22,368 research outputs found

    Economia colaborativa

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    A importância de se proceder à análise dos principais desafios jurídicos que a economia colaborativa coloca – pelas implicações que as mudanças de paradigma dos modelos de negócios e dos sujeitos envolvidos suscitam − é indiscutível, correspondendo à necessidade de se fomentar a segurança jurídica destas práticas, potenciadoras de crescimento económico e bem-estar social. O Centro de Investigação em Justiça e Governação (JusGov) constituiu uma equipa multidisciplinar que, além de juristas, integra investigadores de outras áreas, como a economia e a gestão, dos vários grupos do JusGov – embora com especial participação dos investigadores que integram o grupo E-TEC (Estado, Empresa e Tecnologia) – e de outras prestigiadas instituições nacionais e internacionais, para desenvolver um projeto neste domínio, com o objetivo de identificar os problemas jurídicos que a economia colaborativa suscita e avaliar se já existem soluções para aqueles, refletindo igualmente sobre a conveniência de serem introduzidas alterações ou se será mesmo necessário criar nova regulamentação. O resultado desta investigação é apresentado nesta obra, com o que se pretende fomentar a continuação do debate sobre este tema.Esta obra é financiada por fundos nacionais através da FCT — Fundação para a Ciência e a Tecnologia, I.P., no âmbito do Financiamento UID/05749/202

    Testing the nomological network for the Personal Engagement Model

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    The study of employee engagement has been a key focus of management for over three decades. The academic literature on engagement has generated multiple definitions but there are two primary models of engagement: the Personal Engagement Model of Kahn (1990), and the Work Engagement Model (WEM) of Schaufeli et al., (2002). While the former is cited by most authors as the seminal work on engagement, research has tended to focus on elements of the model and most theoretical work on engagement has predominantly used the WEM to consider the topic. The purpose of this study was to test all the elements of the nomological network of the PEM to determine whether the complete model of personal engagement is viable. This was done using data from a large, complex public sector workforce. Survey questions were designed to test each element of the PEM and administered to a sample of the workforce (n = 3,103). The scales were tested and refined using confirmatory factor analysis and then the model was tested determine the structure of the nomological network. This was validated and the generalisability of the final model was tested across different work and organisational types. The results showed that the PEM is viable but there were differences from what was originally proposed by Kahn (1990). Specifically, of the three psychological conditions deemed necessary for engagement to occur, meaningfulness, safety, and availability, only meaningfulness was found to contribute to employee engagement. The model demonstrated that employees experience meaningfulness through both the nature of the work that they do and the organisation within which they do their work. Finally, the findings were replicated across employees in different work types and different organisational types. This thesis makes five contributions to the engagement paradigm. It advances engagement theory by testing the PEM and showing that it is an adequate representation of engagement. A model for testing the causal mechanism for engagement has been articulated, demonstrating that meaningfulness in work is a primary mechanism for engagement. The research has shown the key aspects of the workplace in which employees experience meaningfulness, the nature of the work that they do and the organisation within which they do it. It has demonstrated that this is consistent across organisations and the type of work. Finally, it has developed a reliable measure of the different elements of the PEM which will support future research in this area

    Tietoperustaisuus perusopetuksen digitaalisen transformaation hallinnassa – Systeeminen näkökulma tietoperustaisuuden rakentumiseen

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    Digitalisaatio muovaa perustavanlaatuisesti opetuksen ja oppimisen todellisuutta suomalaisissa peruskouluissa. Huomiot erityisesti kuntien ja koulujen välisten erojen kasvamisesta digitalisaation mahdollisuuksien hyödyntämisessä paineistavat kiinnittämään huomiota digitaalisen transformaation hallintaan. Perusopetuksen digitaalisen transformaation tutkimus hallinnon tutkimuksen näkökulmasta on ollut vähäistä. Näkökulma digitaalisesta transformaatiosta johtamisen institutionaalisena sekä systeemisenä tietoperustaisuushaasteena on lisäksi puuttunut. Tämän tutkimuksen tavoitteena on avata ja jäsentää perusopetusjohtajien antamien merkitysten ja tulkintojen avulla hallinnan rakenteisiin ja sisältöihin liittyvää institutionaalista ja organisaatiotason todellisuutta. Tutkimus lisää tietämystä digitaalisen transformaation hallinnan rakentumisen yksilö- ja organisaatiotason sekä institutionaalisen tason kompleksisuudesta sekä tämän kompleksisuuden vaikutuksista tietoperustaisen hallinnan rakentumiseen. Tutkimustehtävänä hallinnan rakentumisen ja muutoksen analyysi institutionaalisesta näkökulmasta on edellyttänyt monitieteisen sekä järjestelmäteoreettisen lähestymistavan valintaa tutkittavaan ilmiöön. Tutkimuksen teoreettinen viitekehys rakentuu Bungen (2003) järjestelmäontologian sekä digitaalisen transformaation, informaatiohallinnon sekä julkisen johtamisen tutkimuksen näkökulmien yhdistämisen pohjalle. Tutkimustehtävän toteutusta ohjasivat seuraavat tutkimuskysymykset: 1) missä ulottuvuuksissa digitaalisen transformaation hallinnan tietoperustaisuus rakentuu perusopetusorganisaation tasolla sekä 2) millaisina tietoperustaisuuden rakentumisen ja tietoperustaisen hallinnan systeemiset edellytykset perusopetusinstituution tasolla näyttäytyvät. Tutkimuksen aineisto koostui yhdeksästätoista (19) perusopetusjohtajien eli rehtoreiden sekä sivistystoimenjohtajien tai toimialajohtajien yksilöhaastattelusta. Puolistrukturoitujen haastatteluiden analyysi perustui Bungen (2003) analyysi-synteesi-lähestymistapaa soveltavaan sisällönanalyysiin. Tutkimuksen tulosten perusteella tietoperustaisuus digitaalisen transformaation hallinnan osa-alueella rakentuu yksilö-, organisaatio- sekä institutionaalislähtöisten tekijöiden seurauksena. Hallinnan rooleja, vastuita ja sisältöjä määrittelevä lainsäädäntö, kuntien paikallista hallintaa korostava institutionaalisen ohjauksen arvo-orientaatio sekä perusopetuksen opetussuunnitelman perusteet tulkinnanvaraisena institutionaalisen ohjauksen välineenä luovat perusopetuksen digitaalisen transformaation ilmiasua. Analyysin perusteella perusopetusjohtajan rooli digitaalisen transformaation tietoperustaisen hallinnan organisaatiotason rakentumisen mahdollistajana ja edellytysten luojana on keskeinen. Digitaalisen transformaation hallinnan tietoperustaisuuden rakentumista organisaatiotasolla tukee perusopetusjohtajan pedagoginen johtajuus, kehittyneet yhteistyökäytänteet sekä opetuksen uudistamiskulttuurin vakiinnuttaminen. Tutkimuksen tulosten perusteella digitaalisen transformaation hallinta tarvitsee tuekseen institutionaalisen tason linjauksia, jotka luovat ensisijaisesti hallinnan pedagogisia tavoitteita täsmentämällä prosessuaalista pohjaa organisaatiotason yhteistyökäytänteiden kehittymiselle sekä teknologiavalinnoille. Lisäksi poliittisen päätöksenteon on suositeltavaa tukea kuntien samatahtisempaa kehittymistä vahvistamalla hallinnan taloudellisia ja kulttuurisia edellytyksiä.Digitalisation is fundamentally shaping the reality of teaching and learning in Finnish comprehensive schools. Growing disparities have been observed in the use of digitalisation opportunities, especially between different municipalities and schools. This is creating pressure to pay attention to the management of digital transformation. Only a small amount of administrative research exists on the digital transformation of basic education. The perspective of digital transformation as an institutional and systemic knowledge- based administrative challenge has also been lacking. The aim of this study is to open up and structure the institutional and organisational reality of governance structures and contents through the meanings and interpretations assigned to them by basic education leaders. This study will increase understanding of the individual, organisational, and institutional level complexities of digital transformation management and the implications of these complexities on the construction of knowledge-based governance. As a research task, analysing the change and construction of governance from an institutional perspective has required the choice of a multidisciplinary and systems-theoretical approach to the phenomenon under study. The theoretical framework of the study is based on Bunge’s (2003) systems ontology and a combination of the perspectives of digital transformation, information governance, and public management research. The research task was guided by the following research questions: 1) in which dimensions is the knowledge base of digital transformation management built at the level of a basic education organisation, and 2) what are the systemic conditions of knowledge base building and knowledge base management at the level of a basic education institution. The data for the study consisted of nineteen (19) individual interviews with basic education leaders, i.e. primary school principals, directors of education, and departmental heads. The analysis of the semi-structured interviews was based on content analysis, using Bunge’s (2003) analysis-synthesis approach. Based on the results of the study, the knowledge base in the area of digital transformation management is built as a result of individual, organisational, and institutional factors. Legislation defining the roles, responsibilities and content of governance, the value orientation of institutional administration emphasising local control by municipalities, and the basic education curriculum as an instrument of institutional administration open to interpretation dictate the appearance that digital transformation takes in basic education. Based on the analysis, the role of a basic education leader is central to the process by enabling the organisation-level construction of the knowledge-based management of digital transformation and creating its prerequisites. Building the knowledge base for digital transformation management at an organisational level is supported by the pedagogical leadership of the basic education leader, developing collaborative practices, and establishing a culture of educational reform. Based on the results of the study, the management of digital transformation needs to be supported by policies at an institutional level, which primarily create pedagogical objectives for administration by specifying the procedural basis for the development of cooperation practices and technology choices at an organisational level. It is also advisable for policy makers to support a more synchronised development of municipalities by strengthening the economic and cultural conditions for governance

    La actuación de la prueba de oficio y los principios procesales - Callao 2021

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    El presente estudio buscó analizar si la actuación de la prueba de oficio vulneraba los principios procesales – Callao 2021. Tuvo como categorías a la prueba de oficio y los principios procesales. Se utilizó un enfoque cualitativo, con diseño fenomenológico y el instrumento fue una entrevista estructurada. Con los datos obtenidos se logró cumplir con los objetivos planteados. Según los resultados, se analizó si la actuación de la prueba de oficio vulnera los principios procesales - Callao 2021, entonces, se concluyó que, la actuación de la prueba de oficio no se encontraría vulnerando los principios procesales en el Callao, puesto que, el juez al aplicar este mecanismo lo hace de forma excepcional y se orienta por la búsqueda de la verdad procesal y siempre actúa con imparcialidad

    Calidad de servicio y satisfacción de usuarios en la administración tributaria y rentas de una Municipalidad Distrital de Andahuaylas, 2022

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    La investigación propuso como objetivo determinar la relación que existe entre la calidad de servicio y satisfacción de usuarios en la administración tributaria y rentas de una Municipalidad distrital de Andahuaylas, 2022. Se empleó una metodología con enfoque cuantitativo, de tipo básica, diseño no experimental y alcance descriptivo-correlacional. La muestra se integró por 115 usuarios de la administración tributaria y rentas de una Municipalidad distrital de Andahuaylas, quienes fueron evaluados a través de dos cuestionarios, los cuales fueron validados a través del juicio de expertos, y también se halló su confiabilidad. Se encontró que un 48.7% perciben un nivel medio de calidad de servicio, mientras que el 47.8% perciben un nivel bajo de satisfacción de usuarios. Por último, para la contrastación de las hipótesis se empleó la prueba de Rho de Spearman, con la cual se pudo obtener el resultado de que la calidad de servicio se relaciona significativamente con la satisfacción de usuarios en la administración tributaria y rentas de una Municipalidad distrital de Andahuaylas, 2022. (α = 0.05, sig. bilateral = 0.000, rs = 0.844)

    Factores relacionados con el proceso de liquidación técnico-financiera en obras por contrata de una unidad ejecutora de Lima, 2022

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    La presente investigación con título “Factores relacionados con el proceso de liquidación técnico-financiera en obras por contrata de una unidad ejecutora de Lima, 2022” tuvo como objetivo Analizar los factores relacionados con el proceso de liquidación técnico -financiero en obras por contrata de una unidad ejecutora de Lima, 2022. El estudio se realizó con un diseño tipo básico con un enfoque cualitativo, los participantes corresponden a 10 colaboradores de las áreas liquidaciones, proyectos y contratistas externos, se utilizó la técnica de entrevista, el instrumento aplicado es una guía de entrevista que estuvo establecida por 13 preguntas que responden a los objetivos planteados. De acuerdo con los resultados obtenidos los funcionarios acentúan en desempeñar su rol de manera satisfactoria tienen conocimiento de las competencias que requieren p a r a las funciones propuestas. El estudio concluye que los factores importantes en el proceso de liquidación técnico – financiero fueron la información básica del contrato, la ejecución presupuestal, emisión de la resolución ministerial para la transferencia de la obr

    Indigenous Wāhine Talking Critically in the Museum Space

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    As greater numbers of community groups experience social disconnect, museums need to find better methods of engagement in order to remain relevant. We know that museums are no longer neutral spaces; in fact, they have a role to play in activism, which means they can shift their mission to support local communities celebrate and protect their Indigenous heritage (Drubay and Singhal 2020; Message 2018; Shelton 2013). What follows is a meditation by researchers in Aotearoa New Zealand who engage with Pacific-Indigenous concepts and museum practice in unique ways. Our big idea is to see “Oceania through Indigenous eyes” (Lagi-Maama 2019: 291) and, in particular, the eyes of Nālani Wilson-Hokowhitu with mo‘okū‘auhau to Kalapana, Hawai‘i, and Moloka‘i Nui a Hina; Maree Mills with whakapapa to Tongariro, Taupō, and Ngāti Tūwharetoa; and Rachel Yates, who hails from Vaisala, Sāmoa. As a collective, their curatorial talano kaōrero/mo‘olelo/stories connect to current debates in the museum world where local problems need local solutions. In this instance, Wilson-Hokowhitu and Mills share the ideas that shaped their mahi at Waikato Museum Te Whare Taonga o Waikato in Hamilton, and Yates has just finished a COVID-19 project as Curator of Pacific Cultures at the Museum of New Zealand Te Papa Tongarewa in Wellington.</jats:p

    BEYOND THE MYTH: Screenwriting Approaches to Biographical Films

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    This PhD submission comprises an original screenplay on the relationship between African American activist Paul Robeson and the mining community of south Wales titled Robeson: They Can’t Stop Us Singing, and the accompanying exegesis. The aim is to explore, by academic study (gnosis) and creative practice (praxis), the previously overlooked field of writing biographical films, or biopics, and to acknowledge the role of the screenwriter in telling a person’s life story on film. The script is the experiment; the exegesis is the analysis and methodology. The role of the screenwriter is underrepresented across cinema studies, but no more so than in the discussion of biopics. My exegesis begins by exploring what academic and popular writing already exists on English-language biopics, highlighting that amidst auteurist approaches prevalent in cinema studies, little credit has been afforded to screenwriters. I seek to address this by examining how screenwriters have responded to historiographical and socio-political contexts while balancing the needs of the audience with factual integrity (or sometimes not), before using the case studies of Abraham Lincoln and Charles Lindbergh to explore how American hero figures have been represented on screen. How does a script written on Lincoln in 1939, for example, differ in terms of tone and political philosophy to one delivered in the 21st century? Using historical approaches, the exegesis then examines the life of Paul Robeson and the Welsh miners he knew, to observe the meticulous choices required by the screenwriter researching and writing a biopic script. Using primary sources (interviews with living dramatic writers, including the BAFTA-nominated screenwriter of the biopic, Good Vibrations) and secondary sources (screenplays, films, audio, interviews, other academic writing), I question where and when to begin and end a biographical story, which parts of a person’s life to include or jettison, how to make a historical figure’s events pertinent to a contemporary audience, and how to utilise fictionalised elements in a drama while adhering to a central truth. My own screenplay on Robeson and Wales is the embodiment of this research. The script demonstrates the myriad artistic decisions that need to be made to present the qualities and flaws of the historical figure. It shows why fictionalised moments and composite characters contribute to an understanding of a real person’s motives and feelings in a way documentary and historical writing cannot. And it stands as a record of the screenwriter’s previously overlooked contribution to creating biographical films

    Introdução dos Elementos da Harmonia Funcional na Aprendizagem da Guitarra

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    O presente relatório é realizado no âmbito da Unidade Curricular de Prática de Ensino Supervisionada, do Mestrado em Ensino de Música no Instituto Piaget de Viseu. O mesmo desenvolve-se em torno da introdução dos elementos da harmonia funcional na aprendizagem da guitarra. Enquanto estudante de guitarra clássica e como professor estagiário no Conservatório Bomfim em Braga, observei alunos com dificuldades na identificação dos acordes da guitarra, bem como na identificação dos encadeamentos harmónicos. Durante o meu percurso constatei a dificuldade em encontrar de forma estruturada os conceitos que enquadrassem todos os pontos relevantes para a aprendizagem e prática dos elementos da harmonia funcional no ensino da guitarra, pelo que me propus a investigar e trabalhar este tema. A harmonia funcional apresenta uma abordagem diferenciada de conceitos e práticas conhecidas, adaptadas a uma outra realidade expressiva. Cada acorde relaciona-se com o todo de um determinado centro tonal, sendo diferente da harmonia tradicional que classifica o acorde relacionando-o apenas com a posição do baixo na escala. O projeto de intervenção pedagógica teve como metodologia uma Investigação-Ação, baseando-se num ciclo de quatro fases essenciais: planificação, ação, observação e reflexão. Na minha intervenção, realizei dois questionários em plataforma digital google forms, um antes da intervenção, com o intuito de observar o conhecimento prévio dos alunos em relação a este tema, e outro após a mesma, procurando este analisar o conhecimento adquirido pelos estudantes, utilizando assim, as competências adquiridas pelos alunos, os seus pontos de vista, como forma de observar o sucesso ou insucesso desta experiência. Procurei também aproximar mais a relação entre alunos e professores, focando nas necessidades específicas de cada aluno

    Editorial: Geographic Information and Education: The guest editor's considerations

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    Hvordan lærte vi at arbejde med geografiske data, og hvordan kom vi i gang med og igennem en uddannelse, der satte os i stand til at skabe, strukturere, analysere og formidle geografisk information? Var det skoleatlasset eller spejdernes brug af kort og kompas, der satte os i gang, eller var det en inspirerende geografilærer i gymnasiet, studieturen til Firenze eller et kursus i landmåling? Denne temaudgivelse gør status for undervisning med og om geografisk information og GIS ved indgangen til tyverne. Det er lykkedes at samle nogle spændende bidrag, der giver et indblik i GIS-undervisningen i dagens Folkeskole og på ungdomsuddannelserne.How did we learn to work with geographic data, and how did we get started with and through an education that enabled us to create, structure, analyze and communicate geographic information? Was it the school atlas, or the scouts' use of maps and compasses, that got us going, or was it an inspiring geography teacher in high school, the field trip to Florence, or a surveying course? This themed publication takes stock of teaching with and about geographic information and GIS at the entrance to the twenties. We have managed to collect some exciting contributions that give an insight into GIS teaching in today's primary and secondary education
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