Submitted by Cesira Elisa de Fávari (cesira_favari@yahoo.com.br) on 2016-04-01T16:50:21Z No. of bitstreams: 1 disseratção2016.pdf: 1903753 bytes, checksum: 01e11c4c1bf16d1fe1c03887c1a5b53d (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-04-05T17:48:42Z (GMT) No. of bitstreams: 1 favari_ce_me_arafcl.pdf: 1903753 bytes, checksum: 01e11c4c1bf16d1fe1c03887c1a5b53d (MD5) / Made available in DSpace on 2016-04-05T17:48:42Z (GMT). No. of bitstreams: 1 favari_ce_me_arafcl.pdf: 1903753 bytes, checksum: 01e11c4c1bf16d1fe1c03887c1a5b53d (MD5) Previous issue date: 2016-02-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta pesquisa tem como objetivo investigar o texto “Carta a Ernest” resultado de um exercício da disciplina optativa “Filosofia com crianças” oferecida pelo curso de Pedagogia da FCLAr - UNESP. Sob a orientação de escrever uma carta a uma criança, tal tarefa de escrita surgiu paralelamente à leitura de A Câmara Clara de Roland Barthes (1984), obra inicial que trouxe a fotografia e a escrita como um caminho para movimentar o pensamento. Desta obra nos apoiamos no conceito punctum para embasar a escrita da carta como afeto, como desejo e principalmente como ponto de fuga para movimentar pensamentos e novos problemas. Consequentemente, pelo caminho que se iniciou para pensar a carta e o ato de escrever sobre ela, fomos ao encontro da perspectiva da filosofia como criação de conceitos desenvolvido por Gilles Deleuze e Félix Guattari. Para tanto, por esse embasamento teórico, através dos termos “conceito”, “plano de imanência” e “personagem conceitual”, pretendemos ampliar ainda mais o sentido de punctum que inicialmente foi responsável por uma relação com a produção da carta até então não sentida, mas que se demora em ser entendida devido a potencialidade de criação que está envolvida. Afinal, o que fez com que a escrita de uma carta se tornasse tão importante, ao ponto de escrevermos até o momento sobre ela? Estabelecemos, portanto, a hipótese de que o punctum Ernest desencadeou a escrita de forma vital na carta, mas que o pensamento parece mudar seu foco não mais ao que propriamente significa o conceito punctum, mas à forma como pode ser criado um conceito. A carta já estava escrita e a compreensão do termo punctum aparentemente satisfeito. Mas o afeto não estava findado, pois no escrever e pensar o detalhes da carta, a fotografia será novamente um elo disparador de tantas outras escritas e pensamentos. / This research aims to investigate the text "Letter to Ernest" result of an exercise of the elective course "philosophy with children" offered by the Faculty of Education of FCLAr - UNESP. Under the guidance of writing a letter to a child, such writing task emerged in parallel to the reading of Camera Lucida Roland Barthes (1984), early work that brought photography and writing as a way to move the thought. This work we rely on punctum concept to support the writing of the letter as affection, as desire and mainly as a vanishing point to move thoughts and new problems. Consequently, the way he began to think the letter and the act of writing about it, went to the meeting from the perspective of philosophy as creating concepts developed by Gilles Deleuze and Felix Guattari. To do so, by this theoretical basis, through the terms "concept", "plane of immanence" and "conceptual character", we intend to further expand the meaning of punctum that was initially responsible for a relationship with the production of the letter so far not felt but that it takes to be understood because of the potential for creation that is involved. After all, what made the writing of a letter to become so important to the point where we write about it so far? Established, so the hypothesis that Ernest punctum triggered the vital form of writing in the letter, but the thinking seems to shift your focus to what no longer properly means the punctum concept, but to how you can create a concept. The letter was already written and understanding the apparently satisfied punctum term. But the affection was not findado because the writing and thinking the details of the letter, the picture is again a link trigger so many other writings and thoughts.

This thesis explores educational pluralism in the context of the American public school system and analyzes the charter school movement as a mechanism for education reform. Because charter schools have only existed for 26 years, scholars have yet to understand the effect that they have on our public school system, as well as how they compare with traditional public schools. Rather than trying to determine whether charter schools are better than traditional public schools, I introduce the philosophy behind educational pluralism, examine the evolution of the charter school movement, and analyze states as laboratories for testing new educational practices through charter schools.

Magister Legum - LLM / In 2014, the African Union (AU) adopted the African Charter on the Values and Principles of Decentralisation, Local Governance and Local Development (the African Charter on Decentralisation). The Charter is a first of its kind to provide a decentralisation framework for local government on the African continent. It seeks to use local government as a vehicle for improving the livelihoods of people on the African continent. Member States of the AU will only be bound by the African Charter on Decentralisation once they have ratified it. The actual impact of the Charter to improve the livelihood of people on the African continent is unknown. This research paper provides a critical analysis of the Charter in order to establish its potential. The analysis is undertaken against the background of the international literature on decentralisation and 'best' practices on local government. / South African Research Chairs Initiative (SARChI)

South Africa's democratic transition towards social and economic equality is under constant scrutiny, challenged by rising levels of unemployment, poverty and inequality. Since 1994 the African National Congress government has enacted various legislative interventions to change long-established racial distortions of economic opportunity and wealth accumulation, a number of which target business. The response and role of business in such an environment remains contested, both in literature and practice. There were (and are) calls for the role of businesses to evolve beyond narrow profit maximisation to play a more active part in economic and social transformation. Against this backdrop the Financial Sector Charter was collaboratively developed between the industry and its social partners in 2003 as a route map for such change. Employing a critical realism approach with a longitudinal perspective, this qualitative study explores the perspectives of key protagonists of the Financial Sector Charter on their experiences of developing and implementing the initiative: how it came into being, how it was applied and what could be done differently. Based upon semi-structured interviews with senior leaders from industry, government, black business, trade associations, labour and NGOs, the study reveals a number of issues: a deliberate attempt to leverage the capabilities and competitive forces in the industry to drive change; contestation within government over this approach; and a desire to use the capabilities of the industry to “reset” the country's current path of economic transformation. The significance of the study lies in the hitherto undocumented exposure it gives to the perspectives of the people involved in this unusual form of cross-sector social partnership and their efforts to catalyse positive social change not only in the Financial Services industry but in South Africa more broadly.

The paper addresses the question whether the African Charter on Democracy, Elections and Governance would effectively address the identified electoral problems at a substantive as well as implementation levels. Accordingly, the aim of the study is two fold. This paper analyses the key electoral problems in Africa by analysing trends in recent elections that jeopardise democratic consolidation. Secondly, it evaluates the Charter in addressing the identified problems at normative as well as practical levels. / Thesis (LLM (Human Rights and Democratisation in Africa))--University of Pretoria, 2007. / Dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Prof. Nico Steytler of the Faculty of Law, University of the Western Cape, Cape Town, South Africa / http://www.chr.up.ac.za/ / Centre for Human Rights / LLM

Magister Legum - LLM / The right to a basic education is recognised as an essential right in international and regional law, with numerous instruments regulating it.1 There are soft laws, in the form of General Comment documents, which provide guidelines to interpreting this right.2 Among these instruments, for example, the International Covenant on Social, Economic and Cultural Rights (hereafter referred to as ‘the ICESCR’) and the African Charter on Human and People’s Rights (hereafter referred to as ‘the ACHPR’) implore member states to ensure that every child within their jurisdiction is able to gain access to education.3 The ICESCR acknowledges that basic education as a socio-economic right is realisable overtime, its full realisation dependent on the availability of state resources.

This three-article dissertation explores educational innovation in charter schools. A common frame of reference for each article is the consideration of the influence of Dr. Benjamin Bloom's 2 sigma problem--the observation that one-on-one tutoring, though often cost prohibitively expensive, produces outcomes two standard deviations higher than traditional group-directed instruction. The first article is a literature review of the types of charter school innovations most commonly found in the literature and the type of effect those innovations can have on student learning outcomes. The research suggests that three of the top studied new innovations from charters are technology-based virtual schools, specific curricular immersion programs, and the implementation of extended learning hours. Successful student learning outcomes are most likely when implementations are well planned, proper training is provided, and appropriate resources are allocated to the program. The second article is a design-based case study of the development of Franklin Discovery Academy, a K-6 charter school located in Vineyard, UT. We review two of the key design decisions made by our group of graduate students in instructional design in the development of the school and the outcomes of those choices. We focus on the design decisions involved in formulating the student learning model, which included a high school-like rotation of classes at an elementary school level, and the differentiated teacher model design, where the functions of the teacher are separated into three distinct job roles based on economy-of-scale principles. We describe why we made the choices we did, how they were implemented, what went right, and what went wrong. We detail the importance of flexibility and having the right people to developing a resilient and innovative culture. The final article is a quasi-experimental study on the effectiveness of the FoxesRead virtual tutoring program at Franklin Discovery implemented during the Covid-19 pandemic. In response to the pandemic-related school shut-down, Franklin Discovery provided virtual one-on- one tutoring to students during June 2020. Using a split-plot ANOVA statistical analysis, we compared the reading pre- and post-reading scores for participating students to nonparticipants. With our analysis, we found a large .309 effect size attributed to the FoxesRead program. Qualitative data collected from parents and tutors also provided strong positive feedback. The findings suggest that FoxesRead is an effective education innovation.

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The thesis argues that there is a common core conception of childhood in traditional African communities and that this understanding of childhood is different from the image of childhood in the Convention on the Rights of the Child and the African Children‟s Charter. In order to successfully implement children‟s rights in Africa care must be taken to ensure that the cultural norms and values that inform the conception of childhood in Africa is accommodated. Failure to do this is problematic on at least two grounds. First, it increases the economic and social costs of implementing children‟s rights in many African communities. Second, implementing children‟s rights norms that are considered by some communities in Africa as alien without adopting those norms to the African context will continue to increase the resistance of local communities to children‟s rights. Such an approach will be seen as replacing local cultural values with alien cultural norms. This could result in multiple-lived experience for children, weakened family structures and support and, possibly, compromised cultural identities of children. To minimise these consequences, the thesis recommends the application of the norms in these two children‟s rights treaties in a context-and child-specific manner. It is further argued that a „universal pluralistic‟ theoretical framework will facilitate reasonable deference to local contexts that further the cause of children‟s rights and. / Dissertation (MSc)--University of Pretoria, 2014. / Centre for Human Rights / LLD / Unrestricted