This study explores of how university students understand the relationship between a liberal arts undergraduate degree and becoming employment-ready. The study employs a phenomenological approach. Surveys and interviews of students were conducted on the Faculty of Arts and Science students at the St. George Campus of the University of Toronto. Supplementary data were obtained from National Survey of Student Engagement. By employing Bourdieu‟s theory of practice (especially with regard to capital, habitus and field), the study reveals how students went about preparing for the labour market differed by their social class, immigration status and race. Students‟ abilities to secure skill-enhancing extracurricular activities and maintaining high GPA scores appeared related to their cultural capital. Most racialized first generation students experienced levels of difficulties in securing skill-enhancing extracurricular skill activities and maintaining high GPAs, which affected their employment readiness, clarity about occupational direction and their entry to graduate studies. New immigrant students were least aware of the extracurricular activities needed to prepare for employment. The study concludes that most liberal arts undergraduate students are not ready for employment at the completion of their studies and that social class and race may be related to their ability to make themselves employment-ready

This study explores of how university students understand the relationship between a liberal arts undergraduate degree and becoming employment-ready. The study employs a phenomenological approach. Surveys and interviews of students were conducted on the Faculty of Arts and Science students at the St. George Campus of the University of Toronto. Supplementary data were obtained from National Survey of Student Engagement. By employing Bourdieu‟s theory of practice (especially with regard to capital, habitus and field), the study reveals how students went about preparing for the labour market differed by their social class, immigration status and race. Students‟ abilities to secure skill-enhancing extracurricular activities and maintaining high GPA scores appeared related to their cultural capital. Most racialized first generation students experienced levels of difficulties in securing skill-enhancing extracurricular skill activities and maintaining high GPAs, which affected their employment readiness, clarity about occupational direction and their entry to graduate studies. New immigrant students were least aware of the extracurricular activities needed to prepare for employment. The study concludes that most liberal arts undergraduate students are not ready for employment at the completion of their studies and that social class and race may be related to their ability to make themselves employment-ready

This thesis deals with the structural design dividing equipment for producing blanks for forging. Its contents are designed technological, structural design, design and check calculations needed for the actual construction of the dividing device. The conclusion of the work dealt with a dangerous place for the operation and maintenance of the machines by analyzing significant hazards. The result is the structural design of machine parts according to the assignment.

This thesis is centered on the subject of the form of cooperation between the kindergarten, the primary school and the family to prepare the children and their families for the least problematic transition into primary level education.The theoretical part of the thesis is characterised as focusing on the confluence of pre-school education and primary school education and in particular in this section I measure the depth of understanding of the topic of preparing children for entering schooling. Subsequently I bring attention to the possible risks which can appear when a child starts primary school and I look into the cooperation of the family and the school in the curriculum documentation. In the practical part of the thesis the basis is action research from actual dialogues with teachers who teach the first grades, I attempt to uncover which classifications of cooperation between the kindergarten, primary school and family will have the most positive effect on enabling the smoothest transition to the new environment. I described effective methods of cooperation which will encourage the smoothest induction of children to the new school, and I mention the possibilities of how to inform the family of possible challenges which can appear in certain circumstances. Keywords kindergarten, primary school,...

This work deals with the topic – Heating with the use of large radiating structures. Theoretical part contains distribution underfloor heating, wall heating and ceiling heating. This topic is applied to the specified building. The project deals with preparing of domestic water, wall heating and underfloor heating. Experimental part deals with the measurement of ceiling heating.

This thesis deals with the structural design dividing equipment for producing blanks for forging. Its contents are designed technological, structural design, design and check calculations needed for the actual construction of the dividing device. The conclusion of the work dealt with a dangerous place for the operation and maintenance of the machines by analyzing significant hazards. The result is the structural design of machine parts according to the assignment.

The diploma thesis discusses the impact of foster care on biological children of foster parents from the perspective of foster parents, biological children of foster parents and experts in their work with the issue of foster care encounter. Aim of this work is to propose options for social work with biological children of applicants for foster care in the way they are not negatively affected. Key words: foster care, biological children of foster parents, accompanying foster families, preparing for foster care

The results for the Swedish children and adolelscents in International surveys of literacy has since 2009 indicated a decrease. The aim of this thesis is to examine if there is a correlation between the education achievement and the level of reading comprehension for students at the upper secondary school. Vocational programmes and programmes preparing for higher education are compared. The scores and marks of two different reading comprehension tests and the average score for 58 students from a public upper secondary school has been studied and compared. The results shows development for students with a weak reading comprehension on both programmes and comparative good study achievments. Students with the highest measured reading comprehension shows higher study achievements but with an overall lesser impact in the vocational programmes compared to the programmes preparing for higher studies. There is no significant level difference in grades between the vocational compared to the theoretical courses. The reading test indicates to a greater extent accordance with the study achievement compared with the national exam. The existing differences between the reading test and the national exam may be explained by the elements of open answers in the national exam. The study indicates that girls at the programmes preparing for higher education with weak reading comprehension develops more and achieve higher results compared to the boys in the same group.

Submitted by Angela Maria de Oliveira (amolivei@uepg.br) on 2018-09-26T18:46:21Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Ana Paula de Melo.pdf: 10485650 bytes, checksum: d1025152839f3e81b7418f9f33104bb2 (MD5) / Made available in DSpace on 2018-09-26T18:46:21Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Ana Paula de Melo.pdf: 10485650 bytes, checksum: d1025152839f3e81b7418f9f33104bb2 (MD5) Previous issue date: 2018-07-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta dissertação possui como tema as políticas de valorização docente, as quais envolvem, de maneira geral, a formação, as condições de trabalho, a carreira e a remuneração. Neste trabalho procuramos desvelar as particularidades escondidas no processo da formação inicial de professores. Assim, buscamos responder ao seguinte questionamento: quais os condicionantes sociais para a escolha da profissão docente tendo em vista o acesso e a permanência nas licenciaturas da Universidade Estadual de Ponta Grossa (UEPG)? Para tanto, objetivamos analisar os principais determinantes que levam os estudantes a escolher a profissão docente e suas influências nas condições de acesso e permanência nas licenciaturas da UEPG. Na busca por atender ao nosso objetivo, referenciamo-nos no aporte teórico metodológico marxista, o materialismo histórico-dialético. O instrumento de coleta de dados utilizado foi o questionário com 67 questões de múltipla escolha aplicado aos alunos das turmas dos quartos anos das licenciaturas da UEPG, em 2017, sendo pesquisados os cursos de licenciatura em Artes visuais, Ciências Biológicas, Educação Física, Física, Geografia, História, Letras Português/Inglês, Matemática, Música, Pedagogia e Química. Foram contemplados, no questionário, os aspectos socioeconômicos, institucionais, familiares e pessoais dos licenciandos. Em 2018, realizamos entrevistas semiestruturadas com seis egressos oriundos das licenciaturas em que aplicamos o questionário, com a intenção de aprofundar algumas questões desse instrumento. De acordo com as informações obtidas, a maioria dos licenciandos é trabalhador, oriundo da educação básica pública, com renda mensal familiar de até três salários mínimos, já pensou em desistir ou trancar o curso, sente a necessidade de auxílio estudantil, principalmente em relação ao transporte e à alimentação. Dessa maneira, consideramos que a organização precária do trabalho, na sociedade capitalista, gera, por sua vez, uma precarização na formação do trabalhador. Por isso, entendemos que a escolha pela docência e o acesso à educação superior são condicionados, principalmente, pela necessidade de trabalhar, e a permanência só é possível devido à conciliação do trabalho com a graduação. Dessa forma, o mesmo elemento – trabalho– que possibilita a permanência do estudante, pode desqualificar a sua formação e levá-lo à evasão. Por isso, ser trabalhador, cursar uma licenciatura e se formar professor, é um ato de resignação e resistência ao capital. Resignação porque a opção pelo magistério e o acesso ao curso superior se dão de acordo com as possibilidades oferecidas pelo capital. Resistência porque ser trabalhador, com condições socioeconômicas desfavoráveis e, ao mesmo tempo, ser estudante, é ir contra a perspectiva de que os trabalhadores devem trabalhar somente para reproduzir sua força de trabalho. Pretendemos contribuir com o estudo realizado, dentro das possibilidades oferecidas na busca pela emancipação política, por meio do conhecimento da realidade que perpassa a formação inicial dos professores da UEPG, de maneira a auxiliar na transformação dessa realidade, com políticas que atendam às demandas apresentadas neste trabalho. Porém, sem perder de vista que somente por meio da emancipação humana é que poderemos, verdadeiramente, libertar-nos dos entraves impostos pelo capital, nos mais diversos aspectos da vida humana. / This dissertation’s main theme is teacher’s valorization policies, which involve primarily teachers training, work conditions, career and remuneration. Along the text, we seek to unveil the hidden specificities in the initial teachers training process. Therefore, we aim to answer the following question: which are the social conditioners for the teacher’s career choice, in view of the access and permanence in the graduations within teacher preparation program at the State University of Ponta Grossa (UEPG)? On that account, we objectively analyze the main determinants that guide the students to choose the teaching career and their influences in the access and permanence conditions in these graduations. In the path to reach our aim, we look for the Marxist methodologic theory, the dialectical and historical materialism. To collect data, we applied a 67 objective questions questionnaire to the students of the senior year (4th) of 2017 in the following courses: Visual Arts, Biological Sciences, Physical Education, Physics, Geography, History, English Language and its Literature, Mathematics, Music, Pedagogy and Chemistry. In the questionnaire the socio-economical, institutional, familiar and personal aspects were taken into account. In 2018, semi-structured interviews were held within six university egresses from the same courses the questionnaire was applied, aiming to depth some aspects of this collecting tool. According to the data, most of the students are working people, from the public system of elementary education and high school, with family income until three Brazilian minimum wage, have had thoughts of giving up their graduation and felt/feel the need of student assistance, mostly related to transport and feeding. Thus, considering that the work precarious organization in the capitalist society in its turn creates the precariousness in the workers training/preparing programs. Hence, we understand that the teacher career choice and the graduation access are conditioned mostly by the need to work. The permanence is only possible due to the conciliation of work and graduation. That being the case working is the element for both allowing the student to stay in their course and disqualify its development, as well as the reason for them to leave. Therefore, working, studying and becoming a teacher is a resignation and resistant act towards the capital. Resistant because being a working person within unwealthy socio-economical conditions as well as a student goes against the perspective that working people should only work to reproduce the workforce. With this research, we pretend to contribute within the political emancipation through the knowledge of the reality that follows the initial teacher preparation program at UEPG, as so we can change this reality with policies that meet the demands here presented. Yet, not having out of sight that only by human emancipation we truly can free ourselves from the barriers imposed by the capital in all the different aspects of life.

Made available in DSpace on 2016-04-27T16:58:40Z (GMT). No. of bitstreams: 1 Leia Fernandes Perentelli.pdf: 621827 bytes, checksum: c18e6bfff0ad7fc16a00546def71a17b (MD5) Previous issue date: 2008-06-06 / The purpose of this research was to study the Mathematics Licensure Courses in two Great São Paulo Institutes of Higher Education, one university and one sole College. The intention of the study is to answer the following research question: How is practice being put into part of the curriculum load in the Licensure Course in Mathematics? In the bibliographic survey done in the Didactics and Teaching Practice National Meeting, it was possible to grasp few innovative experiences that would fit the ongoing legislation. Semistructured interviews were done with two of the course coordinators and with four professors of Teaching Practice, with the purpose of understanding how the 400 Practice hours as a part of the curriculum load are being put into the teaching projects and verifying how they are being understood by those who work with them. The researches done by Candau (1987) and Ludke (1997) had already pointed out the difficulties regarding the changes in the profile and structure of the Licensure program, in the magistrate as a profession and in the organization of the school work. It was observed in the two Institutes of Higher Education that, in their intentions to put Practice into a part of the curriculum, there is an attempt to restructure the curriculum load in a way to adapt them to the current guidelines. The university has put part of the Practice hours into nonattendance activities and the College has distributed a part of the hours to all other disciplines of the curricular load, under the responsibility of the professor managing the Teaching Practice discipline. One difficulty noticed by the teachers who were interviewed is relative to the assessment of these non-attendance and activities proposed, which the student does not take part and does not get involved in the same way as in the attendance activities. Both institutions are seen by the researchers as making an effort to diminish the existent divergences and to search for coherence between what is written in the teaching project and what really happens in the performance of the professor responsible in classroom / Esta pesquisa teve o objetivo de realizar um estudo em cursos de Licenciatura em Matemática de duas Instituições de Ensino Superior da Grande São Paulo, uma Universidade e uma Faculdade isolada. O estudo propôs-se a responder à seguinte questão de pesquisa: De que forma está sendo alocada a Prática como componente curricular nos cursos de Licenciatura em Matemática? No levantamento bibliográfico feito em anais do Encontro Nacional de Didática e Prática de Ensino, constatamos poucas experiências inovadoras para atender a legislação vigente. Realizamos entrevistas semi-estruturadas com os dois coordenadores de curso e com quatro professores de Prática de Ensino, bem como analisamos os projetos pedagógicos dos dois cursos, com o intuito de compreender como as 400 horas de Prática como componente curricular estão alocadas nos projetos pedagógicos e verificar como elas são entendidas por quem nelas atuam. As pesquisas realizadas por Candau (1987) e Lüdke (1997) já apontavam dificuldades relacionadas à mudanças no perfil e estrutura dos programas de Licenciatura, ao magistério como profissão e a organização do trabalho na escola. Observamos nas duas Instituições de Ensino Superior que, em suas propostas para alocar a Prática como componente curricular, há uma tentativa de reestruturação dos currículos de forma a adequá-los às diretrizes vigentes. A Universidade alocou parte das horas de Prática em atividades não presenciais e a Faculdade distribuiu parte das horas para todas as outras disciplinas da matriz curricular, sob responsabilidade do professor da disciplina Prática de Ensino. Uma dificuldade apontada pelos professores entrevistados refere-se à avaliação dessas atividades distribuídas e não presenciais, que o aluno não participa e não se envolve como nas disciplinas presenciais. Entendemos que as duas instituições fazem um esforço para diminuir as divergências existentes e buscar coerência entre o que está escrito no projeto pedagógico e o que acontece na ação dos professores formadores em sala de aula