Submitted by Franciele Moreira (francielemoreyra@gmail.com) on 2017-10-31T15:08:25Z No. of bitstreams: 2 Dissertação - Milene do Amaral Ferreira Vicente - 2017.pdf: 2797124 bytes, checksum: 7b86400af1f1ceeba1264e01fcec2dda (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-11-06T09:40:45Z (GMT) No. of bitstreams: 2 Dissertação - Milene do Amaral Ferreira Vicente - 2017.pdf: 2797124 bytes, checksum: 7b86400af1f1ceeba1264e01fcec2dda (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-11-06T09:40:45Z (GMT). No. of bitstreams: 2 Dissertação - Milene do Amaral Ferreira Vicente - 2017.pdf: 2797124 bytes, checksum: 7b86400af1f1ceeba1264e01fcec2dda (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-08-31 / In 2015, the Municipal Department of Education changed the organization of the Municipal Full-time Schools from Goiânia, restructuring both form and content of the teaching work. Teachers start to do their full time work, in only one institution and with specific conditions. In this context, this research sought to understand the different meanings of the teaching work in this concrete reality. The chosen path for this apprehension was through data collection in field research; bibliographical review on the historicity of education and the full-time schools in Brazil and in the public education of Goiânia; appropriation of the contemporary movements of reorganization of the teaching work with a view to the productive restructuring of the capital and documentary analysis of the Municipal Office of Goiânia referring to the orientations and legal determinations in the pedagogical and organizational scope. The data analysis was developed by systematizing the data through Centers of Significance (AGUIAR, 2009; AGUIAR and OZZELA, 2006; 2013), which allowed us to understand that full-time teaching in an institution with full-time attendance reveals that the change of the activity of the teachers in their content and form implies in the formulation of discourses that point to integral and procedural relations of teaching and learning. Contradictory, the current condition of teaching work, on one hand, was described as propitious for the accomplishment of humanizing activities of teachers; on the other hand, revealed the imbalance between working time and nonworking time, typical of capitalist sociability, that hinder omnilateral ways of being and living. / No ano de 2015 a Secretaria Municipal de Educação de Goiânia alterou a organização das Escolas Municipais de Tempo Integral, reestruturando tanto a forma quanto o conteúdo do trabalho docente. O professor passou a desempenhar seu trabalho em tempo integral, em apenas uma instituição e com condições específicas. Nesse contexto, esta pesquisa buscou compreender os significados e sentidos do trabalho docente nessa realidade concreta. O caminho escolhido para essa apreensão se deu por meio de coleta de dados em pesquisa de campo; revisão bibliográfica acerca da historicidade da educação e da escola de tempo integral no Brasil e na rede pública municipal de educação de Goiânia; apropriação dos movimentos contemporâneos de reordenamento do trabalho docente com vistas a reestruturação produtiva do capital e análise documental da Secretaria Municipal de Goiânia referentes as orientações e determinações legais no âmbito pedagógico e organizacional. A análise de dados se deu com a sistematização de Núcleos de Significação (AGUIAR, 2009; AGUIAR e OZZELA, 2006; 2013), o que permitiu apreender que o trabalho docente em tempo integral, em uma instituição com atendimento em tempo integral, revela que a alteração da atividade dos docentes em seu conteúdo e forma implicam na formulação de discursos que apontam para relações integrais e processuais de ensino e de aprendizagem. Contraditoriamente, a atual condição de trabalho docente, por um lado, foi descrita como propícia para a realização de atividades humanizadoras dos docentes; por outro, revelou o desequilíbrio entre o tempo de trabalho e o de não trabalho, próprio da sociabilidade capitalista, que dificultam modos de ser e viver omnilaterais.

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2016-10-21T16:50:01Z No. of bitstreams: 2 Dissertação - Renato Ribeiro Rodrigues - 2016.pdf: 3414122 bytes, checksum: dc733759981d813f38048dd652594257 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2016-11-08T17:38:32Z (GMT) No. of bitstreams: 2 Dissertação - Renato Ribeiro Rodrigues - 2016.pdf: 3414122 bytes, checksum: dc733759981d813f38048dd652594257 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-11-08T17:38:32Z (GMT). No. of bitstreams: 2 Dissertação - Renato Ribeiro Rodrigues - 2016.pdf: 3414122 bytes, checksum: dc733759981d813f38048dd652594257 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-09-27 / The High School is constituted today for brazilian education the last formal school stage of Basic Education. How right training for mid-level for youth in recent decades their senses and/or historical and social meanings are being re-discussed, especially given the number of adjustments and/or political and educational reforms arising from financing conditionality arising from international organizations for the structure, organization and functioning of the entire education system. Considering this, a historical-political-social path that comprises the totality of relations and contradictions derived from the links between capital and labor in education, we seek to develop a reflection on the possibility of offering a High School in Full-Time to unveil and overcome dualities still exist between theory and practice, content and form, manual and intellectual work, human and professional training. To this end, based on the epistemological and theoretical framework of historical and dialectical materialism, we propose the analysis of the Programa Novo Futuro, the State Department of Education, Culture and Sport of Goiás, trying to understand it, and from it, identify elements that allow us to rethink secondary education in addition to meeting the requirements of current economic and production system, considering the importance of the extension of time, space and learning in the acquisition of knowledge and other relationships established in educational practices and/or schooling processes mediated teaching. To do this, we set the following questions: what is the concept of High School in Full-Time in constitutive Programa Novo Futuro, as we give the relationship between the curriculum organization and the process of teaching and learning present in teaching this place and educational foundations can contribute to improving the quality of education, teaching and public school considering the possibility of a High School in Full-Time emancipatory purposes. Thus, we conducted a study by one of the teaching units that materialize the proposal - the Centro de Ensino em Tempo Integral Pedro Xavier Teixeira - and in this place, using as methodological procedures document analysis of the proposal of the Programa Novo Futuro and political-pedagogical project of the school, articulated even the semi-structured interviews with ten subjects belonging to staff (among teachers (as), pedagogical coordination and direction). The information and the responses were grouped into categories of analysis: Public Policy and Educational - Times, Spaces and Learning Extended – High School in Full-Time - and to reconsider the limits and / or possibilities of the Programa Novo Futuro, articulate all this discussion to need for an essentially omnilateral and polytechnic training for youth, from understanding a marxist and gramscian concept in education. Finally, to understand experimentalism and discontinuities of public policies and national educational, regional and local atentamo us to the urgent need for a High School in FullTime that promotes changes in the reconstruction of society, considering the links between human and professional training, education , school and education, capital and labor. / O Ensino Médio constitui-se hoje para a educação brasileira a última etapa escolar formal da Educação Básica. Como direito de formação em nível médio para a juventude, nas últimas décadas seus sentidos e/ou significados histórico-sociais vêm sendo rediscutidos, sobretudo, dada a série de ajustes e/ou reformas políticas e educacionais decorrentes das condicionalidades de financiamento advindas de organismos internacionais para a estrutura, organização e funcionamento de todo o sistema de ensino. Considerando este cenário, num percurso histórico-político-social que compreende a totalidade de relações e contradições derivadas das articulações entre capital e trabalho na educação, buscamos desenvolver uma reflexão sobre a possibilidade da oferta de um Ensino Médio em Tempo Integral que desvele e supere dualidades ainda existentes entre teoria e prática, conteúdo e forma, trabalho manual e intelectual, formação humana e profissional. Para tal, fundamentados no referencial epistemológico e teórico-metodológico do materialismo históricodialético, propomo-nos à análise do Programa Novo Futuro, da Secretaria de Estado de Educação, Cultura e Esporte de Goiás, na tentativa de compreendê-lo e, a partir dele, identificar elementos que nos permitam repensar o Ensino Médio para além do cumprimento das exigências do sistema econômico-produtivo vigente, considerando a importância da ampliação de tempos, espaços e aprendizagens na apreensão do conhecimento e de outras relações estabelecidas em práticas educativas e/ou processos de escolarização mediados pelo trabalho docente. Para tal, partimos das seguintes questões: qual a concepção de Ensino Médio em Tempo Integral constitutiva do Programa Novo Futuro, como se dão as relações entre a organização curricular e o processo de ensino-aprendizagem presentes no trabalho docente deste lugar e que fundamentos pedagógicos podem contribuir para a melhoria da qualidade da educação, do ensino e da escola pública considerando a possibilidade de um Ensino Médio em Tempo Integral de fins emancipatórios. Assim, foi realizado um estudo junto a uma das unidades de ensino que materializam a proposta – o Centro de Ensino em Tempo Integral Pedro Xavier Teixeira – e neste lugar, utilizando como procedimentos metodológicos a análise documental da proposta do Programa Novo Futuro e do projeto político-pedagógico da instituição escolar, articulados ainda a entrevistas semi-estruturadas com dez sujeitos pertencentes ao quadro de funcionários (dentre professores (as), coordenação pedagógica e direção). As informações e respostas obtidas foram reagrupadas em categorias de análise: Políticas Públicas e Educacionais – Tempos, Espaços e Aprendizagens Ampliadas – Ensino Médio em Tempo Integral e, ao reconsiderarmos os limites e/ou possibilidades do Programa Novo Futuro, articulamos toda esta discussão à necessidade de uma formação essencialmente omnilateral e politécnica para a juventude, a partir do entendimento de uma concepção marxista e gramsciana em educação. Por fim, ao compreendermos experimentalismos e descontinuidades das políticas publicas e educacionais nacionais, regionais e locais atentamo-nos para a necessidade urgente de um Ensino Médio em Tempo Integral que promova transformações na reconstrução da sociedade, considerando as articulações entre formação humana e profissional, educação, escola e ensino, capital e trabalho.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-07-08T17:55:48Z No. of bitstreams: 1 gracielefernandesferreiramattos.pdf: 3749091 bytes, checksum: 13e1cfc8932bb332949659e6ebb054af (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T16:35:01Z (GMT) No. of bitstreams: 1 gracielefernandesferreiramattos.pdf: 3749091 bytes, checksum: 13e1cfc8932bb332949659e6ebb054af (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T16:35:09Z (GMT) No. of bitstreams: 1 gracielefernandesferreiramattos.pdf: 3749091 bytes, checksum: 13e1cfc8932bb332949659e6ebb054af (MD5) / Made available in DSpace on 2016-07-13T16:35:09Z (GMT). No. of bitstreams: 1 gracielefernandesferreiramattos.pdf: 3749091 bytes, checksum: 13e1cfc8932bb332949659e6ebb054af (MD5) Previous issue date: 2012-03-30 / FAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Gerais / Esta tese de doutorado objetivou desinvisibilizar (SANTOS, 2005) os saberesfazeres tecidos e praticados pelas professoras e pelo professor no cotidiano de uma escola de educação em tempo integral. Para tanto, me assumi como a narradora (BENJAMIN, 1994) das experiências tecidas na Escola Municipal Bom Pastor juntamente com as professoras e o professor durante o ano de 2010, mantendo acesa uma memória comum, partilhada, para que nossa experiência não esteja fadada ao esquecimento. Nesta escritura, os fios tecidos narraram o mergulho (ALVES, 2001) que fiz no cotidiano escolar, visualizando-o enquanto tempoespaço de criação de conhecimentos, de saberesfazeres diferenciados e legítimos, táticas praticadas pelos sujeitos ordinários como possibilidades de não somente repetição e reprodução, mas também como invenção, criação e transformação (CERTEAU, 1994). Em fios que teceram a escritura foquei o mergulho na realidade escolar pensadasentida e, principalmente, minhas primeiras (in)compreensões acerca dos saberesfazeres em uma escola de educação em tempo integral. Nas Sequências de gestos foi feita uma reflexão do Programa Escola de Educação em Tempo Integral da rede municipal de ensino de Juiz de Fora implantado no ano de 2006, acompanhada da experiência coletiva tecida no grupo de pesquisa e extensão Tempos na Escola. Também foquei a centralidade da discussão na educação integral que se passa nas instituições escolares e não em outros espaços sociais, propondo uma articulação da educação integral à extensão do tempo de permanência dos dos alunos e das alunas na escola como uma condição para a formação integral com ênfase na integralidade dos praticantes. No texto Espaço, lugar, Escola Municipal Bom Pastor abri o portão da escola, entrei e priorizei a discussão do tempoespaço e da educação em tempo integral praticada nesta rede educativa. Práticas cotidianas foram tecidas por vários fios puxados e tramados na tecedura da rede de saberesfazeres praticada pelas professoras e pelo professor no cotidiano da Escola Municipal Bom Pastor durante o ano de 2010. Tais fios foram nossas artes de saberfazer e de inventar ensinoaprendizagem, alfabetização, atendimentos individualizados, biblioteca itinerante, orientação de estudos, circuito de leitura e avaliação. Nos Saberesfazeres engenhosos, complexos, operativos considerei os saberesfazeres das professoras e do professor como processos fluidos, dinâmicos, mutantes, efêmeros, híbridos, bem como imprevisíveis e interpenetrados por variadas condições e situações cotidianas. No invisível cotidiano, em suas performances, negociações e invenções o que esteve submerso foram seus saberesfazeres a educação em tempo integral. Foram saberesfazeres legítimos e tecidos exclusivamente no contexto e em conformidade com as condições da Escola Municipal Bom Pastor no ano de 2010. E quais saberesfazeres das professoras e do professor foram desinvisibilizados em uma escola de educação em tempo integral? Foram as próprias práticas que as professoras e o professor souberamfizeram. Foram seus gestos, comportamentos, noções, dizeres, sentires. Suas mil e uma táticas, astúcias, maneiras de falar ou caminhar. Tivemos aí seus saberesfazeres. / This thesis aimed to become visible (SANTOS, 2005) the built and practiced knowingdoings by teachers and professor on daily of the school of full-time education. For this, I assumed myself as a narrator (BENJAMIM, 1994) of built experiences on municipal school Bom Pastor together with the teachers and professor during the year 2010, keeping lit in a common memory shared in order that our experience is not forgotten. At this writing, the yarn building described the diving (ALVES, 2001) done in the school daily seeing as a knowledge creation time-space, as a differentiated and legitimate knowingdoings, tactics practiced by the ordinary subjects as possibilities not only repetition and reproduction but also invention, creation and transformation (CERTEAU, 1994). In yarn that built the writings, I focused the diving in the thinking-feeling school reality and principally in my first (in) comprehensions about the knowing-doings in a school of fulltime education. In the sequences of gestures was done a reflection about school of full-time education program in Juiz de Fora municipal school system deployed in 2006, accompanied for a collective experience built in Times in the school research and extension group. Also was focused the centrality of the discussion on full-time education that happen on school institutions and don’t happen in others social spaces, propounding an articulation between full-time education and time extension of students, male and female as a condition to the comprehensive training with special emphasis on the completeness of the practitioners. In the text Space, Place, Bom Pastor Municipal school, I opened the school entrance gate, came into and gave priority to the discussion about time-space and full-time education practiced in this educative system. Daily Practices were built by several drawn and framed up yarns in the knowing-doings net practiced by teachers and professor in the Bom Pastor Municipal School daily during the year 2010. These yarns were our arts of knowing-doing and dreaming up teaching-learning, literacy, individualized treatment, mobile library, orientation studies, and reading and evaluation circuit. In the ingenious, complex and operating knowing-doings, I considered teachers and professor’s knowing-doings as fluid, dynamic, mutant, ephemeral, hybrid processes as well unpredictable and interpenetrated by varied daily conditions and situations. In the invisible daily, in its performances, negotiations and inventions, which was submerged were their knowing-doings the full-time education. Were knowing-doings legitimate and built exclusively in this context and according to the Bom Pastor Municipal School conditions, in the year 2010. And which teachers and professor’s knowing-doings became visible in a school of full-time education? They were the same practices that teachers and professor knew and did. It was their gestures, behaviors, notions, speaking, and feelings, their one thousand and one tactics, gimmicks, ways of speaking or walking. We could take in there their knowing-doings.

This work presents a study on full-time Education based on an analysis of the Programa Mais Educação (PMEd). The aim of this work is to analyze the impacts of public policy of expansion of the school time at the public elementary and junior high schools in Araguatins, Tocantins State, to evaluate the effectiveness of the proposal for the involved students at the studied schools. The full-time school program must complement the part-time school program in order to proportionate a full-time education to the students, providing them significant space and time and not just the same space and time that they had at the part-time school. In this perspective the problem to be investigated is presented: How the amplification of school time, through PMEd in public schools in Araguatins offers conditions to the effectiveness of a full-time education? From this question on we have define the general aim of this study: To analyze the impacts of the expansion of the school time at the elementary and junior high public schools of Araguatins, Tocantins State. The methodology is based on a study case in 4 elementary and junior high schools (two City schools and two State schools) in Araguatins. As research instruments we used documental research, questionnaires (for 24 teachers of the cited schools), semi-structured interviews (principals, pedagogic coordinators and Mais Educação program coordinators) and participant observations. For data analysis we have chosen content analysis. Through information from the researched professionals, we noticed that they recognize the importance of the expansion of school time and space for the students, as well as the educational support, diversified activities, parent support and local community partnership. However, there is yet a lot to learn to make that the full-time school promote a full-time education. We have verified that moments of continuing education for all the schools employees are fundamental. In this way, it is necessary to rethink the implementation of the real full-time school, with possibilities to discuss about this subject, in a way to satisfy the wants and the needs of the professionals, the students and the parents, therefore, to prepare critical and reflective citizens. / Este trabalho apresenta um estudo sobre a Educação em tempo integral por meio de uma reflexão do Programa Mais Educação (PMEd). Teve como objetivo analisar os impactos da política de ampliação do tempo escolar nas escolas da rede pública de ensino fundamental no Município de Araguatins/TO, a fim de avaliar a efetividade da proposta para os alunos atendidos nas escolas pesquisadas. A escola em tempo integral deve complementar a escola em tempo parcial, a fim de proporcionar a educação integral do educando, oferecendo-lhe espaços e tempos significativos e não mais tempo do mesmo tempo. Nesta perspectiva configura-se o problema de pesquisa a ser investigado: De que forma a ampliação do tempo escolar através do PMEd na rede pública de ensino de Araguatins oferece subsídios para a efetivação de uma educação integral? A partir desse questionamento definiu-se o objetivo geral deste projeto: Analisar os impactos da política de ampliação do tempo escolar nas escolas da rede pública de Ensino fundamental no Município de Araguatins/TO. A metodologia utilizada baseou-se em estudo de caso em 4 escolas de ensino fundamental ( duas da rede municipal e duas da rede estadual) do município de Araguatins. Como instrumentos, utilizou-se pesquisa documental, questionários (para 24 professores das referidas escolas), entrevistas semiestruturadas (diretores, coordenadores pedagógicos e coordenadores do Programa mais Educação) e observação participante. Para análise de dados optou-se pela análise de conteúdo. Através das informações dos profissionais pesquisados, percebe-se que estes reconhecem a importância da ampliação de tempos e espaços escolares para os alunos, assim como o acompanhamento pedagógico, atividades diversificadas, pais mais presentes e parcerias da comunidade local, porém ainda há muito a aprenderem de modo a fazer com que uma escola de tempo integral, promova, como uma educação integral. Verificou-se que é fundamental momentos de formação continuada para todos os servidores das escolas. Dessa forma, é necessário repensar a construção da escola de tempo integral de fato, possibilitando uma ampla reflexão sobre o assunto, de forma a atender aos anseios e as necessidades dos profissionais, alunos e pais, formando cidadãos críticos e reflexivos.

<p>A wireless revolution has occurred resulting in the formation of a proverbial backbone of wireless devices that our everyday functionality, productivity, and general way of life have become dependent. Consequently, victimizing an already constrained and finite wireless spectrum with further demands for increased bandwidths, greater channel capacities, and an insatiable plea for faster access rates. In-band full-duplexing (IBFD) is an innovative and encouraging technology that aims to answer this tacit mitigation call by bolstering spectral efficiency through simultaneous same frequency band transmission and reception. Conventionally, transceiver-based systems have their respective transmission and reception dictated by occurring in either disparate time slots (half-duplex) or distinct frequencies (out-of-band full-duplex). By achieving simultaneous same band communication, a theoretical doubling in spectral efficiency is rendered feasible. However, transmitter to receiver leakage, or self-interference (SI), remains the most barring frustration to IBFD realization. Being locally generated, SI is considerably stronger (often 50-100dB) than the desired signal-of-interest (SOI). Left unresolved, this unwanted energy saturates the receiver’s amplifiers and desensitizes its analog-to-digital converters. Thus, rendering the SOI unintelligible. Therefore, a means of self-interference cancellation (SIC) is necessitated to suppress any polluting SI to levels that of or below the receiver’s noise floor.</p><p></p>In this thesis an in-depth history of in-band full duplex technology is first presented, followed by a condensed examination of the SIC domains. Pertinent theory is presented pertaining to noise analysis and estimation relevant to a proposed IBFD transceiver architecture. Finally, a modelled simulation of this transceiver, developed in MATLAB, is presented. Subsequent results detailing an investigative study done on a fully adaptive tapped-branch analog self-interference canceller are shown. Said canceller’s variable phase and amplitude weights are set via real-time training using gradient descent algorithms. Evaluation of the results reveal marginal effect on the SIC efficacy due to transmission path nonlinearity and noise distortions alone. However, expansion of model consideration for conceivable cancellation hardware nonlinearities reveals an indirectly proportional degradation of SIC performance by up to 35dB as distortion levels vary from -80 dBm to -10 dBm. These results indicate consideration of such non-idealities should be an integral part of cancellation hardware design for the preclusion of any intrinsic cancellation impediments.

Syftet med det här examensarbetet är att presentera process och erfarenheter från mitt konstnärliga musikproduktionsprojekt som genomförts under mitt sista år av min masterutbildning. Genomförandet har bestått av att skapa ett svenskt popmusikalbum där låtar har skapats enskilt, genom samarbeten och tre verk har blivit slutförda och distribuerats på streamingtjänster så som Spotify och YouTube. Vidare är syfte att presentera en modell med hjälp av mitt konstnärliga arbete där det prövas potentiella omformuleringar för yrkesroller inom låtskapande. Dessa termer ska i sin tur underlätta rolldefinition inom låtskapande och även ge utrymme för att förtydliga den ideella rätten som medverkande i ett konstnärligt verk har. Med utgångspunkt till att musikproducenten ofta hamnar i en multikompetent position så har jag valt att låna begrepp från systemutvecklarens yrkesvärld för att skapa modellen. Begreppen jag valt att låna består av back-end, front-end och full-stack och avsikten är att bryta upp paraplybegrepp såsom ”låtskrivare, producent och performer” och även kunna bidra till tydligare rekryteringsprocesser för samarbeten inom låtskapande. / The purpose of this master’s thesis is to present the process and experiences of my music production project that was carried out during the last year of my masters’ studies. The project’s creative content is a Swedish pop album which created through collaborative and independent work. Three single releases and one music video have been released and distributed through the course of the project on streaming platforms such as Spotify and YouTube. In addition to the making of the album I have chosen to create a model to use as a frame for potential recruitment instances of creative collaborations, improve role definition and develop a more accurate method to credit rights holder’s moral credentials as a contributor to an artistic work. The root cause of this model is that a music producer often finds themselves as a multicompetent keyperson in creative collaborations where the lines between different professions overlap. The model is inspired of the software developers job terminology and aims to break up umbrella concept roles such as “songwriter, producer and performer” to facilitate the recruiting process of creative collaborations within the crafting of songs. The terminologies inspired out of the software developer’s professions are back-end, front-end and full-stack.

The author has studied Lean and Transformative leadership in the real estate industry. The purpose of this study is to seek a connection between the company's own will to lean and transformative leadership within the organization. The various ranks within the organization that have been studied are employees, firstline managers and the management team. The theoretical frame of reference is based on previous research in the subjects Lean and Transformative Leadership. The method for this study is a case study where and triangulation of data has taken place. Results give indications that it would be favorable from the organization's perspective to adapt to Lean and atransformative leadership. The study contributes to an understanding of how a company in the housing industry can reason within the organization regarding Lean and Leadership, and what the benefits of a Lean approach can be. / Författaren har studerat Lean och Transformativt ledarskap i fastighetsbranschen. Syftet med denna studie är att söka samband mellan företagets egna vilja till lea noch transformativt ledarskap inom organisationen. De olika leden inom organisationen som har studerats är medarbetare, chefer och ledningen. Den teoretiska referensramen utgår från tidigare forskning inom ämnena Lean och Transformativt ledarskap. Metoden för denna studie är en fallstudie där och trianguleringen av data har skett. Resultat ger indikationer att det skulle vara gynnsamt ut organisationens perspektiv att anpassa sig till Lean och ett transformativt ledarskap. Studien bidrar till en förståelse för hur ett företag i bostadsbranschen kan resonera inom organisationen avseende Lean och Ledarskap, och vad fördelarna med ett Lean arbetssätt kan vara.

Värmevärden AB is an energy company that distributes district heating. One of their challenges today is to reduce the energy losses and wear that occur in the plant's scrapper conveyor unit. The conveyor belt is in constant motion whether it is transporting fuel or going unloaded at idle. An understanding of the module's energy flow needs to be mapped. An energy flow behavior model for the scrapper conveyor unit is presented. The energy flow in the startup sequence when the belt runs at idle and at full load is simulated. The simulations visualize the velocity and acceleration of the belt as a function of time and the current flow in the engine when getting started. The model allows changes on various parameters such as engine velocity, current limitations, work efficiency and enables the calculation of necessary material to achieve a desired power delivery. With a current-limited engine of 140 [A], a lower acceleration is obtained as the belt transports the fuel masses. Energy losses are also reduced as the belt is started by their own mass when transportation is needed. This means that the wear on the components of the plant decreases as transportation takes a more controlled form. / Värmevärden AB är ett energibolag som distribuerar fjärrvärme. En av deras utmaningar idag är att minska energiförlusterna och slitaget som uppstår i anläggningens skrapstransportörs modul. Transportbandet är i konstant rörelse vare sig det transporterar bränsle eller går olastad i tomgång. Förståelse för modulens energiflöde behöver kartläggas. En beteendemodell för skraptransportörens modul presenteras. Genom analys av energiflödet i systemet simuleras startförloppet när bandet körs i tomgång och vid full last. Simuleringarna visualiserar bandets hastighet och acceleration som funktion av tid och även motorns strömförlopp under uppstartsfasen. Modellen tillåter ändringar på diverse parametrar såsom motorns varvtal, strömbegränsning, verkningsgrad och möjliggör även framräkningen av nödvändigt material för att uppnå en viss leverans uteffekt. Med en strömbegränsad motor på 140 [A] fås en lägre acceleration när bandet transporterar bränslemassorna. Energiförlusterna minskar också eftersom bandet sätts igång av massornas egenvikt när transporteringen behövs. Detta medför att slitaget på anläggningens komponenter minskar i och med att transporten sker i mera kontrollerade former.

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Syfte: Studiens syfte är att undersöka och bidra med kunskap om ledarskapets påverkan på personalomsättning i fastighetsmäklarföretag samt att besvara forskningsfrågan -Vilka ledarskapsstilar ledare med låg personalomsättning inom fastighetsmäklarbranschen tillämpar. Metod: Studien har en kvalitativ metod med en abduktiv ansats och tillämpar semistrukturerade intervjuer för att samla in data. Urvalsgruppen består av tio ledare med låg personalomsättning i den svenska fastighetsmäklarbranschen. Studiens empiri organiseras och analyseras tematiskt utifrån en teoretisk referensram, Full range leadership model, som innehåller tre olika ledarskapsstilar Laissez-faire ledarskap, transaktionellt ledarskap samt transformativt ledarskap.   Resultat och slutsats: Studiens respondenter har genom sina intervjusvar förmedlat en nyanserad bild av ledarskapets roll i fastighetsmäklarbranschen samt ledarskapets påverkan på personalomsättning. Studien har kommit fram till att ledare med låg personalomsättning i fastighetsmäklarbranschen arbetar aktivt med att skapa motivation hos sina medarbetare. För att lyckas med detta tillämpar ledarna samtliga tre ledarskapsstilar i Full range leadership model på ett individanpassat sätt. Ledaren manövrerar mellan ledarskapsstilarna beroende på vem medarbetaren är samt om denne är nyanställd, under-, normal-, eller överpresterande.  Examensarbetets bidrag: Studien bidrar primärt med teoretisk och praktisk kunskap om hur ledare i fastighetsmäklarbranschen med låg personalomsättning arbetar. Sekundärt bidrar studien med kunskap om samt utvecklingsförslag till full range leadership model.  Förslag till fortsatt forskning: Undersöka trender av personlighetsdrag hos framgångsrika ledare i fastighetsmäklarbranschen. Undersöka medarbetarnas och fastighetsmäklarföretagens huvudkontors perspektiv på ledarskap och personalomsättning i fastighetsmäklarbranschen. Undersöka hur rekrytering och selektering av ledare går till i fastighetsmäklarbranschen.   Nyckelord: Ledarskap, ledarskapsstilar, Full range leadership model, personalomsättning, fastighetsmäklarbranschen. / Aim: This thesis aims to contribute with knowledge about leadership impact on staff turnover in realtor companies. The research question is what type of leadership styles do leaders, who are successful in working with staff turnover, apply within Swedish realtor companies.  Method: This thesis applies a qualitative method with an abductive approach and semi structured interviews as its primary methodology for collecting data. The selection group of the thesis consists of ten leaders from realtor companies who are successful in their staff turnover. The empirical data was thematically organized and analyzed based on the theoretical framework, full range leadership model, which contains the three leadership styles Laissez-faire leadership, transactional leadership and transformational leadership.  Results and conclusions: The selection group has provided a nuanced image of leadership in Swedish realtor companies and leadership impact on staff turnover. This thesis shows that leaders with low staff turnover in the Swedish realatorbussines are working actively with creating motivation for their staff. The way they achieve this is by applying all three of the leadership styles in the full range leadership model in a for the staff individually tailored way. The leaders are maneuvering in between the leadership styles based on who they are leading and if they are recently hired, under-, normal- or overachievers.     Contribution of the thesis: This thesis primarily contributes with theoretical and practical knowledge about how leaders, with low staff turnover, apply leadership in Swedish realtor companies. Secondarily the thesis contributes with knowledge about and suggestions for development of the full range leadership model.  Suggestions for future research: Examine personality traits of successful leaders within realtor companies. Examine staff and or main office perspectives on leadership in realtor companies. Examine how leaders are recruited and selected within realtor companies.    Key words: Leadership, leadership styles, full range leadership model, staff turnover, realtor companies.