Com base em instrumentos qualitativos de pesquisa, essa dissertação analisa a implementação da justiça restaurativa como uma política pública, tomando como foco de análise o processo que resultou na institucionalização das práticas restaurativas, que antes eram realizadas de forma informal pela ONG Justiça Restaurativa para o Século 21, até elas serem tomadas a cargo pelo Poder Judiciário do Rio Grande do Sul. Uma das propostas desta pesquisa foi compreender como ocorreu o processo de implementação da justiça restaurativa no estado do Rio Grande do Sul, com enfoque nas categorias valorativas expressas pelos entrevistados: juízes e facilitadores atuantes em setores do Poder Judiciário. Para alcançarmos este intento, realizamos um mapeamento das experiências existentes nos municípios pesquisados, que nos permitiu conhecer as formas plurais pelas quais a política pública pode ser utilizada e como as propostas estão sendo operacionalizadas nas iniciativas locais. Examinando a produção sociológica e da análise de políticas públicas sobre o tema, buscamos relacionar, por um lado, as perspectivas teóricas que destacam os fundamentos normativos e cognitivos vinculados às normas e às instituições sociais, juntamente com a teoria crítica e o conceito de reconstrução normativa; por outro, os estudos sobre implementação de políticas públicas que privilegiam as ideias e crenças dos atores envolvidos. Tais abordagens permitem examinar o processo de implementação da Justiça Restaurativa no estado, com destaque para as principais problemáticas surgidas no processo e para a forma através da qual “a imagem da política” foi e está sendo reproduzida pelos seus defensores. Por meio da análise das representações proferidas pelos agentes ao longo do trabalho de campo, foi possível perceber que a defesa da Justiça Restaurativa como uma política pública importante para o sistema de justiça abrange duas linhas de argumentação discursiva: a) uma institucional, que relaciona esta metodologia com a modernização e a ampliação do acesso à justiça, bem como com a redução da carga processual, b) outra que a considera uma proposta mais humanizada, eficaz e dialogal de justiça. / Based on qualitative research instruments, this dissertation analyze the implementation of restorative justice as a public policy, focusing on the process that resulted in the institutionalization of restorative practices, which were previously carried out informally by the NGO Restorative Justice for the Century 21, until they have been take over by the Judicial Branch of Rio Grande do Sul. One of the proposals of this research was to understand how the process of implementation of restorative justice occurred in the state of Rio Grande do Sul, focusing on the categories of values expressed by the interviewed: judges and facilitators acting in sectors of the Judiciary. In order to achieve this, we mapped the existing experiences in the municipalities surveyed, which allowed us to know the plural forms by which the public policy can be used and how the proposals are actually operationalized in local initiatives. Examining the sociological production and the public policies analysis of public policies about the subject, we seek to relate, on the one hand, the theoretical perspectives that highlight the normative and cognitive elements linked to social norms and institutions, together with the critical theory and the concept of reconstruction normative; and, on the other hand, studies on the implementation of public policies that privilege the ideas and beliefs of the actors involved. Such approaches have allowed us to examine the process of implementation of Restorative Justice in the state, highlighting the main issues raised in the process and the way in which the "image of politics" was and is being reproduced by its advocates. By means of the analysis of the representations uttered by the agents interviewed throughout the field work, it was possible to perceive that the defense of Restorative Justice as an important public policy for the justice system covers two lines of discursive argumentation: a) an institutional one, which relates this methodology with the modernization and expansion of access to justice, as well as with the reduction of the procedural burden, b) another that considers it a more humanized, effective and dialogical proposal of justice.

A pesquisa objetivou compreender o processo de regulação da relação entre União e municípios do Rio Grande do Sul instituído a partir do Plano de Metas Compromisso Todos Pela Educação, por meio do Plano de Ações Articuladas (PAR). O Plano de Metas, concebido pelo Ministério da Educação, objetiva garantir o direito à educação básica com qualidade e equidade, ou seja, envolve qualificação de professores, adequada infraestrutura física das escolas, materiais pedagógicos em boa quantidade e adequados para cada etapa da educação básica, instituição de instrumentos da gestão democrática, práticas avaliativas que levem em consideração o processo de aprendizagem do aluno, entre outros elementos. O interesse pela pesquisa surgiu com a realização de um projeto de extensão relacionado à elaboração e implementação do PAR 2008-2011, quando foi observado que vinha ocorrendo um processo peculiar na articulação dos entes federados brasileiros na educação, processo este que supõe uma regulação das ações entre os entes federados no sentido de que a educação básica atinja o IDEB de seis pontos até 2020, o que, considerando parâmetros internacionais, indicaria uma educação de qualidade. A metodologia de pesquisa contemplou a análise de política pública, abrangendo análise de referenciais mais gerais da política, com ênfase no conteúdo do PAR (indicadores, ações e subações), e estudo da elaboração e implementação do PAR em municípios gaúchos. Com a pesquisa foi possível verificar que se estabelece uma forma de regulação embasada em metas a serem alcançadas. A política estabelece certa padronização das ações a serem desenvolvidas e da assistência técnica e financeira da União para com os demais entes federados. O PAR institui uma nova forma de relação entre os entes federados, na medida em que municípios e estados só recebem assistência técnica e financeira se atenderem aquilo que foi planejado como ações a serem executadas para a melhoria da educação. Essas ações podem ser de responsabilidade exclusiva da União, dos municípios e dos estados ou de responsabilidade compartilhada entre os entes federados. A regulação estabelecida pelo PAR nas relações entre os entes federados foi analisada em três categorias: regulação dos processos político-administrativos, que compreende as ações que se referem ao processo de gestão e de planejamento da educação; regulação pedagógica, que abrange as ações que devem ser realizadas no âmbito pedagógico; regulação normativa, que concerne a exigências de elaboração ou reformulação de leis, decretos, portarias e planos. Nos municípios analisados no Rio Grande do Sul, verifica-se que há maior incidência de ações inseridas na regulação pedagógica e normativa, em virtude da necessidade de (re)formulações de processos avaliativos, de projetos político-pedagógicos, de planos municipais de educação e de planos de carreira, ou, ainda, da necessidade de formação inicial e continuada de profissionais da educação, de reformas e construções de prédios e instalações escolares Desta forma, verifica-se que o PAR institui de fato mecanismos de regulação, ou seja, regras, objetivos a serem alcançados e executados para que ocorra, efetivamente, a melhoria da educação básica. / The research aimed to understand the regulating process of the relation between Union and municipalities of Rio Grande do Sul set from the Target Plan All For Education Commitment, through the Joint Action Plan (PAR). The Target Plan, developed by the Ministry of Education, pursuits to guarantee the right to basic education with quality and equity, in other words, involves qualification of teachers, adequate physical infrastructure of schools, good amount of teaching materials, appropriate for each stage of basic education, introduction of democratic management instruments, evaluation practices that consider student’s learning process, among other things. The interest in the research came with the realization of an extension project related to the preparation and implementation of PAR 2008-2011, when it was observed that a peculiar process was occurring in the joint action of Brazilian federal entities in education. Such process involves a regulation of activities among the federal entities so that basic education reach six points in IDEB until 2020, which, considering international standards, indicate an education of good quality. The research methodology included the analysis of public policy, including the analysis of more general policy references, with emphasis on the content of PAR (indicators, actions and sub-actions), and study of development and implementation of PAR in cities in the state. With the research it was possible to verify that it is established a type of regulation grounded in goals to be achieved. The policy provides some standardization of the actions to be undertaken and of the technical and financial assistance from Union to other federal entities. PAR sets a new kind of relation between federal entities, since municipalities and states only receive technical and financial assistance if they fulfill what was planned as actions to be executed to improve education. These actions can be the sole responsibility of the Union, municipalities and states, or a shared responsibility between the federal entities. The regulation determined by PAR in relations between federal entities was analyzed in three categories: regulation of political and administrative processes, which includes the actions related to the management and education planning process; pedagogical regulation, which covers the actions that should be taken in pedagogical scope; normative regulation, which concerns the requirements of development or reformulation of laws, decrees, ordinances and plans. In the cities analyzed in Rio Grande do Sul, it appears that there is a higher incidence of actions included in pedagogical and normative regulation, because of the need of (re)formulations of evaluation processes, of political-pedagogical projects, of municipal education plans and of career plans, or even the need for initial and continuing education for teaching staff, and for improvement and construction of buildings and school facilities. Thus, it is observed that PAR actually establishes regulatory mechanisms, that is, rules, objectives to be achieved and implemented in order to occur an effective improvement of basic education.

FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / Importantes transformaÃÃes, conhecidas como globalizaÃÃo, estÃo ocorrendo na economia mundial e imprimem, à todos os paÃses, necessÃrias mudanÃas na forma de administrar suas economias. Entretanto, a globalizaÃÃo se processa de forma conservadora, acentuando histÃricas desigualdades sociais e regionais, alÃm de criar novas desigualdades. Sendo impossÃvel de se atingir, pelas livres forÃas de mercado como preconizado pelo neo-liberalismo global, o Desenvolvimento requer planejamento governamental visando direcionar, equilibrar e distribuir no espaÃo, o crescimento da atividade econÃmica, alÃm de garantir a distribuiÃÃo da renda gerada pelo crescimento econÃmico pelo conjunto das unidades familiares. Entretanto, o Estado do Cearà tambÃm adotou o receituÃrio neo-liberal-global, enfatizando o crescimento econÃmico e a atraÃÃo de investimentos externos, como vetores principais de seu processo de desenvolvimento, sem preocupaÃÃes de distribuir equilibradamente por entre suas regiÃes e populaÃÃes o produto deste crescimento. No final da dÃcada de oitenta e inÃcio da dÃcada de noventa, mudanÃas na base do setor primÃrio cearense se iniciaram e este, passou a esboÃar tendÃncia de integraÃÃo entre os setores agrÃcola e industrial, dando origem ao agronegÃcio ou agribusiness. O governo cearense percebendo, as potencialidades da regiÃo da Ibiapaba, para a produÃÃo agrÃcola e, tambÃm, necessitando incentivar em uma outra matriz, o âdesenvolvimentoâ do Estado, optou por investir intensamente, a partir de 1998, em agricultura irrigada polarizada. Dentro de sua visÃo particular de âagronegÃcioâ e de âdesenvolvimentoâ, o principal passo adotado para o setor agrÃcola pelos Governos das MudanÃas - a partir de Tasso Jereissati - foi conceber pÃlos de crescimento agrÃcola: agropÃlos, dentre os quais o da Ibiapaba. Neste contexto, esta dissertaÃÃo tratou de correlacionar, de modo geral para o Cearà e, particularmente para esta a regiÃo, Desenvolvimento, PolÃtica de AgronegÃcios e PolÃticas de Transportes. Tratou de analisar se PolÃticas de Desenvolvimento Regional Global, devem ou nÃo, preceder PolÃticas Setoriais tanto em termos de infra-estruturas de transportes, quanto em termos de agronegÃcios, ou se à possÃvel obter resultados duradouros, para o desenvolvimento regional, sem a clara definiÃÃo e aplicaÃÃo destas. / Major transformations, known as globalization, are taking place in the world economy and these are making necessary, to all countries, to undertake the adequate changes in the manner of managing its economies. However, globalization is being processed in a conservative way, highlighting historical social and regional inequalities, besides generating new inequalities. Rendering it impossible to achieve by the marketâs free forces as set up by the global neoliberalism, Development requires governmental planning aiming to direct, balance and distribute, within the space, the economic activities growth, besides warranting the distribution of income generated by the economic growth coming out from the family units. In spite of all that, the State of Cearà has also adopted the neo-liberal-global prescription, focusing on economic growth and the attraction of foreign investments as the main vectors of its development process, without concern for the balanced distribution among its regions and populations of the product provided by this growth. In the late 80âs and early 90âs, changes started to occur in the State of Cearà primary sector base and this sector started to display a slight trend towards the integration of both agricultural and industrial sectors, this was the inception of agribusiness. The State of Cearà administration, noticing the potential of the Ibiapaba region for the agricultural production, and as it needed as well to foster in another matrix the stateâs âdevelopmentâ, it has chosen to invest heavily, as from 1998, in the polarized irrigation agriculture. Within the administrationâs private view of âagribusinessâ and of âdevelopmentâ the main measure adopted for the agricultural sector by the stateâs governments for changes starting from Tasso Jereissati â was to conceive agricultural growing poles, among which lies Ibiapaba. In this context, the current dissertation endeavor to correlate, in a general manner for the State of CearÃ, and in particular to this region, Development, Agribusiness Policies and Transportation Policies. An analysis was carried out to verify whether Global Regional Development Policies should or not precede sectorial policies, both in what concern transportations infrastructure, as well as in agribusiness features, or whether it is possible to obtain long lasting results for the regional development without a clear cut definition and application of these Text.

Este estudo faz uma abordagem da produção de energia hidroelétrica sob a perspectiva da Geografia crítica e releva que a água é um elemento natural em todas as manifestações, sendo o seu uso o que a transforma em recurso natural e produtivo. A água não é fonte direta de energia elétrica, ela é condição natural de um lugar. A construção de usinas hidroelétricas coloca-a em circuitos de fixos, fazendo com que se integrem aos circuitos produtivos. O levantamento desses equipamentos, especialmente as grandes usinas construídas no Brasil com essa finalidade, é importante para a Geografia do ponto de vista teórico, pois têm grande fixidez no território e são agregadas a ele como verdadeiras próteses territoriais. Sua análise serve ao ordenamento do espaço, que é fundamental para o planejamento do País. / This study approaches the production of hydroelectric power from the perspective of critical geography and emphasizes that water is a natural element in all of its manifestations, being that its use transforms it into a natural and productive resource. Water is not a direct source of electricity. It is a natural condition of a place. The construction of hydroelectric power plants puts water in fixed circuits, making it a part of productive circuits. The data collection of these equipments, especially large hydropower plants in Brazil, is important for geography from a theoretical point of view because they have great fixity on the territory and are aggregated as true territorial prostheses. Their analysis serves as spatial planning, which is crucial for the planning of the country.

Orientador: Nora Rut Krawczyk / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-23T20:33:11Z (GMT). No. of bitstreams: 1 Chilante_EdineiaFatimaNavarro_D.pdf: 1958958 bytes, checksum: 5d5133780670e4fb947bac39aa5d7c9b (MD5) Previous issue date: 2013 / Resumo: A presente tese analisa o processo de formulação do Programa de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos (Proeja) de nível médio. Seu objetivo é apreender a relação Estado/sociedade civil na trama de relações, tensões e conflitos que resultaram na construção do referido programa. Parte dos determinantes históricos da aproximação e/ou distanciamento das ações no campo da educação e formação profissional para jovens e adultos no Brasil e das condições políticas e sociais da aproximação entre esses dois campos no governo Lula da Silva. Por meio de entrevistas com integrantes do Grupo de Trabalho que elaborou o Documento Base Proeja de nível médio e com representantes do Ministério do Trabalho, Sistema S e movimento sindical, analisa as ideias, as concepções de educação, formação profissional e de intervenção pública em disputa, bem como, as negociações e os consensos que se transformaram em referência para a organização do Proeja em âmbito nacional. Evidencia o caráter político do processo decisório em políticas públicas como resultado das interações entre os principais interesses setoriais representados no processo. Tem como referência que: a sociedade civil é o elemento fundante do Estado e, nela, surgem e se desenvolvem os conflitos econômicos, sociais, ideológicos, os quais as instituições estatais procuram resolver; o processo decisório em políticas públicas constitui-se em um ponto de intersecção entre o sistema de decisões, representado pelo Estado e a participação de diversos grupos de interesses; as políticas públicas são concebidas em uma estrutura de arenas, espaços decisórios que devemos conhecer a fim de entender porque algumas questões ou problemas passam a ser percebidos pelo poder público como tal, bem como as soluções que, para ele, são apresentadas. / Abstract: This thesis aims at examining the formulation process of the Program of Vocational Education Integrated to the Basic Education in the youth and Adults Modality (PROEJA) of medium level. Its goal is to seize the State/civil society relation in the web of relations, tensions and conflicts which resulted in the construction of the mentioned program. It stars from historical determinants of approximation and/or detachment of actions in education and vocational training fields for youth and adults in Brazil and the political and social conditions of approach between the two fields under Lula da Silva's government. It analyzes ideas, education concepts, teacher's training and public intervention in dispute as well as negotiations and consensus that have become the benchmark for PROEJA organization nationwide. The analysis was accomplished through interviews with members of the group that developed the Basic Document of middle level - PROEJA and with representatives of the Ministry of Labor, System S and the trade union movement. It highlights the political nature of decision making in public policy as a result of the interactions between the main interests of the sectors represented in the process. Its guiding references are: civil society is the most important element of the State and inside it economic, social and ideological conflicts grow and develop, which State institutions seek to solve; decision making in public policy consists of a point of intersection between the decision making system rendered by the State and the participation of several interest groups; public policies are designed in an arena framework, deliberative spaces that we must know in order to understand why some problems or issues begin to be perceived by the public power as such, and the solutions which are presented to them. / Doutorado / Ciencias Sociais na Educação / Doutora em Educação

This case-study provides a critical evaluation of the effects of neo-liberal (market-driven) reforms in achieving the goal of human security in Sierra Leone after the civil conflict in 2002. In the context of Sierra Leone, there are fundamental questions about the basic security of the population. This mean the ability to live without fear of conflict and the security to do with the ordinary lives of Sierra Leoneans. This is absolutely central to the post-war reconstruction of that country. It represents a major concern for the international community, the Sierra Leone Government, foreign government donors as well as the NGO communities. Underlying these issues is the subject of which development paragon is best suitable in addressing these questions, and what impact will it have on the people. To understand this, the study has framed the issues of education and health, the two aspects which this thesis focuses upon, as a commitment to human security. Human security has become a dominant theme for many development organisations around the world because of it connection with security and development. Education and health are important because they are crucial social and basic human right that should be provided without any form of unfairness by the state. Because of their multiplier effect, they assist in eradicating poverty and further the attainment of human security. The reforms, which includes privatisation and decentralisation, has been imposed primarily by the World Bank and the IMF to transform the education and health system in order to improve the human security of the Sierra Leonean people. Proponents of these reforms argued that it would provide equal access, make the system more efficient, provide more choices for the population, and enhances accountability and citizens’ participation in governance. As a result of these, the study is important for three reasons: first, it assesses the success of these reforms; second, it offers a better understanding of socio-economic development related to education and health as they are now viewed as a commodity; and third, it suggests ways of enhancing the performance of its delivery intended to assist the population. The evaluation is informed by critical theory, the theoretical framework because: of its usefulness in understanding the concept of power/knowledge, ideology and governance, as neo-liberalism has become a discourse of global common sense that frames policy options as though they were natural or not to be questioned, and yet serve to reinforce the interests of dominant groups. Critical theory enable us to make sense of the hidden power relations in the way knowledge/policy is constituted. Second, critical theory is also a qualitative approach and hence comes as a way of critiquing quantitative methodology. The study argues that it is very problematic to imagine that this strategy (neo-liberal reforms) is actually for the great masses of people living in poor conditions, while it does not address their needs and does nothing to deal with the security of their lives. The study found that the reforms were considered undemocratic, and has led to unequal access thus augmenting fears of stratification on the basis of an individual being rich or poor. Therefore, the study recommends that if the goal of human security is to be achieved, it is important to strengthen citizens’ and other local actors’ voices in governance to develop effective local policies; and government intervention and commitment is also needed to improve the performance of public schools and health care institutions in order to make them more competitive so that they can co-exist with their private counterparts. Key Words: Neo-liberalism, critical theory, education policy, health policy, human security, privatisation, decentralisation, social justice, socio-economic development.

Doctor Educationis / Theoretically, the role of higher education in national development has become clearer than before, while empirically the evidence is overwhelming. Elsewhere in the world, countries that have made tremendous strides in both social and economic development invested heavily and strategically in higher education. In Malawi, the role of higher education in national development has always been recognised by development policies since independence in 1964 However, with the exception of the first 15 years of independence, Malawi’s development path has registered abysmal results both on the social and the economic fronts despite undergoing significant socio-economic and political reforms. Malawi remains one of the most underdeveloped countries whether judged by Gross National Product (GNP) per capita, the UNDP’s Human Development Index (HDI) or the Human Poverty Index (HPI). One of the factors that is considered as having contributed to low levels of development is the performance of education systems (primary, secondary and higher education) (World Bank, 2009). It is against this background that this study sought to examine how Malawi’s higher education institutions (HEIs) have responded to their roles as prescribed by the national development policies with a focus on the period between 2000 and 2010. Four questions guided the study: i) what specific roles do national development policies define for HEIs to ensure that higher education contributes to national development? ii) To what extent are these roles performed by HEIs in Malawi? iii) What factors determine the performance of HEIs in their expected roles? iv) What pattern of response to their (HEIs’) expected roles can be identified? Theoretically and analytically, the study was informed by the two perspectives of the open systems theory, namely the resource-dependency approach and neo-institutional approach. These two approaches contend that actions by organisations are limited and influenced bym various pressures and demands emanating from their internal and external environments and that organisations often respond accordingly in order to survive. Methodologically, the study employed a mixed-method design (of qualitative and quantitative) with a dominant usage of qualitative methods. A multiple case study approach was used in which data were collected through unstructured interviews, semi-structured interviews and documentary review. For qualitative data, the analysis was done using a text method while quantitative data were analysed using Statistical Package for Social Sciences (SPSS) and Microsoft Excel to provide simple descriptive analysis through charts, tables and graphs. xx Overall, the study found that Malawi development policies expect HEIs to enhance access, equity, relevance, efficiency and quality of higher education as a way of ensuring that higher education contributes to the national development project. However, the study identified several patterns of response by HEIs (towards these expected roles) that tentatively explain the suboptimal contribution of higher education in national development. These patterns of response include: inclination towards responding to the politically sensitive crises in the higher education system (for public HEIs) and profit-compatible roles (for private HEI); use of sub-standard resources and methods antithetical to genuine teaching and learning; duplication by private HEIs of the “soft” roles being undertaken by public HEI; the abandonment of some of the HEIs’ original ideals and founding pledges, which are compatible with national development roles; and substitution of long-term coherent academic planning by short-term survival strategies. The study presents a number of implications, lessons and recommendations in the area of higher education and development. These include: the need for the government to recognise the importance and impact of intra-sectoral linkages in the entire education system on the performance of HEIs; the need to enforce the effective participation of private and public HEIs in national developmental project by establishing a proper regulatory framework; the need to enhance regional and internal collaboration among universities if they are to effectively respond to national roles; the need to reduce marginalisation of HEIs by maximising efforts that create linkages with the productive sector; the need to devise a robust public financing mechanism that broadly deals with issues of equity, relevance, quality and access of higher education; and the need to match education investment priorities and sequencing with development policies.

The investment opportunity set was the component of the organisation’s value resulting from the option to make future investments or growth opportunity. The value of an organisation comprised of assets in place and discretionary investments in positive net present value projects or growth opportunity. This investment opportunity set or growth opportunity was relevant to both the organisation and the economy for value creation. The discretionary investments included any discretionary expenditure necessary for the future growth the organisation and were packaged as policy decisions. This study elected debt policies, dividend policies, and broad-based empowerment shareholding as relevant policy decisions with the purpose of establishing the relationship between these policies and growth opportunity. This study was conducted over a five year period at company-level and industry-level. T-tests, correlation and regression tests were employed to explore the relationship between the variables. The results revealed that debt and growth opportunity was positively associated; dividend and growth opportunity was negatively associated although the evidence was weak; and black economic shareholding was negatively associated with growth opportunity and positively associated with assets in place. / Dissertation (MBA)--University of Pretoria, 2013. / Gordon Institute of Business Science (GIBS) / unrestricted

Research shows that faculty, staff, and administrators at institutions of higher learning have a fundamental responsibility to create a safe and effective learning environment for returning military combat veterans. Studies of student veterans have shown that combat veterans have both unique strengths and barriers that must be taken into account if they are to complete an advanced degree. This study contributes to the literature on educational barriers faced by student veterans and their educators. Knowles' andragogy theory provided the theoretical framework for this transcendental-phenomenological research study. Ten randomly chosen student military veterans from Tacoma Community College in Tacoma, Washington, participated in guided 60-minute interviews to discuss pedagogical tools and administrative actions found to be helpful or hindering to students' academic success. Interviews were recorded and transcribed for analysis, and participants' accounts of their experiences produced the textural and structural descriptions that led to identification of salient themes. The findings of this study revealed the Veterans' needs to feel respected and treated as competent adults. They needed community colleges to scaffold their cognitive, communal, and emotional needs; they also needed flexibility on attendance and assigned seating, faculty polices, and pedagogical offerings. Serious social problems can emerge if the educational needs of this at-risk student population are unaddressed. Social change will come as a result of scaffolding student veterans through a successful journey toward their desired goals. This process will enrich the lives of this population by opening the door to better jobs, higher pay, and a higher quality of life for both the student and his or her family.

No description available.