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Bakalauro darbe analizuojama specialiosios pedagoginės ir socialinės pedagoginės pagalbos kryptingumas ir derinimas bendrojo lavinimo mokykloje siekiant bendro tikslo – vaiko poreikių tenkinimo, ugdymosi veiksmingumo ir vaiko gerovės. Siekiant atskleisti specialiojo pedagogo ir socialinio pedagogo veiklos tikslingumą ir dermę, siekiant ugdymosi veiksmingumo ir vaiko gerovės, pasirinktas kokybinis tyrimas, taikant turinio (content) analizės metodą. Tyrime apklausti 6 specialieji pedagogai ir 6 socialiniai pedagogai, teikiantys pagalbą SUP mokiniams Klaipėdos rajono bendrojo ugdymo mokyklose. Tyrimu atskleista, jog ir specialieji pedagogai, ir socialiniai pedagogai siekia to paties tikslo – SUP mokinių psichosocialinės gerovės ir ugdymosi veiksmingumo bendrojo ugdymo mokykloje. Šio tikslo siekiama, kuriant palankią ugdymosi aplinką, skatinant mokinių saviraišką ir savirealizaciją ir teikiant konkrečią pagalbą mokantis pamokoje ar individualiai. Išryškėja specialiojo pedagogo veikla, teikiant konkrečią pagalbą SUP mokiniui ugdymo procese, ir specialiojo pedagogo veikla kuriant palankią SUP mokiniui psichosocialinę aplinką mokykloje. Veiklos derinimas akcentuojamas pedagoginio tėvų švietimo, pedagogų informavimo bei konsultavimo srityse bei realizuojant SUP mokinių popamokinės veiklos galimybes. / Study analyzes special educational and social educational support direction and coordination in secondary school to achieve a common goal - child's needs, effectiveness of educational and child’s welfare. In order to reveal feasibility and coherence of social and special pedagogue the qualitative study was used. The method of content analysis was used. There were six special education teachers and six social workers interviewed who provide support to SEN pupils in general education districts in Klaipeda region. The study revealed that both special pedagogues and social workers have the same goal: psychosocial well-being of SEN in general education schools. This aim is being achieved by creating of a supportive learning environment, promoting student’s self-expression and self-realization by providing specific support while learning in class, or individually. The activities of a social educator providing help to SEN pupils are being highlighted as well as educational activities in creating a supportive psychosocial environment for SEN in the school. In order to provide quality help to SEN pupils, the cooperation of specialists is seen as a prerequisite.

Kepler is mainly known among historians of science due to his astronomical theories and his approaches to problems having to do with philosophy of science and ontology. This thesis attempts to contribute to Kepler studies by providing a comprehensive discussion of a topic hitherto not really considered, namely Kepler’s theory of the soul, a general theory of knowledge or epistemology whose central problem is what makes knowledge possible—rather than what makes knowledge true, as happens in the case of Descartes’s and Bacon’s epistemologies. Kepler’s theory consists of four issues: the theory of the different sorts of soul—i.e. the human soul, the animal soul, the vegetable soul, and the Earth soul—concerning their faculties, the differences and the resemblances that emerge among them, the relation they maintain with their own bodies and the world, and the distinction soul-world. The thesis discusses these issues from a historical perspective, that is, it reconstructs the way they appear in three periods of Kepler’s career: the period prior to the publication of the Mysterium Cosmographicum, the period going from 1596 to 1611, and the harmonic period. Finally, Kepler’s epistemology is briefly contrasted with Descartes’s and Bacon’s in order to suggest why Kepler’s is philosophically interesting and valuable.

Kepler is mainly known among historians of science due to his astronomical theories and his approaches to problems having to do with philosophy of science and ontology. This thesis attempts to contribute to Kepler studies by providing a comprehensive discussion of a topic hitherto not really considered, namely Kepler’s theory of the soul, a general theory of knowledge or epistemology whose central problem is what makes knowledge possible—rather than what makes knowledge true, as happens in the case of Descartes’s and Bacon’s epistemologies. Kepler’s theory consists of four issues: the theory of the different sorts of soul—i.e. the human soul, the animal soul, the vegetable soul, and the Earth soul—concerning their faculties, the differences and the resemblances that emerge among them, the relation they maintain with their own bodies and the world, and the distinction soul-world. The thesis discusses these issues from a historical perspective, that is, it reconstructs the way they appear in three periods of Kepler’s career: the period prior to the publication of the Mysterium Cosmographicum, the period going from 1596 to 1611, and the harmonic period. Finally, Kepler’s epistemology is briefly contrasted with Descartes’s and Bacon’s in order to suggest why Kepler’s is philosophically interesting and valuable.

National culture is deeply rooted in values, which are learned and acquired when we are young (2007, p. 6), and „embedded deeply in everyday life. (Newman & Nollen, 1996, p. 754). Values have helped to shape us into who we are today. In other words, as we grow older, the cultural values we have learned and adapted to will mould our daily practices. This is reflected in our actions, behaviours, and the ways in which we communicate. Based on the previous assertion, it can be suggested that national culture may also influence organisational culture, as our „behaviour at work is a continuation of behaviour learned earlier. (Hofstede, 1991, p. 4). Cultural influence in an organisation could be evidenced by looking at communication practices: how employees interact with one another as they communicate in their daily practices. Earlier studies in organisational communication see communication as the heart of an organisation in which it serves, and as „the essence of organised activity and the basic process out of which all other functions derive. (Bavelas and Barret, cited in Redding, 1985, p. 7). Hence, understanding how culture influences communication will help with understanding organisational behaviour. This study was conducted to look at how culture values, which are referred to as culture dimensions in this thesis, influenced communication practices in an organisation that was going through a change process. A single case study was held in a Malaysian organisation, to investigate how Malaysian culture dimensions of respect, collectivism, and harmony were evidenced in the communication practices. Data was collected from twelve semi-structured interviews and five observation sessions. Guided by six attributes identified in the literature, (1) acknowledging seniority, knowledge and experience, 2) saving face, 3) showing loyalty to organisation and leaders, 4) demonstrating cohesiveness among members, 5) prioritising group interests over personal interests, and 6) avoiding confrontations of Malaysian culture dimensions, this study found eighteen communication practices performed by employees of the organisation. This research contributes to the previous cultural work, especially in the Malaysian context, in which evidence of Malaysian culture dimensions of respect, collectivism, and harmony were displayed in communication practices: 1) acknowledging the status quo, 2) obeying orders and directions, 3) name dropping, 4) keeping silent, 5) avoiding questioning, 6) having separate conversations, 7) adding, not criticising, 8) sugar coating, 9) instilling a sense of belonging, 10) taking sides, 11) cooperating, 12) sacrificing personal interest, 13) protecting identity, 14) negotiating, 15) saying „yes. instead of „no., 16) giving politically correct answers, 17) apologising, and 18) tolerating errors. Insights from this finding will help us to understand the organisational challenges that rely on communication, such as during organisational change. Therefore, data findings will be relevant to practitioners to understand the impact of culture on communication practices across countries.

Thesis (D. Min.)--Catholic Theological Union at Chicago, 2007. / Abstract and vita. Includes bibliographical references (leaves 167-174).

Thesis (D. Min.)--Catholic Theological Union at Chicago, 2007. / Abstract and vita. Includes bibliographical references (leaves 167-174).

Thesis (D. Min.)--Catholic Theological Union at Chicago, 2003. / Vita. Includes bibliographical references (leaves 321-336).

Thesis (M.S.W.)--University of Hong Kong, 1988. / Also available in print.

Thesis (D. Min.)--Catholic Theological Union at Chicago, 2003. / Vita. Includes bibliographical references (leaves 321-336).