Dissertations / Theses: 'DID'

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Mzamo, Tebello. "I did not die." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/7246.

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My novella is about a mine worker and his family. Set in both Lesotho and South Africa, it engages the effects of migrant labour on families in post-apartheid South Africa. Told through the eyes of the different family members, the narrative uses shifting points of view and moves fluidly through time to present an intimate but complex view of the lives of ordinary working class people. It incorporates witchcraft and ghosts to reveal the blurred lines between the realms of life and death. This collection is inspired by my own father who is a former mine worker. I am influenced by Joyce Carol Oates and Chibundu Onuzo's darkly realistic style, Veronique Tadjo’s explorations of migration and death, the family chronicles of Chimamanda Ngozi Adichie and Yvonne Adhiambo Owuor. I am also inspired by female fantasy and horror writers such as those collected in Ann and Jeff VanderMeer’s anthology, Sisters of the Revolution: A Feminist Speculative Fiction Anthology.

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Oliveira, Paulo Iorque Freitas de. "A estat?stica e a probabilidade nos livros did?ticos de matem?tica do ensino m?dio." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2006. http://tede2.pucrs.br/tede2/handle/tede/3352.

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Este estudo apresenta-se como a an?lise qualitativa e quantitativa dos conte?dos de Probabilidade e Estat?stica de uma amostra de livros did?ticos de Matem?tica destinados ao Ensino M?dio, editados entre 1992 e 2005. A import?ncia da pesquisa decorre da discuss?o de uma vis?o curricular na qual o livro did?tico constitui-se como um recurso fundamental, tanto para os alunos que o utilizam, quanto para os professores que, na maioria das vezes, o tomam como base para sua atua??o docente. A percep??o de que Probabilidade e Estat?stica s?o temas que n?o recebem tratamento relevante nos livros did?ticos do Ensino M?dio, apesar de sua aplicabilidade no dia-a-dia dos estudantes e de permitirem f?cil relacionamento com outras disciplinas, define o foco desta investiga??o e faz a an?lise convergir para os conceitos, propriedades e atividades propostas pelos livros did?ticos da amostra, com rela??o aos conte?dos de Probabilidade e Estat?stica apresentados nesses livros. Na an?lise, evidencia-se que os livros did?ticos d?o pouco destaque aos conte?dos de Probabilidade e Estat?stica, al?m de alguns deles apresentarem conceitos equivocados, falta de contextualiza??o dos temas e desconsidera??o da possibilidade de se usarem os recursos da calculadora e da Inform?tica na resolu??o de problemas, indo de desencontro ?s Orienta??es Educacionais Complementares aos Par?metros Curriculares Nacionais (PCN+).

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Bender, Eliane Andrea. "O livro did?tico de literatura para o ensino m?dio." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2007. http://tede2.pucrs.br/tede2/handle/tede/2234.

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A pesquisa, de natureza descritivo-anal?tica, verifica o conte?do de literatura nos livros did?ticos de Ensino M?dio, considerando teorias referentes ao texto liter?rio enquanto tal e outros estudos realizados de campo pedag?gico. Sendo um termo complexo, faz com que muitos estudiosos ainda busquem uma defini??o e, apresentando fun??o social especifica, seu papel pedag?gico tamb?m requer discuss?es e esclarecimentos. Tendo como base teorias de sociologia da literatura, considera-se que a literatura apresenta conte?do social sem perder sua caracter?stica pr?pria, a literariedade. E, desde que isso seja respeitado, pode ir para o ambiente escolar e contribuir para a constru??o do conhecimento. No Ensino M?dio, constitui-se enquanto componente curricular, possuindo um estatuto, mas h? a possibilidade de ser considerada uma sub-?rea do ensino de l?nguas. Essa quest?o faz-se presente nos livros did?ticos que, geralmente, estabelecem divis?es em Literatura, Gram?tica e Reda??o, dentro da ?rea denominada Portugu?s. A an?lise de tr?s livros did?ticos de literatura para o Ensino M?dio demonstra tend?ncia no seguimento de determinados c?nones, tanto em rela??o ? escolha dos autores como das obras. O conceito de literatura e a classifica??o em g?neros liter?rios s?o discutidos, mas sem aprofundamento. Apesar da intertextualidade apresentada, o conte?do parte de uma seq??ncia periodol?gica, que contextualiza as obras historicamente, mas de modo estanque. H? criatividade na exposi??o de textos e nas propostas de trabalho, estabelecendo-se rela??es entre a literatura e as demais modalidades art?sticas, faltando, por?m, uma contraposi??o entre a natureza de cada qual e propostas que fa?am com que sejam analisadas suas semelhan?as e diferen?as, podendo-se chegar, assim, a discuss?es sobre a especificidade do liter?rio

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Brand, Adele. "DiD Warehouse." Diss., University of Pretoria, 2003. http://hdl.handle.net/2263/29811.

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The warehouse will be seen as an outlet of décor elements and designer furniture as well as of South African and international décor shops and designs. A showroom of designer furniture (of well-known designers like Rietveld, Graves, Gehry, etc.) for the public and interested and affected parties will be provided. All the different functions must be integrated and the interaction between various designers and different décor elements will form an important aspect of the warehouse. DiD Warehouse must facilitate innovation and welcome new talents among collaborators along with the "design consumer", an informed and sensitive buyer who, by setting in motion a buying project of his own, is transforming distribution. Even retailers will have to change their attitude, and get rid of the "museum store" concept, that is, a space where the objects on display cannot be touched. The warehouse should be seen as an event place, which has a give-and-take relationship with the life and culture of the city and which attracts the visitor, plying him with emotions and services over and above a simple exchange of merchandise and money over a counter. Growth of any kind brings with it an ability to keep changing, doing away with moldy prejudices to make room for the new. Transformation, movement and lightness are, in the end, the words that best sum up the character of what the designer warehouse must be in the future. Time, scale and functional differences must be solved through the design and planning of spaces. The building will be seen as a "container". South African and international influences, as well as space perceptions of the Post-Modernist era, must be incorporated to set a precedent for the warehouse. A true South African influence and modern style will be reflected through the architecture. The furniture and décor elements will form part of the building and architecture, and must complement each other. DiD Warehouse will house historical and current designer furniture and décor elements, to ensure prospects, possibilities and opportunities for designers of the future. Local designers will get exposure to the international design industry, and a standard for each design and designer will be set. Differences versus similarities must positively reflect the diversity of South African and international design. Import and export of designer furniture and décor are going to be very important aspects in the administration and economical management of the warehouse. The architecture and interior design of the warehouse will complement each other and create the same feeling, that of inspiration, creativity, modern design, imagination, reality and exclusivity. a designer masterpiece as well. Every well-known architect has designed a piece of furniture in his/her life The building will reflect its function and the activities within the façade and architecture, and will aim to be time and the relationship between architecture and designer furniture is very important and dynamic. One of the most important functions of the building will be to launch careers and test ideas. The exterior (architecture and façade) will set a standard for what is inside the building and the warehouse will aim to set a precedent for future furniture development in South Africa. The building will strive to be a very important catalyst in generating designer décor and furniture. There is a demand for steady retail, which will revive the industrial and export sector. South Africa remains the powerhouse of the continent and medium to long-term prospects are good. This means that deals that can be successful today will become that much more attractive in the future. The warehouse must encourage other designers to make conscious use of design as a factor in the competitive process. Precedents will be the platform of the final product. The building must be adaptable and flexible to accommodate continuous changes in technology, fashion and the changing environment and way of living of each person. It must be flexible in terms of more possibilities, greater prospects and better investments. Young entrepreneurs must have the opportunity to show their designs. The warehouse will be educational in a theoretical, practical and visual way. Furniture design courses will be held from time to time as well as exhibitions held by entrepreneurs and "young-up-and-coming" designers. That will create contrasts in price and experience. The aim of the thesis is to design a modern designer furniture and décor warehouse (situated in a security business park) to fulfill the needs of the community and industry; to investigate well-known architects and furniture designers theoretical approaches and philosophy towards design; to ensure that DiD Warehouse will be one of its kind in South Africa; to set a market for our local talent and to reflect diversity in today's modern designer furniture and décor; to showcase local and international design for the public and to give everyone easy access to and from the building; and finally, to create a place (warehouse) from another century, not of the past but of the future - based on human relationships, master intelligence, respect and loyalty; which will hold the key to our future in design - the rediscovery of compassion.
Dissertation (MArch (Prof))--University of Pretoria, 2003.
Architecture
unrestricted

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BROWN, Ian, and Ian Brown@health wa gov au. "A CASE STUDY INVESTIGATION OF THE DEVELOPMENT AND TREATMENT OF ALTER PERSONALITIES IN DISSOCIATIVE IDENTITY DISORDER." Edith Cowan University. Community Services, Education And Social Sciences: School Of Psychology, 2006. http://adt.ecu.edu.au/adt-public/adt-ECU2006.0027.html.

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Progress in the study and treatment of Dissociative Identity Disorder (DID) has been hampered by ideological debate regarding its validity. This is particularly the case when patient's suffering from DID also report ritualistic abuse. Part of the difficulty has been that past studies have not established independent checks to assess whether alters are artefacts introduced by therapeutic bias. This study addressed this issue by using independent judges to test the validity of a patient being treated for DID who claimed ritualistic abuse. The judges were 16 clinicians with an average of 21 years experience in their respective disciplines. The study also examined the development and treatment of alter personalities through a detailed examination of case material. The patient had been in continuous therapy with the author and treatment had been conducted using the self psychology model. The study involved three phases.

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Paredes, Carlos Andres Oñate. "Avaliação de impacto do Proagro Mais: um estudo de caso." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/11/11132/tde-07062016-153253/.

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Esta pesquisa avalia o impacto do \"Programa de Garantia da Atividade Agropecuária\" para agricultores familiares, conhecido como Proagro Mais. A relevância do trabalho fundamenta-se no considerável tamanho do Programa dentro do contexto das políticas de gestão de risco agrícola no Brasil. Além disso, é a primeira pesquisa desse tipo na literatura científica do país. A amostra é formada por produtores de milho do Estado do Paraná, tendo como linha base o ano de 2003, uma vez que é o ano anterior ao lançamento do Proagro Mais, e o ano de 2005 como ano de impacto. A base de dados utilizada neste estudo foi fornecida pelo Tribunal de Contas da União (TCU), cujas variáveis relevantes incluem características da cultura e dos agricultores familiares, como área financiada, atividades agrícolas complementares, educação e rendimento esperado. Adicionalmente, a partir de outras fontes públicas, foram adicionadas variáveis meteorológicas e regionais para controlar a localização da fazenda. O objetivo da pesquisa é avaliar o impacto do Proagro Mais sobre o montante de crédito por hectare concedido aos beneficiários do Programa. As metodologias usadas incluem o Propensity Score Matching (PSM), a Diferença das Diferenças (DID) e dois estimadores condicionais do DID com PSM usando dados em painel e repeated cross-section. As estimativas econométricas mostram que o Efeito Médio do Tratamento nos Tratados (EMTT) teve sinal negativo na maioria dos modelos revelando que, após o período de perda de rendimento, o grupo de controle teve um valor médio mais elevado de crédito por hectare do que os beneficiários do Proagro Mais. Os resultados sugerem a existência de mecanismos que poderiam complementar ou substituir o Proagro Mais como instrumento de gestão de risco agrícola, mas também podem sugerir que o Programa avaliado não cubra todos os riscos do setor.
This research evaluates the impact of the \"Farm Activity Guarantee Program for Smallholders\" or Proagro Mais. The relevance of this research relies on the considerable size of the program within the context of agricultural risk management policies in Brazil. This research is also the first of its kind in the scientific literature in Brazil. It was used a sample of small-scale corn producers from the State of Paraná. It was assumed 2003 as the baseline since it is the year prior to the launch of Proagro Mais, and 2005 as the endline. The database used in this study was provided by the Federal Accounting Court of Brazil (TCU). The relevant variables include crop and growers characteristics such as area financed, complementary agricultural activities, education, and expected yield. It was also added meteorological and regional variables from other public sources to control farm location. The main objective of the research is to evaluate the impact of Proagro Mais on the amount of credit per hectare granted to the beneficiaries of the Program. The methodology includes Propensity Score Matching (PSM), Difference-in-Difference (DID), and two conditional DID along PSM estimators, using longitudinal and repeated cross-sections data. The econometric estimates show that the Average Treatment Effect on the Tread (ATET) was negative. This suggests that after the yield loss period, the control group got a higher average amount of credit per hectare than Proagro Mais beneficiaries. Thus, the question that arises is whether there may be other agricultural risk management mechanisms more suited for smallholders than Proagro Mais, or whether the evaluated program could not achieve its main goal because it does not cover all risks faced by its beneficiaries.

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Lima, Sandra Maria Alves de. "A Transposi??o Did?dica dos G?neros do dom?nio do discursivo publicit?rios nos livros did?ticos." Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16254.

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Advertising text has been a subject of many investigations, because of its multimodal universe. Embodied by a linguistic and discursive materiality laying on scene persuasion, argumentation and power imagery of multissemiotics elements, the advertising text acts as an instrument of power, creating and destroying, promising and denying (CARVALHO, 2007). Advertising not only invites us to act for it, but directs us to look at it. It was under this moving look - of charm and interrogations - that discussions raised in this research were born. Investigations are directed to the school environment, in special, for the discursive advertising domain in Portuguese Language Textbook. It is from this environment that was born our research whose main objective is to analyze how does the didactic transposition of textual genres, described by Marcuschi (2008) as belonging to the "advertising" discourse domain (focusing on advertising genre) in didactic books teaching Portuguese Language before and after the advent of the PCN. Textbooks taken as reference for the study are historically situated in the 90s of the twentieth century and 10 century. Such books refer to elected 7th and 8th grades, currently corresponding to the 8th and 9th grades of elementary school. The choice is justified by the fact that in these Textbook teaching series the presence of advertising domain is recurrent and "didactized". In addition, we are also concerned in analyzing books that circulated around us and our regional reality. Hence, we elected books that were used by two public high schools: Municipal School Clementina Ana da Concei??o in Ja?an? city in the Rio Grande do Norte state, State School for Elementary and High school Carlota Barreira in Areia city, Para?ba state. In our research the following categories of analysis were highlighted: (1) presence of advertising in DB, (2) fluctuation terminology: concepts and classifications; (3) The complexity of concepts facilitation, (4) what they propagate, and from which nature are the explored advertisements. From our analysis, we observe how the treatment of textual "advertising" genres have been inserted into Textbooks, and how occurs, in general, their didactic transposition. Focusing on the issue of fluctuating terminology, we noted the difficulty in drawing boundaries between the genres of advertising domain in the Textbooks. However, this also would result in the complexity - in the field of scientific knowledge - of delimiting genres of the same domain. To accomplish our studies, it was required a thorough and systematic dialogue with theories regarding the concept of "Didactic Transposition", due to the theoretical Chevallard Yves (1991), research on the textual genres - Bezerra (2005), Marcuschi (2008), Bazerman (2005), Swales (2004), among others - and studies involving the field of "Advertising" - Sandmann (2002), Carvalho (2007) and others
O texto publicit?rio tem sido objeto de muitas investiga??es, dado o seu universo multimodal que lhe constitui. Consubstanciado por meio de uma materialidade lingu?stica e discursiva que coloca em cena a persuas?o, a argumenta??o e a pot?ncia imag?tica de elementos multissemi?ticos, o texto publicit?rio atua como instrumento de poder, criando e destruindo, prometendo e negando (CARVALHO, 2007). A publicidade n?o s? nos convida a agir por ela, mas nos direciona a olhar para ela. Foi sob esse movimento de olhar de encanto e de interroga??es que nasceram as discuss?es levantadas nesta pesquisa. As investiga??es s?o direcionadas para o espa?o escolar, em especial, para os g?neros do dom?nio discursivo publicit?rio no Livro Did?tico de L?ngua Portuguesa (LDP). ? a partir desse ambiente que nasceu nossa pesquisa, cujo objetivo central ? analisar como se realiza a transposi??o did?tica dos g?neros textuais, descritos por Marcuschi (2008) como pertencentes ao dom?nio discursivo publicit?rio (centrando-se no g?nero propaganda), em livros did?ticos de ensino de L?ngua Portuguesa antes e depois do advento dos PCN. Os livros did?ticos (LD) tomados como refer?ncia para o estudo situam-se, historicamente, nos anos 90 do s?culo XX e 10 do s?culo XXI. Tais livros eleitos referem-se ?s 7? e 8? s?ries, atualmente correspondentes aos 8? e 9? anos do ensino fundamental. A escolha se justifica pelo fato de ser nos LDP dessas s?ries de ensino que a presen?a do dom?nio publicit?rio ? recorrente e didatizado . Al?m desse recorte, ocupamo-nos em analisar livros que circularam pr?ximo de n?s e de nossa realidade regional. Da?, elegermos livros que foram utilizados por duas escolas de ensino p?blico: Escola Municipal Ana Clementina da Concei??o (EMACC) do Munic?pio da cidade de Ja?an?, no Estado do Rio Grande do Norte; Escola Estadual de Ensino Fundamental e M?dio Carlota Barreira (EEFMCB) da cidade de Areia, Estado da Para?ba. Foram destaques, em nossa investiga??o, as seguintes categorias de an?lise: (1) Presen?a da propaganda nos LD; (2) Flutua??o terminol?gica: conceitos e nomenclaturas; (3) A complexidade da facilita??o de conceitos; (4) A natureza das propagandas: o que propagam. A partir de nossa an?lise, observamos como o tratamento dos g?neros textuais publicit?rios vem sendo inserido no LD e como ocorre, de modo geral, sua transposi??o did?tica. Centrando-se na quest?o da flutua??o terminol?gica, observamos a dificuldade dos autores dos LD em tra?ar limites entre os g?neros do dom?nio publicit?rio no LD. Todavia, isto poderia ter como consequ?ncia, tamb?m, a complexidade que h? no campo do saber cient?fico -em delimitar g?neros de um mesmo dom?nio. Para efetivar nossos estudos, foi necess?rio um di?logo profundo e sistem?tico com teorias relativas ao conceito de Transposi??o Did?tica , do te?rico Yves Chevallard (1991), pesquisas sobre os g?neros textuais Bezerra (2005), Marcuschi (2008), Bazerman (2005), Swales (2004), dentre outros e estudos que envolvem o campo da Publicidade e Propaganda -Sandmann (2002), Carvalho (2007) e outros

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Crutchfield, C., and Theresa McGarry. "Who Did It?" Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5467.

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Book Summary: Unsure of how to include creativity and project-based learning in grammar lessons? The 2nd edition of this best-selling book includes updated activities and new contributions that cover a wide range of teaching techniques -- from introducing a specific grammar point to providing meaningful, contextualized practice. Enable your students to internalize new material with engaging and motivating lessons they are sure to enjoy. The lessons are broken down by topic including: Noun Phrases; Comparatives and Superlatives; Relative and Adverb Clauses; Verb Tenses; Reported Speech and Questions: Interrogative and Embedded; Conditionals; Modal Verbs; Verb Complementation and more!

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Ogliari, Lucas Nunes. "O conte?do de fun??es na escola : rastros dos movimentos de reforma nos livros did?ticos de matem?tica do ensino fundamental." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2014. http://tede2.pucrs.br/tede2/handle/tede/3784.

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This doctoral thesis in Education presents a study that involves the history of mathematics education in Brazil and specifically the content of functions in secondary school. The objective of this thesis is to identify the elements relating to the content of functions in the Brazilian secondary school which added with the advent of curricular reforms in the teaching of mathematics and appear currently as traces in textbooks of elementary school (final years). The Reform movements explored in the thesis are: the Campos Reform, in 1931, the Capanema Reform, in 1942, and the Modern Mathematics Movement (MMM), in the 1950s and 1960s. The study has as object of analysis collections of textbooks published at the heart of these reform movements, especially the best-selling collections and/or the collections that best represented the established programs for teaching mathematics by virtue of the reforms, which are: Curso de Matem?tica Elementar, authored by Euclides Roxo , Matem?tica, by Cecil Thir? and Mello e Souza, Curso de Matem?tica, by Cecil Thir? and Mello e Souza, co-authored by Euclides Roxo, Matem?tica Ginasial, by Euclides Roxo, Cecil Thir? and Mello e Souza, and Matem?tica: Curso Moderno, authored by Osvaldo Sangiorgi. Ten collections of mathematics textbooks selected by the National Program for Textbooks (NPT) for the year 2014 are also analysed. Through the analysis of these collections in the light of ideas about the teaching of mathematics of each time, it can be concluded that the content of functions in elementary school (final years), currently presented in textbooks, consists of a superposition of elements related to reform movements that have established, in addition to a specific space to the content of functions in the curriculum of the course, the method used in their presentation, their notation, conceptualization and definition.
Esta tese de Doutorado em Educa??o apresenta um estudo que envolve a hist?ria do ensino de matem?tica no Brasil e, especificamente, o conte?do de fun??es na escola. O objetivo desta tese ? o de identificar os elementos referentes ao conte?do de fun??es no ensino secund?rio brasileiro que se somaram com o advento das reformas curriculares para o ensino de matem?tica e que se apresentam, atualmente, como rastros nos livros did?ticos de ensino fundamental (s?ries finais). Os movimentos de reforma explorados na tese s?o: a Reforma Campos, em 1931, a Reforma Capanema, em 1942, e o Movimento da Matem?tica Moderna (MMM), nas d?cadas de 1950 e 1960. O estudo traz como objeto de an?lise cole??es de livros did?ticos editadas no cerne desses movimentos de reforma, em especial as cole??es que tiveram maior vendagem e/ou as cole??es que melhor representaram os programas estabelecidos para o ensino de matem?tica em virtude das reformas, s?o elas: Curso de Matem?tica Elementar, de autoria de Euclides Roxo; Matem?tica, de Cecil Thir? e Mello e Souza; Curso de Matem?tica, de Cecil Thir? e Mello e Souza, com coautoria de Euclides Roxo; Matem?tica Ginasial, de Euclides Roxo, Cecil Thir? e Mello e Souza e Matem?tica: Curso Moderno, do autor Osvaldo Sangiorgi. S?o analisadas tamb?m as dez cole??es de livros did?ticos de matem?tica selecionadas pelo Programa Nacional do Livro Did?tico (PNLD) para o ano de 2014. Atrav?s da an?lise dessas cole??es, ? luz do ide?rio sobre o ensino de matem?tica de cada ?poca, ? poss?vel concluir que o conte?do de fun??es no ensino fundamental (s?ries finais), atualmente apresentado nos livros did?ticos, ? constitu?do por uma sobreposi??o de elementos referentes aos movimentos de reforma que estabeleceram, al?m de um espa?o espec?fico ao conte?do de fun??es no curr?culo da disciplina, a metodologia empregada na sua apresenta??o, a sua nota??o, conceitua??o e defini??o.

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Monteiro, Paolla Ungaretti. "(In)visibilidade das mulheres brasileiras nos livros did?ticos de hist?ria do Ensino M?dio (PNLD, 2015)." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2016. http://tede2.pucrs.br/tede2/handle/tede/6580.

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Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq
The research analyzes the representations of Brazilian women in the history textbooks, used in public high school in Brazil. The books analyzed are part of collections examined and approved by the Ministry of Education (MEC), through the National Textbook Program (PNLD). All copies are part of the latest version of the program for the school subject of History, called PNLD 2015. It is understood that textbooks are social components, products of history, from the past, and breeders and producers of society's values in the historical moment in which they are formulated. Also, builders of a future. Thereby they have relevant functions - referential function, instrumental function, ideological function and documentary function (CHOPPIN, 2004). They are the instruments most commonly used in the classroom for teaching (PENTEADO, 2010), and are a source of study and updating for teachers (MONTEIRO, 2009). For these reasons, we are interested in researching their significance from the perspective of Gender theories. Analyzing how the Brazilian women - with a time frame focused on Brazilian contemporary history, from the nineteenth century - has been represented in these books, their visibility and invisibility. Analyzing for example, how they are addressed in primary and secondary texts, local in distribution of content where they appear and their reproduced images. Because they're vehicle of values, ideologies, of a culture (BITTENCOURT, 2011), the approach through Gender and History of Women is necessary to think of the role of education, specifically the discipline of history in building a more equal society for women in Brazil. The theoretical framework is interdisciplinary: composed by authors of Gender, analyzing their reproductions in and out of the classroom, Education and History. It can be seen that there was a recognition of the History of Women in these textbooks, but also there was a relegation to a separate domain. In the books analyzed, the story has a pattern: is white, is about men, is heteronormative and upper classes whatever the season. What flee these characteristics briefly enters the great historical narrative.
O estudo analisa as representa??es de mulheres brasileiras nos livros did?ticos da disciplina de Hist?ria, utilizados na rede p?blica de ensino m?dio. Os livros selecionados fazem parte de cole??es examinadas e aprovadas pelo Minist?rio da Educa??o (MEC), atrav?s do Programa Nacional do Livro Did?tico (PNLD). Todos os exemplares s?o parte da ?ltima vers?o do programa para a disciplina de Hist?ria do PNLD 2015. Entende-se que os livros did?ticos s?o componentes sociais, produtos da hist?ria, do passado, e reprodutores e produtores de valores da sociedade no momento hist?rico em que s?o formulados. S?o tamb?m, construtores de um futuro, pois possuem relevantes fun??es ? Fun??o referencial, Fun??o instrumental, Fun??o ideol?gica e Fun??o documental (CHOPPIN, 2004). S?o os instrumentos mais utilizados em sala de aula para o ensino (PENTEADO, 2010), e, s?o fonte de estudo e atualiza??o para os professores (MONTEIRO,2009). Por tais raz?es, interessa pesquisar seu significado pela ?tica das teorias de G?nero. Focando no campo da Hist?ria das Mulheres, analisando como as mulheres brasileiras ? com um recorte temporal centrado na Hist?ria Contempor?nea Brasileira, a partir do s?culo XIX ? vem sendo representadas, suas visibilidades e invisibilidades. Analisa-se, por exemplo, a forma como s?o abordadas nos textos principais e secund?rios, os locais na distribui??o dos conte?dos onde aparecem e suas imagens reproduzidas. Por ser este ve?culo de valores, de ideologias, de uma cultura (BITTENCOURT, 2011), a abordagem atrav?s de um recorte de G?nero e Hist?ria das Mulheres ? necess?ria para pensarmos no papel da educa??o, mais especificamente da disciplina de Hist?ria, na constru??o de uma sociedade mais igualit?ria para as mulheres no Brasil. O referencial te?rico ? interdisciplinar: composto por autores de G?nero ,que analisam suas reprodu??es dentro e fora de sala de aula, da Educa??o e de Hist?ria. Pode-se constatar que houve um reconhecimento da Hist?ria das Mulheres nesses livros did?ticos, mas que tamb?m houve um relega??o a um dom?nio separado. Nos livros analisados, a hist?ria possui um padr?o: ? branca, ? sobre homens, ? heteronormativa e de classes abastadas seja qual for a ?poca. O que foge destas caracter?sticas adentra brevemente a grande narrativa hist?rica.

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Faria, Gustavo Assunção. "Impactos da atividade inovativa: um estudo para a indústria paulista." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/96/96131/tde-28042008-152326/.

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A presente dissertação visa avaliar, a partir do uso dos dados da Pesquisa de Atividade Econômica Paulista - PAEP - do ano de 1996, da RAIS - Relação Anual de Informações Sociais de 1992, 1993, 1997 e 1998 e da SECEX - Secretaria do Comércio Exterior - dos anos de 1992 e 1993, a relação entre a atividade de inovação tecnológica e os potenciais impactos produzidos sobre o nível de emprego e sobre o nível de renda na indústria paulista entre os anos de 1997 e 1998. Como a inovação não é um evento aleatório, há o viés de seleção da amostra, de tal sorte que uma comparação direta entre os efeitos da inovação sobre certas variáveis daquelas firmas que inovaram com aquelas que não inovaram, na situação de ter havido inovação, produziria vieses. Tal problema é resolvido neste trabalho por meio do Propensity Score Matching, que visa o pareamento de unidades tratamento - controle para a obtenção dos resultados intentados, a saber, a variação na renda e no nível de emprego. Ademais, de modo a inibir a presença de efeitos não observáveis, recorre-se ao método de Diferenças em Diferenças (DID). Os resultados obtidos atestam para um aumento, na média, do nível de emprego para quase todos os tipos de atividade inovativa empreendidas. Em contrapartida, os achados se revelaram estatisticamente insignificantes para a variação de renda, também em quase todos os tipos de inovação.
This work intends to analyze, by the usage of three different data sources, PAEP (1996), RAIS - Relação Anual de Informações Sociais (1992, 1993, 1997, and 1998) and SECEX - Secretaria do Comércio Exterior (from 1992, and 1993) the relationship, if that exists, between innovation and its potential impacts over employment level as well as salaries during the 1997 - 1998 period. Once innovation activity cannot be considered as a random event, we incur in the well known selection bias problem. Consequently, a direct comparison of the innovation impacts between those firms which effectively innovated with those which did not innovate would be misleading. Such a problem may be corrected with the Propensity Score Matching, which consists in the establishment of treatment - control pairs in order to obtain the results previously searched. Moreover, in an attempt to control for the unobserved effects, it is applied the Differences in Differences Methodology (DID). Results obtained show that, on the one hand, for almost all the innovation activities considered, there was an increment in the level of employment. On the other hand, for most of the cases, there were not statistically significant results for an impact of innovation activities on the level of salaries.

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Thompson, Kylene. "The Things You Never Did Because You Might Die Trying." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1961.

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Artist Statement My work is about the military. I represent my views of the military from my perspective as a military wife, sister, and daughter. The themes are about separation, endurance, and the fragility that lies beneath the people who serve, and the people that support them. It’s about pain, violence, anxiety, and fear, as well as pride and honor. I want my work to enhance the view of the military but also depict its hardships.

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Soares, Jandson Bernardo. "Espa?o escolar e livro did?tico de hist?ria no Brasil: a institucionaliza??o de um modelo a partir do Programa Nacional do Livro Did?tico (1994 a 2014)." PROGRAMA DE P?S-GRADUA??O EM HIST?RIA, 2017. https://repositorio.ufrn.br/jspui/handle/123456789/24063.

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Este trabalho tem por objetivo mapear, compreender e analisar os elementos que estruturaram o espa?o escolar, as rela??es e a??es desenvolvidas pelos sujeitos hist?ricos no momento de produ??o dos crit?rios de qualifica??o dos livros did?ticos e de Hist?ria, assim como as formas, sentidos, usos e fun??es atribu?das ao saber hist?rico escolar, institucionalizados pelo Programa Nacional do Livro Did?tico (PNLD), entre 1994-2014 investigar o papel de tal programa para a constru??o de tais crit?rios, p?s-ditadura civil-militar, assim como suas transforma??es, explorando assim sua historicidade. Para tal, analisou-se a produ??o de pesquisas sobre os livros did?ticos de Hist?ria a fim de refletir sobre como os especialistas visitaram essa espacialidade quando tratam do livro did?tico de Hist?ria, e situar a presente produ??o em rela??o ?s outras pesquisas sobre livros did?ticos de Hist?ria e como esta atende a uma lacuna: o estudo dos usos, formas, fun??es e sentidos atribu?dos ao conhecimento hist?rico no espa?o escolar e no livro did?tico de Hist?ria. Esse fato filia essa pesquisa ? Did?tica da Hist?ria, campo que estuda tais aspectos do conhecimento hist?rico. Analisaram-se tamb?m os documentos que fundamentaram o processo de sele??o das caracter?sticas que um bom livro did?tico de Hist?ria deveria possuir, a saber: Defini??es de Crit?rios para Avalia??o dos Livros Did?ticos ? Portugu?s, Matem?tica, Estudos Sociais e Ci?ncias/ 1? a 4? (1994) e Recomenda??es para uma pol?tica p?blica dos Livros Did?ticos (2001), que demarcariam os esfor?os iniciais nessa dire??o. Por ?ltimo, estudaram-se os Editais do PNLD do Ensino Fundamental entre 2000 e 2014, documentos que deram continuidade ao processo de parametriza??o da pr?tica social de produ??o de livros did?ticos. Trataram-se, assim, de observar s?cio-historicamente o que levou ? sele??o dos par?metros de qualidade que se atribu?ram ao livro did?tico de Hist?ria p?s-ditadura civil-militar, a partir do que estava tensionado no espa?o escolar no momento de sua elabora??o. Para isso, utilizou-se da an?lise de conte?do, fundamentada por Laurence Bardin, como metodologia de trabalho, a qual permitiu que se observasse os documentos para al?m de sua mensagem aparente, revelando elementos Hist?ricos, sociol?gicos e, at? mesmo, psicol?gicos. Aportou-se tamb?m na teoria de espa?o praticado, desenvolvida por Michel de Certeau, uma vez que permitiu compreender o espa?o escolar como um espa?o difuso, marcado, principalmente, por sua dimens?o relacional. Procurou-se com essa an?lise perceber as tens?es que perpassam o espa?o escolar no momento em que foi praticado por seus agentes ao tratarem do livro did?tico de Hist?ria no per?odo de 1994 a 2014. Foi poss?vel constatar, por meio desse trabalho, que a produ??o dos crit?rios de qualidade esteve, em um momento inicial, atrelado ?s no??es do capital neoliberal, marcas do governo Itamar Franco e FHC, mas que, a partir da subida do Partido dos Trabalhadores ? presid?ncia, uma nova formata??o foi dada ao PNLD. Essa foi marcada por uma aproxima??o maior do Estado em rela??o ? pr?tica de produ??o de livros did?ticos no Brasil, delimitando assim o que esse esperava de um bom material did?tico, n?o mais preocupado unicamente com a inser??o do Brasil no mundo do capital globalizado, mas voltado para a forma??o do cidad?o que se esperava para a sociedade brasileira republicana, capaz de agir e refletir e exercer seus direitos. Ao mesmo tempo, esta pesquisa tamb?m possibilitou visualizar elementos e agentes que comp?em o espa?o escolar, quando se trata da produ??o de livros did?ticos, assim como suas t?ticas e estrat?gias no momento das a??es em tal espacialidade, marcada por uma economia escritur?stica.
This work aims to map, understand and analyze the elements that structured the school space, the relationships and actions developed by historical subjects at the moment of production of the qualification criteria of textbooks and history, as well as the forms, meanings, uses and functions attributed to the school's historical knowledge, institutionalized by the National Textbook Program (PNLD), between 1994 and 2014; to investigate the role of such a program for the construction of such criteria, post-civil-military dictatorship, as well as its transformations, thus exploring its historicity. For that, we analyzed the production of research on the History textbooks in order to reflect on how the specialists visited this spatiality when they deal with the textbook of History and situate the present production in relation to the other researches on History textbooks and as it deals with a gap: the study of the uses, forms, functions and meanings attributed to historical knowledge in the school space and in the textbook of History. This fact links this research to the Didactics of History, a field that studies such aspects of historical knowledge. We also analyzed the documents that supported the process of selecting the characteristics that a good History textbook should have, namely: Definitions of Criteria for Evaluation of Didactic Books - Portuguese, Mathematics, Social Studies and Sciences / 1st to 4th (1994 ) and Recommendations for a Public Policy on Didactic Books (2001), which would mark initial efforts in this direction. Finally, we have studied the PNLD Public Schools of Primary Education between 2000 and 2014, documents that continued the process of parameterization of the social practice of textbook production. Thus, they sought to observe socio-historically what led to the selection of quality parameters attributed to the History textbook after civil-military dictatorship, from what was strained in the school space at the time of its elaboration. For this, it was used the content analysis, founded by Laurence Bardin, as a methodology of work, which allowed to observe the documents beyond its apparent message, revealing historical, sociological and even psychological elements. He was also involved in the theory of space practiced, developed by Michel de Certeau, since it allowed to understand the school space as a diffuse space, mainly marked by its relational dimension. This analysis sought to understand the tensions that permeate the school space when it was practiced by its agents when dealing with the History textbook from 1994 to 2014. It was possible to verify, through this work, that the production of quality criteria was, in an initial moment, linked to the notions of neoliberal capital, government remains of Itamar Franco and FHC, but that, from the rise of the Workers' Party to the presidency, a new format was given to the PNLD. This was marked by a greater approximation of the State in relation to the practice of textbook production in Brazil, thus delimiting what was expected of a good didactic material, no longer concerned solely with the insertion of Brazil into the world of globalized capital, but for the formation of the citizen that was expected for Brazilian republican society, capable of acting and reflecting and exercising their rights. At the same time, this research also made it possible to visualize elements and agents that make up the school space, when it comes to the production of didactic books, as well as their tactics and strategies in the moment of actions in such spatiality, marked by a scriptural economy.

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Boatenreiter, Maryana Ruth. ""Did you Read the Syllabus?" Twitter Did: Public Syllabi and Activist Writing Pedagogy." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1564500466476402.

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Menegolla, Angela Maria. "Mapas conceituais como instrumento de estudo na matem?tica." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2006. http://tede2.pucrs.br/tede2/handle/tede/3401.

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Esse estudo investiga como a constru??o de mapas conceituais implementa um procedimento potencialmente facilitador da aprendizagem em Matem?tica, clarificando os conceitos matem?ticos e levando os alunos a uma aprendizagem significativa. Desta forma, constitui-se um recurso que auxilia na constru??o do conhecimento, em ambiente prazeroso. O estudo baseou-se na metodologia de Pesquisa-A??o, tomando como refer?ncia principalmente Thiollent, Novak , Gowin, Ausubel, Paulo Freire, Piaget, Moreira. A pesquisa foi efetivada na Escola de Ensino M?dio Dom, localizada na cidade de Erechim, RS, durante o ano de 2005. Participaram a professora pesquisadora e os alunos do Ensino M?dio de primeira, segunda e terceira s?ries. Ap?s a apresenta??o oral do conte?do pela professora, os educandos, utilizando a apostila usada na escola e com o apoio da professorapesquisadora, faziam uso de mapas conceituais, identificando hierarquicamente os conceitos. Os resultados evidenciaram que os mapas conceituais se constituem recursos que implementam um procedimento potencialmente facilitador da aprendizagem matem?tica e que podem possibilitar a ocorr?ncia da aprendizagem significativa num ambiente receptivo a aulas prazerosas e construtivas.

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Defibaugh, Elaine R. "Did you see that chair /." Online version of thesis, 1989. http://hdl.handle.net/1850/11323.

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Pang, Wei Loon. "Did China suppress world inflation?" Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/48286/.

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China is simply bigger and growing faster than any other country. The rapid growth of China during the past few decades has led to suggestions that China is exporting deflation, but many of studies of this idea have found no significant effect of China on trading countries' price levels, mainly due to the small share of China in world GDP. This study will look at China's impact not through trade shares, but by analysing the price effect directly. For actual competition, we use a model loosely related to the Bertrand model to find the Chinese price effect on Mexico's export prices in the US market. China's productivity has increased faster than any other country's and we assume that the increased productivity as the main exogenous driver of China's market expansion in the world market. The Chinese price effect is indeed statistically significant; after experimenting with various robustness tests, our regression results show that a 10% drop in Chinese price will cause Mexico to drop its price by around 4% to 8%. We also found that China can influence Mexico's price even if it has no direct exports to the USA; the mere threat of entry into the market is enough to constrain Mexico's exporters' pricing ambitions. We term this effect potential competition. The Chinese price effect for the set of potential products is present and is positive and statistically significant at around at 0.20 to 0.50. To compare the Chinese price effect in a relatively small market, we repeat the analysis on Singapore. We found that China influences Malaysia's prices in the Singapore market and the results are comparable to those in the USA. One of the necessary conditions for China exporting deflation is its competitive price effect on other manufacturing producers' prices; we tested for this and have found support for this condition.

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Lovering, Charles. "Why did they cite that?" Digital WPI, 2018. https://digitalcommons.wpi.edu/etd-theses/349.

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We explore a machine learning task, evidence recommendation (ER), the extraction of evidence from a source document to support an external claim. This task is an instance of the question answering machine learning task. We apply ER to academic publications because they cite other papers for the claims they make. Reading cited papers to corroborate claims is time-consuming and an automated ER tool could expedite it. Thus, we propose a methodology for collecting a dataset of academic papers and their references. We explore deep learning models for ER and achieve 77% accuracy with pairwise models and 75% pairwise accuracy with document-wise models.

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Башлак, Ірина Анатоліївна, Ирина Анатольевна Башлак, Iryna Anatoliivna Bashlak, and K. S. Linnik. "Why did the titanic sink?" Thesis, Вид-во СумДУ, 2009. http://essuir.sumdu.edu.ua/handle/123456789/16856.

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Ponomarenko, R. A. "Where did jeans come from?" Thesis, Sumy State University, 2014. http://essuir.sumdu.edu.ua/handle/123456789/45615.

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Jeans are pants made of thick cotton fabric, usually in the color indigo. They are often equipped with studs at the joints seams pockets. Jeans were invented by Levi Strauss, who first sewed them as work clothes in 1853.

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Kingdon, Lorraine B. "They did it Their Way." College of Agriculture, University of Arizona (Tucson, AZ), 1990. http://hdl.handle.net/10150/295632.

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Brown, Ian. "A case study investigation of the development and treatment of alter personalities in dissociative identity disorder." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/53.

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Progress in the study and treatment of Dissociative Identity Disorder (DID) has been hampered by ideological debate regarding its validity. This is particularly the case when patient's suffering from DID also report ritualistic abuse. Part of the difficulty has been that past studies have not established independent checks to assess whether alters are artefacts introduced by therapeutic bias. This study addressed this issue by using independent judges to test the validity of a patient being treated for DID who claimed ritualistic abuse. The judges were 16 clinicians with an average of 21 years experience in their respective disciplines. The study also examined the development and treatment of alter personalities through a detailed examination of case material. The patient had been in continuous therapy with the author and treatment had been conducted using the self psychology model. The study involved three phases.

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Zhang, Jinjian S. M. Massachusetts Institute of Technology. "Why Big 4 accounting firms did not dominant China's stock market as they did elsewhere." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/98984.

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Thesis: S.M. in Management Research, Massachusetts Institute of Technology, Sloan School of Management, 2015.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 41-46).
The Big 4 accounting firms (PriceWaterhouseCoopers, KPMG, Deloitte and Ernst Young) are dominating the audit markets in the U.S., European Union, Japan and theoretically every major capital market EXCEPT China. As of March 2015, there were around 86% of public companies listed in the New York Exchange (NYSE) as audited by the Big 4, while only 6% of the public companies listed in the Shanghai and Shenzhen Exchange as Big 4's audit clients. To understand this phenomenon, this thesis studies the problem not only from an auditor's selection perspective but the audit firms' client acceptance and continuance decision. Moreover, the regulatory environmental development was also discussed to better consolidate relevant factors that contributed to the formation of current auditing market landscapes in China. With respect to conventional auditor selection theories like agency theories by Jensen and Meckling (1976)1, this thesis argued that managers of Chinese listed companies exercised heavy influence in the auditor selection process, resulting in reverse selection problems in auditor selection. The Big 4 accounting firms, on the other hand, enjoy fabulous auditing fee premiums from auditing market segments involving overseas investors/stakeholders because of their unique reputation. However, this fact limits their incentives to expand business to less lucrative market segments. The auditing regulatory environment was also becoming unfavorable to the Big 4 Accounting firms in recent years. This thesis is constructed as below: First, there is an introduction to Big N accounting firms and their global presence. Second, the characteristics of listed companies in China's stock market and the development of accounting and auditing industry in China were elaborated. The third part is specifically addressed to the Big 4 accounting firms and their development in China over the decades since their establishment in 1992. Later we review the current literatures regarding auditor selection, client acceptance and continuance decisions in the third part, and use these frameworks to develop our answers to topic questions in the fourth part. As the conclusion, the fifth part summarizes the arguments developed in the fourth part and addresses the limitations of this thesis. The purpose of this thesis is to form an understanding concerning the question why Big 4 Accounting firms did not dominant China's stock market as they had done in most of the developed markets. Based on these findings, Chinese policy makers may want to improve the corporate governance of the listed companies, especially in those areas related to the independence of auditing committees, if the government wish to improve their overall audit quality provided to domestic listed companies.
by Jinjian Zhang.
S.M. in Management Research

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Lindelius, Robin. "Fysisk autentisering i den digitala tidsåldern." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-254286.

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Vi befinner oss idag i en tid av digitalisering där vi jagar en allt mer bekvämare vardag. Detta exemplifieras av möjligheten att idag kunna lägga in betalkort och medlemskort digitalt i mobilen och på så sätt kunna lämna stora delar av plånboken hemma. När det kommer till våra ID-handlingar behöver vi emellertid fortfarande ha med oss dessa endast i syfte att identifiera oss. De fysiska handlingarna innebär dock inte bara en minskad bekvämlighet, de kommer även med säkerhetsrisker som inkräktar på den personliga integriteten när personlig information överlämnas oskyddat till främlingar och metoderna för att kontrollera handlingarnas äkthet brister. Arbetet syftar till att undersöka möjligheterna att utveckla ett digitalt alternativ (dID) som är likställt dagens fysiska handlingar (ID) samt att undersöka hur detta förhåller sig till dagens lösning i form av fördelar och nackdelar. För att undersöka området har dagens system observerats, en omfattande litteraturunderssökning gjorts, ett par intervjuer med aktörerna PostNord och Freja eID genomförts samt har redan existerande digitala system sammanställts. Arbetet har resulterat i ett antal kunskapsprodukter som bland annat modellerar dagens system för fysisk autentisering samt ett likvärdigt digitalt alternativ. Vidare har arbetet även resulterat i en kravspecifikation för hur ett sådant alternativ bör utformas ihop med en implementeringsanalys som föreslår hur de olika kraven kan uppfyllas. Genom en digitalisering av IDhandlingen kan valideringen av den göras med en kryptografisk kontroll av dokumentets digitala signatur. En godkänd kryptografisk kontroll garanterar handlingens validitet då resultatet antingen är godkänt eller inte, det finns inget nästan. Slutligen konstateras att dID:n inte kommer att ersätta fysiska ID-handlingar i närtid utan är i dagsläget att se som ett komplement.
Today we’re in an era of digitalization pursuing more comfort in our daily lives. This is exemplified by the fact that we nowadays can collect our credit and membership cards and put them in our mobile phones leaving large parts of our wallets at home. However, when it comes to our IDs we still need to bring them with us just as a mean of identification. Not only does these physical IDs mean less comfort for the user, they also lack in security putting your personal integrity at risk when your information is shared unprotected and the means for verifying it is insufficient. The purpose of this thesis is to explore the opportunity for developing a digital alternative (dID) equal to today’s physical ID and examine it’s pros and cons compared to the current system. To research this field today’s system has been observed, an extensive literature study has been performed, a couple of interviews with informants at PostNord and Freja eID been conducted and lastly already existing digital systems have been compiled. The thesis has resulted in several knowledge products that, among other, model today’s system for physical identification as well as an equal digital alternative. Moreover, it has resulted in a list of demands for how such a digital alternative should be developed in addition to an analysis of how it could be implemented. By digitizing the ID it can be verified using cryptographic signatures that guarantees it’s validity, as the signature is either valid or not, there is no almost. Finally, it’s concluded that dIDs will not replace regular IDs in the near future but rather complement them.

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Bengtsberg, Viking, Anders Bergström, and Jonas Fäldt. "Swedish SMEs' Export Experience : What did they learn and how did they use it in China." Thesis, Jönköping University, JIBS, Business Administration, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-15.

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The authors have noticed that during the last couple of years the interest about China has grown not only as an attractive market for production but also as a consumer market. A limited amount of books and articles have been written about SMEs entering the Chinese consumer market and even fewer articles have been written about Swedish SMEs entering China to sell their products. This is what caught the author’s attention of writing this thesis.

Sweden has for a long time been good at exporting to other countries. Now when the Chi-nese market has opened up to western companies there are a lot of potential on this market that is estimated to be one of the largest in the world. There are still differences between China and other market not at least the culture. But as time and globalisation goes on the Chinese people learn how to react to the new world of companies from the west that tries to get its share of the highly attractive Chinese market.

The purpose of this thesis was to investigate how previous experience and knowledge af-fected the long-term establishment on the Chinese market for the selected Swedish SMEs. Also the knowledge that was obtained when entered China that made the establishment possible was investigated.

By interviewing four Swedish small and medium sized companies that have managed to export their products to China and also managed to stay there the authors have gotten to a better understanding of the process of export and the different knowledge's that the com-panies gets in this process of internationalisation. By also interviewing a consultant with a long experience of Chinese-Swedish relations and doing business with China the authors have got a good picture of the issues of today’s SMEs trying to export to China.

The analysis revealed that the single most important aspect of making a successful long-term establishment on the Chinese market is the commitment the company can give. It is crucial in order to gain crucial connections and to provide the necessary service that is de-manded by the Chinese customers.

Det ökade intresset för Kina de senaste åren har inte undgått författarna av denna uppsats, på senare tid har inte bara Kina varit målet för strategiska produktionsetableringar men man börjar även få upp ögonen för den växande köpkraften i landet. En begränsad mängd böcker och artiklar tar upp ämnet om SME som gör entré på den kinesiska marknaden. Än mindre forskning finns om svenska SME som går in i Kina med målet att sälja sina produk-ter. Detta fångade författarnas intresse.

Sverige har under lång tid varit ett exporterande land. Nu när det kinesiska marknaden har öppnats för västerländska företag finns det stora möjligheter på en av de största markna-derna i världen. Kina är en unik marknad och skillnaden mot andra marknader är avsevärd, inte minst kulturskillnaderna. Men under globaliseringens gång lär sig det kinesiska folket att hantera den nya världen och västerländska företag som ger sig in på den attraktiva kine-siska marknaden.

Syftet med denna studie är att undersöka hur tidigare erfarenhet och kunskap påverkat de utvalda företagens långsiktiga utveckling på den kinesiska marknaden. Den kunskap som tillvaratogs under tiden i Kina som underlättade vidare utveckling kommer att undersökas.

Genom att intervjua fyra svenska företag som har lyckats slå sig in på den kinesiska mark-naden har författarna lyckats få en djupare förståelse om exportprocessen och de olika sor-ters kunskap som företagen erhåller under internationaliseringsprocessen. Genom att också intervjua en konsult med lång erfarenhet av relationer med Kina och det ekonomiska kli-matet i Kina har författarna fått en god bild av vilka svårigheter som SMEs stöter på vid export till Kina.

Analysen avslöjade att den enskilt viktigaste aspekten i att en etablering lyckas långsiktigt på den kinesiska marknaden är det engagemang företaget kan leverera. På det viset kan företa-get få tag på de nödvändiga kontakter som krävs och leverera den typ av service som krävs av de kinesiska kunderna.

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Bengtsberg, Viking Bergström Anders Fäldt Jonas. "Swedish SMEs' export experience : what did they learn and how did they use it in China /." Jönköping : Jönköping University. Jönköping International Business School, 2008. http://www.diva-portal.org/smash/get/diva2:3850/FULLTEXT01.

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Rocha, Aristeu Castilhos da. "O regime militar no livro did?tico de hist?ria do ensino m?dio : a constru??o de uma mem?ria." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2008. http://tede2.pucrs.br/tede2/handle/tede/2252.

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A tese tem como tema o Regime Militar. A mesma investiga as id?ias e as imagens que o representam nos livros did?ticos de Hist?ria do Ensino M?dio. ? constitu?da por tr?s cap?tulos: o primeiro, a partir de uma bibliografia atualizada, quando foram empreendidos di?logos entre Hist?ria, Hist?ria Cultural, Hist?ria da Educa??o e o livro did?tico como l?cus de pesquisa. A seguir tra?a um panorama da realidade dos estudos, que atualmente temam o livro did?tico no Brasil como fonte de investiga??o. Tamb?m apresenta os tr?s momentos da pesquisa, quando s?o explicitados os procedimentos metodol?gicos utilizados. O segundo, que a partir da produ??o historiogr?fica cl?ssica e recente aborda o ensino e o livro did?tico de Hist?ria no ?mbito da Educa??o Brasileira. J?, o terceiro realiza um levantamento do espa?o destinado pelos autores de livros did?ticos para a tem?tica investigada; tamb?m aborda a contextualiza??o hist?rica, a verifica??o dos fatos, conceitos e an?lise das imagens (fotografias) que representam o Regime Militar e que acabaram por auxiliar para a sua sacraliza??o. Por fim, chegou-se as Considera??es Finais. Esse estudo conclui que em um comparativo entre os livros mais antigos (1967/1988) e os mais recentes (1995/2005) houve um crescimento qualitativo no espa?o destinado ? abordagem da tem?tica. Percebe-se que n?o ocorreu um crescimento significativo em termos de qualidade. O mesmo acontece quando os fatos, conceitos e imagens s?o verificados. Espera-se que com este estudo, a referida tem?tica torne-se objeto de maior explora??o nos espa?os destinados ao ensino e ? pesquisa.

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Fonseca, Daniel Guerra Vale da. "Modelagem e controle adaptativo de uma planta did?tica de n?vel com instrumenta??o industrial." Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/15446.

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Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico
The control, automation and optimization areas help to improve the processes used by industry. They contribute to a fast production line, improving the products quality and reducing the manufacturing costs. Didatic plants are good tools for research in these areas, providing a direct contact with some industrial equipaments. Given these capabilities, the main goal of this work is to model and control a didactic plant, which is a level and flow process control system with an industrial instrumentation. With a model it is possible to build a simulator for the plant that allows studies about its behaviour, without any of the real processes operational costs, like experiments with controllers. They can be tested several times before its application in a real process. Among the several types of controllers, it was used adaptive controllers, mainly the Direct Self-Tuning Regulators (DSTR) with Integral Action and the Gain Scheduling (GS). The DSTR was based on Pole-Placement design and use the Recursive Least Square to calculate the controller parameters. The characteristics of an adaptive system was very worth to guarantee a good performance when the controller was applied to the plant
As ?reas de controle, automa??o e otimiza??o contribuem para a melhoria dos processos utilizados pelas ind?strias, permitindo uma linha de produ??o r?pida, aprimorando a qualidade do produto final e reduzindo os custos de produ??o. Boas ferramentas para o desenvolvimento de pesquisas nestas ?reas s?o as plantas did?ticas, pois proporcionam um contato direto com equipamentos semelhantes ou at? mesmo usados no setor industrial. Em vista dessas capacidades, o objetivo deste trabalho ? modelar e controlar uma planta did?tica que consiste de um sistema de controle de processo para vaz?o e n?vel com instrumenta??o industrial. Com o modelo ? poss?vel construir um simulador capaz de permitir estudos a respeito do funcionamento do sistema, sem os gastos com a opera??o do processo real. ? o caso de experimentos com controladores, que podem ser testados diversas vezes antes de serem efetivamente utilizados no processo real. Dentre os diversos tipos de controladores existentes, foi dado foco aos de tipo adaptativo, principalmente ao auto-sintoniz?vel direto (Direct Self-Tuning Regulator DSTR) com a??o integral e ao controlador com Escalonamento de Ganho (Gain Scheduling GS). O controlador DSTR foi projetado com base no m?todo de posicionamento de p?los e teve seus par?metros calculados atrav?s da t?cnica dos m?nimos quadrados recursivos. As caracter?sticas dos sistemas adaptativos foram de grande valia para garantir um desempenho satisfat?rio dos controladores, quando aplicados ? planta

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Jablonski, J?nior Jorge Andr?s Kociubczyk. "A presen?a dos mitos nos livros did?ticos do ensino fundamental." Universidade Federal do Rio Grande do Norte, 2016. http://repositorio.ufrn.br/handle/123456789/21286.

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Este trabalho tem como objetivo geral analisar a presen?a dos "mitos", como marcas da "cultura popular" (e do folclore) em uma cole??o did?tica de ensino de l?ngua portuguesa bem avaliada pelo Programa Nacional do Livro Did?tico (PNLD). Para tanto, orientamo-nos a partir dos objetivos espec?ficos em destaque: a) catalogar os mitos presentes na cole??o did?tica; b) comparar as diferentes vers?es ou a recorr?ncia do mesmo mito nos LD, analisando o que nelas se preserva e o que ? obliterado, quando comparado ?s recolhas do folclorista C?mara Cascudo (2000, 2001, 2002, 2006), nome reconhecido no estudo sobre a cultura popular; c) analisar quais g?neros textuais reativam os mitos nos LD ou se o "mito", enquanto texto, constitui, por si s?, um g?nero textual, ao lado, dos ?contos etiol?gicos? ou ?lendas?; d) analisar que tipo de trabalho com a linguagem (oralidade e escrita) a cole??o did?tica privilegia ao manejar com o mito, seja como "conte?do tem?tico" ou ?g?nero textual?. Nossas an?lises iniciais demonstram que parece haver um conflito entre aquilo que ? da ordem da oralidade e o que seria da "literatura oral" nos livros did?ticos, objetos de nossa pesquisa. Do mesmo modo, o trabalho com textos cuja tem?tica ?, de modo geral, a cultura popular mant?m uma forte rela??o com a leitura e ?escuta?, estando a? o trabalho com a produ??o textual negligenciado. Embora a escrita esteja presente, ela vem apenas a servi?o de demandas sobre o texto lido, cujas respostas encontram-se no pr?prio texto, como ?descrever o personagem do texto?, por exemplo. Em nossas an?lises, observamos que a cole??o did?tica, embora contemple ?s exig?ncias do Programa Nacional do Livro Did?tico (PNDL) e dos Par?metros Curriculares Nacionais (PCN) quando orientam sobre a presen?a de conte?dos tem?ticos relacionados ? cultura de um povo, n?o toma este conte?do tem?tico para desenvolver um trabalho lingu?stico mais significativo. Comparando a presen?a de textos ligados ? cultura oral com outros de natureza diversa, na mesma cole??o did?tica, percebemos que aqueles textos n?o podem ser reescritos, criados ou reinventados pelos alunos. Estar?amos em contato com textos que apenas podem ser circulados e n?o escritos ou reescritos pelos alunos - quando muito, por escritores consagrados? - Ao considerar este impasse entre circular, repetir - para que se guarde uma mem?ria de uma cultura - e produzir, buscamos, atrav?s da an?lise tridimensional de Fairclough (1989; 1997; 2001) mostrar que incidem sobre o produto ?livro did?tico? um discurso dissonante sobre quais textos fazem parte da literatura oral e como se deveria trabalhar a oralidade e a escrita na aula de l?ngua portuguesa. Se, por um lado, muitas pesquisas j? se concentraram na rela??o livro did?tico/produ??o textual, ainda n?o lemos, na literatura, significativos trabalhos que apresentam como problem?tica uma certa imprecis?o entre o que seria da ordem da literatura oral e do trabalho com a ?oralidade? em sala de aula.
Este trabajo tiene como objetivo general analizar la presencia de los ?mitos?, como marcas de la "cultura popular" (y del folclore) en una colecci?n did?ctica de ense?anza de lengua portuguesa bien evaluada por el Programa Nacional del Libro Did?ctico (PNLD). Para tanto, nos orientamos a partir de los objetivos espec?ficos en destaque: a) catalogar a los mitos presentes en la colecci?n did?ctica; b) comparar las diferentes versiones o la repetici?n del mismo mito en los libros did?cticos (LD), analizando lo que en ellas se preserva y lo que es obliterado, cuando comparado a lo recogido por el folclorista C?mara Cascudo (2000, 2001, 2002, 2006), nombre reconocido en el estudio sobre a cultura popular; c) analizar cuales g?neros textuales reactivan a los mitos en los LD o si el "mito", mientras texto, constituye, por si solo, un g?nero textual, al lado, de los ?cuentos etiol?gicos? o ?leyendas?; d) analizar qu? tipo de trabajo con el lenguaje (oral y escrita) la colecci?n did?ctica otorga una preeminencia al manejar con el mito, sea como "contenido tem?tico" o ?g?nero textual?. Nuestras an?lisis iniciales demuestran que parece haber un conflicto entre aquello que es del orden de la oralidad y lo que ser?a de la "literatura oral" en los libros did?cticos. Del mismo modo, el trabajo con los textos cuya tem?tica es, de modo general, la cultura popular mantiene una fuerte relaci?n con la lectura y ?escucha?, estando ah? el trabajo con la producci?n textual negligenciado. Aunque la escrita est? presente, ella viene apenas al servicio de demandas sobre el texto le?do, cuyas respuestas las encuentran en el propio texto, como ?describir el personaje del texto?, por ejemplo. En nuestros an?lisis, observamos que la colecci?n did?ctica, aunque contemple las exigencias del Programa Nacional del Libro Did?ctico (PNDL) y de los Par?metros Curriculares Nacionales (PCN) cuando orientan sobre la presencia de los contenidos tem?ticos relacionados a la cultura de un pueblo, no toma este contenido tem?tico para desarrollar un trabajo ling??stico m?s significativo. Comparando la presencia de textos ligados a la cultura oral con otros de naturaleza diversa, en la misma colecci?n did?ctica, percibimos que aquellos textos no pueden ser reescritos, creados o reinventados por los alumnos. Estar?amos en contacto con textos que apenas pueden ser circulados y no escritos o reescritos por los alumnos ? cuando mucho, ?por escritores consagrados? ? Al considerar el dilema entre circular, repetir ? para que se guarde una memoria de una cultura ? y producir, buscamos, a trav?s del an?lisis tridimensional de Fairclough (1989; 1997; 2001) mostrar que inciden sobre el producto ?libro did?ctico? un discurso disonante sobre cueles textos hacen parte de la literatura oral y como se deber?a trabajar la oralidad y la escrita en el aula de lengua portuguesa. Si, por un lado, muchas pesquisas ya se concentraran en la relaci?n libro did?ctico/producci?n textual, aun no leemos, en la literatura, significativos trabajos que presentan como problem?tica una cierta imprecisi?n entre lo que ser?a del orden de la literatura oral y del trabajo con la ?oralidad? en sala de aula.

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30

Kosman, Admiel. "What did Cain say to Abel?" Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2009/3629/.

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31

Georget, Marie-Jacques. "Did quantitative easing impact wealth inequality?" Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-377944.

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On November 25, 2008, the Federal Reserve initiated what came to be the largest Asset Purchase Program in history1, the Large-Scale Asset Purchase Program, widely known a quantitative easing (QE). When the Federal Reserve in October 29, 2014, announced the end of the program, they held $4.5 trillion worth of assets. This rather unconventional monetary policy came in the aftermath of the 2008 financial crisis and since its implementation, critics have argued that the policy increases inequality in terms of income and wealth. Studies on the impact of QE on income inequality lead to divergent conclusions, but the close link between QE and the stock markets, as explained by the Portfolio Rebalancing Effect, suggests that QE should increase wealth inequality. This hypothesis however, relies on a crucial assumption, namely that richer households hold a larger portion of their wealth in stocks. As other assets of a household, such as the primary residence, are likely to increase less than proportionally with wealth, I find it plausible that the portion allocated to direct or indirect stock holdings increases with wealth, resulting in a higher exposure to stocks for the very rich. Statistics from the Survey of Consumer Finances, presented in this paper, confirm that richer households indeed have the higher exposure to stocks. I use a difference-in-difference model to estimate the causal impact of QE on wealth inequality in the United States and my results suggests that wealth inequality attributable to QE) increased with at least 25 percent, measured as a change in the wealth-ratio between the 9th decile of households and the artificial middle-income household constructed in accordance with the Synthetic Control Method.

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32

Hogan, Adam D. "Leibniz Did Not State Leibniz's Law." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1397054389.

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33

Baker, Joseph O., and Ashley Palmer-Boyes. "Evil: Did Sin Cause the Hurricane?" Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/454.

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Book Summary: A shocking snapshot of the most current impulses in American religion. Rodney Stark reports the surprising findings of the 2007 Baylor Surveys of Religion, a follow up to the 2005 survey revealing most Americans believe in God or a higher power. This new volume highlights even more hot-button issues of religious life in our country. A must-read for anyone interested in Americans' religious beliefs and practices.

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Lee, Eungkyoon. "Why did they comply while others did not? : environmental compliance of small firms and implications for regulation." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/34169.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2005.
Includes bibliographical references (p. 227-239).
This doctoral dissertation aims to offer new insights into the environmental compliance behavior of small firms (SFs). Specifically, the dissertation examines the impacts of two categories of factors. The first category concerns internal motivations that drive SFs' decisions to comply or not comply with a formal environmental regulation. The other comprises external factors that affect formation of SFs' perspectives on rule compliance. Rule compliance behavior results from complicated webs of both economic and social factors. Nevertheless, existing regulatory enforcement strategies have focused heavily on rational/economic factors without considering the significant effects of interactions between the two and consequently failed to produce the behavior they seek. Starting from an examination of the crucial characteristics of SFs that distinguish them from large firms, the dissertation sheds light on how social factors affect SFs' views on economic factors such as the price of penalty and compliance costs/benefits. In so doing, it contributes to knowledge of how formal regulatory enforcement can alter SFs' environmental compliance behavior. The regulatory programs in Massachusetts and southern California targeting the dry cleaning industry are excellent cases through which to evaluate the central issues of SFs' compliance.
(cont.) The two programs are comparable in that regulatory requirements are equally strict; formal sanctions are equally severe; and regulated groups are similar in cultural background and other sectoral aspects. A notable difference is that there was a sudden rise in compliance rates in Massachusetts as compared to southern California. The comparative case study draws on ethnographic analysis based on participant observation, in-depth interview data and surveys. Unlike scholarly works in the traditions of deterrence theory and the theory of norms which depicted compliance behavior as a function of either a strict cost-benefit calculation or of a sense of moral obligation to obey the law, respectively, my dissertation portrays compliance as a configuration of regulatory relationships between regulated entities and regulators, with trade associations playing a steering role. In so doing, the dissertation suggests how regulatory policies can alter SFs' choices of actions to best encourage compliance. With a redefinition of the role of government, the dissertation proposes strategies for institutional arrangements that create and sustain reflexive trust, and thus expand SFs' willingness, opportunity and capacity to comply. The dissertation is a pioneering study examining dynamic interactions between economic and social factors in the context of regulatory enforcement.
(cont.) It will contribute to both rule compliance and regulation theory by advancing several principles not clearly delineated in existing theories. Considering the large cumulative impacts of SFs on the environment and human health, effective regulatory enforcement is crucial. A better understanding of SFs' motivations for compliance will assist agencies to meet this challenge.
by Eungkyoon Lee.
Ph.D.

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Pereira, Lucas Rodrigues. "Pr?ticas de ensino em geometria plana." UFVJM, 2017. http://acervo.ufvjm.edu.br/jspui/handle/1/1691.

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O trabalho que envolve esta disserta??o foi desenvolvido tendo como base os princ?pios da Engenharia Did?tica, com o objetivo principal de propor metodologias de ensino para a disciplina de Geometria Euclidiana Plana do curso de Licenciatura Plena em Matem?tica da Universidade Federal dos Vales do Jequitinhonha e Mucuri, com o aux?lio do software de geometria din?mica GeoGebra. Al?m disso, busca-se detectar as principais dificuldades no ensino e aprendizagem de Geometria Plana e propor metodologias que melhorem o aprendizado dos conceitos de Geometria Plana no ensino superior. Para tanto, como estrat?gia de pesquisa, foram aplicadas quatro interven??es did?ticas com os estudantes da disciplina, referentes aos t?picos Tratamento Axiom?tico da Geometria Plana, Quadril?teros Not?veis, ?rea de figuras planas e ?ngulos na circunfer?ncia, com a finalidade de propiciar aos estudantes conhecimentos necess?rios para trabalhar com a geometria din?mica interativa, sempre interligando-os aos conhecimentos emp?ricos e formais da disciplina, preparando-os para a pr?tica docente deste conte?do espec?fico. Ap?s an?lise detalhada e criteriosa dos resultados obtidos, pode-se observar um not?rio avan?o dos estudantes no que se refere ao entendimento dos conceitos fundamentais matem?ticos dos t?picos abordados.
Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o Matem?tica, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017.
This work was developed based on the principles of Didactic Engineering, whose objective is to research and propose teaching methodologies for the discipline of Euclidean Plane Geometry of the Mathematic undergraduation course of Federal University of the Jequitinhonha and Mucuri Valleys, with the support of the tools from Geogebra dynamic geometry software. In addition, it seeks to detect the main difficulties in the teaching and learning of Plane Geometry and to propose methodologies that improve the learning of the concepts of Plane Geometry in the university. In order to do so, four didactic interventions were applied with the students, referring to the topics Axiomatic Treatment of Plane Geometry, Notable Quadrilaterals, Area of Plane Figures and Angles in Circumference, whose purpose was to provide the necessary knowledge to work with interactive dynamic geometry, always interconnected with the formal empirical knowledge of the discipline, and also preparing them for the teaching practice of this specific content. After detailed analysis, it was observed a notorious advance of the students in what refers to the understanding of the fundamental mathematical concepts of the topics addressed.

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Skinner, Christopher W. "Did John the Baptist call Jesus the "lamb of God," and if he did what did he mean? a historical and exegetical study of John 1:29, 36 /." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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Model, Silvana Lumertz. "Dificuldades de alunos com a simbologia matem?tica." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2005. http://tede2.pucrs.br/tede2/handle/tede/3493.

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Para a evolu??o do pensamento matem?tico foi necess?rio o desenvolvimento de sistemas de representa??o e, da compreens?o dos s?mbolos utilizados, depende, muitas vezes, o estabelecimento da comunica??o entre professor e aluno. As dificuldades no uso da simbologia matem?tica e na manipula??o de registros de representa??o t?m causado problemas na aprendizagem de v?rios conte?dos. Em alguns deles, como Teoria dos Conjuntos, Intervalos e Fun??es, s?o muitos os s?mbolos utilizados. Os registros de representa??o, assim como a simbologia envolvida nesses conte?dos, foram apresentados e trabalhados desde o Ensino Fundamental, contudo ainda mostram-se como fonte de incertezas. Assim, por meio desta pesquisa, pretende-se compreender as raz?es das dificuldades encontradas por alunos do Ensino M?dio no entendimento e na utiliza??o da simbologia matem?tica, com vistas a auxiliar alunos e professores na comunica??o em sala de aula. Tamb?m ? necess?rio salientar que a compreens?o dessa simbologia e o tr?nsito entre os diferentes registros de representa??o podem melhorar o desempenho estudantil em Matem?tica como conseq??ncia da facilidade na comunica??o escrita. A pesquisa foi realizada por meio de observa??es em sala de aula, da aplica??o de um teste e de entrevistas com alunos do Ensino M?dio de uma escola da rede p?blica estadual de Porto Alegre. Como resultados, s?o apontadas as dificuldades evidenciadas pelos alunos no uso da simbologia e no tr?nsito entre os registros de representa??o, discutindo-se poss?veis causas para os problemas

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Ferreira, J?nior Jos? Ribamar. "Organiza??o did?tica da educa??o f?sica no ensino m?dio integrado: a configura??o da Rede Estadual de Educa??o Profissional do Cear?" PROGRAMA DE P?S-GRADUA??O EM EDUCA??O F?SICA, 2017. https://repositorio.ufrn.br/jspui/handle/123456789/24609.

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Este trabalho come?ou a ser problematizado com as inquieta??es enquanto docente da Rede Estadual de Educa??o Profissional do Cear?, a qual oferta o Ensino M?dio Integrado em tempo integral. Tendo como proposi??o curricular o desenvolvimento do curr?culo integrado, busca-se a estrutura??o das pr?ticas educativas, a partir do rompimento da percep??o dualista entre a forma??o para o trabalho e a forma??o para ingresso na universidade. O trabalho teve como objetivo geral, identificar a configura??o da Educa??o F?sica na Rede Estadual de Educa??o profissional do estado do Cear?, bem como a compreens?o de educa??o f?sica por parte dos professores. Como objetivo espec?fico verificar em que medida o componente curricular Educa??o F?sica apresenta em sua organiza??o did?tica, os elementos que configuram a concep??o de curr?culo integrado. A pesquisa se caracteriza como um estudo de casos m?ltiplos, tendo como cen?rio a Rede Estadual de Educa??o Profissional do Cear?. Os achados dessa pesquisa indicam que a integra??o curricular ocorre principalmente no desenvolvimento de conte?dos semelhantes entre as disciplinas, partindo da Educa??o F?sica, essa inter-rela??o est? mais caracterizada com as disciplinas da forma??o geral com a ?rea das Ci?ncias da Natureza, e nas disciplinas da forma??o profissional com os dos cursos do itiner?rio formativo da sa?de. Mesmo com a identifica??o de pr?ticas significativas e, decerto, inovadoras acerca da compreens?o sobre o curr?culo integrado, bem como as pr?ticas formativas na escola, observou-se que, no contexto da disciplina de Educa??o F?sica, as interse??es entre os saberes disciplinares aliadas ? proposi??o formativa dos cursos profissionais precisam ser problematizadas de modo mais ampliado. Este cen?rio indica a necessidade de desenvolvimento de a??es did?tico-metodol?gicas na Educa??o F?sica para o Ensino M?dio Integrado, com vistas ? proposi??o de forma??o continuada constru?da em di?logo com as experi?ncias dos professores, num processo reflexivo que oportunize a uma pr?xis transformadora.
This work began to be questioned from concerns while teaching at the State Network of Cear? Professional Education, which integrated high school offering full-time, with the curriculum proposal the development of integrated curriculum in the context of structuring of educational practices from the disruption of dualistic perception between training for work and training for entry to university. Even with significant practical and certainly innovative about the understanding of the integrated curriculum and about the training practices at school, it was observed that, in the context of Physical Education, the intersections between disciplinary knowledge combined with the training proposition of professional courses need to be problematized, especially as the didactic organization in line with the curriculum integration. In this way, this study is organized primarily around the goal of identifying the configuration of Physical Education in the State of Cear? Network Professional Education, from the integrated curriculum design. Therefore, it is claimed in the fundamentals of qualitative research of exploratory and descriptive nature, against the backdrop of the State of Cear? Network Professional Education. The findings of this study indicate that the curricular integration occurs mainly in the development of similar content across disciplines in the case of Physical Education this interrelationship is more characterized with the disciplines of the area of natural sciences and the disciplines of vocational training with the the courses of formation process of health. This scenario indicates the need for development of educational and methodological actions in Physical Education for the Integrated High School, with a view to continuing education proposition built in dialogue with the experiences of teachers in a reflective process that oportunize a transformative praxis.

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Resurreccion, Nephthys. "Client-Initiated Premature Termination: How Did the Art Therapists Feel and What Did the Client’s Last Art Reveal?" Digital Commons at Loyola Marymount University and Loyola Law School, 2011. https://digitalcommons.lmu.edu/etd/85.

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This study explored how two LMU Art Therapy alumni were impacted by client-initiated premature termination, specifically when their clients stopped treatment without providing a reason. All that physically remained when their clients left was their art. The literature review explored the discrepancy between client’s and therapist’s perspectives on treatment duration and reasons for termination. While the art therapy literature explored art techniques to prepare for termination, there was no research on premature termination. Through qualitative approach utilizing interviews and art-based inquiry, art therapists in this study provided reflective perspectives and personal accounts of their experience. The study also explored participants’ interpretations of their client’s art from their final therapy session. Responsive art-making allowed art therapists to depict what they would want their clients to know now. Three themes emerged from analysis of the interviews and art responses: Art therapists’ residual feelings for their clients; Using art to convey the power differential in the therapeutic relationship; and Using art to convey well wishes, clarification, and containment—all stemming from the ambiguity of the unexpected ending. The choice to terminate treatment this way was the clients’ right. The power to create closure through art was the art therapists’. The art therapy field may benefit from future studies that address potential art techniques that help art therapists process the lasting impact of client-initiated premature termination.

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Sousa, Henrique Eduardo de. "Letramento liter?rio na escola: o poema na aula de l?ngua portuguesa no ensino m?dio." Universidade Federal do Rio Grande do Norte, 2013. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16381.

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Esta investigaci?n est? incluida en las discusiones sobre las relaciones entre literatura y ense?anza, recortando el lugar de las escritas po?ticas en las clases de Lengua Portuguesa en la Ense?anza Media. En t?rminos epistemol?gicos, nuestra reflexi?n problematiza, entre otras cuestiones, el desplazamiento que ocurre cuando las manifestaciones literarias se apartan de sus soportes originales y se adentran a las escenas de la clase de lengua materna, transform?ndose en objeto de ense?anza y contenido did?ctico. En el ?mbito de las pr?cticas escolarizadas de la lectura literaria en la Ense?anza Media, nuestra reflexi?n tiene como objeto la didactizaci?n del g?nero textual poema. En esa etapa de la ense?anza, el poema como componente curricular a?n no est? definido. Eso es ocasionado, de modo general, por dos razones: por la naturaleza espec?fica del g?nero y por los procedimientos did?cticopedag?gicos utilizados cuando se hace la lectura del poema en clase. En relaci?n al modelo consagrado de la ense?anza de literatura en la Ense?anza Media, apoyado en la descripci?n de la historia de la literatura brasile?a a trav?s de esquemas cronol?gicos de movimientos est?tico-culturales, pretendemos hacer un desplazamiento en lo que respecta a ese abordaje y situar el letramiento literario a partir de las formas l?ricas recurrentes en la producci?n literaria en Brasil, en la perspectiva de la ense?anza de la lengua mediada por el estudio del texto. Para tanto, utilizaremos como aporte te?rico las siguientes ?reas del conocimiento: la teor?a literaria, la ling??stica aplicada y la pedagog?a de la ense?anza de lengua materna
Esta pesquisa se insere na discuss?o sobre as rela??es entre literatura e ensino, recortando o lugar das escritas po?ticas na aula de L?ngua Portuguesa no Ensino M?dio. Em termos epistemol?gicos, o percurso da nossa reflex?o problematiza, dentre outras quest?es, o deslocamento que ocorre quando as manifesta??es liter?rias se apartam de seus suportes originais e adentram as cenas de aula de l?ngua materna, transformando-se em objeto de ensino e conte?do did?tico.No ?mbito das pr?ticas escolarizadas da leitura liter?ria no Ensino M?dio, nossa reflex?o tem como objeto a didatiza??o do g?nero textual poema. Nessa etapa de ensino, o poema enquanto componente curricular ainda n?o est? definido. Tal indefini??o ? ocasionada, de modo geral, por duas raz?es: pela natureza espec?fica do g?nero e pelos procedimentos did?tico-pedag?gicos utilizados quando da leitura do poema em sala de aula.Em rela??o ao modelo consagrado do ensino de literatura no Ensino M?dio, apoiado na descri??o da hist?ria da literatura brasileira atrav?s de esquemas cronol?gicos de movimentos est?tico-culturais, pretendemos operacionalizar um deslocamento relativo a essa abordagem e situar o letramento liter?rio a partir das formas l?ricas recorrentes na produ??o liter?ria no Brasil, na perspectiva do ensino da l?ngua mediado pelo estudo do texto. Para tanto, utilizaremos como fundamenta??o te?rica as seguintes ?reas do conhecimento: a teoria liter?ria, a lingu?stica aplicada e a pedagogia do ensino de l?ngua materna

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Fons?ca, Alexandre V?tor de Lima. "Orienta??o geogr?fica: uma proposta metodol?gica para o ensino da geografia na 5? s?rie." Universidade Federal do Rio Grande do Norte, 2004. http://repositorio.ufrn.br:8080/jspui/handle/123456789/18971.

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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
Cartographical representations (maps, charters and plans) are taken as didactic resources in Geography classes in the 5th grade of the municipal public schools in S?o Jos? de Ribamar through a methodological approach taking into consideration the use of those resources is still worries an important part of the teachers of the Maranh?o State public schools who teach in this level. Papers related to the theme, most of the time, are non accessible to the teachers of the maranhense public schools, mainly because the education instilutions, which use those resources, do it in a very incipient way. So this research proposes from the drawings of magnetccoursein the school courtyards, together with maps, charts, plans among others representation used in the classroom environment, motivate the students to a deeper interests in participating in Geography learning process in the 5th grade. Interviews, analyses of socialcultural questionnaires of the families involved in the process; observations of classes, trainings, geocartographical orientations, application of pre and posttests, discussions about the usage of cartographic representations, proposed and effectivated tasks in the classroom, as well as around the school, were the basis of the researched population. As a result of this process, it was produced a was complement didatical material showing, among others, the space in which students, for sure, will contribute in an effective way to a better teaching practice in the chain of maranhense public schools, having in mind that these geographic subjects may be taught in the level we focused our study
Abordase o uso das representa??es cartogr?ficas (mapas, cartas e plantas) como recursos did?ticos nas aulas de Geografia na 5? s?rie da rede p?blica municipal de S?o Jos? de Ribamar, a partir de uma proposta metodol?gica, onde, o uso desses recursos ainda ? motivo de preocupa??o para uma parcela consider?vel de educadores que ministram aulas no ensino fundamental. Trabalhos a respeito do tema, na maioria das vezes, s?o inacess?veis aos professores da rede p?blica maranhense, principalmente tendo em vista que as institui??es de ensino que fazem uso desse recurso, ainda o fazem de forma incipiente. Assim sendo, a pesquisa prop?e, a partir do desenho derumosmagn?ticosnos p?tios escolares, em conjunto com mapas, cartas, plantas, entre outras representa??es utilizadas na sala de aula, despertar em educandos, um maior interesse em participar do processo de aprendizagem nas aulas de Geografia da 5? s?rie. Entrevistas; an?lises de question?rios s?cioculturais das fam?lias envolvidas no processo; observa??o de aulas; treinamentos; orienta??es geocartogr?ficas; aplica??o de pr? e p?stestes, discuss?es a respeito do uso de representa??es cartogr?ficas, tarefas propostas e efetivadas nas salas de aulas e em torno das escolas, embasaram e envolveram todo o universo amostral pesquisado. Como resultante desse processo, foi produzido material did?tico complementar retratando o espa?o vivenciado pelos educandos, que, certamente, contribuir?, de forma efetiva, para a melhoria da pr?tica docente nas escolas da rede p?blica maranhense, na medida em que os conte?dos geogr?ficos da referida s?rie forem ministrados

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Evangelista, Mayara Cinthya Costa. "Concep??es sobre os livros did?ticos de geografia: narrativas autobiogr?ficas de professores do ensino fundamental." Universidade Federal do Rio Grande do Norte, 2014. http://repositorio.ufrn.br/handle/123456789/19277.

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O livro did?tico ? um complexo objeto cultural, haja vista ser ao mesmo tempo elemento de intermedia??o nos processos de ensino e aprendizagem, produto comercializado que cont?m o conhecimento para a forma??o do aluno e objeto de compra, pelo Governo Federal, para ser distribu?do para escolas em todo o Brasil. Configura-se, assim, como um produto cultural composto, h?brido, que se encontra no ?cruzamento da cultura, da pedagogia, da produ??o editorial e da sociedade?. (STRAY,1993, p.77-78). Outrossim, o livro did?tico, tradicionalmente, ? ?um dos lugares formais do conhecimento escolar, pelo menos daquele saber julgado necess?rio ? forma??o da sociedade e dos seus indiv?duos? (MEDEIROS, 2006, p.34) e a materializa??o do seu uso pelo professor encontra-se interconectada pelas representa??es e conceitos constru?dos nas m?ltiplas transi??es na hist?ria de vida docente, tendo em vista que a pr?xis humana constr?i-se numa perspectiva retroativa (do presente para o passado), numa hermen?utica social dos atos individuais. ? nesse contexto que se situou a pesquisa, entendida como uma possibilidade de contribui??o significativa ao debate da educa??o geogr?fica, ao propor a compreens?o das concep??es constru?das nas m?ltiplas transi??es na narrativa de vida do docente com o livro did?tico de Geografia. A pesquisa se definiu como um estudo qualitativo, ancorado nas entrevistas narrativas, o qual abrangeu um levantamento de dados sobre as Hist?rias de vida de professores/professoras dos anos iniciais do Ensino Fundamental de uma escola da rede p?blica, no intuito de recorrermos ?s suas mem?rias escolares, acad?mica (forma??o inicial) e profissional para situarmos no espa?o-tempo as suas concep??es sobre o livro did?tico de Geografia. O livro did?tico de Geografia foi a ?rea de interesse escolhida, sendo problematizada a partir do seguinte questionamento: quais as concep??es atribu?das pelos professores do Ensino Fundamental aos livros did?ticos de Geografia? As ideias dos professores expressas nas entrevistas narrativas da nossa pesquisa confirmam a conjuntura de indefini??o e superficialidade te?ricometodol?gica sobre o livro did?tico de Geografia, cujas concep??es ficaram restritas aos seus aspectos descritivos, evidenciando a aus?ncia de atribui??es de significados pertinentes a uma reelabora??o te?rica do narrar produzido, como tamb?m, de questionamentos dos princ?pios organizadores das concep??es sistematizadas. Desse modo, as ideias apontadas pelos professores em foco, restringiram-se ? enumera??o dos aspectos caracter?sticos do fen?meno em quest?o ? o livro did?tico de Geografia ? na sua superficialidade, isto ?, n?o expressaram elementos que possibilitassem ver as concep??es numa perspectiva macro, destacando-se mais as explica??es das partes e das percep??es isoladas, do que n?veis mais abrangentes de generalidade do referido objeto de estudo. Enfatizamos, por fim, a necess?ria continuidade da pesquisa, e consequentemente, desse processo permanente de reflex?o sobre as concep??es do livro did?tico de Geografia, sendo mister explicitar, portanto, a raz?o hist?rica que as norteiam para que se possa buscar uma pr?tica docente mais cr?tica e propositiva.

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Taube, Silvana Batista. "Limites e possibilidades de uma pr?tica pedag?gica libert?ria no ensino superior : uma an?lise a partir de Foucault." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 1997. http://tede2.pucrs.br/tede2/handle/tede/3570.

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Esta pesquisa realizou-se no ?mbito da disciplina de Did?tica, ministrada em diferentes cursos de licenciatura da Universidade Federal de Santa Catarina. Empreendeu-se, atrav?s dela, a constru??o de um trabalho pedag?gico que se pretendeu livre e n?o autorit?rio, no sentido libert?rio, utilizando-se como m?todo b?sico de investiga??o, a observa??o participante aliada ? diferentes t?cnicas de coleta de dados como a grava??o, transcri??o e an?lise das falas em sala de aula, al?m da forma??o de grupos de estudo, conversas informais com alunos e colegas de trabalho. O que se pretendeu, na verdade, foi encontrar os limites e possibilidades de uma pr?tica pedag?gica Libert?ria no Ensino Superior, devendo-se ? Michel Foucault as mais significativas contribui??es para analisar as numerosas quest?es que permeiam a pr?tica educativa, sobretudo, o conjunto de prescri??es normativas, de pressupostos te?rico-metodol?gicos que se constitu?ram ao longo da hist?ria em mecanismos disciplinares propagados pela Did?tica atrav?s de seus enunciados. Assim sendo, teve-se a inten??o, atrav?s deste trabalho, de quebrar ou desconsertar essa ordem discursiva e encontrar novas possibilidades, novos meios de realizar a educa??o. E as possibilidades se mostraram atrav?s da resist?ncia, da nega??o de que exista a verdade pedag?gica. N?o numa extenuante luta contra o aparato - o Estado, suas institui??es, seus mecanismos de controle - mas na habilidade estrat?gica de contornar os obst?culos, os limites que se impuseram nas rela??es do cotidiano escolar, para simplesmente permitir o surgimento do diferente, do incessantemente novo

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Harrison, John Pal. "Did Jesus teach obedience to the law?" Thesis, University of Edinburgh, 1993. http://hdl.handle.net/1842/28201.

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My thesis is, Jesus always taught people to obey the law. The importance of this thesis is demonstrated by the fact that Jesus' attitude towards the law has been a continual debate within scholarship. Scholars cannot decide which law Jesus clearly disobeyed or rejected by his teaching or actions. It is the purpose of this thesis to show that all of Jesus' teaching and actions with respect to the law in the synoptic gospels are compatible with the kind of things law abiding Jews said and did. This thesis casts doubt on the view that Jesus must have disobeyed the law because he saw the will of God as something different from the law of God. The thesis will make the following points. 1) Every pious Jew during this period believed that the will of God could not be separated and independent of the law of Moses. 2) Every Jew knew that the law and extra-biblical practices (whether Pharisaic or not) were not equally authoritative. A Jew did not have to obey extra-biblical practices in order to be law abiding. 3) The evidence of Matthew 5:17-20 suggests at the very least that Jesus believed in the eternality of the law and respected even its "least" commandments. 4) The evidence of the "Antitheses" (Mt. 5:21-48) suggests that Jesus was able to make a contrast between different sins which the law condemns. It is not a contrast between the teaching of God in the law and the teaching of Jesus. 5) The saying "Let the dead bury their dead" suggests that Jesus expected a man to forego a common custom of second burial but not the fifth commandment to honour one's parents. 6) Jesus' teaching and actions in regards to the sabbath suggest that he thought the sabbath laws should be obeyed. 7) Jesus' association with sinners does not contradict anything in the law but indicates that Jesus was willing to abandon some common safeguards in order to bring sinners to repentance. 8) Jesus' saying about what defiles a man is not an attack on obeying the purity laws. Rather, it is an attack on following some cultic laws but not following other moral laws. 9) Jesus' teaching on divorce is a criticism of divorce in general but is not an attempt to make divorce and remarriage illegal. 10) Jesus' saying on the greatest commandment shows that he believed that loving God and loving others were the two goals of obeying the law. 11) Jesus' demonstration in the Temple indicates that he supported the Temple cult but he denounced the corruption which was associated with it.

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Cronin, Kerry. "Hey, Did I See You At Mass?:." The Church in the 21st Century Center at Boston College, 2011. http://hdl.handle.net/2345/bc-ir:103711.

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Klasovsky, Stokely James. "The Sailor Did as the Devil Bade." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1269032153.

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Peeters, Andrea. "Primary open-angle glaucoma and ocular hypertension cost-effectiveness of early detection and treatment /." Maastricht : Maastricht : Universitaire Pers Maastricht ; University Library, Universiteit Maastricht [host], 2008. http://arno.unimaas.nl/show.cgi?did=12706.

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Marques, Ant?nia Batista. "A forma??o da habilidade de explicar no contexto do ensino m?dio: o que dizem os livros? o que pensam os professores?" Universidade Federal do Rio Grande do Norte, 2014. http://repositorio.ufrn.br/handle/123456789/19582.

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A discuss?o sobre explica??o no conhecimento vem sendo feita h? d?cadas. Neste percurso, apresentam-se diferentes formas de entendimento sobre o que ? explicar a hist?ria: a primitiva descri??o etnogr?fica, a cronista, a constru??o positivista de uma ci?ncia hist?rica e a historiogr?fica da segunda metade do s?culo XX. Nos dias atuais, essa discuss?o precisa ser continuada tanto no marco geral da pr?tica cient?fica quanto no ?mbito das institui??es escolares como habilidade cognitivo-lingu?stica. O foco da nossa pesquisa est? na segunda abordagem. A forma??o de habilidades, entre elas, a de explicar, vem sendo estudada por autores como: (N??EZ, 2012; JORBA et al, 2000; SANMART? e IZQUIERDO, 2000). Esta pesquisa teve como objetivo geral: estudar os processos da forma??o da habilidade de explicar Revolu??o Social nas aulas de Hist?ria no Ensino M?dio, segundo a opini?o dos professores e conforme o conte?do dessa tem?tica nos livros did?ticos de Hist?ria, a fim de subsidiar a forma??o continuada de professores de Hist?ria no Ensino M?dio. A pesquisa de natureza qualitativa privilegiou como instrumentos de coleta de dados o protocolo para an?lise dos livros, elaborado para esse estudo, e a entrevista com os professores. Para isso, foram utilizadas as t?cnicas de an?lise de conte?do e do discurso referenciadas, respectivamente, em Bardin e Orlandi. No primeiro momento, os instrumentos para a coleta de dados foram elaborados e validados, enquanto no segundo, os dados foram coletados, organizados e analisados. A partir das respostas ?s quest?es de estudo os resultados apontam que: a) quanto aos livros analisados - n?o expressam o trabalho com a defini??o do conceito de Revolu??o Social, considerando os processos para a forma??o dessa defini??o; o tipo de explica??o predominante tem caracter?sticas da multicausalidade; as propostas para o ensino se caracterizam como ecl?ticas; b) quanto ao discurso dos professores - ? importante os alunos saberem a defini??o do conceito de Revolu??o Social; a habilidade de explicar est? mais ligada ? explica??o did?tica na sala de aula do que ? explica??o no sentido epistemol?gico. Estes resultados sinalizam que a forma??o da habilidade de explicar Revolu??o Social com base no enfoque Hist?rico-Cultural, n?o est? expressa nos livros analisados, mas que eles podem servir como importante recurso did?tico para este fim. O discurso dos professores apresenta um potencial que sinaliza para a possibilidade da organiza??o do processo de ensino e aprendizagem, pautado na forma??o ou atualiza??o da habilidade de explicar a partir da teoria de forma??o das a??es mentais e dos conceitos de P.Ya. Galperin. Com esse prop?sito, a pesquisa se constitui numa contribui??o para subsidiar a forma??o continuada de professores de Hist?ria no Ensino M?dio.
The discussion about explanation in knowledge has been made for decades. Through this course, we present different ways of understanding about what is to explain the history: the primitive ethnographic description, the chronicler, the positivist construction of a historical science and historiography of the second half of twentieth century. Nowadays this discussion needs to be continued both in the general framework of scientific practice as within educational institutions as cognitive - linguistic ability. The focus of our research is by the second approach, which is the explanation as cognitive - linguistic ability. The formation of skills, among them, the explaining one, has been studied by the authors as: (N??EZ 2012; JORBA et al, 2000; SANMART? and IZQUIERDO 2000). This research had as general purpose: to study the processes of formation of the ability to explain social revolution in history classes in high school, by teachers opinion and by content as this theme among history books, in order to support the continuing education of history teachers for high school. Th e qualitative based research used instruments of data collection and analysis protocol for the books prepared for this study, and interviews with teachers. For this, the techniques of content analysis and discourse referenced in Bardin and Orlandi , respec tively were used. At first, the instruments for data collection were developed and validated, while in the second, the data were collected, organized and analyzed. From the answers to the questions of the study results shows that: a) in the analyzed books - do not express the work with the definition of Social Revolution, considering the processes for the formation of this definition, the predominant type of explanation has characteristics of multicausality; proposals for teaching are characterized as eclec tic; b) while teachers speech - it is important the students know the definition of Social Revolution, the ability to explain is more linked to didactic explanation in the classroom than the explanation through epistemological sense. These results indicate that the formation of the ability to explain Social Revolution based in Cultural History approach, are not expressed in the analyzed books, but they can serve as an important resource for this purpose. The discourse of teachers has a potential pointing to the possibility of teaching organization and learning process, based on training or upgrading the explanation skill from the theory of stepwise formation of mental actions and concepts by P.Ya. Galperin. For this purpose, the research constitutes a contri bution to support the continued education of history teachers in high school.

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Both, Joseline Tatiana. "Por uma abordagem enunciativa da leitura no ensino fundamental : o livro did?tico." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2007. http://tede2.pucrs.br/tede2/handle/tede/2225.

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Este trabalho, que desenvolve a tem?tica da leitura numa perspectiva enunciativa, tem como objetivo investigar propostas de atividades com textos, retiradas de livros did?ticos de Ensino Fundamental, buscando entender suas concep??es de linguagem. Al?m disso, prop?e uma an?lise de textos sob a perspectiva da Teoria da Argumenta??o na L?ngua (TAL), de Oswald Ducrot, Jean-Claude Anscombre e Marion Carel. Trata-se de uma teoria enunciativa, de base estruturalista, que considera que a fun??o primeira da linguagem ? a de argumentar. Utilizamos, nessa pesquisa, princ?pios fundamentais da teoria, enfocando especialmente o conceito de polifonia vinculado ? Teoria dos Blocos Sem?nticos, para compreender como ? constru?da a argumenta??o no discurso por meio da linguagem. Justifica nossa op??o, o fato de a teoria possibilitar a compreens?o da constru??o do sentido na linguagem em uso e, assim, servir como fonte de reflex?o para as pr?ticas de leitura e o ensino

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50

Landberg, Gustav, and Ali Sayed. "Från glass ceiling till glass cliff i Sverige - en myt eller ett fenomen? : En kvantitativ studie om heterogeniteten i svenska bolagsstyrelser." Thesis, Linnéuniversitetet, Institutionen för ekonomistyrning och logistik (ELO), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105699.

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Bakgrund: Kvinnors representation i styrelsen har varit en aktuell fråga som länge diskuterats i det svenska samhället och om det borde införas en kvoteringslag. Sverige är ett av de mest jämställda länder Europa, trots det finns markanta gap i kvinnors representation bland de ledande positionerna. Glass cliff-fenomenet antyder att kvinnor anlitas till ledarskapspositioner i osäkra förhållanden, vilket kan förklara den underrepresentation som existerar hos styrelsen. Vi frågar oss själva om glass cliff-fenomenet kan appliceras på kvinnliga ledamöter i den svenska kontexten. Syfte: Studiens syfte är att undersöka om ett glass cliff-fenomen existerar bland bolag noterade på OMX Stockholm inom small, mid och large-cap kategorin. Metod: Longitudinell studie med en deduktiv ansats där teorin testas mot studiens hypotesprövning. Urvalet består av 86 förlustföretag noterade på Stockholmsbörsen mellan år 2010 och 2018. Slutsats: Från resultatet fann vi att det inte existerade ett glass cliff-fenomen bland de svenska börsbolagen på small, mid och large-cap kategorin.

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