7 research outputs found
Die soziale und regionale Herkunft junger Fuehrungskraefte in Bissau
No full textUuStB Koeln(38)-890106491 / FIZ - Fachinformationszzentrum Karlsruhe / TIB - Technische InformationsbibliothekSIGLEDEGerman
Das Studium des Lehrers | Pädagogische Hochschule und Universität im Urteil ihrer Studenten
No full textDie sozialistische Frauenbewegung eine organisationssoziologische Studie über ihre Entwicklung bis zum Ende des ersten Weltkrieges und über ihre Beziehungen zur sozialdemokratischen Partei und zur bürgerlichen Frauenbewegung
No full text
Some refinements of the Deligne-Illusie theorem
No full textWe extend the results of Deligne and Illusie on liftings modulo and
decompositions of the de Rham complex in several ways. We show that for a
smooth scheme over a perfect field of characteristic , the
truncations of the de Rham complex in consecutive degrees can be
reconstructed as objects of the derived category in terms of its truncation in
degrees at most one (or, equivalently, in terms the obstruction class to
lifting modulo ). Consequently, these truncations are decomposable if
admits a lifting to , in which case the first nonzero differential in
the conjugate spectral sequence appears no earlier than on page
(these corollaries have been recently strengthened by Drinfeld, Bhatt-Lurie,
and Li-Mondal). Without assuming the existence of a lifting, we describe the
gerbes of splittings of two-term truncations and the differentials on the
second page of the conjugate spectral sequence, answering a question of Katz.
The main technical result used in the case belongs purely to
homological algebra. It concerns certain commutative differential graded
algebras whose cohomology algebra is the exterior algebra, dubbed by us
"abstract Koszul complexes", of which the de Rham complex in characteristic
is an example.
In the appendix, we use the aforementioned stronger decomposition result to
prove that Kodaira-Akizuki-Nakano vanishing and Hodge-de Rham degeneration both
hold for -split -folds.Comment: 25 pages, major changes: changed title, added the second author,
previous version expanded and merged with results of the second author, added
Appendix A containing results regarding F-split (p+1)-fold
Endomorphisms of Fano 3-folds and log Bott vanishing
No full textKawakami and the author showed that a projective variety with an
int-amplified endomorphism of degree invertible in the base field satisfies
Bott vanishing. That was a new way to analyze which varieties have nontrivial
endomorphisms. In this paper, we extend that result to a logarithmic version of
Bott vanishing for an endomorphism with a totally invariant divisor.
We apply this to Fano 3-folds. Meng-Zhang-Zhong showed that the only smooth
complex Fano 3-folds that admit an int-amplified endomorphism are the toric
ones. Also, Achinger-Witaszek-Zdanowicz showed that the only smooth complex
Fano 3-folds that are images of toric varieties are the toric ones. Using log
Bott vanishing, we reprove both results and extend them to characteristic p,
for morphisms of degree prime to p.Comment: 17 page
Do ensino público ao ensino de iniciativa comunitária : (análise do desenvolvimento e impacto das Escolas Comunitárias na Guiné-Bissau e as intervenções das ONGs FEC & PLAN)
No full textDissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Filosofia e Ciências Humanas, Programa de Pós-Graduação em Sociologia Política, Florianópolis, 2014Na Guiné-Bissau, a questão da educação é de reconhecida importância e também de muita preocupação, a começar pela educação básica. Nesta pesquisa, procurou-se saber o que norteou a criação das escolas comunitárias e quais as percepções que as autoridades do Ensino da Guiné-Bissau, os pais e encarregados dos alunos, os próprios alunos, a Comunidade e os professores têm em relação à parceria existente entre as ONGs e as escolas comunitárias.Durante a investigação, procurou-se trazer as opiniões dos responsáveis das ONGs sobre o que tem contribuído para o sucesso e insucesso das suas intervenções no sistema de ensino guineense. Foram também levantadas as questões relacionadas às influências de organizações internacionais, nomeadamente ONGs e o Banco Mundial nas políticas educativas da Guiné-Bissau que, em muitos casos, impõem as políticas de divisão das responsabilidades com as comunidades, através da participação democrática no desenvolvimento dos Estados considerados frágeis. A Guiné-Bissau é um país de grande riqueza cultural e humana, mas enfrenta dificuldades econômicas, financeiras e acaba sendo induzido a recorrer aos parceiros e submeter-se aos desenhos tecnocráticos destes. Para abordar essa problemática, recorreu-se a seguinte metodologia: levantamento bibliográfico relacionado ao tema e leituras que pudessem contribuir com a pesquisa proposta. Fez-se necessário e fundamental, também, a leitura dos documentos sobre políticas educativas na Guiné-Bissau, documentos de ONGs que atuam na área educacional e relatórios de alguns organismos internacionais das Nações Unidas, bem como os de Estados da Guiné-Bissau. Abordaram-se, ainda, aspectos históricos anteriores e posteriores à independência da Guiné-Bissau. Foi passado, também, em revista o contexto sociopolítico do país antes e depois da independência e a sua perspectiva em relação ao mundo novo e globalizado em que vivemos.Confirmando a autoavaliação depreciativa feita pelos entrevistados na investigação, termino por corroborar e reconhecer que o desenvolvimento dos países dependentes não pode ser autosustentável, se continuarmos a ser determinados, externamente, pelas grandes potências. O Estado da Guiné-Bissau ainda é dependente das ONGs para ampliar e potencializar os resultados das políticas públicas. Todo esse processo gerador da dependência começou com o colonialismo e foi reforçado pelo comércio internacional, assim como pela própria economia mundial. Desse modo, apesar de a fase histórica do colonialismo terminar com as independências administrativas dos territórios, as dependências políticas, econômicas e sociais da maior parte dos países africanos não foram ainda eliminadas.Abstract: In Guinea-Bissau, the issue of education is highly acknowledged and also of much concern. This concern starts with basic education. This research sought to know what led to the creation of community schools and what are the perceptions that the educational authorities of Guinea-Bissau, parents and guardians of students, the students themselves, the community and the teachers have towards the existing partnership between the NGOs and Community schools.The research sought to show the opinions of leaders of NGO´s about what has contributed to the success and failure of their interventions in the Guinean teaching system. Questions were also raised about the influences of international organizations known as the NGO´s and the World Bank on the education policies of Guinea-Bissau, which in most of the cases, impose policies of responsibility sharing on the communities through democratic participation in the development of states considered fragile. Guinea-Bissau is a country with great cultural and human resource but faces economical and financial difficulties and ends up being induced to resort to partners and kowtowing to their technocratic drafts. To address this problem we used the following methodology: bibliographic search related to the topic and reading that could contribute to the proposed research. It was also necessary and fundamental to read documents related to education policies in Guinea Bissau, documents of NGO´s that act in the educational field and reports of some international organs of the United Nations, as well as those of the State of Guinea-Bissau. The pre-historic and post-historic aspects of the independence of Guinea-Bissau were also addressed. This research also reviewed the sociopolitical context of the country, pre and post-independence, and its perspective in relation to the new and globalized world in which we live. Confirming the disparaging self-assessment made by the respondents in the research, I end by corroborating and acknowledging that development of dependent countries cannot be self-sustainalbe, if we continue to be determined externally by great powers.The state of Guinea-Bissau is still dependent on NGO´s to expand and increase the results of public policies. All these dependence generating processes started with colonialism and was reinforced by international trade as well as the world economy itself. Thus, although the historic period of colonialism ended with administrative independence of the territories, the political, economical and social dependence of most African countries have not yet been eliminated
