This thesis addresses the status and role of "a citizen in crisis management", because this is a citizen who is heavily affected. The topic selection was inspired mainly by the fact that the issue of a citizen in crisis management has been neglected, only a few people are interested, there is little information available on crisis management, and citizens and their families as basic elements are not specified at all. I would love to modify the access to citizens and their families, and thereby to contribute to the improvement of emergency planning and creation of new approaches to defense, security and protection. The main objective of this thesis was to analyze, describe and define the status of citizens in crisis management. Furthermore, to examine the status of citizenship from the perspective of all parts of crisis management and to modify the view on the issue of crisis management and also to extend it by one area - the personal part of crisis management. In connection with the defined hypothesis it is very important to provide preventive education to citizens to prevent the consequences of emergencies and crisis situations. Using a survey questionnaire and additional questions the current state of preparedness of citizens to the possibility of emergency and crisis situations was investigated. The obtained data confirm the hypothesis that there are significant deficits in citizen´s preparedness for emergency or crisis situations and their knowledge of crisis management is not sufficient. In the final part the findings are described on the basis of which a project how to improve the situation is suggested, which is the proposal of prevention targeting citizens and their families. One of the ways how to achieve this purpose is to implement a wide spectrum of activities to educate the public on emergency management throughout their whole lives.

本研究目的在探討家長諮詢訓練方案對提昇輔導志工自我效能，以及改善家長教養行為的實驗成效。實驗處理為家長諮詢訓練方案，其內容以諮詢服務的觀點，結合父母效能系統訓練和焦點解決短期治療的理念與技術。研究對象以台北縣家庭教育中心的輔導志工48人（實驗組和控制組各24人），以及接受輔導志工諮詢的家長31人（實驗組18人，控制組13人），研究工具為輔導志工自我效能量表以及父母教養行為量表。資料處理採二因子混合設計變異數分析。研究結果發現，接受訓練方案之實驗組輔導志工較控制組輔導志工在自我效能有顯著的提昇；接受訓練方案之輔導志工較控制組輔導志工，其親職諮詢對父母的教養行為改善有顯著效果。本研究的結論顯示家長諮詢訓練方案確實能提昇輔導志工自我效能及有效改善家長教養行為，並據此對家庭教育中心的親職諮詢、親職教育、諮商實務和未來研究提出具體建議。 / This study aimed at examining the effectiveness of parental consultation training program applied to volunteer counselors and the indirect effect of the training program on parental nurture behaviors. Forty eight participants of volunteer counselors in Taipei Family Education Center were randomly divided into experimental and control groups.Thirty one parents received consultation service participated in this study.The measures were volunteer counselors self-efficacy scale and parental nurture behaviors scale. Analysis of the statistical data utilized two-way mixed ANOVA. Results indicated that the self-efficacy of the volunteer counselors in experimental group were significantly higher than those in control group after the training program and follow-up.The parents of experimental group in parental nurture behaviors was higher than those control group. This study demonstrates that the parental consultation training program is effective in enchancing self-efficacy of volunteer counselors and in improving the parental nurture behaviors. Suggestions regarding parental consultation, parental education, and counseling practice for family education center are proposed in the future research.

16 familles libanaises (père, mère, et jeune), ont été l’objet d’une étude rétrospective, non aléatoire, afin d’explorer les notions de transmission et de dynamique identitaires, en relation avec les diverses éducations familiales. Les critères d’inclusion furent la cohésion familiale, et le niveau d’instruction des jeunes, supérieur ou égal au Baccalauréat. Les familles étaient choisies selon les principales communautés structurales d’une société pluricommunautaire, à savoir la société libanaise (et plus particulièrement, les communautés confessionnelles, géographiques, et socioéconomiques).L’analyse compréhensive et interprétative des données collectées, suivit une méthodologie de type qualitatif, selon la méthode de théorisation ancrée : 1) établissement de repères interprétatifs initiaux ; 2) co-construction de sens ; 3) analyse inductive / déductive ; 4) catégorisation en cours d’analyse de diverses conceptualisations ; 5) modélisation de ces catégories conceptualisantes en deux étapes (bidimensionnelle, et tridimensionnelle), et dont le résultat fut une modélisation théorique de l’identité individuelle ; 6) usage de cette modélisation afin de proposer une approche originale des transmissions identitaires et des dynamiques identitaires et interculturelles ; et 7) ultimement de dégager une théorisation sur « le cristal interculturel imparfait » (C.I.I.), et sur ses éventuelles et potentielles, applications et implications, en particulier, sur le plan éducatif. Le principal repère interprétatif initial personnel fut dégagé du terme arabe « oumour » : une représentation en termes temporels de l’Existence. Les principales conceptualisations que cette étude permit de catégoriser, sont : 1) la distinction entre trois formes d’appartenance : les identités existentielles, l’identité essentielle liée au sexe (gender), et l’identité nécessaire liée au « oumour » ; 2) la structure tripartite des appartenances existentielles, du fait de la double influence qu’y exercent la famille et la société ; 3) l’individualisation d’un troisième cercle intermédiaire d’appartenance, entre les cercles, privé, et public, qui est le cercle de la « assabiyya » ; 4) le caractère incomplet de chacun des trois cercles d’appartenances ; et 5) le concept de « dynamique identitaire nécessaire » (D.I.N.), qui est la somme indissociable de deux mouvements identitaires nécessaires. Quant à la théorisation du ʺcristal interculturel imparfaitʺ, celle-ci correspond à une simplification, dans un but didactique, de notre compréhension de la structuration de l’identité individuelle, de sa transmission, et de sa dynamique. Elle s’appuie sur deux notions fondamentales : 1) les souscomposantes identitaires, ou particules élémentaires de ce cristal imparfait ; et 2) D.I.N. de l’être, qui dynamise le tout, à travers des processus internes de rationalisation et de relativisation. L’approche interculturelle tient une place de choix, dans cette théorisation, eu égard la compréhension de la transmission et de la dynamique, identitaires. Si bien que l’altérité, se présente comme étant la relation élémentaire de cette structuration. Et dont l’approche use de façon combinée, interactive et obligatoire de trois logiques distinctes : 1) la logique intersubjective et existentielle ; 2) la logique subjective et essentielle ; et 3) la logique nécessaire, quant au sens que donne l’être à son existence, et qui est liée à son « oumour » (à sa D.I.N.). / 16 Lebanese families (father, mother and youth) have been the subject of a retrospective, non-randomized study, to explore notions of identity transmission and dynamics, in relation to the various family educations. Inclusion criteria were family cohesion and the level of youth instruction level, greater than or equal to High School. Families were selected according to the main structural communities in a multi communitarian society, namely the Lebanese society (specifically: confessional, geographic, and socioeconomic communities). The comprehensive and interpretative analysis of data collected, followed a qualitative methodology, according to the grounded theory method: 1) establishment of initial interpretive markers; 2) co-construction of meaning; 3) inductive / deductive analysis; 4) categorization, while analysis is in progress, of various conceptualizations; 5) modeling of these conceptualizing categories in two stages (two-dimensional and three dimensional), the result of which was a theoretical modeling of individual identity; 6) use of this model to propose an original approach o identity transmissions, and identity and intercultural dynamics; and 7) ultimately to reach a theorization about the “intercultural imperfect crystal”, (I.I.C.), and about its eventual and potential applications and implications, especially in terms of education. The main initial interpretive and personal landmark, was that of the Arabic word of “oumour”: a representation, in temporal terms, of Existence. The main conceptualizations that this study made it possible to categorize, were: 1) the distinction between three forms of belonging: the existential identities, the essential gender-related identity, and the necessary “oumour”-related identity; 2) the tripartite structure of existential belongings, due to the double influence carried on by the family and the society; 3) the individualization of a third intermediate circle of belonging, between the private and public, circles, which is the circle of “assabiyya”; 4) the incompleteness of each of the three circles of belonging; and 5) the concept of “necessary identity dynamics” (N.I.D.), which is the sum of two inseparable necessary identity movements. As for the theorization of the “intercultural imperfect crystal”, this corresponds to a simplification, for didactic purposes, of our understanding of the structuring of individual identity, of its transmission, and of its dynamics. It is based on two fundamental concepts: 1) identity subcomponents, or elementary particles of this imperfect crystal; and 2) the N.I.D. of the being, that “dynamizes” the whole, through internal processes of rationalization and “relativization”. The intercultural approach is prominent in this theory, on regard of the understanding of the identity transmission and dynamics.That’s why otherness is presented as the elementary relationship of this structure. And whose approach is characterized by its combined, interactive and mandatory use of three distinct logics: 1) the inter-subjective and existential logic; 2) the subjective and essential logic; and 3) the necessary logic, as to the meaning, that the individual gives to his being, and which is related to his “oumour” (his N.I.D.).

This work is focused on the evaluation and verification of the criteria of success foster care on the basis of their own experience. Affects the overall trend of the development of the child in the context of the family and the wider society. The key theme of this study is, above all, approach the importance and advantages of foster care, or clarify so much discussed questions of education of children in substitute family environment in terms of celospolečenského scale. To achieve the desired outcome here were used not only to their own knowledge and experience, which are processed in the individual kasuistikách, but also the conclusions of the expert examination of pedagogical-psychological counseling and specially-educational centre. The thesis has been processed on the basis of personal long- standing observation and study the behaviour of children in foster care, which are pursued and carried out directly in the family of the author thesis. Total of pattern 8 children, which over time have been adopted into the family of the author, and this was how the children of different sexes, different ethnic origin, different state of health and, not least, of the individual and the sibling group. For all of these children have been possible directly in practice to monitor their development and progress,...

Thesis (Ph. D.)--Victoria University (Melbourne, Vic.), 2006. / Includes bibliographical references.

Le premier chapitre résume et anticipe une grande partie des thèmes de la recherche. Le §.1 et le 2 montrent la surprise et l’égarement de certains autorisés intellectuels libéraux démocratiques face à la victoire de Berlusconi en 1994, qui, avec les transformations de la loi électorale en 1993, marquerait, selon l’opinion courante, le passage à la « deuxième République ». Ma recherche suggère plutôt que 1994 a été le retour à une culture antipolitique longtemps refoulée, que Berlusconi a bien su interpréter et représenter, tant dans ses télévisions que dans sa propagande politique directe. En revanche à mon avis c’est la défaite des référendums de 1995 pour l’abrogation du duopole télévisuel et pour la limitation de la publicité (§.3) qui montre des indices bien plus forts de son hégémonie en tant que personnage public et « commanager » (« communication manager » - P. Musso), mais les politiciens traditionnels ont de graves responsabilités en ce qui concerne les origines du duopole et le développement de son hégémonie télévisuelle (§.4). Dans le §.5,6 et 8 j’expose les deux clefs d’interprétation de l’histoire de la néo-télévision qui guideront ma recherche surtout dans les ch. 5, 6 et 7 : l’ « effet Meyrowitz » et l’ « l’effet Chomsky » (les guillemets sont nécessaires car je ne prétends pas qu’il s’agisse de théories pouvant être universalisées et formalisées, mais seulement de critères pour l’organisation et l’interprétation des données historiques). La première suggère la possibilité que la néo-télévision en Italie ait stimulé la perte progressive de l’aura, du prestige et de l’autorité des parents, des politiciens et en général des adultes. La théorie de Meyrowitz, inspirée à la sociologie dramaturgique de Goffman, visait à expliquer l’époque des mouvements de la contestation en Amérique par le biais de la diffusion de la télévision parmi les familles américaines (50% environ d’entre elles avaient un poste en 1954). Mais le recours à la paléotélévision ne peut pas donner de contributions importantes à la compréhension de ces mêmes mouvements en Italie : elle y était moins répandue, avait beaucoup moins d’heures d’émission, avait une seule chaîne au début et au maximum deux, etc ; et de toute façon beaucoup d’autres stimulations (la contagion étrangère, p.ex) se sont manifestées. La néotélévision en revanche a constitué un changement rapide qui a concerné tous les aspects (heures d’émission, nombre de chaînes,etc), donc ont peut s’attendre à une ultérieure perte de prestige des adultes, mais dans une forme différente par rapport à la contestation. L’ « effet Chomsky » peut intégrer l’ « effet Meyrowitz ». Selon Chomsky, les médias qui vivent de publicité doivent « produire » (je dirais : attirer, sélectionner, former) leur public, qu’ils devront « vendre aux annonceurs ». Les grilles de la néo-télévision seront donc au service des exigences des ces derniers. Il ne s’agit certes pas d’une idée nouvelle, ni d’une idée de Chomsky seulement, qui l’emploie de façon apodictique dans sa polémique contre les media mainstream : elle est partagée entre autres par A. Pilati avec une intention décidemment apologétique (cf. §.8). Naturellement cet « effet » est encore moins déterminable de manière scientifique, car la formation concerne notamment en tant que telle la longue période, est le résultat de trop de facteurs croisés et ses conséquences sont difficilement prévisibles, sinon carrément imprévisibles. Néanmoins les attitudes des italiens envers la publicité et les marques ont changé depuis de façon si radicale (cf sondages Eurisko) que l’on ne peut que les mettre en relation avec le développement contemporain de la néotélévision. En outre la publicité adressée aux enfants vise à en faire des consommateurs autonomes par rapport à leurs parents. / The first chapter summarises and anticipates most of the research topics. Paragraphs 1 and 2 show the surprise and perplexity of some pre-eminent liberal-democratic intellectuals facing Berlusconi’s victory in 1994, which, along with the transformation of the electoral law in the previous years, mark out the passage to the “second republic” according to the current opinion. My research suggests that 1994 instead marked the return to an anti-political culture which was repressed for a long time and Berlusconi was able to interpret and represent, both in his television channels and in the direct political propaganda. I believe that the defeat of the referendum in 1995 for the repeal of television duopoly and the limitation of advertising (§.3) are, on the other hand, a much clearer clue of his hegemony as public figure and “commanager” (“communication manager” – P. Musso), but traditional politicians are highly responsible for the origin of the duopoly and his achievement of “neotelevision” (Casetti-Odin) hegemony (§.4). In §.5, 6 and 8, I expound the two keys to understand the history of “neotelevision” (Casetti-Odin) which will guide my research especially in chapters 5, 6 and 7: the “Meyrowitz effect” and the “Chomsky effect” (quotation marks are necessary because I do not expect them to be theories which can be formalised and universalised, but they can only be clues for the organization and interpretation of historical data). The first theory suggests the possibility that “neotelevision” in Italy caused the progressive loss of aura, prestige and authority of parents, politicians and adults in general. Meyrowitz theory, inspired by Goffman’s dramaturgical sociology, aimed to explain the rise of protest movements in America with the widespread of television sets among American families (almost half of them had a television set in 1954). Nevertheless “paleotelevision” in Italy cannot significantly explain these same movements: it was less widespread, it had a smaller amount of hours of transmission, it had only one channel at first, then two…; in addition to this many other stimuli (starting from the “contagion” of the movement from abroad) appeared at that time. On the contrary “neotelevision” was a sudden change which concerned all the variables (hours of transmission, channels, etc…), therefore a further loss of adults’ prestige could be expected from it, but in a form different from protest. The “Chomsky effect” can integrate the “Meyrowitz effect”. According to Chomsky, media that lives off advertisement have to “produce” (I would say: attract, select, shape) the public, which then they will have to “sell to advertisers”. Program schedules of “neotelevision” will be, therefore, at complete disposal of the advertisers’ demands. It is certainly not a new idea, nor an idea had only by Chomsky, who uses it in an apodictic way against media mainstream: among others Antonio Pilati shares this idea, but with an apologetic intent (cf. §.8). Of course this “effect” is even less scientifically definable, because the educational process itself requires a long period of time, it is the result of too many crossed factors and its consequences are considered to be hardly predictable, or even unpredictable. Nevertheless, from those years, Italians’ attitude towards advertising and brands has gone through changes so drastic (as evidenced by Eurisko researches) that we cannot avoid relating them to the contemporary development of “neotelevision”. Moreover advertising targeting children and youngsters aims to make them consumers that are independent from their parents and to some extent it reinforces the “Meyrovitz effect”. Both the “effects” aim to develop television as independent educational curriculum.

À la fin du XXe siècle, l'école maternelle française est devenue l'école du langage pour toute une tranche d'âge, la petite enfance scolaire, afin de réduire les inégalités scolaires devant l'école. Or le langage, tout comme l'enfance, ne sont pas uniques et uniformes car ils sont socialement variables. La thèse interroge le primat du langage à l'école maternelle d'un double point de vue. Comment des enfances socialement différenciées sont-elles saisies par la norme du langage scolaire, un langage inscrit dans la culture écrite ? Quels sont les langages de l'enfance et quels rap-ports entretiennent-ils ? En prenant pour objet les primes socialisations langagières, la thèse étudie la socialisation plurielle et la différenciation sociale de la petite enfance scolarisée. L'analyse socio-historique montre que le primat du langage à l'école maternelle vient d'une attention sociale au jeune enfant. Après s'être portée sur son corps fragile, elle a investi ses productions symboliques, révélées par une « science de l'enfant » ethnocentrique. Progressivement, le jeune enfant devient un « objet culturel ». Au XIXe siècle, ce processus se situe dans les fractions instruites et dominantes de la bourgeoisie et de l'aristocratie, et les femmes de ces milieux investissent la petite enfance. Une première pédagogie du langage s'invente, au moins idéalement, dans l'école maternelle de la IIIe République qui voulait former un citoyen raisonnable. Mais c'est dans la deuxième moitié du XXe siècle que le langage devient une question scolaire, quand le problème social de l'« échec scolaire » surgit avec la massification. Un champ d'intervention professionnelle se constitue et impose des contenus et des pratiques légitimes. Entrepreneur de la littératie précoce, il véhicule les normes pédagogiques et les attentes de la bourgeoisie cultivée autour d'un « client idéal » : une définition élitiste du jeune enfant, qui présuppose son autonomie politique et cognitive. L'enquête ethnographique décrit des primes socialisations plurielles à la rencontre de plusieurs instances et leurs produits socialement différenciés : l'acculturation scolaire, la socialisation entre pairs, les socialisations familiales, la culture matérielle et symbolique de l'enfance (i. e. culture lu-dique et fictionnelle, culture graphique, alphabétique et lectorale, « traditions scolaires », culture légitime). Elle dévoile comment l'inégale distribution de ces produits langagiers structure des rapports sociaux (de classe et de genre) entre enfants au croisement de l'acculturation scolaire et d'un langage entre pairs. Elle reproduit la structure sociale. L'enquête conclut à une reconfigura-tion des fonctions différentielles de l'école maternelle : autour d'un curriculum réel, duquel une partie des milieux populaires est proche, et d'un curriculum caché, secondarisé, présupposant la réflexivité. Celui-ci est l'apanage des milieux dotés en ressources scolaires et l'objet légitime du champ d'intervention professionnelle de la littératie précoce. Finalement, la thèse montre que la priorité accordée au langage à l'école maternelle au nom de la réduction des inégalités scolaires perpétue la domination scolaire. Elle se réalise par la domination pédagogique que les entrepre-neurs et les entrepreneuses de normes exercent sur les agents des primes socialisations. / At the end of the 20th century, the French nursery school has become the school of language for a whole age group, early childhood, in order to reduce school inequalities. However, both language and childhood are not unique and uniform because both of them are socially variable. This thesis questions the primacy of language in the nursery school from a double point of view: how do norms of school language, i.e. early literacy, affect children from socially different backgrounds? What are childhood’s languages and how are they connected? By taking language socialization as a research object, this thesis studies the plural socialization and social differentiation in schooled early childhood. The sociohistorical analysis shows that the primacy of language in nursery school came from social attention towards the young child. After having studied his fragile body, it invested his symbolic productions, revealed by an ethnocentric “science of the child”. Gradual-ly, the young child becomes a “cultural object”. Over the 19th century, this process took place in the educated and dominant parts of the upper class and the aristocracy. Women from these social groups took a close interest in early childhood. A first pedagogy of language was invented, at least ideally, in the Third Republic’s nursery school which aim was to bring up a reasonable citi-zen. But over the second half of the 20th century, language became a school issue, when the social problem of “school failure” appeared with mass schooling. A professional intervention field of early literacy was formed and imposed contents and norms for legitimate practices. Those early literacy entrepreneurs convey the educational standards and expectations of the cultivated middle class towards an “ideal customer”: by the elitist definition of a young child as someone with pre-supposed political and cognitive autonomy. The ethnographic inquiry describes plural socializa-tion involving several instances together and their socially differentiated products: school accul-turation, socialization among peers, family socializations, children material and symbolic culture (i.e. playful, fictional, graphic, alphabetical and reading culture, “school traditions”, legitimate culture). It reveals how the unequal distribution of these language products structures social rela-tions (both class & gender) between children at nursery school, at the crossroads between school acculturation and peer language. It reproduces social structure. The study concludes that the dif-ferential functions of nursery school are structured around both a real curriculum, (which part of the working class is comfortable with), and a hidden reflexive curriculum, (i. e. as a principal of extended literacy). This latter one belongs to social groups with education resources (i. e. middle class) and is the legitimate object of the professional intervention field in early literacy. Finally, the thesis shows that language established as a priority in order to reduce school inequalities actually perpetuates school domination. It happens through the pedagogical domination imposed by the norms entrepreneurs on the early language socialization’s agents.

Abstract UHLÍŘOVÁ, Markéta. 'Child with Disabilities in Foster Care'. Prague : Faculty of Arts, Charles University in Prague, 2011. 140 pp. Graduation Thesis. In the opening chapters of the thesis entitled 'Child with Disabilities in Foster Care' are defined basic concepts relating to disability issues and there are also outlined options of care for a child with disabilities and their families. More text in detail deals with foster care, defines the essential functions of the family and describes various forms of foster care, which are applied to provide care for orphaned children socially in the Czech Republic. The main part of work deals with foster care, its history and particular types, given the current state of implementation of foster care in the Czech republic and discusses the process of mediation foster care with regard to the child with disabilities. The survey based on analysis of interviews with the famaliare experience, that has accumulated during their life foster-mothers, who take care to children with disabilities. The work is concluded by an evaluation of lessons learned and outlining ways on how to use them for those, who think about implement of the foster care and they would be willing to accept a child with disabilities.

The main goal of the thesis was to detect and subsequently present a comprehensive views of educational society and parents for the current issue of school preparedness and its related issues concerning the high number of school attendance delay. To obtain these views was used a method of semi-structured interviews with parents, teachers from preparatory classes and teachers from nursery and primary schools. When analysis of testimony was finished, has been used and also elected procedure confrontation between these dates, then confrontation with professional publications, articles, web discussion forums and also primary data which was find out at conference that was organized on this topic. After the research was found that the issue of school preparedness affects to other issues like: an education and qualification of nursery teachers, the quality of cooperation between school and family, problems of capacity classrooms in nursery and solving number of children and age composition of class, accountability for school readiness child etc. The results of this thesis indicate what opinions have the family and educational public on the current status of the school preparedness disadvantages of children and also parts of school preparedness, in which today's children mainly excel. The main contribution...