The nature of the role and function of the university chaplain is as much determined by educational considerations as theological ones. While there is an almost essential marginality to chaplaincy work, it is safeguarded from any sense of irrelevancy by sharing in the university's central concern with human development. A study of the factors involved in student development reveals its holistic nature. Spiritual development has its own particular place in the developmental process. The pattern of spiritual development has many parallels with other aspects of development more obviously encountered in a university setting. Research on student development has insights to offer for the expansion of chaplaincy work. Consideration of the traditional models of chaplaincy reveals their failure to take adequate account of the educational implications. A new and adequate model of chaplaincy requires educational as well as theological foundations. Such thinking results in a threefold approach to chaplaincy work centering on ministry to the institution, to the individual and to the Christian community; an approach which is responsive yet innovative, flexible and transient, largely unstructured, but with a consequent freedom for experiment.

Dissertation submitted to the Faculty Of Education in Fulfilment Of the Requirements for the Degree Of Master of Education in the Department of Philosophy of Education at the university of zululand, 1999. / The study on "an analysis of the educational role of single parents" was aimed at: * investigating the role of single parenthood in education. * investigating the educational role of single parents in and out of school. * establishing problems encountered by single parents in performing their educational role. * establishing the effects of single parenthood on the academic performance of children. * deterroining the extent to which single parents can be helped to improve their parenting skills. The above are some of the aims of this study which are stated in Chapter one. The method of investigation was described and major concepts were clarified in Chapter one. Chapter two discussed the family in relation to socialization and education. It also discussed the functions of the family and the family rektionships. Chapter three dealt with the impact that living in a single parent family had on the academic performance of children. Chapter four dealt with single parents' involvement in education. Chapter five dealt with the research technique, analysis, evaluation and interpretation of data gathered by means of questionnaires. Chapter six focused on the further statement of the programme of study, findings and conclusions, suggestions and recommendations. This study bas revealed that single parents are unable to adequately participate in their children's education mainly due to time and resource constraints. Issues related to child upbringing for lone parenting were a matter of concern. A plethora of pressures and challenges caused conflict and stress for single parents. Some of the recommendations are that schools should help single parents and their children by:- * encouraging single parents to organise their own single parents' groups at school through which parents can create their own support network, receive practical single parenting advice and share child care duties. * educating the public on the importance of accepting single parents. * organising single parents' family support and children's support groups on school's premises and linking these support groups with comrminity agencies that help single parent families in crises. * organising parenting education courses through Parent Teacher Association (PTA's) which offer child care, car pools or other transportation assistance, and a sliding fee or scholarship and fund for low-income single parents. * frequently reviewing children's progress with single parents through the telephone or in-person conferences. * providing single parents with the school's year plan so that parents can make prior arrangements with employers to attend some of the school's important activities/events. * opening therapy and counseling centres for single parents. * updating those single parents who are unable to attend parents meetings by making minutes for meetings available for them. * educating single parents on strategies of coping with stress and resolving conflict. The researcher hopes that future research suggested in chapter six will help reveal some of the important issues on single parenthood.

In 1969 the Government of Canada announced a new Indian policy statement(1) which is an attempt to solve what has been called the "Indian Problem". One interpretation of the Indian Problem is presented in this statement(2). The Indians have struggled against control and oppression which they may term as a "Bureaucratic Problem" or an "Indian Act Problem". Whichever view is taken, Indian or otherwise, the problem is the same.<p> Until recently, the general public was unaware of the Indians and of the problems they encountered by policy changes. The policies were often implemented for the sake of expediency, without sufficient reference to what had happened in the past and without sound consultations with the Indian people. The policy controlling the education of Indians has been, and is, held by federal authorities to be the key which will solve past issues, but educational problems have arisen due to unenlightened practices impressed upon the culture of the Indian people. It is necessary, therefore, to examine the significant patterns and the resulting difficulties which have evolved in the education of Indians. <p>(1) Statement of the Government of Canada on Indian Policy, 1969. Presented to the First Session of the Twenty-eighth Parliament by the Honourable Jean Chretian, Minister of Indian Affairs and Northern Development. Ottawa: Queen's Printer, 1969.<p> (2) See Appendix A.<p> Statement of the Problem<p> The purpose of this historical study is to examine the development and effect of educational policies that established, supported, and closed Industrial Schools for Indians and, in particular, the Battleford Industrial School which existed in the North-West Territories from 1883 to 1905 and continued in the Province of Saskatchewan to 1914.

In 1969 the Government of Canada announced a new Indian policy statement(1) which is an attempt to solve what has been called the "Indian Problem". One interpretation of the Indian Problem is presented in this statement(2). The Indians have struggled against control and oppression which they may term as a "Bureaucratic Problem" or an "Indian Act Problem". Whichever view is taken, Indian or otherwise, the problem is the same.<p> Until recently, the general public was unaware of the Indians and of the problems they encountered by policy changes. The policies were often implemented for the sake of expediency, without sufficient reference to what had happened in the past and without sound consultations with the Indian people. The policy controlling the education of Indians has been, and is, held by federal authorities to be the key which will solve past issues, but educational problems have arisen due to unenlightened practices impressed upon the culture of the Indian people. It is necessary, therefore, to examine the significant patterns and the resulting difficulties which have evolved in the education of Indians. <p>(1) Statement of the Government of Canada on Indian Policy, 1969. Presented to the First Session of the Twenty-eighth Parliament by the Honourable Jean Chretian, Minister of Indian Affairs and Northern Development. Ottawa: Queen's Printer, 1969.<p> (2) See Appendix A.<p> Statement of the Problem<p> The purpose of this historical study is to examine the development and effect of educational policies that established, supported, and closed Industrial Schools for Indians and, in particular, the Battleford Industrial School which existed in the North-West Territories from 1883 to 1905 and continued in the Province of Saskatchewan to 1914.

'Educational Role of Libraries' Breakout session from the Living the Future 8 Conference, April 23-24, 2012, University of Arizona Libraries, Tucson, AZ.

Tese (doutorado)-Universidade Federal do Rio Grande, Programa de Pós-Graduação em Educação Ambiental, Instituto de Educação, 2010. / Submitted by eloisa silva (eloisa1_silva@yahoo.com.br) on 2012-11-28T17:00:54Z No. of bitstreams: 1 francisco jos soller de mattos.pdf: 1304112 bytes, checksum: 6d1a2cf1b6296e991f0bdc1e161fefdc (MD5) / Made available in DSpace on 2012-11-28T17:00:54Z (GMT). No. of bitstreams: 1 francisco jos soller de mattos.pdf: 1304112 bytes, checksum: 6d1a2cf1b6296e991f0bdc1e161fefdc (MD5) Previous issue date: 2010 / A presente pesquisa trata da análise das decisões do Tribunal de Justiça do Estado do Rio Grande do Sul (TJ/RS) proferidas nas ações indenizatórias por dano ambiental, nos primeiros dez anos de vigência da Lei nº 9795/99, para o fim de responder se estas recepcionaram a proposta pedagógica contida na PNEA, enquanto processo de sensibilização para um novo comportamento individual e coletivo marcado pelo interesse de defesa da qualidade ambiental. Para tanto, delimitou-se os marcos teóricos referentes à reparação do dano ambiental, na condição de tutela social diferenciada e, ainda, formulou-se um conceito operacional de Educação Ambiental, produzido a partir das categorias extraídas do texto legislativo que consolida a PNEA. Com apoio nesse conceito operacional, que identificou o processo como categoria fundamental da PNEA, se examinou todos os acórdãos do TJRGS, proferidos nas ações indenizatórias por dano ambiental, no primeiro decênio de vigência da Lei n° 9.795, de 27 de abril de 1999. A análise contemplou as seguintes etapas: a) O exame da totalidade dos acórdãos coletados; b) A extração de blocos temáticos com indicações ou referencias (diretas ou indiretas) da função pedagógica; c) A análise dos blocos temáticos com base nas categorias deduzidas à priori do conceito operacional da EA. Após o cruzamento do conteúdo dos blocos temáticos com as características dos processos educativos em EA, deduzidas a partir do conceito operacional, constatou-se a não recepção adequada da dimensão pedagógica preconizada pela PNEA. E, ainda, que apenas quatro acórdãos, num universo de quarenta, fizeram remissões vagas à “função pedagógica”, sem qualquer comprometimento de articular a práxis da Educação Ambiental como processo, conforme determina a Lei nº 9.795/99. Ao final, foram expostos alguns motivos da precariedade da função pedagógica dos acórdãos analisados e, também, apresentadas propostas para garantir plena vigência aos comandos da PNEA. / This study examined the decisions of the Court of the State of Rio Grande do Sul (TJ/RS) made in indemnity actions for environmental damage within the first ten years of Law No. 9795/99. Such an analysis was carried out for the purpose of answering whether they approached or not the pedagogical proposal contained in PNEA, as a process of awareness of a new individual and collective behavior marked by concern for the defense of environmental quality. To this end, the theoretical frameworks relating to compensation for environmental damage, provided differentiated guardianship, were set out, and an operational concept of Environmental Education (EE), produced based on the categories extracted from the legislative text that reinforces the PNEA, was drawn up. Grounded on this operational concept, which identifies the process as a fundamental category of PNEA, all the rulings of TJRGS were studied as to indemnity actions made for environmental damage within the first decade of application of Law No. 9795 of April 27, 1999. The analysis included the following steps: (a) examination of all judgments collected; (b) extraction of thematic groups with information or references (direct or indirect) of educational role; (c) analysis of thematic groups based on categories taken from the operational concept of EE. After matching the content of the thematic groups with the characteristics of educational processes in EE, deducted from the operational concept, it was found not to approach an adequate pedagogical dimension as recommended by PNEA. Only four judgments out of forty made vague references to “educational role” with no commitment to articulate the praxis of EE as a process, as determined by Law No. 9.795/99. Finally, some reasons were mentioned with regard to the precariousness of the educational role of the judgments analyzed, and proposals to ensure full observance of the commands of PNEA were given.

El rol educador de la enfermera, tiene como función la prevención y promoción de la salud en el entorno educativo. Asimismo, el profesional de enfermería tiene la responsabilidad de proporcionar de forma individualizada los cuidados que requiere el estudiante de forma directa e integral con el fin de mantener su salud. Además, la enfermera presta un servicio que permite aumentar la capacidad del estudiante y de la colectividad escolar, para prevenir, detectar y solucionar sus problemas de salud. Método: Investigación cualitativa, con abordaje descriptivo. Objetivo: Describir el rol educador de la enfermera sobre alimentación saludable en pandemia en adolescentes de una institución educativa privada de Chiclayo, 2022. Muestra: 15 adolescentes de la institución educativa privada Manuel Pardo, el muestreo fue no probabilístico por conveniencia y el tamaño de la muestra fue obtenida por saturación y redundancia de datos. Los datos serán recopilados mediante la entrevista semi estructurada validada por juicios de expertos y prueba piloto, posterior a la aprobación por el Comité de Ética. Se utilizó la técnica de análisis de contenido, se cumplió con criterios de rigor ético y científico. Resultados principales: (1) Promoviendo un cuidado autónomo y responsable en los adolescentes, (2) Comunicación asertiva y empática: enfermera - adolescente, (3) Recursos didácticos para un buen aprendizaje. Conclusión general: Este estudio demostró que, es evidente la importancia del rol educador de la enfermera en adolescentes porque fomenta el compromiso con su salud y los orienta a tomar acciones para mantener su bienestar.

A função educativa do bibliotecário é mencionada com frequência na literatura e ganha diferentes contornos nas discussões sobre as relações entre a Ciência da Informação e a Educação, principalmente ao tratar do apoio do profissional da informação nos processos de ensino-aprendizagem. Embora o tema esteja presente nos discursos da área, não há clareza sobre o delineamento dessa função e as atividades e competências necessárias para desenvolvê-la, o que dificulta a inserção desta temática na proposta político-pedagógica dos cursos de formação do bibliotecário. Trata-se de estudo exploratório, que tem como base a discussão conceitual sobre o papel de mediação do bibliotecário em diferentes ambientes, principalmente em bibliotecas de pesquisa; estudos sobre formação e potencial de inserção no mundo do trabalho; e estudos sobre competências, aptidões e habilidades esperadas na formação deste profissional. A metodologia inclui estudo bibliométrico dos trabalhos apresentados no GT-6 - Informação, Educação e Trabalho do Encontro Nacional de Pesquisa e Pós-Graduação em Ciência da Informação (ENANCIB), no período de 2003 a 2012, para identificar principais autores e aspectos temáticos pesquisados, complementado por estudo de citações para identificar potenciais influências teóricas sobre a produção brasileira na área. O estudo utilizou procedimentos de análise de conteúdo para extrair eventuais definições, discussões ou exemplificações sobre desempenho de atividades que pudessem configurar-se como inerentes à função educativa do bibliotecário, de modo a orientar propostas para adequação das diretrizes curriculares de um curso de formação bibliotecário. O estudo confirmou a exigência para que o bibliotecário promova ações educativas nos ambientes informacionais, porém não aponta diretrizes teórico-metodológicas que possam sustentar um programa de formação baseado no desenvolvimento de competências ou habilidades para formação de um bibliotecário apto a desenvolver esta função. Indica que a formação desse profissional com competências de educador preparado para enfrentar os desafios cognitivos, sobretudo nos ambientes educacionais, é ainda um desafio para as escolas de Biblioteconomia e exige equipe multidisciplinar de pesquisadores que possam promover maior aproximação entre a pesquisa acadêmica e os ambientes sociais de atuação dos bibliotecários. / The educational role of the librarians is often mentioned in the literature and receives different approaches in discussions about the relationship between Information Science and Education, especially when dealing with the support of the information professional to the teaching - learning processes. Although the subject is presented in the discourses of the area, the boundaries of this function and of the activities and skills it requires are not clear, and the inclusion of this discussion in political-pedagogical proposal to the formation of librarians. This is an exploratory study, based on the conceptual discussion on the mediating role of the librarian in different professional contexts, mainly in research libraries; on studies about professional formation and potential for inclusion in the working world; and on studies on competencies, abilities and skills that this professional should have. The methodology uses bibliometric study of papers presented on the GT - 6 - Informação, Educação e Trabalho do Encontro Nacional de Pesquisa e Pós-Graduação (ENANCIB) in the period 2003-2012, in order to identify main authors and thematic aspects researched, and also a citation study in order to identify potential theoretical influences on Brazilian production in these area. The study used content analysis procedures to extract definitions, exemplifications or discussions about performing activities that could be configured as inherent to the educational role of the librarian, in order to guide proposals for adaptation of curriculum guidelines for a Librarianship bachelor\'s course. The study confirmed that the librarians shall promote educational activities in information contexts, but it do not indicate theoretical and methodological guidelines that could sustain a course based on the development of skills and abilities to form a librarian who is able to perform this role. It indicates that the formation the librarians should recognize educational competencies in order to prepare them to face cognitive challenges, especially in educational contexts is still a challenge for schools of Librarianship and requires a multidisciplinary team of researchers that may promote further integration between the academic research and social contexts of work of the librarians .

A função educativa do bibliotecário é mencionada com frequência na literatura e ganha diferentes contornos nas discussões sobre as relações entre a Ciência da Informação e a Educação, principalmente ao tratar do apoio do profissional da informação nos processos de ensino-aprendizagem. Embora o tema esteja presente nos discursos da área, não há clareza sobre o delineamento dessa função e as atividades e competências necessárias para desenvolvê-la, o que dificulta a inserção desta temática na proposta político-pedagógica dos cursos de formação do bibliotecário. Trata-se de estudo exploratório, que tem como base a discussão conceitual sobre o papel de mediação do bibliotecário em diferentes ambientes, principalmente em bibliotecas de pesquisa; estudos sobre formação e potencial de inserção no mundo do trabalho; e estudos sobre competências, aptidões e habilidades esperadas na formação deste profissional. A metodologia inclui estudo bibliométrico dos trabalhos apresentados no GT-6 - Informação, Educação e Trabalho do Encontro Nacional de Pesquisa e Pós-Graduação em Ciência da Informação (ENANCIB), no período de 2003 a 2012, para identificar principais autores e aspectos temáticos pesquisados, complementado por estudo de citações para identificar potenciais influências teóricas sobre a produção brasileira na área. O estudo utilizou procedimentos de análise de conteúdo para extrair eventuais definições, discussões ou exemplificações sobre desempenho de atividades que pudessem configurar-se como inerentes à função educativa do bibliotecário, de modo a orientar propostas para adequação das diretrizes curriculares de um curso de formação bibliotecário. O estudo confirmou a exigência para que o bibliotecário promova ações educativas nos ambientes informacionais, porém não aponta diretrizes teórico-metodológicas que possam sustentar um programa de formação baseado no desenvolvimento de competências ou habilidades para formação de um bibliotecário apto a desenvolver esta função. Indica que a formação desse profissional com competências de educador preparado para enfrentar os desafios cognitivos, sobretudo nos ambientes educacionais, é ainda um desafio para as escolas de Biblioteconomia e exige equipe multidisciplinar de pesquisadores que possam promover maior aproximação entre a pesquisa acadêmica e os ambientes sociais de atuação dos bibliotecários. / The educational role of the librarians is often mentioned in the literature and receives different approaches in discussions about the relationship between Information Science and Education, especially when dealing with the support of the information professional to the teaching - learning processes. Although the subject is presented in the discourses of the area, the boundaries of this function and of the activities and skills it requires are not clear, and the inclusion of this discussion in political-pedagogical proposal to the formation of librarians. This is an exploratory study, based on the conceptual discussion on the mediating role of the librarian in different professional contexts, mainly in research libraries; on studies about professional formation and potential for inclusion in the working world; and on studies on competencies, abilities and skills that this professional should have. The methodology uses bibliometric study of papers presented on the GT - 6 - Informação, Educação e Trabalho do Encontro Nacional de Pesquisa e Pós-Graduação (ENANCIB) in the period 2003-2012, in order to identify main authors and thematic aspects researched, and also a citation study in order to identify potential theoretical influences on Brazilian production in these area. The study used content analysis procedures to extract definitions, exemplifications or discussions about performing activities that could be configured as inherent to the educational role of the librarian, in order to guide proposals for adaptation of curriculum guidelines for a Librarianship bachelor\'s course. The study confirmed that the librarians shall promote educational activities in information contexts, but it do not indicate theoretical and methodological guidelines that could sustain a course based on the development of skills and abilities to form a librarian who is able to perform this role. It indicates that the formation the librarians should recognize educational competencies in order to prepare them to face cognitive challenges, especially in educational contexts is still a challenge for schools of Librarianship and requires a multidisciplinary team of researchers that may promote further integration between the academic research and social contexts of work of the librarians .

Text in Afrikaans / In this dissertation an attempt has been made to study the past and in particular the basic cultures of Western civilization (the ancient Israelites, ancient Greeks, Romans and early Christians) in order to investigate the educational role of the father. In an examination of the past from a historic pedagogical perspective, an endeavour has been made to compare the educational role of the father during the ancient period to that of the father at present in order to ascertain whether the past can possibly serve as "preceptor" with regard to this contentious contemporary problem. A chapter was devoted to each of the four aforementioned cultures in which the father's educational role was disclosed. At the end of each chapter a brief conclusion was reached pertaining to the field of study. In the last chapter a number of conclusions and recommendations with regard to some of the factors which influenced the father's educational role but which has immense significance for the contemporary (as well as the future) period and consequently cannot be ignored, were recorded. Matters such as the· father's educational responsibility, religious/devout support, moral-ethical education, vocational preparation and the implementation/enforcement of punishment and discipline were discussed so that the present state of affairs with regard to these factors could be evaluated and compared to that of the past. / In hierdie verhandeling is gepoog om by die verlede en wel by die grondkulture van die Westerse beskawing (die oud-lsraeliete, antieke Grieke, Romeine en vroee Christene) te gaan kers opsteek betreffende die opvoedingsrol van die vader. Deur die verlede vanuit 'n histories-pedagogiese ingesteldheid te bevra, is daar gepoog om die verband tussen die opvoedingsrol van die vader in die antieke tyd met die van die vader in die huidige tyd te vergelyk in 'n paging om vas te stel of die verlede moontlik as "leermeester" ten opsigte van die brandende kontempor~re vraagstuk kan di en. Aan elkeen van die vier genoemde kulture is 'n hoofstuk gewy waarin die vader se opvoedingsrol onthul is en aan die einde van elke hoofstuk is tot 'n kart samevattende gevolgtrekking met betrekking tot die veld van ondersoek gekom. In die laaste hoofstuk is 'n aantal gevolgtrekkings en aanbevelings met betrekking tot enkele faktore wat die vader se opvoedingsrol be1nvloed het maar wat groat segwaarde vir die huidige (sowel as toekomstige) tyd het en dus nie negeer kan word nie, geboekstaaf. In hierdie verband is aangeleenthede soos die vader se opvoedingsverantwoordel ikheid, religieus/godsdienstige steungewing, moreelsedelike opvoeding, beroepsvoorbereiding en die toepassing/handhawing van tug en dissipline aan die orde gestel sodat die huidige toedrag van sake met betrekking tot die genoemde faktore daarteen gespieel en geevalueer kan word. / Educational Studies / M. Ed. (Historical Education)