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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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Hill, Zuganelli Dee, e 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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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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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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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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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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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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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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Sae-ung, Naruepanat, e Patricia Aurelia Ramirez. "Hur fritidsaktiviteter formar ungdomars identitet". Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45472.
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This study aims to seek an understanding of how leisure activities shape young adults' identity by conducting a comparative study between young adults who come from households with different socio-economic conditions. This study also focuses on the factors that play a role in how young adults choose to spend their spare time and how the shaping of young adults' identities takes place through it. The empirical data has been collected through qualitative semi-structured interviews with young adults from affluent and deprived areas aged 17–18. The participants have shared thoughts about leisure activities and youth culture, among other things. This study is based on Erving Goffman's theory about dramaturgy and Bourdieu's theories of capital, habitus and field. The study's results show that there is a clear difference in how young adults from different areas spend their spare time. The results show that young people from affluent areas think that it is important to stay busy in a leisure activity such as handball, hockey and football and it was clear that team sports are a popular trend. A popular trend that was seen among young people from socio-economically disadvantaged areas was evening activities where, for example, activities such as evening walks, park hangouts and neighborhood hangouts are included. Young people from socio-economically disadvantaged areas also feel a stronger sense of belonging to their neighborhoods and therefore spend their free time in these places
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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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Niklasson, Hanna. "Det (in)formella mötet som formas och formar : En kvalitativ studie om handläggare och klienters upplevelser av interaktionen i utredningsarbetet inom försörjningsstöd". Thesis, Halmstad University, School of Social and Health Sciences (HOS), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-5094.
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The purpose with this study was to examine six caseworkers and two clients’ experiences of interaction in the investigative work of social assistance. Moreover, how the interaction between caseworkers and clients are affected by the structure of the social assistance unit. The study also wanted to show how interaction rituals contribute to the change in assessment procedure in the investigative work. The study even aimed to highlight the ways in which social exclusion occurs in investigative work from caseworkers and client’s capital and gender. Finally, the study intended to look at how caseworkers and client’s positions as superior and subordinate affect the interaction of the investigative work and what roles are shaped during their meeting and how the roles form the interaction. The questions were examined using qualitative methodology in the form of semi-structured interviews. I´ve based the paper on social exclusion processes and applied organizational sociology. The theoretical perspectives used in this thesis work is moreover Ahrne’s organization theory, Collins’s theory of interaction rituals, Goffman’s role theory, Bourdieus’ theory of distinction and capital concept and Mulinari and de los Reyes intersectionality concept. Main conclusions I could draw from the survey results and analysis are that the caseworkers and clients’ experiences tend to resemble each other in many aspects. Overall the caseworkers and clients experience that the interaction is multidimensional; however, the interaction is founded in the authority structure. The interaction is represented by the caseworker’s dominant position, where their overall superior role exists in which the underlying dual roles as helpers and personal authorities also occur. Unlike the caseworkers the clients hold a dominated position, where their overall subordinate role exists in which the underlying dual roles as clients and as individuals occur. This means that the interaction is primarily governed by the caseworkers and client’s freedom of movement is restricted. Clients welfare and their meaningfulness of everyday life including their financial situation are thereby affected by the interaction of the investigative work as a result of the interaction leading toward that the client is justified social assistance or not.
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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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Inoue, Luciana Massami. "A iniciativa privada e o mercado formal de habitação para o trabalhador na cidade de São Paulo, 1942-1964". Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/16/16133/tde-08092010-093927/.
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O objetivo principal foi verificar a existência de grandes e pequenos empreendedores capitalistas privados na produção da habitação para o trabalhador no período na cidade de São Paulo, entre 1942 e 1964. O problema habitacional é antigo, e em muito se deve ao fato de que o trabalhador não tenha sido integrado plenamente à sociedade. Os mercados formal e informal do trabalho caminharam em paralelo, o mesmo ocorrendo com o mercado formal e informal da habitação. Os principais aspectos conjunturais detectados no período são: a Segunda Guerra Mundial; o debate nacional sobre o tema do desenvolvimento; a dívida externa; a inflação (que afetou fortemente o padrão de consumo do trabalhador, sua capacidade de poupança e, ao mesmo tempo, todo o complexo da indústria da construção); a industrialização e as migrações internas. Na cidade de São Paulo, verificaram-se os fenômenos de verticalização do centro e horizontalização de suas periferias, juntamente com a metropolização. Como metodologia empregada, recorreu-se à bibliografia especializada, e como fontes primárias, optou-se por percorrer as coleções de revistas econômicas e anúncios de jornais. Após 1942, a iniciativa privada, retraiu-se temporariamente do mercado de locação, contudo, não abandonou as opções de investimento habitacionais anteriores, como os cortiços e as vilas operárias. Atuou principalmente em quatro frentes de investimento voltadas para o trabalhador: venda de casas térreas e sobrados; kitchnettes; edifícios em condomínios; e loteamentos periféricos.The aim of this research was to verify the existence of big and small private capitalist entrepreneurs in the housing production for workers in São Paulo, between 1942 and 1964. The housing problem is old and it is due very much to the fact that the worker never was fully integrated to Brazilian society. The formal and informal labor market developed simultaneously as the same way it occured with the formal and informal housing market. The major historic features in the period were: the Second World War, the debates about the topic of development, external debt, inflation (that affected strongly the consumption pattern of the workers, their capacity to save money, and at the same time the whole building industry complex), the industrialization, and the internal migration. In the city of São Paulo, there was the phenomena of verticalization downtown and horizontalization at the peripheries, along the metropolization process. Specialized bibliography was studied, and as primary sources, we have consulted the collections of economy periodicals and the real state advertisement in the newspapers. After 1942, the private enterprise stopped to invest in the rental market for a short time, however, it did not abandon the prior housing options of investments before, as shantytowns or cortiços and workers´ villages. The private enterprise has acted mainly in four fields of investment with the focus on the workers housing: sale of one or two storey houses; kitchnettes; condominium buildings, and periphery lots.
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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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Matorkienė, Žaneta. "Mokinių dalyvavimo popamokinėje veikloje galimybių analizė". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100907_092649-41777.
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Darbe atlikta teorinė papildomo ugdymo sampratos, mokinių laisvalaikio užimtumo poreikių tenkinimo bendrojo lavinimo mokyklose ir socialinio pedagogo dalyvavimo popamokinės veiklos procese analizė.
Iškelta hipotezė, vaikų dalyvavimą popamokinėje veikloje tėvai, ugdantys pedagogai bei socialiniai pedagogai įtakoja tik iš dalies, jų pasirinkimą labiau lemia pasiūla, galimybės ir pačių apsisprendimas.
Buvo naudojamas turinio analizės metodas, kurio tikslas - išsiaiškinti popamokinės veiklos mokykloje ypatumus, galimus trūkumus ir daromas klaidas bei socialinių pedagogų galimybes dalyvauti laisvalaikiou žimtumo tenkinime, atliekant atvirų klausimų ir interviu atsakymų turinio analizę. Anketinės apklausos metodu buvo siekta identifikuoti mokinių ir tėvų nuostatų į papildomąjį ugdymą raišką ir išsiaiškinti, kaip mokyklos vaidmenį, tenkinant laisvalaikio užimtumo poreikius, vertina patys proceso dalyviai. Tyrime naudoto interviu tikslas – gauti būtiną tyrimui informaciją apie neformaliojo ugdymo situaciją mokyklose, įvairius šio proceso ypatumus, mokytojų ir mokinių išgyvenimus, subjektyvią jų nuomonę apie socialinio pedagogo vaidmenį, tenkinant laisvalaikio užimtumo poreikius.
Į tyrimą buvo įtraukti 454 asmenys. Anketinėje apklausoje dalyvavo 436 respondentai: 234 mokiniai ir 202 jų tėvai. Pusiau struktūruotame interviu buvo atliktas devyniose šalies mokyklose, kur buvo apklausti 9 mokyklų administracijos atstovai, kuruojantys neformalųjį ugdymą švietimo įstaigoje, ir 9 mokyklų... [toliau žr. visą tekstą]The paper deals with the theoretical analysis of additional education purpose, the schoolchildren’s spare – time entertainment participation in the comprehensive school and social educator participation in the out–of- school activity. Hypothesis: children’s participation in the out–of- school activity parents, teachers and social educator affects only partly, their choice determined by supply, opportunities and self determination. Content analysis was used to extracurricular activities at school find out the characteristics, shortcomings and mistakes, and opportunities for social educator to participate in spare – time entertainment to analyze the open questions and interview responses of content analysis. Questionnaire survey method was sought to identify schoolchildren’s and parent's attitudes towards the resolution of additional education and to explore how the role of the school, meet the needs of the entertainment, value participants themselves. Study used interviews aim to study the information about non-formal educational situation in the schools, teacher‘s and schoolchildren’s experiences, their subjective views on the social educator. The study included 452 persons. Questionnaire survey involved 436 respondents: 234 students and 202 parents. Semi-structured interviews were conducted in nine schools of the country, where were interviewed nine representatives of school administrations, the umbrella non-formal education in educational institution and nine school... [to full text]
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Sjöstedt, Maria, e Elin Bergström. "Gruppkultur - ur ungdomsledarens perspektiv : En kvalitativ intervjustudie med syftet att svara på hur ungdomsledare skapar och formar en gruppkultur". Thesis, Uppsala universitet, Sociologiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-412279.
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Uppsatsen syftar till att undersöka hur ungdomsledare skapar och formar en gruppkultur i en deltagargrupp vid en lägergård i Sverige. Semistrukturerade intervjuer med ledare som arbetar eller har arbetat inom verksamheten har använts som empiriskt underlag för att uppfylla studiens syfte. Det empiriska materialet har sedan analyserats i relation till tre sociologiska teorier; den symboliska interaktionismen, den sociala konstruktivismen samt Randall Collins begrepp interaktionsritual. Denna analys har resulterat i slutsatserna att gruppens kultur är del av en större gårdskultur med redan etablerade traditioner och symboler. Deltagarnas beteenden och relationer utgår därför från en förutbestämd ordning som lärs ut både direkt och indirekt genom ledarnas egna beteende, samt genom att ledarna skapar tillfällen för gemensamma aktiviteter som lägger grunden för gruppens egna symboler och minnen, och därmed en stark sammanhållning.
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Alpar, Danende Z. "The Format As An Iron Cage: Writing In Sociology And Anthropology". Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12611183/index.pdf.
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This thesis analyzes the prevailing formats of writing in sociology or anthropology that are considered scientific. For whom are sociology and anthropology texts written, and who are the readers of these texts? How does this format of writing that constitutes a text as scientific influence the text-reader relationship?
In discussing this, the legitimate ways of writing of sociology and anthropology are presented together with what scientificity brings. the reflexive critique that looks at sociology and anthropology with the very methods of these disciplines is explained in its main lines. within this debate, the importance of the question "whom the texts produced in these sciences are intended for?"
is analyzed. This is followed by a discussion of the conditions that enabled the constitution of the conventional forms of expression in sciences. The concept of paradigm as proposed by Thomas Kuhn is used to explain the formation of these conditions.
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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 variésFor 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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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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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 stratégiquesThis 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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Forssberg, Kajsa. "Det digitala jaget : En sociologisk studie om hur sociala medier formar unga kvinnors identitetsskapande". Thesis, Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-74742.
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Syftet med denna studie har varit att belysa hur sociala medier bidrar till att forma unga kvinnorsidentitet med fokus på följande frågeställningar: Hur upplever unga kvinnor att sociala medier påverkar dem, hur framställer sig unga kvinnor på sociala medier och hur väl upplever unga kvinnor att deras identitet på sociala medier speglar dem när de är offline. Studiens teoretiska ramverk har utgått ifrån Ervin Goffmans (2014) dramaturgiska perspektiv samt Judith Butlers(2007) performativitetsteori. Den metod som legat till grund för att uppfylla studiens syfte har utgått från ett netnografiskt tillvägagångssätt i form av kvalitativa intervjuer samtnätobservationer. Studiens resultat visar på att sociala medier har en påverkan på unga kvinnors identitetsskapande. Detta utifrån det genomgående tema som till synes verkar vara en oskriven regel i hur unga kvinnors representation på sociala medier bör se ut. Temat framgår främst genom den representation som sker på Instagram i form av bilder samt utifrån det perspektiv Snapchat visar, där individen utför ett handlande som nästintill verkar tvunget. Uppfattningenär att detta beteende på lång sikt kan skapa problem för individen att uttrycka sin egen identitet, då individen snarare följer ett normativt beteende över vilken identitet som bör uppvisas. Det går att konstatera efter kopplingar gjorda till Ervin Goffmans (2014) teori om det dramaturgiska perspektivet att individen spelar olika rollframträdanden i olika sociala situationer i livet, vilket även deltagarna bekräftar då deras identitet skiljer sig i sin representation online respektive offline. Ämnet för studien är aktuellt och viktigt, då sociala medier endast funnits sedan 90-talet men på denna korta tid blivit något var och varannan individ använder dagligen och ser som en självklar del av livet. Med tanke på det resultat som framkommit anser jag vikten av att lyfta detta ämne för att se över de konsekvenser användandet av sociala medier kan bidra till, främst hos den yngre generationen när det kommer till skapandet av sin identitet och individens välmående.
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Almeida, Gallo Fernanda 1979. "As formas do crime organizado". [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/281284.
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Orientador: Thomas Patrick DwyerTese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas
Made available in DSpace on 2018-08-26T06:39:47Z (GMT). No. of bitstreams: 1 AlmeidaGallo_Fernanda_D.pdf: 11382311 bytes, checksum: 777bc26194ef591dd24090b4e765a157 (MD5) Previous issue date: 2014
Resumo: Na presente tese explorou-se o Relatório da CPI do Narcotráfico como fonte de dados principal. Através do método indutivo da "Grounded Theory", pôde-se explorar, selecionar e se aprofundar na investigação de seis casos brasileiros que versavam sobre o próprio tráfico de drogas e crimes conexos que, por sua vez, levaram a um estudo sobre organizações do crime organizado. Esses seis casos foram analisados a partir da sociologia formal de Simmel que me conduziu a um estudo sobre as formas acionadas pelo crime organizado, até então inédito na Sociologia. Dentre as principais contribuições e descobertas é possível elencar 1) o uso de metodologias informacionais, como as análises de redes sociais, que permitiram a reconstrução organizacional (e das redes) acionadas pelos grupos estudados e com isso, ajudaram a alcançar um nível de abstração tal que permitiu pensar acerca dos tipos organizacionais acionados por esses grupos; 2) a descoberta do nível meso de análise alcançada através do uso de relatórios e investigações políticas; 3) a percepção sobre a existência de um terceiro tipo organizacional que transita entre as hierarquias e as redes, que denomino como híbrido. Essa tipologia foi percebida na quase totalidade dos casos estudados e, nacional e internacionalmente contextualizada, onde foram encontrados paralelos em casos chineses, canadenses, colombianos e mexicanos. Na tentativa de entender o desenvolvimento do híbrido nos casos estudados, levantei algumas hipóteses, dentre as quais destaco: as TIC¿s influenciam no desenvolvimento de organizações criminosas híbridas
Abstract: In this thesis the Drug Trafficking Report from the Brazilian parliament (lower house) Investigation Commission (CPI) is analyzed as primary data source. By using the inductive Grounded Theory methodology, I was able to explore, select and deepen the investigation into six Brazilian criminal drug trafficking cases and related crimes, resulting in a body of knowledge about the structures and organization of the organized crime. These six cases were analyzed throughout Simmel¿s "formal Sociology" lenses, resulting in a study of the forms employed by the organized crime, a novel result. Main contributions and discoveries in this thesis are: (1) the first reconstruction and abstraction of the organizational networks of Brazilian organized crime by using informational methodologies, (2) the first characterization of the organized crime networks at the analytical "meso"-level, by using a triangulation of methodologies, and (3) the identification of a third organizational class, called here hybrid - a merge between hierarchical and mesh organization. In special, the hybrid organizational type was detected in almost all cases studied and parallels were found to international cases (Chinese, Canadian, Colombian and Mexican). These parallels enabled me to postulate some hypothesis for future work, the most noteworthy relating the pervasive IT and the hybrid organizational class
Doutorado
Ciencias Sociais
Doutora em Ciências Sociais
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Kremska, Emilia. "Att formas av två nationaliteter : En kvalitativ studie om identitetsskapandet bland individer med dubbelt medborgarskap". Thesis, Karlstads universitet, Institutionen för sociala och psykologiska studier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-55427.
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Migration over national boarders is common in today’s globalized world. As a result the number of individuals with connections to more than one nation are increasing. But how do they identify themselves? Ambition of this study was to explore how individuals with dual citizenship identify themselves and whether others identification of them has an effect on their own identification. This study had a qualitative approach and used semi- structured interviews to collect experiences from five individuals with dual citizenship. This study contains theories of identity based on social constructivism, social identity, national identity, orientation, as well as key notions such as migration, citizenship and dual citizenship. Those are the theories used in the analysis of the empirical material. The conclusion reveals that all of the informants identify themselves with both their nations, which demonstrates their hyphen identities. Differences in identifications are presented by three identities; the first is Transnational Identity, where the individual's identification is influenced by all nations, even though there is no longer any connection with the nations. The second is Hierarchical hybrid, where the individuals identify themselves with one nation more than the other. The last identity is Parallel affiliation, where individuals identify themselves equally with both nations while experiencing emotional attachment to both. Furthermore, the conclusion shows that individuals’ identification isn´t predominantly influenced by others perception of them.
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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 symboliquesSymbolic 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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Hohn, Alisabeth Merker. "The impact of survey format and context on academic self- perceptions /". The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487933648651205.
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Butvilienė, Jūratė. "Neformalusis suaugusiųjų švietimas Lietuvoje: valstybinis ir privatus mokymo sektoriai". Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140430_132543-01009.
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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.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.
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Ruggieri, Davide <1979>. "La sociologia relazionale di Georg Simmel. La relazione come forma sociale vitale". Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2015. http://amsdottorato.unibo.it/6871/1/TESI_DI_DOTTORATO_RUGGIERI_La_sociologia_relazionale_di_Georg_Simmel.pdf.
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La tesi di dottorato ha come oggetto il pensiero sociologico di Georg Simmel con particolare riferimento alla sua interpretazione nei diversi indirizzi di ricerca della sociologia relazionale contemporanea. In particolare, si propone una rilettura del contributo simmeliano alla luce del paradigma relazionale della sociologia di Pierpaolo Donati. Il lavoro di ricerca è stato condotto secondo una rigorosa ricognizione testuale dell’opus simmeliano e della bibliografia critica internazionale sull'argomento in oggetto. A partire dalla nozione di relazione sociale, si dipana l’analisi della proposta sociologica simmeliana: il termine tedesco Wechselwirkung (azione reciproca) racchiude la complessa semantica con cui assume senso l’intera teoria sociologica simmeliana. Simmel è il primo "sociologo relazionale", come sostenuto da Donati, e in questa ricerca si cerca di mostrare le evidenze della validità di tale asserzione. Nella formulazione simmeliana si trovano importanti indizi teorici che permettono di rielaborare la relazione nei termini di una “forma sociale vitale”. Questo significa che la relazione sociale trova la sua ragion d’essere in quanto fenomeno umano che si determina a partire dalle nozioni di “spirito” (Geist) e “vita”(Leben). Nel primo capitolo si chiarisce la natura di questa relazione sociale in rapporto alle varie proposte sociologiche relazionali in campo internazionale. Nel secondo capitolo si analizza in maniera critica la (ri)formulazione simmeliana della relazione come scambio (nella forma simbolica del denaro) e le interpretazioni relazionali che si sono succedute a partire da questo cambio di rotta. Nel terzo capitolo vengono passate in rassegna le principali figure relazionali (la vita della metropoli, la moda, il conflitto, il povero, lo straniero) con le quali si confronta il sociologo berlinese. Nel quarto capitolo si propone di rileggere fenomeni sociali e culturali come forme relazionali in riferimento alla sfera dell’arte e della teologia (religione).The subject of this doctoral dissertation is Georg Simmel’s sociology in light of its interpretation by various schools of contemporary relational sociology. It specifically focuses on the interpretation of Simmel’s contribution according to Pierpaolo Donati’s relational paradigm. This research was rigorously conducted by studying Simmel’s texts and the existing international bibliography on Simmel and relational sociology. Simmel’s theory first addresses the notion of relation, which is a central issue and plays a fundamental role in the comprehension of social facts: the German term Wechselwirkung (reciprocal action) encompasses the wide semantics that summarizes Simmel’s entire sociological theory. Simmel is considered the first relational sociologist, as affirmed by Donati, and this research attempts to corroborate and to offer further proof of the validity of this assertion. Simmel’s sociological contribution presents the relation as “vital social form”: social relation is the very essence of sociology, which finds its raison d’être as a human phenomenon determined by notions such as “spirit” (Geist) and “life” (Leben). The first chapter of the dissertation compares the nature of Simmel’s social relation with various proposals of international relational sociologies. The second chapter offers a critical analysis of Simmel’s reformulation of relation as exchange (in the symbolic form of money): this represents a significant change in his epistemological configuration of relation. The third chapter focuses on the main relational figures of Simmel’s sociology (city life, fashion, conflict, the poor, the stranger). The fourth chapter suggests that cultural and social phenomena be read as relational forms referring to the spheres of art and theology (religion).
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Ruggieri, Davide <1979>. "La sociologia relazionale di Georg Simmel. La relazione come forma sociale vitale". Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2015. http://amsdottorato.unibo.it/6871/.
Texto completo da fonteResumo:
La tesi di dottorato ha come oggetto il pensiero sociologico di Georg Simmel con particolare riferimento alla sua interpretazione nei diversi indirizzi di ricerca della sociologia relazionale contemporanea. In particolare, si propone una rilettura del contributo simmeliano alla luce del paradigma relazionale della sociologia di Pierpaolo Donati. Il lavoro di ricerca è stato condotto secondo una rigorosa ricognizione testuale dell’opus simmeliano e della bibliografia critica internazionale sull'argomento in oggetto. A partire dalla nozione di relazione sociale, si dipana l’analisi della proposta sociologica simmeliana: il termine tedesco Wechselwirkung (azione reciproca) racchiude la complessa semantica con cui assume senso l’intera teoria sociologica simmeliana. Simmel è il primo "sociologo relazionale", come sostenuto da Donati, e in questa ricerca si cerca di mostrare le evidenze della validità di tale asserzione. Nella formulazione simmeliana si trovano importanti indizi teorici che permettono di rielaborare la relazione nei termini di una “forma sociale vitale”. Questo significa che la relazione sociale trova la sua ragion d’essere in quanto fenomeno umano che si determina a partire dalle nozioni di “spirito” (Geist) e “vita”(Leben). Nel primo capitolo si chiarisce la natura di questa relazione sociale in rapporto alle varie proposte sociologiche relazionali in campo internazionale. Nel secondo capitolo si analizza in maniera critica la (ri)formulazione simmeliana della relazione come scambio (nella forma simbolica del denaro) e le interpretazioni relazionali che si sono succedute a partire da questo cambio di rotta. Nel terzo capitolo vengono passate in rassegna le principali figure relazionali (la vita della metropoli, la moda, il conflitto, il povero, lo straniero) con le quali si confronta il sociologo berlinese. Nel quarto capitolo si propone di rileggere fenomeni sociali e culturali come forme relazionali in riferimento alla sfera dell’arte e della teologia (religione).The subject of this doctoral dissertation is Georg Simmel’s sociology in light of its interpretation by various schools of contemporary relational sociology. It specifically focuses on the interpretation of Simmel’s contribution according to Pierpaolo Donati’s relational paradigm. This research was rigorously conducted by studying Simmel’s texts and the existing international bibliography on Simmel and relational sociology. Simmel’s theory first addresses the notion of relation, which is a central issue and plays a fundamental role in the comprehension of social facts: the German term Wechselwirkung (reciprocal action) encompasses the wide semantics that summarizes Simmel’s entire sociological theory. Simmel is considered the first relational sociologist, as affirmed by Donati, and this research attempts to corroborate and to offer further proof of the validity of this assertion. Simmel’s sociological contribution presents the relation as “vital social form”: social relation is the very essence of sociology, which finds its raison d’être as a human phenomenon determined by notions such as “spirit” (Geist) and “life” (Leben). The first chapter of the dissertation compares the nature of Simmel’s social relation with various proposals of international relational sociologies. The second chapter offers a critical analysis of Simmel’s reformulation of relation as exchange (in the symbolic form of money): this represents a significant change in his epistemological configuration of relation. The third chapter focuses on the main relational figures of Simmel’s sociology (city life, fashion, conflict, the poor, the stranger). The fourth chapter suggests that cultural and social phenomena be read as relational forms referring to the spheres of art and theology (religion).
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Ramassote, Rodrigo Martins 1979. "A vida social das formas literárias : crítica literária e ciências sociais no pensamento de Antonio Candido". [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/280376.
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Orientador: Heloisa Andre PontesTese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas
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Resumo: Esta tese tem como objetivo discutir as possíveis intersecções entre crítica literária e ciências sociais no conjunto da produção intelectual de Antonio Candido. Embora bastante comentada - ainda que, na maior parte das vezes, com intuito desqualificador -, são poucos os estudos que avançam na análise substantiva das implicações, efeitos e repercussões dessa estreita convivência entre as áreas de atuação, reflexão e pesquisa em que ele se dividiu ao longo de sua trajetória. Nesse sentido, pretendo contribuir para a ampliação de uma linha investigativa que pouca atenção despertou, mas que nos últimos anos vem recebendo contribuições significativas: a sondagem das conexões temáticas e desafios analíticos comuns que atravessam o conjunto da obra de Candido. Para tanto, selecionei parcela representativa de sua produção, no esforço mais geral de aprofundar-lhe a leitura e interpretação a partir de informações procedentes, de um lado, de sua experiência social e familiar, filiação política e percurso institucional, e, de outro, dos principais debates acadêmicos e intelectuais nos quais ele participou. Sua estrutura encontra-se dividida em duas partes: na primeira, o enfoque recai sobre os rodapés literários assinados por Candido na grande imprensa paulista, bem como parte expressiva dos livros deles derivados. Na segunda, a atenção se volta para dois de seus principais estudos literários, averiguando as repercussões no estudo analítico de clássicos do romance brasileiro de certas teses sociológicas defendidas pelo autor em seus escritos na área das ciências sociais
Abstract: This thesis aims at discussing the possible intersections between literary criticism and social sciences throughout the intellectual production of Antonio Candido. Although well commented - though, in most cases, in a rather disqualifying manner - there are few studies that advance in the direction of a substantive analysis of the implications, effects and impacts of this close interaction between the fields, reflections and researches to which he was dedicated along his trajectory. Accordingly, I intend to contribute to the expansion of a line of investigation that evoked scarce attention, but in recent years has been receiving significant contributions: a survey of the thematic connections and common analytical challenges that are found throughout the work of Candido. Therefore, I selected a representative portion of his production, in a broader effort to deepen its reading and interpretation, departing from information coming from his social and familial experiences, his political affiliation and institutional path, and, on the other side, major academic and intellectual debates in which he participated. This thesis is divided into two parts: first, the focus is on the literary footnotes signed by Candido in the main newspapers of São Paulo as well as a significant portion of his books thereof. In the second, the attention turns to two of his main literary studies by examining the effect of certain sociological theses defended by the author in his writings in the area of social sciences in the analytical study of classic Brazilian novel
Doutorado
Antropologia Social
Doutor em Antropologia Social
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Cohen, Adrienne Lynn. "Support Networks of Rural Older Adults with Self-Care Challenges". Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1302028258.
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Costa, Rafael Fernando da. "Forma??o inicial de professores de sociologia: uma an?lise de suas necessidades formativas". Pontif?cia Universidade Cat?lica de Campinas, 2009. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/637.
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Previous issue date: 2009-02-18The study, The initial formation of Sociology teachers: a study of qualification needs is a research about the constitution of Sociology teacher. This study aims to understand the students qualification needs for bachelor degree on Social Sciences in a private institution of Campinas, presuming that violence on school it is one of this needs. Using qualitative data method to render the problematic concept of teachers formation and analyses the perspectives and challengers for the future Sociology teachers. Adopted as techniques of data gathering, the participant observation, quantitative questionnaire, interview with a professor of the area and the main group, with the students, always with a qualitative look above the data colleted and permanent dialogue with theory. Above the data analysis we construct three categories: violence in school; Sociology teachers formation; theory and practice relation. Within these categories was emphasize the points that most called our attention on the subjects speech and was connected with our objectives. As a result, the study indicates that the discussion about violence in school is a concern for the bachelor degree students and, therefore a formation need, as well as was verify at the present time, in the reality studied, the dualism among practice and theory, been necessary a formation that allow the students surpass these dualism that damage the learning-teaching relation.
A pesquisa, Forma??o inicial de professores de sociologia: uma an?lise das necessidades formativas trata-se de um estudo sobre a forma??o do professor de Sociologia. Nosso problema de pesquisa centra-se em conhecer quais as necessidades formativas de licenciandos do curso de Ci?ncias Sociais de uma institui??o particular de Campinas, pressupondo que a discuss?o sobre a viol?ncia na escola seja uma destas necessidades. Atrav?s de uma abordagem qualitativa, problematizamos o conceito de forma??o de professores e analisamos as perspectivas e desafios para o futuro professor de sociologia. Adotamos como t?cnica de coleta de dados a observa??o participante, um question?rio quantitativo e tamb?m realizamos uma entrevista semi-estruturada, com uma docente do curso, e o grupo focal, com os alunos, tendo sempre um olhar qualitativo sobre os dados coletados e o di?logo permanente com a teoria. Na an?lise dos dados constru?mos tr?s categorias: viol?ncia na escola; forma??o de professores de sociologia; rela??o teoria e pr?tica. Com estas categorias ressaltamos os pontos que nos chamaram aten??o na fala dos sujeitos e que estavam ligados aos nossos objetivos. Expomos como resultados da pesquisa que a discuss?o sobre a viol?ncia na escola ? uma preocupa??o dos licenciandos e, portanto, uma necessidade formativa, assim como verificamos que ainda ? muito presente, na realidade estudada, o dualismo teoria e pr?tica, sendo necess?ria uma forma??o que possibilite aos licenciandos a supera??o deste dualismo que tanto prejudica a rela??o ensino-aprendizagem.
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León, Castro Camilo. "Pequeñas empresas, relaciones sociales y nuevas formas de eficiencia económica". Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/115158.
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