Abstract The disquiet around parent-school relationships is the focus of this study. During transitioning to high school, the boundaries around this relationship changes. Few studies have addressed these changes, particularly from parents’ perspectives. It is parents’ voices which are central to this study. This dissertation uses the standpoint of parents, which is often absent or silent in educational literature and research. Within a critical and constructivist paradigm, and influenced by Institutional Ethnography, two elementary schools (divergent in race, social class, ethnicity and immigrant status) and one high school are the sites for interviews with 14 parents and 13 educators. 11 parents were re-interviewed after their children entered high school. Four questions were addresses: How has parent involvement come to be understood? How is the parent-school relationship experienced by parents and educators? How and why are decisions made around the transition and school choice process? Do parents’ perceptions align/vary from those of educators? Based on historically constructed notions and assumptions, parent involvement is usually understood as a visible and public demonstration of appropriate and caring parenting ignoring interactions outside of the public’s gaze. Illustrated through Parent Council membership, parent involvement is gendered, classed, culturally related and race, ethnic and immigrant status specific. Some parents had more social, cultural, economic and emotional capital to bring to the transition process, while others were marginalized and had to rely on/trust the education system. School and Board policies and procedures were examined and their varied affects on parents’ experiences and choices analysed. Educators assisted in disseminating assumptions around parent-school relationships and contributed to inequitable parent knowledge, partially as a result of too little training. By examining social, economic and cultural positioning of parents within local school communities, positive parent-school relationships can be nurtured, which political pundits and educationalists have failed to accomplish. During transitioning, organization and social discontinuities contributed to parent and school disconnects and constructed borderlands in the parent-child-school relationship. This study evidenced the fragility of the parent-school relationship, especially during this vulnerable time for parents and thus, reflective questions are presented in hope of initiating a crucial conversation in local school communities.

Poststructuralist and other critical analyses of sexuality, gender and identity are used to examine how New Zealand and Danish young adults drew on and challenged available discourses as they responded to representations of sexual interactions in the film Chasing Amy. The conversations about sexual practices in mixed gender, women only and men only focus groups illustrate the complex ways in which people construct their identities using subject positions available to them in different contexts as they responded to the movie, the talk of others and the researcher. The strengths and limitations of this approach to facilitating talk are examined as well as the conversations that occurred. The ways in which researchers in New Zealand and Denmark are themselves discursively positioned as theorists and investigators of gender and sexuality is also examined. The thesis illustrates how multiple connections and differences emerge across national and local environments. Talk about sexual negotiations among young adults recruited through university student networks suggests that assumptions about agency, sexual autonomy, reciprocity and women’s and men’s equal right to enjoy sex are still gendered while also challenging traditional understandings about men, women and sexual pleasure. This was, for example, highlighted in talk about receiving and giving oral sex in long-term heterosexual relationships and the ‘need’ for women to explore their bodies and become ‘capable (s)experts’ through masturbation. The thesis finally explores how gendered collective and individual identities sometimes intersect with social identities associated with ethnicity, religion, nationality and sexual identification. These intersections disrupt attempts in cross-national projects – including this thesis research – to form conclusions about national differences and other social identities.

Made available in DSpace on 2016-12-12T20:34:14Z (GMT). No. of bitstreams: 1 Dis tede.pdf: 5792426 bytes, checksum: b90942a01c13b5e8ab57ca11617c026e (MD5) Previous issue date: 2005-03-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work has as its main objective to show that several statistical information published in print media (newspapers and magazines) suffer distortions, both technical as well as semantic, whether by lack of knowledge of those who publish, either by intentional manipulation. Through the analysis of cases, seeking to show the misconceptions presented in terms of statistical information. It is intended to build a line of analysis which help to obtain more accurate conclusions on the part of readers / Esta dissertação tem por principal objetivo mostrar que várias informações estatísticas veiculadas na mídia impressa (jornais e revistas) sofrem distorções, tanto do ponto de vista técnico quanto semântico, seja por falta de conhecimento daqueles que as publicam, seja por manipulação intencional. Através da análise de casos, busca-se mostrar os equívocos eventualmente apresentados em termos de informações estatísticas. Intenciona-se dessa maneira, construir uma linha de análise que contribuirá para a obtenção de conclusões mais precisas por parte dos leitores

A Análise Crítica do Discurso (ACD) ocupa-se em investigar e estudar diferentes meios de poder que são perpetrados através da prática discursiva. Outrossim, a re-produção e o combate a esses discursos hegemônicos são preocupações da ACD. Nesse sentido, a presente pesquisa objetivou analisar o Livro Didático (LD) aplicado em curso de Letras (Língua Inglesa) a partir do arcabouço teórico da ACD. O olhar inquisitivo da pesquisa direcionou-se às representações das comunidades linguísti-cas anglofônicas no material analisado. Partindo dessa ideia, o objetivo geral da pesquisa foi analisar, a partir da ACD, o Livro Didático utilizado em formação de pro-fessores no ensino superior (Letras Língua Inglesa) quanto à representação do mundo anglofônico. Objetivou-se, especificamente, investigar a ideologia e hegemo-nia que compõem o discurso do material, compreender o ethos discursivo e a inter-discursividade que subjazem no discurso do LD, bem como identificar o discurso etnocêntrico que contém relações de dominação. O LD utilizado no estudo foi o New Framework 2. Para a persecução dos objetivos, a Fundamentação Teórica da pes-quisa foi baseada nos postulados de teóricos da ACD, como Fairclough (2001), Van Dijk (1997; 2012), Maingueneau (1997; 2008; 2013) e Amossy (2014). A pesquisa também fundamentou-se em teóricos dos estudos culturais, sociologia, história e educação (ensino/aprendizagem de Línguas Estrangeiras), como Hall (2003; 2006), Goffman (2014), Lacoste (2005) e Thompson (2011). O estudo mostrou que o LD, utilizado em curso superior de formação de professores, transmite uma determinada ideologia que será repassada adiante em salas de aulas. Isto é, há um discurso he-gemônico que encontra sua maneira de perpetuar-se. / Critical Discourse Analysis (CDA) is concerned with the investigation and study of different means of power that are perpetrated through the discourse practice. Fur-thermore, the reproduction and the combat to these hegemonic discourses are con-cerns to the CDA. In this sense, the present research aimed to analyze a Textbook, which is academically used in an English Language Course to form English teachers at a University, under the CDA theoretical framework. The inquisitive look of the re-search is directed to the representations of the anglophonic communities in the ana-lyzed material. From this idea, the general objective of the research was to analyze, from the CDA perspective, the representations of the anglophonic world in the Text-book. It was also aimed to investigate the ideology and hegemony that encompass the discourse of the Textbook, to comprehend the discursive ethos and the interdis-cursivity underlying the speech of the Textbook, as well as to identify possible ethno-centric discourse containing relations of domination. The Textbook used in this study was The New Framework 2. In order to pursuit the objectives, the Theoretical Framework was based on different CDA theoreticians, such as Fairclough (2001), Van Dijk (1997; 2012), Maingueneau (1997; 2008; 2013) and Amossy (2014). The research was also based on theoreticians from the cultural studies, sociology, history and education (teaching/learning of Foreign Languages), such as Hall (2003; 2006), Goffman (2014), Lacoste (2005) and Thompson (2011). The study showed that the Textbook utilized in the research transmits a certain ideology that will be passed on in classrooms; meaning that there is an hegemonic discourse that finds its way to be perpetuated.

Submitted by Luciana Sebin (lusebin@ufscar.br) on 2016-09-21T13:01:56Z No. of bitstreams: 1 DissGBO.pdf: 8067578 bytes, checksum: 34bc053b88b971be29fbb2f7f725c780 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-23T18:21:38Z (GMT) No. of bitstreams: 1 DissGBO.pdf: 8067578 bytes, checksum: 34bc053b88b971be29fbb2f7f725c780 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-23T18:21:42Z (GMT) No. of bitstreams: 1 DissGBO.pdf: 8067578 bytes, checksum: 34bc053b88b971be29fbb2f7f725c780 (MD5) / Made available in DSpace on 2016-09-23T18:21:49Z (GMT). No. of bitstreams: 1 DissGBO.pdf: 8067578 bytes, checksum: 34bc053b88b971be29fbb2f7f725c780 (MD5) Previous issue date: 2015-08-14 / Não recebi financiamento / Scientific discoveries and large experiments usually become object for mass media and scientific disclosure. Contact with this material can, in many ways, contribute to the teacher's work in the classroom. This paper has the objective of studying the potential use of this material in the classroom, through the different dimensions this material can emcompass. Initially, a wide outlook of the insertion of modern and contemporary physics in high school is presented, with it's justifications and challenges. Some characteristics and possibilities for the use of scientific disclosure materials in class are also presented, under the viewpoint of authors located within this interface between education and communication. This paper focuses on what is called the "LHC Case", referring to media material associated to the particle accelerator LHC (Large Hadron Collider), as contextualizing elemnt for particle physics teaching, and also as motivator for other questions, like the relationship between science and society, among other things. A description of a set of newspaper articles about the LHC case published between 2006 and 2013 is presented, as well as a critical analysis of this set, using a few criteria such as the news theme, focus and content. From this analysis of the news, a minicourse was elaborated and ministered for students of UFSCar's college preparatory course, as a space for data collection, with the purpose of evaluating the potential use of media disclosed news in the selection and development of content related to modern physics in high school. Results point at the possibility of the use of news in classes, fulfilling different roles according to the teacher's objective. In the LHC case, the possibility of using news with different characteristics to motivate discussions which establish relations with science, technology and society has proven feasible and interesting, as it can contribute for the construction of a less distorted and more critical view of science, and giving meaning to the teaching of particle physics in high school. / Descobertas científicas e grandes experimentos são muitas vezes objeto das grandes mídias e da divulgação científica. O contato com estes materiais pode, de várias formas, contribuir para o trabalho do professor em sala de aula. O presente trabalho tem como objetivo estudar a potencialidade do uso destes materiais em sala de aula, a partir das diferentes dimensões que estes materiais podem tanger. Inicialmente, é apresentado um panorama da inserção de física moderna e contemporânea no ensino médio, suas justificativas e seus desafios. Também, são apresentadas algumas características e possibilidades da utilização de materiais de divulgação cientifica na sala de aula, à luz de autores localizados nesta interface entre Educação e Comunicação. Este trabalho foca no que chamamos de “Caso LHC”, que se refere a materiais midiáticos associadas ao acelerador de partículas LHC (Large Hadrons Collider), como elemento contextualizador para o ensino de física de partículas, mas também como motivador para outras questões, como a relação entre a ciência e a sociedade, entre outros. É apresentada uma descrição de um conjunto de notícias publicadas entre 2006 e 2013 que tratam do caso LHC, bem como uma análise crítica deste conjunto, a partir de alguns critérios, como tema, foco e conteúdo das notícias. A partir deste conjunto de notícias analisado, foi elaborado e ministrado um minicurso para alunos do Cursinho pré-vestibular da UFSCar, como espaço de coleta de dados, com o objetivo de avaliar o potencial de utilização de notícias divulgadas pela mídia na seleção e desenvolvimento de conteúdos relacionados à física moderna no ensino médio. Os resultados apontam para a possibilidade do uso de notícias em sala de aula, cumprindo diferentes papéis a partir do objetivo do professor. No caso LHC, a possibilidade de utilizar notícias com diferentes características para motivar discussões que estabelecem relações com a ciência, tecnologia e sociedade se mostrou factível e interessante, visto que pode contribuir para a construção de uma visão de ciência menos distorcida e mais crítica, e dando sentido ao ensino de física de partículas no ensino médio.

Made available in DSpace on 2014-12-17T15:07:16Z (GMT). No. of bitstreams: 1 DerliMO_TESE.pdf: 3084784 bytes, checksum: 94db9c6aa7de820af00856e8957f6505 (MD5) Previous issue date: 2013-04-08 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Situated on Applied Linguistics (PENNYCOOK, 1998; MOITA LOPES, 2003, 2006, 2008, 2009), this thesis, which is inscribed in a qualitative-interpretative approach of a critical analysis perspective , lies on the speech of social responsibility and the way like that is employed in seeking for legitimacy and prestige within the neopentecostal brazilian religious field, more specifically of the Universal Church of the Kingdom of God. The general goal of this research is t reflect upon the speech on social responsibility and the rethoric of selfpromotion of the Universal Church through the role of social actors in the making of his her identities, materialized in the newspaper Folha Universal. In order to achieve that, we have conjugated, in this research, social and discursive analysis. On the linguistic-discursive approach, the research is based on the Critical Analysis of Discourse (ACD), specially in Fairclough (2001, 2003, 2006), a proposal that provides theoretical-methodological tools to investigate the language beyond the linguistic structures , that is, the discourse, social practices in which it occurs and more ample structures. Theoretical assumptions were also used of Sistemico-Functional Linguistics(LSF), matching with categories of the Transitivity System of Halliday (1994, 2004), of the forms of representation of social actors in the socioeconomic perspective by Van Leeuwen (1997, 2008) and of the Appraisal system by Martin and White (2005). As we develop the argumentation on thesobre social role of religion in this thesis, we make use of the authors such as Freston (1994), Oro (1997, 2003), Campos (1996, 1999), Mariano (1999), Meneses (2008), among several ones. We have also used a series of concepts and categories coming from the field of communication and marketing on the business social responsability and social marketing . In this area, we take as references the contributions of Bueno (2003), Foss? and Sartoretto (2003) and Zenone (2006). The corpus of the work is framed by news taken at the newspaper Folha Universal, in which are given the social responsibility actions of the church . The timeframe used was on the editions of 2010 thru 2012. Results found at he analysis of the News lead to semantic features of Assessment of Affection, Judgment and Appreciation, many times followed by Gradation, and the Attribution, one of the subsystems of the Attachment, are evidence of positive assessments for the Universal Church and its agents and make up rethorical elements which provide structure for the discourse of the Universal Church at the newspaper Folha Universal consisted of its image (style) of social responsibility . Results show that the most frequente social actors of the discourse are, on one hand, the Universal Church itself and its volunteers, famous (actors, actresses, presenters), politicians and authorities, on the other hand, the population which was helped by the Church social projects . The first group seems to be Always activated, however the second one, most of the time rather passive. These are also represented by assimilation in most of the occurrences, however the other ones by individualization and nomination entitled by honorification, except for the volunteers that are represented either as an individual, or as a group / Situada na Lingu?stica Aplicada (PENNYCOOK, 1998; MOITA LOPES, 2003, 2006, 2008, 2009), esta tese, que se inscreve em uma abordagem qualitativo-interpretativista de perspectiva analista critico, se debru?a sobre o discurso da responsabilidade social e a forma como este ? empregado na busca por legitima??o e prest?gio dentro do campo religioso neopentecostal brasileiro, mais especificamente da Igreja Universal do Reino de Deus. O objetivo geral desta pesquisa ? refletir sobre o discurso da responsabilidade social e a ret?rica da autopromo??o da Igreja Universal atrav?s do papel dos atores sociais na constru??o de sua(s) identidade(s), materializados no jornal Folha Universal. Para isso, conjugamos, nesta pesquisa, an?lises sociais e discursivas. Na faceta lingu?stico-discursiva, a pesquisa se baseou na An?lise Cr?tica do Discurso (ACD), principalmente em Fairclough (2001, 2003, 2006), uma proposta que fornece ferramentas te?rico-metodol?gicas para investigar a linguagem al?m das estruturas lingu?sticas, ou seja, o discurso, as pr?ticas sociais nas quais ele ocorre e as estruturas sociais mais amplas. Tamb?m foram utilizados pressupostos te?ricos da Lingu?stica Sist?mico-Funcional (LSF), combinando categorias do Sistema de Transitividade de Halliday (1994, 2004), das formas de representa??o de atores sociais na perspectiva s?ciosem?ntica de van Leeuwen (1997, 2008) e do Sistema de Avaliatividade de Martin e White (2005). Ao desenvolvermos a argumenta??o sobre a fun??o social da religi?o nesta tese, servimo-nos de autores como Freston (1994), Oro (1997, 2003), Campos (1996, 1999), Mariano (1999), Meneses (2008), entre outros. Utilizamos tamb?m uma s?rie de conceitos e categorias advindas do campo da comunica??o e marketing sobre a responsabilidade social empresarial e o marketing social. Nesta ?rea, tomamos como refer?ncias as contribui??es de Bueno (2003), Foss? e Sartoretto (2003), Bonotto e Peruzzolo (2003) e Zenone (2006). O corpus do trabalho ? constitu?do por not?cias veiculadas no jornal Folha Universal, nas quais s?o noticiadas as a??es de responsabilidade social da igreja. O recorte temporal estabelecido ficou sobre as edi??es dos anos de 2010 a 2012. Os resultados encontrados na an?lise das not?cias sinalizam que os tra?os sem?nticos de Avaliatividade do tipo Afeto, Julgamento e Aprecia??o, muitas vezes acompanhados de Grada??o, e a Atribui??o, um dos subsistemas do Engajamento, evidenciam avalia??es positivas para a Igreja Universal e seus agentes e constituem elementos ret?ricos estruturadores do discurso da Igreja Universal no jornal Folha Universal constitutivos da sua imagem (estilo) de responsabilidade social. Os resultados mostram que os atores sociais mais frequentes no discurso s?o, de um lado, a pr?pria Igreja Universal e seus volunt?rios, os famosos (atores, atrizes, apresentadores), pol?ticos e autoridades, e de outro, a popula??o assistida pelos projetos sociais da Igreja. O primeiro grupo aparece sempre ativado, j? esse ?ltimo, na maioria das vezes, passivado. Estes tamb?m s?o representados por assimila??o em boa parte das ocorr?ncias, j? aqueles por individualiza??o e nomea??o titulada por honorifica??o, com exce??o dos volunt?rios que ora s?o representados de forma individualizada, ora como grupo

The diploma thesis deals with the creation of a business development strategy in the field of remote water readings. Based on the analysis of the external and internal environment, weaknesses and strengths as well as opportunities and threats are identified, which are arranged in a SWOT matrix. With the help of critical analysis, a proposal for a company development strategy is developed, the implementation of which is to improve the company's position on the market.

This master’s thesis solves the problem of subcontracting. It analyzes the company of IMOS Zlín s.r.o., it recommends requirements for development of subcontracting in the company based on critical analysis in real building contract, which the company realized in the past.

Diplomová práce se zaměřuje na hodnocení finanční situace konkrétní společnosti a na rozbor vnějšího a vnitřního okolí firmy, která ovlivňují výkonnost společnosti. Cílem je navrţení opatření na základě zjištěných skutečností tak, aby se posílila finanční stabilita a celková výkonnost společnosti.

MPM / Oliver Tambo Institute for Governance and Policy Studies.