This philosophical, anthropological study within a fundamental agogic perspective, employed an existential phenomenological approach to find out what adulthood is, fundamentally. Adulthood as being-ethical, is a more adequate description than chronological, biological, psychological and sociological descriptions of adulthood. Finding out what being-ethical is, required investigating what it means to be human. Only humans exist, and must participate effectively in agogic-dialogic relationships to alleviate existential yearning and experience dignifiedness. A code of effective agogy is presented. This code is the basis for a universal, fundamental code of ethics which transcends particular moral codes and professional codes of ethics. The words "ethicals", "ethicalness" and "ethicality" are employed to name, respectively, individual requirements in the code; acting according to the code; and the inescapable interrelatedness of experiencing dignifiedness and adhering to ethicals. Detailed explanations are given of what it means to respond fundamentally ethically. Adultness, humanness and ethicalness are different perceptions of the same continuum. All humans, whether aware of it or not, have an unattainable ideal of perfect humanness, to which they must perennially progress in order to experience dignifiedness, and humanness entails perennially becoming more human. Since no human can become perfectly human, the ideal of perfect humanness can be called "God". This means that the code of humanness is also the code of Godliness and the word "spiritual" is used to distinguish fundamental God from religious Gods. Spiritual responsibility is the interrelatedness of being-questioning and being-questioned. Ultimately, a person's humanness is assessed against the ideal of perfect humanness, by his or her own spiritual conscience. Humanity is the interrelatedness of the realities of existentiality, agogicality, ethicality, and spirituality and humanness is the inseparability of the continua of existentialness, ethicalness, agogicalness and spiritualness. A detailed existential-ethical description of education is given. The thesis ends with a post-scientific view of what essentially agogic orientated (educative) teaching is, and four recommendations are offered to enhance the effectiveness of agogy in teaching and learning institutions. Despite an extensive and radical study, it is acknowledged that the mystery that is humanity, can never be totally revealed. / Educational Studies / D. Ed. (Philosophy of Education)

This work is focused on ethics education for pupils of older school age. The first part is theoretical, the basic definitions are presented here. Older school age is described from a view of evolutionary psychology and also changes typical for this age are mentioned. The work deals with the position of the ethics education for older school age in the curricula of the Czech Republic and it presents different views on this topic. The practical part concerns the research of the ethics education for older school age in district of Tábor. The final section provides commentary of the results of the research survey among teachers of the ethics education for older school age and it analyses the obtainech infomation.

Made available in DSpace on 2014-12-17T14:36:28Z (GMT). No. of bitstreams: 1 ElenyG_TESE.pdf: 3144371 bytes, checksum: 7f4229deaae01fe6b23945549a6e2b18 (MD5) Previous issue date: 2012-03-29 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The study object of this thesis intertwines the history of deaf education in the last 30 years in three schools for the deaf in the cities of Campina Grande, Gado Bravo and Aroeiras, Paraiba, the life stories of six deaf teachers of brasilian sign language (Libras) that have formed and works in these educational institutions for the deaf and our own journey, as a teacher and researcher. The study was conducted on the theoretical-methodological principles of (auto)biographical research in education and socio-historical studies on the social formation of the human. The corpus used for analysis was consisted of six narrative interviews conducted in sign language and transcribed into portuguese, documents and personal files and institutional. The analysis allowed us to define three hinge moments of this story: the creation of the first school for the deaf, within the framework of oralism (1980 - 1991), the passage into the Total Communication (1991 - 1995) and, finally, the introduction of Bilingualism (1995 to today). The analyzes show that the trajectories of teacher formation of the research participants reflect the history of the three schools which have costituted bilingual social spaces of paramount importance to the subjects and the deaf community as a group of linguistic and cultural minority. The evolution of this trajectory has allowed to demarcate between the two generations of research participants. The generation of heirs of oralism, which had delayed access to the Libras and lived an education referenced in oralism, whose reminiscences of childhood and adolescence are strongly marked by suffering for the lack of communication, which hinders their social and professional career until today. And the generation of the sons of bilingualism, the youngest in age, who had childhood access to Libras and education within the framework of bilingualism, whose reminiscences are not marked by suffering and have a positive vision of the future. With respect to your teacher formation, three figures stand out as a teacher. The teacher's improvised, closer to the first generation of teachers who were called to teach without proper training. The figure of the teacher craftsman, which corresponds to the image that most of them have of yourself now, understanding that their knowledge are based on the exchange between peers. And finally the figure of the real teacher, which stands on the horizon of expectations as future graduates in Letters |Libras. The narratives allowed to realize that the evolution between these figures is based on the contributions of the other: hearing teachers of EDAC and the Federal University of Campina Grande and deaf teachers of the two generations who learn from each other. The analyzes and reflections allowed to defend the thesis of the centrality of bilingual environments for the establishment of the deaf person as a citizen with full rights, based on the voice of the deaf, muted by the history of education, conducted by listeners / O objeto de estudo desta tese entrecruza a hist?ria da educa??o de surdos, nos ?ltimos 30 anos, em tr?s escolas para surdos nos munic?pios de Campina Grande, Gado Bravo e Aroeiras, na Para?ba, as hist?rias de vida de seis docentes surdos de L?ngua Brasileira de Sinais (Libras), que se formaram e atuam nessas institui??es de ensino para surdos e o nosso pr?prio percurso, como formadora e pesquisadora. O trabalho foi desenvolvido no marco te?ricometodol?gico da pesquisa (auto)biogr?fica em Educa??o e dos estudos s?cio-hist?ricos sobre a forma??o social do humano. O corpus utilizado para a an?lise constou de seis entrevistas narrativas, realizadas em l?ngua de sinais e transcritas para o portugu?s, de documentos e arquivos pessoais e institucionais. A an?lise nos possibilitou delimitar tr?s momentos charneiras dessa hist?ria: o da cria??o da primeira escola para surdos, no marco do Oralismo (1980 1991), o da passagem para a Comunica??o Total (1991 1995) e, finalmente, o da introdu??o do Bilinguismo (1995 aos dias de hoje). As an?lises revelam que as trajet?rias de forma??o docente dos participantes da pesquisa refletem a hist?ria das tr?s escolas que constitu?ram espa?os sociais bil?ngues de suma import?ncia para os sujeitos e a comunidade surda enquanto grupo social de minoria lingu?stica e cultural. A evolu??o dessa trajet?ria permitiu demarcar duas gera??es entre os participantes da pesquisa. A gera??o dos herdeiros do oralismo, que tiveram acesso tardio a Libras e que viveram uma educa??o referenciada no Oralismo, cujas reminisc?ncias da inf?ncia e da adolesc?ncia est?o fortemente marcadas por sofrimento pela falta de comunica??o, o que dificulta sua trajet?ria social e profissional at? hoje e a gera??o dos filhos do bilinguismo, os mais novos em idade, que tiveram acesso a Libras na inf?ncia e ? escolaridade nos marcos do bilinguismo, cujas reminisc?ncias n?o est?o marcadas pelo sofrimento e t?m uma vis?o positiva do futuro. No que concerne ? sua forma??o docente, destacam-se tr?s figuras de professor. A do professor improvisado, mais pr?xima dos docentes da primeira gera??o que foram chamados a ensinar sem a devida forma??o. A figura do professor artes?o, que corresponde ? imagem que a maioria deles tem de si mesmo atualmente, entendendo que seus saberes fundamentam-se na troca entre pares e, finalmente, a figura do professor de verdade, que se coloca em seu horizonte de expectativas como futuros graduados em Letras/Libras. As narrativas permitiram perceber que a evolu??o entre essas figuras est? alicer?ada nas contribui??es do outro: professores ouvintes da EDAC e da Universidade Federal de Campina Grande e professores surdos das duas gera??es que aprendem mutuamente. As an?lises e reflex?es permitiram defender a tese da centralidade de ambientes bil?ngues para a constitui??o da pessoa surda como cidad?o de plenos direitos, com base na voz dos surdos, silenciados pela hist?ria da educa??o, conduzida por ouvintes

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Engineering education is both academic, emphasising theory in a range of subjects, and professional, preparing students for engineering practice. Ideally, these aspects are also in a meaningful relationship in the curriculum, but the dual nature ideal is simultaneously a source of tensions. This theme is explored in the context of engineering education development, represented by the CDIO (Conceive, Design, Implement, Operate) approach. Cases on programme and course level illustrate how the dual nature ideal is pursued in the integrated curriculum. CDIO is also compared with PBL (problem/project-based learning), and opportunities to further emphasise research in the CDIO community are explored. Two critical accounts suggest widening the perspective from curriculum development per se, to the organisational conditions. First, the views of Carl Richard Söderberg (1895-1979) are compared with CDIO, showing considerable similarities in ideals, arguments, and strategies. This leads to a critique of the swinging pendulum metaphor. Then, experiences of unsustainable change leads to a model called organisational gravity, explaining the stability of programmes and implying two change strategies, with different availability, risks, resource demands, and sustainability of results. Refuting a rationalist view on organisation, an institutional logics perspective is used to analyse the tensions within engineering education. It is suggested that the logics of the academic profession dominates over the logics of the engineering profession, hence favouring “teaching theory” over “teaching professionals”. The integrated curriculum strategy is contingent on educators’ ability to unite theoretical and professional aspects in courses, and on the collegial capacity for coordination. Finally, the CDIO initiative is conceptualised as a field-level driver of institutional innovation, identifying some strategies for legitimacy. / <p>QC 20171108</p>

My stories are set in the townships, and move with the vigorous rhythms and jagged structures of township life. Some of them are written in English and others in isiXhosa. Some of the dialogue is township slang, a mixture of languages; and pure isiXhosa. The stories follow no particular pattern and are arranged according to any form of chronology, and different voices, at times as a man/boy and in others as a girl. The characters are not related each story perfectly stands for itself. Some of the stories hark back to the days of apartheid and are seen through the eyes of a child confused by the humiliations of his elders. / Amabali am asekelwe ezilokishini yaye ahambelana neemeko ezimaxongo zokuphila zasezilokishini apho yaye amanye asukela kwixesha lengcinezelo yesizwe esimnyama. Imiba echatshazelwa kula mabali iquka intlupheko, intiyo kwakunye nokuphilisana koluntu ezilokishini, phantsi kwezo meko. Amabali la ndizame ukuwenza alandele indlela yokubalisa yhenkwenkwana enguSkhumba, ethi ibone iqwalasele iimeko zokuphila zabantu bohlanga lwayo. Ingqokelela esisiqendu sokuqala yona ibhalwe ze yangeniswa ngesiNgesi. / This thesis is presented in two parts: English and isiXhosa.

Lurching from day-today in the months before South Africa becomes a republic, booze-befuddled Indian private investigator Rohit Biswas does not ponder how he can secure his daughter's future after he became a widower and lost his job as police detective when he killed a man who fatally stabbed his wife. Salvation appears when a rich client hires the PI to find evidence proving his son did not rape and murder a white socialite. Fighting against seeming impossible odds in colonial-apartheid Durban and a sanctions-busting conspiracy, Biswas secures his client's acquittal. In the process he defies karma and redeems himself.

These stories are about people’s experiences in relationships and how they overcome and resolve problems with their partners. Some explore myths and unexplained occurrences that raise many questions.

D.Cur. / South Africa is currently undergoing radical transformational changes in all facets of its society. This is an era immediately following the first democratic elections in the country. The new Government, the Government of National Unity (GNU) which is dominated by the African National Congress (ANC), has introduced what is known as the Reconstruction and Development Programme (RDP)(ANC, 1994), which seeks to redress disparities of the past. This programme has significant social, political and economical implications for the South African community. It proposes that statutory bodies and institutions should be rationalized and restructured to reflect the diversity of the South African people and should be better able to promote and protect the standards of health care and training. It aims to, inter alia, promote mental health and to increase the accessibility, quality and quantity of mental health support and counselling services. In line with this goal and based on problems that arise because of anxieties and fears that are inherent in change, the mental health of nurse educators and nursing students of a selected nursing college was investigated utilizing a qualitative, theory – generative design which is exploratory, descriptive and contextual in nature. The study was conducted in two phases. In Phase 1, in-depth phenomenological interviews were conducted individually with ten nurse educators and nine nursing students to explore and describe their experience of interaction with one another. Follow-up interviews were also conducted with some of the participants. Data was analysed using Tesch's method. Based on the results of the analysis, the major concept, understanding was identified as the essence of a model for constructive nurse educator - student interaction envisaged. In Phase 2, a theory -generative design was utilized to develop a constructive nurse educator - student interaction model, founded on a mental health approach. The identified concept was examined in existing writings to determine essential criteria of the concept. In addition, a model case was written in which the concept was constructed to the best of the researcher's understanding. Essential criteria of the concept were identified and a concept map was drawn to depict the essential criteria in relation to each other. The related concepts were identified and portrayed in a structural form. The visual model depicts nurse educators and nursing students who function as a family, as the recipients of activity, and the advanced psychiatric nurse practitioner, who facilitates their interaction, as the agent. By utilizing the deductive reasoning strategy, relationship statements were inferred from the model. Guidelines were described for the advanced psychiatric nurse practitioner with regard to all three phases, namely, the Interaction Initiation Phase, the Interaction Cohesiveness Phase and the Interaction Dissolution Phase, in terms of objectives, strategies and proposed activities.