At the end of the nineteenth century, individuals identified as child savers pioneered an unprecedented movement to save America’s children from physical and moral harm. The establishment of the juvenile justice system came as a result of the actions of the child savers. Researchers have focused extensively on many aspects of the juvenile justice system including studies on the effectiveness of the system to tracking the changes the system has undergone since its establishment. Numerous other studies examined opinions of the juvenile justice system. However, the research has focused solely on the general public, juvenile probation officers and juvenile correctional staff. The current study examined the actual participants within the juvenile justice system - the juvenile offenders - to gauge their perceptions of the system that was created to protect and turn them into law-abiding individuals. A survey was conducted with juvenile offenders housed within two conservative, Midwestern juvenile correctional facilities. The juveniles believed that rehabilitation should be an integral goal of the juvenile justice system and they endorsed community-based interventions as a means to change behavior. The results indicate that the juvenile offenders are in tune with the general public as seeing the juvenile justice system as a child saving institution rather than as a punitive endeavor.

A micro-world is described, in which many analogies involving strikingly different concepts and levels of subtlety can be made. The question "What differentiates the good ones from the bad ones?" is discussed, and then the problem of how to implement a computational model of the human ability to come up with such analogies (and to have a sense for their quality) is considered. A key part of the proposed system, now under development is its dependence on statistically emergent properties of stochastically interacting "codelets" (small pieces of ready-to-run code created by the system, and selected at random to run with probability proportional to heuristically assigned "urgencies"). Another key element is a network of linked concepts of varying levels of "semanticity", in which activation spreads and indirectly controls the urgencies of new codelets. There is pressure in the system toward maximizing the degree of "semanticity" or "intensionality" of descriptions of structures, but many such pressures, often conflicting, must interact with one another, and compromises must be made. The shifting of (1) perceived oundaries inside structures, (2) descriptive concepts chosen to apply to structures, and (3) features perceived as "salient" or not, is called "slippage". What can slip, and how are emergent consequences of the interaction of (1) the temporary ("cytoplasmic") structures involved in the analogy with (2) the permanent ("Platonic") concepts and links in the conceptual proximity network, or "slippability network". The architecture of this system is postulated as a general architecture suitable for dealing not only with fluid analogies, but also with other types of abstract perception and categorization tasks, such as musical perception, scientific theorizing, Bongard problems and others.

Anekdoten und Beobachtungen zu Denk- und Verhaltensweisen in der norddeutschen Provinz mit sensibler Charakterisierung des ländlichen Lebensrhythmus. Die vierte und die fünfte Geschichte findet man auch in der "Baasdörper Krönk". „Unterschiedliche Moden“ ist eine Hommage an Timm Kröger.

This thesis attempts to highlight the contemporary conditions and processes of education in order to define what kind of education dominates the 21st century School. What mentality and pedagogy are governing the design of the 21st century School? How can the historical perspective help to explain the conditions and processes in contemporary education? This thesis studies these questions by analyzing and interpreting active educational discourses from the beginning of the 21st century. The study is based on critical hermeneutics. The concepts are mentality, inherent pedagogy and historical memory. The material underlying the study con­sists of 351 news articles about education in the Swedish newspaper Västerbottens-Kuriren. The interpretation process has been carried out at different stages, in order to describe, explain and understand active educational discourses. This interpretation applies three complementary methods - text analysis, hermeneutic interpretation and critical discourse analysis. The find­ings indicate a mentality containing three main trends – equal togetherness, independent learning and independent freedom of choice, which arises from an inherent pedagogy con­taining two main trends - competence-developing and a performance-enhancing process. The contemporary mentality and pedagogy are emerging in the gap between Piaget´s and Skinner's educational ethos. At a shorter historical perspective, mentalities in the 1990s bear major structural similarities to the mentalities formed in the 21st century. In parallel, inherent peda­gogy in the 1990s shares less structural similarities to the pedagogy formed in the 21st cen­tury. At a longer historical perspective, one will notice major structural similarities between the 18th century and the 21st century. What distinguishes one period from another is that the 18th century was a class society with teachers who had low ambitions, whereas the 21st cen­tury is a democratic society with teachers who have high ambitions. What unites the periods is that both the 18th and the 21st centuries witnessed great spatial and economic change. They are centuries of coercion and competition as well as centuries of freedom. In addition, they share the qualities of distance and control, and they both treat children as adults. Finally both centuries face unfinished policies with contradictory trends. From a media perspective, the debates from the 1990s and the editorials and facts from the 21st century news articles bear no similarities in terms of ideological positions on education.

The main topic of this study is determining the role of the Young Ottomans in mentality transformation in the Ottoman Empire from the traditional one to a modern one. Their proposals aim to change three patterns of the Ottoman state and society. The relation between state and the individual is the first issue. They tried to create an Ottoman citizenry, enhanced with freedom and political rights, from a reaya. In the second step they imagined a modern society. Their proposals, which imply a secular system, aim to secure the people from the yoke of the tradition and some religious bonds. Nationalism is also important for the abolition of the traditional stratification of the Ottoman society. As a last point, the individual, himself, is tried to be changed into an active, enthusiastic, this-worldly, and rational being. However what is interesting is that while their main concern had been the survival of the Ottoman Empire and the Islamic order, their proposals had the potential to undermine these very institutions. This study will try to find the traces of these contradictions and the beginning of a mental transformation.

Mokslinėje – metodinėje literatūroje, krepšinio tema, didžiausias dėmesys skiriamas technikos ir taktikos veiksmų mokymui ir tobulinimui, krepšininkų žaidimo svarbiausiose varžybose analizei (Stonkus, 1985, 2002). Tačiau neanalizuojama įvairi�� techninio - taktinio rengimo priemonių valdymas ir efektyvumas, metodų reikšmingumas žaidėjų intelekto ir jo gebėjimų, bei žaidimo kokybei. Taip pat mokslinėje literatūroje beveik neanalizuojamas ryšys tarp intelekto gebėjimų, koeficiento ir varžybinės veiklos rodiklių. Tyrimo uždaviniai: 1. Apibrėžti varžybinę veiklą, įtakojančių pedagoginių, psichologinių ir socialinių veiksnių teorines prielaidas. 2. Nustatyti krepšininkių intelekto koeficientą ir intelekto gebėjimus (loginį mąstymą, dėmesio koncentraciją). 3. Išanalizuoti krepšininkių ugdymo proceso poveikį jų intelektiniams gebėjimams ir varžybinės veiklos veiksmingumui. 4. Nustatyti intelekto gebėjimų, koeficiento ir varžybinės veiklos efektyvumo sąsają. Tyrimo išvados: Varžybinės veiklos efektyvumą lemia šie pedagoginiai veiksniai: ugdymas, ugdymo rezultatai, trenerio pedagoginis meistriškumas; psichologiniai veiksniai: krepšininkių poreikiai, mąstymas, interesai, intelektas ir jo gebėjimai, charakteris, temperamentas, valia, motyvai, įsitikinimai, nuostatos, vertybinės orientacijos, psichinė įtampa dėl atsakomybės varžybose, komandos psichologinis klimatas; socialiniai veiksniai: sportininkių socialinė, ekonominė bei kultūrinė šeimos padėtis, bendra ekonominė situacija... [toliau žr. visą tekstą] / In the scientific –methodical literature, basketball theme, dedicate the most attention of technical and tactics operation teaching and development, basketball players in the central march analysis (Stonkus, 14985, 2002). But not analyzing different technical – tactical training device controlling and effectiveness, methods importance, player mentality and their ability, and game quality. Also in the scientific literature almost not analyzing relation between mental ability, coefficient and marches activity indexes. Analysis task: 1. To describe game activity, pedagogical influence, theoretical suggestions of psychological and social factors. 2. To determine basketball player’s intellectual coefficient and intellectual ability (logical mind, attention strength). 3. To traverse influence of basketball player’s education process in their intellectuals abilities and game effectiveness. 4. To determine intellectual ability, coefficient and effectiveness link of the game activities. Conclusions: Effectiveness of the game activities determining these pedagogical factors: education, education results, trainer pedagogical skills; psychological factors: basketball player needs, thinking, interests, intellect and its abilities, character, temperament, will, motives, beliefs, attitudes, values orientations, physical intensity about responsibility in the marches, psychological team climate; social factors: sportswoman’s social, economical and cultural family status, general... [to full text]

Magistriniame darbe aptariamas bendraklasių ir jų tėvelių bei pedagogų požiūris į integruotai ugdomus sutrikusio intelekto SP mokinius ,Vilniaus apskrities pagrindinėje mokykloje. Pateikti tėvų, pedagogų ir vaikų anketinės apklausos duomenų analizės rezultatai, išvados . Išvados: 1. Intelekto sutrikimus lemia endogeniniai ir egzogeniniai faktoriai: endogeniniai – nėštumo metu motinos patirtos traumos, persirgtos infekcinės ligos, gimdymo traumos, paveldimumas ir chromosomų patologija; egzogeniniai faktoriai – vaikų persirgti infekciniai susirgimai( meningitai, meningoencefalitai, encefalitai), galvos traumos ir kt. 2. Intelekto sutrikimų turinčių SP mokinių specialieji ugdymosi poreikiai konstatuojami mokyklų specialiojo ugdymo komisijoje ir PPT. 3. Dauguma mokyklos bendruomenės narių nepritaria sutrikusio intelekto SP mokinių integruotam ugdymui - 48% pedagogų nepritaria, nes trukdo kitų mokinių ugdymui klasėje, 29% - nepritaria, nes neįžvelgia tokių mokinių ugdymo tęstinumo, 21%- pritaria, 2%- į šį anketos klausimą neatsakė; - 79% - tėvų nepritaria intelekto sutrikimų turinčių SP mokinių integruotam ugdymui, tačiau moko savo vaikus būti draugiškais su visais bendraklasiais, 14%-visapusiškai pritaria, 7% - pritaria, nes augina SP turintį vaiką.; - draugauja su ”kïtokiais” bendraklasiais 90% mergaičių ir 40% berniukų; vengia bendrauti, nes nesupranta jų elgesio 3% mergaičių ir 25% berniukų; 3% mergaičių ir 26% berniukų... [toliau žr. visą tekstą] / In master dissertation is discussing classmates, parents and teachers opinion to integrated education of mentality disorder SR(special requirements) students in Vilnius district secondary-school. Parents, teachers and children questionnaire information analysis results, findings are given. Conclusions: 1. Mentality disorders determine endogenous and exogenous factors: endogenous – during pregnancy period mother‘s experienced injury, recovered infectious diseases, birth traumas, inheritance and chromosomes pathology; exogenous factors:- children recovered infectious diseases ( meningitis, meningoencephalitis, encephalitis ), head traumas and etc. 2. SR students with mentality disorder special education requirements are stated at schools special education commission and PPS (pedagogical psichological service). 3. Majority of school community members disapprove to mentality disorder SR students integrated education. 48% - of teachers disapprove , because it disturbs other students education in class, 29% disapprove, because don‘t observe such students education succession, 21% approve, 2% had‘t respond to this question. 79% - of parents disapprove to having mentality disorder SR students integrated education, however teach their children to be friendly with all classmates, 14 % comprehensively approve, 7% approve, because bring up a child who has SR. Communicate with „different“ classmates 90% of girls and 40% of boys, avoid to communicate because misunderstand their behavior... [to full text]

Syftet med studien är att studera hur de historiska mönstren på en bruksort, i fråga om arbetsmarknad och genuskontrakt, kan tänkas påverka ungdomar i valet att flytta eller stanna. Med utgångspunkt i statistik presenteras studiens problemformulering vilken fokuserar på den negativa befolkningsutveckling som råder i Värmland i allmänhet och Hagfors i synnerhet. Merparten av dem som flyttar är ungdomar och framförallt är det flickor med tjänstemannabakgrund som väljer att lämna hemorten. Studier som verifierar utvecklingen tas upp och uppsatsens perspektiv etableras.   Genom kvalitativa intervjuer har vi samlat in data från åtta respondenter varav fyra är kvinnor och fyra är män. Samtliga är boende i Hagfors och samtliga går sista året på gymnasiet.    Resultatet visar ett mönster gällande faktorer som samspelar när det kommer till valet att flytta eller stanna. Av våra respondenter uppger samtliga kvinnor att de vill flytta från orten. De är också säkra på att de vill studera vidare. Bland männen säger tre av fyra att de kan tänka sig att stanna kvar. Samtliga betonar idrotten som ett fundament för gemenskap och identitet. I synnerhet hockey- och innebandykulturen framhålls av respondenterna och dess betydelse tycks också vara så pass central att den ses som mer än ett fritidsintresse. Sporten inte bara utövas, den ger också upphov till identiteten. Vidare poängteras det att fenomen som rivalitet är en generationsfråga. En skamsen hållning uttrycks också i förhållande till ”den typiska hagforsingen” som en manifestation av manlighetsnormen.    Slutsatser är att sporten utgör regionens varumärke – i fråga om att marknadsföra orten och som ett led i att stärka såväl social gemenskap som den lokala identiteten. Likväl handlar det om ekonomiska mål och ökad lönsamhet.    De teoretiska huvudmönster vi kan skönja handlar om hur identitetsbegreppet som del i kollektiva värderingar kring platsens förutsättningar kan ge perspektiv på den betydelsefulla roll som länken mellan individ och kultur spelar. Frågan om utbildning kan också förstås med fokus på såväl genusperspektivet som den sociala bakgrundens betydelse.    I diskussionsavsnittet fördjupar vi oss i några av studiens centrala teman vilka bland annat är bruksortens genus, brukets koppling till idrotten och den sociala bakgrundens roll. Därefter följer reflektioner kring resultatet. Avslutningsvis reflekterar vi kring studiens genomförande samt forskarrollens påverkan. / The objective of the study is to examine how historical patterns of employment and gender contract might affect local youth. Various sociological factors were considered including place belonging, higher education and migration propensity.    Statistics, focused on the declining population which greatly affects Hagfors, suggest a trend that is also prevalent in the wider Värmland region. Young females whose parents have an academic background are more likely to leave the community. Studies that validate this propensity are presented.    Through qualitative interviews, we collected data from eight study volunteers: four women and four men. They all reside in Hagfors and are completing their last year of high school.    Our results show a clear pattern of factors that indicate the motive to move or the desire to stay. The four females unanimously stated their intention to leave the community to pursue higher education. Among the men, three of the four declared their intent to remain in Hagfors. All emphasized sport as the foundation of the community and its identity. Hockey and floorball cultures were highlighted by the study group – their importance so central that they eclipse their hobby-status. It is also observed that the phenomenon of rivalry is a focus solely for older generations.    Volunteers expressed embarrassment and disapproval when describing a typical resident of Hagfors, and was generally characterized as male. We conclude that sport appears to represent the region's brand – in terms of marketing the community and as part of the strategy to strengthen local identity. It also fosters economic growth and profitability.    The study observes the significant relationship between the concept of identity and collective values. The link between the individual and culture is important. Attitudes toward education can also be understood by focusing on both gender perspectives and social background.    In the discussion section, we elaborate on some of the study's key themes which among others are the gender of the industrial town, the employers’ link to sport and the role of the social background. This is followed by reflections on the outcome.and reflect on its results.    To conclude we reflect on the study and the aspect of role influence.

This study is an attempt to challenge the conventional decline-irrationality literature in the Ottoman historiography. Conventional view presented a way of thinking that is unfavorable to the rational economic behavior as the explanatory factor for the so-called decline of Ottoman Empire. Using an explicitly comparative approach, main aim of the study is to account for the specific trajectory of the Ottoman transformation without recourse to the conventional view. Juxtaposing the Ottoman and Western experience, the traditional explanation runs through the specific trajectory of Ottoman transformation in terms of its mental inferiority with respect to the so-called Western rationale. In contradistinction, this study aims to demonstrate that the Ottoman and Spanish experiences can be analyzed within the same comparative framework without an eye to such factors as &lsquo / irrationality&rsquo / .

The purpose of the dissertation is to problemize the stories about a gradual change and development of education governance. The study objects are steering, constructions of the subject, and disciplinary techniques. The focus is future as a disciplinary technology. Based on the story of a gradual development and change in educational governance three strands were chosen: the late 1970s, the mid-1990s and the first decade of the 21st century. Teacher education was chosen because it is to be found in all educational system. The empirical material consists of policy bills and text designed to create knowledge about teacher education, and text created in the educational community that focus on education and future. The questions asked relate the study to Foucault´s thinking about governmentality, genealogy, and bio-politics. The essence in governmentality, genealogy and bio-politicis is that that knowledge and knowledge production is a productive activity that generate possibilities that allow us to construct ourselves as subjects. A general feature in the empirical material is the structure of an overall and collecting concept. The time characteristic become visible through the way that people live, work, and study. The stories create an image of a national and the individual's history, with a present, and a future with possibilities, and restrictions. Those constructions create the contexts that the subject is in and will be a part of. Regardless of story, the question and the task is to organize and provide for the individual as the creator of community, economy, health and future. In the documents it is mainly in the construction of "the other" that the community appears. A hierarchical surveillance was made visible in the tree strands. It can be described as frames in which time is divided into intervals with requirements and objectives possible to examine and document. Confession as a technique for discipline is reused under different names. Confession activities are organized in the pedagogical practices and are referred to as “dialogue pedagogy”, “didactics” and “performance assessment”. Practices were the individual are invited to speak, in a need to speak whit some “other” who “knows” and can act and tutor. The educational practice creates network, actors and audiences who act and communicate with each other simultaneously. The network spreads and demonstrates society's intentions and purposes whit the educational system. The networks and the talk of the future and education create the subjects ways to think and talk about herself and others. The educational and scientific discourse is part of a political rationality, where functions and practices create ways to coordinate and neutralize differences even though with different names. It is therefore not possible to say that one form of subject construction have been exchanged in benefit of another, it is rather a movement back and forth. The problem is about efficiency, control and to influence the individual's choice, and coordinate individuals in the creation of opportunities for the individual and the nation.