Thesis (M. Mus. (Mus. Ed.)--University of Sydney, 2006. / Title from title screen (viewed 19 March 2008). Submitted in fulfilment of the requirements for the degree of Master of Music (Music Education) to the Sydney Conservatorium of Music. Includes bibliographical references. Also issued in print format.

Thesis (Ph. D.)--University of Texas at El Paso, 2009. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Baigiamajame magistro darbe nagrinėjama spaudos inžinerijos srities studijų programų absolventų padėtis darbo rinkoje. Teorinėje dalyje apžvelgta su spaudos inžinerija susijusių studijų programų pasiūla Lietuvos aukštosiose mokyklose, spaudos inžinerijos studijų sritį besirenkančių studentų ir absolventų kitimas Lietuvoje 2007–2013 metais, šios srities rengiamų specialistų pasiūla. Atlikta spaudos pramonės srities darbų pasiūlos analizė. Tiriamojoje dalyje atlikus empirinį, kiekybinį, tyrimą, išanalizuoti VGTU, KTU ir KK aukštųjų mokyklų absolventų, baigusių su spaudos inžinerija susijusias studijų programas duomenys, absolventų padėtis darbo rinkoje, studijų programos trūkumai, privalumai. Išnagrinėjus teorinę dalį ir atlikus tyrimo analizę pateikiamos baigiamojo darbo išvados ir rekomendacijos. Darbą sudaro 6 dalys: įvadas, literatūros apžvalga, teorinė ir tiriamoji dalys išvados ir rekomendacijos, literatūros sąrašas. Darbo apimtis – 55 p. teksto be priedų, 25 pav., 9 lent., 26 bibliografiniai šaltiniai Atskirai pridedami darbo priedai. / The thesis contains the investigation of the situation for the Printing engineering graduate students in labour market. The theoretical part presents an overview of the study programs related to the Printing engineering programs in Lithuanian higher schools. The changes in labour marked in 2007 – 2013 of the students who were choosing study programs related to the Printing engineering and the field of trained specialists supply was overlooked. The research part contains the survey of the VGTU, KTU and KK high school graduates of study programs related to the Printing engineering, empirical, quantitative analyses which illustrates advantages and disadvantages of these studies. After examination of the theoretical part and analysis conclusions and recommendations are provided. of the study and carried out the analysis, conclusions and recommendations. Master thesis includes 6 chapters: introduction, publications review, theoretical research conclusions and recommendations, references. Thesis consist of: 55 p. text without appendixes, 25 pictures,9 tables, 26 bibliographical entries.

Throughout the 1980s, there was a trend in Australia towards increased participation rates in post-compulsory education. This study examines factors that influence Year 12 retention rates in four Government secondary schools within the Wollongong Sub-Region. Factors that were thought to influence students to continue to Year 12 and sit for the New South Wales Higher School Certificate Examination included those related to Gender, Socio-economic (relating to occupation of parents, government financial assistance, and language background), Educational and Career. The study involved surveying over 400 Year 10 students in four schools by questionnaires. These schools were chosen for their geographical location and to include two schools with a history of high retention rates and two schools with low retention rates. The questions in the survey were incorporated with a larger survey conducted in 1989 by the Faculty of Education at the University of Wollongong under the coordination of Dr. Noeline Kyle ("Everyone expects you to know; A report on careers advice and industry attitudes towards female students in non-traditional study and work in the Illawarra", 1990). The questionnaire was piloted in 1988 and after seeking recommendations from students, teachers and the NSW Department of School Education Research Group, the survey was administered in 1989. The study used descriptive research methodology, and Chi-square analysis was used to establish significance levels in the data. With regard to gender, the data clearly demonstrated that female students were more inclined than male students to stay on to Year 12, and have positive reasons for their decision. Concerning Socio-Economic factors, the results of this study showed that students whose parents have a professional background are more likely to stay on to Year 12. In addition, the achievement of the Higher School Certificate as a preIV requisite for further study was a strong motivating factor for students staying on to Year 12. However, students in receipt of Austudy did not appear to relate in a statistically significant manner with any of the factors that influence the student to stay on to Year 12. As well, no statistical inference could be drawn from intention to sit for the HSC and the language most used at home by parents. With regard to educational factors, the responses from each of the four schools surveyed showed a high percentage (82 to 85%) of students intending to stay on to Year 12 and sit for the HSC examination. None of these schools had an appreciably higher proportion of students intending to sit the HSC exam. However, it was found that students from one particular school were more likely to undertake further study and students from this school had a high percentage of both parents with a professional occupation than any other school. The findings relating to career factors showed that students who have a professional career in mind are more likely to proceed to Year 12. It was also found that students who had school work experience in a professional occupation were more likely to proceed to Year 12. The study relates the survey findings to the research literature in Australia, and also includes a discussion of the limitations of the survey.

As a teacher of the New South Wales Higher School Certificate Geography Syllabus in the 1970s, I became aware of problems of interpretation and implementation of syllabus documents dealing with models and theories of human aggregate behaviour. A positivistic underpinning allowed explanation in human geography to employ deductive - nomological methodology. This field study investigates a defined literature of academic geography including journals, and both secondary and tertiary documents to identify the extent and quality of nomothetic and idiographic traditions from the late 19th century to the mid 1970s. The literature prior to the late 1950s revealed a dominant regional tradition and idiographic methodology with an emphasis on description of uniqueness of areal phenomena. But underlying currents of a nomothetic nature, running parallel to this regionalidiographic tradition,exerted a noticeable challenge to gain acceptance in geographic circles. This kind of nomothetism was in the form of environmental determinism which held that physical laws operating in nature were also at work to shape and direct human societies. Environmental determinism contained generalised assertions, enjoyed some appeal, but lacked rigorous justification. Even within regional frameworks, authors used environmentally induced determinants to explain the unique character of regions. Not until the 1930s did environmental determinism lose its appeal, after which time the regional - idiographic tradition strengthened as an explanatory mode of human behaviour. Nomothetism emerged in the late 1950s in Australia in the application of models and theories explaining human behaviour. Normative theory was supported by an increased use of quantification and by the growing preference for systematic studies in geography. Neither mode of explanation exists at the total exclusion of the other; so that while nomothetism enjoyed widespread appeal in academic geography from the late 1950s, significant challenges were mounted against it because of its inadequacies as a mode of explaining human aggregate behaviour. Nomothetic explanation in human geography can be seen at the research level and in education circles. Many normative models and theories found their way into senior geography courses to the extent they promoted a systems approach. Teachers would have been aware of normative theory in geography from their university studies and teacher training courses during the late 1950s and throughout the 1960s. The tension between associated explanatory modes in systematic and regional geography becomes apparent in the analysis of the N.S.W. H.S.C. Geography Syllabus in which confusing statements raise problems for teachers interpreting and implementing this prescriptive document. Given these tensions and problems of explanation in human geography, the adoption of a critical rationalist viewpoint as propounded by Karl Popper is suggested as a possible solution for geography teachers when interpreting a syllabus such as that of the N.S.W. H.S.C. Falsification rather than verification should be the node of inquiry towards explanation of human aggregate behaviour.

<p>The aim of this study is to research images of the academic world that is presented, incorporated and reproduced within the frames of the mentorship in the basic level. Can these images derive to the view upon science as a traditionally male area? Is mentorship gendered? Can the mentorship on the basic level be viewed upon as a milestone of a academic career where men and women have different opportunities to succeed?</p><p>By interviewing seven mentors, working in a social sciences institution in a larger Swedish university, I have come to the conclusion that knowledge is coded male and that this affect mentors mental images of what male and female students are expected to do. The male student represent the scientist, while the female student represent what the scientist is not.</p><p>Depending on the work of, among others, Kerstin Norlander, Dorothy Smith and Eva Erson I have come to view upon the university as a patriarchal organisation witch produces knowledge based upon male values, experiences and concepts. This precludes the female within this organisation from relating to the knowledge she is supposed to incorporate. Since the mentorship relation is a reflection of the hierarchal university, this is problematic for the female student who is negative affected by this.</p><p>To enable a more equal mentorship relation the mentor have to start reflect upon his own experiences and expectations of students, based on sex. A clear gendered perspective in the education is also important, from the basic level to the doctoral program. There is also a need for a equal quantity of female and male mentors.</p> / <p>Syftet med denna studie är att undersöka vilka bilder av den akademiska världen som presentera, införlivas och reproduceras inom ramen för handledarskapet på grundnivån. Kan denna bild härledas till synen på vetenskap som ett traditionellt manligt område? Är handledningen könad? Kan handledningen på grundkursnivån betraktas som en milstolpe för början av en akademisk karriär där kvinnor och män har olika möjligheter att lyckas?</p><p>Genom att intervjua 7 handledare på en samhällsvetenskaplig institution på ett större svenskt universitet har jag kunnat dra slutsatsen att kunskapen är manligt kodad och att detta påverkar handledarnas föreställningar om vad kvinnliga och manliga studenter kan göra. Den manliga studenten representerar forskaren, medan kvinnan betraktas som forskarens motsats.</p><p>Genom att använda mig av bland annat Kerstin Norlanders, Dorothy Smiths och Eva Ersons teorier har jag kommit att betrakta universitet som en patriarkal organisation som producerar kunskap baserad på manliga värden, erfarenheter och förställningar. Detta gör att den kvinnliga studenten och forskaren inte kan relatera till den kunskap hon förväntas tillgodogöra sig. Då handledarrelation är en spegling av det hierarkiska universitet återfinns dessa drag även i denna. Detta påverkar den kvinnliga studenten negativt.</p><p>Att som handledare börja reflektera kring sina egna erfarenheter och förväntningar på studenter utifrån kön är att ta ett steg emot ett mer jämlikt handledarskap. Förutom detta behövs ett tydligt genusperspektiv i undervisningen från grundnivå till forskarutbildningen. Ett jämt antal kvinnliga och manliga handledare är också av stor vikt.</p>

The aim of this study is to research images of the academic world that is presented, incorporated and reproduced within the frames of the mentorship in the basic level. Can these images derive to the view upon science as a traditionally male area? Is mentorship gendered? Can the mentorship on the basic level be viewed upon as a milestone of a academic career where men and women have different opportunities to succeed? By interviewing seven mentors, working in a social sciences institution in a larger Swedish university, I have come to the conclusion that knowledge is coded male and that this affect mentors mental images of what male and female students are expected to do. The male student represent the scientist, while the female student represent what the scientist is not. Depending on the work of, among others, Kerstin Norlander, Dorothy Smith and Eva Erson I have come to view upon the university as a patriarchal organisation witch produces knowledge based upon male values, experiences and concepts. This precludes the female within this organisation from relating to the knowledge she is supposed to incorporate. Since the mentorship relation is a reflection of the hierarchal university, this is problematic for the female student who is negative affected by this. To enable a more equal mentorship relation the mentor have to start reflect upon his own experiences and expectations of students, based on sex. A clear gendered perspective in the education is also important, from the basic level to the doctoral program. There is also a need for a equal quantity of female and male mentors. / Syftet med denna studie är att undersöka vilka bilder av den akademiska världen som presentera, införlivas och reproduceras inom ramen för handledarskapet på grundnivån. Kan denna bild härledas till synen på vetenskap som ett traditionellt manligt område? Är handledningen könad? Kan handledningen på grundkursnivån betraktas som en milstolpe för början av en akademisk karriär där kvinnor och män har olika möjligheter att lyckas? Genom att intervjua 7 handledare på en samhällsvetenskaplig institution på ett större svenskt universitet har jag kunnat dra slutsatsen att kunskapen är manligt kodad och att detta påverkar handledarnas föreställningar om vad kvinnliga och manliga studenter kan göra. Den manliga studenten representerar forskaren, medan kvinnan betraktas som forskarens motsats. Genom att använda mig av bland annat Kerstin Norlanders, Dorothy Smiths och Eva Ersons teorier har jag kommit att betrakta universitet som en patriarkal organisation som producerar kunskap baserad på manliga värden, erfarenheter och förställningar. Detta gör att den kvinnliga studenten och forskaren inte kan relatera till den kunskap hon förväntas tillgodogöra sig. Då handledarrelation är en spegling av det hierarkiska universitet återfinns dessa drag även i denna. Detta påverkar den kvinnliga studenten negativt. Att som handledare börja reflektera kring sina egna erfarenheter och förväntningar på studenter utifrån kön är att ta ett steg emot ett mer jämlikt handledarskap. Förutom detta behövs ett tydligt genusperspektiv i undervisningen från grundnivå till forskarutbildningen. Ett jämt antal kvinnliga och manliga handledare är också av stor vikt.

Magistro baigiamajame darbe siekiama atskleisti aukštųjų mokyklų autonomijos sampratą, formas ir turinį, įvertinti galiojantį Lietuvos aukštųjų mokyklų autonomijos teisinį reguliavimą ir šiuolaikines aukštojo mokslo reformas, atskleisti Lietuvos aukštųjų mokyklų autonomijos įgyvendinimo praktines problemas. Pirmasis baigiamojo darbo skyrius yra labiau teorinio pobūdžio, skirtas aukštųjų mokyklų ir jų autonomijos sampratos, jos sudėtinių elementų teisinio reguliavimo analizei, tokio teisinio reguliavimo problematikos identifikavimui, doktrinos ir teisinio reguliavimo sankirtos taškų aukštųjų mokyklų autonomijos srityje išskyrimui. Pirmajame skyriuje atliekamas tyrimas yra struktūriškai skirstomas atsižvelgiant į Lietuvos teisės aktuose ir Konstitucinio Teismo praktikoje dažniausiai skiriamas pagrindines ir aktualiausias, konstitucinės doktrinos požiūriu labiausiai problemiškas aukštųjų mokyklų autonomijos įgyvendinimo sritis (studentų skaičiaus nustatymas, studijų kainos nustatymas, studijų programų turinio formavimas; per aukštųjų mokyklų tarybų veiklą vykdoma aukštųjų mokyklų autonomijos įgyvendinimo visuomeninė priežiūra bei kontrolė, aukštųjų mokyklų tarybų formavimo tvarka, įgaliojimų apimtis, veiklos reglamentas; disponavimo aukštosios mokykloms priklausančiu ir joms patikėtu turtu tvarka). Pirmajame baigiamojo darbo skyriuje atlikta teorinė analizė yra svarbi kaip pagrindas antrajame baigiamojo darbo skyriuje atliktam praktiniam tyrimui, kurio metu analizuojama, kaip... [toliau žr. visą tekstą] / The author of the final paper seeks to reveal the concept of higher schools autonomy, its forms and content, to evaluate the applicable regulation on Lithuanian higher schools autonomy and modern reforms of higher education, to reveal the practical problems of Lithuanian higher schools autonomy implementation. The first chapter of the final paper is a little bit more into a theoretical tone and devoted towards the analysis of the legal regulation of higher schools autonomy concept, it’s forming elements, towards the identification of the problems of such regulation, doctrine and legal regulation intersection point’s exclusion in the sphere of higher schools autonomy. The research, laid down in the first chapter, is structurally constructed concerning the main, most actual and at the same time most problematical referred to the constitutional doctrine spheres of higher schools autonomy implementation, that are pointed out in the legal acts of Lithuanian republic and Constitutional Court’s practice. These fields are: setting of student quantities and studies price, formation of studies programs’ contents; through the activities of higher schools councils exercised higher schools autonomy implementation’s public supervision and control, higher schools councils formation order, council’s authorities’ scope, the regulation of councils activities; the order of disposal of higher schools property, that belongs to schools on the right of ownership or trust). Analysis, fulfilled in... [to full text]

Submitted by Rosangela Silva (rosangela.silva3@unioeste.br) on 2018-05-10T18:37:50Z No. of bitstreams: 2 Luciana De Paula Vieira De Castro.pdf: 1208012 bytes, checksum: 3b789295954806908347fe45e58de9b8 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-05-10T18:37:50Z (GMT). No. of bitstreams: 2 Luciana De Paula Vieira De Castro.pdf: 1208012 bytes, checksum: 3b789295954806908347fe45e58de9b8 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2013-03-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The issue of truancy in undergraduate courses in Brazil is a chronic problem. Given the lack of teachers in the country to work in different areas, we seek to understand the reasons that lead to truancy through the analysis of this problem in undergraduate courses at the State University of West of Paraná Campus Cascavel. For this, we used the following research: questionnaires with open questions applied to escapees from different degree courses of that university; semi-structured interviews with coordinators and ex-coordinators of undergraduate analyzed; analysis of the existence of records pertaining to truancy in Political Pedagogical Project (PPP) of undergraduate courses. We found that most of the motivations for the courses studied truancy were linked to the issue of work and the implications of this for the academic life. A significant portion of the sample of dropouts and ex-coordinators and coordinators of the courses when asked about what measures could be taken to minimize dropout rates in the country mentioned factors directly related to institutional issues. As a way to overcome the problem of truancy and some of the difficulties pointed out by escapees, we emphasize the importance of offering student assistance in college. / A questão da evasão escolar nos cursos de licenciatura no Brasil é um problema crônico. Tendo em vista que faltam professores no país para atuar em diferentes áreas, buscamos compreender os motivos que levam à evasão escolar, por meio da análise desta problemática em cursos de Licenciatura da Universidade Estadual do Oeste do Paraná do Campus de Cascavel. Para tanto, foram utilizados os seguintes procedimentos de pesquisa: questionários, com questões abertas, aplicados a evadidos de diferentes cursos de licenciatura da referida universidade; entrevistas semiestruturadas com coordenadores e ex-coordenadores dos cursos de licenciatura analisados; análise da existência de registros atinentes à evasão escolar nos Projetos Políticos Pedagógicos (PPP) dos cursos de licenciaturas. Verificamos que a maior parte das motivações para evasão escolar nos cursos estudados é vinculada à questão de trabalho e as implicações deste para a vida do acadêmico. Parte significativa da amostra de evadidos e coordenadores e ex-coordenadores dos cursos, ao serem indagados sobre as medidas que poderiam ser adotadas para minimizar a evasão escolar no país, mencionou fatores vinculados diretamente às questões institucionais. Como forma de superar o problema da evasão escolar, e algumas das dificuldades apontadas pelos evadidos, ressaltamos a importância da oferta de assistência estudantil nas Instituições de Ensino Superior (IES).

This study is devoted to the problem of the development of methods of teaching a foreign language in higher school. In particular at the faculty of “Theory and History of International Relations”, department “International Relations”. Guidelines for teaching English language students of undergraduate programs "International Relations" are in the master's thesis proposed. The main content of the thesis is disclosed in the chapters: "The theoretical basis for the use of information technology in interactive teaching of foreign languages" and "Technology of interactive teaching of foreign languages using social networks." In conclusion, the conclusions obtained in the course of the study. Applications include questionnaires. The relevance of the topic is due to the trends towards the constant introduction of new methods of teaching English, especially information and computer technologies, as well as the need to improve the efficiency and quality of teaching a foreign language in the context of modern realities. The use of social networks as an educational resource is an insufficiently developed topic from a scientific point of view, which is also one of the factors of importance of this scientific work. The practical significance of the study lies in the fact that it offers a detailed description of the use of the social network "V Kontakte" as a tool for developing relevant language skills and competencies among bachelor students in the faculties of "International Relations". A detailed algorithm of actions was given for teachers who are not familiar with this service and a methodological justification was given for the possibility of applying these recommendations. / Данное исследование посвящено проблеме развития методов обучения в высшей школе иностранному языку. В частности, на факультете «Теории и истории международных отношений», департамента «Международные отношения». В магистерской диссертации предложены методические рекомендации по обучению английскому языку студентов программы бакалавриата «Международные отношения». Основное содержание диссертации раскрывается в главах: «Теоретические основы использования информационных технологий в интерактивном обучении иностранным языкам» и «Технология интерактивного обучения иностранным языкам с применением социальных сетей». В заключение даются выводы, полученные в ходе исследования. Приложения включают анкеты. Актуальность темы обусловлена тенденциями к константному внедрению новых методов в обучении английскому языку, в особенности информационно – компьютерных технологий, а также необходимостью к повышению эффективности и качества обучения иностранному языку в условиях современных реалий. Использование социальных сетей как образовательного ресурса является недостаточно разработанной темой с научной точки зрения, что является также одним из факторов важности данной научной работы. Практическая значимость исследования состоит в том, что предложено подробное описание использования социальной сети «В Контакте» как инструмента разработки соответствующих языковых навыков и компетенций у студентов-бакалавров факультеты «Международных отношений». Был дан подробный алгоритм действий для преподавателей, которые не знакомы с данным сервисом и дано методическое обоснование возможности применения данных рекомендаций.