Made available in DSpace on 2017-07-10T16:28:07Z (GMT). No. of bitstreams: 1 NARA.pdf: 3405606 bytes, checksum: 8d851b6dc7c9a17b9844663e5d79d31b (MD5) Previous issue date: 2016-06-06 / The reason of this research, located in the line of research Society, Knowledge and Education, the Program of Graduate Studies in Education, Master Course, the State University of Western Paraná, Campus Francisco Beltrão, is to analyze the challenges of polytechnic education in the context of the Agricultural College of Francisco Beltrão/PR. Centered education in the midst of two inseparable elements, education and work, which was the main issue of research: to analyze the principles of polytechnic education may be present in the educational practices of the Agricultural College. Thus we have as complementary objectives: understanding the context of the field and the relationship with their young; identify theoretical and methodological elements of Polytechnic Education and some of his experiences as a reference for our analysis; characterize the educational project of the East and vocational education that is developed at the Agricultural College; analyze the relationship between work and education in the theoretical and practical teaching, tracing elements to demarcate how such relationships happen; systematize and analyze the educational practices developed in the Agricultural College. Stand out from the central and complementary objective the central research questions: Educational practices in Agricultural College are developed on the principles of a polytechnic education? The educational practices of the Agricultural College, and they are organized, make students able to apply theoretical knowledge which they appropriate also in practice and vice versa? In this training, become equally able to reflect and interpret reality and understand the organization of this work in society and self organizing? In an effort to demonstrate how it materializes and translates into potential education, research led to a dip in the pedagogical practices Agricultural College. The methodology adopted the case study, which won qualitative characteristic to enable a broad deepening the object subsidized by the theoretical framework for the development of research. Presents the analysis of the collected data, it summarizes what he considers more significant in terms of pedagogical practices, with all its contradictions and limitations, as well as all its polytechnic education potential. He sought the theoretical references as Marx and Engels (2004), Lunatcharski (1988). Pistrak (2015), Shulgin (2013), Saviani (1989, 2003), Machado (2015) Market (1996), Nosella (2007), Manacorda (2007) Sousa Jr (2010), Rodrigues (1998) among others, clarify and exemplify what happens and how the relationship between theory and practice in a differentiated education project, with challenges and polytechnics possibilities. One of the challenges for a polytechnic education is to maintain the collective integrated a coherent educational project pedagogically. Do not just make the integration of disciplines, if there is an ideal of common education to all. / A razão da presente pesquisa, situada na linha de pesquisa Sociedade, Conhecimento e Educação, do Programa de Pós-Graduação em Educação, Curso de Mestrado, da Universidade Estadual do Oeste do Paraná, Campus de Francisco Beltrão, é analisar os desafios da educação politécnica no contexto do Colégio Agrícola de Francisco Beltrão/PR. Educação centrada no bojo de dois elementos inseparáveis, o ensino e o trabalho, o que constituiu a principal questão da pesquisa: analisar como os princípios da educação politécnica podem estar presentes nas práticas educativas Colégio Agrícola. Assim, temos como objetivos complementares: compreender o contexto do campo e a relação com seus jovens; identificar elementos teórico-metodológicos da Educação Politécnica e algumas de suas experiências como referência para nossas análises; caracterizar o projeto educativo da educação de Ensino Médio e Profissional que é desenvolvida no Colégio Agrícola; analisar a relação entre o trabalho e a educação no ensino teórico-prático, traçando elementos que permitam demarcar como tais relações acontecem; sistematizar e analisar as práticas educativas desenvolvidas no Colégio Agrícola. Destacam-se do objetivo central e complementares as questões centrais da pesquisa: As práticas educativas no Colégio Agrícola são desenvolvidas nos princípios de uma educação politécnica? As práticas educativas do Colégio Agrícola, bem como estas se organizam, tornam os alunos capazes de aplicar os conhecimentos teóricos dos quais se apropriam também na prática e vice-versa? Nessa formação, tornam-se igualmente capazes de refletir e interpretar a realidade, bem como compreender a organização do trabalho presente na sociedade e se autoorganizar? Num esforço de demonstrar como isso se materializa e se traduz em potencialidade de educação, a pesquisa propiciou um mergulho nas práticas pedagógicas do Colégio Agrícola. Como metodologia, adotou o estudo de caso, que ganhou característica qualitativa ao possibilitar um amplo aprofundamento no objeto subsidiado pelo referencial teórico para o desenvolvimento da pesquisa. Apresenta a análise dos dados coletados, sintetiza o que considera de mais significativo em termos de práticas pedagógicas, com todas as suas contradições e limites, bem como com toda sua potencialidade de educação politécnica. Buscou nos referenciais teóricos como Marx e Engels (2004), Lunatcharski (1988). Pistrak (2015), Shulgin (2013), Saviani (1989, 2003), Machado (2015) Market (1996), Nosella (2007), Manacorda (2007) Sousa Jr (2010), Rodrigues (1998) entre outros, esclarecer e exemplificar o que é e como acontece a relação teoria e prática num projeto de educação diferenciado, com desafios e possibilidades politécnicas. Um dos desafios para uma educação politécnica é manter o coletivo integrado a um projeto educativo coerente pedagogicamente. Não basta fazer a integração das disciplinas, se não existe um ideal de educação comum a todos.

It is the standard practice in colleges and universities to administer to all entering students a battery of tests which are designed to measure the aptitude and ability of students. Each institution uses in its test battery those tests which are best suited to its particular needs, but in the main they consist of measures of general mental ability, the ability to understand and use the English language and the ability to understand and to use mathematical symbols. These tests are available to the institution through companies which construct and standardize tests of all kinds. In addition to these tests, others may be constructed by the departments of an institution and validated for use in that department or school. The test battery or the Utah State Agricultural College consists or a combination of these two types. The English examination is the Educational Testing Service Cooperative English test Battery, the Mathematics test is a department constructed test, originally designed and constructed by Dr. Arden N. Frandsen.

The purpose of this study is to attempt to determine and evaluate the swimming abilities of the male freshman students of the Utah State Agricultural College. A method of classification will be used to determine and evaluate the swimming abilities of these students. It is assumed that a check list can be used to determine swimming abilities. The method of determining the swimming abilities will be of value as a quick way of classifying entering students. The classifications will be valuable as bases for swimming instruction.

This study will present a historical review of the men's physical education program at Utah State Agricultural College from 1888 through 1954. Specifically, it will give special attention to: (1) philosophy, (2) organization and administration, (3) leadership, (4) equipment and facilities, and (5) program.

The Second World War, often called the Global War, is largely a war of technocracy. The last few decades have seen many discoveries and inventions which, when used in war, have far reaching implications. To a relatively large extent the United States and the United Nations have left many of these discoveries in the theoretical state, thus allowing a large margin of advantage to the Axis Nations who have rather thoroughly exploited, for military purposes, new discoveries at their command. Since the two groups of nations have come to grips it means that survival demands extensive ramifications of all discoveries which in any way will aid in the prosecution of the war.

<p>In all types of learning situations, it is important to find each student where they are at the moment in knowledge. I have reflections about  what animal experience students have with them when they begin their education. This thesis is about what home environment and in home environment acquried animal experience student at agricultural college have. This work is based on data collected through questionnaire survey done in two agricultural colleges in middle Sweden in the spring of 2007. Questions were divided into four blocks, historical data such as on the environment in which pupils are growing up, animal habit, why they read on agricultural school and future data on what plans students have for future education and careers. Notably current finding is that 44 % of students indicated that they had grown up in rural areas compared to 16 % of the Swedish population. Previous research has shown that 47 % of pupils at agricultural school have grown up on farms, which together with this investigation can be understood as if the school population at agricultural school does not represent the population as a whole in Sweden concerning access to the rural environment and animal habit. With the results above, it may be seen as remarkable that 51 % of the student have filled in that they are not grown up with some kind of animal activities in the home environment and 28 % of the students filled in that they helped little or not at all with animal husbandry at home while growing up. My hope is that this thesis will be followed by additional studies that examine what knowledge students have with them when they begin their education to further develop teaching at agricultural college.</p> / <p>Vid alla typer av inlärningssituationer är det viktigt att finna varje elev där de för tillfället befinner sig kunskapsmässigt. Jag har ställt mig undrande till vilken djurvana eleverna har med sig när de börjar sin utbildning. Detta examensarbete handlar om vilken uppväxtmiljö och i uppväxtmiljön förvärvad djurvana har elever som studerar vid naturbruksgymnasium, inriktning djur? Examensarbetet bygger på data insamlat genom enkätundersökning gjord på två naturbruksgymnasier i mellersta Sverige under våren 2007. Enkätfrågorna har delats upp i fyra block gällande bakgrundsdata såsom i vilken miljö eleven är uppväxt, djurvana, varför de läser på naturbruksgymnasium samt framtidsdata gällande vad eleverna planerar för framtida utbildning och yrken. Noterbart gällande resultaten är att 44 % av eleverna uppger att de vuxit upp på landsbygden mot 16 % av den svenska befolkningen vilket kan läsas ut såsom att elever som är uppvuxna på landsbygden i större utsträckning söker sig till naturbruksgymnasium. Tidigare forskning har påvisat att 47 % av elever vid naturbruksgymnasium vuxit upp på lantbruk vilket tillsammans med denna undersökning kan tydas ut som om elevunderlaget vid naturbruksgymnasium inte representerar befolkningen i sin helhet gällande koppling till landsbygdsmiljö och djurvana. Mot detta står dock att 51 % av eleverna svarade att de inte vuxit upp med någon form av djurverksamhet i uppväxtmiljön och 28 % av de tillfrågade eleverna har i ingen eller liten utsträckning hjälp till med djurskötsel i hemmet under uppväxten. Min förhoppning är att detta examensarbete ska följas av fler undersökningar som granskar vad elever ha med sig kunskapsmässigt när de påbörjar sin utbildning allt för att vidareutveckla undervisningen vid naturbruksgymnasium.</p>

In all types of learning situations, it is important to find each student where they are at the moment in knowledge. I have reflections about  what animal experience students have with them when they begin their education. This thesis is about what home environment and in home environment acquried animal experience student at agricultural college have. This work is based on data collected through questionnaire survey done in two agricultural colleges in middle Sweden in the spring of 2007. Questions were divided into four blocks, historical data such as on the environment in which pupils are growing up, animal habit, why they read on agricultural school and future data on what plans students have for future education and careers. Notably current finding is that 44 % of students indicated that they had grown up in rural areas compared to 16 % of the Swedish population. Previous research has shown that 47 % of pupils at agricultural school have grown up on farms, which together with this investigation can be understood as if the school population at agricultural school does not represent the population as a whole in Sweden concerning access to the rural environment and animal habit. With the results above, it may be seen as remarkable that 51 % of the student have filled in that they are not grown up with some kind of animal activities in the home environment and 28 % of the students filled in that they helped little or not at all with animal husbandry at home while growing up. My hope is that this thesis will be followed by additional studies that examine what knowledge students have with them when they begin their education to further develop teaching at agricultural college. / Vid alla typer av inlärningssituationer är det viktigt att finna varje elev där de för tillfället befinner sig kunskapsmässigt. Jag har ställt mig undrande till vilken djurvana eleverna har med sig när de börjar sin utbildning. Detta examensarbete handlar om vilken uppväxtmiljö och i uppväxtmiljön förvärvad djurvana har elever som studerar vid naturbruksgymnasium, inriktning djur? Examensarbetet bygger på data insamlat genom enkätundersökning gjord på två naturbruksgymnasier i mellersta Sverige under våren 2007. Enkätfrågorna har delats upp i fyra block gällande bakgrundsdata såsom i vilken miljö eleven är uppväxt, djurvana, varför de läser på naturbruksgymnasium samt framtidsdata gällande vad eleverna planerar för framtida utbildning och yrken. Noterbart gällande resultaten är att 44 % av eleverna uppger att de vuxit upp på landsbygden mot 16 % av den svenska befolkningen vilket kan läsas ut såsom att elever som är uppvuxna på landsbygden i större utsträckning söker sig till naturbruksgymnasium. Tidigare forskning har påvisat att 47 % av elever vid naturbruksgymnasium vuxit upp på lantbruk vilket tillsammans med denna undersökning kan tydas ut som om elevunderlaget vid naturbruksgymnasium inte representerar befolkningen i sin helhet gällande koppling till landsbygdsmiljö och djurvana. Mot detta står dock att 51 % av eleverna svarade att de inte vuxit upp med någon form av djurverksamhet i uppväxtmiljön och 28 % av de tillfrågade eleverna har i ingen eller liten utsträckning hjälp till med djurskötsel i hemmet under uppväxten. Min förhoppning är att detta examensarbete ska följas av fler undersökningar som granskar vad elever ha med sig kunskapsmässigt när de påbörjar sin utbildning allt för att vidareutveckla undervisningen vid naturbruksgymnasium.

Thesis (M.Sc.) -- Hawkesbury Agricultural College, 1985. / "A thesis submitted to Hawkesbury Agricultural College in partial fulfilment of the requirements for the degree of Master of Applied Science."

Man is a social animal. Without participating in social activities and enjoying the social privileges, man cannot live but physically. He has something in common with the rest of the human race and a particular interest in his own community which imposes on and shares with him the same cultural pattern. The different cultures have a universal cultural pattern common to mankind, but in the same time there are many traits which prohibit the different groups from understanding each other, not because of languages, but because of the existence of the cultural barriers. To cross the barriers of cultural islands and the cultural lags, or to be able to narrow the margin of the differences in cultural determination, for the purpose of achieving acquaintance and understand, the world needs an effective communication system. “The process of communication is the web of signals, expectations, and understanding that makes living together possible….”.

The intensity of the pressure of population on an area may be increased on three occasions. Economic and social opportunities may contract; population may increase; or both these factors may combine to increase the intensity of pressure. This pressure, naturally can be diminished either by an increase of opportunity or an dimunition of population.