The subject of this diploma thesis was to elaborate an architectural study of sheltered workshops in Brno-Lesná city district. Part of the project was to design spaces of the Gemini high school for the disabled, create new functional units and increase the capacity of school facilities. The design is focused in the nearest proximity to the main building and uses its current state as much as possible. An essential part of the design was to design a new object with a mixed sports-therapeutic function, which is connected to the school by a bridge. On the other side, the former heat transfer station, used as screening hall, is also connected by a bridge. On the south side, a new dining room, kitchen and a restaurant under schools administration is being built, which serves to integrate pupils into society. The design consists of three buildings with separate functions. In the current school building aims on education and accommodation, the sports center serves as a swimming pool, gym and therapeutic areas, the heat transfer station serves as a screening hall.

I Ösmo med sin centralitet och dess växande befolkning, så vill jag rita ett kulturhus som lyfter stadens behov. Statistiken visar att Ösmo kommer att ha den största befolkningsökningen i Nynäshamns kommun, och kommer därmed behöva fortsätta utveckla sin egen identitet, då Ösmo idag i huvudsak fungerar som en sovstad. Byggnaden ska vara en markör på denna utveckling av Ösmo, från en sovstad till en egen stad med egen karaktär. Kulturhusets plusprogram kommer att bestå av en saluhall, en verkstadsdel och en idrottsdel. Saluhallen blir en mötesplats mellan den lokala produktionen och befolkningen, och kan på så sätt lyfta upp den lokala produktionen och jobba för en hållbar konsumtion. Saluhallen placeras i Ösmo då detta är ett relativt central plats i Nynäshamn med nära kopplingar till både motorväg och pendeltåg. Verkstäderna blir en plats för utbildning och för start up-verksamheter. Verkstadsdelen har lokaler för handarbete med trä, textilier, metall och keramik, och skulle även kunna användas i samarbete med lokala skolor för att väcka barnens intresse och främja kreativitet. Dessutom ska lokalerna användas av olika start-up eller privatpersoner för kommersiella eller personliga behov. Detta kan bli en mötespunkt för människor i närheten, och erbjuder en möjlighet att lära sig och utveckla intresse för handarbete för personer som kanske inte annars haft den möjligheten i hemmet, och ändra Ösmos identitet från en sovstad till en stad med egna arbetsplatser och verksamhet. Sist men inte minst är idrottsdelen, som består av gym och omklädningsrum och blir det första gymmet i hela Ösmo. Det närmaste gymmet ligger idag i Nynäshamn vilket är orimligt långt bort för Ösmoborna. Byggnadens relation till fotbollsplanen, gör det tillgängligt även för fotbollsspelarna att använda. Idén om byggnadens form kom ur och utvecklades efter skogen då tomten för närvarande är täckt av olika slags träd. Byggnadens form är inspirerad av trädens form, särskilt eken som sprider sina grenar och skapar ett tak. Därför utvecklades en modul för konstruktionen som liknar trädens utformning. Sedan ska modulen placeras bredvid varandra likt trädens placering i en skog. Det ledde till utformningen av en envåningsbyggnad som följer det relativt platta landskapet. / In Ösmo with its centrality and its growing population, I want to design a cultural center that highlights the city's needs. The statistics show that Ösmo will have the largest population increase in Nynäshamn municipality, and will thus have to continue to develop its own identity, as Ösmo today essentially functions as a sleeping town. The building is to be a marker of this development of Ösmo, from a sleeping town to a city of its own with its own character.The Culture house's plus program will consist of a market hall, a workshop part and a sports part. The market hall becomes a meeting place between the local production and the population, and can thus lift the local production and work for sustainable consumption. The market hall is placed in Ösmo as this is a relatively central location in Nynäshamn with close connections to both the freeway and commuter train.The workshops become a place for training and for start-up activities. The workshop part has premises for handicrafts with wood, textiles, metal and ceramics, and could also be used in collaboration with local schools to arouse children's interest and promote creativity. In addition, the premises are to be used by various start-ups or private individuals for commercial or personal needs. This can become a meeting point for people nearby, and offers an opportunity to learn and develop an interest in needlework for people who might not otherwise have had that opportunity at home, and change Ösmo's identity from a sleeping town to a city with its own workplaces and activities. Last but not least is the sports section, which consists of a gym and changing room and will be the first gym in the whole of Ösmo. Today, the nearest gym is in Nynäshamn, which is unreasonably far away for Ösmo residents. The building's relationship to the football field, makes it available even for the football players to use.The idea for the shape of the building came out of and developed after the forest, as the site is currently covered with different kinds of trees. The shape of the building is inspired by the shape of the trees, especially the oak that spreads its branches and creates a roof. Therefore, a module was developed for the construction that resembles the design of the trees. Then the module must be placed next to each other, similar to the placement of the trees in a forest. This led to the design of a one-story building that follows the relatively flat landscape.

In 2005, the nation's minority groups totaled 98 million, or 33% of the country's total population. According to the U.S Census Bureau News (2007), Hispanics are the largest and fastest growing minority group in the country with 14.8% of the total population and 44% of the minority population. The same report indicated that the Hispanic population accounted for almost half (48%) of the national population growth between 2005 and 2006, yet, students from minority backgrounds, including ethnically diverse students for whom English is their second language, exhibit lower academic achievement when compared to the majority group (Lyon et al., 2001). Low academic achievement among students from minority backgrounds can influence their school placement. Approximately 37% of all students receiving special education services in 2002 were ethnically diverse (National Center of Educational Statistics, 2002). Concerned with the significant gap between the achievement of children from minority backgrounds and students from the majority group, Congress amended the Elementary and Secondary Education Act of 1965 (ESEA) as the No Child Left Behind (NCLB) Act in 2001. NCLB requires public schools to demonstrate acceptable progress for all students, including those who are culturally and linguistically diverse and those with disabilities. NCLB also promotes and supports greater parent involvement (Wright, Wright, & Heath, 2004) and requires schools to report on students' progress by subgroup (i.e., ethnicity, disability, English language learners, and low-income). Because the majority of students from diverse ethnic backgrounds are Hispanic (Capps, Fix, Murray, Ost, Passel, & Herwantoro, 2005), a high percentage of students with disabilities are from minority groups (Hosp & Reschly, 2004), about 77% of English language learners are from Hispanic descent (Klingner, Artiles, & Barletta, 2006), and approximately half of school-age children of immigrants are from low-income homes (Hernandez, 2004), it is important for schools to take a closer look at the specific needs of Hispanic families of children with disabilities in order to promote their participation in the education of their children. The purpose of this study was to research the influence of components incorporated into a series of workshops specifically designed for Hispanic families of children with disabilities and to study the effect that participating in the workshops would have on parents' knowledge about their children's Individualized Education Program (IEP) and on their level of involvement in their children's education. TENFEE: Talleres en Español para las Necesidades de Familias en Educacion Especial (Spanish Workshops for the Needs of Families in Special Education) delivered five workshops where a series of components were provided to counteract the most frequently identified barriers in the involvement of Culturally and Linguistically Diverse (CLD) parents in the education of their children with special needs: (a) complexity of disability, (b) language barriers, (c) cultural differences, and (d) socioeconomic status (Fix & Passel, 2003; Kalyanpur & Harry, 2004; Quezada, Diaz, & Sanchez, 2003). Thirty-seven parents or primary caregivers of students receiving special education services in three school districts in central Florida participated in the study. Before and after the workshops, participants completed a three-part survey in which they gave demographic information, responded to 50 multiple choice test questions related to the IEP process, and answered 10 open-ended questions related to their involvement in their children's education. Participants also completed an evaluation at each of the workshops indicating which of the workshop's components influenced their decision to participate. Finally, participants' children's teachers completed the Parent/Family Involvement Index (P/FII) before and after participating in the workshops. The P/FII is a measure of parent involvement in their children's special education services as perceived by their children's teachers. Following data collection, quantitative statistical analysis was completed using descriptive statistics to examine if TENFEE's components supported the participation of the targeted population to the workshops. A Paired Sample t-test was calculated to evaluate any differences in participants' IEP knowledge survey test scores before and after the workshops as well as differences in teachers' P/FII scores before and after the workshops. Multiple Regressions were conducted to determine if participants' demographic characteristics influenced IEP knowledge survey test scores and/or P/FII scores.

This thesis project explores the research question of “How can vulnerable groups be encouraged to contribute with genuine personal content to a shared entity (the archive) in a scalable way?”. The project applies co-design practices in order to identify qualities that a system for collaborative self-archiving should incorporate in order to engage vulnerable groups to contribute to the archive, more specifically exploring what would motivate the refugees in Sweden to contribute to the Swedish archive. Several workshops have been run together with the target group, preceded by sensitizing exercises and interviews and supported by additional field research of the other stakeholders for the subject explored - the professional archivists and the Swedish citizens.

The problem of this study is concerned with the history, trends, and evaluation of the summer workshop movement for teachers in the United States. In addition, a study was made of the Child Development Workshop conducted on the campus of the North Texas State Teachers College, Denton, Texas, during the summer of 1942.

The purpose of the study was to determine the various levels on which the Progressive Education Association summer workshops have been conducted and to determine what fields of subject matter have been considered. In other words, an effort was made to determine how many of the workshops were designed for college or university teachers, secondary school teachers, elementary school teachers, administrators, or special groups, and what subject matter was considered for each group.

No / The University of Bradford has recently pioneered a radical approach to engaging children and young people in learning about technology and the arts, thanks to funding provided by the English Arts Council. Young people engaged with youth services in the Bradford area were invited to take part in innovative performance art and digital media sessions held at the University. The sessions had a tangible output for the young people. The result was four one-minute ¿motion-captured¿ animations containing original music and dance ¿ produced by the participants themselves, with the help of experienced workshop leaders. This was packaged on a DVD which also contained a video documentary about the workshops, filmed as they were taking place by local film-maker and lecturer, David Robison. The participants were also able to take away their work on their mobile phones, video phones and portable Play-stations.

Darbe analizuojamas vaikų muzikinės ugdymas dainavimo studijoje, formalaus ir neformalaus ugdymo reikšmė muzikinės kultūros vystymuisi, veiksniai, darantis įtaką muzikinės kultūros formavimuisi. Bakalauro darbo tikslas – atskleisti vaikų muzikinės kultūros ugdymo dainavimo studijoje ypatumus. Darbo tikslui pasiekti iškelti šie uždaviniai: pateikti muzikinės kultūros sampratą, aptarti neformalaus ugdymo reikšmę muzikinės kultūros ugdymui, išskirti muzikinės kultūros suvokimą įtakojančius veiksnius, aptarti dalyvavimo dainavimo studijoje specifiką, apklausos pagalba išsiaiškinti, kaip dainavimo studijos lankymas veikia mokinių bendrosios ir muzikinės kultūros supratimą bei jos formavimąsi. Tyrimo objektas yra vaikų muzikinės kultūros ugdymas dainavimo studijoje. Tyrimas atliktas trijose Šiaulių miesto dainavimo studijose. Anketinės apklausos metodu siekta atskleisti veiksnius, kurie daro įtaką muzikinės kultūros ugdymui dainavimo studijoje. Išanalizavus mokslinę literatūrą, gautos šios išvados: muzikinė kultūra glaudžiai susijusi su žmogaus jausmais, intelektu ir dvasiniu pasauliu. Neformalaus ugdymo veikla labiau nei muzikinis ugdymas formaliojo ugdymo įstaigose yra nukreipta į mokinio poreikius. Tai skatina didesnį neformalaus ugdymo įstaigų lankymą. Pagrindiniais veiksniais, darančiais įtaką muzikinės kultūros ugdymui, respondentai laiko gebėjimą bendrauti ir bendradarbiauti, koncertų lankymą ir dalyvavimą juose, jausmus, kuriuos jaučiame muzikuodami. Išaiškėjo, kad visi... [toliau žr. visą tekstą] / This paper analyses education of children’s musical culture in vocal workshops, the impact of formal and non-formal education on the development of musical culture, as well as the factors that influence the above-mentioned development. The objective of this Bachelor thesis is to reveal the peculiarities of children’s musical culture education in vocal workshops. Goals, set to achieve this objective, are: to introduce the concept of musical culture; to discuss the impact of non-formal education on the development of musical culture; to identify the factors that influence the perception of musical culture; to discuss the peculiarities of participation in vocal workshops; to conduct a survey in order to define the influence of vocal workshops on the perception and development of children’s musical culture. Object of the research is education of children’s musical culture in vocal workshops. The research was conducted in three vocal workshops in Šiauliai. A questionnaire was used to reveal the factors that influence the education of children’s musical culture in vocal workshops. The following conclusions were drawn after analysing the scientific literature: musical culture is closely related to person’s feelings, intellect and spiritual world. Non-formal musical education is channelled towards the pupil’s needs at a higher degree than formal musical education provided in schools. This factor stimulates more children to be interested in non-formal education. The questionnaire... [to full text]

Thesis (M.S.W.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 95-98).

The problem with which this study is concerned is the effectiveness of computer literacy training workshop efforts in modifying teacher attitudes toward computers. The experimental design includes four computer literacy work shops that were conducted at a major university in Texas. This study has a twofold purpose. The first is to determine if an increase in computer literacy among teachers is associated with changes in their attitudes toward computers. The second is to determine the kinds of computer literacy experiences among teachers that are associated with the greatest degree of attitudinal change.