871 resultados para Empirical Research
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
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This study aims to analyze the implementation of mediation in the school environment of São Paulo State Education Network through the figure of Teacher School and Community Mediator (PMEC). Mediation arises, as an alternative and effective method for conflict resolution from existing interpersonal relationships at school. The methodology used was the exploratory and empirical research literature on the subject mediation and the analysis of the resolutions of the Secretariat of São Paulo State Education establishing the School Protection System (SPE) and made possible the performance of the PMEC within that environment. Authors like Bonafé-Schmitt (2010); Caetano, Freire and Ferreira (2009); Calcaterra (2002); Freire (2010); Jares (2002); Lederach (1996); Littlejohn and Domenici (1999); Morgado and Oliveira (2009); Torremorell (2008) and Vecchi and Greco (1999) were selected in order to provide greater familiarity with the subject mediation and conflict mediation later in the school environment. The concept of mediation, mediation templates and profiles of mediators will be explained as well as PMEC function features as regards the selection methods training main assisted cases, assignments that are stipulated by the guiding documents and what actually happens in daily practice verified the reports obtained through a semi-structured interview. Finally, we present the PMEC situation regarding the review by the leaders and attended school community and the acceptance of their work within that environment
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The theme of the writing learning in childhood education has conquered space in academic works, which occupy in analyze and understand how this process in contexts of meaning and not more before the mechanics of learning letters. Thus, in this work, it constitutes general objective to investigate whether and how the practice of teaching of oral and written expression in the last year of child education promotes the development of the symbol (sign) in children, so necessary to the learning of writing from inside to outside. The questions that served as the North for the study were the following: the teaching of writing, in the last year of child education, is organized to promote the development of the symbol (sign) in children? Which and how the ratings graphics made by children demarcate the stage of development of their writing? For its implementation, a bibliographic research was performed, using as a theoretical support for the prospect of Psychology socio-historical, especially authors as Vygotsky (1984), Luria (2001), Oliveira (1995) and Mello (2005). In addition to this was performed the empirical research of qualitative approach, according to his purpose. The data were collected by six instruments: systematic observation and direct in the classroom; audio-recording; records in a field diary, annual teaching plan of the school; lesson plan weekly and material produced by children, result of write activities. By means of the analysis of these data, we note that the writing has been worked from outside to inside, as an imposition, practice that opposes the theory of Vygotsky, already that the writing has been tackled in a way mechanical, in contexts not significant, with focused practices to the trace of the letters and copy of words, exclusive to the notion of symbol. This result points to the emergence of changes in education of writing in childhood education, without which becomes inglorious the search for a pedagogy of writing aware and...
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Recent theoretical writings suggest that the ineffective regulation of negative emotional states may reduce the ability of women to detect and respond effectively to situational and interpersonal factors that increase risk for sexual assault. However, little empirical research has explored this hypothesis. In the present study, it was hypothesized that prior sexual victimization and negative mood state would each independently predict poor risk recognition and less effective defensive actions in response to an analogue sexual assault vignette. Further, these variables were expected to interact to produce particularly impaired risk responses. Finally, that the in vivo emotion regulation strategy of suppression and corresponding cognitive resource usage (operationalized as memory impairment for the vignette) were hypothesized to mediate these associations. Participants were 668 female undergraduate students who were randomly assigned to receive a negative or neutral film mood induction followed by an audiotaped dating interaction during which they were instructed to indicate when the man had “gone too far” and describe an adaptive response to the situation. Approximately 33.5% of the sample reported a single victimization and 10% reported revictimization. Hypotheses were largely unsupported as sexual victimization history, mood condition, and their interaction did not impact risk recognition or adaptive responding. However, in vivo emotional suppression and cognitive resource usage were shown to predict delayed risk recognition only. Findings suggest that contrary to hypotheses, negative mood (as induced here) may not relate to risk recognition and response impairments. However, it may be important for victimization prevention programs that focus on risk perception to address possible underlying issues with emotional suppression and limited cognitive resources to improve risk perception abilities. Limitations and future directions are discussed.
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Lessons from around the world; What does it matter about early childhood education? Why the controversy about public support for early childhood education? What process or system should be used to determine what works in early education? Can the same process be used to improve services? What is the role of government? Alternatives: 1. Consumers should determine… (What happens when private choices drive the market for early childhood services?) Observed quality of care in four Midwestern states; Parent data: “All things considered, how would you grade the quality of the care your child is receiving from his/her current caregiver?” Role of government What is a Quality Rating System? Ten states have implemented statewide systems (e.g. Colorado, Kentucky, Oklahoma, North Carolina) Findings 2. Objective science should determine… Firm findings from empirical research 3. Something else is needed: Some differences between Italian and American models. Teacher action research (and documentation) from a Reggio-inspired preschool in South Korea by Misuk Kim. Teacher Action Research at the Ruth Staples CDL. Can we now answer our opening questions? What process or system should be used to determine what is best for young children? Can the same process be used to improve the quality of services? Conclusions: The free market does not work well to determine quality in early education and care; Licensing, accreditation, and quality rating systems can help improve the market; Empirical research is useful for measuring what works; Teacher action research (reflective practice) is necessary for fostering continuous quality improvement. The tower of quality.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
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This study aims to analyze the implementation of mediation in the school environment of São Paulo State Education Network through the figure of Teacher School and Community Mediator (PMEC). Mediation arises, as an alternative and effective method for conflict resolution from existing interpersonal relationships at school. The methodology used was the exploratory and empirical research literature on the subject mediation and the analysis of the resolutions of the Secretariat of São Paulo State Education establishing the School Protection System (SPE) and made possible the performance of the PMEC within that environment. Authors like Bonafé-Schmitt (2010); Caetano, Freire and Ferreira (2009); Calcaterra (2002); Freire (2010); Jares (2002); Lederach (1996); Littlejohn and Domenici (1999); Morgado and Oliveira (2009); Torremorell (2008) and Vecchi and Greco (1999) were selected in order to provide greater familiarity with the subject mediation and conflict mediation later in the school environment. The concept of mediation, mediation templates and profiles of mediators will be explained as well as PMEC function features as regards the selection methods training main assisted cases, assignments that are stipulated by the guiding documents and what actually happens in daily practice verified the reports obtained through a semi-structured interview. Finally, we present the PMEC situation regarding the review by the leaders and attended school community and the acceptance of their work within that environment
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The theme of the writing learning in childhood education has conquered space in academic works, which occupy in analyze and understand how this process in contexts of meaning and not more before the mechanics of learning letters. Thus, in this work, it constitutes general objective to investigate whether and how the practice of teaching of oral and written expression in the last year of child education promotes the development of the symbol (sign) in children, so necessary to the learning of writing from inside to outside. The questions that served as the North for the study were the following: the teaching of writing, in the last year of child education, is organized to promote the development of the symbol (sign) in children? Which and how the ratings graphics made by children demarcate the stage of development of their writing? For its implementation, a bibliographic research was performed, using as a theoretical support for the prospect of Psychology socio-historical, especially authors as Vygotsky (1984), Luria (2001), Oliveira (1995) and Mello (2005). In addition to this was performed the empirical research of qualitative approach, according to his purpose. The data were collected by six instruments: systematic observation and direct in the classroom; audio-recording; records in a field diary, annual teaching plan of the school; lesson plan weekly and material produced by children, result of write activities. By means of the analysis of these data, we note that the writing has been worked from outside to inside, as an imposition, practice that opposes the theory of Vygotsky, already that the writing has been tackled in a way mechanical, in contexts not significant, with focused practices to the trace of the letters and copy of words, exclusive to the notion of symbol. This result points to the emergence of changes in education of writing in childhood education, without which becomes inglorious the search for a pedagogy of writing aware and...
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This article examines the healthcare regionalization process in the Brazilian states in the period from 2007 to 2010, seeking to identify the conditions that favor or impede this process. Referential analysis of public policies and especially of historical institutionalism was used. Three dimensions sum up the conditioning factors of regionalization: context (historical-structural, political-institutional and conjunctural), directionality (ideology, object, actors, strategies and instruments) and regionalization features (institutionality and governance). The empirical research relied mainly on the analysis of official documents and interviews with key actors in 24 states. Distinct patterns of influence in the states were observed, with regionalization being marked by important gains in institutionality and governance in the period. Nevertheless, inherent difficulties of the contexts prejudice greater advances. There is a pressing need to broaden the territorial focus in government planning and to integrate sectorial policies for medium and long-term regional development in order to empower regionalization and to overcome obstacles to the access to healthcare services in Brazil.
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Purpose - The objective of this paper is to characterise the transactions between European buyers and Brazilian mango and grape producers. Design/methodology/approach - The method selected for this paper was multiple case studies. The Brazilian mango and grape supply chains' export activities to Europe were investigated. The field research was undertaken in Brazil, Germany, The Netherlands and the UK. In total, 41 face-to-face interviews were carried out. Findings - The supermarkets' literature tends to generalise the strategies of retailers focusing on differentiation and preferred suppliers. However, in empirical research conducted in the UK, Germany and The Netherlands it is possible to conclude that the procurement strategies of supermarkets can vary sharply. The results reveal the presence of different agents who demand different quality standards. The level of intensity depends on consumer behaviour, the features of product commercialised and the characteristics of the production segment in each country. Research limitations/implications - First, in relation to the empirical method there is a limitation because the case study does not allow statistical generalisation. Consequently, it will be interesting to undertake quantitative research in order to quantify the variables presented and their impact on the structure of value chains. Second, the research focuses only on two stages of the supply chain, producers and buyers. Practical implications - The differences between UK and German supermarkets challenge the supermarket literature, which tends to generalise the strategies of retailers focusing on differentiation and preferred suppliers. Originality/value - The study shows that the issue of influence and activities of retail agents along the value chain can be analysed taking several variables into consideration: the products commercialised; the distribution segment; and the consumer market. This result opens the way for analysing different structures of the value chain and the impact of these differences on the entry of producers for developing countries into the global market.
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This research was based on a study of social enterprises in Brazil, to find out if and how these organizations plan and manage the succession process for their senior positions. The study investigated the subset of the associations dedicated to collectively producing goods and services, because they are formally set up and aimed at speeding up the dynamism of local development. The empirical research consisted of two stages. The first was a survey covering a sample of 378 organizations, to find out which of those had already undergone or were undergoing a succession process. The second interviewed the main manager of 32 organizations, to obtain a description of their succession experience. In this stage, the research aimed to analyze how the Individual, Organization and Environment dimensions interact to configure the succession process, identifying which factors of each of these dimensions can facilitate or limit this process. The following guiding elements were taken as the analytical basis: Individual dimension - leadership roles, skill and styles; Organization dimension - structure, planning, advisory boards, communication (transparency), control and evaluation; and Environment dimension - influence of the stakeholders (community, suppliers, clients, and business partners) on the succession process. The results indicated that succession in the researched associations is in the construction stage: it adapts to the requirements of current circumstances but is evidently in need of improvement in order for more effective planning and shared management of the process to be achieved.
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The present dissertation focuses on the two basic dimensions of social judgment, i.e., warmth and competence. Previous research has shown that warmth and competence emerge as fundamental dimensions both at the interpersonal level and at the group level. Moreover, warmth judgments appear to be primary, reflecting the importance of first assessing others’ intentions before determining the other’s ability to carry out those intentions. Finally, it has been shown that warmth and competence judgments are predicted by perceived economic competition and status, respectively (for a review, see Cuddy, Fiske, & Glick, 2008). Building on this evidence, the present work intends to further explore the role of warmth and competence in social judgment, adopting a finer-grained level of analysis. Specifically, we consider warmth to be a dimension of evaluation that encompasses two distinct characteristics (i.e., sociability and morality) rather than as an undifferentiated dimension (see Leach, Ellemers, & Barreto, 2007). In a similar vein, both economic competition and symbolic competition are taken into account (see Stephan, Ybarra, & Morrison, 2009). In order to highlight the relevance of our empirical research, the first chapter reviews the literature in social psychology that has studied the warmth and competence dimensions. In the second chapter, across two studies, we examine the role of realistic and symbolic threats (akin economic and symbolic competition, respectively) in predicting the perception of sociability and morality of social groups. In study 1, we measure perceived realistic threat, symbolic threat, sociability, and morality with respect to 8 social groups. In study 2, we manipulate the level and type of threat of a fictitious group and measure perceived sociability and morality. The findings show that realistic threat and symbolic threat are differentially related to the sociability and morality components of warmth. Specifically, whereas realistic threat seems to be a stronger predictor of sociability than symbolic threat, symbolic threat emerges as better predictor of morality than realistic threat. Thus, extending prior research, we show that the types of threat are linked to different warmth stereotypes. In the third and the fourth chapter, we examine whether the sociability and morality components of warmth play distinct roles at different stages of group impression formation. More specifically, the third chapter focuses on the information-gathering process. Two studies experimentally investigate which traits are mostly selected when forming impressions about either ingroup or outgroup members. The results clearly show that perceivers are more interested in obtaining information about morality than about sociability when asked to form a global impression about others. The fourth chapter considers more properly the formulation of an evaluative impression. Thus, in the first study participants rate real groups on sociability, morality, and competence. In the second study, participants read an immigration scenario depicting an unfamiliar social group in terms of high (vs. low) morality, sociability, and competence. In both studies, participants are also asked to report their global impression of the group. The results show that global evaluations are better predicted by morality than by sociability and competence trait ascriptions. Taken together the third and the fourth chapters show that the dominance of warmth suggested by previous studies on impression formation might be better explained in terms of a greater effect of one of the two subcomponents (i.e., morality) over the other (i.e., sociability). In the general discussion, we discuss the relevance of our findings for intergroup relation and group perception, as well as for impression formation.
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L'elaborato si pone l'obiettivo di indagare il complesso quadro delle molestie in famiglia e sul lavoro nell'ordinamento italiano e di effettuare una comparazione con un ordinamento appartenente alla stessa tradizione giuridica, l'ordinamento francese. Nel corso dell'esposizione saranno ricostruiti gli aspetti socio-criminologici e giuridici delle molestie in famiglia verso i soggetti deboli, donne, minori, anziani o portatori di handicap, le molestie sul luogo di lavoro quali molestie sessuali e mobbing, le molestie a distanza o stalking, che per molti aspetti rappresentano un fenomeno sommerso e poco conosciuto. La tesi intende analizzare soprattutto le forme di molestie psicologiche e meno conosciute. La ricostruzione teorico-normativa degli argomenti trattati è integrata con i risultati di una ricerca quantitativa e qualitativa tratta dalla giurisprudenza dei due paesi. Il lavoro, quindi, è organizzato in due parti: la prima è incentrata sugli aspetti teorici, socio-criminologici e giuridici e la seconda è dedicata alla ricerca empirica, che è stata condotta utilizzando quali fonti di dati le sentenze della Suprema Corte di Cassazione italiana e francese.
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The general theme of the present inquiry concerns the role of training and continuous updating of knowledge and skills in relation to the concept of employability and social vulnerability. The empirical research has affected the entire calendar year 2010, namely from 13 February 2010 to December 31, 2010: data refer to a very specific context or to the course funded by the Emilia Romagna region and targeted to employees in cassintegrazione notwithstanding domiciled in the region. The investigations were performed in a vocational training scheme accredited by the Emilia Romagna for the provision of publicly funded training courses. The quantitative data collected are limited to the region and distributed in all the provinces of Emilia Romagna; It addressed the issue of the role of continuing education throughout life and the importance of updating knowledge and skills, such as privileged instruments to address the instability of the labor market and what strategy to reduce the risk unemployment. Based on the different strategies that the employee puts in place during their professional careers, we introduce two concepts that are more common in the so-called knowledge society, namely the concept of social vulnerability and employability. In modern organizations becomes relevant knowledge they bring workers and the relationships that develop between people and allowing exponentially and disseminate such knowledge and skills. The knowledge thus becomes the first productive force, defined by Davenport and Prusak (1998) as "fluid combination of experience, values, contextual information and specialist knowledge that provides a framework for the evaluation and assimilation of new experience and new information ". Learning at work is a by stable explicit and conscious, and even enjoyable for everyone, especially outside of a training intervention. It then goes on to address the specific issue of training, under the current labor market increasingly deconstructed.
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Habitusbildung im Studium der Sozialpädagogik. Eine explorative Studie zur Strukturtypik studentischer Professionalisierungsprozesse Die qualitativ-empirische Studie untersucht die als studentischen und pädagogischen Habitus bezeichnete pädagogische Professionalisierung im Studium. Das zugrunde gelegte strukturtheoretische Modell einer professionalisierten sozialpädagogischen Praxis ist eine widersprüchliche Einheit von Theorie- und Fallverstehen. Schütze (1996) analysiert das im Kern paradoxale Verhältnis zwischen Professionellen und Klientel, die widersprüchliche Handlungslogik der Profession und die Konsequenzen ihrer herrschaftlicher Kontexte. In Oevermanns Skizze einer revidierten Theorie professionalisierten Handelns (1996) werden wissenschaftliches Verstehen und hermeneutisches Fallverstehen zur Grundlage des professionalisierten Handelns. Von besonderer Bedeutung ist Oevermanns Konzeption der stellvertretenden Deutung, der Deutung des latenten Sinns einer Interaktion, einer Handlung, einer latenten Sinnstrukur. Aus objektiv-hermeneutischer Sicht sind die Handlungsspielräume einer je konkreten Lebenspraxis durch Regeln gesetzt, bereits die Welt sozialer Regeln bestimmt Möglichkeiten und Folgen einer Handlung, nicht erst die Lebenspraxis. Die Kontrastierung von vier Fallrekonstruktionen mündet in der Formulierung zweier Strukturtypen. Beim Strukturtyp 1, „Scheitern der Habitusformation durch Verweigerung von Emergenz“, wird eine auf ein, maximal zwei sozialpädagogische Handlungsfelder gerichtete Berufskonzeption ausgeformt. Neue Inhalte, die sich nicht widerspruchsfrei in dieses minimalistische Konzept sozialer Praxis integrieren lassen, werden abgewehrt. Das Strukturpotential, das in dieser krisenhaften Übergangssituation angesprochen wird mit dem Anspruch, neue perzeptions- und handlungsleitende Sinnstrukturen zu bilden, stagniert in biografisch bewährten Bearbeitungsstrategien. Für die Fallstrukturgesetzlichkeit des Strukturtyps 2, „Krisenbearbeitung und Transformation biografietypischer Strukturen“, ist ein hohes Potential, in einem Prozess der Emergenz Krisen durch neue Handlungs- und Sinnstrukturen zu lösen, signifikant. Die gelingende Habitusformation vollzieht sich dort, wo diese emergenten Strukturen in die Vermitteltheit einer professionalisierten Routine überführt werden. Die Rückbindung der Strukturtypen an die Studienmodelle des „wissenschaftlich gebildeten Praktikers“ und des fallrekonstruktiven Modells fundiert die These, dass der durch die Einsozialisation in ein hermeneutisches Fallverstehen eröffnete Bildungsprozess vertiefte Kenntnisse um Lebensgesetzlichkeiten, Regelkenntnisse und eine entmystifizierte Haltung zur Theorie als einer „verwissenschaftlichten Rationalität“ vermittelt.
