It has been widely observed that economic activities are increasingly dependent on intangible, knowledge-based resources (Hayek, 1945; Drucker, 1966; Bell, 1973; Brinkley, 2006). One result of the move to a knowledge economy is that traditional notions of work and human resources have broken down and organizations have adopted new methods of sourcing knowledge. This thesis addresses the question of how organizations can optimally determine their requirements for knowledge from within and outside their boundaries. The objective of the thesis is to develop a theory of organizational knowledge supply and to test the theory in explaining and predicting the effectiveness of an organization's knowledge sourcing strategies. The research question driving this thesis therefore is: &quoteCan knowledge-based theory of the firm explain the relationship between organizations' mix of internal and external human resources and organizational effectiveness?&quote The aim of this thesis is to contribute to human resources and organizational theory through its theoretical model and empirical evidence of the relationship between knowledge sourcing and organizational effectiveness. The thesis also aims to contribute to practice by informing organizations about the effectiveness of different human sourcing practices. Knowledge-based theory of the firm and contingency theory were used to develop an initial theoretical model of fit and effectiveness. To extend existing theoretical models, and to support the case study, the initial theoretical model was refined so that it not only included fit and effectiveness (as in past research), but it also posited a model of the intervening process by which fit leads to effectiveness. To test the posited theoretical model, a comparative case study was commenced in mid- 2004, in two 4.5 star inner city hotels in Australia, each a member of a different hotel group. Qualitative and quantitative research methods were used, with semi-structured interviews and questionnaires as the key data collection methods. The main data collection process was completed in April 2005. The findings from the study generally support the theoretical model. The case study however also revealed that much of the effect of the fit of human capital on organizational effectiveness was constrained and enabled by two other organizational resources (hotel systems and processes, and the hotel brand standard). This finding suggests that existing theoretical models that suggest an independent effect of human capital fit on performance may be incomplete. In summary the thesis research question was answered with a conditional affirmative. In other words, knowledge-based theory can explain the relationship between organizations' mix of internal and external human resources and organizational effectiveness, but existing knowledgehuman capital-based models of this relationship can be extended and thus improved in two ways: 1) By positing a model of the intervening process by which human capital fit leads to organizational effectiveness. 2) By positing a model of the degree to which the effect of human capital fit on organizational effectiveness depends on other organizational resources.

O presente trabalho tem por objetivo investigar as atividades metacognitivas desenvolvidas pelos professores de Matemática do Ensino Fundamental II, quando eles estão envolvidos no ensino-aprendizagem da Álgebra. A partir da análise do que pensam e dizem os professores desse nível de ensino, procurou-se explicitar e discutir os principais aspectos do seu trabalho pedagógico com a Álgebra. Para isso, foram estabelecidos três eixos: os processos vivenciados na formação inicial e continuada, seus conhecimentos relativos à Álgebra e seu ensino e o exercício reflexivo sobre seu trabalho com Álgebra. / The objective of this present work is to investigate the metacognitives activities developed by Mathematics teachers of Foundation Course II when they are involved in teaching -learning Algebra. According to the analyses of the teachers thoughts and what they say about this teaching level , it attempt to clarify and discuss the main points of their pedagogic work with Algebra. Three axis were established for this:The experienced process with initial and continuos graduation ; their knowledgemnt referring to Algebra teaching and reflexive exercise about his work in Algebra.

O presente trabalho tem por objetivo investigar as atividades metacognitivas desenvolvidas pelos professores de Matemática do Ensino Fundamental II, quando eles estão envolvidos no ensino-aprendizagem da Álgebra. A partir da análise do que pensam e dizem os professores desse nível de ensino, procurou-se explicitar e discutir os principais aspectos do seu trabalho pedagógico com a Álgebra. Para isso, foram estabelecidos três eixos: os processos vivenciados na formação inicial e continuada, seus conhecimentos relativos à Álgebra e seu ensino e o exercício reflexivo sobre seu trabalho com Álgebra. / The objective of this present work is to investigate the metacognitives activities developed by Mathematics teachers of Foundation Course II when they are involved in teaching -learning Algebra. According to the analyses of the teachers thoughts and what they say about this teaching level , it attempt to clarify and discuss the main points of their pedagogic work with Algebra. Three axis were established for this:The experienced process with initial and continuos graduation ; their knowledgemnt referring to Algebra teaching and reflexive exercise about his work in Algebra.

A influência das práticas e recursos provenientes do ensino presencial, bem como as especulações filosóficas sobre as transformações sociais e cognitivas promovidas pela expansão das redes digitais e tecnologias de telecomunicação, constituem os principais entraves a criação de uma perspectiva teórica mais adequada para o uso educativo dos ambientes disponíveis nas redes digitais. Investigar os usos espontâneos destas tecnologias no cotidiano é a forma mais eficiente de descobrir características e elementos capazes de contribuir para a construção de uma perspectiva teórica compatível com os propósitos educacionais. Este estudo analisa as interações comunicativas entre os participantes dos grupos de discussão da Internet para tentar estabelecer os mecanismos sobre os quais se dá a construção do conhecimento nas redes digitais e, a partir destas indicações, busca oferecer suporte teórico para a criação de uma perspectiva pragmática em Informática Educativa. O aporte conceitual utilizado como ponto de partida origina-se das formulações teóricas de Winograd e Flores, Habermas, Himanen e Vigotsky. / The influence of the practices and resources coming from the face-to-face teaching, and the philosophical speculations about the social and cognitive transformations promoted by the expansion of the digital networks and telecommunication technologies, are both impediments to create a more appropriate theoretical perspective about the educational use of the available environments in the nets. The investigation of the spontaneous uses of those in the daily life, is the most efficient form of discovering characteristics and elements capable of contributing for the construction of a compatible theoretical perspective with educational purposes. This study analyzes the communicative interactions among the participants of newsgroups, groups of discussion on the Internet, and try to elaborate a perspective about the construction of the knowledge in the digital nets and, starting from that, offer theoretical support for a pragmatic foundation for use of the information technology in Education. The conceptual contribution used as a starting point arises the theoretical formulations of Winograd & Flores, Habermas, Himanen and Vigotsky.

A influência das práticas e recursos provenientes do ensino presencial, bem como as especulações filosóficas sobre as transformações sociais e cognitivas promovidas pela expansão das redes digitais e tecnologias de telecomunicação, constituem os principais entraves a criação de uma perspectiva teórica mais adequada para o uso educativo dos ambientes disponíveis nas redes digitais. Investigar os usos espontâneos destas tecnologias no cotidiano é a forma mais eficiente de descobrir características e elementos capazes de contribuir para a construção de uma perspectiva teórica compatível com os propósitos educacionais. Este estudo analisa as interações comunicativas entre os participantes dos grupos de discussão da Internet para tentar estabelecer os mecanismos sobre os quais se dá a construção do conhecimento nas redes digitais e, a partir destas indicações, busca oferecer suporte teórico para a criação de uma perspectiva pragmática em Informática Educativa. O aporte conceitual utilizado como ponto de partida origina-se das formulações teóricas de Winograd e Flores, Habermas, Himanen e Vigotsky. / The influence of the practices and resources coming from the face-to-face teaching, and the philosophical speculations about the social and cognitive transformations promoted by the expansion of the digital networks and telecommunication technologies, are both impediments to create a more appropriate theoretical perspective about the educational use of the available environments in the nets. The investigation of the spontaneous uses of those in the daily life, is the most efficient form of discovering characteristics and elements capable of contributing for the construction of a compatible theoretical perspective with educational purposes. This study analyzes the communicative interactions among the participants of newsgroups, groups of discussion on the Internet, and try to elaborate a perspective about the construction of the knowledge in the digital nets and, starting from that, offer theoretical support for a pragmatic foundation for use of the information technology in Education. The conceptual contribution used as a starting point arises the theoretical formulations of Winograd & Flores, Habermas, Himanen and Vigotsky.

Made available in DSpace on 2015-03-05T17:17:59Z (GMT). No. of bitstreams: 0 Previous issue date: 23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A formação de futuros bacharéis em Direito não condiz com a realidade complexa e em constante mutação que se delineia, motivo de preocupações e elucubrações sobre o assunto. Desde a criação dos primeiros cursos jurídicos brasileiros, esses já se encontravam em pretensa “crise”, a qual ainda hoje é incessantemente citada em abordagens descritivas dos mais diversos “sintomas” que resultam em reformas de diretrizes curriculares, que estão muito em voga, almejando, com isto, uma satisfatória adequação do ensino do Direito aos emergentes conflitos sociais. Muito embora tratar de crises e reformas seja necessário, ainda mais se faz premente, a compreensão do contexto e do imaginário social em que estas se inserem. Assim sendo, dentre os mais variados recortes, intentou-se uma abordagem epistemológica e histórica sobre a construção do conhecimento jurídico desde à tradição ocidental do ensino do Direito, alcançando as origens do bacharelismo como determinantes do nosso cenário jurídico nacional. Demonstrou-se a desv / The graduation of future bacharels in Law does not agree with the complex and constant reality that one portrays, reasons for worries and lucubration for the issue. Since the settlement of the first Law Brazilian Courses, those were already in presumed “crisis”, which today is still constantly mentioned in descritives approaches of the most varied summoned “signs” that result in renovating curriculums line of directions, which are very much in season, aiming, by that, a satisfying adjustment of the Law teaching concerning the emerging socials conflicts. Even though dealing with crisis and adjustment are necessary, yet more is made pressing the comprehention of the text and social imaginary in which these one inserts.In such case, among the most varied pieces, one intents an epistemology and historical approach about Law knowledge building from the eastern tradition of the Law Teaching, reaching the ancestry of the bacharelada as determinant in our national legal scenery. One has demonstrated the desentail fr

Made available in DSpace on 2016-04-25T19:21:04Z (GMT). No. of bitstreams: 1 Wilson Santana Silva.pdf: 2376159 bytes, checksum: a5d25bf6418c1a95c8fa47ab78693d4e (MD5) Previous issue date: 2009-11-25 / The Civil Government with the use of Padroado , exerted unlimited power over ecclesiastic affairs, changing the Brazilian Catholic Church into an ordinary State department, or a branch of the secular government. That relationship had caused tension between those two spheres, secular government and ecclesiastical government in the main stages of development of the country. Within these parameters, not always in a visible way, brazilian culture has been shaped. Aiming at a critic comprehension of these cultural developments, the figure of the intellectual has been analysed in that process. Besides the study of intellectuals, in that process our goal was to describe the new ideas being established in Brazil, specially in the academy. Comte, Marx and Weber, through their works, had a powerfull influence on brazilian thought. The founding of the University of São Paulo (USP) is representative of the power of these new ideas and their reception by our intelectuals in 1934. This thesis analysed how religion was seen in the academies and specially by some thinkers who wrote classics on the field both of Human and Social Sciences. The works Casa Grande & Senzala, Raízes do Brasil e Formação do Brasil Contemporâneo and their authors Gilberto Freyre, Sérgio Buarque de Holanda e Caio Prado Júnior, respectively, were discussed in order to identify the role of religion and its value to create a solid and clear scientific vision of Brazil. The Thesis analyses the development of a social thinking of Portuguese matrix, and its growth in Brazil. The question of religion in Brazil is complex and varied. The strong influence of religion in Brazilian society opens a vast field of research into the social construction of Brazilian identity / O Poder Civil que se valia do Padroado, exerceu, no Brasil, um poder ilimitado sobre os assuntos eclesiásticos, transformando, desta forma, a Igreja Católica Brasileira em simples departamento do Estado, em um braço do poder secular. Esta relação causou tensões entre as duas esferas, poder secular e poder religioso, nas principais etapas de desenvolvimento do país. Circunscrita a estas fronteiras, nem sempre perceptíveis, moldou-se a cultura brasileira. Objetivando uma compreensão crítica deste desenvolvimento cultural, analisou-se a figura do intelectual nesse processo. Além do intelectual, a tese se preocupou em descrever as novas idéias que estavam sendo consumidas no Brasil, principalmente nas academias. Comte, Marx e Weber, exerceram significativamente, através de suas obras, poderosa influência sobre o pensamento brasileiro. A fundação da Universidade de São Paulo em 1934, serviu para demonstrar a força das novas idéias e sua recepção pelos nossos intelectuais. Esta tese se preocupou em analisar como a Religião tem sido vista nas academias e principalmente por pensadores capazes de produzirem literaturas clássicas nos domínios das Ciências Humanas e Sociais. As obras: Casa Grande & Senzala, Raízes do Brasil e Formação do Brasil Contemporâneo e seus autores Gilberto Freyre, Sérgio Buarque de Holanda e Caio Prado Júnior, respectivamente, foram discutidos com a finalidade de identificar neles e em suas obras, o papel da Religião e sua importância, para a construção de visões sólidas, claras e científicas do Brasil. A tese procurou analisar o desenvolvimento do pensamento social a partir da matriz portuguesa e seu desdobramento no Brasil. A questão religiosa no Brasil é bastante complexa e variada. A forte influência da religião no cenário brasileiro oferece um campo dos mais férteis para a averiguação do quanto ela foi importante, ou não, como componente desta construção social