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Die vorliegende Arbeit „Partizipative Prozesse in stadtnahen Waldlandschaften am Beispiel von Kommunalwäldern in Deutschland“ setzt sich mit der Anwendung partizipativer Verfahren bei der Entscheidungsvorbereitung, -findung und -umsetzung in kommunalen Forstbetrieben in Deutschland auseinander. Die Partizipation von externen Gruppen oder Individuen an Entscheidungen wird als mehrstufiger Prozess hinsichtlich ihrer Anwendung in ausgewählten Kommunalwäldern analysiert. Auf kommunaler Ebene stellen politische Wahlen das klassische Beteiligungsangebot an die Gemeindebürger dar und bilden die Grundlage für die Entscheidungsfindung. Neben dieser Art der gesetzlich verankerten Beteiligungsverfahren rücken in der gesellschaftlichen und wissenschaftlichen Diskussion nicht-institutionalisierte Beteiligungsverfahren der kooperativen Demokratie mehr und mehr in den Fokus. Es ergeben sich die grundlegenden Fragen: (1) Wo, wann, wie und in welchem Umfang werden in Deutschland im Kommunalwald partizipative Prozesse durchgeführt? (2) Wie können Partizipationsprozesse im Kommunalwald charakterisiert werden? (3) Welche Intention wird mit dem Einsatz partizipativer Prozesse im Kommunalwald verfolgt? (4) Welche Rahmenbedingungen sind für die Durchführung partizipativer Prozesse im Kommunalwald notwendig? (5) In welchen Situationen sind partizipative Prozesse alternative Methoden zur klassischen Entscheidungsfindung im stadtnahen Wald? (6) Auf welche Art, mit welchem Organisationsgrad und welcher Intensität lassen sich partizipative Ansätze in bestehende Kommunalverwaltungsstrukturen integrieren? Die Untersuchung erfolgt anhand einer qualitativen, explorativen Studie von 13 deutschen Gemeinden in Sachsen, Nordrhein-Westfalen, Berlin-Brandenburg, Schleswig-Holstein und Baden-Württemberg unterschiedlicher Einwohnerzahlen, Waldbesitzgrößen und Organisationsformen. / Political elections represent the conventional form of public participation at the municipal level and create the foundations for decision making. In addition to these legally anchored forms of public participation, non-institutionalised forms of participation stemming from cooperative democracy are increasingly becoming the focus of scientific and social discourse. The research presented herein focused on community forestry in Germany and represented an attempt to find answers to six questions. (1) How are citizen participation methods currently used? (2) How can participation processes be characterised? (3) What is the intention behind Tit? (4) What framework is required for utilisation? (5) In which situations is participation an alternative method to top-down decision making? (6) In which mode and at what level of organisation and intensity can participatory approaches be integrated in communal administration structures? A qualitative, explorative study of participative processes employed in developing urban and peri-urban forest landscapes was designed

This basic qualitative study examines the parental investment strategies of first-generation African American rural college graduates in cultivating college student success. Extant literature has demonstrated that the role of the family is necessary to support the college student and that the investment of the parent is paramount to student college completion. Although educational attainment is an important goal for African American rural residents, research detailing strategies that cultivated student college completion among this population is needed to fill the gaps in the literature. The objectives were to discuss communication, involvement, and factors of influence to determine how these parents transferred their educational beliefs to their children and supported them through college graduation. These stories of success were told through the eyes of first-generation parents and their second-generation adult offspring. Research detailing the parental investment strategies toward college completion is necessary to inform parents, educational institutions, and rural college student completion in postsecondary institutions of the strategies necessary to ensure college success in this population. Lieberman’s transgenerational theory, along with concepts extracted from parental investment as it relates to education, provided the conceptual lens for the study. Data collected through interviews and documents were analyzed utilizing content analysis. Ten semistructured interviews were conducted with parents and their adult offspring. Interviews gleaned the lived experiences of the participants. Data analysis revealed six themes: (a) Catch Them Early, (b) Set the Tone, (c) Keep Them Busy, (d) Don’t Let Them “Break Rank,” (e) Encourage Advancement, and (f) Tell the Generations. The findings support the importance of developing a family investment team, how a return on parental investment occurs, making use of rural extracurricular programming, and transferring positive beliefs regarding higher education.

Η τοπολογική ταξινόμηση και μελέτη διανυσματικών πεδίων αποτελεί το κύριο θέμα αυτής της διατριβής. Στο Κεφάλαιο 1 δίνονται οι απαραίτητοι ορισμοί, καθώς και τα αποτελέσματα επί της ταξινόμησης διανυσματικών πεδίων σε μονοδιάστατες και δισδιάτατες πολλαπλότητες. Στο Κεφάλαιο 2 τεχνικές της Θεωρίας Κόμβων χρησιμοποιούνται προκειμένου να μελετηθεί η τοπολογική δομή ορισμένων παράξενων ελκυστών που εμφανίζονται στη διεθνή βιβλιογραφία. Στο Κεφάλαιο 3 αναπτύσσεται μία μέθοδος η οποία επιτρέπει την ολική τοπολογική ταξινόμηση διανυσματικών πεδίων σε ευκλείδειους χώρους οποιασδήποτε διάστασης. Η μέθοδος αυτή έπειτα εφαρμόζεται στην ταξινόμηση διανυσματικών πεδίων του R^2 και του R^3. Στο Κεφάλαιο 4 μελετάται ένα διανυσματικό πεδίο του R^3 αμετάβλητο από την D_2 ομάδα. Δίνεται η ολική του μελέτη, για διάφορες τιμές των παραμέτρων, και το μερικό του διάγραμμα διακλάδωσης. Αποδεικνύεται η ύπαρξη χάους και συνδέεται με τις συμμετρικές ιδιότητες του συστήματος, ενώ η μελέτη ολοκληρώνεται με τη συμπεριφορά του συστήματος στο άπειρο. / The topological classification and study of vector fields is the subject of this thesis. In Chapter 1 the necessary definitions are given, along with the known results on the classification of vector fields on 1-dimensional and 2-dimensional manifolds. In Chapter 2 methods of Knot Theory are used for the clarification of the topological study of some strange attractors found in the bibliography. In Chapter 3 a technique is developed, which can be used to classify globally vector fields defined on Euclidean spaces of any dimension. This technique is then used to classify some vector fields of R^2 and R^3. In the final Chapter 4 a vector field of R^3 is studied which is invariant under the D_2 symmetry group. We present its global phase portrait, for various parameter values, and its partial bifurcation diagram. The existence of chaos is proven and its connection to the symmetry properties of the attractor is discussed. We end its study presenting its behavior at infinity.

Bakgrund: Vid svårt skadade patienter alternativt sviktande vitalparametrar dras ett traumalarm nivå ett på sjukhusen. Vid nivå ett larm samlas ett större antal interprofessionella specialister inom vården, bland andra specialistsjuksköterskor för att assistera vid luftvägen. Samma specialistsjuksköterskor deltar även vid hjärtstoppslarm inom sjukhuset. Syfte: Syftet med studien var att beskriva anestesi- och intensivvårdssjuksköterskors upplevelse av deltagande i larmverksamhet hospitalt. Metod: Studien har genomförts med en kvalitativ ansats med fokusgruppsintervjuer (n=2) och dyadiska intervjuer (n=2). Fyra intervjuer genomfördes med totalt 11 stycken specialistsjuksköterskor. Sex anestesisjuksköterskor och fem intensivvårdssjuksköterskor deltog i studien. Materialet från intervjuerna bearbetades genom en manifest innehållsanalys. Resultat: Tre kategorier framkom av innehållsanalysen. Att en god introduktion skapar ett tryggare omhändertagande, att rutiner och tydlig rollfördelning ger bättre omhändertagande och att vid larm tidigt vilja skapa en relation till patienten. Slutsats: Sjuksköterskorna upplever att introduktionen i dagsläget kan bli bättre då det inte känner sig tillräckligt förberedda inför att bära larmsökare. Det framkommer även önskan om mer utbildning kontinuerligt både för den egna tryggheten samt för att förbättra teamsamarbetet vid larmen.

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The research study was conducted in Mazakhele, KwaZulu-Natal, South Africa. The aim of the study was to understand the impact of unemployment on the inhabitants of Mazakhele. The primary question of this study was: How does unemployment affect the jobless in Mazakhele? The sample consisted of five females and five males aged between 25 to 55 years who were unemployed. Purposive sampling was used. In-depth interviews were used to collect the data that were analysed using the five steps of qualitative analysis. The findings of the study revealed that unemployed people (a) felt a lack of purpose in life that resulted in them experiencing difficulties in structuring their time, (b) generally spent their time with passive and purposeless activities and (c) experience frustration and anger that may lead to violence, substance abuse, prostitution, drug trafficking and sometimes even suicide. In addition, the participants indicated that unemployed people lose not only their jobs, but also their sense of social identity and self-worth. / Psychology / M.A. (Psychology)

L'enseignement de la négociation commerciale est un enseignement relativement récent. Les travaux sur cet enseignement mettent l'accent sur les méthodes employées, les contenus transmis, l'activité des étudiants, le rôle de l'enseignant ; les savoirs préalables de l'étudiant comme une des variables du processus ont été assez peu étudiés.Le travail présenté dans cette thèse porte son attention sur les représentations de la négociation chez les étudiants, avec comme objectif d'identifier les connaissances implicites et les représentations préalables, afin de faire des propositions de rénovation de la pédagogie : que savent les étudiants quand ils ne savent rien ?Les publics étudiés sont des étudiants de première année et de dernière année de cycle commercial en école de commerce, ainsi que des adultes en formation continue, ayant une expérience professionnelle. La méthode utilisée est celle des récits écrits, dont le contenu est analysé par un traitement qualitatif à l'aide du logiciel Alceste.Entre 2008 et 2011, 301 récits de négociation d'étudiants de première année, 31 récits d'étudiants de troisième année et 52 récits d'adultes en formation continue ont été recueillis puis traités à l'aide d'Alceste. L'analyse Alceste fait ressortir 7 classes de représentations différentes chez les étudiants et 3 classes chez les adultes. Nous avons regroupé ces représentations collectives en trois ensembles chez les étudiants, et en trois ensembles différents, chez les adultes.L'analyse des récits de négociation, puis des représentations correspondantes entre la première année et la troisième année laisse percevoir une augmentation de la réflexivité des étudiants par rapport à leur façon de négocier, plus qu'une amélioration de leur performance.A la suite de cette analyse, nous proposons plusieurs scénarii de cours (de négociation commerciale), en organisant les connaissances à transmettre et les méthodes à utiliser, en fonction des représentations préalables des étudiants et des adultes : quand des savoirs préalables sont partiellement présents chez les apprenants, un rappel ou un auto-apprentissage peuvent être utilisés. Quand des savoirs préalables sont absents ou incomplets, une approche plus complexe, faite d'apports formels, d'exercices pratiques, de travaux individuels ou collectifs permettant un auto-apprentissage extérieur à la classe, est utilisée. Dans tous les cas, un accent important est mis sur la réflexivité de l'étudiant face à ses apprentissages et ses pratiques. Ce travail débouche également sur des réflexions à propos d'un cursus complet d'enseignement commercial en école de commerce : plusieurs cours (vente, négociation, etc.), assurés par plusieurs enseignants, peuvent alors s'articuler dans une cohérence pédagogique d'ensemble. / Teaching business negotiation is a relatively recent activity. Research about this activity study the methods used, the contents transmitted, student activities, the role of the teacher ; research about students knowledge as one of the variables of the process are scarce.The work presented in this thesis studies the representations of negotiation among students. Its goal is to identify implicit knowledge and previous representations, in order to make proposals for some improvement in a negotiation module : what do students know when they know nothing ?Public studied are freshmen and last year students from a business school, and adults with a professional experience. The method used for the study is the written story-telling, and the content of the stories is analyzed using the Alceste software (qualitative analysis).Between 2008 and 2011, 301 stories from freshmen, 31 stories of third-year students and 52 stories of adults were collected and analyzed with Alceste. The Alceste analysis reveals seven different classes of representations for the students and three classes for adults. We have grouped these collective representations into three conceptual sets in for the students, and three different sets for the adults.Analysis of stories and corresponding representations between the first year and third year shows an increase in reflexivity of students, more than improvement of their performance in negotiation.Following this analysis, we propose several course scenarios (in business negotiations) ; we organize the knowledge units to be transmitted and the methods to do so, by using previous representations of students and adults.When previous knowledge is partially present, self-learning or a simple recall can be used. When previous knowledge is missing or incomplete, a more complex approach, made of formal contributions, practical exercises, individual or group work allowing learning outside the classroom must be used.In all cases, strong emphasis is put on the student's reflexivity about his own thinking and practices. This work also leads to some reflections about a complete curriculum of business education in a business school : several courses (sales, negotiation, etc.) delivered by several teachers, can then be organized together in order to build coherence in teaching business.

The motivation of the study was to explore the problems of families in South Africa who struggle to manage their children with autism and to find out whether they were receiving appropriate assistance. This was done by assessing the needs of the parents of children with autism by means of semi-structured interviews. Through these interviews, the parents were given the opportunity to express what information or recommendations they would like to have available to them. How the parents view their experience, their feelings about these experiences, and the strategies and actions that they take in order to cope with raising their child with autism, is important information. The aim of the study was to explore the problems South African families have so that this may form the base of information supplied to professionals such as psychologists, social workers, and educators thereby assisting in improving service delivery to parents of children with autism. / Social Work / M.Diac. (Play Therapy)

Made available in DSpace on 2018-06-04T19:14:36Z (GMT). No. of bitstreams: 0 Previous issue date: 2016-09-27 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Objetivos: o presente estudo teve como objetivo geral caracterizar os programas de prevenção ao uso de álcool e outras drogas implantados em escolas brasileiras públicas e privadas do ensino fundamental e médio que declararam ter ações preventivas. Métodos: trata-se de um estudo qualitativo composto por 41 entrevistas em profundidade. As entrevistas foram realizadas com diretores e coordenadores pedagógicos de escolas brasileiras. Os entrevistados foram selecionados por subamostra de um inquérito epidemiológico nacional que visou avaliar a presença de programas de prevenção em escolas das cinco regiões brasileiras. As entrevistas foram realizadas por meio do software Skype, gravadas em áudio e transcritas na íntegra, tendo sido utilizado um roteiro semiestruturado. Na análise dos dados utilizou-se o software NVIVO, e a interpretação do material coletado foi submetida à análise de conteúdo com o referencial teórico de Bardin. Resultados: foram identificadas duas categorias de ações de prevenção ao uso de álcool e outras drogas nos estabelecimentos de ensino: escolas que possuíam programas de prevenção propriamente ditos e escolas que realizavam atividades pontuais de prevenção. Foram identificadas 29 escolas (71%) que utilizavam programas de prevenção em suas unidades, enquanto as demais se valeram exclusivamente de atividades preventivas. O programa de maior prevalência aplicado nas escolas investigadas foi o Programa Educacional de Resistência às Drogas (Proerd), que foi aplicado em 54% (n=22) das escolas investigadas. Foram encontrados também outros programas de prevenção como o Nepre, Agrinho, Projeto diretor de turma, Protagonismo juvenil, Dignidade: uma conquista diária e o programa da Secretaria Municipal do Rio de Janeiro (SMS). Em 20 escolas, atividades de prevenção foram combinadas com programas e, em outras 12, elas foram ofertadas como única ação preventiva. Foram utilizadas como atividades preventivas palestras, aulas, seminários, atividades lúdicas e visitas técnicas a clínicas de reabilitação. A droga psicotrópica mais mencionada nos programas e atividades foi o crack e a maconha. Nas entrevistas percebeu-se uma desinformação geral quanto às formas de avaliações dos programas. Além disso, os programas aplicados não possuem evidência de eficácia e não se baseiam em boas práticas preventivas. Conclusão: evidenciou-se que no Brasil, os programas de prevenção são confundidos com atividades preventivas. Os programas apresentados não seguiram as boas práticas de prevenção e não são baseados em evidências científicas. O resultado do estudo pode contribuir para apontar a necessidade do desenvolvimento de políticas públicas nacionais que estimulem a implantação de programas baseados em evidências no currículo das escolas, evitando assim potenciais efeitos iatrogênicos da prevenção escolar. / Objective: This study aimed to characterise alcohol and drug prevention programs employed by Brazilian public and private schools at the elementary and middle school levels. Methods: This is a qualitative study based on forty-one in-depth interviews conducted with directors and coordinators of Brazilian schools. Respondents were selected using a subsample of a national epidemiological survey aimed at assessing the presence of prevention programs in schools from five different regions. Interviews were conducted through Skype software, audio-recorded and transcribed, using a semi-structured script. In order to analyse data, NVivo software was used and interpretation of the collected material was subjected to further content analysis via Bardin’s theoretical framework. Results: We identified two categories of actions to prevent the use of alcohol and other drugs in schools: schools that had proper prevention programs and schools that performed specific prevention activities. Twenty-nine schools (or 71% of the total) who used prevention programs in their units were identified, while others made use of preventive activities. The program most frequently implemented in the investigated schools was the Educational Program of Resistance to Drugs (Proerd), which was applied in 54% (n = 22) of the schools. Other prevention programs included Nepre, Agrinho, Projeto Diretor de Turma (Class Principal), Protagonismo Juvenil (Youth Participation), Dignidade (Dignity): a Daily Conquest and of the Municipal Health Secretary of Rio de Janeiro (SMS). In 20 schools, prevention activities were combined with prevention programs and 12 schools offered only prevention acitvities. Prevention activities were less prevalent than programs, appearing in twelve schools, and were combined with programs in twenty of them. Such preventive activities included lectures, classes, seminars, recreational activities and visits to rehabilitation facilities. The most mentioned psychotropic drugs in the programs and activities were crack cocaine and marijuana. In the interviews, a general lack of information on ways to evaluate programs was noted. In addition, the applied programs do not show evidence of being effective and do not rely on good preventative practices. Conclusions: It was demonstrated that in Brazil, prevention programs are confused with preventative activities. The programs analysed do not follow good practices regarding alcohol and drug prevention and are not based on scientific evidence. The results of this study can help point out the need for national public policy development in order to encourage the implementation of evidence-based programs in school curriculums, thus avoiding potential iatrogenic effects from school-based alcohol and drug prevention efforts. / CNPq: 472991/2012-4 / BV UNIFESP: Teses e dissertações