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Published Article / One of the main tasks of universities is to prepare students for an academic or professional career, and to make them responsible members of society by giving them the motivation and skills to create a better future. Education for Sustainable Development is a core feature of education in a university of the 21th century and in society. In a university, it has two aspects: firstly, to educate students and to help future academics to contribute to sustainable development, secondly, to contribute to sustainability and to spread education for sustainable development in the community. We consider examples of successful cooperation between the university and its stakeholders via projects that are relevant for education for sustainable development. We analyse the success factors and the educational and sustainability impacts of these projects.

This longitudinal study set out to improve the retention and achievements of diverse students on computing courses in one wide access university, firstly by early identification of students at risk of poor performance and secondly by developing and implementing an intervention programme. Qualitative data were obtained using the ASSIST questionnaire, by focus group discussions and an open-ended questionnaire on students’ experiences of the transition to higher education (HE). Quantitative data on student characteristics and module results were obtained from Registry. Statistical analyses were performed using SPSS version 10. The study comprised two phases where phase one sought to enable the early detection of students at risk of poor performance by investigating the data set for patterns that may emerge between student achievement at Level 1 and entrance qualification, feeder institution, approaches to learning, conceptions of learning, course and teaching preferences and motivation. Phase one findings showed a trend of poorer performance by students who entered computing courses in HE with an AVCE entrance qualification. It was also shown that mature students scored more highly on the deep approach scale compared to their younger counterparts. Phase two investigated the data set for patterns that may emerge between student achievement at Level 2 and entrance qualification, approaches to learning, conceptions of learning and course and teaching preferences. Phase two, using action research, also sought to develop an intervention programme from the findings. This intervention programme was designed to improve aspects of information delivery to students; the personal tutor system, assessment régimes, Welcome Week, and teaching and learning. Piloting, evaluation and refinement of the intervention programme brought changes that were seen as positive by both staff and students. These changes included the Welcome Week Challenge which involved students in activities that sought to enhance students’ interactions with peers, personal tutors and the school and university facilities. These findings have shown that, for staff in wide access HE institutions, some knowledge of the previous educational experiences of their students, and the requirements of those students, are vital in providing a smooth transition to HE. A model of the characteristics of a successful student on computing courses in HE and a model for enhanced retention of diverse students on computing courses in HE were developed from the research findings. These models provide a significant contribution to current knowledge of those factors that enhance a smooth transition to HE and the characteristics of a successful student in a wide access university.

dreimal im Jahr erscheinende Zeitschrift über aktuelle Themen der TU Chemnitz

The thesis deals with communication between family and school in primary education. It's aim is to formulate proposals for more efficient communication with parents. The thesis has theoretical and practical - experimental part. In the practical part key concepts are being characterized. Also the thesis interprets the grounding of the term "parents" in the curricular documents and legislative. The main focus has been placed on initiatives and programmes which ephasise school-family cooperation, mostly the project Parents welcome and educational program Step by Step. The forms of such cooperation between subjects and their mutuall expectations have been described as well. The experimental part examines parent's satisfaction and used communication strategies at school where the experimental investigation took place. The research uses both qualitative and quantitative methods - mostly survey and deep interviews. The results of this research were analyzed. According to the analysis, suggestions for an effective communication with parents have been provided. An effective communication has been described as the one, that is clear and systematic, by in advance given communication channel. Such type of communication can significantly support the school and family cooperation. Keywords communication,...

dreimal im Jahr erscheinende Zeitschrift über aktuelle Themen der TU Chemnitz

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COOPERATION OF FAMILY AND SMALL SCHOOL WITH COMPOSITE CLASSES The thesis deals with the cooperation of family and small school with composite classes. The theoretical section deals with the typology and changes in family, family and school partnership, ideal setting of cooperation between family and school. It examines programmes of schools with area of cooperation being developed (Step by step and Parents are welcome). It looks for starting points that might be used at home school. The research section deals with a description of a small school with composite classes, where the graduant teaches. It also examines specificities of this school, the typology of students' families and at the same time it's also mapping the cooperation between school and family according to the programme Parents are welcome. It's trying to find the strategies for improving the cooperation with family. This is followed by the assessment from the viewpoints of author, parents, colleagues and a conclusions.

[pt] Durante um longo período o tema da afetividade esteve fora do discurso religioso. Este discurso religioso tendeu mais para a matiz da tradição grega, dando preferência para o discurso da razão na teologia. Contudo, a tradição cristã é formada pelo entrecruzamento de duas grandes Tradições religioso-culturais: a referida Tradição grega, baseada no discurso racional; e a Tradição semita, baseada na antropologia do coração, onde o conhecimento é visto como sabedoria e amor. Isso indica que, por detrás do componente afetivo existe uma real possibilidade de se conhecer, experienciar e, conseqüentemente, amar a Deus. A estrutura afetiva do ser humano torna-se, assim, em virtude de constituir-se basicamente como estrutura de acolhida, a maneira mais legítima de acolher a Deus. A afetividade humana garante, então, que toda a experiência de Deus seja uma experiência amorosa que revela ao ser humano sua verdade mais profunda: o ser humano é um ser em relação com seu Deus Criador e Salvador. A afetividade possibilita, assim, a apropriação da parte do ser humano da graça redentora que Deus lhe comunica numa relação sempre salutar. Jesus Cristo - o dom do Pai à humanidade - realiza em sua pessoa a salvação que Deus quer comunicar ao ser humano. A salvação consiste na participação do ser humano na vida divina mediante a ação do Espírito Santo que co- naturaliza o ser humano com Deus. / [en] During a long time, the theme of affection was outside of religious discourse. This religious discourse tended more to the shade of Greek tradition, giving preference to the discourse of reason in teology. However, the Christian tradition is formed by the intersections of two big cultural religious Traditions: the so called Greek Tradition, based on rational discourse; and the Semitic Tradition, based on antropology of heart, where knowledge is seen by wisdom and love. It signals that, behind the affectionate component, there is a real possibility of knowing oneself, experiencing and, consequentely, loving God. So, the affectionate structure of human being becomes the most legitimate way to welcome God since it was set up basically as a welcome structure. Thus, human affection guarantees that every experience of God is a loveling experience that reveals to human being his deeper truth: human being is a being regarding his Creator Saviour God. The affection enables in that manner the human being appropriation from part of the redeeming grace that God communicates to him in a salutary relation like always. Jesus Christ - the Father's gift to humanity - does in His person the salvation that God wishes to communicate to human being. The salvation consists in joining human being in divine life through the action of Holly Spirit that co-naturalizes human being with God.