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O papel dos Escritórios-Escola das universidades da cidade de São Luís/MA na formação de profissionais habilitados em demandas de famílias, no período de 2014 e 2015. / The role of the Offices-School of the universities of the city of São Luís / MA in the training of qualified professionals in family demands, in the period 2014 and 2015.MORAES, Luana Celina Lemos de 08 August 2016 (has links)
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Previous issue date: 2016-08-08 / This work aims to analyze the efficiency of Training School of the universities in São
Luis-MA, as an instrument of legal and social background of the future legal
professionals, between the years 2014 and 2015, as well as their limits of
possibilities , since the concluding college students need to have an understanding of
the different interfaces of the Law on highly complex issues and acquire training to
allow technical development of the activities of legal practice, and develop necessary
skills and competencies for the thoughtful, critical and creative performance to lead
lawsuits, especially those involving family law, with the goal of not judicialize conflicts
that they can be resolved through mediation, encouraging the conciliation of family
conflicts. / O presente trabalho objetiva analisar a eficiência dos Escritórios-Escola das
universidades da cidade de São Luis-MA, como um instrumento de formação jurídica
e social dos futuros profissionais do direito, entre os anos de 2014 e 2015, bem
como, seus limites de possibilidades, vez que os discentes concludentes precisam
ter a compreensão das diferentes interfaces do Direito em questões de alta
complexidade e adquiram formação que permita o desenvolvimento técnico das
atividades da praxe jurídica, bem como desenvolvam habilidades e competências
necessárias à atuação reflexiva, crítica e criativa na condução de demandas, em
especial os que envolvem o direito de família, com o objetivo de não judicializarem
conflitos que podem ser resolvidos através da mediação, incentivando a pacificação
dos conflitos familiares.
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Teaching the storied past: history in New Zealand primary schools 1900 - 1940Patrick, Rachel January 2009 (has links)
This thesis examines history teaching in New Zealand primary schools between 1900 and 1940, situating the discussion within an intertwined framework of the early twentieth-century New Education movement, and the history of Pakeha settler-colonialism. In particular, it draws attention to the ways in which the pedagogical aims of the New Education intersected with the settler goal of ‘indigenisation’: a process whereby native-born settlers in colonised lands seek to become ‘indigenous’, either by denying the presence of the genuine indigenes, or by appropriating aspects of their culture. Each chapter explores a particular set of pedagogical ideas associated with the New Education and relates it back to the broader context and ideology of settler-colonialism. It examines in turn the overarching goals of the New Education of ‘educating citizens’, within which twentieth-century educationalists sought to mobilise biography and local history to cultivate a ‘love of country’ in primary school pupils, exploring the centrality of the ‘local’ to the experience-based pedagogy of the New Education. Next, it argues that the tendency of textbook histories to depict governments – past and present – in an overwhelmingly positive light, served important ongoing colonising functions. Next it examines the influence of the Victorian ideal of ‘character’ in textbooks, particularly during the first two decades of the twentieth century, through a pedagogy centred upon the assumption that the lives of past individuals or groups could be instructive for present generations. / By the 1920s and 1930s, the normative models of behaviour represented by character had come under challenge by the more flexible notion of ‘personality’ and its associated educational aims of expression, creativity and self-realisation, aims that emerged most clearly in relation to the use of activity-based methods to teach history. The juxtaposition of textbooks and activity-based classroom methodologies in the primary school classrooms of the 1920s and 1930s brought to light some of the broader tensions which existed within the settler-colonial ideology of Pakeha New Zealanders. The longer-term impact was a generation for whom the nineteenth-century British intrusion into Maori lands and cultures from which Pakeha New Zealanders massively profited was normalised.
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The impact of the Beijing pro-democracy movement (1989) on political education of Hong Kong secondary schoolsFok, On-ki, Katherine. January 1990 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaf 211-218). Also available in print.
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A comparison of the strategic teaching frameworks perceived by environmental pressure groups and secondary school teachers concerned with environmental studies in liberal studiesWong, Bing-kwan, Francis. January 1992 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaf 198-200). Also available in print.
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An evaluation of students' language difficulties in using history and integrated science materials in form I in an Anglo-Chinese secondary schoolKwan, Kit-man, Kitty. January 1989 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1989. / Includes bibliographical references (leaf 90-94). Also available in print.
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The contributions of a school resource centre to the improvement of the teaching of Chinese language in Hong KongWu, Yin-ha, Ena. January 1981 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1981. / Includes bibliographical references (leaf 137-143). Also available in print.
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Career-oriented curriculum (COC) a case study of implementation in a secondary school in Hong Kong /Tsui, Chi-wing, Clement. January 2006 (has links)
Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.
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Teaching Chinese language in Putonghua of a primary three class in Hong Kong a case study = Xianggang xiao xue san nian ji yi Pu tong hua jiao shou zhong wen de ge an yan jiu /Cheung, Wing, January 2006 (has links)
Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.
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An investigation into the behaviors of high school leaders gender and its relationship to leader orientations to persons and systems /Nixon, Melissa Murray. January 1900 (has links) (PDF)
Thesis (Ed.D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Carolyn Riehl; submitted to the School of Education. Includes bibliographical references (p. 117-126).
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Movement Education In Early Childhood Education: The Views Of Parents And School AdministratorsSevimli, Serap 01 September 2008 (has links) (PDF)
The purpose of this study was to examine the views of parents and preschool school administrators about preschool movement education and the practices regarding the teaching movement education to young children in early childhood programs. Participants (8 preschool administrators and 21 parents) were from 8 randomly selected private preschool in the region of Ç / ankaya, Ankara, Turkey. Semi structured interview and document analysis methods were used for data collection. Content analysis method was used for data analysis. The results suggested that play and movement activities had no effects on parents&rsquo / school choice and parents did not seem to be influential on curriculum decisions about movement education activities. Structured play and movement activities were not considered as an academic subject by both groups. Instead participants perceived structured play and movement activities as a free play. Parents were aware of subjects as math, science and language / but they had limited knowledge about movement education activities. Parents generally focused on children&rsquo / s such sport specific activities as swimming, tennis, horse riding which were not developmentally appropriate for children&rsquo / s fundamental movement skills. Demands about the additional skills related with the movement education focused more on sport specialized activities and large environments for children to play comfortable. To conclude, parents and administrators have little knowledge about movement education so they are needed to be informed about the subject through educative workshops or seminars given by the people who are professional in their field.
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