Made available in DSpace on 2016-04-26T20:23:22Z (GMT). No. of bitstreams: 1 Ana Claudia Ruy Cardia.pdf: 1407860 bytes, checksum: 7ee0d7add26b88ee79e1b541cc8cce2c (MD5) Previous issue date: 2014-11-17 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The present work aims to study the quantitative and qualitative expansion of transnational corporations as a result of the globalization process, as well as the consequent emergence of their responsibility for the protection and empowerment of women in this scenario. In this sense, an analysis of the main implications of this phenomenon for the Public International Law and the International Human Rights Law will be made, being critically assessed the international regulation of the activity developed by transnational corporations made by the subjects and actors that compose the post-modern international society in the issue of gender protection, in a context of necessary international cooperation between such entities. The present work is presented through bibliographical research as well as literature and documents of an exploratory-descriptive character, with the use of both inductive and deductive methods for achieving the main findings / O presente trabalho tem por objetivo o estudo da expansão quantitativa e qualitativa das empresas transnacionais como decorrência do processo de globalização, bem como do consequente surgimento de sua responsabilidade para com a proteção e o empoderamento das mulheres nesse cenário. Serão, dessa maneira, analisadas as principais implicações desse fenômeno para o Direito Internacional Público e para o Direito Internacional dos Direitos Humanos, sendo avaliada criticamente a regulamentação internacional da atividade das empresas transnacionais feita pelos sujeitos e atores que compõem a sociedade internacional pós-moderna na temática da proteção de gênero, em um contexto de necessária cooperação internacional entre tais entes. O presente trabalho será elaborado por meio da pesquisa bibliográfica e documental de caráter exploratório-descritivo, sendo utilizados os métodos indutivo e dedutivo para o alcance das principais conclusões

Made available in DSpace on 2014-12-17T15:38:48Z (GMT). No. of bitstreams: 1 JoanaFP_DISSERT.pdf: 2479020 bytes, checksum: f9a6ddd9a17aaaa83bdcf9e15500f6e7 (MD5) Previous issue date: 2009-12-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This research aimed to understand how children mean the right to play. For that, assumes that the children composed a social category generational, with children experiencing their own skills, the result of the mediated relationship with the social and its transformative capacity. Adding to that, they are subject of duties with competence to means your own condition. After a long history of repression and an intense political struggle, the Doctrine of Integral Protection is inaugurated in Brazil and the Citizen (1889), which regulates the fundamental rights of all children and adolescents. Among these rights is the right to play. However, it is sufficient to provide by law, it is necessary to break with the diminishment of the play activity, still present in our society, watching it as a structuring activity of the subject and ensuring the enforcement of this right. Considering the child as the central focus of research, the research was conducted in a public school education. The subjects were six children of six years old, enrolled in 1st year of elementary school. The procedures employed for constituting the corpus of the research were: observation of children at school meetings and dialogue, monitoring of play resources such as drawings, cartoons and representative images of child rights. Also, the parents were interviewed with the goal to enlarge the understanding the context of the child. With the thematic content analysis, we raise two areas: play and children's rights. The results showed that children, however don‟t have a systematized knowledge about child rights , they understand that any elements are important for the children and your development, being the play the most recurrent, followed by education and family. The right to play configure as a necessity of the child, that even if she does not understand conceptually as a right, she feels the importance of living of the play activity / Este estudo tem como objetivo compreender como as crian?as significam o direito de brincar. Para tal, parte do pressuposto de que as crian?as comp?em a categoria geracional inf?ncia, vivenciando habilidades pr?prias, fruto de rela??es mediadas com o social e da sua capacidade transformadora. Somando-se a isso, s?o sujeitos de direitos, com capacidade para significar sua pr?pria condi??o. Ap?s longa hist?ria de repress?o e intensa luta pol?tica, a Doutrina da Prote??o Integral ? inaugurada no Brasil com a Constitui??o Cidad? (1988), que regulamenta os direitos fundamentais de todas as crian?as e adolescentes. Dentre esses direitos, est? o direito de brincar. No entanto, n?o basta prever em lei; ? necess?rio romper com a n?o valoriza??o da brincadeira, ainda presente em nossa sociedade, observando-a como uma atividade estruturante do sujeito e garantindo a efetiva??o desse direito. Considerando a crian?a como foco central da investiga??o, a pesquisa foi realizada em uma escola da rede p?blica de ensino. Os sujeitos, seis crian?as de seis anos, matriculados no 1? ano do ensino fundamental. Os procedimentos empregados para a constitui??o do corpus da pesquisa foram: observa??o das crian?as na escola e encontros dialogados, acompanhados de recursos l?dicos como: desenhos, desenho animado e imagens representativas dos direitos infantis. Tamb?m foram realizadas entrevistas com os pais, com o objetivo de ampliar a compreens?o do contexto da crian?a. Para a an?lise e discuss?o do corpus recorremos ? An?lise de Conte?do Tem?tica. Dois eixos tem?ticos foram pr?-estabelecidos: brincar e direitos da crian?a. Os resultados mostraram que as crian?as, apesar de n?o possuirem um conhecimento sistematizado sobre o tema direitos das crian?as , compreendem que alguns elementos s?o importantes para a crian?a e seu desenvolvimento, sendo o brincar o mais recorrente, seguido da educa??o e da fam?lia. Desse modo, o direito de brincar se configura como uma necessidade da crian?a, que mesmo que ela n?o compreenda conceitualmente como um direito, ela sente a import?ncia da viv?ncia da atividade l?dica

Made available in DSpace on 2016-04-27T14:30:37Z (GMT). No. of bitstreams: 1 MARIA ODETE VIEIRA TENREIRO.pdf: 1684015 bytes, checksum: fc8d4d8ff33da890dd2c49c5add4989c (MD5) Previous issue date: 2011-04-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work is dedicated to uncovering the impact of the educational policy of expansion of elementary schooling in the city of Ponta Grossa, Paraná, Brazil. The survey was conducted in 2009 in eight city schools. The chosen methodology was qualitative in approach and in terms of data organization we were inspired by the methodological procedure of Collective Subject Discourse (CSD), which made it possible to gather together individual thoughts of a similar nature into collective thought. In terms of data collection, semi-structured interviews were conducted in each of the selected schools with the school director, school manager and two classroom teachers who worked in the first year, totalling 30 individuals. The aims of this study are: to discuss the referrals that the Ponta Grossa Department of Education defined to organize the times and teaching spaces for the first year of elementary school (nine year-old students); and to understand the impact on elementary schooling of the policy of inclusion for six year-old children in public municipal schools. Chapter 1 outlines the existing work found on the subject that is recorded in the CAPES (Coordination of Improvement of Higher Education Personnel) database as well as pointing out the relevance of this research. Chapter 2 gives a brief history of the 1934 Constitution until the Constitutional Amendment 059/2009. Chapter 3 discusses the foundations of theoretical and methodological research, the paths followed in the search for empirical data, and the personal characteristics and professional training of those participating in the survey. Chapter 4 contains the core of the study and therefore includes the voices of the participants and an analysis of their discourses drawn from a reading of the didactic material. This provides not only the voices of the participants but also an interpretation of their discourses. Finally, the research shows that including children in school at the age of nine requires a political, administrative and pedagogical approach and the absence of these three factors makes it difficult to establish a policy. By ensuring that all children from the age of six have access to compulsory education is undoubtedly an opportunity to safeguard a right of citizenship. The survey also shows that the cut-off age for enrollment of children in the first year of elementary school inhibits the possibility of some children entering school. Among other results, we highlight: the need for a better physical structure to receive the children; pedagogical clarity regarding the work in year 1, the interplay between issues of early childhood education and elementary schooling; investment in training for teachers and all who work in schools, and fewer children in classrooms / O trabalho está voltado para desvelar os impactos pedagógicos da política de ampliação do Ensino Fundamental no município de Ponta Grossa Paraná. A pesquisa foi realizada no ano de 2009, em oito escolas municipais. A opção metodológica foi a da abordagem qualitativa, e para a organização dos dados, inspiramo-nos no procedimento metodológico do Discurso do Sujeito Coletivo (DSC), que possibilitou reunir os pensamentos individuais semelhantes em um pensamento coletivo. Para a coleta dos dados, foram realizadas entrevistas semiestruturadas com a diretora da escola, pedagoga e duas professoras que atuavam em cada uma das escolas na turma do 1º ano, totalizando 30 sujeitos. O trabalho teve como objetivos: discutir os encaminhamentos que a Secretaria Municipal de Educação da cidade de Ponta Grossa definiu para organizar os tempos e espaços pedagógicos do 1º ano do Ensino Fundamental de nove anos e compreender os impactos no Ensino Fundamental da política de inclusão das crianças de seis anos nas escolas da rede pública municipal de ensino. No primeiro capítulo, estão explicitados os trabalhos encontrados sobre a temática, que estavam registrados no banco de dados da CAPES, além de apontar a relevância da presente pesquisa. O segundo capítulo traça uma trajetória histórica da Constituição de 1934 até a Emenda Constitucional 059/2009. Os fundamentos teóricos e metodológicos da pesquisa, os caminhos trilhados para a busca dos dados empíricos, quem foram os sujeitos bem como suas características pessoais, profissionais e de formação estão organizados no terceiro capítulo. O quarto capítulo constitui-se como o âmago do estudo, contempla os discursos dos sujeitos, elaborados a partir dos eixos de análise construídos com base na leitura do material empírico. Neles estão contidas as vozes dos sujeitos, bem como a interpretação desses discursos. Por fim, a pesquisa revela que incluir as crianças na escola de nove anos exige um tratamento político, administrativo e pedagógico e que, na ausência desses três fatores, é difícil implantar uma política. Garantir a todas as crianças de seis anos o acesso à educação obrigatória é, sem dúvida, a oportunidade de resgatar um direito de cidadania. A pesquisa também evidenciou que o corte etário para a matrícula da criança no primeiro ano do Ensino Fundamental inibe a possibilidade de ingresso da criança na escola. Entre outros resultados, destacam-se: a necessidade de melhor adequação na estrutura física para receber as crianças; clareza pedagógica para o trabalho no 1º ano; entrosamento entre as questões da Educação Infantil e do Ensino Fundamental; investimentos pontual na formação dos professores e de todos os que trabalham na escola, além de menor número de crianças nas salas de aula

<p>This research work addresses the problem being faced by developing countries in the commercial exploitation of their traditional cultural expressions (TCEs) by third parties without giving due attribution to nor sharing benefits with the communities from which these TCEs originate. This problem stems from the inability of customary law systems which regulates life in such communities to adequately cater for the protection of these TCEs. The legal systems of the developing countries have also proven to be ineffective in the protection of TCEs from such misappropriation and unauthorized commercial exploitation. This mini-thesis examines how TCEs have been protected domestically through national legislation and internationally through treaties and proposes means by which they can be protected in a manner that would preserve them, while promoting the dissemination of those which can be shared without destroying their inherent nature. This mini-thesis thus explores avenues through which the protection of TCEs would contribute to economic and human development in developing countries.</p>

Syftet med denna studie är att få kunskap om hur elever med läs- och skrivsvårigheter/dyslexi upplever skolans stöd i läsning och skrivning. Sex ungdomar mellan 12 och 20 år har intervjuats. Utsagorna har analyserats tematiskt med en fenomenologisk ansats. Resultatet visar att eleverna vill att lärarna ska lyssna och beakta deras åsikter gällande vilket stöd som de behöver, samt var, hur och när detta ska ges. Eleverna upplever skilda svårigheter i läsning och skrivning, vilket även kan resultera i problem gällande de teoretiska ämnena. Praktiska ämnen beskrivs däremot vara lätta och roliga. Att ha tillgång till läroböcker uppges vara viktig, eftersom dessa beskriver och konkretiserar ämnets innehåll. Vidare upplevs datorn kunna ge stöd för skrivandet. Att undervisningen anpassas inom den vanliga klassen föredras av eleverna, men samtidigt kan det även upplevas positivt att ha tillgång till stöd utanför klassrummet. Att ha kamrater, både bland de som befinner sig i liknande svårigheter och andra, beskrivs också vara viktigt. Sociala relationer och lärarnas kompetens bidrar till stor del gällande inställningen till skolan i allmänhet.  Om skolan anpassar organisationen och utvecklar undervisningen, ökar möjligheten till att kunna beakta varje elevs vilja. Det är också viktigt att olika etiska aspekter lyfts fram och diskuteras i skolan, exempelvis gällande lärarnas förhållningssätt gentemot eleverna. Elevernas röster kan ge oss viktig vägledning i arbetet mot en inkluderande skola, om vi bara tar oss tid att lyssna. / Delaktighet, socialt klimat och lärande (VR 2008-4733)

<p>The UN Convention on the Rights of Persons with Disabilities (CRPD) is the latest human rights treaty at the UN level. The process leading to the adoption called attention to the plight of persons with disabilities, and redefined approaches to issues of disability. Fundamentally, the CRPD embodies a paradigm shift in thinking about disability. It embraces the social model of disability, in terms of which disability is a function of the interaction between a person with impairment and his or her environment as opposed to an inherent limitation of functioning. The social model is, in turn, anchored in a human rights approach to disability. No doubt, the adoption of the CRPD triggered immense optimism for the realization of the rights of persons with disabilities. One of the rights recognised under the CRPD is the right to education. Article 24(1) of the CRPD recognises the right of persons with disabilities to education and sets out the aims of such education. Article 24(2) sets out a number of principles to guide the implementation of the right. These include: non-exclusion from the general education system including non-exclusion of children with disabilities from free and compulsory primary education / access to inclusive quality and free primary education on an equal basis with other children in the communities in which children with disabilities live / reasonable accommodation of a student&rsquo / s needs / provision of support necessary to facilitate effective education / and provision of individualised support measures in environments that maximise academic and social development of the students with disabilities. It is generally accepted that the right to education is one of the most essential rights, particularly in light of its empowerment function that helps to facilitate the exercise of other rights. The primary level of education has particularly attained global recognition and priority in resource allocation and implementation. Primary education contributes significantly to the maximum development of the full human potential of children. There are therefore differentiated obligations for the right to primary education in international human rights. Nevertheless, there are still significant barriers to access to primary education, particularly in the African region. While children with disabilities have been excluded from education for a long time the world over, their exclusion in the African context is particularly endemic. The core purpose of this thesis is to determine how article 24(2) of the CRPD affects or is likely to affect primary education of children with disabilities, particularly in the context of developing countries. The focus of the enquiry is mainly the law and policy in this regard. The subject spans three main spheres of rights: children&rsquo / s rights, socioeconomic rights (particularly the right to education), and finally disability rights. Children&rsquo / s rights, especially since the adoption of the Convention on the Rights of the Child (CRC), are generally accepted. The right to education also has a long standing history, and whereas debate regarding the appropriate approaches to its implementation still abides, there is apparent normative and jurisprudential consensus on some aspects thereof, particularly at the primary education level. It is essential to determine the relational framework of these spheres with the disability rights established under the CRPD. The thesis finds that the CRPD does in fact redefine the parameters of the right to education as previously understood in international human rights instruments. Particularly, the expanded aims of education under article 24 call for education systems that recognise non-academic learning, such as the development of the talents or creativity of the learner. This provision is particularly significant to the child with disabilities. Also, while not establishing an entirely new right, the principles under article 24(2) establish actionable sub-entitlements that enhance the justiciability right to education for children with disabilities. However, it is apparent from the comparative studies that it is the implementation of these provisions that presents the greatest challenge for the realisation of primary education for children with disabilities. This suggests that whereas norm creation as under the CRPD may have the value of triggering and sustaining discourse on appropriate responses in the context of the education of children with disabilities, it is the translation of these norms into practical action points that is the determining factor for realization of the right.</p>

<p>This research work addresses the problem being faced by developing countries in the commercial exploitation of their traditional cultural expressions (TCEs) by third parties without giving due attribution to nor sharing benefits with the communities from which these TCEs originate. This problem stems from the inability of customary law systems which regulates life in such communities to adequately cater for the protection of these TCEs. The legal systems of the developing countries have also proven to be ineffective in the protection of TCEs from such misappropriation and unauthorized commercial exploitation. This mini-thesis examines how TCEs have been protected domestically through national legislation and internationally through treaties and proposes means by which they can be protected in a manner that would preserve them, while promoting the dissemination of those which can be shared without destroying their inherent nature. This mini-thesis thus explores avenues through which the protection of TCEs would contribute to economic and human development in developing countries.</p>

<p>The UN Convention on the Rights of Persons with Disabilities (CRPD) is the latest human rights treaty at the UN level. The process leading to the adoption called attention to the plight of persons with disabilities, and redefined approaches to issues of disability. Fundamentally, the CRPD embodies a paradigm shift in thinking about disability. It embraces the social model of disability, in terms of which disability is a function of the interaction between a person with impairment and his or her environment as opposed to an inherent limitation of functioning. The social model is, in turn, anchored in a human rights approach to disability. No doubt, the adoption of the CRPD triggered immense optimism for the realization of the rights of persons with disabilities. One of the rights recognised under the CRPD is the right to education. Article 24(1) of the CRPD recognises the right of persons with disabilities to education and sets out the aims of such education. Article 24(2) sets out a number of principles to guide the implementation of the right. These include: non-exclusion from the general education system including non-exclusion of children with disabilities from free and compulsory primary education / access to inclusive quality and free primary education on an equal basis with other children in the communities in which children with disabilities live / reasonable accommodation of a student&rsquo / s needs / provision of support necessary to facilitate effective education / and provision of individualised support measures in environments that maximise academic and social development of the students with disabilities. It is generally accepted that the right to education is one of the most essential rights, particularly in light of its empowerment function that helps to facilitate the exercise of other rights. The primary level of education has particularly attained global recognition and priority in resource allocation and implementation. Primary education contributes significantly to the maximum development of the full human potential of children. There are therefore differentiated obligations for the right to primary education in international human rights. Nevertheless, there are still significant barriers to access to primary education, particularly in the African region. While children with disabilities have been excluded from education for a long time the world over, their exclusion in the African context is particularly endemic. The core purpose of this thesis is to determine how article 24(2) of the CRPD affects or is likely to affect primary education of children with disabilities, particularly in the context of developing countries. The focus of the enquiry is mainly the law and policy in this regard. The subject spans three main spheres of rights: children&rsquo / s rights, socioeconomic rights (particularly the right to education), and finally disability rights. Children&rsquo / s rights, especially since the adoption of the Convention on the Rights of the Child (CRC), are generally accepted. The right to education also has a long standing history, and whereas debate regarding the appropriate approaches to its implementation still abides, there is apparent normative and jurisprudential consensus on some aspects thereof, particularly at the primary education level. It is essential to determine the relational framework of these spheres with the disability rights established under the CRPD. The thesis finds that the CRPD does in fact redefine the parameters of the right to education as previously understood in international human rights instruments. Particularly, the expanded aims of education under article 24 call for education systems that recognise non-academic learning, such as the development of the talents or creativity of the learner. This provision is particularly significant to the child with disabilities. Also, while not establishing an entirely new right, the principles under article 24(2) establish actionable sub-entitlements that enhance the justiciability right to education for children with disabilities. However, it is apparent from the comparative studies that it is the implementation of these provisions that presents the greatest challenge for the realisation of primary education for children with disabilities. This suggests that whereas norm creation as under the CRPD may have the value of triggering and sustaining discourse on appropriate responses in the context of the education of children with disabilities, it is the translation of these norms into practical action points that is the determining factor for realization of the right.</p>

In the nineteenth century, specialization and segregation of land uses necessitated to identify formal spaces for child&rsquo / s play activity in the cities. In the late nineteenth century, &lsquo / &lsquo / traditional playgrounds&rsquo / &rsquo / were provided for children. However, formally designed, spatially segregated play space brought its own problems itself. Rapid changes in the urban pattern and dominance of cars in the urban environment restricted the safe accessibility of children to such play spaces by themselves. Also, &lsquo / &lsquo / traditional playground&rsquo / &rsquo / has been criticized because of its inefficiency to answer the needs of children and to contribute to the continuity of play activity. Due to the inefficiency of &lsquo / &lsquo / traditional playgrounds&rsquo / &rsquo / for the continuity of &lsquo / &lsquo / play&rsquo / &rsquo / , children prefer to establish their own informal play spaces, as it was before the introduction of formal ones. However, parental concerns regarding child&rsquo / s safety in the urban environment restrict the use of outdoor play spaces, especially the residential street which is the oldest traditional informal play space. For these reasons, children&rsquo / s play habits changed and children today are becoming more dependent to indoors. If child&rsquo / s developmental needs are considered, the contribution of outdoor environment to the development of children should be reevaluated by making comparison between formal and informal play spaces. Regarding children&rsquo / s needs and the contribution of outdoor environment to their development, some approaches have been developing and changing to design better play spaces. Thus, this thesis tries to clarify that what kind of approach would be efficient in order to provide permanent answers for the needs and rights of children and for the continuity of &lsquo / &lsquo / play&rsquo / &rsquo / in today&rsquo / s urban pattern.

The aim of this study was to analyse how Swedish courts reason about the child's best in custody and access disputes. We have assumed different themes to analyse our empirical data, these themes were the child's best interests, perspective on the child's best interests, child's perspective, children as subjects or objects and finally the right of the child or the child's best interests. Our empirical data have consisted of 15 City Court and Court of Appeal judgments of the Swedish courts handed down in 2015. The study had a qualitative disposition and the selection was made strategically to make sure the empirical data would be relevant to our issues. We have used a discourse analysis where the intention was to study how the court reason about the child’s interests and what statements that gets preference and what gets excluded in the assessment. Our theoretical starting point was extracted from Foucault’s theory about power and his discourse concept. We have used the concept of his theory in our analysis, but also extracted the theoretical concepts from previous research. The result shows that the Court's assessment of what is in the child’s best interest is based primarily on a professional and adult perspective on the child's situation. The individual child's perspective was excluded and the Court was principally talking about children's needs and interests in general. The result also showed that children were seen as objects and not as participants in the majority of the cases.