excelência em qualidade de ensino por ele conquistada não se deve ao vínculo institucional, ou ao processo seletivo, ao rigor disciplinar e o atendimento à hierarquia da PMGO e, sim, devido ao corpo docente com formação compatível com as disciplinas em que atua; a quantidade e a qualidade tanto do corpo docente quanto das equipes didático-pedagógica e de apoio técnico-administrativo e de gestores; recursos financeiros e de infraestrutura acima dos padrões mínimos definidos pelas diretrizes estaduais e alunado com foco no desempenho individual, visando à superação de obstáculos para alcançar o sucesso.

This diploma thesis deals with a situations of workers of the labour Office of the CZECH republic department care allowance, who are in the performance of their work influenced by certain factors, which are in this thesis discussed. In the thesis is include the legislative framework of social work, of inclusive a participating observation, ethical dilemmas in connection with the entry into a dwelling, where is lived the dying person, and further includes claims on the moral quality of social workers. A purpose of the thesis is to approach the work of social workers, the labour Office of the CZECH republic at the department's contribution to care and their utilization in the performance of social work.

The aim of this study was to examine the definition and meaning of a relationship-based social work, and what conditions are required for the professional to manage such. Based on seven qualitative interviews with professional social workers who work with children and adolescents, a thematic analysis was conducted based on the theoretical frameworks of Symbolic Interactionism and the organisational theories of Human Service Organisations and Street-Level Bureaucracy. The main results confirm the importance of the relationship between the client and the professional according to the respondents. Role clarity and empathy through self-awareness were seen as important qualities of the professional to maintain a good relationship with the child, for whom this might lead to a sense of security through the relationship continuity. Mentioned conditions that facilitated the possibility of relationship based client work were mostly organisational variables such as time and discretion. These were variables that varied depending on the organisation that the professionals worked within, leading to a comparative discussion between the organisational conditions of social services and schools. Another theme identified was experience which seemed to matter as a personal skill. These conditions affect the professional’s ability to create and maintain relationships with the children.

This thesis is based on a particular domain of anthropological inquiry, the anthropology of policy, which proposes that policy be contemplated as an ethnographic object itself. The policy I consider is Australia's refugee policy, which advocates the mandatory detention of

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本篇論文研究主要以正式女性公務人員為對象，並採用質化研究的深入訪談法，總共有十五位女性公務人員接受訪問；另外，本篇論文引用相關的理論來觀察女性公務人員的實際生活情況。十五位女性公務人員的家庭發展階段分成未婚、已婚無子女、已婚懷孕初期、已婚育有學齡前兒童、已婚育有青少年子女、以及已婚育有成年子女等等家庭類型。 本篇論文的研究發現有下列幾點： 一、因為性別角色期待而選擇進入公務人員體制 女性因為性別角色期待選擇進入公務人員體制中。女性公務人員為了扮演生育、照顧的家庭角色；以及社會普遍認為女性適合從事公務人員；在婚姻市場裡面，女性公務人員更成為理想結婚對象。因此，女性選擇進入公務人員體制的意願提高。 二、公務人員體制具有科層制特性 公務人員體制中的科層體制強調「固定職掌」、「依法行政」、「層級節制」，並且形成特定的官僚運作方式；整個組織運作強調「客觀」、「理性」、「陽剛性質」。女性在這樣的官僚運作底下，因為其性別而被標示出來，因為整個科層組織是由男性設計與主導，女性則被看成性別化的行動者（sexualized actors）；同時科層體制的反功能造成組織成員對組織產生疏離感，不過正因為這樣的反功能有利女性公務人員兼顧家庭生活，因此，女性公務人員在兼顧家庭的工作考量中以公務人員的工作內容配合度最高。在升遷的過程當中受到男性權威與性別角色刻板印象雙重影響，「玻璃天花板」效應明顯存在而女性公務人員也無法從工作中獲得滿足。 三、公務人員體制特殊的官場文化 公務人員體制要求「去個人化」、接受新的官僚人格，以及運用特殊的組織文化，其中最盛行的就是「關係」、「人情」。光具備工作能力表現是不夠的，公務人員還必須透過「關說」、「人事背景」才能獲得長官的賞識與提拔。整個組織的在上位者多數都是男性，男性有其特殊的人際關係互動，女性公務人員必須同時去性別化與接受男性的組織網絡之後，才有可能獲得晉升的機會。 四、女性公務人員因為家庭與工作出現精疲力盡 大部分已婚的女性公務人員仍然扮演「女主內」的角色，也就是說踏進門板之後的領域全歸為女性的責任，因此，只能用「心力交瘁」的字眼來形容女性公務人員的處境，唯一值得慶幸的是，女性公務人員會尋求社會資源來解決工作與家庭兩者間的衝突。 五、女性公務人員既主動創造又被動接受性別角色期待 根據本篇論文觀察與訪談結果，女性在某種情境底下才會既主動創造又被動接受性別角色期待。那就是只有在家庭因素考量出現時，女性才會主動創造與被對接受既予的性別角色期待。為了逃避這種左右為難的窘境，女性就必須建立自主性，可是這種自主性也是在既有社會價值框架下，並不是完全的自由。因此，我認為唯有去除傳統將女性與家庭連結在一起的社會價值，進而建立兩性平等的關係。 / This paper aims mainly at qualified female civil servants, employs the qualitative method by which fifteen women are interviewed, and takes also on the relevant theories to observe their actual life experiences. The family life cycle of them is divided as following: single, married without children, pregnant, married with preschool ones, married with teenagers, and married with adult children. In this paper I discover the facts that follows: 1. In accordance with the expectation for gender role, women choose to be civil servants. In order to play well role on caring and childbearing in family life, on account of the common social assumption that women are suitable for the work of civil servants, and owing to the favor in the selection of marriage partner, women thus are willing to run for this status. 2. Public institution is characteristic of bureaucracy. The working of civil service emphasizes on the fixed working contents, administrating by law, and obviously hierarchizing in levels, so this institution develops the bureaucratic feature. Under the emphases of the whole institution on the rationality, objectivity and masculinity wrought by men, women are labeled as sexualized actors. In this case, the bureaucracy produces the anti-function which on the one hand results in the alienation of the member in the organization and which on the other hand is good for women to take care of their family. In the process of promotion, the influences of male authority and gender stereotype on women forms the glass ceiling effect that defers women from the satisfaction with their works. 3. The special bureaucratic culture in public institution. In this institution the member is required to be depersonalized, to accept a new bureaucratic trait and to implement the special organizational culture that is fashioned with human relationship and influence. Most of the higher officials are men who possess the different network of human relations from women, women must desexualize themselves to receive bureaucratic culture dominated by men for the opportunity of promotion. 4. The exhaustion of female civil servants in family and work. A great number of married female civil servants simultaneously play the role of housewives--that is to say, women are responsible for all the things indoors. Fortunately, women, when facing this dilemma, would by the capacity of their positioning search for the social support so that they solve the confrontations between family and work. 5. Female civil servants either positively create or negatively accept the expectation for gender role. The choice of whether to create or accept the expected gender role for women civil servants depends on certain "circumstances." That is, only when for family's sake women civil servants are forced to definitely both create and accept such given gender role. To escape this dilemma, they try to establish a kind of autonomy--neither to create nor to accept the "given" namely, to slip off the bondage of the family. However, this sort of "autonomy" is limited in the framework of social value, far from complete freedom. Consequently, I think all we have to do is change the social value of setting the bondage between women and family and strive for the equality of both sexes.