Esta pesquisa tem como objeto o financiamento do Ensino Médio da Rede Estadual de Mato Grosso do Sul, a partir da promulgação da Lei de Diretrizes e Bases da Educação Nacional - LDB em 1996 até 2006. O financiamento do Ensino Médio nesse estado advém da fonte Estadual, oriunda dos impostos; de recurso internacional, advinda do Programa de Melhoria e Expansão do Ensino Médio - PROMED/MEC/BID e da Comunidade Escolar. O objetivo foi investigar como se definiram as políticas de financiamento do Ensino Médio em Mato Grosso do Sul e compreender como essas fontes foram organizadas, a partir das políticas mais amplas da educação no Brasil. Sustentado por uma perspectiva marxista, o estudo pautou-se na análise dos determinantes econômicos, sociais e políticos da sociedade capitalista que definiram as políticas de financiamento investigadas. Considerando as peculiaridades do contexto brasileiro, buscou-se o aprofundamento da reflexão por meio da produção acadêmica desde os primórdios até o momento em que, sob as bases do Estado Neoliberal, intensificaram-se as lutas por medidas que assegurem recursos para a educação, conquistados a partir da Lei Calmon e consolidados na Constituição de 1988. Realizou-se o levantamento e estudo dos documentos que traçavam e definiam o financiamento, assim como, dos montantes financeiros aplicados pelo próprio Estado, apresentados nos Balanços Gerais e Demonstrativos de despesas pagas, dos convênios celebrados juntamente com o MEC e organismos internacionais, o que se denominou PROMED/Escola Jovem. A coleta de dados sobre os recursos da comunidade foi realizada em vinte e seis escolas de Ensino Médio de Campo Grande e duas do interior do estado que atendem alunos no Ensino Médio, juntamente com outras etapas e modalidades. Confirmou-se a escassez de recursos para a educação básica e constatou-se, pelos dados educacionais e pela produção dos estudiosos do assunto, que o Ensino Médio sempre esteve presente na história brasileira sem financiamento próprio garantido em legislação até ano de 2006, mas financiado em grande parte e de forma precária pelos recursos do Ensino Fundamental. A forma como são gerenciados os recursos educacionais pelas esferas federal e estadual, com o endosso do Tribunal de Contas e a indiferença da Assembléia Legislativa, expressa uma sociedade em crise, que prioriza a preservação do capitalismo, dentro da lógica da acumulação, chegando a utilizar-se dos recursos educacionais para outros fins que não a educação. Na escassez de recursos e preocupação com a instabilidade econômica em decorrência do aumento da pobreza, o Banco Mundial programa empréstimo e orientações visando a eficiência e ampliação da oferta do Ensino Médio, do qual o Governo de Estado participa. A inclusão de recursos do PROMED e da comunidade aos recursos oficiais advindos dos impostos não muda em quase nada o cenário da escassez, dado os montantes serem irrisórios, mas no movimento educacional se tornam significativos, por se tratarem de recursos novos. / This study aims to evaluate the High School teaching financing in the state teaching system in Mato Grosso do Sul, following the promulgation of the Lei de Diretrizes e Bases da Educação Nacional - LDB from 1996 to 2006. High school financing in this state results from state source, originating from taxes or from international sources, resulting from the Programa de Melhoria e Expansão do Ensino Médio - PROMED/MEC/BID and from the School Community. The study aims to investigate the definitions for high school financing politics in Mato Grosso do Sul and to understand the way such sources have been organized from the most ample education politics in Brazil. Sustained by a Marxist perspective the study is based in the analysis of economical, social and political determinants of the capitalist society which defined the investigated financing politics. Considering the peculiarities of the Brazilian context, it was searched the deepening of reflection by means of academic production from its origin until the moment that, based on the Neoliberal State, the fights for measures which assure resources for education conquered by the Lei Calmon and consolidated by the 1988 Constitution have been intensified. The documents which outlined and defined the financing were surveyed and studied as well as the financial quantitative applied by the State itself, presented in the General Balance and demonstrative of paid expenses, of the convenants made with MEC and international organizations, denominated PROMED/ Escola Jovem. The data collection about community resources was performed in twenty-six high school institutions in Campo Grande and two high school institutions in the state as well as other stages and modalities. It was confirmed the lack of resources for elementary education and it was verified according to educational data and researches performed by scholars that High School teaching has always been present in the Brazilian history without self -financing guaranteed by legislation until 2006, but mostly precariously financed by Elementary Education resources. The management of educational resources by the Federal and State Government endorsed by the Tribunal de Contas and the indifference of the Legislative Body express a society in crisis giving priority to sustaining the capitalism, following accumulation logic, getting to the point of using part of the educational resources for other ends other than education. Due to the shortage of resources and the worries about economical instability as a consequence of poverty rise, the World Bank Group provides loans and advice aiming the efficiency and enlargement of High School education, in which the State Government takes part. The addition of PROMED resources and community resources hardly changes the scarcity scenery as the sums are scornful but in the educational movement they become significant as they are new resources.

Esta pesquisa tem como objeto o financiamento do Ensino Médio da Rede Estadual de Mato Grosso do Sul, a partir da promulgação da Lei de Diretrizes e Bases da Educação Nacional - LDB em 1996 até 2006. O financiamento do Ensino Médio nesse estado advém da fonte Estadual, oriunda dos impostos; de recurso internacional, advinda do Programa de Melhoria e Expansão do Ensino Médio - PROMED/MEC/BID e da Comunidade Escolar. O objetivo foi investigar como se definiram as políticas de financiamento do Ensino Médio em Mato Grosso do Sul e compreender como essas fontes foram organizadas, a partir das políticas mais amplas da educação no Brasil. Sustentado por uma perspectiva marxista, o estudo pautou-se na análise dos determinantes econômicos, sociais e políticos da sociedade capitalista que definiram as políticas de financiamento investigadas. Considerando as peculiaridades do contexto brasileiro, buscou-se o aprofundamento da reflexão por meio da produção acadêmica desde os primórdios até o momento em que, sob as bases do Estado Neoliberal, intensificaram-se as lutas por medidas que assegurem recursos para a educação, conquistados a partir da Lei Calmon e consolidados na Constituição de 1988. Realizou-se o levantamento e estudo dos documentos que traçavam e definiam o financiamento, assim como, dos montantes financeiros aplicados pelo próprio Estado, apresentados nos Balanços Gerais e Demonstrativos de despesas pagas, dos convênios celebrados juntamente com o MEC e organismos internacionais, o que se denominou PROMED/Escola Jovem. A coleta de dados sobre os recursos da comunidade foi realizada em vinte e seis escolas de Ensino Médio de Campo Grande e duas do interior do estado que atendem alunos no Ensino Médio, juntamente com outras etapas e modalidades. Confirmou-se a escassez de recursos para a educação básica e constatou-se, pelos dados educacionais e pela produção dos estudiosos do assunto, que o Ensino Médio sempre esteve presente na história brasileira sem financiamento próprio garantido em legislação até ano de 2006, mas financiado em grande parte e de forma precária pelos recursos do Ensino Fundamental. A forma como são gerenciados os recursos educacionais pelas esferas federal e estadual, com o endosso do Tribunal de Contas e a indiferença da Assembléia Legislativa, expressa uma sociedade em crise, que prioriza a preservação do capitalismo, dentro da lógica da acumulação, chegando a utilizar-se dos recursos educacionais para outros fins que não a educação. Na escassez de recursos e preocupação com a instabilidade econômica em decorrência do aumento da pobreza, o Banco Mundial programa empréstimo e orientações visando a eficiência e ampliação da oferta do Ensino Médio, do qual o Governo de Estado participa. A inclusão de recursos do PROMED e da comunidade aos recursos oficiais advindos dos impostos não muda em quase nada o cenário da escassez, dado os montantes serem irrisórios, mas no movimento educacional se tornam significativos, por se tratarem de recursos novos. / This study aims to evaluate the High School teaching financing in the state teaching system in Mato Grosso do Sul, following the promulgation of the Lei de Diretrizes e Bases da Educação Nacional - LDB from 1996 to 2006. High school financing in this state results from state source, originating from taxes or from international sources, resulting from the Programa de Melhoria e Expansão do Ensino Médio - PROMED/MEC/BID and from the School Community. The study aims to investigate the definitions for high school financing politics in Mato Grosso do Sul and to understand the way such sources have been organized from the most ample education politics in Brazil. Sustained by a Marxist perspective the study is based in the analysis of economical, social and political determinants of the capitalist society which defined the investigated financing politics. Considering the peculiarities of the Brazilian context, it was searched the deepening of reflection by means of academic production from its origin until the moment that, based on the Neoliberal State, the fights for measures which assure resources for education conquered by the Lei Calmon and consolidated by the 1988 Constitution have been intensified. The documents which outlined and defined the financing were surveyed and studied as well as the financial quantitative applied by the State itself, presented in the General Balance and demonstrative of paid expenses, of the convenants made with MEC and international organizations, denominated PROMED/ Escola Jovem. The data collection about community resources was performed in twenty-six high school institutions in Campo Grande and two high school institutions in the state as well as other stages and modalities. It was confirmed the lack of resources for elementary education and it was verified according to educational data and researches performed by scholars that High School teaching has always been present in the Brazilian history without self -financing guaranteed by legislation until 2006, but mostly precariously financed by Elementary Education resources. The management of educational resources by the Federal and State Government endorsed by the Tribunal de Contas and the indifference of the Legislative Body express a society in crisis giving priority to sustaining the capitalism, following accumulation logic, getting to the point of using part of the educational resources for other ends other than education. Due to the shortage of resources and the worries about economical instability as a consequence of poverty rise, the World Bank Group provides loans and advice aiming the efficiency and enlargement of High School education, in which the State Government takes part. The addition of PROMED resources and community resources hardly changes the scarcity scenery as the sums are scornful but in the educational movement they become significant as they are new resources.

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This dissertation thesis describes the area of multimedia semantics which is a research area that brings together research streams that until recently run separately. The aim of the work is to provide an insight to all areas from this wide discipline and give an outlook on current problems especially to the semantic gab phenomena. Number of findings and outcomes in this work comes from international project K-Space, in which the author took part for three years. The extensive theoretical introduction into problematic is followed by a list state-of-the-art application from this area and overview of KIZI activities and involvements in the European project. The contribution of the work is a research on textual resources complementary to video and experiments with automatic detection of sporting events based on pre-classified examples and trained model. The practical contribution is also a demo web application that shows all the resources together and allows non-linear browsing of events.

In today’s economical world, companies realize the importance to build corporate strategies on innovation to sustain a continuous profitability. Innovation is a crucial issue to develop a competitive advantage. In our networked economy, companies can not only rely on in-house activities anymore to raise creative and come up with breakthrough innovations they need to collaborate with actors from the external environment. Firms have to think outside their own boundaries to leverage the complementary resources and capabilities needed to innovate. Partnerships help to ensure firms’ future successes. The purpose of our study is to understand how companies, operating in the automotive industry, integrate ‘Open and Networked Innovation’ concepts in their corporate strategy to enhance their environmental friendly profile. As far as the EV market is concerned, our study will also lead to determine the Key Factors of Success and the barriers that companies have to face when they want to launch an electric car in the market. Various theoretical approaches have been developed over the time about Open Innovation and Networked Innovation. The dilemma of paradoxical organization needs of radical innovation, exposed by Dr Sigvald Harryson, is our theoretical starting-point to analyze company’s ability to find the right equilibrium between exploration and exploitation and absorptive capacity. Further on, we explore the question of absorptive capacity to know how firms identify, acquire, transfer and transform knowledge. Thereafter, the theoretical framework is confronted with empirical data based on a qualitative and abductive approach of two case studies – Tesla and Renault. Interviews with Tesla, located in the Silicon Valley, California, USA, have been conducted. We also met two key employees in Renault’s headquarter, Paris, France. Interpretation and explanation of the data collected is reported in our analysis of each case as well as in the cross-case analysis. A presentation of our recommendations and conclusions conclude our master thesis.

<p>In today’s economical world, companies realize the importance to build corporate strategies on innovation to sustain a continuous profitability. Innovation is a crucial issue to develop a competitive advantage. In our networked economy, companies can not only rely on in-house activities anymore to raise creative and come up with breakthrough innovations they need to collaborate with actors from the external environment. Firms have to think outside their own boundaries to leverage the complementary resources and capabilities needed to innovate. Partnerships help to ensure firms’ future successes.</p><p>The purpose of our study is to understand how companies, operating in the automotive industry, integrate ‘Open and Networked Innovation’ concepts in their corporate strategy to enhance their environmental friendly profile. As far as the EV market is concerned, our study will also lead to determine the Key Factors of Success and the barriers that companies have to face when they want to launch an electric car in the market.</p><p>Various theoretical approaches have been developed over the time about Open Innovation and Networked Innovation. The dilemma of paradoxical organization needs of radical innovation, exposed by Dr Sigvald Harryson, is our theoretical starting-point to analyze company’s ability to find the right equilibrium between exploration and exploitation and absorptive capacity. Further on, we explore the question of absorptive capacity to know how firms identify, acquire, transfer and transform knowledge.</p><p>Thereafter, the theoretical framework is confronted with empirical data based on a qualitative and abductive approach of two case studies – Tesla and Renault. Interviews with Tesla, located in the Silicon Valley, California, USA, have been conducted. We also met two key employees in Renault’s headquarter, Paris, France. Interpretation and explanation of the data collected is reported in our analysis of each case as well as in the cross-case analysis. A presentation of our recommendations and conclusions conclude our master thesis.</p>