Zugl.: Oestrich-Winkel, Europ. Business School, Diss., 2008.

Esta tese analisa a racionalidade da Educação a Distância da era digital, a partir do estudo de uma comunidade virtual de aprendizagem, formada por alunos do Curso de Licenciatura em Pedagogia a Distância da Faculdade de Educação da Universidade Federal do Rio Grande do Sul, em Porto Alegre, sul do Brasil, à luz da Teoria da Ação Comunicativa, de Jürgen Habermas. Tomando como ponto de partida o contexto contemporâneo da Educação a Distância, caracterizado pela crescente utilização das tecnologias de informação e comunicação (TICs) nas ações de ensino e aprendizagem, discute-se as implicações decorrentes da rápida expansão da modalidade, fomentada por políticas públicas, em termos da democratização do acesso ao ensino, considerando os aspectos tecnológicos, sociais e pedagógicos envolvidos. O perfil diferenciado dos estudantes que frequentam cursos de formação de professores em exercício na modalidade à distância, formado por profissionais com elevada jornada de trabalho, que possuem larga experiência no magistério, que se encontram há muito tempo afastados dos bancos escolares na condição de alunos, e em sua maioria mulheres, que desempenham concomitantemente outros importantes papéis como esposas, mães, avós, donas de casa, ao lado do novo papel de estudantes universitárias, com dificuldades para a organização do tempo necessário aos estudos on-line, coloca o problema do ensino e da aprendizagem em interseção com o mundo da vida. Dentro dessa conjuntura, o retorno aos estudos superiores na modalidade a distância traz uma série de implicações para os estudantes, seja em função da tradição de ensino oral, de cunho expositivo entregador, com o qual os alunos encontram-se habituados, seja em função de novas concepções pedagógicas baseadas nos princípios da aprendizagem em rede, gerando repercussões no campo da autonomia do educando, colocando os alunos frente ao desafio de “aprender a aprender a distância”. Desse modo, a metodologia de ensino on-line, baseada em ambientes virtuais de aprendizagem, com o uso intenso das TICs, ao tempo em que tem se revelado estratégica na democratização do acesso à educação, especialmente na formação de professores em exercício, coloca os estudantes diante das vicissitudes da aprendizagem virtual, ensejando a articulação de uma inteligibilidade do “estudar a distância”, dentro de uma perspectiva do agir comunicativo. Através da análise de conteúdo, o estudo articula os proferimentos dos alunos-professores procurando evidenciar as racionalidades presentes no ensino virtual, como forma de trazer a questão para o debate, buscando contribuir para minimizar os riscos da instauração de uma racionalidade puramente instrumental na Educação a Distância contemporânea. / The purpose of this work is to analyze the rationality of Education Distance in the digital era utilizing the study of a virtual learning community composed of students from the teaching degree in educational pedagogy in Distance from the College of Education of the Universidade Federal do Rio Grande do Sul in Porto Alegre, southern Brazil, based on the theory of Communication Actions of Jürgen Habermas. The contemporary context of Education Distance, characterized by the growing use of information and communication technology (TICs) in the teaching and learning actions was used as the starting point. Implications derived from the rapid expansion of modality, promoted by public politics, in terms of the democratization of access to learning are discussed, considering the technological, social and pedagogical aspects involved. The distinct profiles of the students that attend courses for the formation of working teachers in Education Distance, consisting of professionals with a high number of working hours and who also have much teaching experience, most of them female and currently withdrawn from the role of students direct the problem of teaching and learning intersecting with life in the present world. They take on important roles as wives, mothers, grandmothers and housewives along with that of university students, thus adding the problem of organizing their time to accommodate studying on-line to their multi-tasked lives. Through this conjecture, the return to higher education at a distance introduces repercussions in the field of the student’s autonomy, as well as a series of implications to these students with regards to the traditional oral teaching, with a teacher figure with which they were accustomed, or the function of new pedagogical concepts based on learning on the Internet. The latter generates inserting them in a new role of “learning how to learn at a distance.” In this manner, the methodology applied to on-line teaching, based on virtual learning settings and with the intense use of TICs, in times where democratic strategies for the access of education are present, mainly in the formation of working teachers, brings the students face-toface with the vicissitudes of virtual learning, introducing the articulation of an intelligible “study-at-a-distance” within the communicative actions perspective. This study articulates the narratives of the student/teachers through the analysis of content, demonstrating the rationalities present in virtual learning as a way of bringing this topic up for discussion. It aims to contribute by minimizing the risks of installation of a purely rational instrument in contemporary Education Distance.

This dissertation, which is both exploratory and descriptive in nature, initially describes the development of the polygraph against a background of understanding society's rejection of the lying phenomenon. The theoretical foundations of polygraph thinking are then presented as forerunner to practical illustration of polygraph use in the private sector. The criminal justice system represents the sphere of polygraph ulitization central to the research. With strong American accent, polygraph use in all four components of the system is described in such a manner so as to provoke thought on the part of criminal justice functionaries as to polygraph possibilities in the execution of their functions. Research findings and recommendations aimed at stimulating thought and improvement in the field of polygraphy conclude the dissertation. / Criminology and Security Science / M.A (Penology)

Esta tese analisa a racionalidade da Educação a Distância da era digital, a partir do estudo de uma comunidade virtual de aprendizagem, formada por alunos do Curso de Licenciatura em Pedagogia a Distância da Faculdade de Educação da Universidade Federal do Rio Grande do Sul, em Porto Alegre, sul do Brasil, à luz da Teoria da Ação Comunicativa, de Jürgen Habermas. Tomando como ponto de partida o contexto contemporâneo da Educação a Distância, caracterizado pela crescente utilização das tecnologias de informação e comunicação (TICs) nas ações de ensino e aprendizagem, discute-se as implicações decorrentes da rápida expansão da modalidade, fomentada por políticas públicas, em termos da democratização do acesso ao ensino, considerando os aspectos tecnológicos, sociais e pedagógicos envolvidos. O perfil diferenciado dos estudantes que frequentam cursos de formação de professores em exercício na modalidade à distância, formado por profissionais com elevada jornada de trabalho, que possuem larga experiência no magistério, que se encontram há muito tempo afastados dos bancos escolares na condição de alunos, e em sua maioria mulheres, que desempenham concomitantemente outros importantes papéis como esposas, mães, avós, donas de casa, ao lado do novo papel de estudantes universitárias, com dificuldades para a organização do tempo necessário aos estudos on-line, coloca o problema do ensino e da aprendizagem em interseção com o mundo da vida. Dentro dessa conjuntura, o retorno aos estudos superiores na modalidade a distância traz uma série de implicações para os estudantes, seja em função da tradição de ensino oral, de cunho expositivo entregador, com o qual os alunos encontram-se habituados, seja em função de novas concepções pedagógicas baseadas nos princípios da aprendizagem em rede, gerando repercussões no campo da autonomia do educando, colocando os alunos frente ao desafio de “aprender a aprender a distância”. Desse modo, a metodologia de ensino on-line, baseada em ambientes virtuais de aprendizagem, com o uso intenso das TICs, ao tempo em que tem se revelado estratégica na democratização do acesso à educação, especialmente na formação de professores em exercício, coloca os estudantes diante das vicissitudes da aprendizagem virtual, ensejando a articulação de uma inteligibilidade do “estudar a distância”, dentro de uma perspectiva do agir comunicativo. Através da análise de conteúdo, o estudo articula os proferimentos dos alunos-professores procurando evidenciar as racionalidades presentes no ensino virtual, como forma de trazer a questão para o debate, buscando contribuir para minimizar os riscos da instauração de uma racionalidade puramente instrumental na Educação a Distância contemporânea. / The purpose of this work is to analyze the rationality of Education Distance in the digital era utilizing the study of a virtual learning community composed of students from the teaching degree in educational pedagogy in Distance from the College of Education of the Universidade Federal do Rio Grande do Sul in Porto Alegre, southern Brazil, based on the theory of Communication Actions of Jürgen Habermas. The contemporary context of Education Distance, characterized by the growing use of information and communication technology (TICs) in the teaching and learning actions was used as the starting point. Implications derived from the rapid expansion of modality, promoted by public politics, in terms of the democratization of access to learning are discussed, considering the technological, social and pedagogical aspects involved. The distinct profiles of the students that attend courses for the formation of working teachers in Education Distance, consisting of professionals with a high number of working hours and who also have much teaching experience, most of them female and currently withdrawn from the role of students direct the problem of teaching and learning intersecting with life in the present world. They take on important roles as wives, mothers, grandmothers and housewives along with that of university students, thus adding the problem of organizing their time to accommodate studying on-line to their multi-tasked lives. Through this conjecture, the return to higher education at a distance introduces repercussions in the field of the student’s autonomy, as well as a series of implications to these students with regards to the traditional oral teaching, with a teacher figure with which they were accustomed, or the function of new pedagogical concepts based on learning on the Internet. The latter generates inserting them in a new role of “learning how to learn at a distance.” In this manner, the methodology applied to on-line teaching, based on virtual learning settings and with the intense use of TICs, in times where democratic strategies for the access of education are present, mainly in the formation of working teachers, brings the students face-toface with the vicissitudes of virtual learning, introducing the articulation of an intelligible “study-at-a-distance” within the communicative actions perspective. This study articulates the narratives of the student/teachers through the analysis of content, demonstrating the rationalities present in virtual learning as a way of bringing this topic up for discussion. It aims to contribute by minimizing the risks of installation of a purely rational instrument in contemporary Education Distance.

Esta tese analisa a racionalidade da Educação a Distância da era digital, a partir do estudo de uma comunidade virtual de aprendizagem, formada por alunos do Curso de Licenciatura em Pedagogia a Distância da Faculdade de Educação da Universidade Federal do Rio Grande do Sul, em Porto Alegre, sul do Brasil, à luz da Teoria da Ação Comunicativa, de Jürgen Habermas. Tomando como ponto de partida o contexto contemporâneo da Educação a Distância, caracterizado pela crescente utilização das tecnologias de informação e comunicação (TICs) nas ações de ensino e aprendizagem, discute-se as implicações decorrentes da rápida expansão da modalidade, fomentada por políticas públicas, em termos da democratização do acesso ao ensino, considerando os aspectos tecnológicos, sociais e pedagógicos envolvidos. O perfil diferenciado dos estudantes que frequentam cursos de formação de professores em exercício na modalidade à distância, formado por profissionais com elevada jornada de trabalho, que possuem larga experiência no magistério, que se encontram há muito tempo afastados dos bancos escolares na condição de alunos, e em sua maioria mulheres, que desempenham concomitantemente outros importantes papéis como esposas, mães, avós, donas de casa, ao lado do novo papel de estudantes universitárias, com dificuldades para a organização do tempo necessário aos estudos on-line, coloca o problema do ensino e da aprendizagem em interseção com o mundo da vida. Dentro dessa conjuntura, o retorno aos estudos superiores na modalidade a distância traz uma série de implicações para os estudantes, seja em função da tradição de ensino oral, de cunho expositivo entregador, com o qual os alunos encontram-se habituados, seja em função de novas concepções pedagógicas baseadas nos princípios da aprendizagem em rede, gerando repercussões no campo da autonomia do educando, colocando os alunos frente ao desafio de “aprender a aprender a distância”. Desse modo, a metodologia de ensino on-line, baseada em ambientes virtuais de aprendizagem, com o uso intenso das TICs, ao tempo em que tem se revelado estratégica na democratização do acesso à educação, especialmente na formação de professores em exercício, coloca os estudantes diante das vicissitudes da aprendizagem virtual, ensejando a articulação de uma inteligibilidade do “estudar a distância”, dentro de uma perspectiva do agir comunicativo. Através da análise de conteúdo, o estudo articula os proferimentos dos alunos-professores procurando evidenciar as racionalidades presentes no ensino virtual, como forma de trazer a questão para o debate, buscando contribuir para minimizar os riscos da instauração de uma racionalidade puramente instrumental na Educação a Distância contemporânea. / The purpose of this work is to analyze the rationality of Education Distance in the digital era utilizing the study of a virtual learning community composed of students from the teaching degree in educational pedagogy in Distance from the College of Education of the Universidade Federal do Rio Grande do Sul in Porto Alegre, southern Brazil, based on the theory of Communication Actions of Jürgen Habermas. The contemporary context of Education Distance, characterized by the growing use of information and communication technology (TICs) in the teaching and learning actions was used as the starting point. Implications derived from the rapid expansion of modality, promoted by public politics, in terms of the democratization of access to learning are discussed, considering the technological, social and pedagogical aspects involved. The distinct profiles of the students that attend courses for the formation of working teachers in Education Distance, consisting of professionals with a high number of working hours and who also have much teaching experience, most of them female and currently withdrawn from the role of students direct the problem of teaching and learning intersecting with life in the present world. They take on important roles as wives, mothers, grandmothers and housewives along with that of university students, thus adding the problem of organizing their time to accommodate studying on-line to their multi-tasked lives. Through this conjecture, the return to higher education at a distance introduces repercussions in the field of the student’s autonomy, as well as a series of implications to these students with regards to the traditional oral teaching, with a teacher figure with which they were accustomed, or the function of new pedagogical concepts based on learning on the Internet. The latter generates inserting them in a new role of “learning how to learn at a distance.” In this manner, the methodology applied to on-line teaching, based on virtual learning settings and with the intense use of TICs, in times where democratic strategies for the access of education are present, mainly in the formation of working teachers, brings the students face-toface with the vicissitudes of virtual learning, introducing the articulation of an intelligible “study-at-a-distance” within the communicative actions perspective. This study articulates the narratives of the student/teachers through the analysis of content, demonstrating the rationalities present in virtual learning as a way of bringing this topic up for discussion. It aims to contribute by minimizing the risks of installation of a purely rational instrument in contemporary Education Distance.

The use of agile methods continues to increase within software development but the agile processes do not contain the necessary steps to account for the user and realize the usability of the system. It seems it is therefore necessary to integrate the UCD methodology and agile methodology. What this integration should look like is not always apparent as the integration needs to be adapted to the specific context in each organization. Accompanied by a pre-study which identified difficulties with the integration, the current study examines how UCD specialists experience the communication through boundary objects in distributed agile teams. Furthermore the study examines how the understanding of the user is communicated to the developers in the agile teams and the potential of doing so with a design rationale. A case study was therefore performed with interviews of six UCD specialists to try to answers these questions. A content analysis was performed in relation to each research question and identified a number of themes relating to the experiences concerning; (1) communication through boundary objects, (2) how an understanding of the user is communicated, and (3) opinions of using design rationale for this purpose. Some of the conclusions drawn are that boundary objects only aim at communicating the interaction with the system, that they should be viewed as communication aids as they are not stand-alone and making them comprehensive would be even more time consuming. Furthermore, personas are not deemed fitting for communicating the understanding of the user to developers. This should instead be done by allowing developers to participate in user research.

In this study, the use of hypnosis in the treatment of chronic low back pain is described in terms of Ecosystemic thinking, as opposed to traditional conceptualisations of hypnosis. Six case studies were used. Each is described in detail, as well as the therapeutic rationale behind each case, in order to present the reader with an understanding of the thinking behind using Ecosystemic hypnotherapy. / Psychology / M.A. (Psychology)

No description available.

In Russia, all conditions are currently being formed, as well as the prerequisites for the application of strategic management methods and tools, both for large enterprises and for small firms, regardless of the scope of activity and legal form of ownership. A sustainable development strategy is a common type of strategy that every member of the global economy should pursue with the goal of satisfying today's needs, without compromising the ability of future generations to satisfy their own. The sources used educational and methodological and research literature, the results of empirical research of the author and the data of questionnaires. In the master's thesis, a generalized integral indicator was developed based on the distribution of goals in the areas of economic, environmental, social and technological sustainability to assess the sustainability of the enterprise, and this indicator was also used in the economic rationale of the sustainable development strategy. / В России в настоящее время формируются все условия, а также предпосылки применения методов и средств стратегического управления, как для крупных предприятий, так и для мелких фирм независимо от сферы деятельности и организационно-правовой формы собственности. Стратегия устойчивого развития – это распространенный вид стратегии, которому должен следовать каждый участник мировой экономики, имеющий цель удовлетворить сегодняшние потребности, не ставя под угрозу способность будущих поколений удовлетворять свои собственные. В качестве источников использовалась учебно-методическая и научно-исследовательская литература, результаты эмпирических исследований автора и данные опросников. В магистерской диссертации был разработан обобщённый интегральный показатель на основе распределения целей по направлениям экономической, экологической, социальной и технологической устойчивости для оценки устойчивости предприятия, а также данный показатель был использован в экономическом обосновании стратегии устойчивого развития.

Innovation Parks in Canada / Innovation Parks became an innovation and economic development policy instrument in the Western world more than two decades ago. While Canada was slow to catch up to this phenomenon, it did eventually join the trend. This study analyzes the policy rationales for innovation parks in Canada through a national and sub-national lens. For this purpose, Ontario and Saskatchewan are chosen as comparative points. It compares the Saskatchewan Innovation Place (SIP), McMaster Innovation Park (MIP), and David Johnston Research and Technology Park (DJRTP). The study develops a three-pronged analysis of institutions, interests and ideas to explain why governments support innovation parks as a policy instrument. It is argued that the continued support of these initiatives is largely a function of institutional path-dependence and policy lock-ins manifest through sunk infrastructure investments, desire to balance different interest groups – mainly the commercial real estate sector and the organizations representing the research parks. These institutional and structural struggles are underpinned by the ideational frames of economic development and knowledge-based economic growth. / Thesis / Doctor of Philosophy (PhD)