The theme of study was the influence of hearing impairment on human development and his status in society in context of risk situation for substance abuse development. Theoretical part is aimed on psychosocial development of hearing impaired people and social situations, which can have an influence on mental health of deaf and hard of hearing people. The aim of practical part is mainly to describe the presence of substance use among the target group, frequency, prevalence, initiation and abuse of substances with choosen screening methods and diagnostic tools, subjective perception of substance use around the respondent, presence of discrimination or bullying, staying in residential schools and other situation of capital importance which could relate to substance abuse. Used tool of data collecting was a questionnaire in paper and electronical form. To better understanding there were made a videos in sign language. Questionnaires was spread in public school in Prague and in club named Česká unie neslyšících (Czech Union of Deaf), through the social networks, organisation and webs which are focused on hearing impairment, by the snowball method. The only one selection criterion to participate the study was the hearing loss 26 dB and more on better ear. There was no local or age selection. The final...

Made available in DSpace on 2016-04-27T18:15:45Z (GMT). No. of bitstreams: 1 Eliane Scandelai Soares.pdf: 3305090 bytes, checksum: 845aa1a1dc7a06c90d47a99e2fa1a2d5 (MD5) Previous issue date: 2015-03-06 / Secretaria da Educação do Estado de São Paulo / This study aims to articulate the development of intelligence theories with geography learning with respect to textual production of the students. The research is based on the importance of contributing to the formation of autonomous teachers, able to promote a holistic geography teaching in view of all for parties, ie, the complex knowledge to the simple. The dissertation was developed from the development and implementation of didactic sequences that enable the construction of knowledge from the perspective of the relationship between subject - subject, in contrast, the subject-object relationship. This methodology points to the possibility of making the classroom, a truly space dedicated to the production of geographical knowledge and development of cognitive abilities from the rational faculty pedagogical intervention. The production of knowledge within this complexity is through the development of oral and written language that, from the recovery and reconstruction of geographical concepts, can dialogically, establish specific cognitive links between students' prior knowledge and the knowledge to be produced and worked in the school environment. Therefore, we will at first the contribution of theories (PIAGET, 2009, VYGOTSKY, 2007 and BAKHTIN, 2011) for the teaching of geography. Then, we discuss the relationship between geography and education (STRAFORINI, 2001) historically situating the changes in teaching geography (MOREIRA, 2008; LACOSTE, 2008), reflecting on the dilemmas in educational practice and teacher training. Finally, we will stop the application of the analysis of the methodology of teaching sequence by discursive genres (SCHNEUWLY, NOVERRAZ and DOLZ, 2007). The results of this survey reflect on a new direction in the construction of geography teaching in the classroom, related to the social body and the production of language in day-to-day students present in basic education, making them subject participatory reflection of historical process and construction of space which is its own existence / O presente estudo tem por objetivo articular as teorias de desenvolvimento da inteligência com a aprendizagem em geografia no que tange a produção textual dos alunos. A pesquisa se fundamenta na importância de contribuir com a formação de professores autônomos, capazes de promover um ensino de geografia holístico na perspectiva da totalidade para as partes, ou seja, do conhecimento complexo para o simples. A dissertação se desenvolveu a partir da elaboração e aplicação de sequências didáticas que, viabilizam a construção do conhecimento pelo viés da relação sujeito sujeito, em contraponto, a relação sujeito-objeto. Tal metodologia aponta para a possibilidade de tornar a sala de aula, um espaço voltado efetivamente para a produção do conhecimento geográfico e desenvolvimento de capacidades cognitivas a partir da intervenção pedagógica racional docente. A produção do conhecimento, dentro dessa complexidade, se dá por meio do desenvolvimento das linguagens orais e escritas que, a partir da valorização e reconstrução dos conceitos geográficos, pode dialogicamente, estabelecer laços cognitivos concretos entre os conhecimentos prévios dos alunos e o conhecimento a ser produzido e trabalhado no âmbito do espaço escolar. Para tanto, trataremos num primeiro momento da contribuição das teorias de (PIAGET, 2009), (VYGOTSKY, 2007) e (BAKHTIN, 2011) para o ensino de geografia. Em seguida, abordaremos a relação entre a geografia e a educação (STRAFORINI, 2001) situando historicamente as transformações no ensino de geografia (MOREIRA, 2008; LACOSTE, 2008), refletindo sobre os dilemas na prática educativa e formação de professores. Por fim, nos deteremos à análise da aplicação da metodologia da sequência didática por gêneros discursivo-textuais (SCHNEUWLY, NOVERRAZ e DOLZ, 2007). Os resultados dessa pesquisa refletem sobre um novo rumo na construção do ensino de geografia em sala de aula, relacionado à instância social e a produção da linguagem no dia-a-dia dos alunos presentes na Educação Básica, tornando-os sujeitos participativos na reflexão do processo histórico e de construção do espaço que constitui a sua própria existência

Thesis (M.A. (Industrial Psychology))--North-West University, Vaal Triangle Campus, 2006.

Regional development discourses and theories have significantly changed since the born of regional science. Focus of regional development theories has shifted from industrialization efforts via large-scale enterprises and transfer of central government funds to disadvantaged regions to endogenous capabilities and potentials of innovation and knowledge creation. Endogenous factors and self-development capabilities are highly emphasized by recent development literature. Changes in the regional development discourses also affected regional policies, policy tools and actors / endogenous factors and self-development discourses became dominant in regional development policies and implementations. However, source of regional development for less developed regions that do not have endogenous potentials and self-development capability have not clearly defined and have not empirically tested. The thesis attempted to empirically define regional growth factors and the usefulness of theoretical frameworks. In the thesis, econometric model of Turkey is used for the empirical study. The theoretical framework discussed in the thesis is both economic theories and regional development models. The study shows that all theoretical models offer only partial explanations of regional growth. While study shows that factors emphasized by traditional theories support regional growth, the study has no evidence supporting that soft factors emphasized by recent theories support regional growth. The main findings of this study contribute to theoretical and empirical field by reintroducing role of government and interventions. Factors highlighted by recent regional development theories are not sufficient for explaining growth, since the regional policies at the national level continue to be important therefore factors emphasized by traditional theories still have significant contributions to growth.

The objective of the study was to determine the impact of a train-the-trainer career education programme on educators and black grade eleven learners in the Ekurhuleni districts of Gauteng. The context of career education in South Africa is such that learners have little exposure to career information and planning. This is a result of an education system which historically has placed little emphasis on the preparation of learners for the world of work. In the past little or no career guidance was conducted in black schools. To overcome this dilemma a train-the-trainer career education programme was developed and implemented with educators in the Ekurhuleni district. The results showed that educators felt empowered by the programme and that it provided them with resources and information. The impact on the learners in terms of the programme was achieved by means of a pre- and post-test on the Career Development Questionnaire (CDQ). A convenience sample of grade eleven learners (n = 5 1) in the Ekurhuleni East district of Gauteng was taken. The results indicate that the learner's career maturity scores increased after their exposure to the programme. This research serves as a model for the development and implementation of a train the trainer career education programme and demonstrates how an action-oriented research design can empower educators in the implementation of such a programme. The study also highlights the importance of providing adequate resources as part of career education intervention in the South Africa context. Recommendations for organisations and future research are made. / Thesis (M.A. (Industrial Psychology))--North-West University, Vaal Triangle Campus, 2006.

The objective of the study was to determine the impact of a train-the-trainer career education programme on educators and black grade eleven learners in the Ekurhuleni districts of Gauteng. The context of career education in South Africa is such that learners have little exposure to career information and planning. This is a result of an education system which historically has placed little emphasis on the preparation of learners for the world of work. In the past little or no career guidance was conducted in black schools. To overcome this dilemma a train-the-trainer career education programme was developed and implemented with educators in the Ekurhuleni district. The results showed that educators felt empowered by the programme and that it provided them with resources and information. The impact on the learners in terms of the programme was achieved by means of a pre- and post-test on the Career Development Questionnaire (CDQ). A convenience sample of grade eleven learners (n = 5 1) in the Ekurhuleni East district of Gauteng was taken. The results indicate that the learner's career maturity scores increased after their exposure to the programme. This research serves as a model for the development and implementation of a train the trainer career education programme and demonstrates how an action-oriented research design can empower educators in the implementation of such a programme. The study also highlights the importance of providing adequate resources as part of career education intervention in the South Africa context. Recommendations for organisations and future research are made. / Thesis (M.A. (Industrial Psychology))--North-West University, Vaal Triangle Campus, 2006.

This study examines different ideas concerning problem, strategy, means and goal about development and underdevelopment in Swedish civil society organizations and Swedish governmental institutions active in the area of human rights and democracy in Uganda. This is done by first; creating a model over explainable options with the help of theories of development and underdevelopment, second; determining which theoretical perspective that SIDA and the civil society work by. The data collected consist of qualitative literature studies, analyses of policy and strategy documents dealing with development and underdevelopment. The theoretical standpoint in the study is brought from the theory of development assistance as part of foreign policy, an area traditionally dominated by the nation, development theories and the roll of civil society. By using the analytical model we get results that show that there is a big coherence in ideas concerning the goal where the focus is poverty reduction. There are major differences concerning ideas about strategy and problem, though at majority of the actors declare both internal and external factors to underdevelopment. The leading idea about strategy is complementary implementations like organization of individuals, self-trust and spiritual development, ideas where civil society is represented. There are several ideas of means represented in both SIDA and the civil society but SIDA differs on additional ideas such as privatization and recommendations of governmental regulations.

There is a noticeable lack of production of indigenously engineered and manufactured products in Less Developed Countries (LDC's). Few products developed in these LDC's could be viable in competitive markets or even sold as components and supplies to other manufacturers of competitive goods. Assumintg that these less developed countries do not innovate and manufacture because they cannot, the next logical question to ask is why can they not? This thesis looks at the problems of manufacture and design in LDC's from the standpoint of Product Development. It begins by looking at development theories, namely top down and bottom up and assessing the difficulties encountered with either approach. It then looks at literature on product development, covering four areas: appropriate technolotgy, Product Development Cycle, QFD, and finally Design for X. These areas are analyzed for their usefulness in solving the development problem. The environment is considered and a linkage is developed between the Product Development Cycle and the environment. This is found to happen by way of Enterprise Needs which are needs that a product must fulfill to make it a viable option for manufacture. Finally, a process is outlined and demonstrated to form Enterprise Needs and take them into account within a traditional concept selection process. Environment was found to play a part in the Product Development Cycle. By clarifying Enterprise Needs as well as Customer Needs or Functional Needs, a more balanced approach can be taken to the concept selection process choosing the best concept, not only for the customer, but for the company as well.