This study is a description of selected personality characteristics of seventh- and eighth-grade girls and the changes that occur before and after a program of either aerobics (running) or anaerobics (calisthenics) conditioning exercises during the fall semester, 1973.

This study of the relationship between dynamic balance and rhythm tests the hypothesis that a positive relationship exists between these two factors. One hundred fifty-two fifth- and sixth-graders were given the Nelson Balance Test and an adaptation of Ashton's Practical Rhythm Test. The Pearson product-moment coefficient of correlation was used in the analysis of the data. The reliability of the tests was very low. The relationship between dynamic balance and rhythm was . 08, an unreliable correlation from which no conclusions could be drawn. It was recommended that improved methods of measuring dynamic balance and rhythm be developed for elementary pupils.

This work is a synthesizing view on education for responsibility. It presents an interdisciplinary perspective on the various aspects and results in concrete educational approaches. It answers the questions how to define responsibility for the purpose of education, which is the place of responsibility in today's society and what are the psychological aspects of responsibility. It summarizes the various concepts of education for responsibility in family, school and leisure. KEY WORDS responsibility, education for responsibility, autonomy, decision making

Widely known definition of pedagogy as a science of education, which is a process of intentional action on the individual, doesn't accurately represent the true substance of upbringing and education according to Jan Patočka, one of the most important Czech philosopher. He asks for fundamental questions about the nature of education and their targets. Education is the foundation of humanity itself for him and it is essentially connected to philosophy. Primarily the education is the education to humanity for Patočka. It is about education, which is interpreted as a care of the soul, of the soul opened to the outside world. It should lead to awareness, it should be determined by a kind of moral idea and finally it makes us human. Patočka criticizes purely scientific and theoretical education full of positivist utilitarianism and POLYMATHIA. On the contrary, he puts the process of education and training to the field of the natural world, the world of human experience in which a person has to carry out his options and scheduling its life. The philosophy helps to orient in the natural world. Thus the education is the essence of philosophy. The thesis deals with the pedagogical and educational moments, which can be seen from Patočka's phenomenological philosophy, and it deals also with analysis of the...

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Environmental issues are increasingly on the agenda and education is recognised as an important part in turning the negative trend. Originally formulated in 1976, the intent of environmental education was toprotect the nature from human impact and to induce in students a sense of the natural worlds’ own values.However, this has come to change during the years and the focus now lies on the values that nature possess for humans, in the shape of education for sustainable development. Though creating a concern for the environmental issues, critics point out that the anthropocentric attitude is not as strongly committed to protecting the nature as the ecocentric attitudes are, and therefore suggest that ecocentrism should be included in the curriculums. Assuming that biology in Swedish upper secondary school is the only subject where such values may be considered this study examines whether there is a significant difference between students who undergo these classes and students who do not, in terms of their attitudes. The study was divided in two parts, where firstly a content analysis was performed to confirm that biology was indeed the only subject to include ecocentric values, and secondly a comparative study was performed with students (n=82) taking biology and students not taking biology in Swedish upper secondary school. The results imply that biology is unique in including ecocentric attitudes, however, not to the extent that was expected. Furthermore, the results reveal that there is no significant difference between students taking the biology classes and students who do not, implying that the subject biology is not successful in increasing students ecocentric attitudes.

In a world that is changing rapidly due to the social and environmental consequences of the unsustainable economic growth, societal and economic transformations from unsustainable visions and practices are inevitable. While there is a need to develop alternative approaches to production and consumption, changing these systems is not feasible without changing the mainstream marketing ideas and its practices where the main incentive is “how to sell more”. The initial phase of the research process supports conceptual clarity and the evolution of marketing thought towards sustainability marketing. It identifies the presence of sustainability marketing in the existing marketing curriculum through qualitative content analysis using grounded theory and quasi-statistical approaches, that facilitates the search for sustainability in marketing curriculum based on UNESCO’s indicative learning objectives for promoting Education for Sustainable Development. The thesis draws on relevant literature in the marketing field, utilizing the content analysis of various syllabi and mandatory literature of Uppsala University’s marketing courses, as well as employing semi-structured interviews with five lecturers of Uppsala University’s Marketing faculty and eight marketing students from across Sweden. The institutional setup of the case of Uppsala University is found to be problematic when considering its commitments towards sustainable development and its Action Plan for Sustainable Development 2019–2021. The study established the strong influence of dominant social paradigm in the curriculum development of marketing courses, which was evident through the content analysis and portrayals of the respondents’ perspectives of the marketing faculty. Further, it was found that the societal understanding of marketing dictates what can be taught in marketing education, which consequently circumscribes what can be researched in marketing. In addition, the concept of sustainability marketing was found to be nonexistent in mandatory literature of the courses, and was poorly covered throughout the secondary literature. Similarly, most of the mandatory literature of the marketing courses of Uppsala University do not follow UNESCO’s (2017) indicative learning objectives for promoting ESD, and hence do not promote learning for sustainable development. The results of this thesis suggest that we still have a long way to go to bring Education for Sustainable Development into marketing education, as current mainstream marketing practices and its rationale with dominant social paradigm prevalence maintains, supports and exacerbates the global unsustainable consumption and production patterns.

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Pensar a educação para bebês é considerar como favorecer práticas docentes que possam garantir o acesso às crianças muito pequenas ao mundo da cultura e da sociedade. Quando o foco da prática docente se direciona para as crianças e suas relações, a qualidade do ambiente educativo depende de escolhas de concepções de educação, infância e criança, para que se possa redefinir os trajetos e as ações de uma educação participativa, que não se faz sozinho, mas em colaboração com a criança, seus familiares e a equipe da creche. Na presente pesquisa, os critérios de qualidade para a educação de bebês e crianças pequenas e suas implicações na formação de educadores em contexto, constituíram os objetos de estudo. Duas grandes questões conduziram o estudo: O que se entende por qualidade na educação de bebês e crianças pequenas? Seria a escala ITERS-R um instrumento fidedigno para avaliação de creches? O problema se desdobrou na relação entre a qualidade na educação da infância e a formação de educadores em contexto para a Educação Infantil. Esta questão tornou possível considerar se uma escala de avaliação do ambiente educativo seria um instrumento que poderia auxiliar o grupo de professores a refletir sobre a sua prática docente favorecendo o desenvolvimento das necessidades individuais e do grupo das crianças. O intuito foi investigar se a escala norte-americana Infant/Toddler Environment Rating Scale - ITERS (HARMS, CRYER e CLIFFORD, 1990) - que avalia o ambiente para crianças de zero a trinta meses em instituições infantis, constituía-se como instrumento de avaliação da qualidade do atendimento infantil em creches. Para a realização do estudo foi selecionada uma creche na região sul da cidade de São Paulo. Trata-se de uma creche direta, pertencente à diretoria regional do Ipiranga e que atende uma ampla região da Vila Clementino. A creche foi selecionada para este estudo por ser tratar de um campo de pesquisas do grupo Contextos Integrados em Educação Infantil da Faculdade de Educação da Universidade de São Paulo. Adotou-se o estudo de caso como modalidade qualitativa de pesquisa. Os dados foram colhidos e analisados seguindo alguns critérios da abordagem fenomenológica, tendo como base os trinta e nove itens da escala, e o referencial teórico apresentado na própria escala. Entende-se que reflexão sobre os diversos itens que compõem a escala do ambiente educativo em um processo colaborativo, entre o pesquisador e as educadoras, possa contribuir para o que se entende como formação em contexto, formação partilhada, que respeita a autonomia do educador para avaliar a sua prática educativa a partir de uma pedagogia da infância que torne a criança visível. Para tal, buscou-se apoio nas pedagogias da infância, com interesse maior em Dewey, que sugere uma educação democrática, a qual valoriza os interesses e necessidades das crianças, e a mediação da cultura para discutir ambientes educativos para bebês e crianças bem pequenas. / To think of education for babies is to consider how to favor teaching practices that can guarantee very young children the access to the world of culture and society. When the focus of the teaching practice turns to children and their relationships, the quality of the educational environment depends upon the choices of conceptions on education, infancy and children, so that is possible to redefine the paths and actions of a participatory education, which cannot be done alone, but in collaboration with the child, their families and daycare staff. In the current research the quality criteria for education of infants and toddlers and their implications on educators formation in context, constituted the objects of this study. Two great questions conducted the study: What is meant by education quality for babies and toddlers? Would the ITERSR scale be a reliable instrument to evaluate daycare centers? The problem was unfolded in the relationship between the quality of early childhood education and the formation of educators in context for Early Childhood Education. This question has made it possible to consider if an educational environment assessment scale would be an instrument that could help a group of teachers reflect on their teaching practice, promoting the development of individual needs and that of children groups. The purpose was to investigate if the North American Infant/Toddler Environment Rating Scale - ITERS (HARMS, CRYER e CLIFFORD, 1990) which evaluates the environment for children from zero to thirty months old in child institutions, was constituted as an evaluation instrument of child care quality in daycares. In order to conduct the study, a daycare center located in the southern region of the city of São Paulo was selected. It is a direct daycare center, belonging to the regional board of Ipiranga and serving a wide region of Vila Clementino. The daycare center was selected for this study for it is the research field of the Integrated Contexts in Early Childhood Education group of the School of Education at the University of São Paulo. The case study was adopted as a qualitative research method. The data were collected and analyzed following some phenomenological approach criteria, based on the thirty-nine scale items and the theoretical referential presented in the scale itself. It is understood that the contemplation of the various items which constitute the educational environment scale in a collaborative process, between the researcher and the educators, may contribute to what is meant by formation in context, shared training, which respects the educators autonomy to evaluate his/her educational practice from an early childhood pedagogy that renders the child visible. For such, support from early childhood pedagogies was sought, with a higher interest in Dewey, who suggests a democratic education, which values the interests and needs of children and the mediation of culture to discuss educational environments for babies and toddlers.

Este estudo objetiva investigar enfermeiros assistenciais, acerca da concepção deles sobre os temas Educação para a Saúde, cuidado e humanização, procurando instrumentalizar esses enfermeiros sobre como esses eixos temáticos podem estar implicados na postura e na prática profissional em saúde, concernente aos ideais e princípios do SUS. A pesquisa caracterizou-se como natureza qualitativa, apropriando-se de um estudo descritivo-exploratório, mediatizado pela metodologia da pesquisa-ação. Em relação às técnicas deste estudo, trabalhamos a observação participante, tendo como instrumento para registro e anotação dos dados, o diário de campo; e utilizamos, ainda, a entrevista individual, para identificação dos participantes e com questões norteadoras sobre as temáticas centrais, sendo disponibilizado o questionário que serviu como instrumento para a coleta das respostas. A análise e interpretação dos dados foi feita por categorização, baseada em fundamentação teórico-metodológica de Paulo Freire e adaptada por Bueno (2001), buscando, após, o desenvolvimento de ação conscientizadora e avaliação do processo educativo. Percebemos que os temas Educação para a Saúde, cuidado e humanização, norteados pelo universo conceitual freireano, não deixam de permear, sobremaneira, o respeito, a solidariedade, a ética e a cidadania, concernentes ao que o SUS pretende operacionalizar. Assim, as temáticas investigadas convergem para a necessidade de se revisar a postura educativa/profissional do enfermeiro e de seus valores para o cuidado e a humanização, visando a melhoria dos serviços, bem como a melhoria da saúde e da qualidade de vida, individual e coletivamente. / This study investigates nurses, about their view on the themes Education Health, care and humanization, trying to instrumentalize these nurses on how these themes may be involved in posture and practice in health, concerning the ideals and principles of SUS. The survey characterized as qualitative, appropriating a descriptive exploratory study, mediated by the research-action methodology. Regarding the techniques in this study, we employed participant observation, taking as a tool for recording and annotation of data, field journal, and, we also used individual interviews to identify the participants and questions directed to the central themes, and provided in the questionnaire that served as a tool to collect the responses. The analysis and interpretation of data was performed according to categories, based on theoretical and methodological Paulo Freire and adapted by Bueno (2001), looking after the development of critical consciousness and action evaluation of the educational process. We realize that the themes Education Health, care and humanization, guided by the conceptual universe Freire, nevertheless permeate, above all, respect, solidarity, citizenship and ethics, related to the SUS intends to operate. Thus, the issue investigated converge to the need to revise the stance educational/vocational nurses and their values for the care and humanization, aimed at improving services and improving health and quality of life, individually and collectively.