Made available in DSpace on 2016-12-23T14:01:47Z (GMT). No. of bitstreams: 1 Sheila Siqueira da Silva.pdf: 1307882 bytes, checksum: cda2e079ab3f243c3fd43711f914b57d (MD5) Previous issue date: 2013-04-24 / This research aimed to historically investigate the Professional Education Federal Net, having as main focus the Artisan Apprentice Schools of Espírito Santo State (EAA-ES), between 1909 and 1930, its foundation and maintenance, regarding the proposals, functions and management actions. We start from the pretext that this Net, whose the initial representatives were the Artisan Apprentice Schools of Espírito Santo State (EAA-ES) founded in 1909 under the Decree 7.566, September 23rd, by President Nilo Peçanha, was one of the projects which were inserted in a greater proposal that was the construction of Brazilian nation from the idea of current modernity from that time. This way, we tried to identify which progress, work and educational representations were suitable by the intellectuality that defended the foundation of these schools and which actions (practices) were managed from this suitable representations. Thus, we based on Roger Chartier s thought and privileged the following sources: legislations related to the EAA s; reports from Business, Agriculture, Industry and Commerce State Department; reports and messages from the Presidents of Espírito Santo State; and documents issued by EAA-ES. We conclude that the first generation of republican intellectuality idealized the Professional Education Federal Net and forged its intentionality; a second generation created the EAA s and defined their functionality in a moment of disappointment about the direction the Young Republic was bound for; and a third generation, named modernist, remodeled the EAA s aiming to render the professional teaching more efficient. Then, throughout this research other functions for the EAA s were revealed which justify their distribution to cities that had advanced a little or did not advance anyway concerning industrialization, like Vitória, the capital of Espírito Santo State, that received a unit of this institution. More than qualifying labor force for the industry, the EAA s were employed to spread a new order, whose goal was to train a mass of workers, molded into the perspective of disciplined work and maintenance of the order. In reference to the EAA-ES, we can note that, in a general way, they presented the same difficulties to execute their functions as their congeners: lack of qualified staff to work in the workshops, inappropriate buildings, a high evasion of apprentices; and difficulty of the population in arrogating the benefits of the institution. Yet, it was possible to observe the curious attempt of extinguishment of the EAA-ES, by the government of Espírito Santo State / A pesquisa objetivou investigar historicamente a Rede Federal de Educação Profissional, com foco na Escola de Aprendizes Artífices no Espírito Santo (EAAES), entre os anos de 1909 a 1930, sua criação e manutenção, considerando as intencionalidades, funcionalidades e ações gestadas. Partimos do pressuposto de que essa Rede, tendo como representantes iniciais, as Escolas de Aprendizes Artífices (EAA s), criada em 1909 por meio do Decreto 7.566, de 23 de setembro, pelo Presidente Nilo Peçanha, foi um dentre outros projetos que estavam inseridos num propósito maior que era construir a nação brasileira a partir da ideia de modernidade corrente na época. Dessa forma, procuramos identificar quais representações de progresso, de trabalho e de educação foram apropriadas pela intelectualidade que defendeu a criação dessas escolas e quais ações (práticas) foram gestadas a partir dessas representações apropriadas. Para tanto, nos baseamos no pensamento de Roger Chartier e privilegiamos as seguintes fontes: legislação referente às EAA s; relatórios do Ministério dos Negócios da Agricultura, Indústria e Comércio; relatórios e mensagens dos Presidentes do Estado do Espírito Santo; e documentos produzidos pela EAA-ES. Concluímos que uma primeira geração da intelectualidade republicana idealizou a Rede Federal de Educação Profissional e pensou suas intencionalidades; que uma segunda geração criou as EAA s e definiu suas funcionalidades num momento de desencanto com os rumos que a jovem República estava tomando; e uma terceira geração, denominada modernista, remodelou as EAA s objetivando tornar o ensino profissional mais eficiente. Dessa forma, outras funcionalidades foram reveladas para as EAA s, ao longo de nossa pesquisa, que justificam sua distribuição em cidades que pouco ou nada haviam avançado em termos de industrialização, como era o caso de Vitória, capital do estado do Espírito Santo, que também recebeu uma unidade dessa instituição. Isto é, mais do que preparar mão de obra para a indústria, as EAA s foram utilizadas para disseminação de uma nova ordem, onde o objetivo da instituição era adestrar uma massa de trabalhadores, moldá-los na perspectiva do trabalho disciplinado e da manutenção da ordem. Com relação à EAA-ES, observamos que, de maneira geral, apresentou as mesmas dificuldades na execução de suas funcionalidades que as suas congêneres: falta de pessoal capacitado para atuar nas oficinas, prédios inapropriados, grande evasão dos aprendizes; e dificuldade de apropriação pela população dos benefícios da instituição. Ainda com relação à EAA-ES, observamos curiosa tentativa de apagamento dessa por parte do governo do estado do Espírito Santo

Syftet med denna studie är att utforska mitt egna lärande i processen med att appropriera den ornamentik som är en central del i den irländska folkmusikkulturen. Syftet stärks med följande forskningsfrågor: Med vilka redskap tillägnar jag som lärling mig ornament från den irländska folkmusiktraditionen? samt I vilken utsträckning har jag approprierat irländsk ornamentik efter en period på tio veckor? Arbetet är baserat på ett sociokulturellt perspektiv med stark betoning på mästarläran. Detta ingår i bakgrundskapitlet tillsammans med relevant litteratur med inslag av tidigare forskning på området. Exempel på vad som tas upp är förklaringar om specifika ornament samt en översiktlig beskrivning av den irländska folkmusiktraditionen. Studien baseras på videoobservation av mig själv samt genom egna loggboksanteckningar. Resultatet presenteras med hjälp av olika rubriker; exempelvis olika redskap under enskilda fiollektioner, tillägnande av yrkesidentitet samt jag och min mästare. Avslutningsvis diskuteras resultatet i förhållande till litteraturen samt tidigare forskning där bland annat min etniska tillhörighet och outtalade regler vid sessions nämns. Här diskuteras även variation och improvisation samt vilka redskap som tillfört mest till min lärandeprocess. / The purpose of this thesis is to explore my own learning in the process of appropriating the kind of ornamentation that is a central part of the Irish trad music culture. The purpose is supported with these following reserch questions: Which tools do I use as an apprentice to appropriate the ornaments from the Irish traditional music culture? and To what degree have I appropriated the Irish ornamentation after a period of ten weeks? The thesis is based on a sociocultural perspective with a strong emphasism on master – apprentice teaching. This is included in the background chapter together with relevant litterature and earlier studies on this area. Explanations about specific ornaments and a brief description about the Irish trad culture are examples of what is brought up in the background chapter. The thesis is based on video observations of myself and by a written journal. The result is presented with several themes, for example different tools during individual fiddle lessons, adopting of professional identity and me and my master. In the conclution the results are discussed compared to the litterature and earlier research where my ethnical background and unspoken rules during sessions are mentioned. The discussion also include variation and improvisation together with which tools that have contributed the most to my process of learning.

Submitted by Jorge Antonio Dias (diasantj@hotmail.com) on 2018-02-23T12:58:38Z No. of bitstreams: 3 TESE PRONTA - Jorge Dias versão final.pdf: 7367394 bytes, checksum: cb275f3734ec804bc13016a92f4eae7b (MD5) ata de defesa.pdf: 210997 bytes, checksum: d34475366691fb137263b3feb94e7bc9 (MD5) ficha catalográfica.pdf: 222067 bytes, checksum: 487f490ae051d061b60e1308e70aa776 (MD5) / Approved for entry into archive by Diego Andrade (diego.andrade@fgv.br) on 2018-03-14T20:44:52Z (GMT) No. of bitstreams: 3 TESE PRONTA - Jorge Dias versão final.pdf: 7367394 bytes, checksum: cb275f3734ec804bc13016a92f4eae7b (MD5) ata de defesa.pdf: 210997 bytes, checksum: d34475366691fb137263b3feb94e7bc9 (MD5) ficha catalográfica.pdf: 222067 bytes, checksum: 487f490ae051d061b60e1308e70aa776 (MD5) / Made available in DSpace on 2018-03-16T17:34:59Z (GMT). No. of bitstreams: 3 TESE PRONTA - Jorge Dias versão final.pdf: 7367394 bytes, checksum: cb275f3734ec804bc13016a92f4eae7b (MD5) ata de defesa.pdf: 210997 bytes, checksum: d34475366691fb137263b3feb94e7bc9 (MD5) ficha catalográfica.pdf: 222067 bytes, checksum: 487f490ae051d061b60e1308e70aa776 (MD5) Previous issue date: 2017-12-14 / O objeto que trata esta tese é o processo de criação e consolidação da primeira Companhia de Aprendizes Marinheiros do Brasil Imperial em 1840. No trabalho procuramos destacar os momentos históricos e políticos percorridos para que fosse criada a Companhia de Aprendizes discutindo e examinando esse processo com base nas diferentes ideias que permeavam as ações de diferentes Ministros da Marinha e as legislações específicas referentes à criação e regulamentação da Companhia. Procuramos desenvolver nesse trabalho a ideia de que as Companhias de Aprendizes foram fundamentais no processo, ainda que parcial e incompleto, de instrução e educação formal dos marinheiros iniciado em meados do século XIX. Servindo ainda para apontar as contradições históricas entre recrutamento e composição das praças; um relativo protagonismo dos Oficiais e Ministros da Marinha militares em diferentes momentos na formulação de uma conduta política institucional que colocasse em prática uma efetiva institucionalização e enfardamento para os marinheiros; uma instituição pública para jovens que pudesse fornecer educação, tão rara aos “indivíduos do comum”; e, por fim, a custódia e guarda desses jovens. / The thesis object is the creation and consolidation process of the first Imperial Brazilian Seaman's Apprentice Company in 1840. In this work we seek to detach the political and historical moments passed through in order to create the Seaman´s Company, discussing and examining the process based in the different ideas that permeated the actions from the different navy ministers and the specific legislations concerning the Company´s creation and registration. It was tried to develop in this work the idea that the Seaman´s Apprentice Company were, although partial and incomplete, instrumental in the process of formal instructing and educating of the seaman started in mid nineteenth century. It also serves to point out the historical contradictions between recruitment and composition squares, a relative prominence of Navy offices and Ministers different moments in the formulation of an institutional political conduct to put into practice and effective institutionalization and military uniformazing, a public institution for young people who could provide a public institution education, as rare to the “individuals of the common”; and, finally, the custody and protection of these young people. / L'objet mentionné dans cette thèse est le processus de création et de mise en place de lapremière société d'apprenants marins du Brésil Impérial en 1840. Dans ce travail, nouscherchons à mettre en évidence les moments historiques et politiques parcourus jusqu'àla création de la Société d'Apprenants en discutant et en examinant ce processus sur labase des différentes idées qui pénétraient les actions des différents ministres de laMarine et les lois spécifiques relatives à la création et à la réglementation de la Société.Nous cherchons à développer dans ce travail l'idée que les sociétés d'apprenants ontcontribué au processus, bien que l'éducation partielle et incomplète, l'instruction etl'éducation formelle des marins ont commencé au milieu du XIXe siècle. Le travail sertégalement à souligner les contradictions historiques entre le recrutement et lacomposition des soldats; un rôle relatif des dirigeants et ministres de la marine militairesà des moments différents dans la formulation d'une conduite politique institutionnelle demettre en place une institutionnalisation efficace et des uniformes pour les marins; uneinstitution publique pour les jeunes qui pourraient fournir de l'éducation, si rare parmiles « gens ordinaires »; et enfin, la garde de ces jeunes.

Traditional healers are one among professionals that are viewed as the most significant people in African Society. They are accorded the highest esteem because of the role they play in saving people’s lives and promoting cultural aspects such as ukuhlonipha amasiko in isiZulu. It should be remembered that this word ukuhlonipha which means to respect, is used across cultures to maintain peace within family and society. It all depends on which culture promotes it more than others. It is sociolinguistic truism that ukuhlonipha is essentially linked to the ubuntu philosophy of African people. However, traditional healers more than other people follow ukuhlonipha culture in numerous ways, especially when they meet, being consulted and during traditional ceremonies. They serve and promote what in IsiZulu is known as ukuhlonipha, which to the uninitiated and sometimes even to the scholars of this philosophy is a mystery. It is for this reason and others that people view them as the soul of society. This study looks at relevant sociolinguistic theories especially the politeness theory to analyze most of the hlonipha features shown by traditional healers, apprentice and people during consultation. / African Languages / M.A. (African Languages)

The national curriculum and the School Act emphasize the importance of establishing partnerships between schools and local businesses. The formation of partnerships was expected to be facilitated by the decentralization reforms that took place in the beginning of the 1990’s. These reforms gave schools and municipalities greater scope for adjusting education to meet local circumstances. However, central government has not made financial resources available for stimulating the establishment of school-business partnerships, nor does it penalize municipalities that do not set up such partnerships. The questions in focus in this study are: why do partnerships arise, how are they organised and what factors are important in achieving a partnership which can function in practice? Urban regime theory is applied to explain why collaborations occur and policy network theory is used to analyse how they are organised. A further aim of the study is to examine whether the partnerships can be defined as urban regimes. The study was based on case studies of four upper secondary schools in Sweden, each in a different municipality. These municipalities are all industrialized, but the structure of their industrial base varies. Two are dominated by one or a few major companies whereas the others are characterized by the predominance of many small businesses. The study focuses on how three vocational study programmes – industry, electricity and building - collaborate with local businesses. The study shows that the main explanation of why a partnership arises is that both partners believe that they can gain something by collaborating. For schools, the main reason for establishing a partnership with business is a belief that this will make the vocational education programmes more attractive for pupils. Through partnerships, schools can get access not only to practical experience for their pupils, but also help from business with developing the content of courses and some financial contributions. However, the economic benefits are of limited importance compared with the perceived gains in terms of the development of the educational content of the courses. This goes against results from studies in other countries. For business, it is particularly important to be able to influence decisions about the content of local education. By doing so, they hope to ensure that the pupils, after having completed their education, will enter the local labour market with more relevant qualifications. My research shows that several requirements have to be present for a successful partnership to be established. First, there must be a commitment and firm intentions from both partners. Second, size of the businesses involved in the partnerships is important for how they are organized. Larger businesses tend to see the partnership from a more long term perspective. However, it is also possible to organize collaborations with smaller businesses if they can be united under a common organisation. Third, specific actors make a difference in the partnerships. Devoted and interested key actors who are closely associated with the partnership are very important for the continuity of the partnership The study suggests that urban regime theory and policy network theory are useful for understanding why and how partnerships between schools and businesses are established and retained. However, it can not be concluded that these collaborations in themselves are urban regimes at a more local level. This would require that their focus was much more long-term.

Charles University in Prague Faculty of Science Chemistry Education Attitude of Students to Study Chemistry at the Different Types of Secondary Schools Author: Mgr. Miloš Halúzka Supervisor: Mgr. Jiří Šibor, Ph.D. Prague 2015 2 Abstract In the theoretical part, author quotes technical literature which describes the effects specifying the access of students to study and he estimates expressions of individual effects in real teaching practice in chemistry lessons. Author describes the difference between students studying secondary vocational school and students from apprentice school with regard to absence. Author also illustrates the crucial influence of family background on the example of educational achievements of one student in 8 past years. Furthermore, the teoretical part summarizes the various influences that participates in the access of students to the school subject of chemistry, recommended approaches and didactic methods. There is also defined the issue of cousework as a project teaching method. Everything is evaluated in the context of conditions prevailing on the different types of secondary schools in the Czech Republic. Is describing the position of the general courses at the apprentice school on a small sample of teachers. The teoretical part is devoted to different approach of different...

The U.S. shortage of qualified nursing teachers and researchers is affecting national health care outcomes. Methods such as fast-tracking Baccalaureate nurses into graduate programs and embedding leadership development early into nursing curricula have been proposed to address faculty and research shortages. Early interest in nursing research careers increases likelihood of enrollment in graduate education. One way undergraduate nursing students may develop an interest in research careers is through a mentored apprenticeship with research-active faculty. In this thesis, the author uses an autoethnography methodology to examine the benefits that a mentored research apprenticeship model brought to her undergraduate experience. Her experience incorporated a variety of roles in an adolescent intervention program with Dr. Anne Norris (PI) at the University of Central Florida College of Nursing. Several themes about the experience were defined in the results. Early research exposure that socializes a student to the nursing research world may provide a means for addressing the nursing faculty shortage. This socialization can generate interest in a research career and promote undergraduate students with the essential tools and insights needed to pursue this career pathway. However, findings from this study suggest a student-mentor relationship early in the undergraduate education experience is essential.

Text in Afrikaans / Hierdie navorsing getiteld 'n Ontwikkelingsperspektief van vakleerlingskappe in Suid-Afrika: implikasies vir die onderwysstelsel ondersoek die wortels van die vakleerlingskap stelsel sedert antieke tye, deur die koloniale tydperk in Suid-Afrika, die "armblankevraagstuk"1922-1960, voor-demokrasie 1950-1980, 1980-1993 en post-demokrasie 1994-2014. Die studie konsentreer op die kronologiese verloop van gebeure wat gelei het tot die formalisering van die vakleerlingskapstelsel in Suid-Afrika in 1922 asook die evolusie tot in sy huidige vorm. Spesifieke aandag is geskenk aan wetgewing, beide provinsiaal en nasionaal, wat bygedra het tot die vorming van die stelsels. Die vakleerlingskapstelsel van Amerika is ook ondersoek vanaf sy wortels tot die huidige era met al sy vorme van tegniese beroepsonderwys asook vakleerlingopleiding. Daar is gekyk na al die verskillende Amerikaanse kolleges en tegniese skoolstelsel. ‘n Vergelykende studie tussen Amerika en Suid-Afrika se vakleerlingskapstelsel is gemaak met spesifieke aanbevelings vir die Suid-Afrikaanse stelsel. / This research, entitled A developmental perspective of apprenticeships in South Africa: Implications for the education system, examined the origins of the apprenticeship system from its roots in pre-history, through colonial time in South Africa, the "armblanke-vraagstuk" 1922-1960, pre-democracy 1950-1980, 1980-1993 and postdemocracy 1994-2014. This study concentrated on chronicling the events leading to the establishment of formalized apprenticeship training in South Africa in 1922 and its evolution to its present form. Particular attention was paid to the legislation, both provincial and national, that provided for the establishment of the present system. The apprenticeship system of the USA was also examined from its roots up to the present time in all its forms of technical, vocational and artisan training. Looking at the different college systems and technical training schools of the USA. Comparisons between USA and South Africa‘s apprenticeship systems was made with specific recommendations for South Africa‘s system. / Educational Foundations / M. Ed. (Vergelykende Opvoedkunde)

Text in Afrikaans / Hierdie navorsing getiteld 'n Ontwikkelingsperspektief van vakleerlingskappe in Suid-Afrika: implikasies vir die onderwysstelsel ondersoek die wortels van die vakleerlingskap stelsel sedert antieke tye, deur die koloniale tydperk in Suid-Afrika, die "armblankevraagstuk"1922-1960, voor-demokrasie 1950-1980, 1980-1993 en post-demokrasie 1994-2014. Die studie konsentreer op die kronologiese verloop van gebeure wat gelei het tot die formalisering van die vakleerlingskapstelsel in Suid-Afrika in 1922 asook die evolusie tot in sy huidige vorm. Spesifieke aandag is geskenk aan wetgewing, beide provinsiaal en nasionaal, wat bygedra het tot die vorming van die stelsels. Die vakleerlingskapstelsel van Amerika is ook ondersoek vanaf sy wortels tot die huidige era met al sy vorme van tegniese beroepsonderwys asook vakleerlingopleiding. Daar is gekyk na al die verskillende Amerikaanse kolleges en tegniese skoolstelsel. ‘n Vergelykende studie tussen Amerika en Suid-Afrika se vakleerlingskapstelsel is gemaak met spesifieke aanbevelings vir die Suid-Afrikaanse stelsel. / This research, entitled A developmental perspective of apprenticeships in South Africa: Implications for the education system, examined the origins of the apprenticeship system from its roots in pre-history, through colonial time in South Africa, the "armblanke-vraagstuk" 1922-1960, pre-democracy 1950-1980, 1980-1993 and postdemocracy 1994-2014. This study concentrated on chronicling the events leading to the establishment of formalized apprenticeship training in South Africa in 1922 and its evolution to its present form. Particular attention was paid to the legislation, both provincial and national, that provided for the establishment of the present system. The apprenticeship system of the USA was also examined from its roots up to the present time in all its forms of technical, vocational and artisan training. Looking at the different college systems and technical training schools of the USA. Comparisons between USA and South Africa‘s apprenticeship systems was made with specific recommendations for South Africa‘s system. / Educational Foundations / M. Ed. (Vergelykende Opvoedkunde)

From Ancient Near Eastern texts, the Bible and archaeological artefacts, we are able to glimpse an over arching belief in a feminine deity. During the occupation of the Temple Mount by the Knights Templars, earlier traditions were ”re-discovered” and accepted as a de facto tradition. William St Clair at the threshold of the Renaissance, mindful of the danger of heresy, was intellectually able to bring together many traditions into a broad Biblically-based theology that recognised the early Israelite traditions as the foundation of Christian belief. All this is evident in Rosslyn Chapel. / OLD TESTAMENT & ANCIENT NE / MA (BIBLICAL ARCHAEOLOGY)