There are many programs throughout the world and in the state of Virginia that have been developed to change the outlook of youth on a broader spectrum. Youth in at risk communities face a different set of parameters and are often mislabeled as "bad kids". Many of these youth simply need an environment filled with positive energy. This redesign will create an environment that guides through intuition and the understanding of angles and markers that are considered universal in all languages. The space will open up a world that is non-institutional and without the normal boundaries and pressures of typical grading system. The education center will cultivate healthy habits for learning that can carry them on to community colleges, universities and the eventually the workforce.

Submitted by Haroudo Xavier Filho (haroudo.xavierfo@ufpe.br) on 2016-03-16T18:18:46Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) 1Tese_versão final_22out2015.pdf: 2190627 bytes, checksum: fef2f6f8de2991ab031daf41228a1a19 (MD5) / Made available in DSpace on 2016-03-16T18:18:46Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) 1Tese_versão final_22out2015.pdf: 2190627 bytes, checksum: fef2f6f8de2991ab031daf41228a1a19 (MD5) Previous issue date: 2015-09-15 / Esta investigação de caráter exploratório busca compreender como os princípios da formação humana estão integrados ao processo de formação acadêmica do administrador, particularmente no curso de graduação em Administração da Universidade Federal de Pernambuco, campus Recife. Pensar o ensino de Administração é problematizar a formação do futuro administrador a partir da integralidade das suas múltiplas dimensões, de modo que a intencionalidade da ação educativa extrapole a formação acadêmica. Entende-se que a Educação, inclusive no ambiente acadêmico-escolar, deve ser concebida como uma experiência formativa e humanizante. Para que essa concepção seja o fio condutor da ação educativa e da ação pedagógica há que se cultivar a formação humana em conjunto com a formação acadêmica como aspectos agregadores para a construção e a consolidação de um processo formativo-educacional capaz de auxiliar o futuro administrador a enfrentar as questões postas pela vida. A fundamentação teórica é constituída por estudos relativos ao ensino de Administração no Brasil, à formação humana e ao trabalho do administrador. Os procedimentos metodológicos de coleta e análise dos dados empíricos foram realizados por meio de Análise de Conteúdo, para documentos e entrevistas, e de Estatística descritiva, para questionários. Os resultados indicam que: a) as Diretrizes Curriculares Nacionais do Curso de Graduação em Administração estão ancoradas no modelo de ensino instrucional; b) o foco das Diretrizes é a preparação para o trabalho; c) o documento passa ao largo do Parecer CNE/CES nº 776/1997, quanto à recomendação de proporcionar ao aluno um processo formativo-educacional que contemple dimensões éticas e humanísticas e que possam auxiliá-lo a desenvolver atitudes e valores orientados para a cidadania; e d) o texto tem poucos aspectos que o liguem aos fundamentos da humanização do homem. No que tange ao Projeto Pedagógico, os resultados apontam para: a) o curso segue as Diretrizes Curriculares, o que permite inferir que a opção pelo modelo instrucional contribui para perpetuar a “fábrica de administradores”; b) o fio condutor do curso é a transmissão de conhecimentos; c) a inserção do egresso no mercado de trabalho é a preocupação central; e d) o texto deixa entrever a existência de indícios de preocupação com a formação humana, o que pode viabilizar uma relação equilibrada entre o conhecimento técnico e o cultivo de princípios de conduta aceitos universalmente. Em relação à visão dos docentes, os resultados sinalizam que: a) os professores não reconhecem a formação acadêmica como promotora da formação humana; b) o curso está prioritariamente voltado para o ensino instrucional; c) a orientação institucional vigente expressa uma ação intencional direcionada para a massificação da formação acadêmica; d) no ambiente do curso existem ações individuais voltadas para a formação humana; e e) é factível uma abordagem educacional em que a formação acadêmica promova a formação humana. Quanto a alunos e egressos, os resultados revelam que: a) eles não reconhecem a formação acadêmica como promotora da formação humana; b) a concepção e a organização do curso são elaboradas em função da vertente instrucional; c) em alguns momentos a formação acadêmica promoveu a formação humana e o curso sinalizou para o desenvolvimento integral dos envolvidos; e d) é factível uma abordagem educacional em que a formação acadêmica promova a formação humana. / This investigation is a study of exploratory type which seeks to understand how the principles of character building are integrated with the process of academic training of the administrator, particularly in the course of the Federal University of Pernambuco (UFPE), campus Recife. To ponder about the teaching of Administration is to raise questions about the training of the future administrator from the integrality of theirs multiple dimensions so that the intentionality of the educative action may extrapolate the academic training. It is understood that Education, inclusive in the academic enviroment should be conceived as a building and humanizing experience. For this concept to be the conducting thread of the educative and pedagogical action, there is a need to cultivate character building together with the academic training as gathering aspects for the construction and consolidation of a training-educational process which can help the future administrator face the questions of evere day life. The theoretical grounding comprises studies related to the teaching of Administration in Brazil, the character building and the administrator´s work. The methodological procedures of collection and analysis of the empirical data were carried out through Contente Analysis for documents and interviews, and Descriptive Statistics for questionaires. The results indicate that: a) The National Curricula Guidelines of the undergraduate course in Administration are anchored in the instructional teaching approach; b) the focus of the Guidelines is the preparation for the work; c) the document does not care much about Sentence CNE/CES nº 776/1997 as for the recommendation for providing the student with a building-educational process which may contemplate ethical and humanistic dimensions and that may help them develop attitudes and values aimed at their citizenship; d) the text contains few aspects that link it to the fundamental of man´s humanization. Regarding the Pedagogical Project, the results point to: a) the course follows the Curricula Guidelines, which allows us to infer that the option for the instructional approach contributes to perpetuate the “factory of administrator”; b) the conducting thread of the course is the transmission of knowledge; c) the insertion of the graduate in the workplace is the central concern; and d) the text allows us to foresee the existence of signs of concern about the character building, which makes feasible a balanced relationship between technical knowledge and the cultivation of principles of conduct universally accepted. Regarding the professors´ viewpoint, the results indicate that: a) they do not recognize that academic training as promotors of characters building; b) the course is fundamentally aimed at the instructional teaching; c) the current institutional orientation expresses an intentional action directed to a large industrial scale-academic training; d) in the course environment there are individual actions directed to the character building; and e) it is factual to have an educational approach in which the academic training may promote the character building. As for the students and graduates, the results reveal that; a) they do not recognize that academic training as promotors of characters building; b) the conception and organization of the course are elaborated in function of the instructional approach; c) in some moments the academic training may promote the character building and the course pointed to the integral development of the those involved; and d) it is factual to have an educational approach in which the academic training may promote the character building.

The purpose of this study of the out-of-school character-building organizations for high-school youth is fourfold: (1) to discover the problems peculiar to adolescents growing up in the disturbed social environment of this country at the present time; (2) to determine the part reputable youth-serving organizations have in quipping young persons for meeting these problem; (3) to investigate a specific situation in an effort to determine the extent to which high-school students take advantage of the services offered by these organizations; and (4) to suggest ways of reaching more of the young people by gaining from them a knowledge of the kind of program they desire.

Value and character education possess the inherent building blocks for the preservation of a healthy society. It is the art of life that keeps the environment friendly, free and safe allowing earth's inhabitants to play, to live and to work in peace. Value and character education possess values that remove evil from society and institutions such as schools, colleges, universities, etc. One of the primary aims of value and character education is to allow learners to experience life at its' fullest. The main purpose of this study is the development of an effective character building program for a specific further education and training college. It is obvious from the available literature that society is experiencing a crisis regarding values, character and morality. The decline of human and societal values portrayed in the media has compelled the current government to initiate a value educational program in schools. The values of the government however, are focused on nation building, democracy and human rights with the purpose of overcoming the inequalities and injustices of the apartheid system. However, the inhabitants of South Africa seek more than aspects based on democracy, nation building and human rights. They seek values that promote moral behaviour, values of work ethics and values that are aimed at developing their full potential. Value and character education could probably ensure the provision of a successful life and future for today's youth. The researcher has therefore investigated and analysed the precise meanings of the following terms: values, norms, principles, standards, ethics, character education, values education. Various character educational programs that succeeded in oversees countries were also studied. Focus was also given to educational guidelines including principles, outcomes and promising practices that the lecturer could use in the classroom to stimulate the students and to promote character education. To determine what the present value orientation of the students are, a questionnaire was compiled for further education and training colleges in the North-West Province. To ascertain the opinions and contributions of values education and character education, semi-structured interviews were held with the student council, the head of the support services and an official of the student support services. The overall aim of the study is: To create a character-building program for further education and training colleges after establishing the value orientation of the students. This empirical research has pointed out specific problem areas and has shown that it is not only essential but also urgent to implement a value and character educational program for further education and training colleges. Guidelines for such a program have been set on the basis of this study. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

Value and character education possess the inherent building blocks for the preservation of a healthy society. It is the art of life that keeps the environment friendly, free and safe allowing earth's inhabitants to play, to live and to work in peace. Value and character education possess values that remove evil from society and institutions such as schools, colleges, universities, etc. One of the primary aims of value and character education is to allow learners to experience life at its' fullest. The main purpose of this study is the development of an effective character building program for a specific further education and training college. It is obvious from the available literature that society is experiencing a crisis regarding values, character and morality. The decline of human and societal values portrayed in the media has compelled the current government to initiate a value educational program in schools. The values of the government however, are focused on nation building, democracy and human rights with the purpose of overcoming the inequalities and injustices of the apartheid system. However, the inhabitants of South Africa seek more than aspects based on democracy, nation building and human rights. They seek values that promote moral behaviour, values of work ethics and values that are aimed at developing their full potential. Value and character education could probably ensure the provision of a successful life and future for today's youth. The researcher has therefore investigated and analysed the precise meanings of the following terms: values, norms, principles, standards, ethics, character education, values education. Various character educational programs that succeeded in oversees countries were also studied. Focus was also given to educational guidelines including principles, outcomes and promising practices that the lecturer could use in the classroom to stimulate the students and to promote character education. To determine what the present value orientation of the students are, a questionnaire was compiled for further education and training colleges in the North-West Province. To ascertain the opinions and contributions of values education and character education, semi-structured interviews were held with the student council, the head of the support services and an official of the student support services. The overall aim of the study is: To create a character-building program for further education and training colleges after establishing the value orientation of the students. This empirical research has pointed out specific problem areas and has shown that it is not only essential but also urgent to implement a value and character educational program for further education and training colleges. Guidelines for such a program have been set on the basis of this study. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

This study examines some of the ways in which Second World War veterans helped shape Canadian society in the years after 1945 by using the life experience of one of their number, Major-General Daniel Charles Spry, as an interpretive model. Just over one million Canadian men and women re-entered civil life after their wartime military service. Representing approximately 35 per cent of Canada’s adult male population aged 25 to 49 in 1951, and found in nearly every facet of Canadian life, Second World War veterans possessed social importance that extended far beyond their experience of the Veterans Charter. Using Dan Spry’s documented thoughts and actions in war and peace, this study argues that a number of these individuals learned lessons regarding leadership, character, citizenship, and internationalism during their wartime military service and – finding them useful – applied such lessons to various aspects of their lives after the war’s end. In so doing, Second World War veterans helped to influence the character of postwar Canada’s institutions, workplaces, and the lives of many Canadians by providing societal leadership, moulding children’s character, developing future citizens, and trying to build a better world. Appreciating their varied contributions provides new insight into both veterans’ attitudes and the sort of place that Canada was after the guns fell silent in 1945.

La producción cinematográfica contribuye al desarrollo y construcción del imaginario colectivo. Las películas comerciales, al ser las más acogidas entre los peruanos, tienen un importante impacto en las ideas de género y rol de la mujer. Esta investigación busca identificar los estereotipos de la mujer joven adulta en la construcción de los personajes protagónicos femeninos en las películas comerciales de género comedia romántica en el Perú. Para ello, la investigación se divide en tres categorías: análisis de la dimensión física, social y psicológica de los personajes protagónicos escogidos. De este modo, se realizará una investigación de tipo cualitativa, en el cual el paradigma es interpretativo. Se llevará a cabo un diseño de estudio de casos, en donde se propone aplicar una técnica de guía de análisis de contenido basada en la teoría de personaje tridimensional a las películas “Soltera Codiciada” (2018) y “No Me Digas Solterona” (2018). Ambos filmes pertenecen a grandes productoras en la industria cinematográfica nacional, son del género mencionado, se dirigen a un público femenino en su mayoría y tuvieron buena acogida en los espectadores peruanos, por lo cual se consideran relevantes para la investigación. / Cinematographic production contributes to the development and construction of collective imaginary. Commercial films, being the most popular among Peruvians, have an important impact on gender ideas and the role of woman. This research seeks to identify the stereotypes of young adult woman in the construction of female leading characters in commercial films of Peruvian romantic comedies. To accomplish this, the investigation is divided in three categories: physic, social and phycological dimension analysis of the chosen leading characters. Thereby, a qualitative research will be developed, in which the paradigm is interpretative. A case study design will be carried out, where it is proposed to apply a content analysis guide technique based of the three-dimensional character theory to the films “Soltera Codiciada” (2018) and “No Me Digas Solterona” (2018). Both of them belong to big productions companies in the national film industry, are from the mentioned movie genre, are mostly direct to a female public and were successful for the Peruvian spectators, which is why they are considered relevant for this investigation. / Trabajo de investigación

A lo largo de los años, los productos audiovisuales han sido reflejo de la opinión y conducta social, perpetuando así conductas y estereotipos muchas veces erróneos y nocivos para la sociedad. Dentro de estos ámbitos, se encuentra también la salud mental, un tema que sigue siendo tabú, debido a la vaga representación de las enfermedades mentales, constantemente mostradas en televisión y series. Es por ello que se realiza este análisis sobre la representación de las enfermedades que padecen los personajes principales de Bojack Horseman (2014 -2020), una serie animada de humor negro en la que se habla de forma directa y real acerca de cómo las enfermedades mentales, traumas, vicios y el pasado pueden afectar el presente de los personajes, además de presentar cómo es que lidian ellos con sus enfermedades mentales, su entorno y la vida cotidiana por medio de la sátira y el drama. Esta examinación de las representaciones tiene como fin brindar un panorama más amplio a los futuros guionistas/directores o estudiantes para poder observar cómo es que se construyeron estos personajes que logran representar las enfermedades mentales con el menor estigma posible, propagando así información acertada que puede ayudar a reducir la desinformación acerca de esta temática. / Over the years, audiovisual products have reflected social opinion and behavior, constantly perpetuating erroneous and harmful behaviors for the society. Among these areas, we can also found mental health, an actual issue that remains taboo, due to the vague representation of mental illnesses in media, constantly shown in a wrong way on television and series. For this reason, this analysis is about the representation of the mental illnesess of the main characters in Bojack Horseman (2014-2020) an animated dark humor serie which talks directly and frankly about how mental illness, trauma, addictions and the past con affect the present of the characters, as well as present how they deal with their own mental illnesses, environment and daily life through satire and drama. This examination of the performances is intended to provide a broader picture to future writers/directors or students in order to observe how these characters who manage to represent mental illnesses with as little stigma as possible, thus spreading accurate information that can help reduce misinformation about this topic. / Trabajo de investigación

Durante los últimos años, la manera de consumir productos audiovisuales ha ido cambiando con la aparición de los servicios de streaming como Netflix, Amazon Prime o HBO Max. Según López (2018), estas plataformas son percibidas como negocios de alta demanda debido a que estas ofrecen la oportunidad de elegir producciones audiovisuales a un ritmo personalizado. Sin embargo, el streaming también destaca por su diversidad de contenido, García-Muñoz y Fedele (2011) afirman que las series enfocadas en adolescentes o jóvenes son de gran aceptación por el público ya que son consideradas como las historias más sobresalientes dentro del mercado comercial. Teniendo en cuenta que este tipo de series están enfocadas en un público adolescente, el presente trabajo de investigación busca analizar la percepción de los consumidores adolescentes peruanos en relación a la construcción de los personajes adolescentes de las series: Elite, Sex Education y Euphoria. Para cumplir dicho objetivo, la metodología se basa en el análisis de la construcción de los personajes de las tres series mencionadas y en entrevistas aplicadas a los consumidores adolescentes de Lima. / In recent years, the way of consuming audiovisual products has been changing with the appearance of streaming services such as Netflix, Amazon Prime or HBO Max. According to López (2018), these platforms are perceived as high-demand businesses because they offer the opportunity to choose audiovisual productions at a personalized pace. However, streaming also stands out for its diversity of content, García-Muñoz and Fedele (2011) affirm that series focused on adolescents or young people are widely accepted by the public since they are considered the most outstanding stories within the commercial market . Taking into account that this type of series is focused on an adolescent audience, this research work seeks to analyze the perception of Peruvian adolescent consumers in relation to the construction of the adolescent characters of the series: Elite, Sex Education and Euphoria. To meet this objective, the methodology is based on the analysis of the construction of the characters of the three mentioned series and on interviews applied to adolescent consumers in Lima. / Trabajo de investigación