Thesis (M.P.A.)--University of Alabama at Birmingham, 2007. / Description based on contents viewed Feb. 5, 2008; title from title screen. Includes bibliographical references (p. 121-130).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

This thesis examines important aspects of Canada and Britain’s participation in the Korean War of 1950-53 and the Afghanistan Conflict of 2001-present with a view to better understanding how international law influenced this participation, and whether key leaders and officials understood said law as a binding and distinct phenomenon. It draws on constructivist International Relations (IR) theory and “interactional” International Law (IL) theory, and employs a method of historical reconstruction and process tracing. I argue that, contrary to what realism might predict, international law helped define and shape each state’s possible course of action in the wars, and the justifications that could be made for their behaviour. More specifically, Canada and Britain’s involvement in the conflicts suggests that, when states use force, international law can play four broad roles: 1) it helps constitute the identities of the actors at issue; 2) it helps regulate the political and military practice of the actors at issue; 3) it permits and legitimates certain political and military practices that otherwise might not be permitted; and 4) it helps structure the process by which agents seek to develop and promote new legal rules and legitimate practice. However, I also contend that, contrary to what IL scholars might predict, the discourse and actions of Canadian and British leaders and officials during the Korean War and Afghanistan Conflict offer mixed support for the hypothesis that, when states use force, policy-makers understand international law as a binding and distinct set of legal rules, and the legal status of these rules impacts their decision-making. In sum, my findings suggest that international law can play important roles in world politics and the use of force by states, but it is unclear whether these effects are attributable to an obligatory quality in law.

A educação universitária em Enfermagem, no Brasil, enfrenta desafios postos pela necessidade de formação de profissionais generalistas, críticos e reflexivos que contribuam, não só para a melhoria da atenção prestada pelo enfermeiro e pela equipe de saúde, mas, também, para o fortalecimento da identidade profissional, para que se efetive o compromisso na implementação dos princípios e diretrizes do Sistema Único de Saúde. Baseando-se no movimento macroestrutural de implementação das políticas públicas rumo a essa priorização, este trabalho objetiva apreender, junto aos docentes e discentes de uma instituição federal de ensino superior da Região Centro-Oeste do Brasil, a compreensão sobre a formação crítico-reflexiva, assim como as estratégias para essa formação no contexto da enfermagem. O percurso metodológico adotado foi baseado na abordagem qualitativa, amparada pelo referencial teórico da educação de Paulo Freire, sendo o empírico captado mediante a realização de entrevistas semiestruturadas com docentes e discentes da IES cenário da pesquisa, além de fontes secundárias sobre a proposta do curso de enfermagem. Procedeu-se à análise de conteúdo em sua vertente temática, identificando-se três categorias empíricas: o docente da IES - dimensão pessoal e profissional; formação crítico-reflexiva do enfermeiro - componentes e sujeitos fundamentais do processo educativo; o olhar dos docentes e alunos sobre a formação crítico-reflexiva do enfermeiro. Destaca-se, na primeira categoria, a construção do processo identitário do professor, formado por aspectos históricos, sociais, organizacionais, vivenciados antes e depois do ingresso na carreira docente. Na segunda categoria, ressalta-se a importância da construção coletiva da proposta pedagógica, a aproximação gradativa dos alunos aos cenários de prática na graduação, a integração ensino, pesquisa e extensão e a importância do saber conviver por meio do trabalho em equipe, proporcionando a integralidade da atenção. Na última categoria, foram construídas as compreensões do ser crítico-reflexivo, destacando-se a formação ética e política para além da técnica, a preocupação com o papel social e a postura profissional, a valorização dos sujeitos e vivências subjetivas, o alcance das relações emancipatórias. Conclui-se que a formação crítico-reflexiva é constituída por sujeitos coletivos que percebem a totalidade das questões que permeiam o processo educativo, pois, consideram o processo de conhecimento como um processo de trabalho que valoriza a realidade da saúde, procurando responder as necessidades sociais. Os sujeitos da pesquisa identificam as políticas públicas de formação de recursos humanos, na atualidade, primando pelo aprimoramento das práticas nos serviços de saúde, coconstrução da autonomia dos sujeitos e valorização da vida. Assim como, também identificam a dinâmica organizacional da instituição de ensino no qual estão inseridos, aproximando-as das necessidades concretas da população brasileira rumo ao fortalecimento do SUS. / The university education in nursing in Brazil faces challenges placed by the necessity of formation of generalist, critical and reflective professionals who contribute not only for the improvement of the attention given to the nurse and the health staff, but for the strengthening of the professional identity so that if it accomplishes the commitment in the implementation of the principles and lines of direction of the Unified Health System. Based on the macrostructural movement of implementation of the public politics towards to this priorization, this work has as objective to apprehend, close to the professors and students of a federal institution of superior education of the region Center-West of Brazil the understanding on the critical-reflexive formation, as well as the strategies for this formation in the context of the nursing.The methodological way adopted was based on the qualitative boarding supported by the education theoretical referential by Paulo Freire, being the empiricist caught by means of the accomplishment of half-structuralized interviews with professors and students of the IES scene of the research, beyond secondary sources on the proposal of the nursing course. A content analysis in its thematic source was done, being identified three empirical categories: the professor of the IES: the personal and professional dimension; critical-reflexive formation of the nurse: components and basic subjects of the educative process; the look of the professors and students on the critical-reflexive formation of the nurse. The construction of the professor identity process, formed by historical, social, organizational aspects is distinguished in the first category, experienced before and after the ingression in the teaching career. In the second category, the importance of the collective construction of the pedagogical proposal is pointed out it. Also the gradual approach of the students to the sceneries of the practical in the graduation, the integration education- research-extension, and the importance of knowing to coexist by means of the work in team are distinguished, providing the completeness of the attention. In the last category, the understandings of the critical-reflexive being were constructed, and the ethical and politics formation beyond the technique, the concern with social paper and professional position, the valorization of the subjects and subjective experiences, the reach of the emancipator relations were distinguished. We can conclude that the critical-reflexive formation is constituted by collective subjects that perceive the totality of the questions that permeate the educative process, therefore, we consider the discovery process as a work process that valorizes the reality of the health that it looks to answer the social necessities. The subjects of the research identify the public politics of human resources formation in the present time searching for the improvement of the practices in the services of health, co-construction of the autonomy of the citizens and valorization of life. As well as, also they identify the organizational dynamics of the education institution in which they are inserted, approaching them of the concrete needs of Brazilian population towards the SUS strengthening.

Thesis (Ph.D.) - University of St Andrews, May 2010.

This thesis analyses the development of provincial Toryism during the period from the end of the Napoleonic wars in 1815 to the passage of the Reform Acts in 1832, examining the beliefs, organisations, and actions of local Tories particularly in some large British towns. In the early nineteenth century, the existence of two parties, Tory and Whig, became a major feature of parliamentary politics, and local political associations supporting each of them were gradually organised and became powerful and influential in urban centres. Local Tories expressed their opinions and acted together in order to support the Tory party in Parliament. They found support in different regions, and developed a recognisable network and identity in various British towns. Like parliamentary Tories, however, they were not completely coherent in their ideology nor entirely agreed in what policies to pursue. They were ‘issue-oriented’ associations, which were loosely connected with each other. They sometimes acted independently and flexibly, lacked complete unity, and were not controlled by the national party at Westminster. Taking these circumstances into consideration, this thesis attempts to reveal how national and local politics were connected, and some of the most important aspects of local Tory politics particularly in terms of identity and organisation Chapter One examines the political ideology of local Tories, by looking at the provincial Tory press published in Bristol, Colchester, and Edinburgh in particular. Chapter Two investigates Tory clubs and societies, such as the Pitt Clubs, the True Blue Clubs, the King and Constitution Clubs, the Brunswick Clubs, and the Orange Lodges, which were widely and deeply entrenched in British urban communities. Chapter Three examines Tory electoral politics in three large, open, freeman boroughs: Liverpool, Bristol, and Colchester. It analyses the political opinions and actions of the electors and non-electors and investigates the extent and the ways in which national issues impacted on these urban constituencies. Chapter Four also examines the impact of national issues on local Tory politics, but does so by presenting a case study of the involvement of local Liverpool Tories in such significant provincial political arenas as Corporation politics, mayoral elections, and public meetings. The Conclusion stresses the importance of the diverse and flexible reactions of provincial Tories to various political events occurring in the localities as well as at Westminster.

This investigative research had aim to identify and to analyze the politics public educational implemented in the municipal district of Uberlândia, understanding how these politics insert into the globalization and into the reform of the education, which marked the period of time investigated, between the years 1997 to 2004. This research to aim, too, to show what is changing, nowadays, in the municipal public education system, concerns the administration, financial and pedagogical, and to compare the "official discourse" with the political practices which were implemented in reality. For to realize these goals, we used the documental analyze method. The documents researched were: the Organic Law of the municipal district of Uberlândia, and the legal apparatus came from the promulgation, like the laws, the decree, regulations and normative instructions, linked with the municipal education; the law Lei de Diretrizes e Bases LDB 9394/96-; the Parecer 500 of the Minas Gerais State council; and, the journal O Município , which it is the official newspaper of the Uberlândia. In the beginning we did a review about the globalization and how it influence the political education rules. We put focus on the work of multilaterals organisms in this process. Later on we did an analyze the political educational in the municipal district of Uberlândia, based in the facts that emerged the documental research, it means: democratically administration, autonomy, decentralization and participation. After we keep focus on the theoretical reference, that help us to understand how is built one politic public, looking for the educational politics, and after this, we did a comparison between thetheoretical referential and the data updated on the documents researched. At the end we summarize the elements that help us to understand the public educational politics in the municipal district of Uberlândia, looking for the contradictions and putting in focus what was really implemented during the period of time researched. / O presente trabalho investigativo teve como objetivos identificar e analisar as políticas públicas educacionais implementadas no Município de Uberlândia, depreendendo como estas se articulam no contexto de globalização e de reforma educacional, que marcou o período investigado, o qual compreendeu os anos de 1997 a 2004. Além de explicitar as modificações que ocorrem no sistema público municipal de ensino, tanto no que diz respeito à gestão, no âmbito administrativo, financeiro e pedagógico, bem como problematizar as contradições que se efetivam entre o "discurso oficial" e as políticas implementadas. Para atingir tais objetivos utilizamos como metodologia a análise documental. Sendo que os documentos pesquisados foram: a Lei Orgânica do Município de Uberlândia, e os aparatos legais advindos a partir de sua promulgação, tais como as leis, os decretos, as portaria e as instruções normativas, relacionados com a educação municipal; a Lei de diretrizes e Bases da Educação LBD 9394/96-; o Parecer 500 do Conselho Estadual de Minas Gerais; e, o Jornal O município, que é o órgão oficial de publicação do Município de Uberlândia. Inicialmente foi feito um levantamento bibliográfico sobre o processo de globalização e a influência deste na elaboração de políticas educacionais, onde enfocamos a atuação dos agentes multilaterais neste processo. Posteriormente procedemos a análise da política educacional do Município de Uberlândia, tendo como fundamento as categorias de análise que emergiram da pesquisa documental, as quais são: gestão democrática, autonomia, descentralização e participação. A seguir o estudo se detém, inicialmente, no referencial teórico que nos ajudou a compreender como se constitui uma política pública, enfocando a política educacional, e posteriormente, fizemos o confronto entre o referencial teórico e os dados encontrados nos documentos investigados. Ao final sintetizamos os elementos que corroboraram para nossa compreensão de como tem se constituído a política pública educacional no Município de Uberlândia, apontando contradições e ressaltando o que foi efetivado no período investigado. / Mestre em Educação

A educação universitária em Enfermagem, no Brasil, enfrenta desafios postos pela necessidade de formação de profissionais generalistas, críticos e reflexivos que contribuam, não só para a melhoria da atenção prestada pelo enfermeiro e pela equipe de saúde, mas, também, para o fortalecimento da identidade profissional, para que se efetive o compromisso na implementação dos princípios e diretrizes do Sistema Único de Saúde. Baseando-se no movimento macroestrutural de implementação das políticas públicas rumo a essa priorização, este trabalho objetiva apreender, junto aos docentes e discentes de uma instituição federal de ensino superior da Região Centro-Oeste do Brasil, a compreensão sobre a formação crítico-reflexiva, assim como as estratégias para essa formação no contexto da enfermagem. O percurso metodológico adotado foi baseado na abordagem qualitativa, amparada pelo referencial teórico da educação de Paulo Freire, sendo o empírico captado mediante a realização de entrevistas semiestruturadas com docentes e discentes da IES cenário da pesquisa, além de fontes secundárias sobre a proposta do curso de enfermagem. Procedeu-se à análise de conteúdo em sua vertente temática, identificando-se três categorias empíricas: o docente da IES - dimensão pessoal e profissional; formação crítico-reflexiva do enfermeiro - componentes e sujeitos fundamentais do processo educativo; o olhar dos docentes e alunos sobre a formação crítico-reflexiva do enfermeiro. Destaca-se, na primeira categoria, a construção do processo identitário do professor, formado por aspectos históricos, sociais, organizacionais, vivenciados antes e depois do ingresso na carreira docente. Na segunda categoria, ressalta-se a importância da construção coletiva da proposta pedagógica, a aproximação gradativa dos alunos aos cenários de prática na graduação, a integração ensino, pesquisa e extensão e a importância do saber conviver por meio do trabalho em equipe, proporcionando a integralidade da atenção. Na última categoria, foram construídas as compreensões do ser crítico-reflexivo, destacando-se a formação ética e política para além da técnica, a preocupação com o papel social e a postura profissional, a valorização dos sujeitos e vivências subjetivas, o alcance das relações emancipatórias. Conclui-se que a formação crítico-reflexiva é constituída por sujeitos coletivos que percebem a totalidade das questões que permeiam o processo educativo, pois, consideram o processo de conhecimento como um processo de trabalho que valoriza a realidade da saúde, procurando responder as necessidades sociais. Os sujeitos da pesquisa identificam as políticas públicas de formação de recursos humanos, na atualidade, primando pelo aprimoramento das práticas nos serviços de saúde, coconstrução da autonomia dos sujeitos e valorização da vida. Assim como, também identificam a dinâmica organizacional da instituição de ensino no qual estão inseridos, aproximando-as das necessidades concretas da população brasileira rumo ao fortalecimento do SUS. / The university education in nursing in Brazil faces challenges placed by the necessity of formation of generalist, critical and reflective professionals who contribute not only for the improvement of the attention given to the nurse and the health staff, but for the strengthening of the professional identity so that if it accomplishes the commitment in the implementation of the principles and lines of direction of the Unified Health System. Based on the macrostructural movement of implementation of the public politics towards to this priorization, this work has as objective to apprehend, close to the professors and students of a federal institution of superior education of the region Center-West of Brazil the understanding on the critical-reflexive formation, as well as the strategies for this formation in the context of the nursing.The methodological way adopted was based on the qualitative boarding supported by the education theoretical referential by Paulo Freire, being the empiricist caught by means of the accomplishment of half-structuralized interviews with professors and students of the IES scene of the research, beyond secondary sources on the proposal of the nursing course. A content analysis in its thematic source was done, being identified three empirical categories: the professor of the IES: the personal and professional dimension; critical-reflexive formation of the nurse: components and basic subjects of the educative process; the look of the professors and students on the critical-reflexive formation of the nurse. The construction of the professor identity process, formed by historical, social, organizational aspects is distinguished in the first category, experienced before and after the ingression in the teaching career. In the second category, the importance of the collective construction of the pedagogical proposal is pointed out it. Also the gradual approach of the students to the sceneries of the practical in the graduation, the integration education- research-extension, and the importance of knowing to coexist by means of the work in team are distinguished, providing the completeness of the attention. In the last category, the understandings of the critical-reflexive being were constructed, and the ethical and politics formation beyond the technique, the concern with social paper and professional position, the valorization of the subjects and subjective experiences, the reach of the emancipator relations were distinguished. We can conclude that the critical-reflexive formation is constituted by collective subjects that perceive the totality of the questions that permeate the educative process, therefore, we consider the discovery process as a work process that valorizes the reality of the health that it looks to answer the social necessities. The subjects of the research identify the public politics of human resources formation in the present time searching for the improvement of the practices in the services of health, co-construction of the autonomy of the citizens and valorization of life. As well as, also they identify the organizational dynamics of the education institution in which they are inserted, approaching them of the concrete needs of Brazilian population towards the SUS strengthening.

Submitted by Leda Lopes (ledacplopes@hotmail.com) on 2017-02-17T11:54:02Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Disserta_versão final.pdf: 1171885 bytes, checksum: 220e6a4d899013a83fbfeea41c2461b8 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-02-22T21:20:55Z (GMT) No. of bitstreams: 2 Disserta_versão final.pdf: 1171885 bytes, checksum: 220e6a4d899013a83fbfeea41c2461b8 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-02-22T21:22:23Z (GMT) No. of bitstreams: 2 Disserta_versão final.pdf: 1171885 bytes, checksum: 220e6a4d899013a83fbfeea41c2461b8 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-02-22T21:22:33Z (GMT). No. of bitstreams: 2 Disserta_versão final.pdf: 1171885 bytes, checksum: 220e6a4d899013a83fbfeea41c2461b8 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-08-30 / O presente estudo tem por objetivo compreender os modos de habitar a cidade a partir do cotidiano dos grupos que se localizam nas margens urbanas e à margem do Estado, que não se encontram nas representações e nas narrativas oficiais sobre a cidade, através de um estudo etnográfico junto a uma ocupação ilegal localizada no bairro Três Vendas da cidade de Pelotas. Um contexto marcado por vários processos de exclusão e por uma urbanização informal. O propósito é capturar como a cidade é inventada a partir de suas margens, pelas múltiplas situações cotidianas vivenciadas pelos seus habitantes, através da produção dos espaços de interação, formação das redes de sociabilidade, trocas e reciprocidade. Este estudo tem como categoria central de análise os modos de habitar, articulando os conceitos de memória coletiva, entrelugares, fronteira, território, territorialidade e contextos específicos. A proposta é submeter à perspectiva globalizante e normativa de cidade a experiência particularizada e contextualizada dos grupos que inventam e vivem a cidade, para pensá-la em termos históricos, processuais e relacionais, e de uma descolonização epistemológica na produção do conhecimento sobre os modos habitar os territórios periféricos pensando o trabalho antropológico junto às políticas públicas. / This study aims to comprehend the ways of living the city since the daily life of the groups that live in the urban shores and at the margins of the State instituitions. These groups are not found in the representations and in the officials narratives about the city. It was realized an ethnographic study in an unofficial village located in the Três Vendas neighborhood, city of Pelotas, state of Rio Grande do Sul, Brazil. A context marked by many processes of exclusion and by an informal urbanization. The objective of this study is to capture how the city is invented since the shores, by the multiples daily situations lived by the its inhabitants. This study uses as a central category of analysis the ways of living, articulating the concepts of collective memory, among-places, frontier, territory, territoriality and specified contexts. The purpose of this study is to submit to the globalizing and normative perspective of city the particularized and contextualized experience of the groups that invent and live the city with the aim of thinking about the city in historical, processual and relational terms. This study is a epistemologic decolonization in the production of knowledge about the ways of living the peripheric territories in the anthropologic work together with the public politics.

Political structures and the evolution of late capitalism in liberal Western democracies lend a common frame to the development of national media systems. However, whereas media policy from the post-war period to the mid-1980s was largely driven by socio-political concerns and coextensive with policy for public service television, this model has been vehemently challenged. Key factors were the convergence of erstwhile-separated industries and infrastructures, as well as the ambitions of the corporate sector and governments alike, to benefit from the economic opportunities offered by the communications revolution. By assessing the changing relationship between the role of the state, economic structures and technological innovation, this research investigates these processes in the UK and Germany. Both countries have the two key public service systems but also feature striking differences such as the antithetic political systems and democratic processes (majoritarian vs. consensus democracy). The basic assumption suggests that a genuine understanding of contemporary developments is only possible if political/economic as well as historic/sociological perspectives are incorporated into the holistic approach applied. Thereby this study gives consideration to key processes and events which have determined transitions between communications policy paradigms and regulatory regimes. Given the Anglo-Saxon tradition of regulating, key processes and events in the UK are often indicated by the appointment and report of a committee of enquiry. For the purpose of this study the most crucial of these is the Committee on Financing the BBC (1986), which first applied market-driven politics onto British broadcasting, and whose recommendations still serve as a blueprint for current communications policy-making. In Germany the KtK Report (1974) formed the basis for decisive reforms in broadcasting and communications. Apart from that, however, Germany features the characteristic of administering state interventions in as detailed a manner as possible through legislation. Of central importance are, therefore, the rulings of the Federal Constitutional Court, which continuously set decisive parameters for the development of the broadcasting system. The thesis follows two driving themes which have been identified as crucial in terms of the comparative dimension and are elaborated continuously in more detail. First, the focus is on the interdependencies between public and private sector. Second, implications and responses of the central vis-à-vis federal characteristic of state formation are investigated. In doing so, the thesis draws on vast sources of archival documents as well as exclusive material from a series of elite interviews with a purposively-selected sample of very high-level sources, including Chairmen, Director-Generals, ministers, very senior civil servants and so on. The thesis demonstrates how communications policy-making is carried out in both countries and how these processes are determined by national regulatory frameworks which are rooted within the borders of the nation state. As such the research findings have broader implications for commercial and public sector regulation.