Inhalant abuse is a pervasive, yet under-recognized fonn of substance abuse that crosses demographic, ethnic and socioeconomic boundaries, causing significant morbidity and mortality in school-aged and older children. Internationally, inhalant abuse is rampant among street children in many urban centers, in both developed and developing countries, and represents a global health issue. WHOestimates that globally, 25%to 90% of street children indulge in substance use (WHO, 1997). India accounts for the highest number of street children in the world. The transient nature of this population renders it difficult to quote exact numbers, but estimates range from 11 million (UNICEF, 1994) to around 18 million (Human Rights Watch, 1996). Running away exposes children to stressful life on the streets, which accompanied by lack of parental care and supervision and easy access to intoxicating substances, creates an atmosphere conducive ~, for indulging in substance use. Astudy of substance abuse among street children in Delhi in 2002 revealed that about 57% of street children between the ages of6 and 16 had indulged in some form of substance abuse, the agents of choice being nicotine (44.5%) and inhalants (24.3%). Even more disturbing was the fact that the minimum age at starting substance abuse was 5.5 years. Little research exists concerning treatment needs and successful treatment modalities specific to inhalant users. As with other types of substance abuse, the most effective way to curtail use is through broad prevention efforts. Limiting the availability of volatile substances is impractical, because they constitute products that are universally available, legal and have legitimate uses. Primary prevention is through education paired with skills-building, working with families, schools, communities, media and other potential change agents. Prevention programs also include community readiness models, street outreach programs, drop-in and residential treatment centers, and individual, group, and family counseling in a variety of settings. Residential treatment has not been a sufficient response to widespread inhalant abuse. My experience in the field suggested that working on changing the mindsets of male street inhalant abusers had the potential to bring about sustained behavioural change. In an effort to portray children's own voices as citizens and their capabilities as agents of change, I have utilised participatory action research that incorporated feedback from the field into the development ofpractical interventions and investigated treatment models (such as cognitivebehavioral therapy) effective for adolescents. My practice has been reflective, embedded in the circumstances of children's lives and issues and responsive to changing needs. -0 Myresearch has demonstrated that a paradigmatic shift can take place in street inhalant abusers through a guided thought process, essential for informed choice. This cognitive process has helped the street inhalants make the transition from a mindset dominated by instant gratification, living for the day and impulsive decision making to a well-thought-out, reflective and cognitive approach. This research has reconfirmed my belief that sustained cognitive inputs can bring about and identity change and long term behavioural changes provided the adolescents have strong positive intentions, efforts and motivations to change their situations within a friendly, guided environment.

No description available.

The overall aim of this study was to investigate the extent and the nature of Garyounis University's role in achieving the goals of social development in Libya based on the project termed "Libya 2025" by the National Office of Planning (2007). This purpose highlights a concern for the reality of Garyounis University's role in society within the Libyan context in terms of achieving social development aims in Libya including the dissemination of: health awareness; knowledge; environmental awareness; vocational awareness; and political awareness. The research also sought to identify the most important difficulties which challenge the university in carrying out this role. Data collection methods consisted of two main approaches including both quantitative and qualitative elements. Firstly, a questionnaire was designed in order to gather data that could assist in investigating the seven fields of the university role searched in this study. The researcher based the construction of this questionnaire on a number of previous studies related to this topic and 225 completed questionnaires were received out of 367 items that were distributed. Secondly, 16 semi-structured interviews were conducted in order to collect more extensive data and to overcome any limitations of the questionnaire. Both research tools were administered to a sample of the academic staff of the University of Benghazi in order to discover their perceptions of the issue under scrutiny. The findings of the study suggest that all the staff at Garyounis University are aware of the content of the law which outlines the societal goals of the institution and they acknowledge the importance of these aspirational goals. However, respondents indicated a wide range of difficulties in fulfilling this role and it was notable that it was perceived that the least attention was paid to health awareness. It is suggested that this study can contribute to the understanding of university-community engagement in Libya in theory and in practice and a series of recommendations are made including suggestions that further investment and training is required if these important goals are to be achieved.

Orientador: Vicente Rodriguez / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-06T09:22:58Z (GMT). No. of bitstreams: 1 Piolli_GisileyPaulimZucco_M.pdf: 1071316 bytes, checksum: af1b1c21f6ef89443b66b335758df11b (MD5) Previous issue date: 2006 / Resumo: Esta dissertação analisa as contradições entre o que os documentos legais expressam, sobre as exigências para melhor desempenho da educação, e a realidade constatada através das entrevistas com docentes do ensino médio das escolas públicas do Estado de São Paulo. Para isso foi preciso entender o discurso oficial divulgado como forma de dominação por reforçar a idéia de existir um saber mais desenvolvido e científico, desqualificando os saberes anteriores argumentando ¿não atender mais as características consideradas inerentes à atividade docente.¿ O que deixa claro a luta entre uma lógica que estava em vigor e outra que deseja se impor. Para explicitar essa relação de dominação foi utilizada tanto a análise das entrevistas dos docentes, como dados estatísticos oficiais para referendar as afirmações destes, no que diz respeito as atuais condições de trabalho que enfrentam. Tudo isso para demonstrar os reais interesses dominantes, assim como as dimensões da luta que os docentes devem promover para garantir uma educação pública, de qualidade e igualitária para todos / Abstract: This dissertation analyzes the contradictions between what the legal documents states on the demands for better performance of the education and the reality verified through the interviews with teachers of the secondary school of the public schools of the State of São Paulo. For that it was necessary to understand the official discourse made public as a way of dominance by reinforcing the idea of existing a knowledge more developed and scientific in contraposition to a previous one, which is disqualified under the argument ¿not answer anymore the characteristics considered inherent to the educational activity.¿ This makes clear the fight between a logic that was in force and another one that intends to be dominant. In order to explicit this dominance relationship was used both the analysis of the teachers interviews as official data statistics to countersign the statements of the teachers concerning the current work conditions they live in. All of this to demonstrate the real dominant interests, as well as the dimensions of the fight that the teachers should promote to guarantee an equalitarian public education of quality for all / Mestrado / Educação, Sociedade, Politica e Cultura / Mestre em Educação

This study was prompted by my feelings of ignorance and insecurity as a newly approved foster carer welcoming a traumatised five year old child in to our home. What I perceived to be an inadequate preparation for the everyday practicalities of fostering was exacerbated by the lack of communication between and amongst social workers and foster carers. Yet at study days, I observed that experienced foster carers appeared to have acquired a practice wisdom that I was lacking and unable to access. As a result, my initial questions were as follows. Do experienced foster carers acquire a tacit understanding of their practice in caring for vulnerable and possibly damaged children? Does this understanding relate to known theories in such a way that allows non-specialised or non-treatment foster care to provide a therapeutic intervention for Looked After and Accommodated Children? In order to structure this enquiry, I looked initially to Nussbaum’s (1997) Capabilities Approach, an approach that asks the question: ‘What is this person able to do and to be?’(Nussbaum 2011:21). I adapted this question to: ‘what is it that foster carers do and how can they make a difference in the lives of Looked After and Accommodated children?’. For an individual to use their capabilities to their fullest extent requires the cultivation of their ‘capacities’, namely critical self-examination, connectedness with the world, narrative imagination and scientific understanding, those qualities which enable a person to flourish (Nussbaum, 2011). I used these capacities to construct a conceptual framework for the study. In order to connect with the world of care for children, I conducted ten semi-structured interviews with foster carers and, from that data, I created narratives related to specific areas of care, some of which I had identified a priori and others which I derived from the data. These narratives are explored in relation to current policies and relevant research in an endeavour to identify themes, patterns and contradictions. From this exploration, the key themes of care and caring, aspects of recovery from trauma, and theories of human development, including those of attachment, resilience and well-being, were identified and explored. The narratives and their discussion raise further questions with regards to the moral, political and legal landscape of foster care, my personal positioning in regards to my role, current constructs of care and the potential therapeutic contribution of non-specialised foster carers. Finally, I propose a new form of preparation for foster carers, ‘Learning to Foster’ as a synthesis of my data, which includes recommendations from the National Foster Care Review (LACSIG, 2013). Concluding the study, I suggest that foster carers have the capacity to provide therapeutic interventions for Looked After and Accommodated Children, but that their capability to do so is reduced by the current practices of social work systems. In order to enhance the contributions that foster carers can make, I suggest that dialogue between foster carers, social workers and managers needs to occur and to be strengthened. With the understanding I have gained from undertaking this study, promoting that dialogue will be my next endeavour.

This qualitative study analytically compares State-madrasa and inter-madrasa relations in Hindu-majority West Bengal and Muslim-majority Bangladesh. It uses Migdal’s State-in-Society approach to explain the nature and bases of these interactions as expressed in three interrelated arenas: educational, organisational, and political. The central question addressed in the educational arena is why some madrasas (recognised madrasas) respond positively to State-initiated incentives for reform while others (unrecognised madrasas) reject the same. In resolving this puzzle, the study seeks also: 1) to classify madrasas in each setting according to their relative thresholds for engagement with the State; and, 2) to identify how, and to what extent, the State can extend the appeal of its reform scheme to unrecognised madrasas. In the organisational arena, the study focuses exclusively on those madrasas that reject State-initiated reform, asking how they organise independently of the State. A key objective here is to determine how inter-madrasa relations vary between Muslim-minority and –majority contexts, and which specific aspects of the State’s policies most encourage such variation. The study’s third empirical section examines State-madrasa relations as expressed through two phenomena in the political arena. The first phenomenon involves the politicisation of recognised madrasas by the State (represented by political parties and their student wings). The study explicates the mechanisms through which this politicisation occurs, identifies the factors facilitating/impeding such politicisation, and assesses the impact of this politicisation on the political allegiances of individual students. The second phenomenon sees representatives of unrecognised madrasas (attempting to) reach into the State complex by launching madrasa-based political parties. The study focuses on this phenomenon to gauge the relationship between a madrasa man’s careers in the educational, organisational, and political arenas: To what extent can madrasa-based political entrepreneurs leverage influence wielded in the educational and organisational arenas towards success in the political arena? And do those who succeed in entering the State complex use this opportunity to promote the societal interests they represent in the educational arena, or in pursuit of increased authority in the organisational realm?

An analysis of decay of educational attainments among adolescents after leaving school.

Made available in DSpace on 2017-05-12T14:42:48Z (GMT). No. of bitstreams: 1 Robson_Olivino_Paim.pdf: 1427934 bytes, checksum: 14f245c518e897241aba262fb133d6f1 (MD5) Previous issue date: 2011-12-15 / The struggle for land is not an end in the conquest of a property. The terms of productivity, social cohesion, environmental quality and education are key variables for the quality assurance of a social process of agrarian reform. This study in the Settlement Congonhas-Abelardo Luz / SC seeks to assess the extent to which the educational processes of Middle Level Integrated Course in Natural Sciences - Agroecology Technician developed in High School Paulo Freire contributes to the development and enhancement of agroecology work in communities and local knowledge of the settlement. We chose a case study with a qualitative approach, with the instruments of data collection semi-structured interviews, questionnaires, and documentary and bibliographic sources. Regarding the school, it was observed that this has, in low intensity, the conditions necessary for the potential implementation of agroecological production strategies through the creation of collective consciousness. On the other hand, the objective and subjective conditions necessary for agroecology in the properties are still incipient, with no knowledge about the fundamentals of agroecology and having the need for immediate productive results the main argument in agroecology to develop properties. It is concluded that the settlement in question has characteristics of light training of human resources for the implementation of agroecological production systems. It is suggested further development of environmental education activities in order to contribute to the formation of a new vision about agroecology and, later, the group can claim ownership of the settlement of agroecological technologies and access to agricultural policies, markets, incentives financial and political stability of agroecosystems. / A luta pela terra não se encerra na conquista de uma propriedade. As condições de produtividade, de coesão social, de qualidade ambiental e de educação são variáveis essenciais para a garantia da qualidade social de um processo de Reforma Agrária. O presente trabalho, realizado no Assentamento Congonhas-Abelardo Luz/SC busca avaliar em que medida os processos educativos do Curso de Nível Médio Integrado em Ciências da Natureza Técnico em Agroecologia desenvolvido na Escola de Ensino Médio Paulo Freire contribui para o desenvolvimento agroecológico e a valorização do trabalho e conhecimentos locais nas comunidades do assentamento. Optou-se por um estudo de caso, com abordagem qualitativa, tendo como instrumentos de coleta de dados entrevistas semi-estruturadas, questionários, além das fontes documentais e bibliográficas. Em relação à Escola, observou-se que esta possui, em pequena intensidade, as condições potenciais necessárias para a implantação de estratégias produtivas agroecológicas através da criação de consciências coletivas. Por outro lado, as condições objetivas e subjetivas necessárias à agroecologia nas propriedades ainda são incipientes, não havendo o conhecimento sobre os fundamentos da agroecologia e tendo na necessidade de resultados produtivos imediatos o principal argumento não desenvolver a agroecologia nas propriedades. Conclui-se que no Assentamento em questão tem-se leves características da formação de recursos humanos para a implantação de sistemas produtivos agroecológicos. Sugere-se maior desenvolvimento de atividades de Educação Ambiental com a finalidade de contribuir para a formação de uma nova visão acerca da agroecologia para, posteriormente, o coletivo do Assentamento poder requerer apropriação das tecnologias agroecológicas e o acesso às políticas agrárias, aos mercados, aos incentivos financeiros e à estabilidade política dos sistemas agroecológicos.

This work deals with curricular reform and its relation to leisure education. Trying to locate the targets of education for the society model curriculum. When finding the key competencies understood as primarily a means of fulfilling the objectives of reform attempts to map these competences, in the practical part analyze the documents containing leisure facilities targets and looking how their goals coincide with the goals of the curriculum reform, and whether the objectives of the planned use of key competencies.

Orientador: Jose Luis Sanfelice / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-06T11:27:30Z (GMT). No. of bitstreams: 1 Pedrosa_LarisseDias_M.pdf: 2836516 bytes, checksum: b6c770bf6e9a9c3a040b41bc20ee920b (MD5) Previous issue date: 2006 / Resumo: O presente estudo tem como objeto de investigação aspectos relacionados à política do Programa de Capacitação de Professores (PROCAP) em Minas Gerais nos anos 90. A análise centra-se no processo de implementação do PROCAP, com o intuito de compreender os possíveis reflexos causados nas áreas de aplicação. De acordo com o contexto sócio-político do objeto da pesquisa, parte-se dos seguintes aspectos: discurso explícito do Banco Mundial; condicionantes do financiamento de programas de qualidade para a educação pública no Brasil; discurso explícito do PROCAP que evidencia as relações com os condicionamentos do Banco Mundial; mudanças propostas pelo PROCAP no Estado de Minas Gerais; análise comparativa entre o parecer das instituições avaliadoras do Programa e a Carta dos Educadores publicada pelo Fórum Mineiro de Educação em Belo Horizonte, no ano de 1998. Evidencia-se uma política educacional de conflitos nos quais a intervenção, o consentimento e a resistência são constantes / Abstract: The present study is object of ivestigaton are the features (aspects) concerning the policy of the Programa de Capacitação de Professores (PROCAP) [Teacher's Enhancement Program] in the State of Minas Gerais in the 90's. The analysis focus on the process of implementation of PROCAP, aiming to understand the probable consequences at the application areas. In accordance to the social and political context of the object of research, we start from the following aspects: World Bank's open discourse; conditioning elements to finance the public education quality programs in Brazil, PROCAP's open discourse that shows the relations with the World Bank's conditions; changes proposed by the PROCAP in the State of Minas Gerais; comparative analysis between the Programs evaluating institutions' assesment and the Carta dos Educadores (Educators' Letter) published by the Forum Mineiro de Educação (Education Mineiro Forum) in Belo Horizonte, in 1998. It's evinced an educational policy made out of conflicts in wich intervention, approval and reistence are continuous / Mestrado / Historia, Filosofia e Educação / Mestre em Educação