This paper provides an overview on the evolutionary theory of the firm. The specific feature of the evolutionary approach is that it explains the adaptive behaviors of firms through the tension between innovation and selection. It is suggested that the evolutionary theory can provide a useful basis for a theory of the firm which is concerned with change over time and development. (author's abstract) / Series: Working Papers Series "Growth and Employment in Europe: Sustainability and Competitiveness"

Despite the widely hailed success of South Africa’s transition from apartheid to democracy it was apparent by the mid-2000s that beneath the veneer of stability lay a country facing serious social and economic challenges. The employment and labour market participation rates were uniquely low among emerging markets. Protest action against the state had reached levels last encountered in the volatile 1980s and early 1990s. The budget and current account deficits had reached unsustainable levels. By its own admission the government realised that the country was not recording GDP growth rates necessary to make dramatic inroads into poverty, unemployment and inequality levels. A number of analysts and commentators therefore came to question the future stability of South Africa’s political system. Trade unions and some Cabinet ministers routinely described unemployment as a “ticking time bomb”. The Chairman of the Institute of International Affairs wrote in Business Day that he could predict when South Africa’s “Tunisia Day” would arrive. The respected Economist newspaper ran a front page feature on what it called South Africa’s “downhill slide”. Former President FW de Klerk warned that South Africa was approaching a precipice. Clem Sunter, South Africa’s most renowned scenario planner, upped his prospects that South Africa may become a failed state. Global ratings agencies downgraded South Africa citing the fear that government policy could not meet popular demands. Amidst such speculation it is vitally important that the prospects for instability be investigated and determined, not via opinion or speculation, but rather against a sound body of theory. This task is complicated by the fact that the feared instability may only occur at a point in the future. The theory must therefore be applied via a methodology capable of overcoming the weak track record of political science in accurately anticipating major shifts in political systems. This problem statement will be addressed by showing that complex systems theory holds the key to a series of units of analysis via which the stability or instability of any political system can be objectively determined, compared to any other political system, and tracked over time. Secondly that there are scenario planning methodologies that can overcome the uncertainty inherent in the futures of all complex systems and thereby the poor track record that political scientists have in anticipating dramatic future changes in the systems they study. When combined into a single complex systems/scenario model, these theoretical and methodological points of departure will allow the long term prospects for stability or instability of any political system to be accurately and objectively determined. / PhD (Development and Management) North-West University, Potchefstroom Campus, 2013

Despite the widely hailed success of South Africa’s transition from apartheid to democracy it was apparent by the mid-2000s that beneath the veneer of stability lay a country facing serious social and economic challenges. The employment and labour market participation rates were uniquely low among emerging markets. Protest action against the state had reached levels last encountered in the volatile 1980s and early 1990s. The budget and current account deficits had reached unsustainable levels. By its own admission the government realised that the country was not recording GDP growth rates necessary to make dramatic inroads into poverty, unemployment and inequality levels. A number of analysts and commentators therefore came to question the future stability of South Africa’s political system. Trade unions and some Cabinet ministers routinely described unemployment as a “ticking time bomb”. The Chairman of the Institute of International Affairs wrote in Business Day that he could predict when South Africa’s “Tunisia Day” would arrive. The respected Economist newspaper ran a front page feature on what it called South Africa’s “downhill slide”. Former President FW de Klerk warned that South Africa was approaching a precipice. Clem Sunter, South Africa’s most renowned scenario planner, upped his prospects that South Africa may become a failed state. Global ratings agencies downgraded South Africa citing the fear that government policy could not meet popular demands. Amidst such speculation it is vitally important that the prospects for instability be investigated and determined, not via opinion or speculation, but rather against a sound body of theory. This task is complicated by the fact that the feared instability may only occur at a point in the future. The theory must therefore be applied via a methodology capable of overcoming the weak track record of political science in accurately anticipating major shifts in political systems. This problem statement will be addressed by showing that complex systems theory holds the key to a series of units of analysis via which the stability or instability of any political system can be objectively determined, compared to any other political system, and tracked over time. Secondly that there are scenario planning methodologies that can overcome the uncertainty inherent in the futures of all complex systems and thereby the poor track record that political scientists have in anticipating dramatic future changes in the systems they study. When combined into a single complex systems/scenario model, these theoretical and methodological points of departure will allow the long term prospects for stability or instability of any political system to be accurately and objectively determined. / PhD (Development and Management) North-West University, Potchefstroom Campus, 2013

Discussing, defining and engaging with ‘terrorism’ has long been limited to the narrowly framed situations in which parties to an asymmetric conflict resort to the use of force and to the legitimacy they have in doing so. The problem with the limited understanding of ‘terrorism’ and ‘counterterrorism’ as ‘facts of objective reality’ is the lack of attention to the role of the extreme asymmetry of power in conflicts involving ‘terrorism’ that does not lend itself to analysis readily. This thesis introduces a new theoretical concept, the Terrorism Complex that signifies the complexity of power/knowledge relations and the complexity of power/knowledge practices that operate on a discursive and non-discursive level through time and are affected by the mechanisms of power that stem from the asymmetry of power between the actors involved in a conflict. The research into the Terrorism Complex involves an ontological and epistemological widening of the research focus to account for these effects of the interplay between power and knowledge on the production, construction and perception of ‘terrorism’. I draw on postmodern scholarship and the Critical Terrorism Studies to present a theoretical and methodological framework that is used to examine the production of knowledge in relation to the asymmetries of power. The Israeli–Palestinian conflict is used as a case study for the study of power asymmetry in the political field that determines who will be labelled a ‘terrorist’ and who will be able to claim the moral high ground. The research also reveals the surprising extent to which the power over discourse obscures the role of the systemic terrorising exercise of state power in inducing ‘terrorism’. The final chapter concentrates on the media’s role in the Terrorism Complex. It applies the findings from other chapters to observe the Terrorism Complex in action.

This thesis is a complexity-informed case study of a language school in Greece, which provides a rich description of how language pedagogy develops in the periphery of the English-using world. In addition, this study demonstrates the feasibility and potential of using Complex Systems Theory (CST) in the study of educational settings. The thesis begins by describing English Language Teaching (ELT) in Greece, thus setting the scene for the empirical investigation. This is followed by a review of ELT literature, with particular reference to theories of language, pedagogy and society, and by an overview of CST, which pragmatically synthesises complex realism and post-modern ways of knowing, and defines a set of principles to guide complexity-informed empirical inquiry. Having conceptualised the language school as a complex system, it is suggested that activity in the school was sustained by multiple intentionalities, i.e., collective, emergent, nested and generative drivers of activity. These included: (a) an imperative to provide certification to learners, (b) some learners’ desire to integrate in transnational discourse communities, (c) the expectation that language learning should lead to increased awareness of ‘English’ culture, (d) competition against the state school system, and (e) the unstated aim of protecting the professional interests of the school’s staff and stakeholders. Intentionalities were associated with specific pedagogical outcomes and cultural outlooks, and their synthesis is defined as a dynamic of intentions. Next, the thesis looks into the learning materials used at the language school, and it is suggested that these generate affordances which impacted pedagogy. The distribution of learning activities in the books was associated with synchronic and diachronic changes in the dynamics of intentions underpinning activity in the school. Complexity-inspired conceptual instruments, such as an ‘affordance landscape’ and ‘attractors’, are developed to describe the influence of the learning materials, and it is suggested that the learning resources used at the language school made transmissive and communicative pedagogy more likely. The empirical component of the study concludes by describing prototypical instruction sequences that typified ELT in the language school, which evidenced traces of transmissive and communicative pedagogy. Some sequences (e.g., Reading and Vocabulary, and Transmissive Grammar) evidenced transmissive influences, which were associated with local pedagogical traditions, whereas others, such as Process-Based Writing, were more closely aligned with the communicative ideology that is mainstream in ELT. The thesis concludes by synthesising the findings with insights from the CST literature. In doing so, it demonstrates the theoretically generative potential of a complexity-informed inquiry, which can help to formulate understandings of ELT that are sensitive to the interface between systems and their environments, while providing ontologically coherent accounts of structure and agency, and of behaviours that are neither completely random nor entirely predictable.

Text in English / This research examines the applicability of the Kindernothilfe self-help group approach among the Ngäbe indigenous people in Panama from the perspectives of complex system theory and development as empowerment. It is based on an extensive literature review and an empirical qualitative study with focus group discussions and expert interviews following the grounded theory method. The dissertation displays the multiple dimensions that have reverberated to poverty and to the failure of development and most group approaches in the Ngäbe region. Nevertheless, it indicates that a culturally fitting self-help group concept could become a promising approach to empowering the Ngäbe people. Some crucial adaptations, however, are necessary. The most significant change regards the suggestion to work with mixed-sex ‘family groups’ that combine peer group meetings and joint gatherings. It represents the most suitable approach both from the perspective of the Ngäbe people and from the suitable approach both from the perspective of the Ngäbe people and from the viewpoint of gender mainstreaming and complexity. / Development Studies / M.A. (Development Studies)

Achieving gender equality and empowering all women and girls, is one of the United Nations (UN) core objectives. However, the UN has been struggling with achieving gender balance in its own organisation, despite numerous attempts. Men have been in numerical dominance at the UN since inception, especially on senior positions. This case study takes place just months after the System-wide strategy for gender parity was launched by Secretary-General Guterres. It captures the initial reactions through in-depth, semi-structured interviews with five women working in one UN body at the UN Headquarters in Geneva, Switzerland. Through these stories and experiences, this thesis aims to analyse the UN as a gendered organisation, focusing on organisational structure and culture. I argue that gendered processes of the organisational structure and culture preserve the male-dominance by having including effects on men and excluding effects on women. In this thesis I use gendered processes (Acker 1992), combined with post-structural policy analysis (Bacchi 2009) and complex systems theory (Ramalingam 2013), as analytical tools to show how equality is constructed and understood as an idea and in practice.

Human trafficking for sexual exploitation, as the most documented type of trafficking both internationally and in South Africa, was the focus of this study as it poses significant challenges to response efforts whilst remaining a crime of vast impunity. At the centre of this study was the researcher’s curiosity-infused endeavour to understand the lived experiences of multipronged stakeholders who have first-hand experience of the investigation into human trafficking for sexual exploitation. A qualitative approach and the use of hermeneutic phenomenology within a broader postmodernist and constructivist positioning served as the catalyst for generating novel insights. Numerous formal and informal conversations over the 5-year research period, site visits to multiple sex trade locations around South Africa and 91 in-depth and unstructured interviews with participants from 15 different vantage points were conducted. Five themes were identified from participants’ lived experiences as they related to the investigation of human trafficking for sexual exploitation. These were Theme 1: Sex Trade, Human Trafficking and Organised Crime; Theme 2: Combating Human Trafficking for Sexual Exploitation; Theme 3: Victims of Human Trafficking for Sexual Exploitation; Theme 4: Corruption and Compromise; and Theme 5: The Social Context and Scope of the Problem. A rich and in-depth presentation of participants’ lived experiences from an emic point of view was made. Knowledge generated include the revelation of problematic claims by preservationists around the nature of the sex trade in South Africa, insights into complexities intrinsic to human trafficking for sexual exploitation and multi-layered challenges associated with investigations into the crime. At the apex of the study was the deconstruction of complex systems theory and its application to the phenomenological essence of participants’ lived experiences. A proposed application of the theory was suggested for a more agile, robust and effective multipronged investigation strategy to combat human trafficking for sexual exploitation. A strong argument is made for a ‘whole’ and non-reductionist approach to investigations that continuously considers both the complexity of the crime and the day-to-day realities of the stakeholders who contribute to the multipronged investigation into human trafficking for sexual exploitation. / Ukurhweba ngabantu ngeenjongo zokubaxhaphaza ngokwesondo, lolona didi lorhwebo lokuxhaphaza ekubhalwe ngalo kakhulu kwihlabathi jikelele nakuMzantsi Afrika. Esi sifundo sigxile kolu rhwebo njengoko lucela umngeni kwimizamo yokusabela lo gama ilulwaphulo mthetho olungalawulekiyo. Esizikithini sesi sifundo yayingumdla womphandi ukuqonda ngamava abo bathatha inxaxheba ekuphandeni ngorhwebo lokuxhaphaza ngokwesondo. Kukhethwe ufundo oluqwalasela umgangatho nokusetyenziswa kwesimbo sokutolika iimeko ezikhoyo kwilizwe elisemva kwelale mihla siphila kuyo njengeyona nqobo eya kuveza iimbono ezingaqhelekanga. Kwabanjwa inqwaba yeencoko ezisesikweni nezingekho sikweni ezenziwe kwisithuba seminyaka yophando engaphaya kwemihlanu, kwatyelelwa kwiindawo zorhwebo lokuxhaphaza ngokwesondlo ezikhoyo eMzantsi Afrika, kwabanjwa nodliwano ndlebe olunzulu lungaqingqwanga olungama-91 nabantu abakwiindawo zomdla ezili-15. Kwabonakala imixholo emihlanu esuka kumava abathathi nxaxheba malunga nophando ngorhwebo lokuxhaphaza ngesondo. Le mixholo yile: Umxholo woku-1: Urhwebo Lwesondo, Urhwebo Lokuxhaphaza Abantu, Nolwaphulo Mthetho Olucwangcisiweyo; Umxholo wesi-2: Ukulwa Urhwebo lokuxhaphaza abantu Ngenjongo Yesondo; Umxholo wesi-3: Amaxhoba Orhwebo Lokuxhaphaza Abantu Ngenjongo Yesondo; Umxholo wesi-4: Ubuqhophololo Nokunikezela; kunye noMxholo wesi-5: Imeko Yezentlalo Nomthamo Wengxaki. Kwenziwa inkcazelo enzulu netyebileyo yamava abathathi nxaxheba evelelwa ngokwendlela abantu bendawo abacinga nabazibona ngayo izinto. Ulwazi olufunyenweyo luquka izimvo eziyingxaki zabantu abakhuthaza ukugcinwa kwezinto zinjengoko zinjalo, malunga nohlolo olululo lorhwebo ngesondo eMzantsi Afrika, izimvo ngobunzima obubuthume kurhwebo lokuxhaphaza abantu ngenjongo yesondo kunye nemingeni emininzi eyayanyaniswa nophando lolwaphulo mthetho. Encochoyini yesi sifundo kukuhlakaza ingcingane exhakaxhaka yeenkqubo nokusetyenziswa kwayo kwiimeko ezikhoyo kumava abathathi nxaxheba. Kwacetyiswa indlela yokusebenzisa le ngcingane ekwenzeni icebo elinamandla nelisebenzayo lokulwa urhwebo lokuxhaphaza abantu ngenjongo yesondo. Kuthethelwa indlela yokusebenza ‘epheleleyo’ nengacuthi nto ekuqhubeni uphando v olusoloko luthathela ingqalelo ubuxhakaxhaka bolwaphulo mthetho namava emihla ngemihla abathathi nxaxheba abafaka isandla kuphando oluvelela iinkalo ezininzi kurhwebo lokuxhaphaza abantu ngenjongo yesondo. / Ukushushumbiswa kwabantu ukuze baxhashazwe ngokocansi, njengohlobo lokushushumbisa oluqoshwe phansi ngokudlula zonke ezinye izinhlobo emhlabeni wonke kanye naseNingizimu Afrika, yikona okugxilwe kukho kakhulu kulolu cwaningo njengoba kuyikona okungadala izingqinamba ezinkulu emizamweni yokubhekana nakho kube futhi kuyilona hlobo lobugebengu olungajeziswa kangako. Okunguwona mgomo walolu cwaningo yimizamo yomcwaningi egqugquzelwa ngukufuna kwakhe ukwazi ukuze aqonde lokho okubonwe ngababandakanyekayo abahlukahlukene abebebhekene ngqo nokuphenywa kodaba lokushushumbiswa kwabantu ukuze baxhashazwe ngokocansi. Kusetshenziswe indlela yokwenza ephathelene nokuqoqwa kwemininingwane engamaqiniso nokusetshenziswa kohlobo locwaningo olwahlukile kulolo olubheka ukwenzeka kwezinto ngokwemvelo maqondana nokuhleleka kwezinto ngokwesikhathi esilandela esezinto zesimanjemanje, nangendlela elandela umumo othize, njengegqugquzela ubukhona bokuqonda okuhlaba umxhwele ngokungajwayelekile. Kube khona izingxoxo eziningi ezihleliwe nezingahlelwanga ezenzeke esikhathini esiyiminyaka emihlanu yocwaningo, kwavakashelwa izizinda eziningi ezindaweni okuhwetshelwana kuzo ngocansi eziseNingizimu Afrika, kwaphinde kwaba nezingxoxo ezingama-91 ezijulile ngokuphonsa imibuzo engahleliwe ngokusemthethweni kubabambiqhaza abavela ezindaweni eziyi-15 ezilungele lolu cwaningo. Kuhlonzwe izingqikithi ezinhlanu eziqhamuke kulokho okubonwe ngababambiqhaza ngokuhlobana kwabo nophenyo lokushushumbiswa kwabantu ukuze baxhashazwe ngokocansi. Yilezi, Ingqikithi 1: Ukuhweba Ngocansi, Ukushushumbiswa Kwabantu Nobugebengu Obuhleliwe; Ingqikithi 2: Ukulwisana Nokushushumbiswa Kwabantu Ukuze Baxhashazwe Ngokocansi; Ingqikithi 3: Izisulu Zokushushumbiswa Ukuze Zixhashazwe Ngokocansi; Ingqikithi 4: Inkohlakalo Nokwenza Okungahambisani Nawe; neNgqikithi 5: Indikimba Kwezenhlalo Nobubanzi Benkinga. Kube sekwethulwa ngokucebile nangokujulile okubonwe ngababambiqhaza ngokwencazelo ehambisana nohlobo lwesifundo. Ulwazi olutholakele lubandakanya ukuvela kwalokho okuyinkinga okushiwo yilabo abalwela ubukhona bohwebo lwezocansi eNingizimu Afrika, ukuqondwa kwalokho okungekho lula ukukuqonda okuphathelene vii nokushushumbiswa kwabantu ukuze baxhashazwe ngokocansi kanye nezingqinamba ezishiyana ngokwezigaba ezihambisana nophenyo lwalobu bugebengu. Ekujuleni kocwaningo kube khona ukuhlaziya okubanzi ngokuhlakaza izinhlelo zezinzululwazi okungekho lula ukuziqonda nokusetshenziswa kwazo kulokho okusemqoka okubonwe ngababambiqhaza. Kuhlongozwe ukuba kusetshenziswe isu elisheshayo, elishubile nelizosebenza ngempumelelo elihlukene izigaba eziningi ezibheka konke elizolwisana nokushushumbiswa kwabantu ukuze baxhashazwe ngokocansi. Ukudingida kabanzi ngendlela 'ephelele' nengancike ndawo okumele ilandelwe uma kuphenywa nezobheka kokubili ukungabi lula kobugebengu okubhekenwe nabo kanye nokubonwa imihla ngemihla ngababambiqhaza abasiza ngokuthile ophenyweni olubheka okuningi okwahlukahlukene maqondana nokushushumbiswa kwabantu ukuze baxhashazwe ngokocansi. / Criminology and Security Science

Submitted by Maicon Juliano Schmidt (maicons) on 2015-04-18T13:34:29Z No. of bitstreams: 1 Isis da Costa Pinho.pdf: 4020024 bytes, checksum: e23e8e48a9a7db1bd90be0d18227c6d8 (MD5) / Made available in DSpace on 2015-04-18T13:34:29Z (GMT). No. of bitstreams: 1 Isis da Costa Pinho.pdf: 4020024 bytes, checksum: e23e8e48a9a7db1bd90be0d18227c6d8 (MD5) Previous issue date: 2013-03-27 / Nenhuma / A pesquisa em educação mediada por computador sugere que a tecnologia tem um grande potencial para o ensino-aprendizagem de línguas dentro de uma perspectiva colaborativa, já que potencializa o uso da língua e da tecnologia como fatores de mediação de construção e compartilhamento do conhecimento. Nesse contexto, uma educação de línguas de qualidade deve explorar as potencialidades das ferramentas digitais na promoção da interação social, em que os aprendizes são desafiados a mobilizar e transformar seus recursos linguísticos para construir conhecimento sobre a língua enquanto se esforçam para fazer sentido na língua estrangeira (LE). Assim, esta pesquisa caracteriza-se por ser um estudo de caso que visa investigar a produção de estudantes de graduação em Letras em tarefas colaborativas em inglês como LE em ambiente virtual, focando a mediação no processo de aprendizagem. A fundamentação teórica utilizada consiste de princípios da teoria sociocultural vygotskiana, a teoria dos sistemas complexos, de estudos na área de informática na educação e a pesquisa na aquisição de segunda língua e língua estrangeira. Os participantes dessa pesquisa foram alunos de graduação de Letras/Inglês de uma universidade particular do sul do Brasil. A geração de dados ocorreu em três encontros no laboratório de informática realizados para complementar a disciplina de Inglês 3 com uma sequência de tarefas colaborativas de produção oral através de recursos multimídia e ferramentas digitais online. O espaço virtual utilizado foi o wiki online PBworks por permitir a interação colaborativa e o compartilhamento da produção entre todos seus usuários. As tarefas colaborativas envolveram discussões de vídeos curtos do Youtube em inglês como LE pelos aprendizes a partir de questões de interpretação através da ferramenta de conversa eletrônica Skype. Após cada tarefa, as duplas foram chamadas a ouvir a sua gravação e refletir sobre a sua produção no Skype, a tarefa e a sua aprendizagem, processo colaborativo que foi também gravado. Ainda, no final dos três encontros, os aprendizes responderam a um questionário que procurou investigar as suas percepções sobre as tarefas realizadas e a experiência de uso da tecnologia na aprendizagem da LE. A análise dos dados focou cinco fatores de mediação da aprendizagem de LE, quais sejam, a colaboração, o andaimento, a metafala, a tarefa e a tecnologia. Os resultados deste estudo apontam para os benefícios de tarefas colaborativas apoiadas pela tecnologia para a aprendizagem de inglês como LE ao promover um ambiente de intensa exploração, aplicação e modificação de língua apoiadas pela construção conjunta de conhecimento a partir do foco no erro como oportunidade de aprimoramento da produção. Além disso, observou-se que o uso da tecnologia para aprendizagem de línguas possibilitou que os estudantes visualizassem as possibilidades pedagógicas das ferramentas e recursos para a sua futura prática docente. Finalmente, esta pesquisa pretende prover dados e discussão para a melhoria da pesquisa em Linguística Aplicada, Aquisição de Segunda Língua e Língua Estrangeira e Aprendizagem de Línguas Mediada por Computador, somando-se a estudos sobre tarefas colaborativas sob a perspectiva da teoria sociocultural e da complexidade. / Research on computer-mediated education suggests that technology has a great potential for the teaching and learning of languages from a collaborative perspective, since it enhances the use of language and multimedia as mediational means of construction and sharing of knowledge. Within this context, a quality language education should exploit digital tools’ potentialities in fostering social interaction, in which the learners are challenged to mobilize and transform their linguistic resources to build knowledge about language while they struggle to make meaning in the foreign language. Thus, this research is a case study that aims to investigate the production of undergraduate students in collaborative tasks in English as a foreign language (EFL) in a virtual environment, focusing on the mediation in the learning process. The theoretical framework used in this study consists of vygotskian sociocultural theory principles of learning, complex systems theory, studies in the area of computers in education, and second language and foreign language acquisition reserch. Participants in this study were undergraduate students of Languages/English from a private university in southern Brazil. The data generation was carried out during three classes in the computer lab designed to complement the discipline of English 3 with a series of oral production collaborative tasks through online multimedia resources and digital tools. For the virtual space it was used PBworks wiki as it enables collaborative interaction and sharing of production among all its users. The collaborative tasks envolved EFL chat discussions of Youtube short videos by the learners in pairs based on comprehension questions over Skype. After each task, the dyads were asked to listen to their recordings and reflect on Skype upon their production, the task, and their learning, a collaborative process that was recorded too. Still, in the end of the three classes students answered a questionnaire designed to investigate their perception on the tasks done and the whole experience of using technology to learn a FL. Data analysis focused on five mediational factors of EFL learning, i. e. collaboration, scaffolding, metatalk, task and technology. The results of the present research point to the benefits of collaborative tasks for EFL learning as they fostered an environment of intense exploration, application and modification of language supported by the joint construction of knowledge from focus on error as an opportunity for production improvement. Moreover, it was observed that the use of technology for language learning allowed students to visualize the educational possibilities of tools and resources used for their future teaching practice. Finally, this research intends to provide data and discussion for the improvement of research in Applied Linguistics, Second and Foreign Language Acquisition and Computer-Mediated Language Learning, adding to studies on collaborative tasks from the perspectives of sociocultural and complex systems theory.