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The Study of The Impact on the Operational Advantages and Employees' Rights In The Case of Merger of Financial Institutions ¢w The Case of Merger of Bank of Taiwan, Land Bank of Taiwan and Central Trust of China.Jan, Yih-Yuh 02 July 2001 (has links)
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Pacientų teisės pasirinkti pirminės sveikatos priežiūros įstaigą vertinimas konkurencijos sąlygomis / The assessment of patients right to choose primary health care institution in the context of competitionStulpinaitytė, Simona 07 June 2006 (has links)
Management of Public Health
The assessment of patients right to choose primary health care institution in the context of competition
Simona Stulpinaitytė
Supervisor Prof., dr. Irayda Jakušovaitė
Department of Social Medicine, Faculty of Public Health, Kaunas University of Medicine. Kaunas; 2005. 65 p.
Aim of the study. To assess and compare patients possibility to use their right to choose primary health care institutions in the context of competition.
Objectives. 1) To assess factors who determine the choice of private or public primary health care institution; 2) To compare patients opinion about services that are provided in public and private health care institutions; 3) To compare ethical problems in healh care in micro (doctor – pacient) level in public and private health care institutions.
Methods. During the survey there were questioned 380 patients at the public and private health care institutions in Garliava. Response rate in public health care institutions was 81% and in private health care institution it was 84%. Statistical analysis was carried out using statistical package for social sciences - SPSS 11.5 for Windows. Associations between the variables were tested by Chi squared. Patients answers under provided services in public and private health care institutions were analyzed by measuring means that were compared using the Stujdent test (t). Significance level (p) less than 0,05 was considered as statistically significant (p<0,05).
Results. The most... [to full text]
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Ugdymo institucijų vadovų vadybinių kompetencijų edukacinė analizė / Educational analysis of the educational institutions leaders management competencesJuškienė, Airina 16 August 2007 (has links)
Įgyvendinant LR Švietimo įstatymą, reikalavimai ugdymo institucijos vadovui, jo kompetencijoms didėja ir nuolat kinta, dėl vis labiau kintančio veiklos pobūdžio profesinėje veikloje. Vadovai tampa visos organizacijos ašimi, nuo jų kompetencijų priklauso visos organizacijos rezultatai. Magistro darbe pateiktos kompetencijos, kvalifikacijos ir kompetentingumo sampratų interpretacijos, pateikta kompetencijos lygių analizė, apibendrintos bendrųjų kompetencijų koncepcijos bei efektyvaus vadovavimo būtinybė organizacijoje. Aptartos teorijos apie asmenybines, dalykines komunikacines, socialines psichologines, profesines, vadybines bei didaktines kompetencijas. Darbe pateikiami ugdymo institucijų vadovų vadybinių kompetencijų sampratos suvokimo tyrimo rezultatai, kurie parodė, kad kaip svarbiausias savo darbe vadovai išskyria socialinę (santykiai su kitais žmonėmis ir socialine aplinka harmonizuojantys gebėjimai ir savybės) bei edukacinę (saviugda) kompetencijas. Darbe realizuoti kelti uždaviniai, apibendrinti tyrimo rezultatai, suformuluotos išvados ir rekomendacijos. / Implementing the Educational law of Lithuania Republic, the requirements for the leader of a training institution and his competences continuously grow and change for the changing activity character in the career. The leaders become the axis of the whole organization; the results of the organization depend upon their competences. The competences, qualifications and interpretations of competence conception, the analysis of competence levels are reported in the master‘s work. The general competence concepts and the need for the effective management in the organization are summarized there, too. The theories about personal, subject – communicative, social psychological, professional, managemental and didactic competencies are discussed. The results of the research about the training institution leader‘s management competences conception are laid out in the work. The results have revealed that the social (relations to other people and social environment harmonizing skills and qualities) and educational (self-education) competences are the most important ones to the leaders. The raised goals have been realized, the research results have been summarized and the conclusions and recommendations have been formulated in the master‘s work.
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Étude comparative de la vitalité des cégeps du croissant périnordique québécoisBézy, Simon 05 1900 (has links)
Cette étude porte sur la vitalité des institutions collégiales situées dans trois régions administratives : Abitibi-Témiscamingue, Côte-Nord et Gaspésie –Îles de-la-Madeleine. Ces régions sont et seront aux prises avec une conjoncture démographique défavorable qui risque fort de miner leurs effectifs étudiants déjà bien faibles. Parmi celles-ci, nous cherchons à connaître les régions administratives ainsi que les institutions collégiales les plus à risque de subir des compressions ou de faire appel à des subventions gouvernementales spéciales afin de demeurer viables. Ce questionnement est dédoublé d’une considération méthodologique : comment pouvons-nous quantifier ce rapport de force entre les institutions? Afin de répondre aux exigences de cette question de recherche, un indicateur composite a été construit à l'aide de la sommation de nombreux indices regroupant cinq dimensions jugées essentielles à une telle étude : la vitalité démographique des institutions, la force de rétention du bassin étudiant interne, la force d’attraction exercée sur le bassin étudiant externe, la vulnérabilité financière ainsi que la vitalité de l'offre de formation.
En vertu des résultats de l’indicateur composite, les régions se classent selon l’ordre suivants : l’Abitibi Témiscamingue, la Côte-Nord, la Gaspésie – Îles de la Madeleine. Pour les institutions collégiales, on distingue trois sous-groupes, le premier composé du Cégep de Sept-Îles et des campus de Gaspé et de Rouyn-Noranda, le deuxième, du Cégep de Baie- Comeau et du campus de Val-d’Or et le troisième, des Centres d’études collégiales des Îles et de Baie-des-Chaleurs ainsi que du campus d'Amos. / This study concerns the vitality of the college institutions situated in three administrative regions: Abitibi-Témiscamingue, Côte-Nord and Gaspésie –Îles de la Madeleine. These regions are and will be battling against an unfavourable demographic situation which risks to undermine their already very low student level. Among these, we are trying to know the administrative regions as well as the college institutions that are the most at risk of undergoing compressions or of appealing to special governmental subsidies to remain viable. This questioning added a methodological consideration: how can we quantify this balance of power between institutions? To answer the requirements of this question of research, a composite indicator was built by means of the summation of numerous indicators grouping together five dimensions considered essential in such a study: the demographic vitality of institutions, the strength of retention of the internal student basin, the strength of attraction exercised on the external basin studying, the financial vulnerability as well as the vitality of the offer of formation.
By virtue of the results of the composite indicator, regions are classified in the following order: Abitibi-Témiscamingue, Côte-Nord, Gaspésie – Îles de la Madeleine. For the college institutions, we distinguish three subgroups, the first one consist of the Cégep of Sept-Îles and the campus of Gaspé and Rouyn Noranda, the second, of the Cégep de Baie Comeau and the campus of Val-d'Or and the third, of the Centres d’études collégiales des Îles et de Baie-des-Chaleurs as well as Amos's campus.
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L'institution policière et la notion d'égale protection du citoyenBelzile, Frédéric 04 1900 (has links)
No description available.
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Sociologie des supporters de football : la persistance du militantisme sportif en France, Allemagne et Italie / Sociology of football supporters : sport militantism persistence in France, Germany and ltalyBartolucci, Paul 28 September 2012 (has links)
Le supporter de football n’est pas un spectateur ordinaire : c’est un « acharné », un « spect’acteur », qui n’entend pas vivre sa passion par procuration. Il s’approprie littéralement la notion de compétition dans ses activités de soutien. Mon travail se base sur une acception restrictive du terme « supporter », défini en tant qu’individu qui s’investit émotionnellement de manière poussée et qui s’identifie fortement au club qu’il affectionne. Etre supporter, ce n’est pas le devenir : c’est le demeurer. Analyser le supportérisme revient à s’intéresser à ces fans qui continuent de soutenir une équipe indépendamment de ses performances sportives. J’ai choisi d’enquêter sur des populations qui se rattachent à des institutions-clubs « en situation de marasme », à Strasbourg, Berlin et Turin. Pourquoi ces supporters se rendent-ils encore au stade quand bien même les perspectives de succès sont limitées voire inexistantes ? Quelle place accorder au conflit dans le supportérisme ? Et plus généralement, quels sont les principaux ressorts du militantisme sportif ? / Football supporters are not mere spectators: they can be described as "addicts" or "spect'actors". They do not want to live their passion by proxy, this is why they literally take over the concept of competition. My research is based on a restrictive definition of the term "supporter" as an individual who deeply gets emotionally involved and fully identifies with one's club. Being a supporter does not consist in becoming one but remaining one. Analysing supporterism amounts to taking an interest in these fans who continue to support their team regardless of the performances and outcomes. I chose to investigate populations linked to "decadent" club-institutions in Strasbourg, Berlin and Turin. Why are these supporters still going to the stadium even with very low probability of success ? What is the status of conflict in supporterism ? And more broadly: what are the main features of sport militantism ?
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Georges Daumézon (1912-1979) : un camisard psychiatre et pédagogue : une contribution singulière aux sciences de l’éducation / Georges Daumézon (1912-1979) : a psychiatrist and pedagogue camisard : a singular contribution to educational sciencesKrzyzaniak, Patrice 15 December 2017 (has links)
L’intention de cette thèse est d’étudier la démarche novatrice du psychiatre/pédagogue G. Daumézon (1912-1979) sur la question des relations entre le soin et l'éducation en institution psychiatrique, caractérisées au milieu du XXe siècle par l’émergence et le développement de la psychothérapie et de la pédagogie institutionnelles.L’hypothèse générale est que la mobilisation d’une démarche réflexive et compréhensive de cette œuvre singulière permettra de souligner la pertinence et l’importance de son apport au titre des Sciences de l’éducation.Il est montré, par la convocation d’une approche socio-historique, d’une étude documentaire et archivistique de l’œuvre de G. Daumézon et en mobilisant la pluralité et la transversalité de divers champs disciplinaires, que complète la réalisation d’entretiens d’enquête, en quoi et comment l’asile, puis l’hôpital psychiatrique ont été questionnés par l’éducation, la pédagogie et la formation.Il est enfin mis en perspective que cet héritage empirique et réflexif peut encore être aujourd’hui un enjeu et une ressource contributive, pour éviter le développement de la normalisation des modalités de la prise en charge psychiatrique de la maladie mentale. / This thesis intends to study the pioneering approach of the psychiatrist/pedagogue G. Daumézon (1912-1979), concerning the relationships between both caring and education in psychiatric institutions, marked by the emergence and the development of institutional psychotherapy and pedagogy. The general hypothesis is that the use of a comprehensive and reflective approach of this singular work will enable underlining the pertinence and the importance of its contribution in accordance with educational sciences.Both through a sociohistorical, documentary and archival study of G. Daumézon’s work, and a pluralist and cross-disciplinary analysis, completed with researching interviews, it is shown how the asylum, later on the psychiatric hospital, has been questioned by education, pedagogy and training.In the end, it is underlined that the empirical and reflective legacy might be nowadays a contributory recourse to avoid development and standardization of terms and conditions of psychiatric care of mental illness.
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Infancias nas brincadeiras : um estudo em creche publica e em creche privada de CampinasDias, Lara Simone 31 May 2005 (has links)
Orientador: Ana Lucia Goulart de Faria / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-04T19:49:57Z (GMT). No. of bitstreams: 1
Dias_LaraSimone_M.pdf: 12417644 bytes, checksum: de28975f800781d847cbb98c4452f6c1 (MD5)
Previous issue date: 2005 / Resumo: A presente pesquisa elege o brincar como recorte empírico no apontamento das relações adulto-criança dentro de uma creche pública e de uma creche privada do município de Campinas. Buscando contribuir para a desconstrução de uma categoria unitária de criança, abstrata e universal, é que se procede à investigação de duas creches de naturezas distintas como forma de delinear contextos sócio-culturais diferentes. Através da análise das brincadeiras nestas instituições, pretende-se desvelar as expectativas e os valores atribuídos à educação infantil em realidades heterogêneas, favorecendo a compreensão das infâncias brasileiras em suas construções sociais. Parte-se do pressuposto de que as crianças entendidas como atrizes e atores sociais - vivenciam realidades distintas e constroem, não uma infância única, mas infâncias no plural. A análise dos dados busca estabelecer uma interface, sobretudo entre a Pedagogia e as Ciências Sociais, através de autores que, sob a ótica do materialismo histórico, compreendem o ser humano tanto como produtor de história quanto como produto histórico-social, abordando-o a partir de suas vinculações sociais. Para tratar das peculiaridades da creche pública e da creche privada, este estudo destaca três aspectos principais: os objetivos com os quais são disponibilizadas as condições para as crianças brincarem, o tratamento do corpo em ambas as instituições pesquisadas e sua relação com o brincar; os elementos presentes nas brincadeiras das crianças, dessas diferentes instituições, que se apresentam como insígnias de classe. As conclusões desta pesquisa revelam uma "iniciação" das crianças que freqüentam as creches observadas para o modelo capitalista de produção, além de um aprendizado precoce de suas posições sociais para a vida adulta / Abstract: The present study focuses on the way young children play in an empirical approach of the adult-children relationship inside a public and a private day-care center in Campinas, São Paulo. Trying to contribute to the deconstruction of the unitary concept of child, abstract and universal, we concentrate on a study of two day-care centers of diverse nature - as a way of defining different social and cultural contexts. By ana1ysing 0-3 year-old children's play inside these institutions, we aim at disc1osing the expectations and the values prevalent in early childhood education in different realities, facilitating the understanding of Brazilian childhood in their social construction. We start from the hypothesis that children - here understood as social actors and agents of history - face different realities in which construct not an unifonn childhood, but a plural one. The data ana1ysis try to define an interface particularly between Pedagogy and Social Sciences, through the historical materialism, which considers human beings as producer of History, ana1ysing them in their social relationships. To deal with the particularities of public and private day care centers, the present paper points out three main aspects - considering the diversion between the adults and the children view m play: what are Lthe teacher's objectives in providing conditions for the children to play; the treatrnent of the body in both institutions, and its relations with the conditions to play offered; the characteristics present in children's play representing different social layers. The conc1usions of the present research reveal a children's precocious training in the day care centers based on the capitalist society, besides the learning of their social positions / Mestrado / Educação, Sociedade e Cultura / Mestre em Educação
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L’Académie de France à Rome (1921-1971). Des artistes et une institution garants de la tradition classique face à la modernité / The French Academy in Rome / Villa Medici (1921-1971). Artists and an institution dealing with modernity.Renard-Foultier, Raphaelle 26 October 2012 (has links)
Dernier bastion de la tradition classique, l’Académie de France à Rome connaît, depuis le milieu du XIXᵉ siècle, une forte remise en cause de sa position dominante dans le système des Beaux-Arts français. Le renversement de la hiérarchie des valeurs esthétiques, l’inflation du nombre de créateurs et le changement de leur statut modifient profondément le paysage de l’art et semblent placer à l’arrière-garde du XXᵉ siècle l’institution et ses créateurs. L’État, autorité de tutelle, adopte une position ambivalente dans ses rapports à l’Académie de France : s’il ne l’insère ni dans ses projets de politique culturelle sur le territoire national ni dans sa politique de rayonnement culturel en Italie, il continue à soutenir les Grands Prix par le biais de commandes et d’achats publics. La précipitation de ce système va intervenir dans les années 1960 avec, en premier lieu, la nomination de Balthus à la tête de l’institution par Malraux et les réformes des concours de Rome. Cependant, ce sont les événements du printemps 1968 qui vont marquer un coup d’arrêt à cette organisation en légitimant la suppression des Grands Prix et en dépossédant l’Académie des Beaux-Arts de ses prérogatives, initiant ainsi une refonte complète et durable de l’institution. / Last bastion of the classical tradition, the French Academy in Rome has known, since the 19th century, a strong calling into question of its dominant position in the system of the French Fine Arts. The reversal of the hierarchy of values in art, the increase of the number of creators and the change in their status deeply affected the Art scene and seemed to leave the institution and its creators as the rearguard of the 20th century. The State, supervisory authority, adopted an ambivalent position in its relationship with the French Academy. Although it did not include it neither in its cultural policy projects on the national territory nor in its cultural influence policy in Italy, it still went on supporting the Grands Prix by means of orders and public purchase. The haste of this system will take place in the sixties with, at first, the appointment of Balthus at the head of the institution by Malraux and the reforms of the contests of Rome. However, the events of the Spring of 1968 will put an end to this organization in legitimizing the suppression of the Grands Prix and in dispossessing the Academy of Fine Arts from its prerogatives, initiating a complete and lasting recoinage of this institution.
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Contraintes et assujettissements dans la formation des enseignants : une étude des effets d’Arrière-plan sur les pratiques des maîtres formateurs / Constraints and control in the training of teachers : the impact of Background effects on the practices of mentors in the teaching professionClabecq, Céline 27 June 2012 (has links)
L’institution confie aux maîtres formateurs une double mission d'enseignement dans une classe et de formateur d'adultes, leur confiant un rôle de « travailleur modèle » à la fois relais de la parole institutionnelle et représentant des « bonnes pratiques ». Ils sont alors assujettis à des phénomènes d’Arrière-plan qui conditionnent leurs possibilités d’action.L’enquête, menée dans un contexte de réforme institutionnelle (mise en place de la mastérisation des enseignants) met en évidence des contraintes qui pèsent sur les maîtres formateurs, tenus à un « devoir d’excellence » dans le cadre d’un ensemble de valeurs transmises et transformées tout au long de l’histoire de l’enseignement primaire, des écoles normales aux IUFM. Les données de terrain recueillies se composent d’entretiens avec des formateurs mais aussi d’observations directes : des stages de formation de formateurs (conférences pédagogiques), des situations de formation et d’évaluation des stagiaires, et des éléments d’autoanalyse de la pratique. La thèse montre que la dévolution de cette mission de formation aux maîtres formateurs produit, en lien avec un besoin de reconnaissance et de distinction, un double mouvement d’assujettissement aux demandes institutionnelles d’une part, et d’émancipation de la condition d’enseignant « ordinaire » d’autre part. Le concept de sensibilité au contrat institutionnel permet alors de comprendre comment les maîtres formateurs opèrent des ajustements entre les injonctions institutionnelles et les contraintes de la pratique. / Within the educational system, mentors are entrusted with two tasks: teaching, as well as training adults. In a sense, they are expected to act as “model workers”, transmitting official wisdom, and publicizing “good practices”. They are subjected to Background effects, which determine their leeway. Our research was conducted in the context of institutional changes, namely the granting of MAs to trainees for the teaching profession. It highlights the constraints bearing upon mentors, who are expected to maintain standards of excellence. Such standards were inherited from the traditional training schools for primary education (“écoles normales”) as well as the newer teacher training institutions (IUFM), but also underwent significant changes. Primary sources include interviews with mentors as well as direct observation: Training schemes for mentors, training sessions and assessment of trainees, self analysis. This dissertation purports to demonstrate that the granting of a responsibility in training to mentors craving for recognition and distinction leaves them in a double bind. On the one hand they are subjected to institutional injunctions, on the other hand they aspire to professional freedom and autonomy, just as any other teacher. Mentors in fact negotiate their way between official demands and the constraints of practical work. Acknowledging the existence of a “compact” between mentors and their institutional employer is essential to an understanding of this process of negotiation.
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