ABSTRACT The primary goal of this study is to examine the reason of conflict between the administrative personnel and the teachers¡¦association; and the relationship among the modes of conflictive management, the reason of conflict, and the strategy of conflictive management. Firstly, the relevant literatures concerning the reason of conflict and the strategy of conflictive management at the schools were collected, reviewed, and analyzed. Secondly, the procedure of the study was presented and a questionnaire was designed. A pilot study was conducted and then the questionnaire was developeded. The subjects included 778 administrative personnel chosen from 51 public elementary schools through stratified random sampling. In this study, 644 copies of questionnaire were collected, and the total valid copies were 600. The percentage of questionnaire was as high as 85.7%. Following that, the statistic methods including descriptive analyses, t-test, one-way ANOVA, randomized block design ANOVA, and Pearson correlation were applied to analyze the data. The major findings of this study are as follows: 1. With respect to the reasons of conflict between the administrative personnel and the teachers¡¦association, uncertain responsibilities is the most common variables, the unequal distribution of interests and bad communication the second, and different values the least. 2. The strategies used to cope with the conflict between the administrative personnel and the teachers¡¦ association were collaboration, compromise, competition, accommodation, and few avoidance. 3. The reasons of the conflict between the administrative personnel and the teachers¡¦ association were different in some parts with the background variables. 4. The strategies used to cope with the conflict between the administrative personnel and the teachers¡¦ association were different in some parts with the background variables. 5. The correlation between the administrative personnel¡¦s perception of the conflict and the strategies they use was significantly related. Based on the findings mentioned above, some suggestions are proposed as the following: 1. The educational authorities should enhance principals¡¦ leading skills and assist the teachers¡¦ associations at schools in developing and performing appropriately. 2. The school leaders should facilitate the opportunities of communication between the administrative personnel and teachers. Moreover, the clear demarcation of the staff¡¦s responsibility and the methods to solve the conflict should be made as well. 3. The administrative personnel should improve their skills in communication. In addition, the collaboration between the administrative personnel and the teachers¡¦ association should also be promoted. 4. For further studies, some other suggestions regarding the subjects, research methods, and research variables are proposed. Key words: elementary school, administrative personnel, conflictive reason, strategy of conflictive management

Master's thesis China, India and the armed conflict potential in South East Asia is concerned with the current relations of mentioned countries and is trying to figure out, if an outburst of a military conflict between them could occur or whether they will rather cooperate. The thesis is based on the notion that these two world giants in the terms of number of inhabitants, area and even a GDP volume have an unresolved border dispute, ever since the India reached independence. Their mutual border has never been officially demarcated. The small skirmishes between the border patrols of both states are uncountable. In addition, in 1962 they waged a war against each other, which China won in very decisive manner. Both states have been disputing which side caused this conflict till today. Rising economic power of both states currently, together with supposed arming, development of military rocket and submarine technology capable to carry nuclear warheads and establishment of naval bases by China in the proximity of India could create a really effervescent atmosphere in the area. The thesis is divided into six chapters. First chapter introduces the topic. Second chapter establishes the theoretic framework, which is underpinning the research. The other chapters are empirical. The main areas of the analysis...

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2016-05-04T13:16:56Z No. of bitstreams: 1 Vanessa da Silva Marques_.pdf: 860422 bytes, checksum: b818a5ad710f169f80ff32d917dc72fa (MD5) / Made available in DSpace on 2016-05-04T13:16:56Z (GMT). No. of bitstreams: 1 Vanessa da Silva Marques_.pdf: 860422 bytes, checksum: b818a5ad710f169f80ff32d917dc72fa (MD5) Previous issue date: 2016-03-01 / Nenhuma / Este trabalho apresenta uma pesquisa-ação participante, que contou com a participação de nove docentes atuantes no Programa Jovem Aprendiz (PJA). Entre as referências utilizadas, destacam-se Miguel Ángel Zabalza como aporte ao uso do Diário de Aula (DA) e Daniel Goleman com a teoria da Inteligência Emocional (IE) nas relações de trabalho. Os docentes participaram de um Programa de Desenvolvimento Docente (PRODED), onde foram apresentados ao DA e convidados a registrar seus conflitos vivenciados em sala de aula. O DA é o principal instrumento de pesquisa deste estudo, que teve como objetivo analisar a IE diante de situações conflitivas na prática docente, a partir de um processo de formação-investigação. A análise de dados foi realizada com base na Análise Textual Discursiva (ATD) a partir de quatro categorias a priori, sendo elas: conflitos em sala de aula, reações diante das situações conflitivas, emoções e reflexão sobre a prática. A análise revelou que a reação dos docentes diante das situações conflitivas foi de paralisação, ações imediatistas e ações ponderadas para manejar situações relacionadas aos alunos que não participaram das atividades, que desrespeitaram as regras e que foram agressivos verbalmente. A análise das categorias emoções e reflexão sobre a prática apontou que dentre as diversas emoções mencionadas pelos docentes, o medo, a tristeza e a raiva foram as emoções primárias manifestadas nas situações conflitivas. Essas situações foram relacionadas ao comportamento dos alunos, violência, risco de vida, situações onde o próprio docente percebeu-se incompetente e impotente, desesperança na mudança de comportamentos dos alunos e também por não conseguirem controlar e evitar algumas situações. A categoria reflexão sobre a prática discorreu sobre relatos dos docentes relacionados ao seu processo reflexivo, suas dificuldades e medos, e sobre suas competências, satisfações e desafios diante desta profissão. Os resultados deste estudo apontaram que a reflexão sobre a prática, a partir do uso do DA, contribui para a identificação das emoções e da releitura sobre as ações e reações dos docentes diante das situações conflitivas. Por fim, destaca-se a contribuição da Psicologia para o campo da Gestão Educacional, pois o estudo sobre as emoções e comportamento humano revela-se um grande aporte no apoio aos docentes, com a proposição do exercício sobre a reflexão da prática. Por conseguinte, a reflexão sobre a prática também estimula o autoconhecimento docente e o desenvolvimento da Inteligência Emocional para a gestão dos conflitos vivenciados em sala de aula. / This paper presents a participating research-action, counting upon the participation of nine teachers working at Young’s Apprentice Program (YAP). Among the references used we point out Miguel Angel Zabalza as a support to the usage of the class diary and Daniel Goleman with the Emotional Inteligence theory. The teachers have participated in a Teachers Development Program (PRODED), where they have been introduced to the class diary and invited to register the conflicts experienced in the classroom. The class diary (CD) is the main research instrument of the present study, which had as its main objective, analyze the teaching practice and the emotional intelligence when facing conflictive situations, starting from a process of formation – investigation through the use of the class diary. The data analysis was done based on Discursive Textual Analysis (DTA) starting from four categories, being: classroom conflicts, reactions when facing conflictive situations, emotions and reflections about the practice. The analysis of the classroom conflicts and reactions when facing conflictive situations revealed the teachers are presenting paralisation, imediatist actions and ponderate actions to manage situations related to the students which not participate on the activities, disrespect the rules and are verbally aggressive. The analysis of the categories emotions and reflections about the practice, pointed out that among the several emotions mentioned by the teachers, fear, sadness and anger were the primary emotions they manifested in the conflictive situations. Those situations were related to the student´s behavior, violence, life risk, i.e., situations where the teachers felt impotent, incompetent, hopeless in changing student´s behavior and also because they can´t control and avoid some situations. The category reflection about the practice discussed about the teacher´s reports related to their reflexive process, difficulties and fears and about their competences, satisfaction and challenges of this profession. The results of this study, shown the reflection about the practice, starting from the use of the CD contribute for the identification of the emotions and the re-reading about the teacher’s actions and reactions facing conflictive situations. Finally, we point out the contribution of the psychology for Educational Management field, since the study of the emotions and human behavior reveal as being of a big contribution to support the teachers, proposing the exercise about practice reflection. Consequently, the reflection about the practice also stimulates the teachers self knowledge and the development the emotional intelligence for managing the classroom conflicts.

Made available in DSpace on 2016-04-28T20:40:06Z (GMT). No. of bitstreams: 1 Adriana Soares Sampaio.pdf: 832866 bytes, checksum: 72e24ef17104472b3991d731a33054a0 (MD5) Previous issue date: 2009-06-09 / Fundação Ford / The purpose of this research study is to apprehend the experiences underwent by black women with high blood pressure, based on such concepts as social humiliation (GONÇALVES, 1998) and traumatic conflictive situation (PODKAMENI, GUIMARÃES, 2008). It first started with a bibliographic research of published papers in scientific journals as they represent important means to convey research carried out on the subject matter. The methodological strategy chosen consisted of a meeting, for interview purposes, with 15 women, residents of Rio de Janeiro, identifying themselves as black. The data underwent a qualitative analysis using the nuclear meanings (AGUIAR, OZELLA, 2006) allowing for the aggregate of the tackled themes to cluster into 11 groups: Reason why my hypertension is emotional; High pressure and be a woman; Always living in fear; I let go until I have a big crisis; I felt pain in the nape of my neck; I do not mean to say that a child hinders, but it is a serious matter; If I knew that my pregnancy would be of high-risk; The medicine and its reactions; The doctor and the staff; This is the Baixada, my dear; He cursed my mother in every way. In this way, the possibility was opened to identify how the experience of the hyper tense black woman is part of a multidetermined network, which in turn contributes significantly to the health worsening of this population. The researcher s intention is to contribute with this research study to build up an instrument to qualify professionals and, in this manner, enable them to attend the necessities of this specific group of the population / Esta pesquisa tem como objetivo apreender as vivências das mulheres negras com hipertensão, apoiando-se para tal nos conceitos de humilhação social (GONÇALVES FILHO, 1998) e de situação conflitual traumatizante (PODKAMENI, GUIMARÃES, 2008). Em um primeiro momento, foi realizada a busca de artigos publicados sobre o tema em periódicos científicos, por eles serem importantes espaços de veiculação de pesquisas realizadas sobre o tema. Como estratégia metodológica, optou-se por realizar um encontro para entrevistas, em que participaram 15 mulheres residentes do estado do Rio de Janeiro e que se identificavam como negras. A análise de dados foi efetuada utilizando núcleos de significação (AGUIAR; OZELLA, 2006) que possibilitaram agregar vários temas abordados em 11 conjuntos: Por que a minha pressão é emocional; Ser mulher e a pressão alta; Vivo morrendo de medo o tempo todo; Fui deixando até eu ter uma crise braba; Eu sentia dor na nuca; Não é dizer que filho atrapalha, mas é coisa séria; Se eu soubesse que a minha gravidez era de risco; O medicamento e as reações; O médico e a equipe; Aqui é Baixada, meu amor; Ele xingou a minha mãe de tudo quanto foi nome. Dessa maneira foi possível identificar como a vivência da mulher negra hipertensa está inserida em uma rede de multideterminações, a qual contribui significativamente para os agravos à saúde dessa população. A intenção da pesquisadora é que este trabalho possa contribuir para a construção de um instrumental que habilite profissionais para atender às necessidades desse grupo específico

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Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal.