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In times when the world was plagued by the Covid-19 pandemic, labor relations underwent new transformations. The home-office presented itself, for many companies, as an alternative to maintain their activities. Supported by an emergency legislation, companies suddenly migrated to the remote mode, which given urgency, needed to be reframed so that the individual could perform his tasks, maintaining, however, the formal employment relationship. This article sought to list the advantages and disadvantages of this modality due to the current scenario, from the perspective of the employee, taking into account personal and professional life. The study evaluated the perception of several companies of different sizes and areas of operation. The quantitative methodology included research through semi-structured questionnaires. The study presented information to enhance the advantages and decrease the disadvantages pointed out. The result was a record of the current scenario that can serve as a basis for decision-making and improvement of the remote modality., {"references":["KUGELMASS, Joel. Teletrabalho: Novas Oportunidades para o Trabalho Flexível: seleção de funcionários, benefícios e desafios, novas tecnologias de comunicação. São Paulo: Atlas, 1996.","MELLO, Álvaro. Teletrabalho (telework): o trabalho em qualquer lugar e a qualquer hora. Rio de Janeiro : Qualitymark, ABRH Nacional, 1999","ROSENFIELD, C. L.; ALVES, D. A. de. Autonomia e trabalho informacional: o teletrabalho. DADOS – Revista de Ciências Sociais, v. 54, n. 1, p. 207-233, 2011.","Barros,Alexandre Moço; Silva José Roberto Gomes da , Percepções dos indivíduos sobre as consequências do teletrabalho na configuração home-office: estudo de caso na Shell Brasil","Pinheiro, Marina Assis; Mélo, Roberto de Sousa - DIÁRIOS DE CONFINAMENTO: A EMERGÊNCIA DO NOVO NA INTIMIDADE DA RELAÇÃO EU-OUTRO-MUNDO - Psicol. Soc. Vol. 32 Belo Horizonte 2020 https://www.scielo.br/scielo.php?script=sci_arttext&pid=S0102- 71822020000100410"]}

Managers tend to sense, that many employees could do more. The question is: What can we do to influence them to contribute more than job description reguqires? Herzberg answer it, but his Two-Factor Theory has not received strong support in the literature. Accordingly, the basic objective of this scientific debate is to examine the relevance Herzberg motivation theory in terms of the new work economy. Scientific research methods applied in confirming the working hypothesis about the ghost of Herbzerg motivation theory based on scientific methods of analysis and synthesis, methods of descriptive statistics, method of mathematical modeling and method of mathematicalprogramming. The resulting findings suggest that any manager should not ignore its recommendations.

Relatório de estágio de mestrado em Ensino de Português no 3º Ciclo do Ensino Básico e no Ensino Secundário e de Espanhol nos Ensinos Básico e Secundário, O presente relatório insere-se no âmbito do Estágio Profissional do Mestrado em Ensino de Português no 3º Ciclo do Ensino Básico e no Ensino Secundário e de Espanhol nos Ensinos Básico e Secundário, tendo como objetivo verificar e compreender a eficácia da implementação de metodologias e estratégias de compreensão leitora junto de alunos do 7º e do 9º anos de escolaridade. Partiu-se do princípio de que importa promover a reflexão dos alunos sobre as estratégias de compreensão leitora que já utilizavam, e exercitar com eles o uso de estratégias metacognitivas de compreensão na leitura, assim como fazer compreender a relevância da realização de atividades de pré-leitura, de leitura e de pós-leitura. Em termos da Intervenção, foi realizada, antes de mais, uma fase de diagnóstico, que permitiu verificar que alguns alunos não se interessavam pela leitura e que apresentavam carências gerais ao nível da compreensão leitora; posteriormente, foi delineada uma ação pedagógica que visou motivá-los para a leitura e auxiliá-los a progredir no sentido de se tornarem leitores mais capazes e mais críticos; por último, foi avaliado o impacto desta ação, em que se verificou que os materiais utilizados e as atividades elaboradas com os alunos surtiram um efeito positivo no desenvolvimento da sua motivação e das suas competências de leitura. Os resultados obtidos nesta Intervenção levaram à conclusão de que a aplicação de metodologias e estratégias contribuem para desenvolver e aperfeiçoar a compreensão leitora dos alunos, tanto na Língua Materna, quanto em Língua Estrangeira., This report is part of the professional training of the Master’s Degree in Teaching Portuguese to the 3rd cycle of Primary Education and Secondary Education and Spanish Teaching in Primary and Secondary Education. The aim of this report is to check and understand the effectiveness of the implementation of methodologies and strategies in reading comprehension among pupils of 7th and 9th grade. It started from the principle that it is important to promote reflection of the students on the reading comprehension strategies that they were already using, and exercise with them the use of meta-cognitive strategies for reading comprehension, as well as to understand the relevance of conducting pre-reading, reading and post-reading activities. In terms of the intervention used, first of all, a diagnostic phase was carried out, which showed that some students were not interested in reading and had difficulties in understanding reading comprehension issues. Following on from that a pedagogical action was drawn up which aimed to motivate them to read and help them move towards becoming more capable and more critical readers. Finally, we evaluated the impact of this action and it was found that the materials used and the activities developed with students have had a positive effect on the development of their motivation and their reading skills. The results of this intervention led to the conclusion that the application of methodologies and strategies contribute to developing and improving reading comprehension of students, both in their mother tongue and in a foreign language.

This thesis investigates the motivation behind the feather pecking behaviour common in the laying hen industry. The severe version of this pecking is a welfare concern, since feather removal is painful for the pecked bird and current solutions to this problem, such as beak-trimming and housing in wire cages to limit contact with conspecifics, are also detrimental to well-being. It has been hypothesized that feather pecking stems from frustrated motivation to forage or to dustbathe. However, the evidence to date is not conclusive, since foraging and dustbathing share similarities; it has thus not always been clear which motivation is being fulfilled when birds are interacting with a substrate. The objectives of this thesis were to (1) determine whether early experience or current environment had a greater influence on feather pecking; (2) determine the diurnal rhythm of feather pecking and compare this to dustbathing and foraging; (3) determine the effects of different types of enrichment on feather pecking; (4) validate a new method of studying abnormal (stereotypic) behaviour patterns; and (5) apply this to uncover the underlying motivation behind feather pecking. In addition, (6) the methods used here, and in previous research on similar problems, were surveyed to analyse how future work should best test hypotheses about the motivational bases of abnormal behaviour. Results showed that current environment was most influential on the levels of feather pecking shown (P0.05). Feather pecking was evenly distributed throughout the light hours, as was foraging (P>0.05 for both), whereas dustbathing peaked around four to seven hours after lights on (P0.05) but different from dustbathing pecks (P

Opiskelussa menestymisen kannalta tärkeimpiä elementtejä ovat perinteisen ajattelun mukaan opiskelijan oma innostus ja motivaatio sekä tämän käyttämät opiskelumenetelmät. Viime vuosina on sekä koulutuksessa että työelämässä kuitenkin siirrytty kohden tiimipohjaista työskentelyä, jossa yksin oppiminen tai työskentely ei enää ole useinkaan mahdollista. Opiskelijoiden ja työntekijöiden tulee ottaa huomioon myös muut ryhmän jäsenet, osata kertoa heille omasta työstään ja omista ajatuksistaan ja kuunnella vuorostaan muiden ajatuksia ja mielipiteitä. Vain tällaisen yhdessä toimimisen kulttuurin kautta voi opiskelu- tai työtiimi päästä parhaaseen lopputulokseen. Tämän muutoksen myötä on viime aikoina nähty tärkeäksi tutkia motivaation ja oppimismenetelmien sosiaalista ja kollektiivista puolta. Tällöin huomio kiinnittyy esimerkiksi opiskelijoiden kykyyn nähdä tavoitteet, esimerkiksi oppimistehtävät, yhteisinä tavoitteina yksilöllisten tavoitteiden sijaan. Samoin opiskelijoiden tulee osata käyttää hyödyksi ryhmän muiden jäsenten tietoja ja taitoja, antaa omat tietonsa ja taitonsa ryhmän käytettäväksi, sekä tukea sosiaalisesti ryhmän yhteistä motivaatiota työskennellä työtehtävän parissa. Tämän tutkimuksen päätarkoitus oli syventää olemassaolevaa tietoa aikuisopiskelijoiden motivaatio- ja opiskelustrategioista. Ilmiötä tutkittiin verkko-oppimisympäristössä, jossa opiskelijaryhmät työskentelivät yhteisten oppimistehtävien parissa. Aiempi alueen tutkimus on keskittynyt määrällisiin tutkimusmenetelmiin ja yksittäisiin opiskelijoihin, kun tämä tutkimus käytti laadullisia tutkimusmenetelmiä ja keskittyi laajempaan, opiskelun kollektiiviset ominaisuudet huomioonottavaan käsitykseen oppimisesta. Päätavoitteen lisäksi tutkimuksessa käsiteltiin motivaatio- ja oppimisstrategioiden eri tasoja eri opiskelijoilla ja niitä tekijöitä jotka erottavat hyvin menestyvät opiskelijat muista. Lisäksi tutkimuksessa kuvattiin laadullisesti tutkimukseen osallistuneen viiden opiskelijaryhmän yhteistoiminnallisuutta näiden opintojen aikana. Tutkimuksen tuloksena syntyi Kollektiivisen verkko-oppimisen malli, joka koostuu neljästä tasosta, joilla kaikilla on vaikutus oppimismenestykseen: henkilökohtainen motivaatio, henkilökohtaiset oppimisstrategiat, kollektiivinen motivaatio ja kollektiiviset oppimisstrategiat. Tulokset lisäävät tietoa siitä miten opiskelijaryhmät toimivat ja millaiset sisäiset voimat vaikuttavat ryhmien toimintaan opiskelun aikana ja ryhmän kehityskaarella. Tulokset ovat hedelmälliset myös verkko-oppimissovellusten ja erilaisten tukijärjestelmien jatkuvan kehityksen kannalta, erityisesti aikuisopiskelijoiden kohdalla, ja niitä voidaan osaltaan hyödyntää myös työelämän tiimityön kehittämisessä. The main goal of this research was to further understanding of the motivational and learning strategies of adult learners. This was studied in particular in an online environment of group settings in which the learners were engaged in shared learning activities and goals. Earlier research in the area has used quantitative methodology and focussed on individual learners, whereas the present research used qualitative methods to build a new, more extensive model of learning in online environments that includes the collective point of view. In addition to this main goal, the study also explored the qualitative variation of motivation and learning strategies, and the factors that best differentiate high and low achievers, and described qualitatively the cooperative performances of the five learner groups that participated in the study. The study used both quantitative and qualitative research methods. The data included study journals, written by 25 adult learners during their one-year-long studies and totalling over 300 pages of their own notes and descriptions, and responses to the Abilities for Professional Learning Questionnaire. The study journals were analysed and categorised phenomenographically, whereas the APL questionnaire was analysed with Bayesian methods. The results were used to explore the qualitative variation of motivational and strategic capabilities and to construct a model of collective online learning. The model of collective online learning comprises four levels of factors that affect learning achievement: individual motivation, individual learning strategies, collective motivation, and collective learning strategies. These findings greatly enhance the understanding of how learner groups work and what kinds of internal forces affect them over the course of their studies and group development. These findings will also form a fruitful basis for the further development of online learning and its support structures, especially in the case of adult learners.