Introdução: Ser professor é estar em permanente processo de construção como pessoa, apoiado nos recursos internos e externos que se dispõem nos espaços educacionais e sociais. O professor em seu percurso de formação pode conhecer como as pessoas constroem-se e direcionar seu olhar para como se dá o convívio consigo mesmo e com o outro, tendo ciência de que não constrói seu Eu Professor isoladamente, e sim com outras pessoas. Objetivos: analisar como o professor percebe a construção de seu Eu Professor na perspectiva de Wallon e conhecer como o professor vivencia seu cotidiano na escola na condição de ser o si mesmo e o outro. Método: estudo exploratório, descritivo na vertente qualitativa. Foram realizadas 13 entrevistas com professores que ministram aulas em Curso de Enfermagem, em uma instituição de ensino privado de nível técnico superior. A técnica de análise de conteúdo utilizada neste estudo foi a análise temática. Desta análise, surgiram três categorias: 1. Construção do Eu Professor; 2. Viver o cotidiano apoiado em si mesmo e no outro e 3. Componentes da construção do Eu Professor. Resultados: as falas dos professores mostraram a relação e a interação entre todas as categorias, envolvendo os aspectos do cognitivo e do social em seu contexto de trabalho, com atenção voltada para o afetivo, no sentido do cuidado. Destaca-se a abertura para conscientização e valorização de si mesmo e do outro por meio de trocas de experiências, permeadas pela possibilidade do professor tornar-se outra pessoa, transformando a si mesmo. Conclusões: o professor deve buscar conhecer a si mesmo para se construir como pessoa. Perceber o modo como se constrói no convívio com o outro, mediante o diálogo e a interação; reconhecendo a si mesmo em diferentes movimentos de internalização do eu. / Introduction: Being a teacher is to be in constant process of construction as a person, from internal and external resources that are arranged in educational and social spaces. The teacher on his training path may know how people are build and direct his view to how is the interection with himself and with others, being aware that his I Professor is not build alone but with others. Aims: To analyze how the teacher perceives the building of the I Professor in the perspective of Wallon and understand how the teacher experiences their daily in school as being himself and the other. Method: Exploratory, discriptive study in a qualitative aspect. Thirteen interviews were performed with teachers who teach in undergraduate nursing courses from private institution. The technique of contente analysis used in this study was the thematic analysis. In this analysis emerged three categories: 1. The construction of the I Professor, 2. Daily living from himself and others, and 3. Components of the construction of the I Professor. Results: The speeches of the teachers showed the relationship and interaction between all categories, covering aspects of cognitive and social in their working environment, with attention focused on the affective in the sense of care. Stands out the opening for awareness and appreciation of himself and the other through the exchange of experiences, permeated by the possibility of the teacher become another person, transforming himself. Conclusions: The teacher should seek to know himself as a person to build. Realize how he is build in contact with others through dialogue and interaction; recognizing the himself in different movements of the self internalization.

As play is of great importance for children's well-being and development, there is a value in examining it. This study examines children's play from a perspective of power, where the view is that power is a natural feature of the society. The aim of the study is to find out how preschool teachers describe the power that occurs in children's play, which are investigated through the following research questions: What does the preschool teacher describe as the causes of children's exercise of power in play? How does the preschool teacher describe that the power is manifested in children's play? These questions aim to broaden the understanding of what gives influence on children's use of power and what the power is characterized by. The study is based on structured observations through video recording of children's play and semi structured interview conversations in groups with preschool teachers. To illustrate how the power in children's play is mentioned by them, a discourse analysis is applied with approach based on Foucault's perspective. The study makes a link to a cultural perspective within culture and power in children's play, which can contribute to the knowledge of how they express their perception of their environment and what they've developed to understand. The results show that children express the power in different ways and purposes. They use different strategies to get through their will and these are linked to the status they have. Children's use of power with a cultural perspective is illustrated in a model that shows the relationship between their play, power and culture. It describes how the society influences on children, and by the reproducing of culture in their play, it indicates that they are aware of the power structures that they are surrounded by. There is also a small part of their reproductive that develop the culture and society in its long races. Children are therefore formed in relation to each other through their peer-cultures, where norms and knowledge are commonly created. Power is explicitly a step into development and a natural entrance into the adult world.

his thesis argues that anti-social behaviour orders (ASBOs) are the imperfect expression of a new type of community-based liability which seeks to regulate an individual’s behaviour in the context of his relationship with a particular community. The combination of civil and criminal elements in ASBOs stems from a political will to address responsibility for behaviour which is harmful to a community. Despite the central conceptual role played by the community relationship in ASBOs, legal provisions have failed to define the nature of that relationship, relying on judicial discretion to shape the orders’ application in practice. Judicial interpretation of ASBO legislation confirms the alternative nature of the orders, and the importance of the concept of community in creating a different type of liability. From a theoretical perspective, communitarian principles provide a basis for explaining how the individual/community relationship can justify and shape liability. The figure of a responsible individual constituted by his social interactions forms the premise of this type of liability, and the concept of community in this context is established as a fluid rather than rigid notion, defined as a social group connected by a range of specific interests. A model of community-based liability can be constructed from these principles: interference with a community’s interests can justify the imposition of liability, provided the individual’s behaviour represents a wilful engagement with that particular community. This model of liability provides a useful framework through which to re-examine ASBOs. While the case law broadly adopts the defining elements mentioned above, the use of ASBOs shows examples of misapplications of the principles of a community-based model of liability. Nevertheless, this framework also shows how ASBOs can be seen as a flexible and potentially integrative approach to regulating different types of individual/community relationships, despite the missed opportunities sometimes created by their practical application.

The social element of playing games is what makes us play together to enjoy more than just what the game itself has to offer. There are millions of games with different rules and goals; They are played by people of many cultures and various ages. However, this social element remains as crucial. Nowadays, the role of social robots and virtual agents is rapidly expanding in daily activities and entertainment and one of these areas is games. Therefore, it seems desirable for an agent to be able to play games socially, as opposed to simply having the computer make the moves in game application. To achieve this goal, verbal and non-verbal communication should be inspired by the game events and human input, to create a human-like social experience. Moreover, a better social interaction can be created if the agent can change its game strategies in accordance with social criteria. To bring sociability to the gaming experience with many different robots, virtual agents and games, we have developed a generic software framework which generates social comments based on the gameplay semantics. We also conducted a user study, with this framework as a core component, involving the rummy card game and the checkers board game. In our analysis, we observed both subjective and objective measures of the effects of social gaze and comments in the gaming interactions. Participants' gaming experience proved to be significantly more social, human-like, enjoyable and adoptable when social behaviors were employed. Moreover, since facial expressions can be a strong indication of internal state, we measured the number of participants' smiles during the gameplay and observed them to smile significantly more when social behaviors were involved than when they were not.

A pesquisa buscou compreender as formas de sociabilidade vigentes na rede social Facebook especialmente, sob a perspectiva das representações do eu, conforme presente na sociologia de Erving Goffman (1985). O estudo deteve-se sobre o seguinte problema de investigação: De que forma um certo grupo de jovens moradores da cidade de São Paulo, com condições de vida similares e oriundos das regiões oeste e norte do município, utiliza as ferramentas interativas do Facebook para manipular virtualmente a impressão que causa nos demais? Quais são as semelhanças e diferenças nessa participação? A partir dessa questão, investigamos algumas das principais estratégias de manipulação de impressões adotadas para a administração de representações de si em ambientes virtuais de sociabilidade. O processo investigativo contou com uma abordagem qualitativa ancorada em grupos focais, entrevistas semiestruturadas, observações etnográficas virtuais e análises de conteúdo de publicações expostas nessa rede social. Como hipótese, especulou-se a existência de diferenças significativas entre os jovens na condução de estratégias de representação, que variariam de acordo com as características da rede de sociabilidade administradas pelo indivíduo nesse ambiente interativo. Optou-se pela seleção de um perfil jovem, supondo haver relação entre faixa etária e volume e diversidade da rede de sociabilidade (ou seja: com o número total de pessoas com as quais esses indivíduos se comunicam e com a variedade de pessoas dentro dessa rede). No fim do processo investigativo, pretendeu-se fornecer uma contribuição teórica clara acerca dos impactos sociais resultantes da difusão de formas virtuais de comunicação na sociedade em especial, entre essa parcela dos jovens paulistanos. / This research aimed to understand means of sociability operating on Facebook specially under the perspective of the \"presentations of self\", as in the sociological thought of Erving Goffman (1985). This study aimed the following investigation problem: How certain young residents of São Paulo, with similar life conditions and from West and North regions of the city, use Facebook´s interactional tools to virtually manipulate the impression caused on others? What are the similarities and differences in this use? Thus, we investigated the main strategies of impression manipulation adopted to administrate presentations of self on virtual environments of sociability. The investigative process counted with a qualitative approach flagged on focal groups, semi-structured interviews, virtual ethnographical observations and content analysis of publications published on this social network. As hypothesis, it was speculated the existence of significative differences on the exercise of representative strategies of presentation according to the main characteristics of the social network managed by the individual on this interactive environment. It was selected a young profile, understanding the existence of a relation between age and volume and diversity of social networks (in other words: the total number of people with whom those individuals communicate and the diversity of people inside this network.) At the end of the investigative process, it was aimed the offering of a clear theorical contribution about the social impacts of the diffusion of virtual ways of communications on society specially, among residents of São Paulo of a determinate income profile.

Made available in DSpace on 2015-03-04T22:02:45Z (GMT). No. of bitstreams: 0 Previous issue date: 14 / Fundação de Amparo à Pesquisa do Estado de Mato Grosso / Este trabalho busca identificar e interpretar lógicas simbólicas de pertencimento e de exclusão advindas do contato entre diferentes grupos etno-culturais, constituídos por Xavantes, Pioneiros e Gaúchos, com base em trabalho de campo etnográfico realizado na cidade de Nova Xavantina, estado do Mato Grosso. A pesquisa de campo fez uso da observação participante, com registro em diário de campo, entrevistas semi-estruturadas e de grupos focais e da consulta a registros em arquivos. Como resultado, a pesquisa indica que estar em contato constante com o branco não torna o Xavante menos indígena, pois seus vínculos étnicos, bem como a valorização dos costumes próprios, são reafirmados, reelaborando-se as formas de ser índio na cidade. Já os Pioneiros demonstram tensões identitárias quando seu papel histórico é questionado, e com isso evidenciam a existência de fronteiras simbólicas. Enquanto isto, os Gaúchos atribuem a si próprios o pioneirismo, por haverem desenvolvido a região a partir de seus valores de trabalh / This paper seeks to identify and interpret symbolic logics of belonging and exclusion resulting from contact between different ethno-cultural groups, consisting of Xavante, Pioneiros and Gaúchos, based on ethnographic fieldwork conducted in the city of Nova Xavantina, state of Mato Grosso. The field research has made use of the participant observation, with daily register in of field, semi-structured interviews and focus groups and consultation to file records. As a result, the research indicates that to be in constant contact with the white doesn‘t become the Xavante less aboriginal, because their ethnic bonds, as well as the valuation of the proper customs, is reaffirmed, redesigning the manners of being indian in the city. Meanwhile, the Pioneiros demonstrate identity tensions when its historical paper is questioned, and thus reveal the symbolic boundaries. While this, the Gaúchos attribute themselves the pioneering spirit, for having developed the region from its values of work and courage. These interpre

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2016-05-09T16:17:46Z No. of bitstreams: 1 Vinicius José Schmidt_.pdf: 1328036 bytes, checksum: 6da7dd7865c3b2470fda338536aa5d69 (MD5) / Made available in DSpace on 2016-05-09T16:17:46Z (GMT). No. of bitstreams: 1 Vinicius José Schmidt_.pdf: 1328036 bytes, checksum: 6da7dd7865c3b2470fda338536aa5d69 (MD5) Previous issue date: 2016-02-29 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho apresenta um modelo de metaheurística baseado em interação social de agentes inteligentes, utilizando-se do aprendizado social reproduzido por uma população de agentes para alcançar a otimização de problemas. O método aqui descrito é focado em interação social de seres humanos, tais como: comparação de status social, tendência da sociedade baseada nas pessoas mais influentes, troca de conhecimento, pessoas menos influentes seguindo os mais influentes no seu grupo e a busca de uma pessoa pelo local onde ela alcança seu melhor desempenho. A influência de um agente é medida através de seu status social, sendo assim, cada agente possui um raio de influência proporcional ao seu status. Esses conceitos foram modelados para a criação da técnica, sendo o aprendizado entre agentes ocorrido quando um agente menos influente encontra-se na região de influência de um agente mais bem-sucedido que ele. Resultados de testes, tanto de benchmark quanto de problemas reais, são apresentados e discutidos. Os testes indicam que a metaheurística é um modelo populacional promissor. / This work presents a metaheuristic model based on intelligent agents social interaction, using the social learning of a population of agents to achieve problems optimization. The method described here is based on humans social interaction, such as: comparison of social status, trend of society based on the most influential people, knowledge exchange, less influential people following the ones with most influential in their group and the search of a person where he achieves its best performance. An agent’s influence is measured through its social status, therefore, each agent have an influence radius proportional to its status. These concepts were modeled to create the technique, the learning among agents occurs when a less influential agent is located inside the influence region of an agent with more social status than him. Tests results, benchmark and real life problems, are presented and discussed. Those tests indicate that the model is a promising population metaheuristic.

The shift toward mobility have today created higher demands on companies, consultants, the right use of working methods, workplace strategies, the information sharing as well as the interaction and collaboration with different customers. If consultants are able to work effective outside the office, from everywhere and at any time regardless of location with the help of mobile technologies, companies can reduce unnecessary costs, gain market share and competitive advantages. This study examines how mobile technologies enable social interaction of IT consultants‟ mobile work. The purpose of this Master thesis is to identify IT consultants‟ mobile work and the existing implications in mobility today. The thesis will also bring up the set of problems with mobility to the surface and create a deeper understanding of IT consultants‟ mobile work and more knowledge about mobile technologies and how they can enable social interaction. The thesis‟ empirical foundation is derived from 18 interviews with representatives from; NaviPro, Sogeti and Logica. The interviews will provide the reader with a better understanding in; how mobile technologies can enable social interaction and which implications consultants face during their mobile work. The theoretical basis is composed from secondary data to receive an understanding and background to the problem area. The empirical data is then analyzed by means of presented theories which are also assumed in the preparation of the interviews. We have come to the conclusion that today‟s technology has failed to satisfy the consultants‟ social needs and that there are significant implications that can result in lack of face-to-face interaction, social and professional isolation and higher demands of constantly be reachable. However, with the access of laptops, smartphones and mobile broadband consultants can minimize following implications and perform more than 50% of their work and still be a productive and effective consultant. / Program: Masterutbildning i Informatik

Résumé. Nos mouvements sont souvent coordonnés avec ceux d'autres personnes. Ces coordinations interpersonnelles influencent la performance dans certaines activités sportives mais également le succès de nos interactions sociales dans la vie quotidienne. Les recherches passées ont permis de mieux comprendre les processus perceptivo-moteurs qui sous-tendent le contrôle des coordinations interpersonnelles et d'identifier l'influence de certaines contraintes informationnelles comme la façon avec laquelle un acteur prélève de l'information sur les mouvements observés. Il reste néanmoins souvent difficile de comprendre pourquoi nos mouvements se coordonnent plus facilement avec ceux de certaines personnes. A travers le cadre conceptuel et méthodologique de l'approche dynamique, nous tentons au cours de cette thèse de mieux comprendre les contraintes informationnelles qui influencent la dynamique des coordinations interpersonnelles. Pris ensemble, les résultats de nos études montrent que les coordinations interpersonnelles ne dépendent pas uniquement de la manière dont l'information est prélevée mais aussi de la nature de cette information. Nous mettons en évidence que les propriétés des mouvements avec lesquels nous nous coordonnons influencent les coordinations interpersonnelles. La dynamique de coordination dépend de la nature discrète ou continue, de l'amplitude, et de la coordination intrapersonnelle des mouvements des personnes avec lesquelles nous interagissons. Nous montrons également que le prélèvement de l'information, et plus généralement les processus perceptivo-moteurs sous-tendant les coordinations interpersonnelles sont affectés par la pathologie, ici la schizophrénie, mais sont améliorés par l'apprentissage, ici une habileté sportive. Ces résultats contribuent à une meilleure compréhension des contraintes informationnelles influençant la dynamique des coordinations interpersonnelles. Ils nous permettent de proposer des pistes prometteuses pour l'aide aux personnes montrant un déficit d'interaction sociale. / Abstract. Our movements are often coordinated to those of other people. Such interpersonal coordination influences the performance in sport activities but also the success of our everyday social interactions. Previous research led to a better understanding of the perceptivo-motor processes underlying the control of interpersonal coordination and identified the influence of some informational constraints such as how an actor pick up information on the movements observed. It is however often difficult to understand why our movements are more easily coordinated to those of some people. Using the conceptual and methodological framework of the dynamical approach, we aim in this thesis at further understanding the informational constraints influencing the interpersonal coordination dynamics. Collectively, the results of our studies show that interpersonal coordination does not depend only on how information is picked up but also on the nature of this information. We show that the properties of the movements with those we coordinate influence interpersonal coordination. The coordination dynamics depend on the discrete or continuous nature, the amplitude, and the intrapersonal coordination of the movements of the people with who we interact. We also show that the pick up of the information, and more generally, the percetivo-motor processes underlying interpersonal coordination are affected by the pathology such as schizophrenia, and improved by learning, sport skills for example. These results lead to a better understanding of the informational constraints influencing interpersonal coordination dynamics. They represent promising research directions to help people having a deficit of social interactions.

Peer aggression can take the form of physical hostility, adverse peer pressure, teasing, shunning, and social rejection (Little, 2002). Repeated acts of peer aggression are considered peer victimization and affect children with disabilities more often than children with no reported disabilities or psychiatric disorders (Baumeister, Storch, & Geffken, 2008; Pittet, Berchtold, Akre, Michaud & Suris, 2011). Personal characteristics and contextual factors have been linked to higher rates of peer aggression and the presence of peer victimization (Baumeister, et al., 2008; Bejerot & Morthberg, 2009; Boivin, Vitaro, & Bukowski, 1999; Hodges, Boivin, Vitaro, & Bukowski, 1999; Mishna, 2003). Youth who have experienced peer victimization have been found to suffer consequent loneliness, depression, low self-esteem, anxiety and suicidal ideation (Bond, Carlin, Thomas, Rubin, & Patton, 2001; Hawker & Boulton, 2000; Hunter, Boyle & Warden, 2007; Siegal, La Greca, & Harrison, 2009). The present study used a caregiver survey to investigate experiences of peer aggression and peer victimization, as well as factors linked to such victimization among children with autism spectrum disorders (ASD), with other disabilities (OD), and without disabilities (WD). The main analyses addressed five sets of research questions. The first three research questions pertained to all three groups of participants and (1) compared rates of peer aggression and the proportion of children who experienced peer victimization between the ASD, OD and WD groups, (2) asked which personal factors were associated with peer aggression and peer victimization, and (3) asked which personal factors best predicted peer aggression and peer victimization. The last two research questions pertained to the ASD and OD groups only (disability group) and asked (1) which personal factors and contextual factors were associated with peer aggression and peer victimization, and (2) which personal factors and contextual factors best predicted peer aggression and peer victimization. The main analyses indicated that children with ASD and OD experienced significantly greater rates of peer aggression than peers in the WD group. Additionally, the ASD and OD groups of children were more likely to experience peer victimization than the WD group.Peer aggression was correlated with autistic traits, anxious/depressed, withdrawn/depressed, thought problems, and attention problems. A multiple regression analysis indicated that the variable of anxious/depressed was the only variable that significantly contributed to the model and it accounted for approximately one-third of the variance. Caregivers whose children experienced peer victimization reported significantly higher scores in autistic characteristics, anxious/depressed, withdrawn/depressed, thought problems, and attention problems. A forward logistic regression analysis indicated that anxious/depressed was the only variable that predicted peer victimization. The multiple regression and forward logistic regression models produced for the combined ASD and OD group were similar to the models produced during the prior analyses for all three groups. Anxious/depressed was the only variable that significantly contributed to the multiple linear regression and forward logistic regression models. Contextual variables were not correlated with peer aggression or associated with peer victimization and they did not significantly contribute to the regression models.