Thesis (M. Arch.)--University of Hong Kong, 1997. / Includes special study report entitled: Training environment for the deaf. Includes bibliographical references.

Thesis (M.Arch.)--University of Hong Kong, 1997. / Includes special study report entitled : Training environment for the deaf. Includes bibliographical references. Also available in print.

Mémoire (M.P.M.O)-- Université du Québec d'Abitibi-Temiscamingue, 1988. / Ce memoire a ete realise a l'U.Q.A.T. dans le cadre du programme de maitrise en gestion de P.M.O. de l'U.Q.A.C. extensionnee a l'U.Q.A.T. CaQCU Document électronique également accessible en format PDF. CaQCU

Submitted by Ligia Bueno Zangali Carrasco null (li_carrasco@yahoo.com.br) on 2016-06-22T01:34:09Z No. of bitstreams: 1 ASSESSORIAS PEDAGÓGICAS DAS UNIVERSIDADES ESTADUAIS PAULISTAS_ CONCEPÇÕES_LIGIA CARRASCO.pdf: 2816873 bytes, checksum: 6ef209da11e9c0a29f9f1e2182e3ec74 (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-06-24T16:56:00Z (GMT) No. of bitstreams: 1 carrasco_lbz_me_rcla.pdf: 2816873 bytes, checksum: 6ef209da11e9c0a29f9f1e2182e3ec74 (MD5) / Made available in DSpace on 2016-06-24T16:56:00Z (GMT). No. of bitstreams: 1 carrasco_lbz_me_rcla.pdf: 2816873 bytes, checksum: 6ef209da11e9c0a29f9f1e2182e3ec74 (MD5) Previous issue date: 2016-05-31 / A presente pesquisa pretendeu saber quais as concepções de formação presentes nos espaços institucionais universitários que impactam as práticas formativas dos assessores pedagógicos, corresponsáveis pelos processos de formação pedagógica de professores universitários e como essas concepções contribuem para a qualificação do locus de formação desses docentes. O estudo traz a reflexão sobre o assessoramento pedagógico como um processo de interação entre pares, proporcionando espaços formativos mais significativos no contexto universitário, visto que muitos docentes universitários ainda têm uma visão do ensinar como transmissão de conhecimentos somente. Para compreender melhor a realidade desta formação oferecida pelas iniciativas pesquisadas, escolhemos como participantes do estudo assessores pedagógicos dos espaços de formação existentes nas universidades estaduais paulistas, que foram o Centro de Estudos e Práticas Pedagógicas – CENEPP/UNESP, o Espaço de Apoio de Ensino e Aprendizagem – EA2/UNICAMP e o Grupo de Apoio Pedagógico (Ribeirão Preto) – GAPRP/USP. Estes participantes são docentes das referidas universidades que assumem a responsabilidade por organizarem e oferecerem a formação pedagógica aos demais docentes. A pesquisa enveredou pela abordagem qualitativa, focando seu olhar num estudo de caso múltiplo, porque a partir das similaridades entre os casos escolhidos, buscamos a identificação de suas singularidades. Os dados foram coletados por meio de análise documental, entrevistas semiestruturadas e observação participante de algumas inciativas de formação desses espaços. Os dados obtidos foram organizados em dimensões e analisados por meio da análise de conteúdo. Os resultados nos indicam que há muitos desafios relativos à formação pedagógica do docente universitário e que os espaços existentes ainda lutam para se tornarem lugares e territórios de formação. Há dificuldades institucionais e concepções que limitam o trabalho de formação pedagógica docente efetiva. As necessidades detectadas estão nas questões da institucionalização dos espaços, na formação dos assessores, nos formatos das propostas, na falta de valorização do profissional que assume tais assessorias. No entanto, há o reconhecimento do importante trabalho que já realizam, oferecendo formação àqueles que buscam aprimorar sua profissão docente, compreendendo a necessidade de ir além da transmissão no processo de ensino e aprendizagem. / This research intended to find that training concepts are present in university institutional spaces that affect training practices of pedagogical advisors, share responsibility for the pedagogical training process of university teachers and how these concepts contribute to the qualification of the place of formation of these teachers. The study brings a reflection on the pedagogical assistance as a peer interaction process, providing more significant formative spaces in the university context, since it is known that many academics still have a view of teaching as transmission of knowledge only. To better understand the reality of the training offered by the surveyed initiatives, chosen as the study participants pedagogical advisors spaces of formation of São Paulo state universities , which were the Center for Studies and Pedagogical Practices - CENEPP/UNESP, the Education Support Space and learning - EA2/UNICAMP and the Group of Educational Support (Ribeirão Preto) - GAPRP/USP. These participants are teachers of the said universities that take responsibility for organizing and offering teacher training to other teachers. The research was developed by the qualitative approach, focusing his gaze on a multiple case study, because from the similarities between the chosen cases, we seek to identify its singularities. The data were collected through documentary analysis, semi-structured interviews and participant observation of some initiatives of formation of these spaces. The materials were organized in dimensions and analyzed using content analysis. The results indicate that there are many challenges on the pedagogical training of university professors and the spaces are still struggling to become places and training areas. There are institutional difficulties and concepts that limit the effective teaching teacher training work. The identified needs are the issues of institutionalization of spaces, training of advisors in the proposed format, the lack of appreciation of the professional who takes such advisories. However, there is recognition of the important work they have carried out, providing training to those looking to improve their teaching profession, including the need to go beyond the transmission in the process of teaching and learning.

In 2011 the Missionary Department sponsored a development project focused on creating performance support tools for international missionary training centers (IMTCs). The purpose of the project was to determine an area where there was a gap between desired performance and actual performance for IMTC training managers and develop tools to support them in improving performance in the chosen area. The target area supported the IMTC training managers in helping part-time teachers improve their effectiveness. Two products were created to help managers work more effectively with their teachers and a third product is currently under development. The first was a teacher competency print resource that managers could use to guide their feedback and evaluations of teachers. The second was a set of standards and suggestions managers could implement to help teachers improve. The third was an electronic teacher-tracking tool that would allow managers to track the progress and goals of each teacher. The design model used was a combination of a rapid prototyping model, cascade design model, and an electronic performance support design model. It included four major iterations for the products. This paper discusses the various stages of the development process, including adjustments to the planned design model, prototypes, and finalized products.

published_or_final_version / Architecture / Master / Master of Architecture

Historians have studied mental institutions in the mid-20th century; however, few have discussed them within the context of the period's paternalistic social movements and perceptions. Florida's Sunland program provides a lens for studying the parental role the institutions and general public took toward the intellectually disabled. Specifically, administrators saw residents of the Sunland Training Centers and Hospitals as perpetual children, trapped in an "eternal childhood." The institution was presented as a family unit, abiding by 1950s ideals of the companionate household. When the Sunlands proved generally unsuccessful, Florida's communities began to supplement their efforts. The social movements of the 1960s inspired community care organizations and other special programs in lieu of institutionalization. Reports of neglect and abuse at the Sunlands contributed to the community's subsequent perception of residents as "victimized children," deprived of a "normal" life. Such a view of the intellectually disabled continues to dominate discussions of the Sunlands, community care, and "normalization." This study informs a broad understanding of the past while contributing to these contemporary considerations. Research into the Sunland Training Centers and Hospitals, as well as their surrounding communities, relies on subjective sources. The flagship training center, located in Gainesville, published an internally-circulated newsletter utilized in this work. Detailed studies of Florida's newspapers provide the perspective of Florida's community members, including women's clubs and civil rights activists. Finally, articles and books written on Sunland "hauntings" illustrate recent attempts to define and patronize the intellectually disabled. All of these sources point toward a liberal paternalism that dominated discussions of the intellectually disabled in the mid-20th century.

No description available.

The present thesis deals with problems related to employment of visually impaired people in České Budějovice. The theoretical part deals with the definition of persons with visual impairment and their classifications, focus on possibilities for education and support for visually impaired people. Then I describe the legislative conditions in the process of employing such individuals and define the most important issues related to the employment of persons with visual disabilities. The empirical part interpret the results of our own research. The aim of the thesis is an analysis of the employment problem of visually impaired people. Research assumption is that job opportunities for persons with visual disabilities can improve their higher education or retraining course completion. Context research complemented with information about the attitudes of respondents, involving one of its own to the visual handicap and problems associated with information deficit, communication or technical barriers. The research part interprets the results of the specified issues of employment of the visually impaired in České Budějovice through case studies and using semi-structured interviews and observations.

Bibliography / Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: Since the advent of the 21st century the world has been experiencing rapid changes in knowledge, technology and information. These changes pose challenges to the providers of education and training in general and vocational education and training in particular. The impact of technological advancement and the nature of organisational changes in the workplace demand skills of an increasingly higher level – particularly skills in the areas of information technology, problem solving and communication. The problem identified in this study was that graduates from vocational training centres (VTCs) in Namibia did not have appropriate employability skills needed at the workplace, as indicated by Namibian employers. The aim of this study was to identify the types of employability skills considered important by employers at the workplace and to determine how such skills could be integrated into the vocational education and training curriculum in Namibia. A literature review conducted revealed that employers require workers with the following key, core or employability skills: communication, information technology, working with numbers, working with others, problem solving and improving one’s own learning and performance. The population for this study was 493 employers providing on-the-job training or employing vocational training centre graduates. A total of 244 out of the 493 employers responded. The population of the study represented the following occupational sectors: auto trades, building construction trades, metalwork trades and electrical engineering trades. Data for the study were collected through reviewing the literature on employability skills, a survey questionnaire to employers and face-to-face interviews conducted with selected employers during the research. The following questions were explored in the questionnaire and structured interviews: i) Which employability skills are important at the workplace? ii) Who is responsible for developing employability skills? iii) If it is the responsibility of vocational training centres to foster employability skills, at which educational level should employability skills education be introduced? iv) How should the acquisition of employability skills be promoted? v) How should employability skills be assessed? The study found that employers in Namibia considered employability skills such as teamwork, time management, a positive attitude, problem solving, planning, and coping with multiple tasks as the most important skills they required from vocational training centre graduates. Employers further indicated that employability skills could be developed at family/home settings as well as at school and vocational training centres and suggested that employability skills education be introduced from level 1 during the first year of training. It was also found that portfolios, observation and practical assessment were credible approaches for assessing employability skills and that this should be done in real-life contexts. Based on the conclusions arrived at in the study, it is recommended that a policy framework for employability skills be developed and implemented in the Namibian vocational education and training system. Specific recommendations are made regarding the following aspects: the type of employability skills; whose responsibility it is to develop these skills; at which level of training the development of employability skills should be implemented; how they could best be learned and how the learning of employability skills could be assessed. / AFRIKAANSE OPSOMMING: Die snelle veranderinge op die gebied van kennis, tegnologie en inligting sedert die begin van die 21ste eeu bied groot uitdagings aan die verskaffers van onderwys en opleiding in die algemeen en beroepsonderwys en -opleiding in die besonder. Die uitwerking van tegnologiese vordering en die aard van organisatoriese veranderinge in die werkplek vereis groter hoërorde-vaardighede as vantevore – veral vaardighede op die gebied van inligtingstegnologie, probleemoplossing en kommunikasie. Die probleem wat in hierdie studie aan bod gekom het, was dat gegradueerdes van beroepsopleidingsentrums in Namibië nie oor voldoende indiensneembaarheidsvaardighede wat in die werkplek benodig word, beskik nie, soos aangedui deur Namibiese werknemers. Die doel van hierdie navorsing was om die soorte indiensneembaarheidsvaardighede wat werkgewers by indiensneming van personeel as belangrik beskou te identifiseer, en om vas te stel hoe sodanige vaardighede in die kurrikulum vir beroepsonderwys en .. opleiding in Namibië geïntegreer kan word. Literatuuroorsig het getoon dat werknemers benodig word met die volgende belangrike, kern- of indiensneembaarheidsvaardighede: kommunikasie, inligtingstegnologie, syfervaardigheid, samewerking met ander persone, probleemoplossing en die verbetering van eie leer en prestasie. Die navorsingspopulasie vir hierdie studie het uit 493 werkgewers bestaan wat indiensopleiding verskaf of wat persone in diens het wat reeds hul beroepsopleiding voltooi het. Tweehonderd-vier-en-veertig werkgewers het uiteindelik aan die vraelysondersoek deelgeneem. Die motor-, konstruksie- en metaalwerkbedryf, asook die elektriese-ingenieurswesesektor, is in die navorsingspopulasie verteenwoordig. Data is ingesamel deur literatuuroorsig te doen oor indiensneembaarheidsvaardighede, en deur vraelyste en persoonlike onderhoude. Die volgende vrae is in die vraelys en tydens gestruktureerde onderhoude gestel: i) Watter indiensneembaarheidsvaardighede is in die werkplek belangrik? ii) Wie is verantwoordelik vir die ontwikkeling van indiensneembaarheids-vaardighede? iii) Indien dit die verantwoordelikheid is van beroepsopleidingsentra om indiensneembaarheids-vaardighede te bevorder, op watter opvoedkundige vlak behoort opleiding met betrekking tot indiensneembaarheidsvaardighede ingestel te word? iv) Hoe behoort die aanleer van indiensneembaarheidsvaardighede bevorder te word? v) Hoe behoort indiensneembaarheidsvaardighede geassesseer te word? Daar is bevind dat werkgewers in Namibië indiensneembaarheidsvaardighede soos spanwerk, tydbestuur, positiewe houding, probleemoplossing, beplanning en die hantering van veelvuldige take as die belangrikste vaardighede beskou wat hulle van potensiële opgeleide werknemers verwag. Werkgewers het aangedui dat indiensneembaarheidsvaardighede in die huis, in skole en deur beroepsopleidingsentrums ontwikkel kan word. Hulle het voorgestel dat opleiding in indiensneembaarheidsvaardighede in die eerste jaar van opleiding by die beroepsopleidingsentrums vanaf vlak 1 aangebied behoort te word. Verdere bevinding was dat die assessering van kwekelinge se portefeuljes, waarneming en praktiese assessering geloofwaardige benadering tot die assessering van indiensneembaarheidsvaardighede is en dat dit binne die konteks van die werklike lewe gedoen behoort te word. Daar word op grond van die bevindinge onder meer aanbeveel dat beleidsraamwerk vir die ontwikkeling van indiensneembaarheidsvaardighede in die Namibiese beroepsonderwys en .. opleidingstelsel ontwikkel en geïmplementeer word. Spesifieke aanbevelings word gemaak ten opsigte van die tipes indiensneembaarheidsvaardighede, wie se verantwoordelikheid dit is om hierdie vaardighede te ontwikkel, op watter opleidingsvlak die indiensnemingsvaardighede geïmplementeer behoort te word, hoe dit ten beste aangeleer kan word, en hoe die leerproses met betrekking tot indiensneembaarheidsvaardighede geassesseer kan word.