Made available in DSpace on 2016-03-15T19:48:38Z (GMT). No. of bitstreams: 1 Silas Daniel dos Santos.pdf: 2054606 bytes, checksum: 03e5bc6325d5a84ecb7a5290796f3d93 (MD5) Previous issue date: 2007-09-04 / Instituto Presbiteriano Mackenzie / This essay intends to investigate the pastoral practices of Reverend Wilson de Souza Lopes, the Brazil Presbyterian Church Minister, concerning the religion and social action issues. It will also seek to understand the importance of such actions for the construction of a social tissue in Ribeirão Preto, São Paulo from 1981 to 1991. The social tissue formed during Rev Wilson s pastoral work constituted the basis for the building of Lar das Crianças (Children s Home) and Creche Vinde Meninos (a day care centre), and the reform of Lar dos Velhos (Senior s Home), initiatives that met impoverished people s needs. His actions could reach those who lacked love, affection and welcome. These people created a group identity and learnt the meaning of pertaining. All these constitutive elements are the social tissue of citizenship, which allows individual to find the reason for their existence. / Este trabalho investiga as práticas pastorais do Rev. Wilson de Souza Lopes, ministro da Igreja Presbiteriana do Brasil, no que se refere à religião e à ação social, buscando entender a importância destas ações na construção de um tecido social na cidade de Ribeirão Preto, interior de São Paulo nos anos de 1981-1991. O tecido social que se formou durante o pastorado do Rev. Wilson constituiu as bases para a construção do Lar das Crianças e Creche Vinde Meninos e a reforma do Lar dos Velhos que atenderam as necessidades da população empobrecida. O Rev. Wilson foi ao encontro daqueles que necessitavam de carinho, acolhimento e amor. Esta população criou identidade grupal e aprendeu o sentido de pertencimento. Esses elementos constitutivos são o tecido social da cidadania, que permite ao indivíduo encontrar o sentido de sua existência.

Thesis (Ph. D.)--University of Hong Kong, 2007. / Also available online.

Thesis (Ph. D.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.

Thesis (D. Min.)--Catholic Theological Union at Chicago, 2000. / Abstract and vita. Includes bibliographical references (leaves 189-202).

Thesis (M. A. in Sociology)--Vanderbilt University, Dec. 2009. / Title from title screen. Includes bibliographical references.

Thesis (M.S.W.)--University of Hong Kong, 1981.

This study which was conducted in a shelter for girl street children in KwaZuluNatal explored the programmes available to the girl street child and the current evaluation strategies for such programmes. The aim of the research was to provide insight into what criteria or indices children and service providers think should be used to evaluate the effectiveness of programmes for street children. Qualitative research methodology using a Participatory Action Research (PAR) approach guided the research and allowed for in-depth discussions with the children living in the shelters as well as the staff involved. The children were between 12-18 years of age. Data were obtained through separate multiple focus group sessions with children and staff at the shelter. Seven focus group sessions were held with the children and three focus group sessions were held with the staff at the shelter. The sessions were tape-recorded and then transcribed. The major findings of the study indicated that the children overall were enjoying their stay in the shelter. However, inconsistencies were identified between the experiences of the children and the work conducted by the staff members. Further, the findings of this study showed that programmes at the shelter being studied were evaluated, but the effectiveness of these evaluation strategies has been questioned. Emanating from the findings, recommendations have been made with regards to practice issues and programme evaluation. / Thesis (M.Sc.)-University of KwaZulu-Natal, 2005.

Bakalauro darbo tema :socialinės akcijos projektas- Būk supratingas“ Socialinės akcijos vieta: neįgaliųjų stovėjimo aikštelės. Projekto tikslas- skatinti vairuotojus būti supratingais ir neužimti neįgaliųjų vietų automobilių stovėjimo aikštelėse. Projektas skirtas vairuotojams, kurie stato savo automobilius neįgaliųjų vietose be leidimo. Akcijoje sudalyvauti buvo pasiūlyta Juliaus Janonio gimnazijos mokiniams. Todėl tuo pačiu ši akcija neformalus ugdymas skatinantis mokinių pilietiškumą, bei ugdantis asmenines savybes: toleranciją, pagarbą, supratingumą, drąsą, pagarbą neįgaliesiems. Šią akciją nusprendžiau vykdyti todėl, kad esu savanorė labdaros ir paramos fonde „Algojimas“, kuris užsiima veikla su šeimomis auginančiomis vaikus su negalia. Kadangi bendrauju su tokiomis šeimomis, žinau, kad yra susiduriama su šia problema. Kad akcija būtų efektyvesnė sukurtas akcijos firminis stilius. / Bachelor's thesis- social action project " be understandable". Place of this project- Disabled peaple parking places. Project aim- to promote drivers to be understandable and do not take disabled peaple places. This social action is for drivers, which do not care about road rules and they are parking their cars on disabled places without permition. In this action I offered to participate Juliaus Janonio gimnazium students. This action was like informal education, which promoted students sociability and educated them personal characteristics: tolerance, respect for disabled peaple. This action I desided to organise becouse I am volunteer in "Algojimas" ( it is responsible of helping for families which have disabled kids), so i know that it is big problam. It was created all action Identity designe to make action nicer, more visible, and more effective.

No description available.

This study specifically aimed to understand, through the lens of the participants, how a six-month transformative curriculum with a specific social justice agenda later shaped their relationship with social justice and prosocial activism. The Holocaust March of Remembrance and Hope Curriculum (MRHC) included a five-month preparatory course, a nine-day immersion in Holocaust history through the March of Remembrance and Hopes study tour in Poland, and a post-trip meeting to present student projects. This study is qualitative in nature and was primarily based on three, sixty-minute interview sessions for each participant. Participants were recruited from the eleven (Mid-western university) students who participated in the journey. Interview questions focused on participants life history relative to racism and discrimination, trip memories, and themes surrounding their current motivation to promote social justice. Each interview was transcribed verbatim by the principal investigator and was analyzed through a constant comparative method. Five major themes emerged across the data as a whole. First, participants definitions of what exactly makes up social justice demonstrated that participants frequently discredited microlevel actions such as addressing a racist joke by indicating this was not large enough to be considered a social action. A second theme which emerged was the powerful impact of one Holocaust survivor on participants life directions in terms of specifically feeling a strong sense of responsibility to promote social equality. Third, participants experiences of the trip mirrored transformative learning models. However, two additional components were needed within the adult learning models that could be tailored for a diversity course with a specific social justice agenda. These components included providing students with ongoing support as well as social activist role-training in order to further integrate the lessons from the journey. Fourth, participants awareness of their own social identities influenced which groups later gained the most attention in terms of advocacy.