Prace charakterizuje tento systém, představuje jeho klady a zápory a srovnavá vybraná data se standardem zemí OECD s důrazem kladeným na srovnání s Českou republikou. V práci je zahrnuta část věnována popisu Chilské republiky

Helen Post (1907-1978) was a twentieth century American photographer, whose images of the Navajo offer sensitive insight into the lives of individuals residing on the reservation from 1938-1942. An employee at the time for the Bureau of Indian Affairs, Post traveled to the West on numerous excursions, each time gaining perspective and understanding into the intricacies of Native life. Her ability to portray the Navajo in unguarded and intimate moments stands as a significant contribution to discourse on visual records of American Indians. Examining Post's work provides an opportunity to not only reexamine her work, which has largely been overlooked, but also acknowledge misrepresented facets of the Navajo. Unlike other well-known white photographers working prior to and concurrent with Post, she avoided portraying her sitters in the common tropes, instead choosing to humanize the Navajo. Theoretically this examination utilizes Post-colonial theory in order to better understand Post's position as both outsider and friend to her sitters. It also explores the social interactions and cultural differences between photographer and subject. She emphasized rather than neglected the many complexities evident among the Navajo in the late 1930s to early 1940s. Post documented the effects of crucial reform policies and by so doing comprised a poignant collection of images. In her photographs of the Navajo, one sees a celebration of character and emotion, underscored by the simplicity of Post's thoughtful compositions. As stated by John Collier, Sr., Post's employer and former commissioner of the Bureau of Indian Affairs, Post was one who, "willed above all that the Indian spirit... should live on."

Orientador: Maria Orlanda Pinassi / Banca: Maria Ribeiro do Valle / Banca: Frederico Daia Firmiano / Banca: Vera Navarro / Banca: Adriano dos Santos / Banca: Fatima Aparecida Cabral / Resumo: A partir dos anos de 1970, no ponto mais alto de sua expansão, o capital passa a enfrentar crises cíclicas cada vez mais freqüentes que expressam a dimensão estrutural dos limites do capital. O mundo capitalista entrou em uma profunda recessão, que combinou baixas taxas de crescimento com altas taxas inflacionárias, abrindo terreno para operar uma reestruturação produtiva, aplicando o receituário neoliberal. No Brasil, a reestruturação política e produtiva se fez sentir já no final da década de 1980; no campo, os capitais da agricultura/agropecuária foram operados na adequação à reestruturação produtiva, provocando importantes modificações na viragem da década de 1980 para 1990. Foi, porém, a partir de 1999 que os agronegócios ganharam importância decisiva no conjunto da economia brasileira. Mas não foi somente aí que a reestruturação produtiva operou, deu-se também no âmbito da agricultura familiar que, progressivamente, foi plenamente integrada à lógica e dinâmica do agronegócio, afastando a reforma agrária e sua perspectiva de mudanças estruturais. Porém, o padrão de violência contra os trabalhadores rurais é revelador de como a questão agrária nunca esteve perto de uma solução pela via da conciliação de classes. Por outro lado, o enquadramento da reforma agrária representou um retrocesso para os assentamentos, do ponto de vista da consciência política de seus integrantes, bem como na garantia efetiva das conquistas sociais, que somente têm sido obtidas, a partir do enfren... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: From the 1970s onwards, at the highest point of its expansion, capital starts to face increasingly frequent cyclical crises that express the structural dimension of the limits of capital. The capitalist world entered into a deep recession, which combined low rates of growth with high inflationary rates, opening the way to operate a productive restructuring, applying the neoliberal recipe. In Brazil, political and productive restructuring was felt in the late 1980s; in the countryside, agricultural / agricultural capitals were operated to adapt to productive restructuring, causing important changes at the turn of the 1980s to 1990. However, since 1999, agribusinesses have gained decisive importance in the Brazilian economy as a whole. But it was not only there that the productive restructuring operated, it was also within the scope of family agriculture that, progressively, was fully integrated with the logic and dynamics of agribusiness, moving away agrarian reform and its perspective of structural changes. However, the pattern of violence against rural workers is revealing of how the agrarian question has never been close to a solution through class reconciliation. On the other hand, the framing of the agrarian reform represented a setback for the settlements, from the point of view of the political consciousness of its members, as well as in the effective guarantee of the social achievements that have only been obtained, from the confrontation of classes. The totalizing control of capital impedes any expectation of autonomy, even among those who hold part of the means of production, as is the case of the settlers, placing them in a generalized condition of proletarianization. In the present research I analyzed the thematic from a theoretical study and field research, carried out with 100 people from MST camps, settlements and leaderships in the state of São Paulo... (Abstract complet, click electronic access below) / Doutor

Le bicentenaire du Code civil était l’occasion du bilan ; la réforme du Code civil ouvre le temps des perspectives. Ou plutôt, d’une perspective : celle des sources d’obligations qui, bien qu’elle fixe la ligne des dispositions du nouveau Titre III du Livre III, n’en reste pas moins à dessiner à leur image. L’affirmation peut surprendre. Il est en effet souvent soutenu que la réforme s’inscrit, à bien des égards, dans la continuité, et qu’il n’est de notions aux contours mieux tracés au cours de l’histoire que celles du contrat, du quasi-contrat, de la responsabilité civile, ou de l’engagement unilatéral de volonté. Qui ne voit, pourtant, que cette impression d’une inébranlable constance pourrait bien tenir de l’indistinction d’un droit nouveau qui se meut encore dans les limbes ?Le présent travail entend profiter de la césure introduite par la réforme pour opérer un retour sur nos doctrines. À l’inverse du praticien, qui en redoute les soubresauts, le théoricien ne craint pas les mouvements du droit, qui lui offrent de contempler les dynamiques de fond à l’œuvre. L’étude des évolutions consommées par la réforme du droit des obligations, menée dans une double optique historique et systématique, laissera ainsi apparaître, tant au plan particulier de chaque source qu’à leur conjonction, d’importants bouleversements qui pourraient bien interdire, dans l’avenir, de penser en théorie l’ouvrage rénové autrement qu’à travers un nouveau paradigme / The bicentenary of the french civil Code was the occasion for an assessment ; with the reform of the french civil Code it’s time to look ahead to the prospects. From that point of view, one of the major preoccupations should be the definition of the sources of obligations, which determines the implementation of the new law of obligations. This assertion can be surprising. It is often suggested that the reform mostly provides continuity and that there are no other notions as known as contract, quasi-contract, civil liability or commitment by unilateral will. Yet, how can we fail to see that this impression of an unwavering consistency could be an effect of the new provisions’ shadows ?This work aims to take advantage of the gap of the reform to come back to our doctrines. Unlike practitioner, who fears instability, theoretician is not afraid by the motions of the law, which provide him to consider their background. The study of the evolutions implied by the law of obligations’ reform, conducted through an historical and systematic lens, will thus reveal, at the level of each source and at the conjunction of all, significant upheavals which would probably require to think about the law of obligations differently that we used to do

This study focused on two themes which have recurred in education since the 1980's: equity of educational outcomes for all students and reform in mathematics education. The problem addressed in this study concerned the apparent inability of large- scale reforms to meet equity goals. The purpose of the study was to increase understanding of this problem from both theoretical and practical perspectives. The study was influenced by feminist perspectives in the choice of theoretical framework and methodology. Focusing specifically on gender equity, the study was set in the context of a large-scale reform in the USA, Ohio's Statewide Systemic Initiative, Project Discovery.There were three major objectives in this study. First was to synthesise the literature concerning gender equity in mathematics education to produce a definition of the ideal Connected Equitable Mathematics Classroom (CEMC). There were two parts to the literature review: one concerning explanations for observed gender differences in mathematics education, and another concerning initiatives implemented to try to bring about gender equity in mathematics education.The second objective was to use the definition of the ideal CEMC, derived from the literature, to determine the extent to which reform had occurred in mathematics classrooms in Ohio. This was accomplished through the analysis of quantitative data collected from a random sample of teachers and principals across the state, and qualitative data collected from seven case study sites. The third objective was to determine the barriers to and facilitators of the realisation of equity goals in middle-school mathematics classrooms involved in Project Discovery. This was accomplished through a cross-site analysis of data collected at the seven case- study sites, with the analysis framed around the characteristics of the CEMC.The outcomes of the study are ++ / set out in terms of these three objectives, culminating in a discussion of the implications and challenges which the findings of this study pose for researchers, reformers, equity advocates and practitioners.

This thesis addresses the internationally recognised problem of transforming classroom teaching that is underpinned by transmissionist epistemologies, especially in the field of mathematics education. A constructivist-related theory of pedagogical reform was derived from the research literature in the fields of teacher cognition and conceptual change theory for the purpose of facilitating the radical reconstruction of teachers' centralist classroom roles and the development of pedagogies aimed at enhancing students' conceptual development. The thesis reports a collaborative action research study which was conducted with a teacher of high school mathematics who attempted to develop a constructivist- oriented teaching approach in his Grade 12 mathematics class.An interpretive research approach (Erickson, 1986) was employed to generate an understanding of the complex network of teacher beliefs and their constraining influence on the radical reform of the teacher's centralist pedagogy. An emergent research focus was the efficacy of the theory of pedagogical reform, especially its underpinning constructivist theory which shaped my discourse with the teacher during the collaborative phase of the study. Data were obtained from classroom participant- observations, teacher and student interviews, the teacher's report on the study, and an application of the repertory grid technique that was designed to investigate the teacher's implicit pedagogical beliefs.The major pedagogical reforms that resulted from the collaborative phase of the study included (1) the teacher's adoption of the role of teacher as learner; and (2) the refinement, rather than radical reform, of his centralist classroom role of teacher as informer. Although the reforms provided enriched opportunities for the development of students' algorithmic abilities, they largely failed to enhance students' mathematical ++ / conceptual development.Interpretive analyses were conducted from multiple constructivist-related perspectives (radical constructivism, social constructivism, critical constructivism) in order to generate a better understanding of the narrow scope of the pedagogical reforms. These analyses revealed (1) that rationalist preconceptions of mathematics and mathematical cognition underpinned important aspects of both the theory of pedagogical reform and the teacher's refined centralist classroom role of teacher as interactive informer, and (2) that the teacher's technical rationality, which was buttressed by personally constraining beliefs, maintained the ascendency of his technical curriculum interests and sustained his centalist classroom role of teacher as controller.The results of this thesis suggest strongly, therefore: (1) that pedagogical reforms which are based largely on a cognitivist theory of constructivism are susceptible to being subsumed by a powerful technical-rationalist ideology, and (2) that the hegemonic nature of this ideology is capable of disempowering reform-minded teachers from realising the practical viability of their constructivist-related ideals.The thesis recommends that future constructivist-related pedagogical reform in high school mathematics be based on a critical constructivist perspective which focuses attention on the curriculum interests that govern teaching and learning activities. In particular, it is recommended that reform-minded teachers establish a Critical classroom discourse which aims to attain a balanced rationality by making visible and subject to critical examination the hidden frames of reference that constitute the prevailing rationality of the traditional mathematics classroom.

The research reported in this thesis is an in-depth study of science education reform in a transitional society. The society in transition is Rwanda - one of the world's poorest countries - a tiny central African nation adversely affected by major social, political, economic, and ethnic upheaval. Rwanda is faced with the challenge of ensuring rehabilitation after the genocide of 1994 and has adopted the following national goals: implementation of a durable educational policy, eradication of illiteracy, national capacity building in science and technology and reinforcing the teaching of mathematics and sciences.The objective of this research is to describe, discuss and analyse information on the status of science education in Rwanda, from the perspective of primary and secondary science teachers, students, education personnel and my personal in-field observations and analysis. This research analyses the constraints in the implementation of educational policies and a relevant science education in a climate of social, political, cultural, ethnic and economic uncertainty.The research used a case study methodology and utilised quantitative and qualitative methods to examine how teachers' and students' knowledge, perceptions and experiences impact on the school learning environment. The study made use of a questionnaire that was administered to teachers and students in Rwanda. English and French versions of a modified School Level Environment Questionnaire (SLEQ) and a modified Teacher Beliefs Instrument (STEBI) were administered to teachers. Two scales derived from the Test of Science Related Attitudes (TOSRA) were adapted for use in Rwandan classes.The qualitative component of the research made use of interviews, classroom observations, personal reflexivity, historical and curriculum document analysis and vignettes. / To enable an interpretation of the quantitative data from questionnaires in a meaningful manner, the socio-cultural, gender and ethnic perspectives of policy makers, teachers and students were examined through interviews and classroom observations of science lessons. My personal experiences and reflections also were used to understand science education reform in Rwanda.The qualitative and quantitative findings of the research identified factors that influence the science education reform process and make meaningful interpretations of background, culture and the situation in Rwanda. Document analysis indicated that there is a need for greater access to secondary education. Interviews and science lesson observations indicated that it is necessary to develop a curriculum that is contextually relevant and to redefine science teacher training programmes. The findings of the research identified the constraints, dilemmas and tensions in the implementation of the educational reform process as young and inexperienced teachers, most of whom do not have university degrees and have difficulties in implementing the curriculum effectively. Further constraints included work pressures due to the examination system, an acute, as well as a lack of material resources and finances required to reconstruct and improve educational institutions.The research investigates the impact of the transition on science education in Rwanda. The research designed to examine the science education reform process in the transitional Rwandan society and economy studied the complex cultural, historical and educational factors that influence science education. / Using multiple research methods, this study is an analysis of my understanding of the changes that have taken place in science education, the impediments to these changes and the identification of aspects that may enhance the prospect for future science education reform, especially in the areas of the science curriculum reform, assessment procedures and teacher professional development.

Many of the assumptions underlying health care issues appear to be taken for granted by policy makers, when if fact they ought to be examined for their relevance to today's problems. This research attempts to do so, by analysing the non-economic issues and factors involved in the financing and provision of health care. It will be argued that policy makers commonly have a unidirectional economic perspective in both policy making and in health care system reform directives, a situation which leaves issues such as the health status of the population and of equity in resource allocation to political rhetoric, while in practice, policies deal with the issue of cost reduction. Of major importance is the moral dimension in policies dealing with health and welfare, which is clearly either forgotten or is afforded too little consideration in policy making. This is particularly relevant to the issue of rationing of health care in publicly provided health care systems. While always quietly practised by clinicians in the past, rationing is now required to be overt because demand for health care has outstripped available resources.The substance of the argument comes from the analysis of a very large literature on the broader issues affecting health care policy, such as concepts of social justice, ethics of resource allocation and the physician-patient relationship, all of winch ought to underpin policies for the mechanisms of funding and provision of health care systems.A conceptual diagram of a health care system is offered to provide a framework for the discussion of how the issues are interrelated at micro, meso and macro levels in policymaking. Examples of reforms to health care systems are taken from five OECD countries which share a common social, political and economic heritage: Australia, United Kingdom, New Zealand, Canada and the United States of America.The conclusions ++ / from this research show that theoretical incoherence pervades this most complex of policy areas, allowing the economic imperative to take precedence over the substantive health care issues.

Abstract not available

Health care reform has been described as a global epidemic. This thesis deals with nature and experience of health care reform in developing countries. Increasing privatisation, economic transition, and structural adjustment have provided the context for health system changes. Different approaches to reform have been developed by international organisations such as the World Bank, WHO and UNICEF. What has driven national health care reforms? Are such policies really appropriate to developing countries? Has a consensus now emerged in relation to international health policy? Has a new health care ‘model’ appeared? The study of health care reform in Cambodia is a timely opportunity to investigate the implementation of health care reform under extreme conditions. These conditions include a legacy of genocide, long-term conflict, political isolation, and economic transition. This case study uses both qualitative and quantitative methods and multiple sources of data to analyse the reform program. The study reinforces the conclusion that, under conditions of extreme poverty, market based reforms are likely to have limited positive impact. Rather, understanding the cultural conditions that determine demand, delivering health care of a satisfactory quality, providing appropriate incentives for health practitioners, and supporting services with adequate public funding are the prerequisites for improved service delivery and utilisation. Cambodia's strategy of integrated district health service development and universal population coverage may provide an instructive example of reform. Emerging policy issues identified by this case study include the fundamental role of equity in service provision, the influence of the social determinants of health and illness and interest in the appropriate use of evidence in international health policy-making.