Este estudo analisa oito dimensões do currículo, da prática pedagógica e da avaliação, no ano letivo de 2004, em duas turmas de alfabetização de escolas públicas de Porto Alegre – uma Estadual e outra Municipal. O processo de alfabetização numa escola organizada por Séries é comparado com o realizado na escola organizada por Ciclos de Formação. Os resultados encontrados nestas duas práticas são comparados com os resultados obtidos numa prática de alfabetização investigada em 1984 (Veit, 1990), na mesma Escola Estadual. Esta investigação foi baseada na teoria do sociólogo Basil Bernstein (1996, 1998) e inspirada nas definições operacionais de uma pesquisa realizada em Lisboa por Morais et al. (1993). A comparação entre os três contextos educacionais apresentou diferenças acentuadas entre as ideologias de um e de outro sistema de ensino, sendo possível distinguir, na Escola Estadual, uma modalidade de Pedagogia Visível e, na Escola Municipal, uma Pedagogia Invisível. / This study analyzes eight dimensions of the curriculum, of the pedagogic practice and of the evaluation, in the school year of 2004, in two groups of literacy in Porto Alegre public schools’ - a State one and a Municipal one. The literacy process in one school system by “Series” is compared with one school organized by “Ciclos de Formação”. The results found in these two practices are compared with the results obtained in a literacy practice investigated in 1984 (Veit, 1990), in the same State School. This investigation was based upon sociologist Basil Bernstein's theory (1996, 1998) and inspired in the operational definitions of a research accomplished in Lisbon by Morais et al. (1993). The comparison among the three educational contexts presented strong differences between the ideologies of an and of the two different educational systems, being possible to distinguish, in the State School, a modality of Visible Pedagogy and, in the Municipal School, an Invisible Pedagogy.

The purpose of this study was to investigate the retention of employees in the Department of Transport in the Ministry of Works and Transport. The research was undertaken because employees in the Department of Transport are resigning rapidly, creating a high vacancy rate in the department. There is thus a need to investigate the reason/s why employees are leaving the institution so that strategies can be implemented to mitigate the high number of resignations. In order to obtain the desired results, the research project used both qualitative and quantitative research methods. The study revealed that the Department of Transport has no guidelines on retention of employees and this has negatively affected the department, particularly its failure to retain employees with specialised skills that are highly sought in the labour market. Another shortcoming of the Department of Transport is the failure to offer performance-related incentives and market-related remuneration. In the absence of these benefits, employees opt to resign and seek better remuneration packages elsewhere. It is therefore proposed that the department should review its efforts to retain employees, including the formulation of retention guidelines and reviewing the remuneration of employees. / Public Administration / M.P.A.

Este estudo analisa oito dimensões do currículo, da prática pedagógica e da avaliação, no ano letivo de 2004, em duas turmas de alfabetização de escolas públicas de Porto Alegre – uma Estadual e outra Municipal. O processo de alfabetização numa escola organizada por Séries é comparado com o realizado na escola organizada por Ciclos de Formação. Os resultados encontrados nestas duas práticas são comparados com os resultados obtidos numa prática de alfabetização investigada em 1984 (Veit, 1990), na mesma Escola Estadual. Esta investigação foi baseada na teoria do sociólogo Basil Bernstein (1996, 1998) e inspirada nas definições operacionais de uma pesquisa realizada em Lisboa por Morais et al. (1993). A comparação entre os três contextos educacionais apresentou diferenças acentuadas entre as ideologias de um e de outro sistema de ensino, sendo possível distinguir, na Escola Estadual, uma modalidade de Pedagogia Visível e, na Escola Municipal, uma Pedagogia Invisível. / This study analyzes eight dimensions of the curriculum, of the pedagogic practice and of the evaluation, in the school year of 2004, in two groups of literacy in Porto Alegre public schools’ - a State one and a Municipal one. The literacy process in one school system by “Series” is compared with one school organized by “Ciclos de Formação”. The results found in these two practices are compared with the results obtained in a literacy practice investigated in 1984 (Veit, 1990), in the same State School. This investigation was based upon sociologist Basil Bernstein's theory (1996, 1998) and inspired in the operational definitions of a research accomplished in Lisbon by Morais et al. (1993). The comparison among the three educational contexts presented strong differences between the ideologies of an and of the two different educational systems, being possible to distinguish, in the State School, a modality of Visible Pedagogy and, in the Municipal School, an Invisible Pedagogy.

Este estudo analisa oito dimensões do currículo, da prática pedagógica e da avaliação, no ano letivo de 2004, em duas turmas de alfabetização de escolas públicas de Porto Alegre – uma Estadual e outra Municipal. O processo de alfabetização numa escola organizada por Séries é comparado com o realizado na escola organizada por Ciclos de Formação. Os resultados encontrados nestas duas práticas são comparados com os resultados obtidos numa prática de alfabetização investigada em 1984 (Veit, 1990), na mesma Escola Estadual. Esta investigação foi baseada na teoria do sociólogo Basil Bernstein (1996, 1998) e inspirada nas definições operacionais de uma pesquisa realizada em Lisboa por Morais et al. (1993). A comparação entre os três contextos educacionais apresentou diferenças acentuadas entre as ideologias de um e de outro sistema de ensino, sendo possível distinguir, na Escola Estadual, uma modalidade de Pedagogia Visível e, na Escola Municipal, uma Pedagogia Invisível. / This study analyzes eight dimensions of the curriculum, of the pedagogic practice and of the evaluation, in the school year of 2004, in two groups of literacy in Porto Alegre public schools’ - a State one and a Municipal one. The literacy process in one school system by “Series” is compared with one school organized by “Ciclos de Formação”. The results found in these two practices are compared with the results obtained in a literacy practice investigated in 1984 (Veit, 1990), in the same State School. This investigation was based upon sociologist Basil Bernstein's theory (1996, 1998) and inspired in the operational definitions of a research accomplished in Lisbon by Morais et al. (1993). The comparison among the three educational contexts presented strong differences between the ideologies of an and of the two different educational systems, being possible to distinguish, in the State School, a modality of Visible Pedagogy and, in the Municipal School, an Invisible Pedagogy.

This study is about trust for public institutions and what the foundation is that builds this confidence. For this study I have used three dependent variables to define different aspects of public institutions. These are trust in the legal system, trust in political parties and state of health services nowadays.  The method that is used in the study is based on a comparative study between two countries, Sweden and Portugal.  The actual result is made up by comparing means and regressions by using 13 independent variables. Many of the independent variables that has been used is deriving from institutional theories of Putnam and Rothstein These theories points out the importance of strong traditions of civic engagement and that the success of the trust of the institutions depends in large part on the horizontal bonds that make up social capital. Other theories describe the malicious venom that is the outcome of corruption and the importance of happiness. The cultural dimensions by Hofstede are also included in the list of theories, especially those dealing with the freedom and free from collectivism and caring for others well-being. With help from these theories thirteen independent variables were emerged. The result that comes from the study is that the trust is first of all the obvious Sweden has a higher level of trust in all the different aspects than Portugal. Although the regressions shows that only 4,8 -11,2% can be explained, there is still possible to make clear conclusions. The clearest conclusion we can draw is that state of happiness makes a difference regarding trust for the institutions. Other things that influence the trust are civic engagement by working in another organization and believing in equality seems to correlate with higher trust. Caring for others seems to have a slightly negative effect on the trust. With this we can conclude that altruists do not have a higher trust on public institutions than others. A clearer tendency is that the sense of feeling free is negative on the trust for the public institutions.

The relevance of the research of the topic master's thesis is due to the increasing impact to the fact that Iraq is a vivid example of a resource-dependent country today, which is affected by the resource curse and which faces many problems. The purpose of the research: to assess the impact of the volatility of the global oil market on the economic development of Iraq and determine the prospects for its development. In accordance with the chosen of the purpose of the research is the following tasks in the work: to consider the theoretical aspects of resource-dependent countries and the features of their development; to study the theory of "resource curse" and ways to overcome it; to analyze the world oil market, especially its development and its factors; consider OPEC and its role in regulating the global oil market; to analyze the economic development of Iraq as a resource-dependent country; conduct a SWOT analysis for the economy of Iraq; develop recommendations for the development of the economy of Iraq. The scientific novelty can be attributed to highlighting the factors that make Iraq a resource-dependent country and is leading to the resource curse, as well as conducting a SWOT analysis and highlighting the weaknesses, strengths, threats and opportunities for the economy of Iraq. The practical significance of the research is determined to develop recommendations to help the country find a way out of its resource dependence. The implementation of these recommendations will help improve the situation in Iraq. / Ирак на сегодняшний день является ярким примером ресурснозависимой страны, на которую действует ресурсное проклятие и которая сталкивается со множеством проблем. Целью исследования является оценка влияния волатильности мирового рынка нефти на экономическое развитие Ирака и определение перспектив его развития. В соответствии с выбранной целью в работе были поставлены следующие задачи: рассмотреть теоретические аспекты ресурсозависимых стран и особенности их развития; изучить теорию «ресурсного проклятия» и пути его преодоления; проанализировать мировой рынок нефти, особенности его развития и его факторы; рассмотреть ОПЕК и ее роль в регулировании мирового рынка нефти; проанализировать экономическое развитие Ирака как ресурсозависимой страны; провести SWOT-анализ для экономики Ирака; разработать рекомендаций для развития экономики Ирака. К научной новизне можно отнести выделение факторов делающих Ирак ресурснозависимой страной и способствующих ресурсному проклятию, а также проведение SWOT-анализа и выделение слабых, сильных сторон, угроз и возможностей для экономики Ирака. Практическая значимость магистерской работы состоит в разработки рекомендаций, помогающих стране выйти из ресурсной зависимости. Внедрение данных рекомендаций будет способствовать улучшению ситуации в Ираке.

Indiana University-Purdue University Indianapolis (IUPUI) / This dissertation analyzes the efforts to develop a pluralistic political culture and democratic practices of governance through the training of democratic leaders in Germany's first school of public affairs, the German School of Politics. The investigation of the thought-leaders that formed this school illustrates two main points. First, through the prism of the School, I detail the efforts to develop a conception of civil society that, by being grounded in civility, could retie social bonds and counter the brutalization of politics characteristic of the post-World War One years. By providing practical knowledge, courses in public affairs could not only free Germans from the blinders of ideologies, but also instill in them an ethos that would help viewing the political enemy as an opponent with an equal right to participate in the political process. Secondly, I point to the limits of trans-national philanthropy in supporting the development of civil society in young democracies. By analyzing the relationship between U.S. foundations and the School, I focus on the asymmetry that existed between American ideals of democracy and the realities of the German political system. This study thus focuses on the dynamics between the actions of institutions and organizations, and the broader social behaviors that constitute public life.

Tacit Knowledge is critical in an organization's ability to sustain a long-term competitive advantage. The systematic process for acquiring, organizing, sustaining and renewing tacit knowledge of employees has enabled organizations to survive in a robust economy. This study investigates the management of tacit knowledge at the Kenya Institute for Public Policy Research and Analysis (KIPPRA). The objectives of the study were: to identify the sources and types of knowledge at KIPPRA; identify the enabling resources for tacit knowledge sharing; determine how tacit knowledge can be reused for innovation and competitive advantage; establish the role of management in creating a conducive environment for tacit knowledge; identify the challenges experienced in the management of tacit knowledge; give recommendations and propose a model/framework for tacit knowledge management at KIPPRA. The study adopted a qualitative research method. Interviews and observation were used as primary data collection methods. The study targeted 60 employees of KIPPRA consisting of Researchers, Young Professionals, Heads of Division, a Knowledge Manager and Administrative staff. Qualitative data collected was organized, categorized and reported in verbatim. Pie charts and tables were used to give a graphical representation of the bio data of respondents. The study found that: KIPPRA values knowledge as an asset but does not practice tacit knowledge management, both tacit and explicit knowledge exists however, no real effort has gone into the management of tacit knowledge. The study also found that KIPPRA had tacit knowledge sharing, capture, transfer and storage avenues that have not been capitalized on. ICT infrastructure is available however it does not support tacit knowledge sharing. No Communities of Practice exist at KIPPRA but tacit knowledge is reused for innovation, development and competitive advantage. KIPPRA’s management has provided a conducive environment for tacit knowledge to thrive but trust, knowledge asymmetry, and hierarchical challenges have hindered tacit knowledge harnessing. No tacit knowledge related incentives are offered at KIPPRA. The study also revealed that employees experienced challenges such as identification and understanding of tacit knowledge, access of tacit knowledge sharing platforms, and access to individuals with specific tacit knowledge, tacit knowledge hoarding, individualism and ICT related challenges in accessing tacit knowledge. Even thought the necessary elements required to facilitate Tacit Knowledge Management are available, no effort has been made to customize them to harness tacit knowledge. The study concluded that for KIPPRA to have a competitive advantage it is important that the Knowledge Manager, with the Support of KIPPRA’s Management, have concerted efforts for harnessing tacit knowledge. Key recommendations include: establishment of Communities of Practice at KIPPRA that bring together like minded individuals and also enable the building of relationships based on trust among the employees, and investment in ICT mechanisms specific to tacit knowledge management to enhance the harnessing and codification of captured tacit knowledge. Employees should also be trained on the value of tacit knowledge sharing and individualism should be discouraged. The study also recommends the adoption of a proposed framework for managing tacit knowledge at KIPPRA. / Information Science

Background: The "introduction of new public management" in institutions of higher education has brought a measurement-minded form of governance based on "doing more with less". At the same time, universities have increasingly become institutions where documentation proving the conformation to norms of society is more important than the actual outcomes of the organization. A more viable strategic mind set based on the core goals of higher education is therefore required in order to increase the congruence between stated goals and outcomes. Purpose: The purpose of this thesis is to explore how the demographics in boards and top management teams in higher education affect performance through the mediating role of cluster development. Method: This thesis has an abductive research approach as we emanate not only from previous theoretical discussions on public governance, upper echelon and cluster development, but also from a qualitative pilot study where we explore the cluster development concept in the university context. Our quantitative study is a cross-sectional study based on partly a survey sent to most directors and managers in higher education in Sweden, and partly independent data collection from financial reports and other sources. Results and conclusion: The results are based on a small sample with few observations which imply that we cannot draw strong conclusions based on our statistical findings. We can however discern different indications of relationships between certain demographic diversity factors in boards and top management teams and certain aspects of cluster development. There are however mixed indications regarding the relationship between cluster development and university performance. / Bakgrund: Införandet av new public management i universitet och högskolor har fört med sig ett mätningsfokuserat styre som bygger på "att göra mer med mindre". Samtidigt har lärosätena allt mer blivit institutioner där dokumentation som styrker samhällets krav är viktigare än det faktiska utfallet i organisationen. En mer livskraftig strategisk utveckling som baseras på de verkliga målen för högre utbildning krävs därför för att öka kongruensen mellan uppsatta mål och utfall. Syfte: Syftet med uppsatsen är att undersöka hur demografiska egenskaper i styrelser och ledningsgrupper inom universitet och högskolor påverkar prestation genom klusterutveckling. Metod: Denna uppsats har en abduktiv forskningsansats eftersom vi inte endast utgår ifrån tidigare teoretiska diskussioner om offentlig styrning, upper echelon och klusterutveckling, men också från en kvalitativ förstudie där vi utforskar klusterutveckling i universitetssammanhang. Vår kvantitativa studie är en tvärsnittsstudie baserad på dels en enkät som skickats till de flesta styrelseledamöter och medlemmar i ledningsgrupper i alla svenska universitet och högskolor i Sverige. Den är även dels baserad på självständig datainsamling från årsredovisningar och andra källor. Resultat och slutsats: Resultaten baserar sig på ett litet urval med få iakttagelser vilket innebär att vi inte kan dra säkra slutsatser utifrån våra statistiska analyser. Vi kan dock urskilja olika indikationer på samband mellan vissa demografiska mångfaldsfaktorer i styrelser och ledningsgrupper och vissa aspekter av klusterutveckling. Det finns dock blandade resultat om förhållandet mellan klusterutveckling och universitetens och högskolornas prestation.

Tacit Knowledge is critical in an organization's ability to sustain a long-term competitive advantage. The systematic process for acquiring, organizing, sustaining and renewing tacit knowledge of employees has enabled organizations to survive in a robust economy. This study investigates the management of tacit knowledge at the Kenya Institute for Public Policy Research and Analysis (KIPPRA). The objectives of the study were: to identify the sources and types of knowledge at KIPPRA; identify the enabling resources for tacit knowledge sharing; determine how tacit knowledge can be reused for innovation and competitive advantage; establish the role of management in creating a conducive environment for tacit knowledge; identify the challenges experienced in the management of tacit knowledge; give recommendations and propose a model/framework for tacit knowledge management at KIPPRA. The study adopted a qualitative research method. Interviews and observation were used as primary data collection methods. The study targeted 60 employees of KIPPRA consisting of Researchers, Young Professionals, Heads of Division, a Knowledge Manager and Administrative staff. Qualitative data collected was organized, categorized and reported in verbatim. Pie charts and tables were used to give a graphical representation of the bio data of respondents. The study found that: KIPPRA values knowledge as an asset but does not practice tacit knowledge management, both tacit and explicit knowledge exists however, no real effort has gone into the management of tacit knowledge. The study also found that KIPPRA had tacit knowledge sharing, capture, transfer and storage avenues that have not been capitalized on. ICT infrastructure is available however it does not support tacit knowledge sharing. No Communities of Practice exist at KIPPRA but tacit knowledge is reused for innovation, development and competitive advantage. KIPPRA’s management has provided a conducive environment for tacit knowledge to thrive but trust, knowledge asymmetry, and hierarchical challenges have hindered tacit knowledge harnessing. No tacit knowledge related incentives are offered at KIPPRA. The study also revealed that employees experienced challenges such as identification and understanding of tacit knowledge, access of tacit knowledge sharing platforms, and access to individuals with specific tacit knowledge, tacit knowledge hoarding, individualism and ICT related challenges in accessing tacit knowledge. Even thought the necessary elements required to facilitate Tacit Knowledge Management are available, no effort has been made to customize them to harness tacit knowledge. The study concluded that for KIPPRA to have a competitive advantage it is important that the Knowledge Manager, with the Support of KIPPRA’s Management, have concerted efforts for harnessing tacit knowledge. Key recommendations include: establishment of Communities of Practice at KIPPRA that bring together like minded individuals and also enable the building of relationships based on trust among the employees, and investment in ICT mechanisms specific to tacit knowledge management to enhance the harnessing and codification of captured tacit knowledge. Employees should also be trained on the value of tacit knowledge sharing and individualism should be discouraged. The study also recommends the adoption of a proposed framework for managing tacit knowledge at KIPPRA. / Information Science