Anotation The diploma thesis entitled One of the Models of Girls' Preparation to Nursing is divided into four parts. The first part explains the term nursing in general in relation to social work. The second part is devoted to the project of Catholic schools for girls and to a unique twenty-five years lasting model of the integrated education of girls with social and health disadvantage at The Girls' Catholic High School, Platnéřská 4, Prague 1. The third part is focused on the role of the nursing care of the Knights of the Cross. The second part contains the investigation in the form of the study of documents; the interviews with the teachers, chosen graduates and students are to be found in the fourth part. Key words: Girls' Catholic Vocational School, integration, Day Care - the Knights of the Cross with the Red Star, model, nursing, persons with disabilities and social disadvantage, education

The project deals with development of school education in the vicinity of the town of Svitavy, Czech Republic, populated by both the Czech and German nations between 1918 and 1938. It is focused on changes in traditional schools as well as on founding new ones for ethnic.

Self-concept, discussed as a scholarly topic since the time of Socrates and Plato, is an important theoretical construct in education because self-concept is considered to be a desirable trait and a facilitator of positive future behavior. The purpose of this study was to examine the relationship between the characteristics of students enrolled in career and technical education (CTE) programs and students' self-concept scores as measured by specific subscales from the Self-Description Questionnaire (SDQ). A total of 196 male and 89 female secondary students (Grades 9-12) enrolled in arts, audio/video technology and communications cluster courses in North Central Texas school districts participated in the study. Student characteristic variables of interest were age, gender, CTE program enrollment, and participation in CTE. The self-concept subscales analyzed were General, Academic, Verbal, Math, and Problem Solving. A canonical correlation analysis was conducted using the four student characteristic variables as predictors of the five self-concept variables to evaluate the multivariate shared relationship between the two variable sets. The full model across all functions explained about 23% of the variance between the variable sets. Function 1 explained 15% of the shared variance and Function 2 explained 7% of the variance that remained. This study detected a relationship between specific student characteristics and self-concept as measured on certain domain-specific first-order factors. Gender and participation in CTE were found to be related to verbal self-concept and problem-solving self-concept. Results suggest that females in arts-based CTE programs have a higher verbal self-concept than their male counterparts; male students have a higher problem-solving self-concept. Results further suggest that students with a high level of participation in CTE also have high verbal and problem-solving self-concepts.

The problem of this study was to determine if there were differences in perceived attitudes of self-concept between young people who returned to alternative education after dropping out of public education and educationally disadvantaged at-risk youth in Coordinated Vocational Academic Education (CVAE) classes as measured by the Piers-Harris Children's Self-Concept Scale. The hypotheses formulated for the study predicted no significant difference in mean attitude self-concept scores of returned dropouts to alternative schools and CVAE students enrolled in junior high school preemployment laboratories and high school students enrolled in Cooperative Education classes as measured by the Piers-Harris scale; and no significant change in mean attitude self-concept scores of former dropouts enrolled in alternative education centers and CVAE students as measured by the Piers-Harris scale over a two-month period utilizing an extended Solomon Four-Group Design, with and without the treatment. The scale was administered to 351 students from junior high and high school CVAE classes in Ector County (Odessa), Fort Stockton, and Midland Independent School Districts and alternative schools in Denton, Fort Stockton, Midland and Odessa, Texas. The self-concept scores were treated for significance by an analysis of variance. Findings were that all groups tested scored within the age range, junior high school CVAE students scored lowest, but not significantly lower (p > .05); and junior high school CVAE students, alternative school students, and high school CVAE students all had a slight increase in self-confidence scores over the two-month period. All null hypotheses were retained. It was concluded that, overall, junior high school CVAE students, former dropouts who returned to an alternative school, and high school CVAE students possessed positive self-concepts that were above the national mean for the scale; and that CVAE classes enhance the self-concept of academically disadvantaged students in Cooperative Education classes.

The purpose of the study was to determine the effects of normal instruction supplemented by the computer-assisted instruction English program Grammar Game on achievement and attitude scores of vocational-technical students in Thailand. The experimental design was a 2 x 2 factorial ANOVA design. One hundred seventy-eight students at the Lanna Polytechnical College in Thailand were randomly selected from the population of 10 classrooms. Four classes were intact groups, with two classes randomly assigned to the experimental groups which received Lecture/CAI and the other two as control groups which received Lecture. The 89 students in each group were divided into high- and low- ability, based on their previous English scores. Subjects received treatment for nine weeks. Pre-test and post-test instruments on achievement and attitude were administered to both groups. The Statistical Analysis System (SAS), and the General Linear Model (GLM) package computer program yielded the MANOVA results. Based on data analysis, the findings were as follows: (1) There was a significant difference between the students in a Lecture/CAI English program and the students in a Lecture English program when they were compared simultaneously on the achievement and attitude scores, F(l, 176) = 18.97, p < .05. (2) There was no significant interaction between the types of teaching methods and levels of ability when achievement was used as the dependent variable, F(l, 174) = .48, p > .05. (3) There was no significant interaction between the types of teaching methods and levels of ability when attitude was used as the dependent variable, F(l, 174) = .06, p > .05. The conclusion was that normal instruction supplemented by CAI improved achievement and attitude scores. On the other hand, the effect of two types of methods on achievement remained the same for high- and low-ability students and so did the effect of two types of methods on attitude. Future research should examine different CAI software packages, CAI within a full year, the effects of ability on achievement and attitude, background knowledge, more levels of independent variables, characteristics of an effective CAI program, and a case study with larger population in Thailand.

因應各國中等教育普及化的潮流，教育部擬以高中職社區化為十二年國民教育奠基，將台灣劃分為四十五個適性學習社區，並以均衡高中職城鄉差距、提高國中畢業生就近入學之機會為目的。本研究以雲林縣三個適性學習社區為例，檢視各社區高中、職的就學機會是否均衡，並觀察學生通學活動的情形，是否符合社區內就近入學的期待，藉此對適性學習社區的地理範圍規劃，與其劃分原則提出修正的建議。 本研究發現，雲林縣整體就學機會率較他縣市低落，高中、職學校集中於特定鄉鎮，空間分布不甚平均，不利於學生就近就學，而產生部分學生向外縣市通學的情形。外縣市通學的人口中，以高職生為多，多往嘉義縣、市為就學地；顯示雲林縣境內就學機會的供給不敷需求，高職就學機會不均的現象比高中嚴重許多。而就雲林縣三個適性學習社區觀察，雲二區、雲三區內高中、職學生區內就讀的比例皆為六成以上，是為社區內就近就學的良好基礎；雲一區學生外流的情形嚴重，特別是高職學生，往嘉義縣、市通學的趨勢集中，顯示雲一區內就學機會供不應求的情形嚴重，值得注目。對教育當局的建議有二：（1）高中、職通學活動範圍不同，不宜以同一地理界線劃分；（2）雲一區學生向外通學現象嚴重，宜增設高中職校改善之。 / With the popularization of post-secondary education, the Ministry of Education adopts the plan of “Community Senior High School and Vocational School” to connect with the compulsory education. In this plan, Taiwan has been divided into 45 “Adaptive Learning Communities” and the purpose is to diminish the urban-rural difference and increase the opportunity of nearby school enrollment. This study observes the geographical distribution of students in the three communities in Yunlin to examine the condition of nearby school enrollment. The conclusions are as follows: Senior high schools and vocational schools distributes disproportionately in Yunlin. In other words, almost all schools concentrate in the few towns. It is common for students to commute between residential and school districts, especially for the students enrolled in vocational school. Many non-resident students commute to Chiayi, and the flow of the commuter shows that the supply is unable to meet the demand of school enrollment totally in Yun-1st community. Besides, there are still many students enrolled in nearby schools in Yun-2nd Community and Yun-3rd Community. Based on the results and discoveries of this study, the following suggestions are proposed: (1)The range of the community should be re-divided for senior high schools and vocational schools respectively. (2)It is necessary to establish more schools in Yun-1 community to increase the supply of the opportunity of the nearby school enrollment.

published_or_final_version / Education / Master / Master of Education

The purpose of the thesis is to analyze the inclusion of the Kurdish women in the modernization and nation-building processes of Turkey, and to understand how they experienced these processes. Regarding the issue, although the literature reflects how the educated, urban, upper class, Turkish women experienced these processes, the experiences of women from different ethnic and religious groups and lower classes have not been studied yet. Therefore, this study aims to discuss the experiences of women from different ethnic-religious backgrounds with a feminist approach. In this thesis, I analyzed the transformation of the pre-Republican modernization/Westernization process into a nation-building construction process in the Republican period, and also the integration of women in general into this new process. I executed a research on The Elazig Girls&amp / #8217 / Boarding Vocational School, founded under the Elazig Girls&amp / #8217 / Institute in 1937, in order to explore how Kurdish people were affected by these modernization/Westernization and national-building construction processes and how Kurdish women were involved in these processes through the mediation of education. The thesis has the following three conclusions: First, the school had achieved its mission of the integration of these women into the Turkish culture by the adaptation of the Turkish language and culture by them. Second, the school had become successful in its objective of making these women adapt the ideal Republican woman identity and become the representatives of the Republican ideology. Third, these women experienced such an adaptation process generally not traumatically.

This thesis deals with the topics of value orientation, value of education and reasons for early-quits schools both generally and particularly focused on SOŠ and SOU Písek. The theoretical part defines basic terms such as value, and value orientation of adolescents and determinants which influence the youth´s values. Furthermore, the thesis describes the system of higher secondary education in the Czech Republic and selected EU countries. It introduces the strategy of education policy to year 2020 and depicts the present situation at SOŠ and SOU Písek. The matter of concentration is occurrence of early-quits schools in the Czech Republic in comparison with selected EU countries. Moreover, the thesis presents findings of some Czech as well as international researches. The practical part goes into the empiric research which is focused on values of education and practical reasons of early-quits school at SOŠ and SOU Písek. The research particularly investigates the fact whether these students find education important and what the practical reasons of early-quits are at this school.

La prise en compte du bien-être des animaux dans les élevages suscite de vives controverses dans la société et dans les champs scientifique, technique et professionnel. Dans le milieu scolaire, le bien-être animal (BEA), en tant que question socialement vive (Legardez & Simonneaux, 2006), pose des difficultés pour son enseignement et son apprentissage dans les lycées professionnels agricoles préparant les futurs éleveurs. Cette thèse a pour objet de comprendre comment le pouvoir d’action (Clot, 1999) des enseignants et des élèves relatif à la prise en compte du BEA en situations d’enseignement-apprentissage se développe (ou ne se développe pas). Nous articulons les cadres théoriques et méthodologiques de la didactique des questions socialement vives, de la clinique de l’activité et du jugement éthique. Dans une double visée transformative et épistémique, quatre enseignants de zootechnie et leur classe de baccalauréat professionnel ont participé à un protocole d’intervention en lycées. A partir des traces des activités dialogiques recueillies, nous avons documenté les émotions, les jugements éthiques et les représentations-connaissances signifiés ainsi que leurs interactions et les conflits à l’œuvre dans le développement possible et impossible du pouvoir d’action des sujets relatif à la prise en compte du BEA en élevage. L’ensemble des résultats permet de mettre à jour des obstacles et des leviers au développement du pouvoir d’action des élèves et des enseignants. Nous formulons plusieurs propositions pour la formation des enseignants et des élèves afin de les accompagner à affronter certains obstacles et à davantage valoriser les leviers potentiels pour augmenter leur champ des possibles. / The question of farm animal welfare has sparked strong debate in society and in scientific, technical and professional domains. In the field of education, teaching and learning about farm animal welfare (FAW) as a socially acute question (Legardez & Simonneaux, 2006), is particularly problematic in agricultural schools which train future breeders. The aim of this thesis is to understand how the power to act (Clot, 1999), in relation to the question of FAW, develops (or not) in both teachers and students during teaching-learning situations. We articulate the theoretical and methodological frameworks of the didactics of socially acute questions, the clinic of activity and ethical judgment. Four animal husbandry teachers participated in a protocol with their vocational baccalaureate students. Based on their dialogical activities, we recorded their emotions, ethical judgments and knowledge-representations systems along with their interactions and the conflicts at work to help or hinder the development of their power to act.Our results reveal the barriers and the facilitators to the development of the students’ and teachers’ power to act to improve FAW. We make several recommendations for the training of teachers and students which should help them to overcome certain hurdles and further exploit the potential levers allowing them to widen their range of possibilities.