My diploma thesis deals with crisis management, which is a distinctive field of predictive project management, and of its specific application in the field of education. The aim of the thesis is to define internal threats, specify and analyse risks arising from them, and to describe solution processes with the help of process charts with a model risk nut for teachers from the HSE point of view. The thesis also includes complex overview of legislation which can help to eliminate crisis situations arising from internal threats. In the research part the thesis deals with the occurrence and frequency mapping of possible internal threats and assesses the readiness of school managements to prevent and solve crisis situations. It also deals with the students' sense of security depending on the design of preventive programmes of the schools. KEYWORDS: Threat, crisis, management, education

This report argues that, while the introduction of citizenship education, as proposed by some Zimbabwean scholars, may be desirable in Zimbabwe, there are a number of pre-conditions that need to be met before it can be meaningful, some of which I will demonstrate. In this report, I will demonstrate the conditions of teachers in the context of de-professionalization. I will also argue that unless the de-professionalization of teachers is addressed it will be meaningless and unproductive to implement the much needed citizenship education in Zimbabwean.

This project examines the communicative structure of the contemporary rhetoric of crisis and reform narrative dominating public conversation about education, as a post-industrial body of discourse deeply embedded in historical ideals for a mass system of public education. In challenging the crisis-centered narrative, this work seeks to identify historical discourse strands that have shaped thinking and action in the construction of educational policy, legislation, administration and pedagogy. This work evaluates the misalignment in the assumptions which guide the perception that an academic relationship exists between higher education and secondary school which is in contrast to the original purpose for a mass system of public education. In part, this research is a response to discourse that applies responsibility to colleges and universities in the ongoing rhetoric of crisis and reform calls for greater accountability and assessments as a means by which the problems of education may be reversed. It is the position of this research that these systems are not aligned yet increasingly, public discussions about educational failures assume that secondary school is the preparatory ground for the transition to higher learning. / McAnulty College and Graduate School of Liberal Arts / Communication and Rhetorical Studies / PhD / Dissertation

"Educational institutions: business in turbulent times". Diploma thesis named "Educational institutions: business in turbulent times" is focused on actual problems concerning business of adult education institutions during the time of the turbulence. That time is being mentioned as the period during and after economic crisis, which is characterized by constant change, uncertainty and chaos. In diploma thesis there is described the impact of turbulence on the market of Czech Republic and implied paths for educational institutions to proceed in order to remain on new market environment. There are presented new concepts for management of educational institutions in terms of strategy, sales, financial and marketing. The theory is supported by taken over research regarding actual problems and trends. The main practical part of diploma thesis is econometric model, which implies the relation between investments to adult education and some macroeconomic indicators. The essential source of data for model calculation was the database of Czech statistical office. There were used data on household expenditure on adult education (devided into post-secondary study, college, university and expenditure on education undefined), which represent endogenous (explaining) variables. Among the exogenous (explanatory)...

The aim of this study was to explore some of the reasons for low student enrollments at alternative schools, through a case study of a Ugandan alternative school, Heritage International School. The study was carried out in Kampala, the capital city of Uganda, in a small town called Kansanga, where Heritage International School, is located. Various people were interviewed in different categories, to find out their views on low enrollments at HIS. The literature review in the study included the theoretical perspectives on reasons for low enrolments in various schools that had the characteristics of HIS. This review was very helpful in steering the direction of the research as it highlighted various causes for low enrolments at alternative schools. This research was able to highlight the causes of low enrollment that were particular to HIS and therefore give some recommendations on to how to solve these problems. / Education / M. Ed. (Education Management)

The aim of this study was to explore some of the reasons for low student enrollments at alternative schools, through a case study of a Ugandan alternative school, Heritage International School. The study was carried out in Kampala, the capital city of Uganda, in a small town called Kansanga, where Heritage International School, is located. Various people were interviewed in different categories, to find out their views on low enrollments at HIS. The literature review in the study included the theoretical perspectives on reasons for low enrolments in various schools that had the characteristics of HIS. This review was very helpful in steering the direction of the research as it highlighted various causes for low enrolments at alternative schools. This research was able to highlight the causes of low enrollment that were particular to HIS and therefore give some recommendations on to how to solve these problems. / Education / M. Ed. (Education Management)

The aim of this essay is to examine preschool teachers’ knowledge and expertise in the approach  to children who are experiencing crisis and trauma. Our research aims to explore if the preschool  teachers’ methods in the work with small children in crisis are theory-based, and if not - what  kind of knowledge do they have to stand on in the meeting with children in crisis and trauma.  We have interviewed six pre-school teachers with various amount of time of work experience  in the preschool. We used semi-structured interviews with questions formulated with the intent  to get a wide perspective of the preschool teachers experiences in the matter. Our theoretic  approach is “Krispedagogik” by Raundalen & Schultz (2007), with an immerse in Juul &  Jensens book “Relationskompetens” (2009). We find it necessary to complement Krispedagogik based on that the book Krispedagogik is mainly designed to function with older children in  school while the meeting and work with younger children is in more need of caring and a closer  relation with the teachers - therefore are we using Relationskompetens as a complement. The  results are presented under the subheadings: Routine - Security, To see the child - the childs’  needs, and Parent collaboration. These are the concepts we mainly have seen in the interviews,  and they are also found in the theories we are grounding our analysis on. We found features of  crisis pedagogy (krispedagogik) in the way the pedagogues described their work with children  in crisis although none of them used the term in their answers. The relations between the  pedagogue and the parents and foremost the children are the foundation in their work. Their  view on their task as a pedagogue is that they are an important person in the child’s life, and  they implement their educational tasks accordingly.

Made available in DSpace on 2014-12-17T15:12:16Z (GMT). No. of bitstreams: 1 BarbaraRRM_DISSERT.pdf: 500823 bytes, checksum: 0ef85e2d15cdc2f73d58df55705ce21c (MD5) Previous issue date: 2012-10-15 / Este estudo busca esclarecer e discutir a reflex?o de Hannah Arendt sobre a crise na educa??o no mundo contempor?neo enquanto crise pol?tico-filos?fica da modernidade. Trata-se de explicitar de que forma o significado da educa??o est? atrelado ?s condi??es de institui??o, compartilhamento e conserva??o do mundo comum e humano. Com o intuito de reconstruir as an?lises da autora sobre os reflexos da crise pol?tico-filos?fica da modernidade na esfera pr?pol?tica da educa??o, esta pesquisa investiga de que modo o fim da tradi??o metaf?sica, o esfacelamento da autoridade, o obscurecimento da esfera p?blica e a moderna aliena??o do mundo promoveram uma profunda degrada??o das capacidades humanas de construir, conservar e compartilhar pela a??o e pelo discurso um mundo que possa sobreviver e permanecer um lugar n?o mortal para seres que nascem e morrem. Palavras-chave: Hannah Arendt; Educa??o; Crise; Modernidade; Autoridade; Espa?o P?blico.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-12-15T14:56:33Z No. of bitstreams: 1 johnnymarcelohara.pdf: 444091 bytes, checksum: b65313fd55be84eb388cb99d33b9f30e (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-12-15T15:03:29Z (GMT) No. of bitstreams: 1 johnnymarcelohara.pdf: 444091 bytes, checksum: b65313fd55be84eb388cb99d33b9f30e (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-12-15T15:03:44Z (GMT) No. of bitstreams: 1 johnnymarcelohara.pdf: 444091 bytes, checksum: b65313fd55be84eb388cb99d33b9f30e (MD5) / Made available in DSpace on 2016-12-15T15:03:44Z (GMT). No. of bitstreams: 1 johnnymarcelohara.pdf: 444091 bytes, checksum: b65313fd55be84eb388cb99d33b9f30e (MD5) Previous issue date: 2010-08-25 / O presente estudo pretende relacionar a Teoria da Argumentação, de Chaim Perelman e Olbrechts-Tyteca, (com base no Tratado da Argumentação e em Ética e Direito) ao ensino jurídico, através da utilização, nos âmbitos pertinentes à razão argumentativa, da estrutura retórica, como ponto de partida para o estudo da sistemática do direito e, em especial, como metodologia de ensino, complementar à dogmática do positivismo jurídico (a partir da Teoria Pura do Direito, de Hans Kelsen). Estabelecida a relação entre a argumentação e o ensino do Direito, suscita-se sua relevância em face da crise instalada no ensino jurídico, particularmente quanto à abordagem de noções e princípios fundamentais que permeiam o direito, diante do constitucionalismo vigente no Brasil. Como ilustração, foram realizadas entrevistas com diretores de faculdades de Direito. / This study aims to relate the Theory of Argumentation, by Chaim Perelman and Olbrechts-Tyteca, (based on the Argumentation Treaty and on Ethics and Law) to the teaching of Law, through the use, in areas relevant to the Argumentation, the rhetorical structure as a starting point for the systematic study of law and in particular, as a teaching methodology, complementary to the dogma of legal positivism (based on the Theory of Pure Law, by Hans Kelsen). By creating a relationship between the Argumentation and the teaching of Law, this intends to raise its relevance in light of the established crisis in the legal education, particularly on the approach to concepts and fundamental principles that underlie the law, within the current constitutionalism in Brazil. In order to illustrate this thesis, interviews were conducted with Law School Directors.

This master's thesis deals with a preparation of a qualification training for social workers that work with a client in crisis. It examines what are the requirements for the social worker and his range of further training. It also focuses on a social worker custody to a client who found himself in a crisis situation. It solves whether, and how the social workers are prepared to these difficult situations. Theoretical knowledge, as a type of client, koncept and types of crisis situations and attitudes and competences of a social worker to the solution of the crisis, are used in practical part of this master's thesis, which is made up of case reports with subsequent analysis. In conclusion the importance of the knowledge and skills of social workers are documented by questionnaire. Using the comparative method, I would like to highlight the developments in this field during the last five years. For comparison is outlined the care for a human in crisis in Switzerland and Bulgaria. The goal of my thesis is to make this field more approachable not only to social workers who encounter people in crisis in the course of their work, but also to all people who may find them- selves in crisis.