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A study of adult education opportunities in Atlanta and an analysis and evaluation of a selected programJessie, Alfonso Leonard 01 January 1955 (has links)
No description available.
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An analytical survey of the objectives selected by 3013 veterans at the Atlanta University Veterans Guidance Center from 1946 to 1951Floyd, Walter James 01 January 1954 (has links)
No description available.
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Learning out of the funding box: investigating ruling relations through the funding work of community organizationsBradley, Helen January 2013 (has links)
This study is an institutional ethnography that examines the social relations of power organizing the work of non-profit community organizations, specifically through funding processes. Starting in the experiences of workers at three Montreal community organizations, it draws attention to the ways in which the capitalist state downloads the responsibilities of health and social services onto 'community', and coordinates the depoliticization of community organizations through funding agreements that limit political work. The study also attends to the informal and incidental learning that happens through the funding work of community organizations. The data consists of semi-structured interviews, and textual analysis of key funding documents used by the Canada Revenue Agency and Centraide of Greater Montreal. In the context of rising neoliberalism, the study reveals points of disjuncture between official funding documents and ideology, and the actual experiences of workers in community organizations. It also draws attention to the ambiguous, contradictory nature of learning in community organizations, and provides a base from which to conduct further studies in this realm. / Cette étude aborde, sous la forme d'une ethnographie des institutions, les relations de pouvoir sociales qui régissent le travail des organismes communautaires à but non lucratif, plus spécifiquement dans le cadre des processus de financement. En prenant comme point de départ les expériences d'intervenants communautaires œuvrant pour trois organismes montréalais, nous attirons l'attention sur la façon dont le gouvernement capitaliste transfère les responsabilités des services sociaux et de santé vers la « communauté », et coordonne la dépolitisation des organismes communautaires par le biais d'accords de financement qui limitent la dimension politique des interventions. Nous prenons également en considération les apprentissages informels et fortuits qui accompagnent le travail de financement. L'étude est basée sur des entretiens semi dirigées, ainsi que sur l'analyse textuelle des principaux documents de financement utilisés par l'Agence du revenu du Canada et par la fondation Centraide du Grand Montréal. Dans le contexte d'un néolibéralisme croissant, notre recherche révèle des points de disjonction entre les documents de financement officiels ainsi que l'idéologie qui les sous-tend, et les expériences concrètes des travailleurs communautaires. Cette étude souligne également la nature ambigüe et contradictoire des apprentissages au sein des organismes communautaires, et ouvre la voie à des recherches plus approfondies dans ce domaine.
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Democracy and social movement learning in Ghana: reflections on 15 years of learning in the democratic terrain by Ghanaian activist-educatorsLangdon, Jonathan January 2010 (has links)
Ghana's democracy is a widely-known African good news story. What is not known about this story is how this democracy's dynamism is fundamentally grounded on ongoing social movement activism that is constantly pressurizing the largely elite democratic institutions to better respond to the everyday needs of average Ghanaians. Critical to this pressurization is not only activism around domestic policies, but also a wide-spread ongoing questioning of the forces of transnational neoliberal governmentality that discipline, contain, and subvert the potential of African states to place the needs of their populace in-front of the needs of transnational capital. This is the alternative story of Ghana's democracy told by this study, where Ghanaian activist-educators embedded in the country's various contemporary social movements have come together in a participatory research endeavour to critically analyze Ghana's current democratic terrain. Key to this analysis is the connection between Ghana's social movement activism, and learning within these movements, to this reconstituted story of Ghana's democracy. According to our participatory research group, it is the intersection of the ways movements learn and communicate with the ways these movements stay rooted in the needs of their wider membership that concomitantly determines their impact on the range of democratic possibility. Instrumental to this intersection, according to this study, are the informal processes through which movement members learn in, through, and to struggle. It is from our mutually-constituted understanding of these processes that our participatory research is now leading to action. / La démocratie du Ghana constitue une bonne nouvelle africaine. Ce qu'on ne sait pas au sujet de cette nouvelle, c'est la façon dont le dynamisme de la démocratie est fondamentalement basé sur l'activisme continu des mouvements sociaux qui exercent une pression constante sur les grandes institutions démocratiques d'élite afin qu'elles répondent mieux aux besoins quotidiens des Ghanéens. En plus de l'activisme relatif aux politiques intérieures, le questionnement constant et répandu des forces de la gouvernementalité néolibérale transnationale qui contrôlent, limitent et minent le potentiel des États africains à placer les besoins de leur population avant les besoins de la capitale transnationale, s'avère essentiel à cette pression. / Voici l'autre version de la démocratie du Ghana racontée par la présente étude, au cours de laquelle des éducateurs activistes ghanéens participant à divers mouvements sociaux contemporains du pays se sont réunis dans le cadre d'une initiative de recherche participative visant à faire une analyse critique du terrain démocratique actuel du Ghana. Le lien entre l'activisme des mouvements sociaux du Ghana, l'apprentissage au sein de ces mouvements, et cette histoire reconstituée de la démocratie du Ghana s'avèrent essentiel à l'analyse. Selon notre groupe de recherche participative, le croisement des façons dont les mouvements apprennent et communiquent et des façons dont ces mouvements restent ancrés dans les besoins de leurs membres, détermine en même temps leur incidence sur l'éventail de possibilités au plan démocratique. Selon la présente étude, les processus informels par l'entremise desquels les membres des mouvements apprennent et luttent sont essentiels à ce croisement. Grâce à notre compréhension mutuelle de ces processus, notre recherche participative nous permet maintenant d'agir.
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Participatory video and reflexivity: the experience of eight adult learnersYang, Kyung-Hwa January 2013 (has links)
Participatory video is generally referred to as a process in which participants work together to create a video about their common experiences as a way of inquiring into challenges in their lives. While media activists, policy makers, and academics have used various techniques of participatory video to bring about change in participants' lives, participatory video, as a research tool, has yet to be studied. I explore its methodological complexity based on a participatory video project I conducted with eight adults for 11 weeks on a topic they chose. Building on John Fiske's cultural studies framework, I analyze the process of the project, the participants' experiences, and my own experience in the project. In doing so, I test and suggest a method of analyzing participatory video. The notion of reflexivity is central to my analysis. A typical understanding of reflexivity, however, is problematic to participatory research because it focuses on researchers, disregarding the important role participants' reflexivity also plays in the process of inquiry. Hence, I argue that it is crucial to understand participants' reflexivity. My thesis is based on this argument. The purpose of the thesis is to gain a deeper understanding of participatory video vis-à-vis the notion of reflexivity and vice versa. In my findings I emphasize three aspects of participatory video: (1) Participatory video can bring to light grassroots experiences. However it may overlook unequal power distribution among participants. Hence, I argue that researchers may need to intervene actively in the process of making the video, and yet act cautiously in order to prompt the participants to reflect on their assumptions more deeply and to safeguard against silencing marginalized voices; (2) Participatory video can allow participants to experience incidental, social, and critical learning. Based on this observation, I call for attention to the potential of participatory video as a tool for adult learning; and (3) The researcher's positionality matters in conducting participatory video. It can interfere with the process of knowledge construction and influence the participants' experiences with projects. The thesis sheds light on the concept of positionality in the study of participatory video. / La vidéo participative (participatory video) est une méthodologie dans laquelle des participants produisent une vidéo sur eux-mêmes pour analyser les problèmes de leurs vies et en chercher des solutions. Divers groupes, des journalistes aux décideurs, et même dans le milieu académique, utilisent des techniques variables de vidéo participative. Toutefois, la vidéo participative, comme méthode de recherche, doit être plus explorée pour en construire une connaissance plus fine qui puisse favoriser ses applications. J'explore la complexité méthodologique de la vidéo participative en analysant un projet que j'ai conduit avec huit adultes pendant 11 semaines sur un sujet choisi par les participants. En me basant sur le cadre analytique que John Fiske a proposé pour le domaine des études culturelles, j'analyse le processus du projet, les expériences des participants, et mon expérience. Ce faisant, je teste et suggère une méthode pour analyser la vidéo participative. La notion de réflexion est importante dans mon analyse. Elle, cependant, est typiquement discutée de la part des chercheurs, jetant le rôle de la réflexion des participants que joue dans le processus d'enquête participative. J'insiste sur l'importance d'entendre leur réflexion. Ma thèse est basée sur cet argument. L'objet de la thèse est d'acquérir une compréhension plus profonde par rapport à la notion de réflexion, ou vice versa. Sur cette base, je souligne trois aspects de la vidéo participative. Premièrement, la vidéo participative peut donner à voir les expériences des gens tout en faisant fi de la répartition inégale de pouvoir entre participants. Par conséquent, je soutiens que les chercheurs doivent intervenir activement dans le processus de production de la vidéo, tout en agissant avec prudence afin d'inciter les participants à réfléchir profondément sur leurs hypothèses et de permettre aux voix marginalisées de s'exprimer. Deuxièmement, la vidéo participative peut permettre aux participants de faire des apprentissages induits (au niveau de la connaissance de soi, par exemple), sociaux (dans l'interaction avec les autres), et critique (prendre conscience de sa capacité à résoudre ses problèmes). Dérivée de cette observation, j'insiste sur le potentiel de la vidéo participative comme outil d'apprentissage des adultes. Finalement, je considère que l'espace positionnel du chercheur est important dans la conduite de la vidéo participative. Il peut interférer avec celui des participants et influer le processus de la construction des connaissances. Mes résultats mettent en lumière le concept de l'espace positionnel dans l'étude de la vidéo participative.
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The effect of literacy acquisition on adult women in EgyptMakramalla, Mona January 2013 (has links)
This is a qualitative study which aims to uncover the effects of literacy acquisition on adult women in Egypt from their perspective. The author conducted focus groups with current learners, graduates and educators associated with the Freiran-based, Caritas Egypt Adult Basic Literacy Program. All participants were adult female and mostly from the lower socio-economic class residing in Assiut and Alexandria, Egypt. Writings by learners and graduates were also examined. Findings include the following: the second year learners and graduates mastered reading and writing and continued using it on a daily basis. Most reported improved self-perception and assertiveness. The women were better able to take care of the health of their families and find their way. Mothers were able to support their children's education. A few graduates were able to pursue formal education. Family relations improved with more equitable gender relations. Some women became more active in their communities. A few were able to improve their income. The women were more willing to try new activities and accept new ideas. They agreed that the benefits extended beyond just learning to read and write. / Ceci est une étude qualitative visant à découvrir les effets de l'acquisition de l'alphabétisation sur les femmes adultes en Égypte d'après leur propre point de vue. L'auteure a mené des entrevues de groupes d'apprenantes actuelles, de diplômées et d'éducateurs associés à Caritas Égypte, un Programme d'alphabétisation d'adultes a référence de la pédagogie de Freire. Toutes les participantes étaient des femmes adultes principalement de la basse classe socio-économique résidantes à Assiout et à Alexandrie, en Égypte. Les écrits des apprenantes et des diplômées ont également été examinés. Les apprenantes et diplômées de deuxième année maîtrisent la lecture et l'écriture et continuent de les utiliser sur une base quotidienne. La plupart ont amélioré la perception et confiance de soi. Les femmes étaient d'avantage en mesure de prendre soin de la santé de leurs familles et de récupérer leur autonomie; les mères de soutenir l'éducation de leurs enfants. Peu de diplômées étaient aptes de poursuivre l'éducation formelle. Les relations familiales se sont améliorées par des relations plus équitables entre les sexes. Certaines femmes sont devenues plus actives, d'autres ont pu augmenter leurs revenus. Les femmes adoptaient de nouvelles idées et activités. Elles ont conclues que les avantages dépassaient le fait de lire et d'écrire.
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Mining displacement and learning in struggle in GhanaKwai Pun, Valerie January 2008 (has links)
Despite their enormous mineral wealth, communities affected by large-scale mining in Ghana struggle to survive amidst its tremendous ecological and social impacts. Ghana's adoption of structural adjustment (SAP) in 1983 and its more recent status as a Highly Indebted Poor Country (HIPC) has prompted an unprecedented liberalization in the mining sector, favoring the interests of multi-national corporations (MNCs). As the clamour for gold escalates, community responses and resistance to exploitative mining activity has grown, demanding corporate social and environmental responsibility, fair compensation and development for the communities. Emerging within this movement are NGO-community partnerships, which are an important site for informal learning engagements – a type of learning not given enough attention by researchers. This exploratory case study uses document analysis to investigate these NGO-community responses to MNC-led mining development Ghana, to unearth the forms that learning takes in this struggle. / En dépit de leur énorme richesse minérale, les communautés affectées par l'exploitation extrême au Ghana luttent pour survivre parmi les impacts écologiques et sociaux énormes. L'adoption au Ghana d'une programme d'ajustement structural (SAP) au 1983 et plus récents le statut d'un pays pauvre et fortement endetté (HIPC) a incité la libéralisation accrue dans le secteur de extraction dans l'intérêt des sociétés multinationales (MNCs). Pendant que la demande pour l'or augmente, les réponses de la communauté et la résistance à l'extraction exploitante ont ainsi augmenté, en demandant la responsabilité sociale et environnementale des corporations, compensation juste et développement pour les communautés. Émergent dans ce mouvement sont les associations entres les O.N.G's et les communautés, qui sont un emplacement important des étude sans cérémonie - un type d'étude souvent négligée par des recherchistes. Cette étude exploratoire emploie l'analyse de document pour étudier ces réponses de l'O.N.G.-communauté au développement de extraction des MNC au Ghana, pour déterminer les formes d'étude dans cette lutte.
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Exploring rural family physicians' learning from a web-based continuing medical education program on Alzheimer's disease: a pilot studyLuconi, Francesca January 2008 (has links)
Physicians' online learning has been gaining attention in the continuing medical education (CME) literature. This descriptive multiple case study investigated rural family physicians's (RFPs) learning about early Alzheimer's disease (AD) from an online continuing medical education (OCME) program. To overcome common criticisms of lecture-based OCME programs, a problem-based collaborative approach was implemented. Eight RFPs, working in pairs and plenaries, completed the AD Program which lasted 9 months. A family physician with expertise in AD moderated the online discussions; an educator coordinated logistics and took the dual role of designer and researcher. The effectiveness of the program in supporting participants' learning about Alzheimer's disease and transfer to practice was evaluated at various levels: participation, satisfaction, learning, competence and performance. Data analysis included within- and cross-case analyses. Member checks, data triangulation, long-term observation and thick description were used to verify the quality of the study. Regarding learning, objective measures demonstrated a significant increase in declarative AD knowledge and improved problem solving of clinical cases focused on AD treatment. Self-reported measures provided evidence that the AD Program had an impact on the RFPs' reports of their clinical practice. Regarding the effectiveness of the Program, participants were uniformly satisfied, and would recommend it to their peers and to accreditation bodies mainly for its innovative design, interactivity and convenience of access. They said the most effective features were the educator's scaffolding, opportunities to practice, and collaborative plenary discussions. The least effective features were an unfriendly platform (i.e., WebCT), paired activities and, limited facilitation during online discussions. Variables that may have influenced learning and reports of transfer to practice were: (a) levels of computer literacy and / L'apprentissage en ligne des médecins capte de plus en plus l'attention dans la littérature en formation médicale continue. Cette étude descriptive de cas examine l'apprentissage du début de la maladie d'Alzheimer par les médecins de famille ruraux, à partir d'un programme en ligne de la formation médicale continue. Cette investigation englobe également l'analyse des huit cas, i.e. les huit participants. Afin de surmonter les critiques courantes sur l'enseignement magistral des programmes en ligne de la formation médicale continue, une approche par résolution de problèmes utilisant la collaboration fut mise en pratique. Huit médecins de famille ruraux, travaillant en paires et en plénière, ont complété en neuf mois le programme portant sur la maladie d'Alzheimer. Un médecin de famille, expert en maladie d'Alzheimer, a agi comme modérateur des discussions en ligne; une enseignante a coordonné la logistique et a assumé le double rôle de concepteur et de chercheur. L'efficacité du programme à soutenir l'apprentissage des participants concernant la maladie d'Alzheimer et le transfert à la pratique ont été évaluée à plusieurs niveaux : participation, satisfaction, apprentissage, compétence et performance. Des analyses de cas interne et transversal furent effectuées sur les données. La vérification par les participants, la triangulation des données, les observations à long terme, et les descriptions substantielles furent incluses afin d'assurer la qualité de l'étude. Quant à l'apprentissage, des mesures objectives ont démontré une augmentation significative des connaissances déclaratives et une amélioration dans la résolution de problèmes en cas cliniques centrés sur le traitement de la maladie d'Alzheimer. Des mesures fournies par les participants eux-mêmes ont démontré que le programme axé sur la maladie d' Alzheimer avait un impact sur les rapports de pratique clinique fournis par les médecins de famille ruraux. C
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A Phenomenological Study of Identity Construction among Military Officers Promoted from the Middle Ranks to the Roles of Senior LeadersGalvin, Thomas P. 21 March 2015 (has links)
<p> This phenomenological study investigated the lived experience of identity construction during a military officer's role change from the middle ranks to senior leader. This role change encompassed education, training, and work experiences over the course of several years between the initial selection for advancement and the first official duty assignment in a senior leader position. The inquiry focused on active duty U.S. Amy officers in the rank of colonel or lieutenant colonel (promotable) and the construction of their identities as senior leaders during this multi-year process. The officers' narratives provided insight into how the role change affected their self-concepts and how they coped with the challenges of ascending to a more complex environment with greater responsibilities to both the Army and the Nation. </p><p> The population for this phenomenological inquiry was purposefully sampled using a criterion-based selection. Interviews with the resulting twelve participants were conducted in accordance with Seidman's (2013) three-interview method. Through applying Moustakas' (1994) phenomenological method of data analysis, eleven themes emerged, resulting in a composite textural and structural description that presented the meanings and essences of the identity construction experience. </p><p> The following three conclusions resulted from the analysis. The first was that the identity transition expected by the Army is only partially occurring due to a combination of organizational and cultural barriers. The second conclusion was that assuming the mantle of senior leadership is an especially human endeavor, driven more by relationships, character, and mentoring than skills and competencies. The third conclusion was that the study of identity construction requires a more nuanced appreciation toward ambivalent reactions to the work situation and the various ways one may exit. Implications include potential enhancements to Kira & Balkin's (2014) model, recommendations for the Army's senior leader development process, and the potentially greater use of the Seidman's (2013) phenomenological interviewing method to capture data regarding the development of Army leaders through key role changes.</p>
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The relationship between prior exposure with evidence-supported treatments and use of EST in practiceCaridad, Kevin 11 November 2014 (has links)
<p> A gap exists between what research supports as effective for clinical practice and what mental health practitioners administer in clinical practice. Low utilization rates of evidence-supported treatments (ESTs) are a concern because traditional methods (non-EST) of treatment are associated with poor therapy outcomes. One potential barrier for the use of EST by clinicians is limited EST exposure during graduate training. The purpose of this study was to examine the extent to which clinicians' prior exposure to and experience with EST was associated with clinicians' use of EST in clinical practice. The theoretical framework used is the theory of planned behavior, which indicates that certain behavioral beliefs, normative beliefs, and control beliefs create a clinician's intentions to use or not use EST in clinical practice. From this perspective, low exposure and few experiences with EST during graduate training lead to beliefs that, in turn, drive mental health practitioners' tendency not to use EST after graduation. Participants in this correlational study were 79 master's and doctoral level clinicians who practiced 10 or more direct hours per week, and who were members of social work or psychology professional organizations. Participants completed a demographics questionnaire, the Evidence-Based Practice Process Assessment Scale-Short Version (Parish, 2007) and measures of EST exposure during graduate training. Multiple linear regression analysis was used to analyze the effects of the four independent variables, number of courses devoted to ESTs, number of clinical hours per month practicing ESTs, number of ESTs covered in coursework, and the number of ESTs taught in graduate coursework, on EST use in clinical practice. A result of the study was a positive relationship between the numbers of courses devoted to EST with a clinician's use of EST in clinical practice. No other exposure variable was related to EST use. In addition, the longer clinicians had been working in their professions, the less they engaged in evidence-based practices. The implications of the study are exposure to academic courses devoted to EST may improve the likelihood that a clinician will use ESTs in clinical practice. Further research is needed to understand ways to improve EST use among clinicians.</p>
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