Tesis: "Sociologie formale"

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Chen, Xiabing. "Étrangeté et étranger : une approche formale de Simmel appliquée aux restaurants japonais et chinois de Paris". Electronic Thesis or Diss., Sorbonne université, 2025. http://www.theses.fr/2025SORUL002.

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Depuis un siècle et demi, les restaurants japonais et chinois de Paris occupent une place significative sur le marché, créant une symphonie culturelle et commerciale durable. Leur désignation nationale a soulevé une problématique d'altérité, illustrée par une évolution entre l'exotisme et l'authenticité. Pourtant, les études sociologiques comparatives sur les restaurants japonais et chinois sont rares, et les thèmes de l'exotisme et de l'authenticité sont souvent abordés de manière séparée. Le présent travail s'appuie sur la sociologie formale de Georg Simmel et revisite la théorie de l'étranger pour l'utiliser comme un outil théorique dans une approche relationnelle. Par cette approche, la thèse adopte une méthodologie mixte, combinant l'utilisation de données massives avec des méthodes qualitatives. La recherche révèle que, si l'exotisme et l'authenticité des restaurants japonais et chinois de Paris diffèrent en tant que performances, leurs propriétés structurelles fondamentales sont similaires en termes des formes de socialisation. Les performances culturelles et les stratégies commerciales de ces restaurants ne sont pas simplement définies par leur identité nationale. Le véritable enjeu réside dans les distances sociales multiples qui les façonnent. Ces performances sont continuellement influencées par les interactions réciproques entre différents acteurs, dans des contextes spatio-temporels variés
For a century and a half, Japanese and Chinese restaurants in Paris have held a significant position in the market, creating a lasting cultural and commercial symphony. Their designation by nationality has raised an issue of alterity, illustrated by an evolution between exoticism and authenticity. However, comparative sociological studies on Japanese and Chinese restaurants are rare, and the themes of exoticism and authenticity are often addressed separately. This research is based on Georg Simmel's formal sociology and revisits the theory of the stranger, using it as a theoretical tool in a relational approach. Through this approach, the thesis adopts a mixed methodology, combining the visualization of big data with qualitative methods. The research reveals that, despite the differences between Japanese and Chinese restaurants in Paris in terms of their performances of exoticism and authenticity, they share a fundamental structural unity when considered as forms of socialization. The cultural performances and business strategies of these restaurants are not solely defined by their national identity. The real issue lies in the multiple social distances that shape them. These performances are continuously influenced by the reciprocal interactions among various actors in diverse spatiotemporal contexts. The thesis demonstrates that the alterity presented by Japanese and Chinese restaurants in Paris is produced within the framework of "the strange" as a form of socialization

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2

Karlsson, Jimmy. "Formeringen av en ämneskanon? : Exemplet: Skolämnet sociologi". Thesis, Linnéuniversitetet, Institutionen för didaktik och lärares praktik (DLP), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-93429.

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The purpose of the present essay is to clarify whether or not there is a core/canon in the subject of sociology and how the formation of this canon in such cases becomes a reality? Furthermore the intention is to elucidate which premises that control the subject selection at different levels of curriculum interpretation – textbook authors and sociology teachers – and how these actors legitimize their respectively selection. The theoretical basis is in large extent inspired by Michel Foucault’s view of discourses which is combined with John I. Goodlad’s concepts formal and operational curriculum. To fulfill the abovementioned purpose and answer the questions of this essay I have interviewed two authors who each individually have written a textbook in sociology and five teachers of sociology.The results indicate that the formal curriculum combined with the discourses of the sociological discipline in the form of educational content and design contributes to form what is considered to be an adequate textbook content in the subject of sociology and this selection then forms the primary basis for the sociology teachers’ operational curriculum.

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3

Anderberg, Ellinor. "Where is the bakery? : The ethnomethodological conception of social order". Thesis, Stockholms universitet, Sociologiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-56114.

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The fundamental sociological problem of social order finds a somewhat ”unorthodox” solution in the ethnomethodological program, the main responsibility of which is ascribed to Harold Garfinkel. The current thesis rests on the view that the program offers insights that have not been sufficiently recognized, and that it bears a message to sociology that has been somewhat lost. The study aims to investigate and uncover the ethnomethodological conception of social order in a comprehensible way. Comparisons are made to “formal analytical” perspectives, notably that advocated by Talcott Parsons. The result suggests that the ethnomethodological conception of order is closer related to intersubjectivity than to action theory, and that the ethnomethodological view completes rather than opposes that of formal analysis. The deeper ontological and epistemological implications of ethnomethodology are discussed, partly by invocation of the notion of radical reflexivity.

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4

Kamps, Jacob. "A logical approach to computational theory building : with applications to sociology /". Amsterdam : Amsterdam : Institute for Logic, Language and Computation ; Universiteit van Amsterdam [Host], 2000. http://dare.uva.nl/document/55161.

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5

Gedeikienė, Svaja. "Pedagogų požiūris į mokymasi visą gyvenimą: sociologinė interpretacija". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100707_110039-92207.

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Keičiantis visuomenei, keičiasi ir mokykla, taip pat ir pedagogai, kurie rengia jaunąją kartą gyvenimui. Nuo dabartinių vaikų priklauso ne tik jų pačių, bet ir mūsų ateitis. Formuojat naujos mokyklos įvaizdį, jos vadovams iškyla būtinybė skatinti pedagogus įgyti ne tik profesinių, bet ir vadybos žinių bei įgūdžių.Ir tai gali būti laikoma viena svarbesnių ugdymo proceso modernizavimo ir optimizavimo prielaidų. Norint apsaugoti ugdytinius, juos išauklėti dorais žmonėmis ir ištikimais piliečiais mokytojas turi nuolat mokytis, tobulinti profesinę kvalifikaciją. Darbo tikslas ištirti pedagogų požiūrį į mokymasi visą gyvenimą galimybes sociologiniu aspektu.Tyrimo metu pasitvirtino abi iškeltos hipotezės, t.y.Lietuvoje nėra vieningos motyvuotos sisteminės metodikos, kuri kryptingai užtikrintų pedagogų norą mokytis visą gyvenimą ir tobulėti; mokymasis visą gyvenimą neatsiejamas su asmenybės saviraiškos saviugdos bei perspektyvesnėmis karjeros galimybėmis bei švietimo darbuotojų mokymasis, kvalifikacijos kėlimas yra prioritetiniai sistemos funkcionavimo veiksniai užtikrinantys tikslų bei kokybiškų resultatų efektyvumą.Išanalizavus ir apibendrinus respondentų atsakymus į klausimus, galima teigti, jog iš vadovų patirties pedagogai tobulinant kvalifikaciją susiduria su įvairiais sunkumais:metodų parinkimas seminarų metu,laikas,vieta,dokumentacijų gausa,finansavimas, motyvacija .
Changing society, changing school, including teachers, who are preparing the young for life. Since children today depends not only on their own, but also our future. In shaping the image of the new school, its leaders seem necessary to encourage teachers to acquire not only professional, but also the management of knowledge and skills. And it may be regarded as one of the more important of the educational process of modernization and optimization possibilities. To protect personnel, to educate people honest and loyal citizens, teachers must continually learn, improve their professional qualifications. Aim - To investigate the sociological aspect of teachers attitudes to lifelong learning opportunities for Lithuania. The study confirmed both hypotheses set in the beginning, that Lithuanian schools is not a single substantiated in a systematic methodology that focused teachers willingness to provide lifelong learning and improvement, lifelong learning is integral to personal freedom and self career opportunities and education staff learning and qualifications are the priority system element for ensuring the objectives of quality and performance efficiency. The analysis and synthesis of survey responses to questions, it appears that the leaders of the experience of educators to improve the qualifications are facing various difficulties: the use of selection workshops, time, location of the documentation is abundant, funding, motivation.

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6

Cai, Zhenyao. "The formal mentoring program and socialization outcomes: testing the assimilation process". HKBU Institutional Repository, 2014. https://repository.hkbu.edu.hk/etd_oa/111.

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Organizations use the formal mentoring program as a human resource intervention in the socialization of newcomers. Mentoring scholars have found that effective mentoring leads to various socialization outcomes of newcomers, partially because mentors, seen as organizational agents, can facilitate the learning process in the socialization. Despite this progress, several limitations can be found in the literature. First, it is largely unknown how mentoring influences socialization outcomes in addition to the learning process (e.g. assimilation process). Second, the assumption that mentors are organizational agents in the socialization has never been tested. Third, previous studies of mentoring mainly focused on the white-collar workers, calling into the question about the generality of the findings in the mentoring literature. To fill the research gaps, this study applied the belongingness theory as the theoretical basis to explain how mentoring functions influence socialization outcomes through assimilation process. Drawing on the belongingness theory, this study proposed a research model and tested the mediation effects of organization based self-esteem (OBSE) and person-organization fit on the relationship between mentoring functions and three socialization outcomes (i.e. affective organizational commitment, job satisfaction and organizational citizenship behavior). In addition, this study also tested the moderating effect of mentor’s organizational prototypicality on the relationship between mentoring functions and two mediation variables. Two-wave dyadic data have been collected from blue-collar workers in a manufacturing company. The results supported most of the hypotheses in the model. Specifically, OBSE and person-organization fit significantly mediated the relationship between mentoring functions and two socialization outcomes (i.e. affective organizational commitment and job satisfaction). Only person-organization fit significantly mediated the relationship between mentoring functions and organizational citizenship behavior (OCB). In addition, mentor’s organizational prototypicality significantly moderated the relationship between mentoring functions and two mediation variables. This study advanced our understanding on how mentoring influences socialization outcomes through assimilation process. It also contributed to the literature by testing the role of mentor’s organizational prototypicality as the boundary condition of mentoring-outcome link. Finally, data from blue-collar workers increased the generality of findings in mentoring literature. Limitations and suggestions for future research have been discussed at the end of the study.

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7

De, Angelis Gianluca <1982&gt. "Poste in gioco Lavoro e soggettività tra formale e informale, gratuito e remunerato". Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amsdottorato.unibo.it/7321/1/De_Angelis_Gianluca_tesi.pdf.

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L’analisi proposta insiste sulle dinamiche di soggettivazione e impoverimento del lavoro a partire dalla torsione reticolare del capitalismo e dei suoi principi organizzativi. In mancanza di una consolidata tradizione analitica specifica sul lavoro gratuito, il ragionamento muove dalla relazione tra l’economia formale e informale. Tale prospettiva di analisi permette di individuare nell’estensione del terreno di cattura del capitalismo l’elemento chiave della svalutazione del lavoro e del suo mancato riconoscimento. Con il passaggio al nuovo paradigma del capitalismo, infatti, il processo di accumulazione del capitale si estende ad ambiti diversi da quelli tradizionalmente produttivi, sfumando i confini tra interesse e disinteresse, produttivo e improduttivo, ampliando le aree di compenetrazione tra economia formale e informale ed estendendo la produzione di valore anche oltre i confini del riconoscimento economico. Traducendo nel desiderio di realizzazione del sé del soggetto quello di riproduzione del capitale, infatti, il dispositivo soggettivante permette di enfatizzare gli aspetti passionali della produzione di valore. Alla maggiore opportunità di realizzazione del sé attraverso il lavoro, però, corrisponde anche una forte individualizzazione dei rischi. Mentre, quindi, da un lato il capitale accresce le proprie capacità di accumulazione penetrando sempre più nella soggettività, dall’altro aumentano, per quanti coinvolti, i rischi di impoverimento e di isolamento. Per indagare la relazione tra lavoro gratuito e remunerato, i regimi di giustificazione che la qualificano e i rischi individuali e organizzativi che ne derivano, sono stati sviluppati tre studi di caso: il primo in un laboratorio di ricerca pubblico, il secondo in una cooperativa sociale e il terzo sui volontari per Expo 2015. In questa prospettiva, il lavoro gratuito, economicamente non riconosciuto, diventa una condizione condivisa, giustificabile soggettivamente, ricorrendo alle grammatiche dell’autoterapia e della passione, quando il lavoratore guarda al presente, e della promessa e della scommessa, quando è rivolto al futuro.
This work aims to analyse subjectivation processes and impoverishment of work starting from understanding the reticular torsion of capitalism and its organizational principles. Scholars have traditionally not given enough attention to unpaid work, thus my considerations move from formal and informal dinamics of economy. This is because from this point of view, we can see why the expansion of fields of capitalist capture constitute one of the key factors at the origin of work devalutation and its lack of monetary recognition. The accumulation process, in the new capitalist paradigm, seems to concerns with new lands, different from the traditional ones of production. Borders between interest and disinterest, productive and unproductive get blurred, expanding areas of interpenetration between formal and informal economy and the production of value outside of the monetary recognition. In this way, the desire of capital reproduction is translated in the individual desire of self-realization. Effectively, the subjectyfing dispositive emphasizes passional aspects of value production, while growing the indvidualization of risks. Thus, on one hand the capital increase its own accumulation opportunities, through colonizing individual subjectivity, on the other hand, the same process increase impoverishment and isolation risks for those who are involved. In order to investigate the relation between paid and unpaid work with the giustificational regimes that qualify this relation and individual and organizational risks, I have used three case studies: the first one in a research laboratory managed by a governmental organization, the second in a social cooperative and the third on volunteer workers for the Universal Exposition 2015, Milan Expo. From these case studies emerges that unpaid work is a shared condition, but justified only at individual level, borrowing the grammar from self-therapy and affection, when the worker looks towards the present, while promise and bet grammars when the worker looks towards the future.
Ce travail présente les dynamiques de subjectivation et de gratuitisation du travail à partir de la torsion réticulaire du capitalisme et de ses principes organisationnels. Les raisonnements présentés sont puisés de l’évolution de la relation entre les dimensions formelle et informelle de l’économie. Cette perspective d’analyse permet de déterminer dans l’extension progressive du capitalisme un des éléments de la dévaluation du travail. Le processus d’accumulation du capital progresse et se développe sur des territoires différents des milieux traditionnels de production. Dans ce mouvement, les zones de compénétration entre l’économie formelle et informelle grandissent et on assiste à une production de la valeur qui se répand sans reconnaissance économique. Par la traduction du désir de reproduction du capital dans le désir de l’autoréalisation des sujets, le dispositif subjectivant permet d’emphatiser les aspects passionnels de la production. Il s’avère qu’à côté de l’opportunité de réalisation de soi par le travail, il y a surtout une grave individualisation des risques. En effet, pendant que le capital agrandit les opportunités d’accumulation en pénétrant dans la subjectivité, les risques de l’appauvrissement et d’isolation grandissent. Pour étudier la relation entre travail gratuit et rémunéré, les régimes de justification qui la qualifient et les risques individuels et organisationnels qui en dérivent, trois études de cas ont été réalisées : la première dans un laboratoire public de recherche, la deuxième dans une coopérative sociale et la troisième avec les bénévoles de l’Exposition Universelle 2015. Cette thèse montre que le travail gratuit est une condition de classe qu’on justifie subjectivement. Lorsque le regard du travailleur est tourné sur le présent, il fait recours aux grammatiques de l’auto-thérapie et de la passion. A l’inverse, lorsque le regard est tourné vers le futur, ce sont les rhétoriques de la promesse et du pari qui sont mises en avant.

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8

De, Angelis Gianluca <1982&gt. "Poste in gioco Lavoro e soggettività tra formale e informale, gratuito e remunerato". Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amsdottorato.unibo.it/7321/.

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L’analisi proposta insiste sulle dinamiche di soggettivazione e impoverimento del lavoro a partire dalla torsione reticolare del capitalismo e dei suoi principi organizzativi. In mancanza di una consolidata tradizione analitica specifica sul lavoro gratuito, il ragionamento muove dalla relazione tra l’economia formale e informale. Tale prospettiva di analisi permette di individuare nell’estensione del terreno di cattura del capitalismo l’elemento chiave della svalutazione del lavoro e del suo mancato riconoscimento. Con il passaggio al nuovo paradigma del capitalismo, infatti, il processo di accumulazione del capitale si estende ad ambiti diversi da quelli tradizionalmente produttivi, sfumando i confini tra interesse e disinteresse, produttivo e improduttivo, ampliando le aree di compenetrazione tra economia formale e informale ed estendendo la produzione di valore anche oltre i confini del riconoscimento economico. Traducendo nel desiderio di realizzazione del sé del soggetto quello di riproduzione del capitale, infatti, il dispositivo soggettivante permette di enfatizzare gli aspetti passionali della produzione di valore. Alla maggiore opportunità di realizzazione del sé attraverso il lavoro, però, corrisponde anche una forte individualizzazione dei rischi. Mentre, quindi, da un lato il capitale accresce le proprie capacità di accumulazione penetrando sempre più nella soggettività, dall’altro aumentano, per quanti coinvolti, i rischi di impoverimento e di isolamento. Per indagare la relazione tra lavoro gratuito e remunerato, i regimi di giustificazione che la qualificano e i rischi individuali e organizzativi che ne derivano, sono stati sviluppati tre studi di caso: il primo in un laboratorio di ricerca pubblico, il secondo in una cooperativa sociale e il terzo sui volontari per Expo 2015. In questa prospettiva, il lavoro gratuito, economicamente non riconosciuto, diventa una condizione condivisa, giustificabile soggettivamente, ricorrendo alle grammatiche dell’autoterapia e della passione, quando il lavoratore guarda al presente, e della promessa e della scommessa, quando è rivolto al futuro.
This work aims to analyse subjectivation processes and impoverishment of work starting from understanding the reticular torsion of capitalism and its organizational principles. Scholars have traditionally not given enough attention to unpaid work, thus my considerations move from formal and informal dinamics of economy. This is because from this point of view, we can see why the expansion of fields of capitalist capture constitute one of the key factors at the origin of work devalutation and its lack of monetary recognition. The accumulation process, in the new capitalist paradigm, seems to concerns with new lands, different from the traditional ones of production. Borders between interest and disinterest, productive and unproductive get blurred, expanding areas of interpenetration between formal and informal economy and the production of value outside of the monetary recognition. In this way, the desire of capital reproduction is translated in the individual desire of self-realization. Effectively, the subjectyfing dispositive emphasizes passional aspects of value production, while growing the indvidualization of risks. Thus, on one hand the capital increase its own accumulation opportunities, through colonizing individual subjectivity, on the other hand, the same process increase impoverishment and isolation risks for those who are involved. In order to investigate the relation between paid and unpaid work with the giustificational regimes that qualify this relation and individual and organizational risks, I have used three case studies: the first one in a research laboratory managed by a governmental organization, the second in a social cooperative and the third on volunteer workers for the Universal Exposition 2015, Milan Expo. From these case studies emerges that unpaid work is a shared condition, but justified only at individual level, borrowing the grammar from self-therapy and affection, when the worker looks towards the present, while promise and bet grammars when the worker looks towards the future.
Ce travail présente les dynamiques de subjectivation et de gratuitisation du travail à partir de la torsion réticulaire du capitalisme et de ses principes organisationnels. Les raisonnements présentés sont puisés de l’évolution de la relation entre les dimensions formelle et informelle de l’économie. Cette perspective d’analyse permet de déterminer dans l’extension progressive du capitalisme un des éléments de la dévaluation du travail. Le processus d’accumulation du capital progresse et se développe sur des territoires différents des milieux traditionnels de production. Dans ce mouvement, les zones de compénétration entre l’économie formelle et informelle grandissent et on assiste à une production de la valeur qui se répand sans reconnaissance économique. Par la traduction du désir de reproduction du capital dans le désir de l’autoréalisation des sujets, le dispositif subjectivant permet d’emphatiser les aspects passionnels de la production. Il s’avère qu’à côté de l’opportunité de réalisation de soi par le travail, il y a surtout une grave individualisation des risques. En effet, pendant que le capital agrandit les opportunités d’accumulation en pénétrant dans la subjectivité, les risques de l’appauvrissement et d’isolation grandissent. Pour étudier la relation entre travail gratuit et rémunéré, les régimes de justification qui la qualifient et les risques individuels et organisationnels qui en dérivent, trois études de cas ont été réalisées : la première dans un laboratoire public de recherche, la deuxième dans une coopérative sociale et la troisième avec les bénévoles de l’Exposition Universelle 2015. Cette thèse montre que le travail gratuit est une condition de classe qu’on justifie subjectivement. Lorsque le regard du travailleur est tourné sur le présent, il fait recours aux grammatiques de l’auto-thérapie et de la passion. A l’inverse, lorsque le regard est tourné vers le futur, ce sont les rhétoriques de la promesse et du pari qui sont mises en avant.

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9

Dabène, Olivier. "La formule politique du Costa Rica". Grenoble 2, 1987. http://www.theses.fr/1987GRE21056.

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L'objectif de cette recherche etait de montrer que seule une approche en termes de stabilite politique permettait d'apprehender les ressorts profonds de la performance democratique costaricienne. La demarche consiste a extraire la formule politique du pays, par le biais d'une description fouillee de sa structure sociale, sa culture politique, des phenomenes de mobilisation, des mecanismes de mediation, des institutions, du processus de prise de decision et du type de domination. La prise en compte, au fil des analyses, des potentialites stabilisatrices (ou destabilisatrices) a permis de mettre a jour, selon une perspective diachronique et comparative, des elements explicatifs de la perennisation du modele democratique costaricien jusque-la negliges et de demeler des paradoxes passes inapercus : une structure sociale desarticulee compensee par une culture du compromis, une tres forte mobilisation organisee sous forme de sacralisation de l'ordre socio-politique, un eclusage des revendications par les instances de pression tempere par l'efficacite des reseaux de clientele, une prise de decision eclatee equilibree par une domination homogene et integree. Ces elements s'ajoutent a d'autres, plus connus: le gonflement des couches moyennes par des politiques redistributrices, une tres forte legitimite du regime reposant sur la commemoration d'un evenement fondateur du regime, un systeme bi-partisan et l'alternance au pouvoir, le paternalisma des dirigeants, l'effacement historique des militaires, un soutien structurel de l'eglise catholique et une accomodation des interets des elites. Enfin, une analyse serree de la conjoncture de crise economique et de tensions regionales revele les capacites du regime a enoncer le politique selon un registre culturel preetabli legitimant les institutions democratiques tout en adaptant les discours au gre des circonstances. Dans cette logique, le theme de la "menace sandino-communiste" ressoude l'unite du peuple costaricien autour d'un regime qui n'est pas juge a l'aune de son efficacite mais de son exemplarite
The objective of this investigation was to demonstrate that only an approach in terms of political stability could lead to a full comprehension of the costarican democratic performance. The analytical process consists in describing the country's political formula, starting from grass-roots politics (social structure, political culture, mobilization and mediation processes) up to the institutions, the policy making and domination processes. The evaluation of the stabilizing (or destabilizing) effects at each level of analysis, and the comparative and historical perspectives, have allowed the author both to shed light on some aspects of the democratic regime's durability so far neglected and to resolve hidden paradoxes : a fragmented social structure compensated by a culture of compromise, a strong organized mobilization in the form of the sacralization of the socio-political order, a poor representation of popular demands by pressure groups softened by the effeciency of the clientelist networks, a desarticulated decision making process balanced by an integrated and homogeneous domination process. These elements come in addition to others, more frequently mentioned : the extension of the middle sectors thanks to redistributive policies, a strong legitimacy resting on the commemoration of the regime's founder event, a two-party system and frequent victories of the opposition over the incumbent administration, the leaders' paternalism, a self effacement of the army, the structural support of the catholic church and the elites accomodation. Finally, a careful analysis of the present circunstances of crisis (both economic and regional) reveals the regime's ability to adapt its legitimating discourses. In that logic, the so-called "sandino-communist threat" unifies the costarican people and enhances its support to a regime that does not have to be effective as it has to be exemplary

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Pina, Leão Domingos Jesus Lopes de. "Valores e democracia em Cabo Verde : entre adesão formal e embaraço cultural". reponame:Repositório Institucional da UnB, 2006. http://repositorio.unb.br/handle/10482/6537.

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Dissertação (mestrado)—Universidade de Brasília, Programa de pós graduação em sociologia, 2006.
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Esta dissertação consiste-se numa descrição da cultura política cabo-verdiana atual e na sugestão de algumas de suas implicações para o sistema político democrático. A suposição de que aquela cultura política tem no “perfil particularista” um de seus traços básicos se mostrou plausível, dado existir naquela sociedade uma indisposição (subjetiva) generalizada para se interagir cotidianamente com os concidadãos e com a maioria das instituições sócio-políticas. Evita-se a esfera pública e, muito provavelmente, privilegia-se, no estabelecimento de relações sociais e políticas, lógicas imanentes de ambientes privados (como a família) onde se encontra mais segurança, previsibilidade e reciprocidade. Disso advém a secundarização das regras universalistas, que é contrária aos pressupostos democráticos formais e institucionalmente estabelecidos. Tal imagem não condiz semanticamente com a percepção comum que se tem da categoria Morabeza - espécie de uma “supercordialidade crioula” - pretensamente expressão nítida do ethos cultural caboverdiano espontaneamente democrática. Esta situação de “hibridismo institucional” é atualmente marcante na democracia cabo-verdiana que, por isso, está abarcada por uma relação tensa e embaraçosa entre o seu âmbito formal e o cenário cultural ao qual ele pretende se acoplar. A nossa referência teórica básica é a chamada Escola Dominante de Cultura Política, fundada nos anos 60 por Almond e Verba e revisitada criticamente por um leque de autores a partir da década de 80. Para complementá-la, recorreu-se a outras noções, mais próximas à realidade dos países em desenvolvimento como: “Familismo amoral” (de Banfield e visitada por Reis) “hibridismo institucional” e “Hobbesianismo social” (de Santos). ____________________________________________________________________________ ABSTRACT
This dissertation is based on a description of the Cape Verdean current Political culture and suggests some of its implications for the democratic political system. The assumption that one of this political culture`s basic features can be found in its particular profile has shown itself plausible, seing that, there is a generalized (subjective) indisposition in that society to daily interact with the fellow-citizens and the majority of the socio-political institutions. In the scope of social and political relations, the public sphere is avoided and most probably, the inherent logic is privileged in private environment (like family) in which more security, prevision and reciprocity can be found. That being so, the universalist rules are relegated to a role of secondary importance, which contradicts the formal democratic conjectures institutionally established. Such image does not semantically support the common perception that one has of the category “Morabeza” (a sort of Creole super cordiality), supposedly a well-defined expression of the Cape Verdean cultural ethos spontaneously democratic. This institutional hybridism situation is currently outstanding in the Cape Verdean democracy and, therefore, it is encompassed by a tense and entangled relation between its formal scope and the cultural scenery in which it intends to take part. Our basic theoretical reference is hailed as Ruling school of political culture established in the 60s by Almond and Verba, and has been critically revisited by a wide range of authors since the 80s. In order to add to it, we have made use of further notions not distant from the developing countries reality such as: Banfield`s “Amoral familism” (and visited by Reis), Santos’s “institutional hybridism” and “social hobbesianism.”

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Davis, James Jordan. "Informal and Formal Legitimation of State-Sponsored Force in the Cherokee Trail of Tears". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306175761.

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Martins, Luciana Conrado. "A constituição da educação em museus: o funcionamento do dispositivo pedagógico museal por meio de um estudo comparativo entre museus de artes plásticas, ciências humanas e ciência e tecnologia". Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-04072011-151245/.

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Este trabalho trata da especificidade da constituição da educação museal. Partindo da hipótese de que essa tipologia educacional tem características em seu funcionamento que a diferenciam de outras modalidades educacionais, e que se mantêm à revelia das diferentes tipologias institucionais, optou-se por um estudo que possibilitasse a apreensão dos seus elementos singulares. A abordagem metodológica utilizou o referencial das pesquisas qualitativas em educação, tomando-se como foco de análise as práticas estabelecidas pelos setores educativos dessas instituições. Para a coleta de dados foram selecionadas três instituições com consolidada prática educacional e que possibilitassem um olhar comparativo entre diferentes tipos de museus: o Museu de Arqueologia e Etnologia da Universidade de São Paulo (SP), um museu de ciências humanas; o Museu de Astronomia e Ciências Afins do Ministério da Ciência e Tecnologia (RJ), um museu de ciência e tecnologia; e a Pinacoteca do Estado de São Paulo (SP), um museu de artes plásticas. O referencial teórico adotado como base para a análise foi o conceito de dispositivo pedagógico, do sociólogo da educação Basil Bernstein, por considerar que ele oferece a possibilidade de uma visão sistêmica sobre os mecanismos de constituição e funcionamento dos processos educacionais existentes nos museus. Também foram utilizadas as discussões sobre o papel da educação em museus empreendidas por estudiosos nacionais e internacionais que se debruçam sobre esse tema. Os resultados obtidos demonstram a existência de uma especificidade nos processos de constituição da educação em museus. Um primeiro aspecto dessa especificidade é a existência de um campo interessado na criação de políticas públicas para as instituições museais. Compreendido a partir do que Bernstein qualifica como campo recontextualizador oficial, nele atuam órgãos do Estado, em cujas políticas os museus participam por adesão, configurando uma esfera, até o momento, de pouca influência na determinação da prática educativa dessas instituições. Também externa aos museus existe uma segunda esfera de regulação constituída pelos órgãos de financiamento da ação educativa, públicos e privados. Um segundo aspecto evidenciado pelas análises é a autonomia dos educadores na proposição de seus objetivos e práticas educacionais, situação parcialmente tributária do posicionamento da educação no interior da instituição museal. Como decorrência, os educadores aparecem como produtores dos textos originais sobre educação em museus, além de responsáveis pela determinação de suas práticas educativas. Essa afirmação é sustentada pela existência de um campo intelectual da educação em museus, com forte crescimento nacional e internacional nos últimos anos, no qual os educadores têm um papel importante de conformação. Para a análise das condicionantes que atuam no contexto da prática educativa dos museus foram escolhidas três categorias analíticas: o tempo, o espaço e os discursos. A relação entre esses três elementos é determinada a partir de uma lógica própria da educação museal, mas que comporta especificidades a partir dos conteúdos/acervos de cada instituição. Por meio das análises empreendidas contatou-se que a prática instrucional dos museus estudados é fortemente marcada pelo caráter dialógico, caracterizando o que Bernstein denomina de prática instrucional indireta. Nessa prática tempo, espaço e objeto/discurso específicos são constantemente negociados a partir dos parâmetros estabelecidos pelas características do público e pelos objetivos da prática educacional de cada museu.
This work presents the complexities involved in museum education. The hypothesis is that this type of education has certain characteristics differentiating it from other education modalities, and that remain in absence of the institutional museum typologies. The objective of this study is to understand the singular elements of this type of education. We applied the methodological background used by qualitative research in education; the analysis focused on practices established by the educational sectors of the museums. In order to collect the data, we have selected three museums that have consolidated educational practice and enabled the comparison: The Museu de Arqueologia e Etnologia da Universidade de São Paulo (São Paulo), a human sciences museum; the Museu de Astronomia e Ciências Afins do Ministério da Ciência e Tecnologia (Rio de Janeiro), a museum devoted to science and technology; and the Pinacoteca do Estado de São Paulo (São Paulo), a museum of fine arts. The theoretical referential selected is the one developed by Basil Bernstein, the pedagogical device, which offers a systemic view of the mechanisms of the functioning and constitution of educational processes that take place in the museums. Other national and international authors were also consulted. Results show that there are specificities involved in this type of education. The first aspect is the existence of a field interested in the creation of public policies for museums. Bernstein names it an official field of recontextualisation, where the State power acts and the museums take part by adhesion, a sphere, up to present, of small influence in the determination of educative practices in these institutions. There is also an external sphere of regulation constituted by funding agencies of educational action, public and private. A second aspect evidenced by this analysis is the autonomy of educators to establish their objectives and educational practices, a situation that owes its configuration to the concept of education proposed by the museums. As a result, the educators are responsible for the production of original texts about education in museums and for the determination of their own educational practices. This situation is sustained by the existence of an intellectual field of education in museums that has become notorious nationally and internationally in recent years in part due to the work of educators. We have selected three analytical categories in order to analyze the determining factors in the context of the educational practice in the museums: time, space and discourses. The relation among these elements is determined by a museum educational logic, which presents specific practices due to the content/collection of each institution. Results show that the educational practice employed by the museums studied has a considerable dialogic content, what Bernstein refers to as indirect teaching practice. This practice, time, space and specific discourse/object are constantly negotiated by making use of parameters that are established and by taking into consideration the characteristics of the public and the educational objectives of each museum.

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Paintsil, Isaac. "Religiosity, Parental Support, and Formal Volunteering Among Teenagers". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/197.

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Few countries can boast of having the culture of volunteering seen in the United States. In explaining this phenomenon, many empirical studies have found religiosity significant in predicting volunteering behaviors among young adults, adults, and the elderly. However, teens (13 – 17 years) have not attracted much attention from researchers, though they possess the time and resources most needed to volunteer. Using data from the National Study on Youth and Religion (NSYR) Wave 1, this study examines the relationship between volunteering and teens’ private (religious salience and religious experience) and collective religiosity (religious tradition, church attendance, and youth group participation). Parental variables and teen demographics are also tested using a three-stage ordinal logistic regression. Regarding individual religiosity, the results suggested a significant relationship between teens’ religious experiences and volunteering. In addition, parents can induce volunteering by encouraging their teens to volunteer and participate in religious youth groups.

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Rival, Laura M. "Social transformations and the impact of formal schooling on the Huaorani of Ecuador". Thesis, London School of Economics and Political Science (University of London), 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296227.

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Hoff, Andreas. "Informal vs formal support mobilisation by lone mothers in Germany and the United Kingdom". Thesis, London School of Economics and Political Science (University of London), 2001. http://etheses.lse.ac.uk/1665/.

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This dissertation is concerned with the question of what role informal support networks play in the welfare mix of contemporary welfare states. Informal support is provided by family and friends on the one hand, and by voluntary organisations on the other. Using data from 116 semi-structured interviews with lone mothers, in the United Kingdom and Germany, the question of whether different welfare systems influence individual support mobilisation strategies is investigated. Lone mothers were selected because of their limited earning capacities which often result in a life in poverty and social exclusion - for them and for their children. It was shown in this research that informal and formal support alleviates these effects and the research project is guided by four main objectives: (1) to map ways in which lone mothers mobilise support from different sources; (2) to investigate whether lone mothers develop support mobilisation strategies in turning to formal and/or informal support sources; (3) to analyse whether differences in welfare state systems result in variances in informal support mobilisation behaviour; and finally, (4) to evaluate the role and importance of voluntary organisations as support providers for lone mothers. Empirical evidence is provided to demonstrate that informal support networks influence the utilisation of formal support. In contrast, variations in welfare state provision do not appear to have a significant impact on support mobilisation behaviour. Indeed, formal support mobilisation is a function of demographic characteristics, influenced by receipts from means-tested benefits and the extent of informal support. The utilisation of informal support was dependent on network structural and demographic variables, as well as reciprocity norms. The main finding of this research is that individual support mobilisation of lone mothers is determined by their specific circumstances, and not by their residence in different welfare states.

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Dodson, Robert B. "The Effectiveness of Principal Training and Formal Principal Mentoring Programs". Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2217.

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The purpose of this study was to determine principals' perceptions of how effective mentoring programs and university-based principal preparation programs are in developing the skills necessary to carry out the 13 critical success factors identified by the Southern Regional Education Board (SREB). A review of the literature addressed what it means to be an effective principal and what an effective mentoring program should look like. The quantitative study was conducted using a survey developed from the SREB's 13 critical success factors that have been developed to determine what makes a successful, effective principal. Each factor was developed into a question about whether or not Northeast Tennessee principals perceive that they were adequately prepared to be successful principals in their principal preparation programs and if they received any training through a mentoring program on these same 13 factors once they received their principalship. The overall results indicated that few principals participated in a formal mentoring program and those who did received a marginal amount of assistance on the critical factors identified by the SREB. The results also showed that, overall, the respondents indicated that they received more adequate leadership training during their principal preparation programs on the SREB's factors in their classroom experience than they did through their hands-on experience; although, respondents did not give particularly high marks to either experience. Furthermore, respondents who belong to a cohort scored their training higher than those who did not belong to a cohort, and those who received a degree higher than a master's degree reported a higher level of training than did their peers with only master's degrees on some of the SREB's critical success factors.

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HUNG, Sing Nam. "Exploring the changing relationship between formal carers, informal carers and carees during the elder-care process". Digital Commons @ Lingnan University, 2004. https://commons.ln.edu.hk/soc_etd/18.

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There are increasing studies looking at effects of caregiving to the frail elderly in Hong Kong. However, many studies often focus only on a single dimension of caregiving in either informal or formal carers without the focus on the elderly that receiving cares. Few studies have viewed elder caregiving as an integrative and dynamic approach, with limited examination and exploration on the caring processes and interactions between the formal and informal carers and elderly carees, and the reasons for this pattern. Thus a caregiving triad might be considered as consisting of the elderly caree, the formal and informal carer, and a tripartite model could be adopted to explore the interactions and interrelationship between the three parties. The present research aimed to explore the changing caring relationships among carers and carees in home-based setting; the meanings behind the different caring patterns amongst the formal informal carers as well as the elderly carees and; to provide suggestions and implications for providing better care services for elderly recipients in home-based setting. The methods used in the present study are mainly qualitative in approach, with in-depth interviews and focus group discussion. In order to ensure the credibility of the research, triangulation of various data sources is used to provide fuller picture and understanding of the research findings. Since this is an exploratory study, a small sample was used (N=18). In order to get a deeper understanding of the caregiving process and patterns, in-depth interviews with elderly people, their family caregivers and the formal caregivers were conducted in this study. The interviews were guided by a theoretical framework with interview guidelines. Thematic analysis was used to explore the caring relationships and pattern. A total of 6 cases with 18 people (6 elderly people, 6 family caregivers and 6 formal caregivers) were successfully interviewed from June to September 2003. The present study found that between the informal and formal carers, substituting and complementing effect are the most obvious through the interaction pattern. The substituting effect mainly comes from the perception of quality services by the informal carers and they think that professional and advanced care services are better to be provided by formal carers. Regarding the complementing effect, it is found that sharing of tasks between the formal and informal carers are common through the research. Informal carers might share tasks to formal carers when they did not have time to do. Tangible supports are more often supported by formal carers and both formal and informal carers would provide intangible support. On the side of carers and carees, both formal and informal carers are found to interact in a form of reciprocal and obligation. The continuation of care of informal carers is mainly due to the martial relationship and filial piety. The caring meanings of formal carers are varies, including the economic reward, gratification and job satisfaction and also the caring can benefit their personal growth and development. The findings shed some light on the roles played by the three parties. It was necessary for all parties to cooperate in striving for the best quality of care. Hence more information of the perceived roles and expectations among the three parties should be further explored in order to get the optimal caring patterns. Since the optimum form of the caring relationships depends very much on the community resources available and also on the values upheld by the three parties, to achieve the greatest satisfaction of them and enhancing their quality of life, it is advisable to conduct further study on their expectations towards the caring tasks, process, and relationship while advocating their empowerment in the continuum of care.

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Stern, Elin y Erica Börjesson. "Psykiatrins arbetsprocess : En sociologisk kartläggning och granskning av arbetsprocessens relation till den formella strukturen". Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-54613.

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The main purpose of this study is to survey and reach an understanding of how the practical work in psychiatry at times depart from the organization’s stated formal structure. To find the material that would give us the answers we read the organizations own documents about the formal structures form and also we had five interviews. All the tutors are involved in one way or another with the psychiatric and the forensic process. .Job titles vary in order to access information from different parts of the process and get multiple perspectives. The data was analyzed with sociological concepts and a more comprehensive theory. Some of the concepts are “formal structure”, “cooperation”, "the relationship between freedom and constraint” and “gräsrotsbyråkrater”. The theory that we used to examine the material is W. Meyer and Rowans theory about how the formal structure of an organization and business is only a myth and ceremony. The result of the study indicates that a plurality of elements has an impact on why the difference between the formal structure and the practical process exists. The loose constraint leads to a wider freedom of action that gives a varied embodiment within the different workgroups. It becomes a habitual pattern in the practical process and the looks of the formal structure is not a priority. The practical process is not aligned with the formal structure and that causes problems. The cooperation is affected negatively and becomes inexplicit and the workgroups can form how the duties are done instead of the organizational management plan (the formal structure). That brings the opportunity to decide and claim that the own group does it better so cooperation partners is excluded in the practical process, when they actually are supposed to be included according to the formal structure.

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Thomas, R. Bradford. "Discovering why adults do not participate in formal adult education". Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1019468.

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Institutions of formal education have a survival interest in the question of why most adults do not participate in more formal adult education. This study, using a descriptive approach, gathered evidence from 16 adults (8 males and 8 females) who had not participated in formal education in the past 10 years. The evidence gathered was used to answer the question, How do adults, who have not participated in formal education as adults, describe their reasons for not participating? The evidence was gathered from multiple individual interviews and two focus groups.Much of the previous research in discovering why adults did not participate in formal education has been done from the perspective of the participating adult. An examination of this previous research identified job related reasons as the prominent reasons adults gave for participation in formal education. Barriers/deterrents to participation were most often identified as lack of time and money; however, the study presented here found neither money nor time reported as important reasons for nonparticipation in formal education for adults.The informants in this study answered the question clearly. They did not participate in formal education for adults because they found no need for, or value in, additional formal education. Furthermore, they had no interest in exploring potential benefits.Some research on participation in formal adult education shows some adults who participated, did so for social reasons. The informants in the study presented here may have avoided formal education for social reasons, that is, a fear of failure in that context. All informants were satisfied with the way they learned needed skills and/or knowledge. Previous formal education, schooling, was not recognized as an important contributor to the informants' current or future adult lifestyles. Schooling, as described by the informants, was not credited with providing them with understanding, knowledge, and/or skills required to find employment or to support or enhance their adult lifestyles.Hands-on, and less often reading, were the methods employed by the informants and their peers. There seemed to be a threat to their self esteem if they were involved in formal adult education to gain skill and/or knowledge.
Department of Educational Leadership

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BROWN, ROBERT ALEXANDER. "EXPLORING THE USE OF FORMAL AUTHORITY IN POLICE-CITIZEN ENCOUNTERS". University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1053540458.

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Forte, Thomas. "Avoir le sens de la formule : le droit à l'épreuve de l'activité de production des marchés publics d'un conseil Départemental". Electronic Thesis or Diss., Bordeaux, 2024. http://www.theses.fr/2024BORD0089.

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En 2021, les marchés publics représentent en France 128 milliards d'euros. Ce type de dispositifs juridiques définissent depuis la Révolution les conditions d'attribution de l'argent public à des acteurs économiques (Lemesle, 2010). Pour cela plusieurs procédures permettent d'évaluer les offres à la fois à partir des critères financiers (comparaison des prix) et techniques (capacité à répondre à la prestation). Indispensables au fonctionnement de la vie en communauté (ils rendent possible la construction des routes ou des bâtiments publics, l'achat de fourniture ou des prestations pour les fonctionnaires, etc.), les marchés publics font pourtant l'objet de peu de travaux en sciences sociales. À l'instar des approches « par le bas » (Weller, 2018), cette thèse analyse le travail d'attribution des marchés publics d'un conseil départemental. Cette activité de qualification de la valeur d'une offre commerciale (Vatin, 2009 ; Callon, 2013) s'inscrit au sein d'espaces d'échange composés de différents acteurs publics et privés. Ces derniers définissent au cours de leur travail les pratiques et les attentes normatives de ce dispositif contractuel (Barbot, Dodier, 2016). Lors de sa circulation au sein et à l’extérieur de l'organisation, le marché public en tant qu'artefact social (Suchman, 2011) connaît un processus de transformation : il est lu, écrit, discuté et traduit dans différents documents. Ces acteurs jugent ce que devrait être un « bon » marché public tant sur la forme que dans le « fond » : la détermination de ses objectifs et des moyens d'y parvenir (comme la sécurité juridique, la performance économique, le développement durable, le soutien à l’économie locale). Ainsi, rédiger un marché public ne se résume pas à un travail d'écriture mécanique du droit, mais suppose une activité de valuation (Dewey, 2011) qui lui attache des qualités particulières. Pourtant, dans sa forme finale, toutes ces épreuves s'effacent et disparaissent, au profit d'un document standardisé composé de formules mathématiques et de phrases types qui garantissent sa conformité juridique au sein de l'organisation (Edelman, 2011). Loin d'être le résultat d'un travail qui s'inscrirait dans des habitudes organisationnelles à apprendre et suivre, l'enquête montre que standardiser l'écriture d'un marché relève d'une succession d'épreuves qui s'appuie autant sur le droit, que sur des objectifs politiques, organisationnels, économiques et des jugements individuels. Ces épreuves se déroulent dans des espaces de valuation particuliers (Dewey, 2011 ; Helgesson et Muniesa, 2013) : les réunions, les e-mails, les notes, la lecture individuelle ou collective d'un marché. Cette recherche s'appuie sur un travail ethnographique de trois années au sein d'un conseil Départemental, une analyse d'archives (100 contrats) et une analyse secondaire des données depuis 2008 (documents internes à l'organisation). En participant directement au quotidien du service en charge de produire les marchés publics d'une collectivité territoriale, j'ai pu saisir l'activité technique (Dodier, 1995) d'écriture d'un marché. En suivant le marché au cours de sa production, je montre que ce travail invisible (Star et Strauss, 1999) repose sur des intermédiaires du droit (Pélisse, 2014), dont la règle juridique est un outil pratique mobilisé en action plutôt qu'un savoir ou une connaissance professionnelle à appliquer
In 2021, public procurement in France will be worth 128 billion euros. Since the French Revolution, this type of legal mechanism has defined the conditions for granting public money to economic players (Lemesle, 2010). To this end, several procedures are used to evaluate offers on the basis of both financial criteria (price comparison) and technical criteria (ability to deliver the service). Essential to the functioning of community life (they make possible the construction of roads or public buildings, the purchase of supplies or services for civil servants, etc.), public procurement are nevertheless the subject of few studies in the social sciences.Following the example of "bottom-up" approaches (Weller, 2018), this thesis analyzes the work of a departmental council in awarding public contracts. This activity of qualifying the value of a commercial offer (Vatin, 2009; Callon, 2013) takes place within spaces of exchange made up of different public and private actors. In the course of their work, these actors define the practices and normative expectations of this contractual arrangement (Barbot, Dodier, 2016). During its circulation within and outside the organization, the public procurement contract as a social artifact (Suchman, 2011) undergoes a process of transformation: it is read, written, discussed and translated into different documents. These actors judge what a "good" public procurement contract should be, both in terms of form and content: the determination of its objectives and the means to achieve them (such as legal security, economic performance, sustainable development, support for the local economy...).Thus, drafting a public procurement contract is not simply a matter of mechanically writing down the law, but presupposes an activity of valuation (Dewey, 2011) that attaches particular qualities to it. Yet, in its final form, all these tests fade away and disappear, in favor of a standardized document made up of mathematical formulas and standard phrases that guarantee its legal conformity within the organization (Edelman, 2011). Far from being the result of work that would be part of organizational habits to be learned and followed, the survey shows that standardizing the writing of a contract is the result of a succession of tests based as much on the law as on political, organizational and economic objectives and individual judgments. These trials take place in particular spaces of valuation (Dewey, 2011; Helgesson and Muniesa, 2013): meetings, e-mails, notes, individual or collective reading of a market.This research is based on three years' ethnographic work in a departmental council, an analysis of archives (100 contracts) and a secondary analysis of data since 2008 (documents internal to the organization). By participating directly in the day-to-day work of the department in charge of producing public contracts for a local authority, I was able to gain a better understanding of the role of the public sector.This research is based on three years' ethnographic work in a local council, an analysis of archives (100 contracts) and a secondary analysis of data from 2008 (internal documents). By participating directly in the day-to-day work of the department in charge of producing public contracts for a local authority, I was able to grasp the technical activity (Dodier, 1995) of writing a contract. By following the contract as it is produced, I show that this invisible work (Star and Strauss, 1999) relies on legal intermediaries (Pélisse, 2014), whose legal rule is a practical tool mobilized in action rather than a professional knowledge or skill to be applied

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Suzuki, Lilian Silva do Amaral. "Trajetórias ocupacionais de imigrantes no mercado de trabalho formal brasileiro". Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/8240.

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The present study aims to analyze sociologically the integration and occupational trajectories of immigrant workers present in the Brazilian formal labor market. It is understood that a study on occupational trajectory should observe the professional and employment history, which may include an analysis over time in the same profession or in periods of professional mobility. Therefore, in analyzing the occupational trajectories of immigrants present in Brazil, we sought to observe the connection existing between these individuals and the historical context in which their lives span, from the country of origin to the present moment.
O presente estudo tem como objetivo analisar sociologicamente a integração e as trajetórias ocupacionais de trabalhadores imigrantes presentes no mercado de trabalho formal brasileiro. Compreende-se que um estudo sobre trajetória ocupacional deve observar a história profissional e de emprego, o que pode incluir uma análise ao longo do tempo numa mesma profissão ou em períodos de mobilidade profissional. Portanto, ao analisar as trajetórias ocupacionais de imigrantes presentes no Brasil, buscou-se observar a conexão existente entre esses indivíduos e o contexto histórico em que suas vidas se perpassam, desde o país de origem até o momento presente.

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Rodrigues, Tanya. "Non-Formal Education and Street Youth Empowerment: Pedagogy and Practice of Two Brazilian Non-Governmental Organizations". Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28578.

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Historically, many initiatives designed to assist marginalized populations in Brazil have emerged through civil society. More specifically, for the case of children and adolescents, it has been grassroots and non-governmental organizations (NGOs), at the local and national level, that have played a crucial role in not only defending the rights of destitute children and adolescents but also in creating programs to serve the needs of this vulnerable population. In this light, my aim through two ethnographic case studies is to investigate how the pedagogical approaches and non-formal education (NFE) programs provided by two NGOs foster the potential educational sites for today's street youths in Sao Paulo, Brazil, to become empowered socially, culturally, economically and politically. The two cases also serve as a point of entry to understand these urban youths as a subculture.

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Svensson, Louise. "Mobbning i arbete : arbetsorganiseringens inverkan på handlingsutrymmet och mobbningprocessen". Doctoral thesis, Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-11252.

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The aim of this dissertation is to identify and analyze organizational characteristics and interactional forces within the workplace organization that may affect the mobbing process. The empirical basis comprises 20 semistructured interviews with victims, observers, and bullies. Organizational theory and workplace studies are theoretical influences, as are the concepts of negotiations and outsiders. A central concept is employee discretion: formal, informal, and real discretion. Different parties in the mobbing process are identified and analyzed. It is confirmed that bullies create a negative perception of their victim and try to cause others to share this perception. Collaborators are those whom bullies potentially can recruit, and may include anyone who does not show open support for the victim. People who give open support to the victim are more likely to be bullied themselves, unless they have a strong position in the group. The mobbing process can begin for a large number of reasons. In this study, three main reasons are identified and discussed. First, mobbing can begin because the victim is seen as an outsider. Second, the mobbing process can begin with a change of position. The third main reason for a mobbing process to begin is a confrontation. Mobbing occurs only in contexts where people meet regularly and often and hence can only leave at high cost. Regular interaction and proximity to the same people are the only conditions necessary for mobbing to occur in a context. There are, however, a number of aggravating and mitigating latent characteristics or qualities that have been raised in this dissertation that may affect the mobbing process. These are cooperation and coexistence, existence of a place of retreat, distribution of bureaucratic authority and employer participation, the double belongings within the organization (formal and informal), reorganization and changing workload, and the organization’s relations to stakeholders. The same quality may be an obstacle to mobbing in one situation and facilitate it in another.

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Parker, Sara Louise. "Reflecting on REFLECT in Sikles, Nepal : a dialogical inquiry into participation, non-formal education and action-oriented research". Thesis, Liverpool John Moores University, 2005. http://researchonline.ljmu.ac.uk/5659/.

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McNeven, Sean. "The lived experience of professional mentorship and its implications for formal mentoring programs". Thesis, Griffith University, 2017. http://hdl.handle.net/10072/374756.

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School-based mentoring (SBM) facilitates nurturing relationships between adolescent student mentees and older and more experienced mentors, often to address concerns regarding aspects of the mentees’ social-emotional development. Though there is a body of evidence that demonstrates the effectiveness of SBM in supporting mentees towards resolving these developmental concerns, our understanding of how and why it is effective is continuing to develop. The role of the mentor in effecting positive developmental outcomes, particularly in a professional capacity, is currently not well understood. This study investigated the lived experience of professional mentors and the ways in which this lived experience shaped their conception and operationalisation of the role. Participant diaries, semi-structured interviews and follow-up interviews were employed as data collection methods in a hermeneutic phenomenological research design. The data analysis conducted for this study also employed a hermeneutic phenomenological method that developed a descriptive and interpretative account of the lived experience of professional mentorship. Findings from this study suggested that the conceptualisation and operationalisation of professional mentorship is shaped by the relational and organisational imperatives operating within formal SBM programs. The elements and dimensions of these imperatives were seen to directly influence the lived experience of professional mentorship. While the findings of this small-scale study must be viewed tentatively, they will be of interest to mentors, youth workers, success coaches, social workers, teachers and the current literature on youth mentoring.
Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
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27

Grainger, Diane. "Tackling mental health discrimination through the media : a campaign derived from formal psychological theory proves more effective than a public education campaign". Thesis, University of Surrey, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326466.

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Fernandes, Renata Sieiro. "As marcas do vivido sentido : memorias de jovens ex-frequentadores de um projeto de educação não-formal". [s.n.], 2005. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252889.

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Orientador: Olga Rodrigues de Moraes von
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Doutorado
Educação, Sociedade, Politica e Cultura
Doutor em Educação

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Visconti, Virginia A. "Parents' wishes and children's choices an ethnographic study of rural household economies and formal schooling in a northern Vietnamese commune /". [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3240039.

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Thesis (Ph.D.)--Indiana University, Dept. of Anthropology and School of Education, 2006.
"Title from dissertation home page (viewed July 16, 2007)." Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3877. Adviser: Thomas A. Schwandt.

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Souza, Maria Paula Correia de. "O discurso expositivo sobre biodiversidade e conservação em exposições de imersão". Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-25062018-113128/.

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Frente ao importante papel educativo dos museus na atualidade, e considerando a ampliação do tratamento de temáticas ambientais nessas instituições, este trabalho busca compreender aspectos dos processos e práticas da educação museal relacionados à biodiversidade e à sua conservação em exposições de imersão. O presente trabalho se debruçou à análise sociológica do processo de produção dos discursos expositivos, com base na teoria de Basil Bernstein. Tal referencial teórico permite uma análise com forte potencial de descrição dos mecanismos internos e externos da constituição e funcionamento dos processos educacionais. Utilizamos também as discussões da área de educação em museus, além daquelas relacionadas às abordagens da biodiversidade em diferentes contextos educacionais. Com base nas perspectivas educacionais das exposições, esta pesquisa buscou identificar os campos recontextualizadores e os discursos oficiais dos museus, bem como caracterizar o processo de recontextualização específico à produção dos discursos expositivos. Foi também realizada a caracterização desses discursos buscando compreender quais são os significados legítimos sobre biodiversidade presentes nas mensagens de exposições de imersão, e quais são as formas legítimas da transmissão desses significados. Ainda, considerando que os discursos expositivos são resultado de processos de recontextualização, buscamos também relacionar as características deles com os processos que os geraram. A abordagem metodológica utilizada tem como base a pesquisa mista em educação, tendo como universo de análise duas exposições de imersão cuja temática tratada são biomas brasileiros. A análise dos campos recontextualizadores dos museus mostrou que há uma diversidade de agências que participam desses processos, bem como há diversas políticas públicas destinadas à educação em instituições museais. Essa diversidade está relacionada às diferentes tipologias de museus e suas afiliações. Ressaltamos a importância de diferentes agências de governo, do campo da economia e associações não-governamentais no fomento das ações de educação em museus. A análise dos processos de recontextualização dos discursos expositivos mostra que a regulação das agências às quais as instituições são vinculadas é fraca. A caracterização dos discursos expositivos mostrou que as exposições podem contribuir para o acesso a conhecimentos sobre biodiversidade relativamente complexos. Em particular, destacamos que as potencialidades das competências cognitivas são maiores que a complexidade dos conhecimentos. Esse fato está relacionado tanto às especificidades das exposições quanto à presença do objeto e o espaço, sendo de especial relevância a estrutura imersiva das exposições. É possível perceber que a expografia exerce papel importante para a ampliação das relações entre discursos de diferentes áreas (interdisciplinaridade), assim como a própria temática da biodiversidade. Quanto às relações entre humanos e natureza há predomínio de abordagens menos integradoras, chamando a atenção para que sejam adotados discursos mais atuais sobre a biodiversidade e conservação, que incluam, para além do seu significado na ciência, vieses sociais, políticos e culturais. Considerando a definição científica do termo, nota-se quanto às relações entre os componentes de composição, estrutura e funcionamento da biodiversidade, que os discursos apresentam um grau intermediário de relacionamento entre esses componentes, trabalhando especialmente os aspectos composicionais, que são justamente aqueles mais presentes nas concepções do público sobre biodiversidade. Finalmente, considerando o contexto não-formal de educação e a heterogeneidade dos níveis de conhecimentos dos visitantes, concluímos que as exposições têm importante potencial para o processo de aquisição de conhecimentos sobre biodiversidade. Os discursos expositivos, no que se refere ao nível de exigência dos conteúdos relacionados ao tema, podem contribuir para acessar conhecimentos relativamente complexos, que possibilitem obter informações confiáveis e outros pontos de vista para a reflexão sobre as questões ambientais.
This work seeks to understand aspects of the processes and practices of museum education related to biodiversity and its conservation in immersion exhibitions. This understanding is necessary because of the important educational role of museums today, and considering the broader treatment of environmental themes in these institutions. A sociological analysis of the production process of expository discourses was carried out, based on Basil Bernstein \'s theory. This theoretical reference allows an analysis with strong potential to describe the internal and external mechanisms of the constitution and functioning of educational processes. The discussions of the area of museum education were also used, in addition to those related to biodiversity approaches in different educational contexts. This research aimed to identify the recontextualizing fields and the official discourses of the museums, as well as to characterize the specific recontextualization process to the production of the expository discourses based on the educational perspectives of the exhibitions. The purpose of the characterization of these discourses was to understand what are the legitimate meanings about biodiversity present in the messages of immersion exhibitions, and what are the legitimate ways of transmitting those meanings. Still, considering that expository discourses are the result of recontextualization processes, we also try to relate their characteristics to the processes that generated them. The methodological approach used is based on mixed research in education, having as the universe of analysis two immersion expositions whose theme is Brazilian biomes. The analysis of the recontextualizing fields of the museums showed that there are a diversity of agencies that participate in these processes, as well as there are several public policies destined to the education in museums institutions. This diversity is related to the different typologies of museums and their affiliations. We emphasize the importance of different agencies of government, the field of economics and nongovernmental associations in the promotion of educational actions in museums. The analysis of the recontextualization processes of the expository discourses shows that the regulation of the agencies to which the institutions are linked is weak. The characterization of the expository discourses showed that the expositions can contribute to the access to knowledge on biodiversity relatively complex. In particular, we emphasize that the potentialities of cognitive skills are greater than the complexity of knowledge. This fact is related both to the specificities of the exposures as to the presence of the object and the space, being of special relevance the immersive structure of the expositions. It is possible to realize that the expography plays an important role for the expansion of the relations between discourses of different areas, as well as the biodiversity theme itself. Regarding the relationship between humans and nature, there is a predominance of less integrative approaches, drawing attention to the adoption of more current discourses on biodiversity and conservation, including, in addition to their meaning in science, social, political and cultural biases. Considering the scientific definition of the term, it is possible to notice the relations between the components of composition, structure and functioning of biodiversity, that the discourses present an intermediate degree of relationship between these components, working especially the compositional aspects, which are precisely those more present In public views on biodiversity. Finally, considering the non-formal context of education and the heterogeneity of visitor knowledge levels, we conclude that the exhibitions have important potential for the process of acquiring knowledge about biodiversity. The exposition speeches, regarding the level of demand of the contents related to the theme, can contribute to access relatively complex knowledge, that allow to obtain reliable information and other points of view for the reflection on the environmental questions.

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Negroponte, Ramona Catherine. "The Effects of Formal Group and Extracurricular Involvement on College Students’ Self-Esteem". Oberlin College Honors Theses / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1338231075.

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Dievaitis, Povilas. "Kauno automobilių turgaus prekiautojų kasdienybė: balansavimas tarp formalių ir neformalių taisyklių". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130610_131357-63436.

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Šio darbo tikslas – ištirti kaip vyksta naudotų automobilių verslas. Atliekant etnografiją paremtą antropologinį tyrimą ir analizuojant kasdienines automobilių turgaus erdvėje veikiančių dalyvių sąveikas bei tarpusavio santykius bus siekiama atsakyti į šiuos tyrimo klausimus: Kokie formaliai įvardinami ir neformaliai konstruojami žmonių, dalyvaujančių turgaus veikloje, tarpusavio santykių principai bei taisyklės struktūruoja turgaus veiklą ir apskritai dėvėtų automobilių verslą? Kiek egzistuojantys verslą reguliuojantys įstatymai iš vienos pusės, ir posovietiniai mąstymo ir verslo kultūros elementai iš kitos, modeliuoja dėvėtų automobilių verslą, jo sampratą ir legitimacijos būdus? Uždaviniai: 1. Aprašyti taisykles, struktūruojančias naudotų automobilių verslą ir turgų kaip bendro veikimo vietą, kaip verslo santykių modelį. 2. Aprašyti taisykles, pagal kurias yra konstruojami automobilių turgaus prekeivių tarpusavio santykiai. 3. Išsiaiškinti, kokią įtaką dėvėtų automobilių verslui ir turgaus funkcionavimui daro formalus (įstatyminis) ir neformalus (mąstymo ir verslo veiklos modeliavimo stereotipai, dominuojanti verslo kultūra) kontekstai. Šio darbo analizuojamas objektas yra Kauno automobilių turgaus prekiautojų kasdienybė. Apibendrinant atliktą tyrimą apie Kauno automobilių turgaus organizaciją – kaip atskirą instituciją, galima daryti prielaidą, kad turguje egzistuojantis šešėlinis verslas, yra tapęs kasdieniu kultūriniu reiškiniu. Formalių... [toliau žr. visą tekstą]
This research study entitled – The Everyday Practices of Traders at the Kaunas Car Market: A “balance” Between the Formal and Informal Rules of Behavior – articulates the process of selling and buying used cars in The Kaunas Car Market. Within this overall context I have included a comparison of the rules at play for buying and selling used cars in the German state of Hesse (Hessen). Thus, my study is designed as a pioneer work on commerce in used cars in a post-Soviet society – namely, the city of Kaunas and in a western society located in the city of Frankenberg/Eder geographically situated between the cities of Kassel and Frankfurt/Main in the Germany state of Hesse. A short comparison serves to highlight differences of behavior in a Lithuanian and a German setting. Anthropological research based on ethnographic study revealed distinct differences on rules of behavior between written regulations dictated by the state and actual practices among sellers and buyers. The timeliness of my work is reflected by a lengthy two page article entitled: “Jei bus išguita šešėlinė ekonomika, trečdalis Lietuvos mirs badu” [If the shadow economy is hunted out, a third of Lithuania will die of starvation]. This is the title in www.lrytas.lt on 22 May 2013 by Arturas Jancys. It is worth noting that Jancys is Kupiškio rajono apylinkės teismo administracijos sekretorius. The English language translation of his position is Kupiskis Region District Secretary for Court... [to full text]

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33

Hill, Zuganelli Dee y Zuganelli Dee Hill. "Chicano Studies: Proliferation of the Discipline and the Formal Institutionalization of Community Engagement, 1965 to Present". Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/620852.

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This dissertation is a comparative study of the formal institutionalization of Chicana/o Studies programs in four-year colleges and universities between 1970 and the present, and of how variations in institutionalization create different community engagement dynamics for Latina/o populations both on- and off-campus. This research examines the impact of program and university-level characteristics on the formal institutionalization of these programs and the embedding of community engagement within program mission statements. Moreover, the dissertation examines tensions, balancing acts, and trade-offs between achieving program stability and satisfying legitimizing demands of academic labor. Program-level characteristics include formal classification as either a Chicana/o Studies program or cognate (e.g., Mexican American Studies, Hispanic Studies, Latin American Studies, etc.) or a more generalist ethnic studies program (e.g., ethnic studies, cultural studies, American Studies, etc.). University-level characteristics include locus of control (i.e., public or private universities), institutional wealth, total student body and minority enrollments, histories of campus protest, and regional diffusion. The findings indicate complex and distinguishable relationships among program classification, formal program institutionalization, and community engagement prospects; and that predictors for institutionalization partially predict efforts to work with minority populations off-campus. Complicating these relationships suggests a need to consider variations in program-level institutionalization and dedicate future work to this level.

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34

Abreu, Liliana Filipa Lopes de. "Um contraponto entre música, educação e cultura : o acesso à cultura em diferentes contextos (in)formais de aprendizagem musicais". Master's thesis, Porto : [Edição do Autor], 2007. http://hdl.handle.net/10216/23214.

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Este estudo pretende fazer uma investigação empírica partindo da hipótese de que a apropriação da música tem diferentes formas de incorporação nos indivíduos mediante os cenários de interacção sociais e culturais em que se encontra inserida. Aborda os significados, a valorização e a presença atribuídos à expressão musical no âmbito da formação e intervenção pessoal dos participantes, pretendendo observar a sua interpretação e compreensão das concepções de expressão musical e das suas manifestações na prática educativa desenvolvida pelos agentes inseridos. O plano empírico restringe-se a três cenários distintos onde se articulam diferentes práticas de aprendizagem musicais: uma academia de música, e respectivo trabalho desenvolvido em seis colégios; duas escolas públicas do primeiro ciclo do projecto “Expressão musical para as escolas”; e por fim, a Casa da Música e respectivos workshops de cariz educativo. Trata-se de um estudo de casos comparativo, que não parte do pressuposto de que se estabelecem relações similares entre os diferentes espaços, mas que pretende analisar separadamente as formas, objectivos e a influência que a música exerce em cada um deles. O modelo analítico procura analisar as práticas musicais de cada espaço (isto é, o papel da música), os perfis sociais dos intervenientes e o cenário onde essas práticas ocorrem. Deste modo, o estudo foi estruturado sobre três eixos analíticos: Perfil preferencial; Perfil social e Perfil Organizacional. Através deste três eixos procede-se à construção de um conjunto de dimensões relacionadas com a música (enquanto sujeitos de aprendizagem) e inerentes práticas musicais; e a educação, enquanto veículo de transmissão das artes e cultura; e o acesso a ela.(...)

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35

Abreu, Liliana Filipa Lopes de. "Um contraponto entre música, educação e cultura : o acesso à cultura em diferentes contextos (in)formais de aprendizagem musicais". Dissertação, Porto : [Edição do Autor], 2007. http://aleph.letras.up.pt/F?func=find-b&find_code=SYS&request=000199940.

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Este estudo pretende fazer uma investigação empírica partindo da hipótese de que a apropriação da música tem diferentes formas de incorporação nos indivíduos mediante os cenários de interacção sociais e culturais em que se encontra inserida. Aborda os significados, a valorização e a presença atribuídos à expressão musical no âmbito da formação e intervenção pessoal dos participantes, pretendendo observar a sua interpretação e compreensão das concepções de expressão musical e das suas manifestações na prática educativa desenvolvida pelos agentes inseridos. O plano empírico restringe-se a três cenários distintos onde se articulam diferentes práticas de aprendizagem musicais: uma academia de música, e respectivo trabalho desenvolvido em seis colégios; duas escolas públicas do primeiro ciclo do projecto “Expressão musical para as escolas”; e por fim, a Casa da Música e respectivos workshops de cariz educativo. Trata-se de um estudo de casos comparativo, que não parte do pressuposto de que se estabelecem relações similares entre os diferentes espaços, mas que pretende analisar separadamente as formas, objectivos e a influência que a música exerce em cada um deles. O modelo analítico procura analisar as práticas musicais de cada espaço (isto é, o papel da música), os perfis sociais dos intervenientes e o cenário onde essas práticas ocorrem. Deste modo, o estudo foi estruturado sobre três eixos analíticos: Perfil preferencial; Perfil social e Perfil Organizacional. Através deste três eixos procede-se à construção de um conjunto de dimensões relacionadas com a música (enquanto sujeitos de aprendizagem) e inerentes práticas musicais; e a educação, enquanto veículo de transmissão das artes e cultura; e o acesso a ela.(...)

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36

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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Game, Varas Cinthya Isabel y Varas Cinthya Isabel Game. "Producción de conocimiento mediante la educación no formal en programas sociales y el desarrollo de las capacidades de convivencia social en comunidades urbana marginales de la ciudad de Guayaquil". Doctoral thesis, Universidad Nacional Mayor de San Marcos, 2017. http://cybertesis.unmsm.edu.pe/handle/cybertesis/6736.

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Demuestra que la educación no formal contribuye en el individuo, a la producción de conocimiento, para su desarrollo y convivencia social. Además, contextualiza el marco de la educación no formal a partir de los programas sociales que atienden a las comunidades urbano marginales, determina el impacto de programas de educación no formal estructurados en los jóvenes de las comunidades urbanos marginales de la ciudad de Guayaquil y señala el impacto de la educación no formal en las capacidades de desarrollo humano para la convivencia social.
Tesis

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Butvilienė, Jūratė. "Non-formal Adult Education in Lithuania: Public and Private Teaching Sectors". Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140430_132532-34935.

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The non-formal adult (25-64 year olds) education in public and private teaching sectors on the basis of social and human capital, including both learners’ and non-formal education organizers’ situation is analyzed in this dissertational research. The specific purpose of this dissertation is seen through the reality that non-formal adult education is more oriented towards the expectations of employers for their employees’ better qualification(s) while placing the possibilities for personal growth and self-expression aside (i.e. escaping from human capital and putting the social capital into the first place). Also, the manifestations of social stratification in these processes are captured as well, by stressing such aspects as: the education of adult learners, the age factor and the sectors where adults work. While implementing the dissertational research, main statements to be defended were explored and confirmed as well: i) human capital remains more oriented towards social capital accumulation in the public and private sectors of non-formal adult education; ii) the differences between non-formal adult education public and private teaching sectors are rather slight.
Disertacijoje analizuojamas neformalusis suaugusiųjų (25-64 metų amžiaus) švietimas žmogiškojo ir socialinio kapitalo aspektu valstybiniame bei privačiame mokymo sektoriuose besimokančiųjų ir neformalųjį švietimą organizuojančių institucijų lygmenis. Formuluojama problematika, kad neformalusis suaugusiųjų švietimas, kaip vienas svarbiausių asmens sėkmingo veikimo visuomenėje, tenkinant jo/jos pažinimo, lavinimosi bei saviraiškos poreikius garantų, yra daugiau orientuotas į esamų darbdavių lūkesčius darbuotojų kvalifikacijai tobulinti/kelti, akivaizdžiai atsiejant individo saviugdos/asmenybės tobulėjimo bei saviraiškos galimybes (kitaip tariant, atitrūkstama nuo žmogiškojo kapitalo į pirmąją vietą iškeliant socialinį). Taip pat šiame procese pastebimos ir socialinės stratifikacijos apraiškos, ypač išskiriant besimokančiųjų grupių išsilavinimo, amžiaus bei sektorių, kuriuose dirbama, aspektus. Tyrimo eigoje buvo išanalizuoti bei patvirtinti ir ginamieji teiginiai, kad: a) neformaliajame suaugusiųjų švietime valstybinio ir privataus mokymo sektoriuose žmogiškasis kapitalas išlieka orientuotas į socialinio kapitalo kaupimą ir b) skirtumai tarp neformalųjį suaugusiųjų švietimą vykdančių valstybinio ir privataus mokymo sektorių yra nežymūs.

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Morissette, Julien. "Producteurs et publics : le travail des intermédiaires culturels dans les émissions musicales et culturelles à la télévision québécoise". Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34103.

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Depuis 2006, les artistes de indie rock sont les vedettes de « sessions audiovisuelles » diffusées sur le web, dans lesquelles les musiciens font des prestations dans des lieux inusités. Les artistes et publics revendiquant l’authenticité ont rapidement adhéré à cette vague de productions qui se manifestent surtout sur des sites musicaux et médiatiques (La Blogothèque, Black Cab Sessions, BRBR, La Fabrique culturelle, Bande à part, etc.), des sites commandités (Burberry Sessions, Scion Sessions, Nokia Lumia Live Sessions, etc.) et à la télévision (Mange ta ville, Voir, Formule Diaz, Fabriqué au Québec, etc.). Dans le cadre de cette recherche, nous avons voulu explorer la quête d’authenticité dans les médiations de la musique pour déterminer comment les intermédiaires culturels arrivent à respecter la nécessité perçue de favoriser une communication directe entre créateurs et publics. L’approche des production studies nous a permis de bien évaluer le rôle et le discours des artisans de la télévision culturelle, en particulier leurs visions artistiques et créatives dans le travail de médiation. Nous avons utilisé une méthode qualitative pour étudier le travail des intermédiaires culturels, soit l’étude de cas mobilisant des principes ethnographiques. Les conclusions font ressortir le double rôle de producteurs/consommateurs des artisans à l’étude comme moyen d’assurer l’authenticité des productions, le brouillage des frontières dans le travail des intermédiaires culturels (entre activités professionnelles et personnelles, entre jugement professionnel et goûts personnels, entre rôles d’administrateurs, artistes et publics, etc.) et la perception des publics de ces productions.

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Hervouet, Lucile. "Hôpital et médecine de ville face au cancer : Les enjeux de la coordination de la prise en charge des malades atteints de cancer au sein de réseaux de santé". Thesis, Paris 5, 2012. http://www.theses.fr/2012PA05H042.

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La recherche porte sur l’analyse des relations entre l’hôpital et la ville dans la prise en charge des malades atteints de cancer et sur les enjeux d’une formalisation de la coordination des interventions au sein de réseaux de santé. Il s’agit d’élucider le processus de formalisation de la coordination dans le système de prise en charge des patients atteints de cancer, à travers l’identification des objectifs des acteurs et des facteurs de convergence de leurs discours. Pour cela, on retrace dans un premier temps la problématisation de la coordination dans la politique de lutte contre le cancer : depuis la définition d’un « problème » de coordination dans le champ de la lutte contre le cancer, sa mise sur agenda, jusqu’à l’ « instrumentation » de l’action publique. Dans un second temps, une méthodologie qualitative et quantitative permet de cerner le jeu des acteurs autour de cet enjeu de coordination. On décrit les pratiques et les représentations des malades, des médecins généralistes et des professionnels et les conditions de leur adhésion à une formalisation de la coordination au sein de réseaux de santé. Il apparaît finalement que leur adhésion repose sur des variables symboliques et stratégiques
This work deals with the relationships between hospital and general practice, while caring for people suffering from cancer. It focuses on what is at stake in the coordination of these healthcare network actors. In order to clarify the process of formalization of coordination in cancer’s care system, we identified actor’s goals and causes of the convergence of their concerns. Firstly, we described the process of definition of coordination as a problem in the policy of fight against cancer and the selection of an instrument to solve this problem. Secondly, thanks to a qualitative and quantitative methodology, we understood the way “social actors” play with the coordination issue. We described perceptions and practices of patients, General Practitioners and Hospital Doctors and the conditions of subscription to formal health networks. The study showed that their subscription depends on symbolic and strategic variables

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Raudonytė, Justina. "Lietuvos mokyklų pokyčiai: nuo komjaunuolių iki neformalaus ugdymo". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080826_105410-14036.

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Jaunimas, dažnai neturėdama ekonominės nepriklausomybės, yra ypatingoje įvairių problemų sankirtoje, todėl valstybė formuodama jaunimo politiką, siekia palengvinti jaunų žmonių socializaciją bei ugdyti aktyvius savo piliečius. Vienas instrumentų yra švietimo sistema. Sovietų Sąjunga turėjo aiškią jaunimo ugdymo kryptį – jie turėjo tapti ateities komunizmo statytojais. Tad Lietuva išgyveno sunkų permainų laikotarpį po Nepriklausomybės atkūrimo, nes buvęs formalus ir neformalus švietimas buvo persmelktas komunistinių idėjų, o dauguma mokinių priklausė spaliukų, pionierių ar komjaunuolių organizacijoms. Neformalus ugdymas buvo masinis ir priverstinis, tačiau demokratiškoje šalyje jis turėjo būti paremtas laisvu ir individualiu pasirinkimu tam, kad prisidėtų prie asmens kapitalų plėtojimo, remiantis P. Bourdieu teorija. Tyrimo tikslas – išanalizuoti, kokia yra jaunimo neformalaus ugdymo praktika ir modelis Lietuvoje – Sovietmečiu ir po Nepriklausomybės, bei ištirti kokie yra 13-15 m. amžiaus moksleivių patirtys, galimybės ir poreikiai dalyvaujant neformaliame ugdyme. Empiriniam tyrimui pasirinkta viena Kauno vidurinių mokyklų, kurioje žvalgomojo kiekybinio tyrimo metu apklausta 115 moksleivių iš 8-9 kl., iš kurių vėliau atrinkta 16 informantų. Dalyvavimas neformalaus ugdymo veikloje priklauso nuo pasiūlos, moksleivių informavimo bei motyvacijos dalyvauti. Iš visų apklaustųjų vaikų 33,9% niekur nedalyvavo, 21,7% lankė mokyklos būrelius, už mokyklos - 52,2%, jaunimo... [toliau žr. visą tekstą]
Youth, usually not having economical independency, is in a special crossing of various problems. Therefore government strives to facilitate their socialisation and develop active citizens when forming youth politics. Educational system is one of the means to achieve this. Soviet system had an obvious direction in youth education - they were seen as future communism builders. Lithuania has had a hard time since its independency due to the fact, that both, formal and non-formal education was soaked through with communistic ideology and most of the schoolchildren belonged to communist organizations. Non-formal education had been mass and comprehensive while in a democracy it should be based on a free and individual choice in order to contribute to personal forms of capital development, referring to P. Bourdieu theory. Research objective is to analyze youth non-formal education practice and model in Lithuania in Soviet times and since the independency and to investigate experiences, needs and possibilities of the first youth group in non-formal education. Empirical survey was chosen to perform in one of Kaunas secondary schools, where 115 schoolchildren were surveyed by means of exploratory quantitative survey method, resulting in 16 candidates selected for further research. Involvement in non-formal education activities depends on supply, conveyance and motivation to attend. Out of all the interviewed children 33,9% were not involved into any organization, 21,7% were involved in... [to full text]

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Burdsall, Tina Dawn Lillian. "The Effects of Race, Socioeconomic Status, and Religion on Formal End-of-Life Planning". PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/976.

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Individuals who are facing death today are doing so in an environment that is significantly different than it was in the past. Medical technology is increasingly able to keep people alive even with multiple complex chronic conditions. While these advances in medicine are beneficial to many, it can also unnecessarily prolong inevitable deaths. Concerns over the ability to have a death that is in alignment with personal values has increased the interest in the use of formal end-of-life planning including writing an advance instructional directive and assigning a durable power of attorney for health care. Although research has indicated that the use of these formal planning strategies is beneficial, not everyone completes them. Using a current nationally representative sample, the three specific aims of this study were to examine whether there are racial and ethnic differences in formal end-of-life planning done by older African American, Hispanic, and White adults; to examine socioeconomic factors including education and income in formal end-of-life planning as well as assess the contribution of these factors in explaining racial and ethnic differences in formal end-of-life planning; and to examine the role of religiosity in formal end-of-life planning and to assess its influence on racial and ethnic differences in explaining formal end-of-life planning. Logistic regression was run on data from the Health and Retirement Study (HRS) in order to analyze the completion of formal end-of-life plans by African American, Hispanic, and White decedents. Exit interviews conducted with knowledgeable proxies in 2008 or 2010 were combined with data from earlier waves of the HRS survey in order to analyze the completion of formal end-of-life plans, race and ethnicity, socioeconomic status, and religion. Both Blacks and Hispanics were less likely to complete a written advance directive, assign a proxy, or complete both forms of formal planning than were Whites. Group differences remained after controlling for region of death and cause of death. Both Blacks and Hispanics were less likely to complete any form of formal planning than Whites. Group differences remained after additionally controlling for gender, age, marital status, whether the decedent had children, income, education, religious preference, importance of religion, and frequency of attending religious services. Higher levels of income and education both increased the odds that formal advance planning would take place. Religious preference was not significant, but decedents who had stated that religion was very important were less likely to plan while those that attended services frequently were more likely to plan. I speculate that the role of cultural capital may partially explain the persistent racial and ethnic disparities and the importance of income and education. Additionally the dominant religious doctrines of Christianity may have a greater influence than the different religious teachings of Protestant and Catholics around end-of-life medical care. Contrary to expected findings, reference groups of those who attend religious services frequently may assist in formal planning. These finding may help guide interventions that can diminish disparities in the end-of-life experience. Understanding who are completing formal plans can help ensure end-of-life care that is in alignment with personal beliefs and values.

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Cintra, Filho Darci de Farias. "A velhice e a vida institucionalizada representadas pelos idosos residentes em instituições de longa permanência para idosos nos municípios de Arapiraca-AL e Caruaru-PE". Universidade Federal de Alagoas, 2012. http://www.repositorio.ufal.br/handle/riufal/3516.

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Analyzes in an open and exploratory as seniors who reside in long-stay institutions in the municipalities of Arapiraca-AL and Caruaru-PE represent old age and life institutionalized. Therefore, traces a characterization of the process of demographic transition and seeks to place the impact of this process on the expansion of demand for formal long-term care in Brazil and especially in cities where the institutions surveyed included. Observes how the process of demographic transition is accompanied by a decrease in the availability of family caregivers and how the expansion of demand for long-term care requires a redefinition of the distribution of roles among family, society and state in the provision of care. Discusses the approach of Norbert Elias about the process of concealment of death and dying that would have developed in northern European societies in the course of the civilizing process and seeks to show how dependent old age still produce feelings of shame and embarrassment that hinder identification with the old and the dying. Finally, assess how the subjects represent the old age and the life institutionalized and inquire about the possibility of reconciling the representations produced in the context of characterization of the dying of loneliness that is presented in the Elia’s work
FAPEAL - Fundação de Amparo à Pesquisa do Estado de Alagoas
Esse estudo analisa de forma aberta e exploratória como idosos que residem em instituições de longa permanência nos municípios de Arapiraca-Al e Caruaru-PE representam a velhice e a vida institucionalizada. Para tanto, traça uma caracterização do processo de transição demográfica e procura situar os impactos desse processo na ampliação da demanda por cuidados formais de longa duração no Brasil e em especial nas cidades onde figuram as instituições pesquisadas. Observa como o processo de transição demográfica é acompanhado de uma diminuição da disponibilidade de cuidadores familiares e como a ampliação da demanda por cuidados de longa duração exige uma redefinição da distribuição de papéis entre família, sociedade, mercado e Estado na oferta desses cuidados. Discorre sobre a abordagem eliasiana acerca do processo de ocultação da morte e dos moribundos que teria se desenvolvido nas sociedades norte europeias no curso do processo civilizador e procura indicar como a velhice dependente ainda produziria sentimentos de vergonha e embaraço que dificultariam a identificação com os velhos e os moribundos. Por fim, avalia como os sujeitos da pesquisa representaram a velhice e a vida institucionalizada e inquire sobre a possibilidade de compatibilizar as representações produzidas no quadro de caracterização da solidão dos moribundos que é apresentado na obra eliasiana.

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Berdusco, Tatiane Salete de Almeida. "O "paredão" está formado. Violência de gênero no BBB 16 : abálise das disputas discursivas, enquadramentos e redes". reponame:Repositório Institucional da UFPR, 2017. http://hdl.handle.net/1884/48861.

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Orientador: Prof. Dr. Nelson Rosário de Souza
Dissertação (mestrado) - Universidade Federal do Paraná, Setor de Ciências Humanas, Programa de Pós-Graduação em Sociologia. Defesa: Curitiba, 24/05/2017
Inclui referências : f. 116-119
Resumo: O trabalho procura mostrar que os produtos midiáticos são reflexos de uma sociedade localizada dentro de um tempo e um espaço, a partir da perspectiva teórica "midiaculturas". Os atores sociais, dentro desse viés sociológico, são reflexivos e dotados da capacidade de ressignificar. Fizemos a análise da produção midiática e seu enquadramento sobre violências contra a mulher na página oficial do reality show Big Brother Brasil e a comparamos com os enquadramentos produzimos por fan pages de movimentos sociais feministas. Para melhor entendimento desses atores sociais e movimentos feministas, fizemos o mapeamento da rede virtual das páginas com esse propósito da rede social Facebook, assim pudemos compreender traços da ação social no ambiente virtual sobre violências de gênero. Palavras-chave: Disputas discursivas, enquadramento, "midiaculturas", reality show; redes.
Abstract: This dissertation is an attempt to show that media products are reflexes of a time and place located society, as asserted by the "mediacultures" theory. The social actors, inside of this theoretical bias, are thoughtful and empowered with a reframe capacity. We did a media production analysis and its framework in violence against women meanings created in the official page of the reality show Big Bother Brasil and further comparison with the framework produced by the feminist movement fan pages. For a better understanding about these social actors and feminist movement, we did the network virtual mapping of some of Facebook pages, so we would be able to comprehend the social action features in the gender violence virtual environment. Keywords: Frame dispute, "media-cultures", reality show, networks.

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Bailey, Moira. "Developmentalism : from here to there : is heutagogy the way there for HR?" Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/17260.

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There have been suggestions in recent times that the traditional criteria for defining professions is outmoded and inappropriate particularly in relation to the new professions, such as Human Resource Management (HRM). Evans (2008b) has suggested that a more appropriate evaluation is in terms of a commitment to professional development and has identified that this commitment be referred to as ‘developmentalism’. There are a number of ways in which professional development can occur and while traditionally this involved almost exclusively, formal experiences, such as courses, current thinking is now moving towards utilising more accessible, practice based, non-formal mechanisms. The research presented in this thesis investigates how non-formal learning is used to contribute to a climate of developmentalism by Human Resource (HR) practitioners. For this purpose, 17 in-depth semi-structured-interviews with a purposively selected sample of HR practitioners were conducted. The transcripts were analysed based on the four step process of phenomenographic analysis suggested by Marton (1994) cited by Schroder et al (2005) and Soon and Barnard (2002), to discover the qualitatively different ways in which HR practitioners describe, experience, understand and analyse their professional development and the use of non-formal learning in that development. What emerged from the analysis were two sets of categories of description; one for each of the phenomena namely professional development and non-formal learning. In addition, an outcome space for each of the phenomena emerged, illustrating the hierarchical relationship within each set of categories of description as well as the dimensions of variation relating to the phenomena. Also emerging from the analysis was a conceptualised model for professional development comprising non-formal learning using a heutagogical approach in conjunction with the empirically developed HR professionality continuum as a record of achievement. This model is offered as a means of encouraging HR practitioners to participate in professional development. Several recommendations arose from this research, and it is anticipated that these recommendations will be of interest to HR practitioners, their employers, HR educators, and the Chartered Institute of Personnel and Development (CIPD).

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Laroque, Octavie. "Les lois symboliques. Une étude à partir du droit de la propriété littéraire et artistique". Thesis, Paris 2, 2017. http://www.theses.fr/2017PA020040.

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Expression d’un mal législatif contemporain, les lois symboliques ne sont pas seulement des dispositions incantatoires sur le modèle des lois non normatives ou « mémorielles ». Elles peuvent aussi être des dispositions techniques, comme en comporte le droit de la propriété littéraire et artistique. Pour le comprendre, il convient, dans un premier temps, d’identifier les lois symboliques. Caractérisées par la disharmonie de leur discours et de leurs qualités normatives, ces lois donnent à voir un phénomène d’ineffectivité entendu en un sens large. Imprécises, irréalistes, menteuses, mais dotées d’un message vertueux, les lois symboliques sont le résultat d’un exercice instrumentalisé de l’action législative, davantage préoccupé par l’expression de valeurs que par la considération des effets concrets du texte. Dans un second temps, il importe de déterminer la manière dont les lois symboliques doivent être traitées. Signe d’une mutation de la production législative et du droit de la propriété littéraire et artistique, ces lois sont la figure d’un désordre : elles marquent le retrait du vrai symbolique et sa vaine compensation par un faux symbolique voyant. Cet enseignement commande une remise en ordre appelant au respect de règles de légistique et à la conscience morale des diseurs de normes animés par l’amour des lois. Alors que les réformes se multiplient en droit d’auteur et que la matière est attaquée par des revendications consuméristes et sociales, cette étude invite à une réflexion sur l’avenir de la discipline et à envisager des remèdes pour lutter contre l’apparition des lois symboliques
Symbolic laws are a recent manifestation of a contemporary legislative evil. They are not only incantatory declarations on the model of non-normative or "memorial" laws, since they can also be technical rulings, as intellectual property law is. To grasp this phenomenon, we must first identify what symbolic laws are. Characterized by the disharmony between their discourse and their normative qualities, these laws show a phenomenon of ineffective implementation. Unclear, unrealistic, sometimes lying, but endowed with a virtuous message, symbolic laws are the result of the instrumentalization of legislative action, an exercise where expressing values is more a concern than the concrete effects of the text. Secondly, it is important to determine how symbolic laws should be dealt with. As a sign of a change in legislative production and in intellectual property law, these laws are the figure of disorder: they mark the withdrawal of the true symbolism and its vain compensation by a false and flashy symbolism. This discovery calls for a restoration of order and the respect of legistic rules, where those who write the norms should be animated by the love of laws and guided by moral conscience. As intellectual property law is under attack by commercial and social demands, this study invites to think about its future and see how we could prevent the appearance of symbolic laws

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Rossete, Silvana Regina Orlando. "Paulo Freire : da pedagogia da reprodução à práxis da educação como prática de liberdade / Silvana Regina Orlando Rossete ; orientação Peri Mesquida". reponame:Biblioteca Digital de Teses e Dissertações da PUC_PR, 2008. http://www.biblioteca.pucpr.br/tede/tde_busca/arquivo.php?codArquivo=1491.

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Dissertação (mestrado) - Pontifícia Universidade Católica do Paraná, Curitiba, 2008
Bibliografia: f. 131-136
A presente dissertação de Mestrado tem como tema investigado a proposta pedagógica libertadora de Paulo Freire. O problema de pesquisa formulado que orientou a reflexão abordou a consolidação da prática pedagógica muitas vezes distinta da teoria em contra
This present dissertation of a Master's degree has, as a researched subject, the liberating and pedagogical proposal of Paulo Freire. The inquiry's problem, which directed the reflection, broached the consolidation of a pedagogical practice much more dist

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48

Krasnovskij, Miroslav. "Socialinių darbuotojų profesinių kompetencijų tobulinimas tęstinių studijų metu". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090630_094942-89267.

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Tema: socialinių darbuotojų profesinių kompetencijų tobulinimas tęstinių studijų metu. Darbo tikslas: išanalizuoti socialinių darbuotojų profesinių kompetencijų tobulinimą tęstinių studijų metu. Darbo objektas: socialinių darbuotojų profesinių kompetencijų tobulinimas tęstinių studijų metu. Hipotezė: tęstinių socialinės pedagogikos studijų universitetuose metu studentai tobulina socialinių darbuotojų ir plėtoja socialinio pedagogo profesines kompetencijas. Raktiniai žodžiai: socialinis darbuotojas, kompetencija, profesinė kompetencija, profesinės kvalifikacijos tobulinimas tęstinės studijos, formalus mokymasis, formalusis profesinis rengimas, kompetentingumas, kvalifikacija. Socialinis darbas tai veikla, skirta teikti pagalbą žmonėms, kuriems jos reikia ir kurie negali be kitų pagalbos išspręsti savo gyvenimo problemų. Socialinis darbas kaip praktinė veikla turi santykiškai gerą teisinį pagrindą, sukurta socialinių paslaugų teikimo ir socialinio darbo infrastruktūra, profesija gana populiari. Socialinis darbuotojas siekia socialinio teisingumo ir teigiamų pokyčių visuomenėje, socialinės gerovės didinimo, valdžios ir piliečių didesnės atsakomybės, asmens, šeimos ir bendruomenės palaikymo sprendžiant socialines problemas ir vykdant jų prevenciją. Socialinis darbas atliepia bendruomenių, žmonių grupių, turinčių bendrų interesų, taip pat individų poreikius ir problemas ir kaip praktinė veikla turi santykiškai gerą teisinį pagrindą, sukurta socialinių paslaugų teikimo ir... [toliau žr. visą tekstą]
Topic: improvement of social workers’ professional competencies during continuing studies. Objective: to analyze improvement of social workers’ professional competencies during continuing studies. Object: improvement of social workers’ professional competencies during continuing studies. Hypothesis: during continuing social pedagogy studies at the universities, students improve their social workers’ and develop social pedagogues’ professional competencies. Kew words: social worker, competence, professional competence, the improvement of professional competence, continuing studies, formal learning, formal professional training, qualification. Social work is the activity to provide help to people, who need that help and who are not able to deal with their problems and life difficulties without the help of others. Social work as the practical activity has relatively good juridical basis, created provision of social services and infrastructure of social work, profession is quite popular. Social worker is seeking the social justice and positive changes in the society, the social welfare increase, bigger responsibility from citizens and government, support of individual, family and community solving social problems and pursuing prevention. Social work reflects the needs and problems of communities, people with the common interests groups and individuals Social work trend’s education is acquired after further education studies or basic also integral social work studies in... [to full text]

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Sharma, Karuna. ""I Miss My Country, but My World is with My Children": Examining the Family and Social Lives of Older Indian Immigrants in the United States". Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/gerontology_theses/21.

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Within the context of ongoing social and demographic transformation, including the trend towards globalization, changing patterns of longevity and increasing ethnic diversity, this thesis examines the lives older Asian-Indian immigrants in the United States. To date, much of what little research exists on this group of elders focuses on acculturation and related stress, but there is limited research on the daily life experiences of these older adults, particularly as they pertain to family life, the practice of filial piety, and informal support exchange within their households, as well as their social lives more generally. Informed by two theoretical approaches, Life Course and Symbolic Interactionism, this research examines older immigrants’ social and family lives. The study employs a qualitative approach and involves in-depth semi-structured interviews with 10 older Asian-Indians living in the Atlanta area. To varying degrees, their lives are family-centered. Traditional Indian practices such as filial piety are individualized according to the intersection of American and Indian cultures and family (e.g., structure and history) and personal (e.g., personal resources) influences. Similar influences operate to shape their family and social lives more generally. These findings enhance existing understandings of older immigrants’ lives and illustrate similarities and differences. In doing so, the research provides valuable information that can promote cultural competence for those working with and designing policies and programs for adults in a rapidly aging and increasingly diverse society.

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Srivastava, Sameer Bhatt. "Social Capital Activation during Times of Organizational Change". Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10158.

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This dissertation contributes to our understanding of how people build and use social capital – resources embedded in social relations – in organizational settings. Whereas the extant literature has tended to focus on the structure of interpersonal networks within organizations and the link to various indicators of individual attainment, this dissertation instead uncovers the dynamics of network action. I tackle two central questions: (1) During times of organizational change, how do organizational actors use the social resources accessible to them by virtue of their position in the structure? and (2) What organizational interventions can help people forge valuable new connections in the workplace? Core to this investigation is the concept of social capital activation – that is, the conversion of latent social ties into active relationships. Three empirical studies illuminate different facets of social capital activation during commonly experienced forms of organizational change: (1) an organizational restructuring; (2) large-scale transformations that create individual-level threat or opportunity; and (3) the introduction of a novel employee cross-training program. Because organizational change is often accompanied by significant shifts in resources and power, network activation choices in these periods can have significant consequences for individual attainment and organizational performance. I draw on unique data from three disparate settings – a global information services firm; a large health care organization; and a software development lab based in Beijing, China. Multiple research methods, including a large panel data set of archived electronic communications, qualitative interviews, experimental studies conducted with samples of working professionals, and a longitudinal field experiment, are used to identify how organizational actors marshal social resources through individual-level network activation choices. Findings from these studies contribute to research on: (1) organizational social capital; (2) the structural dynamics of organizational change; (3) ascriptive inequality in organizations; (4) cognition and social networks; and (5) workplace practices and network change.

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Tesis sobre el tema "Sociologie formale"

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