The research recorded in this thesis examined the experience of eight foreign teachers who have taken up residence in China as teachers of oral English language. The study grew out of my reflections on my own challenging, yet rewarding, journey as an international student in New Zealand, and aimed to investigate and unfold the reality of foreigners living and working experience under the influence of traditional Chinese culture, specifically in Pan Yu district, Guang Zhou City, Guang Dong Province. I was interested to find the cultural differences that the teachers struggled to accept or understand. I wondered whether the foreign teachers would reshape their personal beliefs and values, especially about teaching, because of the cultural differences they encountered in China. A sample of eight foreign teachers, from Australia, America, Canada and New Zealand, took part in semi-structured interviews in which I hoped to capture critical incidents in their inter-cultural experience. I was also able to undertake two observations of classroom practice. The data collected was then analysed using Boyatzis' (1998) system of thematic analysis. The research found that participants had similar experiences during their residence in China. For instance, the majority of participants showed a long period of cultural adoption and they all defined their experience as challenging. All participants refused to reshape their moral beliefs about teaching in response to traditional Chinese culture, but that they all, to some extent, eventually adjusted to a Chinese way of thinking. However, issues that direct connected to their own cultural heritage remained unchanged. An interpretation of the findings was that perhaps, on one hand, while the environment and cultural difference initiated various forms of difficulties, on the other hand, participants are trying to reset their personal limits. Most likely, their desire to introduce their Chinese students to a different style of learning convinced them to hold on to personal beliefs about effective teaching and learning, hoping to pass this on to a new generation of Chinese. My research, however, focused on only very small proportion of foreign teachers in China. Further research should be pursued with an expanded focus, to find the potential of the implementation of cultural awareness programmes and support groups for foreigner.

A vigente política brasileira sobre drogas aloca, aos que as consomem ou aos que as comercializam, ao patamar da ilegalidade – ainda que preveja a diferenciação de fronteiras imprecisas, entre consumo e tráfico. A conjuntura proibicionista proporciona a existência de complexas redes sociais, entre os que mais lucram, e não são identificados como tais, e os que são passíveis de punição/correção. Estes últimos são os que se encontram na porção final da rede de vendas de drogas, em geral ocupada por jovens pobres, fato denunciado no contexto das medidas socioeducativas descritas por este trabalho. Esta dissertação é o resultado de um processo cartográfico junto a jovens em cumprimento de medidas socioeducativas em meio aberto por envolvimento no comércio de drogas, a partir da inserção em grupos de Prestação de Serviços à Comunidade e de Liberdade Assistida. Apresento aqui os elementos vivenciados no período da pesquisa, relacionando-os com as noções de criminalização das juventudes, biopoder e de medicalização do social, analisando como estes se expressam na contemporaneidade e como são trabalhados e (re)produzidos no contexto socioeducativo. Demonstrar como estes conceitos se articulam e constituem a produção de discursos na relação com jovens envolvidos/as com a rede de comércio de drogas, com as políticas públicas para crianças e jovens ao longo do tempo e com as instituições responsáveis pelas medidas socioeducativas em meio aberto foram as pistas percorridas por esta cartografia. Neste contexto é coerente questionar, serão os jovens que estão em conflito com as leis, ou as leis que estão em conflito com os jovens? / The current Brazilian substance misuse policy allocates to those who consume or to those who sell, the illegality – although providing a differentiation, yet of blurred boundaries between consumption and trafficking. The prohibitionist scenario provides the existence of complex social networks among those who profit from, and are not identified as such, and of those whom are punishable. The latter are those who are in the final portion of the drug sales network, generally occupied by poor young people, a fact reported in the context of socio-educational measures described in this work. This dissertation is the result of a social cartography process with young people in fulfilment of educational measures for involvement in the drug trade, part of the integration in Service Delivery groups to Community and Assisted Freedom. I present here the experiences during the research period, relating them to the criminalization of youths, biopower and the medicalization of social, analyzing how these are expressed in contemporary society and how they are worked out and (re)produced in the social and educational context. To demonstrate how these concepts are linked and constitute the production of discourse in relation to young people involved with the drug trade network, with public policies for children and young people over time and with the institutions responsible for social and educational measures were the hints used by this cartography. In this context it is relevant to question: is it the youths who are in conflict with the laws, or are the laws in conflict with the youths?

No description available.

This thesis brings together democratic theory's calls for an understanding of the actually existing democratic state and anthropological work on innovative forms of citizen participation. Building on the work of Joao Biehl and Steven Robins, the research focuses on access to knowledge and claims of expertise as grounds upon which politicians and bureaucrats exclude citizen participation. It argues, using an ethnographic case study of South African student activist group Equal Education, that authors such as Max Weber, Michel Foucault, and James Scott are wrong to imply that citizens cannot train themselves in the technocratic manner frequently deployed by the state's representatives. It also argues, however, that the state's representatives are often not the technocrats they are hypothesised to be or that they claim to be, and their knowledge practices cannot be separated from politics. This makes the process through which citizens establish expertise and credibility with the government more complicated than simply training themselves in the government's knowledge practices. Drawing on the work of Danielle Allen and Francesca Polletta, the thesis thus also examines how questions of personal experience and identity on grounds of lived experience as well as claimed or perceived identity often interact with claims to knowledge, opening up or shutting down citizens' ability to participate. Even when citizens are able to leverage their technocratic expertise to successfully influence policy creation, they may still find it difficult to effectively participate in the implementation thereof beyond external monitoring and accountability enforcement. The thesis concludes that the current democratic theory ought not be so pessimistic about the spectre of a know-nothing citizenry, but nor ought it presume that education and expertise alone will be sufficient for democratic governments to take seriously an involved and engaged citizenry.

This Master thesis discusses contemporary issues of nursing education in the Czech Republic. An amendment of the Act 96/2004 Coll. is currently being deeply discussed topic, however the amendment has not been approved yet. Therefore, I focus on current model of education which is in accordance with the European Directive EC 55/2013. Nursing is a separate scientific branch which has indisputable role in the care of healthy and sick people. Working with human health is very responsible and therefore competences related to nursing profession have been shifted from high schools to higher vocational schools and universities after our accession to the EU. Despite uniform European legislation the process of nursing education is different within EU states. I discussed this issue including basic concepts of present nursing in a theoretical part of the Master thesis. In this part is clearly elaborated system of nursing education in the Czech Republic and in the world. Furthermore, there is also elaborated about university education which is focused on achieving specialization in nursing education in contrary with the system of lifetime education. Goals of this Master thesis are to analyse opinions of nurses in leadership positions on the current education model and concurrently with that to ascertain their opinion on benefits of master education in nursing care. Four research questions were set up based on these targets. Concretely: What contribution does university education for nurses bring to practice? What are differences between nurses with bachelor and master degree from the perspective of leading nurses? furthermore"How does master education contribute to the quality of nursing care? and finally How are nurses with master degree seen by their superiors? In this master thesis there is used a qualitative research strategy to answer given questions and to meet set objectives. It has been reached by using non-standardized, non-structured interviews with open questions. The research data set consists of nine nurses from hospitals in the Region of South Bohemia. Under absolute anonymity, which the proband set, we cannot provide any closer socio-demographic information. Interview were always conducted individually, with the agreement of proband and it was recorded to a pre-prepared sheet. The survey was carried out during February and March 2016 in pre-selected workplaces of each proband. The results are summarized clearly into categories, subcategories and for clarity into concrete subgroups. For completeness, results are also shown in graphical form using diagrams. The results show that most of head nurses support education of their subordinated nurses, agree with current model of education system and also welcome this model due to extension of knowledge in nursing. Proband perceive negatively knowledge of graduates of healthcare high schools. The discussion of differences between nurses with bachelor and master degree brings a finding that head nurses prefer nurses with master degree for their maturity, self-confidence and as a bonus for the specialization obtained while gaining the Master degree. Master show better knowledge, know-how to apply EBN and they play important role during creating standards in practice. Furthermore, in the opinion of probands, nurses with master degree can better organize teams and have better ability to work in a role of a nurse manager. According to probands nurses with master degree could significantly influence nurse care by their knowledge, initiative, confidence in decision-making and a higher viewpoint that these nurses reached during their study. Moreover, these nurses are aware of the degree of responsibility of their work and according to the claim of probands they are appropriate for leadership positions where they can apply their knowledge after adequate practice time at the bedside.

Depuis la dernière réforme du système éducatif libyen (2009), le français est enseigné dans les cycles primaire, secondaire et universitaire. En effet, après l'arabe et l'anglais, le français se situe en troisième position en Libye et est considéré comme une langue d'ouverture au monde extérieur. C'est dans cette perspective que toutes les universités libyennes ont créé des départements de français. Pourtant, cette initiative n’a pas eu toujours les effets escomptés et les performances des étudiants libyens en français restent fragiles, comme en témoignent les productions que nous avons recueillies pour cette thèse. Notre travail, en effet, s’appuie sur un recueil d’écrits produits par des étudiants, de niveau intermédiaire, de l'université de Sebha. Nous avons soumis les textes recueillis à une description empirique et méthodique, dans le but d’y repérer des « familles d’erreurs » et de les classer par domaines d’infraction. Nous nous sommes particulièrement attachés aux erreurs qui concernent le lexique, la morphosyntaxe (laconstruction des énoncés) et la cohésion (l’enchaînement transphrastique). L’hypothèsegénérale est que ces domaines (lexique, syntaxe, cohésion) sont « liés » et qu’il fautconcevoir, en didactique du français langue étrangère, des activités langagières qui développent des compétences dans ces trois domaines, leur fixant des objectifslinguistiques (la langue) tout en assurant une visée communicative et pragmatique (lesgenres de texte et les formes-sens en usage). Le but de notre travail est d’apporter un éclairage modeste mais nouveau aux méthodologies qui sont en vigueur à l’université de Sebha, au sujet de l’apprentissage de l’écriture et du français langue étrangère / Since the last reform of the Libyan education system (2009), French is taught in primary, secondary and university. Indeed, coming after Arabic and English, French takes the third position in Libya and is considered a language of communication with the outside world. This explains why all the Libyan universities have established departments of French. However, this initiative has not always had the expected results and the performance of the Libyan students in French remain below what is expected, as evidenced the writing we collected for this thesis. Our work, in fact, is based on a collection of writings produced by intermediate students from the University of Sebha. We have submitted the texts collected to an empirical and methodological description in order to identify "sets of errors" and to classify them by areas of offense. We have focused particularly on the errors that relate to the lexicon, the morphosyntax (the construction of utterances) and the cohesion (the transphrastic chain). The general hypothesis is that these domains (lexicon, syntax, cohesion) are "linked to" and that, in the didactics of French as a foreign language, language activities must develop competences in these three domains, (Language) while ensuring a communicative and pragmatic aim (the kinds of text and the forms-meaning in use). The purpose of our work is to provide a modest but a new insight into themethodologies that are in effect at the University of Sebha, about the learning of writingand French as a foreign language

Aim of this work is the analysis of the system of education and development of workers in selected company, identification of training needs, design changes and recommendations for improving the management of this area.

The main object of this master thesis is to analyze the current system of education, motivation and reward system in company ČEZ Prodej a.s and to suggest changes in the system of education, motivation and reward system. The theoretical part refers to gaining an insight into problematic in education, motivation and reward system. The aim is to explain basic terms, ways and methods how to educate, motivate and reward employees. The practical part deals with company ČEZ Prodej, s.r.o. The aim is to introduce systems of education, motivation and reward system of employees in the company. Afterwards all parts of these systems are evaluated with positive and negative comments. It also includes analysis of company´s productivity and its financial state. The last part is dedicated to the proposed changes putting two sick days into reward system. The aim is to create detailed suggestion with all impacts on the company. The impacts will be analyzed on previously identified indicators of financial analysis, revenues, costs and profits. The conclusion is whether the proposed change is recommended to be introduced to the company or not.

A vigente política brasileira sobre drogas aloca, aos que as consomem ou aos que as comercializam, ao patamar da ilegalidade – ainda que preveja a diferenciação de fronteiras imprecisas, entre consumo e tráfico. A conjuntura proibicionista proporciona a existência de complexas redes sociais, entre os que mais lucram, e não são identificados como tais, e os que são passíveis de punição/correção. Estes últimos são os que se encontram na porção final da rede de vendas de drogas, em geral ocupada por jovens pobres, fato denunciado no contexto das medidas socioeducativas descritas por este trabalho. Esta dissertação é o resultado de um processo cartográfico junto a jovens em cumprimento de medidas socioeducativas em meio aberto por envolvimento no comércio de drogas, a partir da inserção em grupos de Prestação de Serviços à Comunidade e de Liberdade Assistida. Apresento aqui os elementos vivenciados no período da pesquisa, relacionando-os com as noções de criminalização das juventudes, biopoder e de medicalização do social, analisando como estes se expressam na contemporaneidade e como são trabalhados e (re)produzidos no contexto socioeducativo. Demonstrar como estes conceitos se articulam e constituem a produção de discursos na relação com jovens envolvidos/as com a rede de comércio de drogas, com as políticas públicas para crianças e jovens ao longo do tempo e com as instituições responsáveis pelas medidas socioeducativas em meio aberto foram as pistas percorridas por esta cartografia. Neste contexto é coerente questionar, serão os jovens que estão em conflito com as leis, ou as leis que estão em conflito com os jovens? / The current Brazilian substance misuse policy allocates to those who consume or to those who sell, the illegality – although providing a differentiation, yet of blurred boundaries between consumption and trafficking. The prohibitionist scenario provides the existence of complex social networks among those who profit from, and are not identified as such, and of those whom are punishable. The latter are those who are in the final portion of the drug sales network, generally occupied by poor young people, a fact reported in the context of socio-educational measures described in this work. This dissertation is the result of a social cartography process with young people in fulfilment of educational measures for involvement in the drug trade, part of the integration in Service Delivery groups to Community and Assisted Freedom. I present here the experiences during the research period, relating them to the criminalization of youths, biopower and the medicalization of social, analyzing how these are expressed in contemporary society and how they are worked out and (re)produced in the social and educational context. To demonstrate how these concepts are linked and constitute the production of discourse in relation to young people involved with the drug trade network, with public policies for children and young people over time and with the institutions responsible for social and educational measures were the hints used by this cartography. In this context it is relevant to question: is it the youths who are in conflict with the laws, or are the laws in conflict with the youths?

Orientador: Anna Regina Lanner de Moura / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-20T22:12:21Z (GMT). No. of bitstreams: 1 Costa_LeilaOliveira_M.pdf: 759538 bytes, checksum: 0662c4cef7951c2a53af7e113b32d6a9 (MD5) Previous issue date: 2012 / Resumo: Esta pesquisa tem como objetivo, compreender a rede de discursos que se constitui na produção e uso das atividades matemáticas do Material apostilado do Sistema Uno de Ensino, em particular o destinado à faixa etária de três anos. O corpus da pesquisa constituiu-se a partir da história das instituições de educação para a infância e de alguns materiais impressos destinada a organizar o trabalho nas mesmas. A descrição do material impresso do Sistema Uno, assim como dos documentos ao qual esse Sistema se refere, mais a descrição de entrevistas realizadas com a profissional responsável pela edição do material, com a coordenadora de uma escola particular que adota o material, e com a professora que usa o material apostilado na mesma escola em que a coordenadora trabalha, resultou em uma análise em forma de ?entrevista imaginária?. Nesta entrevista os enunciados que constituem os discursos constituídos são discutidos á partir da ótica das relações de poder apresentadas na teoria de Michael Foucault. A pesquisadora reúne estes enunciados como se estivesse novamente reunindo seus entrevistados em uma tentativa de compreensão possível da rede de discursos que constituíram. Esta análise evidencia que, sob a perspectiva de Michael Foucault, a produção e o uso dos apostilados do Sistema Uno estão relacionados não ao princípio de continuidade histórica, mas, a princípios de organização presentes na ?ciência? como lugar de disciplinamento de saberes e conseqüentes relações de poder. / Abstract: This research aims to understand the network of discourses that constitute the production and use of mathematical activities Material booklet learnship Education System One, in particular for the age of three years. The research corpus was formed from the history of educational institutions for children and some printed materials designed to organize work in them. The description of the material printed from the System One, as well as documents to which this system refers, more description of interviews with the professional responsible for editing the material, with the coordinator of a private school that adopts the material, and the teacher who uses the material in the booklet learnship same school in which the coordinator works resulted in an analysis in the form of "imaginary interview". In this interview the statements that are made speeches will be discussed from the perspective of power relations at the theory of Michel Foucault. The researcher gathers these statements as if gathering his re-interviewed in an attempt to understand the possible network of discourses that constituted. This analysis shows that, from the perspective of Michel Foucault, the production and use of the System One apostilados are related not to the principle of historical continuity, but the principles of organization present in the "science" as a place of discipline knowledge and consequential relationships of power. / Mestrado / Ensino e Práticas Culturais / Mestre em Educação