You searched for subject:( Democratic participation).
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University of South Africa
1.
Marthinussen, Magdalena Johanna.
Democratic participation in the formulation of the communal land policy in Namibia
.
Degree: 2013, University of South Africa
URL: http://hdl.handle.net/10500/9846 
► This dissertation examines the democratic participation in the formulation of the communal land policy in Namibia. The degree to which Government institutions allow public participation,…
(more)
▼ This dissertation examines the
democratic participation in the formulation of the communal land policy in Namibia. The degree to which Government institutions allow public
participation, cooperation with other sectors within government, and cooperate with other stakeholders such as Non-Governmental Organisations, is examined. Data were collected using questionnaires and interviews and literature research. The analysis of data integrated both qualitative and quantitative methodologies. Chapter One describes the background to the study, focusing on the history of
democratic participation and land policies in Namibia. The literature review in Chapter Two gives a review of the relevant literature that exists on democracy,
democratic participation and policymaking. Chapter Three provides a theoretical framework where the most important issues regarding policies relating to communal land were introduced. Chapter Four identified the tools and processes of conducting the study. Three regions in Namibia namely, Oshikoto, Hardap and Otjozondjupa were randomly selected to participate in this study. The findings of the study are discussed in Chapter Five and Chapter Six concludes the study. The study concluded that
democratic participation in the formulation of the communal land policy in Namibia is very low. The major challenges that remain are to encourage public and inter-sectoral debate and to improve the ability of the relevant stakeholders to support development in Namibia and to clarify Namibia’s vision for
democratic public
participation.
Advisors/Committee Members: Van Heerden, Michael, 1953- (advisor), Hanyane, Barry (advisor).
Subjects/Keywords: Democratic participation;
Public participation;
Policy-making
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APA (6th Edition):
Marthinussen, M. J. (2013). Democratic participation in the formulation of the communal land policy in Namibia
. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/9846
Chicago Manual of Style (16th Edition):
Marthinussen, Magdalena Johanna. “Democratic participation in the formulation of the communal land policy in Namibia
.” 2013. Masters Thesis, University of South Africa. Accessed November 17, 2019.
http://hdl.handle.net/10500/9846.
MLA Handbook (7th Edition):
Marthinussen, Magdalena Johanna. “Democratic participation in the formulation of the communal land policy in Namibia
.” 2013. Web. 17 Nov 2019.
Vancouver:
Marthinussen MJ. Democratic participation in the formulation of the communal land policy in Namibia
. [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Nov 17].
Available from: http://hdl.handle.net/10500/9846.
Council of Science Editors:
Marthinussen MJ. Democratic participation in the formulation of the communal land policy in Namibia
. [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/9846
KTH
2.
Zakhour, Per Sherif.
From Issue to Form : Public Mobilization and Democratic Enactment in Planning Controversies.
Degree: Urban and Regional Studies, 2015, KTH
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-174352
► Academics, experts and politicians have come to the conclusion that democracy is in trouble. The contemporary understanding is that new competitive pressures from the…
(more)
▼ Academics, experts and politicians have come to the conclusion that democracy is in trouble. The contemporary understanding is that new competitive pressures from the outside and unruly publics from the inside have drastically changed the way politics is enacted. Where it was previously provoked by ideological programs it is now engulfed in issues, and where it used to be framed by established democratic institutions it is now characterized by informal governance arrangements. In this environment, it is argued, only the reformed institution can bridge the gap between politics and democracy and restore legitimacy to the decision-making process. In Swedish planning, these reforms have positioned the citizen as the point of departure for democratic politics, manifested in procedural citizen dialogues and in authorities’ relinquishment of political responsibilities. But when unplanned publics do emerge, they are intuitively dismissed as NIMBYs and obstacles to the planning process – preemptively foreclosing opportunities for public democratic enactment. The aim of this paper is to analyze this process by examining the public controversy surrounding the ongoing redevelopment of Slakthusområdet in southern Stockholm. It draws heavily on Noortje Marres’ work. She suggests that politics pursued outside of established institutions could be occasions for democracy since the activity might indicate that issues are finding sites that are hospitable to their articulation as matters of public concern. However, her issue-focused reasoning also positions the citizen as the focal point for democratic politics, meaning that those who fail to accept this role inevitably have themselves to blame. Her work is therefore supplemented with Laurent Thévenot’s understanding of how forms, that is, ideals, rules, and procedures, can be just as important as issues in informing the decisions among actors. Through interviews with those involved, this paper highlights the ease in which the city disarticulates the attempts at public democratic enactment, a proficiency largely stemming from its “reformed” management form. Moreover, while the public finally managed to settle their issue at stake, it came with the substantial cost of eroded faith in democracy. Drawing on this, the paper concludes that both issues and forms, publics and the public sector, are crucial in facilitating the enactment of democratic politics.
Subjects/Keywords: Displacement of politics; post-politics; democratic deficits; public participation; planning controversies; democratic politics; NIMBYism
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APA (6th Edition):
Zakhour, P. S. (2015). From Issue to Form : Public Mobilization and Democratic Enactment in Planning Controversies. (Thesis). KTH. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-174352
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Zakhour, Per Sherif. “From Issue to Form : Public Mobilization and Democratic Enactment in Planning Controversies.” 2015. Thesis, KTH. Accessed November 17, 2019.
http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-174352.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Zakhour, Per Sherif. “From Issue to Form : Public Mobilization and Democratic Enactment in Planning Controversies.” 2015. Web. 17 Nov 2019.
Vancouver:
Zakhour PS. From Issue to Form : Public Mobilization and Democratic Enactment in Planning Controversies. [Internet] [Thesis]. KTH; 2015. [cited 2019 Nov 17].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-174352.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Zakhour PS. From Issue to Form : Public Mobilization and Democratic Enactment in Planning Controversies. [Thesis]. KTH; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-174352
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
North-West University
3.
Sesane, Abraham Mokone.
An exploration of the demands of democracy on leadership practices of school principals / Abraham Mokone Sesane
.
Degree: 2014, North-West University
URL: http://hdl.handle.net/10394/11978
► School principalship has evolved over the years. The dawn of democracy in South Africa has brought with it a myriad of changes which are demanding…
(more)
▼ School principalship has evolved over the years. The dawn of
democracy in South Africa has brought with it a myriad of changes
which are demanding to both novice and experienced principal.
The study is based on the premise that there are challenges facing
school principals within the current democratic milieu. The research
study aimed at arriving at an exploration of the demands posed by
democracy in schools.
The study adopted a Qualitative approach based on an interpretivism
paradigm. A lacuna of literature was reviewed to gain insight on the
concept: democracy in education.
The population of the study is school principals within the Rustenburg
Area Project Office structured interviews were used to collect audio –
taped data. The data was analysed and collapsed in categories which
subsequently themes were indentified.
The identified themes with literature reviewed were condensed into
findings. The findings had a direct link to literature renewed in previous
chapters. Recommendations and suggestions for further research
finalised the study. Principals are facing challenges in their leadership
roles within a democratic milieu.
Subjects/Keywords: Democracy;
Democratic milieu;
Democratic participation;
Stakeholder participation;
Leadership and School management;
Demokrasie;
Demokratiek milieu;
Demokratieke deelneming;
Liddeelneming;
Leierskaap en Skoolbeheer
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APA (6th Edition):
Sesane, A. M. (2014). An exploration of the demands of democracy on leadership practices of school principals / Abraham Mokone Sesane
. (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/11978
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Sesane, Abraham Mokone. “An exploration of the demands of democracy on leadership practices of school principals / Abraham Mokone Sesane
.” 2014. Thesis, North-West University. Accessed November 17, 2019.
http://hdl.handle.net/10394/11978.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Sesane, Abraham Mokone. “An exploration of the demands of democracy on leadership practices of school principals / Abraham Mokone Sesane
.” 2014. Web. 17 Nov 2019.
Vancouver:
Sesane AM. An exploration of the demands of democracy on leadership practices of school principals / Abraham Mokone Sesane
. [Internet] [Thesis]. North-West University; 2014. [cited 2019 Nov 17].
Available from: http://hdl.handle.net/10394/11978.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Sesane AM. An exploration of the demands of democracy on leadership practices of school principals / Abraham Mokone Sesane
. [Thesis]. North-West University; 2014. Available from: http://hdl.handle.net/10394/11978
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Oxford
4.
Zimmermann, Annette.
Democratic enfranchisement beyond citizenship : the all-affected principle in theory and practice.
Degree: PhD, 2018, University of Oxford
URL: http://ora.ox.ac.uk/objects/uuid:69996845-005b-4528-a626-d423115bde6c
;
https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.757876
► This is a collection of four papers about the All-Affected Principle (AAP): the view that every person whose morally weighty interests are affected by a…
(more)
▼ This is a collection of four papers about the All-Affected Principle (AAP): the view that every person whose morally weighty interests are affected by a democratic decision has the right to participate in that decision. The first paper ('Narrow Possibilism about Democratic Enfranchisement') examines how we should distribute democratic participation rights: a plausible version of AAP must avoid treating unlike cases alike, which would be procedurally unfair. The solution is to distribute participation rights proportionately to the risk that a person's interests will be affected. AAP thus implies an account of political equality that requires adherence to the 'one person-one vote' model only if interests are indeed equally affected. The second paper ('Economic Participation Rights and the AAP') argues that AAP supporters have paid insufficient attention to economic participation rights. The exercise of such rights raises unique worries about democratic accountability, which is why their exercise is constrained by a number of duties. The third paper ('What AAP Is, and How (Not) to Fight It') explores how AAP fares in light of possible objections from desirability and feasibility. Unlike crude versions of AAP, a plausibly restricted version of AAP cannot be dismissed as easily as many AAP sceptics may have thought. My reflections here are useful for AAP supporters and sceptics alike: this paper helps clarify what kind of objection can cast serious doubt on AAP. The fourth paper ('Criminal Disenfranchisement, Political Wrongdoing, and Affected Interests') asks: is AAP compatible with criminal disenfranchisement? AAP, when endorsed in combination with a plausible theory of punishment, is compatible with disenfranchising a narrow set of criminal wrongdoers only: those guilty of 'political wrongdoing', which is wrong primarily because it undermines democratic procedures and institutions for private gain. The upshot is that current blanket policies of criminal disenfranchisement are incompatible with AAP.
Subjects/Keywords: Political Philosophy; Politics; Philosophy; Political Theory; all-affected principle; all affected interests; democratic theory; democratic boundary problem; democratic inclusion; economic participation; criminal disenfranchisement; political participation; inclusion of noncitizens
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APA ·
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Manager
APA (6th Edition):
Zimmermann, A. (2018). Democratic enfranchisement beyond citizenship : the all-affected principle in theory and practice. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:69996845-005b-4528-a626-d423115bde6c ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.757876
Chicago Manual of Style (16th Edition):
Zimmermann, Annette. “Democratic enfranchisement beyond citizenship : the all-affected principle in theory and practice.” 2018. Doctoral Dissertation, University of Oxford. Accessed November 17, 2019.
http://ora.ox.ac.uk/objects/uuid:69996845-005b-4528-a626-d423115bde6c ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.757876.
MLA Handbook (7th Edition):
Zimmermann, Annette. “Democratic enfranchisement beyond citizenship : the all-affected principle in theory and practice.” 2018. Web. 17 Nov 2019.
Vancouver:
Zimmermann A. Democratic enfranchisement beyond citizenship : the all-affected principle in theory and practice. [Internet] [Doctoral dissertation]. University of Oxford; 2018. [cited 2019 Nov 17].
Available from: http://ora.ox.ac.uk/objects/uuid:69996845-005b-4528-a626-d423115bde6c ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.757876.
Council of Science Editors:
Zimmermann A. Democratic enfranchisement beyond citizenship : the all-affected principle in theory and practice. [Doctoral Dissertation]. University of Oxford; 2018. Available from: http://ora.ox.ac.uk/objects/uuid:69996845-005b-4528-a626-d423115bde6c ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.757876
University of Vermont
5.
Christiansen, Anders Asa.
Evaluating Workplace Democracy in Mondragon.
Degree: Political Science, 2014, University of Vermont
URL: https://scholarworks.uvm.edu/hcoltheses/31
► Following the global financial crisis in 2008, the Mondragon Cooperative Corporation was used as an example of an alternative to capitalist development. At the…
(more)
▼ Following the global financial crisis in 2008, the Mondragon Cooperative Corporation was used as an example of an alternative to capitalist development. At the same time, much of the recent literature on Mondragon has questioned whether Mondragon’s democracy has degenerated, without drawing definitive conclusions. I review how democracy has been defined in the past and conclude that while Mondragon’s conception of democracy is applicable in small homogenous cooperatives, it needs to be reformulated in order to apply to large, diverse groups. In its current state, Mondragon cannot be considered a democracy. This is reflected in the way Mondragon confronted the 2008 economic crisis. Contrary to common belief, Mondragon has not shown abnormal resilience or provided a model of a more humane way of confronting economic crisis. In 2013, Fagor Electrodomésticos declared bankruptcy, the first and largest cooperative in the group. The bankruptcy highlights the urgent need to expand and consolidate democracy. This paper offers tentative solutions to revitalize the
democratic institutions that made Mondragon the model for worker cooperative groups across the world.
Advisors/Committee Members: Jan Feldman.
Subjects/Keywords: Worker Ownership; Participation; Democratic Theory; Solidarity; Equality; Basque
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APA (6th Edition):
Christiansen, A. A. (2014). Evaluating Workplace Democracy in Mondragon. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/hcoltheses/31
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Christiansen, Anders Asa. “Evaluating Workplace Democracy in Mondragon.” 2014. Thesis, University of Vermont. Accessed November 17, 2019.
https://scholarworks.uvm.edu/hcoltheses/31.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Christiansen, Anders Asa. “Evaluating Workplace Democracy in Mondragon.” 2014. Web. 17 Nov 2019.
Vancouver:
Christiansen AA. Evaluating Workplace Democracy in Mondragon. [Internet] [Thesis]. University of Vermont; 2014. [cited 2019 Nov 17].
Available from: https://scholarworks.uvm.edu/hcoltheses/31.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Christiansen AA. Evaluating Workplace Democracy in Mondragon. [Thesis]. University of Vermont; 2014. Available from: https://scholarworks.uvm.edu/hcoltheses/31
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
6.
CLAUDIA ROSANA CAMPOS PEREIRA.
Os entraves para a Gestão Democrática na rede estadual de ensino de São Paulo.
Degree: 2011, Universidade Metodista de São Paulo
URL: http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=2914
► O presente trabalho tem a finalidade de apresentar a problemática da Gestão Democrática e Participativa na estrutura da rede estadual de ensino de São Paulo,…
(more)
▼ O presente trabalho tem a finalidade de apresentar a problemática da Gestão Democrática e Participativa na estrutura da rede estadual de ensino de São Paulo, analisando os entraves existentes entre a máquina burocrática do Estado e as relações pessoais existentes na escola. Desde a promulgação da Constituição Federal de 1988e da LDB 9394 de 1996, que trazem em seus textos o princípio da gestão democrática, espera-se a real implementação da gestão democrática nessa rede. A pesquisa de campo desenvolvida neste trabalho deu subsídios para analisar o cenário em que se encontra a rede estadual de ensino de São Paulo em relação à gestão democrática e participativa e quais os obstáculos para que ela efetivamente ocorra.
This work aims to present the problem of democratic and participatory management in the structure of the state schools in São Paulo, analyzing the barriers between the bureaucratic machinery of the state and personal relationships that exist in school. Since the promulgation of the Constitution of 1988 and the LDB 9394 of 1996, bringing in their texts the principle of democratic management, it is expected the real implementation of democratic management in the network. The research field has developed in this work help to analyze the scenario in which lies the state schools of São Paulo with regard to democratic and participatory management and what obstacles to it actually occurs.
Advisors/Committee Members: Decio Azevedo Marques de Saes, Antonio Alberto Trindade, Rômulo Pereira Nascimento.
Subjects/Keywords: Educação; gestão democrática; participação; EDUCACAO; Education; democratic management; participation
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APA (6th Edition):
PEREIRA, C. R. C. (2011). Os entraves para a Gestão Democrática na rede estadual de ensino de São Paulo. (Thesis). Universidade Metodista de São Paulo. Retrieved from http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=2914
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
PEREIRA, CLAUDIA ROSANA CAMPOS. “Os entraves para a Gestão Democrática na rede estadual de ensino de São Paulo.” 2011. Thesis, Universidade Metodista de São Paulo. Accessed November 17, 2019.
http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=2914.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
PEREIRA, CLAUDIA ROSANA CAMPOS. “Os entraves para a Gestão Democrática na rede estadual de ensino de São Paulo.” 2011. Web. 17 Nov 2019.
Vancouver:
PEREIRA CRC. Os entraves para a Gestão Democrática na rede estadual de ensino de São Paulo. [Internet] [Thesis]. Universidade Metodista de São Paulo; 2011. [cited 2019 Nov 17].
Available from: http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=2914.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
PEREIRA CRC. Os entraves para a Gestão Democrática na rede estadual de ensino de São Paulo. [Thesis]. Universidade Metodista de São Paulo; 2011. Available from: http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=2914
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Nelson Mandela Metropolitan University
7.
Barnett, Sarah.
Company-community participation as a conflict management strategy: a case study of AngloGold Ashanti in Mongbwalu, Democratic Republic of the Congo.
Degree: Faculty of Arts, 2010, Nelson Mandela Metropolitan University
URL: http://hdl.handle.net/10948/1265
► Mining companies operating in developing countries like the Democratic Republic of Congo (DRC) have come under increasing public criticism for not only failing to bring…
(more)
▼ Mining companies operating in developing countries like the Democratic Republic of Congo (DRC) have come under increasing public criticism for not only failing to bring benefits to the country in which they operate but for often making the situation even worse through adverse environmental and social impacts. The particular focus of this treatise is the social division that a new mining project can generate between the operating company and the community living on or near to the mine site. In one area in north-eastern DRC, a large multinational mining company, AngloGold Ashanti, plans to develop a gold mine. While there have been no manifest conflicts between the company and the host community, there is evident latent conflict in the form of uncertainty and mistrust between parties. Although the company is engaged in two different models of companycommunity participation, this has either resulted in or failed to prevent tensions between the company and the local community. This research offers an exploration and discussion of the existing models of company-community participation as a conflict management strategy. With reference to relevant research and literature, as well as other available models for company-community participation, this treatise will provide a series of recommendations as to how the existing models could be made more effective in managing conflict.
Subjects/Keywords: Conflict management – Congo (Democratic Republic); Mining corporations; Social participation
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APA (6th Edition):
Barnett, S. (2010). Company-community participation as a conflict management strategy: a case study of AngloGold Ashanti in Mongbwalu, Democratic Republic of the Congo. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/1265
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Barnett, Sarah. “Company-community participation as a conflict management strategy: a case study of AngloGold Ashanti in Mongbwalu, Democratic Republic of the Congo.” 2010. Thesis, Nelson Mandela Metropolitan University. Accessed November 17, 2019.
http://hdl.handle.net/10948/1265.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Barnett, Sarah. “Company-community participation as a conflict management strategy: a case study of AngloGold Ashanti in Mongbwalu, Democratic Republic of the Congo.” 2010. Web. 17 Nov 2019.
Vancouver:
Barnett S. Company-community participation as a conflict management strategy: a case study of AngloGold Ashanti in Mongbwalu, Democratic Republic of the Congo. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2010. [cited 2019 Nov 17].
Available from: http://hdl.handle.net/10948/1265.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Barnett S. Company-community participation as a conflict management strategy: a case study of AngloGold Ashanti in Mongbwalu, Democratic Republic of the Congo. [Thesis]. Nelson Mandela Metropolitan University; 2010. Available from: http://hdl.handle.net/10948/1265
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Virginia Tech
8.
Simeunovic, Sara Lynn.
Female Democratic Agency: Lessons from Rural Haiti.
Degree: MA, Political Science, 2019, Virginia Tech
URL: http://hdl.handle.net/10919/87531
► Rural Haiti provides an excellent case to study the human security crisis threatening women. Haitian women are often single mothers, leading average households of 4-6.…
(more)
▼ Rural Haiti provides an excellent case to study the human security crisis threatening women. Haitian women are often single mothers, leading average households of 4-6. In elected positions, female leadership is seldom recognized. With only 3.5% of parliament comprised of female leaders, policies decided at the state level seldom address the challenges women face in the countryside (HDI, 2017). Haiti has the highest mortality rate for children below the age of 5 and expectant mothers in the Western Hemisphere (WHO, 2017). This crisis is a significant one. When a mother struggles, both her life and her child's are threatened.
Yet the human security crisis is not all we can learn from rural Haiti. We can also examine the unique ways women have chosen to respond to this crisis and the potential for female
democratic agency. There is a significant lack of elected female officials in Haiti. This fact invites us to consider the impact rural Haitian females, such as the famn chay, are potentially making in Haiti. Famn chay are traditional birth attendants who assist mothers in their home deliveries. They are also first responders in times of crisis, providing meals to hungry families and using their collective resources to benefit children in need. Some famn chay, I suggest, are promoting an innovative form of
democratic agency through their local community council, konsey kominote. Such form of agency does not focus on formal mechanisms of representation. Instead, threatened by growing social and income inequalities, this particular group has chosen to organize to address the human security crisis currently threatening women in rural Haiti.
Advisors/Committee Members: Zanotti, Laura (committeechair), Dupuy, Arnold C. (committee member), Stephenson, Max O. (committee member).
Subjects/Keywords: democratic agency; human security; Haiti; participation; female; famn chay
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APA (6th Edition):
Simeunovic, S. L. (2019). Female Democratic Agency: Lessons from Rural Haiti. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/87531
Chicago Manual of Style (16th Edition):
Simeunovic, Sara Lynn. “Female Democratic Agency: Lessons from Rural Haiti.” 2019. Masters Thesis, Virginia Tech. Accessed November 17, 2019.
http://hdl.handle.net/10919/87531.
MLA Handbook (7th Edition):
Simeunovic, Sara Lynn. “Female Democratic Agency: Lessons from Rural Haiti.” 2019. Web. 17 Nov 2019.
Vancouver:
Simeunovic SL. Female Democratic Agency: Lessons from Rural Haiti. [Internet] [Masters thesis]. Virginia Tech; 2019. [cited 2019 Nov 17].
Available from: http://hdl.handle.net/10919/87531.
Council of Science Editors:
Simeunovic SL. Female Democratic Agency: Lessons from Rural Haiti. [Masters Thesis]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/87531
9.
Oliveira, Emilaine de Paula.
Gestão escolar democrática: uma utopia possível.
Degree: 2013, Universidade Católica de Brasilia
URL: http://repositorio.ucb.br/jspui/handle/10869/1731
► O presente trabalho é resultado de uma revisão bibliográfica, combinada a uma pesquisa qualitativa no formato de estudo de caso em uma Escola Classe de…
(more)
▼ O presente trabalho é resultado de uma revisão bibliográfica, combinada a uma pesquisa qualitativa no formato de estudo de caso em uma Escola Classe de Ensino Fundamental da Diretoria Regional de Ensino de Taguatinga, Distrito Federal. O objetivo principal deste é identificar o processo de democratização da gestão escolar, bem como reconhecer seus mecanismos e seus efeitos para a comunidade escolar e sociedade. Considerando a necessidade de democratização que emerge da sociedade atual, bem como as dificuldades que são encontradas para efetivá-la o estudo de caso traz um enfoque especial para a experiência de uma gestão democrática vivida na prática, comprovando assim que através da responsabilidade e do comprometimento dos dirigentes e dos profissionais envolvidos com a educação, essa teoria pode ser concretizada. A inquietação que levou ao desenvolvimento da pesquisa deu-se em resposta às necessidades emergentes da sociedade atual em relação ao papel da escola. Nesse contexto, buscou-se referenciar a função da escola frente às transformações sociais, bem como, esclarecer sobre os mecanismos que proporcionam a democratização da gestão escolar. Com base no exposto, o estudo de caso resultou numa parte prática da pesquisa em que foi possível perceber que apesar das intempéries que dificultam a efetivação de uma gestão democrática, esta pode passar do campo da utopia para a realidade e consequentemente, tem-se uma melhoria significativa no processo de ensino-aprendizagem e uma escola pública de qualidade.
This work is the result of a bibliographical revision, combined with a qualitative research in the form of a case study on a Class of Elementary School of Regional Board of teaching Taguatinga, Distrito Federal. The main purpose of this is to identify the process of democratization of the school management, as well as recognize mechanisms and their effects for the school community and society. Considering the necessity of democratization that emerges from the current society as well as the difficulties that are encountered for committing it the case study brings a special focus for the experience of a democratic management experienced in practice, so that through the responsibility and commitment of managers and professionals involved with education, this theory can be achieved. The unrest that led to the development of research came about in response to the emerging needs of current society with regard to the role of the school. In this context, he has been trying to reference the function of the school facing the social transformations, as well as clarify the mechanisms that provide the democratisation of the school management.
37
On the basis of the above, the case study resulted in a practical part of research it was possible to notice that despite the bad weather that hamper the establishment of a democratic administration, this can pass from utopia to reality and consequently, there has been a significant improvement in the teaching-learning process and a quality public school.
Universidade Católica de…
Advisors/Committee Members: Maiochi, Neusa Fátima.
Subjects/Keywords: Gestão Democrática; Cidadania; Participação; Democratic Management; Citizenship; Participation; Gestão educacional
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APA (6th Edition):
Oliveira, E. d. P. (2013). Gestão escolar democrática: uma utopia possível. (Masters Thesis). Universidade Católica de Brasilia. Retrieved from http://repositorio.ucb.br/jspui/handle/10869/1731
Chicago Manual of Style (16th Edition):
Oliveira, Emilaine de Paula. “Gestão escolar democrática: uma utopia possível.” 2013. Masters Thesis, Universidade Católica de Brasilia. Accessed November 17, 2019.
http://repositorio.ucb.br/jspui/handle/10869/1731.
MLA Handbook (7th Edition):
Oliveira, Emilaine de Paula. “Gestão escolar democrática: uma utopia possível.” 2013. Web. 17 Nov 2019.
Vancouver:
Oliveira EdP. Gestão escolar democrática: uma utopia possível. [Internet] [Masters thesis]. Universidade Católica de Brasilia; 2013. [cited 2019 Nov 17].
Available from: http://repositorio.ucb.br/jspui/handle/10869/1731.
Council of Science Editors:
Oliveira EdP. Gestão escolar democrática: uma utopia possível. [Masters Thesis]. Universidade Católica de Brasilia; 2013. Available from: http://repositorio.ucb.br/jspui/handle/10869/1731
Tampere University
10.
Moisio, Nora.
Ei meidän kaupunkiin : laadullinen tutkimus vastaanottokeskusten vastustamiseen liittyvistä kaupunkipeloista ja nimby-ilmiöstä osana demokraattista osallistumista
.
Degree: 2019, Tampere University
URL: https://trepo.tuni.fi/handle/10024/105308
► Tutkin tässä tutkimuksessa vastaanottokeskusten vastustamista. Tarkastelen nimby-ilmiön mukaisesti sitä, miksi vastaanottokeskukset ovat ei-toivottuja naapureita ja selvitän, minkälaisia kaupunkipelkoja vastaanottokeskusten vastustavassa puheessa ilmenee. Aineistoni muodostuu kolmella…
(more)
▼ Tutkin tässä tutkimuksessa vastaanottokeskusten vastustamista. Tarkastelen nimby-ilmiön mukaisesti sitä, miksi vastaanottokeskukset ovat ei-toivottuja naapureita ja selvitän, minkälaisia kaupunkipelkoja vastaanottokeskusten vastustavassa puheessa ilmenee. Aineistoni muodostuu kolmella eri paikkakunnalla järjestetystä asukastilaisuudesta, joissa paikkakuntalaiset esittävät vastaanottokeskuksen perustamisesta vastaavilta viranomaisilta kysymyksiä koskien vastaanottokeskusta. Tutkimukseni keskittyy tilaisuuksissa ilmenevään demokraattiseen osallistumiseen ja asukkaiden vaikutusmahdollisuuksiin. Tutkimuskysymykseni ovat: Millaisia kaupunkipelkoja vastaanottokeskuksia vastustavassa puheessa esiintyy? Millaisia argumentteja viranomaiset käyttävät vastatessaan kaupunkilaisten pelkoihin?
Aineistoni koostuu kolmen asukastilaisuuden videotallenteista vuosilta 2015 ja 2016. Tutkimukseni on otteeltaan laadullinen ja analyysimenetelmänä käytän sisällönanalyysia. Analyysin tukena käsittelen aineistoa myös retorisen analyysin keinoin.
Tutkimukseni perusteella vastaanottokeskusten vastustamisessa esiintyi erilaisia kaupunkipelkoja. Paikkakuntalaisten pelon kohteena olivat nuoret turvapaikanhakijamiehet, joiden uskottiin tuovan negatiivisia muutoksia paikkakunnan elämään. Turvallisuudentunteen koettiin vähentyvän ja rikollisuuden lisääntyvän vastaanottokeskuksen tulemisen myötä. Paikkakuntalaisten pelot olivat osittain myös sosiaalipoliittisia. Ne ilmenivät huolina vastaanottokeskuksen perustamisen taloudellisista kuluista ja turvapaikanhakijoiden työllistymismahdollisuuksista.
Asukastilaisuuksien funktio oli tulosten perusteella erilainen paikkakuntalaisilla ja viranomaisilla. Paikkakuntalaisille tilaisuudet näyttäytyivät tilaisuuksina, joissa on mahdollista vaikuttaa päätöksentekoon. Viranomaisille tilaisuudet sen sijaan toimivat tiloina, joissa jo tehtyjä päätöksiä perusteltiin ja omaa asiantuntijuutta korostettiin. Asukastilaisuuksien funktion eriävyys heijastui siihen, kuinka asukkaat olivat huolissaan omien vaikutusmahdollisuuksiensa vähäisyydestä. Asukastilaisuuksissa esiintyi vuorovaikutuksellista dialogia paikkakuntalaisten ja viranomaisten välillä, mutta deliberatiivisen demokratian mukaista painoarvoa päätöksenteolle keskustelulla ei ollut. Tutkijat Raiskila ja Wiberg ovat määritelleet deliberatiivisen demokratian osallistumisen tapana, jolla pyritään lisäämään kansalaisten osallistamista päätöksenteossa.
Tämän kaltaiselle tutkimukselle on tilausta tulevaisuudessa. Maahanmuutto on tuskin vähenemään päin, ja paikkakuntalaisten sekä turvapaikanhakijoiden sujuvan yhteiselon takaaminen on tärkeää jo pelkästään yhteiskuntarauhan näkökulmasta.
ABSTRACT
Not in My Town! A Qualitative Research on Urban fears and Nimby Phenomenon Associated
In this study, I focus on why reception centers cause resistance. From the point of view of nimby phenomenon, I consider why reception centers are unwanted neighbors, and I elaborate on what kind of urban fears appear in the speech opposing reception centers. My…
Subjects/Keywords: nimby;
kaupunkipelot;
demokraattinen osallistuminen;
asukastilaisuudet;
urban fears;
democratic participation;
resident meetings
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Moisio, N. (2019). Ei meidän kaupunkiin : laadullinen tutkimus vastaanottokeskusten vastustamiseen liittyvistä kaupunkipeloista ja nimby-ilmiöstä osana demokraattista osallistumista
. (Masters Thesis). Tampere University. Retrieved from https://trepo.tuni.fi/handle/10024/105308
Chicago Manual of Style (16th Edition):
Moisio, Nora. “Ei meidän kaupunkiin : laadullinen tutkimus vastaanottokeskusten vastustamiseen liittyvistä kaupunkipeloista ja nimby-ilmiöstä osana demokraattista osallistumista
.” 2019. Masters Thesis, Tampere University. Accessed November 17, 2019.
https://trepo.tuni.fi/handle/10024/105308.
MLA Handbook (7th Edition):
Moisio, Nora. “Ei meidän kaupunkiin : laadullinen tutkimus vastaanottokeskusten vastustamiseen liittyvistä kaupunkipeloista ja nimby-ilmiöstä osana demokraattista osallistumista
.” 2019. Web. 17 Nov 2019.
Vancouver:
Moisio N. Ei meidän kaupunkiin : laadullinen tutkimus vastaanottokeskusten vastustamiseen liittyvistä kaupunkipeloista ja nimby-ilmiöstä osana demokraattista osallistumista
. [Internet] [Masters thesis]. Tampere University; 2019. [cited 2019 Nov 17].
Available from: https://trepo.tuni.fi/handle/10024/105308.
Council of Science Editors:
Moisio N. Ei meidän kaupunkiin : laadullinen tutkimus vastaanottokeskusten vastustamiseen liittyvistä kaupunkipeloista ja nimby-ilmiöstä osana demokraattista osallistumista
. [Masters Thesis]. Tampere University; 2019. Available from: https://trepo.tuni.fi/handle/10024/105308
Xavier University
11.
Grabowski, Matthew T.
The Relationship between Organizational Democracy and Job Satisfaction.
Degree: MA, Psychology, 2017, Xavier University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=xavier1503428549750898
► Investigating democratic organizations has been popular in fields such as sociology, political science, and business. However, research investigating the effects of organizational democracy from the…
(more)
▼ Investigating
democratic organizations has been popular in fields such as sociology, political science, and business. However, research investigating the effects of organizational democracy from the industrial-organizational psychology perspective is lacking. The purpose of this study, therefore, was to expand the literature on organizational democracy by testing the relationships among organizational democracy, organizational commitment, and job satisfaction. A total of 85 employees participated in this study: 16 were recruited from a
democratic organization and 69 participants were recruited from Amazon’s MTurk. Results did not reveal that overall organizational democracy was significantly related to affective commitment, normative commitment, or job satisfaction. However, exploratory analyses revealed that continuance commitment was negatively related to overall organizational democracy and two facets of organizational democracy: operational decision making and tactical decision making. Operational decision making was also positively related to both affective commitment and job satisfaction, and additional analyses showed that affective commitment fully mediated the relationship between operational decision making and job satisfaction and affective commitment. These findings imply that organizations may be able to increase affective commitment and job satisfaction by giving their employees more control over what happens in lower-level aspects of their job (e.g., work hours, job order planning). Future research should further examine the associations among organizational democracy facets, organizational commitment dimensions, and job satisfaction.
Advisors/Committee Members: Diab, Dalia (Committee Chair).
Subjects/Keywords: Organizational Behavior; Psychology; organizational democracy; employee decision making; employee participation; democratic
Record Details
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APA ·
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Export
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APA (6th Edition):
Grabowski, M. T. (2017). The Relationship between Organizational Democracy and Job Satisfaction. (Masters Thesis). Xavier University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=xavier1503428549750898
Chicago Manual of Style (16th Edition):
Grabowski, Matthew T. “The Relationship between Organizational Democracy and Job Satisfaction.” 2017. Masters Thesis, Xavier University. Accessed November 17, 2019.
http://rave.ohiolink.edu/etdc/view?acc_num=xavier1503428549750898.
MLA Handbook (7th Edition):
Grabowski, Matthew T. “The Relationship between Organizational Democracy and Job Satisfaction.” 2017. Web. 17 Nov 2019.
Vancouver:
Grabowski MT. The Relationship between Organizational Democracy and Job Satisfaction. [Internet] [Masters thesis]. Xavier University; 2017. [cited 2019 Nov 17].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=xavier1503428549750898.
Council of Science Editors:
Grabowski MT. The Relationship between Organizational Democracy and Job Satisfaction. [Masters Thesis]. Xavier University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=xavier1503428549750898
University of Texas – Austin
12.
Tsoi, Siwing.
The ethics of political participation : are citizens obligated to participate, and what exactly are they obligated to do?.
Degree: PhD, Philosophy, 2015, University of Texas – Austin
URL: http://hdl.handle.net/2152/31631
► The aim of the dissertation is to show that, with few exceptions, citizens have a defeasible moral obligation to participate in politics. Moreover, the arguments…
(more)
▼ The aim of the dissertation is to show that, with few exceptions, citizens have a defeasible moral obligation to participate in politics. Moreover, the arguments presented in support of the thesis have an implication on how exactly one should participate:
participation can take many different forms, but they all need to constitute
democratic deliberation of one’s polity – the policy-making process guided by the exchange of reasons among citizens. In Chapter One, I clarify the thesis and frame the issue in terms of a challenge raised by a classical liberal consideration against the obligation to participate in politics. In Chapter Two, I argue that one should not defend the obligation to participate in
democratic deliberation by thinking of democracy as a sort of shared value in
democratic society. In Chapters Three and Four, I present two independent arguments for the thesis that citizens have a defeasible moral obligation to participate in
democratic deliberation.
Advisors/Committee Members: Martinich, Aloysius (advisor), Dancy, Jonathan (committee member), Gregg, Benjamin (committee member), Higgins, Kathleen (committee member), Sosa, David (committee member).
Subjects/Keywords: Democratic deliberation; Political participation; Collective agency; Moral obligation
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Tsoi, S. (2015). The ethics of political participation : are citizens obligated to participate, and what exactly are they obligated to do?. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31631
Chicago Manual of Style (16th Edition):
Tsoi, Siwing. “The ethics of political participation : are citizens obligated to participate, and what exactly are they obligated to do?.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed November 17, 2019.
http://hdl.handle.net/2152/31631.
MLA Handbook (7th Edition):
Tsoi, Siwing. “The ethics of political participation : are citizens obligated to participate, and what exactly are they obligated to do?.” 2015. Web. 17 Nov 2019.
Vancouver:
Tsoi S. The ethics of political participation : are citizens obligated to participate, and what exactly are they obligated to do?. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2019 Nov 17].
Available from: http://hdl.handle.net/2152/31631.
Council of Science Editors:
Tsoi S. The ethics of political participation : are citizens obligated to participate, and what exactly are they obligated to do?. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31631
Karlstad University
13.
Wigh, Helena.
Institutionella demokratihändelser i förskoan : En studie om barns möjliheter till individualistiska demoratihändelser.
Degree: Educational Studies, 2015, Karlstad University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36592
► Denna studies syfte är att undersöka institutionella demokratihändelser i förskolan utifrån följande frågeställningar. Vilka möjligheter ger förskolan som institution barn till individualistiska demokratihändelser?…
(more)
▼ Denna studies syfte är att undersöka institutionella demokratihändelser i förskolan utifrån följande frågeställningar. Vilka möjligheter ger förskolan som institution barn till individualistiska demokratihändelser? Hur kan förskollärare möjliggöra individualistiska demokratihändelser för barnen i förskolan? Hur kan förskollärare synliggöra individualistiska demokratihändelser i förskolan? För att möjliggöra ett undersökande av institutionella demokratihändelser i förskolan och för att kunna besvara studiens frågeställningar på bästa sätt har semistrukturerade intervjuer använts som metod. Fyra förskollärare från en förskola i en mellanstor svensk kommun har deltagit i intervjuerna. Resultatet visar att förskolan som institution ger barn goda möjligheter till individualistiska demokratihändelser under vissa förutsättningar. Vidare visar resultatet att förskollärare kan möjliggöra individualistiska demokratihändelser i förskolan genom att aktivt arbeta för en tillgänglig och tillåtande miljö med trygga barn. Resultatet för studiens sista frågeställning visar att ett synliggörande av individualistiska demokratihändelser i förskolan kan ske genom förskolans utvärderingar och dokumentationsarbete.
The aim of this study is to examine institutional democracy events in preschool based on the following questions. Which possibilities does the preschool as an institution afford children when it comes to individualistic democracy events? How can preschool teachers facilitate individualistic democracy events for children in preschool? How can preschool teachers make visible individualistic democracy events in preschool? Semi structured interviews have been used as a method to enable a study of institutional democracy events in preschool and to be able to answer the study’s questions in the best way. Four preschool teachers from a preschool in a medium sized Swedish municipality have taken part in the interviews. The result shows that preschool as an institution gives children good possibilities to individualistic democracy events under certain conditions. Furthermore, the result shows that preschool teachers can enable individualistic democracy events in preschool by actively working towards an accessible and acceptant environment with confident children. The result of the study’s last question shows that making individualistic democracy events visible in preschool can take place through the preschool’s evaluations and documentation work.
Subjects/Keywords: Individualistic democratic events; preschool; children’s influence; preschool teacher; democratic events; participation.; Individualistiska demokratihändelser; förskola; barns inflytande; förskollärare; demokratihändelser; delaktighet.
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Record Details
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Wigh, H. (2015). Institutionella demokratihändelser i förskoan : En studie om barns möjliheter till individualistiska demoratihändelser. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36592
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Wigh, Helena. “Institutionella demokratihändelser i förskoan : En studie om barns möjliheter till individualistiska demoratihändelser.” 2015. Thesis, Karlstad University. Accessed November 17, 2019.
http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36592.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Wigh, Helena. “Institutionella demokratihändelser i förskoan : En studie om barns möjliheter till individualistiska demoratihändelser.” 2015. Web. 17 Nov 2019.
Vancouver:
Wigh H. Institutionella demokratihändelser i förskoan : En studie om barns möjliheter till individualistiska demoratihändelser. [Internet] [Thesis]. Karlstad University; 2015. [cited 2019 Nov 17].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36592.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Wigh H. Institutionella demokratihändelser i förskoan : En studie om barns möjliheter till individualistiska demoratihändelser. [Thesis]. Karlstad University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36592
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Pretoria
14.
Joubert, Jacomina
Christina.
The life
experiences and understanding of children as citizens in a
democratic South Africa.
Degree: Early Childhood
Education, 2008, University of Pretoria
URL: http://hdl.handle.net/2263/24839
► This inquiry is the exploration and understanding of a case study: the nine-year-old learners of an inner-city school in South Africa and their experiences of…
(more)
▼ This inquiry is the exploration and understanding of a
case study: the nine-year-old learners of an inner-city school in
South Africa and their experiences of
democratic South Africa as
citizens. Their expressions informed me on how they perceived their
democratic identities and their understandings of their
citizenship. From the acquired understandings and identities I
sought to extend the current conceptions of citizenship education.
This study was informed by the interpretivist paradigm and guided
by a conceptual framework. <p.The literature on citizenship and
citizenship education concerning the young child highlighted
associated concepts and theories. I employed Dewey’s theory on
building a learning community and Waghid’s expansion of compassion
and imaginative action. Theories used concerning young children and
their construction of citizenship were the postcolonial and
transforming society theory, informing that children as young as
nine years can engage in notions such as citizenship and democracy.
From the literature, I identified the knowledge, skills and values
needed for a child to participate as an active and accountable
citizen; content also offered by the South African national
curriculum. This curriculum envisages the future citizen as the
responsible citizen who will embrace
democratic values in their
everyday lives and contribute to nation-building. The data
collection methods and data collection instruments were designed in
a child-centred way to facilitate selfexpression. The
constructivist grounded theory analysis assisted in generating
significant insights. The nine-year-old learners expressed their
identification with the South African democracy and its values such
as social justice, which aligned with the South African ideal of
social cohesion and nation-building. However, they expressed little
knowledge about and no active
participation in
democratic
processes. They expressed concern about their unsafe neighbourhood
and the social injustices they encountered in their community. The
young learners expressed the desire for change to transform South
Africa into a ‘better nation’ to secure their and other citizens’
future. Key findings confirmed statements made by scholars in this
field: citizenship education has to acknowledge the life
experiences of children in order to be meaningful (thus
contextualize citizenship) and to assist young children to
contribute to democracy. However, the democracy can only be
sustained and strengthened if the learners are knowledgeable about
democratic processes and possible threats to these processes. In
addition, young children need to be participants in the democracy
and not only observers. The nine-year-old learners expressed the
passion to do what is expected of them but seemingly lacked the
participatory skills and opportunities they needed.
Advisors/Committee Members: Prof L Ebersohn (advisor), Eloff, Irma F. (advisor).
Subjects/Keywords: Citizenship; Democratic
identity;
Participation; Citizenship
education; Waghid's
compassion / imaginative action; Democratic
values; Democratic
knowledge; Dewey's
building / learning community; Postcolonial
theory; Transforming
society theory; South
africa;
Children; Social
awareness;
UCTD
Record Details
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Record Details
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Joubert, J. (2008). The life
experiences and understanding of children as citizens in a
democratic South Africa. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24839
Chicago Manual of Style (16th Edition):
Joubert, Jacomina. “The life
experiences and understanding of children as citizens in a
democratic South Africa.” 2008. Doctoral Dissertation, University of Pretoria. Accessed November 17, 2019.
http://hdl.handle.net/2263/24839.
MLA Handbook (7th Edition):
Joubert, Jacomina. “The life
experiences and understanding of children as citizens in a
democratic South Africa.” 2008. Web. 17 Nov 2019.
Vancouver:
Joubert J. The life
experiences and understanding of children as citizens in a
democratic South Africa. [Internet] [Doctoral dissertation]. University of Pretoria; 2008. [cited 2019 Nov 17].
Available from: http://hdl.handle.net/2263/24839.
Council of Science Editors:
Joubert J. The life
experiences and understanding of children as citizens in a
democratic South Africa. [Doctoral Dissertation]. University of Pretoria; 2008. Available from: http://hdl.handle.net/2263/24839
University of Pretoria
15.
[No author].
The life experiences and understanding of children as
citizens in a democratic South Africa
.
Degree: 2008, University of Pretoria
URL: http://upetd.up.ac.za/thesis/available/etd-05202008-182045/
► This inquiry is the exploration and understanding of a case study: the nine-year-old learners of an inner-city school in South Africa and their experiences of…
(more)
▼ This inquiry is the exploration and understanding of
a case study: the nine-year-old learners of an inner-city school in
South Africa and their experiences of
democratic South Africa as
citizens. Their expressions informed me on how they perceived their
democratic identities and their understandings of their
citizenship. From the acquired understandings and identities I
sought to extend the current conceptions of citizenship education.
This study was informed by the interpretivist paradigm and guided
by a conceptual framework. <p.The literature on citizenship and
citizenship education concerning the young child highlighted
associated concepts and theories. I employed Dewey’s theory on
building a learning community and Waghid’s expansion of compassion
and imaginative action. Theories used concerning young children and
their construction of citizenship were the postcolonial and
transforming society theory, informing that children as young as
nine years can engage in notions such as citizenship and democracy.
From the literature, I identified the knowledge, skills and values
needed for a child to participate as an active and accountable
citizen; content also offered by the South African national
curriculum. This curriculum envisages the future citizen as the
responsible citizen who will embrace
democratic values in their
everyday lives and contribute to nation-building. The data
collection methods and data collection instruments were designed in
a child-centred way to facilitate selfexpression. The
constructivist grounded theory analysis assisted in generating
significant insights. The nine-year-old learners expressed their
identification with the South African democracy and its values such
as social justice, which aligned with the South African ideal of
social cohesion and nation-building. However, they expressed little
knowledge about and no active
participation in
democratic
processes. They expressed concern about their unsafe neighbourhood
and the social injustices they encountered in their community. The
young learners expressed the desire for change to transform South
Africa into a ‘better nation’ to secure their and other citizens’
future. Key findings confirmed statements made by scholars in this
field: citizenship education has to acknowledge the life
experiences of children in order to be meaningful (thus
contextualize citizenship) and to assist young children to
contribute to democracy. However, the democracy can only be
sustained and strengthened if the learners are knowledgeable about
democratic processes and possible threats to these processes. In
addition, young children need to be participants in the democracy
and not only observers. The nine-year-old learners expressed the
passion to do what is expected of them but seemingly lacked the
participatory skills and opportunities they needed.
Advisors/Committee Members: Prof L Ebersohn (advisor), Eloff, Irma F (advisor).
Subjects/Keywords: Citizenship;
Democratic identity;
Participation;
Citizenship education;
Waghid's compassion / imaginative action;
Democratic values;
Democratic knowledge;
Dewey's building / learning community;
Postcolonial theory;
Transforming society theory;
South africa;
Children;
Social awareness;
UCTD
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APA (6th Edition):
author], [. (2008). The life experiences and understanding of children as
citizens in a democratic South Africa
. (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-05202008-182045/
Chicago Manual of Style (16th Edition):
author], [No. “The life experiences and understanding of children as
citizens in a democratic South Africa
.” 2008. Doctoral Dissertation, University of Pretoria. Accessed November 17, 2019.
http://upetd.up.ac.za/thesis/available/etd-05202008-182045/.
MLA Handbook (7th Edition):
author], [No. “The life experiences and understanding of children as
citizens in a democratic South Africa
.” 2008. Web. 17 Nov 2019.
Vancouver:
author] [. The life experiences and understanding of children as
citizens in a democratic South Africa
. [Internet] [Doctoral dissertation]. University of Pretoria; 2008. [cited 2019 Nov 17].
Available from: http://upetd.up.ac.za/thesis/available/etd-05202008-182045/.
Council of Science Editors:
author] [. The life experiences and understanding of children as
citizens in a democratic South Africa
. [Doctoral Dissertation]. University of Pretoria; 2008. Available from: http://upetd.up.ac.za/thesis/available/etd-05202008-182045/
16.
Adriana Freire Pereira Férriz.
A participação em instituições descentralizadas na cidade de João Pessoa: o orçamento democrático e o conselho de saúde.
Degree: 2012, Universidade Federal da Paraíba
URL: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2496
► The thesis examines the participation of the population of the communities involved in decentralized institutions of the municipal management of Joao Pessoa, which were implemented…
(more)
▼ The thesis examines the participation of the population of the communities involved in decentralized institutions of the municipal management of Joao Pessoa, which were implemented in the Federal Constitution of 1988, having as main focus, the Democratic budget and the Board of Health started from is assumed that in the last three decades, Brazilian society has been experiencing significant changes regarding the management of public resources marked by the implementation of a new form of government conduct that seeks a transition from a centralized to a more decentralized model, marked for greater direct participation of the population and decision making. In this sense, the main objectives of this study were: to analyze the distributional impact of citizen participation in these decentralized institutions, develop a typology of each institution decentralized participatory (history, composition, legislation, implementation capacity and effectiveness) and the profiles of participants from each institution participatory. To this end, the stage of data collection, desk research was prioritized by understanding that the documents may reveal the potential of these institutions. Thus, two types of documents were reviewed: those produced on the city of Joao Pessoa and produced by the Democratic budget and the City Council Health Treatment of the documents was made possible through the assessment undertaken from the definition of six analytical categories: degree of institutionalization, institutional form and nature, participation, representation, deliberation and distributional impact. The research provided sufficient evidence to affirm that there is a relationship, sometimes revealing similarities, sometimes differences between the Democratic budget and the Board of Health, revealed through the patterns of discussion, the form of organization, visibility and range of each institution, the methodology adopted, the legislation that guides and nature of each. However, the relationship between the two institutions did not consolidate until there is, between them, an articulation of public policies permanent, despite parity discuss themes and objectives. Therefore, it is believed that people s participation in the Democratic budget and the Board of Health is likely to modify the relationship between society and government, with a strong tendency for the growth of civic consciousness, which is expressed also in a very early. In the same vein, you can not even see, so strong, very significant changes in the conditions of life due to the direct care of the demands posed by participation in the OD and CMS, although the process is recognized as important by the directors of both institutions.
A tese analisa a participação da população das comunidades interessadas nas instituições descentralizadas de gestão do orçamento municipal de João Pessoa, as quais foram implementadas a partir da Constituição Federal de 1988, tendo, como focos principais, o Orçamento Democrático e o Conselho de Saúde. Partiu-se do pressuposto de que, nas…
Advisors/Committee Members: José Arlindo Soares.
Subjects/Keywords: Conselho de Saúde; Orçamento Democrático; Participação; Democracia; SOCIOLOGIA; Democracy; Participation; Democratic Budget; Board of Health
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APA (6th Edition):
Férriz, A. F. P. (2012). A participação em instituições descentralizadas na cidade de João Pessoa: o orçamento democrático e o conselho de saúde. (Thesis). Universidade Federal da Paraíba. Retrieved from http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2496
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Férriz, Adriana Freire Pereira. “A participação em instituições descentralizadas na cidade de João Pessoa: o orçamento democrático e o conselho de saúde.” 2012. Thesis, Universidade Federal da Paraíba. Accessed November 17, 2019.
http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2496.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Férriz, Adriana Freire Pereira. “A participação em instituições descentralizadas na cidade de João Pessoa: o orçamento democrático e o conselho de saúde.” 2012. Web. 17 Nov 2019.
Vancouver:
Férriz AFP. A participação em instituições descentralizadas na cidade de João Pessoa: o orçamento democrático e o conselho de saúde. [Internet] [Thesis]. Universidade Federal da Paraíba; 2012. [cited 2019 Nov 17].
Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2496.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Férriz AFP. A participação em instituições descentralizadas na cidade de João Pessoa: o orçamento democrático e o conselho de saúde. [Thesis]. Universidade Federal da Paraíba; 2012. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2496
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Universiteit Utrecht
17.
Stevens, V.
Decoupling the transmission belt's role of domestic groups in EU governance.
Degree: 2014, Universiteit Utrecht
URL: http://dspace.library.uu.nl:8080/handle/1874/300848
► The European Union has in recent years exerted great efforts to resolve the alleged democratic deficit. One of the main strategies for reengaging with the…
(more)
▼ The European Union has in recent years exerted great efforts to resolve the alleged
democratic deficit. One of the main strategies for reengaging with the public was to reach out to domestic civil society organizations (CSOs). It was expected that CSOs would act as transmission belts, by uniting people for a common cause at the grassroots level and serve as sources of policy information at the EU-level. Despite lofted expectations, political scientists have recently scrutinized the potential of domestic civil society involvement in EU governance by pointing at the mobilization bias of organizations at the European level and the weak ties with the grassroots. To date, there is limited knowledge on why some domestic groups have been better able to serve as transmission belts between the grassroots and European level than others. However, insight in this is crucial to understand the precise potential role of domestic groups within the EU. The main conclusion of this study is that there is no latent tension between the dimensions of grassroots maintenance and EU mobilization, which together were assumed to make up for the transmission belt’s role. Moreover, the competition for the executives’ attention and domestic (financial) patronage partly explain for that (a) not all groups are equally receptive to the interests of their members and (b) not all groups are similarly effective in transmitting the interests of their members to the relevant political actors in the EU.
Advisors/Committee Members: Braun, Dr. C.H.J.M..
Subjects/Keywords: transmission belt’s role; European Union; civil society participation; participatory democracy; democratic deficit
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APA (6th Edition):
Stevens, V. (2014). Decoupling the transmission belt's role of domestic groups in EU governance. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/300848
Chicago Manual of Style (16th Edition):
Stevens, V. “Decoupling the transmission belt's role of domestic groups in EU governance.” 2014. Masters Thesis, Universiteit Utrecht. Accessed November 17, 2019.
http://dspace.library.uu.nl:8080/handle/1874/300848.
MLA Handbook (7th Edition):
Stevens, V. “Decoupling the transmission belt's role of domestic groups in EU governance.” 2014. Web. 17 Nov 2019.
Vancouver:
Stevens V. Decoupling the transmission belt's role of domestic groups in EU governance. [Internet] [Masters thesis]. Universiteit Utrecht; 2014. [cited 2019 Nov 17].
Available from: http://dspace.library.uu.nl:8080/handle/1874/300848.
Council of Science Editors:
Stevens V. Decoupling the transmission belt's role of domestic groups in EU governance. [Masters Thesis]. Universiteit Utrecht; 2014. Available from: http://dspace.library.uu.nl:8080/handle/1874/300848
18.
Bastos, Flávia da Cunha.
Gestão democrática e política municipal de esporte: o caso de Santana de Parnaíba.
Degree: PhD, Educação, 2008, University of São Paulo
URL: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-16062008-104816/
;
► O processo de descentralização das políticas sociais no País, implantado pela Constituição Federal do Brasil de 1988, levou a reformulações na gestão dessas políticas em…
(more)
▼ O processo de descentralização das políticas sociais no País, implantado pela Constituição Federal do Brasil de 1988, levou a reformulações na gestão dessas políticas em Estados e Municípios, em termos da cultura gerencial, da estrutura administrativa e da abertura de canais de participação da sociedade civil na construção, acompanhamento e avaliação das ações. Nesse processo, as relações entre Estado, Mercado e Comunidade deveriam atingir um equilíbrio, a partir de políticas baseadas no modelo de consenso político (OFFE, 1998). No contexto da gestão de políticas públicas municipais, o Conselho Gestor é considerado um canal de participação da Comunidade e condição para o município ter acesso a verbas estaduais e federais para programas sociais locais. No Esporte, a prevalência dos interesses do Mercado se reflete nas normas legais e nos planos de desenvolvimento do Esporte implantados nas duas últimas décadas no País. O registro da existência de Conselhos Municipais de Esporte ou congêneres é muito recente no país, e o conhecimento sobre o seu papel e desempenho, no sentido de viabilizar a participação da Comunidade na formulação e desenvolvimento de políticas locais, é bastante limitado. Esta Pesquisa foi desenvolvida com o intuito de verificar se o Conselho Municipal de Esporte se constitui efetivamente em espaço de definição de políticas e de discussão e articulação entre os interesses dos diferentes segmentos da ordem social - Estado, Mercado e Comunidade - em uma política de Esporte local. Para tanto, foi desenvolvido estudo de caso sobre o Conselho Municipal de Esporte, Lazer e Atividade Física de Santana de Parnaíba-SP, referente ao período da sua criação em 2003 até 2006, a partir da análise de fontes documentais, complementadas por depoimentos de membros do Conselho e do representante do Executivo Municipal da área de Esporte, com base na metodologia da História Oral. As análises realizadas sobre o processo de implantação e a atuação do Conselho levaram a não confirmação da hipótese do estudo. Foi constatado um distanciamento entre a proposta participativa do governo municipal e o que ocorreu no âmbito da política de Esporte e do Conselho, não havendo incentivo a participação da sociedade civil no processo de formulação e acompanhamento da Política de Esporte. Considerações e perspectivas quanto à superação das lacunas identificadas na ação do Conselho são levantadas 6 no sentido de contribuir para a reflexão teórica e o aprimoramento da atuação desse mecanismo de gestão democrática em outros municípios brasileiros.
The decentralization process of social policies in the Country, as implemented by the 1988 Federal Constitution of Brazil, led to the reformulation of such policiesḿanagement in States and Municipalities, as regards managerial culture, administrative structure and opening of channels for the civil society\'s participation in the construction, follow-up and assessment of such actions. In this process, the relationships among State, Market and Community should reach a balance, by means of…
Advisors/Committee Members: Arelaro, Lisete Regina Gomes.
Subjects/Keywords: Democratic governance; Esporte; Gestão democrática; Participação popular; Políticas públicas; Popular participation; Public policies; Sports
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APA ·
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MLA ·
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Manager
APA (6th Edition):
Bastos, F. d. C. (2008). Gestão democrática e política municipal de esporte: o caso de Santana de Parnaíba. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-16062008-104816/ ;
Chicago Manual of Style (16th Edition):
Bastos, Flávia da Cunha. “Gestão democrática e política municipal de esporte: o caso de Santana de Parnaíba.” 2008. Doctoral Dissertation, University of São Paulo. Accessed November 17, 2019.
http://www.teses.usp.br/teses/disponiveis/48/48134/tde-16062008-104816/ ;.
MLA Handbook (7th Edition):
Bastos, Flávia da Cunha. “Gestão democrática e política municipal de esporte: o caso de Santana de Parnaíba.” 2008. Web. 17 Nov 2019.
Vancouver:
Bastos FdC. Gestão democrática e política municipal de esporte: o caso de Santana de Parnaíba. [Internet] [Doctoral dissertation]. University of São Paulo; 2008. [cited 2019 Nov 17].
Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-16062008-104816/ ;.
Council of Science Editors:
Bastos FdC. Gestão democrática e política municipal de esporte: o caso de Santana de Parnaíba. [Doctoral Dissertation]. University of São Paulo; 2008. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-16062008-104816/ ;
Universidade do Rio Grande do Norte
19.
Trigueiro, Rosaneide Lopes de Souza.
A participação das mães no conselho escolar do CMEI Amor de Mãe
.
Degree: 2014, Universidade do Rio Grande do Norte
URL: http://repositorio.ufrn.br/handle/123456789/14598
► This research aims to study the participation of mothers in the School Council of the Centro Municipal de Educação Infantil Amor de Mãe. The goal…
(more)
▼ This research aims to study the
participation of mothers in the School Council of the Centro Municipal de Educação Infantil Amor de Mãe. The goal is to understand the relationship among concepts that mothers have and their practices as advisors. The historical-philosophical approach taken along the research permitted working with real people and not those derived or idealized ones. It searched an approximation of the mode of being and living of the councilor mothers in their homes, and the concepts and practices in the School Council. It was inspired by ethnographic researches to describe data, habits, cultural practices, meanings and values of people involved. As sources of research, we used: interviews with mothers and school staff; documentary and photographic collection of CMEI Amor de Mãe; local and national legislation; notebooks of the National Program for the Strengthening of School Council (2004); data bank of dissertations and theses of the Post-Graduate Program in Education of the UFRN dealing with
democratic management and the relationship school and family. The study indicates the existence of a narrative of the school community that shows mothers as "missing" or "passive" and a practice that point out to how people participate actively in the school routine. This contradiction reveals the existence of a historically constructed school mindset that is rooted in a model of family and school that differs from the reality found in CMEI Amor de Mãe and how families served by CMEI Amor de Mãe organize themselves. It is recommended that the school community and families reorganize the conceptions that guide their practices in educating and caring for children with whom they live and work to make progress together in managing this process
Advisors/Committee Members: Barbosa Júnior, Walter Pinheiro (advisor), CPF:56728069453 (advisor), http://lattes.cnpq.br/7532911538772143 (advisor).
Subjects/Keywords: Participação. Mães conselheiras. Gestão democrática. Conselho Escolar;
Participation. Mothers councilors. Democratic management. School council
Record Details
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APA ·
Chicago ·
MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Trigueiro, R. L. d. S. (2014). A participação das mães no conselho escolar do CMEI Amor de Mãe
. (Masters Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/14598
Chicago Manual of Style (16th Edition):
Trigueiro, Rosaneide Lopes de Souza. “A participação das mães no conselho escolar do CMEI Amor de Mãe
.” 2014. Masters Thesis, Universidade do Rio Grande do Norte. Accessed November 17, 2019.
http://repositorio.ufrn.br/handle/123456789/14598.
MLA Handbook (7th Edition):
Trigueiro, Rosaneide Lopes de Souza. “A participação das mães no conselho escolar do CMEI Amor de Mãe
.” 2014. Web. 17 Nov 2019.
Vancouver:
Trigueiro RLdS. A participação das mães no conselho escolar do CMEI Amor de Mãe
. [Internet] [Masters thesis]. Universidade do Rio Grande do Norte; 2014. [cited 2019 Nov 17].
Available from: http://repositorio.ufrn.br/handle/123456789/14598.
Council of Science Editors:
Trigueiro RLdS. A participação das mães no conselho escolar do CMEI Amor de Mãe
. [Masters Thesis]. Universidade do Rio Grande do Norte; 2014. Available from: http://repositorio.ufrn.br/handle/123456789/14598
Universidade do Rio Grande do Norte
20.
Trigueiro, Rosaneide Lopes de Souza.
A participação das mães no conselho escolar do CMEI Amor de Mãe
.
Degree: 2014, Universidade do Rio Grande do Norte
URL: http://repositorio.ufrn.br/handle/123456789/14598
► This research aims to study the participation of mothers in the School Council of the Centro Municipal de Educação Infantil Amor de Mãe. The goal…
(more)
▼ This research aims to study the
participation of mothers in the School Council of the Centro Municipal de Educação Infantil Amor de Mãe. The goal is to understand the relationship among concepts that mothers have and their practices as advisors. The historical-philosophical approach taken along the research permitted working with real people and not those derived or idealized ones. It searched an approximation of the mode of being and living of the councilor mothers in their homes, and the concepts and practices in the School Council. It was inspired by ethnographic researches to describe data, habits, cultural practices, meanings and values of people involved. As sources of research, we used: interviews with mothers and school staff; documentary and photographic collection of CMEI Amor de Mãe; local and national legislation; notebooks of the National Program for the Strengthening of School Council (2004); data bank of dissertations and theses of the Post-Graduate Program in Education of the UFRN dealing with
democratic management and the relationship school and family. The study indicates the existence of a narrative of the school community that shows mothers as "missing" or "passive" and a practice that point out to how people participate actively in the school routine. This contradiction reveals the existence of a historically constructed school mindset that is rooted in a model of family and school that differs from the reality found in CMEI Amor de Mãe and how families served by CMEI Amor de Mãe organize themselves. It is recommended that the school community and families reorganize the conceptions that guide their practices in educating and caring for children with whom they live and work to make progress together in managing this process
Advisors/Committee Members: Barbosa Júnior, Walter Pinheiro (advisor), CPF:56728069453 (advisor), http://lattes.cnpq.br/7532911538772143 (advisor).
Subjects/Keywords: Participação. Mães conselheiras. Gestão democrática. Conselho Escolar;
Participation. Mothers councilors. Democratic management. School council
Record Details
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Share »
Record Details
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Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Trigueiro, R. L. d. S. (2014). A participação das mães no conselho escolar do CMEI Amor de Mãe
. (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/14598
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Trigueiro, Rosaneide Lopes de Souza. “A participação das mães no conselho escolar do CMEI Amor de Mãe
.” 2014. Thesis, Universidade do Rio Grande do Norte. Accessed November 17, 2019.
http://repositorio.ufrn.br/handle/123456789/14598.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Trigueiro, Rosaneide Lopes de Souza. “A participação das mães no conselho escolar do CMEI Amor de Mãe
.” 2014. Web. 17 Nov 2019.
Vancouver:
Trigueiro RLdS. A participação das mães no conselho escolar do CMEI Amor de Mãe
. [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2014. [cited 2019 Nov 17].
Available from: http://repositorio.ufrn.br/handle/123456789/14598.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Trigueiro RLdS. A participação das mães no conselho escolar do CMEI Amor de Mãe
. [Thesis]. Universidade do Rio Grande do Norte; 2014. Available from: http://repositorio.ufrn.br/handle/123456789/14598
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
21.
Ednéia Virgínia Pinheiro.
Caracterização e análise da participação e dos conflitos em uma escola transformada em comunidades de aprendizagem.
Degree: 2010, Universidade Federal de São Carlos
URL: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=3691
► Este estudo tem como objetivo compreender o impacto de Comunidades de Aprendizagem (CA) em uma unidade escolar no que se refere à participação e aos…
(more)
▼ Este estudo tem como objetivo compreender o impacto de Comunidades de Aprendizagem (CA) em uma unidade escolar no que se refere à participação e aos conflitos lá existentes, destacando em especial os aspectos que facilitam e que dificultam a manifestação e resolução dos conflitos. Possuindo como referência a metodologia comunicativa crítica, e baseada nos conceitos de ação comunicativa, de Habermas, e dialogicidade, de Freire, esta pesquisa teve como principal meio de coleta de dados entrevistas em profundidade, realizadas com: a gestora da EMEB, a assistente de direção, uma professora, que atuava há aproximadamente dois anos como coordenadora pedagógica, e um familiar. Todas as pessoas entrevistadas integravam um dos colegiados da unidade (Conselho de escola ou Comissão Gestora). Procuramos, desta forma, entender a relação existente entre a participação de todos/as na escola e nos processos de tomada de decisão, de forma igualitária, e a ocorrência de conflitos, compreendendo quais os fatores que os potencializam e que os inibem, de que forma se manifestam nas relações da unidade e de que maneira o diálogo igualitário, presente nos processos decisórios de uma CA, interfere nos conflitos. A análise dos dados, que englobou tanto fatores transformadores quanto aqueles que se apresentavam como obstáculos para a transformação, se deu de forma conjunta entre os/as entrevistados/as e a pesquisadora, de forma a propiciar o diálogo sobre os conteúdos destacados, as temáticas elencadas e os entendimentos efetuados, visando ao consenso. Pudemos observar que muitas mudanças ocorreram na unidade escolar desde a implementação da proposta de CA. Entre elas destacase a incorporação do diálogo igualitário em todas as suas relações, envolvendo os colegiados da EMEB. Observamos que a existência de conflitos na unidade demonstra sua abertura para o diálogo, permitindo que todos e todas possam expor opiniões e argumentos. O conflito, assim, tem atuado como ponto de partida para a busca do entendimento, que se estabelece na ação comunicativa, fruto do consenso alcançado por meio dos melhores argumentos. Esta investigação integra a pesquisa Comunidades de aprendizagem: aposta na qualidade da aprendizagem, na igualdade de diferenças e na democratização da gestão da escola, que prevê quatro eixos de investigação: (1) aprendizagem de leitura e escrita, (2) práticas de aprendizagem dialógica, (3) necessidades formativas e potencialidades educativas da população de entorno, com foco nas condições de trabalho dos familiares e nas condições ambientais e formas de vida nesse ambiente, (4) gestão e participação da comunidade na vida da escola.
The objective of this study is to understand the impact of Learning Communities (LC) in a school unit in relation to participation and the conflicts existing within them, highlighting in particular those aspects which facilitate and hamper the manifestation and resolution of the conflicts. Taking as reference the critical communicative methodology, and based on the communicative action concepts, of…
Advisors/Committee Members: Celso Luiz Aparecido Conti.
Subjects/Keywords: Escolas - organização e administração; Participação; Conflito - administração; Gestão democrática; EDUCACAO; Democratic management; Conflict; Participation
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APA (6th Edition):
Pinheiro, E. V. (2010). Caracterização e análise da participação e dos conflitos em uma escola transformada em comunidades de aprendizagem. (Thesis). Universidade Federal de São Carlos. Retrieved from http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=3691
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Pinheiro, Ednéia Virgínia. “Caracterização e análise da participação e dos conflitos em uma escola transformada em comunidades de aprendizagem.” 2010. Thesis, Universidade Federal de São Carlos. Accessed November 17, 2019.
http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=3691.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Pinheiro, Ednéia Virgínia. “Caracterização e análise da participação e dos conflitos em uma escola transformada em comunidades de aprendizagem.” 2010. Web. 17 Nov 2019.
Vancouver:
Pinheiro EV. Caracterização e análise da participação e dos conflitos em uma escola transformada em comunidades de aprendizagem. [Internet] [Thesis]. Universidade Federal de São Carlos; 2010. [cited 2019 Nov 17].
Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=3691.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Pinheiro EV. Caracterização e análise da participação e dos conflitos em uma escola transformada em comunidades de aprendizagem. [Thesis]. Universidade Federal de São Carlos; 2010. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=3691
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Pontifícia Universidade Católica de São Paulo
22.
Maria Aparecida Dias de Oliveira.
A atuação de uma gestora como uma das possibilitadoras da construção de uma escola pública com uma perspectiva democrática-emancipadora na Rede Estadual de São Paulo.
Degree: 2012, Pontifícia Universidade Católica de São Paulo
URL: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=14768
► O presente estudo tem como tema os caminhos da gestão democrática numa escola pública de Educação Básica da rede estadual paulista. O eixo central da…
(more)
▼ O presente estudo tem como tema os caminhos da gestão democrática numa escola pública de Educação Básica da rede estadual paulista. O eixo central da pesquisa é a atuação da gestora da escola como possibilitadora da construção de uma escola numa perspectiva democrática-emancipadora. A pesquisa desenvolve-se tendo como alicerce a trajetória da gestora escolar buscando compreender dimensões pessoais e profissionais na construção e intervenção identitária da gestora, bem como o processo de auto formação e suas interfaces que contribuem para suas escolhas na gestão da escola. São utilizados os recursos de autobiografia, identidade e de formação, ou seja, o estudo pautou-se em Narrativas de Experiências que, no cenário contemporâneo, trata-se de metodologia qualitativa. A pesquisa tem como espaço temporal o período de 2004 a 2011 e tem por objetivos, ao retomar a trilha percorrida pela gestora, avaliar o desempenho da gestão escolar com foco centrado na gestão pedagógica com ênfase à reorientação curricular numa perspectiva social e política, contextualizada, vivenciada e construída coletivamente, por conseguinte, desencadeia exigências quanto à gestão participativa e autonomia da escola. Este movimento, no cotidiano escolar, impulsiona a necessidade de formação continuada no interior da escola. A pesquisa apresenta, como resultado da trilha percorrida, o projeto pedagógico inserido no plano de gestão da escola, enquanto objeto de investigação e análise quanto à relevância na elaboração curricular, na participação coletiva e aos aspectos relativos à autonomia da escola
The present study has as its theme paths of democratic management in a public school in Basic Education state public network. The central focus of research is the role of managing the school as an enabler of building a school in a democratic-emancipatory perspective. The research is developed as a foundation with the trajectory of school management in order to understand personal and professional dimensions in the construction of identity management and intervention, as well as the process of self-training and their interfaces that contribute to their choices in school management. Resources are used for autobiography, and identity formation, in others words, the study was based on narratives of experiences that, in the contemporary scene, it is a qualitative methodology. The research has the timeline the period 2004 to 2011 and its objective, to resume the path traveled by management to evaluate the performance of school management with a focus centered on educational management with emphasis on curricular reorientation in a social and political context, experienced and constructed collectively, therefore, triggers demands for participatory management and school autonomy. This movement, at school, driving the need for continuing education within the school. The research shows, as a result of the trail traveled, teaching project management plan inserted in the school, as an object of research and analysis for relevance in curriculum development,…
Advisors/Committee Members: Mere Abramovicz.
Subjects/Keywords: School management; Democrática-emancipadora; Currículo e autonomia; Democratic emancipatory; Participation and autonomy; CURRICULO; Gestão escolar
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APA ·
Chicago ·
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CSE |
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to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Oliveira, M. A. D. d. (2012). A atuação de uma gestora como uma das possibilitadoras da construção de uma escola pública com uma perspectiva democrática-emancipadora na Rede Estadual de São Paulo. (Thesis). Pontifícia Universidade Católica de São Paulo. Retrieved from http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=14768
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Oliveira, Maria Aparecida Dias de. “A atuação de uma gestora como uma das possibilitadoras da construção de uma escola pública com uma perspectiva democrática-emancipadora na Rede Estadual de São Paulo.” 2012. Thesis, Pontifícia Universidade Católica de São Paulo. Accessed November 17, 2019.
http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=14768.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Oliveira, Maria Aparecida Dias de. “A atuação de uma gestora como uma das possibilitadoras da construção de uma escola pública com uma perspectiva democrática-emancipadora na Rede Estadual de São Paulo.” 2012. Web. 17 Nov 2019.
Vancouver:
Oliveira MADd. A atuação de uma gestora como uma das possibilitadoras da construção de uma escola pública com uma perspectiva democrática-emancipadora na Rede Estadual de São Paulo. [Internet] [Thesis]. Pontifícia Universidade Católica de São Paulo; 2012. [cited 2019 Nov 17].
Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=14768.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Oliveira MADd. A atuação de uma gestora como uma das possibilitadoras da construção de uma escola pública com uma perspectiva democrática-emancipadora na Rede Estadual de São Paulo. [Thesis]. Pontifícia Universidade Católica de São Paulo; 2012. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=14768
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Pontifícia Universidade Católica de São Paulo
23.
Rosimary Mendes de Matos.
A participação na organização curricular de Embu/SP: a influência de referenciais freireanos.
Degree: 2011, Pontifícia Universidade Católica de São Paulo
URL: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=12780
► Esta pesquisa analisa a proposta e a prática de gestão democrática de uma Escola Municipal da cidade Embu das Artes, em São Paulo, no período…
(more)
▼ Esta pesquisa analisa a proposta e a prática de gestão democrática de uma Escola Municipal da cidade Embu das Artes, em São Paulo, no período 2007 a 2009, com o objetivo de verificar como a gestão democrática, com especial olhar para a categoria participação no currículo, é recriada em um município, que assume os referenciais freireanos como orientadores de sua política de educação. O trabalho se insere no projeto de pesquisa desenvolvido na Cátedra Paulo Freire da PUC/SP, sob coordenação da professora Ana Maria Saul, intitulado O pensamento de Paulo Freire na educação brasileira: análise de sistemas públicos de ensino, a partir dos anos 90. A investigação foi desenvolvida com abordagem qualitativa e incluiu os seguintes procedimentos: pesquisa bibliográfica, análise de documentos e entrevistas. O referencial teórico explicita o conceito de participação cidadã e trabalha com conceitos do referencial freireano, diálogo, amorosidade e práxis. Na busca de identificar e analisar a efetiva participação de professores, estudantes, pais, comunidade local e equipe gestora da escola no planejamento e desenvolvimento do currículo, concluiu-se que há participação nessa escola. Embora tenham sido identificados avanços no tocante à participação no currículo, há desafios que ainda precisam ser enfrentados, como ampliar o envolvimento dos segmentos e criar estratégias de comunicação das ações da escola com a comunidade em geral. O desenvolvimento dessa pesquisa sugere, para outras escolas e para as redes públicas de ensino, que é possível promover a participação em sua organização e que devem rever a dinâmica de suas reuniões com as famílias e os trabalhadores, criando novas estratégias constantemente
This research analyzes the proposal and the practice of democratic management of a Municipal City School Embu das Artes, São Paulo, between 2007 to 2009, with the goal of checking how the democratic management, with a special look at the class participation in the curriculum is recreated in a municipality that assumes the references Paulo Freire as its guiding education policy. The work is part of the research project developed by the Cátedra Paulo Freire, PUC / SP, coordinated by Ana Maria Saul, entitled The thought of Paulo Freire in education in Brazil: analysis of public school systems from the year 1990. The research was both qualitative and included the following: literature, document analysis and interviews. The theoretical framework explains the concept of citizen participation and working with concepts of referential Freire, such as dialogue, loving and praxis. In seeking to identify and analyze the effective participation of teachers, students, parents, local community and the school management team in planning and curriculum development, it was concluded that there is participation in this school. While advances have been identified for participation in the curriculum, there are still challenges that need to be addressed, namely the involvement of the segments expand and develop strategies to communicate the school s…
Advisors/Committee Members: Ana Maria Saul.
Subjects/Keywords: EDUCACAO; Participação; Gestão democrática; Currículo; Referenciais freireanos; Participation; Democratic management; Resume; References Freire
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Matos, R. M. d. (2011). A participação na organização curricular de Embu/SP: a influência de referenciais freireanos. (Thesis). Pontifícia Universidade Católica de São Paulo. Retrieved from http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=12780
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Matos, Rosimary Mendes de. “A participação na organização curricular de Embu/SP: a influência de referenciais freireanos.” 2011. Thesis, Pontifícia Universidade Católica de São Paulo. Accessed November 17, 2019.
http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=12780.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Matos, Rosimary Mendes de. “A participação na organização curricular de Embu/SP: a influência de referenciais freireanos.” 2011. Web. 17 Nov 2019.
Vancouver:
Matos RMd. A participação na organização curricular de Embu/SP: a influência de referenciais freireanos. [Internet] [Thesis]. Pontifícia Universidade Católica de São Paulo; 2011. [cited 2019 Nov 17].
Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=12780.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Matos RMd. A participação na organização curricular de Embu/SP: a influência de referenciais freireanos. [Thesis]. Pontifícia Universidade Católica de São Paulo; 2011. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=12780
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
24.
Luiz Carlos Bioto Filho.
Os professores e o conselho de escola: compromisso pedagógico democrático.
Degree: 2013, Universidade Nove de Julho
URL: http://www4.uninove.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=669
► This Masters thesis aims to discuss the participation of teachers in the management of public schools prioritizing in this discussion, participation in the School Council.…
(more)
▼ This Masters thesis aims to discuss the participation of teachers in the management of public schools prioritizing in this discussion, participation in the School Council. The study reflects on political foundations of democratic governance, the role of teachers is managed and on the instruments by which favors the participation. Management experiences were investigated in the public schools of the county school system Itaquaquecetuba (SP). Is scheduled and registered to both meetings and studies seeking date and relevant to the research and the practical training towards a political-pedagogical institutional culture topics agreement. The investigation came was inserted into instances of training, so. The proposals, due to insertion, were defining themselves according to directions and challenges discussed in commonly agreed areas planning, discussions, reviews. Reasons, this study will refer the record of intervention processes in schools, already discussed and made possible the agreed interfaces between the production of the dissertation and practice training in the Board of Education operates. The final consideration is that the School Board may rather be in a democratic, able to promote the distribution of power within the school, able to promote politicizing participation by involving teachers and all space.
Esta dissertação de Mestrado tem como objetivo discutir a participação dos professores na gestão da escola pública, priorizando, em tal discussão, a participação desses no Conselho Escolar. O estudo fez uma reflexão acerca dos fundamentos políticos da gestão democrática, sobre o papel dos professores nesta gestão e sobre os instrumentos por meio dos quais se oportuniza a participação. Foram investigadas experiências de gestão em escolas públicas da rede de ensino do município de Itaquaquecetuba (SP). Para tanto, foram agendados e registrados buscando acordo de datas e temas relevantes para a pesquisa e para a prática de formação, tendo em vista uma cultura institucional político-pedagógica. A investigação, portanto, se inseriu em instâncias de formação. As propostas, fruto da inserção, foram sendo definidas conforme indicações e desafios discutidos nos espaços comumente acordados: planejamento, discussões, avaliações. Este estudo encaminhará o registro de processos de intervenção nas escolas, já discutidos e viabilizados nas interfaces acordadas entre a produção da dissertação e a prática de formação em que a Diretoria de Ensino opera. A consideração final é a de que o Conselho de Escola pode sim constituir-se em um espaço democrático, capaz de favorecer a distribuição de poder no interior da escola, capaz de promover a participação politizante através da participação dos professores e de todos.
Advisors/Committee Members: Jason Ferreira Mafra, Adriano Salmar Nogueira e Taveira, José Claudinei Lombardi, Dermeval Saviani.
Subjects/Keywords: Conselho de Escola; Gestão democrática; Participação; EDUCACAO; School Board; Management; Democratic participation
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APA ·
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APA (6th Edition):
Filho, L. C. B. (2013). Os professores e o conselho de escola: compromisso pedagógico democrático. (Thesis). Universidade Nove de Julho. Retrieved from http://www4.uninove.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=669
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Filho, Luiz Carlos Bioto. “Os professores e o conselho de escola: compromisso pedagógico democrático.” 2013. Thesis, Universidade Nove de Julho. Accessed November 17, 2019.
http://www4.uninove.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=669.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Filho, Luiz Carlos Bioto. “Os professores e o conselho de escola: compromisso pedagógico democrático.” 2013. Web. 17 Nov 2019.
Vancouver:
Filho LCB. Os professores e o conselho de escola: compromisso pedagógico democrático. [Internet] [Thesis]. Universidade Nove de Julho; 2013. [cited 2019 Nov 17].
Available from: http://www4.uninove.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=669.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Filho LCB. Os professores e o conselho de escola: compromisso pedagógico democrático. [Thesis]. Universidade Nove de Julho; 2013. Available from: http://www4.uninove.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=669
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Pretoria
25.
Modipa, Thabo Isaac.
An Analysis
of the implementation of the policy on religion and education in
schools.
Degree: Education Management and Policy
Studies, 2014, University of Pretoria
URL: http://hdl.handle.net/2263/40391
► The introduction of the National Policy on Religion and Education (NPRE) in 2003 signalled the intention by government to provide a framework within which educational…
(more)
▼ The introduction of the National Policy on Religion
and Education (NPRE) in 2003 signalled the intention by government
to provide a framework within which educational institutions have
to deal with religion issues. The policy was introduced “in
recognition that there have been instances in which public
education institutions have discriminated on the grounds of
religious belief” (NPRE, 2003: 3). Therefore, the policy gives full
expression to the invocation of religion in the Constitution of the
Republic of South Africa and the principles governing religious
freedom. It further prescribes, in Sections 58 to 65 (NPRE, DoE,
2003), how school governing bodies (SGBs) should conduct religious
observances. The study pursued the answer to the question: “Is the
implementation of the policy on religion and education in schools
advancing the school community’s right to freedom of religion,
belief and opinion as anticipated by the NPRE?”
The study
examined how SGBS in two rural high schools of the North West
Province engaged in the development and implementation of the
policy on religion. The research used extensive interviews,
questionnaires, document analysis and observations to elicit SGBs’
understanding, views and experiences of the issues of religious
values and diversity through the implementation of the policy on
religion and education in their schools. This interpretive case
study traced the ability of the policy to enhance the school
community’s right to freedom for religious belief and expression
and freedom from religious coercion and discrimination.
The
findings of the study reveal a gloomy picture about the extent to
which the policy on religion in schools is able to achieve the
goals and objectives as intended by the NPRE. Two major challenges
emerged; one is the lack of knowledge on the part of parents and
learners serving in the SGBs to understand and interpret policy.
The second is the minimal involvement of stakeholders in
decision-making processes on matters that affect their lives, such
as religion. This situation ultimately allows educators and
principals to manipulate the environment of policy development and
implementation. The result thereof includes the situation where one
religion is being given priority over others, adoption of a
particular religious character because other stakeholders do not
have the knowledge about their religious rights, and the direct and
indirect coercion of learners and educators to attend an assembly
turned into a mono-religious observance.
Advisors/Committee Members: Mohlakwana, Mokgadi Agnes Ursula (advisor).
Subjects/Keywords: Communicative action;
Deliberation; Democratic
participation; Policy
development; Policy
implementation;
Reasoning;
Values;
UCTD
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APA ·
Chicago ·
MLA ·
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Export
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Manager
APA (6th Edition):
Modipa, T. I. (2014). An Analysis
of the implementation of the policy on religion and education in
schools. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/40391
Chicago Manual of Style (16th Edition):
Modipa, Thabo Isaac. “An Analysis
of the implementation of the policy on religion and education in
schools.” 2014. Masters Thesis, University of Pretoria. Accessed November 17, 2019.
http://hdl.handle.net/2263/40391.
MLA Handbook (7th Edition):
Modipa, Thabo Isaac. “An Analysis
of the implementation of the policy on religion and education in
schools.” 2014. Web. 17 Nov 2019.
Vancouver:
Modipa TI. An Analysis
of the implementation of the policy on religion and education in
schools. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2019 Nov 17].
Available from: http://hdl.handle.net/2263/40391.
Council of Science Editors:
Modipa TI. An Analysis
of the implementation of the policy on religion and education in
schools. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/40391
Univerzitet u Beogradu
26.
Mrđa, Slobodan M., 1970-.
Демократске вредности и културна партиципација у Србији :
политиколошко-културолошки приступ.
Degree: Fakultet političkih nauka, 2016, Univerzitet u Beogradu
URL: https://fedorabg.bg.ac.rs/fedora/get/o:13743/bdef:Content/get
► Политичке науке - Политичка социологија, културологија, социологија културе / Political science - Political sociology, culturology, culture sociology
Општа полазна основа рада је ситуација да демократски…
(more)
▼ Политичке науке - Политичка социологија,
културологија, социологија културе / Political science - Political
sociology, culturology, culture sociology
Општа полазна основа рада је ситуација да
демократски тип организације власти и друштвеног система има
културно утемељење, односно суштинске културне предуслове од чијег
присуства зависи могућност њеног установљења и опстанка. Анализа се
фокусира на међузависност прихватања демократских вредности и
културне партиципације, посебно културних потреба и потрошње, тј.
културних пракси у Србији, уопште. Конкретни резултати огледају се
у спецификацији фактора који су највише утицали и највише утичу на
структурисање вредносног система, са једне стране, и ниво културне
партиципације, са друге стране и могу се користити за утврђивање
улоге коју има културна партиципација, нарочито сегмент културне
потрошње у процесима конституисања вредносних образаца, али и
конституисања друштвених група и њиховом деловању. Историјски
посматрано, већина таласа модернизације Србије заустављана је
ратовима који су у основи имали проблем националног питања, што је
условило фиксираност елита на решавање националног и државног
питања и њихову недовољну орјентацију на модернизацијске процесе.
Карактеристике оваквог историјског наслеђа створиле су темељне
претпоставке за специфичну пост социјалистичку трансформацију у
Србији, која је значајно каснила у односу на друге пост
социјалистичке земље, јер је настајала у периоду специфичног
процеса блокиране трансформације. Једна од битних одлика ове
трансформације у вредносном домену је постојање вредносне
неконзистенције друштвених класа у Србији која се огледа кроз
истовремено подржавање различитих вредносних оријентација у сфери
политичке регулације и у сфери економске регулације друштвених
односа, кроз раст либерално-демократске оријентације у домену
политичке регулације, уз истовремено подржавање редистрибутивне
улоге државе у домену економске регулације...
Advisors/Committee Members: Pavlović, Vukašin, 1943-.
Subjects/Keywords: democratic values; value orientations; cultural
participation; cultural practices; social stratification; cultural
stratification; modernization; reforms
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APA (6th Edition):
Mrđa, Slobodan M., 1. (2016). Демократске вредности и културна партиципација у Србији :
политиколошко-културолошки приступ. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:13743/bdef:Content/get
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Mrđa, Slobodan M., 1970-. “Демократске вредности и културна партиципација у Србији :
политиколошко-културолошки приступ.” 2016. Thesis, Univerzitet u Beogradu. Accessed November 17, 2019.
https://fedorabg.bg.ac.rs/fedora/get/o:13743/bdef:Content/get.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Mrđa, Slobodan M., 1970-. “Демократске вредности и културна партиципација у Србији :
политиколошко-културолошки приступ.” 2016. Web. 17 Nov 2019.
Vancouver:
Mrđa, Slobodan M. 1. Демократске вредности и културна партиципација у Србији :
политиколошко-културолошки приступ. [Internet] [Thesis]. Univerzitet u Beogradu; 2016. [cited 2019 Nov 17].
Available from: https://fedorabg.bg.ac.rs/fedora/get/o:13743/bdef:Content/get.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Mrđa, Slobodan M. 1. Демократске вредности и културна партиципација у Србији :
политиколошко-културолошки приступ. [Thesis]. Univerzitet u Beogradu; 2016. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:13743/bdef:Content/get
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Leiden University
27.
Beijk, Justus.
Lobbying and Democracy: The Effect of Organized External Influences on Democratic Legitimacy.
Degree: 2017, Leiden University
URL: http://hdl.handle.net/1887/46924
► An elected representative has the obligation to make decisions based on how this affects the population. There are various organized groups which seek to actively…
(more)
▼ An elected representative has the obligation to make decisions based on how this affects the population. There are various organized groups which seek to actively influence politicians in the decision-making process. This raises the question how a representative should deal with these organized groups, which we normally call lobbyists. In this thesis I will look at lobbying from a philosophical perspective. I will answer the question how lobbying influences democracy and how it affects
democratic legitimacy. This will be done based on three accusations, that lobbying can create imbalances in decision-making, that lobbying can lead to a lack of transparency, and the accusation that lobbyists use immoral practices. I will first discuss different types of democracy and what the important features and requirements of a democracy are, and what exactly we mean by lobbying. Following this I will discuss the second accusation as well as the positive aspects lobbying can have on democracy. Positive aspects include the fact that lobbying allows for an exchange of information between politicians and external parties, that lobbying can lead to better representation by politicians because citizens can contact government officials directly, and the fact that lobbying can lead to increased publicity. Following this I will discuss possible solutions to the problems of lobbying. The first solution we will discuss states that publicity in the government is a strong way to counter many of the problems of lobbying. The second way to solve the problems of lobbying is by turning towards a more deliberative mode of democracy.
Advisors/Committee Members: Boot, Eric (advisor).
Subjects/Keywords: Deep secrecy; Shallow secrecy; Lobbying; Democracy; Legitimacy; Secrecy; Deliberative Democracy; Democratic Imbalance; Participation
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APA (6th Edition):
Beijk, J. (2017). Lobbying and Democracy: The Effect of Organized External Influences on Democratic Legitimacy. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/46924
Chicago Manual of Style (16th Edition):
Beijk, Justus. “Lobbying and Democracy: The Effect of Organized External Influences on Democratic Legitimacy.” 2017. Masters Thesis, Leiden University. Accessed November 17, 2019.
http://hdl.handle.net/1887/46924.
MLA Handbook (7th Edition):
Beijk, Justus. “Lobbying and Democracy: The Effect of Organized External Influences on Democratic Legitimacy.” 2017. Web. 17 Nov 2019.
Vancouver:
Beijk J. Lobbying and Democracy: The Effect of Organized External Influences on Democratic Legitimacy. [Internet] [Masters thesis]. Leiden University; 2017. [cited 2019 Nov 17].
Available from: http://hdl.handle.net/1887/46924.
Council of Science Editors:
Beijk J. Lobbying and Democracy: The Effect of Organized External Influences on Democratic Legitimacy. [Masters Thesis]. Leiden University; 2017. Available from: http://hdl.handle.net/1887/46924
28.
Gleice Aline Miranda da Paixão.
Escola democrática: a participação dos alunos na gestão financeira da escola.
Degree: 2012, Universidade Católica de Brasilia
URL: http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1652
► O presente trabalho aborda o tema da participação discente na gestão financeira da escola. Fazendo uma inflexão sobre gestão democrática, esta pesquisa teve como intuito…
(more)
▼ O presente trabalho aborda o tema da participação discente na gestão financeira da escola. Fazendo uma inflexão sobre gestão democrática, esta pesquisa teve como intuito investigar como a escola pública de educação básica envolve seus alunos na gestão dos recursos que recebe periodicamente do Estado. Além disso, buscou-se compreender em maior profundidade como esse envolvimento fomenta a participação discente e a democratização das relações escolares. A metodologia utilizada foi de base qualitativa, e se configurou em um estudo de caso realizado em uma escola de ensino fundamental localizada no Recanto das Emas, Região Administrativa do Distrito Federal. Utilizaram-se como instrumentos de pesquisa a entrevista semiestruturada, a observação assistemática e a análise documental. Foram entrevistados alunos, membros do Conselho Escolar e gestores da escola. A análise dos dados obtidos foi feita à luz da análise de conteúdo. Os resultados apontam para a necessidade de se questionar a concepção de escola democrática que temos hoje. De que modo a escola pode ser caracterizada como democrática, se não permite que a maioria, os alunos, participe de sua gestão? A conclusão do estudo demonstra que a participação dos alunos no processo decisório sobre os recursos financeiros é mínima, porque eles são vistos como imaturos pela maioria dos gestores e dos membros que compõem o Conselho Escolar. Percebeu-se que a gestão dos recursos financeiros está centrada na figura do diretor, que aparece como o responsável por sua deliberação, execução e prestação de contas. Portanto, concluiu-se que o assunto verba pública ainda está carregado de representações negativas, como um assunto sigiloso e que não deve ser discutido ou aberto a todos. Por conseguinte, o caráter democrático de sua deliberação apesar de estar amparado em legislações específicas, infelizmente, não se concretiza na prática. A alternativa proposta para reverter o quadro encontrado se situa na promoção de aprendizagens democráticas dentro da escola, posicionando o aluno como um ser de direitos, não só de estar presente na sala de aula, mas de participar ativamente das questões que lhe cercam. Para que isso aconteça, além de fazer valer o que está escrito nas leis, deve-se fomentar meios de rever a concepção antidemocrática sobre criança presente na sociedade.
This study addresses the issue of student participation in the financial management of school. In making an analysis of Democratic School Administration, this research investigates how basic education public schools involve their students in the management of resources that they periodically receive from the State. In addition, it sought to understand in greater depth how this involvement encourages student participation and democratization of school relations. The methodology used was qualitative and the case study was conducted in an elementary public school located in Recanto das Emas, an administrative region of the Federal District of Brazil. The study used the semi-structured interview, asystematic…
Advisors/Committee Members: Ranilce Mascarenhas Guimarães-Iosif.
Subjects/Keywords: planejamento educacional; administração financeira; aprendizagem organizacional; EDUCACAO; participation; democratic school administration; children; PDDE; EDUCACAO
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APA (6th Edition):
Paixão, G. A. M. d. (2012). Escola democrática: a participação dos alunos na gestão financeira da escola. (Masters Thesis). Universidade Católica de Brasilia. Retrieved from http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1652
Chicago Manual of Style (16th Edition):
Paixão, Gleice Aline Miranda da. “Escola democrática: a participação dos alunos na gestão financeira da escola.” 2012. Masters Thesis, Universidade Católica de Brasilia. Accessed November 17, 2019.
http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1652.
MLA Handbook (7th Edition):
Paixão, Gleice Aline Miranda da. “Escola democrática: a participação dos alunos na gestão financeira da escola.” 2012. Web. 17 Nov 2019.
Vancouver:
Paixão GAMd. Escola democrática: a participação dos alunos na gestão financeira da escola. [Internet] [Masters thesis]. Universidade Católica de Brasilia; 2012. [cited 2019 Nov 17].
Available from: http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1652.
Council of Science Editors:
Paixão GAMd. Escola democrática: a participação dos alunos na gestão financeira da escola. [Masters Thesis]. Universidade Católica de Brasilia; 2012. Available from: http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1652
29.
Francisca Vânia Barros Araujo.
Projeto político-pedagógico : uma construção coletiva para a consolidação da gestão democrática.
Degree: 2010, Universidade Católica de Brasilia
URL: http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1461
► Com o foco no projeto político-pedagógico (PPP), a pesquisa buscou evidenciar se seu processo de elaboração e seus mecanismos de execução, em uma instituição pública…
(more)
▼ Com o foco no projeto político-pedagógico (PPP), a pesquisa buscou evidenciar se seu processo de elaboração e seus mecanismos de execução, em uma instituição pública de ensino médio do Distrito Federal, permitem considerá-lo instrumento consistente na prática da gestão escolar. Fez-se a opção pela metodologia qualitativa de pesquisa de natureza descritiva. A partir de uma leitura cuidadosa do PPP da escola, fizeram-se cinco entrevistas semiestruturadas com a equipe gestora (formada por cinco elementos) e aplicaram-se cento e vinte questionários com questões fechadas para professores, alunos, pais ou responsáveis e servidores da carreira assistência à educação. Pode-se afirmar que a elaboração do documento, assim como sua aplicação, atende à adequação exigida pelos requisitos indicados na literatura referente à gestão democrática. Como resultado, não ficou bem evidenciado se o PPP aprimorou-se a cada ano. São feitas avaliações assistemáticas, que buscam atender às reivindicações da equipe escolar, com ênfase no diálogo, e têm o cuidado de avançar no processo democrático. Ora ocorrem reveses, ora acertos. Os alunos carecem de espaço para apresentar propostas de mudanças e ações colaborativas nas decisões administrativas da escola. Os pais e/ou responsáveis alcançaram um bom nível de participação, pois não só conhecem o PPP, como um número significativo deles participou do processo de elaboração. Ficou evidente, ainda, preocupação, por parte da equipe gestora, com o crescimento, o aprendizado, a busca por atuações mais adequadas ao momento e ao tipo de dificuldade.
This research aimed to verify if Political Pedagogical Project elaboration and implementation mechanisms can be considered a solid school practices management for a public elementary school institution.The qualitative research method was chosen and the study can be considered descriptive in nature. Based on a careful reading of schools PPP, five semi-structured interviews were taken with schools managers team (five people) and twenty five questionnaires comprehending closed questions were distributed to teachers, pupils, parents or tutors, and employees from education welfare career. It could be concluded that the PPP elaboration and implementation are in compliance with the requirements suggested by school democratic management literature. The results were not clear to demonstrate if PPP improved year by year. Unsystematic evaluations are made to comply with the school team requests, with an emphasis on dialogue and on improving democratic process. In some situations there are failures and sometimes successes. Pupils lack opportunities to present proposals of changes and collaborative actions to school managerial decision making. Parents achieved a good level of participation, since they are not only aware of PPP, but in addition to that, an expressive number of parents participated in its elaboration process. It was still evident a concern by managerial team with the progress, learning process and pursuit of a more adequate performance to this era and to…
Advisors/Committee Members: Clélia de Freitas Capanema.
Subjects/Keywords: escolas; organização e administração; educação; administração; democracia; EDUCACAO; political pedagogical project; democratic management; participation; EDUCACAO
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APA (6th Edition):
Araujo, F. V. B. (2010). Projeto político-pedagógico : uma construção coletiva para a consolidação da gestão democrática. (Masters Thesis). Universidade Católica de Brasilia. Retrieved from http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1461
Chicago Manual of Style (16th Edition):
Araujo, Francisca Vânia Barros. “Projeto político-pedagógico : uma construção coletiva para a consolidação da gestão democrática.” 2010. Masters Thesis, Universidade Católica de Brasilia. Accessed November 17, 2019.
http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1461.
MLA Handbook (7th Edition):
Araujo, Francisca Vânia Barros. “Projeto político-pedagógico : uma construção coletiva para a consolidação da gestão democrática.” 2010. Web. 17 Nov 2019.
Vancouver:
Araujo FVB. Projeto político-pedagógico : uma construção coletiva para a consolidação da gestão democrática. [Internet] [Masters thesis]. Universidade Católica de Brasilia; 2010. [cited 2019 Nov 17].
Available from: http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1461.
Council of Science Editors:
Araujo FVB. Projeto político-pedagógico : uma construção coletiva para a consolidação da gestão democrática. [Masters Thesis]. Universidade Católica de Brasilia; 2010. Available from: http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1461
30.
Silva, Fernando Manuel Ramos da.
A escola e a comunidade : uma experiência profissional : relatório de atividade profissional.
Degree: 2012, RCAAP
URL: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/11752
► As relações escola-comunidade, em particular o envolvimento parental no processo educativo, têm estado envoltas em antagonismos paradoxais. Ao reconhecimento da importância da participação dos pais…
(more)
▼ As relações escola-comunidade, em particular o envolvimento parental no processo educativo, têm estado envoltas em antagonismos paradoxais. Ao reconhecimento da importância da participação dos pais na escola, quer por via legislativa, quer por via discursiva dos mais variados quadrantes, não tem correspondido a prática sustentada da democratização das escolas, consagrantes de um envolvimento comunitário na organização e operacionalização dos seus projetos educativos.
Através de uma viagem introspetiva ao meu percurso profissional como docente e gestor, no ensino privado e no ensino público, pretendo aclarar algumas das barreiras ao envolvimento parental na escola e encontrar pistas sobre como desenvolver a participação dos pais e encarregados de educação.
As dinâmicas de construção comunitária, levadas a cabo no Agrupamento de Escolas de Briteiros tiveram o efeito de transformar a escola num núcleo agregador do seu meio envolvente e ajudam a evidenciar as enormes potencialidades decorrentes de uma efetiva participação dos pais e das comunidades na vida das escolas.
School-community relationships, particularly parental involvement in the educational process, have been involved in paradoxical antagonisms. The recognition of the importance of parents` participation in school, by, either legal means or discourse from the most varied fronts, hasn’t been met by sustained practices of democratization of the schools, consecrators of a community involvement in the organization and operationalization of their educational projects.
Through an introspective journey of my professional path as a teacher and manager, both in private and public systems, I intend to clarify some of the barriers to parental involvement in school and find clues on how to develop parent’s participation.
The dynamics of community construction, performed in Agrupamento de Escolas de Briteiros had the effects of transforming the school in an aggregative nucleus of the surrounding environment and help to evidence the enormous potential deriving from an effective participation of the parents and the community in school life.
Advisors/Committee Members: Machado, Joaquim.
Subjects/Keywords: Escola Democrática; Envolvimento Parental; Participação Comunitária; Democratic School; Parental Involvement; Community Participation
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APA (6th Edition):
Silva, F. M. R. d. (2012). A escola e a comunidade : uma experiência profissional : relatório de atividade profissional. (Thesis). RCAAP. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/11752
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Silva, Fernando Manuel Ramos da. “A escola e a comunidade : uma experiência profissional : relatório de atividade profissional.” 2012. Thesis, RCAAP. Accessed November 17, 2019.
http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/11752.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Silva, Fernando Manuel Ramos da. “A escola e a comunidade : uma experiência profissional : relatório de atividade profissional.” 2012. Web. 17 Nov 2019.
Vancouver:
Silva FMRd. A escola e a comunidade : uma experiência profissional : relatório de atividade profissional. [Internet] [Thesis]. RCAAP; 2012. [cited 2019 Nov 17].
Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/11752.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Silva FMRd. A escola e a comunidade : uma experiência profissional : relatório de atividade profissional. [Thesis]. RCAAP; 2012. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/11752
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
◁ [1] [2] [3] [4] [5] [6] ▶
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Open Access Theses and Dissertations