No description available.

Cooperation between public and private actors are becoming more common and it means that the public sphere is organized differently than before. The new form of control is carried out through horizontal relationships, as a result governance. A form of governance is the PPP (private-public partnership), which involves public and private actors getting together to solve problems. In order to explain the relation between PPP and Elster triangle dilemma I have chosen to make an empirical case study of the development Strängnäs Business Park (SBP) in Strängnäs. I have studied three high-ranking roles involved in the project. I have used a theoretical interpretation and the starting point of the essay has been the interviews and SBP development plan. The study is based on two issues that is to understand how the different actors understand the partnership and what relationships they have to Elster three requirements (democracy, efficiency and the constitution). The results of the study show that the different actors have diverse interpretations of what a partnership is and who the partners are. The result also shows that SBP today work more with efficiency than democracy and the rule of law.   Keywords: Governance, partnership, public-private partnership (PPP), constitutional, efficiency, democracy

Esta pesquisa teve como objetivo analisar as contradições das políticas de gestão da educação contidas no Plano de Ações Articuladas que foram desenvolvidas nas escolas de educação básica, entre 2007 e 2014 e suas implicações na democratização da gestão. A abordagem adotada na pesquisa foi qualitativa, realizada através de análise documental e em fontes secundárias sobre a política do PAR, bem como através de entrevistas semiestruturadas com sujeitos representantes da Secretaria Municipal de Educação de Porto Alegre e de duas escolas desta Rede, procurando argumentos e contradições no processo da política da política. Tem seu início com a contextualização deste período histórico de reestruturação do capitalismo como parte das estratégias de superação da crise, com a redefinição do papel do estado e o surgimento da gestão gerencial. Foram abordadas as tendências recorrentes e a influência dos organismos internacionais na expansão destas ideias que defendem a entrada do privado no setor público e a adoção de modelos de gestão baseados no mercado. Foram apresentadas as particularidades do processo de reforma do Estado brasileiro e sua correlação de forças em torno de avanços e recuos da ampliação da conquista de direitos e na democratização da gestão no país e na educação. Neste contexto, foi criada a política do PAR dentro da qual foram destacados os programas de gestão ofertados no Guia de Tecnologia Educacionais (PDE Escola, Escola Aberta,etc.), indicados a quem realiza adesão ao programa. Ao procurar recuperar a entrada desses programas em Porto Alegre e em duas escolas públicas, foi constatada a manutenção de estruturas democráticas na escola convivendo de forma híbrida com a entrada da gestão gerencial e o estímulo às parcerias externas privadas ou filantrópicas para atender o direito à educação. O estudo aponta que a gestão da educação no Brasil está em construção e disputa e, ainda, que apresenta elementos contraditórios convivendo dentro das redes e instituições de ensino, ora permitindo o alargamento da participação das comunidades escolares, ora deixando de fazê-lo e abrindo a possibilidade do mercado adentrar com seus produtos e naturalizar essa relação público-privada. / This research aims to analyze the contradictions of the education management policies present in the Plano de Ações Articuladas (PAR) [Articulated Action Plan] that was developed in publics schools between 2007 and 2014. Moreover, it also aims to analyze the influence of these policies on the democratization of management. The research approach adopted by me was the qualitative method, applied to document review and secondary sources on the PAR policy, as well as to semi-structured interviews with representative subjects of the Secretaria Municipal de Educação de Porto Alegre (SMED) [Municipal Secretary of Education of Porto Alegre] and representants of two schools in this network. These interviews aimed at finding arguments and contradictions in the process of political policy. I started with the contextualization of this historical period of capitalism restructuring as part of the strategies to overcome the crisis, the redefinition of the role of the State and the emergence of managerial management. I sought to address the recurrent trends and the influence of international organizations in the expansion of these ideas that defend private entrance in the public sector and the adoption of market-based management models. I presented the peculiarities of the Brazilian state reform process and its influences on the advances and retreats of the expansion of the conquest of rights and on the democratization of management in the country and in the education. In this context, it was created the PAR policy within which I highlight the management programs offered in the Guia de Tecnologias Educacionais (PDE Escola, Escola Aberta, etc.) [Guide for Educational Technology (PDE School, Open School, etc.)], that are indicated to those who are entering the program. While seeking to recover the entry of these programs in the city of Porto Alegre and in two public schools, I realized the maintenance of democratic structures coexisting in a hybrid way with the entrance of managerial management and the incentives to private or philanthropic partnerships to ensure the right to education. The study points out that the management of education in Brazil is under construction and disputation and also that it presents coexisting contradictions within networks and educational institutions. Furthermore, these contradictions sometimes allow the enlargement of the participation of school communities, and sometimes fail to do so, opening the possibility for the market to enter with their products and naturalize this public-private partnerships.

No description available.

Internet of Things (IoT) means that physical objects will be able to interact and communicate via embedded systems. This will lead to a distributed network of devices that can communicate with both humans and each other. One application area is in improving supply chain management. The goal in supply chains is to move a product or a service from the producer to the customer as efficient as possible. Implementation of IoT will have many benefits but it also raises security issues that can affect integrity, security and privacy for both individuals and companies. In 2009, Satoshi Nakamoto created bitcoin and more importantly, blockchain. Blockchain is a ledger of facts, data is not stored in only one network with a common processor, but it is distributed among all the clients on the network. This technology may be a solution to some problems that IoT are facing. This paper looks into up to date research of blockchain and IoT with the purpose to study blockchain as a potential solution to secure IoT data management within supply chains. Both blockchain and IoT are relatively new research areas with little existing research, which support our use of a qualitative inductive method. Semi-structured interviews, which will be further explained in the methodology section, have been conducted with people working within the fields of blockchain, IoT and supply chain. The result indicates that blockchain can be used to secure data management within any given supply chain that uses IoT technology, but blockchain should be seen as a tool, and not as a complete solution. Many of the security issues within IoT are related to the devices and blockchain will not be able to provide a solution to these problems. Blockchain can however be used for handling information, securing identities, traceability of goods, transactions being made without human interaction, automated storage management and time stamped actions to name some examples. There are still barriers to make these benefits work in reality but there is a lot of research currently on-going, trying to make it happen.

Esta pesquisa teve como objetivo analisar as contradições das políticas de gestão da educação contidas no Plano de Ações Articuladas que foram desenvolvidas nas escolas de educação básica, entre 2007 e 2014 e suas implicações na democratização da gestão. A abordagem adotada na pesquisa foi qualitativa, realizada através de análise documental e em fontes secundárias sobre a política do PAR, bem como através de entrevistas semiestruturadas com sujeitos representantes da Secretaria Municipal de Educação de Porto Alegre e de duas escolas desta Rede, procurando argumentos e contradições no processo da política da política. Tem seu início com a contextualização deste período histórico de reestruturação do capitalismo como parte das estratégias de superação da crise, com a redefinição do papel do estado e o surgimento da gestão gerencial. Foram abordadas as tendências recorrentes e a influência dos organismos internacionais na expansão destas ideias que defendem a entrada do privado no setor público e a adoção de modelos de gestão baseados no mercado. Foram apresentadas as particularidades do processo de reforma do Estado brasileiro e sua correlação de forças em torno de avanços e recuos da ampliação da conquista de direitos e na democratização da gestão no país e na educação. Neste contexto, foi criada a política do PAR dentro da qual foram destacados os programas de gestão ofertados no Guia de Tecnologia Educacionais (PDE Escola, Escola Aberta,etc.), indicados a quem realiza adesão ao programa. Ao procurar recuperar a entrada desses programas em Porto Alegre e em duas escolas públicas, foi constatada a manutenção de estruturas democráticas na escola convivendo de forma híbrida com a entrada da gestão gerencial e o estímulo às parcerias externas privadas ou filantrópicas para atender o direito à educação. O estudo aponta que a gestão da educação no Brasil está em construção e disputa e, ainda, que apresenta elementos contraditórios convivendo dentro das redes e instituições de ensino, ora permitindo o alargamento da participação das comunidades escolares, ora deixando de fazê-lo e abrindo a possibilidade do mercado adentrar com seus produtos e naturalizar essa relação público-privada. / This research aims to analyze the contradictions of the education management policies present in the Plano de Ações Articuladas (PAR) [Articulated Action Plan] that was developed in publics schools between 2007 and 2014. Moreover, it also aims to analyze the influence of these policies on the democratization of management. The research approach adopted by me was the qualitative method, applied to document review and secondary sources on the PAR policy, as well as to semi-structured interviews with representative subjects of the Secretaria Municipal de Educação de Porto Alegre (SMED) [Municipal Secretary of Education of Porto Alegre] and representants of two schools in this network. These interviews aimed at finding arguments and contradictions in the process of political policy. I started with the contextualization of this historical period of capitalism restructuring as part of the strategies to overcome the crisis, the redefinition of the role of the State and the emergence of managerial management. I sought to address the recurrent trends and the influence of international organizations in the expansion of these ideas that defend private entrance in the public sector and the adoption of market-based management models. I presented the peculiarities of the Brazilian state reform process and its influences on the advances and retreats of the expansion of the conquest of rights and on the democratization of management in the country and in the education. In this context, it was created the PAR policy within which I highlight the management programs offered in the Guia de Tecnologias Educacionais (PDE Escola, Escola Aberta, etc.) [Guide for Educational Technology (PDE School, Open School, etc.)], that are indicated to those who are entering the program. While seeking to recover the entry of these programs in the city of Porto Alegre and in two public schools, I realized the maintenance of democratic structures coexisting in a hybrid way with the entrance of managerial management and the incentives to private or philanthropic partnerships to ensure the right to education. The study points out that the management of education in Brazil is under construction and disputation and also that it presents coexisting contradictions within networks and educational institutions. Furthermore, these contradictions sometimes allow the enlargement of the participation of school communities, and sometimes fail to do so, opening the possibility for the market to enter with their products and naturalize this public-private partnerships.

Esta pesquisa teve como objetivo analisar as contradições das políticas de gestão da educação contidas no Plano de Ações Articuladas que foram desenvolvidas nas escolas de educação básica, entre 2007 e 2014 e suas implicações na democratização da gestão. A abordagem adotada na pesquisa foi qualitativa, realizada através de análise documental e em fontes secundárias sobre a política do PAR, bem como através de entrevistas semiestruturadas com sujeitos representantes da Secretaria Municipal de Educação de Porto Alegre e de duas escolas desta Rede, procurando argumentos e contradições no processo da política da política. Tem seu início com a contextualização deste período histórico de reestruturação do capitalismo como parte das estratégias de superação da crise, com a redefinição do papel do estado e o surgimento da gestão gerencial. Foram abordadas as tendências recorrentes e a influência dos organismos internacionais na expansão destas ideias que defendem a entrada do privado no setor público e a adoção de modelos de gestão baseados no mercado. Foram apresentadas as particularidades do processo de reforma do Estado brasileiro e sua correlação de forças em torno de avanços e recuos da ampliação da conquista de direitos e na democratização da gestão no país e na educação. Neste contexto, foi criada a política do PAR dentro da qual foram destacados os programas de gestão ofertados no Guia de Tecnologia Educacionais (PDE Escola, Escola Aberta,etc.), indicados a quem realiza adesão ao programa. Ao procurar recuperar a entrada desses programas em Porto Alegre e em duas escolas públicas, foi constatada a manutenção de estruturas democráticas na escola convivendo de forma híbrida com a entrada da gestão gerencial e o estímulo às parcerias externas privadas ou filantrópicas para atender o direito à educação. O estudo aponta que a gestão da educação no Brasil está em construção e disputa e, ainda, que apresenta elementos contraditórios convivendo dentro das redes e instituições de ensino, ora permitindo o alargamento da participação das comunidades escolares, ora deixando de fazê-lo e abrindo a possibilidade do mercado adentrar com seus produtos e naturalizar essa relação público-privada. / This research aims to analyze the contradictions of the education management policies present in the Plano de Ações Articuladas (PAR) [Articulated Action Plan] that was developed in publics schools between 2007 and 2014. Moreover, it also aims to analyze the influence of these policies on the democratization of management. The research approach adopted by me was the qualitative method, applied to document review and secondary sources on the PAR policy, as well as to semi-structured interviews with representative subjects of the Secretaria Municipal de Educação de Porto Alegre (SMED) [Municipal Secretary of Education of Porto Alegre] and representants of two schools in this network. These interviews aimed at finding arguments and contradictions in the process of political policy. I started with the contextualization of this historical period of capitalism restructuring as part of the strategies to overcome the crisis, the redefinition of the role of the State and the emergence of managerial management. I sought to address the recurrent trends and the influence of international organizations in the expansion of these ideas that defend private entrance in the public sector and the adoption of market-based management models. I presented the peculiarities of the Brazilian state reform process and its influences on the advances and retreats of the expansion of the conquest of rights and on the democratization of management in the country and in the education. In this context, it was created the PAR policy within which I highlight the management programs offered in the Guia de Tecnologias Educacionais (PDE Escola, Escola Aberta, etc.) [Guide for Educational Technology (PDE School, Open School, etc.)], that are indicated to those who are entering the program. While seeking to recover the entry of these programs in the city of Porto Alegre and in two public schools, I realized the maintenance of democratic structures coexisting in a hybrid way with the entrance of managerial management and the incentives to private or philanthropic partnerships to ensure the right to education. The study points out that the management of education in Brazil is under construction and disputation and also that it presents coexisting contradictions within networks and educational institutions. Furthermore, these contradictions sometimes allow the enlargement of the participation of school communities, and sometimes fail to do so, opening the possibility for the market to enter with their products and naturalize this public-private partnerships.

The diploma thesis is describing Private Public Partnership (PPP) and its characterization. Another part is about foreign experience with PPP projects and about implementation these projects on the czech market. The whole thesis is focused on transport infrastructure and the practical part analyses the building of highway D3 in the south part of the Czech republic.

No description available.

Due to the increasing amount of private-public partnership procurements, the pros and cons of this subject area is of great concern for economists and stakeholders. Previous studies regarding the rationale of this type of procurement argued on the externalities of private-public partnership. Most arguments were upon the negative externalities, which can reduce the private-public partnership’s value. In this thesis, externalities in private-public partnership for infrastructure projects are explained by using operation and maintenance, and user’s quality in more detail and compared in different situations. This study carries that with having positively correlated qualities, the private sector will have maximum profit and by having uncorrelated qualities, and the private sector will have more profit compared to negatively correlated qualities. Furthermore the ways to design optimal contract for public sector, which gives the incentive to the private sector to enhance quality and reduce life-cycle costs, is analyzed.