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Dissertations / Theses on the topic 'Formal and informal schools'
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1
Salvaggio, Karen Colquette. "Perceptions of formal and informal school leaders regarding cultural proficiency in high-achieving, highly diverse elementary schools /." La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3098900.
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Visser, Alvin-Jon. "Rural students' local knowledge of learning in formal and informal contexts." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1002588.
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The general aim of this thesis is to illuminate the process of learning as it occurs in formal and informal contexts. The study focuses on South African scholars attending school in rural areas where the contrast between learning in formal and informal learning contexts is more pronounced than that in urban areas. The research draws on rural scholars' local knowledge of formal and informal learning contexts in order to gain a rich insight into how cognition is situated in different learning contexts. This is accomplished through investigating the structure of the respective learning tasks, the mediators involved, the task objectives and the means for achieving these objectives in the different learning contexts. The thesis draws on a socio-cultural approach to the study of cognitive development to probe the activity of learning in a formal and informal learning context. Through the use of a context sensitive methodological methods especially Participatory Rural Appraisal (PRA) tools and techniques, it was possible to illuminate tacit local knowledge structures and to get participants to actively explicate their understandings related to learning in different contexts The research results illustrate the assertion that the activity of learning is fundamentally situated in the learning context from which it arises. Learning is framed by the community of practice which structures affordances for situated learning, through mediation, within zones of proximal development. Learning in a formal context such as the school is often abstract, rule-based, standardised and theory related. Learners also find it difficult to reflect on the learning tasks and the mediational means used in a formal learning context. In contrast, the learning which takes place in an informal setting is often practical, individualised, flexible and environment based. This learning is structured around everyday activities and is dynamically defined and supported. In a situation where a learner is exposed to dislocated learning contexts, the essential goal of educational initiatives is to bridge the gap between the two. This can be achieved through mediators creating effective zones of proximal development which facilitate the individuals adaptation between learning contexts. Exposing rural scholars' local knowledge of learning in formal and informal contexts allows for a fuller understanding of the cognitive development structured within formal and informal communities of practice. It is this understanding that is necessary to address the situation where learning contexts, drawing on different knowledge bases find ways of thinking, prove challenging and/or conflicting to the scholar.
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Goodson-rochelle, Peggy A. "New Teacher Induction Programs in Tennessee: Formal, Informal, and Influential Practices." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2916.
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The researcher examined beginning teacher induction programs in large and small districts in Tennessee for the 1997-1998 school year. Types of induction, formal and informal, were examined. The study looked at the teacher attitudes of job satisfaction, job adjustment, and socialization into the profession of teaching. The research design included five questions with two hypotheses used for testing differences between teacher attitudes in large and small systems. Beginning first-year teachers were surveyed and asked to rate their induction program as to best practices. Teachers rated the occurrence of activities in seven areas and how supportive activities were in their roles as beginning teachers. The questions were tested and statistically analyzed using chi-square and analysis of variance procedures. No differences were found in the occurrence of induction activities in large and small systems. No differences were found in how supportive an event was in large and small systems. A difference was found in job adjustment between large and small systems, but not in job satisfaction or socialization into the profession. Recommendations for further research were made to augment the study.
4
Doerger, Daniel W. "Finding Forestt High School formal and informal induction and the enculturation of new teachers /." Cincinnati, Ohio : University of Cincinnati, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1027006640.
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Lecusay, Robert. "Telementoring Physics: University-Community After-school Collaborations and the Mediation of the Formal/ Informal Divide." Doctoral thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Förskolepedagogisk forskning, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-28031.
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For several decades improvement of science education has been a major concern of policy makers concerned that the U.S. is a “nation at risk” owing to the dearth of students pursing careers in science. Recent policy proposals have argued that provision of broadband digital connectivity to organizations in the informal sector would increase the reach of the formal, academic sector to raise the overall level of science literacy in the country. This dissertation reports on a longitudinal study of a physics telementoring activity jointly run by a university-community collaborative at a community learning center. The activity implemented a digital infrastructure that exceeds the technical and social-institutional arrangements promoted by policy makers. In addition to broadband internet access (for tele-conferencing between students at the community center and physicists at a university), supplemented by digital software designed to promote physics education, the activity included the presence of a collaborating researcher/tutor at the community learning center to coordinate and document the instructional activities. The current research revealed a fundamental contradiction between the logic, goals, and practices of the physics instructors, and the corresponding logic, goals, and practices of the participants at the community learning center. This contradiction revolves around a contrast between the physicists’ formal, logocentric ways of understanding expressed in the ability to explain the scientific rules underlying physical phenomena and the informal, pragmatic orientation of the youth and adults at the learning center. The observations in this dissertation should remind techno-enthusiasts, especially in the arena of public education policy, that there are no turnkey solutions in “distance” science education. Technically “connecting” people is not equivalent to creating conditions that expand opportunities to learn and a functioning socio-technical system that supports learning. Secondly, for designers and practitioners of informal learning in community-university collaborative settings, it is critically important to understand distance learning activities as developing “cross-cultural, ” collaborative encounters, the results of which are more likely to be hybrids of different ways of learning and knowing than the conversion of informal learning into a tool for instruction that will allow youth to “think like physicists.”
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Damonse, Selwyn. "Informal and non-formal learning amongst teachers in relation to the management of classroom discipline at a primary school." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1553_1360926110.
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<p>South Africa has undergone major transformation after the election of the first democratic government in 1994. The acceptance of a humane constitution as well as equal rights for all its citizens necessitated the banning of corporal punishment in all schools under the South African Schools Act 84 of 1996. Accordingly, this change in the education policy as well as a change in society regarding equal rights for all citizens required teachers to adjust and improve their practices related to classroom management and discipline. The abolition of corporal punishment in 1996 (South African Schools Act 84 of 1996) can thus be regarded as such a changed aspect which required teachers to find alternative ways of keeping discipline in schools. It is expected from teachers to manage learning in classrooms, while at the same time practise and promote a critical, committed and ethical attitude towards the development of a sense of respect and responsibility amongst learners. It is with this in mind that one should remember that classroom locations and environments are complex as well as dynamic. Learners can now use their rights in a court of law while at the same time become more unruly, disruptive and at times even violent. Teachers on the other hand are left with limited alternative procedures or guidelines to manage unruly learners. As such, teachers now rely on their own informal learning in order to deal with such learners since alternatives to manage ill-disciplined learners are not included in formative teacher training courses. This study therefore concerns itself with the way teachers acquire classroom management skills in the absence of corporal punishment and learn how to deal with behavioural problems in order to carry on with day-to-day classroom activities. This is essentially viewed as informal learning. Because of the absence of much-needed training and support from educational authorities, teachers adjust and improve their practice, relying on hands-on experience in classrooms since they only incidentally receive opportunities to engage in ongoing formal professional development. This study explores the nature and content of informal/incidental as well as nonformal (courses not leading to formal accreditation) teachers&rsquo<br>learning related to managing classroom discipline in the absence of corporal punishment and investigates how skills, to manage classroom discipline, impact on the learning and teaching enterprise. A qualitative approach within the interpretive paradigm was followed throughout this study. Unstructured interviews were used to gather data which resulted in the gaining of rich detailed descriptions of participants&rsquo<br>responses to acquiring classroom management skills. This qualitative investigation included a literature review that explored and analysed different perspectives on the learning process. This study confirms that teachers acquire classroom management and discipline skills through workplace learning, initiated by themselves as well as collaboratively through interaction with colleagues and learners. Learning within the workplace was possible due to the opportunities they were afforded within the working context they found themselves in.</p>
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Sugimoto, Amanda Tori. "A Qualitative Study of the Positioning of Emergent Bilinguals during Formal and Informal School-Based Interactions." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612433.
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The education of emergent bilinguals in the United States is overtly and covertly shaped by social, political, and institutional ideologies about languages and speakers of languages other than English. Using a multiple case study design, this study sought to explicate the often-complicated intersection of outsider institutional and societal ideologies with the insider lived experiences of emergent bilinguals in schools. The population of the school under study uniquely positioned emergent bilinguals as not only the linguistic minority but also the numeric minority, a population dynamic notably underrepresented in the literature. Using a positioning theory framework that focused on the normative constraints that support meaning making during social interactions, this study explored how primarily monolingual English-speaking teachers and peers interactionally positioned three fourth grade emergent bilinguals, as well as how these emergent bilinguals reflexively positioned themselves. Data collection efforts consisted of multiphase observations of classrooms including the creating of sociograms and fieldnotes, interviews with emergent bilinguals, teachers, and key peers, as well as a localized artifact analysis. Findings suggested that the emergent bilinguals unique backgrounds contributed to their variable reflexive positioning, as well as teachers' variable interactional positioning. Additionally, peer positioning and institutional norms contributed to emergent bilinguals having limited access to academic language development opportunities.
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Quaresma, Martim de Sousa Mendes Bento. "Informalidade e permanência." Master's thesis, Universidade de Lisboa, Faculdade de Arquitetura, 2019. http://hdl.handle.net/10400.5/18293.
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Dissertação de Mestrado Integrado em Arquitetura, com a especialização em Arquitetura apresentada na Faculdade de Arquitetura da Universidade de Lisboa para obtenção do grau de Mestre<br>aquilo que se ergueu nos últimos milénios. Concretizada pelo
significativo crescimento demográfico e êxodo rural, a acelerada
urbanização dos países do global south tem resultado na proliferação
da cidade informal. Através do estudo dos processos criadores da
cidade formal e informal e da sua relação com a ação heterónoma
e autónoma, respectivamente, este Projeto Final de Mestrado
apresenta uma alternativa ao projeto centralmente administrado,
responsabilizando e valorizando o indivíduo na concepção do seu
ambiente construído.
O projeto assenta no contexto urbano pós-colonial de Santo António em
São Tomé e Príncipe. Independentemente do arquipélago ser um dos
países com menor número de habitantes na África subsariana, ocupa
hoje os lugares de topo na tabela da densidade populacional da região.
Por este motivo, a escassez de habitação a colmatar nas próximas
décadas, mesmo que a uma escala consideravelmente inferior, será tão
ou mais complexa que a de realidades como Lagos, Nairobi, Kinshasa
ou Luanda.
Propõe-se neste trabalho, apresentar uma alternativa ao crescimento
desmesurado da cidade informal e das suas patologias, assumindo os
seus processos como parte integrante do projeto de arquitetura.<br>ABSTRACT: In the upcoming decades, we ought to build in African cities what was
constructed in the last millennia. Materialized by the rural exodus and
significant population growth, the accelerated urbanization of the
global south countries has resulted in the proliferation of the informal
city. Through the study of the creative processes of formality and
informality and its link with heteronomous and autonomous action,
respectively, this final master’s work presents an alternative to the
centrally administered project, holding the individual responsible and
valuing his position in the design process of the built environment.
The project is based on the post-colonial urban context of Santo
António in São Tomé e Príncipe. Regardless of the archipelago being
one of the countries with the lowest number of inhabitants in sub-
Saharan Africa, it now occupies one of the top places in the region
when looking at the population density. For this reason, the shortage of
housing to face in the coming decades, even if on a considerably smaller
scale, will be as or more complex when compared with realities such as
Lagos, Nairobi, Kinshasa or Luanda.
It’s proposed on this paper and project, to prevent the excessive growth
of the informal city and its pathologies, assuming its processes as an
integral part of the architectural design.<br>N/A
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Mashile, Mahlogonolo. "Male Mapulana learners' views on the influences of cultural initiation on their schooling." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80468.
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In this study, Mapulana male learners’ views on the influences of cultural initiation
on their schooling were researched. Rite of passage was adopted as the
theorisation for the study. In the context of the study, a rite of passage is when
uninitiated male learners (mashoboro) go through the initiation process.
Thereafter, their status of being boys is converted to becoming men (monna)
through a transition (passage). Likewise, normal schooling is also a rite of
passage, and Grades 1 to 12 are interrupted by another form of schooling,
initiation, as a rite of passage. This study was motivated by the tension that was
observed between the legal and customary, democratic and cultural, and formal
and informal schooling. The study was qualitative in nature and rooted in the
interpretive paradigm. Semi-structured interviews were employed to understand
the Mapulana male learners’ views on the influences of cultural initiation on their
schooling. It was found that the operation of initiation schools in Mpumalanga
conflicted with the school calendar and this ultimately influenced schooling. Much
of this could be attributed to the loopholes in policies governing initiations. This
study can capacitate the Mpumalanga Department of Education (MDoE) about
possible policy amendments. I recommend that parents raise this problem with
principals through school governing bodies (SGBs) and that it be brought to the
attention of the MDoE. The authorities should come to an agreement that
prospective initiates should undergo medical circumcision before they go into
cultural initiation performed in the bush. I also recommend that the above
stakeholders should only allow male learners who are less than 15 years of age
or those learners who are still in Grades 8 to 11 to undergo cultural initiation. The
school management team (SMT) should help male learners who were away for
initiation (initiates) with catch- up programmes. The MDoE must work hand-inglove
with the Department of Health, Department of Cooperative Governance,
Human Settlements and Traditional Affairs (CoGTA), and law enforcement
agencies to prevent male Mapulana learners from being left behind in the
curriculum. It must be ensured that learners’ health comes first and that initiation
principals strictly adhere to policies governing initiation schools.<br>Dissertation (MEd)--University of Pretoria 2020.<br>pt2021<br>Humanities Education<br>MEd<br>Unrestricted
10
Mccarthy, Kelly Elizabeth. "An Analysis of the Formal and Informal Professional Learning Practices of Middle and High School Mathematics Teachers." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6318.
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Although there has been a substantial amount of research on the topic of teacher professional development, few studies adequately captured the types and frequency of formal and informal professional learning teachers undertake to improve as educators. The purpose of this study was to examine the types of activities middle and high school mathematics teachers engaged in to improve their abilities as educators, analyzed by the participants’ school setting, years of teaching experience, level of education, degree major, certificate type, and their school’s Title I status.
Teachers from two large school districts in Florida participated. The Teachers’ Opportunity to Learn (TOTL) survey was used to collect the data. The TOTL measured the professional learning activities of teachers based on seven learning categories: (a) workshops, (b) teacher collaboration, (c) university courses, (d) conferences, (e) mentoring/coaching, (f) informal communication, and (g) individual learning activities. Teachers were solicited to participate two times; which generated 245 responses for analysis.
The results of this study indicated that teachers devoted an extensive amount of time on professional development, with the majority of time spent on informal learning activities. Every participant in the study engaged in at least one professional development activity; most engaged in four or more activities. The activity with the highest amount of participation (99.2%) and greatest amount of time spent (36.62 hours per month) was individual learning activities. Other notable areas of participation were professional development programming, teacher collaboration, and informal communication. When the activities were analyzed by demographic variable, 16 comparisons were found to be statistically significant. Mentoring/coaching activities produced more significant results than any other activity in the study. Analyses also confirmed that the professional learning practices of new teachers were significantly different from their more experienced peers.
The findings from this study could serve as the impetus for programmatic changes and policy reform within the education community. School districts could benefit by creating professional development programs that support teacher collaboration, informal communication, and self-directed learning. State education departments could encourage these endeavors by redirecting funding and redesigning certification systems to recognize these non-traditional individualized activities.
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Leffler, Anna. "The consequences of digital extramural activities for the formal classroom." Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40182.
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The purpose of this independent project is to give teachers of young ESL-students a collected knowledge of what kind of digital extramural activities the students often do on their spare time and what consequences this have for the formal primary classroom and students’ vocabulary skills. The studies used are found on EBSCO’s ERIC and SwePub, peer reviewed, published between 2010 and 2020, and all available in full text through Malmö university. Informal learning is shown to have a big impact on formal learning, especially for boys who learn mainly through gaming. Girls still score higher on English tests within formal learning, though boys who are frequent gamers score higher within the studies. Gaming seems to help boys keep up with girls in formal English as a second language. The main skill which gaming gives the students is to communicate, hold a conversation and increase their vocabulary. Since gaming is the extramural activity which seems to give the student the most, and at the same time there are students whose families could not afford to game due to costs of computer, tv, games and, in some cases, internet. This could become a socioeconomic factor which the school and the teacher need to consider, especially since results from some of the studies claim gaming to be how the boys keep up with the girls. Not to forget the students who, thanks to informal learning, speak English on a higher level and their right to be educated at their own level.
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Schwartz, Elizabeth Anne. "Mothers and Fathers, Churches and Schools: Formal and Informal Sources of Sexual Information as They Relate to Emerging Adult Women’s Safe Sex Practices and Sexual-esteem." Thesis, North Dakota State University, 2015. https://hdl.handle.net/10365/27692.
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This study sought to explore which individuals and institutions 455 emerging adult women recalled as having provided them with sexual information. Independent-samples t tests were run to explore how these sources of information related to the emerging adult women’s safe sex practices and sexual-esteem. Most common sources of sexual information included mothers, peers, and high school courses, with approximately 28% of participants reporting no individual sources, and approximately 32% of participants reporting no institutional sources. Receiving sexual information from a sibling was related to more frequent safe sex practices, and receiving sexual information from a middle school course was related to higher sexual-esteem scores. These results contribute to the discussion of how best to support the sexual health and wellness of emerging adult women, and have implications for couple and family therapists working with young women and their families.
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Schwartz, Elizabeth Anne. "Mothers and Fathers, Churches and Schools: Formal and Informal Sources of Sexual Information as They Relate to Emerging Adult Women?s Safe Sex Practices and Sexual-esteem." Thesis, North Dakota State University, 2015. https://hdl.handle.net/10365/27692.
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This study sought to explore which individuals and institutions 455 emerging adult women recalled as having provided them with sexual information. Independent-samples t tests were run to explore how these sources of information related to the emerging adult women?s safe sex practices and sexual-esteem. Most common sources of sexual information included mothers, peers, and high school courses, with approximately 28% of participants reporting no individual sources, and approximately 32% of participants reporting no institutional sources. Receiving sexual information from a sibling was related to more frequent safe sex practices, and receiving sexual information from a middle school course was related to higher sexual-esteem scores. These results contribute to the discussion of how best to support the sexual health and wellness of emerging adult women, and have implications for couple and family therapists working with young women and their families.
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Bakar, Corez Aysegul. "The Perceptions And Experiences Of Students And Teachers In Formal And Informal Learning Settings That Uses Muves: Quest Atlantis Case." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613791/index.pdf.
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This dissertation aimed to investigate the use of Multi-User Virtual Environments (MUVEs) as supportive materials in students&rsquo<br>learning process. In this respect, a MUVE named Quest Atlantis had been used by students in formal and informal learning settings. The students participated in a project that was developed based on an ecological problem resulted in fish decline in a river. As being a multiple case study research, data were collected from four separate cases, selected from three different places. Specifically, students&rsquo<br>and teachers&rsquo<br>perceptions were gathered, and challenges and barriers of implementations were investigated.
The research results indicated that most of the students liked learning in environments using MUVEs. Besides being intrinsically motivated towards learning science topics, the students stated that it was a good way of reinforcing what they learn in school settings. Students found MUVEs effective learning environments as it allowed them to learn with active participation<br>rather than being taught as it usually happens in school context.
The teachers had positive opinions about the use of MUVEs. They claimed that MUVEs have the potential to support students&rsquo<br>learning visually and let students learn through an inquiry-based learning approach with situated information to virtual settings. According to the teachers, MUVEs allowed various skill developments of the students and it created a dynamic learning environment in which students interacted and collaborated with each other.
Even though students and teachers have positive perception about the use of MUVEs in learning setting, it is quite challenging to place these applications to learning settings, especially to formal ones. There are numerous challenges and barriers that can be faced with during the implementation process. In this research, the challenges and barriers are grouped under four main categories: 1) teacher related, 2) student related, 3) system related, and 4) technology related.
When the implementation results of formal and informal learning setting were compared, it was possible to see how the very dimensions of formal learning settings made the innovative technology-based implementations difficult. On the other hand, informal learning settings were more flexible learning environments allowing a better learning experience for the students.
15
Meaker, Jill. "An observational cross-sectional investigation of foodservice management and general management practices in schools running the National School Nutrition Programme (NSNP) in the formal and informal urban areas of Pietermaritzburg, KwaZulu-Natal, South Africa." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/1963.
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Vaz, Tiago David Duarte. "Caráter regenerativo da escola na cidade de Santo António do Príncipe." Master's thesis, Universidade de Lisboa, Faculdade de Arquitetura, 2019. http://hdl.handle.net/10400.5/19081.
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Dissertação de Mestrado Integrado em Arquitetura, com a especialização em Arquitetura apresentada na Faculdade de Arquitetura da Universidade de Lisboa para obtenção do grau de Mestre.<br>O tema deste projeto final de Mestrado visa entender as necessidades da população de Santo António e melhorar a sua qualidade de vida, promovendo a cidade num todo. No entanto, a informalidade foi tomando conta desta cidade. Mesmo a sua génese sendo formal, o controlo informal de espaços aleatórios foi tendo impacto dentro do espaço formal. A expansão desajustada nesta pequena cidade integrou-se maioritariamente na periferia, denotando-se uma barreira temporal e física.
O objetivo desta investigação é apresentar um novo centro escolar capaz de ajudar a regenerar a cidade de Santo António, promovendo o ensino não só das camadas mais jovens, em idade escolar, mas também de adultos que demonstrem interesse em aprender e queiram ter um percurso técnico profissional, de modo a darem o seu contributo no desenvolvimento da cidade. Para haver uma maior aproximação ao ensino da população mais idosa, proponho uma Escola Técnico-profissional, que será complementada de um espaço exterior dedicado à prática agrícola, sendo este espaço também de proveito da comunidade, levando à ideia de um espaço comunitário que em prol de outros desenvolvimentos na cidade ajudará no crescimento económico da cidade.
Será tomado em conta a promoção de soluções arquitetónicas disponíveis na ilha, como tal, o uso de madeira será uma condicionante. Estratégias de design passivo serão pensadas, pois são técnicas que permitem o edifício adaptar-se ao meio ambiente envolvente.
Sendo esta escola ligada à população, tem como objetivo redesenhar a cidade e ser capaz de estabelecer articulações com o meio urbano envolvente de forma a haver um desenvolvimento apropriado que complete e valorize as necessidades da cidade e da população.<br>ABSTRACT: The theme of this Master's final project is to understand the needs of the population of Santo António and improve their quality of life, promoting the city as a whole. However, informality has been taking care of the city. Although its genesis is formal, the informal controlling has prevailed over the formal one. The maladjusted expansion of the city preferentially in the periphery, created itself a temporal and physical barrier.
The purpose of this research is to present a new school center capable of helping to regenerate the city of Santo António, promoting not only the teaching of the youngest, but also adults who show an interest in learning and want to have a technical course in order to make their contribution to the city. In order to be closer to the teaching of the older population, I propose a Technical-Vocational School, which will be complemented by an external space dedicated to agricultural practice, and this space will also benefit the community, leading to the idea of a community space that for of other developments in the city will help in the economic growth of the city.
In this project, it will be taken in consideration the promotion of architectural solutions available on the island. For instance, the use of wood will be a conditioning. Passive design strategies will be thought, as they are techniques that allow the building to adapt themselves to the surrounding environment.
Since this school is linked to the population, it aims to redesign the city and be able to establish articulations with the surrounding urban environment so that there is an appropriate development that completes and values the needs of the city and the population.<br>N/A
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Bolevin, Mirja. "En jämförande studie av några fritidslärares och klasslärares syn på formellt och informellt lärande." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19120.
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The aim of this thesis was to investigate how teachers in school and in leisure time center look at informal and formal learning. Informal learning is often associated with leisure-time while formal learning is generally linked to school. My questions also deal with the teachers’ view of each other’s activities from a learning perspective and visibility of informal learning. I have made an empirical study with qualitative, semi-structured interviews with three class teachers and three leisure teachers. The results of the study show that the informal learning in leisure time center is generally not perceived as learning. Concepts such as knowledge, learning, and teachers are associated with the school and formal learning. The study also shows that it is necessary for teachers to visualize informal learning.
18
Yard, Rebecca Mix. "Technology and Social Media in Motivating At-Risk High School Students to Complete High School." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1767.
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Overall, 11% of high school students leave school without a diploma, and the percentage is higher for at-risk populations. High school graduates earn higher salaries and are healthier and more law abiding than dropouts. Research is limited on the motivation of at-risk students to graduate from high school related to their technological identity to include technology and social media in their learning schema. This qualitative case study explored at-risk students' perceptions of social media, personal learning networks, and informal learning in facilitating their graduation. Pink's concept of motivation, Siemens's connectivism theory, and Bingham and Conner's theory of engagement and social learning provided the conceptual framework. Interviews were conducted with 11 at-risk students identified by one Charter school: 4 students at-risk of dropping out, 3 dropouts planning to return, and 4 dropouts who had returned to high school. Open coding was used to identify rich themes and patterns that may help at-risk students succeed in school. Of the 5 themes identified 4 related to technology identity: transference to learning, relationships with personal learning communities and social networks, bridging technologies, and connected knowledge. Relationships with instructors and the school community also emerged as a theme. Connecting familiar and accessible technologies with formal learning could provide additional means of supporting academic success. Permitting the use of smart phones and social media to provide technological access to learning materials and instructors may create a motivating learning environment where students are willing to remain in high school to obtain a degree. Potential social and work benefits beyond high school may accrue for students.
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Herring, Jennifer C. "An investigation into the current practices of formal and informal teacher technologists on the use of computers in the classroom in an urban academy school and a private academy school." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4322/.
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The purpose of this study was to explore the practices of formal and informal teacher technologists in two school settings: an elite private, high school academy and an urban poor, middle school academy. This investigation included clarifying the role of the formal and informal teacher technologist and investigating the need for both formal and informal teacher technologists. This study also explored the technological differences between the public academy middle school and the private academy high school. Two formal and eight informal teacher technologists were interviewed face-to-face three times, each using the transcendental phenomenology research design. Each teacher technologist was also observed at least once in classroom and teacher training sessions. The results of this study revealed (1) the role of the teacher technologist was a fast technology problem solver; and (2) although students and teachers used technology, the schools lagged in adequate technology and/or teacher training; (3) the teacher technologists used the Internet to build and evaluate curriculum; (4) most students used tool software centered around project-based activities; (5) teacher technologists trained other teachers to be collaborative risk-takers in using technology; (6) teacher technologists shared what they learn with students and other teachers; and (7) students could be student-learners or student-teachers and teachers could be teacher-learners. Four conclusions were reached: technology and constructivist teaching are compatible; technology is a tool; new approaches to professional development are needed; and hardware and software should be standardized for maximum use. Additionally, both schools in this study were evolving the role of the formal teacher technologist. It was recommended that (1) the schools employ at least one fulltime formal teacher technologist whose main role is to assist teachers in technology classroom incorporation, (2) the schools form teams of informal teacher technologists, (3) and the public middle school academy purchase one laptop for each student to use anytime, anywhere.
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FRISO, CHIARA. "LA DIDATTICA DAVANTI AL BLOG: CONTESTI SCOLASTICI TRA FORMALE ED INFORMALE." Doctoral thesis, Università Cattolica del Sacro Cuore, 2008. http://hdl.handle.net/10280/325.
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L'obiettivo che questa tesi persegue è quello di analizzare il binomio blog/didattica, allargando il raggio di discussione e problematizzazione alle tecnologie di rete e all'educazione nei suoi aspetti di formalità e di informalità. Lo sguardo pedagogico-didattico viene eletto come guida del processo di riflessione e la scuola viene scelta come il campo di esplorazione privilegiato.
L'approccio d'indagine assunto pone la didattica di fronte al blog riservando ad essa il compito di contestualizzare la tecnologia, di comprenderne potenzialità sfruttabili per sostenere processi di apprendimento formali ed informali e di rilevarne gli aspetti di vantaggio e di problematicità emergenti per progettare impieghi efficaci ed innovativi.
La ricerca è strutturata lungo due direttrici: una teorico-fondativa destinata alla riflessione intorno ad alcuni nuclei tematici di sfondo (tecnologie educative, Rete e tecnologie emergenti, educazione formale ed informale) ed alla delineazione dello stato dell'arte in merito al blog ed alle sue applicazioni nella didattica; una empirica costituita dall'indagine sul campo finalizzata ad evidenziare e descrivere tendenze d'uso dei blog nei contesti scolastici italiani.<br>This thesis aims at analysing the blog/education binomial, extending its discussion and problematic nature to web technologies in the field of formal and informal educational methods.
The teaching-learning question is selected as a guidance in the process under consideration and school is looked upon as the privileged field for research.
This study places teaching and learning methods before blog and questions this new technique by examining it deeply in the afford to understand its potentiality in the formal and informal educational process.
This study aims at putting into evidence possible advantages and problems arising from the application and planning possible innovations in the educational sphere.
The research is based on two guiding lines: the theoretical-basic one referring to some background core topics (educational technologies, web, emerging methods, formal and informal education) and referring to the merits related to blog with its application to teaching; the empirical one based on a survey on the field aiming at bringing out and describing trends towards the use of blog in the Italian school environment.
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Ribeiro, Andreia Sofia Nunes. "Cidade formal vs cidade informal." Master's thesis, Universidade de Lisboa. Faculdade de Arquitetura, 2016. http://hdl.handle.net/10400.5/12634.
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Henriques, Diogo Miguel Palminha. "Entre o formal e o informal." Master's thesis, Universidade de Lisboa, Faculdade de Arquitetura, 2017. http://hdl.handle.net/10400.5/13889.
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Eriksson, Jenny, and Amila Abdurahmanovic. "Skolkuratorers anmälningsskyldighet om barn som far illa." Thesis, Linnéuniversitetet, Institutionen för socialt arbete, SA, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-12878.
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Sweden has an obligation to report child abuse suspicions to Social Services. According to Socialtjänstlagen (swedish constitution) 1 § Chapter 14, all employees in agencies affecting children, such as schools, have a responsibility to report their suspicions. Research shows that many abuses are not reported. The consequence of this is that Social Services does not hear about all cases of abused and harmed children. One profession where reporting is mandated is school counselors. The school counselor has a particular status in the educational community and meets many maltreated children, and children who injure themselves through their own behavior. The purpose of our study was to describe the circumstances that school counselors believe may affect their tendency to report. Using qualitative methods, we had eight interviews with school counselors from different municipalities who work with students of different ages, and who have different experiences within their profession. The result was related to the theoretical frames of the written composition by Stephen Webb’s (2006), The Rationality of Regulation and the Sociological Concepts of Formal and Informal Social Controls (Israel, 1968). Our study shows that all school counselors knew that a report had to be submitted even at the slightest suspicion, although several of them said that they in some cases avoided to report. The reasons for this, which all according to our interpretation means that the regulation and the social control of maltreated children does not always work, could have to do with the cooperation and response from the social services, or that they assumed that the involvement with the social services would not benefit the child. It could also be that the student’s situation was not serious enough to report, or that they wanted more information about the situation before reporting. Another reason could be that they assumed that there are better ways to sort out the students’ concerns within the school or other agencies, especially if it regards an older student. The study also shows that the school counselors felt there was a risk in losing the students trust when reporting their suspicions.
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Villegas, Palacio Clara. "Formal and informal regulations : enforcement and compliance /." Göteborg : University of Gothenburg, 2010. http://hdl.handle.net/2077/22402.
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Noaman, Amin Yousef. "Reconciling formal and informal documentation in business modelling." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22783.
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Business modelling, the modelling of architectures and processes of organizations, should have a broad scope. It should not exclusively capture the basic information of the processes, but also address the various kinds of documentation related to the processes under consideration. In this combination, organizational models will be more expressive and useful.<br>The research reported here describes and demonstrates a new approach for reconciling formal and informal documentation in business modelling. It is based on the integration of an underlying formal modelling approach with hypertext concepts that provide mechanisms for capturing, manipulating and viewing informal model documentation.<br>We have developed the Hypertec tool which complements the Macrotec environment. Macrotec is a business modelling environment that is based on the formalism of extended colored Petri nets. Hypertec is a hypertext-based component supporting authoring, display and navigation of all the process documentation that cannot be captured by Macrotec. Our experience with Macrotec/Hypertec shows that their combined functionality substantially facilitates the understanding of business processes and clearly reduces problems such as miscommunication, misinterpretation, and misunderstandings about entire processes or some of their components.
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Chen-Burger, Yun-Heh. "Formal support for an informal business modelling method." Thesis, University of Edinburgh, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.642790.
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<i>Business modelling</i> methods provide a structural framework to help capture the knowledge about an enterprise which forms the basis for targeted analysis and subsequent reshaping of that enterprise. Although the potential benefits that can be obtained by applying these methods have convinced many businesses to use them, the modellers are faced with a key problem: how to ensure the quality of the model they build. The difficulty is partly rooted in the fact that large parts of these methods are informal. A possible solution to this problem are "heavy-weighted" formal methods, which can be helpful in providing precision and quality assurance for such models. They are, however, rarely practised, because of the prohibitively large cost implied when using them, and due to the fact that the end product, i.e. the description of the model, is often so complicated that it cannot easily be understood without specific professional training first. As a more practical answer to the problem, a formal language based on a "light-weighted" approach and for use with an informal business modelling method has been developed. The concrete example used in this dissertation is IBM's <i>Business System Development Method (BSDM).</i> The role of the formal notation in this case is not to provide a formal semantics for the given method, but to provide a mechanism for sharing the information supplied at different modelling stages and for automated analysis of the model using logic. Based on the formal language, a layered modelling framework for capturing the knowledge of the business modelling method as well as the models themselves has been proposed. The original method (BSDM) has been extended to include a model execution phase. This provides the necessary computational platform for automatic verification and validation facilities to support the <i>plan-build-test-refine</i> model development lifecycle. Gradual accumulation of model building knowledge is achieved through <i>Case-Based Reasoning</i> techniques leading to improved modelling guidance over time.
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Abu, Sheikha Fadi. "Analysis and Generation of Formal and Informal Text." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28845.
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In this thesis, we discuss an important issue in computational linguistics: distinguishing between formal and informal style of texts, in document classification and in text generation. There is a need to identify formal texts and informal texts automatically. In addition, there is a need of having a computer system that could generate correct English texts in formal or informal style. Therefore, we propose to use two main techniques in order to solve the two tasks. The first technique is to build a model that can be used to classify any text or sentence as having formal or informal style. The second technique is based on natural language generation (NLG) and it generates correct English sentences with formal or informal style.
In order to achieve our goals, we start by studying the main differences between formal and informal style and summarize their characteristics. In addition, we manually collect parallel lists of formal versus informal words, phrases, and expressions from different sources that will be used for our proposed work. Then, we build our model for the classification task by using machine learning technique in order to classify texts and sentences into formal and informal style. The evaluation results show that our model is able to predict a class of formal/informal for any text or sentence with high accuracy. After that, we build our system that can generate formal and informal sentences by using NLG techniques. The evaluation results on a sample of generated sentences show that our NLG system can produce high-quality sentences in formal or informal style.
The main contribution of this work consists in designing a set of features that led to good results for both tasks: text classification and text generation with different formality levels.
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Kepple, Rosemary. "Tracing Formal and Informal Institutions in Southern Yemen." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1111.
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The history of southern Yemen has been a unique story of various political factions aligning and realigning themselves in waves of intra-elite conflict, based on the setting of formal and informal institutions. This paper builds on existing literature about informal institutions to analyze the role that political institutions have played in promoting and preventing these conflicts since it became independent in 1967. By using a temporal analysis of historical and contemporary institutions, this paper asks how political institutions have impacted southern Yemen since it gained independence and how these institutions have changed since the start of the current civil war. It additionally looks at the statements of the Southern Transitional Council (STC) in the context of the current civil war to understand how both types of institutions are operating today. This paper will thus argue that the discrepancy between what formal state institutions claim to do and what they are able to creates the space for informal institutions to develop. Furthermore, it will argue that the dialectic between formal and informal institutions can explain periods of relative stability and instability along with the current conditions in the civil war have allowed informal institutions to prosper.
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May, Viviani Ayroso. "Trajetórias de escolarização de sujeitos em contextos de rua." Universidade do Estado de Santa Catarina, 2010. http://tede.udesc.br/handle/handle/1053.
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Previous issue date: 2010-02-26<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The present research deals with the scholar trajectory of homeless people who in the moment are being sheltered by Vida Nueva Association, located in Palhoça town (SC). The association is a religious community which protects men who live in situation of risk. Besides a place to live, those men receive medical and psychological treatment as well as religious orientation. The meaning of schooling in the life of those men and also the main facts and events that they have experienced on the streets were investigated. Places for socialization as well as the violence they have suffered while living on the streets were identified in order to systematize their scholar trajectory and to know the meaning of the learning process for them. This is an ethnographic research. As a psychologist, I could follow those men s case, since the second semester of 2007 and during 2008, in therapeutic activities such as workshops and meetings as ways for reintegration in society. The group was composed of three men between 30 and 50 years old. They were born in the fifties and sixties in the twenty century. In this scenery, I have tried to state those men s process of schooling and also their trajectory. The preference for homeless trajectory
was because their lives were marked by displacements and passages in institutions and also because the streets were a possibility for living and housing. Considering these situations of violence, school is seeing as a place were those people are not welcome. The streets have a favorable dynamics for freedom, offering many possibilities for conviviality and learning<br>Este trabalho trata da trajetória de escolarização de pessoas em contextos de rua que no período da pesquisa encontravam-se abrigados na Associação Vida Nueva,
localizada no Município de Palhoça (SC). Essa Associação é uma comunidade religiosa que acolhe homens em situação de risco. Além de moradia, esses homens recebem tratamento médico, psicológico e orientação religiosa. Investiguei a
significação dada à escola na vida desses homens e os principais marcos que configuram os contextos de rua desses sujeitos. Tratei de identificar os espaços de socialização vivenciados por eles e as violências experimentadas nos contextos de rua com a pretensão de sistematizar suas trajetórias de escolarização e conhecer os sentidos e significados atribuídos ao processo de aprendizagem, entrelaçando experiências do tempo de rua. A pesquisa configura-se como etnográfica, pois na condição de psicóloga acompanhei essas pessoas a partir do segundo semestre de
2007 e durante o ano de 2008 em atividades terapêuticas como oficinas e conversas como dispositivos para sua reinserção na sociedade. O grupo pesquisado compõese
de três homens adultos com idades entre 30 e 50 anos, nascidos entre as décadas de 50 e 60 do século XX. Nesse cenário, procurei compreender o percurso escolar dessas pessoas. No decorrer do trabalho busquei apontar o trajeto
percorrido por esses homens. Faço referência a sujeitos em contextos de rua, pois suas trajetórias são marcadas por deslocamentos e passagens por instituições e a rua aparece como uma possibilidade de moradia. Transito pelas experiências de violências, e a escola é apresentada como um lugar que não acolhe a todos em sua legitimidade. A rua, por sua vez, apresenta uma dinâmica que favorece a liberdade, proporcionando múltiplas possibilidades de convívio e aprendizagem
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Carvalho, Letícia Sandra Araújo. "O ensino informal e não-formal de música: metodologia e práticas pedagógicas para o ensino informal e não-formal de música percussiva." Master's thesis, Universidade de Évora, 2020. http://hdl.handle.net/10174/28659.
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O tema desta dissertação versa sobre o ensino informal e não formal de música. Este
trabalho aborda o uso de metodologias informais e os ambientes não formais para o
ensino de música percussiva. Foi realizada uma reflexão crítica baseada na Revisão de
Literatura sobre o tema e uma abordagem metodológica qualitativa que permitiu a
identificação de autores que abordam as temáticas a cerca das metodologias e dos
materiais pedagógicos musicais, que tendem a contribuir no processo de ensinoaprendizagem
de música. O objetivo foi valorizar as práticas musicais e percussivas
transmitidas informalmente nos espaços não formais. A pertinência do tema justifica-se
devido à experiência da autora como professora de música em escolas públicas no Brasil
e em ONGs Brasil / Portugal. Conclui-se, ao fim da pesquisa, que são muitos os materiais
pedagógicos que podem ser adotados para o ensino de música, como sejam: objetos
alternativos; instrumentos tradicionais ou adaptados e até mesmo o corpo. Ressalta-se
ainda a importância dos ambientes não formais que promovem atividades pedagógicas
musicais; Informal and Non-Formal Teaching of Music: Methodology and Pedagogical Practices
for Informal and Non-Formal Teaching of Percussive Music
ABSTRACT:
The theme of this dissertation is about informal and non-formal music education. This
work addresses the use of informal methodologies and non-formal environments for
teaching percussive music. A critical reflection was carried out based on the Literature
Review on the topic and a qualitative methodological approach that allowed the
identification of authors who approach the themes around musical methodologies and
pedagogical materials, which tend to contribute to the music teaching-learning process.
The objective was to value musical and percussive practices transmitted informally in
non-formal spaces. The pertinence of the theme is justified due to the author's experience
as a music teacher in public schools in Brazil and in NGOs in Brazil / Portugal. It is
concluded, at the end of the research, that there are many pedagogical materials that can
be adopted for teaching music, such as: alternative objects; traditional or adapted
instruments and even the body itself. It is also emphasized the importance of non-formal
environments that promote musical pedagogical activities.
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Shen, Tian. "Formal and informal approaches to adjusting for exposure mismeasurement." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/15219.
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In many research areas, measurement error frequently occurs when investigators are
trying to analyze the relationship between exposure variables and response variable in
observational studies. Severe problems can be caused by the mismeasured exposure vari
ables, such as loss of power, biased estimators, and misleading conclusions. As the idea of measurement error is adopted by more and more researchers, how to adjust for such error becomes an interesting point to study. Two big barriers in solving the problems are as follows. First, the mechanism of measurement error (the existence and magnitude of the error) is always unknown to researchers. Sometimes only a small piece of information is available from previous studies. Moreover, the situation can be worsen when the
study conditions are changed in the present study, which makes previous information not
applicable. Second, some researchers may still argue about the consequences of ignoring measurement error due to its uncertainness. Thus, the adjustment for the mismeasurement turn to be a difficult, or impossible task. In this thesis, we are studying situations where the binary response variable is precisely measured, but with a misclassified binary exposure or a mismeasured continuous exposure. We propose formal approaches to estimate unknown parameters under the non-differential assumption in both exposure conditions. The uncertain variance of measurement error in the continuous exposure case, or the probabilities of misclassification
in the binary exposure case, are incorporated by our approaches. Then the posterior models are estimated via simulations generated by the Gibbs sampler and the Metropolis - Hasting algorithm. Meanwhile, we compare our formal approach with the informal or naive approach in
both continuous and exposure cases based on simulated datasets. Odds ratios on log
scales are used in comparisons of formal and informal approaches when the exposure
variable is binary or continuous. General speaking, our formal approaches result in bet
ter point estimators and less variability in estimation. Moreover, the 95% credible, or
confidence intervals are able to capture the true values more than 90% of the time.
At the very end, we apply our ideas on the QRS dataset to seek consistent conclu
sions draws from simulated datasets and real world datasets, and we are able to claim
that overall our formal approaches do a better job regardless of the type of the exposure variable.
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Orsini, Chiara. "Essays on informal and formal care for the elderly." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/7286.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.<br>Thesis research directed by: Economics. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Beiner, Judith Sue. "From informal to formal : syntactic variation in written English /." Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10798079.
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Guedes-Pinto, Ana Lúcia 1969. "A avaliação da aprendizagem : o formal e o informal." [s.n.], 1994. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253855.
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Orientador: Luiz Carlos de Freitas<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-07-19T21:49:26Z (GMT). No. of bitstreams: 1
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Previous issue date: 1994<br>Resumo: Este estudo analisa a prática da avaliação através de um estudo de caso realizado em uma escola da rede de ensino pública de Campinas no transcorrer do ano escolar de 1993. Para isto, foi observada semanalmente uma classe de Ia. série do 10. grau. Primeiramente foi utilizado como recurso apenas o registro cursivo. A partir do segundo semestre as observações manuscritas foram intercaladas por gravações feitas com câmera filmadora. Também foram realizadas entrevistas no decorrer do ano letivo. A prática da avaliação foi vista como um possível fator de contribuição ao fenômeno do fracasso escolar, pois é a partir da avaliação final de cada bimestre letivo, encaminhada pelo professor, que o aluno é aprovado ou não ao final do ano. -Considerou-se que esta prática pedagógica está articulada ao modo de organização sócio-econômico da sociedade em que está inserida. Levantou-se a hipótese da avaliação ser realizada, aparentemente, de maneira apenas formal, seguindo as regulamentações de cada programa escolar estabelecido para cada escola, mas, simultaneamente a essa formalidade, ser também realizada uma avaliação informal, via imagens, expectativas e modelos que os professores criam de seus alunos. Esta última condicionando a primeira. Concluiu-se que a prática de avaliação realiza-se formal e informalmente, sendo que o professor, em alguns momentos, até percebe essa duplicidade, mas não chega a problematizá-Ia. A informalidade concretizava-se por vários meios: interferências da direção da escola no trabalho pedagógico do professor, poder da hierarquia dentro do grupo de professores, crenças sobre alunos-padrão divulgadas entre professores, imagens e expectativas do professor com relação ao comportamento esperado de seus alunos. Notou-se que os alunos que não se "encaixavam" no quadro de referência do professor foram rotulados e estigmatizados no decorrer do ano e, por mais que apresentassem melhoras em seu desempenho escolar, não conseguiam sair do rótulo que lhes fora dado. Com este trabalho, conseguiu-se acompanhar o processo de construção desses rótulos em relação a alguns alunos durante o período letivo. Rótulos esses, elaborados paulatinamente pelo professor, que iam sendo confirmados pela realidade do cotidiano escolar. Percebeu-se que a avaliação foi uma prática que selecionava os alunos através de seu desempenho escolar apresentado em aula, estando nela embutida a avaliação de seus comportamentos. Os alunos que se adequassem ao esperado, em termos de correspondência de atitudes almejadas pelo professor e apresentassem um desempenho satisfatório na aprendizagem, seriam aprovados e os que apresentassem um desempenho também satisfatório, mas que não correspondessem ao modelo esperado por ele, seríam rotulados e estigmatizados, sendo retidos ao final do ano. Pareceu existir uma parceria da escola e da prática da avaliação com a organização do trabalho em nossa sociedade quando notou-se que os alunos que se "rendiam" ao modelo de aluno esperado pelo professor, modelo este que se caracterizava pela conformidade e obediência às determinações do mesmo, conseguiam o êxito escolar, e os que não se mostravam obedientes e passivos foram "punidos" com a reprovação<br>Mestrado<br>Metodologia do Ensino<br>Mestre em Educação
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Feichas, Heloisa Faria Braga. "Formal and informal music learning in Brazilian higher education." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10020512/.
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Ferraz, Deise Luiza da Silva. "Desemprego, exército de reserva, mercado formal-informal : rediscutindo categorias." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/22741.
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Há uma relação recíproca entre um dos objetivos das ciências administrativas – aumentar a produtividade do trabalho – e o crescimento do desemprego. Contudo, este tema é pouco explorado nessa área do conhecimento. Estudos que tratam direta ou indiretamente desta problemática costumam considerar que os desempregados ou são agentes empreendedores ou estão excluídos das relações de trabalho. Intentamos abordar este tema superando essas abordagens duais. Defendemos a tese de que os desempregados compõem um estrato populacional denominado exército de reserva (ER) e que este pode cumprir, no atual estágio de desenvolvimento das forças produtivas, um duplo papel, qual seja: regulador do preço da força de trabalho e agente contestatório do sociometabolismo do capital. Fundamentados, principalmente, nos estudos de Marx, Oliveira e Iasi, analisamos o mercado de trabalho tal como representado por instituições de pesquisas nacionais e internacionais e os dados coletados junto aos integrantes de um movimentos social formado por desempregados, o Movimento dos Trabalhadores Desempregados (MTD). O método dialético permitiu reconstituir o movimento dos múltiplos determinantes que sintetizaram a possibilidade de alterações qualitativas em parte do contingente em questão. Concluímos que o ER cumpre função estrutural econômica e ideológica de regular o preço da força de trabalho devido a, basicamente, dois fatores: 1) como superpopulação fluente, é uma reserva de força de trabalho que tende a deprimir o preço desta mercadoria à níveis crescentemente inferiores; 2) enquanto força de trabalho não utilizada diretamente pelo capitalista no processo de produção, os membros do ER, em sua manifestação como superpopulação estagnada, tendem a efetuarem trabalhos, seja na considerada economia informal seja na economia doméstica ou ainda na economia subterrânea, que satisfazem necessidades dos membros do exército ativo (EA) e do exército de reserva em sua manifestação fluente. Ao oferecerem produtos e serviços à baixo custo ao EA e ao próprio exército de reserva, a superpopulação estagnada colabora para o rebaixamento do valor da mercadoria força de trabalho, tendo em vista que esta, segundo a lei do valor, deve equivaler ao valor dos produtos necessários a sua reprodução. Defendemos, portanto, que no atual modo de produção capitalista em países periféricos opera-se, gradativamente, uma mudança qualitativa na consciência de classe desta parcela da classe trabalhadora que, sobretudo após o advento da reestruturação produtiva, apresenta tendência crescente de reposição contínua, isto é, mudança quantitativa que tem sido oportunizada, dentre outros fatores, pelo desenvolvimento do conhecimento administrativo.<br>There is a mutual relation between one of the administrative sciences objectives – increase labor productivity and unemployment growth. However, this theme is little exploited in this knowledge field. Studies which deal direct or indirectly with this problematic usually consider that unemployed people can be enterprising agents or are excluded from labor relations. We intended to address this theme overcoming these dual approaches. We defend the thesis that unemployed people are part of a population extract known as reserve army (RA) which can have, in the current stage of production forces, a double role, namely: regulator of the labor force price and oppositional agent of the capital’s social metabolism. Based, mainly, on the studies of Marx, Oliveira and Iasi, we analyze the labor market as it is represented by national and international research institutions and through collected data among the members of a social movement formed of unemployed people, the Unemployed Workers Movement (MTD). The dialectical method allowed us to reconstitute the movement of multiple determinants that synthesized the possibility of qualitative changes in part of the mentioned contingent. We have concluded that the RA performs an economic and ideological structural function of regulating the labor force price basically due to two factors: 1) as a fluent super population, it is a reserve of labor force, which depresses the price of this merchandise to levels increasingly inferiors; 2) as a labor force not directly used by the capitalist in the production process, the members of the RA, on their expression as a stagnant super population, tend to make works, whether in the so called informal economy, whether in the domestic economy or even in the underground economy, that satisfy needs of both the active army (AA) and the reserve army on its fluent manifestation. When offering products and services with low cost to the AA and even for the reserve army, the stagnant super population contributes to depreciate the value of the labor force merchandise, taking into consideration that according to the value law, this must be equivalent to the value of the products needed for its reproduction. The reserve army can play the role of oppositional subject whereas the concrete conditions of its pauperism tension the movement of formation and the construction of struggle organizational forms, enabling the constitution of a class consciousness process mediated by moments of denial and consent to the capital‟s social metabolism. We defend, therefore, that in the current capitalist way of production in peripheral countries a qualitative change gradually occurs in class consciousness of this portion of class-of-labor that shows, especially after the advent of productive restructuring, an increasing tendency of continuous replacement, that is, quantitative change which have been possible, among other factors, by the development of the administrative knowledge.
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Kim, Han Na. "Do formal para o informal: executivos em trabalhos flexíveis." reponame:Repositório Institucional do FGV, 2008. http://hdl.handle.net/10438/2528.
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Previous issue date: 2008-02-26T00:00:00Z<br>Quando observamos o mundo do trabalho atual, percebemos que, há um movimento em direção à maior flexibilidade, tanto em relação aos empregados formais quanto aos trabalhadores que passam a atuar por meio de formas flexíveis de contrato de trabalho. O contrato de emprego flexível refere-se àquele que não segue o modelo formal de contrato de trabalho, regido por CLT (Consolidação das Leis do Trabalho), e, vem sendo estudado ultimamente como um resultado das mudanças na organização do trabalho, em geral, associado à busca por trabalhadores mais produtivos e de menor custo. Devido à amplitude dos fenômenos envolvidos nestas transformações, delimitamos o tema e o público a ser estudado: adotando a idéia de construção social da realidade, de Berger e Luckmann (1966/2002), analisamos os processos de “migração” de 30 executivos, residentes no município de São Paulo, ex-empregados de grandes corporações, que tiveram experiências em cargos de gerência média e alta em organizações nacionais e multinacionais, e, que atualmente, trabalham no mercado sob regime de contratos flexíveis. Para nosso estudo, entendemos os executivos como trabalhadores formais que ocupam posições de alta e média gerência na hierarquia organizacional e detêm posições de poder e prestígio. Assim, o objetivo deste estudo é descrever o sentido atribuído por executivos, ao processo de “migração” para formas mais flexíveis de trabalho e à nova realidade vivida no trabalho. A pesquisa segue uma abordagem qualitativa, utilizando-se de entrevista em profundidade semi-estruturada, para a coleta de dados; para a análise das entrevistas realizadas, usamos, como base, as idéias de práticas discursivas e produção de sentidos, de Spink e Medrado (1999/2004). A abordagem construcionista permitiu verificar que os executivos em trabalhos flexíveis possuem alto nível de autoconfiança, uma visão missionária sobre o seu trabalho, e diversos motivos diferentes para a “migração”. Por meio de seus relatos, pode-se observar as estratégias para a sobrevivência e obtenção de sucesso como um trabalhador flexível; a percepções dos entrevistados sobre o mercado brasileiro; a mudança de relacionamento com os clientes, a família e a rede de contatos. Apesar dos problemas enfrentados para se estabilizar, a maioria demonstra a vontade de permanecer no trabalho flexível, contrariando grande número de estudo que enxergam a flexibilização de contratos de trabalho como precarização para os trabalhadores. Para os executivos em regime flexível, a vida como trabalhador CLT parece fazer parte do passado: agora, eles precisam se mostrar competentes a qualquer custo, planejar-se para as “entressafras”, buscar melhorar a rede de contatos, aumentar o conhecimento e passar um tempo com a sua família. Os motivos de permanência são diversos, mas possuem um ponto de conversão: a sensação de deter o domínio sobre a sua vida, seu tempo, seu dinheiro, seu conhecimento, seu futuro. Talvez, o cotidiano apresente muitas situações de submissão à vontade do cliente e de dedicação maior do que na época de empregado formal; mas, na “realidade cotidiana”, a sensação é de ser o “dono” da sua vida.<br>When we observe the present work in the world, we can notice a move towards the direction of greater flexibility in regards to formal employees and workers that act through flexible forms of labor contracts. The flexible employment contract refers to the contract that does not follow the formal model of labor contract, governed by CLT (Consolidation of the Labor Laws), and, has been studied lately as a result of changes in the workplace organization, usually associated with the search of more productive and cheaper workers. Due to the enlargement of the involved phenomena of these transformations, we delimited the subject and the public to be studied: adopting the idea of social construction of reality, from Berger and Luckmann (1966/2002), we analyzed the "migration" processes of 30 executives, residents of São Paulo city, ex-employees of large corporations, that had experiences in high and middle management at multinational and national organizations, and, at present, work in the markets under flexible labor contracts. For our study, we understand that the executives are formal workers that occupy positions of high and middle management in the organizational hierarch and have the power of decision and prestige. Being so, the objective of this study is to describe the sense attributed by executives, to the "migration" process to more flexible forms of work and to the new reality lived in the workplace. The research follows a qualitative approach, utilizing semi-structured in-depth interviews to gather the information; for the interview analysis, we used, as the basis, the ideas of speeches practices from Spink and Medrado (1999/2004). The constructionist perspective permitted to verify that executives in flexible workplaces possessed high level of selfconfidence, a missionary vision of his/her work, and different motives for the "migration". Through their statements we can observe the survival strategies and how to become successful as a flexible worker; the interviewees perceptions of the Brazilian market; the change in customer relationships, the family and the personal network. Despite the problems faced to settle in, the majority want to continue with flexible work, even though a large number of studies have shown that flexible labor contracts as a factor that make workers’ lives more precarious. For the executives in flexible employment, life as a formal CLT worker is a thing of the past: now, they need to show themselves as competent at any cost, plan themselves for the "dry spells" improve their network, increase their knowledge and to spend time with their family. The motives to stay are diverse, but all possesses a conversion point: the sensation that they dominate their own lives, time, money, knowledge, and future. Perhaps, many situations will present themselves in daily life to give in to the customer and greater dedication than a formal employee; but, in the "everyday reality", the sensation is that they are the "owner" of their lives.
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Almeida, Alexandra Sofia Pereira de. "Ensino de empreendedorismo : comparação entre aprendizagem formal e informal." Master's thesis, FEUC, 2016. http://hdl.handle.net/10316/32542.
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Relatório de estágio do mestrado em Gestão, apresentado à Faculdade de Economia da Universidade de Coimbra, sob a orientação de Miguel Torres Preto e Susana Lourenço.<br>Este relatório foi redigido no decorrer do estágio para a obtenção do grau de Mestre em Gestão, desenvolvendo-se no período entre 1 de fevereiro e 4 de julho de 2016, no Departamento de Valorização do Conhecimento e Inovação (VCI) do Instituto Pedro Nunes (IPN) - Associação para a Inovação e Desenvolvimento em Ciência e Tecnologia.
O ensino de empreendedorismo é um tema bastante debatido nos dias de hoje, fazendo até parte de planos de ação de alguns países europeus. No entanto, o confronto de duas formas diferentes de ensino, o ensino formal e informal, levanta algumas reservas quanto à forma como devemos educar, incutir ou ensinar o empreendedorismo.
O presente relatório inicia-se como uma breve distinção entre conceitos que por vezes na literatura se confundem com a ideia de empreendedorismo, espaço onde é também clarificado o porquê do uso da expressão “ensino de empreendedorismo” e não “educação em empreendedorismo”. No seguimento, é apresentada a história do ensino de empreendedorismo, bem como o debate que há sobre este tema. Neste estudo também surge uma pequena reflexão sobre a distinção entre ensino formal e informal desta disciplina, assim como uma comparação das duas abordagens. De forma a completar este estudo, foram realizadas entrevistas semiestruturadas a docentes e alunos/participantes de unidades curriculares ou outras atividades relacionadas com o ensino de empreendedorismo, deste modo foi possível percecionar as práticas relativamente ao ensino de empreendedorismo na região de Coimbra. Para concluir é feita uma reflexão sobre o período de estágio, assim como das competências adquiridas ao longo do mesmo.
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Nicolas, Christina. "Formal and informal institutions, bank capital ratios and lending." Thesis, Limoges, 2019. http://www.theses.fr/2019LIMO0042.
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Cette thèse examine l'impact des institutions formelles et informelles sur les ratios de fonds propres et les prêts des banques. Elle est composée de trois essais empiriques. Le premier chapitre explore l'effet de la qualité juridique et institutionnelle formelle sur les ratios de fonds propres pondérés par rapport aux ratios de fonds propres non pondérés des banques dans la région du Moyen-Orient et de l'Afrique du Nord. Les résultats montrent que lorsque les marchés boursiers sont moins développés, les variables institutionnelles affectent de manière significative les ratios de fonds propres réglementaires pondérés par le risque, mais pas les ratios de levier. À l'inverse, lorsque les marchés boursiers sont plus développés, seuls les ratios de levier sont influencés par des facteurs institutionnels. Le deuxième chapitre parcourt la relation entre les ratios de fonds propres des banques, le cadre juridique et institutionnel et les prêts bancaires en utilisant un échantillon mondial de banques commerciales. Les résultats confirment que le développement institutionnel est un moteur important du crédit bancaire, tandis que l’effet des ratios de capital sur le crédit bancaire reste d’une importance mineure. Le troisième chapitre porte sur le rôle de la confiance dans le développement du crédit bancaire dans le monde. Les résultats confirment que la confiance Inter-groupe, la confiance envers les personnes que nous ne connaissons pas, renforce de manière significative les prêts bancaires dans les pays dans lesquels le développement institutionnel et judiciaire est relativement moins développé. En ce qui concerne la confiance intra-groupe, la confiance envers les personnes que nous connaissons, les résultats empiriques montrent qu’elle affecte indirectement le crédit bancaire en favorisant le développement du crédit informel<br>This dissertation examines the impact of formal and informal institutions on bank capital ratios and lending. It comprises three empirical essays. The first chapter explores the effect of the legal and institutional quality on bank risk-weighted capital ratios versus non risk-weighted capital ratios in the Middle East and North Africa region. The findings show that when stock markets are less developed, institutional variables significantly affect risk-weighted regulatory capital ratios but not leverage ratios. Conversely, when stock markets are more developed, only leverage ratios are influenced by institutional factors. The second chapter explores the relationship between bank capital ratios, the legal and institutional framework, and bank lending using a global sample of commercial banks. The results confirm that institutional development is a significant driver of bank lending while the effect of capital ratios on bank lending remains of minor importance. The third chapter focuses on the role of trust in bank lending development around the world. It provides evidence that Out-group trust, the trust in individuals we do not know, significantly boosts bank lending in countries with relatively lower levels of institutional and judicial development. As for In-group trust, the trust in individuals we know, evidence shows that it affects bank lending indirectly by favoring the development of informal lending
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Sun, Junfang. "Formal and Informal Finance in China's Ethnic Minority Areas." Kyoto University, 2014. http://hdl.handle.net/2433/192136.
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Gonzalez, Briseno Alfredo. "Informal employment in Mexico an analysis of returns in the formal and informal labor markets /." CONNECT TO ELECTRONIC THESIS, 2008. http://dspace.wrlc.org/handle/1961/4411.
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Moreland, Rosemary. "Towards a learning society : a study of formal, non-formal and informal adult learning opportunities." Thesis, University of Ulster, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386104.
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Nóbrega, Catarina Vanessa Cardoso de. "A problemática da habitação informal em Luanda." Master's thesis, Universidade de Lisboa. Faculdade de Arquitetura, 2016. http://hdl.handle.net/10400.5/11696.
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Woldemichael, Andinet D. "Essays on Formal and Informal Long-Term Health Insurance Markets." Digital Archive @ GSU, 2013. http://scholarworks.gsu.edu/econ_diss/91.
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This dissertation consists of two essays examining formal and informal long term health insurance markets. The first essay analyzes heterogeneity of Long-Term Care Insurance policyholders in their lapse decision, and how their ex-ante and ex-post subjective beliefs about the probability of needing Long-Term Care affect their lapse decisions. In this essay, I develop a model of lapse decision in a two-period insurance framework with a Bayesian learning process and implement several empirical specifications of the model using longitudinal data from the Health and Retirement Study. The results show that policyholders' ex- ante point predictions of their probabilities and their uncertainties about them have a persistent but declining impact on lapse decisions. Those who believe that their risk is higher are indeed more likely to remain insured. However, as their uncertainties surrounding their ex-ante point predictions increase, their chances of lapsing increase regardless of their initial perception biases. These results are heterogeneous across cohorts and policyholders and, in particular, show that those in the older group near the average age of Nursing Home entry have a precise prediction of their risk levels compared to the younger cohort. Policy simulations show that a more informed initial purchase decision reduces the chance of lapsing down the road.
The second essay examines the extent to which informal risk sharing arrangement provides insurance against health shocks. I develop a comprehensive model of informal risk sharing contract with two-sided limited commitment which extends the standard model to a regime with the following features. Information regarding the nature of realized health shocks is imperfect and individuals' health capital stock serves as a storage technology and is a factor of production. The theoretical results show that, in such a regime, Pareto optimal allocations are history dependent even if participation constraints do not bind. I perform numerical analysis to show that risk sharing against health shock is less likely to be sustainable among non-altruistic individuals with different levels of biological survival rates and health capital productivity. The results also show that optimal allocations vary depending on the set of information available to individuals. Using panel data of households from villages in rural Ethiopia, I test the main predictions of the theoretical model. While there is negative history dependence in transfers among non-altruistic partners, history dependence is positive when risk sharing is along bloodline and kinship. However, neither short-term nor long-term health shocks are insured through informal risk sharing arrangements among non-altruistic individuals.
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Evans, Sarah Rose. "Developing dramatic facilitation practice across formal and informal pedagogic contexts." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/9304.
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This thesis examines how drama facilitators adapt and assess their praxis so that it can be applied effectively in different learning contexts. This research analyses the good praxis of established facilitators with comparatively little documentation to disseminate their approaches. MED Theatre, Magic Carpet, the Shakespeare Schools Festival and West Exe Technology College employ facilitators who adopt a personalised approach to their praxis, transitioning across the spectrum of formal and informal learning to engage a diverse range of learners. The concepts of formal and informal learning are defined at the outset and the particular problems they can present drama facilitators are contextualised. Finding the right tools and assessment procedures is a significant challenge in a pedagogic landscape characterised by conflicting theories, a broad range of learner needs, and multiple perceptions of what actually counts as evidence of learning to justify praxis. With an increasing number of facilitators sustaining themselves by operating within a variety of learning settings there is an emerging need to identify what skills, knowledge and considerations support the process of becoming this kind of extended professional. Initiating my investigation, I explore how the role of a drama facilitator has emerged through movements in the fields of education, Community Theatre and the arts in Chapter One. The main pedagogic theories and approaches to assessment that a drama facilitator must engage with to personalise praxis are presented in Chapter Two. Supporting the development of this expanding field of praxis, the four case studies analysed illustrate how facilitators have sustained careers as extended professionals whilst negotiating educational policy, different learners, and assessment criterion. This thesis contributes to the argument for sustaining and developing links between formalised learning and informal social learning. I challenge the competitive perception of system-centred and learner-centred approaches, re-framing them as inter-related processes in cases of good practice. Finally, I identify how facilitators are attempting to forge further community links, interrogating how this emerging field 4 may be developed by drama facilitators who share a commitment to developing the quality of learning opportunities offered in the UK.
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Smith, Korina Maria. "Responsible fatherhood formal and informal child support from nonmarital fathers /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1372037421&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Camargo, Fernanda Sartori de. "Análise estrutural do emprego formal e informal na economia brasileira." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/11/11132/tde-20092006-161524/.
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A reorganização econômica, caracterizada pelo processo de globalização, provocou alterações nas estruturas produtivas da economia brasileira e, conseqüentemente, mudanças no mercado de trabalho. Essas mudanças refletiram-se nas características setoriais de emprego, trazendo uma grande preocupação quanto às relações de trabalho e à crescente taxa de desemprego. A reorientação do modelo de desenvolvimento, que transitava de proteção ao setor industrial para uma economia aberta e a consolidação da moeda, a partir de 1990, originou profundas mudanças no mercado de trabalho brasileiro. Os postos de trabalho dos setores primário e secundário foram reduzidos, enquanto que, no setor terciário, houve aumento dos empregos, mas não suficiente para absorver todos os trabalhadores liberados dos demais setores. A participação dos trabalhadores no mercado informal no ano de 2003 representava cerca de 52%. Dessa forma, a questão de empregos no Brasil nos últimos anos tem se tornado cada vez mais discutida e questionada quanto à capacidade de gerar novos empregos e qual a qualidade desses empregos. O trabalho pretende discutir as características e evolução do pessoal ocupado procurando analisar a relação setorial entre os empregos formais e informais, a partir de 1990, sob a ótica do modelo Insumo-Produto. Os principais resultados apontam que houve uma redução da capacidade de gerar empregos para cada um milhão de reais da produção. Os dados mostram que apesar da proporção de trabalhadores informais na economia ser superior aos trabalhadores na formalidade, o setor formal foi o responsável por cerca de 60% dos empregos gerados no período estudado.<br>The reorganization of the Brazilian economy, in the globalization process, has brought out changes in its productive structure, and, consequently, changes in the job market. These changes had impact on the employment at the sectoral level, with great concerns related to the labor relations and to the growing unemployment rates. In the 1990s, the change in the focus of the development strategy, from a closed protected economy to an open economy with monetary control, has originated deep changes in the labor market. The number of employed persons in the primary and secondary sector was reduced, while in the tertiary sector there was an increase in the number of jobs, but not enough to absorb all the employees released from the previous two sectors. The share of informal jobs in the Brazilian economy was around 52% in 2003. In this way, the question of employment generated by the economic sectors, in number and quality, has become a crucial issue. The goal of this work is to study the characteristics and the evolution of the occupied persons, and to relate it with the formal and informal job market, as well as the economy productive structure, using for that input-output matrices constructed for the Brazilian economy. The main results show that there was a reduction in the capacity of the economy to generate employment for every million of Reais produced in a given sector. The data also shows that despite the ratio of informal workers in the economy being superior to the workers in the formality, the formal sector was responsible for about 60% of the jobs generated in the period of analysis.
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Kavish, Daniel Ryan. "Interactionist Labeling: Formal and Informal Labeling's Effects on Juvenile Delinquency." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/883.
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This thesis critically reviews prior labeling theory research concerning juvenile delinquency and crime; it adds to current work by using contemporary data. Labeling events are described in detail to provide an overall understanding of where labels originate, who is casting the label, and what research suggests concerning different types of labels. An interactionist labeling model is tested to explain levels of juvenile delinquency among a nationally representative sample of American adolescents: the first three waves of the National Longitudinal Study of Adolescent Health (Add Health). Finally, negative binomial regression models are estimated in order to better explain the dynamic relationship between labels and delinquency.
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Baralt, Jessica Isabella. "Housing La Habana Vieja: Reframing the Formal and Informal Vernacular." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/78218.
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The design of housing in an urban fabric designated as a UNESCO World Heritage Site requires consideration of the historic character and how each building contributes to the streetscape. Beyond the facade, one discovers the unique story of each parcel through the transformations that its residents have enacted over many centuries in order to accommodate greater density and the evolution of family structures. One might even find a record of building periods following a hurricane, for example, inscribed by hand on a column in the shared patio for the collective memory of current and future tenants. These transformations are almost all realized through self-effort construction and are a community-building exercise. Unfortunately, the paradox that accompanies the informal typologies to construct additional housing is destructive more often than not. The additions to and division of the highly articulated residential architecture in Havana have a pervasive impact on the building structure and exacerbates the decay of the built environment. The formal typologies established to define thresholds and transition between public and private spaces are as much a part of the social landscape as the informal insertions. Housing la Habana Vieja calls for a reconciliation of the architectural heritage with contemporary building attitudes in its design for multi-family housing in the historic city center of Cuba.
This project addresses the housing crisis in Havana and proposes a resolution that is suited to the "economy of means, both material and aesthetic,"to appropriate the design philosophy of Cuban-American architect Belmont Freeman. The context investigates the underpinnings of housing attitudes by identifying milestones and gaining perspective from dialogue with the residents of la Habana Vieja. Documenting the formal and informal typologies allowed for a comparison of both their spatial implications and their performance, or function. The design proposal explores the intersection of these typologies to manifest the social behaviors and cultural values in the definition of shared and private space. The formal typologies engage the transitional qualities of space by layering building elements as thresholds to private realms. The informal typologies are engaged in the construction of habitable space by activating the immediate built environment through the addition and multiplication of planes. To design at the corner of the past and present is to preserve the vernacular and brandish the opportunities that the future holds for Housing la Habana Vieja.<br>Master of Architecture
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Filho, Jose dos Santos Cabral. "Formal games and interactive design : computers as formal devices for informal interaction between clients and architects." Thesis, University of Sheffield, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245548.
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