Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 70-76). Also available via the Internet.

Thesis (M.S.)--University of Michigan, 1986.

Thesis (M.S.)--University of Michigan, 1986.

According to governmental delegation-authority and people¡¦s trust, police authority acts as guardians in public field to maintain social order and serve the public as well as a carrying-gun group. However, at present, the so-called people¡¦s police are still restricted because of extrinsic influences and complicated environment. Moreover, they are still satisfied with immersing in subjective achievements. Therefore, it is a pity that they rarely make efforts to analyze and resolve deep-rooted problems. In a pluralist society, in order to manifest governmental effectiveness, police duty must pursuit perfection to meet more and more complicated public issues. Consequently, it is essential to define the implementation of corn value. Namely, it is to deeply discuss and analyze the value definition of research issues, and insist on the principles of planning, making decision objectively, judging subjectively, analyzing, managing and operating practice, realizing society changes and controlling trend with macro perspectives and micro angles to predict the future by reviewing the past so as to combine knowing and doing. This research referred to the viewpoint of ¡§An Integrated Public Affairs Management Framework¡¨ planned by Ming-Shen Wang to discuss the casual relation in the dramatic changes of Kaohsiung society and deeply analyze on the main police functions with V.C.S. strategic management method and focused on promoting the capacity of police organization to draw appropriate projects from out-of-date issue of police on-the-job training education to look forward to advancing police professional functions and response citizens¡¦ eager expectation.

In this thesis, we explore determinants of Canadian workers’ job-related education and training take-ups by using the 2008 Access and Support to Education and Training Survey (ASETS). We implement three models, OLS, probit and logit. Regression results show that the three models produce similar and generally consistent estimates. We find systematic patterns across demographic groups in relation to job-related education and training. Most of our findings, such as the e?ect of age and education, are consistent with previous research. We also find two new influential factors, namely, individuals’ computer ability and their information search behavior, which are critical in determining job-related education and training take-ups. This new finding not only further completes the image of job-related education or training take-ups, but also suggests that government, educational institutions and employers invest more resources into internet to e?ectively promote job-related education and training.

The thesis focuses on the issue of person with visual impairment in the labor market and role of employment in the process of socialization of person with visual impairment. The thesis is divided into free chapters. The first chapter is devoted to characteristics of socialization, a description of development in adolescence and adulthood and socialization of visually impaired persons. The second chapter is devoted to education and employment persons with visual disabilities. The third charter comprises research part. The reseacrh part of the thesis contains description of the qualitative approach , brief characteristics of respondents and using analysis of interviews detect problem areas in employment of persons with visual disabilities. The thesis aims to map the difficulties, which the person with visual disabilities may encounter as a job applicant and describe the difficulties, which his or her may encounter in employment. It is also examinated, what is the role of employment in social life of person with visual impairment. Diffucult areas in the employment of persons with visual disabilities according to respondents are lack of information about the possibilities of employing visually impaired persons, in some cases, play a role prejudices of employers and their unwillingness to adapt the work...

This research studies the Technological Undergraduate Course of Tourism Management from the Federal Institute of Education, Science and Technology of Sergipe IFS, analyzing its proposal and the relation between this and the job world. In order to accomplish this objective, others were chosen, such as: contextualize the historical elements which guide the professional and technological education in Brazil and their influences in the conceptions of the technological courses; identify the profile of the Technological Undergraduate Course of Tourism Management at IFS; understand the perceptions of professional and technological education present in the course, as well as the competences developed throughout the course; analyze the idea of formation and the effectiveness of the course s proposal. The main authors who gave support to the study were: Enquita (1989; 1993), Frigotto (1995; 1998; 2005); Harvey (2003), Kuenzer (1999; 2000; 2010), Machado (1991; 2009; 2010), Mello (2007), Saviani (1994; 2004; 2008), Deluiz (2009), Ramos (2001), Brandão (2009; 2010), Bastos (2010), Lima Filho ( 2010), Ciavatta ( 2005; 2010). The empirical field of this study involved IFS and the Tourism Job Market, this last one being represented by hotels, tour agencies and restaurants. The research was conducted in Aracaju, Sergipe, from March 2009 to March 2011, having fifty participants: teachers, students, former students, IFS managers and job market managers. It is a qualitative investigation, with a brief quantitative analysis. It is inspired in the principles of dialectics, which is connected to the philosophical brand of the historical materialism. It is a case study, conducted as an exploratory research, in which structured interview and documental analysis were used as data collection procedures. The results point to the difficulty in recognizing the Technological Course of Tourism as such both by IFS and by the job market. In the first case, it was noted that there is a certain resistance on the part of the institution due to the nature of the course, since this one differs from the teaching culture of the Engineering and Exact Sciences courses. Besides, there is a lack of debate on the technological depth in the Course as well as on the dialect relation between job and education, not to mention the lack of investment in the teachers education concerning the teaching in professional education. In the second case, it was noticed the lack of knowledge concerning the technological under graduate courses, the lack of public policies of Tourism for the value of the tourism profession, besides the fact of the occupation in the area of Tourism not being valued enough by the managers of the job market in Aracaju. / Esta pesquisa tem como objeto o Curso Superior de Tecnologia em Gestão de Turismo do Instituto Federal de Educação, Ciência e Tecnologia de Sergipe IFS, por meio do qual se objetivou analisar a sua proposta e a relação desta com o mundo do trabalho. Para subsidiar este objetivo, outros foram eleitos, tais como: contextualizar os elementos históricos que norteiam a educação profissional e tecnológica no Brasil e suas influências nas concepções dos cursos tecnológicos; identificar o perfil do Curso Superior de Tecnologia em Gestão de Turismo do IFS; Entender as percepções sobre a educação profissional e tecnológica e as competências desenvolvidas no Curso; Analisar as concepções sobre a formação e a efetividade da proposta do Curso em estudo. Os principais autores utilizados foram Enquita (1989; 1993), Frigotto (1995; 1998; 2005); Harvey (2003), Kuenzer (1999; 2000; 2010), Machado (1991; 2009; 2010), Mello (2007), Saviani (1994; 2004; 2008), Deluiz (2009), Ramos (2001), Brandão (2009; 2010), Bastos (2010), Lima Filho ( 2010), Ciavatta ( 2005; 2010). O campo empírico desta pesquisa se compôs pelo IFS, e pelo Mercado de Trabalho de Turismo em Aracaju, este último representado por hotéis, agências de turismo e restaurantes. A pesquisa foi realizada em Aracaju, Sergipe, no período de março de 2009 a março de 2011, através da participação de cinquenta sujeitos, sendo estes: Docentes, Discentes, Egressos, Gestores do IFS e Gestores do Mercado de Trabalho. Trata-se de uma investigação com abordagem metodológica de natureza qualitativa, com breve análise de dados quantitativa. Inspira-se nos princípios da dialética que se vincula à corrente filosófica do materialismo-histórico. Caracteriza-se como um Estudo de Caso, pautado em uma pesquisa exploratória, na qual foram utilizados como instrumentos de coleta de informações a entrevista estruturada e a análise documental. Os resultados alcançados apontam a dificuldade de reconhecimento do Curso Tecnológico de Turismo tanto na esfera do IFS quanto no mercado de trabalho. No primeiro caso foi revelado que existe certa resistência da instituição pela natureza do Curso, já que este se distancia da sua cultura de ensino no âmbito das Engenharias e Ciências Exatas. Além disso, faltam debates sobre a densidade tecnológica no Curso e também sobre a relação dialética entre trabalho e educação, bem como a falta de investimentos na formação de professores para a docência na educação profissional. No segundo caso foi constatado o desconhecimento acerca da graduação tecnológica, a falta de políticas públicas de Turismo para a valorização da profissão, além da profissão na área de Turismo não ser muito valorizada pelos Gestores do mercado de trabalho em Aracaju. e

This research studies the Technological Undergraduate Course of Tourism Management from the Federal Institute of Education, Science and Technology of Sergipe IFS, analyzing its proposal and the relation between this and the job world. In order to accomplish this objective, others were chosen, such as: contextualize the historical elements which guide the professional and technological education in Brazil and their influences in the conceptions of the technological courses; identify the profile of the Technological Undergraduate Course of Tourism Management at IFS; understand the perceptions of professional and technological education present in the course, as well as the competences developed throughout the course; analyze the idea of formation and the effectiveness of the course s proposal. The main authors who gave support to the study were: Enquita (1989; 1993), Frigotto (1995; 1998; 2005); Harvey (2003), Kuenzer (1999; 2000; 2010), Machado (1991; 2009; 2010), Mello (2007), Saviani (1994; 2004; 2008), Deluiz (2009), Ramos (2001), Brandão (2009; 2010), Bastos (2010), Lima Filho ( 2010), Ciavatta ( 2005; 2010). The empirical field of this study involved IFS and the Tourism Job Market, this last one being represented by hotels, tour agencies and restaurants. The research was conducted in Aracaju, Sergipe, from March 2009 to March 2011, having fifty participants: teachers, students, former students, IFS managers and job market managers. It is a qualitative investigation, with a brief quantitative analysis. It is inspired in the principles of dialectics, which is connected to the philosophical brand of the historical materialism. It is a case study, conducted as an exploratory research, in which structured interview and documental analysis were used as data collection procedures. The results point to the difficulty in recognizing the Technological Course of Tourism as such both by IFS and by the job market. In the first case, it was noted that there is a certain resistance on the part of the institution due to the nature of the course, since this one differs from the teaching culture of the Engineering and Exact Sciences courses. Besides, there is a lack of debate on the technological depth in the Course as well as on the dialect relation between job and education, not to mention the lack of investment in the teachers education concerning the teaching in professional education. In the second case, it was noticed the lack of knowledge concerning the technological under graduate courses, the lack of public policies of Tourism for the value of the tourism profession, besides the fact of the occupation in the area of Tourism not being valued enough by the managers of the job market in Aracaju. / Esta pesquisa tem como objeto o Curso Superior de Tecnologia em Gestão de Turismo do Instituto Federal de Educação, Ciência e Tecnologia de Sergipe IFS, por meio do qual se objetivou analisar a sua proposta e a relação desta com o mundo do trabalho. Para subsidiar este objetivo, outros foram eleitos, tais como: contextualizar os elementos históricos que norteiam a educação profissional e tecnológica no Brasil e suas influências nas concepções dos cursos tecnológicos; identificar o perfil do Curso Superior de Tecnologia em Gestão de Turismo do IFS; Entender as percepções sobre a educação profissional e tecnológica e as competências desenvolvidas no Curso; Analisar as concepções sobre a formação e a efetividade da proposta do Curso em estudo. Os principais autores utilizados foram Enquita (1989; 1993), Frigotto (1995; 1998; 2005); Harvey (2003), Kuenzer (1999; 2000; 2010), Machado (1991; 2009; 2010), Mello (2007), Saviani (1994; 2004; 2008), Deluiz (2009), Ramos (2001), Brandão (2009; 2010), Bastos (2010), Lima Filho ( 2010), Ciavatta ( 2005; 2010). O campo empírico desta pesquisa se compôs pelo IFS, e pelo Mercado de Trabalho de Turismo em Aracaju, este último representado por hotéis, agências de turismo e restaurantes. A pesquisa foi realizada em Aracaju, Sergipe, no período de março de 2009 a março de 2011, através da participação de cinquenta sujeitos, sendo estes: Docentes, Discentes, Egressos, Gestores do IFS e Gestores do Mercado de Trabalho. Trata-se de uma investigação com abordagem metodológica de natureza qualitativa, com breve análise de dados quantitativa. Inspira-se nos princípios da dialética que se vincula à corrente filosófica do materialismo-histórico. Caracteriza-se como um Estudo de Caso, pautado em uma pesquisa exploratória, na qual foram utilizados como instrumentos de coleta de informações a entrevista estruturada e a análise documental. Os resultados alcançados apontam a dificuldade de reconhecimento do Curso Tecnológico de Turismo tanto na esfera do IFS quanto no mercado de trabalho. No primeiro caso foi revelado que existe certa resistência da instituição pela natureza do Curso, já que este se distancia da sua cultura de ensino no âmbito das Engenharias e Ciências Exatas. Além disso, faltam debates sobre a densidade tecnológica no Curso e também sobre a relação dialética entre trabalho e educação, bem como a falta de investimentos na formação de professores para a docência na educação profissional. No segundo caso foi constatado o desconhecimento acerca da graduação tecnológica, a falta de políticas públicas de Turismo para a valorização da profissão, além da profissão na área de Turismo não ser muito valorizada pelos Gestores do mercado de trabalho em Aracaju. e

Made available in DSpace on 2016-04-28T20:56:20Z (GMT). No. of bitstreams: 1 VIVIANI APARECIDA AMABILE ZUMPANO.pdf: 766955 bytes, checksum: 33aa0b15da457a035b12f5f0740f5781 (MD5) Previous issue date: 2010-11-03 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of this research was to investigate the role of educational coordinators in the on-the-job continued education of child education teachers that work in daycare centers. The research focused on two participants, who work as educational coordinators in two daycare centers belonging to the private indirectly-accredited network, both connected to the Municipality of São Paulo. As instrument for data collection, we made use of two semistructured interviews. The referential adopted was the psychogenetical theory of Henri Wallon, and also the contribution of the studies conducted by Placco, Imbernòn, Tardif and Canário in the area of teacher training. Data attained by means of testimonials from participants were made explicit in units of meaning and later turned into three themes. Interpretation of the data attained showed that the participating educational coordinators considered their role as key, articulating and integrating in the on-the-job continued education of the teachers they followed. They perceive themselves as a model of conduct and action for teachers and that the educational coordinator is an educator in the process of being an educator, that is, they are in constant professional constitution. Some of the elements related to the role of the educational coordinator raised by participants were: close monitoring, paying close attention, observing teachers as individuals and their work, perceiving their educational needs; making teachers aware of their educational role in the child learning process; working with the self-esteem and the autonomy of educators; encouraging teachers in the process of reflecting over their practice; articulating the interpersonal relations; providing the theoretical instruments to educators and verifying how they appropriate the theory and apply it in practice; encouraging teachers to be subjects of their educational process; working professionalism. The key challenges showed by participants were: having daycare educators perceive themselves as teachers; enabling teachers to put into practice the contents they acquired in their education; encouraging them to go beyond an existing welfare-oriented vision in the work of daycare teachers; making teachers aware of their role without making use of authority or imposition; dealing with the routine and the unexpected that occurs on the day-to-day of daycare centers and managing the feeling of solidarity that permeates their work as educational coordinators. The coordinating participants also brought some personal educational needs: seeking education in the area of linguistics to improve the quality of communication with parents, teachers and other professionals who work in daycare centers; seeking specific education for educational coordinators directed to reflection in order to better direct teachers reflexive process, as well as developing the skills to solve conflicts that emerge on the day-to-day of daycare centers and enhance their technical skills. Participants answers indicate that they feel responsible and committed to the education of the educators they monitor, trying to solve the challenges that come up in this process and seeking for new alternative actions that may affect educators, verifying how these professionals get hold of their on-the-job continued education / O objetivo desta pesquisa foi investigar o papel do coordenador pedagógico no processo de formação continuada em serviço do professor de educação infantil que atua em creches. A pesquisa contou com duas participantes, que atuam como coordenadoras pedagógicas em duas creches pertencentes à rede indireta e conveniada particular, ambas ligadas ao Município de São Paulo. Utilizamos como instrumento para a coleta de dados duas entrevistas do tipo semiestruturado. O referencial teórico adotado foi a teoria psicogenética de Henri Wallon, bem como as colaborações dos estudos de Placco, Imbernòn, Tardif e Canário na área de formação de professores. Os dados obtidos por meio dos depoimentos das participantes foram explicitados em unidades de significado e posteriormente transformados em três temas. A interpretação dos dados obtidos revelou que as coordenadoras pedagógicas participantes consideram o seu papel fundamental, articulador e integrador no processo de formação continuada em serviço das professoras que acompanham; percebem-se como modelo de conduta e atuação para as professoras; percebem que o coordenador pedagógico é um formador em processo de ser formador, ou seja, encontra-se em constituição profissional constante. Alguns dos elementos relacionados ao papel do coordenador pedagógico levantados pelas participantes foram: acompanhar de perto, ter um olhar atento, observar a pessoa e o trabalho do professor, perceber suas necessidades formativas; conscientizar o professor em relação ao seu papel pedagógico no processo de aprendizagem da criança; trabalhar com a auto-estima e a autonomia do educador; incentivar no professor o processo de reflexão sobre a prática; articular as relações interpessoais; instrumentalizar teoricamente o educador e verificar como ele se apropria da teoria e a aplica na prática; incentivar que o professor seja sujeito do seu processo formativo; trabalhar a profissionalidade. Os principais desafios revelados pelas participantes foram: fazer com que a educadora de creche se perceba como professora; possibilitar que as professoras levem para a prática os conteúdos trabalhados em formação; incentivar a superação da visão assistencialista existente no fazer do professor de creche; conscientizar o professor do seu papel sem se utilizar da autoridade e da imposição; lidar com a rotina e os imprevistos que ocorrem no cotidiano da creche e administrar o sentimento solitário que permeia o seu fazer como coordenador pedagógico formador. As participantes coordenadoras trouxeram também algumas necessidades pessoais formativas: buscar uma formação na área de linguística para melhorar a qualidade da comunicação com pais, professores e demais profissionais que atuam na creche; buscar formação específica para coordenadores pedagógicos voltada à reflexão para melhor direcionar o processo reflexivo do professor, bem como desenvolver a habilidade de resolver os conflitos que surgem no cotidiano da creche e se aperfeiçoar teoricamente. As respostas das participantes indicam que as mesmas se sentem responsáveis e comprometidas com a formação das educadoras que acompanham, procurando resolver os desafios que aparecem neste processo, buscando novas alternativas de atuação que afetem o educador, verificando a maneira pela qual este profissional se apropria da formação continuada em serviço

Diss. (sammanfattning) Uppsala : Univ., 2004. / Härtill 4 uppsatser.