613 resultados para elected


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Twenty-five years ago today the Velvet Revolution kicked off in what was then Czechoslovakia to bring an end to the one-party government of the Communist Party. This exclusive translation of a feature from the Czech journal A2 Cultural Bi-Weekly explains that the events of 1989 were about more than just Václav Havel, a playwright and leader in the revolution who was elected president in 1990. A generation of unfulfilled promises later, Czechs are struggling to revive the spirit of not only democracy and humanism, but also socialism. This article originally appeared in Ricochet, November 17, 2014.

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In this research, I analyze the effects of candidate nomination rules and campaign financing rules on elite recruitment into the national legislatures of Germany and the United States. This dissertation is both theory-driven and constitutes exploratory research, too. While the effects of electoral rules are frequently studied in political science, the emphasis is thereby on electoral rules that are set post-election. My focus, in contrast, is on electoral rules that have an effect prior to the election. Furthermore, my dissertation is comparative by design.^ The research question is twofold. Do electoral rules have an effect on elite recruitment, and does it matter? To answer these question, I create a large-N original data set, in which I code the behavior and recruitment paths and patterns of members of the American House of Representatives and the German Bundestag. Furthermore, I include interviews with members of the said two national legislatures. Both the statistical analyses and the interviews provide affirmative evidence for my working hypothesis that differences in electoral rules lead to a different type of elite recruitment. To that end, I use the active-politician concept, through which I dichotomously distinguish the economic behavior of politicians.^ Thanks to the exploratory nature of my research, I also discover the phenomenon of differential valence of local and state political office for entrance into national office in comparative perspective. By statistically identifying this hitherto unknown paradox, as well as evidencing the effects of electoral rules, I show that besides ideology and culture, institutional rules are key in shaping the ruling elite. The way institutional rules are set up, in particular electoral rules, does not only affect how the electorate will vote and how seats will be distributed, but it will also affect what type of people will end up in elected office.^

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Increasing parental involvement was made an important goal for all Florida schools in educational reform legislation in the 1990's. A forum for this input was established and became known as the School Advisory Council (SAC). To demonstrate the importance of process and inclusion, a south Florida school district and its local teacher's union agreed on the following five goals for SACs: (a) to foster an environment of professional collaboration among all stakeholders, (b) to assist in the preparation and evaluation of the school improvement plan, (c) to address all state and district goals, (d) to serve as the avenue for authentic and representative input from all stakeholders, and (e) to ensure the continued existence of the consensus-building process on all issues related to the school's instructional program. The purpose of this study was to determine to what extent and in what ways the parent members of one south Florida middle school's SAC achieved the five district goals during its first three years of implementation. The primary participants were 16 parents who served as members of the SAC, while 16 non-parent members provided perspective on parent involvement as "outside sources." Being qualitative by design, factors such as school climate, leadership styles, and the quality of parental input were described from data collected from four sources: parent interviews, a questionnaire of non-parents, researcher observations, and relevant documents. A cross-case analysis of all data informed a process evaluation that described the similarities and differences of intended and observed outcomes of parent involvement from each source using Stake's descriptive matrix model. A formative evaluation of the process compared the observed outcomes with standards set for successful SACs, such as the district's five goals. The findings indicated that parents elected to the SACs did not meet the intended goals set by the state and district. The school leadership did not foster an environment of professional collaboration and authentic decision-making for parents and other stakeholders. The overall process did not include consensus-building, and there was little if any input by parents on school improvement and other important issues relating to the instructional program. Only two parents gave the SAC a successful rating for involving parents in the decision-making process. Although compliance was met in many of the procedural transactions of the SAC, the reactions of parents to their perceived role and influence often reflected feelings of powerlessness and frustration with a process that many thought lacked meaningfulness and productivity. Two conclusions made from this study are as follows: (a) that the role of the principal in the collaborative process is pivotal, and (b) that the normative-re-educative approach to change would be most appropriate for SACs.

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Symposium of scholars, pollsters and elected officials to discuss the changes and continuities in Cuban-American voting patterns. Participants include: Dr. Astrid Arraras, Department of Politics & International Relations, FlU Dr. Danielle Pilar Clealand, Department of Politics & International Relations, FlU Dr. Rodolfo de Ia Garza, Department of Political Science, Columbia University Dr. Susan Eckstein, Department of Sociology, Boston University Dr. Eduardo Gamarra, Department of Politics & International Relations, FlU Dr. Lisa Garcia Bedolla, Graduate School of Education, University of California, Berkeley Dr. Guillermo J. Grenier, Department of Global & Sociocultural Studies, FlU Dr. Mark Hugo Lopez, Pew Hispanic Center Dr. Daria Moreno, Department of Politics & International Relations, FlU

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The overall objective of this research is to identify and analyze social representations of (the) teachers(the) Ranciere the Initial Training Program for Teachers in Office in Early Childhood Education - PROINFANTIL - UFRN/MEC on the teaching work, seeking to identify their constituent elements and understand the dynamics of your organization. We assume that these teachers work fundamentally, in the institutions of Early Childhood Education, with knowledge of common sense and related cultural inherent to be/do professor in the design of education guardian/giving handouts to ensure the physical integrity of children, causing a rift between the caring and educating. From this general objective, we elected as specific objectives: identify the social, economic and cultural backgrounds of these (the) teachers (sa); identify what is teaching work for them (the) as well as identify which the psychosocial implications driven by RS on teaching work that point to tensions between the training and the exercise teacher as activity profissional.Como theoretical foundation we opted for Social Representations Theory of Moscovici (2003), Jodelet (2001); Specificities of the teaching Work in Early Childhood Education: Kramer (2002; 2006); OliveiraFormosinho (2007); Zilma de Oliveira (2007), Teacher Training: Ramalho, Nunez and Galthier (2003) and Tardif and Lessard (2008), content Analysis: Bardin (2004). As methodological procedure, we chose the Central Nucleus theory, developed by Jean Claude Abric (2000). Contributed to the scope of this objective the 171 teachers (the) that concluded the Proinfantil NBs to participate of TALP with justifications. The corpus arising from evocations around the words suggested by Carlos Chagas Foundation: give classrooms, teacher, pupil and added the word Child Education, were subjected to a treatment with the aid of the EVOC software (2000), identifying the central nucleus. The results indicate the words more evoked and significant: Planning, child care, educating, and play. Indicating that for these (the) teachers (the) the teaching work in Early Childhood Education must have a systematic pedagogical to educate children. These words correspond to the specificity of being/doing teaching in Early Childhood Education. However, the data shows that it is a job with different characteristics of the teaching work in other stages of education

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This study has as objective to investigate the identity constructions of Mossoró, at the statements of the string literature. Having as thread the episode of resistance of the city against the group of Lampião at June the thirteenth of nineteen twenty seven, our study built itself at the statements present in nine strings, produced between the space-time of 1927 and 2007, year that Mossoró celebrated eighty years of the episode. Aware that the theme extrapolated the limits of the means of communication of the time and it became part of the everyday of the people from Mossoró, producing at the collective memory the image of a resistance city at the street’s names, at companies’ names, at radios’ names with the “FM Resistance”, at the discourses of the politicians, at the city hall which name is “Palace of the Resistance”, the central question that guides our investigation congregates the discussion around the dialogical relations done at the statements about the theme in vogue. This bias, the research elected as categories of analysis the concept of social voices and chronology, considering that the different identities are produced according to placements made by the subjects, as well as, by the context of production. Admitted at the area of Applied Linguistics (AL) and its line language and pratic of social the research articulates the theorizations provided from the area of Cultural Studies (especially regarding identity) with the theoretical framework of the bakhitinian Circle (regarding the social-historical conception of language and in its dialogical character). The results indicate that even existing an axiological movement around the representations of Mossoró and of the episode of 1927, the statements of the strings converge to a hegemonic discourse, corroborating with the identity profile of resistance transported over eighty decades

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Work that aims to understand the meanings attributed to school knowledge by young students of the EJA State School 15 October, located in the Natal’s North Zone. Young people were elected as the focus of interest for having a numerical expression increased in groups of adult education EJA, but above all, they demand for new issues and specific to school. For the research, we used methodologically the Comprehensive Interview organized by Kaufmann (2013), making use of its own analytical and organization of information, captured through semi-structured interviews and on-site observation. Whereas the meaning ascribed to it in relation to the school knowledge conditions the way to experience the school, sought the theoretical constructions of Bernard Charlot (2000; 2005), the understanding of knowledge as a relation of the subject with you, with each other and with the world, so we know beyond the object content. Analytical work incorporates also the contributions of Marc Augé (1994, 1997) with respect to the understanding of meaning as a social construction. Reflections were also made in light of Michel de Certeau (2012), in that it allows you to take the students as active subjects and producers of survival tactics in life and at school. From the speech of students, seized three units of meaning, namely: the learning considered most important by young students, which make up a set of ethical and moral values; the school as a guarantee of "a better future", in which young people seek to ensure a job in adulthood, however, from a "magical relationship" with knowledge, in that the target of young students is more the certificate completion of the level of education they attend, which is not necessarily associated with school learning. The third core seized sense is the school as a place of socialization, that is, a space where you can meet with friends to talk. There is therefore a relationship with knowledge that is prestigious for the youth of adult education EJA; there is an objective expectation of these students about the school; and they do "use" of the institution to "meetings" that are not necessarily with the curricular knowledge. Consider, therefore, these questions which hold school sense of reframing, is part of an effort to understand the subject of adult education EJA and helps to think ways to ensure continuity and their success in the institution.

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Lettres àune Princesse d'Allemagne sur divers sujets de physique et de philosophie (Letters to a Princess of Germany on various topics of physics and philosophy) is the work taken as an object of study of this thesis. It is a literary success written in the eighteenth century by the Swiss mathematician and physicist Leonhard Paul Euler (1707-1783) in order to meet a request from the Prussian king, Frederick II, the Great (1712-1786) to accept to guide the intellectual education of his niece, the young princess Anhalt-Dessau (1745-1808). The method of teaching and learning through letters elected to the education of the German monarch resulted in a collection of 234 matches in which Euler theory is about music, Philosophy, Mechanics, Optics, Astronomy, Theology and Ethics among others. The research seeks to point out mathematical content contained in this reference work based on the exploitation and adaptation of original historical works as an articulator of development activities for teaching mathematics in basic education and in accordance with the National Curriculum Parameters of Mathematics (NCP) work. The general objective point out the limits and didactic potential of Lettres à une Princesse d'Allemagne sur divers sujets de physique et de philosophie as a source of support for teachers of basic education in developing activities for teaching mathematics. The discussions raised point to concrete possibilities of entanglement between the extracted mathematical content of the bulge of the work with current teaching methodologies from resizing the use of letters according to Freire's pedagogical perspective of the correspondence, and especially the use of new communication channels in the century XXI, both aimed at dialogue and approximation between those who write and those who read.

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From the context of the degree‘s creation of Spanish literature and language‘s course, at UFRN, came the motivation to make this research, that presents a literary study of a poet‘s group known as Generación del 27, that came in to light at Spain, on 1920. A lot of aspects of this study are themes of many others disciplines, of this degree (Spanish Literature II, IberianAmerican Literature, Spanish Culture, Translation in Spanish Language). This work will also serve as inspiration to new reflections and proposes of translations, as bridges between the language that goes and the other that comes. It is the Translation as comprehension‘s negotiation between languages, it is the decir casi lo mismo, here in poem‘s form (ECO, 2007), in the attempt to conclude new learning, that will be shared with undergraduate and graduate students, being at teaching area, extension or new researches. To contextualize this generation‘s studies, were elected the anthologies organized by Gerardo Diego, called Poesía Española (Antologías), published on 2007, by Ediciones Cátedras, and the Antología Comentada de La Generación del 27, wrote by Víctor García de La Concha, published on 2006, by Editorial Espasa Calpe. The research took Generacion Del 27 as their object of research and - from many others critical reading about the poetry made by those young poets, their creative vocation of aesthetics and vanguard – wanted to understand the context of literary‘s creation of those poets del 27. We form our foundation with contributions by Antonio Maravall (2009), Eugenio D‘ors (s.d) Severo Sarduy (1999), Lezama Lima (2011), Alfonso Reyes (1958) e Deleuze (2005) among others that brought the comprehension of the baroque‘s language, giving emphasis to pluridirectional movement, deconstructing it‘s linearity, creating others new forms, as returns, circles, spirals favoring encounters, detachment or equal points of departure and arrivals. In this way, the poets del 27 approached the baroque of six hundred on a re-reading, and made of the third centenary‘s celebration of the Góngora‘s a Mirada exuberante death, to the return of baroque‘s spirit. Alfonso Reyes e Rubén Darío said that real lights highlighted the paths of this poets generation: The light that desdobra scintillates on García Lorca, Jorge Gullén, Dámaso Alonso, Gerardo Diego and the bullfighter Ignacio Sánchez Mejías, poets that expressed tributes in big style to Soledades author, at Madrid‘s Caffe and all Spain.

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This research aimed to analyze the main government efforts to promote economic development in the Northeast, from 1985 to 2010, under the view that growth is crucial for increasing industrialization process and allows for more significant growth patterns. The analysis was the context in which state governments react to the abandonment of developmental line the federal level, in the 1980s, incorporating features of the actions called endogenous regional development and providing local players with greater responsibility in the development process. Justifies the need to analyze the following scenario: state governments in northeastern Brazil using relevant part of its resources to finance the installation and expansion of companies through tax incentives, with a view to generating income and employment, whilst waiting for an increase in output and a positive change in economic dynamism. In addition, it puts in question the fact that these policies receive such importance of state administrations for the purpose of achieving regional development. It was left to consider, therefore, the contents of the shares elected by state governments to examine the scope of these policies both in the pattern of growth, the transformation of the industrial sector and the development of the region attention to changes in state production structures. Due to limitations on the availability of data and time to carry out research, we were elected three states for the study: Rio Grande do Norte, Ceará and Maranhão. The study found that, despite the contribution of policies analyzed to economic growth, sub-national states are unable to compensate for the lack of development agencies structured at the federal level.

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This doctoral dissertation proposes to analyze the discursive representations of Lula, as they appear on the covers of the magazines, Época and Veja, targeting the verbo visual elements that comprise the genre, magazine covers. In this way, we seek to describe and interpret the discursive representations (Drs), using a theoretical framework based on the Textual Discourse Analysis –TDA, developed by Jean Michel Adam (2011a), focusing on the semantic level of the text, that is, on the dimension that allows for the comprehension of Drs present in a text. For a discussion about the Drs and their categories of analysis referencing, predication, modification, relation and spatial localization and time we use as a starting point, the study by Brize about the logical discursive operations (1990, 1996), and continue through the studies that discuss linguistic, textual, and discursive operations in concrete utterances, such as Castilho (2010), Rodrigues; Passeggi; Silva Neto (2010), Neves (2011), Rodrigues et al. (2012), Passeggi (2001; 2012), Queiroz (2013), among others. In addition, we rely on Multimodal Discourse for the verbo visual aspects present on magazine covers (KRESS; van LEEUWEN, 2006; DIONISIO, 2011; DIONISIO; VASCONCELOS, 2013). Using aresearch approach that is qualitative with quantitative support, and which is documental, and based on deductive inductive methods, we describe and interpret a corpus (SEVERINO, 2007; CHIZZOTTI, 2010; OLIVEIRA, M., 2013), aiming to reconstruct Lula’s Drs. The cor pusis comprised of forty one magazine covers sixteen from Época and twenty four from Veja. The covers date from the election period in which the candidate, Lula, was elected President of Brazil in 2002, the last mandate after his reelection in 2006, and in the year 2010 a period of 9 years. Based on the analysis carried out, we can affirm that the magazines, Época and Veja, construct diverse Drs by Lula, such as: candidate; elected candidate; governing member and member of a political party; reelected president; politics; workers party acronym PT; international governments as allies; accomplices and participants in scandals of corruption; friend, brother, cousin, nephew, father, parent and man; among others that unfold throughout these by the mediation of the modifiers of the referents and processes, and by the very processes and connections, and analogies made on the object of discourse, Lula. Nonetheless, the reconstruction of these is derived from the description and interpretation of the textual linguistic and discursive choices that the magazines make to produce the proposition utterances, as well as by the choices of images and other visual resources, all operating as co(n)textually articulated to produce the magazine’s desired effect. In conclusion, the Drs verified demand the reflection, description and interpretation of the referencing, prediction, the relationship and spatial temporal localization, which was only possible through the textual discursive analysis of the verbo visual arrangements that comprise texts in the genre magazine cover.

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As we are aware, the classroom is emerging as a continuous build learning experiences and environment, however, for students also it functions as a place also to be due to socializing with friends. However, not always these elements complement each other, so as harmoniously as we are aware that there are many difficulties, both in the act of learning as in interpersonal relations between them. From this, we understand that it is for the school to seek ways to contemplate such issues so that they feel inserted both with regard to this learning as well as being able to interact with themselves and with others, in a participatory manner, to live well socially. Thus, we find ourselves facing a similar situation with a 9th grade class where the students had certain limitations to have a good relationship with one another, causing thus problems in learning. On the other hand, this difficulty as affectively interact with each other, also, was increased by the difficulty that some students had to speak for themselves and to show their feelings and emotions, getting even more difficult this interaction at school. Thus, we found ourselves obliged to act immediately and need to bring about change in this picture. So it came out the idea of the application of an intervening action which started taking shapefrom a pedagogical project that we developed in other classes in previous years, this time adapted to the situation experienced by the group. The project, framed in the qualitative research and characterized from the action research approach took shape, and elected as its main objective to seek possible alternatives to develop the communicative competence of students, which is why we invest in exercise oral communication (speaking and listening) in order to promote the use of language, the interpersonal involvement facilitating thus their participation both in the classroom and in social life. To fulfill this goal, we set out to develop a didactic book whose support materialized through the autobiographical narrative (molded in writing production) and worked along a structured instructional sequence in three distinctstages that dialogued with each other. Therefore, we base our study from the socio-historical conception and dialogue proposed by Bakhtin in line with the sociodiscursivo interactionism of Bronckart and resort to other scholars as Dolz and Schneuwly, Marcuschi among others. The development of all stages of the project not only has had an immediate effect on what we proposed ourselves as also yielded us very gratifying moments reinforcing to us that the classroom environment goes far beyond the fact ministering content. And that work with orality, with views on affective interaction of these students resulted in a project, so to speak, exciting.

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This research aims to understand how the affective components involved in transgender relations with documents constitute specific ways in which these people recognize themselves and build their bodies and their paths, their life projects and their relationship with others. We understand that the documents, if the personal identification or those produced by social movements, legal actors and health and the State, are experienced by trans people beyond administrative functions that are initially thought, but also involve a series of emotional experiences mark their subjective processes, in how these people produce themselves and design in the world their sociality networks. We elected as research field two institutions located in the city of João Pessoa (Paraíba State), noting the intense institutional movement, political, social in favor of the rights of transexuals that have occurred in that city in recent years. Thus, the Rights Reference Centre for LGBT and Fight Against Homophobia (Espaço LGBT) and Health Clinic of Transvestites and Transexuals (Ambulatório de Saúde de Travestis e Transexuais) were the spaces where we find our interlocutors and analyze their experiences with the documents noting two key aspects: the search for first name change in the civil registry and the relationship of trans people with documents produced by the health policies and services such as protocols, records, receipts and psychiatric reports. We realized that although there is disagreement about the perception that our interlocutors have on the documentation that regulates health services, all reported experiencing embarrassment in social situations when you have those who make use of a document that is not consistent with the performance and “social face” taken. In addition to the reports of embarrassment, we saw that the discussion of social distress and trauma has grounded the platforms of social movements, public policy, legal processes and become “narratives of pains” that present strong potential micro-political on demand for rights to “trans people”.

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Advanced therapies combating acute and chronic skin wounds are likely to be brought about using our knowledge of regenerative medicine coupled with appropriately tissue engineered skin substitutes. At the present time, there are no models of an artificial skin that completely replicate normal uninjured skin and they are usually accompanied by fibrotic reactions that result in the production of a scar. Natural biopolymers such as collagen have been a lot investigated as potential source of biomaterial for skin replacement in Tissue Engineering. Collagens are the most abundant high molecular weight proteins in both invertebrate and vertebrate organisms, including mammals, and possess mainly a structural role in connective tissues. From this, they have been elected as one of the key biological materials in tissue regeneration approaches, as skin tissue engineering. In addition, industry is constantly searching for new natural sources of collagen and upgraded methodologies for their production. The most common sources are skin and bone from bovine and porcine origin. However, these last carry high risk of bovine spongiform encephalopathy or transmissible spongiform encephalopathy and immunogenic responses. On the other hand, the increase of jellyfish has led us to consider this marine organism as potential collagen source for tissue engineering applications. In the present study, novel form of acid and pepsin soluble collagen were extracted from dried Rhopilema hispidum jellyfish species in an effort to obtain an alternative and safer collagen. We studied different methods of collagen purification (tissues and experimental procedures). The best collagen yield was obtained using pepsin extraction method (34.16 mg collagen/g of tissue). The isolated collagen was characterized by SDS-polyacrylamide gel electrophoresis and circular dichroism spectroscopy.

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Through the philosophical movements in Ionia and through researches made on phýsis (started by the first wise men in Miletus), we elected Anaximander‟s cosmology as a fertile ground for exploring the Greek notion of symmetry. From a geographical perspective, initially, the Greeks‟ originality towards the notion of a due measure will be questioned, since the astrological and mathematical knowledge were common in Babylon and Egypt. Although the cultural environment on the Milesian commercial ports and its architecture show evidences of a possible eastern impact on the Greek thought, it will be noted (from fragments validated by the Doxography tradition) that the problem with the birthplace of the notion of harmony and of due measure is something specific of the Greek culture and inherent to its remote religiosity. The resumption of these notions refers to the issue of arché and to its divinity assumed by Thales, Anaximander and Anaximenes. The divine was not an extrinsic notion to the Milesian thought towards the first element. Therefore, we will have as a result of this investigation some assumptions for which the notion of symmetry in Anaximander, stated in his ápeiron, could be, from the dialogue between philosophy and Orphism, an assimilation of the One, as witnessed in the Derveni papyrus.