Global ETD Search

101	Differences among teachers' perceptions of school climate: Does support for the local teacher union make a difference? Griffith, Jason S. 05 November 2009 (has links) No description available. Education Educational Evaluation Labor Relations school climate union teacher union organizational health NEA communication trust collective bargaining academic emphasis consideration morale institutional integrity resource support overall health index job satisfaction efficacy
102	Geopolitics of Translation: An Economic Analysis of the National Endowment for the Arts' Literature Translation Fellows Program Morrow, Paul 05 May 2008 (has links) No description available. Comparative Literature Economics Fine Arts Language Literature NEA Translators Translation fellows program National Endowment for the Arts Linguistic proximity Dana Goia National Book Award Literary awards underrepresentedness Translation Creative writers Literature Arts funding Arts grants
103	Deciphering Franklin D. Roosevelt's Educational Policies During the Great Depression (1933-1940) Dass, Permeil 10 January 2014 (has links) Franklin Delano Roosevelt (FDR) was the longest serving president in the history of the United States, and he served during the U.S.’s worst economic crisis. During his tenure, approximately 80,000 public school teachers were left unemployed and 145,700 students had their schools closed. Furthermore, public schools and their teachers were under attack for the large number of unemployed and illiterate people. Despite these public school challenges, the literature rarely mentions FDR’s reactions or thoughts; instead, the literature focuses on the Civilian Conservation Corps (CCC) and the National Youth Administration (NYA), two New Deal youth programs. The New Deal assisted many institutions, and educators assumed public schools would also receive assistance. Under FDR, the federal government became increasingly involved in the lives of its citizens in terms of housing, food, transportation, and employment, but it did not increase its involvement in education. In this dissertation, I decipher FDR’s educational policies by analyzing his administrative actions that supported or hindered education from 1933-1940. In particular, did FDR’s governmental programs emphasize or encourage the education of youth? Did his administrative decisions support public schools? What was FDR’s policy towards federal aid to education and why? Additionally, by analyzing how educational policies were developed within FDR’s administration, educators today will better discern how they can influence policies during each step of the policymaking process. In doing so, educators will be better prepared and positioned to support American schools. Franklin D. Roosevelt educational policy New Deal Great Depression youth teachers schools CCC NYA EEP Presidential Advisory Committee Office of Education Congress Pat Harrison George Deen Douglass George Zook Studebaker George Johnson National Catholic Welfare Conference HR9544 Harry Hopkins NEA HR5923 HR12120 Fechner S2883 HR5962 Hugo Black Brooks Fletcher S1305 NAACP HR3517 S1305 Larrabee
104	Tramas da (ir)racionalidade contempor?nea para a composi??o do mito-tecno-l?gico Pires, Jo?o Maria 06 August 2004 (has links) Made available in DSpace on 2014-12-17T14:35:45Z (GMT). No. of bitstreams: 1 JoaoMP.pdf: 572426 bytes, checksum: 3eb2abb81c860d59d686cd34cb63726a (MD5) Previous issue date: 2004-08-06 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The plot myth-techno-logic, contemporary, was developed starting from the dualism myth-reason. In this study, we deepened the alluded dualism taking as reference the historical contexts of the Renaissance and of the Enlightenment, emphasizing the discussion of the economical rationalization as conductive thread of the western development, in which we identified the game of the rational and of the irrational, for assure the superiority of the reason. In the context of that game, we analyzed the implications of the modernization, for the education, in function of the instrumental rationality, responsible for the environment of adaptation of the technological instruments to the scenery of the contemporary modernization. The new context is constituted by points of union and of ruptures among the technique, the science and the myth. Through our analysis, we noticed that the basic needs for the contemporary society were linked to the changes in the production means, for which the machine determine the rhythm of the work and the quality of the product. However, the changes in the productive processes promoted the appearance of the commercial marks that, as we see it, they represented the synthesis of the perfect harmony of the myth, of the technique, of the science and of the technology, in the conduction of the economical rationalization to the contemporary modernization. Thus, the contemporary modernization it arrives us for the economical rationalization, developed with the support of the technician-scientific knowledge and communicated by the articulations of the myth-techno-logical / A trama mito-tecno-l?gica, contempor?nea, foi desenvolvida a partir da dicotomia mito-raz?o. Neste estudo, aprofundamos a referida dicotomia tomando como refer?ncia os contextos hist?ricos do Renascimento e do Iluminismo, ressaltando a discuss?o da racionaliza??o econ?mica como fio condutor do desenvolvimento ocidental, no qual identificamos o jogo do racional e do irracional, para assegurar a superioridade da raz?o. No contexto desse jogo, analisamos as implica??es da moderniza??o, para a educa??o, em fun??o da racionalidade instrumental, respons?vel pelo ambiente de adequa??o dos instrumentos tecnol?gicos ao cen?rio da moderniza??o contempor?nea. O novo contexto ? constitu?do por pontos de intersec??o e ruptura entre a t?cnica, a ci?ncia e o mito. Atrav?s da nossa an?lise, percebemos que as necessidades b?sicas para o conjunto da contemporaneidade encontravam-se vinculadas ?s mudan?as nas formas de produ??o, para o qual a m?quina passou a determinar o ritmo do trabalho e a qualidade do produto. Por sua vez, as mudan?as nos processos produtivos promoveram o surgimento das marcas comerciais que, no nosso modo de ver, representaram a s?ntese da perfeita harmonia do mito, da t?cnica, da ci?ncia e da tecnologia, na condu??o da racionaliza??o econ?mica at? ? moderniza??o contempor?nea. Desse modo, a moderniza??o contempor?nea nos chega pela racionaliza??o econ?mica, desenvolvida com o respaldo dos conhecimentos t?cnico-cient?ficos, e comunicada pelas articula??es do mito-tecno-l?gico Educa??o social Raz?o Rela??o l?gica Rela??o l?gica Racionalidade humana Racionalidade econ?mica Moderniza??o contempor?nea Natureza ilus?ria Conhecimentos t?cnico-cient?ficos Mito-tecno-l?gico Social education Reason Logic-true relation Human rationalization Economic rationalization Contemporary modernization Myth Ilusory nature Technician-scientifica knowledge Myth-techno-logical CNPQ::CIENCIAS HUMANAS::EDUCACAO
105	Dramaturgie et morale dans les comédies de Ménandre et de Plaute. La question de l'axiologie / Dramaturgy and Morals in Menander’s and Plautus’ comedies. The question of axiology Lhostis, Nathalie 29 November 2013 (has links) Notre étude intitulée « dramaturgie et morale », porte sur la mise en scène des valeurs morales dans les comédies de Ménandre et de Plaute. Notre approche consiste à repérer quelles sont les valeurs mobilisées, à étudier la manière dont elles sont exprimées et articulées entre elles. Il s’agit d’analyser leur traitement et la place qui leur est conférée : sont-elles soumises à réflexion, confirmées, mises à l’épreuve ? Ainsi l’enjeu n’est pas tant de chercher la « morale » des pièces ou le message moral qu’elles délivreraient, mais de décrire l’architectonique des valeurs dans les comédies. Nous nous sommes intéressée plus particulièrement à l’axiologie, c’est-à-dire à la forme que prend l’évaluation morale dans les comédies de Ménandre et de Plaute. Quels sont les critères qui déterminent cette évaluation ? Quel est l’enjeu de cette évaluation ? La valeur, telle qu’elle apparaît dans les comédies de Ménandre et de Plaute, est essentiellement de trois types : matérielle, symbolique et éthique. La question est de comprendre comment elles sont pensées et articulées les unes aux autres dans chacun des deux corpus. Cette perspective rejoint la question du rapport entre l’intérêt particulier et l’intérêt d’autrui, centrale dans les philosophies antiques qui posent la question de savoir dans quelle mesure il est nécessaire pour l’agent éthique de prendre en compte l’intérêt d’autrui pour atteindre son propre bonheur.Une première partie est consacrée aux notions de valeurs et d’échange, autour de deux types d’échange : l’échange marchand et l’échange social, le premier mettant en œuvre une morale de type utilitariste et le second faisant appel à des vertus coopératives. Une seconde partie étudie la notion d’infraction. Il s’agit d’examiner les modalités d’évaluation d’une action singulière. Dans une troisième partie, nous étudions la comédie comme expérimentation éthique. / This study, entitled “dramaturgy and morals”, looks at the dramatization of moral values in the comedies of Menander and Plautus. I employ an approach that identifies which values are evoked and looks at how they are conveyed and structured in relation to one another. The aim is to analyse how they are treated and the place that is accorded to them. Are they subjected to reflection, affirmed, or critiqued? Thus what is at stake is less about finding the “morals” in the plays or their supposed moral message, but rather delineating the architectonics of values in these comedies. This study will focus more specifically on axiology, that is to say the form that moral evaluation takes in the comedies of Menander and Plautus. According to which criteria is this evaluation carried out? What is at stake in this evaluation?The concept of value, as it appears in the comedies of Menander and Plautus, entails essentially three domains: the material, the symbolic, and the ethical. The issue at hand is understanding how they are conceived of and related to one another in the comedies of Menander and Plautus. Such a perspective intersects with the question of the relationship between personal interest and the interests of others, a key concern in Ancient philosophy which seeks to discover to what extent an ethical agent is obliged to take into consideration others in order to achieve happiness. The first section is concerned with the concepts of moral values and trade. It looks at two types of trade: commercial trade, which outlines the primacy of utilitarian morals, and communal trade, which is based on co-operative values. The second section deals with the idea of contravention. It examines the procedures used to judge a particular action. The third section looks at comedy as ethical experimentation. Théâtre Comédie Comique Comédie Nouvelle Néa Palliata Ménandre Plaute Dramaturgie Savoir Morale Éthique Axiologie Valeur Évaluation Échange Infraction Faute Erreur Transgression Justice Équité Juste Sujet Sujet éthique Sujet social Expérimentation Fonction morale Didactisme Édification Philosophie et littérature Theatre Comedy Comical New Comedy Nea Palliata Menander Plautus Dramaturgy Knowledge Morals Ethics Axiology Values Evaluation Trade Contravention Fault Error Transgression Justice Equity Fair Subject Ethical Subject Social Subject Experimentation Moral Function Didacticism Edification Philosophy and Literature

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