This thesis examines four different public archaeology projects in South Africa, and poses questions related to how archaeology is defined and mediated by educational centres and museums in South Africa. The museums have a rather traditional way of mediating archaeological knowledge to a broader public, but they do include exhibitions that invite visitors to interpret human history themselves. The educational centres, on the other hand, are considered to be a category below the traditional museum, where the content is developed in collaboration with indigenous people, and the knowledge about former peoples is mediated by the indigenous people themselves, as part of an objective to develop employment opportunities for marginalised community groups. While educational centres have developed out of this collaboration with indigenous communities, mueseums were established during the colonial period of South Africa. The educational centres are a collaboration between  experts and non-experts, and have an inclusive approach. Museums, in contrast, develop their content based on the experts´knowledge, for the visitor and not with the visitor. However, it is evident that visitors are intended to have a dialogue with the exhibition. An inclusive approach is preferble, where experts and non-experts are on the same level, show mutual respect for each other, and are open to learning from each other. A significant issue that public archaeologists face is that each public project is unique. This means that new methods and ideas are needed for each project. Four different projects have been visited and examined, and it was found that all four projects were unique in terms of the issues that they faced and in terms of how the professionals solve those problems in specific ways adapted to each unigue project. On the one hand, the question of what a successful public project is or can be remains, but on the other hand, it is clear that a well-established collaboration and an understanding for each other is needed to develop a successful public work. In South African terms a succssesful public work could be termed "Ubuntu archaeology", where the word "Ubuntu" is interpretes as Desmond Tutu put it in 1994, where both parties experience each other as equal.

Residential camping has long been used as a tool to reach and teach educational concepts to youth. Since the founding of the first organized residential camp in 1823 at Round Hill School's Summer Camp in Massachusetts, private and public organizations have used camping as a means to teach youth their respective missions and goals. Although a relative newcomer in the camping business when compared to other agencies and groups, 4-H has been involved in camping since the first county camp was conducted in 1915. Virginia has long been in the business of 4-H camping, reaching thousands of youth throughout the years on an annual basis. Now, ranked third nationally in total numbers of youth attending 4-H camping on an annual basis, the 4-H mission "...assisting youth, and adults working with those youth, to gain additional knowledge, life skills, and attitudes that further their development as self-directing, contributing, and productive members of society" continues to be carried out through the residential camping program. The purpose of this dissertation is to describe, record and analyze the concept that provided the foundation for the Virginia 4-H camping program becoming a reality of the 4-H educational centers. It includes the early history of the camping movement in the United States, the beginnings of the 4-H club program in the United States and Virginia, and 4-H involvement in reaching and involving youth audiences through camping programs. The population for this study consisted of early pioneers in the 4-H camping program representing Virginia Cooperative Extension administrators and extension agents, camp staffs, and campers from both white and African-American camping programs, as separate 4-H camping programs were conducted. A systematic document research and structured interviews of the early pioneers was conducted to reach defensible conclusions about the establishment, operation, and purpose of the 4- H camping movement in Virginia. The outcomes of this study are fourfold. First, the study serves to document the organized camping movement in the United States and the beginnings of 4-H. Second, the study explores the early beginnings of the 4-H camping movement in the country with the national 4-H camping movement. Third, the study examined the persons, events, founding and early development of the 4-H camping program in Virginia, including the separate white and African-American camping programs for Whites and African-Americans. Fourth, the study documented the history of Virginia's six 4-H educational centers. The study endeavors to contribute to the body of knowledge concerning the history of the 4-H movement in Virginia. / Ph. D.

Educational centers are investigating the feasibility of creating InfoSec laboratory for their students in order to enhance their practical experience. Experiments could be performed in either physical or virtual labs. The advantage of virtual lab compared to physical lab is utilization of minimal components with the aid of hypervisor software. In addition, reverting back computer configuration to original state rapidly, capability of altering resource configuration immediately and managing all virtual machines via a single console are some features that highlighted the use of this technology in the laboratories. Despite the virtual laboratory tremendous advantages, literature lacks a comprehensive review on implemented virtual labs. The purpose of this thesis is to fill this gap by inspecting the implemented virtual labs in education center. Consequently, the thesis outcome would provide an insight to other institutes and researchers to utilize these labs as models to decrease the effort and expenses for implementing InfoSec labs. The offered assignments of these labs would be elaborated in order to provide a sample for execution of these experiments for other researchers in their own environment. Furthermore, comparison of the discovered virtual labs based on availability, maintainability and security would be performed. Finally, a suggested physical layout of virtual lab is being presented. Twelve universities had been scrutinized which are aligned with the thesis goal.

Os Centros Educacionais Unificados (CEUs) estão localizados em regiões carentes de infraestrutura e de serviços. Os CEUs, situados em diferentes pontos do município de São Paulo, foram implantados no ano de 2003 e estão comprometidos com a proposição e execução de políticas públicas destinadas a atender demandas educacionais, culturais e esportivas. O projeto do CEU prevê uma gestão compartilhada a ser realizada por diversas instâncias. A proposta de uma gestão conduzida a partir da interação entre distintas partes permite refletir sobre a possibilidade de hibridação entre órgãos públicos e sociedade civil. O CEU deveria ser reconhecido como espaço polifônico que privilegia a produção de conhecimento e o protagonismo dos indivíduos; nele os cidadãos devem agir coletivamente, desenhando uma gestão orientada por processos democráticos. Esta pesquisa destina-se a compreender a proposta de gestão dos CEUs e, especialmente, observá-la em terreno prático. Para compreender a complexidade dessa proposta, faz-se um investimento de estudos na gestão cultural do CEU. Esse estudo se direciona rumo a esta empreitada a partir de um mapa conceitual destinado a tratar de questões referentes ao escopo da cultura, somado à análise das diretrizes que orientam o projeto que deu origem ao CEU e à reflexão crítica associada às ideias do sociólogo francês Guy Debord sobre a experiência prática que pode ser acompanhada dentro do setor de cultura que compõe o dispositivo. A gestão do CEU pode ser um primeiro passo para outros mais complexos que extrapolam os limites do dispositivo; no entanto, verifica-se uma série de entraves que adiam essa possibilidade / The Unified Educational Centers (CEUs) are located in regions damaged by lack of access to different services. The CEUs are located at different places in São Paulo. They were established in 2003 and they have been committed to the proposition and execution of public policies to attend educational, cultural and sporting demands. The design provides a shared manager to be held jointly by several instances managed. The proposed management conducted from the interaction betwee different parts may allows us to refer it as a possible possibility of hybridization between social spheres, public agencies and the society. The CEU should be recognized as a polyphonic space that emphasizes learning. There citizens should act collectively drawing a management guided by democratic processes. This research aims to understand the CEU\'s management that have been proposed looking at the practical views. To understand the complexity of this proposal we have to return our gaze to one of the instances that participate on it. That is, in trying to understand the management of the structure, we will invest our studies in cultural management of CEU. This study throws himself towards this endeavor from a conceptual map designed to address issues relating to the scope of culture, coupled with analysis of guidelines that guide the project that gave rise to the CEU, and critical reflection associated with the ideas of sociologist Guy Debord on the practical experience that could be followed within the culture that belongs to the device industry. We conclude that the management of CEU may be a first step to more complex ones that go beyond the limits of the structure and at the same time, we found a number of barriers that delay that possibility

Os Centros Educacionais Unificados (CEUs) estão localizados em regiões carentes de infraestrutura e de serviços. Os CEUs, situados em diferentes pontos do município de São Paulo, foram implantados no ano de 2003 e estão comprometidos com a proposição e execução de políticas públicas destinadas a atender demandas educacionais, culturais e esportivas. O projeto do CEU prevê uma gestão compartilhada a ser realizada por diversas instâncias. A proposta de uma gestão conduzida a partir da interação entre distintas partes permite refletir sobre a possibilidade de hibridação entre órgãos públicos e sociedade civil. O CEU deveria ser reconhecido como espaço polifônico que privilegia a produção de conhecimento e o protagonismo dos indivíduos; nele os cidadãos devem agir coletivamente, desenhando uma gestão orientada por processos democráticos. Esta pesquisa destina-se a compreender a proposta de gestão dos CEUs e, especialmente, observá-la em terreno prático. Para compreender a complexidade dessa proposta, faz-se um investimento de estudos na gestão cultural do CEU. Esse estudo se direciona rumo a esta empreitada a partir de um mapa conceitual destinado a tratar de questões referentes ao escopo da cultura, somado à análise das diretrizes que orientam o projeto que deu origem ao CEU e à reflexão crítica associada às ideias do sociólogo francês Guy Debord sobre a experiência prática que pode ser acompanhada dentro do setor de cultura que compõe o dispositivo. A gestão do CEU pode ser um primeiro passo para outros mais complexos que extrapolam os limites do dispositivo; no entanto, verifica-se uma série de entraves que adiam essa possibilidade / The Unified Educational Centers (CEUs) are located in regions damaged by lack of access to different services. The CEUs are located at different places in São Paulo. They were established in 2003 and they have been committed to the proposition and execution of public policies to attend educational, cultural and sporting demands. The design provides a shared manager to be held jointly by several instances managed. The proposed management conducted from the interaction betwee different parts may allows us to refer it as a possible possibility of hybridization between social spheres, public agencies and the society. The CEU should be recognized as a polyphonic space that emphasizes learning. There citizens should act collectively drawing a management guided by democratic processes. This research aims to understand the CEU\'s management that have been proposed looking at the practical views. To understand the complexity of this proposal we have to return our gaze to one of the instances that participate on it. That is, in trying to understand the management of the structure, we will invest our studies in cultural management of CEU. This study throws himself towards this endeavor from a conceptual map designed to address issues relating to the scope of culture, coupled with analysis of guidelines that guide the project that gave rise to the CEU, and critical reflection associated with the ideas of sociologist Guy Debord on the practical experience that could be followed within the culture that belongs to the device industry. We conclude that the management of CEU may be a first step to more complex ones that go beyond the limits of the structure and at the same time, we found a number of barriers that delay that possibility

Nesta tese, é discutida a possibilidade de se representar as variações sistêmicas das transições do uso e ocupação do solo, nos períodos compreendidos entre antes e após a construção dos equipamentos públicos denominados de centros educacionais unificados (CEUs). Foram elaborados modelos dinâmicos de simulação, baseados no paradigma de autômatos celulares, e aplicados na área de influência de 10 unidades deste equipamento, observando-se um raio de influência de 2 km. As unidades foram implantadas, em sua maioria, na periferia do município de São Paulo, Brasil. A pesquisa foi feita entre os anos 2000 e 2010, recorte temporal de maior implantação das estruturas, sendo que o recorte abrange as fases de projeto e apresenta avaliações das unidades implantadas. Para a parametrização das simulações de transição do uso e ocupação do solo urbano, foi utilizado o método bayesiano de pesos de evidência. Os resultados foram conclusivos sobre a relação dos centros educacionais unificados com a modificação de padrões e tendências de variação do uso e ocupação do solo no entorno das unidades estudadas. Houve um aumento de 35% nas probabilidades de transição entre as diferentes classes de uso do solo, indicando uma maior dinâmica de modificações após a construção dos centros educacionais unificados. Ainda no período posterior à implantação desta infraestrutura, foi identificada uma intensificação nas transições entre as classes de uso residencial, áreas urbanas vagas e assentamentos urbanos precários, em processos formais e informais de expansão urbana que estão diretamente relacionados com a condição inicial de uso e ocupação do entorno de cada unidade. Foi possível constatar uma explícita diferenciação espacial do processo de urbanização na área de influência de várias unidades, com a análise contínua da formação das manchas de transição das classes de uso em relação às faixas de distância aos CEUs. Nas unidades construídas em áreas com maior vulnerabilidade e precariedade das ocupações, a expansão urbana tende a ser informal e a ultrapassar os limites imobiliários formais, como no caso do CEU Paz, que concentrou o crescimento dos assentamentos urbanos precários nas áreas íngremes e mais próximas à Serra da Cantareira, em uma taxa anual 27% maior no período pós-implantação. A análise da variação da tendência de uso e ocupação entre os períodos de análise possibilitou comparar todas as unidades estudadas, demonstrando que não existe um caráter regional no padrão de modificação, mas sim uma grande heterogeneidade na organização espacial, em conformidade com os padrões da periferia de São Paulo. Por fim, foi possível observar que nem todas as classes de uso sofreram alteração na tendência entre os períodos, fato que confirma que a influência dos CEUs pode variar conforme o contexto de implantação. / In this thesis, a proposal for modelling land use dynamics is conceived, comprising periods immediately before and after the implementation of the so-called unified educational centers (or centros educacionais unificados - CEUs, in Portuguese). Cellular automaton-based models were applied to assess the influence of CEUs in land use change within circular catchment areas of a two-kilometer radius surrounding them. Most of these social infrastructure equipments were implemented at the periphery of São Paulo city, Brazil. The research was carried out between 2000 and 2010, period of intensive implementation of such social equipments. This time span covers the project phases and presents evaluations of the implemented units. For discretizing continuous variables and running the simulations, we used the Bayesian weights of evidence method. The results were conclusive on the relation between the unified educational centers with changes in land use variation patterns and trends around the studied units. There was a 35% increase in the possibilities of transition among the different land use classes, indicating a greater dynamic of change after the unified educational centers construction. Also, in the period after the implementation of this infrastructure, it was identified an intensification in the transitions among the classes of formal residential use, vacant urban plots and informal urban settlements, in formal and informal processes of urban expansion that are directly related to the initial condition of use and occupation found in the surroundings of each unit. It was possible to observe an explicit spatial differentiation of the urbanization process in the catchment area of several units, by means of the continuous analysis of the land use patches formation in relation to the distance ranges to CEUs. In the units built in areas with greater vulnerability and precarious occupations, urban expansion tends to be informal and invade the formal occupation limits, as in the case of CEU Paz, which concentrated the growth of precarious urban settlements in steep areascloser to the Cantareira Ridge, at a 27% higher yearly rate in the second period, i.e. after the CEU Paz construction. The trend variation analysis between the periods made it possible to compare all the studied units, demonstrating that there is no regional character in the modification pattern, but rather a great heterogeneity in the spatial organization, in accordance with patterns found at the periphery of São Paulo. Finally, it was possible to observe that not all land use classes suffered transition trend changes between the periods, confirming that the influence of the unified educational centers may vary according to the local context.

Nesta tese, é discutida a possibilidade de se representar as variações sistêmicas das transições do uso e ocupação do solo, nos períodos compreendidos entre antes e após a construção dos equipamentos públicos denominados de centros educacionais unificados (CEUs). Foram elaborados modelos dinâmicos de simulação, baseados no paradigma de autômatos celulares, e aplicados na área de influência de 10 unidades deste equipamento, observando-se um raio de influência de 2 km. As unidades foram implantadas, em sua maioria, na periferia do município de São Paulo, Brasil. A pesquisa foi feita entre os anos 2000 e 2010, recorte temporal de maior implantação das estruturas, sendo que o recorte abrange as fases de projeto e apresenta avaliações das unidades implantadas. Para a parametrização das simulações de transição do uso e ocupação do solo urbano, foi utilizado o método bayesiano de pesos de evidência. Os resultados foram conclusivos sobre a relação dos centros educacionais unificados com a modificação de padrões e tendências de variação do uso e ocupação do solo no entorno das unidades estudadas. Houve um aumento de 35% nas probabilidades de transição entre as diferentes classes de uso do solo, indicando uma maior dinâmica de modificações após a construção dos centros educacionais unificados. Ainda no período posterior à implantação desta infraestrutura, foi identificada uma intensificação nas transições entre as classes de uso residencial, áreas urbanas vagas e assentamentos urbanos precários, em processos formais e informais de expansão urbana que estão diretamente relacionados com a condição inicial de uso e ocupação do entorno de cada unidade. Foi possível constatar uma explícita diferenciação espacial do processo de urbanização na área de influência de várias unidades, com a análise contínua da formação das manchas de transição das classes de uso em relação às faixas de distância aos CEUs. Nas unidades construídas em áreas com maior vulnerabilidade e precariedade das ocupações, a expansão urbana tende a ser informal e a ultrapassar os limites imobiliários formais, como no caso do CEU Paz, que concentrou o crescimento dos assentamentos urbanos precários nas áreas íngremes e mais próximas à Serra da Cantareira, em uma taxa anual 27% maior no período pós-implantação. A análise da variação da tendência de uso e ocupação entre os períodos de análise possibilitou comparar todas as unidades estudadas, demonstrando que não existe um caráter regional no padrão de modificação, mas sim uma grande heterogeneidade na organização espacial, em conformidade com os padrões da periferia de São Paulo. Por fim, foi possível observar que nem todas as classes de uso sofreram alteração na tendência entre os períodos, fato que confirma que a influência dos CEUs pode variar conforme o contexto de implantação. / In this thesis, a proposal for modelling land use dynamics is conceived, comprising periods immediately before and after the implementation of the so-called unified educational centers (or centros educacionais unificados - CEUs, in Portuguese). Cellular automaton-based models were applied to assess the influence of CEUs in land use change within circular catchment areas of a two-kilometer radius surrounding them. Most of these social infrastructure equipments were implemented at the periphery of São Paulo city, Brazil. The research was carried out between 2000 and 2010, period of intensive implementation of such social equipments. This time span covers the project phases and presents evaluations of the implemented units. For discretizing continuous variables and running the simulations, we used the Bayesian weights of evidence method. The results were conclusive on the relation between the unified educational centers with changes in land use variation patterns and trends around the studied units. There was a 35% increase in the possibilities of transition among the different land use classes, indicating a greater dynamic of change after the unified educational centers construction. Also, in the period after the implementation of this infrastructure, it was identified an intensification in the transitions among the classes of formal residential use, vacant urban plots and informal urban settlements, in formal and informal processes of urban expansion that are directly related to the initial condition of use and occupation found in the surroundings of each unit. It was possible to observe an explicit spatial differentiation of the urbanization process in the catchment area of several units, by means of the continuous analysis of the land use patches formation in relation to the distance ranges to CEUs. In the units built in areas with greater vulnerability and precarious occupations, urban expansion tends to be informal and invade the formal occupation limits, as in the case of CEU Paz, which concentrated the growth of precarious urban settlements in steep areascloser to the Cantareira Ridge, at a 27% higher yearly rate in the second period, i.e. after the CEU Paz construction. The trend variation analysis between the periods made it possible to compare all the studied units, demonstrating that there is no regional character in the modification pattern, but rather a great heterogeneity in the spatial organization, in accordance with patterns found at the periphery of São Paulo. Finally, it was possible to observe that not all land use classes suffered transition trend changes between the periods, confirming that the influence of the unified educational centers may vary according to the local context.

The thesis work deals with the system of linking-up education of librarians, which is implemented through the region's education centres which work in the county libraries.In this centre there is National Library of The Czech Republic, which in the partnership of the professional institutions digestedly operates and coordinates the function of the provided services which are operate by regional centres.The target is to provide relevant information, which might be use while framing the education activities of librarian regional centres.The part of my work is the research aimed to analyze of the partial implications, which might effect the quality and the enforcement of its function.

This thesis analyzes the origins, growth, and legitimization of the standardized test preparation ("test-prep") industry from the late 1940s to the end of the 1980s. In particular, this thesis focuses on the development of Stanley H. Kaplan Education Centers, Ltd. ("Kaplan") and The Princeton Review ("TPR"), and how these companies were most conducive in making the test-prep industry and standardized test-preparation itself socially acceptable. The standardized test most frequently discussed in this thesis is the Scholastic Aptitude Test ("SAT"), especially after its development came under the control of Educational Testing Service ("ETS"), but due attention is also given to the American College Testing Program ("ACT"). This thesis argues that certain test-prep companies gained legitimacy by successfully manipulating the interstices of American business and education, and brokered legitimacy through the rhetorical devices in their advertising. However, the legitimacy for the industry at-large was gained by default as neither the American government nor the American public could conclusively demonstrate that the industry conducted wholesale fraud. The thesis also argues that standardized test manufacturers were forced to engage in a cat-and-mouse game of pseudo-antagonism and adaptation with the test-prep industry once truth-in-testing laws prescribed transparent operations in standardized testing. These developments affect the current state of American standardized testing, its fluctuating but ubiquitous presence in the college admissions process, and the perpetuation of the test-prep industry decades after its origins.