acase@tulane.edu

The purpose of this research study was to investigate the phenomenon of the conflicting roles, such as parent, spouse, employee, caregiver, and community member/volunteer, associated with the lives of nontraditional college students and to reveal how these conflicting role obligations influence these students' persistence toward the attainment of an undergraduate degree. This study provides a brief history of adult education in the United States as well as the study context, a continuing studies division of a privately endowed research institution located in the southern United States. The participants in this study were nontraditional students who were also recent graduates of this continuing studies unit. This study drew upon the literature of nontraditional students in higher education, as well as literature on role theory, adult development theory, adult learning theory, and student persistence theory. This study used a phenomenological qualitative approach as a means of discovering the lived experiences of nontraditional students as these experiences relate to the conflicting roles of nontraditional students and their decision to persist toward the attainment of a bachelor's degree. Several important findings were discovered. In order to negotiate their conflicting roles, these students used several strategies as a means of helping them to balance their roles. This study also found several motivational factors that prompted nontraditional students to pursue a bachelor's degree at this time in their lives. The obstacles and challenges that these students confronted were also revealed, and in order to overcome these obstacles and challenges these students relied on several support systems. The reputation and prestige of this university was also found to be an important factor in the students' decision to attend college at this stage in their lives. Additionally, the various forms of assistance that this continuing studies unit provided encouraged students to persist.

This thesis presents an analysis of humanism as studied and practiced by Sir Thomas More, in the early-sixteenth century. It will examine the effect those beliefs had in his position regarding Henry VIII's Great Matter and the laws that followed. The thesis is divided into five sections including Introduction; Humanism; The Great Matter and the Acts that Followed; More, The Martyr; and Conclusion. The Introduction provides a terse summary of More's life, including his education and career as well as his personal life. In the section on Humanism, the philosophy is defined and the branches of same are discussed. It delves into Thomas More's practice of the philosophy and discusses three of his humanist works: his 1518 Letter to Oxford, Utopia and The History of Richard III. Erasmian Humanism is also discussed. In The Great Matter and the Acts that Followed, background on same is provided so More's position regarding these political decisions are understood. In this section, More's humanism is discussed as it relates to his own piety and understanding of virtue. In More, the Martyr, More's resignation to his impending execution is discussed in terms of his religious writing and how his humanism still was in effect at this time, though practiced now in a contemplative state. This thesis concludes with the breaking down of More's self-written epitaph and includes analysis on why same makes no direct mention of studia humanitatis. It also touches on how More's practices in humanism and Catholicism are viewed today, as are his stances on politics. It also includes opposition to his being considered a martyr. / acase@tulane.edu

Tema: socialinių darbuotojų profesinių kompetencijų tobulinimas tęstinių studijų metu. Darbo tikslas: išanalizuoti socialinių darbuotojų profesinių kompetencijų tobulinimą tęstinių studijų metu. Darbo objektas: socialinių darbuotojų profesinių kompetencijų tobulinimas tęstinių studijų metu. Hipotezė: tęstinių socialinės pedagogikos studijų universitetuose metu studentai tobulina socialinių darbuotojų ir plėtoja socialinio pedagogo profesines kompetencijas. Raktiniai žodžiai: socialinis darbuotojas, kompetencija, profesinė kompetencija, profesinės kvalifikacijos tobulinimas tęstinės studijos, formalus mokymasis, formalusis profesinis rengimas, kompetentingumas, kvalifikacija. Socialinis darbas tai veikla, skirta teikti pagalbą žmonėms, kuriems jos reikia ir kurie negali be kitų pagalbos išspręsti savo gyvenimo problemų. Socialinis darbas kaip praktinė veikla turi santykiškai gerą teisinį pagrindą, sukurta socialinių paslaugų teikimo ir socialinio darbo infrastruktūra, profesija gana populiari. Socialinis darbuotojas siekia socialinio teisingumo ir teigiamų pokyčių visuomenėje, socialinės gerovės didinimo, valdžios ir piliečių didesnės atsakomybės, asmens, šeimos ir bendruomenės palaikymo sprendžiant socialines problemas ir vykdant jų prevenciją. Socialinis darbas atliepia bendruomenių, žmonių grupių, turinčių bendrų interesų, taip pat individų poreikius ir problemas ir kaip praktinė veikla turi santykiškai gerą teisinį pagrindą, sukurta socialinių paslaugų teikimo ir... [toliau žr. visą tekstą] / Topic: improvement of social workers’ professional competencies during continuing studies. Objective: to analyze improvement of social workers’ professional competencies during continuing studies. Object: improvement of social workers’ professional competencies during continuing studies. Hypothesis: during continuing social pedagogy studies at the universities, students improve their social workers’ and develop social pedagogues’ professional competencies. Kew words: social worker, competence, professional competence, the improvement of professional competence, continuing studies, formal learning, formal professional training, qualification. Social work is the activity to provide help to people, who need that help and who are not able to deal with their problems and life difficulties without the help of others. Social work as the practical activity has relatively good juridical basis, created provision of social services and infrastructure of social work, profession is quite popular. Social worker is seeking the social justice and positive changes in the society, the social welfare increase, bigger responsibility from citizens and government, support of individual, family and community solving social problems and pursuing prevention. Social work reflects the needs and problems of communities, people with the common interests groups and individuals Social work trend’s education is acquired after further education studies or basic also integral social work studies in... [to full text]

No description available.