Programmering spelar idag en oumbärlig roll för samhällets funktioner men det finns en kvinnlig underrepresentation både inom branschen och på utbildningar relaterade till programmering. Denna studie ämnar undersöka hur kvinnor reagerar på marknadsföring för programmeringsutbildningar och hur marknadsföringen skulle kunna förbättras. Detta i syfte att locka fler kvinnor till utbildningarna och potentiellt öka jämställdheten inom IT. I teorin konstateras att det finns en stark stereotyp kring programmerare, vilken kvinnor inte identifierar sig med. Ökad representation, gemenskap och kreativitetsbetingade utbildningstitlar identifieras i tidigare studier som förslag på marknadsföringsåtgärder för att utjämna könsfördelningen. För att undersöka uppfattningen kring programmeringsutbildningars marknadsföring utfördes fokusgruppsintervjuer. Baserat på svaren utformades en enkät vars resultat skulle bekräfta eller dementera fokusgruppernas påståenden. Kvinnor hade en positiv reaktion när kreativt betingade ord användes och när det fanns bred representation av kön och etniciteter. Negativa reaktioner uppstod när homogena grupper av stereotypiska programmerare porträtterades. Ett återkommande önskemål var att få se utbildningen i ett större sammanhang och att få se konkreta exempel på utbildningsmoment och framtida arbetsuppgifter. / Programming today plays an indispensable role for society's functions but there is a underrepresentation of women both in the industry and in educations related to programming. This study aims to examine how women respond to marketing for education related to programming and how marketing could be improved. This is to attract more women to the educations and potentially increase gender equality in IT. In theory, it is stated that there is a strong stereotype about programmers, which women do not identify with. Increased representation, community and creativity-related educational titles are identified in previous studies as proposals for marketing measures to even out the gender distribution. To investigate the perception of the marketing for educations related to programming, focus group interviews were conducted. Based on the answers, a questionnaire was designed whose results would confirm or deny the focus groups' statements. Women had a positive reaction when creative words were used and when shown broad representation of gender and ethnicities. Negative reactions arose when homogeneous groups of stereotypical programmers were portrayed. A recurring wish was to see the education in a larger context and to see concrete examples of educational elements and future occupational tasks.

This thesis deals with issues of level and structure of education of contemporary Czech population with a view to the target group of disabled people. It talks about historical evolution in this field, current trends and available statistical data, which represent it. A prominent theme of the thesis is a lower number of disabled people with university education in comparison with intact population. We will have a short look at supportive measures for students with special needs at Czech universities as well. Then, a part of the thesis is a survey which examines attitudes of young disabled people towards university education. Key words education level of population of the Czech Republic, education level of disabled people, university education, support of people with special needs at universities, attitudes of young people towards university education

Throughout the history of universities, university autonomy and academic freedom have come ~o be regardeci as indispensable if the university has to fulfill its function of generating and disseminating knowledge and information for the benefit of society. Al though these are often conflated, they are distinguishable though interdependent. Autonomy relates to the self-governance of the university without external interference. Academic freedom entails the freedom of an individual academic to hold whatever views, orthodox or unorthodox, without censure or other penalty. critical inquiry. It also entails Although academic autonomy and freedom are critical to the academic function, they are not beyond dispute. There is always a continuous debate on what are the proper boundaries of legitimate academic autonomy and freedom. These boundaries are not fixed and keep on shifting. The shifting is often caused by government intervention into university education by way of subsidising it. As a quid pro quo for subsidizing university education, the government often feels entitled to stipulate conditions for the granting of such subsidies. Various governments follow different ways of doing this. There is a general trend in terms of which the government is defining the degree of academic autonomy. With autonomy it emphasizes accountability and with academic freedom it emphasizes responsibility. These are not mutually in conflict. iii Al though universities cherish their autonomy and academic freedom, these are always subject to threat. These cannot flourish in an authoritarian culture, but can only thrive in a democratic culture where other civil liberties are respected. The reason for this is that human freedom is indivisible and academic freedom cannot survive when other rights ar-e violated. The South African Constitution protects academic freedom. This is not generally done in most constitutions of the world. The reason why the South African Cons ti tut ion expressly protects academic freedom is because academic autonomy and freedom were severely violated in the past. Al though the protection of academic freedom in the Constitution does not provide indefeasible security, it makes the way of a transgressing government difficult. This is important because even a democratic government can violate academic freedom. / Constitutional, International & Indigenous Law / LL.D. (Constitutional, International & Indigenous Law)

In 1877 the University of St Andrews initiated a unique qualification, the Lady Literate in Arts, which came into existence initially as the LA, the Literate in Arts, a higher certificate available to women only. Awarded by examination but as a result of a programme of distance learning, it was conceived and explicitly promoted as a degree-level qualification at a time when women had no access to matriculation at Scottish universities and little anywhere in the United Kingdom. From small beginnings it expanded both in numbers of candidates and in spread of subjects and it lasted until the early 1930s by which time over 36,000 examinations had been taken and more than 5,000 women had completed the course. The scheme had emerged in response to various needs and external pressures which shaped its character. The purpose of this thesis is to assess the nature and achievements of the LLA in its first fifteen years and to establish its place within the wider movement for female equality of status and opportunity which developed in the later decades of the nineteenth century. The conditions under which the university introduced the LLA, its reasons for doing so, the nature of the qualification, its progress and development in the years before 1892 when women were admitted to Scottish universities as undergraduates and the consequences for the university itself are all examined in detail. The geographical and social origins and the educational backgrounds of the candidates themselves are analysed along with their age structure, their uptake of LLA subjects and the completion rates for the award. All of these are considered against the background of the students' later careers and life experiences. This thesis aims to discover the extent to which the LLA was influential in shaping the lives of its participants and in advancing the broader case for female higher education. It seeks to establish for the first time the contribution that St Andrews LLA women made to society at large and to the wider movement for female emancipation.

Made available in DSpace on 2016-04-27T14:32:03Z (GMT). No. of bitstreams: 1 Maria Cecilia Damas Gaeta.pdf: 1384573 bytes, checksum: 369e91aaea81e61b95a27cab4ce80d94 (MD5) Previous issue date: 2007-10-18 / This research aims at demonstrating that the lato sensu post graduation courses can become an option for the formation and development of university teachers. Today we observe a clear demand for the pedagogical background and an evident gap for related spaces towards this process, since the stricto sensu post graduation programs are mainly aimed at the development of research and researchers. From the principles of the action-research in a qualitative approach, it does an initial theoretical-reflective data gathering encompassing the fields of integrated curriculum, teaching knowledge and tourism. Later, the investigation on creation, implementation, evaluation and reformulation of a Teacher development course in tourism and related areas has brought elements to answer to the problem posed. It concludes that this level of education can become an option for the development of university and college teachers, provided that they are base on a consistent and serious educational proposal, in a curriculum judiciously designed according to the principles of the subject area intended and with a properly qualified faculty / Esta pesquisa tem por objetivo investigar se os cursos de pós-graduação lato sensu podem se tornar uma opção para a formação e o desenvolvimento dos docentes do ensino superior. Verifica-se clara demanda por formação pedagógica e evidente lacuna por espaços pertinentes para esse processo, uma vez que os cursos de pós-graduação stricto sensu estão principalmente voltados para o desenvolvimento da pesquisa e de pesquisadores. A partir dos princípios da pesquisa-ação em uma abordagem qualitativa, o estudo faz levantamento teórico-reflexivo abrangendo os campos de currículo integrado, sabedoria docente e turismo. A seguir, a investigação sobre a criação, implantação, avaliação e reformulação de um curso de Docência para o ensino superior em turismo e áreas afins traz elementos para responder o problema proposto. Conclui que esse nível de ensino pode se tornar uma opção para a formação de professores do ensino superior desde que fundamentados em proposta educacional consistente e séria, em currículo desenhado criteriosamente conforme os princípios da área de estudos que pretende abranger e corpo docente adequadamente preparado

The aim of this quantitative, descriptive and co-relational study was to analyze the factors affecting students‟ choice to enrol at private higher education institutions in Botswana. The three specific objectives of the study included, to identify the factors influencing students‟ choice to enrol at private higher education institutions, to predict students‟ intention to enrol at private higher education institutions and, to determine the differences in factors influencing students‟ choice among private higher education institutions. Data was collected using a valid and reliable questionnaire through a survey of 560 stratified randomly sampled first year students from four of the higher education institutions in Botswana. Data collection was done through survey using a valid and reliable questionnaire constructed based on the information gathered from the literature review. A five point Likert‟s scale was adopted to measure the students‟ choice of institution and, intention to enrol at private higher education institution. Data was analysed using descriptive statistics, principal component analysis, multiple regression analysis and analysis of variance. Principal component analysis revealed thirteen factors affecting students‟ choice to enrol at private higher education institutions. Multiple regression analysis revealed that out of the thirteen factors, only seven factors were found to be significant predictors of students‟ intention to enrol at private higher education institutions. These seven factors were characteristics of programs and course offered, campus life, criteria, procedure and policies for admission, quality of teaching and learning resources, physical characteristics of campus, person based outreach and, electronic based outreach. Analysis of variance and Post Hoc Test determined that only seven factors were significantly different among the four institutions in the study. These seven factors included advice seeking, employment prospects, campus life, quality of teaching and learning resources, person based institutional outreach, electronic based institutional outreach and, policies and procedures for admission. Based on the findings, implications for policy and practice were discussed and appropriate recommendations were made. / Educational Leadership and Management / D. Ed. (Education Management)

Throughout the history of universities, university autonomy and academic freedom have come ~o be regardeci as indispensable if the university has to fulfill its function of generating and disseminating knowledge and information for the benefit of society. Al though these are often conflated, they are distinguishable though interdependent. Autonomy relates to the self-governance of the university without external interference. Academic freedom entails the freedom of an individual academic to hold whatever views, orthodox or unorthodox, without censure or other penalty. critical inquiry. It also entails Although academic autonomy and freedom are critical to the academic function, they are not beyond dispute. There is always a continuous debate on what are the proper boundaries of legitimate academic autonomy and freedom. These boundaries are not fixed and keep on shifting. The shifting is often caused by government intervention into university education by way of subsidising it. As a quid pro quo for subsidizing university education, the government often feels entitled to stipulate conditions for the granting of such subsidies. Various governments follow different ways of doing this. There is a general trend in terms of which the government is defining the degree of academic autonomy. With autonomy it emphasizes accountability and with academic freedom it emphasizes responsibility. These are not mutually in conflict. iii Al though universities cherish their autonomy and academic freedom, these are always subject to threat. These cannot flourish in an authoritarian culture, but can only thrive in a democratic culture where other civil liberties are respected. The reason for this is that human freedom is indivisible and academic freedom cannot survive when other rights ar-e violated. The South African Constitution protects academic freedom. This is not generally done in most constitutions of the world. The reason why the South African Cons ti tut ion expressly protects academic freedom is because academic autonomy and freedom were severely violated in the past. Al though the protection of academic freedom in the Constitution does not provide indefeasible security, it makes the way of a transgressing government difficult. This is important because even a democratic government can violate academic freedom. / Constitutional, International and Indigenous Law / LL.D. (Constitutional, International & Indigenous Law)

Ce travail a pour objet l’étude des procédures linguistiques employées par les enseignants universitaires d’espagnol comme langue étrangère dans la gestion discursive de la relation interpersonnelle avec les élèves. En partant d’une perspective discursive nous postulons que la gestion discursive de la relation interpersonnelle peut être considérée comme la manière dont l´enseignant, en qualité de parlant/producteur (et agent social), gère un ensemble de procédures linguistiques pour établir la relation interpersonnelle avec les élèves dans la salle de classe, en fonction des limites et possibilités qui encadrent son travail dans un espace social et un espace discursif. À partir de cette proposition nous avons déterminé que le sens de la gestion discursive dans le domaine didactique et pédagogique réfère spécifiquement à l'aide que l'enseignant, en sa qualité de compétent et facilitateur de l'apprentissage, fournit aux étudiants. En outre, selon nous, cette aide résulte d’une logique croisée dans laquelle convergent deux principes antinomiques: une hétéronomie et une autonomie discursive. En nous basant sur l’analyse des transcriptions de classes filmées et des entretiens avec les élèves, on montre que les procédures linguistiques employées par les enseignants correspondent au phénomène de la modulation et opèrent à deux niveaux, un micro et un macro fonctionnement. On confirme également que ces procédures se situent dans la logique croisées qui est propre au sens de l’aide. Néanmoins, on constate que la gestion discursive des enseignants qui se situe dans cette logique croisée est problématique dû à la distribution des procédures linguistique et son éventuel contre-sens. / This work is about the the study of linguistic procedures used by university teachers of Spanish as a foreign language in the discursive management of interpersonal relationships with students. Starting from a discursive perspective we argue that the discursive management of interpersonal relationship can be considered as how the teacher as speaker / producer (and social agent) manages a set of linguistic procedures to establish the interpersonal relationship with students in the classroom, based on the limits and possibilities that surround his work in a social and discursive space. From this proposition we determined that the sense of the discoursive management in the didactic and pedagogical domain refers specifically to the help which the teacher, in his capacity as a competent being and as a facilitator of learning, provides to the students. In addition, we believe that this help results from a crossed logic in which converge two contradictory principles: discursive heteronomy and autonomy. Based on our analysis of transcripts of videotaped classes and interviews with students, we show that the procedures used by language teachers correspond to the phenomenon of modulation and operate at two levels, a micro and a macro functioning. We also confirm that these procedures are in a logic which is particular to the sense of help. However, we note that the discursive management of teachers, which is in this logic, is problematic due to the distribution of linguistic procedures and its eventual unproductiveness.

Submitted by Emanuel Varela Cardoso (emanuel.varela@ufcg.edu.br) on 2018-09-18T18:49:51Z No. of bitstreams: 1 CATYELLE MARIA DE ARRUDA FERREIRA – DISSERTAÇÃO (PPGRN) 2018.pdf: 10865165 bytes, checksum: fa993acb537bd0108b623d90ec133b7d (MD5) / Made available in DSpace on 2018-09-18T18:49:51Z (GMT). No. of bitstreams: 1 CATYELLE MARIA DE ARRUDA FERREIRA – DISSERTAÇÃO (PPGRN) 2018.pdf: 10865165 bytes, checksum: fa993acb537bd0108b623d90ec133b7d (MD5) Previous issue date: 2018-08-20 / CNPq / Este estudo teve por objetivo analisar a efetivação da Política Nacional de Educação Ambiental na Universidade Federal de Campina Grande-PB, campi Campina Grande, visando promover o debate da Educação Ambiental nos processos do ensino formal como determina a Política Nacional de Educação Ambiental. A pesquisa pretendeu despertar na comunidade acadêmica a importância e a necessidade da institucionalização da Educação Ambiental na Universidade, cabendo à mesma, desenvolver ações, projetos, metodologias e práticas em todos seus setores e unidades acadêmicas. Neste contexto, e com base no tripé Ensino, Pesquisa e a Extensão, o estudo em um primeiro momento analisou os fluxogramas dos 105 cursos de graduação da instituição. Posteriormente, foram aplicados questionários com discentes, técnicos administrativos e docentes dos cursos de Graduação de Licenciaturas em História, Letras, Pedagogia, Ciências Sociais, Filosofia e Geografia, de Engenharia Agrícola e Enfermagem, que também subsidiaram a identificação do nível de percepção ambiental dos entrevistados. No tocante as atividades de Pesquisa e Extensão foram analisados os projetos desenvolvidos na instituição no período entre 2004 a 2015, bem como o quantitativo das dissertações e teses que abordaram a temática ambiental em seus estudos. Sabe-se que, deste ambiente educacional, sairão profissionais de diversas formações e competências, e, portanto, faz-se necessário a solidificação de conhecimentos e aplicabilidades dos princípios de Educação Ambiental em sua prática profissional cotidiana. Foi identificado que a Lei 9.795, que institui a Política Nacional de Educação Ambiental não está presente nas atividades voltadas para o Ensino, Pesquisa e Extensão. Por fim, mesmo com o nível de percepção ambiental dos entrevistados atingindo um índice de 93,69%, sendo este considerado altíssimo, a Instituição carece de uma maior inserção da temática ambiental nas práticas de sua conjuntura. Importante enfatizar que, este estudo permitiu uma visualização panorâmica da realidade da Universidade e ao mesmo tempo, demonstrou a necessidade de um olhar institucional mais acentuado na temática ambiental, possibilitando também, o embasamento e direcionamento de estudos futuros que tenham como base o que é preconizado na PNEA. / This study aimed to analyze the effectiveness of the National Environmental Education Policy at the Universidade Federal de Campina Grande in Campina Grande campus, aiming to promote the debate of Environmental Education in the processes of formal education as determined by the National Environmental Education Policy. The research aimed to awaken in the academic community the importance and necessity of the institutionalization of Environmental Education in the University, being the same, to develop actions, projects, methodologies and practices in all its sectors and academic units. In this context, and based on the Tripod Teaching, Research and Extension, the study at first analyzed the flowcharts of the 105 undergraduate courses of the institution. Subsequently, questionnaires were applied with students, administrative technicians and teachers of undergraduate courses in History, Literature, Pedagogy, Social Sciences, Philosophy and Geography, Agricultural Engineering and Nursing, which also subsidized the identification of the level of environmental perception of the interviewees. Regarding the activities of Research and Extension, the projects developed in the institution between 2004 and 2015 were analyzed, as well as the quantitative of dissertations and theses that addressed the environmental theme in their studies. It is known that, from this educational environment, professionals from different backgrounds and skills will emerge, and therefore, it is necessary to solidify the knowledge and applicability of the principles of Environmental Education in their daily professional practice. It was identified that Law 9,795, which establishes the National Policy for Environmental Education, is not present in activities related to Teaching, Research and Extension. Finally, even with the level of environmental perception of the interviewees reaching an index of 93.69%, which is considered to be very high, the Institution needs a greater insertion of the environmental theme in the practices of its conjuncture. It is important to emphasize that this study allowed a panoramic view of the reality of the University and, at the same time, demonstrated the need for a more intense institutional look at the environmental theme, also allowing the foundation and direction of future studies based on what is advocated in the PNEA.

Submitted by Jamile Barbosa da Cruz (jamile.cruz@ucsal.br) on 2017-01-16T13:30:11Z No. of bitstreams: 1 LIMA JLS - 2014.pdf: 6327776 bytes, checksum: af0925ec6b8486d5c7e37f5952694ddc (MD5) / Approved for entry into archive by Rosemary Magalhães (rosemary.magalhaes@ucsal.br) on 2017-01-16T18:36:38Z (GMT) No. of bitstreams: 1 Dissertacao Josenaldo.pdf: 6327776 bytes, checksum: af0925ec6b8486d5c7e37f5952694ddc (MD5) / Made available in DSpace on 2017-01-16T18:36:38Z (GMT). No. of bitstreams: 1 Dissertacao Josenaldo.pdf: 6327776 bytes, checksum: af0925ec6b8486d5c7e37f5952694ddc (MD5) Previous issue date: 2014-08-27 / A pesquisa teve como objeto de estudo a dispensa de docentes com títulos de mestrado e de doutorado, contratados para cumprir requisito normativo indispensável ao credenciamento e recredenciamento deinstituições de ensino superior privadas de Salvadorjunto ao Ministério da Educação, ou para obtenção de autorização, reconhecimento e respectivas renovações de cursos superiores de graduação junto àquele Ministério, após a conclusão de tais procedimentos de aprovação. Esse fenômeno da dispensa de professores titulados foi analisado com base nos dados coletados em investigações instauradas pela Procuradoria Regional do Trabalho da 5ª Região, no período de 2006 a 2013. O referencial teórico foi embasado na literatura nacional relacionada ao neoliberalismo, ao capitalismo contemporâneo, à mercantilização da educação superior privada, à precarização do trabalho em geral e do docente do nível superior de educação em particular, ao Direito Constitucional, ao Direito do Trabalho e na legislação que rege a educação superior. A metodologia empregada foi exploratória, qualitativa e descritiva, com a utilização das técnicas de análises documental e de conteúdo. Os sujeitos investigados na pesquisa de campo foram: (01) dirigente sindical, (01) avaliadora do Ministério da Educação, (03) coordenadores de curso superior privado e (04) professores da educação superior privada, perfazendo um total de (09) participantes. Os instrumentos utilizados para a coleta de dados consistiram em entrevistas livres, pesquisas exploratória, bibliográfica e documental, bem como entrevistas semiestruturadas.Os resultados das análises dos dados coletados no decorrer da pesquisa evidenciaram que as dispensas investigadas neste trabalho se configuram como mais um elemento no processo de precarização do trabalho de docentes da educação superior privada de Salvador, que já atinge até a elite desses profissionais. Além disso, essas dispensas também se enquadram no conceito jurídico de discriminação. / The focus of the present study was the dismissal of faculty members holding masters and doctoral degrees, who had been previously hired to fulfill the regulatory requirements to accredit and reaccredit private universities in Salvador with the Ministry of Education or to obtain authorization, recognition and respective renovations of undergraduate courses at that Ministry, soon after the conclusion of the approval procedures. This phenomenon of dismissing professors with high academic degrees in the private universities of Salvador was analyzed from data collected during investigations made by the Fifth District Labor Relations Board between 2006 and 2013. The theoretical framework was based on the Brazilian literature on neoliberalism, contemporary capitalism, the commercialization of private university education, the instability of labor relations in general, and of higher education personnel in particular, and constitutional law, labor law and legislation governing higher education. The methodology used was exploratory, qualitative and descriptive, with the use of documental and content analysis techniques. The subjects investigated in the field research phase consisted of one union leader, one assessor from the Ministry of Education, and three university coordinators and four university professors, all from the private sector, making a total of nine participants. The instruments used for data collection consisted of free interviews and exploratory, bibliographic and documental research, as well as semi-structured interviews. Analysis of the data collected during the study period showed that the dismissals investigated in this study constitute one more element in the process of destabilizing the work of university professors in the private sector in Salvador, which is already affecting even those with the highest academic degrees. Furthermore, these dismissals also fit the juridical concept of discrimination.