Abstract The educational budget system and relevant decree have been promulgated since 2000. One of the important changes is the budget of each educational institute has been changed to funds system. Each educational institute should funds raised by itself. Come down a few years, inside in educational institute get up asymptotic change. They should have more interaction with the societies in order to obtain more resources. Because of the change and development of the social attitude, government¡¦s public affair budget has adjusted by a wide margin. Increase in the social welfare expenditure, comparatively, the budget of public construction are squeezed. The Law for Promotion of Private Participation in Infrastructure Projects, which was promulgated on Feb. 9, 2000, espouses the spirit of vigorous innovation and, from the aspect of creating benefit, establishes partnership relations between the government and the private sector. The main features of this law include the following: 1. Embodiment of general-type legislation. 2. Embodiment of the civil contract concept. 3. Maximization of private participation. 4. Maximization of government carefulness. The law builds the new bridge between public sector and private sector for working together. This research takes educational institute as an example, besides offering private participation opportunity; the project find the way to renew the facilities in the institute. The result of this research shows, consider the factors, such as the investment benefit, the right of consumers, the reasonable market price, etc, then adjust the proportion of investment, contract time, and find the way balancing between the public and private sector. It shows by the feedback plan to the institute or public sector. When the public sector carrying out BOT plan, should consider different plan characteristics, scale, market value, etc. adjust the relation with the private sector. Find the way working together, and make the project success. KEYWORD¡G educational institute, budget, Private Participation in Infrastructure Projects, investment feasibility study

Thesis (Ph. D.)--University of California, Riverside, 2009. / Includes abstract. Includes bibliographical references (leaves 156-175). Issued in print and online. Available via ProQuest Digital Dissertations.

Made available in DSpace on 2015-04-11T13:41:08Z (GMT). No. of bitstreams: 1 marcia greid - capa.pdf: 203673 bytes, checksum: cc82397c049dd3954fe1de3e2847891a (MD5) Previous issue date: 2013-03-15 / This research aims to reflect upon the public policies regarding reading in our country, focusing on the promotion of reading in state schools. Thus, we intend to comprehend the reasons for the low proficiency in reading and writing skills of the students, since every year, more and more programs and projects are created to motivate reading habits. Before this situation, this research shows that reading practices designed by these public policies have been being inefficient, which can be seen by means of official evaluations on reading proficiency such as PISA, Prova Brasil, IDEB, and ENEM. The programs specifically formulated for reading in a country of people who study and read actually, end up, paradoxically, frustrating reading formation compatible with the competencies necessary for preparing and capacitating the students for the practice of their citizenship. Therefore, this research presents conceptions and executions of public policies concerning reading, as well as an analysis of the implementation of such policies in a state school, Instituto de Educação do Amazonas - IEA. This study, thus, showed a lack of continuity in the development of public policies for reading. Therefore, it is necessary that the school community also be the target of these policies with efficient programs for motivating the reading and writing habits, and the acquisition of books for teachers, directors, reading agents in general, and librarians. We think that programs for encouraging the acquisition of books and reading habits must be prioritized by those who believe that reading can lead our country to improvements and citizenship; and, even though there is a long way ahead, something has to be done in order to immediately change this difficult reality. In state schools, it is possible to observe that, even though these schools know about the public policies for reading, many people do not have access to these policies because they simply are not aware of them; so, there is need for stimulating everybody in school for reading, as well as for the school to have a library, a privileged environment for the improvement of reading habits. / Este estudo assume o propósito de empreender uma análise sobre as políticas públicas destinadas à leitura em nosso país, destacando sua promoção em uma escola pública. Procuramos investigar o porquê do baixo índice de proficiência das habilidades leitoras e escritoras dos alunos, já que cada ano mais e mais programas, projetos e ações são criados em favor da leitura. Este trabalho apresenta a constatação de que as práticas de leitura delineadas por essas políticas públicas têm se constituído em ações ineficientes diagnosticadas nos exames de avaliações oficiais como o PISA, Prova Brasil, IDEB, ENEM que trazem índices sobre o educando frente à prática da leitura. Os programas específicos acabam, paradoxalmente, inviabilizando a formação leitora compatível com as competências que é preciso desenvolver para formar, preparar e capacitar os alunos ao exercício da cidadania. Apresentamos aqui concepções e execuções de políticas públicas voltadas para a leitura, assim como a implantação dessas políticas em uma escola pública que é o Instituto de Educação do Amazonas - IEA. A pesquisa demonstrou que há uma descontinuidade no desenvolvimento das políticas públicas de incentivo à leitura. Os resultados apontam para a necessidade de a escola buscar o envolvimento da comunidade escolar nas políticas públicas participando de programas eficazes no estímulo ao hábito da leitura e da escrita. Também é necessário fazer a aquisição de livros para os professores, diretores, agente de leitura e bibliotecários. Os investimentos em ações em prol do livro e da leitura devem ser priorizados por aqueles que acreditam que a leitura poderá levar o país ao desenvolvimento nacional e à cidadania, que o caminho percorrido será longo, mas que é preciso fazer algo imediatamente para mudar essa realidade. No caso da escola pública o que pudemos observar é que a escola tem conhecimento sobre as políticas públicas para a promoção da leitura, mas muitos não têm acesso a essas políticas por desconhecê-las. É necessário estimular a todos dentro do espaço escolar, é preciso também que a escola possua uma boa biblioteca, que é o espaço privilegiado para o desenvolvimento do hábito de leitura.

Communication is a key aspect of organizational success and along with technological improvements and increase in use of digital tools, it is becoming more important to understand how to undertake the change process known as digitalization. This paper researches the digitalization performed within a higher education institute in order to cope with Covid-19 and how communication was performed at different levels within the hierarchy. The aim is to identify how communication during change differs across the hierarchy and especially how this ties together with change management, role/position, and leadership. Furthermore, this will be compared against existing research and literature on communication to see whether there exist contradictions or contrasts which may be identifiable using i.e. position. The research question developed for this is: How do managers at different levels in the hierarchy of a higher education institute communicate with their staff during an externally forced digitalization? The findings show that, in practice, there are clear differences between the way managers at different levels in this institute communicate during the change process. This includes aspects such as the clearly reduced communication resulting from the more limited timeframe lower levels of management get prior to the implementation of change. It also includes certain speculative differences based on the information presented during interviews, although it is presented as speculative as the information may not present the full story. While these differences can be important to note in terms of their practical influence, it is also interesting from a theoretical perspective as new theories will need to be developed: It is also relevant for the societal aspect as e.g. differences between upper and lower managers, especially during challenging times such as digitalization, can lead to needless stress and friction if they are not understood.

Title: Institutional structure of sport in the Czech republic Objectives: The main goal of this project is to evaluate current role of the Czech Sport Union and the Czech Olympic Commitee and their position in the structure of czech sport environment. The second goal is, on the basis of research, to suggest a new concept of the institutional structure of sport in the Czech republic and at the same time considering the importance of scientific and educational center. Methods: In this project, there was used a qualitative method of research - in-depth interview, which was completed by semi-structured questionnaire. As well as a method of text analysis was applied. Case study served as a certain source of secondary data too. Results: Recommendations and proposals for improvement of situation of the czech sport environment represent the main output. Transcriptions of in-depth interviews placed in appendix are considered as a significant results as well. This thesis is going to be submitted to all of respondents with the aspiration to inform the whole sport environment about current situation in the czech sport area. Key words: Roles of state, competences of COC a CSU, cooperation of sport environment, sport organizational structure, scientific and educational institute.

Cette recherche s'intéresse au rapport à la formation des jeunes accueillis en Institut Médico-Educatif (IME), c'est à dire des jeunes de 14 à 20 ans avec déficience intellectuelle légère ou moyenne, associée ou non à des troubles (psychiques, comportement). Depuis une quinzaine d'années, le champ de la formation à l'endroit de ce public avec handicap intellectuel n'a cessé d'évoluer vers un processus de reconnaissance des compétences du sujet en formation. En appui sur les travaux de Fabre, nous situons ce champ de la formation dans le paradigme d'une "éducation problématique" où les solutions traditionnelles collectives ne suffisent plus à répondre aux enjeux actuels sur le plan formatif concernant ce public. Dans ce contexte problématique, il convient donc de s'intéresser particulièrement à l'expérience des personnes. Nous avons analysé cette dimension d'expérience à travers une entrée par les valeurs que les jeunes accueillis en IME construisent dans leur parcours de formation au sein de cet établissement spécialisé. Deux instruments ont été précisément examinés : le stage (réalisé par les jeunes à l'extérieur de l'IME dans le cadre de leur projet d'insertion socioprofessionnelle) et son corollaire, le tutorat de stage. Une étude exploratoire par entretiens semi-directifs avec vingt jeunes de l'IME a permis de dégager deux types de valeurs pouvant apparaître contradictoires et émanant de leurs représentations : un premier type, qui se rapproche fortement d'une vision comportementaliste du stage et un second type, dans lequel se dégage une réelle envie d'apprendre en stage dans le discours. Pour approfondir ces premiers indicateurs émergents de notre enquête exploratoire, une enquête longitudinale a été conduite à partir d'observations filmées concernant deux jeunes de l'IME suivis pendant plus d'un an dans les différents stages qu'ils ont l'occasion de faire en fonction des objectifs de leur projet individualisé d'accompagnement. Dewey et Bachelard, deux philosophes de la formation attachés au traitement des problèmes, ont été nos deux piliers théoriques en ce qu'ils apportent des grilles d'analyse des valeurs qui se construisent dans les situations vécues. Une entrée historique nous a également permis de montrer que les conduites adoptées par les jeunes en stage sont à mettre en perspective avec la façon dont se sont construits, en tant que disciplines, la formation, l’alternance, la pédagogie, le handicap intellectuel, au gré d'avancées et de lenteurs. Les résultats de l'enquête longitudinale ont confirmé ceux de l'enquête exploratoire. Ils montrent que les jeunes de l'IME sont confrontés dans leur stage à des enjeux qui s'inscrivent dans des conduites comportementalistes dominantes, avec parfois des possibilités de rupture qui s'orientent vers un accès à une dimension plus rationnelle de la formation. Les conditions de cette rupture associée à un apprendre en stage sont liées au niveau de capacité intellectuelle de la personne. Plus ce niveau est efficient, plus l'accès à des instants d'apprendre en stage est ouvert. Nos résultats invitent à se pencher particulièrement sur la question de l'émancipation du sujet en formation dans un IME, et ouvre sur la dimension d'accompagnement pédagogique nécessaire au développement de l'émancipation. / This search is interested in the report to the training of the young people from 14 to 20 years old welcomed in Medical educational institute (IME), that is the young people with light intellectual deficiency, or averages partner or not in disorders (psychic, behavior). Since about fifteen years, the field of the training towards this public with intellectual handicap did not stop evolving towards a process of gratitude of the skills of the subject in training. In support on the works of Fabre, we place this field of the training in paradigm of a "problematic education" where the collective traditional solutions are not any more enough to answer the current stakes on the formative plan concerning this public. In this problematic context, thus it is advisable to be particularly interested in the experience of the people. We analyzed this dimension of experience through an entrance by the values which the young people welcomed in IME build in their route of training within this specialized establishment. Two instruments were exactly examined : the internship (realized by the young people outside of the IME within the framework of their project of social and occupational insertion) and its corollary, the tutelage of internship. An exploratory study by semi-directive conversations with twenty young people of the IME allowed to clear two valuable types who can seem contradictory and emanating from their representations : a first type who gets closer strongly to a behaviouristic vision of the internship and the second typifies in whom gets free a real desire to learn in internship in the speech. To deepen these first emergent indicators of our exploratory survey , a longitudinal survey was led from filmed observations concerning two young people of the IME followed during more than year in the various internships than they have the opportunity to make according to the objectives of their individualized project of support. Dewey and Bachelard, two philosophers of the training attached to the treatment of the problems, were our two theoretical pillars in what they bring railings of analysis of the values which build themselves in the real-life situations. A historic entrance also allowed us to show that the conducts adopted by the young people in internship are to be put in perspective with the way built themselves, as disciplines, the training, the alternation, the pedagogy, the intellectual handicap, according to advances and to slowness. Outcomes of the investigation Longitudinal confirmed those of the exploratory survey. They show that the young people of the IME are confronted in their internship with stakes which join dominant behaviouristic conducts, with sometimes possibilities of break which turn to an access to a more rational dimension of the training. The conditions of this break associated with one learn in internship are bound at the level of intellectual capacity of the person. The more this level is efficient, the more the access at the moments to learn in internship is opened. Our results invite to deal with particularly the question of the emancipation of the subject in training in an IME and opens on the dimension of educational support necessary for the development of the emancipation.

Магистерская диссертация посвящена разработке подходов к внедрению инклюзивного образования детей с ограниченными возможностями здоровья в Свердловской области. В работе рассмотрены концептуальные и нормативно-правовые основы внедрения инклюзивного образования детей с ограниченными возможностями здоровья в систему общего образования в Российской Федерации. На основе результатов эмпирического исследования в ней охарактеризованы проблемы и направления развития инклюзивного образования детей с ограниченными возможностями здоровья и управленческие практики их внедрения в систему общего образования Свердловской области. Автор предлагает способы совершенствования институциональных условий внедрения инклюзивного образования детей с ограниченными возможностями здоровья в систему общего образования региона. / The master's dissertation is devoted to the development of approaches to the implementation of inclusive education for children with disabilities in the Sverdlovsk region. The dissertation considers the conceptual and regulatory framework for the implementation of inclusive education for children with disabilities in the education system in the Russian Federation. Based on the results of an empirical study, it describes the problems and directions of development of inclusive education for children with disabilities and management practices of their implementation in the education system of the Sverdlovsk region. The author suggests ways to improve the institutional conditions for the introduction of inclusive education for children with disabilities in the education system of the region.

This thesis is divided into two main parts. The first theoretical part consists of 8 chapters and informs of main topics, on which is based the research in the second part. The chapters are as follows: 1) Characteristics of adolescence age; 2) Definition of leisure; 3) Education outside the classroom; 4) Family; 5) The school as an institution acting on adolescent leisure; 6) Behavioral disorders; 7) The legal basis for the issue of spare time and 8) Juveniles in an educational institute. The main chapters are further divided into subsections, which are in some cases divided into more chapters. In the second practical part are set research objectives and hypotheses based on previous theoretical part. The use of research methods is justified and it also describes the research sample. The validity of the hypotheses was tested by research techniques of the questionnaire, the complementary technique was the interview. The research was focused on mapping the interest of girls living in the Reformatory and girls growing up in a family environment, attending secondary vocational school or vocational school and finding out what are their strongest patterns. It was found that the interests of the compared groups of girls compared to expectations do not differ significantly.

The thesis "Education of Children from Foster Care" summarizes with possibilities of educating children from the foster care. The theoretical part addresses in the first chapter about alternative educational care, I mention that it includes (foster care, foster care and school, diagnostic institute and educational institute). Other part of the theoretical part consists of legislation and education of children from foster care, this chapter contains all the possible factors that can influence education (biological family, personality of educator, motivation for school work, the values of children). The last part deals with programs that support children from foster in the education and they preparing for a future career. This work is based on interviews with twenty respondents, which forms the practical part of the thesis. The research method was a structured interview, the results are processed in a qualitative manner. Investigated group consists of ten women and ten men. The purpose of this thesis is to analyze the educational process of children who living in a foster care and a measure of its success. It was about finding out what the highest education Theky reached and how then on the labor market. Finally, it aims to find out how motivated them to study their surroundings and what value had...