Made available in DSpace on 2016-04-27T14:30:37Z (GMT). No. of bitstreams: 1 MARIA ODETE VIEIRA TENREIRO.pdf: 1684015 bytes, checksum: fc8d4d8ff33da890dd2c49c5add4989c (MD5) Previous issue date: 2011-04-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work is dedicated to uncovering the impact of the educational policy of expansion of elementary schooling in the city of Ponta Grossa, Paraná, Brazil. The survey was conducted in 2009 in eight city schools. The chosen methodology was qualitative in approach and in terms of data organization we were inspired by the methodological procedure of Collective Subject Discourse (CSD), which made it possible to gather together individual thoughts of a similar nature into collective thought. In terms of data collection, semi-structured interviews were conducted in each of the selected schools with the school director, school manager and two classroom teachers who worked in the first year, totalling 30 individuals. The aims of this study are: to discuss the referrals that the Ponta Grossa Department of Education defined to organize the times and teaching spaces for the first year of elementary school (nine year-old students); and to understand the impact on elementary schooling of the policy of inclusion for six year-old children in public municipal schools. Chapter 1 outlines the existing work found on the subject that is recorded in the CAPES (Coordination of Improvement of Higher Education Personnel) database as well as pointing out the relevance of this research. Chapter 2 gives a brief history of the 1934 Constitution until the Constitutional Amendment 059/2009. Chapter 3 discusses the foundations of theoretical and methodological research, the paths followed in the search for empirical data, and the personal characteristics and professional training of those participating in the survey. Chapter 4 contains the core of the study and therefore includes the voices of the participants and an analysis of their discourses drawn from a reading of the didactic material. This provides not only the voices of the participants but also an interpretation of their discourses. Finally, the research shows that including children in school at the age of nine requires a political, administrative and pedagogical approach and the absence of these three factors makes it difficult to establish a policy. By ensuring that all children from the age of six have access to compulsory education is undoubtedly an opportunity to safeguard a right of citizenship. The survey also shows that the cut-off age for enrollment of children in the first year of elementary school inhibits the possibility of some children entering school. Among other results, we highlight: the need for a better physical structure to receive the children; pedagogical clarity regarding the work in year 1, the interplay between issues of early childhood education and elementary schooling; investment in training for teachers and all who work in schools, and fewer children in classrooms / O trabalho está voltado para desvelar os impactos pedagógicos da política de ampliação do Ensino Fundamental no município de Ponta Grossa Paraná. A pesquisa foi realizada no ano de 2009, em oito escolas municipais. A opção metodológica foi a da abordagem qualitativa, e para a organização dos dados, inspiramo-nos no procedimento metodológico do Discurso do Sujeito Coletivo (DSC), que possibilitou reunir os pensamentos individuais semelhantes em um pensamento coletivo. Para a coleta dos dados, foram realizadas entrevistas semiestruturadas com a diretora da escola, pedagoga e duas professoras que atuavam em cada uma das escolas na turma do 1º ano, totalizando 30 sujeitos. O trabalho teve como objetivos: discutir os encaminhamentos que a Secretaria Municipal de Educação da cidade de Ponta Grossa definiu para organizar os tempos e espaços pedagógicos do 1º ano do Ensino Fundamental de nove anos e compreender os impactos no Ensino Fundamental da política de inclusão das crianças de seis anos nas escolas da rede pública municipal de ensino. No primeiro capítulo, estão explicitados os trabalhos encontrados sobre a temática, que estavam registrados no banco de dados da CAPES, além de apontar a relevância da presente pesquisa. O segundo capítulo traça uma trajetória histórica da Constituição de 1934 até a Emenda Constitucional 059/2009. Os fundamentos teóricos e metodológicos da pesquisa, os caminhos trilhados para a busca dos dados empíricos, quem foram os sujeitos bem como suas características pessoais, profissionais e de formação estão organizados no terceiro capítulo. O quarto capítulo constitui-se como o âmago do estudo, contempla os discursos dos sujeitos, elaborados a partir dos eixos de análise construídos com base na leitura do material empírico. Neles estão contidas as vozes dos sujeitos, bem como a interpretação desses discursos. Por fim, a pesquisa revela que incluir as crianças na escola de nove anos exige um tratamento político, administrativo e pedagógico e que, na ausência desses três fatores, é difícil implantar uma política. Garantir a todas as crianças de seis anos o acesso à educação obrigatória é, sem dúvida, a oportunidade de resgatar um direito de cidadania. A pesquisa também evidenciou que o corte etário para a matrícula da criança no primeiro ano do Ensino Fundamental inibe a possibilidade de ingresso da criança na escola. Entre outros resultados, destacam-se: a necessidade de melhor adequação na estrutura física para receber as crianças; clareza pedagógica para o trabalho no 1º ano; entrosamento entre as questões da Educação Infantil e do Ensino Fundamental; investimentos pontual na formação dos professores e de todos os que trabalham na escola, além de menor número de crianças nas salas de aula

Every semester across the United States, countless students join Greek letter organizations. While some may recognize the Greek letters, many Americans do not know the racial divide within the Greek life system, and the difference of purpose those organizations hold. This study focuses on eight historically Black fraternities and sororities and more specifically, their chapters at the University of New Orleans, a university that throughout its history has had a predominantly White student body, and often fostered an environment overtly and subtly hostile to African-American students. Using oral histories, university yearbooks, and university newspapers this study demonstrates how Black fraternities and sororities at UNO promoted and supported the academic success of African-American students by emphasizing community service work, communal bonds, and connections to campus activities. These organizations provided emotional and academic support for African-American students and actively resisted the racial divisiveness present on their university campus.

<p>I och med den nya läroplanen för det obligatoriska skolväsendet, Lpo 94, breddades idrottsämnet och ämnet bytte namn från idrott till idrott och hälsa. Då hälsa är ett komplext och svårdefinierat begrepp var syftet med studien att undersöka tolkningsutrymmet vad gäller hälsa i kursplanen för idrott och hälsa. Studien inkluderade två olika undersökningar varav den ena avsåg en textanalys av samtliga läroplaner för grundskolan med inkluderande kursplaner för idrottsämnet. Detta för att belysa hur hälsosynen och tolkningsutrymmet har utvecklats över tid. Textanalysen kompletterades sedan med intervjuer av fyra behöriga idrottslärare för grundskolan i en kommun för att få inblick i hur yrkesverksamma tolkar hälsa utifrån kursplanen. Resultatet av båda undersökningarna visade att tolkningsutrymmet är stort och intervjuerna visade även att idrottslärarna önskade bättre metodiska anvisningar för kursmålen. Samtliga idrottslärare uppgav att hälsa är att må bra, men åsikterna om hur detta välmående skulle uppnås skilde sig.</p>

Grundskolan, som är en obligatorisk och viktig kommunal verksamhet, utgör ett exempel på då det är svårt att uppskatta reella resultatmått för att mäta och jämföra effektivitet, t ex till följd av reformer. Denna avhandling belyser utvecklingen av modeller för effektivitetsmätning inom ramen för en reform inom den offentliga sektorn, den s k stads-delsnämndsreformen (SDN-reformen) i Stockholms stad 1997. En grundläggande fråga för de ekonomiska vetenskaperna gäller utveck-ling av metoder för att bedöma effektivitet i olika verksamheter. I denna avhandling är effektivitetsbegreppet centralt. För att mäta effekter krävs mått som anger värdet av det som presterats i förhållande till värdet av de förbrukade resurserna. Möjligheterna att göra effektivitetsmätningar varierar mellan olika verksamheter. Det är svårt att mäta effektivitet hos många offentliga verksamheter och därmed att göra bra bedömningar av deras utveckling. Främst ligger svårigheten i att få goda och jämförbara mått på resultaten av en viss verksamhet. Mot bakgrund av de senare decenniernas reformering av den offentliga sektorn finns ett stort behov av modeller för att bedöma i vilken utsträckning dessa reformer lett till en ökad effektivitet. I studien undersöks effektivitetsförändringar i Stockholms stads grund-skolor i samband med SDN-reformen genom att mäta och beskriva effektivitet med hjälp av flera olika metoder. Tillvägagångssättet innebär att jämföra resultaten från metoderna och studera i vilken grad de pekar åt samma håll. Motivet är att belysa i vilken utsträckning resultaten ger samstämmighet. Då resultaten inte pekar åt samma håll analyseras tänkbara orsaker. En slutsats gällande den troliga effektivitetsför-ändringen ges. Avslutningsvis görs ett försök att med hjälp av SDN-reformen förklara denna utveckling. / <p>Sammanfattning på engelska med titeln: Effectiveness in compulsory school education following a district council reform. Diss. Stockholm : Handelshögskolan, 2003</p>

I och med den nya läroplanen för det obligatoriska skolväsendet, Lpo 94, breddades idrottsämnet och ämnet bytte namn från idrott till idrott och hälsa. Då hälsa är ett komplext och svårdefinierat begrepp var syftet med studien att undersöka tolkningsutrymmet vad gäller hälsa i kursplanen för idrott och hälsa. Studien inkluderade två olika undersökningar varav den ena avsåg en textanalys av samtliga läroplaner för grundskolan med inkluderande kursplaner för idrottsämnet. Detta för att belysa hur hälsosynen och tolkningsutrymmet har utvecklats över tid. Textanalysen kompletterades sedan med intervjuer av fyra behöriga idrottslärare för grundskolan i en kommun för att få inblick i hur yrkesverksamma tolkar hälsa utifrån kursplanen. Resultatet av båda undersökningarna visade att tolkningsutrymmet är stort och intervjuerna visade även att idrottslärarna önskade bättre metodiska anvisningar för kursmålen. Samtliga idrottslärare uppgav att hälsa är att må bra, men åsikterna om hur detta välmående skulle uppnås skilde sig.

Disputats, Handelshögskolan, Stockholm, 2003.

在全球化市場及國際化競爭的環境中，企業需加強對競爭對手的瞭解、對整體市場變動的認知、致力於開發有特色的產品、開發多元的行銷通路以及提供創新服務；而透過競爭智慧系統(Competitive Intelligence System, CIS)提供企業做預警的準備，估計競爭者未來可能採取的策略和反應，以有效地制定企業自己的策略方向及策略措施，適時反應市場變化。 本研究以五力分析為基礎與PEST結合形成九力分析，藉此分析記憶體模組產業此九項作用力間的強弱關係，並以九力觀點針對個案公司進行深入探究，得知個案公司於「供應商議價能力」之作用力對其他威脅性較高之市場因素。並透過SWOT 分析協助個案公司知悉目前定位，本研究藉由九力分析結果結合SWOT策略矩陣，建議個案公司建置競爭智慧系統，協助尋找上下游競爭決策流程之關鍵智慧議題，並深入探討如何設計對於上游採購之流程與相關競爭智慧之動態需求，並建立概念資料模型以供決策之用。 研究結果發現，記憶體模組產業目前所面臨最大挑戰為記憶體顆粒市場變化劇烈，需隨時掌握記憶體價格波動情況，並隨時監控市場交易情況，藉由建置競爭智慧系統了解各家競爭公司對於供應商之合作關係，快速反應市場的變化，提供個案公司完整之資料來源和結構化資料，以便未來企業做為決策之依據並追求機會，以提升自身競爭優勢。 / In the globalization market and competitive environment, enterprises need to understand their competitors and changes of the globalization market, to develop unique products, to diversify marketing channels, and also to provide innovative services. Through Competitive Intelligence System (CIS), enterprises can predict competitors’ strategies and responses in the future develop their own business strategy and have quick response to the change of the globalization market. This study uses the nine forces to investigate the critical production factors that have great impacts on the memory module industry. By means of the SWOT cross-matrix analysis, the study forms find out, analyze, constructs the strength and weakness of the case in this industry. According to the analysis, the force of the supplier’s bargaining power has more influence than the other forces. Then, this study explores how to design the process for the upstream procurement and the dynamic needs of competitive intelligence. Finally, according to the result to identify the key intelligence topic of the competitive decision-making process and build conceptual data model for decisions. The results show that the biggest challenge of the memory module industry is the price of the DRAM in the market. Therefore, enterprises need to know the whole industry market conditions. By implementing the Competitive Intelligence System, it is easily to understand various competitors for the cooperation between suppliers, and to respond to market changes rapidly. Furthermore, CIS provides complete data sources and structured data to the enterprise as a basis for decision-making and help business to look for the opportunities to enhance their competitive advantage in the future.

Thesis (MA)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: This thesis looks closely at three volumes of Tatamkhulu Afrika's poetry (Nine Lives, Dark Rider and Maqabane), to find that his work reflects a deep understanding of South African society and the different forces and conflicts inherent therein. I argue that although Afrika's poetry is presented as a recount of personal experience through the voice of a first person participant and observer, it is more than mere autobiography. This is because his poems resonate further (by means of vividly detailed descriptions, powerful metaphoric images and a mix of varied perspectives) to encompass not only his own life but also the lives and experience of many ordinary South Africans. In particular, his political poetry humanizes the abstractions of political discourse to show the impact that the greater political situation has had on the lives of ordinary South Africans. I conclude by arguing that although Tatarnkulu Afrika's insights are filtered through a moral perspective based on his religious views and his belief in a basic humanity shared by all people, his work cannot be described as "traditionalist" as he constantly unsettles and recasts settled beliefs in an imaginary way. / AFRIKAANSE OPSOMMING: Hierdie thesis bestudeer drie van Tatamkhulu Afrika se digbundels (Nine Lives, Dark Rider en Maqabane) en vind dat sy werk 'n diep insig toon in die verskillende kragte en konflike inherent in die Suid-Afrikaanse samelewing. Ek voer aan dat, alhoewel Afrika se gedigte spreek van 'n herlewing van persoonlike ervaring deur 'n eerstepersoonsverteller, dit meer is as blote outobiografie. Dit is omdat die impak van sy gedigte verder uitkring (by wyse van helder gedetaileerde beskrywings, sterk metaforiese uitbeeldings en 'n mengsel van verskillende perspektiewe) om nie net sy eie lewe nie, maar ook die lewens en ervaringe van ander Suid-Afrikaners uit te beeld. Dit is in besonder waar van sy politiese gedigte, waar hy die abstraksies van politieke diskoers humaniseer om te wys hoe die groter politieke situasie 'n impak gehad het op die lewens van gewone Suid- Afrikaners. Ek sluit af deur voor te stel dat alhoewel Tatamkhulu Afrika se insigte gefilter is deur 'n morele perspektief gebasseer op sy godsdienstige oortuigings en sy geloof in 'n basiese menslikheid wat deur almal gedeel word, sy werk nie as "tradisionalisties" beskryf kan word nie, aangesien hy voortdurend geikte tradisionele beskouings bevraagteken en op 'n verbeeldingryke wyse herskep.

Made available in DSpace on 2016-06-02T19:35:44Z (GMT). No. of bitstreams: 1 4403.pdf: 4610571 bytes, checksum: 62d1614ef9a0349ad3993fc7da58439b (MD5) Previous issue date: 2012-06-30 / Secretaria da Educação do Estado de São Paulo / The research deals with the learning processes and the professional development of coordinators and teachers who work in the first year of elementary school considering the expansion of basic education to nine years. The admission of six year old children in compulsory education possibly involves changes in the organization of the pedagogical work developed in the classroom by teachers, as well as some adjustment in the curriculum to meet the specific needs of the newly arriving six year olds. It also requires continued learning programs for teachers, administrators and all other education professionals, which should be guaranteed by the school system. The changes required for the expansion of basic education to nine years as well as for the admission of six year olds at this stage can lead to destabilization, uncertainty and the search for new knowledge about the specific nature, characteristics and needs of six year olds. Thus, this research seeks to understand the ways in which teachers of the first year of elementary school in the Municipality of São Carlos design, develop and implement the policy of extending compulsory education, considering its demands and direct influence on the school and its students. It is important to point out that some aspects of the study are related to what the educational literature says about the learning processes and the professional development of teachers, as well as to what it refers to the expansion of basic education to nine years and the curricular reforms proposed for the first year of basic education. Document analysis, questionnaires and interviews were used for data collection, aiming to understand the conception of the teachers participating in the study about their experiences: the policy in place, participation in continued education programs, the contents to be taught, the encountered difficulties and other aspects that directly influence their perspective on teaching in the first year of basic education. From the analyzed data it is possible to note that this reform involves aspects beyond the implementation of the last policy or guideline adopted by MEC (Ministry of Education), considering a necessary change in both classroom and school cultures. Fear, insecurity and apprehension stemming from the initial expectations of working with six year old children may be justified by the fact that the concept of change is directly associated with rethinking, (re) configuring, (re) organizing the teacher know-how. In this perspective, collective actions aiming to overcome the practical problems encountered in teacher know-how are noteworthy, given that the meaning of change is tied to what those involved can come to understand about what must change and how to do it. / A pesquisa trata do processo de desenvolvimento profissional e aprendizagem docente de coordenadoras e professores/as que atuam no primeiro ano do ensino fundamental frente à ampliação do ensino fundamental para nove anos. O ingresso da criança de seis anos no ensino obrigatório possivelmente implica em mudanças na organização do trabalho pedagógico desenvolvido em sala de aula pelas professoras e adequações no currículo a fim de atender as necessidades específicas dos novos ingressantes, crianças de seis anos. Exige, ainda, dos sistemas de ensino providências para garantir a formação continuada de docentes, gestores e demais profissionais da educação. As mudanças necessárias à ampliação do ensino fundamental para nove anos e, portanto, necessárias ao ingresso das crianças de seis anos nessa etapa de ensino, podem gerar desestabilizações, incertezas e a busca de novos conhecimentos sobre as especificidades, características e necessidades das crianças de seis anos. Assim, esta investigação procura compreender de que maneiras os/as professores/as do primeiro ano do ensino fundamental em escolas da rede municipal de São Carlos, concebem, desenvolvem e implementam a política de ampliação do ensino obrigatório, tendo em vista suas demandas e sua influência direta sobre a escola e seus alunos. É relevante ressaltar que alguns aspectos do estudo estão relacionados ao que a literatura educacional enfoca sobre a aprendizagem e o desenvolvimento profissional docente, bem como ao que se referem à ampliação do ensino fundamental para nove anos e reformas curriculares propostas para o primeiro ano deste nível de ensino. Para a coleta de dados foram realizadas análise documental, questionários e entrevistas para compreender a concepção das professoras participantes do estudo sobre os processos vividos: a política implantada, a formação continuada recebida, os conteúdos a serem ensinados, as dificuldades encontradas e outros aspectos que sob sua perspectiva influenciam diretamente o ensino no primeiro ano. A partir dos dados obtidos é possível notar que para os participantes, esta reforma envolve aspectos para além da implementação da última política ou diretriz adotada pelo MEC, antes significa mudar as culturas das salas de aula e das escolas. O medo, a insegurança, a apreensão inicial originadas da expectativa de trabalhar com crianças de seis anos podem justificar-se pelo fato do conceito de mudança estar atrelado ao repensar, (re)configurar, (re)organizar o saber fazer docente. Nesta perspectiva, a ação coletiva na superação dos problemas práticos encontrados no fazer docente merece destaque, tendo em vista que o significado da mudança está na maneira como os envolvidos podem vir a entender o que deve mudar e como fazê-lo.

This study aimed at exploring the grade nine learners' experience of career counselling at school in order to determine their ability to make informed subject and career choices. The literature review explored career education programmes and the changing world of work in South Africa. The importance of knowledge about career possibilities, personal values, personality traits and individual interests and abilities was highlighted. Qualitative research involved grade nine learners and Life Orientation teachers in individual and focus group interviews. Data analysis led to the following conclusions: Life Orientation teachers are not adequately informed about the purpose and aim of the career counselling process. Most teachers do not have the necessary knowledge and skills to support learners to make informed subject and career choices. Career counselling in grade nine does not meet the needs of the learners. / Educational Studies / M. Ed.(Psychology of education)