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1
Hughes, Justin H. "An analysis of Sun Tzu's Art of War with the context of negotiations : approaches and strategies." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50258.
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Thesis (MBA)--Stellenbosch University, 2005.ENGLISH ABSTRACT: If you want peace make ready for war! This was what Sun Tzu believed when conveying his philosophies in his book the Art of War. What is remarkable about the Art of War is that it was written about 2300 years ago and presented a new way of thinking about battle. Sun Tzu did not promote engaging in battle but rather overcoming the enemy without having to do battle. "100 victories in 100 battles is not the most skilful. Subduing without battle is the most skilful" (Denma Translation: 2003: 25 - 26). The Sun Tzu begins with the understanding that conflict is an integral part of human life. It is within us and all around us. Sometimes we can skilfully sidestep it, but at other times we must confront it directly. Many of us have seen the destructive power of aggression, whether on a personal level or in the disasters of armed conflict. We know as well the limitations of most political and personal responses to that aggression. How can we work with it in a more profound and effective way? (Denma Translation: 2003: 2). As in modem day society conflict is ever present and the manner in which we deal with such conflict either resolves the conflict or exacerbates it. One way of dealing with conflict is through negotiations. The negotiation process is an orderly process whereby parties can engage each other in dialogue in order to reach a mutually acceptable agreement. What is evident is that to be successful in a negotiation the necessary planning and preparation needs to be done. Although it is not possible to prepare and plan for all eventualities within the negotiation process most scenarios can be predicted and therefore if the required preparation is done the possibility of reaching one's objective is increased. When preparing for negotiations it is imperative that all environments that can impact on the negotiation are considered. Furthermore the organisational and personal power of the negotiator and the other party needs to be determined. Within the negotiation process the negotiator will display certain behaviours depending what he/she wishes to achieve. Should the negotiator wish to drive the negotiation then behaviours such as providing information or making proposals will be used. On the other hand, if the negotiator wishes to draw the other party into the negotiation then the behaviour of seeking information and summarising would be used. The outcome of a negotiation could be one of four, namely lose -lose, win -lose, win - win or mutual gains. There are different approaches to negotiation, namely soft, hard and principled. It is suggested that the most appropriate approach is the principled approach, although the soft and hard approach could be used under certain circumstances. A negotiation is a systematic process and involves the aspect of planning. Without planning negotiations are sure to fail and the objective set not reached. The types of planning that need to be done are strategic, tactical and administrative. Instead of opposing each other the planning aspects of negotiation complement each other. Sun Tzu proposes ways to settle a conflict without engaging in battle. Although the learned strategist does not promote negotiation directly when reading the 'Art of War' it becomes evident that Sun Tzu preferred to resolve conflicts in a peaceful manner. It was only when no other option was available that he suggests battle. In war most of the planning and preparation involves strategies, which is similar in the negotiation process. It is important that a negotiator knows when to move, when to stand fast and when to engage the other party. This is also true for any military engagement. Sun Tzu sets out philosophies, which can be used to strategise for negotiation. Although a bit of poetic licence exists when interpreting Sun Tzu's philosophy for the negotiation arena, what the learned author contributes to the field of negotiation is to make the negotiator aware of the options available. The Art of War provides insight into creative thinking where Sun Tzu spells out that it is better to conquer the enemy without engaging in battle. Furthermore the less of the enemy's possessions destroyed the more astute the leader and lastly, that one must not engage in battle because of the wrath of the leaders. In other words it should not be retaliation because the leader's ego is bruised. Sun Tzu provides wisdom, which can be utilised in the negotiation process. The interpretation of Sun Tzu's strategies provides a framework for negotiators to strategise when entering into negotiations.
AFRIKAANSE OPSOMMING: As jy Vrede wil hê, maak reg vir 'n oorlog! Dit is wat Sun Tzu geglo het toe hy sy filosofie in die boek Art of War, weergegee het. "100 victories in 100 battles is not the most skilful. Subduing without battle is the most skilful" (Denma vertaling: 2003: 25-26). Sun Tzu gaan van die veronderstelling uit dat konflik 'n integrale deel van die menslike bestaan is. Dit is binne in ons en orals om ons. Somtyds kan ons dit behendig systap maar ander kere moet ons dit direk hanteer. Baie van ons het al die destruktiewe krag van agressie gesien, hetsy op persoonlike vlak of in rampspoedige gewapende konflikte. Ons ken ook die beperkings van die meeste politieke of persoonlik reaksies op die tipe aggressie. Hoe kan ons dit op 'n meer diepgaande en effektiewe manier hanteer? (Denma vertaling: 2003: 25-26) Soos ook in die moderne samelewing is konflik alom teenwoordig en die wyse hoe dit hanteer word kan dit of oplos, of vererger. Een metode om konflik te hanteer is deur onderhandeling. Die proses van onderhandeling is 'n ordelike proses waardeur partye met mekaar in gesprek tree ten einde tot 'n wedersyds aanvaarbare ooreenkoms te bereik. Dit blyk dat ten einde suksesvol te wees in onderhandelings die nodige beplanning en voorbereiding gedoen moet word. Alhoewel dit is nie moontlik is om te beplan vir alle gebeurlikhede tydens die onderhandelinge nie, kan die meeste scenario's egter voorspel word. Indien die nodige voorbereiding dus gedoen word kan dit jou kanse om jou eie doelwitte te bereik, verhoog. Wanneer voorberei word vir onderhandelings is dit noodsaaklik dat alle omgewings invloede wat 'n impak kan hê daarop oorweeg word. Verder moet die organisatoriese en persoonlike mag van die onderhandelaar en die ander party bepaal word.Tydens die onderhandelings proses sal die onderhandelaar sekere gedrag toon afhangend van wat hy/sy uit die onderhandelings wil verkry. Indien die onderhandelaar hoop om die onderhandelings te lei, sal gedrag soos om inligting te verskaf en om voorstelle maak, gebruik word. Indien die onderhandelaar andersyds eerder die ander partye wil betrokke kry by die onderhandelings, sal gedrag soos die soeke na inligting en om opsommings te maak, getoon word. Die uitkoms van onderhandelings kan een van vier moontlikhede wees, naamlik: verloor-verloor, wenverloor, wen-wen of beide partye baat. Daar is verskillende benaderings tot onderhandeling naamlik die sagte, die harde en die beginselvaste benadering. Dit word aan die hand gedoen dat die mees toepaslike benadering die beginselvaste benadering is maar dat die sagte of aggressiewe (harde) benadering ook onder sekere omstandighede gebruik kan word.Onderhandelinge is 'n sistematiese proses en behels beplanning. Sonder beplanning is onderhandelings gedoem tot mislukking en is die doelwitte nie haalbaar nie. Die tipe beplanning wat gedoen moet word is strategies, takties en administratief. Die verskillende tipes beplanning komplementeer mekaar eerder as om mekaar te opponeer. Sun Tzu voorsien metodes hoe om konflik te besleg sonder om in oorlog betrokke te raak. Hoewel die geleerde strateeg nie onderhandelings direk promoveer nie blyk dit by die lees van The Art of War dat Sun Tzu verkies on konflik op 'n vreedsame wyse op te los. Dit was slegs wanneer geen ander opsie beskikbaar was nie dat hy oorlog voorstel. Tydens oorlog word beplanning en voorbereiding gewy aan strategie wat baie ooreenkom met die van die onderhandelingsproses. Dit is belangrik dat die onderhandelaar weet wanneer om te beweeg, wanneer om vas te staan en wanneer om die ander party te betrek.Hierdie is ook belangrik vir enige militêre aanval. Sun Tzu se filisofie kan dus ook gebruik word vir strategie beplanning vir onderhandeling. Hoewel 'n mate van poëtiese vaardigheid benodig word vir die intepretering van Sun Tzu se filosofie in die onderhandelings arena word die geleerde outeur se bydrae op die onderhandelings gebied gemaak daardeur dat die onderhandelaar bewus gemaak word van sy beskikbare opsies. The Art of War gee insig in kreatiewe denke waar Sun Tzu dit uitspel dat dit beter is om die vyand te oorwin sonder om in 'n geveg betrokke te raak. Verder word aangedui dat hoe minder van die vyand se besittings vernietig word hoe slimmer die leier en dat daar nie in 'n geveg betrokke geraak moet word vanweë die woede van die leiers nie. Met ander woorde daar moet nie vergelding wees as gevolg van die gekrenkte ego van die leier nie. Sun Tzu verskaf dus wysheid wat gebruik kan word in die onderhandelings proses. Die interpretasie van Sun Tzu se strategieë voorsien 'n raamwerk aan onderhandelaars vir stategiese beplanning wanneer betrokke geraak word in onderhandelings.
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Furini, Francesco <1991>. "Adaptation and mitigation in the context of international environmental agreements : strategic interactions and effects on negotiations' outcome." Doctoral thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/17852.
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This research focuses on the analysis, from a game theoretical perspective, of International environmental agreements in the presence of adaptation. Despite its private good nature, adaptation plays a crucial role in climate agreements negotiation because of its strategic relation with mitigation. For this reason, it is very important to include both strategies in IEAs modeling.
The dissertation is a collection of three papers which expand the existing literature on IEAs in different directions: 1) the standard mitigation-adaptation game (M+A-Game) is analysed in a Stackelberg scenario; 2) the strategic relation between mitigation and adaptation and its effect on climate negotiation is analysed assuming that mitigation, attenuating climate change damages, can also affect the effectiveness of adaptation; 3) the existing theoretical results are tested through an integrated assessment model application.
The strategic relation between mitigation and adaptation, the effect of adaptation on mitigation strategies and on negotiation’s outcome are analysed. Successful climate cooperation requires both large stable coalitions and high welfare improvements with respect to non-cooperation. The paradox of cooperation persists in most of the game configurations considered. Optimistic results arise only in a situation in which strategic complementarity holds both in mitigation and mitigation-adaptation space.
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Aspeteg, Joakim, and Jonas Karlsson. "A Swedish perspective of business negotiation in a cross-cultural context : A multiple case study on B2B level regarding business negotiations in China and how cultural differences has an impact." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-36239.
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Rempel, Terrance. "The right to political participation and the negotiation of durable solutions : Palestinian refugees in comparative context." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/13801.
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In the 1990s Palestinian refugees sought to secure a seat in negotiations alongside the PLO and Israel in talks to resolve their situation. Their efforts raise a number of basic questions concerning the right to political participation and the negotiation of durable solutions to refugee situations. First and foremost is the question of whether peace negotiations comprise a conduct of public affairs under international law entailing a concomitant right to take part. Second and related is the question of whether citizens, refugees in particular, have a right to take part in the conduct of public affairs when they are outside their country of citizenship voluntarily or otherwise. This study examines these questions through legal analysis of the right to political participation under international treaty law, jurisprudence and soft law and through empirical analysis of all negotiated settlements to armed conflict between 1990 and 2000. The study concludes that while refugees did not have a "right" to take part in the negotiation of durable solutions during the period under consideration, the PLO and Israel may have nevertheless had an obligation to facilitate the participation of refugees in a manner that would have allowed for substantial influence on decisions affecting their lives with the objective of shared ownership of agreements reached. The study also finds that between 1990 and 2000 few refugees appeared to take part directly in the direct negotiations to their situation. The implementation of durable solutions and agreements reached along with unofficial or indirect peacemaking mechanisms appeared to comprise the primary or most common domains for political participation. The study concludes that the negotiation of durable solutions for refugees is nevertheless a developing area of law and practice which has arguably strengthened in the decade since Israel and PLO sought to achieve a negotiated solution to the Palestinian refugee issue.
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Idrizbegovic-Zgonic, Aida. ""Challenge of set frames"." Doctoral thesis, Università degli studi di Trieste, 2009. http://hdl.handle.net/10077/3147.
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2007/2008Exploration of current trends in the Contextual Architecture (urban setting), meanings of context and finding new ways to connect to the existing. The key issue is establishing a relationship between new building and its setting (frames) through contextual processes like local scenarios or phenomenon or negotiation with site. The principles of dialogue and tension are tools that allow us to establish the new contextual order.
XXI Ciclo
1976
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Karunatillake, Nishan C. "Argumentation-based negotiation in a social context." Thesis, University of Southampton, 2006. https://eprints.soton.ac.uk/263130/.
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Argumentation-based negotiation (ABN) is gaining increasing importance as a fundamental method of interaction in multi-agent systems. In essence, ABN enhances the ways agents can interact within a negotiation encounter. In particular, it allows agents to justify their demands, criticise each others’ proposals, and add comments to their statements during a negotiation encounter. Furthermore, ABN gives them the capability to exchange explicit arguments, such as promises, threats, appeals, and other forms of persuasive locutions, to influence one another during a negotiation dialogue. Such enhancements lead to richer forms of negotiation than have hitherto been possible in game-theoretic or heuristic-based models. Therefore, many argue that endowing the agents with the ability to argue during their negotiation interactions, not only facilitates more realistic rational dialogues, but also allows an effective means of resolving different forms of conflicts endemic to multi-agent societies. Even though ABN is argued to be an effective means of resolving conflicts, its operation within multi-agent systems incurs certain computational overheads. In particular, it takes time for an agent to argue and convince an opponent to change its demands and yield to a less favourable agreement within an ABN encounter. It also takes computational effort for both parties of the conflict to carry out the necessary reasoning required to generate, select, and evaluate an appropriate and a convincing set of arguments required for such an encounter. On the other hand, within a multi-agent society, not all conflicts need to be resolved. In some instances conflicts can be avoided by other nonarguing means. For instance, in certain situations agents may be able to avoid conflicts by finding an alternative resource to achieve their actions instead of arguing over a conflicting one. They also may be able to re-plan to achieve the same objective through a different means and, thereby, remove the conflict without argument. In the presence of such overheads and given the alternatives available, this thesis argues that computationally bounded entities such as agents need to consider two critical questions before they use ABN to manage their conflicts. First is when to argue; that is, under what conditions would ABN, as opposed to other non-arguing methods, present a better option for agents to overcome conflicts. Second is how to argue; that is, a computationally tractable method and a set of strategies to successfully formulate such sophisticated ABN dialogues. To this end, this thesis forwards a detailed theoretical and empirical study to address both these research questions. In more detail, first we formulate a novel ABN framework that allows agents to argue, negotiate and, thereby, resolve conflicts in structured multi-agent systems. The framework is unique in the way that it explicitly captures social influences endemic to such agent societies and, in turn, allows agents to use them constructively in their ABN dialogues. Having formulated the framework, we then map it into the computational context of a multi-agent task allocation scenario. In so doing, we bridge the gap between theory and practice and provide a test-bed to evaluate how our ABN model can be used to manage and resolve conflicts in multi-agent societies. Our experimental analysis on when to argue shows a clear inverse correlation between the benefit of arguing and the resources available within the context. It also shows that arguing selectively is both a more efficient and a more effective strategy than doing so in an exhaustive manner. Furthermore, we show that when agents operate under imperfect knowledge conditions, an arguing approach allows them to perform more effectively than a non-arguing one. On the issue of how to argue, we show that arguing earlier in an ABN interaction presents a more efficient method than arguing later in the interaction. Moreover, during an ABN interaction, allowing agents to negotiate their social influences presents both an effective and an efficient method which will enhance their performance within a society.
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Gonçalves, Sandra Maria Dias. "Relação entre estilos de liderança, estratégias de negociação e satisfação na Força Aérea Portuguesa." Master's thesis, Instituto Superior de Economia e Gestão, 2014. http://hdl.handle.net/10400.5/7549.
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Mestrado em Gestão de Recursos HumanosOs conflitos organizacionais são uma realidade incontornável no seio das organizações, sendo que se realizarem uma gestão eficaz e eficiente dos conflitos, através das estratégias de negociação e da liderança, poderão retirar benefícios positivos e construtivos do conflito. Por outro lado, o modo como os conflitos são resolvidos tem efeitos relevantes para a satisfação em contexto de trabalho, sendo possível estabelecer uma relação entre a liderança, estratégias de negociação e satisfação. Este estudo analisa as relações que se estabelecem entre as estratégias de negociação e estilos de liderança, quais as variáveis que tem maior poder preditivo da satisfação e se as estratégias de negociação mediam a relação entre os estilos de liderança e a satisfação, no contexto específico da Força Aérea. A amostra em estudo foi constituída por 241 militares da Força Aérea Portuguesa (Oficiais e Sargentos), aos quais foi aplicado um questionário individual. Os resultados demonstram que as variáveis com maior poder de previsão da negociação integrativa são o estilo de liderança apoiante e directivo. Por outro lado, as variáveis com maior poder de previsão da negociação distributiva são o estilo de liderança apoiante, o nível de escolaridade e o estilo de liderança diretivo. A negociação integrativa e a idade são as variáveis com maior poder preditivo da satisfação, de acordo com os resultados obtidos. Por último, constata-se, a partir dos resultados obtidos, que a negociação integrativa medeia a relação entre o estilo de liderança apoiante, a idade e a satisfação.
Organizational conflicts are inescapable realities within organizations. By achieving effective and efficient conflicts management through negotiation strategies and leadership, positive and constructive benefits may result from conflict. On the other hand, the way in which conflicts are resolved has relevant effects to job satisfaction. Therefore, it is possible to establish a relationship between leadership styles, negotiation strategies and job satisfaction. This study analyzes, in the context of the Portuguese Air Force, the established relationships between negotiation strategies and leadership styles; which variables have greater predictive power of job satisfaction; and whether negotiation strategies mediate the relationship between leadership styles and job satisfaction. The sample includes 241 Portuguese Air Force servicemen (Officers and Sergeants), which were given an individual questionnaire. Results show that the variables with the greatest predictive power of integrative negotiation are the supportive leadership style and directive leadership style. On the other hand, the variables with the greatest predictive power of distributive negotiation are supportive leadership style, the level of schooling and the directive leadership style. Integrative negotiation and age are the variables with the greatest predictive power of job satisfaction. Finally, results also show that integrative negotiation mediates the relationship between the independent variables supportive leadership style, and age and the dependent variables job satisfaction.
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Stevenson, Christine. "Negotiating a therapeutic context in family therapy." Thesis, Northumbria University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262566.
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Jarvis, Ryan D. "Protecting Sensitive Credential Content during Trust Negotiation." Diss., CLICK HERE for online access, 2003. http://contentdm.lib.byu.edu/ETD/image/etd192.pdf.
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Al, Ridhawi Yousif. "An ontology-based negotiation protocol and context-level agreements." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27748.
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Services and applications in pervasive environments must adapt to changes occurring in the surrounding environment and meet the needs of mobile users according to the users' changing situations. Existing context-aware architectures and middleware are faced with two problems. First, is their weakness in expressing complex inter-context relationships, stemming from use of less capable approaches to modeling contextual knowledge. Secondly, context dissemination methods used by these systems result in network flooding, unrestricted access to private context information, and the inability of consumers to limit or personalize received context.
This thesis provides an ontology-based context-level negotiation protocol along with a context-aware system architecture. The protocol permits context consumers to personalize their received context information through negotiations with context providers. The thesis illustrates the use of this negotiation protocol through the design and implementation of a context-aware system architecture capable of acquiring, modeling, reasoning and disseminating context information through ontologies.
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Taylor, Bethany L. "Negotiation of Transparency and Privacy in the Urban Context." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276537009.
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Becker, Sue. "Making contact : dilemmas of entitlement in written child contact negotiations." Thesis, Loughborough University, 2004. https://dspace.lboro.ac.uk/2134/7636.
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The thesis explores the dilemmas faced by parents and their representatives in conducting child contact negotiations through letters. These institutional letters are explored using discursive analysis to illustrate the ways in which entiltlement to contact claims by the non resident parent and other family members are worked up and resisted. Features of footing are analysed to show how issues of interest and accountability are managed. A discursive psychological approach is used to explore the notion of "understanding" in language and interaction.
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Mc, Carthy Christopher. "Interactional Corrective Feedback and Context in the Swedish EFL Classroom." Thesis, Stockholm University, Department of English, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8032.
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This paper examines the distribution of corrective feedback in the Swedish EFL classroom, and the relationship between the context of teacher-student exchanges and the provision of feedback. Corrective feedback was categorized in six types as being ‘recasts’, ‘explicit feedback’, ‘repetition’, ‘elicitation’, ‘metalinguistic feedback’, and ‘clarification requests’. In parts of this study, the latter four types were classed together as ‘prompts’ because they aim at pushing the students to say the correct forms of language. Student exchanges were defined in four ways: content, communication, management, and explicit language-focused exchanges. The results show the number of moves per category of corrective feedback type used by each of the teachers, the overall number of feedback moves per context, and even the overall number of feedback moves provided by each teacher in each context. The findings indicated that recasts yielded the highest number of feedback moves. Recasts were also the favored feedback type provided by the teachers. However, when recasts were compared to prompts, prompts were used often by teachers, and thus suggesting that at least two of the teachers usually pushed their students to say the correct form. The findings also indicated that explicit language-focused exchanges yielded the highest number of feedback moves, whereas management exchanges had the fewest. In conclusion, this study suggests that context plays a role in the provision of corrective feedback, and teachers appear to favor recasts over any other single feedback type. The findings also confirmed that similar results which have been found in other cultural and educational contexts can be yielded in the Swedish EFL classroom.
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Boza, Pró Guillermo, and Meza Ernesto Aguinaga. "Obligation of negotiation and facultative arbitration as part of constitutional law content on collective negotiation." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/115917.
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This work studies constitutional bases of two essential institutions of Collective Labor Law: employer’s obligation to negotiate collectively and facultative arbitration. In relation to the first one, using tools provided bythe Theory of Law, it is argued that the section 28º of Peruvian Constitution establishes a collective negotiation concept as claim (not as permission) so, employers legal obligation of collective negotiation is constitutional. In theother hand, regarding facultative arbitration, it has constitutional support on state’s obligation to promote pacific ways to labor conflicts; even though, it is questioned that a «sub constitutional» rule has restrictively regulated this institution.En este trabajo se estudian las bases constitucionales de dos instituciones centrales del derecho colectivo del trabajo: la obligación patronal de negociar colectivamente y el arbitraje potestativo. En lo que se refiere a la primera, utilizando las herramientas que proporciona la teoría del derecho, se sostiene que el artículo 28 de la Constitución consagra una concepción de la negociación colectiva como pretensión (y no como permiso), y por tanto, que es constitucional el deber legal de los empleadores de negociar colectivamente. En cuanto al segundo, se afirma que este encuentra sustento constitucional en la obligación estatal de promover formas pacíficas de solución de los conflictos laborales, aunque se cuestiona que la normativa infraconstitucional haya regulado esta institución de forma restrictiva.
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Yan, Nancy. "Negotiating Authenticity: Multiplicity, Anomalies, and Context in Chinese Restaurants." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374153098.
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Morgan, Tannis. "The negotiation of teaching presence in international online contexts." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/1416.
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A particular interest of distance education researchers is the community of inquiry framework, which was developed for the purpose of taking a closer look at computer mediated communication in educational contexts (Garrison, Anderson, Archer, 2000). However, it is somewhat surprising that although the community of inquiry framework has been developed based on distance education contexts, it does not consider the complexities of the community’s global and local contexts, the potential linguistic demands of the teaching and learning contexts, and how power, agency, and identities are negotiated in these contexts.
Through six cases of online instructors teaching in international contexts at the tertiary level, I explored the negotiation of teaching presence as viewed through the lens of cultural historical activity theory (Engeström, 1999, 2001). In this view, instructors are engaged in a dynamic process in which teaching presence is shaped through the mediating components of the activity system. This multi-case study employed cross case analysis drawing on data from interviews with students, program coordinators, and instructors, in addition to analyses of discussion forum transcripts, course documents, formative evaluations, student and instructor reflections, and researcher-participant observations. The linguistic challenges faced by both instructor and students for whom the language of instruction was a second or third language and instructors’ sociocultural identities, positioning, and conceptualization of the online interaction spaces were found to be important mediators in the negotiation of teaching presence.
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FALCAO, FREDERICO DE ARRUDA. "NEGOTIATION STRATEGIES AND TACTICS USED BY PROFESSIONALS IN TODAY S CONTEXT." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9862@1.
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Na tentativa de sobreviver e prosperar num mercado
supercompetitivo e
num ambiente caracterizado por mudanças e incertezas como
o atual, as
organizações precisam ser capazes de mudar a si próprias.
O mercado e o
ambiente estão mudando numa velocidade cada vez maior
exigindo que as
organizações sejam ágeis em suas mudanças. No processo de
implementação da
mudança há uma série de negociações que vão definindo o
rumo do que tinha sido
previamente planejado. Dessa forma, se a organização não
possui funcionários
com competência em negociação a mudança pode demorar a
ocorrer e não sair
conforme o planejado. Esse trabalho aborda o modo como os
profissionais
atualmente estão negociando em seu ambiente de trabalho e
se propôs a identificar
as estratégias e táticas de negociação mais utilizadas
pelos profissionais nos
diferentes contextos de seu cotidiano. Trata-se de um tema
que, embora seja
objeto de interesse significativo na literatura
internacional de gestão, não tem sido
tão significativamente abordado nas pesquisas no Brasil. A
pesquisa envolveu
entrevistas com 13 profissionais com funções diferentes e
de mercados variados.
Os resultados mostraram que, entre os profissionais
investigados há estratégias e
táticas variadas de ação nas negociações, em função dos
diferentes contextos. Foi
possível, no entanto, identificar um conjunto de aspectos
percebidos pelos
indivíduos como importantes para o sucesso da negociação,
envolvendo desde a
preparação até a resolução de situações em que ocorrem
impasses ou a
necessidade de abandonar o processo.In order to survive and prosper in a very competitive market and in an environment characterized by changes and uncertainty like nowadays, the organizations need to be able change itself. The market and the environment are changing faster demanding the organizations to be more agile in their changes. In the process to implement the change there are a lot of negotiations that define the course of what had been planed before. So if the organization doesn t have employees with negotiation skills, the change might take longer to happen and it might not come as planed. This work s theme is about the way the professional are negotiating nowadays in their work and has the main goal of identifying negotiation strategies and tactics that the professionals use the most in the different contexts. Although the interest for this theme is very significant in the international management literature it have not been significantly broached in researches in Brazil. The research involved interviews with 13 professionals with different jobs and working in different markets. The results show that depending on the context there is a variety of strategies and tactics among the professionals investigated. It was possible to identify a group of aspects perceived by the individuals as important for the success of the negotiation, going through the preparation phase until situations when there is an impasse or when the person has to leave the process.
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Sandhu, Angie. "Texts and contexts : contemporary feminist negotiations of class, race and gender." Thesis, Loughborough University, 1994. https://dspace.lboro.ac.uk/2134/27256.
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The original aim of this thesis was to investigate the relationship between feminist writing and the publishing industry. I was particularly interested in exploring the differences between 'successful' feminist wri ting and feminist wri ting which has either remained unpublished or has experienced difficulty in obtaining publication. I intended to foreground considerations of race, class and differences of sexual orientation between women and to explore the extent to which these factors were informing the publication of contemporary feminist writing.
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Kikugawa, Tomofumi. "A theoretical analysis of the Law of the Sea negotiation in the context of international relations and negotiation theory." Thesis, University of Stirling, 1999. http://hdl.handle.net/1893/1521.
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The Law of the Sea negotiation, which was instigated as a response to increased human activities at sea, was an international law making process. The negotiation has been described as the longest, most techncally complex, continuous negotiation attempted in modem times. It was attended by almost all states in the world and contained a series of complex and overlapping issues. It was a remarkably successful process in that it concluded with an agreement, which protagonists with different interests and objectives succeeded in producing after 27 years. This thesis analyses international relations and negotiation theories that relate to the Law of the Sea negotiation, highlighting the strengths and weaknesses of each body of theory. The work goes on to examine the most importnt aspets of the Law of the Sea negotiation, including why the negotiation started, the core issues and principal actors of the negotiation, the process up until 1980 when the draft Treaty was devised, the American rejection of the Treaty and the process which led to the final agreement of 1994. The work then looks at these individual aspects of the negotiation in the context of the examination of international relations theory and negotiation theory that relates to the Law of the Sea. The thesis concludes by proposing a model that explains the Law of the Sea negotiation. The model questions existing theory on the meaning of the state and states' status in international society.
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Swift, Chelsea. "Negotiating contexts for reading : becoming 'someone who reads'." Thesis, University of York, 2016. http://etheses.whiterose.ac.uk/15327/.
Full textAbstract:
In the current English education context, it is not enough just to be able to read; what young people read is what sets them apart as being more - or less - literate, cultured or educated than someone else. It is often specific texts, their literary value, and whether or not they represent certain groups, which are central to debates played out through education policy, research, and in the media. This focus on the text is responsible for persistent unsuccessful attempts to redistribute cultural capital and level the playing field through education, failing to take into account the different social and cultural resources young people bring to the classroom. It has led to a deficit model of reading in education which places blame on the individual for failing to understand and appreciate these texts and authors in particular ways, rather than on the school for failing to value their reading lives within the education context. In this research, I shift this lens onto readers themselves, the act of reading, and the contexts in which it takes place. It is concerned with young people's development of a ‘reading habitus’; the extent to which they view reading as being ‘for the likes of them’ and their ways of ‘being’ a reader. I explore how young people negotiate the various ways of reading and being a reader they are exposed to as they move between and within fields, in order to develop a sense for themselves of what counts as reading and what it means to be a reader. Although this research is not concerned with academic outcomes, reading for pleasure is a strong predictor of these outcomes. This, in addition to the social and emotional benefits of reading for pleasure, and the important role that identity plays in motivation and engagement, highlights the importance of researching reading identity in cultural and educational contexts which privilege particular types of reader. In order to generate data, 96 young people (aged 13- 14) completed a whole class critical incident charting activity, mapping out their 'reading journeys'. 28 of these then participated in a series of 2 semi-structured interviews. My findings challenge the broader neoliberal agenda in education and its promises of social mobility through access to a culture of which certain young people have been deprived. Placing emphasis on readers and reading rather than on specific texts, acknowledging the role of the social in acts of reading and learning, challenges the dominant model of reading, and the inequalities it maintains. It demonstrates not only the rich reading lives that many of the young people lead outside of school, but how the current deficit model serves to make these lives invisible, not only in education policy and in the classroom, but often to the young people themselves.
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Hubin, Cécile. "Negotiating the protection of culture in a free trade context." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0027/MQ50936.pdf.
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Hubin, Cécile. "Negotiating the protection of culture in a free trade context." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21685.
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In the present context of increase and liberalization of commercial exchanges, the traditional involvement of the state in the cultural sector is called into question. The negotiation and implementation of free trade agreements have met with the resistance of a number of countries, preoccupied with the potential consequences that the massive penetration of foreign symbolic products on their territory could have on their cultural identity and anxious to retain their power to regulate trade in cultural goods and services.This Thesis discusses the place of culture within the World Trade Organization, the European Union and in the North American Free Trade Agreement. This analysis attempts to describe the negotiation techniques and strategies used by states to keep their cultural policies from falling within the free trade agreements' purview. This Thesis also describes the agreements' specific provisions that translate the achieved compromises and tries to show the tensions resulting from the difficulties to reconcile the cultural and economic objectives of nations.
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Taylor, Anthea. "Negotiating Aboriginal identity in an urban context: Implications for education." Thesis, Taylor, Anthea (1993) Negotiating Aboriginal identity in an urban context: Implications for education. PhD thesis, Murdoch University, 1993. https://researchrepository.murdoch.edu.au/id/eprint/41574/.
Full textAbstract:
This study investigates the manner in which Aboriginal people conceptualise, maintain and reproduce identity in an urban context. Ethnographic data from various settings throughout Western Australia are used in an analysis of Aboriginal constructions of self and other and the ways in which these ideas impinge on the management of identity, particularly in cross-cultural interaction, are identified. While the sites in which data were gathered and the interactional settings investigated were not confined to educational contexts, the focus of this study is on the implications of Aboriginal identity management for education.
A series of fundamental and interrelated dialectics impinging on Aboriginal identity are made explicit: a dialectic between White and Black Australians; between Aboriginal groups operating within urban Aboriginal society; between public and private faces of Aboriginal identity; between the construction of those faces of Aboriginal identity and the past; a dialectic between the socio-political constructions of the dominant society and the reality of life as it is lived by Aboriginal individuals who identify and/or are identified as an indigenous minority within the nation-state. These influences reflect and produce tensions and ambiguities which add to the complexity of the situation for both insiders and outsiders.
The first part of this study examines historical and contemporary socio-political factors impinging on Aboriginal identity and makes an analytical distinction between 'public' and 'private' facets of identity. The private face of Aboriginal identity and the manner in which it is influenced by the public face is analysed in Part B. In the third part of this study, the impact of such influences on various aspects of education is considered. With a focus particularly on Aboriginal student teachers' experiences of higher education, an institutional context explicitly tied to contemporary Aboriginal affairs policy is highlighted. In adult Aboriginal students' experience of the tertiary system and the schools in which they carried out their teaching practice can be seen the confluence of the public and private facets of contemporary Aboriginal identity and the negotiation of the state and dominant White society.
This study demonstrates the relational nature of Aboriginal identity and highlights subtle and complex examples of socio-cultural maintenance. It describes the efforts being made by many Aboriginal people to work towards educational and professional achievement within the wider society and at the same time manage their identity so as not to be perceived by either Whites or Aboriginals as culturally marginal to Aboriginal society.
The manner in which specific aspects of mainstream education in general and classroom practice in particular do not adequately take account of this snuggle and are at variance with Aboriginal cultural practices in an urban context is demonstrated. The situation - with respect-to the relatively low rates of educational achievement and participation by Aboriginal Australians - cannot be explained simply in terms of explicit cultural differences or lack of cultural representation in Australian education, as is often implied. Greater insight is required into the operation of the politics of race and colour as they operate both within Aboriginal society and in cross-cultural interactive settings such as the school. The critical importance of data-gathering techniques which are culturally appropriate and the need to make language problematical is also illustrated in this study. To assist Aboriginal people to successfully access and challenge the dominant society, education processes which systematically deconstruct and make explicit hegemonic processes and the social construction of power relations in Australian society are suggested.
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Pozzebon, Marlei. "The implementation of configurable technologies : negotiations between global principles and local contexts." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84540.
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This investigation focuses on configurable technologies, a term which refers to technologies that are highly parameterizable and are built from a range of components to meet the very specific requirements of a particular organization. They cannot be seen independently of their representations through external intermediaries who "speak" for the technology by providing images, descriptions, demonstrations, policies, templates and "solutions". I use the term technology-configuring mediation to refer to the process characterized by a socially constructed relationship between clients and consultants, where visions of how the technology should operate are negotiated. Configurable tools are well illustrated by ERP projects and represent an important trend in IS, drawing its popularity from the hope of benefiting from increased economies of scale and access to cumulative knowledge supposedly "embedded" into these technological artifacts.From a critical interpretive perspective that combines ideas from structuration theory, social shaping views of technology and critical discourse analysis, this dissertation is based on an empirical investigation that spanned one year and is primarily organized in three papers. The first paper investigates the use of structuration theory in the IS field, asking: How can we successfully apply structuration theory in IS empirical research? Paper 1 contributes to the advancement of interpretive research methods by describing, analyzing and illustrating the ways IS scholars have used Giddens' theory in their research. In addition, it presents a repertoire of research strategies that may help overcome barriers to the empirical application of structurationist theory by dealing with three core elements: time, context and duality of technology.
The second paper discusses the rhetorical closure that often dominates discourses about IT, arguing that configurable technologies are social constructions and, to different degrees, are always open to change. Taking ERP projects as a typical illustration of configurable IT, Paper 2 describes a multilevel framework that identifies occasions for ERP package negotiation and change at three levels---segment, organization and individual---thereby breaking down the rhetorical closure that seems to dominate public debate. Paper 2 draws on structurationist and political streams of thinking about technology to set out a theoretical framework that contributes to advancing our knowledge of configurable IS phenomena.
The third paper addresses the question: How does the mediation process influence the negotiation between global principles and local contexts during the implementation of configurable IS, and how does such a negotiation influence the success of the implemented technology? Paper 3 provides a new understanding of configurable technology implementation. The structuring of a new configuration is seen as a mediation process where knowledge and power dependencies are created and recreated over time by consultants and clients, the entire process being bordered by internal and external constraints. Paper 3 recognizes different patterns of mediation and explains how these patterns affect the negotiation of global principles and local contexts as well as the project results. The study ends by identifying a collection of mediating strategies that are likely to improve the implementation of configurable IS.
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Lebowitz, David E. Biswas Bidisha. "Can this wait? Civil conflict negotiation and the content of ethnic identity /." Online version, 2010. http://content.wwu.edu/cdm-theses/item_viewer.php?CISOROOT=/theses&CISOPTR=328&CISOBOX=1&REC=17.
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Holley, Deborah Lindsey. "Spaces and places : negotiating learning in the context of new technology." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10019304/.
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The need for a deeper understanding of students' experiences of e-learning, particularly amongst widening access students, forms the motivation for this work. The three key themes of higher education policy, tech nology- enhanced learning, and student personal space were used to develop a framework for analysing the match (or mismatch) between the potential learner's circumstances and how these circumstances impact on the ability of the learner to create their own unique learning environment. To enable a more intimate insight into student classroom and out-ofclassroom learning experiences, interviews using the 'Biographic- Narrative- Interpretative Method (BNIM)' were undertaken (Wengraf, 2001). These narratives enable personal and individual accounts of behaviour, and place the work within the phenomenological tradition. The findings reveal how students draw upon their life experiences outside of the university to 'colonise' their learning spaces, and to construct their view of 'self' as student. Further, their creation of this space impacts on those around them; control over one space seems to permit flexibility elsewhere. Students from deprived backgrounds face more complex challenges in trying to combine and prioritise the competing demands of education, work and family life. The implications from this study are that, in the context of a new managerialist agenda, government and university policy should incorporate a vision of the learning spaces offered to students, and take account of diverse student voices. Inside and outside of the formal classroom, tutors need to change their perceptions as to what is valued as meaningful knowledge construction. Furthermore, differing student experiences need to be acknowledged when designing appropriate and meaningful learning environments - including online environments.
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Spohrer, Konstanze. "The 'aspiration' discourse and its negotiation in the school context : a Foucaultian analysis." Thesis, University of Strathclyde, 2012. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=18867.
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The "lack" or "poverty" of aspirations among young people from disadvantaged backgrounds has become a much discussed topic in UK policy, being regarded as one of the key reasons for stagnating social mobility. While "aspiration" has been the object of previous research, there is no study which adopts a discourse analytic approach to examining the policy debate, its enactment and its negotiation in an educational context. Drawing on the work of Michel Foucault, this thesis examines and compares the discursive constructions underpinning policy debates, school practices and young people's constructions of their futures. The study includes an analysis of policy documents in the UK from 1997-2011 and an in-depth study in a secondary school using interviews, group discussions, observation and documentation. Drawing on frameworks of Foucaultian Discourse Analysis, the data from policy, school and pupils were first analysed separately and then examined for convergences and divergences. The analysis identified that the discourse of "aspiration" in policy and among teachers was conveyed to the pupils though a discourse on "success" promoting Higher Education and highly-skilled occupations, as well as attitudes and behaviours which allow realising these aims. Among the young people, some pupils aligned themselves fully with the discourse of success, while others negotiated the demand to "aim high" with their perception of lacking innate ability.
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Henshaw, James Presley. "Phishing Warden : enhancing content-triggered trust negotiation to prevent phishing attacks /." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd840.pdf.
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Meadows, Marilyn. "Birth control in local context : the diffusion of information and practice amongst groups of women in contemporary Cambridge." Thesis, Anglia Ruskin University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367332.
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Simpson, Thomas John. "Towards an ecology of context and communication : negotiating meaning and language education." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10021477/.
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In this thesis I set out to develop a social symbolic approach to context and communication which goes beyond a code-systemic perspective on language, and one of economic exchange in language use. I begin by reviewing relations between linguistics and language teaching, and the dangers to the latter when it becomes preoccupied with linguistic theory and description. I consider the potential of applied linguistics to synthesise key ideas from various language related disciplines in descriptively adequate accounts of communication in social situations. In the remainder of chapter one I examine a number of 'centrifugal' approaches to the analysis of language use, arguing a tendency for them to underestimate the importance of social symbolism in communication. Taking a range of social symbolic structures and processes in educational contexts as the starting point for 'centripetal' investigations, in chapter two I describe salient aspects of social symbolism in contexts of communication. These include contrasting social, educational and economic forces in educational institutions, conceptions of role and role relations between students and teachers, and structural symbolic features such as dominance and dependency within rites of transition. In chapter three I explore further aspects of social symbolism revealed in communication, such as identity and risk-taking. I also discuss criteria for developing and appraising models of 'an ecology of context and communication'. Chapter four deals with the notion of negotiating meaning as a key process in social encounters, and the influence of social symbolic factors on meaning negotiation in dyadic communication. Having explored important dimensions of social symbolism in both context and communication, along with implications for the negotiation of meaning, I argue the value of raising awareness of social symbolism in educational processes in the final chapter of the thesis. I address ways of incorporating major aspects of social symbolism into language education and discuss a range of issues involved in so doing.
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Hepple, Erika Patricia. "Negotiating Teacher Identities : Dialogic Reflections on Classroom Interaction in a Transnational Context." Thesis, Griffith University, 2010. http://hdl.handle.net/10072/367753.
Full textAbstract:
This study investigates the development of teacher identity in a transnational
context through an analysis of the voices of sixteen preservice teachers from Hong
Kong who engage in interaction with primary students in an Australian classroom.
The context for this research is the school-based experience undertaken by these
preservice English as a second language teachers as part of their short language
immersion (SLIM) program in Brisbane, Australia. Such SLIM programs are a
genre of study abroad programs which have been gaining in popularity within
teacher education in Australia, attended by preservice and inservice teachers from
China, Hong Kong, Korea, and other Asian countries. This research is conducted at
a time when the imperative to globalise higher education provision is a strategic
factor in the educational policies of both Australia and Hong Kong. In Australia,
international educational services now constitute the country’s third largest export
with more than 400,000 students coming to Australia to study annually. In order
to maintain Australia’s current global position as the third most popular Englishspeaking
study destination, the government is now focusing on sustainability and
the quality of the study experience being offered to international students (Bradley
Review, 2008). In Hong Kong, the government sponsors both preservice and
inservice English as a second language (ESL) teachers to undertake SLIM programs
in Australia and other English-speaking countries, as part of their policy of
promoting high levels of English proficiency in Hong Kong classrooms.
Transnational teacher education is an important issue to which this study
contributes insights into the affordances and constraints of a school-based
experience in the transnational context.
Second language teacher education has been defined as interventions designed to
develop participants’ professional knowledge. In this study, it is argued that
participation in a different community of practice helps to foreground tacit
theories of second language pedagogy, making them visible and open to review.
Questions of pedagogy are also seen as questions of teacher identity, constituting
the way that one is in the classroom. I take up a sociocultural and poststructural
framework, drawing on the work of James Gee and Mikhail Bakhtin, to theorise the
construction of teacher identity as emerging through dialogic relations and socially
situated discursive practices. From this perspective, this study investigates
whether these teachers engage with different ways of representing themselves
through appropriating, adapting or rejecting Discourses prevailing in the
Australian classroom. Research suggests that reflecting on dilemmas encountered
as lived experiences can extend professional understandings. In this study, the
participants engage in a process of dialogic reflection on their intercultural
classroom interactions, examining with their peers and their lecturer/researcher
selected moments of dissonance that they have faced in the unfamiliar context of
an Australian primary classroom. It is argued that the recursive and multivoiced
nature of this process of reflection on practice allows participants opportunities to
negotiate new understandings of second language teacher identity.
Dialogic learning, based on the theories of Bakhtin and Vygotsky, provides the
theoretic framing not only for the process of reflection instantiated in this study,
but also features in the analysis of the participants’ second language classroom
practices. The research design uses a combined discourse analytic and
ethnographic approach as a logic-of-inquiry to explore the dialogic relationships
which these second language teachers negotiate with their students and their
peers in the transnational context. In this way, through discourse analysis of their
classroom talk and reflective dialogues, assisted by the analytic tools of speech
genres and discourse formats, I explore the participants’ ways of doing and being
second language teachers. Thus, this analysis traces the process of ideological
becoming of these beginner teachers as shifts in their understandings of teacher
and student identities. This study also demonstrates the potential for a nontraditional
stimulated recall interview to provide dialogic scaffolding for beginner
teachers to reflect productively on their practice.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Languages and Linguistics
Arts, Education and Law
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Smith, Melanie Sarah. "“Keeping us strong”: Negotiating power, literacies and learning in an Aboriginal context." Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/565.
Full textAbstract:
This thesis is an ethnographic study of literacy and learning practices at a remote Aboriginal adult education centre in Western Australia. Drawing on theories of literacy as social practice, this research describes and analyses what happens in adult Aboriginal education at the level of practice: in particular, how one learning community negotiates engagement with education while ensuring that their personal autonomy, and the everyday contexts of their lives, are not compromised as a result.
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Hepple, Erika. "Negotiating teacher identities : dialogic reflections on classroom interaction in a transnational context." Thesis, Griffith University, 2010. https://eprints.qut.edu.au/58853/1/Hepple_2010_02Thesis.pdf.
Full textAbstract:
This study investigates the development of teacher identity in a transnational context through an analysis of the voices of sixteen preservice teachers from Hong Kong who engage in interaction with primary students in an Australian classroom. The context for this research is the school-based experience undertaken by these preservice English as a second language teachers as part of their short language immersion (SLIM) program in Brisbane, Australia. Such SLIM programs are a genre of study abroad programs which have been gaining in popularity within teacher education in Australia, attended by preservice and inservice teachers from China, Hong Kong, Korea, and other Asian countries. This research is conducted at a time when the imperative to globalise higher education provision is a strategic factor in the educational policies of both Australia and Hong Kong. In Australia, international educational services now constitute the country’s third largest export with more than 400,000 students coming to Australia to study annually. In order to maintain Australia’s current global position as the third most popular Englishspeaking study destination, the government is now focusing on sustainability and the quality of the study experience being offered to international students (Bradley Review, 2008). In Hong Kong, the government sponsors both preservice and inservice English as a second language (ESL) teachers to undertake SLIM programs in Australia and other English-speaking countries, as part of their policy of promoting high levels of English proficiency in Hong Kong classrooms. Transnational teacher education is an important issue to which this study contributes insights into the affordances and constraints of a school-based experience in the transnational context. Second language teacher education has been defined as interventions designed to develop participants’ professional knowledge. In this study, it is argued that participation in a different community of practice helps to foreground tacit theories of second language pedagogy, making them visible and open to review. Questions of pedagogy are also seen as questions of teacher identity, constituting the way that one is in the classroom. I take up a sociocultural and poststructural framework, drawing on the work of James Gee and Mikhail Bakhtin, to theorise the construction of teacher identity as emerging through dialogic relations and socially situated discursive practices. From this perspective, this study investigates whether these teachers engage with different ways of representing themselves through appropriating, adapting or rejecting Discourses prevailing in the Australian classroom. Research suggests that reflecting on dilemmas encountered as lived experiences can extend professional understandings. In this study, the participants engage in a process of dialogic reflection on their intercultural classroom interactions, examining with their peers and their lecturer/researcher selected moments of dissonance that they have faced in the unfamiliar context of an Australian primary classroom. It is argued that the recursive and multivoiced nature of this process of reflection on practice allows participants opportunities to negotiate new understandings of second language teacher identity. Dialogic learning, based on the theories of Bakhtin and Vygotsky, provides the theoretic framing not only for the process of reflection instantiated in this study, but also features in the analysis of the participants’ second language classroom practices. The research design uses a combined discourse analytic and ethnographic approach as a logic-of-inquiry to explore the dialogic relationships which these second language teachers negotiate with their students and their peers in the transnational context. In this way, through discourse analysis of their classroom talk and reflective dialogues, assisted by the analytic tools of speech genres and discourse formats, I explore the participants’ ways of doing and being second language teachers. Thus, this analysis traces the process of ideological becoming of these beginner teachers as shifts in their understandings of teacher and student identities. This study also demonstrates the potential for a nontraditional stimulated recall interview to provide dialogic scaffolding for beginner teachers to reflect productively on their practice.
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Gaffin, Jenny. "The complex negotiation of human identity in a lesbian, gay, bisexual, transgender interfaith context." Thesis, University of Winchester, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.516984.
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The thesis is an Action Research investigation into the development of a Lesbian, Gay, Bisexual and Transgender (LGBT) interfaith project, which ran in Soho from September 2001 to October 2005. The argument is that there is an urgent need to acknowledge the full complexity of the encounter between people who are radically different to one another. Such encounters inevitably involve conflicting and, at times, irreconcilable needs and interests. The recognition of the complexity of the moment, captured through use of the Action Research methodology, facilitates a critique of reductionism in the academic context, and provides the rationale for a safe method of negotiating human difference in our increasingly diverse communities. Written from the perspective of a pastoral worker and an academic, it argues that such work is a theological necessity. The main contribution to academic knowledge lies in the use of the methodology of Action Research in the context of an LGBT interfaith project. Interviews with participants in the project, and direct involvement in the project's development, made it possible to build up a complex picture of the issues with which the participants were preoccupied. This in turn enabled engagement in a critical dialogue with the relevant bodies of academic knowledge across different disciplines. The thesis begins by outlining the theological background of the thesis. It then proceeds to examine relevant literature drawn from postcolonial studies, cultural studies, religious studies, philosophy, theology, queer theory and theology, feminist theory and theology, and management research. An outline of Action Research Methodology follows, before moving into an analysis of the interviews themselves. Theological reflections on the data from the interviews are offered , and the thesis is concluded by reflecting fully on the contribution it makes to academic knowledge.
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Zimmermann, Anne Barbara. "Godwitting and cuckooing : negotiations and legitimations of cultural identity in New Zealand literature /." Seedorf : [s.n.], 1996. http://www.ub.unibe.ch/content/bibliotheken_sammlungen/sondersammlungen/dissen_bestellformular/index_ger.html.
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Morrissey, Sean Afnán. "Dancing around masculinity? : young men negotiating risk in the context of dance education /." Available from the University of Aberdeen Library and Historic Collections Digital Resources, 2009. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=59614.
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Forsström, Stefan. "Enabling Adaptive Context Views for Mobile Applications : Negotiating Global and Dynamic Sensor Information." Licentiate thesis, Mittuniversitetet, Institutionen för informationsteknologi och medier, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-13919.
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Mobile devices with Internet access and large amounts of sensors, pushes the development of intelligent services towards new forms of pervasive applications. These applications are made context-aware by utilizing information from sensors and hence the context of a situation, in order to provide a better service. Based on this, the focus of this thesis is on the challenge of creating context awareness in mobile applications. That both utilizes dynamic context information from globally available sensors and provides adaptive views of relevant context information to applications. The first challenge is to identify the properties of an architecture that provides scalable access to information from global sensors within bounded time, because existing systems do not support these properties in a satisfactory manner. The majority of related systems employ a centralized approach with limited support for global sensor information due to poor scalability. Therefore, this thesis proposes a distributed architecture capable of exchanging context between users and entities on a peer-to-peer overlay. Pervasive applications can thus utilize global sensor information in a scalable and manageable way within predictable time bounds. The second challenge to support continually changing and evolving context information, while providing it as both adaptive and manageable views to applications. To address this particular problem, this thesis proposes the usage of a locally stored evolving context object called a context schema. In detail, this schema contains all context information that is considered as being relevant for a specific user or entity. Furthermore, this thesis proposes an application interface that can provide snapshots of the evolving context schemas as adaptive views. These views can then be used in context-aware mobile applications, without inducing unnecessary delays. By successfully addressing the challenges, this thesis enables the creation of pervasive and adaptive applications that utilize evolving context in mobile environments. These capabilities are made possible by enabling access to global sensor information based on a distributed context exchange overlay, in combination with evolving context schemas offered as views through an application interface. In support of these claims, this thesis has developed numerous proof-of-concept applications and prototypes to verify the approach. Hence, this thesis concludes that the proposed approach with evolving context information has the ability to scale in a satisfactory manner and also has the ability to dynamically offer relevant views to applications in a manageable way.MediaSense
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Morrissey, Sean Afnán. "Dancing around masculinity? : young men negotiating risk in the context of dance education." Thesis, University of Aberdeen, 2009. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=59614.
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This thesis examines the intersection between masculinity and risk in educational settings. It draws on an intensive examination of the field of dance-education in Scotland and an extended period of research with YDance, Scotland’s only state-funded dance education company. Data was gleaned from a combination of qualitative and ethnographic methods including unstructured interviews, planned discussion groups and participant observation. The thesis synthesises the work of Ulrich Beck and with micro-level approaches popular in studies of gender and education through Bourdieu’s meso-level theories of society and social actors. It uses Bourdieu in new ways, both to reconcile these concerns of structure and action and to overcome key problems that have been identified with the work of authors like Butler and Connell. Substantively, the thesis draws attention to the risks which so-called ‘feminised’ activities like dance pose to young masculine identities and the role played by schools in reproducing and tacitly authorising inculcated assumptions about dance, gender and sexuality. The thesis also investigates the various ways in which dance educators attempt to challenge these reified associations and considers some of the unintended consequences of these practices. Despite ostensibly challenging gender stereotypes, many of the steps taken in order to engage boys in dance at school result in the reproduction of strong versions of masculinity and femininity. In attempting to recode dance as a ‘acceptable’ activity for young men, dance educators often disavow the contribution of gay and effeminate men to the art form, downplay the merits of genres like ballet which is perceived to carry particularly strong associations of femininity and homosexuality, and engage – albeit subtly – in misogyny and homophobia. Dance educators are often therefore unintentional agents of the reproduction of inculcated masculinities and gender inequality.
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Fischer, John M. "Negotiating school and university relationships in the context of Polish Civic Education Reform /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488188894437519.
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Goodwin, Deborah. "Words and weapons : the nature of tactical level military negotiation in a context of violence." Thesis, University of Reading, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553104.
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The modern world is witnessing a revival of the role of the soldier/diplomat in the military operational context. This is mainly due to the inclusion of non-combative imperatives in some modern Mission mandates, different rules of engagement and operating procedures, as evinced on peacekeeping operations in particular. In such directives, stress is laid upon Article 33 of Chapter VI of the UN Charter that emphasises the relevance and importance of negotiation, enquiry, mediation and conciliation as preferred ways to resolve disputes. Today's soldier may be expected to resolve conflicts by using negotiation, rather than immediately resorting to the use of armed force. Thus, the soldier needs to possess and display a multiplicity of responses within a conflict zone, ranging from 'traditional' outright warfare (where there is a complete negation of negotiation), to a seemingly antithetical skill in the form of negotiation (where armed conflict is avoided). Such a range of response creates a complex decision making context for the modern soldier. However, the fundamental question concerning the nature of tactical level military negotiation has not been asked, and answered, to date. Tactical level military negotiation has not been analysed as an important specific form of negotiation. This thesis explores the context of the negotiating soldier, and the dilemmas faced when negotiating in a volatile environment, together with an exploration of the process itself. The main hypothesis within this thesis is that military tactical level negotiation, whilst not possessing unique traits and features, combines certain factors in unusually high degrees, and with different emphasis and imperatives from those evinced in other types of negotiation. This is a form of negotiation that is very different in degree, rather than in kind. The consequences of poor performance, or weak agreements, in a combative environment, can result in significant, if not deadly, ramifications. A thorough investigation of the negotiation process and essential decision making factors for a soldier, together with a proposed model of analysis and training, is long overdue. Existing scholarship tends to concentrate on generic forms of negotiation. This thesis examines the applicability of such theories to tactical level military negotiation, and whether the factors discussed in these theories affect the military negotiation context. It will be argued that force, mission, time, and restrictive rules of engagement, together with the influence of elements such as culture, communication, power, personality and competitiveness form the essential elements of tactical level military negotiation. None of these factors is unique. However, the combination and interplay, and the emphasis placed upon these factors, appears to be unusual, and that they are reliant on the specific context within which they are found and employed. The originality of this thesis lies in the analysis of delineating factors in a form of negotiation that takes place in a volatile, aggressive context, and which has been neglected to date. Through direct, and personal, access to examples of such work 'on the ground', and the inclusion and examination of pertinent case studies, including Bosnia, Liberia and Sierra Leone, exemplification and exploration of the key negotiating factors on military operations is undertaken. This is an investigative, and systematically analytical examination of a I form of negotiation which has received little attention, but, since it is an important function of the modern soldier in the post Cold War environment, the aim is the delineation and development of a discrete multi-variable framework for this form of negotiation that will both represent the practicalities of the process, and serve to inform and help to train personnel deploying and encountering tactical level military negotiation in the future. This research reveals the predominance of negotiation in the 'arsenal of response' for the modern soldier. Even in more obviously aggressive military operations, such as the operation mounted in Afghanistan in 2002, some military units continue to work as discrete liaison teams, and negotiate with locals on a daily basis to help to re-build a shattered infrastructure. All the personnel encountered in the course of this research emphasised the importance they place on negotiation in the field. What troubled some of them was the lack of sufficient, pertinent, pre-deployment training in the subject, with the chance to hone their competency. This thesis will be used to re- design the delivery of such required training, by providing a contextually specific framework for this form of negotiation, and places a significant military skill in the analytical 'spotlight' at last.
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Highland, Jacqueline M. "Asian migrant writers in Australia and the negotiation of the third space." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/156.
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This thesis is a comparative study of three selected texts by Australian novelistsYasmine Gooneratne, A Change of Skies,(1991) Adib Khan, SeasonalAdjustments (1994) and Brian Castro, Birds of Passage ((1983). All three writersexplore the experiences and perceptions of their protagonists in relating to thelandscape, people and cultural traditions within the Australian context into whichthey have migrated from different Asian countries. Brian Castro’s centralcharacters, Lo Yun Shan and Seamus O’Young, are drawn from two contexts, theformer from the 19th century China while the latter is a contemporary Australianborn Chinese. Gooneratne’s and Khan’s protagonists hail from South-East Asiancontexts, which are again interestingly different, Gooneratne’s character beingfrom Sri Lanka and Khan’s from Bangladesh. From the multiplicity of culturesfrom which these texts emerge with their inevitable movements of theprotagonists between the originary and adoptive homes, there seems to be areaching towards a necessary ‘inter’ space, what Homi Bhabha calls the ‘ThirdSpace.’ In terms of perception of identity and belonging this borderline positionwould appear to be crucial to the diasporic condition. (1994, p. 53) While thisstudy explores the problematics, accommodations, resolutions and synergiesinvolved in the experience of negotiating this liminal space and living whatRushdie calls a ‘translated’ existence, (1991, p. 17) the focus is on particularprocesses crucial to that translation.
My study will suggest that the arrival at the ‘Third Space’ is represented neitheras a benign experience of adaptation to a different sense of home nor a sense ofbeing relegated to a state of permanent loss and alienation. Rather it will beapparent that the migrant experience is more mosaic than formulaic resisting neatdefinitions of movement from an initial sense of estrangement from the hostnation to accommodation and assimilation within the new society. It seems thateach individual character is poised on different and differing configurations ofcultural allegiances and identities within the’ Third Space’. The representationand perception of the’ Third Space’ ‘in relation to the performance of identity as iteration and the recreation of self…[particularly in terms of] the desire forrecognition’ (Bhabha, 2004, p.12) appears more diverse than originally envisagedby Bhabha. There appears to be a plurality of articulations within thisformulation, suggesting it is not a single, homogenous in-between space but aconstellation of ‘Third Spaces’, fluid and changing, overriding the possibility of a‘happy hybridity’ which, in any case. most theorists in the field find an untenableconcept. The tracing of this highly complex . inter-related and entangled plethoraof experiences which constitute the fate of the migrant will be explored in depthand detail in this thesis. Finally, no arrival at certain certainties is promised at itsconclusion; only, possibly, a heightening of awareness, an expansion ofunderstanding.. This provides an opportunity to revisit, indeed to rethink thecomplexities of migrant experience as not only transcending dichotomies ofinsider/outsider, belonging/alterity which are encoded in the narrative of a nation,while simultaneously affirming the processes of hybridity as crucial to theformation of a ‘double selved’ identity.
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Clavel, Arroitia Begoña. "Negotiation of form: Analysis of Feedback and student response in two different contexts." Doctoral thesis, Universitat de València, 2005. http://hdl.handle.net/10803/9789.
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In the first part of the dissertation, which corresponds to the theoretical one, a series of cognitive theories are analysed; we also deal with the study of learning strategies; we analyse several studies on the interaction in the field of discourse analysis; we also describe different studies related to discourse and the acquisition of a new language and finally classroom discourse is analysed according to different aspects.Once these aspects are dealt with, we offer a bibliographic review on the topic studied in relation to the aspect of feedback. This review begins with works written in the 1960's and ends nowadays. We describe the works attending to aspects such as main objective, method used and results offered.Finally we deal with characteristics such as the importance of age in the learning process, since we are researching two groups of different ages, and we also describe different learning styles and affective factors.The research part is divided into hypotheses, subjects participating in the two contexts, method, results, discussion and conclusions. Some of the hypotheses we offer are the following ones:1. In the native teacher class, the corrective exchanges will contain more moves.2. There will be more confirmation in the class with a lower level of English.3. There will be more correction in the group with a lower level of English.4. The more experienced teacher will encourage more self-correction.With respect to the description of subjects in both contexts, we explain that fifteen lessons were audio-taped in two different schools, in two different levels and with teachers who had different characteristics. In this part we also explain the social context which is necessary to understand the characteristics of the two classes.In relation to the results obtained, we observed the following: We have observed that the E.S.O. class is much more interactive than the Bachillerato class, which is shown in the fact that exchanges are much longer in the former, even though the teacher in that class was not native. We consider that recast, which is the corrective technique used mostly for phonological errors, is a very adequate technique and, in fact, it is the technique which students accepted most.We could also observe that it was not always the student the one who chose to reject the acceptance of the correction: There were other options as the case of a different student or the teacher not accepting the correction. In this sense, we would advise teachers to reflect upon their attitude in class and they should consider giving students the opportunity to repeat and accept their corrections. As a conclusion, we must assert that our study of the incidence of error and correction leads us to adopt a positive attitude towards students' mistakes. According to the communicative teaching methods used today, errors are not considered as lack of learning, they are rather the proof that learning is taking place. This is a fact broadly accepted today and that can be applied to the learning of both a first language and a second language. We learn through a process of trial and error, constructing and testing hypotheses, and continually revising them to the light of direct correction and the new data we receive from it. We learn a language through using it, rather than learning it first and then use it. Errors must be considered as a visible proof of the invisible process of learning.En la primera parte de la tesis, que corresponde a la parte teórica de la misma, se analizan las diferentes teorías cognoscitivas, los distintos enfoques en el estudio de las estrategias de aprendizaje, se lleva a cabo un análisis de los estudios sobre interacción en el campo del análisis del discurso, se relacionan los estudios sobre el discurso y la investigación en la adquisición de una lengua y finalmente se analiza el discurso del aula en varios aspectos.Una vez analizados estos aspectos se realiza una revisión bibliográfica del tema que nos interesa en relación con la corrección. Se describen los estudios realizados dando cuenta de los objetivos de las investigaciones, el método empleado y los resultados obtenidos.Finalmente analizamos aspectos como la diferencia de edad en el aprendizaje, así como los distintos estilos de aprendizaje y aspectos afectivos.En la parte de investigación distinguimos hipótesis del trabajo, sujetos actuando en los dos contextos y método de trabajo, resultados y discusión de los mismos, y conclusiones. Explicamos que 15 lecciones fueron grabadas en dos colegios diferentes, en dos niveles también distintos y con dos profesoras con diferentes características. En cuanto a los resultados obtenidos, se observó en general que la clase de E.SO. es mucho más viva e interactiva que la clase de Bachillerato. También se concluye a partir de dichos resultados que la reformulación empleada para corregir los errores en fonología nos parece una técnica muy adecuada y en efecto es aquella que más aceptada es por los estudiantes.Nuestra investigación sobre la incidencia del error y la corrección nos lleva a adoptar una actitud positiva en cuanto a los errores de los estudiantes. De acuerdo con los actuales métodos de enseñanza de tipo comunicativo, el error no debe ser considerado como una falta de aprendizaje sino más bien la prueba de que el aprendizaje está ocurriendo.
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McIntyre, Donald G. "Two roads - no exit : an in camera discourse on negotiations in North America today." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/4177.
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This work is an interdisciplinary exploration of negotiations between the nations that
make up Canada. It explores the disparity that remains between Aboriginals and non
Aboriginals in Canadian North America at a systemic level. It will show that the postcolonial
era is rampant with colonial doctrine and that these principles and policies
maintain a dogmatic system that can not allow for the continued existence of Aboriginals
as separate and distinct peoples. I will show my understanding and interpretation of an
old Indigenous system and suggest ways in which aspects of this ancient system may be
valuable in creating a coordination of world views that can allow for both factions to
exist and prosper. I will specifically address how the differing world views that exist
between Aboriginal and non-Aboriginal Canadians—and the inequality between these
two groups of peoples—has been and remains infused in the negotiation process that
these governments attempt to complete. The final aspect of this work will be a theatrical
production piece that allows (in some small way) the traditional Indigenous approach to
‘law’ to be given equal weight as the Supreme Court in Delgamuukw suggests.
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Worthy, Mary, and n/a. "An historical examination of the negotiation processes for a treaty between Aboriginal people and the Australian government set within the political context." University of Canberra. Administrative Studies, 1988. http://erl.canberra.edu.au./public/adt-AUC20061110.170642.
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Holt, Amanda. "Disciplining parents in a youth justice context : negotiating dilemmas of responsibility, blame and identity." Thesis, University of Brighton, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.498897.
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This thesis uses a post-structuralist approach to critically examine the use of Parenting Orders as a court sanction on the parents of young people who are involved in offending. It ;s the current youth justice policy and practice of Parenting Orders and analyses the 'psy' discourses which uphold them. In contrast to previous research which has sought to gamine whether such measures 'work' within a positivist framework, this thesis explores the material and discursive contexts of parents' lives to understand the ways in which Parenting Orders shape parental subjectivities through practices of regulation and resistance.
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Bailey, Linda. "Young women and the culture of intoxication : negotiating classed femininities in the postfeminist context." Thesis, University of Bath, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558895.
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The thesis explores current debates about postfeminism, social class and new forms of femininity within the context of young women’s social drinking practices. A pervasive culture of intoxication has emerged amongst contemporary young drinkers where drunkenness is constructed as integral to a good night out. This is played out in highly visible public displays where gender, femininities and class are performed, positioned and reconfigured. The culture of intoxication therefore provides a productive arena to undertake an in depth analysis of how postfeminism works and how different social groups of young women navigate gender relations, new formations of femininity and class within this terrain. Data are in the form of middle-class and working-class young women’s accounts of their social drinking in bars and clubs within a relatively small city in the South West of England. The data was collected through 2 phases of semi-structured focus groups with 6 friendship groups of 24 women between 19-24 years of age. A Foucauldian discourse analysis was employed to identify key discourses in young women’s talk, focusing on the intersection between postfeminism and the culture of intoxication. These young women are called on to occupy positions of excess through drinking practices and display a hyper-sexualised form of femininity. This produces an impossible dilemma for young women. The young women drew on four discourses to construct drunkenness as a cultural norm. Within these discourses a particular level of drunkenness was constituted as highly desirable but also as a precarious risky state. Femininity was defined around a ‘right’ look and a ‘wrong’ look within two interlinking discourses and the young women drew on discourses that re-inscribed the gendered politics of drinking. The working-class and middle-class young women drew on different discourses to articulate class differentiation and class was reproduced through highly coded terms. There was an absence of feminist discourse throughout the young women’s accounts and this was involved with re-producing the sexual double standard and with constructing classed postfeminist subjectivities. The thesis concludes by considering the implications of a new classed femininity within an absence of feminist discourse in the context of postfeminism.
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Vardi, Iris. "Tertiary student writing, change and feedback : a negotiation of form, content and contextual demands." University of Western Australia. Graduate School of Education, 2003. http://theses.library.uwa.edu.au/adt-WU2004.0047.
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This study aimed to examine the relationship between teacher written feedback and change in the writing of tertiary students in their final year of undergraduate study through investigating: (i) the characteristics of final year undergraduate tertiary students’ texts prior to receiving feedback; (ii) the way these characteristics change after written feedback is given; and (iii) the relationship between the changes made and the types of feedback given. The study examined student texts and teacher written feedback that arose naturally out of a third year disciplinary-based unit in which the students each submitted a text three times over the course of a semester, each time receiving feedback and a mark prior to rewriting and resubmitting. Two in-depth non-quantitative analyses were conducted: one analysing the characteristics of each of the students’ texts and how these changed over the course of the process, the other analysing the relationship between the different types of feedback and the changes that occurred in the subsequent text. The analysis of the students’ texts and their changes covered: (i) coherence; (ii) the sources used and the manner in which these were cited and referenced; (iii) academic expression and mechanics; and (iv) additional expectations and requirements of the writing task. These characteristics and their changes were related to the instructional approaches to which all the students had been exposed in their first, second and third year studies. The analysis shows that, on their own accord, the third year students were able to produce a range of generalisable characteristics reflecting the “basics” in writing and demands specific to the tertiary context that had been revealed through the instructional approaches used. The problems in the students’ texts were mainly related to (i) executing and expressing the specific requirements of the task and (ii) their reading of the social context. Most of the changes in the texts were related to the feedback given. Some of these changes directly resolved problems, however, others did not. Some changes occurred to accommodate other changes in the text and some were made to satisfy a demand of the lecturer sometimes resulting in a problem that did not present in the previous text. These findings enabled insights to be drawn on two major views of tertiary student writing: the deficit view in which the problems in student’s texts are seen to be due to a lack of “basic skills”; and the view that students’ problems arise due to the new demands of the tertiary context. The study found that the deficit view and the “new demands” view were unable to explain all the characteristics of the students’ texts and their changes. Arising out of these findings, this study proposes that the characteristics of a student’s text show the end result of how that student negotiated and integrated his/her understanding of form, content and contextual demands at the time of writing. In analysing the relationship between the different types of feedback and the changes that occurred, the feedback was categorised according to the issue that was being addressed, the manner in which it was given, and its scope. The different types of feedback were directly related to the changes that occurred in the students’ subsequent rewrites. The analysis shows that clear direct feedback on which students can act is strongly related to change where it (i) addresses characteristics that could be readily integrated into the existing text without the need to renegotiate the integration of form, content and contextual demands OR (ii) addresses characteristics and indicates to students how to negotiate the integration between form, content and contextual demands where integration in the text needs to change. In addition, the analysis shows that change is further influenced by the balance between the various individual points of feedback and the degree to which they reinforced each other. The findings from both analyses in this study show that the use of feedback that is strongly related to change can improve the writing of all students beyond what they learn through other instructional approaches to writing.
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Vellos, Renira Elyodi. "Re-engagement in learning contexts : negotiations between adults and youths in the zone of proximal development." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/6349.
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Framed by sociocultural theory, this study used participant observations and active interviews to examine the classroom practices of adults and youths at one alternative high school. Constant comparative analysis and a participation framework used as a heuristic device to organize data foregrounded the social and discursive practices that both were constituted by and constitutive of an engaging learning context. This study advances a sociocultural model for engagement based on the community of difference that youths and adults co-constructed. It highlights the key role of adults and other mediational means in mediating relationships that promote engaging learning contexts. Though alternative high schools are symptomatic of the contradictions inherent in the process of schooling, for the adults and youths who participate in them, they are often rich learning communities.
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Flora, Luciney Paulino. "O surgimento dos Cultos a Carga : encontros e conflitos no contexto intercultural e colonial da Melanésia e Papua Nova Guiné." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/1851.
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The present dissertation accomplished a study about the emerging of the Cargo Cults in the dynamic of encounters and conflicts in Melanesia and Papua New Guinea s intercultural and colonial context. Its main aim was: 1) to analyse the colonization process and its impact on Melanesia and Papua New Guinea s society, culture and religions, emphasising the missionary actions, e 2) to make an approximation and reading of the Cargo Cults development through the historic relations that follows the encounter between occidental culture and traditional cultures . As methodological resource it conjugated the concepts of cultural negotiation , cultural translation , transculturality , cultural appropriation and syncretism , making a reading witch try to surpass the old binary s approaches of reflections that looked at the Western and Traditional societies as closed totalities. From the interpretation process of the research s composition, it was concluded that the colonial circumstance and the missionaries presence brought about a new reality, of conflict and constant cultural negotiation. Cargo Cults were seen as expression of that new reality. The research showed that in this cultural negotiation process there are losses, but also earnings to both sides
Esta dissertação realizou um estudo sobre o surgimento dos Cultos a Carga na dinâmica dos encontros e conflitos no contexto intercultural e colonial da Melanésia e Papua Nova Guiné. Seus objetivos foram: 1) analisar o processo colonizatório e seu impacto sobre a sociedade, cultura e religiões da Melanésia e Papua Nova Guiné, enfatizando o efeito da ação missionária e 2) fazer uma aproximação e leitura do desenvolvimento dos Cultos a Carga a partir das relações históricas que se sucedem ao encontro entre a cultura ocidental e as culturas tradicionais . Como recurso metodológico, conjugou conceitos como negociação cultural , tradução cultural , transculturalidade , apropriação cultural e sincretismo , realizando uma leitura que visou superar posturas binárias de reflexão, que veem a sociedade ocidental e as sociedades tradicionais como totalidades fechadas . Com o processo de interpretação na composição da pesquisa, concluiu-se que a situação colonial e a presença missionária instalou uma nova realidade de conflito e constante negociação cultural . Os Cultos a Carga foram vistos como expressões desta nova realidade. A pesquisa mostrou que nesse processo de negociação cultural existem perdas, mas também existem ganhos para ambos os lados
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Kato, Masato. "Translating a 'religion', translating a 'culture' : cultural negotiation of a Japanese new religion in a transnational context." Thesis, SOAS, University of London, 2018. http://eprints.soas.ac.uk/30279/.
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