Dissertations / Theses on the topic 'Guidance officers'

Thesis (M.S. in Management) Naval Postgraduate School, March 2000.
Thesis advisor(s): Naegle, Brad ; Hocevar, Susan P. "March 2000." Includes bibliographical references (p. 133-135). Also available online.

This study presents a description of the roles District Education Officers in the implementation of the Guidance and Counselling curriculum in Zimbabwe. The roles of the District Education Officers were researched through the literature study and empirical research. It was found that although their professional contribution is vital in successful implementation, there are other obstacles namely, financial constraints, very high workload, lack of government support and inferior appointment procedures for District Education Officers which tend to hamper them to fulfil their duties.

Guidance officers are members of the counselling profession who provide counselling to children and adolescents in state schools in Queensland. A guidance officer's clinical practice is generally regarded as including counselling and related activities such as consultation and referral. An expectation of the guidance officer who works for Education Queensland, as prescribed in their position description, is that they should seek clinical supervision. Those guidance officers who are members of the Queensland Guidance and Counselling Association would find this expectation reinforced in their association's code of ethics. There is an expectation therefore that those in the counselling profession such as guidance officers working as counsellors should seek regular clinical supervision. It is one of the roles of the senior guidance officer in the Education Queensland organisation to develop and implement a system of clinical supervision for guidance officers. This responsibility for the supervision of guidance officers has occurred in the last ten years and in the last five years or so the role of clinical supervision has become clear. As a result there are now organisational requirements in addition to the professional expectations that clinical supervision be sought and provided. However there has been little training provided by university guidance training programs or by Education Queensland in clinical supervision of guidance officers. This has meant that as a supervisor of clinical practices I have learned the role "on the job", by talking with other supervisees and supervisors, by reading the literature, attending two two-day training workshops and by reflection on these experiences. I saw that educational action research would improve supervision practice in our school district. My thesis tells the story of my professional development as a clinical supervisor of guidance officers over a two-year period in what I have called "A Supervision Improvement Cycle". Each chapter of the thesis tells the story of a part of the cycle. In chapter one the context of the study is established. In particular the focus is on supervision roles, the dominant supervision culture and an assessment of my clinical supervisor learning needs. In chapter two the methodology is discussed and the educational action research plan outlined. In the following chapter there is a review some of the clinical supervision literature in preparation for the educational action research. In chapter four the story of the educational action research project with a focus on my supervision relationships, negotiating supervision and the use of supervision interventions is told. The final chapter is written in the genre of a journal article and has been published in the guidance and counselling periodical "Connections" (Shaw, in press). As such it has been subjected to a process of professional critique through the publishing process. As an article its purpose is to inform the judgement of others and as chapter five of the project its purpose is to discuss the findings of the action research and make recommendations. The chapter/article has been written in such a way so as to be able to achieve both these aims.

Utbildningen av officerare är omdiskuterad och har kanske alltid varit det. Men de senaste årens förändringar av officersutbildningen och akademisering av yrket samt ändrade befälsstrukturer i Försvarsmakten (FM) har återigen satt fart på diskussionen. Det handlar bland annat om FM får den officer som man behöver för att kunna bygga starka krigsförband och om officeren har de kvalifikationer som detta kräver? Men vad är officersyrket för något och vad är det egentligen FM vill ha? Studien undersöker just det, vad en officer är och vilka egenskaper som en officer förväntas att ha med sig in i yrket.  Utbildningen vid Försvarshögskolan (FHS) Officersprogrammet (OP) är det som skall leda till en officer med rätt kvalifikationer och egenskaper vilket leder till den andra delen av studien, där bilden av vad en officer är jämförs med de examensmål som programmet har. Dessa examensmål framgår av förordningen för FHS och med de 17 examensmålen examinerade så skall kadetten vara klar att påbörja sitt yrke som officer. Frågan är om den förutsättningen verkligen finns?   För att kunna göra denna jämförelse har studien, genom intervjuer, tagit fram en modell av en officer från det unika med officersprofessionen, våldsmonopolet, via antagningskrav för utbildningen till egenskaper som officeren måste ha och roller som officeren utövar. Modellen har två portalparagrafer som är att betrakta som en sammanställning, vilka studien anser är nödvändiga för att hantera de mest allvarliga frågor som i förlängningen kan innebära beslut om liv eller död.  Portalparagraferna är mångsidighet och en väl utvecklad inre kompass.   I jämförelsen mellan modellen och examensmålen har studien funnit att examensmålen är avmilitariserade och har en teoretisk slagsida. Den väpnande striden har kommit i skymundan och officerares ansvar för det statliga våldsmonopolet inte finnsmed. De tydliggör inte heller en del av de egenskaper och kvalifikationer, som studien har visat, är nödvändiga för att officeren som ledare ska kunna hantera yrkesprofessionen och axla det ansvar detta kräver. Det gör att kadetten inte fullt ut får den möjlighet att bli den officer som FM behöver.   Studien visar bland annat att examensmålen bör ses över och kanske även till del skrivas om.
The training of military officers is well debated and has always been. But the recent years' changes in officer training and the academisation of the profession and also changed command structures in the Swedish Armed Forces (SAF) have once again set the stage for discussion. Among other things, it is about SAF getting the officer they need to build strong units and whether the officer has the qualifications that this requires? But what is the profession as an officer and what does the SAF really wants? The study examines just that, what is a military officer and what qualities an officer is expected to bring into the profession.  The education at the Swedish National Defense University (SDU) and the military officers’ program (OP) is the education, which should lead to a profession as an officer with the right qualifications and characteristics. This leads to the second part of the study, where the image of an officer is compared to the exam objectives for the program. These exam objectives are stated in the ordinance for SDU, and with the 17 exam objectives examined; the cadet should be ready to begin his profession as an officer. The question is whether this condition really exists?  In order to make this comparison, the study, through interviews, has developed a model of an officer from the unique with the profession, the monopoly of violence, via admission requirements for the education, to characteristics that the officer must have and roles that the officer exercises. The model has two portal paragraphs that are a compilation of the model, which the study considers necessary to deal with the most serious issues that may ultimately involve decisions on life or death.   The portal paragraphs are versatility and a well-developed inner moral guidance.  In the comparison between the model and the exam objectives, the study found that the objectives are demilitarized and have a theoretical approach. The armed battle is overshadowed and the officers' responsibility for the state monopoly of violence is not included. Nor do they clarify some of the characteristics and qualifications that the study has shown are necessary for the officer to be able to manage the profession as a leader and shoulder the responsibility this requires. This means that the cadet does not fully get the opportunity to become the officer that SAF needs.  The study shows, among other things, that the exam objectives should be reviewed and perhaps even partly rewritten.

This thesis examines the perceptions and experiences of school guidance personnel in relation to clinical supervision. Specifically the study sought to discover how clinical supervision is conceptualised by school guidance personnel, and how it is experienced by them. In addition, it examined how school guidance personnel perceive that the supervisory context affects the conduct of clinical supervision. The study also evaluated the use of teleconference calls as a medium for conducting focus group interviews with participants in remote locations. The study was conducted in three parts. First, data was gathered through a survey questionnaire. Two versions of the questionnaire were developed. One version was worded to reflect the role of guidance officers in the supervisory process, and the other version was worded to reflect the role of senior guidance officers in the supervisory process. The questionnaires were distributed to all guidance officers and senior guidance officers employed by the Queensland Department of Education (renamed Education Queensland since the time of the study). Second, focus group interviews were conducted using teleconference call facilities. The focus group interviews were conducted with a random sample of guidance officers and senior guidance officers who had completed the questionnaires. Guidance officers were interviewed separately from senior guidance officers. In addition, guidance officers who received clinical supervision were interviewed separately from those who did not receive clinical supervision. Third, the use of teleconference calls as a medium for conducting focus group interviews with people from remote locations was evaluated by means of a questionnaire sent to all participants. The data was analysed quantitatively and qualitatively as appropriate. The findings established that the provision of clinical supervision was perceived as inadequate by most senior guidance officers and guidance officers. In addition, most participants perceived that the amount of training they had received in clinical supervision was inadequate. The study also found that the training and induction of those new to the profession are inadequate. The inadequacy of clinical supervision, supervision training, and the training and induction of those new to the profession was attributed to the supervisory context and a lack of professional leadership on the part of Education Queensland. In addition, differences were found between supervised guidance officers and senior guidance officers, males and females, supervised and unsupervised guidance officers, primary and secondary guidance officers, and experienced and less experienced guidance officers. The study also found that the use of teleconference calls was a successful method of conducting focus group interviews. As a result of this study, the recommendations relate to the issue of professional leadership. In particular, recommendations are provided for Education Queensland, the Queensland Guidance and Counselling Association Inc., the professional organisation representing guidance personnel, and the universities who conduct counsellor training and guidance training courses. Specifically, the recommendations address the establishment of clinical supervision guidelines, supervision training, induction of those new to the profession, and closer communication between the Queensland Guidance and Counselling Association Inc. and Education Queensland.

Approved for public release; distribution is unlimited
The U.S. Navy Supply Corps officer community’s professional development guidance does not solidly link to the organization’s strategic vision, goals, or objectives. This study qualitatively analyzes the degree of alignment between officer development guidance and strategic initiatives. It evaluates two sets of documents: near-, mid-, and long-term strategy and individual career guidance playbooks. As Supply Corps officers progress through military service, career milestones do not reflect the radical shift in corporate culture needed by Naval Supply Systems Command (NAVSUP) to better serve U.S. Navy customers. This research examines two constructs that bind employees to organizational strategy: performance management and employee engagement. The study recommends adopting industry-standardized professional certification programs to validate functional knowledge, skills, abilities, and competencies to provide (1) a metric for measuring progress toward strategic initiatives and (2) an incentive for attaining and maintaining functional competency in the U.S. Navy Supply Corps. Professional certification benefits the individual through validated knowledge and association with industry-recognized professional organizations. More importantly, the organization benefits in formalizing its relationship with external organizations (through its officers), gains the credibility needed for contributing when in partnership with Joint Naval Support Network partners, and provides a metric by which NAVSUP can measure its progress toward strategic goals.

Passive ventilation and cooling systems can offer energy savings when combined into a mechanical ventilation and cooling strategy for office buildings. At early design stages, it is difficult to predict actual energy savings as current design and calculation tools are limited and do not allow assessment for energy reductions when attempting to use typical passive options such as solar chimneys, rain screen facades, ventilated double facades, passive downdraught evaporative cooling and earth ducts. The only passive systems that are directly incumbent to dynamic thermal modelling software are natural ventilation and external solar shading. Currently, impacts of passive systems on annual building energy performance is unclear and lacks clarity. In hot climates, this is even more problematic as buildings need to endure higher external temperatures and solar irradiation. Understanding minimal energy performance reductions for each passive system can aid with design decisions regarding building ventilation and cooling strategies. The aim of this study is to investigate how existing passive ventilation and cooling system design and operational strategies can be improved to reduce mechanical ventilation and cooling energy consumption for commercial buildings in hot climates. Theoretical commercial building models are created using dynamic thermal simulation software to determine minimum mechanical ventilation and cooling energy values, which are verified against published bench marks, known as base case models. These base case models are simulated using weather data from four different hot climates (Egypt, Portugal, Kenya and Abu Dhabi). Impacts of passive system energy performance are afforded by using either dynamic thermal simulation or fundamental steady state analysis identifying approximate passive ventilation and cooling potentials for reducing mechanical energy. These percentage reductions are created based upon passive system parameters and weather data, using appropriate methodology. From these findings new simplified design guidelines, integration strategies and performance design tools are created including a new passive system energy assessment tool (PSEAT) using Microsoft Excel platform to ensure that a wider audience can be achieved in industry. The design guidance and integration strategies are developed and simplified to enable architects, building services engineers and alike, to apply with speed and accuracy influencing the design process and improve confidence in desired passive solution.

Seating is an integral part of work environment. When people are at work, they often sit in chairs for long periods of time without changing postures. This results in reduced blood circulation in the body, especially in the buttock-thigh area causing muscle fatigue, pain and discomfort. Ergonomically designed task chairs adopt a passive approach to guiding people into better postures by providing adjustability inside the chair. However most people do not adjust their chairs because they fail to sense the need for changing posture. They are left to sensing the need to change posture through guesswork or extreme discomfort. This thesis proposes a new system to address this problem by sensing static posture in a seated person with the use of electronic sensors embedded in the seat, and by providing interactive feedback to static posture via sound, light and tactile channels. The new technology is an sensing-feedback mechanism embedded in a chair, that allows people to receive postural information and make body adjustments periodically to avoid pain and discomfort caused by prolonged seating.The feedback mechanism was tested with four subjects to determine its efficacy in generating posture change through pressure relief and user feedback was gathered in order to design the final prototype.

The aim of the study was to investigate how Dalsland’s environmental office have managed the yearly reports on fluorinated greenhouse gasses and substances that deplete the ozone layer during the period 2007-2013. The environmental office’s methods, existing routines, present regulations and guidelines have been studied. The purpose of this report was to present suggestions on how the managing of these yearly reports can be improved, and to construct a document of guidelines for the environmental officers, that can be used to make the managing more efficient. The Environmental Office of Dalsland was established 1 January, 2007, when the municipalities of Bengtsfors, Dals Ed, Färgelanda and Mellerud merged their environmental offices together under a joint Environmental committee. The supervision concerning the yearly reports on fluorinated greenhouse gasses and substances that deplete the ozone layer, have varied and the organization within the environmental office have changed over time. There are areas where improvements are needed in order to insure that the auditing of the reports becomes more efficient. The operators should be offered more guidance and information about the current legislation and the demands these rules make on them. Internal routines need to be established on how to register the information that the reports contains, in order to make it easier to extract information for statistical purposes.

Thesis (M.S.)--Kutztown University of Pennsylvania, 1995.
Source: Masters Abstracts International, Volume: 45-06, page: 2711. Typescript. Abstract appears on leaves 2-3. Includes bibliographical references (leaves 65-67).

This graduate project compares legacy simplified general perturbation model (SGP4) code developed by NASA Johnson Space Center, Orbital Debris Program Office, to a recent public release of SGP4 code by David Vallado. The legacy code is a subroutine in a larger program named PREDICT, which is used to predict the location of orbital debris in GEO. Direct comparison of the codes showed that the new code yields better results for GEO objects, which are more accurate by orders of magnitude (error in meters rather than kilometers). The public release of SGP4 also provides effective results for LEO and MEO objects on a short time scale. The public release code was debugged and modified to provide instant functionality to the Orbital Debris Program Office. Code is provided in an appendix to this paper along with an accompanying CD. A User’s Guide is presented in Chapter 7.

As a means of addressing observed inadequacies in school curricula, the Catholic Special Education and Guidance Service, Brisbane Catholic Education Office in 1980 established a partial withdrawal centre for counsellor-selected gifted children. The Learning Enrichment Centre (L.E.C.) aimed to - 1) meet the needs of enrolled gifted students by - a) providing appropriate learning experiences; and b) providing an administrative arrangement (partial withdrawal) which afforded them the opportunity to interact with like minds; 2) meet the needs of the system by - a) developing and evaluating units of work for gifted students; b) conducting workshops, seminars and in-service days for teachers. In 1984 the L.E.C. curriculum was designed and implemented in accordance with Maker's model of curriculum modification for gifted students (Maker, 1982). This model outlines a set of principles which Maker claims, recognize the characteristics and needs of gifted students and guide the development of a qualitatively different curriculum. In making decisions about design and implementation of Maker's curriculum modifications, factors related to the setting, the teachers and the students were considered. The overall purpose of the Study was to assist teachers in making rational decisions about future L.E.C. provision. In particular the Study was to collect information on the worth of the program - its relative strengths and weaknesses - and the influence on the curriculum of the administrative arrangement. The program was evaluated by ascertaining levels of satisfaction typically expressed by the students. Of secondary concern was whether the organisational arrangement of partial withdrawal had inhibited or enhanced the program's intentions. It was acknowledged that unfavourable attitudes of parents, classroom teachers or peers could conceivably alter students' receptivity of the program. In Term 4, two parallel questionnaires, one addressing the L.E.C., the other the regular classroom, were administered to the students. By comparing responses on matching items, levels of satisfaction with the L.E.C. curriculum were determined. Selected items on the L.E.C. instrument were further to reveal how students felt about the administrative provision and whether classroom teachers and peers were perceived to be supportive. Subsequent to program completion, a questionnaire was mailed to parents bo ascertain their support for the program by asking them how their child's emotional behaviour had changed as a result of LEC attendance. Also they were to indicate whether they preferred that enrichment occur in the regular classroom or partial withdrawal setting. To confirm the students' impressions of classroom teacher support and interest, parents were requested to comment on their understanding of it. Student responses indicated that they found their LEC experiences to be particularly interesting and enjoyable, and the LEC teachers to be kind, helpful, friendly and fair. These perceptions differed significantly from their perceptions of school. Elements of the Maker model which were consistently most valued by the group were the Process modifications, 'Freedom of Choice' and 'Higher Levels of Thinking'. Parents proved to be supportive of the LEC program. Although some would have preferred classroom enrichment to partial withdrawal, they felt that schools could not currently provide it. It was the students' viewpoint that interactions with peers and classroom teachers were not adversely affected by their LEC participation. Classroom teachers were seen to be generally supportive and interested - a perception incidentally not shared by parents and LEC teachers. Perceived positive attitudes towards their LEC involvement most likely enhanced student satisfaction with the program. The evaluation unequivocally indicated that the LEC program based on Maker's model appealed to the students. Though withdrawal from class possibly contributed to program satisfaction, the level of satisfaction was very high and could not be attributed solely to hidden curriculum efects (the organisational arrangement). The Study concluded that use of the Maker model as a guide for developing LEC curricula should continue but that parent and classroom teacher attitudes towards the administrative arrangement should be regularly monitored as they appeared to have the potential to enhance or reduce students' receptivity of the program. As a result of Study, various procedures for the conduct of future evaluations were recommended.

L’orientation scolaire et professionnelle est cruciale dans la scolarité de chaque élève. À l’issue du collège, l’élève a le choix entre la voie professionnelle courte qui conduit vers un diplôme professionnel ou la voie générale et technologique qui repousse d’au moins trois ans le choix d’une filière professionnelle. Pour accompagner les élèves les plus faibles dans le choix d’une filière professionnelle, l’école propose la construction d’un porfolio numérique présentant les expériences et les compétences que chacun des élèves développe lors du parcours de découverte du monde économique et professionnel en classe de troisième Prépa-Pro. A l’ère du numérique, paradoxalement, la diversité, la multiplicité et l’hétérogénéité des Environnements Informatiques pour l'Apprentissage Humain, EIAH, mis à disposition des enseignants peut paradoxalement constituer un frein quant à leurs exploitations à des fins pédagogiques avec les élèves au sein de la classe. Après avoir analysé les conditions de mise en œuvre de ce parcours au sein des troisièmes Prépa-Pro de l’académie de La Réunion, nous nous proposons de mettre à l’épreuve l’utilisabilité de FOLIOS, EIAH mis à disposition des équipes pédagogiques pour accompagner les élèves dans la construction de leur portfolio numérique
Career and academic guidance are of the greatest importance for every student. At the end of middle school, a pupil has to choose either vocational education - which leads to a vocational high school degree - or general and technological studies. Choosing general studies postpones career choice by three years.To support the weakest students in choosing a career, the school proposes the setting up of a digital portfolio. This portfolio contains the skills and experience the students acquired during their economic and job discovery option in pre-vocational eighth grade (3ème Prépa-Pro).Paradoxically, in the digital age, the diversity and the multiplicity of Intelligent Tutoring Systems (ITS) available to teachers may be an obstacle to their use for teaching purpose in class. After having analysed the implementation conditions of this job discovery option in pre-vocational eighth grade in the academy of La Réunion, we intend to test the usability of FOLIOS and ITS made available for teachers to assist the students in the development of their digital portfolio

Bullying in schools has been a problem for as long as schools have existed. The issues are complex and research indicates that incidents of children being victimised are increasing.

Two related studies are discussed in this report. Respondents for Study 1 are guidance officers from the Central Queensland region and issues of interest are: their perceptions regarding the frequency of bullying in schools; whom victims of bullying would be most likely to confide in; whether students would seek assistance from guidance officers if they are being bullied at school; and what strategies are successful for victims. For Study 2, respondents are students at a local Central Queensland high school. The focus is upon whom victims of bullying would be most likely to confide in.

Results for both Studies 1 and 2 indicate that victims of bullying are more likely to tell their friends, and very unlikely to seek assistance from guidance officers, if they are being bullied at school. In Study 1 all respondents, further, report that bullying occurs in their respective schools and many feel that the most successful strategy for dealing with victims of bullying is to adopt a 'whole school' approach.

Both previous studies and this present research indicate some hope for future action against bullying in schools. It is this researcher's opinion, however, that future prospects may be far more sombre and that intervention by guidance officers and school administrators will do little to alleviate the problem while dominance over others is encouraged by society.

碩士
國立暨南國際大學
社會政策與社會工作學系
107
The purpose of this study: “Cooperative Orientation Model” in the experience of cooperation between Guidance officers and social workers, how to solve the Guidance officers and social workers by “Cooperative Orientation Model” , exploring the cooperation elements that exist in the cooperation orientation model between the Guidance officers and the social workers. The in-depth interview method that in qualitative research were used in this study, and the research subjects were the guidence officers and social workers of Puli Youth Residential Care.Understand the guidence officers and social workers of children and adolescents can overcome the adversity of life in the high-pressure environment. With of social workers and guidence officers, more people in the society can realize them more and have more empathy for the social workers. Suggestions from the practical and Institutional aspects:Behind the emotions of the living assistants need to be seen and taken care of, improve the professional assessment ability of the guidence officers, enhance the professional knowledge of the guidence officers, social workers should be integrated into the life of a small family, the plan should be discussed together, jointly establish a concept of parenting, use good experience to produce positive impact. Institutional aspects:If social workers have different ideas, the workers should establish feasible cooeraton instead of regarding someone as the main body, the duties of works can be coordinated, full information exchange. Provide references and advices to the service workers of children and juvenile resettlement agencies to help relevant workers understand how to provide support.

碩士
康寧大學
企業管理研究所
102
This study aimed to understand the status of work stress and coping strategies for guidance officers at elementary schools in Changhua County. Then, to compare their work stress and coping strategies from different backgrounds. Finally, it explored the relationship between job stress and coping strategies to guidance officers at elementary schools in Changhua County. In this study, questionnaires were dominated by collecting, compiling the related literature, and rewriting Wu Xianming "Nantou County Elementary School dean of students work stress and coping strategies questionnaire". The name of questionnaires was "competent job stress and coping strategies - Changhua County citizens Elementary School guidance Officer for example ".A questionnaire was administered to 174 guidance officers at elementary schools in Changhua County. The quantitative analysis of questionnaires was done by SPSS statistical software package. The results of the questionnaire were analyzed by mean, standard deviation, independent sample t-test, one-way ANOVA, Pearson correlation, statistical methods, and statistical analysis. The major findings were summarized below: 1. The working pressures of guidance officers at elementary schools in Changhua County were moderate. 2. Work overload of the working pressure was the highest. 3. In the stress coping strategies, most of guidance officers at elementary schools in Changhua County adopted to solve problems. 4. In personal background, there were significant differences on gender, marital status, and school districts. 5. In stress coping strategies, there were significant differences on gender and school size. 6. A significant difference was found between school of scale and overall stress coping strategies 7. No significant difference was found between job stress and coping strategies to guidance officers at elementary schools in Changhua County.

Αντικείμενο της εργασίας αυτής είναι η διερεύνηση των στάσεων και των αντιλήψεων γονέων και υπεύθυνων Σ.Ε.Π. σχετικά με τις επαγγελματικές επιλογές των παιδιών χωρίς και με δυσλεξία. Στην έρευνα συμμετείχαν 116 άτομα, 56 γονείς παιδιών με δυσλεξία και 60 υπεύθυνοι Σ.Ε.Π., εκ των οποίων 14 Σύμβουλοι Γρα.Σ.Ε.Π. και 46 Καθηγητές Σ.Ε.Π. της Δευτεροβάθμιας Εκπαίδευσης Ν. Αχαΐας. Οι στάσεις των συμμετεχόντων διερευνήθηκαν μέσω της συμπλήρωσης ενός ερωτηματολογίου τύπου κλίμακας Likert που αφορά στην αξιολόγηση της καταλληλότητας 28 επαγγελμάτων για παιδιά χωρίς και με δυσλεξία, καθώς και με ανοιχτού τύπου ερωτήσεις, όπου οι συμμετέχοντες εκθέτουν και αιτιολογούν την άποψή τους σχετικά με την καλύτερη και τη λιγότερη καλή επαγγελματική επιλογή για τα παιδιά χωρίς και με δυσλεξία. Τα αποτελέσματα της ανάλυσης των απαντήσεων των συμμετεχόντων στο ερωτηματολόγιο έδειξαν ότι υπάρχουν διαφορές στις στάσεις και στις αντιλήψεις των συμμετεχόντων ανάλογα με την ιδιότητά τους (γονείς vs. σύμβουλοι), με το αν πρόκειται για παιδιά χωρίς ή με δυσλεξία και με το βαθμό των ακαδημαϊκών απαιτήσεων και την έκταση της χρήσης του γραπτού λόγου που συνεπάγεται η άσκηση αυτών των επαγγελμάτων. Τέλος, ως προς τις επιλογές των συμμετεχόντων έτσι όπως αντικατοπτρίζονται στις απαντήσεις που έδωσαν στις ανοιχτού τύπου ερωτήσεις φαίνεται ότι αυτές αιτιολογούνται με βάση τις ιδιαίτερες ικανότητες και την προσωπικότητα των παιδιών καθώς και με το αν επρόκειτο για παιδιά χωρίς ή με δυσλεξία. Φαίνεται ότι οι στάσεις των γονέων επηρεάζονται από τις προσδοκίες και τη συναισθηματική φόρτιση που έχουν όταν θα πρέπει να κρίνουν την καταλληλότητα επαγγελμάτων για τα παιδιά τους και ειδικά όταν αυτά έχουν δυσλεξία ενώ εκείνες των υπεύθυνων Σ.Ε.Π. διαμορφώνονται με πιο αντικειμενικά και ρεαλιστικά κριτήρια.
The purpose of this study is to investigate what are the perception and the stance on the issue of the professional choices of children with or without dyslexia, of the parents and the people in charge of vocational guidance offices. Overall 116 people, 56 parents of dyslexic children and 60 people in charge of vocational guidance offices, of which 16 counselors and 46 vocational guidance high school teachers in the Prefecture of Achaia, took part in the survey. The perceptions of the participants were taken throughout a Likert type scale questionnaire, that has to do with the evaluation of the adequacy of 28 professions for children with and without dyslexia, where the participants report and develop their opinions according to the most and less successful choice of profession of children with and without dyslexia. The results of the answers analysis showed that there are differences in the attitudes and the perceptions of the participants according to their status (parents vs. counselors), also according to whether the children are dyslexic or not and on the degree of the academic requirements as well as the extend of the use of the written word that the practice of the professions demand. Finally, the choices of the participants as they are reflected on the answers they have given in the open ended questions, seem to be justified on the basis of the special capacities and the personality of the children and also on whether they are dyslexic or not. It seems that the way parents act is influenced by the expectations and the emotional pressure they feel when they have to determine the adequacy of professions for their children, especially when they are dyslexic, while the perceptions of the people in charge of vocational guidance offices are based on more objective and realistic criteria.

碩士
國立高雄師範大學
教育學系
91
The Study on the Practice Teachers’ Administrative Practice ─Example of Students Guidance Office in Junior High School The reason of this study is to elevate the quality of administrative practice, and to create an excellent environment of administrative practice. Take Students Guidance Office in Ji-Shing (anonym) junior high school where I serve for example, I undergo the study on the process of practice teachers’ administrative practice with the assistance of fifteen practice teachers. There are three main ideas in this study: 1. To understand the feelings and reflection of three types of practice teachers (including practice teachers who take educational courses in universities, practice teaches who take after-college education courses and substituted teachers who replace teaching practice with being substituted teachers.) 2. To explore the process and efforts of practice teachers who take part in the management and individual counseling in the middle-classes(中途班)and resource classes(資源班). 3. To attain high quality of administrative practice by modifying and examining the management and measures of Students Guidance Office in my school. The conclusion of this study is followed: 1. Practice teachers of different types all agree that administrative practice is beneficial to their professional growth but they have different opinions about the importance and necessity of administrative practice. 2. School Administrators’ conducting practice teachers provides the key to practice teachers’ getting knowledge and ability. 3. Practice teachers can have plenty of experience about administrative measures and conduct through reflection, feedback and examination meeting. 4. The close cooperation between practice teachers and administrators promote the professional growth and relationship individually. 5. Practices teachers’ keeping journals about teaching practice can help them reflect on themselves and promote their growth and can be the reference for schools to make improvement. 6. Although Practice teachers sometimes feel under pressure and anxious, sometimes they still feel happy and care about others during the administrative practice. 7. Practice teachers of three types feel differently about administrative practice, because they have different period of time of administrative practice, workload and personal factors. 8. Practice teachers get a lot because of taking part in in-service training. However, it is a pity that the in-service training is lacking in systematization. 9. The management and teaching in middle-classes(中途班)is a heavy workload to practice teachers (including substituted teachers who replace teaching practice with being substituted teachers.) On the contrary, they profit greatly. 10. As for practices teachers who major in special education, they can exert their profession to manage and teach students in resource-classes (資源班). 11. The individual counseling is the important step to cultivate counselors. According to the above conclusion, this study brings up the following suggestion: 1. The suggestion to the system of teaching practice guidance: (1) The arrangement of period of time of administrative practice should be systematized and the way of execution of administrative practice should be flexible. (2) Having regular assessing and evaluation can promote the quality of administrative practice. 2. The suggestion to practice schools: (1) They should plan appropriately the system of administrative practice. (2) They should hold regular coordination councils to elevate the mutual communication between practice teachers and teachers who guide practice teachers and between practice teachers and administrators. 3. The suggestion to future practice teachers: (1) They should pursuit professional growth during administrative practice and should have further exploration and learning about school administration. (2) They should face up to challenges courageously and should cultivate their ability in class management and teaching. (3) They should enrich professional special education and have the capability of taking care of students who have special needs. (4) They should enrich knowledge of guidance and counseling and can participate in individual guidance so that they can guide students in the future. (5) They should hold the attitudes that they can be happy and earnest practice teachers. Key words：practice teachers、administrative practice、middle-classes、resource classes、guidance and counseling.

碩士
中原大學
電子工程研究所
107
This study used the Augmented Reality (AR) tool developed by HP Reveal to develop a teaching system that allows junior high school students with special needs to learn and complete the ability to operate post office automated teller machines (ATMs) independently. Since the teaching of ATM is not suitable for repeated training on a real ATM, which involves the privacy of the user. This study presents the operation interface of the post office ATM in the form of a web page, and uses the combination of the mobile phone and the tablet to simulate the situation and process of operating the ATM, in order to help students with special needs learn how to use ATM correctly and achieve the best training results. The experimental data of this study shows that this set of AR systems makes it very effective for students with special needs to be familiar with the operation of post office ATMs.

Under modern economic conditions, universities have found themselves involved in a competition with each other in the developing market of educational services. Almost any higher educational institution nowadays faces a question of its alumni employability and the career services, among other initiatives, have been established in many universities to improve the competitiveness of their graduates in the labor market. Although the majority of universities in Portugal indicate the existence of a Career Office or a similar entity in the institution, the provision of career counselling services is not fully developed in many. In order to aid the development of career services, recipients’ (i.e. students’) specific requirements need to be assessed to support the understanding and meeting of expectations. What are the Portuguese students’ current career needs and intervention preferences? Which online career guidance intervention would be welcomed, if any? The present study addressed these questions by analyzing data from an online survey administered to 361 Portuguese higher education students. The findings indicate the preferred modalities for career interventions, the current career support needs and the likelihood of joining an online or computer-assisted career counseling service if it were made available by their university. The study’s findings can contribute to the promotion of students’ employability by providing recommendations on the development of Career Offices at Portuguese universities through the creation of targeted career guidance programs, including online interventions.
Nas atuais condições económicas, as universidades competem entre si no mercado de serviços educacionais. Praticamente todas as instituições de ensino superior enfrentam hoje em dia a questão da empregabilidade dos seus antigos alunos e os gabinetes de carreira, entre outras iniciativas, têm sido criados em muitas universidades para melhorar a competitividade dos seus licenciados no mercado de trabalho. Apesar da maioria das universidades em Portugal indicar a existência de um gabinete de carreiras ou entidade similar na instituição, nem sempre a oferta de serviços de aconselhamento de carreira está totalmente desenvolvida. Com a finalidade de apoiar o desenvolvimento destes serviços, as necessidades específicas dos seus destinatários (i.e., estudantes) devem ser avaliadas para apoiar a compreensão e o cumprimento das expectativas. Quais são as atuais necessidades de carreira e as preferências de intervenção dos estudantes universitários portugueses? Que tipo de intervenção online ou assistida por computador seria adequada? O presente estudo abordou essas questões através de questionário online administrado a 361 alunos do ensino superior português. Os resultados indicam quais as modalidades de intervenção de carreira preferidas, quais as necessidades atuais de apoio neste âmbito e, também, qual a probabilidade de utilizar um serviço de aconselhamento de carreira online ou assistido por computador, se fosse disponibilizado pela sua universidade. Os resultados podem contribuir para a promoção da empregabilidade dos alunos, dando recomendações para o desenvolvimento dos gabinetes de carreira nas universidades portuguesas, através da criação de programas de orientação e aconselhamento de carreira, incluindo intervenções online.

The aim of this diploma thesis is to present legal instruments used by the state to protect citizens from indoor radon and its decay products, to assess their effectiveness and to indicate possible pitfalls in their application. The paper first describes the radon issue from the perspective of natural sciences, introduces the unique Czech approach - the Radon Program, and describes handling of the issue by the state administration. The main emphasis is put on the development of related legislation, especially in the field of atomic and building law, where the state's approach to guidance levels is critically evaluated and where some recommendations for building management are mentioned. The legislation is also closely associated with the provision of state subsidies for anti-radon measures. Current developments are evaluated and options potentially leading to an improved effectiveness of this instrument are outlined. From a practical point of view, the paper is complemented by a case report based on private law and the related protection by civil law instrument.

In this doctoral thesis one of the most important social problem, which is the performance of the university graduates on the labour market has been undertaken. For this reason the analyses of the Polish labour market as well as the challenges faced by young people entering vocational life has been conducted. The thesis also deals with the role of the state as the main administrator of higher education system. The beginnings of the involvement of the state in the matters of higher education date back to the end of the 18th century when the states started to look for engineers and administrators on a mass scale. The roles of the universities have been changing. The new multi-faced public policies have arisen. Their aim is to resolve some social tension which are far from education of the elite professional groups. Higher education becomes mass education, the science becomes institutionalized, which limits the area of previous freedom of learning, teaching and researching. The additional platform of university evaluation becomes the market. The relation between the higher education sector and other important actors are getting more complex. That is why the term "academical governance" which is translated as a participatory management in higher education system has been used. As a result of market oriented approach to education the concept of human capital (HC) is being used which, for more than 50 years, is applied as one of the main tool for evaluation of education. This influences the way education is being described by subduing the education process to the market criteria. At the same time the market uncertainties are being implicated to the education system. Despite the long-standing criticism of human the capital theory (HCT), it is being used in many countries` public policies. In the case of Poland the HC theory seems to be certainly powerful, perhaps because of the willingness to catch up the "West" by simple copying the patterns of western countries model of development (dependence development). The above mentioned tendencies contributed to the assignment of complex roles to the modern university. In order to present those tasks the term of multiuniversity, which firstly was developed by Clark Kerr in the middle of the `60-ies, was applied. This concept is not a new one, but because of being elastic, it allows to show a few roles of modern university. In this thesis five tasks of the university in 21st century has been presented. The first one concerns the obligation of the academy to be the school of practical skills which, among others, opens the discussion about what the practical and the theoretical skills are. The next one for a university is to deliver the HC both to the economy and individuals. The third task says that the university is supposed to be responsible for the employability of graduates, which makes it one of the labour market institutions. The next one is to be in charge of the state modernization which opens the debate about the relations between education and economical development. The last one role for the university is building social capital - for the students and for the local community, in which the school is situated. This is especially important in smaller towns. The above presented tasks of the university do not form a closed set as there might be a few more. The term of a multi-university helps to develop more accurate description and renewed with proper context of functioning higher education institutions (HEI) in the beginning of the 21 century. The last part of the thesis is dedicated to the research of career offices conducted by the author. The offices are an institution founded as a result of market pressure on the HEI. A closer look into the career offices enables us spotting the problems which are connected with the idea of marketization of university. The description of career offices was widened by presenting the point of view of the authorities of HEI and the employees involved in the cooperation with HEI. At the end of the thesis the two case studies of positive cooperation between employees and universities have been presented. The more precise analysis enabled the author showing obstacles which occur when the theoretical concept of cooperation between HEI and entrepreneurs is being practically applied.
W pracy tej podęto się przedstawienia jednego z najważniejszych obecnie problemów społecznych, jakim jest sytuacja absolwentów uczelni wyższych na rynku pracy. W tym celu dokonano charakterystyki polskiego rynku pracy oraz głównych wyzwań, z jakimi przychodzi mierzyć się młodym osobom wkraczającym w życie zawodowe. Następnie ukazano rolę, którą odgrywa państwo, będące głównym regulatorem funkcjonowania szkolnictwa wyższego. Początki tych działań przypadają na koniec XVIII i pierwszą połowę XIX wieku, gdy państwa zaczynają na masową skalę poszukiwać inżynierów i administratorów. Zadania, które są stawiane przed uniwersytetami z upływem czasu ulegają przeobrażeniom – powstają polityki publiczne mające realizować złożone i zmieniające się cele, odbiegające już od kształcenia elitarnej grupy profesjonalistów. Szkolnictwo wyższe ulega umasowieniu, a nauka instytucjonalizacji, co znacznie zmniejsza obszary swobody, którymi początkowo cieszyły się uczelnie. Dodatkową płaszczyzną, na której oceniane zaczynają być uniwersytety, staje się rynek. Relacje między sektorem szkolnictwa wyższego, państwem oraz szeregiem innych ważnych aktorów przybierają na złożoności. Zaradzić im się stara termin 'academical governance' - tłumaczony jako ład akademicki lub zarządzanie partycypacyjne w szkolnictwie wyższym. Wyrazem urynkowienia edukacji - nie tylko tej na poziomie wyższym - jest koncepcja kapitału ludzkiego, która już od ponad 50 lat stanowi jeden z głównych mechanizmów służących ocenie kształcenia. W sposób zasadniczy wpływa to na dokonywany opis szkolnictwa, podporządkowując go kryterium rynkowym przy jednoczesnym implikowaniu do niego szeregu niepewności związanych z funkcjonowaniem mechanizmu rynkowej alokacji dóbr. Mimo narosłej wokół niej krytyki, teoria kapitału ludzkiego z powodzeniem funkcjonuje w politykach publicznych wielu krajów, a w przypadku Polski wydaje się być szczególnie silna, co może być wyrazem chęci dogonienia krajów "Zachodu" przez prostą kopię ich wzorców rozwojowych (tzw. rozwój imitacyjny). Powyższe tendencje przyczyniły się do przypisania dzisiejszemu uniwersytetowi szeregu ról. Do ich opisu posłużono sie terminem 'multiuniversity', wprowadzonym do debaty o szkolnictwie wyższym przez Clarka Kerra już w połowie lat`60 XX wieku. Koncepcja zatem nienowa, jednak dzięki swojej elastyczności pozwala na zawarcie w jej ramach szeregu ról współczesnego uniwersytetu i ukazania ich we wspólnym kontekście. Wyróżniono zatem pięć zadań, które są realizowane przez szkoły wyższe. Po pierwsze, dzisiejsza akademia ma być szkołą praktycznych umiejętności, co między innymi otwiera dyskusję na temat tego co jest praktyczne a co teoretyczne. Po drugie szkoła wyższa ma dostarczać kapitał ludzki - tak dla gospodarki jak i dla jednostek. Po trzecie uczelnia ma odpowiadać za zatrudnialność swoich absolwentów, co czyni z nią jedną z instytucji rynku pracy. Po czwarte szkolnictwo akademickie ma być odpowiedzialne za modernizację kraju, głównie w wymiarze ekonomicznym, co skłania do postawienia pytań o zależności między poziomem kształcenia a wskaźnikami rozwoju gospodarczego. I na koniec uniwersytet jest miejscem tworzenia się kapitału społecznego - tak dla uczących się w nim studentów jak i dla miejsca, w którym jest usytuowany; w szczególności rola ta jest ważna dla mniejszych miejscowości. Powyższe pięć zadań szkoły wyższej zapewne nie stanowi zbioru zamkniętego, ale niewątpliwie pozwala dokonać znacznie pełniejszego, bo uzupełnionego o złożony kontekst, opisu funkcjonowania uniwersytetu na początku XXI wieku. Ostatnia część pracy poświęcona jest zrealizowanemu przez Autora badaniu akademickich biur karier (ABK), które są instytucją powołaną w efekcie oddziaływania presji rynkowej na szkołę wyższą. Przyglądając się im bliżej widać szereg problemów, które wiążą się z ideą urynkowienia uniwersytetu. Opis ABK został uzupełniony o głos władz uczelni oraz pracodawców, którzy z tymi uczelniami współpracują. Na zakończenie przedstawiono dwa przykłady pozytywnych efektów kooperacji uczelni z przedsiębiorstwem, przy czym ich bliższa analiza umożliwiła pokazanie trudności, jakie napotyka koncepcja współpracy uniwersytetu z pracodawcami, gdy przystępuje się do praktycznej realizacji jej teoretycznych postulatów.