Studien behandlar, genom en kvalitativ ansats, de uttryck lärare har kring konflikter i arbetslag som en möjlighet respektive ett hinder i förhållande till lärarrollen. Vidare är studiens mål att skapa förståelse för konflikternas betydelse för lärarrollen. Kvalitativa intervjuer genomfördes individuellt med verksamma lärare inom årskurserna 3-6, vilka representerar tre skilda skolor inom samma kommun.   Under lärarutbildningen har området konflikter främst behandlats ur ett elevperspektiv. Genom att vistas inom skolans värld har dock studiens författare uppmärksammat att konflikter även är vanligt förekommande bland lärare, där effekterna på olika sätt påverkat yrkesutövningen. I sammanhanget bildades ett intresse kring området, med utgångspunkt i huruvida konflikter verkar som en möjlighet, respektive ett hinder för lärarrollen.   Resultatet av studien visar att konflikter i arbetslag uttrycks både som en möjlighet, respektive ett hinder, för lärarrollen. Konflikternas hanterande beskrivs vidare som avgörande för huruvida de betraktas. Lärarens erfarenhet, inställning och kunskap kring konflikter i arbetslag betonas som en central del för konflikternas utfall. Lärarna uttrycker konflikter i arbetslag främst som en negativ företeelse för lärarrollen. Svårigheter som kan uppstå avser samarbete, bristande engagemang, lärarens hälsa samt avstannande i lärarrollens utveckling. I sammanhanget visar studiens resultat dock även på möjligheter i samband med konflikter i arbetslaget som berör ökad kreativitet, ett mer framgångsrikt samarbete samt ett förbättrat utvecklingsarbete. / The study describes, through a qualitative method, the expressions teachers have about conflicts in work groups as a possibility or an obstacle for the teacher role. Furthermore the study aims to give an understanding of the consequence of conflicts for the teacher role. Qualitative interviews were individually conducted with teachers from three different schools teaching children aged between 10-12.   The concept of conflict has during the teacher education mainly discussed through a student perspective. By being in school, the study authors noted that conflicts are also common among teachers, where the effects on various affected professional. In this context, formed an interest around the area, on the basis of whether the conflicts appears as a possibility, and an obstacle to the teacher role.   The result of the study shows that conflicts in teacher teams are described as a possibility, respectively an obstacle in the role as teacher. The managing of a conflict is described as decisive in how the conflicts are considered. The teachers' experience, attitude and knowledge of conflicts in working groups are essential for the results of the conflicts. The teachers express conflicts in working groups mainly as a negative occurrence for the teacher role. Difficulties that can appear concerns cooperation, deficient commitment, the teacher's health and deficient development. In the context the study's results also show the possibilities gained from a conflict in a working group, it encourages increased creativity, improved cooperation and a more successful development work.

<p>The title of this essay is “Collaboration between social services and schools”. Research shows that many children and youth who are badly treated are not noticed and do not receive the help that they need. This could be due to the lack of collaboration between different authorities and professionals. The purpose of this study is to describe and analyze how the social services and schools are collaborating in terms of children and youth who are badly treated or is at risk of being badly treated and to identify what factors make collaboration possible and hinder it. This study applies a qualitative research perspective. We gathered our data through interviews with two social welfare secretaries, one teacher and one school counselor. The data is analyzed with the theories and concepts which are found in our background and previous research. The result of this study shows that there are different forms of collaboration which occur on different levels. Collaboration between social services and schools mostly takes place on the first level, for example in the exchange of information. There are a number of different possibilities and obstacles that appear in our data as well as in the research. This study has shown that there is a need in both social services and schools to use each others competence and resources. We can also see that factors such as confidentiality, communication and resources make collaboration possible, but that they also can hinder it.</p> / <p>Forskning visar att många barn och ungdomar som far illa inte uppmärksammas och får den hjälp de behöver. Detta beror bland annat på att olika myndigheter och tjänstemän inte lyckas samverka. Denna studie har som syfte att beskriva och analysera hur socialtjänst och skola samverkar kring barn och ungdomar som far illa eller riskerar att fara illa samt att identifiera faktorer som möjliggör och hindrar denna samverkan. Vi utgår från den kvalitativa forskningsmetoden och har samlat in vår empiri genom intervjuer med två socialsekreterare, en lärare samt en skolkurator. I analysen kopplar vi samman empirin med empirinära teoribildningar och begrepp som framträder i vår bakgrund och den tidigare forskningen. Resultatet visar att det finns olika former av samverkan som sker på olika nivåer. Samverkan mellan socialtjänst och skola sker i huvudsak på den första nivån, som bland annat handlar om informationsutbyte. Det finns ett flertal möjligheter och hinder för samverkan som framträder i vår empiri såväl som i den tidigare forskningen. Vår studie visar att det inom socialtjänst och skola finns ett behov av att använda varandras kompetens och resurser. Vi ser även att faktorer som exempelvis sekretess, kommunikation och resurser möjliggör samverkan men kan samtidigt uppfattas och vara ett hinder för densamma.</p>

Intensyviai plėtojantis socialinio darbo specialybei, sparčiai kintančioje Lietuvos visuomenėje, neįgaliųjų socialinis dalyvavimas tampa vienu įdomesniu socialinio darbo tyrinėjimo klausimu, nes paliečia kertinius šios profesinės veiklos principus. Darbe yra aptariama konkreti socialinė problema, būtent potencialiai socialiai atskirtų sutrikusio intelekto asmenų socialinis dalyvavimas. Darbo tikslas – atskleisti sutrikusio intelekto asmenų socialinio dalyvavimo raišką ir plėtotės galimybes. / Under conditions of intensive development of the social work speciality and in the rapidly changing Lithuanian society, social involvement of the disabled is becoming an interesting problem of research into social work since it refers to the key principles of this activity. The thesis analyses a specific social problem: social involvement of potentially socially excluded mentally disabled people. The aim of the study is to reveal the forms and development possibilities for social involvement of mentally retarded people.

Darbe aptariama kūrybiškumo samprata, kūrybiškumą lemiantys ir skatinantys veiksniai bei plėtotės būdai, mokinių požiūris į kūrybiškumo ugdymą muzikos pamokose. Baigiamojo darbo tikslas – ištirti mokinių požiūrį į kūrybiškumo plėtotės galimybes muzikiniame ugdyme. Darbo tikslui pasiekti iškelti šie uždaviniai: atskleisti kūrybiškumo sampratą ir jo svarbą šiandieninėje visuomenėje; išaiškinti, kas būdinga kūrybingiems ugdytiniams; išanalizuoti kūrybiškumą lemiančius ir skatinančius veiksnius bei plėtotės būdus, leidžiančius optimizuoti muzikos ugdymo procesą; išaiškinti mokinių požiūrį į kūrybiškumo ugdymą muzikos pamokose. Tyrimo objektas yra mokinių požiūris į kūrybiškumo plėtotės galimybes muzikiniame ugdyme. Pasitelktas anketinės apklausos metodas, kuriame dalyvavo 100 respondentų iš aštuonių Panevėžio bei vienos Šiaulių bendrojo lavinimo mokyklos. Išanalizavus mokslinę literatūrą gautos šios išvados: nėra vieno tikslaus kūrybiškumo apibrėžimo. Kūrybiškumo esmė aiškinama kaip kūrybos proceso dalis, išskirtinis gebėjimas, asmenybės savybė ar kūrybos rezultatas. Ryškiausiomis kūrybingo žmogaus savybės yra originalumas, sklandumas, lankstumas, įžvalgumas, smalsumas, jautrumas, energingumas, savarankiškumas. Kūrybiškumo plėtotei palanki aplinka saugi ir negrėsminga, joje palaikomos originalios idėjos, suteikiama dvasinė ir fizinė laisvė, neribojamas laikas, skatinamas savarankiškumas ir pasitikėjimas savo jėgomis, rodoma pagarba ir dėmesys tiek asmenybei... [toliau žr. visą tekstą] / The aim of the paper is to investigate students’ approach to the development of creativity in musical training opportunities. The following tasks have been set in order to achieve the aforementioned aim: to reveal the concept of creativity and its importance in today's society; to find out typical characteristics of creative personalities; to analyze the determinants, the factors influencing and encouraging creativity and the development methods which allows to optimize the process of music education; to ascertain students’ approach to creativity in music education. Research subject is the attitude of the students towards the possibilities of the creativity development in comprehensive school. The questionnaire method was used which involved 100 respondents from eight Panevėţys and one Šiauliai district secondary schools. Upon analysis of research works the following conclusions was obtained: there is no single precise definition of creativity. The essence of creativity is interpreted as a creative process, exceptional ability, personality characteristic feature or the result of creative process. The main characteristic features of creative personality are originality, fluency, flexibility, insight, curiosity, sensitivity, vitality, and independence. Environment conducive to the development of creativity is a safe and non-threatening, where original ideas are supported, spiritual and physical freedom provided, independence and self-confidence promoted, respect and... [to full text]

This dissertation places Wittgenstein and Nietzsche alongside one another in an attempt to deal with the question: "what is the role of the philosophy?" On the one hand Wittgenstein promotes a descriptive approach to philosophy, which insists that the philosopher should not meddle with practices but rather seek clarity and understanding as ends in themselves. On the other hand Nietzsche promotes a destructive and creative approach to philosophy, where the philosopher both dismantles values and offers a revaluation of values in their place. This work begins with a survey of remarks by the two philosophers and prominent interpretations of them on how best to conceive of and understand the philosopher and philosophy. In addition, the recent view of Nietzsche as a naturalist is responded to at length. If Nietzsche turns out to be offering substantive, naturalistic positions on human morality, the origins of religion, and so on, then he cannot be advocating a creative, spontaneous orientation towards perspectives. This work argues that while Nietzsche offers naturalized accounts of human practices, he does not mean these to be considered scientific hypothesis. After responding to this position, Nietzsche and Wittgenstein are looked at together, and what emerges is a shared goal: the creating and/or revealing of missed possibilities of human life. These existential possibilities are on the one hand always right in front of us, and yet they are seemingly out of reach and all too often passed over. Wittgenstein and Nietzsche, in their various ways, (re)open these possibilities. Finally, given this "hermeneutics of possibility," the final chapter argues that the way Wittgenstein and Nietzsche differ with respect to Christianity and religion is not primarily about their style of philosophy nor even about Wittgenstein's descriptive approach, but about the existential possibility that each has in mind to promote.

<p>Studien behandlar, genom en kvalitativ ansats, de uttryck lärare har kring konflikter i arbetslag som en möjlighet respektive ett hinder i förhållande till lärarrollen. Vidare är studiens mål att skapa förståelse för konflikternas betydelse för lärarrollen. Kvalitativa intervjuer genomfördes individuellt med verksamma lärare inom årskurserna 3-6, vilka representerar tre skilda skolor inom samma kommun.</p><p> </p><p>Under lärarutbildningen har området konflikter främst behandlats ur ett elevperspektiv. Genom att vistas inom skolans värld har dock studiens författare uppmärksammat att konflikter även är vanligt förekommande bland lärare, där effekterna på olika sätt påverkat yrkesutövningen. I sammanhanget bildades ett intresse kring området, med utgångspunkt i huruvida konflikter verkar som en möjlighet, respektive ett hinder för lärarrollen.</p><p> </p><p>Resultatet av studien visar att konflikter i arbetslag uttrycks både som en möjlighet, respektive ett hinder, för lärarrollen. Konflikternas hanterande beskrivs vidare som avgörande för huruvida de betraktas. Lärarens erfarenhet, inställning och kunskap kring konflikter i arbetslag betonas som en central del för konflikternas utfall. Lärarna uttrycker konflikter i arbetslag främst som en negativ företeelse för lärarrollen. Svårigheter som kan uppstå avser samarbete, bristande engagemang, lärarens hälsa samt avstannande i lärarrollens utveckling. I sammanhanget visar studiens resultat dock även på möjligheter i samband med konflikter i arbetslaget som berör ökad kreativitet, ett mer framgångsrikt samarbete samt ett förbättrat utvecklingsarbete.</p> / <p>The study describes, through a qualitative method, the expressions teachers have about conflicts in work groups as a possibility or an obstacle for the teacher role. Furthermore the study aims to give an understanding of the consequence of conflicts for the teacher role. Qualitative interviews were individually conducted with teachers from three different schools teaching children aged between 10-12.</p><p> </p><p>The concept of conflict has during the teacher education mainly discussed through a student perspective. By being in school, the study authors noted that conflicts are also common among teachers, where the effects on various affected professional. In this context, formed an interest around the area, on the basis of whether the conflicts appears as a possibility, and an obstacle to the teacher role.</p><p> </p><p>The result of the study shows that conflicts in teacher teams are described as a possibility, respectively an obstacle in the role as teacher. The managing of a conflict is described as decisive in how the conflicts are considered. The teachers' experience, attitude and knowledge of conflicts in working groups are essential for the results of the conflicts. The teachers express conflicts in working groups mainly as a negative occurrence for the teacher role. Difficulties that can appear concerns cooperation, deficient commitment, the teacher's health and deficient development. In the context the study's results also show the possibilities gained from a conflict in a working group, it encourages increased creativity, improved cooperation and a more successful development work.</p>

p. 1-112 / Submitted by Santiago Fabio (fabio.ssantiago@hotmail.com) on 2013-02-26T17:45:49Z No. of bitstreams: 1 888.pdf: 994262 bytes, checksum: 4a799ea05dc1fc86237f23aea00582d7 (MD5) / Approved for entry into archive by Maria Alice Ribeiro(malice@ufba.br) on 2013-03-02T01:54:07Z (GMT) No. of bitstreams: 1 888.pdf: 994262 bytes, checksum: 4a799ea05dc1fc86237f23aea00582d7 (MD5) / Made available in DSpace on 2013-03-02T01:54:07Z (GMT). No. of bitstreams: 1 888.pdf: 994262 bytes, checksum: 4a799ea05dc1fc86237f23aea00582d7 (MD5) Previous issue date: 2006 / Esta dissertação foi dedicada ao estudo das possibilidades estratégicas da Tecnologia da Informação (TI). Objetivou confirmar, por intermédio de um estudo de caso, os pressupostos de que, quando existe alinhamento da TI com os objetivos essenciais do negócio, sua aplicação tende a abranger finalidades estratégicas e a propiciar o retorno esperado. Foi feita uma revisão da literatura sobre o tema e desenvolvida uma pesquisa qualitativa de natureza fenomenológica voltada para o estudo de formas e variações do fenômeno estudado em vez de suas causas e conseqüências. O estudo de caso foi caracterizado como histórico-organizacional e investigou a implementação de um projeto de educação à distância. Concluiu-se que, tanto a TI desempenhou um papel de extremo valor estratégico, quanto o retorno superou em muito as expectativas originais. Esta dissertação pretende contribuir para o aprofundamento e a expansão das pesquisas sobre as possibilidades estratégicas da utilização da TI. / Salvador

70f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-03T16:50:04Z No. of bitstreams: 1 Ednamare%20Silva.pdf: 1130099 bytes, checksum: 57850224f418e27fa7503067eae14a35 (MD5) / Approved for entry into archive by Rodrigo Meirelles(rodrigomei@ufba.br) on 2013-04-09T17:41:06Z (GMT) No. of bitstreams: 1 Ednamare%20Silva.pdf: 1130099 bytes, checksum: 57850224f418e27fa7503067eae14a35 (MD5) / Made available in DSpace on 2013-04-09T17:41:06Z (GMT). No. of bitstreams: 1 Ednamare%20Silva.pdf: 1130099 bytes, checksum: 57850224f418e27fa7503067eae14a35 (MD5) Previous issue date: 2008 / Cuidar de pacientes fora de possibilidades terapêuticas de cura constitui-se em um desafio, principalmente para as enfermeiras intensivistas, por ser um cuidar relacionado à idéia de morte e por um imaginário de que a UTI é um local somente para salvar vidas, curar doenças, não sendo, portanto o local adequado para cuidar desses pacientes. Diante disso, muitas enfermeiras assumem diferentes comportamentos e atitudes diante desses pacientes. Deste modo, este estudo teve como objetivos conhecer e analisar a visão das enfermeiras intensivistas sobre o cuidar de pacientes fora de possibilidades terapêuticas de cura. Trata-se de um estudo de natureza exploratória, com abordagem qualitativa. Participaram deste estudo as enfermeiras de assistência das UTIs de adultos de determinado hospital filantrópico e privado, de grande porte, localizado na cidade de Salvador, Bahia. A técnica de coleta de dados utilizada foi a entrevista semi-estruturada. Na análise de conteúdo, os dados permitiram identificar os temas, cuidado profissional, o cuidado sensível, o cuidado solidário e o cuidar ético. Estes resultados possibilitaram também, identificar que estes quatro tipos de cuidar para as enfermeiras intensivistas, estão intrinsecamente relacionados, não existindo uma linha divisória entre eles. Finalizamos este estudo com a esperança de que as enfermeiras intensivistas, apreendam cada vez mais e entendam que se faz necessário a adoção e a implementação de um cuidar cada vez mais efetivo, reconhecendo o indivíduo como ser dotado de múltiplas faces, e que necessita de ajuda contínua para o enfrentamento do seu adoecimento e processo de terminalidade, ajuda essa que é, e deve ser fornecida pelo profissional que tem o cuidar como seu fazer. / Salvador

Made available in DSpace on 2014-12-17T14:36:29Z (GMT). No. of bitstreams: 1 SuelidiaMC_TESE_CAPA_CAP_5.pdf: 3728290 bytes, checksum: ecd868d9b891c0272f8597d2ec0874b9 (MD5) Previous issue date: 2008-02-16 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Study about the teaching-learning process in History, which intents to point limits and possibilities to this process, starting from its characterization and analysis and understanding of the concepts of history, time, society and culture, used by teachers and students. The field research was performed in the Municipal School of Basic Education Zumbi dos Palmares, located in the city of Jo?o Pessoa, Para?ba State, in the period between 1996 and 2006. To achieve the objective of the study, a number of research instruments were used, amongst which, interviews, questionnaires and exercises emphasizing conceptual learning. The theoretical-methodological premises of the qualitative research justify the use of these various instruments, and serve as base for the interpretation and analysis of the data. This study demonstrated that some limits and possibilities that are found in the teaching-learning process in History are originated in the school context of the 1st phase of basic education and remain in the 2nd phase of this education level, partly, because of the understanding that teachers and students have regarding the concepts of history, time, society and culture / Estudo sobre o processo ensino- aprendizagem de Hist?ria tem como objetivo apontar limites e possibilidades para este processo, a partir de sua caracteriza??o e da an?lise e compreens?o dos conceitos de hist?ria, tempo, sociedade e cultura, utilizados por professoras e alunos/as. O estudo de campo foi realizado na Escola Municipal de Ensino Fundamental Zumbi dos Palmares, localizada na cidade de Jo?o Pessoa, Estado da Para?ba, no per?odo compreendido entre os anos 1996 e 2006. Para alcan?ar o objetivo do estudo, foram utilizados v?rios instrumentos de pesquisa, dentre os quais, entrevistas, question?rios e aplica??o de exerc?cios com ?nfase na aprendizagem conceitual. Os pressupostos te?rico-metodol?gicos da pesquisa qualitativa justificam a utiliza??o desses variados instrumentos e servem de base para a interpreta??o e an?lise dos dados. Este estudo demonstra que alguns limites e possibilidades que ora s?o encontrados no ensino-aprendizagem de Hist?ria t?m sua origem no contexto escolar da 1? fase do ensino fundamental e permanecem na 2? fase deste mesmo n?vel de ensino, em parte, por causa da compreens?o que professoras e alunos/as t?m dos conceitos de hist?ria, tempo, sociedade e cultura

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work aims to create a solid theoretical basis of the content Combinatorial Analysis and Probability at the level of secondary education and by presenting the most common problems of the content, serve to deepen roadmap for students who are studying and for teachers need guidance on the best way content can be presented to students. The examples presented were chosen among the main topics addressed by the contents, and were avoided exhaustive repetition of similar problems, thus making the material summarized in terms of number of examples, but extremely thorough in order to lay their study dividing problems into groups and for each group presenting the various existing ways to solve them. The work uses to solve problems as only the principles that underlie Combinatorial Analysis excluding almost completely the use of ready-made formulas that both hinder and confuse students (and some teachers) in their studies. / Este trabalho tem como principal objetivo criar um embasamento teórico sólido do conteúdo Análise Combinatória e Probabilidade ao nível de Ensino Médio e, através da apresentação dos problemas mais comuns do conteúdo, servir de roteiro de aprofundamento para alunos que o estejam estudando bem como para professores que necessitem de uma orientação sobre a melhor forma como o conteúdo pode ser apresentado aos seus alunos. Os exemplos apresentados foram escolhidos entre os principais temas abordados pelos conteúdos, e foram evitadas repetições exaustivas de problemas similares, tornando assim o material resumido em termos de quantidade de exemplos, porém extremamente completo com o intuito de esquematizar seu estudo dividindo os problemas em grupos e apresentando para cada grupo as diversas formas existentes para resolvê-los. O trabalho utiliza para resolução dos problemas tão somente os princípios que fundamentam a Análise Combinatória excluindo quase que por completo o uso de fórmulas prontas que tanto dificultam e confundem os alunos (e também alguns professores) em seus estudos.