(in English): This thesis is dedicated to projects of lifelong learning in Czech public libraries. Its aim is to examine to what extent Czech public libraries are devoted to lifelong learning, especially retiree education, and further, to analyze specific educational projects. Considering the demographic development of the Czech population, there is highlighted the importance and the significance of organizing such programs in the libraries. The first part of the thesis presents theoretical basis and explains terms such as lifelong learning and education, learning society, and formal, non-formal, and informal education. Another part of the thesis deals with gerontopedagogy and old age pensioners. Specific forms of adult education are also presented here. In the practical part, there is an analysis of educational projects of libraries and the questionnaires of the participants are evaluated.

Career Academy instructors’ technical literacy is vital to the academic success of students. This nonexperimental ex post facto study examined the relationships between the level of technical literacy of instructors in career academies and student academic performance. It was also undertaken to explore the relationship between the pedagogical training of instructors and the academic performance of students. Out of a heterogeneous population of 564 teachers in six targeted schools, 136 teachers (26.0 %) responded to an online survey. The survey was designed to gather demographic and teaching experience data. Each demographic item was linked by researchers to teachers’ technology use in the classroom. Student achievement was measured by student learning gains as assessed by the reading section of the FCAT from the previous to the present school year. Linear and hierarchical regressions were conducted to examine the research questions. To clarify the possibility of teacher gender and teacher race/ethnic group differences by research variable, a series of one-way ANOVAs were conducted. As revealed by the ANOVA results, there were not statistically significant group differences in any of the research variables by teacher gender or teacher race/ethnicity. Greater student learning gains were associated with greater teacher technical expertise integrating computers and technology into the classroom, even after controlling for teacher attitude towards computers. Neither teacher attitude toward technology integration nor years of experience in integrating computers into the curriculum significantly predicted student learning gains in the regression models. Implications for HRD theory, research, and practice suggest that identifying teacher levels of technical literacy may help improve student academic performance by facilitating professional development strategies and new parameters for defining highly qualified instructors with 21st century skills. District professional development programs can benefit by increasing their offerings to include more computer and information communication technology courses. Teacher preparation programs can benefit by including technical literacy as part of their curriculum. State certification requirements could be expanded to include formal surveys to assess teacher use of technology.

This thesis presents an analysis of cadet training at the Royal War Academy between 1792 and 1866. The purposes of this study are to problematise the Academy's function and to investigate male social reproduction amongst the Swedish upper classes. Two different aspects of social reproduction are studied: the transmission of social position between generations; and the communication of ideals and lifestyle that were linked to the position that was reproduced. The former was studied with the help of Pierre Bourdieu's terminology, while the latter necessitated the use of theoretical perspectives on masculinity. This thesis demonstrates the changes in the preconditions for male social reproduction, and relates them to the transition from a late feudal to a capitalist society. At the end of the eighteenth century, the usual route to a military career was still through the family's personal contacts in the armed forces. In Bourdieu's terms, this was a very direct means of transferring symbolic capital, and one that also required social capital. With the emergence of the middle class, the Academy's recruitment patterns altered. This process coincided with the emergence of a Swedish education system, and cadet training gradually adapted to fit with other elements in the school system. The ability to transfer symbolic capital directly to the next generation crumbled in the face of a system where education was necessary for the reproduction of a social position. Unlike the shifting shape of social reproduction, masculine upbringing was central at the Academy throughout the whole period. The cadets entered as boys and left as men. In this process, relationships within the cadet corps were of crucial importance. The new cadets first had to subordinate themselves to their elders, and then in turn subordinate others. It was this social order that ensured the cadets learnt a harsh lesson in leadership.

In this study the researcher’s focus was on the analysis of human rights training in SAPS, a case study in Gauteng. The whole study is covered by over seven chapters. In chapter one, the introduction to human rights is discussed and the reason that motivated the researcher to pursue the study under the topic. Most importantly the aim and objectives of the study are outlined. Chapter two main focuses is on the regulatory frameworks of human rights training and programmes. In chapter three the attention is on the international best practice for police training in human rights, as any police training is benched marked internationally. Chapter four the researcher explains the research methodology used in this study, as it is important for the reader to have an understanding. Chapter five discusses the data that is collected and the analysis thereof by using nine themes to analyze data. In chapter six the discussion is based on the finding of data analysis from chapter five. Finally the researcher in chapter seven gives the summary of the study, the recommendations and conclusion on how to improve the training of human rights in the SAPS. / Kulolu cwaningo, umcwaningi ugxile ekuhlaziyeni uqeqesho kwezamalungelo abantu kwa-SAPS, kubhekwa kabanzi okwenzeka eGauteng. Ucwaningo oluphelele lwethulwa ezahlukweni eziyisikhombisa. Kwisahluko sokuqala, kwethulwa ingxoxo ngamalungelo abantu kuphinde kunikezwe izizathu ezigqugquzele umcwaningi ukuba enze lolu cwaningo ngaphansi kwalesi sihloko. Okubaluleke kakhulu, injongo nezinhloso zocwaningo kubaluliwe. Isahluko sesibili sigxile kakhulu ezinhlakeni ezilawulayo zoqeqesho kwezamalungelo abantu kanye nezinhlelo. Esahlukweni sesithathu, kubhekwa kakhulu indlela eyimpumelelo amanye amazwe enza ngayo maqondana nokuqeqeshwa kwamaphoyisa kwezamalungelo abantu, njengoba kubhekwa ngokuqhathanisa nanoma yiluphi uqeqesho lwamaphoyisa emazweni omhlaba. Kwisahluko sesine, umcwaningi uchaza indlela yokucwaninga esetshenziswa kulolu cwaningo, njengoba kubalulekile ukuba ofundayo akuqonde akufundayo. Isahluko sesihlanu sidingida imininingwane eqoqiwe kanye nokuhlaziywa kwayo ngokusebenzisa izingqikithi eziyisishiyagalolunye zokuhlaziya imininingwane. Kwisahluko sesithupha, ingxoxo incike kulokho okutholakele uma kuhlaziywa imininingwane esahlukweni sesihlanu. Okokugcina, kwisahluko sesikhombisa, umcwaningi unikeza isifinyezo socwaningo, izincomo kanye nesiphetho maqondana nendlela okungathuthukiswa ngayo uqeqesho kwezamalungelo abantu kwa-SAPS. / Kwesi sifundo umphandi ugxininise kuhlalutyo loqeqesho ngamalungelo oluntu, qeqesho olo lwenziwa kumalungu eSAPS, ngesifundo samava eGauteng. Isifundo esi sisonke siqulethe izahluko ezingaphaya kwesixhenxe. Kwisahluko sokuqala, kuxoxwa ngokwaziswa kwamalungelo oluntu nesizathu esiqhubele ekubeni umphandi alandele isifundo phantsi kwesi sahluko. Okona kubaluleke kakhulu kukuchazwa kweenjongo neziphumo ezibonakalayo zesi sifundo. Isahluko sesibini sigxininisa kwisakhelo solawulo loqeqesho neenkqubo zamalungelo oluntu. Kwisahluko sesithathu kuqwalaselwa kweyona ndlela ingcono kulo lonke ihlabathi, kuqeqesho lwamapolisa malunga namalungelo oluntu, njengoko naluphi na uqeqesho lwamapolisa lusekelwa kwindlela ekwenziwa ngayo kwihlabathi liphela. Kwisahluko sesine umphandi ucacisa indlela yophando ayisebenzisileyo kwesi sifundo, kuba oku kubalulekile ekuqondeni komfundi. Isahluko sesihlanu sixoxa ngeenkcukacha zolwazi eziqokelelweyo ukuze zihlalutywe ngokusebenzisa imixholo emihlanu yokuhlalutya iinkcukacha zolwazi. Kwisahluko sesithandathu ingxoxo isekelwe kokufunyaniswe kuhlalutyo lweenkcukacha zolwazi olwenziwe kwisahluko sesihlanu. Ekugqibeleni, kwisahluko sesixhenxe umphandi unika isishwankathelo sesifundo, iingcebiso nezigqibo malunga nendlela ekunokuphuculwa ngayo uqeqesho malunga namalungelo oluntu kwiSAPS. / Police Practice / M. A. (Criminal Justice)

Les lettres de Lucrezia Gonzaga da Gazzuolo (1524-1576), imprimées pour la première fois à Venise en 1552 et republiées en 2009 seulement, constituent un riche corpus épistolaire en partie inexploré qui n’a pas encore fait l’objet d’une étude systématique. Les quelques travaux critiques qui nous ont introduit à une lecture du recueil montraient la pertinence d’une vaste analyse intertextuelle de ce livre de lettres. Notre étude a révélé la présence constante et multiforme de la figure intellectuelle de son éditeur non déclaré : le polygraphe Ortensio Lando. Son choix éditorial consistant à miser sur l’exemplarité que Lucrezia incarnait dans son vécu à la fois actif et tragique découle de l’importance croissante que l’industrie culturelle accordait aux femmes-auteurs et, par conséquent, au public féminin.Sur le recueil pèse le doute d’une paternité problématique qui nous a conduit à placer au centre de notre réflexion le rapport d’interdépendance qui liait étroitement Lucrezia à Ortensio Lando. La thèse révèle la dépendance formelle et thématique des lettres par rapport à l’écriture ‘irrégulière’ du polygraphe irrévérencieux. Cela permet de dévoiler toute l’ampleur d’une tortueuse initiative éditoriale conçue et orchestrée par Lando dont la visée principale s’est avérée être la diffusion d’une nouvelle forme de dissidence spirituelle inspirée par la Philosophia Christi d’Érasme. Face à une crise religieuse croissante, cette diffusion, qui passe à travers l’usage de l’imprimerie, repose sur le succès retentissant du ‘livre de lettres’ et se manifeste, entre autres, par un prosélytisme réformiste complexe. Les lettres s’insèrent ainsi dans un univers littéraire enchevêtré qui concerne d’un côté les écrits de Lando publiés entre 1550 et 1554 et de l’autre, le vilipendé Enchiridion militis christiani d’Érasme, et elles deviennent, dans un moment d’intensification des contrôles inquisitoriaux, une forme discrète de diffusion de positions religieuses hétérodoxes. Le recueil représente aussi un terrain d’enquête fertile pour réfléchir sur le statut de la lettre en tant qu’instrument de diffusion de la modernité et d’affirmation socioculturelle de la femme cultivée, mais aussi pour évoquer des questions méta-littéraires telles que les notions d’autorité, d’authenticité et d’auctorialité, et pour s’interroger sur les possibilités et les limites éditoriales d’une consécration littéraire des femmes. / Lucrezia Gonzaga da Gazzuolo’s (1524-1576) Lettere, first published in 1552 in Venice and reprinted in 2009 only, constitutes a rich epistolary corpus that remains relatively untouched, not having been studied systematically yet.The few academic studies that introduced us to this volume of letters made apparent the need for an extensive analysis of it, with a focus on its intertextuality. Our work reveals the constant, if many-faceted, intellectual presence of Lucrezia’s unofficial editor: the polygraph Ortensio Lando. His editorial decisions capitalize on Lucrezia’s exemplarity, given her misfortunes and active daily life, and on the growing importance of women authors in the cultural industry and, in turn, of women readers.Suspicions of a not-so-straightforward authorship prompted us to center our reflection on the tight relation of interdependence between the gentlewoman and the writer. Our study sheds light on the formal and thematic influence of the irreverent polygraph’s ‘irregular’ writing style on Lucrezia’s letters. This leads us to uncover the full scope of a tortuous publishing project, conceived and orchestrated by Lando, aiming crucially at propagating a new strain of spiritual dissidence, inspired by Erasmus’s Philosophia Christi. Such dissemination, in face of rising religious tensions, would rely on the overwhelming demand for ‘letterbooks’, and take the form, among others, of a complex and reformist proselytism. The letters are thus part of an intricate literary universe ranging from the writings of Lando published between 1550 and 1554 to Erasmus’s much-maligned Enchiridion militis christiani. During a time of increased inquisitorial control and interventions, epistolography become a discrete means of heterodox religious propaganda. The collection of letters also opens up a promising field of investigations and research on the letter: first as a tool to broadcast modern ideas as well as the socio-cultural claims of learned women, but also as a crux for meta-literary issues such as authority, authenticity and auctoriality, and finally a springboard for reflecting on the editorial possibilities and limitations acting upon the literary consecration of women.

Made available in DSpace on 2011-05-04T12:36:17Z (GMT). No. of bitstreams: 0 Previous issue date: 2009 / A Fiocruz tornou-se ao longo da sua história importante ponto focal nas políticas de saúde do governo brasileiro tanto nacional como internacionalmente. Este crescimento levou a Fiocruz a enfrentar desafios na gestão dos processos de cooperação internacional, principalmente aqueles relacionados a fragmentação da informação sobre estas atividades. Escolhemos dois programas historicamente importantes para a Fiocruz, a cooperação Fiocruz - França e a Fiocruz - África (PALOP), e buscamos identificar e analisar as redes de cooperação intra-institucional existentes na Fiocruz no âmbito destas cooperações, com base nos processos de afastamento do país, no período de 2005 a 2008 como ferramenta de gestão do conhecimento. Utilizamos a metodologia para analise de redes sociais, que permitiu identificar não somente as redes existentes, sua estrutura e seus fluxos de informação, mas também os atores centrais e aqueles que necessitam de maior integração no contexto da cooperação internacional desenvolvida pela Fiocruz no objeto deste estudo. O mapeamento, a identificação e a analise das redes internas encontradas, com base nesses processos administrativos possibilitou evidenciar que a analise das redes de cooperação se constitui numa forma de gestão do conhecimento, tanto técnico quanto cientifico, e uma ferramenta importante para a gestão da cooperação internacional da Fiocruz. Entretanto, os limites apontados neste trabalho orientam para a necessidade de uma revisão no sistema de registro de informações, melhorando a interface tanto com o usuário quanto com o gestor, facilitando a captura de dados mais relevantes que possibilitem, inclusive, a migração ou integração com outras bases de dados específicos para a análise de redes, constituindo a criação de contextos favoráveis para que o conhecimento possa ser explicitado, formalizado e passível de ser incorporado ao ambiente organizacional; e, do outro lado, do oferecimento de incentivo à construção de redes formais e informais e de comunidades de prática para a valorização do aprendizado contínuo dentro da organização no contexto da cooperação internacional. / Fiocruz became along his history an important focal point in the Brazilian government health policies both national and internationally. This growth carried Fiocruz to face challenges in the processes administration of international cooperation, mostly those related on information fragmentation about these activities. We choose in this work two historically important programs for Fiocruz, the cooperation Fiocruz- France and Fiocruz-Africa (Palops), and we seek to identify and to analyze the cooperation chains intra-institutional existing in Fiocruz in the scope these cooperations, with base in the country dismissal processes, in the period from 2005 to 2008 as knowledge administration tool. We use the methodology to analyze of social networks that allowed identifying not only the existing networks, its structure and its information flows, but also the central actors and the ones that need larger integration in the context of the international cooperation developed by Fiocruz in the object of this study. The plotting, the identification and analyze her of the found internal networks, with base in these administrative processes enabled evidence that it analyzes her of the cooperation chains constitutes in a knowledge administration form, so much technician as scientific, and an important tool for the administration of the international cooperation of Fiocruz. However, the pointed limits in this work guide at the need to a revision in the information record system, improving the interface so much with the user as with the manager, facilitating the data capture more important than enable, besides, the migration or integration with other specific databases for the networks analysis, constituting the creation of favorable contexts so that the knowledge can be demonstrated , formalized and possible to of being incorporated to the organizational environment; And, from other side, of the offering of incentive to the construction of formal and informal networks and of practice communities for the increased value of the continuous learning inside the organization in the context of the international cooperation.

Orientador: José Luís Sanfelice / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T08:56:22Z (GMT). No. of bitstreams: 1 Almeida_EnioAntoniode_D.pdf: 3725196 bytes, checksum: 6702ff36ea243f6bafd2e78bcafcd597 (MD5) Previous issue date: 2015 / Resumo: A presente tese estuda a História da Educação Brasileira de cunho militar, no tocante à instituição de ensino denominada Academia do Barro Branco, atual local de formação dos oficiais da Polícia Militar do Estado de São Paulo. A escola se localiza na Zona Norte da capital paulista e sua criação remonta ao ano de 1910. O curso de oficiais foi criado em 1913. Através da definição de categorias de análise ¿ tais como Estado Moderno, Estamento Burocrático, Ordem Pública, Militares, Polícia e Policiamento, Caráter Instrumental da Polícia, Estética Militar e Currículo ¿ procura-se verificar nos currículos de formação dos anos 1950 até os anos 2000 a hegemonia de tendências ideológicas que ali possam se manifestar. Conclui-se a análise com a tese de que na formação do oficialato paulista prevaleceu uma ótica eminentemente capitalista. Foi possível demonstrar também como a referida ótica instrumentaliza a Força Pública / Abstract: This thesis studies the history of the Brazilian Military Education, focusing on the educational institution called Barro Branco Academy, which is the current place of training for the military police officers from the state of São Paulo, Brazil. The school is located in the northern zone of São Paulo City and its creation dates back to 1910. The officers training course was created in 1913. Based on the definition of categories of analysis ¿ such as the Modern State, Bureaucratic Stament, Public Order/Policy, Military Officers, Police and Policing, Instrumental Character of the Police, Military Aesthetics and Curriculum ¿ the aim is to try to analyse, concerning the training curricula from the years 1950 to 2000, the hegemony of ideological tendencies which may possibly appear. The conclusion is that the Paulista Officers Training was mainly guided by the capitalism view. It was also possible to demonstrate in which terms the mentionated view instruments the Public Force / Doutorado / Filosofia e História da Educação / Doutor em Educação

This doctoral thesis deals with Panola County, a rural county in northwestern Mississippi. This historical-comparative study provides insight into the various social, economic, and political factors which have effected the development and diversity of education and schools in its two distinct school systems existing above and below the county's Tallahatchie River. Books, interviews, letters, newspapers, school records, state documents, United States census reports, the Mississippi Official and Statistical Register, Biennial Reports, school financial reports, school board minutes, and other local, state, and federal sources were scrutinized to determine these changes within the county. Based on an analysis of the information, starting in the 1830s, both sections of the county became resentful over a battle regarding the site of the county's seat and courthouse. Because of this dispute, resentment and bitterness developed between residents north and south of the river which resulted in producing diverse educational methodology, school growth, curricula, and school advertising. Because of the isolationism of the north portion of the county, residents refused, or were unable, to attract new industry which would increase their tax base to support the schools. During racial integration in the late 1960s the county's southern school district was provided the opportunity to co-operate with federal officials, black and white civic leaders, and community residents to form a more progressive school system. South Panola, like North Panola, initially did not desire integration, but by 1970 knew co-operation between all parties involved was necessary, and this decision aided the southern district in obtaining additional federal funding to make it one of the best school districts in the state. White residents in North Panola, refused to form a co-operative scheme between blacks, whites, and the federal government and chose instead to support the creation of private schools, further causing an environment leading to poor educational leadership, corruption, and the near disintegration of the school district by the 1990s / Educational Studies / D.Ed. (History of Education)

Il presente elaborato esamina la trasformazione degli assetti istituzionali adottati dalle accademie letterarie milanesi nell’arco cronologico racchiuso fra la comparsa delle adunanze tra le mura cittadine e l’avvicendamento della dinastia regnante conseguente al trattato di Utrecht. La ricostruzione della fisionomia assunta dal fenomeno associativo nel periodo considerato è compiuta attraverso l’individuazione delle personalità che alimentarono gli sforzi eruditi, il riconoscimento dei gruppi che componevano la costellazione delle élite intellettuali attive nella compagine urbana, la contestualizzazione dei progetti culturali, nonché delle frizioni politiche, poste a sostrato delle iniziative intraprese e la definizione dei tratti spiccatamente ambrosiani progressivamente stratificatisi nei recinti accademici. La proposta esegetica dei componimenti ad opera dall’Accademia della Val di Blenio, mossa a partire dai rilievi storici effettuati intorno alla parabola bio-bibliografica del Facchino Cosme de Aldana, precede lo studio documentario relativo alle fondazioni accademiche occorse nei centri scolastici cittadini, frutto della sinergia tra la curia arcivescovile, gli ordini religiosi coinvolti nell’educazione dei giovani e gli organi di rappresentanza patrizia milanesi. I rinvenimenti archivistici relativi alle riunioni degli Inquieti introducono quindi alla disamina del percorso di consolidamento di un “sistema di virtù”, metronomo delle radunanze barocche, nella sua declinazione ambrosiana, che entrerà in crisi allo scadere del XVII secolo. / By adopting a long-term period chronological perspective, this research analyses the institutional frameworks’ development of Milanese literary academies between their appearance in the city area and the beginning of Austrian government’s jurisdiction after the Peace of Utrecht. Key objectives of the phenomenon’s historical reconstruction are: the identification of patrons who promoted the academies’ dissemination; the description of associational networks made up by different intellectual elite groups operating in Milan; the contextualization of cultural projects - and resulting under covered political tensions - that influenced the academical pattern’s expansion process; finally, the gradual constitution of a peculiar Ambrosian identity related with this associations’ typology. The exegesis of the “Badia della Val di Blenio” academy’s literary production, deduced by the historical examine of the “Facchino” Cosme de Aldana’s bio-bibliographical experience, introduces the enquiry on students’ academical foundations, which were the result of the cooperation between the archiepiscopal curia, religious orders involved in the educational programs and representative bodies of Milanese patricians. Archival discoveries on Inquieti’s meetings contribute in depicting the progressive composition of a coherent Ambrosian “system of virtues” (the baroque reference point for academical activities), that got into a substantial crisis at the end of seventeenth century.

This doctoral thesis deals with Panola County, a rural county in northwestern Mississippi. This historical-comparative study provides insight into the various social, economic, and political factors which have effected the development and diversity of education and schools in its two distinct school systems existing above and below the county's Tallahatchie River. Books, interviews, letters, newspapers, school records, state documents, United States census reports, the Mississippi Official and Statistical Register, Biennial Reports, school financial reports, school board minutes, and other local, state, and federal sources were scrutinized to determine these changes within the county. Based on an analysis of the information, starting in the 1830s, both sections of the county became resentful over a battle regarding the site of the county's seat and courthouse. Because of this dispute, resentment and bitterness developed between residents north and south of the river which resulted in producing diverse educational methodology, school growth, curricula, and school advertising. Because of the isolationism of the north portion of the county, residents refused, or were unable, to attract new industry which would increase their tax base to support the schools. During racial integration in the late 1960s the county's southern school district was provided the opportunity to co-operate with federal officials, black and white civic leaders, and community residents to form a more progressive school system. South Panola, like North Panola, initially did not desire integration, but by 1970 knew co-operation between all parties involved was necessary, and this decision aided the southern district in obtaining additional federal funding to make it one of the best school districts in the state. White residents in North Panola, refused to form a co-operative scheme between blacks, whites, and the federal government and chose instead to support the creation of private schools, further causing an environment leading to poor educational leadership, corruption, and the near disintegration of the school district by the 1990s / Educational Studies / D.Ed. (History of Education)