This thesis aims at identifying and analysing the basic discourses constructed around Russian Islam by both the Kremlin and the three leading Muslim organisations. Starting out from the largely poststructuralist premise that identity and policy are ontologically co-constitutive, the link between the two is explored in relation to three basic discourses and their articulation into two specific policies. The Russian Muslim Self is revealed to be discursively embraced by the Kremlin as part of Russian identity by emphasising the multinational nature of the latter, the cooperation between state and Muslim organisations against the common threat of extremism and the need for religiously defined moral values to be conferred on the younger generations. The identity produced by these discourses both articulates and is legitimised by policy and points to a constant renegotiation of how Russian Islam fits into the broader identity of the Russian state.

The purpose of this dissertation was to provide a functional definition of adequacy synthesized from the application of efficiency (E), equality/equity/dignity (EED), and excellence/quality (EQ) value clusters found in various state litigations pertaining to the financial systems used to distribute educational opportunity. Questions researched in this study were (a) In what manner might the tension of the paradoxical demands of community responsibility and individual rights housed within the principle of liberty be used creatively in the development of public policy? (b) How do the value clusters inherent in democracy allow for balance and affect the provision of adequate educational opportunity? (c) Using value critical analysis, how does funding litigation clarify the search for the meaning of adequate educational opportunity? (d) What themes appear throughout these cases that may be used to build consensus for the development of policy frameworks and the evaluation of present funding systems designed to provide adequate educational opportunity in a particular time and place? As an examination of policy, legal research was used to analyze litigation in cases in which the provision of educational opportunity was challenged based on the terms of art under girding standards established for the delivery of public education. This study was implemented in five stages: 1. Values clusters to be examined were selected through the review of the history of educational opportunity in this nation and current literature addressing public values and education policy. 2. Through the examination of the paradox within the principle of liberty that guarantees individual rights and requires community responsibility, consideration was given to the creative tension, both principled and structural, that laid the foundation for and continues to drive the democratic process. 3. The role that policy development plays in establishing balance was outlined, noting the argumentation process used to transform knowledge through values, to create the framework necessary to take consistent action. 4. Value critical analysis examined the definition given to values clusters of efficiency (E), equality/equity/dignity (EED), and excellence/quality (EQ) as found in court cases adjudicated in the last fifty years affecting the provision of educational opportunities. Litigation was analyzed, considering the standards established for the delivery of public education in state constitutions, the value given to the terms of art underpinning those standards, and the definitions for those terms as established by the courts. 5. Using the information gleaned, a policy framework was developed to structure adequate educational opportunity for all children. / Ph. D.

Made available in DSpace on 2016-04-04T18:32:34Z (GMT). No. of bitstreams: 1 Sonia Ap dos Santos.pdf: 733974 bytes, checksum: f9bb30045475c976dc031cc6c53def17 (MD5) Previous issue date: 2007-03-20 / The present work follows the line of research: University, Teaching and Education of Teachers . Our focus of interest is to discuss the development of competence in the undergraduate course of Nursing, including ethical-policy aspects. Its objective is to get to know how nursing teachers in the undergraduate Nursing course who teach diverse subjects identify and take into account the competence that includes the ethics and policies of the future Nurse. We take as a presupposition competence with a dual meaning: technical and policy. Furthermore, we consider that the mediation between the technical and policies is ethics. The theoretical reference that was the basis of this study took the approach of the involvement of Nursing in Brazilian public health policies, recalling the history of Nursing, the expansion of higher education in Brazil and the organization of the actual Brazilian health system, besides ethical and policy aspects. We opted for a qualitative approach in the treatment, analysis and interpretation of data. The instrument used for collecting data was a questionnaire composed of closed questions to identify the profile of the participants and open ones for specific questions concerning the theme. We sent forty-one questionnaires to student nurses of the undergraduate Nursing course in four institutions of higher learning in the State of S?o Paulo. Twenty-three (56%) student nurses answered. In their answers they presented significant contributions by clearly expressing the way they saw the health profession, especially the Nurse, and their contribution for developing this competence. We observed the need for the professional practice of the Nurse to be permeated with more explicit values in the promotion of the ethical-policy awareness of the future Nurse in the search of new horizons that attend better the needs of the actual Brazilian health system. / O presente trabalho est? inserido na linha de pesquisa: Universidade, Doc?ncia e Forma??o de Professores . Nosso foco de interesse ? discutir o desenvolvimento das compet?ncias na gradua??o em enfermagem, abrangendo os aspectos ?tico-pol?ticos. Tem como objetivo conhecer como docentes enfermeiros da gradua??o em Enfermagem, atuantes nas mais diversas disciplinas, identificam e levam em conta a compet?ncia numa abrang?ncia ?tica e pol?tica do futuro Enfermeiro. Tomamos por pressuposto a compet?ncia com dupla significa??o: t?cnica e pol?tica. Consideramos, ainda, que a media??o entre o t?cnico e o pol?tico ? a ?tica. O referencial te?rico que embasou este estudo abordou o envolvimento da enfermagem nas pol?ticas p?blicas de sa?de no Brasil, recuperando a hist?ria da Enfermagem, da expans?o do Ensino Superior no Brasil e da organiza??o do atual Sistema de Sa?de brasileiro, al?m dos aspectos ?ticos e pol?ticos. Optamos por uma abordagem qualitativa para tratamento, an?lise e interpreta??o dos dados. O instrumento de coleta dos dados foi um question?rio, composto por quest?es fechadas para identificar o perfil dos participantes e abertas para quest?es espec?ficas da tem?tica. Enviamos quarenta e um question?rios a docentes enfermeiros, integrantes dos cursos de gradua??o em Enfermagem de quatro Institutos de Ensino Superior - IES - do interior do Estado de S?o Paulo: responderam o question?rio vinte e tr?s (56%) docentes enfermeiros, que apresentaram nas suas manifesta??es contribui??es significativas por expressarem claramente a sua forma de ver o profissional de sa?de, em especial o Enfermeiro, e sua contribui??o para o desenvolvimento desta compet?ncia. Evidenciamos a necessidade de que a pr?xis profissional do Enfermeiro seja permeada de valores a serem melhor explicitados, visando ? conscientiza??o ?tico-pol?tica do futuro Enfermeiro, na busca de novos horizontes que venham a atender melhor as necessidades do atual Sistema de Sa?de brasileiro.