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This research investigates the existing situation regarding libraries and Learning Resource Centres (LRCs) and their infrastructure in Oman, with particular reference to those institutions in the educational system. A range of issues regarding management and organisation, resources and users are explored, as well as the adoption of modem technology in these libraries and LRCs. Two models were developed for the study. The first model was prepared to show the organisational information system, while the second model examined the impact of different types of information-seeking behaviour on the use of information sources. Data have been collected both via questionnaires and interviews. The questionnaires involved the investigation of school library users (teachers and students) in preparatory and secondary schools; and academic libraries and LRC users (faculty and students) at Sultan Qaboos University, Colleges of Education and Technical Industrial Colleges. The interview questions were put to the directors and heads of libraries and LRCs. The survey focused on eleven areas: staff; budget, acquisitions, policies, co-operation, library and LRC use, resources, services, information technology, education and future development.

The aim of the research is to demonstrate architectural design strategies and outcomes that provide alternative ways of considering the futures of areas under high developmental pressure. These areas are where the potential detrimental effects of unmediated, rapid change and development are at their most immediate and in need of consideration. Urban environments are complex physical manifestations of economic, environmental, social, cultural and political pressures represented by the often competing desires of public and private interest groups. Given the enormity of scale and complexity of these pressures, it is problematic to think of architecture as something that can design everything (perhaps as seen in traditional master planning) and in doing so, solve the problem. What may be more constructive is the consideration of architecture having the potential to be involved strategically in these issues, over a number of scales to work towards positive outcomes for the public domain. In recent years, both Victorian and Queensland state governments have released policy guiding the future growth of key regions within their borders. Each attempts to address accommodating large population increases over relatively short time periods by proposing consolidation in and around existing urban centres. This consolidation is seen as part of a strategy to limit urban sprawl and curtail its associated negative social, environmental and potential economic impacts. These targeted 'Activity Centres' become places of immanent transformation, points of pressure within the disaggregated field of the contemporary Australian city. Left un-mediated, developmental pressure in locations such as these is likely to create the same detrimental physical and social effects evident in the general prevailing homogeneity, commercialisation and piecemeal nature of current urban development. Through several architectural design projects, the research aims to explore the role of architecture as an urban mediator within these pressured locations. Through bridging scales from the broad metropolitan, to the finer grained specific, this mediation may begin to strategically 'set things up' for the public domain, towards facilitating valuable social exchange.

La formació dels docents en els centres educatius és una modalitat de formació permanent del professorat entesa com a "Formació en centres", "Formació centrada en l'escola", "Desenvolupament professional basat en el centre", etc. Aquest model de formació considera el centre educatiu com a eix generador de l'activitat formativa. El projecte de formació es desenvolupa segons les característiques del centre i del seu professorat, permet que els participants prenguin part en el disseny i fomenta l'autoformació. La seva aplicació afavoreix el desenvolupament professional i del centre a través del treball en equip, potenciant processos d'investigació aplicada i de contrast d'experiències, vinculant els coneixements teòrics a la pràctica, amb la finalitat de donar solució a les situacions problemàtiques i necessitats que es deriven de la pràctica docent. La seva consolidació i continu desenvolupament permetran que sorgeixin processos d'innovació i de canvi en el Sistema Educatiu. / The training of the teaching staff in educational centers known as "In-Center Training", "In-School Training", "Center-based Professional Training", etc.This training model considers the educational center as the generating motor of the training activity. The training program is developed according to the characteristics of each center and its teaching staff and allows for the participants to take part in its design as well as promoting self-training. Its application favors the professional development of the staff and the center through teamwork, the promotion of procedures of applied research and contrast of experiencies, linking theoretical knowledge to practical experience with the objective of providing solutions to controversial situations and needs arising within the teaching environment. Its consolitation and ongoing development will allow for the emergence of innovative procedures and changes within the Educational System.

Humankind's ability to ensure sustainability of the biosphere depends upon the integrated and concerted efforts of all peoples in all places. This study examines the critical need to focus on the achievement of sustainability in urban centres, specifically in North America, and evaluates the potential for city core neighbourhoods to contribute to the accomplishment of this goal. Four criteria are presented as necessary for the realization of urban sustainability, two of which, livability and equity of access, (identified as the 'social' criteria) become the focus of this inquiry. Community involvement at the neighbourhood level is also identified as necessary to the process by which sustainability will be achieved. The synergy of livability and equity to create a 'sense of community' and attendant community involvement is explored. The St. Lawrence neighbourhood in Toronto serves as a case study to inform future efforts to ensure livability, equity, and the resulting community involvement necessary to achieve urban sustainability, and points to subtle but important lessons regarding the dynamism of various conditions within a neighbourhood that can contribute to this potential.

Humankind's ability to ensure sustainability of the biosphere depends upon the integrated and concerted efforts of all peoples in all places. This study examines the critical need to focus on the achievement of sustainability in urban centres, specifically in North America, and evaluates the potential for city core neighbourhoods to contribute to the accomplishment of this goal. Four criteria are presented as necessary for the realization of urban sustainability, two of which, livability and equity of access, (identified as the 'social' criteria) become the focus of this inquiry. Community involvement at the neighbourhood level is also identified as necessary to the process by which sustainability will be achieved. The synergy of livability and equity to create a 'sense of community' and attendant community involvement is explored. The St. Lawrence neighbourhood in Toronto serves as a case study to inform future efforts to ensure livability, equity, and the resulting community involvement necessary to achieve urban sustainability, and points to subtle but important lessons regarding the dynamism of various conditions within a neighbourhood that can contribute to this potential.

Reproduction de : Thèse d'exercice : Médecine. Médecine générale : Nantes : 2008. / Bibliogr.

Mémoire (M.P.M.O.)-- Université du Québec à Chicoutimi, 1988. / Document électronique également accessible en format PDF. CaQCU

Thèses (M.Sc.)--Université de Sherbrooke (Canada), 1998. / Titre de l'écran-titre (visionné le 20 juin 2006). Publié aussi en version papier.

Thèse univ.--Méd.--Reims, 1973. N°: N° 203. / Bibliogr. ff. 48-49.