This diploma thesis process design documentation of municipal authority building in Ivanovice na Háné, near Vyškov. The building is designed as two-floor free standing house, without basement on flat terrain, not surrounded by any objects. Floor plan is irregular, the height of building is different in some parts. The building has three provisionally parts, the municipal authority building, technical services and library. The construction system consists of full-wall wood panels Novatop. Project documentation was processed for realization building in computer program Archicad.

O presente estudo tem por objetivo identificar, analisar e comparar as representações culturais de estudantes brasileiros em mobilidade estudantil sobre a França: antes e depois dos primeiros seis meses da experiência de intercâmbio no país estrangeiro. A pesquisa foi realizada com um grupo de estudantes da Escola Politécnica da Universidade de São Paulo (Poli-USP), selecionados para realizar o programa de Duplo Diploma em uma instituição de ensino superior na França e que fizeram o Curso de Francês para Iniciantes (CFI), módulo Mobilité France, oferecido pelo Centro Interdepartamental de Línguas da Faculdade de Filosofia, Letras e Ciências Humanas. O referencial teórico desta pesquisa baseia-se nos conceitos de representações sociais e culturais presentes em Moscovici (1990) e Jodelet (1990), também retomados por Seca (2003) e Castellotti & Moore (2002), que trazem a definição de estereótipo. Relações entre língua e cultura, e abordagem intercultural no contexto de ensino-aprendizagem de Francês Língua Estrangeira (FLE) são temas apresentados e discutidos com base em Abdallah-Pretceille (2005), Castellotti & Moore (2002), Windmüller (2011), Puren (2005), Cuq (2003), De Carlo (1998), Beacco (2000). A metodologia de pesquisa é qualitativa e consiste em uma coleta inicial de informações sobre o contexto e a demanda atual para a internacionalização, seguida pela coleta de dados por meio de pré-teste, entrevistas semiestruturadas e questionários com os alunos do grupo participante da pesquisa e, por fim, pela análise de conteúdo dos dados obtidos. Pretende-se, com isso: 1) identificar e comparar as representações culturais dos participantes; 2) discutir os impactos da experiência de intercâmbio na formação desses estudantes; 3) fornecer dados de reflexão para a preparação linguística e cultural de estudantes que almejam participar de um programa de mobilidade internacional universitária na França. / This study aims to identify, analyze and compare the cultural representations of Brazilian students in student mobility over France: before and after the first six months of the experience of exchange in the foreign country. The survey was conducted with a group of students from the Polytechnic School of the University of São Paulo (Poli-USP), selected to perform the Double Degree program at an institution of higher education in France and who have taken the French for Beginners Course (CFI), France Mobility module, offered by the Language Centre of the Faculty of Philosophy, Letters and Human Sciences. This research theoretical framework is based on the concepts of social and cultural representations, presented by Moscovici (1990) and Jodelet (1990), also taken up by Seca (2003) and Castellotti & Moore (2002), which brings up the notion of stereotype. Relations between language and culture, and intercultural approach in the teaching and learning context of French as Foreign Language (FLE) are themes presented and discussed based on Abdallah-Pretceille (2005), Castellotti & Moore (2002), Windmüller (2011), Puren (2005), Cuq (2003), De Carlo (1998), Beacco (2000). The research methodology is qualitative and consists of an initial collection of information about the context and the current demand for internationalization, followed by collecting data through pre-test, semi-structured interviews and questionnaires with the students of the participating group research, and finally the content analysis of the data. The aims are these: 1) identify and compare the cultural representations of the participants; 2) discuss the impact of the experience of exchange in these students education; 3) provide reflection data for linguistic and cultural preparation of students who aim to join a university international mobility program in France.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-07-25T11:51:55Z No. of bitstreams: 1 Karem Datti Ragnev.pdf: 1233163 bytes, checksum: a3bba5ff1c2bacca2468234637b2f780 (MD5) / Made available in DSpace on 2018-07-25T11:51:55Z (GMT). No. of bitstreams: 1 Karem Datti Ragnev.pdf: 1233163 bytes, checksum: a3bba5ff1c2bacca2468234637b2f780 (MD5) Previous issue date: 2018-05-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research aims to present the phenomenon the teacher´s perception about the tablet in high school dual-diploma program in Brazilian schools from the perspective of complexity. The phenomenon emerges from the interpretation of the participants’ written records about the use of tablets in their professional and personal contexts. Tablets are a type of mobile device (MD), light weighted, and portable. With a tablet device, it is much easier to access the internet at any time at any place, searching and sharing information at the tip of one´s finger. The learning process is to happen inside and outside the classroom changing and facilitating people´s routine at a tremendous and continuous transformation process. In scholar settings, these changes may raise several assumptions and doubts about its use and potentialities. Thus, this research aims to describe and interpret the phenomenon mentioned above in order to seek for the answer for this enquiry: what is the nature of the phenomenon of the teacher´s perception about the tablet in high school dual-diploma program in Brazilian schools from the perspective of complexity? The theoretical foundation of this research is the theory of complexity by Morin (2005, 2010, 2011, 2013, 2015, and 2016). Furthermore, (a) some other studies concerning the changes in the student´s learning profile and the teacher´s profile in this new technological era by Moran (1995); (b) about the relationships between the new digital cultural scenarios with the ubiquitous learning process by SANTAELLA (2010), JENKINS (2006), and KENSKI (2012) and by LEVY (2000); (c) about teacher education and self-hetero-eco technologic formation process grounded on complexity principles by FREIRE and LEFFA (2013), MORAES (2008, 2014) are taken into account. Aiming to investigate and interpret the phenomenon, the methodological choice is the Complex Hermeneutic-Phenomenological Approach (FREIRE, 2017). In this approach, it is possible to describe and interpret the phenomena of human experience based on complexity. The research participants were 3 teachers from two high school dual-diploma program in Brazilian schools, where tablet has been used. A profile survey and written reports have been used as instruments for gathering texts. In the interpretation of the texts originated from the participants, it was possible to identify the themes that compose the phenomenon under this study: application, usability, receptivity, resistance, navigability, planning e sustainability. At the end of this lived experience, it was possible to understand the importance of adopting a systemic and complex perspective when tackling with mobile technology and its possible influences in scholar settings, aiming to establish connections with world outside the school in order to empower learners to act more critically and ethically in the real world / Esta pesquisa investiga o fenômeno a percepção dos professores sobre o tablet nas escolas brasileiras de Ensino Médio de currículo duplo sob o viés da complexidade, que emerge a partir da interpretação de relatos dos participantes acerca de seu cotidiano pessoal e profissional. Considerando o tablet, como sendo um tipo de tecnologia digital móvel (TDM), mais leve e portátil, traz a facilidade de conexão à internet a qualquer tempo e em qualquer lugar, e de busca, compartilhamento de informações, de maneira ubíqua, ao simples toque dos dedos. A aprendizagem passa a acontecer dentro ou fora da sala de aula, alterando ou facilitando as dinâmicas de vida, por meio de um fluxo contínuo de transformações. No âmbito escolar, em contrapartida, traz inquietações a respeito do uso e suas potencialidades. Sendo assim, esta pesquisa tem por objetivo descrever e interpretar o fenômeno em questão, tendo como ponto de partida a pergunta: Qual a natureza percepção dos professores sobre o tablet em escolas brasileiras de currículo duplo sob o viés da complexidade? Para tanto, recorro aos estudos sobre complexidade de Morin (2005, 2010, 2011, 2013, 2015, 2016), que é o referencial teórico que sustenta este estudo; sobre as discussões acerca da mudança do perfil do aprendiz e do docente na atualidade (MORAN, 1995); das relações da nova cultura digital com o processo de ensino-aprendizagem ubíqua (SANTAELLA, 2010, JENKINS, 2006, KENSKI, 2012, LEVY, 2000), de formação de professores em uma perspectiva complexa e auto-hetere-ecoformadora (FREIRE e LEFFA, 2013; MORAES, 2008, 2014). Para investigar e interpretar o fenômeno, adoto a Abordagem Hermenêutico-Fenomenológica Complexa (AHFC), proposta por FREIRE (2017). Nessa abordagem é possível descrever e interpretar fenômenos da experiência humana, tendo-se a complexidade como base. A pesquisa realizada contou com a participação de 3 professores, de duas escolas brasileiras de Ensino Médio de currículo-duplo, onde o tablet era utilizado. Foram utilizados questionário de perfil e relatos dos participantes, cujos textos foram interpretados e dos quais emergiram os seguintes temas que ajudam a compor a essência do fenômeno: aplicabilidade, usabilidade, receptividade, resistência, navegabilidade, planejamento e sustentabilidade. Ao final dessa experiência foi possível compreender a importância de se adotar uma visão sistêmica e complexa quando se trabalha com tecnologias móveis no ambiente escolar, objetivando estabelecer conexões com o mundo fora da sala de aula, no sentido de empoderar os alunos para exercerem seu papel como cidadãos críticos e éticos no mundo real

La rénovation de la voie professionnelle en 2009 a abouti à la mise en place du baccalauréat professionnel en trois années de formation après la classe de troisième. Les enjeux sociaux et politiques affichés par le ministère s’articulent autour d’un objectif d’élévation des niveaux de qualification pour favoriser l’employabilité des jeunes. Nous avons contextualisé la mise en place de cette politique dans un secteur de formation particulier, le secteur sanitaire et social. Nous étudions à partir d'écrits scolaires et institutionnels et d'entretiens d'élèves le lien entre, d’une part, les enjeux politiques et économiques nationaux présidant à l’élaboration des diplômes, et, d’autre part, la façon dont les enseignants et acteurs de la formation investissent le nouveau référentiel et ses incidences sur le rapport au curriculum et la construction professionnelle des élèves. / The renovation of the vocational education and training (VET) in 2009 led to the introduction of the vocational baccalaureate in three years of training. The social and political issues raised by the ministry revolve around a goal of raising the levels of qualification to promote the employability of young people. We have contextualized the implementation of this policy in a particular training sector, the health and social sector. We study from academic and institutional writings and student interviews the link between, on the one hand, the national political and economic issues governing the development of diplomas, and, on the other hand, the way in which teachers and VET actors invest in the new curriculum and its impact on the relationship to the curriculum and the professional construction of students.

Le droit public est un élément structurant l’organisation des facultés de droit depuis la fin du XIXe siècle en France. Pourtant, la notion reste bien souvent problématique : l’objet de cette étude est d’en préciser la portée dans l’enseignement, à partir de l’exemple de la Faculté de droit de Paris. Celle-ci, par ses effectifs, sa proximité avec les institutions politiques et la concurrence directe d’autres établissements d’enseignement supérieur joue un rôle de premier plan dans l’élaboration et la mise en œuvre des réformes qui conduisent sous la IIIe République à la généralisation du droit public dans les facultés de droit. Elle permet ainsi de comprendre le processus de spécialisation des professeurs de droit, marqué notamment par le sectionnement de l’agrégation en 1896. Loin de produire des résultats simples, ces évolutions créent une série d’équilibres instables et de tensions. La volonté des publicistes de former un groupe distinct de celui des privatistes se heurte au souhait largement répandu de maintenir l’unité de la science juridique. Le droit public lui-même n’est pas homogène. Ensemble de matières (droit administratif, droit international public, droit constitutionnel, législation financière) plus que savoir cohérent, il est traversé par deux tendances : l’une en fait un savoir formalisé et autonome, capable d’imposer sa logique propre à l’écume des faits, l’autre à l’inverse le rattache aux sciences politiques et économiques. Le succès tardif de la première tendance ne doit pas dissimuler la volonté, dans la première moitié du XXe siècle, de faire du droit public un savoir lié à l’actualité et explicatif du social. / Public law has been instrumental in organizing Law Schools in France since the late 19th century. However, the notion remains problematic: based on the example of the Law School of Paris, the purpose of this study is thus to examine its specific impact on legal teaching. The Parisian School of Law, by far the biggest and closest to political institutions, played a leading role in the reforms which led to a generalization of public law in Law Schools during the Third Republic. Its framework provides a good example of how legal scholars have specialized after the separation, in 1896, of the agrégation recruitment competition into different sections, one of them being for public law and one for private law. Far from being simple, these evolutions remain unstable. Public law scholars both wish to distinguish themselves from the dominating civilists, and to maintain the unity of legal science. Public law itself is not a homogeneous field of knowledge. A collection of disciplines (administrative law, international public law, constitutional law, financial legislation) rather than a coherent science, it is characterized by two trends: the first sees public law as a formalized and autonomous body of knowledge, able to comprehend facts through its distinctive logic; on the contrary, the second trend sees it simply as a part of political and economic sciences. Before the supremacy of the first trend imposed itself – rather late – in the first half of the 20th century, public law was considered a social knowledge, used to explain contemporary political events.

Submitted by Marta Jesus (martaliciatelesbr@yahoo.com.br) on 2015-05-08T18:58:21Z No. of bitstreams: 1 TESE MARTA LICIA.pdf: 933082 bytes, checksum: 6a69d8bdeed61a8a3768854b3624e2e8 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2015-05-14T15:36:33Z (GMT) No. of bitstreams: 1 TESE MARTA LICIA.pdf: 933082 bytes, checksum: 6a69d8bdeed61a8a3768854b3624e2e8 (MD5) / Made available in DSpace on 2015-05-14T15:36:33Z (GMT). No. of bitstreams: 1 TESE MARTA LICIA.pdf: 933082 bytes, checksum: 6a69d8bdeed61a8a3768854b3624e2e8 (MD5) / CNPQ / Nesta pesquisa, apresenta-se uma discussão sobre o valor simbólico do diploma de nível superior para as professoras que atuam na Educação Infantil e Anos Iniciais do Ensino Fundamental das redes públicas de ensino que fizeram parte da primeira turma do curso de Pedagogia realizado pela Universidade Federal da Bahia – UFBA, entre 2010 e 2013, durante a execução do Plano Nacional de Formação dos Professores da Educação Básica – PARFOR. O objetivo geral da pesquisa foi investigar o fenômeno da titulação dos professores da Educação Básica. Os objetivos específicos foram: a) conhecer as razões que levaram as professoras-estudantes a investir na obtenção do diploma de nível superior; b) compreender o significado da vivência universitária do curso de Pedagogia na trajetória dessas professoras; c) perceber as expectativas delas em torno das possíveis vantagens que esperavam ter ao concluírem a licenciatura; d) investigar o lugar ocupado pela UFBA no valor simbólico atribuído a formação de nível superior pelos participantes. Trata-se de um estudo de caso qualitativo, no qual foram utilizadas diversas estratégias, sobretudo, as desenvolvidas usualmente nos estudos etnográficos da área da educação, e a metodologia e o método da História Oral. Os principais interlocutores para a construção das categorias de análise foram: Pierre Bourdieu e Norbert Elias. Os achados apontam para a compreensão das aspirações das professoras-estudantes e de suas famílias em terem acesso a graus mais elevados de escolarização, especialmente, o direito a um diploma de nível superior, e mostram também a necessidade delas cursarem Pedagogia de forma a superarem um processo de estigmatização, provocado a partir da divulgação da LDB (Lei 9394/96) e vivenciado no interior das escolas e redes de ensino, por não terem a titulação desejável. Assim como, evidenciam a chance que as professoras tiveram de satisfazer essa necessidade, através da conclusão do curso em uma universidade pública como a UFBA, a qual no decorrer da vivência acadêmica ganhou um lugar de relevância e destaque na pesquisa. As considerações concernentes ao trabalho, dizem respeito à importância de investigar a perspectiva das professoras-estudantes, neste momento em que é preciso refletir sobre a forma como vem ocorrendo o processo de titulação dos docentes da Educação Básica, de nível médio para o ensino superior. / ABSTRACT In this research, I discuss the symbolic value of a superior-level diploma for female teachers who worked in Childhood Programs and Elementary classes in public educational systems. Specifically, the focus was on the first cohort who participated in the pedagogy program at the Federal University of Bahia (UFBA) during the implementation of the National Plan for the Training of Teachers in Elementary Education—PARFOR, between 2010 and 2013. A key objective of the research was to evaluate what the diploma meant to Elementary Education teachers, based on the life stories of teachers - students. The research sought a) to learn the motives that led the teacher - students to seek a superior-level diploma; b) to evaluate the impact of enrolling, remaining in the course, and completing the pedagogical program on the trajectory of these teachers; c) to analyze expectations with respect to the possible benefits to be gained upon conclusion of the course of study; and d) investigate the symbolic value of a superior-level degree from UFBA. The research is of a qualitative nature. I used diverse research strategies, including ethnographic approaches to the study of education along with Oral Histories, to understand the personal background of the teacher-students, their day-today lives during the enrollment period, the course of study, and graduation from the university. Major works informing the study included those by Pierre Bourdieu and Norbert Elias. The findings demonstrate that the teacher-students and their families seek access to higher levels of education, in particular the right to a superior-level diploma in the case of the teachers. They also demonstrate a perceived need to attain a superior-level diploma in Education in order to overcome stigmas associated with the LDB (Law 9394/96) and biases exhibited inside the schools and school systems towards individuals without superior-level diplomas. The research demonstrates as well a sense of fulfillment and affirmation among those individuals who completed the course of study at UFBA. It is important to evaluate access to superior-level training and degree programs for teachers at elementary, middle and upper level schools. It is equally important to reflect on the personal experiences of individuals who pursue these advanced degrees.

The thesis analyses the importance and mutual relationship of the human and the professi-onal quality of social workers in their decision making concerning professional dilemmas as they are interpreted in a sample of qualification theses of the University of South Bohemia. The first four chapters deal mainly with the theoretical explanation of ethical dilemmas in social work, their origin, categories, as well as with the possible solutions of ethical dilemmas published in literature. The following parts focus on selected qualification theses and their analysis. The majority of the theses emphasizes the professionalism of a social worker above all, mainly the significance of professional ethics, ethical theories and ethical code in dealing with ethical dilemmas. Nevertheless, none of them omits the role of personal (human) qualities involved in decision making, even though each stresses their importance to a different extent. In conclusion, the attention paid to personal (human) qua-lities on the one hand and professional qualities on the other hand is disproportionate in the analysed qualification theses.

In this diploma thesis I focus on poultry farms, as a source of dust particles, which are taken from the breeding establishment to the surroundings of poultry breeding. The first theoretical part of the thesis is focused on dust, dust particles and their sources, as well as on housing of poultry and on BAT technology. These particles can be dangerous not only for the animals but also for the staff working in the vicinity of the farm animals. In the second, practical part of the thesis, I focus on the measurement of dust particles PM10 using the DUST TRUK II measuring instrument in a selected broiler breeding facility, as well as on the processing of measurement results and comparison with hygienic regulations and already measured values.

The topic of my diploma thesis is Health insurance and reimbursement for nursing services and rehabilitation care provided in social services facilities. I chose this topic not only because social services and related fields are currently very topical but also because I wanted to find out what changed whit regard to social services facilities with the arrival of the possibility of funding nursing and rehabilitation care. I wanted to explore opinions of people who work in this field and encounter such issues on a daily basis. Since the possibility of reimbursement for nursing and rehabilitation care has been in the Czech Republic for a relatively short period of time, I assumed that the collection of data would bring new insight into the matter. The theoretical part of my thesis deals with social services and subjects that establish and provide social services. Furthermore, I also discuss the main aims of social services. Next chapter deals with the funding of social services and the factors that help improve the quality of social services. This is followed by the description of nursing and rehabilitation care in residential care facilities. This part focuses closely on the new legal regulation and the types of residential care facilities and also analyses the term competence for the performance of health profession. The practical part of the thesis contains the results of my research work. It describes the methodology (in order to achieve the goal established and to confirm, or reject the hypotheses, I did a questionnaire-based survey and performed the secondary analysis of data). The group studied included all facilities that met the following condition: they had to be residential social services facilities located in the South Bohemian Region. The aim of my work was to find out whether the change in the legal regulation helped improve the funding of nursing and rehabilitation care in residential care facilities. It follows from my research that the possibility of reimbursing for rehabilitation and nursing care from public health insurance means more resources for a social services facility. Furthermore, the obligation to charge a particular health insurer a fee for health care implies more administrative work for the facility. I conclusion, the hypotheses suggested were confirmed and the goal of the work was achieved. My diploma thesis can serve as a full-range source of information for the facilities providing social services. It can also become a useful study material for other students.

O presente estudo tem por objetivo identificar, analisar e comparar as representações culturais de estudantes brasileiros em mobilidade estudantil sobre a França: antes e depois dos primeiros seis meses da experiência de intercâmbio no país estrangeiro. A pesquisa foi realizada com um grupo de estudantes da Escola Politécnica da Universidade de São Paulo (Poli-USP), selecionados para realizar o programa de Duplo Diploma em uma instituição de ensino superior na França e que fizeram o Curso de Francês para Iniciantes (CFI), módulo Mobilité France, oferecido pelo Centro Interdepartamental de Línguas da Faculdade de Filosofia, Letras e Ciências Humanas. O referencial teórico desta pesquisa baseia-se nos conceitos de representações sociais e culturais presentes em Moscovici (1990) e Jodelet (1990), também retomados por Seca (2003) e Castellotti & Moore (2002), que trazem a definição de estereótipo. Relações entre língua e cultura, e abordagem intercultural no contexto de ensino-aprendizagem de Francês Língua Estrangeira (FLE) são temas apresentados e discutidos com base em Abdallah-Pretceille (2005), Castellotti & Moore (2002), Windmüller (2011), Puren (2005), Cuq (2003), De Carlo (1998), Beacco (2000). A metodologia de pesquisa é qualitativa e consiste em uma coleta inicial de informações sobre o contexto e a demanda atual para a internacionalização, seguida pela coleta de dados por meio de pré-teste, entrevistas semiestruturadas e questionários com os alunos do grupo participante da pesquisa e, por fim, pela análise de conteúdo dos dados obtidos. Pretende-se, com isso: 1) identificar e comparar as representações culturais dos participantes; 2) discutir os impactos da experiência de intercâmbio na formação desses estudantes; 3) fornecer dados de reflexão para a preparação linguística e cultural de estudantes que almejam participar de um programa de mobilidade internacional universitária na França. / This study aims to identify, analyze and compare the cultural representations of Brazilian students in student mobility over France: before and after the first six months of the experience of exchange in the foreign country. The survey was conducted with a group of students from the Polytechnic School of the University of São Paulo (Poli-USP), selected to perform the Double Degree program at an institution of higher education in France and who have taken the French for Beginners Course (CFI), France Mobility module, offered by the Language Centre of the Faculty of Philosophy, Letters and Human Sciences. This research theoretical framework is based on the concepts of social and cultural representations, presented by Moscovici (1990) and Jodelet (1990), also taken up by Seca (2003) and Castellotti & Moore (2002), which brings up the notion of stereotype. Relations between language and culture, and intercultural approach in the teaching and learning context of French as Foreign Language (FLE) are themes presented and discussed based on Abdallah-Pretceille (2005), Castellotti & Moore (2002), Windmüller (2011), Puren (2005), Cuq (2003), De Carlo (1998), Beacco (2000). The research methodology is qualitative and consists of an initial collection of information about the context and the current demand for internationalization, followed by collecting data through pre-test, semi-structured interviews and questionnaires with the students of the participating group research, and finally the content analysis of the data. The aims are these: 1) identify and compare the cultural representations of the participants; 2) discuss the impact of the experience of exchange in these students education; 3) provide reflection data for linguistic and cultural preparation of students who aim to join a university international mobility program in France.