Made available in DSpace on 2016-06-02T19:39:40Z (GMT). No. of bitstreams: 1 5646.pdf: 1289035 bytes, checksum: 07799fb09abed5650ab03ca845f418d2 (MD5) Previous issue date: 2013-09-06 / Financiadora de Estudos e Projetos / The current research, named Articulation among ethnical and racial issues and the Adults and Young Adults Education in Pedagogical Proposals widespread by the Education Ministry website , unleashed from the personal motivations and bibliographical and exploratory research, was dedicated to identify and analyze in the Pedagogical Proposals published on the Education Ministry website by the Continuous Education Secretary, Literacy, Diversity and Inclusion proposed to the Adults and Young Adults Education elements to education of the ethnical and racial relationship and identify in the Pedagogical Proposal presented in the book Guidelines and Actions for the Education of the Ethnical-Racial Relationship , published on the Education Ministry website by the Continuous Education Secretary, Literacy, Diversity and Inclusion proposed to the Adults and Young Adults Education. From these objectives, the research was guided by the following questions: in the Pedagogical Proposals, published on the Education Ministry website, about Adults and Young Adults Education, what is the role of the ethnical and racial issues? And in the book Guidelines and Actions for the Education of the Ethnical-Racial Relationship what is the role of the Adults and Young Adults Education? Is there an effective dialogue between them? To answer this question the studies were based on the analyze research of quantitative and qualitative content proposed by Bardin. For the qualitative analyzes, realized in the Pedagogical Proposal for the Adults and Young Adults Education a semantic field was created with the radicals: cult , differenc , discrimin , diversit , ethn , identi , prejudice , blac , and racism and an analytical frame was synthesized and for the quantitative analyzes realized in the book Guidelines and Actions for the Education of the Ethnical-Racial Relationship we pointed out all of the indications and recommendations to implement the law 10.639/03 in the modalities of Childhood Education, Elementary Education, High School, Adults and Young Adults Education, Licentiate and Quilombola Education and we synthesized in a comparative frame. About the results, in the Curricular Proposals for the First and Second Segment, the Ethnical and racial themes are approached in a transversal way with emphasis on the areas of Society and History studies and, in the Pedagogical Proposal for Education of Ethnical and Racial Relations, the Adults and Young Adults Education occupies one of the least prominent roles related to the suggestion of activities for the effectiveness of the law 10.639/03. Therefore, these two axles do not have an effective dialogue between each other. / A presente pesquisa, intitulada Articulação entre questões étnicas e raciais e a Educação de Pessoas Jovens e Adultas em Propostas Pedagógicas difundidas pelo site do Ministério da Educação , desencadeada a partir de motivações pessoais e pesquisa bibliográfica e exploratória foi dedicada a identificar e analisar nas Propostas Pedagógicas publicadas no site do Ministério da Educação pela Secretaria de Educação Continuada, Alfabetização, Diversidade e Inclusão proposto para a Educação de Jovens e Adultos elementos para a educação das relações étnicas e raciais e identificar na Proposta Pedagógica presente no livro Orientações e Ações para a Educação das Relações Étnico-Raciais publicada no site do Ministério da Educação pela Secretaria de Educação Continuada, Alfabetização, Diversidade e Inclusão proposto para Diversidade Étnico-racial elementos para a Educação de Jovens e Adultos. A partir desses objetivos, a pesquisa foi guiada pela seguinte questão: Nas Propostas Pedagógicas, publicadas no site do Ministério da Educação, sobre Educação de Jovens e Adultos, qual o papel ocupado pelas questões étnicas e raciais? E no livro Orientações e ações para a Educação das Relações Étnico-Raciais , qual o papel ocupado pela Educação de Jovens e Adultos? Existe um diálogo efetivo entre elas? Para responder a esta pergunta nos pautamos na pesquisa de análise de conteúdo quantitativa e qualitativa proposta por Bardin (1977). Para a análise qualitativa, realizada nas Propostas Pedagógicas para a Educação de Jovens e Adultos criamos um campo semântico com os radicais: cult , diferenç , discrimin , diversid , etn , identid , preconceit , negr , raç , e racism e sintetizamos em um quadro analítico e para a análise quantitativa realizada no livro Orientações e Ações para a Educação das Relações Étnico- Raciais apontamos todas as indicações e recomendações para a implementação da lei 10.639/03 nas modalidades de Educação Infantil, Ensino Fundamental, Ensino Médio, Educação de Jovens e Adultos, Licenciaturas e Educação Quilombola e sintetizamos em um quadro comparativo. Quanto aos resultados, nas Propostas Curriculares para o Primeiro e para o Segundo Segmento, a temática étnica e racial é abordada de forma transversal com ênfase nas áreas de Estudos da Sociedade e História e, na Proposta Pedagógica para a Educação das Relações Étnicas e Raciais, a Educação de Pessoas Jovens e Adultas ocupa um dos papéis de menor destaque no que se relaciona a sugestões de atividades para a efetivação da lei 10.639/03. Portanto, esses dois eixos não dialogam efetivamente entre si.

Education programmes of the previous education departments in South Africa were based mainly on individual achievement and competition. In the new Outcomes Based programmes there is a shift to interaction, shared knowledge and the mastering of a variety of interaction skills. Ned Herrmann’s (1996) theory about the complexity of the human brain, the MI-theory of Gardner (2000b) and Sternberg’s (1997), Litzinger and Osif’s (1993) view of thinking and learning styles form the theoretical framework of this study. This research focuses in the first place on the way that students experience group work and co-operative learning, secondlyon what facilitators know or do not know about MI (multiple intelligences), co-operative learning and groupwork and how they implement the principles in their planning and during contact sessions. The research problem is: To what extend do facilitators in higher education make provision for the learning style preferences and other individual differences of learners during contact sessions facilitated by means of group work and/or co-operative learning? How do the learners respond to these approaches? This mixed methods research is done through observation, semi-structured interviews, a diagnostic questionnaire and a content analysis of study documentation. Study documentation was analysed to determine to what extend facilitators provided for learners’ learning style preferences and other individual differences. The behaviour of teacher training students was recorded over a period of three months and in different group settings. Participants completed a diagnostic questionnaire and the data obtained were compared with their behaviour to determine if there is any correlation between certain learning styles and behaviour patterns. I found that although the questions and assignments leave room for the learners’ differences, there is no reference to MI and learning styles in the study documentation. The theory of co-operative learning and group work is addressed in die study documentation. Learners with high interpersonal intelligence scores participated spontaneously in group activities and co-operative learning. Contrary to this the intrapersonal learners responded in a negative way. Personality clashes, conflict, prejudice, etc. were resolved to a great extend by changing group combinations. Nevertheless, the intrapersonal learner maintains a negative response towards group activities and co-operative learning. There was little or no significant negative behavior observed from learners with high scores in the other seven intelligences according to Gardner (2000b). The outcome of the first contact session led me to the conclusion that co-operative learning and group work are valuable facilitating strategies on the basis of shared sources, knowledge and progress in learning activities. Although the facilitators used these facilitating strategies, I could find no evidence that they took learners’ preferences and differences into account during contact sessions. However, in the interviews it became clear that they are enthusiastic to learn more about MI and learning styles and ways to plan and facilitate according to that knowledge. Facilitators need to know the learners in order to accommodate their diversities in group activities and co-operative learning. Learners, on the other hand, need to know their own abilities, intelligence and learning style preferences. The teaching profession is complex and continuous renewal and amelioration are essential to ensure dynamic and effective learning. / Dissertation (MEd (Curriculum Studies))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

Bakgrund: I ett alltmer mångkulturellt samhälle blir det märkbart hur förutsättningarna för en god hälsa skiljer sig mellan olika samhällsgrupper. Hälso- och sjukvården har som uppgift att främja hälsan hos alla patienter oavsett bakgrund. Detta ställer nya krav på den svenska sjukvården, då en mångkulturell utveckling leder till fler transkulturella möten i vården. Dessa möten innehåller ofta hinder som kan vara svåra att överbrygga, vilket kräver en kunskap om vilka faktorer som påverkar mötet och en medvetenhet om kulturens betydelse hos sjuksköterskan.   Syfte: Syftet med studien var att utifrån ett sjuksköterskeperspektiv belysa de faktorer som påverkar vårdrelationen i transkulturella möten.   Metod: En litteraturstudie baserad på 13 vetenskapliga artiklar var av nio kvalitativa och fyra kvantitativa. Resultatet analyserades och sammanställdes genom ett kvalitativt analysinnehåll.  Som teoretiska utgångspunkter användes en definition av kulturell kompetens och vårdrelation.   Resultat: Resultatet visar att kommunikation och språkbarriärer utgör det största hindret i den transkulturella omvårdnaden. Användning av tolk som hjälpmedel visade sig ha både för- och nackdelar. Organisatoriska hinder försvårade förutsättningen för en fungerande vårdrelation och kulturella skillnader visade sig kunna leda till konflikter i vårdmötet. Sjuksköterskan använde sig av olika strategier som hjälpmedel vilket illustrerade en viss kulturell medvetenhet, medan bristen på förståelse ledde till generaliseringar som resulterade i en diskriminering av patienter. Många sjuksköterskor saknar utbildning i transkulturell omvårdnad, vilket efterfrågades av merparten. De sjuksköterskor som genomgått en utbildning i kulturell kompetens uppgav positiva effekter som lett till en ökad medvetenhet.   Diskussion: Sjuksköterskan behöver bli medveten om de negativa konsekvenser som en bristande kommunikation och kulturella konflikter har för etablerandet av en vårdrelation till patienten. Enligt de dokument som styr professionen har sjuksköterskan en skyldighet att skapa de bästa förutsättningarna för en god omsorg om patienten. Okunskap och oförståelse leder till en diskriminering av patienten som inte hör hemma i vården. Utbildning i kulturell kompetens har bevisligen positiva effekter för att motverka generaliseringar och öka medvetenheten hos sjuksköterskan. För att främja en kulturell medvetenhet bör mer fokus läggas på dessa frågor i sjuksköterskans grund – och fortutbildning.

Namibia continues to face an ongoing struggle in protecting the rights and civil liberties of its LGBT population with LGBT rights-based organisations in the country strongly relying upon their volunteers to take advantage of political opportunities and manage multiple visibilities. Despite a growing body of international research into volunteer motivation and the beneficial application of such knowledge in volunteer management strategies, a dearth of literature exists on the motives of volunteers within LGBT rights-based organisations. This study uses data from qualitative interviews with 6 formal volunteers from Namibian LGBT rights-based organisations to explore volunteer motivations. A thematic analysis of the research findings reveal the complex motivations underlying volunteering in these organisations. Volunteer motivations in Namibian LGBT rights-based organisations included: (a) addressing and promoting humanitarian concerns; (b) improved social interaction, integration and support; (c) self-regulatory opportunities for personal enhancement; (d) developing career prospects; and (e) responding to past homophobic incidents. Barriers to volunteering were also identified and included: (a) strained organisational resources; (b) LGBT discrimination; and (c) complacency. For volunteer recruitment and retention strategies to be effective, organisations need to recognise and satisfy volunteers’ motives while also properly training and assisting volunteers in their respective roles. Also, given the local LGBT community’s sense of complacency, Namibian LGBT rights-based organisations would greatly benefit by strategically engaging community members and working to overcome the community’s lack of urgency. / Psychology / M.A. (Psychology)