Thesis (Ph. D.)--University of California, Irvine--Social Ecology. / Abstract: leaves xii-xiv. Vita: leaf xi. Facsimile reproduction by Microfilm-xerography. Ann Arbor, Mich., University Microfilms International, 1979.-- 21 cm. Includes bibliographical references (leaves 156-162).

Thesis (D. Min.)--Logos Evangelical Seminary, 2005. / Vita. Includes bibliographical references (leaves 127-134).

Thesis (Ph. D.)--Florida State University, 2006. / Advisors: Marcy Driscoll, Linda Schrader, Florida State University, College of Education, Dept. of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed June 7, 2006). Document formatted into pages; contains xiii, 138 pages. Includes bibliographical references.

Thesis (M.A.)--York University, 2005. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 63-68). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11830

This dissertation seeks to address the pivotal ecological and technological realities of the twenty-first century, currently giving rise to new patterns of existence and new paradigms of human inquiry. This study will ask how technological innovation and environmental urgency have altered the ways in which human beings think, and thus perceive the world around them, changing human behavior, or non-behavior, and calling forth new imperatives for the arts, and namely for the Theatre. Most significantly, the dissertation attempts to traverse the shadow-lands, between our ecologies and our technologies, exploring those essential points of convergence in the borderlands where Eco-Theatre and New Media must find a precious balance. As digital media and new technologies continue to transcend previously conceived barriers, so do new opportunities present themselves. New forms emerge, bridging cultures, facilitating connections of thought beyond national geographic boundaries. Rising to the challenge, seeking a global, even playing ground in a liminal age of shifting, invisible borders, this dissertation addresses the current need for re-envisioning of our positionality as artists, and as citizens of the world. In conclusion, the dissertation points toward a methodology of interdisciplinary creative collaboration, of global community-based social practice art, of theatre ecology, and of active new media strategies to address the needs of this decisive age.

Orientador: Marcia Maria Strazzacappa Hernandez / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-24T14:47:48Z (GMT). No. of bitstreams: 1 Pronsato_Laura_D.pdf: 10374868 bytes, checksum: 86f10ada9f92057f0b43c6ce1ff5e752 (MD5) Previous issue date: 2014 / Resumo: Esta pesquisa parte da hipótese de que o crescimento de programas e projetos socioeducativos que utilizam a arte como ferramenta educacional instaura ambivalências no campo da dança, de seu ensino e nas condições de trabalho em que os artistas e educadores desta área se inserem. Questões que acarretam deslocamentos de sentidos com relação às concepções sobre a interface arte e educação. A isto soma-se o reconhecimento ou não destes profissionais como trabalhadores nessa esfera em que prevalece a não continuidade dos processos artísticos e educativos pautados por contratos temporários e parciais. Para entender melhor estas questões, o estudo se localiza na cidade de São Paulo e a partir do fim da década de 1980, período de significativas mudanças econômicas, sociais, educacionais e culturais do qual, no processo de redemocratização emerge uma crise discursiva que pode ser percebida na atualidade, entre os artistas e educadores de dança, a partir de conflitos e tensão identitários e conceituais sobre sua própria profissão. Configurou-se como pesquisa de caráter qualitativo em que se ressaltou a dialética e o processo autobiográfico, ao rememorar minhas próprias experiências, em simultaneidade com narrativas memorialísticas, advindas de entrevistas semi-estruturadas, de profissionais da dança que atuaram em ações socioeducativos e governamentais de São Paulo. Esta esfera revelou-se, prioritariamente, como lugar de passagem, entre tantos outros, que configuram as estratégias de obtenção de renda perpetuando um equilíbrio precário, próprio da profissão. As condições de trabalho neste contexto também desvelaram uma precariedade contraditória em que predominam sentimentos de desvalorização e desrespeito, muitas vezes, silenciados ou invisibilizados, pela valorização que cada profissional atribui aos pequenos, mas significativos, momentos artísticos na relação artista-educando. Neste sentido, a sonhada estabilidade não se refere necessariamente à financeira e sim ao reconhecimento como trabalhador da arte / Abstract: This research begins from the hypothesis that the growth of socio-educational programs and projects that use art as an educational tool creates ambivalences in the field of dance and the teaching of dance, and in the work conditions in which artists and educators of this area are inserted. Issues that imply a change of meanings in relation to the concepts on the art and education interface. To this, the recognition (or lack of recognition) of these workers is added, in this sphere in which the non-continuity of the artistic and educational processes prevail, due to partial and temporary contracts. For a better understanding of these issues, this study is located in the city of São Paulo, in a period beginning in the end of the 80¿s, a significant period of economic, social, educational and cultural changes, during which, in a process of re-democratization has emerged a discursive crisis that can be seen nowadays, among artists and dance educators, stemming from identity and conceptual conflicts and tensions in relation to the profession. This work has been configured as a qualitative research in which the dialectics and the autobiographical process are highlighted, in remembering my own experiences, simultaneously alternating with memory narratives, from semi-structured interviews, with dance professionals that have acted in socio-educational and governmental actions in the State of São Paulo. This sphere has primarily been revealed as a passage way, among many others, that constitute strategies to obtain income, thus perpetuating a precarious balance, a characteristic of the profession. The work conditions in this context also reveal a contradictory poorness in which feelings of underestimation and disrespect prevail, many times silenced or made invisible, by the value each professional attributes to the small, but significant artistic moments in the relation artist-student. In this sense, the so dreamed stability does not refer to the financial reality but to the recognition as an art worker / Doutorado / Educação, Conhecimento, Linguagem e Arte / Doutora em Educação

This thesis is an articulation of how the principles of socially-engaged Buddhism, a spiritual practice rooted in the teachings of the historical Buddha that integrates Buddhist practice and social activism, can enrich and enhance contemporary educational practice. It discusses Buddhist epistemology, metaphysics, ontology, psychology, ethics, and practice and relates these things to holistic education, critical pedagogy, SEL, and global education. On the basis of the theoretical understanding represented by that discussion, it articulates several theoretical principles that can be practically applied to the practice of teaching and learning to make it resonate with the theory and approach of sociallyengaged Buddhism. In integrating the implications of Buddhist teachings and practices with teaching and learning practice, it draws from bell hooks’ notion of “engaged pedagogy” in order to articulate a transformational, liberatory, and progressive approach to teaching called “socially-engaged pedagogy.” Socially-engaged pedagogy represents the notion that teaching and learning can be a practical site for progressive social action designed to address the real problem of suffering, both in the present and in the future, as it manifests in the world, exemplified by stress, illness, violence, war, discrimination, oppression, exploitation, poverty, marginalization, and ecological degradation. / Education, Faculty of (Okanagan) / Graduate

Please read the abstract in the section 00front of this document / Dissertation (MA (Social Work))--University of Pretoria, 2007. / Social Work and Criminology / Unrestricted

M.A. (Social Work) / In terms of recent changes in Government policy, the posts of social workers are currently being subsidised on the basis of the effectiveness of the service programmes conducted by welfare organisations. Consequently, programme evaluation has lately become the subject of increasing attention. An increased sense of responsibility and an awareness of a need for greater efficiency and cost effectiveness is emerging. This suggests a need for a scientifically based evaluation process i.e. programme evaluation with a view to improving existing programmes or developing new programmes. However uncertainty prevails in welfare organisations with regard to the nature and content of programmes and consequently where and when programme evaluation should be applied. In order to verify this impression, questionnaires were mailed to welfare organisations in Johannesburg who are members of the Family care Liason Committee. A sampling group of five directors, seven supervisors and ten social workers, based on nonprobability quota sampling, were identified. A response of three directors, four supervisors and seven social workers were received and after the results were analysed a verification of the impression, that uncertainty prevails in welfare organisations with regard to programme evaluation, could be noted. Programme evaluation would therefore be less likely utilised in social work as a method and model in rendering services unless the uncertainty is minimised and an atmosphere is created in which social workers will want to apply programme evaluation.

Thesis (M.S.W.)--University of Hong Kong, 1981. / Also available in print.