The purpose of this study is to develop a set of behavioral objectives for the Second Year Chemistry Course in Kuwait Secondary Schools. This set of behavioral objectives will help school teachers to choose their activities, teaching methods, questions, and evaluation procedures; it will be useful in the preparation and use of behavioral objectives in their other courses. As a conclusion, the Chemical Education Material Study (CHEMS) appears more beneficial than the traditional chemistry course by its effect on student achievement and the stimulation of the cognitive abilities such as application and analysis processes. The present Kuwaiti chemistry course appears more organized than previous courses and the movement is toward the modern approach. Use of behavioral objectives appears more effective than the use of general objectives (or no objectives) in the area of students' achievements and attitudes, in the area of course content, and organization of complex cognitive processes. Recommendations for improvement of the Kuwaiti chemistry course and for further studies on behavioral objectives are listed.

O estudo toma como ponto de partida a tese, cada vez mais difundida, da inconstitucionalidade da criminalização de situações de perigo abstrato para analisar os fins do direito penal no Estado contemporâneo, a construção de um conceito material de delito baseado na ideia de proteção de bens jurídicos e também as técnicas de proteção adequadas e necessárias para o efetivo resguardo dos interesses mais relevantes na atualidade. Sob a premissa de que a configuração do direito penal deve ser fruto de uma relação dialética entre dois interesses que marcam a vida do homem em sociedade, que são a redução da violência privada por meio da prevenção de crimes e a diminuição da violência do sistema penal mediante a contenção do arbítrio estatal, as conclusões adotadas no curso do trabalho caminham no sentido da admissibilidade da proteção, sob a ameaça de uma pena, de certos interesses difusos e abstratos e também da legitimidade da antecipação da tutela penal em algumas situações excepcionais, sempre que observados pelo legislador determinados parâmetros materiais previamente fixados. / This study is developed from the well-spread thesis of the abstract danger crime unconstitutionality in order to analyze the criminal law aims in the contemporary state, the creation of a concrete crime concept based in the idea of juridical property protection and also the protection techniques which are appropriate and essential to the effective care of the most relevant interests of the present. Under the assumption that the criminal law configuration should emerge from a dialectic relation between two interests that affect life in a society, which are the decrease of private violence through crime prevention and the reduction of criminal system violence by means of containing state discretion, the conclusions adopted in the course of this study point to the possibilities of protecting, under the threat of a penalty, certain diffuse and abstract interests, as well as to the guardianship anticipation legality in some exceptional situations, when particular and previous determined material parameters are observed by the legislator.

Diploma thesis Sustainable Development (SD) in Conceptions and Policies of the Czech Republic is focused on SD in Czech environmental policies strategies of SD. State Environmental Policy of the Czech Republic was chosen as an example of state policy, because of the importance of environmental pillar of SD, which has been mostly discussed recently. The aim of thesis is to do a content analysis of legislative and government documents about SD in the Czech Republic. The thesis includes comparison and evaluation of progression of SD in Documents from 1993 to 2017. It compares Czech Government's Policies to each other, refers to some important details and comments on them. This work does an analysis of formal documents, while the praxis can different from the conceptions and proclamations. In the next steps, Czech documents were compared with UN Resolutions and EU Agreements and Strategies. Last chapter of thesis includes a discussion with other authors.

O estudo toma como ponto de partida a tese, cada vez mais difundida, da inconstitucionalidade da criminalização de situações de perigo abstrato para analisar os fins do direito penal no Estado contemporâneo, a construção de um conceito material de delito baseado na ideia de proteção de bens jurídicos e também as técnicas de proteção adequadas e necessárias para o efetivo resguardo dos interesses mais relevantes na atualidade. Sob a premissa de que a configuração do direito penal deve ser fruto de uma relação dialética entre dois interesses que marcam a vida do homem em sociedade, que são a redução da violência privada por meio da prevenção de crimes e a diminuição da violência do sistema penal mediante a contenção do arbítrio estatal, as conclusões adotadas no curso do trabalho caminham no sentido da admissibilidade da proteção, sob a ameaça de uma pena, de certos interesses difusos e abstratos e também da legitimidade da antecipação da tutela penal em algumas situações excepcionais, sempre que observados pelo legislador determinados parâmetros materiais previamente fixados. / This study is developed from the well-spread thesis of the abstract danger crime unconstitutionality in order to analyze the criminal law aims in the contemporary state, the creation of a concrete crime concept based in the idea of juridical property protection and also the protection techniques which are appropriate and essential to the effective care of the most relevant interests of the present. Under the assumption that the criminal law configuration should emerge from a dialectic relation between two interests that affect life in a society, which are the decrease of private violence through crime prevention and the reduction of criminal system violence by means of containing state discretion, the conclusions adopted in the course of this study point to the possibilities of protecting, under the threat of a penalty, certain diffuse and abstract interests, as well as to the guardianship anticipation legality in some exceptional situations, when particular and previous determined material parameters are observed by the legislator.

abstract: Arizona's English Language Development Model (ELD Model) is intended to increase and accelerate the learning of English by English Language Learners (ELLs), so that the students can then be ready, when they know the English language, to learn the other academic subjects together with their English speaking peers. This model is part of a response to comply with the Flores Consent Order to improve services for ELLs in Arizona public schools. Whether or not it actually has improved instruction for ELLs has been the subject of much debate and, in 2012, after four years of the requirement to use Arizona's ELD Model, the ELL students who were identified as reclassified for the six districts in the study did not pass the Arizona's Instrument to Measure Standards (AIMS) test. The model's requirement to separate students who are not proficient from students who are proficient, the assessment used for identification of ELLs, and the Structured English Immersion four hours of English only instruction are at the nexus of the controversy, as the courts accepted the separate four hour SEI portion of the model for instruction as sufficient to meet the needs of ELLs in Arizona (Garcia, 2011, Martinez, 2012, Lawton, 2012, Lillie, 2012). This study examines student achievement in Reading and Math as measured by AIMS standards-based tests in six urban K-8 public school districts between 2007-2012. This period was selected to cover two years before and four years after the ELD model was required. Although the numbers of ELLs have decreased for the State and for the six urban elementary districts since the advent of the Arizona ELD Model, the reclassified ELL subgroup in the studied districts did not pass the AIMS for all the years in the study. Based on those results, this study concludes with the following recommendations. First, to study the coming changes in the language assessments and their impact on ELLs' student achievement in broad and comprehensive ways; second, to implement a model change allowing school districts to support their ELLs in their first language; and, finally, to establish programs that will allow ELLs full access to study with their English speaking peers. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2012

Made available in DSpace on 2014-07-29T15:13:48Z (GMT). No. of bitstreams: 1 tese suely ferreira educacao.pdf: 1693090 bytes, checksum: 270d81122af7570a6e8fe9847f713f27 (MD5) Previous issue date: 2009-12-21 / This investigation is inserted in the research line State and Educational Policies of the Post-graduate Program in Education of the Universidade Federal de Goiás, Brazil, and had as aim to discuss the building of new social conceptions and roles requested to public universities by the reformation of Brazilian higher education (1995-2008) and by the Bologna Process in European Union (1999-2008). Watching the particularities of both Brazilian and European contexts, the interest of the research was driven to university as a social institution face to face the new requests put by State, by society and by the market which have been shaping its social aims. Since the last decades of twentieth century, the traditional social aims of the university came to be under questioning, suffering several censures, which has been putting in argument the need of restructuring this institution in order to arrogate new social roles according to the accelerated transformations due to productive rebuilding of capital. In this manner, in a scenery of great wrangling for global competition and of globalization of the capital, the accelerated transformations provoked by the flexible accumulation, face to the process of financiering of the economy and by the technical-scientific revolution (HARVEY, 2006; CHESNAIS, 1996; SANTOS, 1997; LOJKINE, 1995), new social, cultural, economic and political requests emerge linked to this process and the new relationship of State, market and civil society to the public university and its aims. The process of internalization of higher education has been becoming possible the introduction of new agents, regulations and requests to the academic formation and to the production of knowledge, what causes important transformations to the universities. For the realization of the study, was chosen the documental theoretical investigation joined to a macrossocial analysis. In this trajectory, has been used the bibliographic research on studies produced about the theme within Brazilian ambit (OLIVEIRA, 2000; CUNHA, 2004; COÊLHO, 2004; SGUISSARDI, 2008; DIAS SOBRINHO, 2007; AMARAL, 2008; DOURADO, 2008; GOMES, 2008; among others) and within European context (PACHECO, 2003; CHARLE et al., 2004; BARROSO, 2005; ANTUNES, 2007; MAGALHÃES, 2006; DALE, 2008; among others). Documents produced by Brazilian governments and within the ambit of European Union which regulate and guide the process of reformulation in Brazil and Europe have been collected and analyzed. Furthermore, documents elaborated by transnational organisms and by institutions of the civil society as well as documents produced and made disposable by institutions of higher education in Brazil and in European Union have been collected and analyzed too. The research shows that the process of restructuring the higher education in Brazil as well as in European Union, begun in the nineties of the last century has been causing significant changes in the identity, in the conception, in the relevance and social pertinence criteria of the universities, what has been making possible some naturalization of the new social aims and of the new forms of conceiving them more gotten along with the requests of the productive globalization and of the competitive interests of the national state / Esta investigação insere-se na linha de pesquisa Estado e Políticas Educacionais do Programa de Pós-graduação em Educação da Universidade Federal de Goiás e teve como objetivo discutir a construção das novas concepções e papéis sociais que estão sendo requeridos para a universidade pública mediante a reforma da educação superior no Brasil (1995-2008) e do Processo de Bolonha na União Europeia (1999-2008). Resguardadas as devidas especificidades do contexto brasileiro e europeu, o interesse da pesquisa direcionou-se para a universidade como uma instituição social, tendo em vista as novas solicitações que lhe são demandadas pelo Estado, sociedade e mercado e que vêm moldando as suas finalidades sociais. Desde as últimas décadas do século XX, os fins sociais tradicionais da universidade passaram a ser postos em questão, sofrendo críticas diversas, o que tem colocado em debate a necessidade da reestruturação dessa instituição, de modo a que venha assumir novos papéis sociais em consonância com as aceleradas transformações decorrentes da reestruturação produtiva do capital. Assim, no cenário de grande acirramento pela competitividade global e da mundialização do capital, de transformações conjunturais aceleradas pela acumulação flexível, frente ao processo de financeirização da economia e da revolução técnico-científica-informacional (HARVEY, 2006; CHESNAIS, 1996; SANTOS, 1997; LOJKINE, 1995), surgem ao mesmo tempo, articuladas a esse processo, novas demandas econômicas, políticas, sociais e culturais, e discutem-se as novas relações do Estado, do mercado e da sociedade civil com a universidade pública e suas finalidades. O processo de internacionalização da educação superior vem possibilitando a introdução de novos agentes, regulamentações, institucionalidades, demandas para a formação acadêmica e produção do conhecimento, acarretando importantes transfomações para as universidades. Para desenvolver o estudo, optou-se pela investigação teórica, documental e por uma análise macrossocial das reformas da educação superior no Brasil e na União Europeia. Nesse percurso, utilizou-se da pesquisa bibliográfica de estudos produzidos sobre o tema no âmbito brasileiro (OLIVEIRA, 2000; CUNHA, 2004; COÊLHO, 2004; SGUISSARDI, 2008; DIAS SOBRINHO, 2007; AMARAL, 2008; DOURADO, 2008; GOMES, 2008; dentre outros) e no contexto europeu (PACHECO, 2003; CHARLE et al., 2004; BARROSO, 2005; ANTUNES, 2007; MAGALHÃES, 2006; DALE, 2008; dentre outros). Realizaram-se coleta e análise de documentos produzidos pelos governos brasileiros e no âmbito da União Europeia, que normatizam e orientam o processo de reforma no Brasil e Europa; de documentos elaborados por organismos transnacionais e por entidades da sociedade civil, além de documentos produzidos e disponibilizados pelas instituições de ensino superior do Brasil e da União Europeia em seus endereços eletrônicos respectivos. A pesquisa mostra que o processo de reestruturação da educação superior, tanto no Brasil quanto na União Europeia, iniciado na década de 1990, vem acarretando significativas mudanças na identidade, na concepção, nos critérios de relevância e de pertinência social, o que tem possibilitado certa naturalização das novas finalidades sociais e das novas formas de conceber as universidades mais afinadas com as demandas da globalização produtiva e dos interesses competitivos dos estados nacionais. Palavras-chave: Universidade. Reformas. Finalidades sociais

Orientador: Orly Zucatto Mantovani de Assis / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-04T03:41:58Z (GMT). No. of bitstreams: 1 Freire_NadiaMariaBadue_D.pdf: 1573794 bytes, checksum: 9329862de94dfc67be764357593e0628 (MD5) Previous issue date: 2004 / Resumo: A tolerância é um dos fatores fundamentais para uma verdadeira Educação para a Paz, no sentido de aceitar o diferente sem, entretanto, abandonar sua própria identidade, seja ela cultural ou pessoal. Ou no sentido de se tomar atitudes não-violentas na defesa dos princípios, entre pares. Esta segunda opção foi recortada como conceito a ser trabalhado na presente tese: tolerância necessária entre pares, diante de princípios violados. O conceito de tolerância deve permitir clarear o problema norteador dessa pesquisa: quando a criança se torna capaz de exercer a tolerância como sentimento moral ¿ e de como educar para a tolerância e para a paz. A falta de um conceito compartilhado de tolerância constitui uma das maiores dificuldades deste estudo. A abordagem teórico-metodológica cognitivo-evolutiva piagetiana, por meio de conflitos morais, permite estudar como evolui a tolerância, relacionando-a ao desenvolvimento da reciprocidade, justiça, respeito, heteronomia/autonomia, centração/descentração. A partir das análises dos argumentos fornecidos pelos sujeitos (de 6, 9, 12 e 15 anos), são apresentadas reflexões educacionais que inspirem relações mais harmoniosas, principalmente, na escola / Abstract: Education for Peace: a psycogenetic study on Tolerance. Tolerance is one of the fundamental factors for a true Education for Peace, in the sense of accepting what is different without letting go of your own identity though, whether it is cultural or personal. It can also be perceived in the sense of adopting non-violent attitudes in defense of principles among peers. This second sense was singled out as the concept to be worked on in the present paper: the necessary tolerance among peers in face of violated principles. The concept of tolerance is expected to clarify the guiding issue of this research: when children become able to exercise tolerance as a moral sentiment and how to educate towards tolerance and peace. The lack of a shared concept of tolerance constitutes one of the greatest difficulties of this study. The Piaget cognitive-evolutive theoretical-methodological approach through moral conflicts allows the study of how tolerance evolues, relating it to the development of reciprocity, justice, respect, heteronomy, autonomy, centering/decentering. From the analyses of the arguments provided by the subjects (of 6, 9, 12 e 15 years) educational reflexions, which inspire more harmonious relationships mainly in school, are put forward / Doutorado / Psicologia, Desenvolvimento Humano e Educação / Doutor em Educação

D.Ed. (Didactics) / South Africa is presently experiencing a transitional phase where change is the order of the day. Providing education cannot be ruled out. As education plays a universal role in preparing the child for life the general demand for relevance in school education as well as instruction in both the Science and Biology curriculums are investigated in this research projegt. The present provision of education in our schools does not meet the demands of a changing and developing society. High unemployment figures can be attributed to, inter alia, the inability of the education system to provide a well-trained work-force. Education in the senior secondary phase should therefore cater for a curriculum which is more vocationally-oriented and which prepares the pupil for a profession. Science must simultaneously be targeted on the training of scientists as well as non-scientists. A vocationally-oriented content will particularly increase the relevance of the Biology curriculum because the pupil will become aware of the practical (iii) application possibilities of theoretical knowledge in a profession. In addition skills such ee , cognitive (intellectual) skills and psychomotor (practical) skills and techniques will be developed which will not only benefit the pupil who wants to embark a career in biology but will also result in a general science literacy and equip him to handle all community aspects with responsibility and confidence. The empirical investigation of this study centres on determining the relevance of the themes, research skills and laboratory techniques with regard to the present Biology syllabus aimed at both the pupil who desires to pursue an academic course of study and the pupil who wishes to enter a profession in the field of biological science. Therefore lecturers and students at institutions' for tertiary education, as well as employers and employees of professional/vocational institutions were approached in order to determine the relevance of the present Biology syllabus to tertiary studies or to professional life...

M.Ed. (Community Education) / The use of the school to address problems in society is accepted to an increasing extent. In this study it was endeavoured to establish whether the school could successfully be used as a changing agent. Determining factors which could exert an influence on the successful achievement of this objective were examined and a theory was developed for future use. It was established that the school could foster change in society through its educational and schooling functions. It is however also true that these changes are not initiated by the school. The school is in an unique position to accelerate the changes which have already taken place in society through an evolutionary process. The most important factors which can influence the successful use of the school as a changing agent are the following: The attitude of the Governing Authority in respect of the anticipated changes. The form of state and education systems. The availability of qualified teachers with a specific and unique combination of invaluable characteristics. The change orientated curriculum. The absence of any of these factors will delay or even wreck the use of the school as a changing agent. The presence, on the other hand, of the right attitude and form of government with an education system to enhance change will enable dedicated teachers to achieve the desired objective through a curriculum aimed at change. The theory formulated in this study could be used as a guideline in cases where the school could deliberately be used to promote specific changes in society.

D.Ed. / During the past decade there have been far-reaching changes in the social and political structure in South Africa. As South Africa has entered the global stage, many companies are now competing internationally. There has been a rapid rise in the technological development which has often meant that people have outdated skills and can no longer be employed. Consequently, young people who wish to make a decision concerning their future careers, are presented with a host of new challenges. The reality of today's world of work demands an individual who can anticipate and adjust to change. The postmodem identity of the multiple selves, is in constant flux in order to maintain position in a rapidly changing world. Sunter (1999), Burr (1995), Mazarr (1999) all refer to the way metanarratives of the past have, in today's world, been called into question. All the old certainties of the past have evaporated. These changes have led to a lack of stability and a sense of hopelessness for the older generation. As a result, there has been an increasing lack of guidance both from parents and from those involved in educating the young people of the country, especially in terms of career choice. Subsequently, our young people are not empowered and many of them fall victim to unemployment and a sense of non-agency. The realities of people living and making meaning of life under very different social, cultural and economic conditions has profoundly important theoretical implications for career counselling (Donald, 1995). There are so many new options open in the world of work, that these confound the process of career decision making. Savickas (1993;1995;1997), suggests that the new work ethic for the 21" century will be one of self-development, changing the goal of career counselling from supporting careerism to fostering self-affirmation and improved decision-making. There is an urgent need to develop an approach which facilitates the process of career decision-making which suits the "spirit of the age" and which is discourse sensitive, but which also incorporates aspects of universal significance. The challenges which are faced by this need are: How can the career seeking adolescent be assisted to search for his/her own identity and recover his/her own voice? How can the adolescent be empowered to challenge and overcome the disempowering discourses which invite career "indecision*? Which way of working could assist the career seeking adolescent to position him/herself and enable him/her to exercise personal agency with regard to the dynamic world of work in the South African context, so that s/he can make a meaningful career decision? The intention of this study is to describe and explain the use of narrative ways of working to facilitate career decision making. This study was set in a postmodem South African context and used narrative ways of working in both career decision making and in the research process. Narrative ways of working use ideas which encompass aspects such as social construction of knowledge through language (Burr, 1995: Gergen, 1991), the power/knowledge relations (Foucault, 1980), and the "not-knowing" approach (Anderson & Goolishian, 1992). Career seeking adolescents took part in the study. The participants drew a lifemap and then they told their stories. I questioned the participants using the inner landscape of action, the outer landscape of consciousness and the experience of experience (Bruner, 1986; White, 1991) framework of questioning. All the participants wrote a reflection of the effect of the lifestory conversation. Other relevant knowledge was gathered from documents, such as school reports. I listened to each conversation which had been recorded. I transcribed the conversations and listened to them again several times. Each listening provided an opportunity to listen for themes which might have been missed. The participants listened to the retelling of the story which the researcher had written and themes which emerged, were co-constructed. Then the participants and the reseracher had a reflexive group conversation using the reflections of the process and further questions as stimulus. This conversation was transcribed and after multiple listenings the researcher wrote a retelling of this conversation. I asked reflexive questions about the career decision making process and each participant was invited to asked me questions about the process. These reflexive conversations were transcribed after multiple listenings. A reflection was written about the effects of the process. Other data collected was used to provide coherence with the knowledges elicited in the conversations. This research report follows a recursive rather than a linear structure. I avoided the objectification of knowledge as it is in direct contrast with the fundamental principles of narrative ways of working. Accountability for this study lies within the multiple reflexive conversations. The authenticity of the data was checked by the participants themselves and a peer researcher who is well versed in narrative ways of working. The retellings of the tellings, allow the reader to make meaning of the participants' and the researcher's stories of the experiences.