A presente dissertação visa refletir sobre o processo de adaptação de idosos em uma Instituição de Longa Permanência, no município de Porto Alegre. Como critério para seleção, foram escolhidos idosos com ingresso no período de abril de 2008 a abril de 2010. Esta dissertação representa uma viagem ao cotidiano das instituições e tem como objetivo refletir como se dá o processo de adaptação e quais os elementos emergem no cotidiano dos idosos participantes da pesquisa. Neste sentido, inicia-se o processo de análise sobre as escolhas realizadas no espaço institucional, as mudanças e as rupturas, as relações sociais e a família. Desse modo, chega-se a três dimensões do processo de adaptação: a recusa, que pode variar desde a recusa acintosa à recusa silenciosa; a conformidade, na qual o idoso passa o tempo no espaço institucional e a vida é um constante reproduzir-se; e a libertação, dimensão esta em que o idoso deixa no passado vínculos opressores e consegue encontrar liberdade e satisfação neste novo espaço de moradia. / The goal of the present paper is a reflection on the process of adaptation of older people to a long term nursing home in Porto Alegre, from May to July 2010. The selection of the participants was based on a group of older people who were admitted in the nursing home from April 2008 to April 2010. This paper represents a journey in the daily life of the institution and its objective is to analyze how the process of adaptation works and which elements are present in the daily life of the older people who participated in the research. Here begins a process of reflection on the choices made at institutional level, the changes and the break-ups, the social relations and the contact with the family, leading to three dimensions of the adaptation process: the refusal, which varies from total refusal to silent refusal; the compliance, where the older person spends the time within the institution and life is a constant self-reproduction, and the liberation, a dimension in which the older person leaves behind oppressive ties and reaches freedom and satisfaction in this new living environment.

A presente dissertação visa refletir sobre o processo de adaptação de idosos em uma Instituição de Longa Permanência, no município de Porto Alegre. Como critério para seleção, foram escolhidos idosos com ingresso no período de abril de 2008 a abril de 2010. Esta dissertação representa uma viagem ao cotidiano das instituições e tem como objetivo refletir como se dá o processo de adaptação e quais os elementos emergem no cotidiano dos idosos participantes da pesquisa. Neste sentido, inicia-se o processo de análise sobre as escolhas realizadas no espaço institucional, as mudanças e as rupturas, as relações sociais e a família. Desse modo, chega-se a três dimensões do processo de adaptação: a recusa, que pode variar desde a recusa acintosa à recusa silenciosa; a conformidade, na qual o idoso passa o tempo no espaço institucional e a vida é um constante reproduzir-se; e a libertação, dimensão esta em que o idoso deixa no passado vínculos opressores e consegue encontrar liberdade e satisfação neste novo espaço de moradia. / The goal of the present paper is a reflection on the process of adaptation of older people to a long term nursing home in Porto Alegre, from May to July 2010. The selection of the participants was based on a group of older people who were admitted in the nursing home from April 2008 to April 2010. This paper represents a journey in the daily life of the institution and its objective is to analyze how the process of adaptation works and which elements are present in the daily life of the older people who participated in the research. Here begins a process of reflection on the choices made at institutional level, the changes and the break-ups, the social relations and the contact with the family, leading to three dimensions of the adaptation process: the refusal, which varies from total refusal to silent refusal; the compliance, where the older person spends the time within the institution and life is a constant self-reproduction, and the liberation, a dimension in which the older person leaves behind oppressive ties and reaches freedom and satisfaction in this new living environment.

The scope of the research is limited to the organisational development and adaptive trajectory of Eskom, from its origins to present day. It focuses specifically on understanding how the organisation became an institution, how it was deinstitutionalised and the attempts to convert the organisation back into an institution that supports the country’s developmental objectives. / Dissertation (MBA)--University of Pretoria, 2012. / Gordon Institute of Business Science (GIBS) / unrestricted

Given the critiques by many Black, Indigenous, and People of Colour (BIPOC) scholars who argue that Disability Studies is really White Disability Studies, this dissertation explores the challenges of teaching critical Disability Studies at the undergraduate level. At the heart of the challenge of teaching Disability Studies is the conflict between disability scholars, some of whom argue against politics of desirability, pointing to the disabling/debilitating processes that make rights-based analyses inadequate. While Canadian university institutions use discourses of Diversity, Equity, and Inclusion, and claim to follow state recommendations for accessibility and reconciliation, universities themselves still often are disabling. Indigenous and Black students, facility, and staff still experience inaccessible study and work spaces, including carceral logics that represent Indigenous and Black knowledges as inherently intellectually inferior. I argue that these logics are not separate from ableist practices that limit disabled participation in university spaces; disability must be examined through an intersectional—and explicitly race-based—lens. Using Critical Discourse Analysis (CDA), this dissertation takes on the problem of teaching Disability Studies in two parts: the first part gives a more theoretical examination of the conflicts within Disability Studies, the problems of accessibility/reconciliation according to university Teaching and Learning websites, and the accessibility issue of anti-Blackness in university. The second part aims to give a more pragmatic and practical examination of the same issues, pointing to a failure-based self-reflexive classroom, and giving two mock assignments for educators and students to consider their place in ableist white supremacist institutions.

Submitted in partial fulfillment of the requirements for the degree Master of Education in the Department of Educational Psychology and Special Education, Faculty of Education, at the University of Zululand, South Africa, 2011. / This study examined the effectiveness of student support programmes at a tertiary institution. The aims of the study were:  To determine the students’ perceptions about the existing support programmes.  To determine the students’ satisfactions about the existing support programmes. In accordance with these aims, an investigation of students’ perceptions of different student support programmes was undertaken. The participants were 198 full-time, trained undergraduates assisting in providing/rendering/offering the various student support programmes at different sites/campuses of Walter Sisulu University. Using purposive sampling to select the research respondents, data was collected. A quantitative data analysis was used in order to draw conclusions about the effectiveness and satisfaction of respondents with the existing student support programmes offered at Walter Sisulu University. Research results indicated that:  The objectives of the support programmes are clearly stated and that it is possible to achieve set objectives.  The support programmes contribute to the holistic development of the students.  The majority of the respondents were satisfied with the effectiveness of the support programmes. On the basis of the findings, recommendations for enhancing or contributing to the holistic student support and development were put forward. / Walter Sisulu University

Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Earth, Atmospheric, and Planetary Sciences, 1998. / Includes bibliographical references (leaves 93-97). / by Mary Ann Schlegal. / M.S.

Svenskämnet ingår i alla ämnen i skolan, därför är det viktigt för eleverna att tillägna sig grundläggande kunskaper för att kunna klara övriga ämnen. Genom djupintervjuer ger fyra institutionsplacerade elever och deras svensklärare i kommunala skolor sin syn på vad det är som gått fel och varför de misslyckades med att uppnå kunskapsmålen i svenska för grundskolans skolår 8 och/eller 9.Lärarna menade att eleverna antingen var tysta, utagerade, inte tog ansvar, var svaga kunskapsmässigt, saknade studiemotivation och koncentration och att de därför inte gjorde vad som förväntades av dem. Eleverna däremot sa att det var undervisningen som var tråkig, att lärarna inte var bra på att lära ut, uppgifterna var antingen för svåra, lätta eller enformiga. Enligt lärarna hade eleverna relationsproblem med andra elever och lärare kring sättet de uppförde sig i skolan. Det fanns även konflikter mellan dessa grupper och mobbing mellan elever som ledde till skolk. Kommunikationen fungerade inte tillfredsställande mellan mentor, ämneslärare, specialpedagog och elev, vilket förvärrade situationen på olika sätt för var och en av dem inblandade.Slutsatsen är att både eleven och läraren hade olika syn på problemen och de var båda missnöjda med skolsituationen. Elevernas motivation och delaktighet avtog med tiden men lärarna gjorde vad de kunde och var nöjda med sin egen och skolans insats. Det fanns inget direkt samband mellan institutionsplaceringen och elevens misslyckande i att uppnå kunskapsmålen i svenska för någon av lärarna men hälften av eleverna trodde ändå att det delvis fanns ett samband, eftersom det slutade som det gjorde.

The work seeks to understand the nature of architecture where House and Institution coexist. Specific architectural constructs support the archetype of house in order to provide an instant notion of Home. The constructs range from the visual to the experiential; where reality and imagination find common ground. Even though the House in this context is meant to be inhabited for a short period of time only, the architecture seeks to provide an immediate sense of home in the moment of transition for a mother and child, who are coming out of a domestic violence scenario. In this context, the relationship between House and Institution is regarded as symbiotic. The Institution suggests a public identity, providing places for therapy, consultation, and other types of assistance to the adults. For the children, the architecture includes places for the presence of books with an invitation to read. The architecture of House is based on individuality, a kind of receptacle for idea of Home. For the mothers, the space between this duality will offer places for gathering, sharing and learning; for the children, the architecture aims to be magical. / Master of Architecture

Leicht gek. Habil.-Schr. Univ. Konstanz, 2008.

Studiens övergripande syfte har varit att studera vad som över tid ansetts vara viktigast att svensk förskoleverksamhet förmedlar till barnet utifrån styrdokumenten. Under analysen av dokumenten framträdde en skillnad i språkbruket kring vad som är ”normalt” mellan de dokument som publiceras under 1980- talet och de som sedan kommer under slutet av 90-talet och 2000-talet. Därmed kom studien även att behandla hur normalitet och normalisering tar sig uttryck över tid i dokumenten. Resultatet av studien visar att det i första hand är tre mikroteman som utgör makropropositioner i dokumenten; Normalitet/ nomadisering, Framtidsfokus samt Gruppen/ individen. Vidare fann vi att i formuleringarna rörande barn förändras och antar en mer individinriktad form i början av 1990- talet. Vi har analyserat detta, och kommit fram till att det rör sig dels om en ansvarsförskjutning av förskolan från Socialstyrelsen till Utbildningsdepartementet men även att det 1990, av James & Prout utkommer en text som lägger grunden för en ny barnsyn, barnet och barndomen får nu ett värde i sin egen rätt och författarna argumenterar för att ”vuxenhet” inte skall ses som det slutgiltiga målet, det färdiga resultatet av barndomen. Detta medför ett nytt sätt att forska, inte bara om, utan för och med barn, ett nytt paradigm tar alltså plats i de nyare styrdokumenten.