Dissertations / Theses on the topic 'Education of Desire'
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Philibert, Céline Lydia Germaine. "French postmodern cinema : desire in question /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487760357819381.
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Trimble, Lisa M. "Toward an education of joy, desire and possibilities : sexualities education as liberatory pedagogy." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81516.
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As sexualities educators, we rarely examine the broader social context our sexualities are shaped within, nor do we often give meaningful instruction to students on how to come to terms with emotions and desire or choosing and being good partners. Some of the ways we 'do' masculinity, femininity and gender in this culture can compromise our ability to fully engage in loving relationships with our selves and others. Teaching sexualities as transformational learning, critical theory challenges us to do better, both as individuals and as a society aware of and resisting oppression. Instead of teaching as though the body and spirit can thrive independently of one another, an authentic sexualities education would address the many dimensions of human experience, including morality, physicality and emotionality.
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Hatmaker, Elizabeth A. Strickland Ron L. "Producing desire/desiring production reconfiguring creative writing pedagogy /." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3106757.
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Thesis (Ph. D.)--Illinois State University, 2003.Title from title page screen, viewed October 17, 2005. Dissertation Committee: Ronald Strickland (chair), Janice Neuleib, Cecil S. Giscombe, Karen Coats. Includes bibliographical references (leaves 201-211) and abstract. Also available in print.
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Heron, Barbara Arlene. "Desire for development, the education of white women as development workers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0005/NQ41173.pdf.
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Cary, Lisa Jane. "Complicating the Professional Development School Model: Redemption, Desire and Discourse." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391615665.
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Erbstoesser, Richard James. "Student motivation: instilling a desire to learn in middle school students." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1302.
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Wittek-Balke, Janay. "Assessing the desire of online course offerings at the University of Wisconsin-Stout." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000wittek-balkej.pdf.
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Walker, Ginger. "'The Writing Writes Itself': Deleuzian Desire and the Creative Writing MFA Degree." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4721.
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This post-qualitative inquiry project investigated subjectivity (sense of self) among graduates of creative writing Master of Fine Arts (MFA) programs. The project asked how subjectivity is involved in the creative writing process and how that process fuels further writing after a creative piece (such as the MFA thesis) is completed. A post-qualitative, thinking-with-theory approach was used to explore the role of subjectivity among four anonymous graduates of creative writing MFA programs who provided writing samples describing their creative writing processes. Following the thinking-with-theory approach, the data were analyzed using Deleuze and Guattari’s theory of productive desire. Study findings are presented in two formats. First, a traditional, qualitative presentation of findings describes how unconscious desires develop a beneficial weakening of subjectivity that may encourage creative writers to continue writing after completion of the MFA degree. Next, further findings are presented via a nonlinear, rhizomatic data assemblage. The project concludes with recommendations for the use of Deleuzian productive desire as a pedagogical framework in graduate-level creative writing courses, as well as a call for the consideration of post-qualitative research methods in the field of education.
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Sandmeier-Marquardt, Bridget. "Patients' self-concept, desire for information and uncertainty reduction." Scholarly Commons, 2000. https://scholarlycommons.pacific.edu/uop_etds/542.
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This is a post-test only experimental design using an uncertainty reduction video to alleviate patient uncertainty, desire for information and increase self-concept to improve overall patient satisfaction with health care experience. The subjects were 80 cardiac consultation patients in a cardiology clinic in Northern California.
Forty people were randomly assigned to a control group and forty people to the experimental group. A scale was given to each group which measured the patients' level of self-concept, level of uncertainties (medical setting, relational and illness), and desire for information. The experimental group received an uncertainty reduction video prior to filling out the questionnaire. The uncertainty reduction video was designed to debrief the patient on subjects that may be causing uncertainty for the patient.
In conclusion, this study found that the uncertainty reduction video significantly reduced the patient's level of medical setting uncertainty. The study showed a relationship between medical setting uncertainty and relational uncertainty and a relationship between relational uncertainty and illness uncertainty. The study also indicated that patients have high levels of uncertainties in all uncertainty areas: illness, relational, and medical setting, and high a desire for information. However, the video did not show an ability to reduce a patient's level of relational or illness uncertainty. The study also did not show a relationship between self-concept and level of uncertainty and desire for information.
Future areas of research suggest that for a similar study a series of illness specific videotapes may be more beneficial at reducing illness uncertainty. The patient's level of previous knowledge, its source, depth and credibility was also suggested for future research. Another area suggested for future research would be the correlation between uncertainties and anxieties.
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Kaland, Ole Johannes. "Negotiating educational desire : migrant youths and aspirations in Shanghai, China." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/51610/.
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Renga, Ian Parker. ""We want to bring them into what we love"| An investigation of desire in two alternative teacher preparation programs." Thesis, University of Colorado at Boulder, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3743632.
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A great deal depends on preparing high quality teachers, and reformers of teacher preparation have recently drawn attention to the need for clearer delineations of effective practice, what it takes to be a teacher, and standards of preparation. Taken together, these reform proposals arguably frame a professional ideal for teaching. How this ideal and other ideals are established as desirable for beginning teachers during preparation remains relatively unexplored. In this study I thus tease out the desired ideals of teaching in two alternative residency-based teacher preparation programs, City Teacher Prep (CTP) and a Montessori teacher training program (MONT). Drawing from literature in the humanities and the learning sciences, I develop a conceptual framework of desire as socially constructed and conveyed to beginning teachers through orienting narratives that serve to direct them toward desired objects of teaching. I also postulate that beginners develop desires by making heartfelt investments in those objects. I use a constructivist grounded theory approach to collect and analyze observation and interview data. My findings reveal differences in the desired objects at each program suggestive of a tension between a professional ideal and vocational ideal of teaching. I also find evidence of standing desires for leadership among beginners at both programs that could result in their eventually leaving teaching. Through this investigation, I illuminate the conceptual features of desire and show how it can inform our understanding of teacher preparation.
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Hornbeak, Jerrick L. "Teaching methods and course characteristics related to college students' desire to take a course." Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1367.
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Lopes, Leandro de Proença. "ESPIRITUALIDADE E PEDAGOGIA DO DESEJO: UM DIÁLOGO ENTRE PAULO FREIRE E RENÉ GIRARD." Universidade Metodista de São Paulo, 2008. http://tede.metodista.br/jspui/handle/tede/489.
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The exploration and the manipulation of desire are some of the main brand of consumption culture. In the societies where predominate this culture, the consumption appears as a humanization criterion, and the meaning of life the ethical-mythical core, around in which society organize itself its the wealth accumulation seek to consume more. Some researches have been demonstrating the holy aspects of this culture, which became a real religion of the everyday life, with its devotions, spiritualities, myths, and rituals. At this same aspect, some studies have been demonstrating how this culture determines the pedagogic projects. Theses arent accidentals studies, because religion and education are essential elements in the origin and upkeep of any culture and human society. However it could also be transformation elements. Paulo Freire emphasize with interest in a Desire Pedagogy creation, and comprehend that the desire theme is extremely important in the improvement fight of social exclusion. But unfortunately he hadnt time to couch such pedagogy. The René Girard work reinforces the thesis that religion is an essential process for the human societies, considering the real function in the culture origin. According to Girard, religion is the humanity educationalist in the humanization and socialization process. And his most notable characteristic is exactly to educate the desire, because, due its mimetic nature, is constantly the violence generator. In the research of relations between Religion/ Theology and Education, recently has been accomplished the presupposed theologies and spiritual studies of the educational offers. Even thought that Paulo Freire and René Girard are at different areas, with different projects, there is lots of convergences aspects between them, some even complementary. The dialog between these two authors shows it very profitable in the theme of desire discussion in relation with the spirituality and education. This work is a try to search elements that promote the elaboration of a Desire Pedagogy starting with the contribution of the Religion Science.(AU)
A exploração e a manipulação do desejo são algumas das principais marcas da cultura de consumo. Nas sociedades em que predomina essa cultura, o consumo aparece como critério de humanização, e o sentido da vida o núcleo ético-mítico em torno do qual a sociedade se organiza é a busca de acumulação de riqueza para se consumir cada vez mais. Alguns estudos têm demonstrado os aspectos sagrados dessa cultura, que se tornou uma verdadeira religião da vida cotidiana, com suas devoções, espiritualidades, mitos e ritos. Da mesma forma, alguns estudos vêm demonstrando como essa cultura determina os projetos pedagógicos. Esses estudos não são acidentais, pois religião e educação são elementos fundamentais na origem e na manutenção de qualquer cultura e sociedade humanas. Todavia, podem ser também elementos de transformação. Paulo Freire acena com o interesse pela criação de uma Pedagogia do Desejo, compreendendo que este tema é de fundamental importância na luta pela superação da exclusão social, o que infelizmente não teve tempo de formulá-la. A obra de René Girard reforça a tese de que a religião é um processo fundamental para as sociedades humanas, considerando sua real função na origem da cultura. Segundo Girard, a religião é a educadora da humanidade no processo de humanização e socialização. E sua característica mais notável é justamente a de educar o desejo, pois, devido a sua natureza mimética, constantemente é gerador de violência. Nas pesquisas sobre as relações entre Religião/Teologia e Educação, recentemente tem sido realizado o estudo dos pressupostos teológicos e espirituais das propostas educacionais. Há muitos pontos de convergência entre Paulo Freire e René Girard, alguns até complementares. O diálogo entre esses dois autores se mostra muito profícuo na discussão do tema do desejo em relação com a espiritualidade e a educação. Este trabalho é uma tentativa de buscar elementos que favoreçam a elaboração de uma Pedagogia do Desejo a partir das contribuições das Ciências da Religião.(AU)
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Yang, Peidong. ""Foreign talent" : desire and Singapore's China scholars." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:176d27e0-0554-4429-94eb-f706792accd5.
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This thesis addresses the “foreign talent” situation in Singapore with an ethnographic account of the lived experiences of immigrant PRC students on scholarships, or “PRC scholars.” For some two decades, the Singapore government has annually recruited middle school students from China in their hundreds, selecting them through tests and interviews, granting them full scholarships at either pre-undergraduate or undergraduate level, and, very often, “bonding” them to work subsequently in Singapore for a number of years. Wooed and appropriated in such a way as prized potential human capital, PRC scholars exemplify the Singapore state’s desire for “foreign talent.” In the first decade of the twenty-first century, as the influx of all manners of “foreign talent” into the small city-state gathered pace, local sentiments and discourses of resentment arose. The local-vs-“foreign talent” problem became a serious strain on a city and people proud of their cosmopolitanism. This thesis analyzes the “foreign talent” situation through the ethnographic “macro-trope” of desire. It argues that “foreign talent” is a site of convergence and divergence, collusion and collision, accommodation and contestation, fulfillment and failure of various individual, sociocultural, and political desires and longings. Through the lens of desire, and its psychoanalytic undertones and insights, this thesis looks ethnographically into the PRC scholars’ “foreign talent” journeys in nuanced ways. Based on ethnographic fieldworks carried out in a Chinese middle school and a Singaporean university, the thesis shows how Chinese students are constituted as specific subjects of desire, and how they subsequently develop certain perceptions, attitudes, and stereotypes about the local “other” as well as about themselves after arriving in Singapore as “foreign talent.” Infused with multifarious desires, the PRC scholars’ experiences are often characterized by angst and dissatisfaction; yet it is also argued that generative subjective transformations take place precisely amidst these dynamics and pragmatics of desiring. Ultimately, this thesis seeks to make possible an ethical re-imagination of the “foreign talent” situation in Singapore from the perspective of desire; to provide an account of the so far little-studied Chinese migrant students in the context of Singapore; and to speak more broadly to the cultural and subjective dimensions of human experiences in the context of educational mobility, identity politics, and globalization.
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Lee, Thomas Charles. "A Desire for Active Citizens: An Exploratory Analysis of Citizenship Education for Young Migrants in New Zealand." Thesis, University of Canterbury. Social and Political Sciences, 2009. http://hdl.handle.net/10092/3012.
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This thesis examines whether the introduction of citizenship education in New Zealand would increase the levels of active citizenship of young migrant New Zealanders, using voter turnout as a measure. This research draws attention to an overlooked part of New Zealand political science research by studying young migrant New Zealanders. The theories and topics covered in this research include the notion of citizenship, education, political participation, social capital and multiculturalism. Both surveys and interviews are used to gauge young New Zealanders’ political attitudes and opinions, and their levels of political knowledge, interest, sophistication and socialisation are examined.
The findings of this research suggest that citizenship education would not only be beneficial to young migrant New Zealanders but that citizenship education would benefit all young New Zealanders. It is argued that an increase in all young New Zealanders’ levels of political knowledge and interest are likely to have a positive effect on voter turnout levels. It is also argued that the current education curriculum does not explicitly encourage such learning. Using these findings in conjunction with theory, it is recommended that citizenship education is implemented into the New Zealand secondary school curriculum to ensure that New Zealand’s democracy is in good health for the current and future generations.
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Sandmeier-Marquardt, Bridget. "Patients' self-concept, desire for information and uncertainty reduction : a thesis." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/542.
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This is a post-test only experimental design using an uncertainty reduction video to alleviate patient uncertainty, desire for information and increase self-concept to improve overall patient satisfaction with health care experience. The subjects were 80 cardiac consultation patients in a cardiology clinic in Northern California.
Forty people were randomly assigned to a control group and forty people to the experimental group. A scale was given to each group which measured the patients' level of self-concept, level of uncertainties (medical setting, relational and illness), and desire for information. The experimental group received an uncertainty reduction video prior to filling out the questionnaire. The uncertainty reduction video was designed to debrief the patient on subjects that may be causing uncertainty for the patient.
In conclusion, this study found that the uncertainty reduction video significantly reduced the patient's level of medical setting uncertainty. The study showed a relationship between medical setting uncertainty and relational uncertainty and a relationship between relational uncertainty and illness uncertainty. The study also indicated that patients have high levels of uncertainties in all uncertainty areas: illness, relational, and medical setting, and high a desire for information. However, the video did not show an ability to reduce a patient's level of relational or illness uncertainty. The study also did not show a relationship between self-concept and level of uncertainty and desire for information.
Future areas of research suggest that for a similar study a series of illness specific videotapes may be more beneficial at reducing illness uncertainty. The patient's level of previous knowledge, its source, depth and credibility was also suggested for future research. Another area suggested for future research would be the correlation between uncertainties and anxieties.
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Brandão, Daniela Bridon dos Santos Reis. "A função educativa no laço professor e bebê a partir do desejo: alcances e limites." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-20092016-161908/.
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A tese aqui apresentada, intitulada A função educativa no laço professor e bebê a partir do desejo: alcances e limites tem como objetivo investigar o lugar do desejo no encontro entre professoras e bebês, bem como acompanhar os efeitos do trabalho de escuta e intervenção, realizada por um psicanalista nesse encontro, enfocando a construção de uma função educativa. Para acompanhar os efeitos da escuta das intervenções sobre os professores e bebês, buscamos identificar Indicadores Clínicos de Risco do Desenvolvimento Infantil (KUPFER, et al, 2012) presentes ou ausentes no laço, que se tornaram uma referência para as intervenções. O desenvolvimento da pesquisa se baseou em dois pressupostos. O primeiro pressuposto se refere à participação da professora de creche na constituição psíquica do bebê. Podemos atestar, pela presentificação dos indicadores clínicos, que há uma inclusão de algumas professoras no campo do Outro para alguns bebês. A questão é que as professoras tecem um laço subjetivante com alguns bebês, mantendo seus indicadores presentes. Ou seja, a mesma professora se enlaça de forma diferente com os diversos bebês que atende, parecendo que alguns se tornam seus preferidos, e outros, seus preteridos. Algo da subjetividade da professora parece se colocar no encontro com os bebês, determinando, muitas vezes à sua revelia, essas escolhas e sua posição no discurso. O segundo pressuposto se refere à possibilidade de se fazer girar a posição da professora em seu encontro com os bebês por meio da escuta psicanalítica e das intervenções sobre fazer educativo, que pode tornar os encontros com todos os bebês prediletos ou não mais férteis ao estabelecimento do laço. Os dois pressupostos permitiram a construção da questão norteadora dessa pesquisa que se refere ao lugar do desejo na ação educativa da professora de berçário. É possível torná-lo presente no laço da professora com cada bebê e fazê-lo operador de uma função educativa com todos? Para responder nossa questão, construímos cinco capítulos. No primeiro, fizemos considerações sobre o lugar do desejo do encontro adulto institucional e bebê ao longo do tempo, no Brasil, a partir de alguns documentos e fontes históricas. O segundo capítulo buscou apresentar alguns conceitos psicanalíticos que se forneceram base teórica para nossa questão, tais como a noção de desejo e de afeto em psicanálise, o narcisismo e o recalque primário e a noção de ideal de eu. No terceiro capítulo buscamos construir a noção de função educativa de bebês a partir do nó borromeano, que articula os registros Real, Simbólico e Imaginário (LACAN, 1953/ 2005). O quarto capítulo traz uma apresentação de conceitos metodológicos fundamentais para a psicanálise, como transferência e giros discursivos, bem como discute possibilidades de formação de professores a partir da psicanálise. O quinto capítulo apresenta vinhetas da pesquisa, nas quais é possível acompanhar as intervenções realizadas no laço professoras e bebês, bem como a construção da função educativa no laço a partir dessas intervençõesThe thesis presented here, entitled \"The educational role in teacher tie and baby from the desire: scope and limits\" aims to investigate the place of desire in the meeting between teachers and infants, as well as monitor the effects of listening and intervention conducted by a psychoanalyst this meeting, focusing on the construction of an educational function. To monitor the effects of listening to the interventions of teachers and babies, we seek to identify Child Development Clinical Risk Indicators (Kupfer, et al, 2012) present or absent in the loop, which have become a reference for interventions. The development of the research was based on two assumptions. The first assumption refers to the participation of the nursery teacher in the psychic Baby constitution. We can vouch for the presentification of clinical indicators that there is inclusion of some teachers in the Other field for some babies. The point is that the teachers weave one subjectifying bond with some babies, keeping your present indicators. Ie the same teacher is snared differently with several babies who attends, looking like some become your favorite, and others, their unsuccessful. Teacher subjectivity of something seems to put the meeting with babies, determining often over their heads, these \"choices\" and its position in the speech. The second assumption refers to the possibility of turning the teacher\'s position in his meeting with babies through psychoanalytical listening and interventions to education, which can make the meetings with all babies - favorite or not - most fertile to establishment of the loop. Both assumptions have allowed the construction of the guiding question of this research as regards the place of desire in educational activities nursery teacher. You can make it in this teacher\'s bond with each baby and make it operator of an educational function with everyone? To answer our question, we built five chapters. At first, we made considerations about the place of the desire of institutional adult meeting and baby over time, in Brazil, from some documents and historical sources. The second chapter aimed to present some psychoanalytic concepts that provide theoretical basis for our question, such as the notion of desire and affection in psychoanalysis, narcissism and primary repression and the notion of ideal for me. In the third chapter we seek to build the notion of educational function of babies from the Borromean knot, which articulates the real records, Symbolic and Imaginary (Lacan, 1953/2005). The fourth chapter is a presentation of fundamental methodological concepts for psychoanalysis, as transfer and discursive spins and discusses teacher training possibilities from psychoanalysis. The fifth chapter presents vignettes of research, in which you can follow the interventions in the loop teachers and babies, as well as the construction of the educational function in the loop from these interventions
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Johnson, Colleen Rebecca. "Desire and Opportunity to Marry Among Black South African Women." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3800.
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This study examines how demographic and attitudinal variables are associated with Black South African women's desire to marry. Data from the South African Social Attitudes Survey are used to measure the impact of age, education, living standard, religiosity, urbanicity, cohabitation, and attitudes towards woman's careers, the acceptability of cohabitation, gender roles, unwed childbearing, and the financial and emotional security marriage provides on the desire to marry. Analyses indicate the following are associated with the desire to marry among Black South African women: age, cohabitation, attitudes towards cohabitation, and attitudes towards the financial and emotional security marriage provides. Secondly, data from in-depth interviews with 13 young, college-attending, Black South African women are used to give further insight into the impact of these variables on the desire to marry. Analyses of the interview data suggest that young Black South African women desire to marry but feel constrained in choice of eligible partners by the prevalence of infidelity, AIDS, domestic violence, and economic uncertainty. Additionally, educated, young, Black South African women feel less pressure to marry than older generations due to their emerging economic power and society's increasing acceptance of cohabitation, unwed childbirth, and postponement of marriage.
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Dypedokk, Johnsen Hege. "Erôs and Education : Socratic Seduction in Three Platonic Dialogues." Doctoral thesis, Stockholms universitet, Filosofiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-133025.
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Plato’s Socrates is famous for claiming that “I know one thing: That I know nothing” (see e.g. Ap. 21d and Meno 81d). There is one subject that Socrates repeatedly claims to have expertise in, however: ta erôtika (see e.g. Symp. 198d1). Socrates also refers to this expertise as his erôtikê technê (Phdr. 257a7–8), which may be translated as “erotic expertise”. In this dissertation, I investigate Socrates’ erotic expertise: what kind of expertise is it, what is it constituted by, where is it put into practice, and how is it practiced? I argue that the purposes this expertise serve are, to a significant extent, educational in nature. After first having clarified the dissertation’s topic and aim, as well as my methodological approach, I present an initial account of erôs and Socrates’ erotic expertise. While discussing what constitutes Socrates’ erotic expertise, I account for two erotic educational methods: midwifery and matchmaking. I further argue that these methods tend to be accompanied by two psychological techniques, namely charming and shaming. I argue that these methods and techniques are systematically applied by Socrates when he puts his erotic expertise into practice. In the dissertation, three dialogues where Socrates practices his erotic expertise are scrutinized: Lysis, Charmides, and Alcibiades I. I focus on Socrates’ encounters with the eponymous youths of the dialogues, and each dialogue is devoted a chapter of its own. I show how these dialogues are erotically charged, and also how Socrates in these dialogues demonstrates his erotic expertise. I argue that Socrates’ expertise on erôs plays an essential role in his attempts to engage the three youths in the processes of self-cultivation, learning, and the very practice of philosophy. In the final chapter of the dissertation I turn to some questions that arise in light of my readings, and summarize the results of my investigation.
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Lee, Pamela L. "The Perception of Nursing Leaders' Behavior on Staff Nurses' Organizational Commitment and Desire to Pursue Professional Development and Academic Growth." Thesis, William Carey University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784805.
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Nursing leadership has important implications for the direction of professional nursing and transforming the future of healthcare. Nursing leadership is essential in healthcare organizations and nursing education and is vital to improving healthcare for better patient outcomes and strengthening nursing education. Current nursing leaders’ behavior may influence the entrance of staff nurses to take leadership positions. This qualitative study explored the behaviors of nursing leaders that affect a staff nurse decision to pursue professional development, academic growth, and organizational commitment. Kouzes and Posner’s model of transformational leadership provided the framework for this study. With institutional review board approvals and participant consent, face-to-face interviews were conducted with 17 staff nurses at an acute care facility in the southern United States. Interview transcripts were reviewed and coded for emerging themes. Content analysis revealed the following themes: encouragement, support, fairness, communication, positive attitude, leading by example, and good work relationships as positive attributes of nurse leaders that influence a nurse’s decision to pursue professional development, academic growth, and organizational commitment. Less favorable indicators were stress, favoritism, work-life balance, and negative attitudes as hindrances to the nurses’ pursuit of professional development, academic growth, and organizational commitment.
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Morgan, Margaret Irene. "Women returning to community college: a response to life changes and a desire for a revised identity (a case study of Paul D. Camp Community College)." W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539618901.
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The purpose of this study was to identify what factors prompt adult women to return to community college. Adult developmental theory provided a framework for the study. Aslanian and Brickell's (1980) theory that life transitions prompt a learning response was integrated with Gilligan's (1982) theory that women identify themselves in the context of relationships. Information was gathered to determine whether life changes and the desire for a revised identity are the major reasons adult women return to school.;The population of this study was a randomly selected sample of 186 women who had returned to Paul D. Camp Community College during the academic year, 1985-86. The participants had to be 25 years old or older, enrolled in a credit course of study, and returning to college after at least a two year lapse in their formal educational experience. Those women selected to participate in the study responded to a survey asking them to describe their current life situation and reasons for their return to school. Personal interviews were conducted with a select portion of the survey respondents.;Frequencies and percentages were calculated to identify common and distinctive patterns in the reasons adult women return to college. The results support the hypothesis that life changes and the desire for a revised identity prompt women in general to return to education. However, notable differences were identified among women according to their age, race, marital and employment status.;Further study on the development of women is needed. More information regarding the special needs of returning women students in general is warranted. In addition, research on selected categories of returning women students (e.g., minority group women, women who are no longer married) is also needed.
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Weaver, S. Douglas. "A review of the stature of and desire for a director of Christian education in the Conservative Baptist churches of Southern California." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.
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Hodes, Margrete Lizbeth. "Project African Dawn : a study of second-chance learners' perceptions of how an equine skills apprenticeship programme has impacted on their identity, their workplace practices and their desire for further learning programmes." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/8931.
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Includes bibliographical references.This research investigates "Project African Dawn" (PAD), a collaborative educational equine skills apprenticeship programme, funded by the International League for the Protection of Horses (ILPH) of Great Britain and hosted by the Cart Horse Protection Association in Cape Town (South Africa). The intention of the programme was to transfer expertise in farriery, saddlery and harness-making, and to create a sustainable development programme. The apprentices were 'second-chance learners' drawn from the local carting community. This research focuses on their perceptions of how the PAD equine skills courses impacted on their identity, their workplace practices and their desire for Adult Basic Education and Training (ABET) language, literacy and numeracy or small business development courses. An ethnographic, interpretive, qualitative methodology was employed; a ten-point questionnaire guided the semi-structured interviews with a diverse group of apprentices. These were chosen as being representative of the apprentice population in terms of age, education, cultural and language group. Background interviews were also conducted with course facilitators, programme leaders and members of the community. These data sources were complemented by observations and documentary sources. The conceptual framework drew on the Situated Learning and Communities of Practice model of Lave and Wenger (1993); Experiential Learning theories, Social Literacy theories and Work-Based Learning models. The findings indicate that the PAD programme had a significant impact on the identity of apprentices - enhancing not only their self-image but also their status in the community. The technological skills they acquired corrected and improved their workplace practices not only to their benefit, but also that of their horses and community, and contributed to economic advancement. Most apprentices were interested in further courses in small business development, but not in ABET language and literacy, and the implications of this are explored.
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Haigh, Charlotte V. "More Than Skin Deep| The Impact of Self-Esteem, Desire for Lighter Skin, and Gender on the Mental Health of University Students in Thailand." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10288674.
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The present study examined the impact of self-esteem, the desire for lighter skin, and gender on levels of depression, anxiety, and stress among university students in Thailand. The study included 761 students from two universities in a northeastern province of Thailand who participated voluntarily. Results indicated that although the desire for lighter skin is prevalent among Thai university students, this desire alone does not significantly impact levels of depression, anxiety, or stress. Self-esteem was a significant predictor of depression, anxiety, and stress. School year showed a significant positive correlation with depression, anxiety, and stress. Academic performance as measured by GPA showed a significant positive correlation with self-esteem and a significant negative correlation with depression. Mental health professionals are advised to explore ways to improve Thai university students’ self-esteem and to examine the influence of academic and graduation-related pressures in order to positively impact students’ overall mental health. Additional implications, limitations, and recommendations for future research are discussed.
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Chen, Hsiao-ping. "The Significance of Manga in the Identity-Construction of Young American Adults: A Lacanian Approach." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1292280906.
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Fazilari, Fernanda [UNESP]. "A educação na fronteira entre o desejo e a autonomia: dos percursos (im)possíveis." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/90062.
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Vivemos numa era marcada pelas práticas adaptacionistas e submissão total do Homem, as quais não possibilitam ao indivíduo sua autonomia. Assim, cada vez mais, a capacidade pensante do indivíduo - provida de desejo -, encontra-se dilacerada. Entende-se que a Educação deveria assumir um papel fundamental para reverter este quadro, uma vez que seu principal sentido seria o de, justamente, possibilitar aos educandos espaços diferenciados nos quais seus desejos pudessem florescer e a alienação não encontrasse lugar. Infelizmente, não é isso que acontece e a própria Educação foi capturada por um sistema que não valoriza as singularidades dos sujeitos. Deste modo, pretende-se pensar a Educação a partir da Psicanálise e da Teoria Crítica, a fim de que esta se modifique recuperando seu lugar da crítica social e tornando-se ela própria uma importante ferramenta contra a barbárie. Contribui-se, assim, na desconstrução dos discursos prontos, tidos como únicos e verdadeiros que nos impedem de pensar e numa formação não ‘para’ o sujeito, mas ‘do’ sujeito, que considera os aspectos críticos, reflexivos e desejantes, pois só este indivíduo teria força para atuar contra o status quo. Nosso marco teórico se constitui da releitura de alguns textos clássicos da Teoria Crítica e da Psicanálise nos quais a tensão entre o “desejo” e a “autonomia” está colocada como tema desafiante para a construção de processos educacionais em suas relações com a modernidade
We live in an era marked by practices adaptations and total submission of man, which does not enable the individual to autonomy. So, increasingly, the thinking ability of the individual - constituted by desire - is torn apart. It is understood that education should play a key role to change this situation, since its main effect would be to precisely allowing learners to different spaces in which their wishes could flourish and the alienation did not find a place. Unfortunately, this is not the case and the Education itself was captured by a system that does not value the uniqueness of individuals. Thus, we intend to think about Education through Psycoanalysis and Critical Theory, so that this change is recovering its place of social criticism and becoming itself an important tool against barbarism. Contributing is thus in deconstructing the speeches ready, taken as only true that prevent us from thinking and not in formation 'to' man, but 'of' man, that considers the aspects critical, reflective and of desire, as only this individual have the strength to act against the status quo. Our theoretical framework constitutes the re-reading of some classic texts of Critical Theory and Psychoanalysis in which the tension between the desire and autonomy is quoted as challenging issue for the construction of educational processes in their relationship with modernity
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Oliveira, Sobrinho Rafaela Tereza de. "O papel do professor: um experimento de transmissão a partir do desejo." Universidade Federal de Juiz de Fora (UFJF), 2016. https://repositorio.ufjf.br/jspui/handle/ufjf/5932.
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O presente trabalho nasce da minha experiência como professora de Artes da rede pública de ensino brasileira. No meu percurso, pude vivenciar uma série de experiências educacionais que me despertaram para a urgência de se discutir o papel do professor na aprendizagem do aluno, somando-se a isso todos os mal-estares e (im)possibilidades que podem ocorrer nessa trajetória. A questão que impulsiona esta busca é: qual o papel do professor no despertar do desejo do aluno pelo saber? O caminho escolhido para essa jornada são os escritos de Freud e os estudos feitos por outros autores que contemplam as aproximações entre Educação e Psicanálise. O primeiro passo que conduziu o caminhar desta pesquisa foi uma experimentação feita em minha sala de aula. Nessa “experimentação”, busquei promover uma mudança na minha postura como professora na esperança de que essa mudança pudesse contaminar meus alunos e resultar em uma modificação em seu interesse nas aulas. Porém, considerei essa experimentação um fracasso do ponto de vista dos resultados esperados, mas um sucesso por outro prisma, pois me possibilitou refletir mais profundamente sobre minhas possibilidades e impossibilidades como professora. Este trabalho reforça a importância da transferência e autoridade na relação educativa, mas destaca em especial o desejo como o catalizador de tudo que se produz, que se inventa e reinventa, e torna possível essa (e qualquer) caminhada.
This work comes from my experience as a teacher of Arts in the Brazilian public education. In my journey, I could experience a series of educational experiences that awoke me to the urgency of discussing the teacher's role in student learning, adding to it all the discomforts and (im) possibilities that can happening in this trajectory. The question that conduct this search is: what is the role of the teacher in the wake of the student's desire for knowledge? The path chosen for this journey are the writings of Freud and studies by other authors who contemplate the similarities between education and psychoanalysis. The first step that led the walk of this research was an experiment done in my classroom. In this "experimentation", I sought to promote a change in my position as a teacher in the hope that this change could infect my students and result in a change to their interest in class. However, I considered this experiment a failure from the point of view of the expected results, but a hit from another standpoint, because it allowed me to reflect more deeply about my possibilities and impossibilities as a teacher. This study reinforces the importance of transferring authority and the educational relationship but highlights in particular the desire as the catalyst for everything that happening, that invents and reinvents, and enables this (and any) walk.
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Aggio, Juliana Ortegosa. "Prazer e desejo em Aristóteles." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/8/8133/tde-10082012-185037/.
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Esta tese pretende tratar do problema da constituição do fim da ação, objeto de nosso desejo. Visto que a apreensão correta do fim depende da aquisição da virtude moral, é preciso não apenas verificar a possibilidade da virtude ser adquirida, mas também como tal possibilidade se realiza através da educação moral dos desejos. Em primeiro lugar, devemos compreender o que significa educar o desejo. Com efeito, se educar o desejo significa se habituar a ter prazer com o que se deve, então devemos antes examinar em que sentido a concepção aristotélica de prazer permite que o desejo possa ser educado. Em segundo lugar, investigaremos por que tal educação é necessária para o projeto aristotélico da aquisição da virtude moral, pois, se ela não for necessária, ou bem o desejo teria de ser naturalmente bom, ou ele deveria estar submetido de modo incondicional à razão. Contudo, em oposição às posições intelectualista e naturalista, a ética aristotélica não pressupõe que a razão seja autônoma o suficiente para determinar o fim da ação segundo o conhecimento do bem e do mal, nem que ele seja dado por uma natureza inata boa ou má, porém pressupõe que apenas a razão seja capaz de apreender o que é verdadeiramente bom. Sendo assim, para delimitarmos em que medida, segundo Aristóteles, o desejo e a razão determinam o fim, examinaremos de que modo ele pode ser constituído tanto por uma razão capaz de apreendê-lo corretamente, como por um desejo capaz de tomá-lo como seu objeto, uma vez que o desejo já tenha sido habituado a ter prazer com o que se deve. Ao que tudo indica, a educação moral parece ser condição prévia necessária para que razão e desejo se harmonizem e a razão possa ser efetivamente causa coadjuvante na constituição do fim da ação.This thesis aims to investigate the problem of the constitution of the end of action, object of our desire. As its correct apprehension depends on the acquisition of moral virtue, we must, therefore, not only verify the possibility of virtue to be acquired, but also how such a possibility is realized through the moral education of desire. In the first place, we must understand what it means to educate desire. Indeed, if educating the desire means getting used having pleasure with the things we ought to, then we must first examine in what sense the Aristotelian conception of pleasure allows the desire to be educated. Secondly, we will investigate why such education is necessary for the Aristotelian project of moral virtue acquisition, because, if it is not necessary, the desire would have to be naturally good or it should be submitted unconditionally to reason. However, as opposed to the intellectualistic and naturalistic positions, the Aristotelian ethics does not presuppose that reason has enough autonomy to determinate the end of action according to the knowledge of the good and the bad, nor that the end is given by an innate nature good or bad, but it presupposes that only reason is able to grasp what is truly good. Thus, in order to determine in which sense, according to Aristotle, reason and desire constitute the end, we will examine how it can be constituted by both a reason capable of grasping it truly and by a desire that can take it as its object, since the desire has already been used having pleasure with what it should have. As we can see, moral education seems to be a necessary precondition by which reason and desire can be in harmony and reason can actually be partly a cause of the constitution of the end of action.
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Fazilari, Fernanda. "A educação na fronteira entre o desejo e a autonomia : dos percursos (im)possíveis /." Rio Claro : [s.n.], 2010. http://hdl.handle.net/11449/90062.
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Orientador: Romualdo DiasBanca: Ricardo Ribeiro
Banca: Reinaldo Furlan
Resumo: Vivemos numa era marcada pelas práticas adaptacionistas e submissão total do Homem, as quais não possibilitam ao indivíduo sua autonomia. Assim, cada vez mais, a capacidade pensante do indivíduo - provida de desejo -, encontra-se dilacerada. Entende-se que a Educação deveria assumir um papel fundamental para reverter este quadro, uma vez que seu principal sentido seria o de, justamente, possibilitar aos educandos espaços diferenciados nos quais seus desejos pudessem florescer e a alienação não encontrasse lugar. Infelizmente, não é isso que acontece e a própria Educação foi capturada por um sistema que não valoriza as singularidades dos sujeitos. Deste modo, pretende-se pensar a Educação a partir da Psicanálise e da Teoria Crítica, a fim de que esta se modifique recuperando seu lugar da crítica social e tornando-se ela própria uma importante ferramenta contra a barbárie. Contribui-se, assim, na desconstrução dos discursos prontos, tidos como únicos e verdadeiros que nos impedem de pensar e numa formação não 'para' o sujeito, mas 'do' sujeito, que considera os aspectos críticos, reflexivos e desejantes, pois só este indivíduo teria força para atuar contra o status quo. Nosso marco teórico se constitui da releitura de alguns textos clássicos da Teoria Crítica e da Psicanálise nos quais a tensão entre o "desejo" e a "autonomia" está colocada como tema desafiante para a construção de processos educacionais em suas relações com a modernidade
Abstract: We live in an era marked by practices adaptations and total submission of man, which does not enable the individual to autonomy. So, increasingly, the thinking ability of the individual - constituted by desire - is torn apart. It is understood that education should play a key role to change this situation, since its main effect would be to precisely allowing learners to different spaces in which their wishes could flourish and the alienation did not find a place. Unfortunately, this is not the case and the Education itself was captured by a system that does not value the uniqueness of individuals. Thus, we intend to think about Education through Psycoanalysis and Critical Theory, so that this change is recovering its place of social criticism and becoming itself an important tool against barbarism. Contributing is thus in deconstructing the speeches ready, taken as only true that prevent us from thinking and not in formation 'to' man, but 'of' man, that considers the aspects critical, reflective and of desire, as only this individual have the strength to act against the status quo. Our theoretical framework constitutes the re-reading of some classic texts of Critical Theory and Psychoanalysis in which the tension between the "desire" and "autonomy" is quoted as challenging issue for the construction of educational processes in their relationship with modernity
Mestre
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Bertão, Flávia Renata Bertonha Manoel. "Desejo de ser professor da educação infantil : contribuições para estudo da constituição do sujeito no trabalho /." Assis : [s.n.], 2005. http://hdl.handle.net/11449/97702.
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Orientador: Francisco HaschimotoBanca: Catarina Satiko Tanaka
Banca: Maria Luisa Louro de Castro Valente
Resumo: Para esta pesquisa investigamos o desejo de ser professor de educação infantil, a partir das relações que se estabelecem no contexto do trabalho, buscando o entendimento do conflito entre o desejo e o sofrimento existente no sujeito, durante o desenvolvimento da atividade profissional. Objetivamos compreender como as angústias e os desejos infantis dos professores de educação infantil são reeditados na vida adulta, principalmente na esfera do trabalho. Para tanto, analisamos o processo de escolha da profissão, considerando o histórico pessoal, o contato com o trabalho e a sua singularidade. Buscamos também compreender o sofrimento psíquico do professor no desenvolvimento de suas atividades docentes. Concluímos que o espaço da palavra no trabalho é importante, como condição para o pensamento. Junto com a ressonância simbólica, o indivíduo pode manter uma articulação entre sua história pessoal e a realização do trabalho; essa condição possibilita o sofrimento criativo e a superação do sofrimento patológico, sendo esses dois sofrimentos interligados, ambíguos e psicodinâmicos.
Abstract: The research presented here investigates the desire of becoming a childhood education teachers, having as a starting point the relationships which are established in the work context, searching an understanding of the conflict between desire and suffering, existing in the individual/subject during the development of the professional activities. Our main objective was to understand how childhood anguishes and desires of the childhood education teachers are reenacted in their adult life, especially in the working situations. We have analyzed the process of choosing a professional career, considering the personal history, the contact with the work and its singularity. We have also tried to comprehend the psychic suffering of the teachers in the development of their educational activities. We conclude that the word space is important in the work, as condition for thinking. Together with the symbolic resonance, the individual may sustain an articulation between his personal history and self-fulfillment in the work ; this condition make it possible the creative suffering and the overcoming of the pathologic suffering, as these two sufferings are interlinked ambiguous and psychodynamic.
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Loyd-Pain, Jennifer. "What are the opportunities for introducing education provision in urban parks in Tallahassee, Florida that develops positive attitudes towards, and a desire to protect, native wildlife?" Thesis, London South Bank University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.631740.
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Tallahassee, Florida is a rapidly growing small city for which human encroachment on wildlife habitat, and the conservation of natural resources in general, has become of paramount importance. It was within this context that the thesis examined the opportunities for introducing education provision in urban parks in Tallahassee, Florida that develops positive attitudes towards, and a desire to protect, native wildlife; or “conservation motivation”. The research aimed to assist educators in the non-formal sector, decision-making organizations and urban park administrators in the development of relevant programming, as well as to design pilot wildlife-based environmental education programs which may be applied as a model in other contexts. The theoretical framework for the project, including criteria for the evaluation of wildlife-based environmental education programs, was influenced by elements of previously developed learning concepts. These concepts include experiential learning, constructivism, and the complementary systems approach. The theoretical framework focused on how these theories inform the type of learning this endeavor sought to develop in city parks. Due to significant municipal economic limitations, it was imperative that programming be developed at minimal staff and financial cost. Given their accessibility, urban parks provide the ideal location for experiential wildlife-based education. The thesis statement that education concerning indigenous animal species that many often take for granted, and sometimes malign, will contribute to the development of positive attitudes towards, and the desire to protect, native wildlife was carried out through the investigation of three primary research questions (PRQs). The questions concerned existing provision for environmental education in, and linked to, public parks and local non-formal organizations and, arising from the former, the development of pilot programs for public parks in a small city. Data was collected via secondary and field-based primary research. The methods chosen to reflect an action-based research methodology and to correspond with the PRQs included semi-structured pre and post-program surveys, semi-structured interviews, and observations. It was determined that appropriately targeted experiential wildlife-based environmental education leads to the development of positive attitudes toward native wildlife. The impact on attitudes for the purpose of change, in this case fostering the desire to protect native wildlife, was largely favorable but requires additional study. Through consultation with the City of Tallahassee and related non-formal organizations, three wildlife-based pilot programs were developed for Tallahassee Parks, Recreation and Neighborhood Affairs (TPRNA), with two having been fully implemented and evaluated. The project addressed opportunities for further research in related areas, and provided the foundations on which to introduce expanded, accessible, low cost education provision in urban parks pertaining to native wildlife conservation.
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Bertão, Flávia Renata Bertonha Manoel [UNESP]. "Desejo de ser professor da educação infantil: contribuições para estudo da constituição do sujeito no trabalho." Universidade Estadual Paulista (UNESP), 2005. http://hdl.handle.net/11449/97702.
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bertao_frbm_me_assis.pdf: 292085 bytes, checksum: 89591d390b71bafc5c93f253eeff554a (MD5)Para esta pesquisa investigamos o desejo de ser professor de educação infantil, a partir das relações que se estabelecem no contexto do trabalho, buscando o entendimento do conflito entre o desejo e o sofrimento existente no sujeito, durante o desenvolvimento da atividade profissional. Objetivamos compreender como as angústias e os desejos infantis dos professores de educação infantil são reeditados na vida adulta, principalmente na esfera do trabalho. Para tanto, analisamos o processo de escolha da profissão, considerando o histórico pessoal, o contato com o trabalho e a sua singularidade. Buscamos também compreender o sofrimento psíquico do professor no desenvolvimento de suas atividades docentes. Concluímos que o espaço da palavra no trabalho é importante, como condição para o pensamento. Junto com a ressonância simbólica, o indivíduo pode manter uma articulação entre sua história pessoal e a realização do trabalho; essa condição possibilita o sofrimento criativo e a superação do sofrimento patológico, sendo esses dois sofrimentos interligados, ambíguos e psicodinâmicos.
The research presented here investigates the desire of becoming a childhood education teachers, having as a starting point the relationships which are established in the work context, searching an understanding of the conflict between desire and suffering, existing in the individual/subject during the development of the professional activities. Our main objective was to understand how childhood anguishes and desires of the childhood education teachers are reenacted in their adult life, especially in the working situations. We have analyzed the process of choosing a professional career, considering the personal history, the contact with the work and its singularity. We have also tried to comprehend the psychic suffering of the teachers in the development of their educational activities. We conclude that the word space is important in the work, as condition for thinking. Together with the symbolic resonance, the individual may sustain an articulation between his personal history and self-fulfillment in the work ; this condition make it possible the creative suffering and the overcoming of the pathologic suffering, as these two sufferings are interlinked ambiguous and psychodynamic.
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Snead-Greene, Cheryle Denise. "The impact of student-faculty interactions on the reentry female students' desire to persist towards academic completion at the community college : a study of student perceptions /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Payés, Ana Carolina Linardi Munguía. "Desejo e cuidado na educação de crianças pequenas em creches." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-15022018-110214/.
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A entrada dos bebês nas creches a partir de poucos meses de idade e a convivência em ambientes coletivos por até 12 horas diárias constituem um cenário atual que faz interrogar a educação infantil sobre o compromisso que assume, com as famílias e a sociedade, ao participar de forma tão enfática desse período inaugural na vida das crianças. Para a psicanálise, o bebê humano não nasce pronto e somente se constitui a partir de um outro que lhe dedique cuidados no interior de um laço particularizado. Na primeiríssima infância serão lançadas as bases para a saúde mental e a constituição subjetiva ulterior, o que, em grande parte, depende das relações estabelecidas nesse período. A educadora, ao cuidar do bebê, participa como mais um elemento na constituição psíquica da criança, sustentando-lhe o campo do Outro e trabalhando para manter em funcionamento alguns eixos da função materna. No entanto, apesar dessa importância, hoje o termo \"cuidado\" enseja um ponto de discórdia na Educação Infantil, sobre o qual tensionam perspectivas distintas que, muitas vezes, se atualizam na experiência educativa através da dissociação do cuidado no ato educativo. Este estudo busca isolar a problemática que vem se formando no campo da pedagogia e analisá-la à luz das ferramentas conceituais da psicanálise freudo-lacaniana, pretendendo, assim, redimensionar o termo \"cuidado\", ao apontar para aquilo que de não anônimo deve comparecer no laço entre educadora e bebê e que está em causa na constituição psíquica do infans. Para saber como as educadoras se implicam em meio às tensões discursivas da instituição, procurou-se escutar cinco educadoras de duas creches sobre o lugar do desejo em causa nos cuidados que dedicavam aos bebês, utilizando os IRDI como operadores de leitura acerca de como se endereçavam às crianças sob seus cuidados. Os resultados indicaram que nenhuma educadora dissocia o cuidado da educação dos bebês, no entanto, estão sujeitas a tensões discursivas que as colocam em posição de ter que responder a dois diferentes amos: o discurso institucional e o desejo. Concluiu-se que o cuidado dedicado a bebês não pode ser reduzido a uma dimensão técnica, asséptica ou assubjetiva, pois é preciso que algo de singular ou de não anônimo compareça no cuidado para que a educadora cumpra função educativa junto ao bebê.In Brazil, infants increasingly attend in day-cares centers since an early age and spending up to 12 hours a day in a collectivity experience. This is a current scenario that interrogates about the education\'s commitment with families and society, since that institution has participated emphatically on this inaugural period of children\'s lives. For psychoanalysis, when the human baby is born, he is not yet constituted, and this will only be possible by an adult\'s caring in a particularized bond. For this reason, the relationships established in the early childhood are essentials in laying the mental health\'s foundations. The educator participates as an element in the baby\'s subject constitution by its care, or, in another words, by holding the Other\'s field and working to keep some axes of the maternal function in operation. Despite its importance, different perspectives in Education stress the term \"care\" giving rise to a discord, that sometimes incurs dissociating the care in the experience with babies. This study pretends to analyze this issue in a freudo-lacanian psychoanalysis perspective, aiming to resizing the term \"care\" by pointing that it should be nonanonymous in order to contribute to psychic constitution of infants. In order to know how the educators imply themselves in the discursive tensions of the institution, or what the space for desire in the education bond, five educators was listened using IRDI as reading\'s operators of their discourses. The results indicated that no one educator dissociates the care in their experiences, however, they were required to answer to two different masters: the institutional discourse and desire. It was concluded that babies care cannot be reduced to a technical or aseptic dimension, since that is necessary something of singular or non-anonymous in the education bond.
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Sacco, Ricardo Dias. "Para uma etiologia da renúncia ao professar: alguns apanhados da corte ao neoliberalismo no Brasil." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-08052018-130101/.
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Quase ninguém ousa discordar que a vida profissional do professor de educação básica no Brasil seja tarefa desprestigiada, mal remunerada e que não haja condições físicas mínimas necessárias e, por outro lado, que não seja requisitado grande investimento pessoal, pelo fato do ato professoral depender primordialmente de uma espécie de \"dom\". Todavia, a escola e a figura do professor não passam de meras criações humanas, assim como as imagens das condições de mal-estar em que o professor trabalha também as são; embora termo-nos acostumado a esquecer que assim sejam. As imagens habitam o seio de um discurso consolidado como verdade sobre a profissão do mestre, mas que, nem por isso, funciona a despeito da estipulação de posições discursivas ou de definições de conceitos. Isto é, não é isento de um programa de qualificação e desqualificação do outro. Em outras palavras, enquanto alguns professores adoecem dando aulas, outros se curam; enquanto alguns se afastam da precariedade das condições escolares, outros se enunciam pela e na transposição delas. O que realoca a pesquisa sobre renúncia professoral para além do discurso hegemônico de toda sorte de precariedades e desprestígios da escola ou mesmo da existência material de um mal-estar propriamente docente, que vija exclusivamente durante o professorar e que, portanto, seja passível de cura. Deste modo, questionar as causas das diferentes formas de renúncia dos professores de educação básica, de início, implica no rompimento do atendimento à demanda de uma lógica cartesiana, que justamente por se dirigir pelo apontamento de uma instância conclusiva da renúncia, se desvia de uma investigação etiológica. Com essa pretensão, o(a) convido à leitura do presente trabalho que propõe novas formas de escuta de certa interpretação da Psicanálise sobre alguns registros históricos consolidados da educação básica brasileira ao longo de sua história. Trata-se da procura de subsídios marginais, porém reveladores, para saber mais sobre quais condições contribuem e contribuíram para que a maioria dos sujeitos que ainda hoje procuram a formação de professores para o ensino fundamental não assumam um lugar para exercer sua profissão.Almost no one dares to disagree that the professional life of the teacher of basic education in Brazil is a discredited task, poorly remunerated and that there are no minimum physical conditions necessary and, on the other hand, that no big personal investment is required, because the teacher act depends primarily of a kind of \"gift\". However, the school and the figure of the teacher are nothing more than mere human creations, just as the images of the conditions of malaise in which the teacher works are also the same; though we have become accustomed to forget that they are so. The images inhabit the heart of a discourse consolidated as truth about the master\'s profession, but which, nevertheless, works in spite of the stipulation of discursive positions or definitions of concepts. That is, it is not exempt from one program of qualification and disqualification from the other. In other words, while some teachers get sick teaching, others heal; while some stray from the precariousness of school conditions, others are enunciated by and in their transposition. This reallocates the research on teacher renunciation beyond the hegemonic discourse of all sorts of precarious of the school or even of the material existence of a malady properly teaching, that only exists during the teacher and that, therefore, it is possible of cure. In this way, to question the causes of the different forms of renunciation of the basic education teachers, in the beginning, implies the disruption of the attendance to the demand of a Cartesian logic, that to be directed by the pointing of a conclusive instance of the resignation, deviates from a investigation. In this sense, I invite you to read the present work, which proposes new ways of listening to a certain interpretation of Psychoanalysis about some of the consolidated historical records of Brazilian basic education throughout its history. It is the search for marginal, but revealing, subsidies to learn more about what conditions contribute and have contributed to the fact that the majority of those who are still seeking teacher training for elementary education do not have a place to practice their profession.
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Durovy, David Edward. "Breaking educational paradigms : empowering design education through multi-disciplinary collaboration." Thesis, Georgia Institute of Technology, 2002. http://hdl.handle.net/1853/17503.
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Britto, Moema Ferreira Soares. "A demanda do desejo presentificada na constituição do professor-sujeito." Faculdade de Educação, 2016. http://repositorio.ufba.br/ri/handle/ri/18894.
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Desejo e inconsciente são presenças irredutíveis em todas as experiências do sujeito. Traduzido pela psicanálise como falta de, o desejo atravessa o saber desde a infância; na ausência do desejo não há busca pelo saber. A educação contemporânea, entretanto, racionaliza os processos, ditos, formativos negando o desejo dos que estão em formação. Esta pesquisa, intitulada A PRESENTIFICAÇÃO DO DESEJO NA CONSTITUIÇÃO DO PROFESSOR-SUJEITO, foi realizada no contexto de uma instituição cuja primeira missão foi a formação profissional e que, por esta razão, ainda caminha a passos lentos para aceitação de parâmetros mais abertos à experiência do sujeito e ao seu desejo; busquei aqui compreender o direcionamento dado pelo desejo às experiências fundantes do sujeito, do professor e dos etnométodos da formação. Trata-se de um estudo de caso, inspirado nos estudos biográfico-narrativos. O corpus de análise compõe-se da transcrição de entrevistas gravadas com um docente e dois discentes do curso de Licenciatura em Geografia do IFBA, selecionados pelo critério único de desejo de participação. O trabalho de interpretação do corpus sustenta-se no referencial teórico-metodológico da Análise de Discurso de orientação francesa. Nos discursos elaborados a partir da consigna desejo/formação de professor os sujeitos da pesquisa produzem, na tensão entre seu desejo e o desejo do Outro, efeitos de sentido que promovem deslizamentos no significante, ao qual se assujeitam, que vão atuar na constituição do sujeito, do professor-sujeito e dos etnométodos da formação, revelados neste estudo como metonímia da falta e do desejo do sujeito.
ABSTRACT Desire and unconscious are relentless presences in every subject’s experience. Translated by psychoanalysis as lack of, desire permeates knowledge since childhood. In the absence of desire there is no search for knowledge. Contemporary education, however, rationalizes the so-called formative processes, denying the desire of those undergoing it. This research, entitled PRESENTIFICATION OF DESIRE IN THE CONSTITUTION OF THE PROFESSOR-SUBJET, was done in the context of an institution which had professional education as its first mission and which, for this reason, still takes slow steps in accepting broader parameters related to individuals experience and their desire. I sought to understand the direction given by desire to the funding experiences of the subject, of the professor and of educational ethno-methods. This is a case study, inspired on narrative-biographic studies. The analysis corpus is the transcription of recorded interviews with a professor and two Geography Degree students of IFBA, selected based only on their desire to participate. The interpretation of the corpus is sustained on the French theoretical-methodology orientation of Discourse Analysis. In the discourses elaborated from the consigned entry desire/professor formation, the research subjects produce, within the tension of their own desire and the Other’s desire, meaning effects which promote signifier slides, to which they are subjected, and which will act in the constitution of the subject, of the professor-subject and of educational ethno-methods, revealed in this study as metonymies to the lack and the desire of the subject.
RESUMEN El deseo y el inconsciente son irreductible presencia en todas las experiencias del sujeto. Traducido por el psicoanálisis como falta de, el deseo atraviesa el saber desde la infancia; en la ausencia del deseo no hay búsqueda del saber. La educación contemporánea, sin embargo, racionaliza los procesos, considerados, formativos negando el deseo de los que están en formación. Esta investigación, titulada LA PRESENTIFICACIÓN DEL DESEO EN LA CONSTITUCIÓN DEL MAESTRO-SUJETO, se llevó a cabo en el contexto de una institución cuya misión principal era la formación profesional y que, por esta razón, aún camina a un ritmo lento para la aceptación de parámetros más abiertos a la experiencia del sujeto y su deseo; he buscado aquí entender la dirección del deseo a las experiencias fundantes del sujeto, del maestro y de los etnométodos de la formación. Se trata de un estudio de caso, inspirado en los estudios biográfico-narrativos. El corpus del análisis consiste en la transcripción de entrevistas grabadas con un maestro y dos estudiantes de la Licenciatura en Geografía del IFBA, seleccionados por el único criterio del deseo de participar en el estudio. El trabajo de interpretación del corpus se sustenta en el marco teórico-metodológico del Análisis del Discurso de orientación francesa. En los discursos elaborados a partir de la consigna deseo/formación del maestro, los sujetos de la investigación producen, en la tensión entre su deseo y el deseo del Otro, los efectos de sentido que propician los deslizamientos no significante al que se someten, y que actuarán en la constitución del sujeto, del maestro-sujeto y de etnométodos de la formación y, puesto de manifiesto en este estudio, como metonimia de la falta y del deseo del sujeto.
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Leite, Sheila Cristina Ferreira. "Capital empresarial: um estudo de caso para o agronegócio." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/11/11132/tde-24072008-125749/.
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As discussões econômicas em geral não incluem os empresários, entretanto, este agente é de suma importância para o crescimento e desenvolvimento econômico. Com a aceleração do processo de globalização tende-se a aumentar a demanda por empresários em detrimento da demanda por funcionários. Este trabalho tem como objetivo identificar a existência de um conjunto de características que expliquem o gosto e/ou a intenção de ser empresário versus funcionário entre estudantes que iniciam e terminam seu curso em nível superior. Identifica-se através de um estudo de caso se a educação em nível superior estimula ou não na formação do desejo e da intenção de se tornar empresário. As escolas que compõem o estudo de caso são a Escola Superior de Agricultura \"Luiz de Queiroz\"- ESALQ e outra escola identificada neste trabalho como PRI. Os dados do trabalho são de fonte primária e foram coletados por meio de 493 questionários aplicados válidos aos estudantes ingressantes e formandos de ambas as escolas. Considerando-se que gosto e intenção são variáveis dependentes e que a primeira estimula a segunda, o questionário foi construído de forma que gosto e intenção sejam variáveis-chave para se entender a formação do estoque de empresários. Definiu-se que os alunos pertencem a três perfis ocupacionais excludentes: funcionário da iniciativa privada, funcionário público e empresário. A identificação do efeito educação é defendida com base no confronto das freqüências das respostas dos estudantes ingressantes e formandos quanto ao seu gosto e sua intenção em desempenhar os perfis ocupacionais considerados. A aplicação do teste de quiquadrado garantiu que as diferenças encontradas nas respostas dos alunos ingressantes e formandos sejam estatisticamente significantes, podendo-se assim inferir o efeito das instituições na formação do desejo e da intenção de atuar como empresário e demais perfis considerados. Outros testes estatísticos não-paramétricos foram realizados com a finalidade de se conhecer os determinantes dos perfis ocupacionais. Ainda, a aplicação da análise fatorial permitiu determinar quais fatores têm maior importância para a formação do desejo dos estudantes ingressantes e formandos por uma ocupação profissional. Como principal resultado encontrado tem-se que as instituições estimulam a formação de desejo e de intenção de ser empresários. Na ESALQ, comparando-se alunos ingressantes e formandos, observa-se que há um aumento do grupo de alunos com gosto e intenção de atuar como empresários. No entanto, dentre eles, verifica-se que há uma parcela dos estudantes formandos que gostariam de ser empresários, mas não têm intenção de atuar como empresários. Possivelmente este resultado deve-se ao fato de a ESALQ treinar seus alunos para serem funcionários da iniciativa privada. Está hipótese é confirmada pela diferença do percentual de formandos com gosto e com intenção de ser funcionários da iniciativa privada. Os formandos da escola PRI não apresentam este comportamento, sendo que o grupo com intenção de atuar como empresário é maior que o grupo com gosto por atividades empresariais.In general, economic discussions do not consider the existence of entrepreneurs; however, this agent is important for the growth and economical development. Due to the globalization process acceleration there is tendency to increase the demand for entrepreneurs in detriment to demand for employees. The main objective of this study is to identify the existence of characteristics that explain the desire and/or the intention to become either entrepreneur or employee among freshman and near-completion student groups so that a case study could evaluate if undergraduate education stimulates or not the desire and intention formation of becoming an entrepreneur. Two Universities were selected for collecting samples: the first one, \"Luiz de Queiroz\" College of Agriculture (ESALQ), and the second herein called PRI (ficticious name). After that, the survey has contemplated a number of 493 valid questionnaires applied to both groups of both schools. The survey was elaborated by assuming that desire and intention are dependent variables and that the former stimulates the latter, besides considering that they are key variables to understand the formation of entrepreneurs\' figures. It was defined that the students belong to three excluding occupational groups: private initiative employee, civil servant and entrepreneur. Differences between two groups\' answer frequency were supposed to be caused by the educational process. Qui-square test has confirmed that the differences found between freshmans\' and seniors\' answers are statistical significant, which allows to imply that there is an effect of the institutions on the desire and intention formation of becoming an entrepreneur and other considered professions. Non-parametric tests were used aiming to know the determination of occupational choice. Yet, factorial analysis has outlined which factors largely affect the formation of freshmans\' and seniors\' desire in terms of professional occupation. The results show that higher education institutions stimulate the desire and intention formation of becoming entrepreneurs. The comparison of two groups in ESALQ indicates that there is an increase of the students\' group with desire and intention of becoming entrepreneurs. Nevertheless, the outcomes highlight that a fraction of senior students would like to be entrepreneurs, although they are not sure about their chances of effectively becoming ones. This might be verified because ESALQ training possibly drives the students towards to private sector. This hypothesis is confirmed by the difference of the percentage of ESALQ senior student that desires and intends to become employees of whatever private company, whereas PRI senior students behaves differently, given that the intentions of becoming an entrepreneur outnumbers the desiring of owning entrepreneurial activities.
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Dmytryuk, S. "Educational technologies in art and design higher education of great britain." Thesis, Diamond trading tour, 2017. https://er.knutd.edu.ua/handle/123456789/8263.
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The article provides an overview of different types educational technologies used for learning and teaching in Art and Design higher education of Great Britain. In particular, special attention is paid to the use of 3D visualization technology for educational purposes.
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Delport, Hermie Elizabeth. "Towards design-build architectural education and practice : exploring lessons from educational design-build projects." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2393.
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Thesis (DTech (Architectural Technology))--Cape Peninsula University of Technology, 2016.This research explores design-build projects in architectural education. The design-build studio is an alternative to the conventional theory-oriented studio. In design-build projects students both design and build real buildings. Internationally, design-build projects have increased rapidly in architectural programmes over the past decade. Literature suggests that design-build projects are relevant for architectural education, but that there is a definite need for more theoretical and critical exploration. Design-build projects in the context of this study are defined as socially responsive, inhabitable, full-scale investigations. The value of this pedagogical construct for educators, students, architectural practice and society in general was an underpinning theme guiding this exploration. Design-build projects are located on the boundary between theory and practice. This research provides a view into my journey across this boundary, immersing myself in both the theoretical and practical. Principles of the designbuild process and design research mapped the research path. The research process commenced with the initiation of and active participation in a number of design-build constructions. Through critical reflection on the construction experiences and the literature, specific pedagogical and practice implications were explored. Cultural historical activity theory provided me with a sense of theoretical direction in this journey. Collaboration as a pedagogical tool and the possibility of exposing students to alternative practice possibilities were foregrounded as being uniquely situated within the design-build project. The value of this research is the contribution it makes to the current international call for a clearer understanding of the pedagogical and practice merit of design-build projects.
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Ray, Amber N. "Non-Monosexuals' Perceived Attachment Systems in a Comparison Between Male and Female Partners: An Ex Post Facto Study." University of Akron / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=akron1596035111181892.
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Kalogeropoulou, Konstantina. "Den svårfångade läslusten. : En systematisk litteraturstudie om hur läraren kan främja läslusten för skönlitteratur hos gymnasieelever." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-85092.
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Detta arbete undersöker hur lärare kan uppmuntra läslust för skönlitteratur hos gymnasieelever. Mer specifikt är målet med detta arbete att undersöka vad forskningen säger om hur lärare kan främja läslust för skönlitteratur hos gymnasieelever, men också hur lärare kan forma och leda undervisningen för att främja elevernas läslust. Metoden som används är en systematisk litteraturstudie av befintlig forskning. Resultaten visar att det finns många sätt som en lärare kan uppmuntra lusten att läsa. Genom att använda en lämplig ledarstil, delta i litterära samtal, välja litteratur efter elevernas intressen och läsförmåga, utveckla elevernas självbild och vara en litterär förebild, en lärare kan uppmuntra önskan att läsa i gymnasieelever.This essay examines how teachers can encourage the desire to read fiction in high school students. More specifically, the goal of this essay is to examine what research says about how teachers can encourage the desire to read fiction, but also how teachers can shape and lead education to encourage the desire to read fiction. The method used is a systematic literature study of existing research. The results show that there are many ways that a teacher can encourage the desire to read. By using a suitable leadership style, participating in literary conversations, choosing literature according to students’ interests and reading abilities, developing students’ self-image and being a literary role model, a teacher can encourage the desire to read in high school students.
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Ngimwa, Pauline Gachaki. "A collaborative design process for educational digital resources in African higher education." Thesis, Open University, 2012. http://oro.open.ac.uk/54233/.
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Within Africa, access to digital library systems is critical in supporting higher level teaching, learning and research. Currently there is a high demand with inadequate resources which often produces poorly supported learning outcomes. The effectiveness of current resources is further limited by poor design processes, which is worsened by stakeholders (academics, e-learning technologists and digital librarians and designers) often working in isolation. Ultimately, designed resources become less user-centred and sustainable. This thesis sought to provide empirically developed collaborative design process guidance for design stakeholders developing educational digital resources within African higher education. Following a Human Computer Interaction research approach, eleven best practice digital library projects identified from three case studies of African universities (in Kenya, Uganda and South Africa) were investigated. Data was drawn from interviews, observations and an examination of documents. This investigation identified three interrelated factors that impacted on the design process (i. e. human relationships, innovative technologies and policies). The human relationships factor comprised multidisciplinary design stakeholders and included a subset i. e. design champions (multidisciplinary and domain champions) whose role changed the facilitation and eventual output of the other stakeholders in the design process. The multidisciplinary champions took on a participatory approach to engagement while the domain champions assumed an approach that was less engaging. The innovative technologies factor comprised universal technologies and 'flexible' technologies (i. e. Web 2.0 applications and the Open Source Software) which supported the design process and enhanced user-centeredness and sustainability of the projects. Existing institutional and national policies supported stakeholder collaboration and application of the innovative technologies. The absence of any of these factors in the digital library projects weakened the design process and reduced effectiveness of digital resources. These three factors have been used to develop the Collaborative Educational Resources Design (CERD) process model as a guidance tool to support multidisciplinary design stakeholders indesigning effective digital resources.
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DeVore, Kelly C. O'Gorman. "Design Activism and Design Education: Seeds for Responsive Design Education." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1342817424.
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Pattison, David R. "Identifying the Educational and Character Development Benefits of Two Outdoor Education Programs in International Schools." Thesis, Regent University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10270610.
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For many years, two international schools in Southeast Asia have had, as part of their high school curricular program, annual extended cross-cultural service-learning Outdoor Education (OE) trips in which the entire student bodies participated. The purpose of this study was to identify the educational and character development benefits to students experiencing the OE programs. The study sought to identify and describe from the students’ perspectives how the OE programs contributed to the students’ growth in social-emotional and character development (SECD), 21st-century skills, and their schools’ global learning outcomes (GLOs). Additionally, the study sought to determine which components of the OE programs the students perceived as contributing to their growth. In this ethnographic intrinsic case study, the methodology for gathering data employed reflexive photography and photo elicitation interviews that resulted in photos submitted by students documenting their OE experiences, photo journals they kept during the trips, and transcripts of the interviews conducted soon after their trips. The student data were categorized and hand coded to identify 33 themes arranged in an explanatory schema. From the student data, 15 design-and-activity components were identified that facilitated 14 resultant design and activity outcomes. Additionally, four distinctive themes highlighted the importance of providing students with opportunities to experience collaboration, service, spiritual input, reflection, close communal living, reciprocity, and natural beauty. The components and outcomes were compared to the five aspects and selected character traits of SECD, selected 21st-century skills, and each of the school’s GLOs. The results of this study showed that students perceived that growth in SECD, 21st-century skills, and their schools’ GLOs was attributable to the 15 identified components. These components worked together to create challenging conditions and tasks that students experienced, performed, and learned during the OE program. A science course analogy can be applied to OE. In this analogy, students get the lecture portion of the course at home, school, and church, while the laboratory portion is experienced through OE. During OE, students have opportunities to apply and practice the knowledge and skills they have been learning in the lectures.
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Soares, Adriana. "ESPIRITUALIDADE E EDUCAÇÃO PARA A LIBERDADE: o opressor hospedado no oprimido de Paulo Freire e a teoria do desejo mimético de René Girard." Universidade Metodista de São Paulo, 2008. http://tede.metodista.br/jspui/handle/tede/485.
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Previous issue date: 2008-09-15Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This study discusses the relationship between spirituality and education for freedom from the anthropological perspective of human mimetic desire as key to the understanding of human relations, and spirituality as a fundamental dimension in the engagement in the battle for transformation of society. Through literature search, it is the analysis of the problem identified by Paulo Freire, that the oppressive "hosted" the oppressed represents an obstacle to the liberation, from the perspective of the theory of mimetic desire of René Girard. Works with the hypothesis that this essential element in anthropological thinking of Paulo Freire, forgotten as his pedagogical proposal assumed a character purely on conscience, refers to the dimension of spirituality. Because the distance between utopia of the liberation and the reality, establishes itself the scene of a crisis that falls not only on formal educators, but also on many of those who, at some point in their lives, whether in the battle for the engagement in social transformation. Since the method is well known, and it is acquire consciousness, the fact that the dreamed transformation has not occurred leads the conclusion that something failed in the process.(AU)
Este estudo discute a relação entre espiritualidade e educação para a liberdade, a partir da perspectiva antropológica da natureza mimeticamente desejante do ser humano como elemento chave para a compreensão das relações humanas, e da espiritualidade como dimensão fundamental para o engajamento na luta pela transformação da sociedade. Por meio de pesquisa bibliográfica, procede-se à análise do problema identificado por Paulo Freire, de que o opressor hospedado no oprimido representa um obstáculo para a libertação, sob a ótica da teoria do desejo mimético de René Girard. Trabalha-se com a hipótese de que o elemento antropológico fundamental presente no pensamento de Paulo Freire, esquecido à medida que sua proposta pedagógica assumiu um caráter meramente conscientizador, referese à dimensão da espiritualidade. Diante do abismo que se coloca entre a utopia da libertação e a realidade instaura-se o cenário de crise que recai, não apenas sobre educadores formais, como também sobre muitos daqueles que, em algum momento de suas vidas, se engajaram na luta pela transformação social. Uma vez que o método é sabido, e é conscientizar, o fato de que a transformação sonhada não tenha ocorrido leva a conclusão de que alguma coisa falhou no processo.(AU)
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Darden, Vicki. "Educator Perspectives on Incorporating Digital Citizenship Skills in Interpreter Education." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7627.
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Appropriate digital citizenship skills are considered essential for modern professionals, including signed language interpreters. However, little is known about the experiences and practices of interpreter educators regarding digital citizenship. This exploratory qualitative interview study was conducted to examine the experiences and practices of interpreter educators related to incorporating opportunities for digital citizenship skill-building in their teaching practice. A conceptual framework based on digital citizenship theory guided development of this study. Data were collected from interviews of 6 interpreter educators in bachelor-degree programs in American Sign Language/English interpreting across the United States. Data sets were analyzed through open and axial coding and assessed for themes and patterns. Findings of the study indicated that interpreter educators were aware of elements of digital citizenship but were not knowledgeable about institutional or other policies, that they prioritized the soft skills of digital citizenship, and that they assumed their students acquired the technical skills of digital citizenship elsewhere. Findings may lead to better informed pedagogical decisions about incorporating digital citizenship into instruction, better prepared new professionals, and can contribute to positive social change for practitioners and the consumers they serve.
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Dupakoski, Sarah Elizabeth. "Education, toys and architecture utilizing educational products to derive principles for elementary school design /." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1179168913.
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DUPAKOSKI, SARAH ELIZABETH. "EDUCATION, TOYS AND ARCHITECTURE: UTILIZING EDUCATIONAL PRODUCTS TO DERIVE PRINCIPLES FOR ELEMENTARY SCHOOL DESIGN." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179168913.
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Ozturk, Elif. "Online Distance Education: A New Approach To Industrial Design Education." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612241/index.pdf.
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Today, the impact of information technologies on education field is ever more clarified with the integration of new tools and methods to the education. Education has been becoming away from the traditional classroom environment through virtual environment. Besides education of theoretical disciplines, education of practice based disciplines, like design related disciplines are moving toward virtual environments. One of these is Industrial Design (ID) education which also has made the transition to the virtual world.
This thesis aims to explore and scrutinize the latest forms of ID education, especially the online distance ID education. In order to comprehend the technological progress of ID education and its possible future, an overview of the origins and an evaluation of the current state of distance online ID education are made. By this study, it is expected to shed light to the design educators and the educational systems&rsquodevelopers, for designing these environments. At the end of this research, it is concluded that it is not possible to imagine a future of ID education without technology integration. However, it would be better to apply both technological and traditional methods. In fact, the key people in the development of these educational systems and tools would be the designers themselves.