Made available in DSpace on 2016-03-15T19:26:05Z (GMT). No. of bitstreams: 1 Cleide Nakashima.pdf: 1727077 bytes, checksum: 76327f037787caf57766ce9326cff764 (MD5) Previous issue date: 2013-07-23 / The presence of foreigners follows emerging economies, especially in Brazil where multinational companies grows on account of investments and business strategies. However, the production of knowledge about expatriation is still incipient and this research seeks to contribute to new reflections and discussions on the subject. The theme is broad and explored by several authors in Brazil and abroad for the international academics through various lenses ranging from intercultural issues to anthropological spheres. This research discusses the theory of Cultural Standards by Thomas (2010) with the overall objective of identifying the implications of Cultural Standards perceived by German expatriates to cultural adjustment in the Brazillian context. For this, categories of analysis were used concerning the transcultural adaptation of expatriates, proposed by Black and Stephens (1989). The work consisted of a qualitative research conducted by nine interviews, in which the reports were analysed and categorized. As a result, we identified ten German Cultural Standards about Brazilians involving the lack of fulfilment of promises agreed, the lack of systematic planning, lack of precision of information, informal and personalized relationships, apparent availability, bureaucratic processes, centralization of power and values such as cunning and the Brazilian jeitinho (way). The two main implications of these Cultural Standards found were the lack of trust and the feeling of the Germans of not being welcomed by the Brazilians. / A presença de estrangeiros acompanha as economias emergentes, principalmente no Brasil onde a presença de empresas multinacionais cresce por conta de investimentos e estratégias de negócios. No entanto, a produção de conhecimento sobre expatriação ainda é incipiente e este trabalho procura contribuir para novas reflexões e discussões sobre o assunto. O tema é amplo e explorado por diversos autores no Brasil e no exterior por diversas lentes que vão desde as questões interculturais até esferas antropológicas. Este trabalho aborda a teoria dos Padrões Culturais Avaliativos de Thomas (2010), com o objetivo geral de identificar as implicações dos PCAs de brasileiros percebidos por expatriados alemães, para a sua adaptação transcultural no contexto brasileiro. Para isso, foram utilizadas as categorias de análise relativas à adaptação de expatriados, propostas por Black e Stephens (1989). O trabalho consistiu em uma pesquisa qualitativa, desenvolvida com nove entrevistas, cujos relatos foram analisados e categorizados. Foram identificados dez PCAs de alemães sobre brasileiros que envolvem a falta de cumprimento de promessas acordadas, a falta de planejamento sistemático, imprecisão da informação, relacionamento informal e personalizado, disponibilidade aparente, processos burocráticos, centralização do poder e valores como esperteza e o jeitinho brasileiro. As duas principais implicações encontradas desses PCAs foram a falta de confiança e o sentimento de não acolhimento dos alemães pelos brasileiros.

Made available in DSpace on 2016-03-15T19:34:06Z (GMT). No. of bitstreams: 1 Gabriel Barreira Bressan.pdf: 1154120 bytes, checksum: a7375b6d9effc4d63b25e4ea2e3832ce (MD5) Previous issue date: 2014-02-04 / This paper discusses the changes highlighted in the New Civil Code project in your text , however, before entering in specific situations was seeking what had changed , so that a new procedural law was necessary. Plan, the first response was found to promulgation of the Federal Constitution of 1988, which brought profound sociological, philosophical and theoretical amendments to the Constitutional Law, allowing for a period called neoconstitutionalism. Due to neoconstitutionalism and its change of historical, philosophical and theoretical framework, the modification of the feature of the process, which also happened to be new, because it was guided by the Constitution, because of the constitutionalization process as well as the obligation to have occurred effect of the centrality of the constitutional text, ie to ensure the fundamental rights. Thus, this period became known as neoprocessualismo, at what stage would have appeared different methodological step of procedural law , known as formalism - evaluative , because the process beyond the way that safeguards the legal certainty is represented by values. In this intellection , it is for the magistrate to decide the deal fairly , arriving at a fair , qualified results , through a procedure that is fair, with effectiveness , ie , within a reasonable time , however, with respect to all guarantees established instrumental in the constitution , this is in regard to legal certainty. / O presente trabalho discute as mudanças apontadas no projeto do Novo Código Civil, em seu texto, porém, antes de adentrar nas situações específicas foi buscar o que havia mudado, para que fosse necessário um novo diploma processual. De plano, a primeira resposta encontrada foi a promulgação da Constituição Federal de 1988, que trouxe profundas alterações sociológicas, filosóficas e teóricas para o Direito Constitucional, ensejando um período denominado de neoconstitucionalismo. Em decorrência do Neoconstitucionalismo e sua mudança de marco histórico, filosófico e teórico, ocorreu a modificação da feição do processo, que passava a ser novo também, pois pautava-se na Constituição, em razão da constitucionalização do processo, bem como por ter a obrigação de efetivar a centralidade do texto constitucional, ou seja, de assegurar os direitos fundamentais. Deste modo, esse período ficou conhecido como neoprocessualismo, fase na qual teria surgido outra etapa metodológica do direito processual, conhecida por formalismo-valorativo, pois o processo para além da forma que salvaguarda a segurança jurídica é representado por valores. Nessa intelecção, cabe ao magistrado decidir a lide de forma justa, chegando à um resultado justo, qualificado, por meio de um procedimento que seja justo, com efetividade, ou seja, em tempo razoável, porém, com respeito a todas as garantias instrumentais fixadas na Constituição, isto é, em respeito a segurança jurídica.

O objetivo geral desta tese, composta por um artigo teórico e três empíricos, foi investigar o desenvolvimento de atitudes raciais em crianças. O primeiro estudo foi uma revisão sistemática de estudos da Psicologia brasileira sobre preconceito racial. O segundo envolveu a criação e validação de um banco de estímulos para utilização em pesquisas científicas, o BICMulticor. O terceiro utilizou medidas implícitas (Priming Avaliativo e Teste de Associação Implícita) e explícitas de atitude para avaliar o desenvolvimento de atitudes raciais em crianças brancas, pardas e pretas de Porto Alegre e Salvador. Participaram 542 crianças, de seis a 14 anos de idade. Foram encontradas diferenças nas atitudes implícitas entre os grupos raciais e também entre as duas cidades avaliadas. O quarto foi um estudo sobre as diferenças de categorização racial entre baianos, gaúchos e norte-americanos. A categorização racial sofreu forte influência contextual e foi semelhante na Bahia e nos Estados Unidos. / This dissertation, composed by one theoretical and three empirical papers, aimed to investigate the development of race attitudes in children. The first study was a systematic review of Brazilian psychological studies on racial prejudice. The second one involved the development and validation of a set of children’s portraits to be used as stimuli on scientific research, the BIC-Multicor. The third one used implicit (Evaluative Priming and the Implicit Association Test) and explicit measures of attitude to investigate the development of race attitudes in White, Pardo and Black children (N = 542), aged six to 14, from Porto Alegre and Salvador. Implicit attitudes were different between cities and also between racial groups. The forth study assessed differences in racial categorization in Bahia, Rio Grande do Sul and the United States. Racial categorization was influenced by context and similar results were found between participants from Bahia and the US.

Doctor of Philosophy (Phd) / Despite general agreement that severely emotionally disturbed children and adolescents are an "at risk" group, and that ongoing evaluation and research into the effectiveness of services provided for them is important, very little outcome evaluation actually takes place. The absence of well-conducted and appropriately interpreted studies is particularly notable for day or residential treatment programs, which cater for the most severely emotionally disturbed youths. This thesis outlines the main areas of conceptual, pragmatic and methodological confusion and neglect which impede progress in research in this area. It argues for plurality of data analytic strategies and research designs. It then critically reviews the reported findings about the effectiveness of day and residential treatment in specialist facilities, and the predictors of good outcomes for this treatment type. This review confirms that there is very little to guide practice. Having argued for the legitimacy of its methods and the necessity to address basic questions, the thesis reports the results of a naturalistic study based on data accumulated during a decade-long evaluative research program taking place at Arndell Child and Adolescent Unit, Sydney. The study addresses the question of what child, family and treatment variables predict outcome for 159 children and adolescents treated at this facility from 1990 to 1999. Statistically significant results with large effect size were obtained. Among the most disturbed subgroup of forty three children, (a) psychodynamic milieu-based treatment was shown to be more effective than the “empirically-validated” cognitive-behavioural treatment which superseded it in 1996, and (b) children from step-families showed better outcome than those from other family structures. Furthermore, it was found for the study sample as a whole that severe school-based problem behaviours were associated with a limited trajectory of improvement in home-based problem behaviour. These results are discussed with regard to implications for treatment, research methodology, policy and further studies.

本論文採用Traugott (2010)及Hopper and Traugott (2003)的語法化觀點，探討台灣華語「給我」、台灣閩南語「共我」、及台灣客語「摎ngai」句式在動前位置的祈使用法，主要分析產生此祈使用法的背後動因與機制，包含類推(analogy)、重新分析(reanalysis)、轉喻(metonymy)、語用強化(pragmatic strengthening)、及語言接觸(language contact)等概念。本論文的另一焦點為探討台灣華語「給我」的評價用法，此為台灣華語的新興用法，尚未見於台灣閩南語及台灣客語中。本研究將提出，語法化、主觀性(subjectivity)、及主觀化(subjectification)能闡釋新興用法產生的動因與機制。 / This thesis aims to investigate the preverbal [gei wo], [ka gua], and [lau ngai] construction in Taiwan Mandarin, Taiwan Southern Min, and Taiwan Hakka. The original meaning of these constructions presents beneficial meaning, but they can also frequently appear in imperative constructions. While the extant literature has discussed the pragmatic functions of the imperative meaning, why and how the imperative meaning emerges is still unexplored. Aspects of grammaticalization are adopted (cf. Traugott 2010; Hopper and Traugott 2003). To elaborate how and why the imperative meaning emerges, syntactic and semantic mechanisms and their motivations are proposed. The other issue of the thesis aims to explore the newly emergent evaluative [gei wo] construction in Taiwan Mandarin. In addition to mechanisms and motivation for its development, the notion of subjectivity and subjectification plays a crucial role to account for the motivation for the emergence of the construction in question. Overall, this thesis illuminates the notion that the emergence of special constructions can derive from their original constructions through cognitive and functional foundation.

Doctor of Philosophy (Phd) / Despite general agreement that severely emotionally disturbed children and adolescents are an "at risk" group, and that ongoing evaluation and research into the effectiveness of services provided for them is important, very little outcome evaluation actually takes place. The absence of well-conducted and appropriately interpreted studies is particularly notable for day or residential treatment programs, which cater for the most severely emotionally disturbed youths. This thesis outlines the main areas of conceptual, pragmatic and methodological confusion and neglect which impede progress in research in this area. It argues for plurality of data analytic strategies and research designs. It then critically reviews the reported findings about the effectiveness of day and residential treatment in specialist facilities, and the predictors of good outcomes for this treatment type. This review confirms that there is very little to guide practice. Having argued for the legitimacy of its methods and the necessity to address basic questions, the thesis reports the results of a naturalistic study based on data accumulated during a decade-long evaluative research program taking place at Arndell Child and Adolescent Unit, Sydney. The study addresses the question of what child, family and treatment variables predict outcome for 159 children and adolescents treated at this facility from 1990 to 1999. Statistically significant results with large effect size were obtained. Among the most disturbed subgroup of forty three children, (a) psychodynamic milieu-based treatment was shown to be more effective than the “empirically-validated” cognitive-behavioural treatment which superseded it in 1996, and (b) children from step-families showed better outcome than those from other family structures. Furthermore, it was found for the study sample as a whole that severe school-based problem behaviours were associated with a limited trajectory of improvement in home-based problem behaviour. These results are discussed with regard to implications for treatment, research methodology, policy and further studies.

La littérature enseigne que certaines normes sont ancrées dans l’utilité, d’autres dans la désirabilité. Pour les normes enracinées dans l’utilité, de nombreuses recherches expérimentales ont étudié la valorisation qu’engendre leur conformité et quelques recherches ont montré une absence de dévalorisation en cas de non-conformité. En revanche, pour les normes ancrées dans la désirabilité, les chercheurs se sont principalement intéressés à la dévalorisation induite par leur non-conformité. Nous faisons l’hypothèse principale que la conformité aux normes ancrées dans l’utilité amènerait essentiellement à se faire valoriser socialement, tandis que celles enracinées dans la désirabilité permettraient surtout de ne pas se faire dévaloriser socialement. Pour les normes ancrées dans l’utilité, nous avons choisi d’étudier les normes d’internalité et d’autosuffisance, connues pour leur ancrage dans l’utilité, ainsi que les comportements consciencieux, dont nos résultats semblent montrer qu’ils constitueraient une norme sociale ancrée dans l’utilité. Sept recherches empiriques ont montré que ces normes, liées à l’utilité, ont plus à voir avec la valorisation que la dévalorisation. Pour les normes enracinées dans la désirabilité, nous avons sélectionné les normes comportementales de politesse et de respect de l’environnement. Quatre autres études expérimentales corroborent que ces normes, liées à la désirabilité, ont plus à voir avec la dévalorisation que la valorisation. Notre hypothèse principale a donc bien été vérifiée. / Literature teaches us that certain norms are anchored in utility, others in desirability. For norms rooted in utility, many experimental studies have examined the valuation engendered by their compliance and some research has shown a lack of depreciation in case of non- compliance. In contrast, for norms rooted in desirability, researchers are primarily interested in the devaluation caused by their non-compliance. We make the main hypothesis that compliance with the norms embedded in utility leads us to be essentially socially valued, while those norms embedded in desirability would certainly allow us not to be socially devalued. For norms anchored in utility, we chose to study the norms of internality and self-sufficiency, known for their anchorage in utility, as well as conscientious behaviors which as our results suggest, constitute a social norm anchored in utility. Seven empirical researches have shown that these norms related to utility have more to do with valuation than devaluation. For norms rooted in desirability, we selected the behavioral norms of politeness and respect for the environment. Four other experimental studies support the theory that these norms related to the desirability have more to do with devaluation that valuation. Our main hypothesis has thus been verified.

O objetivo geral desta tese, composta por um artigo teórico e três empíricos, foi investigar o desenvolvimento de atitudes raciais em crianças. O primeiro estudo foi uma revisão sistemática de estudos da Psicologia brasileira sobre preconceito racial. O segundo envolveu a criação e validação de um banco de estímulos para utilização em pesquisas científicas, o BICMulticor. O terceiro utilizou medidas implícitas (Priming Avaliativo e Teste de Associação Implícita) e explícitas de atitude para avaliar o desenvolvimento de atitudes raciais em crianças brancas, pardas e pretas de Porto Alegre e Salvador. Participaram 542 crianças, de seis a 14 anos de idade. Foram encontradas diferenças nas atitudes implícitas entre os grupos raciais e também entre as duas cidades avaliadas. O quarto foi um estudo sobre as diferenças de categorização racial entre baianos, gaúchos e norte-americanos. A categorização racial sofreu forte influência contextual e foi semelhante na Bahia e nos Estados Unidos. / This dissertation, composed by one theoretical and three empirical papers, aimed to investigate the development of race attitudes in children. The first study was a systematic review of Brazilian psychological studies on racial prejudice. The second one involved the development and validation of a set of children’s portraits to be used as stimuli on scientific research, the BIC-Multicor. The third one used implicit (Evaluative Priming and the Implicit Association Test) and explicit measures of attitude to investigate the development of race attitudes in White, Pardo and Black children (N = 542), aged six to 14, from Porto Alegre and Salvador. Implicit attitudes were different between cities and also between racial groups. The forth study assessed differences in racial categorization in Bahia, Rio Grande do Sul and the United States. Racial categorization was influenced by context and similar results were found between participants from Bahia and the US.

La plupart des systèmes d'apprentissage interactifs actuels s'appuient sur des protocoles prédéfinis qui peuvent être contraignants pour l'utilisateur. Cette thèse aborde le problème de l'interprétation des instructions, afin de relâcher la contrainte de prédéterminer leurs significations. Nous proposons un système permettant à un humain de guider l'apprentissage d'un robot, à travers des instructions non labellisées. Notre approche consiste à ancrer la signification des signaux instructifs dans le processus d'apprentissage de la tâche et à les utiliser simultanément pour guider l'apprentissage. Cette approche offre plus de liberté à l'humain dans le choix des signaux qu'il peut utiliser, et permet de réduire les efforts d'ingénierie en supprimant la nécessité d'encoder la signification de chaque signal instructif.Nous implémentons notre système sous la forme d'une architecture modulaire, appelée TICS, qui permet de combiner différentes sources d'information: une fonction de récompense, du feedback évaluatif et des instructions non labellisées. Cela offre une plus grande souplesse dans l'apprentissage, en permettant à l'utilisateur de choisir entre différents modes d'apprentissage. Nous proposons plusieurs méthodes pour interpréter les instructions, et une nouvelle méthode pour combiner les feedbacks évaluatifs avec une fonction de récompense prédéfinie.Nous évaluons notre système à travers une série d'expériences, réalisées à la fois en simulation et avec de vrais robots. Les résultats expérimentaux démontrent l'efficacité de notre système pour accélérer le processus d'apprentissage et pour réduire le nombre d'interactions avec l'utilisateur. / Most of current interactive learning systems rely on predefined protocols that constrain the interaction with the user. Relaxing the constraints of interaction protocols can therefore improve the usability of these systems.This thesis tackles the question of interpreting human instructions, in order to relax the constraints about predetermining their meanings. We propose a framework that enables a human teacher to shape a robot behaviour, by interactively providing it with unlabeled instructions. Our approach consists in grounding the meaning of instruction signals in the task learning process, and using them simultaneously for guiding the latter. This approach has a two-fold advantage. First, it provides more freedom to the teacher in choosing his preferred signals. Second, it reduces the required engineering efforts, by removing the necessity to encode the meaning of each instruction signal. We implement our framework as a modular architecture, named TICS, that offers the possibility to combine different information sources: a predefined reward function, evaluative feedback and unlabeled instructions. This allows for more flexibility in the teaching process, by enabling the teacher to switch between different learning modes. Particularly, we propose several methods for interpreting instructions, and a new method for combining evaluative feedback with a predefined reward function. We evaluate our framework through a series of experiments, performed both in simulation and with real robots. The experimental results demonstrate the effectiveness of our framework in accelerating the task learning process, and in reducing the number of required interactions with the teacher.

O presente trabalho objetiva contribuir com a ligação entre teoria e prática da avaliação de políticas públicas. Para tanto, busca descrever um mecanismo de avaliação que constitua a base de um processo de aprendizagem em um sistema de políticas públicas. Entende-se por aprendizagem o fenômeno de aproveitamento das informações geradas pelos processos avaliativos de modo a responder às demandas e suportes no sentido de se reorganizar em busca dos objetivos da política pública. A descrição do mecanismo é feita a partir de uma revisão teórica sobre a modelagem de sistemas, o Modelo Lógico, a pesquisa avaliativa e a avaliação de quarta geração. Considera-se que a combinação dessas técnicas torna mais provável o aproveitamento das informações da avaliação, constituindo, desta forma, um mecanismo de aprendizagem. / This paper intends to contribute with the connection between theory and practice on public policy evaluation. Thereby, it seeks to describe an evaluation procedure that meets the requirements of a learning process in a public policy system. It defines learning process as the phenomenon of application of information generated by the evaluative process in order to meet the demands and supports towards a self rearrangement in pursuit of public police stated goals. The mechanism description is made after a theoretical revision on modeling, on Logic Model, on evaluative research and fourth generation evaluation. It also considers that the combination of these techniques’ improves the use of evaluative information, constituting, thus, a learning mechanism. / Este trabajo tiene como objetivo contribuir con la conexión entre teoría y práctica en la evaluación de políticas públicas. Para tanto, busca describir un mecanismo de evaluación que forma la base de un proceso de aprendizaje en un sistema de políticas públicas. Se entiende por aprendizaje el fenómeno de aprovechamiento de las informaciones generadas por los procesos evaluativos de modo a responder a las demandas e suportes en sentido de cambiarse en busca de los objetivos de la política pública. La descripción del mecanismo es hecha a partir de una revisión teórica sobre modelaje de sistemas, Modelo Lógico, pesquisa evaluativa y evaluación de cuarta generación. Se considera que la combinación de estas técnicas favorece el aprovechamiento de las informaciones de la evaluación, constituyendo, de esta forma, un mecanismo de aprendizaje.