Este trabalho propõe um modelo conceitual de Parque Tecnológico adaptado aos requisitos da sociedade do conhecimento, contextualizado para regiões urbanas, de média a densamente povoadas, ou metropolitanas. O modelo é particularizado para a cidade de São Paulo, focalizando o entorno da Cidade Universitária - campus da Universidade de São Paulo, na capital, região onde se encontra uma grande densidade de instituições de pesquisa e organizações de apoio ao desenvolvimento científico e à inovação tecnológica, tais como: o Instituto de Pesquisas Energéticas e Nucleares (IPEN), o Instituto de Pesquisas Tecnológicas (IPT), o Instituto Butantã e o Centro Incubador de Empresas Tecnológicas (CIETEC). O modelo considera a alteração da vocação econômica da cidade de São Paulo, a mudança física de empresas de grande porte de setores tradicionais, a alta taxa de desemprego e o mercado extremamente competitivo, fatos esses que são desafios para a implementação de políticas que possibilitem a substituição de atividades declinantes por atividades nascentes, mais competitivas e que auxiliem na atração de investimentos para a cidade. Para apoiar o desenvolvimento do modelo, é construido um panorama de experiências nacionais e estrangeiras em parques tecnológicos, detalhando aspectos estratégicos, estruturais, gerenciais e operacionais, tendo sido analisadas sete experiências nacionais e três experiências internacionais, por meio da aplicação de um instrumento de pesquisa e entrevistas. O modelo conceitual é elaborado tomando por base três pilares que se apresentam importantes para o sucesso das experiências analisadas durante a pesquisa de campo, a saber: a dinâmica das relações entre os atores envolvidos, a inserção e relação com o meio urbano e as características das empresas e respectivos estágios de desenvolvimento. O modelo proposto reúne quatro grupos de atividades no seu contexto: as atividades de um centro incubador de empresas tecnológicas; as atividades das empresas graduadas ou maduras e micro e pequenas e médias empresas, externas ao sistema, baseadas no conhecimento, bem como instalações de pesquisa e desenvolvimento de grandes corporações em parceria com instituições de pesquisa instaladas na região, e as atividades do Parque Tecnológico propriamente dito, entidade que suporta as ações previstas no modelo. O presente modelo propõe um passo além da idéia de estruturação de um parque urbano, prevendo um núcleo gestor e coordenador, composto por algumas de suas estruturas organizacionais, e a disseminação desse parque na cidade, permitindo irradiar ações coordenadas no meio urbano. / A conceptual model of Technology Park is established, adapted to the knowledge society requirements. The focus is on medium and highly dense population areas and global megacities, mainly in developing countries. The model is particularized to the São Paulo city and the neighbourhood of the University of Sao Paulo campus. This region has a high density of research institutions and other organizations that support scientific, technology and innovation activities; among these organizations are: the Institute for Nuclear and Energy Research (IPEN), the Institute for Technology Research (IPT), the Butanta Institute and the Incubator Center for Technology Enterprises (CIETEC). The model considers the changes in the economic vocation of the Sao Paulo city, the removal of traditional industry sectors organizations from the region, the unemployment rates and the highly competitive global market. These challenges ask for policies that can attract new economic activities, more competitive in the global market, and new investors. To support the research activities it is applied a questionnaire and interviews to seven national and three international technology parks experiences. The conceptual model is based on three main aspects which are considered by these experiences very important to the success of the technology parks, as follows: the dynamics of the players relation, the urban intervention of the project and the companies characteristics and development stages. The proposed model concerns to four groups of activities: the technology incubator center activities; the graduate or mature companies from the incubator center or other micro, small or medium knowledge based companies, from outside the system; the cooperative research activities among private organizations and research institutions; the Technology Park services and managing activities. This model innovates concerning the conception of a managing and coordinator core, located inside the University campus, and by the dissemination and irradiation of the Technology Park activities and benefits to the city, forming innovative clusters and establishing adense knowledge network.

Lecturers at three Nursing Colleges in the Gauteng Province in South Africa where this study was conducted raised their concern that a large proportion of learners reaching the senior phase have difficulty solving patient care problems and even making specific decisions regarding patient care. These learners are also unable to formulate nursing diagnoses and develop nursing care plans. This lack of essential critical thinking skills is evident during the assessment of their assignments, tests as well as clinical formative assessments. These skills can be developed within learners throughout their four-year training, if exposed to outcomes- based education (OBE) and problem-based teaching strategies especially starting on the first level of their training course. The current nursing education programme, at these Nursing Colleges where this study was conducted is an outcomes- and problem-based curriculum. It is important that teaching strategies utilized by nurse educators are appropriate for the specific curriculum implemented because they greatly differ from the traditional teaching strategies. The purpose of this study was to investigate the teaching and assessment strategies utilized in the facilitation of learning for the first year level students in the subject General Nursing Science (GNS I). The focus of the study was on the first year of training because it is expected that development of critical thinking be started at this level. A quantitative, contextual descriptive research method was utilised. The sample consisted of lecturers (N=23) and students (N=680). The lecturers from each of the three colleges were addressed during a personnel meeting regarding the study and a suitable date and time was set for the distribution of the questionnaires to the lecturers and to first year learners during the last block of the academic year. The questionnaires were distributed to the lecturers and the learners on the agreed date and time and the researcher was present to clarify any misunderstanding regarding the tool. The questionnaire consisted of appendix E, which was distributed to lecturers and appendix F, which was distributed to the learners. Respondents were requested not to give any identifiable information on the questionnaires and to place completed questionnaires in the box provided in each of the venues to ensure confidentiality and anonymity. Data from the study indicated that not all of the teaching strategies and assessment methods utilized by the educators are appropriate and conducive for the stimulation of critical thinking skills. The majority of the lecturers facilitate through a lecture method and assessments are mostly done through written tests and examinations. On the other hand teaching facilities at the colleges are inadequate, for instance small group facilities are not available. Recommendations are as follows: <ul> <li> More lecturers should be encouraged to obtain a Masters Degree qualification in Nursing.</li> <li> All lecturers should utilize the OBE educational strategies.</li> <li> In their facilitation of GNS I lecturers should accommodate older students, because they were never exposed to an OBE approach in their basic education.</li> <li> Lecturers should utilise a variety of teaching strategies that will ensure development of critical analytical thinking.</li> <li> Lecturers should utilize a variety of assessment methods.</li> <li> Students should be encouraged to seek information on their own, specifically regarding case studies because this actively involves them as they are solving problems, making decisions and draw conclusions in relation to GNS I.</li> </ul> Copyright / Dissertation (MCur)--University of Pretoria, 2011. / Nursing Science / unrestricted

Adolescent drug abuse is a negative phenomenon, thesis aims for selected aspects of work with adolescent psychoactive substances users in Czech republic. Objective is to describe specifics of addictology programmes for adolescents and participation of state administration offices, also provide the list of facilities providing this type of care. Besides the literature, this thesis draws from personal experience of the author, who has been working with adolescent drug users. Institutional case study of addictology programme in context of institutional care is also part of the thesis. In conclusion is model of principles of the therapeutic community suitable for use in terms of institutional care. Case management principles are useful due to the problem complexity.

Thesis; Thesis information not provided; 17 Jul 2003. / Published through the Information Bridge: DOE Scientific and Technical Information. "UCRL-LR-154423" Maxwell, R M; Tompson, A F B; Richardson, J H; El-Naser, H; Rihani, J. F F; Subah, A.; El Sha'r, W A; Al-Hadidi, Khair; Al-Awamleh, M; Al-Foqaha, M; Abu-Eid, O; Hayyaneh, R A. 07/17/2003. Report is also available in paper and microfiche from NTIS.

The project concerns itself with a current issue concerning the use of the social space, Černa louka, situated a short distance from the centre of Ostrava. This project adds new facilities - educational, sports, gastronomical, and scientific - to the original competion proposal. What is more, this brings new input to the area responding to the needs of local inhabitants. The complex of educational buildings is designed as a new principle of vertical compact form.

This study was an attempt to explore and describe media utilisation from a Primary Science teacher's perspective, within a qualitative theoretical and methodological framework. A brief survey revealed what media was available in the schools, and observation and interview methods were used to give meaning to the media utmsation practice in schools. It was hoped that the results would assist in the construction of guidelines required to improve media use, and consequently science teaching in the rural primary schools. The inquiry revealed that apart from improving educational facilities, re-motivation of the science teachers was an essential ingredient in the search for ways of improving media use in Primary Science instruction / Educational Studies / M. Ed. (Didactics)

This project outlines the design proposal for an alternative public high school in Toronto, Ontario. For this project the school is re-imagined as a Community Learning Centre. The goal of the Community Centre model is to foster life-long learning in young people which can occur when space emphasizes social interaction, citizenship, and life long learning. The design of the Community Learning Centre is an attempt to align educational priorities with design, to create learning environments that best suit the needs of the users. The focus of the project, is on places between the classrooms where there is opportunity for informal learning to take place. The term schoolscapes is use to describe these spaces. They include all of the places between classrooms and are a way of reimaging the corridors as active, lively and engaging spaces. To support and expand on the idea of schoolscapes, how the environment impacts people and learning, the shifting values in education, and how public space can be related to school interiors, have been investigated. The work of Prakash Nair, Annalise Gehling and Herman Hertzberger, on school design and its correlation to public space have been extremely influential for this project, as has the work of Jan Ghel on lively city spaces. Jan Ghel identifies key features of good public space that can provide the foundation for the design of informal learning spaces. The writing of Nair, Gehling and Hertzberger will be used to support how these characteristics can be applied to the learning environment. The design of the Community Learning Centre explores how the ideals imbedded in public space can be carried over to the interior of a learning environment.

This project outlines the design proposal for an alternative public high school in Toronto, Ontario. For this project the school is re-imagined as a Community Learning Centre. The goal of the Community Centre model is to foster life-long learning in young people which can occur when space emphasizes social interaction, citizenship, and life long learning. The design of the Community Learning Centre is an attempt to align educational priorities with design, to create learning environments that best suit the needs of the users. The focus of the project, is on places between the classrooms where there is opportunity for informal learning to take place. The term schoolscapes is use to describe these spaces. They include all of the places between classrooms and are a way of reimaging the corridors as active, lively and engaging spaces. To support and expand on the idea of schoolscapes, how the environment impacts people and learning, the shifting values in education, and how public space can be related to school interiors, have been investigated. The work of Prakash Nair, Annalise Gehling and Herman Hertzberger, on school design and its correlation to public space have been extremely influential for this project, as has the work of Jan Ghel on lively city spaces. Jan Ghel identifies key features of good public space that can provide the foundation for the design of informal learning spaces. The writing of Nair, Gehling and Hertzberger will be used to support how these characteristics can be applied to the learning environment. The design of the Community Learning Centre explores how the ideals imbedded in public space can be carried over to the interior of a learning environment.

This study was an attempt to explore and describe media utilisation from a Primary Science teacher's perspective, within a qualitative theoretical and methodological framework. A brief survey revealed what media was available in the schools, and observation and interview methods were used to give meaning to the media utmsation practice in schools. It was hoped that the results would assist in the construction of guidelines required to improve media use, and consequently science teaching in the rural primary schools. The inquiry revealed that apart from improving educational facilities, re-motivation of the science teachers was an essential ingredient in the search for ways of improving media use in Primary Science instruction / Educational Studies / M. Ed. (Didactics)