Suchergebnisse

First stated at the end of the last century, the inclusive education proposal had more significant effervescence in the first decade of the current century, as we verified in the scope of the research, studies, and legislative enactments. Nevertheless, the educational process of people with disabilities is precarious in Brazil and worldwide. That is evident both by the unavailability of basic accessibility resources and services and the persistence of beliefs and attitudes that hinder the decent educational inclusion of these people. This article aims to reflect on the educational inclusion of people with disabilities in the contemporary context, taking as a reference the critical theory of society, mainly the studies of Adorno (1970/1995, 1972/2010). It also analyses the need to expand the focus on this issue beyond the specificities of people with disabilities. In parallel, this text points out the need to foster individuals' formation in the educational environment capable of recognizing the humanity within all and each of us. It is considered that this will only be truly possible when the educational systems assume the commitment to the formation of human values that awaken us to perceive similarities and differences in the other as natural aspects of human diversity that constitute us. This change largely depends on proper formation supported by the individuals' critical self-reflection and society, concomitantly. Otherwise, we will be increasingly exposed to barbarism, resulting from a pseudo-formation/semi-formation that still prevails in most institutions. ; A proposta de educação inclusiva, iniciada no final do século passado, obteve maior efervescência na primeira década do século vigente, conforme verificamos no âmbito das pesquisas, estudos e promulgações legislativas. Todavia, no Brasil, assim como em muitos países do mundo, o processo educacional de pessoas com deficiência ainda é permeado por muita precariedade, evidenciada tanto pela indisponibilidade de recursos e serviços básicos de acessibilidade, quanto pela manutenção de crenças e atitudes que impedem a inclusão educacional digna dessas pessoas. O presente artigo visa refletir acerca da inclusão educacional das pessoas com deficiência no contexto contemporâneo, tomando como referência a teoria crítica da sociedade, sobretudo os estudos de Adorno (1970/1995, 1972/2010). Analisa-se, também, no decorrer deste trabalho a necessidade de ampliação do olhar em relação a essa temática para além das especificidades que possuem as pessoas com deficiência. Ademais, buscou-se, paralelamente, apontar a necessidade de fomentar no ambiente educacional uma formação que permita ao indivíduo reconhecer a humanidade contida em todos(as) e em cada um(a). Considera-se que isso só será verdadeiramente possível quando os sistemas educacionais assumirem o compromisso com a formação de valores humanos que nos despertem a perceber nos outros semelhanças e diferenças como aspectos naturais da diversidade humana que nos constitui. Esta mudança depende, em grande medida, de uma verdadeira formação, amparada na autorreflexão crítica dos indivíduos e da sociedade, concomitantemente. Do contrário, ficaremos cada vez mais expostos à barbárie, resultante de uma pseudoformação/semiformação, que ainda impera na maioria das nossas instituições.

First stated at the end of the last century, the inclusive education proposal had more significant effervescence in the first decade of the current century, as we verified in the scope of the research, studies, and legislative enactments. Nevertheless, the educational process of people with disabilities is precarious in Brazil and worldwide. That is evident both by the unavailability of basic accessibility resources and services and the persistence of beliefs and attitudes that hinder the decent educational inclusion of these people. This article aims to reflect on the educational inclusion of people with disabilities in the contemporary context, taking as a reference the critical theory of society, mainly the studies of Adorno (1970/1995, 1972/2010). It also analyses the need to expand the focus on this issue beyond the specificities of people with disabilities. In parallel, this text points out the need to foster individuals' formation in the educational environment capable of recognizing the humanity within all and each of us. It is considered that this will only be truly possible when the educational systems assume the commitment to the formation of human values that awaken us to perceive similarities and differences in the other as natural aspects of human diversity that constitute us. This change largely depends on proper formation supported by the individuals' critical self-reflection and society, concomitantly. Otherwise, we will be increasingly exposed to barbarism, resulting from a pseudo-formation/semi-formation that still prevails in most institutions. ; A proposta de educação inclusiva, iniciada no final do século passado, obteve maior efervescência na primeira década do século vigente, conforme verificamos no âmbito das pesquisas, estudos e promulgações legislativas. Todavia, no Brasil, assim como em muitos países do mundo, o processo educacional de pessoas com deficiência ainda é permeado por muita precariedade, evidenciada tanto pela indisponibilidade de recursos e serviços básicos de acessibilidade, quanto pela manutenção de crenças e atitudes que impedem a inclusão educacional digna dessas pessoas. O presente artigo visa refletir acerca da inclusão educacional das pessoas com deficiência no contexto contemporâneo, tomando como referência a teoria crítica da sociedade, sobretudo os estudos de Adorno (1970/1995, 1972/2010). Analisa-se, também, no decorrer deste trabalho a necessidade de ampliação do olhar em relação a essa temática para além das especificidades que possuem as pessoas com deficiência. Ademais, buscou-se, paralelamente, apontar a necessidade de fomentar no ambiente educacional uma formação que permita ao indivíduo reconhecer a humanidade contida em todos(as) e em cada um(a). Considera-se que isso só será verdadeiramente possível quando os sistemas educacionais assumirem o compromisso com a formação de valores humanos que nos despertem a perceber nos outros semelhanças e diferenças como aspectos naturais da diversidade humana que nos constitui. Esta mudança depende, em grande medida, de uma verdadeira formação, amparada na autorreflexão crítica dos indivíduos e da sociedade, concomitantemente. Do contrário, ficaremos cada vez mais expostos à barbárie, resultante de uma pseudoformação/semiformação, que ainda impera na maioria das nossas instituições.

Isomorphism can be understood as the process that leads one population to resemble another in the same environmental conditions. Isomorphic pressures are felt differently depending on the size of the organization and can disturb the adoption of Energy Management Systems, such as ISO 50001. Given institutional differences, how can government´s coercive pressures impact the spread of ISO 50001 in each size group? To what extent can they influence the overall spread of certification? This article applies the Bass diffusion model to assess the ISO 50001 certification over the 2016-2040 period, using a system dynamics modeling approach. It proposes an extension of the diffusion model related to market stakeholder pressure, based on institutional theory. The results showed that financial and fiscal incentives provided the most significant impact on the overall number of certified industries. Large companies are the most relevant segment for certification without additional policies, while smaller ones benefit significantly from incentive programs. This study reinforces the relevance that stakeholders have in promoting greener standards and initiatives, and offers useful lessons on the dynamics of adopting energy management systems. ; O isomorfismo pode ser entendido como o processo que leva uma população a assemelhar-se a outra nas mesmas condições ambientais. As pressões isomórficas são sentidas de forma diferente dependendo do tamanho da organização e podem perturbar a adoção de Sistemas de Gestão de Energia, como a ISO 50001. Dadas as diferenças institucionais, como podem as pressões coercivas governamentais ter impacto na disseminação da ISO 50001 em cada grupo de tamanho? Em que medida podem influenciar a disseminação geral da certificação? Este artigo aplica o modelo de difusão de Bass para avaliar a certificação ISO 50001 durante o período 2016-2040, utilizando a modelagem de dinâmica de sistemas. É proposta uma extensão do modelo de difusão relacionado com a pressão dos stakeholders no mercado, com base na ...

Commitment in foreign policy seems to be mostly a consequence of a domestic policy process, & in this way, when a political leader makes a decision this is underlined by his maintenance in power. This is the main argument of the poliheuristic theory of decision making. The case study presented here tests this theory, looking at the decision of Oliveira Salazar to support Ian Smith, South Rhodesian prime-minister, which stresses that the study of domestic policy, political systems & decision making should have the same relevance of the international system, when we analyze foreign policy states commitment. Adapted from the source document.

The french Regulation School of hetherodox economics deals with the capability of economic systems to reach stability. The economic systems does not have a tendency to equilibrium. Instead, the institutional farmework of capitalist society produces stability. Regulation Theory links the interaction of agents in a micro level to structural determinations of system development not reducible to this micro level. The evolution of capitalist systems is multidetermined. The origin of institutional forms are presented with the support of Polanyi's and Brauders contributions to the history of capitalism. At last, a discussion on the concept of mode of regulation as a hierarchical configuration of the institutional forms is made. ; The french Regulation School of hetherodox economics deals with the capability of economic systems to reach stability. The economic systems does not have a tendency to equilibrium. Instead, the institutional farmework of capitalist society produces stability. Regulation Theory links the interaction of agents in a micro level to structural determinations of system development not reducible to this micro level. The evolution of capitalist systems is multidetermined. The origin of institutional forms are presented with the support of Polanyi's and Brauders contributions to the history of capitalism. At last, a discussion on the concept of mode of regulation as a hierarchical configuration of the institutional forms is made.

In this work, we approached the maximum flow problem from the graph theory perspective with the goal of providing a software implementation of an algorithmic solution to the problem for later use in optimization of network design and IP routing. Initially,we bring context and definition to the problem. Next, we present the studied algorithms, the methodology and the executed experiments. We coded two solutions to this problem from the literature: The Ford-Fulkerson algorithm and the Edmonds-Karp algorithm.A system in the form of a fiber optic network was modeled as a graph and the algorithms were applied to the model as proof of concept.Additionally, to empirically evaluate the algorithms' correctness and performance, we made a random graph base with varying sizes and edge densities and ran the algorithms on those. The comparison of the results show that the Edmonds-Karp algorithm has greater performance.

Transdisciplinarity is based on different levels of reality, in theories of complexity and of the third included, and has strived to exceed the boundaries between disciplines, developing a tool that connects with complex knowledge systems. To be the reason Western the paradigm in which the sciences have developed, adjustments have been made over the last few centuries, while the misfit was tolerable. But in the last decades they clashes irreversibly of environmental culture and the stress has become tangible.

In this article we assume that educational reforms, particularly in the European Union, since the 1990s have been guided by the recommendations of international organizations that emphasize the centrality of education and its ability to guarantee employability, to avoid social exclusion, to promote citizenship and personal development. In the search for new ways to explore the realities linked to public education policies, this article aims to contribute to a better understanding of the concept of complexity and to deepen an approach that allows a new intelligibility of complex systems, such as public policies in educational sphere. ; En este artículo asumimos que las reformas educativas, particularmente en la Unión Europea, desde la década de 1990 se han guiado por las recomendaciones de organizaciones internacionales que enfatizan la centralidad de la educación y su capacidad para garantizar la empleabilidad, para evitar la exclusión social. , para promover la ciudadanía y el desarrollo personal. En la búsqueda de nuevas formas de explorar las realidades vinculadas a las políticas de educación pública, este artículo tiene como objetivo contribuir a una mejor comprensión del concepto de complejidad y también profundizar un enfoque que permita una nueva inteligibilidad de los sistemas complejos, como las políticas públicas en la esfera educativa. ; Neste artigo partimos do pressuposto que as reformas educativas, em particular na União Europeia, desde os anos 1990 têm sido pautadas pelas recomendações de organismos internacionais que acentuam a centralidade da educação e a sua capacidade de garantir a empregabilidade, de evitar a exclusão social, de promover a cidadania e o desenvolvimento pessoal. Na procura de novas formas de explorar as realidades ligadas às políticas públicas de Educação, este artigo tem por objetivo, contribuir para uma melhor compreensão do conceito de complexidade e também, aprofundar uma abordagem que permita uma nova inteligibilidade dos sistemas complexos, como são as políticas públicas na esfera educativa.