Magistro darbe yra suformuluotos Šiaulių Bendrojo lavinimo mokyklos vidaus audito taikymo problemos. Darbe atskleista Bendrojo lavinimo mokyklos vidaus audito esmė: teoriniu aspektu vidaus auditas analizuojamas kaip kokybės laidavimo sistema, pateikiama švietimo kokybės samprata ir švietimo kokybė visuotinės kokybės vadybos aspektu; bendrojo lavinimo mokyklos vidaus auditas analizuojamas vadybinių funkcijų aspektu ir kaip organizacijos veiklos strategijų ir perspektyvų numatymo priemonė. Tyrimo tikslui pasiekti naudota kompleksinė tyrimo metodika, derinant kokybinius ir kiekybinius metodus. Tyrimo dalį sudarė du etapai. Pirmajame etape, ekspertams struktūrizuoto interviu būdu, buvo išryškintos pagrindinės bendrojo lavinimo mokyklų vidaus audito metodikos taikymo problemos. Antrajame etape, šie duomenys pasirinkti vėlesnio kiekybinio tyrimo kintamaisiais – ruošiant anketą pedagogams, dalyvavusiems vykdant vidaus auditą. Tyrimo ataskaitoje patvirtinama autorių suformuluota mokslinio tyrimo hipotezė, kad Šiaulių miesto mokyklos susiduria su ��vairiomis problemomis vykdant vidaus auditą visuose jo vykdymo etapuose ir kad daugiausia problemų kyla atliekant pasirinktos srities analizę bei tai, kad audito rezultatai tikslingai panaudojami prioritetų nustatymui, strateginiam veiklos planavimui. / The problems of using internal auditing methods in general education schools of Siauliai are stated in this master\s degree work. The work characterizes the purport of internal auditing methods: in theoretically dimension internal auditing is analyzed like system of collateral acceptance , the conception of education quality and education quality by aspect of general quality are given; auditing methods in general education schools analyzed by managerial aspect and like a mean to prophesy organization strategy and perspectives. To reach the aim complex methods of investigation were used, combining qualitative and quantitative methods. The research was of two stages. The first stage using structural interview of experts developed basic problems using internal auditing methods. In the second stage , the data was taken making forms for educaters who were doing internal auditing. Various authors stated hypothesis, that general education schools of Siauliai confront various problems using internal auditing in all stages is supported. Also big problem is to make analysis of chosen sphere and auditing results are not used to make priorities and strategical planning.

Priklausomybę sukeliančių medžiagų vartojimo problema ir su tuo susijusi žala yra viena iš aktualiausių sveikatos problemų ne tik Europos Sąjungos šalyse, bet ir Lietuvoje. Temos aktualumas ir naujumas. Pasirinkta tema nėra nauja, tačiau labai aktuali šiandieniniame gyvenime. Siekiant užkirsti kelią priklausomybės ligų plitimui būtina daugiau dėmesio skirti priklausomybę sukeliančių medžiagų vartojimo prevencijai ypač vaikų ir jaunimo tarpe. Tėvai, pedagogai, visuomenės sveikatos priežiūros specialistai turi galimybę efektyviau atlikti prevencinį darbą, padaryti didelę įtaką mažinant priklausomybių ligų plitimą. / The problem of the use of addictive substances and the damage related to it is one of the most relevant health problems not only in the EU countries, but in Lithuania as well. Topic relevance. The topic chosen is not new, however, it is extremely relevant in modern life. In order to prevent the spread of addictive diseases, it is crucial to pay more attention to preventive actions of the use of addictive substances, especially among young people and children. Parents, teachers, health care specialists have an opportunity to effectively carry out preventive actions and to significantly add to the reduction of the spread of addictive diseases.

<p>Since the early 1980&rsquo / s when the first case of HIV was diagnosed, AIDS remains a serious and threatening health crisis in the world. Sub-Saharan Africa is the region most affected by the HIV/AIDS pandemic having 67 % of the 33 million people infected with HIV globally in 2007. Young people aged 15-24&nbsp / account for an estimated 45% of all new HIV infections worldwide. The study aimed to assess the knowledge and attitudes on HIV/AIDS and sexual&nbsp / behavior among 15-19 year olds in Kenya. A descriptive, cross-sectional survey was conducted among 96 students randomly selected from five public&nbsp / schools in Ngong sub-district. Descriptive and bivariate analysis was conducted using Epi Info 3.3 and SPSS. The main findings indicate that a third&nbsp / (31/96) of respondents were sexually experienced. Knowledge level was however found to be inadequate (below 60 %) indicating a poorly informed sample on knowledge about HIV transmission and prevention. The study showed poor attitudes towards the risk to HIV as only 40 % of both males and females supported the use of condoms even when the sexual partners know each other well. Inaddition, risky sexual behaviors were reported by sexually&nbsp / &nbsp / experienced respondents where condom use in last sexual intercourse was (57 %) among males and (20 %) among females.</p>

Thesis (M.I.T.)--The Evergreen State College, 2007. / Title from title screen viewed (6/23/2008). Includes bibliographical references (leaves 98-100).

Thesis (M. Ed)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 71-75).

Thesis (M.Ed)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 71-75). Also available in print.

Issued also as thesis (PH. D.) Columbia university. / Bibliography: p. 170-181.

Thesis (Ed. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 13, 2006. Dissertation Committee: Dent M. Rhodes (chair), Wayne A. Benenson, Gayle Flickinger, Connie Burrows Horton. Includes bibliographical references (leaves 162-170) and abstract. Also available in print.

Submitted by Tatiana Lima (tatianasl@ufba.br) on 2016-06-10T19:04:53Z No. of bitstreams: 1 Silva, Elivânio Moreira da.pdf: 1272072 bytes, checksum: 4fbb0d22ba5428d247cfcf5e6a1d61e7 (MD5) / Approved for entry into archive by Tatiana Lima (tatianasl@ufba.br) on 2016-07-05T20:02:37Z (GMT) No. of bitstreams: 1 Silva, Elivânio Moreira da.pdf: 1272072 bytes, checksum: 4fbb0d22ba5428d247cfcf5e6a1d61e7 (MD5) / Made available in DSpace on 2016-07-05T20:02:38Z (GMT). No. of bitstreams: 1 Silva, Elivânio Moreira da.pdf: 1272072 bytes, checksum: 4fbb0d22ba5428d247cfcf5e6a1d61e7 (MD5) / A presente pesquisa teve como objetivo geral identificar quais são as práticas de aprendizagem vivenciadas nas Escolas de Educação Profissional do Ceará, explicitando quais são as mais identificadas e praticadas, e consequentemente quais as que ainda não são tão desenvolvidas. E, mais especificamente, os objetivos foram: i) identificar as principais dimensões de análise da gestão relacionadas à aprendizagem organizacional no contexto da educação profissional; ii) desenvolver processo de identificação de boas práticas de gestão da aprendizagem organizacional no programa de educação profissional do Ceará; iii) desenvolver modelo de difusão de Boas Práticas de Gestão na educação profissional no estado do Ceará. Optou-se como metodologia uma pesquisa tipo explicativa, dentro do contexto funcional das escolas de educação profissional do Ceará. Os sujeitos foram diretores de cinquenta e quatro escolas, pesquisados por meio de questionários enviados por email através de link e aplicados pela ferramenta survey monkey. O estudo, em seu referencial teórico, buscou uma visão geral sobre a aprendizagem organizacional, dentro do contexto das instituições como um todo, incluindo ambientes organizacionais não somente no contexto educacional. Os dados coletados foram analisados após elaboração de quadros e gráficos que demonstrassem através de números as respostas encontradas. Foram feitas análises descritivas, comparativas e interpretativas dos mesmos. Após análise dessas dimensões concluiu-se, resumidamente, que existem boas práticas de aprendizagem organizacional dentro das escolas de educação profissional, e precisa ser dada mais ênfase as mesmas como forma de disseminação entre toda a rede de escolas estaduais. Espera-se que as discussões e os resultados desse trabalho não se restrinjam somente aos sujeitos da pesquisa, servindo também para os estudos na área de práticas administrativas em ambientes institucionais que não sejam escolares. This research aimed to identify what are the learning practices experienced in Schools of Professional Education of Ceará, explaining what are the most identified and practiced, and therefore which ones are not as developed. And more specifically, the objectives were: i) identify key management analysis dimensions related to organizational learning in vocational education; ii) to develop the process of identifying good management practices of organizational learning in the professional education program of Ceará; iii) develop diffusion model of Best Management Practices in vocational education in the state of Ceará. It was chosen as an explanatory type research methodology within the functional context of vocational education schools of Ceará. The subjects were directors of fifty-four schools, surveyed through questionnaires sent by email through link and implemented by the monkey survey tool. The study, in its theoretical framework, sought an overview of organizational learning within the context of the institutions as a whole, including organizational environments not only in the educational context. The collected data were analyzed after preparation of charts and graphs to demonstrate by numbers the solutions. Descriptive, comparative and interpretive analyzes were made of the same. After analysis of these dimensions was completed , briefly , that there are good organizational learning practices within the professional schools of education , and must be given more emphasis the same as a way to spread among the entire network of state schools. It is expected that the discussions and the results of that work are not restricted only to the research subjects, also serving for studies in the area of administrative practices in institutional settings other than school.

Submitted by admin tede (tede@pucgoias.edu.br) on 2016-09-01T19:05:08Z No. of bitstreams: 1 THALES OLIVEIRA JANUÁRIO.pdf: 1248062 bytes, checksum: f0fa0ccd12ad562c477e93462340d1b0 (MD5) / Made available in DSpace on 2016-09-01T19:05:08Z (GMT). No. of bitstreams: 1 THALES OLIVEIRA JANUÁRIO.pdf: 1248062 bytes, checksum: f0fa0ccd12ad562c477e93462340d1b0 (MD5) Previous issue date: 2016-03-14 / This work has been developed with the goal of investigating the importance of education to individuals, their inclusion in society, and its relationship with the law. To this end, among the addressed problems, the main one was to assess the extent to which the federal government’s public policies have been effective in order to provide the educational inclusion of impoverished people. It was investigated the hypothesis that such policies have been able to offer these people a certain level of social inclusion, allowing them to exercise their rights hitherto inaccessible, even though it is necessary to improve a great deal. The preparation of this text was possible through the methodology of a survey and a bibliographic analysis of some social scientists’ and philosophers’ works, in addition to legislative and judicial processes. First of all, we began with the premise that education is an activity that aims to prepare man for life through knowledge, feelings, and judgments, contributing to the formation of an independent and free rational capacity. Secondly, we consider as an axiom that the law is a set of norms of social regulations, created and administered by the State with the aim of achieving justice. Thus, we can state that both education and the law are aimed at the achievement of justice and social equality. However, over time, society has become extremely unequal, particularly in economic terms, resulting in the inadequate functioning of those social mechanisms. Through the analysis of some works by Rousseau, Marx, Paulo Freire, among other thinkers, we have reached the understanding that men organized in civil society have become morally corrupt, so that in order to achieve their own good, they do not mind causing suffering to others. Thus, men began to perpetuate a series of oppressions, creating severe social inequalities which, in effect, are true unjustified injustices expect as a punishment. The oppressor statuses, enjoyed by some privileged people, and the oppressed conditions, endured by the rest of society, always generate conflicts that the oppressors cannot win, since if they eliminated their opponents, they would also eliminate their exploitation material. As a consequence, the oppressors act through means that avoid the struggle, instilling fear in the oppressed to stay away from the confrontation, by offering them false favors to accept oppression, also conditioning them ideologically, through discourses, to wish and defend oppression. Some of these mechanisms are originally conceived with this goal of oppression, whereas others are in fact legitimate institutions that have been usurped by the oppressors who establish the outlines they need to ensure perpetuated oppression. That is the case of the schools that, in principle, should be the privileged place of education, where people would be able to free their minds. However, through a series of unfounded practices, at least from a libertarian standpoint, the oppressors transform schools into a mechanism of alienation of people, so that they remain in the situation of oppression. In the classrooms, it is passed on only the type of knowledge necessary to turn people into objects susceptible to exploitation. There, on a smaller scale, it is reproduced oppressing practices so that when they leave school, people are already accustomed to being subjugated. In addition, when analyzing the situation of the law, we realize that the State, although it has been conceived as a social institution that aims at securing the freedom of all, it has also been appropriated by the oppressors who have turned it into a legitimating mechanism of their harmful practices. Finally, we will study a Brazilian case that consists in the creation of legal instruments in order to beautify the education with outlines of combativeness against oppressions, through positive discrimination against people in a situation of social disenfranchisement / Trata-se de trabalho desenvolvido com objetivo de pesquisar acerca da educação, sua importância para com os indivíduos, sua inserção em meio a sociedade e a relação com o direito. Para tanto, dentre as problemáticas foi elencada como a principal conceber se políticas públicas do governo federal foram efetivas no sentido de propiciar a inclusão educacional, acadêmica de pessoas hipossuficientes, partindo da hipótese que conseguiram conferir certo grau inclusão social a tais pessoas, garantindo o exercício de direitos até então inacessíveis, mas sendo necessário ainda avançar muito. Através da metodologia de levantamento e análise bibliográfica de obras de cientistas sociais e filósofos, de processos legislativos e julgamentos, foi possível desenvolver o texto. Estabelecendo que a educação é uma atividade de preparar o homem para vida, através de conhecimentos, sensações e juízos, formando nele um indivíduo de capacidade racional independente e livre; bem como estabelecendo que o direito é um conjunto de normas de regramento social, criadas e exercidas pelo Estado, com fim de se alcançar a justiça; podemos dizer que ambos se destinam a consecução de justiça e igualdade social. Todavia, a sociedade ao longo dos tempos tornou-se extremamente desigual, principalmente em termos econômicos, implicando no não funcionamento adequado destes mecanismos sociais. Analisando Rousseau, Marx, Paulo Freire et cetera, pudemos chegar ao entendimento de que o homem organizado em sociedade civil foi moralmente corrompido, de forma que ao buscar realizar o próprio bem não se importava em causa sofrimento aos demais, de forma que passou a perpetrar uma série de opressões, criando assim severas desigualdades sociais que em última análise são verdadeiramente injustiças que não se justificam senão como sendo um castigo. A condição de opressor de alguns privilegiados e a condição de oprimidos de todo o restante gera sempre conflitos, dos quais os opressores não podem sair vencedores, pois se eliminarem seus oponentes eliminam também seu material de exploração. Desta forma, os opressores agem criando mecanismos que evitam a luta, incutindo medo nos oprimidos de intentarem esta luta, oferecendo falsos favores para que aceitem a opressão, e ainda, condicionando-os ideologicamente a quererem e defenderem a opressão através de discursos. Alguns destes mecanismos são originalmente concebidos com este fim de opressão, outros tantos são na verdade instituições legítimas que foram apoderadas pelos opressores que deram os contornos que queriam para garantir a opressão perpetuada. É o caso das escolas, que originalmente seriam a casa da educação, local que as pessoas poderiam procurar para libertar suas mentes. Contudo, através de uma série de práticas infundadas do ponto de vista libertário, os opressores transformaram a escola em um mecanismo de acondicionamento das pessoas para a condição de oprimidos. Dentro das salas de aulas são transmitidos apenas os conhecimentos necessários a transformar as pessoas em objetos aptos para exploração, bem como são reproduzidas em menor escala práticas opressivas para que ao saírem das escolas as pessoas já estejam acostumadas a serem subjugadas. Ainda, analisando a situação do direito, percebemos que o Estado, embora tenha sido concebido como uma instituição social que visa garantir a liberdade de todos, também foi apropriado pelos opressores que o fizeram de mecanismo de legitimação de suas práticas nefastas. Por fim, estudaremos um caso brasileiro, que consiste na criação de instrumentos jurídicos, leis, portanto de direito, com o fim de ornar a educação com contornos de combatividade de opressões, através de discriminações positivas a pessoas em situação de hipossuficiência social.