A orientação pedagógica como campo de atuação profissional no contexto brasileiro se constitui como um processo cuja concepção, de alguma forma, confunde-se com a estruturação e consolidação do sistema educacional no Brasil. É possível encontrar, desde a educação jesuítica, a presença de um conjunto de ações administrativo-pedagógicas que indicam a necessidade de procedimentos articulados e distribuídos entre os diferentes níveis das hierarquias institucionais, sem os quais os propósitos organizacionais não seriam atingidos (FRANCA, 1952; AZEVEDO, 1976; CHAGAS, 1970; PRZYBYLSKI, 1982; 1985; SPERB, 1976). Diante desse cenário, questionam-se, no contexto atual, as funções e atribuições do orientador pedagógico. Assim, o presente estudo, utilizando-se de pesquisa descritiva-documental, investiga os elementos que caracterizam a orientação pedagógica nos pareceres e resoluções emanados pelos Conselhos de Educação. Busca-se, também, mapear os processos de definição das atribuições que compõem as funções orientadoras do ensino e revelar indicadores a partir dos quais se possa pensar a atuação e a formação dos orientadores. A análise de Pareceres e Resoluções permite perceber que as áreas explicitadas compõem a totalidade da escola para a organização efetiva do funcionamento pedagógico, no sentido de cumprir normas e manter a coerência entre os princípios e as finalidades da educação. Também revela o modo pelo qual a orientação pedagógica se insere no contexto da gestão democrática e da docência. / In the Brazilian context, Education Advising has been established as a professional field in such a way that it is hardly dissociated from the creation and consolidation of the educational system itself. Since the time of Jesuit education it has been possible to find a series of both administrative and pedagogical decisions that indicate that the organizational purposes would not be achieved without procedures which are articulated and distributed among the various levels of the hierarchical institutions (FRANCA, 1952; AZEVEDO, 1976; CHAGAS, 1970; PRZYBYLSKI, 1982; 1985; SPERB, 1976). Nowadays, education advisors functions and tasks are being questioned. Therefore, the present study, based on documentary and descriptive research, investigates the main features of advising in the official opinions and resolutions of the Education Boards. It also aims at mapping the processes by which education advising tasks have been defined and at showing some indicators to help reflection on advisors formation and work. The analysis of opinions and resolutions sheds light on the component areas of schools and their effective organization to ensure the pedagogical work with regulations and coherence between educational principles and objectives. It also reveals how education advising is in the context of democratic management and teaching.

This thesis seeks to examine the characteristics of the Turkish Lobby in the United States and the strategies it has utilized in its approach to countering the Armenian Lobby's efforts at official Recognition of the Armenian Genocide. While the Armenian Lobby and its approach to Genocide Recognition in the United States has been well-documented, the organizational structure of the Turkish Lobby and its approach to counter Genocide Recognition has been less explored. The Turkish Lobby consists of various Turkish-American organizations with close ties to Ankara, as well as professional lobbying and public relations firms contracted by the Turkish government for millions of dollars annually. The variety of actors that compose the Turkish Lobby is a reflection of Turkey's multi-pronged approach to preventing Genocide Recognition. This seeks to examine the primary strategies the Turkish Lobby has employed to counter Genocide Recognition, as well as its strengths and weaknesses according to indicators of effective ethnic group lobbying. Two case studies are presented in order to gain a better understanding of the characteristics of the Turkish Lobby and the strategies it employed to prevent two House Resolutions calling for Genocide Recognition. The findings show that the Turkish Lobby fulfills several...

Masters in Public Administration - MPA / Grassroots participation in the domain of public policy is assuming global significance particularly in the fields of welfare and development. Revived by the United Nations' resolution in the 1970s, many governments both in developed and underdeveloped countries have endorsed the grassroots participation ideals as contained in the United Nations' policy statements and resolutions. Accordingly, many governments have declared their support for grassroots participation and in number of cases, grassroots participation has featured conspicuously in their national development plans. A late arrival on the grassroots participation discourse, grassroots participation and civil society's involvement have also featured predominantly in the national development plans of the new South African government. The new democratically elected government pronounced in various policy documents and on public platforms, a commitment towards grassroots participation. Although many governments have employed the rhetoric of grassroots participation in their national·. development plans, there is however an accumulative literature which points to the fact that grassroots participation endeavors have· often been undertaken in a top-down fashion, with marginalized groups of communities often excluded. The central objective of this study has therefore been a critical evaluation of the manner in which the Western Cape Provincial Department of Social Services has implemented its grassroots approach in the context of policy . formulation and implementation and service delivery. An evaluation of the Department's grassroots approach has been attempted by assessing the grassroots structures, which the Department has established as vehicles for grassroots participation in its policy processes and service delivery. To this end, of Fourteen District Committees established by the Department throughout the Western Cape province,. four have been evaluated. Through reviewing literature Oh grassroots participation, the project's findings highlighted a discrepancy between the Department's prevailing rhetoric of grassroots participation and the reality of the grassroots participation as operationalized through these committees. The findings indicated that the grassroots participation through these committees is far from the ideal of authentic grassroots participation as discussed in Chapter Two, as it is replete with elements of unrepresentativeness of the marginalized groups, co-option, political manipulation, centralized and top-down decision-making styles. The study also attempted to provide recommendations tailored to bring the Department's grassroots participatory process closer to the ideals of authentic grassroots participation.

京都大学 / 0048 / 新制・課程博士 / 博士(理学) / 甲第20884号 / 理博第4336号 / 新制||理||1623(附属図書館) / 京都大学大学院理学研究科数学・数理解析専攻 / (主査)教授 並河 良典, 教授 雪江 明彦, 教授 森脇 淳 / 学位規則第4条第1項該当 / Doctor of Science / Kyoto University / DFAM

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This two part thesis investigates the lack of definition of the wording “all necessary means” and how it ultimately impacts a decision making gap between the Security Council and the troop contributing countries regarding the use of force in UN peace operations. The assumptions are based on Reus-Smit’s constructivist theory, emphasizing that both politics and international law needs to be studied with a holistic approach in order to understand how the two realms shape each other. The assumption of this thesis is that “all necessary means” is not providing enough guidance to constrain the TCCs to behave as sovereign, equal actors in an anarchical structure. The second part of the thesis is a within-case-study of MONUC/MONUSCO, and the Security Council resolution 2098 that established the Force Intervention Brigade.

The United Nations Security Council is primarily responsible for maintenance of international peace and security according to the Charter of the United Nations. To achieve this goal, it is authorized to adopt resolutions binding on member states under Chapter VII of the Charter. Considering the character of situations to which the Security council responds through its Chapter VII resolutions, this legal instrument often stirs emotions among the general public. But what does the law itself say about the Chapter VII resolutions? What is their legal nature and value in the field of public international law? This thesis provides an analysis of the Chapter VII resolutions, offers a definition of a Chapter VII resolution and analyzes some specific resolutions by which the Security Council acted more as a quasi-judicial or a quasi-legislative body. Through analysis of content limits of the Security Council powers, the thesis endeavors to confirm that binding nature of the Chapter VII resolutions as well as an obligation of member states to give effect to those resolutions do have its boundaries; and despite the special role of the Security Council in the field of public international law, its Chapter VII resolutions cannot have unlimited content. First of all, the resolutions cannot be in conflict with...

Desde 2005 a presença de Tradutores e Intérpretes de Libras tornou-se obrigatória nos espaços escolares que possuam alunos surdos matriculados. No entanto, até hoje, este cargo não foi criado pelo Estado de São Paulo, razão pela qual o profissional contratado para exercer esta função na rede estadual de ensino foi denominado Professor Interlocutor (PI). Com o propósito de investigar a realidade vivida pelos alunos surdos nas escolas estaduais paulista, foi delineada esta pesquisa. Seus principais objetivos são compreender como o profissional PI é concebido pelas Resoluções da Secretaria de Educação do Estado de São Paulo, quais as condições concretas de trabalho são a ele oferecidas e quais as implicações desta realidade para os processos educacionais dos surdos a partir do olhar dos próprios alunos. Para a concretização deste último objetivo, foi realizada uma entrevista coletiva com dois alunos surdos matriculados no ensino médio de uma escola estadual. Frente à realidade vivenciada pelos surdos no espaço escola e às lacunas nas políticas estaduais, que não asseguram condições objetivas para seus processos educacionais, conclui-se, em consonância com os entrevistados, que o melhor modelo educacional para surdos é a educação bilíngue em escolas de surdos e, posteriormente, em classes bilíngues nas escolas regulares, acompanhados de intérpretes formados, conforme disposto na legislação federal. Reitera-se, com esta pesquisa, a necessidade de estudos que se proponham a ver o que os surdos têm a dizer e, portanto, contribuir para a construção de uma realidade educacional que, efetivamente, os respeite em sua diferença sociocultural e linguística. / Since 2005, the presence of Libras translators and interpreters became binding in schools that register deaf students. However, until now, São Paulos State Education Secretariat did not create that function, reason why the professional hired to this position was denominated Interlocutor Teacher (IT). This research was outlined proposing to investigate the reality experienced by deaf students in São Paulos State public schools. Its main goals are comprehend how the São Paulos State Secretariat Resolutions conceives the professional (IT), which concrete work conditions are offered to it and which is the implications of this reality on deaf education by them own view. To achieve this last goal, two deaf students of a public high school were interviewed. Facing the reality experienced by deaf at school and the State Policies gaps, which does not guarantee objective conditions to their education process, in consonance with the interviewed students, it was concluded that the better education model to deaf is the bilingual education in deaf school, and posteriorly accompanied by interpreters at regular schools, as proposes the Federal Law. This research reiterates the need of studies that propose to see what the deaf have to say, and, therefore, contribute to construct an education reality that actually respects them on their social, cultural and linguistic differences.

När det talas om ordet arbetsplatskonflikter, sker detta ofta i negativa termer som att konflikter är något destruktivt för organisationen. Konflikter ses ofta som negativa för organisationen och något som snabbt måste undvikas eller lösas. Konflikter kan även vara ett tecken på att något är fel i organisationen ofta kopplat till förändringar eller kommunikation och samarbetesproblem. Därför är det viktigt att ta tag i konflikterna innan dessa ökar i omfång och intensitet, eftersom att det då kan skapas en dålig psykosocial arbetsmiljö på arbetsplatsen (Larsen, 2012). Min förförståelse är att det finns mycket forskning gällande arbetsplatskonflikter, men lite om just vårdrelaterade yrken. Jag ville därigenom fylla denna kunskapslucka inom forskningen och visa exempel på hur arbetsplatskonflikter inom vårdrelaterade yrken uppstår samt vilka konfliktlösningar som finns. Därför kom denna uppsats till, då min erfarenhet är att konflikter inom vården tystnas ofta ner och det är vanligt att man tar varandra i försvar när konflikter uppstår i stället för att lösa konflikterna konstruktivt. Min erfarenhet är att maktkamper om vems ord som ska väga tyngst i en viss fråga d.v.s. en så kallad positionskonflikt är vanligt förekommande likväl som fördelningskonflikter angående tillgängliga resurser om pengar. Standardfraser som ofta uttrycks är ”Det finns inga pengar” och ”vi har inte tid”. Syftet med uppsatsen är att utifrån ett socialpsykologiskt perspektiv analysera arbetsplatskonflikters uppkomst och deras konfliktlösningar i en fiktiv sjukhusmiljö genom säsong 1 av tv-serien ”Syrror” där arbetsplatskonflikter medarbetare emellan samt konflikter mellan chef- medarbetare valts ut. Teorier som har använts i uppsatsen har främst varit socialpsykologi och organisationskommunikation. Resultatet visar på att det förekommer 4 typer av arbetsplatskonflikter.  Strukturkonflikter om ansvars och rollfördelning samt rutiner och dess regelverk. Beteendenormkonflikter mellan kollegor eller mellan chef och medarbetare samt deras sätt att sköta arbetsuppgifter ses också förekomma, dessa ger även en ”essens” av hur relationerna samt kommunikationen på akutmottagningen fungerar. Positionskonflikter gällande vems ord som ska väga tyngst i en viss fråga förekommer också och slutligen även övertygelsekonflikter som berör etik och moral. Resultatet visar även på hur viktigt det är att tänka på att man är varandras arbetsmiljö så därför är det viktigt att ta tag i konflikterna i tid och hålla dessa på en konstruktiv nivå, något som även (Malten, 1998) håller med om när han säger att ”en konflikt ska ses som något naturligt i en organisation, då kan man tänka att konflikten är kreativ i den bemärkelsen att den kan öppna upp för att fokusera på möjligheter i stället för hinder”.  Nyckelord: Filmanalys, socialpsykologi, organisationskommunikation, arbetsplatskonflikter, konfliktlösningar. / When it comes to the word workplace conflicts, this often happens in negative terms that conflicts are somewhat destructive to the organization. Therefore, it is important to address the conflicts before they increase in scope and intensity, because then a poor psychosocial workplace environment can be created in the workplace (Larsen, 2012). My experience is that there is a lot of research on workplace conflicts, but little about just care-related professions. I wanted to fill this knowledge gap in research, and therefore this essay was added, as my experience is that conflicts in health care are often quieted down and it is common for each other to defend themselves when conflicts arise. Power struggles about whose words are to weigh heaviest in a particular issue, so-called position conflict and allocation conflicts regarding available resources about money are also commonplace. Standard phrases often expressed are "There is no money" and "We do not have time". The purpose of the paper is to highlight the origin of workplace conflicts and their conflict resolution in a fictional hospital environment through Season 1 of the TV series "Syrror" where workplace conflicts between employees and conflicts between senior executives have been selected, these have since been analyzed using social psychology and organizational communication . The result shows that there are 4 types of workplace conflicts. Structural conflicts of responsibility and role distribution as well as routines and its regulations. Behavioral conflicts between colleagues or between boss and coworkers as well as their way of doing tasks are also seen, they also provide an "essence" of how relationships and communication on emergency services work. Conflicts of position regarding which words to weigh heaviest in a particular question also occur and, finally, conflicts of conflicts that concern ethics and morals. The result also shows how important it is to think of each other's work environment, so it is important to address conflicts on time and keep them at a constructive level, something that also (Malten, 1998) agrees when he says that "a conflict should be seen as something natural in an organization, one can imagine that the conflict is creative in the sense that it can open up to focus on opportunities instead of obstacles."  Keywords: Movie analysis, social psychology, organizational communication, workplace conflicts, conflict resolutions.

Desde 2005 a presença de Tradutores e Intérpretes de Libras tornou-se obrigatória nos espaços escolares que possuam alunos surdos matriculados. No entanto, até hoje, este cargo não foi criado pelo Estado de São Paulo, razão pela qual o profissional contratado para exercer esta função na rede estadual de ensino foi denominado Professor Interlocutor (PI). Com o propósito de investigar a realidade vivida pelos alunos surdos nas escolas estaduais paulista, foi delineada esta pesquisa. Seus principais objetivos são compreender como o profissional PI é concebido pelas Resoluções da Secretaria de Educação do Estado de São Paulo, quais as condições concretas de trabalho são a ele oferecidas e quais as implicações desta realidade para os processos educacionais dos surdos a partir do olhar dos próprios alunos. Para a concretização deste último objetivo, foi realizada uma entrevista coletiva com dois alunos surdos matriculados no ensino médio de uma escola estadual. Frente à realidade vivenciada pelos surdos no espaço escola e às lacunas nas políticas estaduais, que não asseguram condições objetivas para seus processos educacionais, conclui-se, em consonância com os entrevistados, que o melhor modelo educacional para surdos é a educação bilíngue em escolas de surdos e, posteriormente, em classes bilíngues nas escolas regulares, acompanhados de intérpretes formados, conforme disposto na legislação federal. Reitera-se, com esta pesquisa, a necessidade de estudos que se proponham a ver o que os surdos têm a dizer e, portanto, contribuir para a construção de uma realidade educacional que, efetivamente, os respeite em sua diferença sociocultural e linguística. / Since 2005, the presence of Libras translators and interpreters became binding in schools that register deaf students. However, until now, São Paulos State Education Secretariat did not create that function, reason why the professional hired to this position was denominated Interlocutor Teacher (IT). This research was outlined proposing to investigate the reality experienced by deaf students in São Paulos State public schools. Its main goals are comprehend how the São Paulos State Secretariat Resolutions conceives the professional (IT), which concrete work conditions are offered to it and which is the implications of this reality on deaf education by them own view. To achieve this last goal, two deaf students of a public high school were interviewed. Facing the reality experienced by deaf at school and the State Policies gaps, which does not guarantee objective conditions to their education process, in consonance with the interviewed students, it was concluded that the better education model to deaf is the bilingual education in deaf school, and posteriorly accompanied by interpreters at regular schools, as proposes the Federal Law. This research reiterates the need of studies that propose to see what the deaf have to say, and, therefore, contribute to construct an education reality that actually respects them on their social, cultural and linguistic differences.