Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis (Ed. D.)--Temple UUniversity. / Bibliography: p. [139]-157.

Further education of lawyers in specialist professions Education isn't finished when we obtain a diploma at high school or university but continues and follows us all, and our professional life. I chose this diploma thesis topic in time when I was working with education specialists on an online learning platform first as a tester and later as part of the team. That platform was developed for needs of further education of teachers. I realized I have not heard much about education of lawyers and tried to examine that topic more. I have first looked at the educational process of Czech lawyers particularly into professions of attorneys, notaries and judges. First analysis was aimed at the primary learning program for young lawyers - trainees. I wanted to see the methods of every profession separately to have a good idea of the concepts in use. After that I have examined the continuing education of lawyers who already passed their bar exams (or other relevant exam). After getting an image of the professional learning programs I started to explore foreign approaches to this topic. Choice for attorneys comparison was Germany and Netherlands and for judges France and Netherlands. In the thesis I was comparing primarily introductory courses for attorneys and judges as all institutions responsible for...

O presente estudo teve como objetivo descrever e analisar relatos de jovens aprendizes e estagiários sobre condições de trabalho, escola e saúde após ingresso no primeiro emprego. Foram utilizados diferentes instrumentos para a coleta de dados. Os dados qualitativos foram obtidos por meio de entrevistas individuais e coletivas com roteiro semi-estruturado. As análises desses dados foram realizadas a partir da metodologia de análise de conteúdo. Foi aplicado um questionário para a obtenção dos dados sócio-demográficos, condições de saúde, sono, hábitos e estilos de vida. Esses dados foram tabulados em planilhas ExcelTM. Participaram deste estudo quarenta jovens, aprendizes e estagiários, entre 14 e 20 anos, que trabalhavam há pelo menos seis meses, em diferentes setores e ramos de empresas, com jornada entre seis e oito horas diárias de trabalho. Todos os participantes estudavam no período noturno, curso técnico, ensino médio, ou faculdade e que, concomitantemente ao estudo e trabalho, frequentavam os programas de aprendizagem e estágio em uma Organização Não Governamental situada na zona Sul de São Paulo, capital. Os resultados desse estudo apontam o ingresso de adolescentes no trabalho cada vez mais cedo em busca de melhores condições financeiras para si e para família. Os jovens relataram passar por muitos desafios para conciliar as atividades pessoais, profissionais e acadêmicas. A extensa jornada diária de trabalho somada ao período de estudo noturno comprometeu, na maioria dos casos, o desempenho acadêmico e a saúde dos participantes. Os principais fatores prejudiciais à saúde relatados pelos jovens foram: falta de tempo para dormir, para se alimentar adequadamente, para praticar atividade física e a redução do tempo de lazer e convívio social com amigos e família. Os aprendizes e estagiários também mencionaram a falta de treinamento e o desconhecimento da legislação pertinente ao seu trabalho como fatores que contribuíram para as dificuldades apresentadas nos relatos sobre a realização de suas atividades laborais, na identificação de acidentes e doenças relacionadas com o trabalho / This study aimed to describe and analyze reports of young apprentices and trainees on employment conditions, health and school after entering the first job. Different instruments were employed for data collection. Qualitative data were collected through individual and collective interviews with a semi-structured interview. The data analyzes were performed using the content analysis methodology. A questionnaire was applied to obtain the socio-demographic data, health status, sleep habits and lifestyles. Data were tabulated in ExcelTM spreadsheets. The study included forty young people, apprentices and trainees, ranging from 14 to 20 years old, who worked for at least six months in different sectors and branches of companies, with journey between six and eight hours of work. All participants studied in the evening, technical course, high school or college and, simultaneously to study and work, attending learning programs and educational work in an NGO located in the south of Sao Paulo, Brazil. The results of this study showed that getting better financial conditions for themselves and their families were the major reasons for start working earlier. One of the major challenges faced by the participants was dealing with work concomitantly to personal and academic activities. Long daily working hours in addition to the period of study undertaken at night had, in most cases, a reflex, upon academic performance and health of the participants. The main factors detrimental to health reported were: lack of time for sleeping, eating properly, for physical activity and for recreation and socializing with friends and family. Apprentices and trainees also have mentioned the lack of training, and/or not knowing the legislation regarding to their work as the main factors related to the difficulties for doing their task properly, identification of illnesses and work-related accidents

This thesis examines the learning preferences and learning strategies of apprentices, and the contexts within which they learn in their workplaces. Since the end of the 1980s Australian vocational education and training (VET) structures and processes have undergone radical change in attempts to develop skills in the workforce that will ensure enterprise, national, and international competitiveness. A major strategy in the national reforms has been the encouragement of flexible delivery as a means through which workplace-based learning can be accessed by a larger number of workers in ways that are cost-efficient, and that reduce the amount of time that workers spend away from their jobs. Although flexible delivery has been championed by governments and industry alike, there has been little attempt to identify the preparedness of either learners or their workplaces for the demands of flexible learning. The thesis examines the economic context for these changes to VET, and also examines the literature available on workplace learning. Additionally, the thesis examines the conceptualisations of flexible delivery that are available in the literature, pointing to the possibility that the wide range of meanings associated with the term ‘flexible delivery’ may result in quite different practices and expectations. The thesis also examines the literature on independent learning and self-directed learning, and explores the concept of ‘client-focused’ flexible delivery. The study of learner preferences uses data collected from apprentices over a period of some years, in the four occupational areas commanding the highest number of apprentices in Australia. These occupational areas are Metals and Machining, Building, Electrical, and Hairdressing. These data on learning preferences are collected using the commercially available Canfield Learning Styles Inventory (CLSI). The data from the sample of 389 apprentices are analysed statistically through analyses of variance, and indicate that variables such as age, gender, and occupational area are related to learning preferences. Apprentices are shown by this analysis to prefer structured programs of instruction that are instructor-led, and to not have a high preference for independent learning or the development of their own learning goals. Additionally, they are shown to have very low preferences for learning through reading, preferring instead to learn through direct hands-on experience. While these characteristics are largely common among the four occupational groups, the Hairdressing apprentices are shown to have a slightly higher preference for independent learning and goal setting. Females are shown to have a higher preference than males for learning qualitative material through reading. Interestingly, the younger apprentices are shown to have a higher preference than the older ones for self-directed learning. Some possibilities for that finding are discussed. The research also shows that the learning preferences displayed by different groups of apprentices in any one program are much the same over time, providing some confidence that data generated from one group of apprentices can be used to make instructional decisions for future groups in the same program. The data are also factor analysed to indicate three major factors underlying apprentice learning preferences. The first factor indicates a Verbal–Non-verbal preference factor, with apprentices clearly preferring to learn through non-verbal means. A second factor is described as Structure–Content, with apprentices showing a preference for learning from structured programs in a structured environment. A third factor, Self-directed–Social preference, indicates apprentices preferring to learn through socially mediated presentations and contexts rather than through more independent forms of learning. Qualitative data are also generated through interviewing eight apprentices, and focusing on the learning strategies they employ while constructing knowledge in the workplace. That component of the research uses a modification of the Marland, Patching and Putt (1992a, 1992b) stimulated recall technique, and a set of learning strategies derived from the work of O’Malley and Chamot (1990) and Billett (1996a). The eight apprentices are drawn from the Metals and Machining, Electrical, and Hairdressing trades. The findings indicate that the learning strategies most often used by apprentices in the workplace are those associated with the construction of knowledge that is structured and provided by the instructor or learning program, and those that include social mediation of learning. Additionally, the strategies associated with demonstration and hands-on practice are most favoured. The qualitative data are confirmatory of the quantitative data. The research also indicates, through the apprentice interviews, that support for apprentice’s learning in their workplace is typically unplanned and haphazard. Their experience was sometimes characterised by a reluctance on the part of the workplace to acknowledge learning needs such as trialling and practice of new knowledge, or pro-actively seeking understanding from other more skilled workers. The learning preferences and learning strategies findings for apprentices, coupled with the findings of typically poor or unplanned support in the workplace, indicate that effective flexible delivery of training to apprentices in the workplace provides a number of challenges. These challenges, it is argued, demand strategies to be developed and implemented to prepare both learners and workplaces for effective engagement with flexible delivery. Using as a theoretical framework Kember’s (1995) two-dimensional model of open learning for adults, the thesis integrates the findings into a proposed two-dimensional model of learner and workplace preparedness for flexible delivery. The model provides for a Learner Development Space, a Workplace Development Space, and a Strategy Space. Within the Learner Development Space, focuses for the development of learner preparedness are identified in terms of self-directed learning, skills developments, and effective participation in a community of practice. Focuses for workplace development identified in the Workplace Development Space are those associated with development of training policies, training structures, and trainer skills and abilities. The Strategy Space then provides detail of seventy-nine specific strategies developed to enhance learner and workplace preparedness within each of the focuses identified.

Thesis (Ph. D.)--Columbia University, 1930. / Vita. Published without thesis note. Bibliography: p. 313-322.

Occupational ill-health statistics have consistently placed construction as a high risk industry. Younger workers (aged 15-24) constituting 24% of the UK construction workforce are a high risk group for occupational illnesses from more exposure to physical work factors including noise, vibrations and the handling of dangerous substances. The provision of effective training to young people entering the workforce is crucial in preventing occupational illnesses and improving the industry s occupational health (OH) performance. However, whilst the delivery of training in industries such as healthcare and aviation has rapidly been shifting from pedagogical/instructional theoretical frameworks towards more learner-focused andragogical approaches rich in hands-on/experiential learning, training in the construction industry has not taken full advantage of new training approaches. This thesis aims to examine OH training methods for UK construction apprentices and evaluate the role and effectiveness of a simulation-based training strategy, in order to enhance the OH training for construction apprentices. It presents and adopts innovative wearable, hands on simulations that were designed and developed at Loughborough University, called LUSKInS (Loughborough University Sensory and Kinaesthetic Interactive Simulations), to assess their value and utility in the training of construction apprentices. In order to address the research aim and provide comprehensive answers to the research questions, the research adopted an inductive, multimethods approach, in which the collection and analysis of data combined quantitative and qualitative research methods. First, reviews of theories of learning and existing research utilising simulation learning tools in various educational settings were carried out, to gather insights into how people learn, the theoretical underpinning to the use of simulations as well as the efficacy of simulation-based training. This analysis indicated that use of simulations that is based on the review and application of relevant learning theories has significant potential in enhancing the learning of construction apprentices. Furthermore, the analysis identified a need to move from traditional direct instructional training methods towards more experiential and learner-centred methods in construction education and training. Accordingly, the subsequent use of wearable simulations in the study was guided by experiential and constructivist learning principles, meaning that the research participants were provided with interactive and engaging contextual experiences, which allowed them to actively construct their own understanding, as opposed to them passively acquiring OH information from external sources. Second, fieldwork data was gathered through survey questionnaires, participant observations, semi-structured interviews and photo-elicitation. This involved construction apprentices and instructors from three colleges located in London, Midlands and Norfolk. Together, the quantitative and qualitative data confirmed that a traditional instructor-centred approach, which places emphasis on the passive transmission of information and the use of standardised presentations, texts and workbooks dominates the delivery of OH training for construction apprentices, despite many of the trainees in the study expressing a preference for highly engaging, active or hands-on methods of learning to passive, information-based approaches. It was clear from the findings that by failing to take into consideration the diversity in learning preferences among the trainees and the crucial role of interaction and learner participation in the learning process, the existing instructional strategies do not effectively support the learning of construction apprentices. Notably, the findings revealed that the prevailing views of training amongst instructors and their leaders, which endorse direct instructional strategies and uniformity, create barriers for opportunities to create and utilise more progressive learner-centred training strategies for construction apprentices. The findings related to the impact of the wearable simulations indicated that the use of hands-on simulations can be beneficial to the learning of construction apprentices. The simulations were found to be effective in developing the apprentices understanding of OH illnesses, as well as in changing some of their attitudes, particularly towards prioritising their health at work and adopting correct work practices, for example, wearing appropriate protective clothing when carrying out their work. In addition, the findings also showed that the simulations were largely perceived to be enjoyable, engaging and easier to understand compared to traditional training methods. However, challenges associated with the use of simulations were also identified, including the relatively high costs in terms of both time and money required in their development and implementation as well as challenges associated with trainer competence and adapting curricula to the newer training approach. Based on the empirical evidence and the related theoretical explanations, the study develops a set of propositions which not only challenge the current training paradigm, but more importantly identify the factors that can optimise the OH training of construction apprentices and overcome some of the barriers that were identified. In addition, a conceptual framework and typology of trainees learning styles are developed, in order to provide some practical guidance on how appropriate training strategies can be selected, as well as assist the wider application and integration of simulation learning tools.

Submitted by ROBERTA DO AMARAL FORTE (roberta@robertaforte.com.br) on 2018-10-09T21:51:04Z No. of bitstreams: 1 A Música Corporal na Educação Musical Brasileira .pdf: 1897818 bytes, checksum: 274b7090f80636da83d6257ed7dab16a (MD5) / Approved for entry into archive by Laura Mariane de Andrade null (laura.andrade@ia.unesp.br) on 2018-10-09T23:38:22Z (GMT) No. of bitstreams: 1 forte_ra_me_ia.pdf: 1897818 bytes, checksum: 274b7090f80636da83d6257ed7dab16a (MD5) / Made available in DSpace on 2018-10-09T23:38:23Z (GMT). No. of bitstreams: 1 forte_ra_me_ia.pdf: 1897818 bytes, checksum: 274b7090f80636da83d6257ed7dab16a (MD5) Previous issue date: 2018-07-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A presente pesquisa visou conhecer as histórias de vida dos músicos educadores Fernando Barba e Stenio Mendes, suas ideias e contribuições para o cenário artístico e educacional brasileiro relacionadas às Práticas da Música Corporal. A investigação baseou-se na metodologia de História Oral de Vida, por meio de entrevistas com os referidos músicos educadores, cujas análises fundamentaram-se nos conceitos da Construção da Identidade Profissional segundo os pensamentos de Selma Garrido Pimenta e Antônio Nóvoa, com o intuito de compreender os princípios e referências que nortearam a elaboração das práticas educacionais da Música Corporal propostas por Barba e Stenio. O estudo também buscou dados a respeito da compreensão e disseminação dessas práticas dentro do cenário da educação musical brasileira que constantemente sofre transformações por conta das inúmeras mudanças nas políticas educacionais do país e dos desafios apresentados pela sociedade contemporânea. Para tanto, analisou-se os relatos de doze educadores musicais que tiveram contato direto com as práticas mencionadas e que as aplicam em seus ofícios, assim como publicações acadêmicas relacionadas ao tema, para esclarecer o alcance da disseminação dessas práticas no país e a consciência de suas utilizações. A fundamentação teórica do presente estudo, sustentou-se nas propostas de reforma do ensino, pautadas no senso comunitário e humanista, com ideias de superação da fragmentação dos saberes concebidas por Edgar Morin e Paulo Freire, e no conceito de comunidades de aprendizes e de aprendizados expostos por José Pacheco e Murray Schafer. / The present research seeked to know the life stories of the musicians educators Fernando Barba and Stenio Mendes, their ideas and contributions to the Brazilian artistic and educational scenario related to the Practices of Corporal Music. The research was based on the Oral History of Life methodology, through interviews with these educators, whose analyzis were based on the concepts of the Construction of Professional Identity according to the thoughts of Selma Garrido Pimenta and Antônio Nóvoa, with the purpose of figure out the principles and references that oriented the elaboration of the educational practices of Corporal Music proposed by Barba and Stenio. The study also searched data about the understanding and dissemination of these practices within the scenario of Brazilian music education that constantly undergoes transformations due to the several changes in the educational policies of the country and the challenges presented by contemporary society. For this purpose, we analyzed the reports of twelve musical educators who had direct contact with the practices mentioned and applied them in their occupations, as well as academic publications related to the subject, to clarify the scope of the dissemination of these practices in the country and the awareness of their uses. The theoretical foundation of this study was supported on the proposals of the educational reform, guided on the communal and humanist sense, with ideas of overcoming the fragmentation of the knowledge conceived by Edgar Morin and Paulo Freire, and the concept of communities of apprentices and learning exposed by José Pacheco and Murray Schafer. / CAPES:1662933

Made available in DSpace on 2015-04-16T14:48:41Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1357521 bytes, checksum: e3adccef2e5a06282e67fa860d81dfa4 (MD5) Previous issue date: 2011-08-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study aimed to investigate whether the largest youth employed under the special condition of apprentice workers have their rights guaranteed by the companies with the ability to reconcile work and school activities. To construct the theoretical framework on the subject was used as the foundation of the research theories of commodification of labor, focusing on Marxist ideas, continuing arguments about the flexibility and precariousness of the workforce by linking these ideas to work performed by adolescent learners in condition. In support of this theory, commodification, promoted a historical review of work done by children and adolescents, presenting factors for their existence and provides data about its current condition. The field research took shape qualitative, and was held at the SENAI-National Service of Industrial Education, along with five teenage apprentices and Coordinator of the SOE-Educational Guidance Service. The process of data analysis was divided into four stages, where initially traced to the socio-economic status of adolescents in student work, their working conditions, especially with regard to the nature of the tasks performed and the journey , about family relationships and social learners, and if teenagers can combine work and study. As a result of the analysis we obtained the removal of continued education of apprentices interviewed, the lack of union protection, the difficulty of training quality to the market, as well as suffering because of occupation of their time at work early age. / Este estudo teve como objetivo maior averiguar se os adolescentes empregados sob a condição especial de trabalhador aprendiz têm seus direitos assegurados pelas empresas com a possibilidade conciliar as atividades laborais e escola. Para a construção do referencial teórico sobre a matéria utilizou-se como embasamento geral da pesquisa as teorias de mercantilização do trabalho, com foco nas idéias marxista, prosseguindo com argumentos sobre a flexibilização e a precarização da força de trabalho, associando estas idéias ao trabalho executado pelos adolescentes na condição aprendizes. Respaldando esta teoria, de mercantilização, promoveu-se um resgate histórico do trabalho realizado por crianças e adolescentes, apresentando fatores determinantes para sua existência e trazendo dados sobre sua condição atual. A pesquisa de campo, tomou contornos qualitativos, e foi realizada no SENAI- Serviço Nacional de Aprendizagem Industrial, junto a 5 adolescentes aprendizes e o Coordenador do SOE- Serviço de Orientação Educacional. O processo de análise dos dados foi dividido em quatro etapas, onde, inicialmente, traçou-se o perfil sócio-econômico dos adolescentes em condição de trabalho aprendiz; suas condições de trabalho, mormente no que se refere à natureza das tarefas realizadas e à jornada; sobre o relacionamento familiar e social dos aprendizes; e, se os adolescentes conseguem conciliar o trabalho com os estudos. Como resultados da analise obteve-se o afastamento da continuação dos estudos por parte dos aprendizes entrevistados; a ausência de proteção sindical; a dificuldade de treinamentos de qualidade para o mercado; bem como, o sofrimento em razão da ocupação de seu tempo pelo trabalho em idade precoce.

O presente estudo teve como objetivo descrever e analisar relatos de jovens aprendizes e estagiários sobre condições de trabalho, escola e saúde após ingresso no primeiro emprego. Foram utilizados diferentes instrumentos para a coleta de dados. Os dados qualitativos foram obtidos por meio de entrevistas individuais e coletivas com roteiro semi-estruturado. As análises desses dados foram realizadas a partir da metodologia de análise de conteúdo. Foi aplicado um questionário para a obtenção dos dados sócio-demográficos, condições de saúde, sono, hábitos e estilos de vida. Esses dados foram tabulados em planilhas ExcelTM. Participaram deste estudo quarenta jovens, aprendizes e estagiários, entre 14 e 20 anos, que trabalhavam há pelo menos seis meses, em diferentes setores e ramos de empresas, com jornada entre seis e oito horas diárias de trabalho. Todos os participantes estudavam no período noturno, curso técnico, ensino médio, ou faculdade e que, concomitantemente ao estudo e trabalho, frequentavam os programas de aprendizagem e estágio em uma Organização Não Governamental situada na zona Sul de São Paulo, capital. Os resultados desse estudo apontam o ingresso de adolescentes no trabalho cada vez mais cedo em busca de melhores condições financeiras para si e para família. Os jovens relataram passar por muitos desafios para conciliar as atividades pessoais, profissionais e acadêmicas. A extensa jornada diária de trabalho somada ao período de estudo noturno comprometeu, na maioria dos casos, o desempenho acadêmico e a saúde dos participantes. Os principais fatores prejudiciais à saúde relatados pelos jovens foram: falta de tempo para dormir, para se alimentar adequadamente, para praticar atividade física e a redução do tempo de lazer e convívio social com amigos e família. Os aprendizes e estagiários também mencionaram a falta de treinamento e o desconhecimento da legislação pertinente ao seu trabalho como fatores que contribuíram para as dificuldades apresentadas nos relatos sobre a realização de suas atividades laborais, na identificação de acidentes e doenças relacionadas com o trabalho / This study aimed to describe and analyze reports of young apprentices and trainees on employment conditions, health and school after entering the first job. Different instruments were employed for data collection. Qualitative data were collected through individual and collective interviews with a semi-structured interview. The data analyzes were performed using the content analysis methodology. A questionnaire was applied to obtain the socio-demographic data, health status, sleep habits and lifestyles. Data were tabulated in ExcelTM spreadsheets. The study included forty young people, apprentices and trainees, ranging from 14 to 20 years old, who worked for at least six months in different sectors and branches of companies, with journey between six and eight hours of work. All participants studied in the evening, technical course, high school or college and, simultaneously to study and work, attending learning programs and educational work in an NGO located in the south of Sao Paulo, Brazil. The results of this study showed that getting better financial conditions for themselves and their families were the major reasons for start working earlier. One of the major challenges faced by the participants was dealing with work concomitantly to personal and academic activities. Long daily working hours in addition to the period of study undertaken at night had, in most cases, a reflex, upon academic performance and health of the participants. The main factors detrimental to health reported were: lack of time for sleeping, eating properly, for physical activity and for recreation and socializing with friends and family. Apprentices and trainees also have mentioned the lack of training, and/or not knowing the legislation regarding to their work as the main factors related to the difficulties for doing their task properly, identification of illnesses and work-related accidents