Dissertations / Theses: 'Marist Education'

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McMahon, John Richard. "Educational vision : a Marist perspective." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10019125/.

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This research seeks to understand the current educational vision of the Marist Brothers' Teaching congregation, a Catholic religious order founded by Marcellin Chainpagnat in rural France in 1817 which currently has 5,000 Brothers educating young people in 76 countries. The Congregation is conceptualised as a charismatic social movement Using case study methodology, it is investigated as a single bounded system comprising many sub-systems, namely its individual school communities, which can be studied both as interesting in themselves and as leading to a significant measure of understanding of the overall system. The work of Marist Brothers in three schools in three continents is studied in detail. Marceilin College, Melbourne, St Mungo's Academy, Glasgow and Archbishop Molloy High School, New York. Interviews, document analyses and observations are carried out over a two year period, from 1990 to 1992. Theory contributes to the research, first, through an appropriation and adaptation of Max Weber's sociology of charismatic authority, second, through a study of the self understanding of religious congregations as reflected in and influenced by the current theology of religious life, and third, through brief analyses of some educational social movements with a claim to be charismatic, in particular the United World Colleges and the Society of Jesus. With the data from the three case study schools collected and analysed, initii1 research findings were sent to Marist educators in eight further schools in seven different countries. These educators affirmed those findings which coincided with their experience of Marist educational vision and added other findings based on their current work. Some theoretical conclusions are drawn about the fruitfulness of bringing the theological and sociological literatures on charisma into relationship with each other. A series of more practical conclusions relates to the nature of Marist educational vision, the possibility of pursuing this vision with different levels of contribution in terms of numbers and roles of Brothers in a school, of the relationship of Brothers to lay staff in Marist schools, and the process of school self-definition of educational vision.

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Braniff, John Michael. "The Marist Brothers' teaching tradition in Australia, 1872-2000." Thesis, The University of Sydney, 2004. http://hdl.handle.net/2123/691.

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Recent Australian academic attempts to define the 'charism,' or distinguishing spirit, of the Marist Brothers' style of education, have been conducted using sociological methodologies and have resulted in findings which are more religious than educational or pedagogical, in content. The present enquiry is more educational in focus and historical in approach. This enquiry poses a series of questions e.g: Did the Marists who arrived in Australia in 1872 come as the conscious bearers of a distinctive style of teaching? Did they adapt this distinctive style to meet the needs of the Australian society? How faithfully did they cling to their founding inspiration? Have they been successful in preserving this distinctiveness in the face of modern developments in Australian education and in the Catholic Church? Or, is all that remains the name 'Marist'? The historical methodology employed uses both recent academic analyses of the Marist Brothers' Founder's work and also of the archival documentation of the Order's foundation and development in Australia. It also tracks, though not in isolation, the development of the first Marist school in Sydney, St Patrick's, Church Hill; founded in 1872 and still operating, at a new location 'Dundas' in the more recently-formed diocese of Parramatta. This individual school's role in Marist teacher education in early, and more recent times, makes it an appropriate focus. In summary, the thesis concludes that the Marists did come as conscious disciples of St Marcellin Champagnat, their founder; but that the pristine inspiration had already begun to evolve. In Australia the brothers continued to follow his example in adapting to the newer demands of Church and State. After Vatican II and the return of State Aid, however, the pace and scope of development precipitated changes which arguably constitute a break from all but the names 'Marist' and 'Champagnat'.

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Braniff, John Michael. "The Marist Brothers' teaching tradition in Australia, 1872-2000." University of Sydney. Policy and Practice, 2004. http://hdl.handle.net/2123/691.

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Recent Australian academic attempts to define the 'charism,' or distinguishing spirit, of the Marist Brothers' style of education, have been conducted using sociological methodologies and have resulted in findings which are more religious than educational or pedagogical, in content. The present enquiry is more educational in focus and historical in approach. This enquiry poses a series of questions e.g: Did the Marists who arrived in Australia in 1872 come as the conscious bearers of a distinctive style of teaching? Did they adapt this distinctive style to meet the needs of the Australian society? How faithfully did they cling to their founding inspiration? Have they been successful in preserving this distinctiveness in the face of modern developments in Australian education and in the Catholic Church? Or, is all that remains the name �Marist�? The historical methodology employed uses both recent academic analyses of the Marist Brothers� Founder�s work and also of the archival documentation of the Order�s foundation and development in Australia. It also tracks, though not in isolation, the development of the first Marist school in Sydney, St Patrick�s, Church Hill; founded in 1872 and still operating, at a new location � Dundas � in the more recently-formed diocese of Parramatta. This individual school�s role in Marist teacher education in early, and more recent times, makes it an appropriate focus. In summary, the thesis concludes that the Marists did come as conscious disciples of St Marcellin Champagnat, their founder; but that the pristine inspiration had already begun to evolve. In Australia the brothers continued to follow his example in adapting to the newer demands of Church and State. After Vatican II and the return of State Aid, however, the pace and scope of development precipitated changes which arguably constitute a break from all but the names �Marist� and �Champagnat�.

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Anele, Rogério Francisco Caldas. "Os desafios do executivo ao inserir-se na cultura Marista: um estudo nas organizações educativas da província Marista do Rio Grande do Sul." Universidade do Vale do Rio dos Sinos, 2013. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3710.

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Submitted by Mariana Dornelles Vargas (marianadv) on 2015-05-28T17:17:49Z No. of bitstreams: 1 desafios_executivo.pdf: 1313728 bytes, checksum: e0ce9366423cf7b29d41f28784ca43e5 (MD5) Made available in DSpace on 2015-05-28T17:17:49Z (GMT). No. of bitstreams: 1 desafios_executivo.pdf: 1313728 bytes, checksum: e0ce9366423cf7b29d41f28784ca43e5 (MD5) Previous issue date: 2013-05-22 Nenhuma Este estudo se propôs a investigar quais são os desafios dos gestores leigos, em cargos de alta gestão, frente às mudanças que vêm ocorrendo nas Organizações Educativas da Província Marista do Rio Grande do Sul. Tal fato depreende-se do crescimento e da alta competitividade do setor de educação, implantação de novo modelo de governança e diminuição da formação de religiosos com vocação em gestão, o que gera a entrada de gestores leigos e, assim, a convivência de executivos com formação e lógicas de atuação diferentes, aumentando a complexidade dos desafios desta Instituição. O referencial teórico desenvolvido versa sobre conceito e componentes de cultura organizacional (Edgar Schein e Gareth Morgan), visão holística (Afonso Murad, Emma Bell e Scott Taylor), sua relação com a liderança (Ram Charan, Humberto e William Cohen) e o poder (Max Weber e Gareth Morgan). O estudo teve abordagem qualitativa e exploratória, com dados coletados a partir de pesquisa documental, sobre o tema de Cultura Marista, e pesquisa de campo, realizada com gestores leigos e religiosos, mediante entrevistas semiestruturadas. Os dados da pesquisa documental e de campo foram tratados pela Análise de Conteúdo (Roberto J. Richardson). Os resultados, obtidos através de pesquisa de campo, permitem apontar os principais desafios a serem superados, constatar diferenças na forma de atuar e decidir entre os gestores leigos e religiosos, assim como identificar os possíveis atributos de liderança necessários para que a Instituição tenha sucesso nos próximos anos. This study proposes to investigate witch challenges lay managers in positions of senior management are having, due to changes that have occurred in Educational Organizations in the Province of Rio Grande do Sul. This fact is inferred by the high growth and competitiveness of the education sector, the implementation of new governance model and the decreasing of formation of religious with management vocation, generating involvement of lay manager, and thus the coexistence of executives with different training and action logics, increasing the complexity of the challenges of this institution. The theoretical referential developed is about the concept and components of organizational culture (Edgar Schein e Gareth Morgan), holistic vision (Afonso Murad, Emma Bell e Scott Taylor), its relationship with the leadership (Ram Charan, Humberto e William Cohen) and the power (Max Weber e Gareth Morgan). The research had qualitative and exploratory approach, with data collected from documentary research on the topic of the Marist Culture and field research conducted with lay managers and religious, through semi-structured interviews. The survey data document and field were treated by Content Analysis (Roberto J. Richardson). The results obtained through field research, may point out the main challenges to be overcome, show differences in the way we act and decide between lay managers and religious, as well as identify potential leadership attributes necessary for the institution to succeed in coming years.

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Pedro, Ricardo Tomasiello. "História da equiparação do Colégio Marista Arquidiocesano de São Paulo ao Colégio Pedro II (1900-1940)." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/10450.

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Made available in DSpace on 2016-04-27T16:32:55Z (GMT). No. of bitstreams: 1 Ricardo Tomasiello Pedro.pdf: 4702783 bytes, checksum: 5da7e11fd51eef89a659cb37d4fa0c24 (MD5) Previous issue date: 2014-07-30 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior The Archdiocesan School was founded in 1858, and it is considered one of the oldest schools of São Paulo city. Due to its strong connection to secondary education, the school tried to equate to Pedro II School. Such an attempt meant, among other things, to guarantee that the school s students had access to higher education without having to apply for new tests or exams. In order to obtain this privilege it was necessary, in the curriculum organization, that the school should be equated to the role model institution in this educational level. Under the Marist Brothers management, the school obtained the definitive equivalence in 1934, during the term of Francisco Campos s Reform (Decree no. 19.890/1931). This dissertation intends to historicize the equivalence process of the Marist Archdiocesan School of São Paulo, under the management of this religious congregation, attempting to understand the construction of such process. The strategies used by a private school were identified a confessional approach to adapt to the educational demands of a secular view in order to verify how the guidelines provided by the Education National Department were followed. For this research, the analysis was primarily of the documents on the equivalence belonging to the National Archives (RJ) and of the case itself available in the Memorial s collection of the Marist Archdiocesan School of São Paulo O Colégio Arquidiocesano foi fundado em 1858, sendo considerado um dos mais antigos da cidade de São Paulo. Por conta de sua forte ligação com o ensino secundário o Arquidiocesano buscou equiparar-se ao Colégio Pedro II. Tal procedimento significava, dentre outras coisas, garantia de acesso ao nível superior dos alunos do Colégio sem que houvesse a necessidade de novas provas ou exames. Para a obtenção desse privilégio era necessário, no aspecto curricular, igualar-se à instituição modelo desse nível educacional. Sob a administração dos Irmãos Maristas, o colégio obteve a equiparação definitiva em 1934, dentro da vigência da Reforma Francisco Campos (Decreto nº 19.890/1931). Este trabalho pretende historicizar o processo de equiparação do Colégio Marista Arquidiocesano de São Paulo, sob a administração dessa congregação religiosa, buscando compreender a montagem de tal processo. Foram identificadas as estratégias utilizadas por um colégio privado, confessional para adaptar-se às demandas educacionais de caráter laico, de modo a flagrar como foram atendidas as diretrizes dadas pelo Departamento Nacional do Ensino. Para a pesquisa foram analisados, primordialmente, os documentos sobre a equiparação do Arquivo Nacional (RJ) e o próprio processo disponível no acervo do Memorial do Colégio Marista Arquidiocesano de São Paulo

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Robenstine, Clark. "Some problems in the application of Marxist philosophy by selected contemporary neo-Marxist educational theorists /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487329662146012.

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Mentges, Manuir Jos? "Autoforma??o do ser gestor Marista preconizada ? luz do projeto educativo do Brasil Marista." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2013. http://tede2.pucrs.br/tede2/handle/tede/3746.

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Made available in DSpace on 2015-04-14T14:23:29Z (GMT). No. of bitstreams: 1 447035.pdf: 2026597 bytes, checksum: d8aa188172f5046ff9c30ad140ce40f3 (MD5) Previous issue date: 2013-01-17 The present paper researched about the self-training Being Maristas Manager, inspired in Educative Project, document that gives singleness to Maristas Brazil educatives process, in respect to diversities. It depicts some aspects of my personal career, related to work with education and management, research weaved its process starting problem-question: How do the perspectives and horizons related self-training being Maristas manager aimed to Maristas Brazil s Educational Project, it makes present in everyday exercise s management? From, that the paper objected understanding the management s process, advocated the light of education project, it is deepening your horizons and your implications in self-training of Being Maristas Manager. The research sought to go your, with goals through study, with qualitative approach, descriptive and interpretative, that, to Bogdan and Biklen (1994), it concerns with process, by being inductive and having as essential significance. The research developed at Gra?as Maristas Institute, located on Viam?o city, school in which I assumed the role of Director in 2012. The subjects of the research were team members managers directive, that include the Director, the Vice-Director, the Pedagogical Co-ordination, Shift s Co-ordination, the Educational Guidance and Pastoral s Co-ordination. The paper was developed in stages structured blocks, with objectives and guiding questions.The Educative Project and others Maristas documents, that have devoted authors especially in Management and Spirituality s areas, referential. The research revealed constitutive elements, to self-training Being Maristas Manager, and a clear perception of reality of our school, it is approaching the current reality of the ideal aimed at educational project. It perceived the full importance of training managers, in all dimensions, as well as the importance of spirituality, as a cross element that gives flavor and life to mission. Promoting a great personal growth, this paper also fermented the revision and improvement systemic processes of administrative-pedagogical-pastorals, pointing the possibility of internal and external actions of the management team, the cultivation of an organizational climate and, people s appreciation, culminating with a evangelizing education quality. O presente trabalho pesquisou a autoforma??o do Ser Gestor Marista, inspirada no Projeto Educativo, documento que d? unicidade aos processos educativos do Brasil Marista, no respeito ?s diversidades. Ao retratar aspectos da minha caminhada pessoal, relacionada ao trabalho com a educa??o e com a gest?o escolar, a pesquisa teceu seu processo a partir da seguinte quest?o-problema: Como as perspectivas e horizontes relacionados ? autoforma??o do Ser Gestor Marista, apontadas pelo Projeto Educativo do Brasil Marista, se fazem presentes no exerc?cio cotidiano da Gest?o? A partir disso, o trabalho objetivou compreender o processo de Gest?o, preconizado ? luz do Projeto Educativo, aprofundando seus horizontes e suas implica??es na autoforma??o do Ser Gestor Marista. A pesquisa buscou percorrer seus objetivos por meio de estudos, com abordagem qualitativa, descritiva e interpretativa, que, para Bogdan e Biklen (1994), gera preocupa??o com o processo, por ser indutiva e ter como essencial a significa??o. A pesquisa desenvolveu-se no Instituto Marista Gra?as, localizado no munic?pio de Viam?o, escola em que assumi a fun??o de Diretor no ano de 2012. Foram sujeitos da pesquisa os gestores integrantes da equipe diretiva, que compreende a Dire??o, a Vice-Dire??o, a Coordena??o Pedag?gica, a Coordena??o de Turno, a Coordena??o de Pastoral e a Orienta??o Educacional. O trabalho foi desenvolvido por meio de uma proposta de Semin?rio de Estudos, desenvolvida em etapas estruturadas em blocos, com objetivos e quest?es norteadoras. O Projeto Educativo e outros documentos maristas, que contam com autores consagrados, especialmente na ?rea de Gest?o e Espiritualidade, serviram de referencial te?rico. A pesquisa revelou elementos constitutivos para a autoforma??o do Ser Gestor Marista, e uma clara percep??o acerca da realidade da nossa escola, aproximando a realidade atual do ideal apontado pelo Projeto Educativo. Percebeu-se a import?ncia da forma??o plena de gestores, em todas as dimens?es, bem como a import?ncia da Espiritualidade, como elemento transversal que confere sabor e vida ? miss?o. Promovendo um grande crescimento pessoal, esse trabalho tamb?m fomentou a revis?o e o aprimoramento de processos sist?micos administrativo-pedag?gicopastorais, apontando a possibilidade de a??es ao interno e externo da equipe diretiva, no cultivo de um clima organizacional e na valoriza??o das pessoas, culminando com uma educa??o evangelizadora de qualidade.

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Mentges, Manuir José. "Autoformação do ser gestor Marista preconizada à luz do projeto educativo do Brasil Marista." Pontifícia Universidade Católica do Rio Grande do Sul, 2013. http://hdl.handle.net/10923/2838.

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Made available in DSpace on 2013-08-07T18:50:38Z (GMT). No. of bitstreams: 1 000447035-Texto+Completo-0.pdf: 2026597 bytes, checksum: d8aa188172f5046ff9c30ad140ce40f3 (MD5) Previous issue date: 2013 The present paper researched about the self-training Being Maristas Manager, inspired in Educative Project, document that gives singleness to Maristas Brazil educatives process, in respect to diversities. It depicts some aspects of my personal career, related to work with education and management, research weaved its process starting problem-question: How do the perspectives and horizons related self-training being Maristas manager aimed to Maristas Brazil’s Educational Project, it makes present in everyday exercise’s management? From, that the paper objected understanding the management’s process, advocated the light of education project, it is deepening your horizons and your implications in self-training of Being Maristas Manager. The research sought to go your, with goals through study, with qualitative approach, descriptive and interpretative, that, to Bogdan and Biklen (1994), it concerns with process, by being inductive and having as essential significance. The research developed at Graças Maristas Institute, located on Viamão city, school in which I assumed the role of Director in 2012. The subjects of the research were team members managers directive, that include the Director, the Vice-Director, the Pedagogical Co-ordination, Shift’s Co-ordination, the Educational Guidance and Pastoral’s Co-ordination. The paper was developed in stages structured blocks, with objectives and guiding questions. The Educative Project and others Maristas documents, that have devoted authors especially in Management and Spirituality’s areas, referential. The research revealed constitutive elements, to self-training Being Maristas Manager, and a clear perception of reality of our school, it is approaching the current reality of the ideal aimed at educational project. It perceived the full importance of training managers, in all dimensions, as well as the importance of spirituality, as a cross element that gives flavor and life to mission. Promoting a great personal growth, this paper also fermented the revision and improvement systemic processes of administrative-pedagogical-pastorals, pointing the possibility of internal and external actions of the management team, the cultivation of an organizational climate and, people’s appreciation, culminating with a evangelizing education quality. O presente trabalho pesquisou a autoformação do Ser Gestor Marista, inspirada no Projeto Educativo, documento que dá unicidade aos processos educativos do Brasil Marista, no respeito às diversidades. Ao retratar aspectos da minha caminhada pessoal, relacionada ao trabalho com a educação e com a gestão escolar, a pesquisa teceu seu processo a partir da seguinte questão-problema: Como as perspectivas e horizontes relacionados à autoformação do Ser Gestor Marista, apontadas pelo Projeto Educativo do Brasil Marista, se fazem presentes no exercício cotidiano da Gestão? A partir disso, o trabalho objetivou compreender o processo de Gestão, preconizado à luz do Projeto Educativo, aprofundando seus horizontes e suas implicações na autoformação do Ser Gestor Marista.A pesquisa buscou percorrer seus objetivos por meio de estudos, com abordagem qualitativa, descritiva e interpretativa, que, para Bogdan e Biklen (1994), gera preocupação com o processo, por ser indutiva e ter como essencial a significação. A pesquisa desenvolveu-se no Instituto Marista Graças, localizado no município de Viamão, escola em que assumi a função de Diretor no ano de 2012. Foram sujeitos da pesquisa os gestores integrantes da equipe diretiva, que compreende a Direção, a Vice-Direção, a Coordenação Pedagógica, a Coordenação de Turno, a Coordenação de Pastoral e a Orientação Educacional. O trabalho foi desenvolvido por meio de uma proposta de Seminário de Estudos, desenvolvida em etapas estruturadas em blocos, com objetivos e questões norteadoras.O Projeto Educativo e outros documentos maristas, que contam com autores consagrados, especialmente na área de Gestão e Espiritualidade, serviram de referencial teórico. A pesquisa revelou elementos constitutivos para a autoformação do Ser Gestor Marista, e uma clara percepção acerca da realidade da nossa escola, aproximando a realidade atual do ideal apontado pelo Projeto Educativo. Percebeu-se a importância da formação plena de gestores, em todas as dimensões, bem como a importância da Espiritualidade, como elemento transversal que confere sabor e vida à missão. Promovendo um grande crescimento pessoal, esse trabalho também fomentou a revisão e o aprimoramento de processos sistêmicos administrativo-pedagógicopastorais, apontando a possibilidade de ações ao interno e externo da equipe diretiva, no cultivo de um clima organizacional e na valorização das pessoas, culminando com uma educação evangelizadora de qualidade.

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Brady, Christopher David. "Mid-century American Marxist : the progressive education of Leo Huberman /." view abstract or download file of text, 1999. http://wwwlib.umi.com/cr/uoregon/fullcit?p1396671.

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Thesis (M.A.)--University of Oregon, 1999. Typescript. Includes vita and abstract. Includes bibliographical references (leaves 300-319). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p1396671.

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Charles, Mabbott Judith. "The 'reading war' in early childhood education : a Marxist history." Thesis, University of Sheffield, 2010. http://etheses.whiterose.ac.uk/1530/.

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The greater strength of the reactionary forces in the 'reading war' in the twenty-first century is now forcing early years practitioners systematically to drill young children in synthetic phonics in preparation for a statutory assessment at age five. My inquiry adopts a Marxist perspective in order to investigate the historical circumstances in which different approaches and methods have been used to teach working-class children to read, in the hope of thus being able to illuminate and support the work of today's early years practitioners who are committed to progressive values and beliefs. My thesis focuses on three main research questions. These are to discover how the different methods and approaches to teach reading have been identified with 'traditional' or 'progressive' ideologies; whether these two approaches are, in practice, equally reactionary; and whether a teacher employed by the state can make a difference. The argument running through the thesis is that state-sponsored schools, including the methods used to teach reading, were devised as a means for the social control of working-class children. However, the thesis will show how parents resisted the state system and maintained instead the tradition of independent, working-class education, including progressive methods to teach children to read. The thesis will also show how, in the face of this opposition, the government resorted to compulsion, forcing children's attendance at state schools in order finally to destroy the independent working-class curriculum. Thereafter the reading war resurfaced as a permanent feature within the state sector of education. What emerges from the thesis is that early years practitioners should take heart from the knowledge that the expression of their own progressive views can in itself contribute to changes in the wider social conditions in which we work and thereby help to prepare the way for a more democratic and revitalised progressive education in the future.

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Wesley, Paul. "Toward a critical pedagogy, the limits of traditional Marxist theory in education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0003/MQ40679.pdf.

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Feitosa, Eveline Ferreira. "The Public-Private Partnerships in Education Program for All: a Marxist analysis." Universidade Federal do CearÃ, 2012. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=9891.

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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior Este trabalho dissertativo compreende um exame crÃtico sobre as parcerias pÃblico-privadas na educaÃÃo e sua vinculaÃÃo ao Programa mundial EducaÃÃo para Todos (EPT) e ao movimento do empresariado brasileiro Todos pela EducaÃÃo. Partiu-se, inicialmente, do pressuposto de que o complexo educacional torna-se um dos principais mecanismos utilizados pelo capital para associaÃÃo e estreitamento entre o Estado e o empresariamento. Argumenta-se, nessa investigaÃÃo, que a educaÃÃo nacional vincula-se cada vez mais ao setor privado atravÃs das parcerias onde os empresÃrios ganham apoio polÃtico e econÃmico do Estado capitalista para gerir a polÃtica educacional vigente, apresentando-se, dessa forma, como uma das principais alternativas necessÃrias e eficientes para alcanÃar a proclamada qualidade na educaÃÃo. Nesses termos, tudo indica que a proposta empresarial de educaÃÃo reafirma a sua condiÃÃo de mercadoria, subjugando de forma cada vez mais intensa a educaÃÃo da classe trabalhadora aos ditames do grande capital. Tomou-se por objetivo compreender o processo de inserÃÃo e condicionalidade das parcerias pÃblico-privadas na educaÃÃo brasileira. Para tanto, assumiu-se como referencial teÃrico-metodolÃgico a crÃtica marxista em uma perspectiva ontolÃgica, recorrendo ao marxismo que possibilita a apreensÃo do movimento do ser social em suas complexas contradiÃÃes e ricas mediaÃÃes. Essa investigaÃÃo compreende, portanto, uma pesquisa bibliogrÃfica e documental, a partir da contextualizaÃÃo e avaliaÃÃo crÃtica das parcerias pÃblico-privadas, na qual se articulam as determinaÃÃes dos organismos internacionais e as consequentes reformas institucionais procedidas pelo Estado brasileiro, rastreando, ademais, suas consequÃncias nas polÃticas educacionais. Seguindo esse movimento inicial, tornou-se possÃvel compreender que as parcerias pÃblico-privadas sÃo utilizadas na educaÃÃo brasileira para atender ao receituÃrio internacional, atrelando-se cada vez mais ao setor privado pela intermediaÃÃo das referidas parcerias como fonte de financiamento e uma das portas de entrada do comando empresarial no setor educacional. This essay involves an in-depth exam of the public-private partnerships in Education and their connection to the Global Program Education for All (EPT) and to the Brazilian corporate movement All for Education. We initially start with the assumption that the educational complex is one of the main mechanisms used by capital for the association and approximation between the State and the Corporate Sector. We argue, in our investigation, that the national Education is more and more connected to the private sector through partnerships in which businessmen attain political and economic support from the capitalist State to manage the current Educational policy, presented, in this way, as the necessary and efficient alternative for reaching the proclaimed quality in Education. Accordingly, everything indicated that the corporate proposal of Education reaffirms its condition as a merchandise, submitting in a more intense way the Education of the working class to the orders of big capital. Our purpose is to understand the process of insertion and conditioning of the public-private partnerships in the Brazilian Education. To do that, we take as a theoretical-methodological standard the Marxist criticism in an ontological perspective, resorting to the Marxism that allows us to understand the movement of the social being in its complex contraditions and rich mediations. This investigation involves, therefore, a documental and bibliographic research, from the contextualization and critical evaluation of the public-private partnerships, in which are articulated the determinations of the international organizations and the consequent institutional reforms carried out by the Brazilian State, tracking, also, their consequences in the Educational policies. Following this initial movement, it has become possible to understand that the public-private partnerships are used in the Brazilian Education to abide by the international standard, entrenching themselves even more to the private sector for the intermediation of the referred partnerships as a source of financing and gateway of the corporate command in the Educational sector.

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Chen, Xiaoming. "Towards A Confucian/Marxist Solution Guo Moruo's Intellectual Development to 1926." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1294330232.

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Nunes, Iran de Maria Leit?o. "Ideal Mariano e doc?ncia: a identidade feminina da Proposta Educativa Marista." Universidade Federal do Rio Grande do Norte, 2006. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14114.

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Made available in DSpace on 2014-12-17T14:35:46Z (GMT). No. of bitstreams: 1 IranMLN.pdf: 2971706 bytes, checksum: 874eb46f37bb2e09b9f5eb36be8216c9 (MD5) Previous issue date: 2006-12-13 In the teaching history course it s found the female teacher entering, reflecting significantly in the continuous process of her identity redefinitions and reconstruction. This entering brings, even in a silent and not explicit way, the confluence of gender identity to professional identity, in which are present the relations of the proper to female. In the mastership case, these relations are found imbricated in the teaching identity construction and in the translation of this profession as female, based in Virgin Mary, through Mariano ideal diffused by the catholic church. Therefore there is a lanck in educational historiography towards the register of female teachers presence, mainly in male religious institute, the reason of this study, in which we seek to investigate: how to explain that a female identity can give support to a highly male educational project? What relations can we establish between this female identity and the entering of female teachers in Maristas Province Schools of North Brazil? We performed a bibliographic research in Maristas Schools Libraries, of Marista historial, in Recife, of Pontificia Universidade Cat?lica do Paran? (Catholic University), in Curitiba-PR. We searched for support in studies about pedagogy history, of Marista Institute, Catholic Church, Brasilian Education and of Women; Mariologic studies, the referring to Marista Educational Proposal, to feminization and to teaching identity; and feminist theology productions. The empirical research included 10 schools from referred province and Marista Schools from Lisbon Portugal. Through semi-estructured interviews, we interviewed pioneer female teachers, Marista former Brothers and Brothers from those schools, due to their presence and action within the study period and for the concern to save their memories about the theme. The study reveals the particularities of Mariano ideal as female model and teaching, and her presence in Marista Educational Proposal. This study, in a historical approach, aims to contribute to give visibility to the woman in history and teaching construction in Brazil, mainly in religious institutions from male origin No percurso da hist?ria da doc?ncia encontra-se o ingresso da mulher professora, repercutindo significativamente no processo cont?nuo de redefini??es e reconstru??o de sua identidade. Este ingresso traz, mesmo se de modo silencioso e n?o expl?cito, a conflu?ncia da identidade de g?nero ? identidade profissional, em que est?o presentes as rela??es do adequado ao feminino. No caso do magist?rio, estas se encontram imbricadas na constru??o da identidade docente e na tradu??o desta profiss?o como feminina, embasada na Virgem Maria, mediante o ideal mariano difundido pela Igreja Cat?lica. Por?m h? uma lacuna na historiografia educacional quanto ao registro da presen?a de mulheres professoras, notadamente em institutos religiosos masculinos, elemento motivador deste estudo, no qual buscamos investigar: Como explicar que uma identidade feminina pode dar sustenta??o a um projeto educativo eminentemente masculino? Que rela??es podemos estabelecer entre esta identidade feminina e o ingresso de mulheres professoras nos col?gios da Prov?ncia Marista do Brasil Norte? Realizamos pesquisa bibliogr?fica em bibliotecas dos Col?gios Maristas, do Historial Marista, em Recife, da Pontif?cia Universidade Cat?lica do Paran?, em Curitiba. Buscamos aportes em estudos sobre a Hist?ria da Pedagogia, do Instituto Marista, da Igreja Cat?lica, da Educa??o brasileira e das Mulheres; estudos Mariol?gicos, os referentes ? Proposta Educativa Marista, ? feminiza??o e ? identidade docente; e produ??es da Teologia Feminista. A pesquisa emp?rica abrangeu 10 col?gios da referida Prov?ncia e o Col?gio Marista de Lisboa-Portugal. Por meio de entrevistas semi-estruturadas, entrevistamos professoras pioneiras, ex-Irm?os e Irm?os Maristas desses col?gios, em raz?o da presen?a e atua??o destes no per?odo em estudo e pela preocupa??o em ter salvaguardadas suas mem?rias sobre o tema. O estudo revela as particularidades do ideal mariano como modelo feminino e de doc?ncia e sua presen?a na Proposta Educativa Marista. Este estudo, numa abordagem hist?rica, visa contribuir para dar visibilidade ? mulher na constru??o da Hist?ria e da doc?ncia no Brasil, especialmente em institutos religiosos de origem masculinos

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Wu, Yan-cheuk. "Marine education and research centre." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25944836.

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Centenaro, Luciano Miraber. "Avaliação nos colégios da Rede Marista: uma análise a partir de resultados do ENEM." Universidade do Vale do Rio dos Sinos, 2017. http://www.repositorio.jesuita.org.br/handle/UNISINOS/6237.

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Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2017-04-24T12:31:11Z No. of bitstreams: 1 Luciano Miraber Centenaro_.pdf: 1297662 bytes, checksum: 005bc102b849720e5af4d3feef412a37 (MD5) Made available in DSpace on 2017-04-24T12:31:11Z (GMT). No. of bitstreams: 1 Luciano Miraber Centenaro_.pdf: 1297662 bytes, checksum: 005bc102b849720e5af4d3feef412a37 (MD5) Previous issue date: 2017-01-06 Nenhuma O presente trabalho tem como tema a avaliação em larga escala, em especial o Exame Nacional do Ensino Médio, e os elementos da gestão educacional que interferem nos resultados das avaliações externas. A proposta é desenvolvida a partir da análise dos resultados do exame entre os anos de 2012 e 2014 nos Colégios da Rede Marista. O objetivo central é compreender, a partir da percepção dos gestores, a natureza da avaliação e os elementos que influenciam para que os resultados de duas escolas da Rede Marista sejam tão distintos no ENEM neste período, mesmo que estas atendam famílias com perfis socioculturais semelhantes. A pesquisa realizada é de caráter qualitativo e utiliza como metodologia o estudo de caso. Como estratégias de pesquisa, utiliza análise documental de publicações da Rede Marista, análise estatística de microdados do ENEM do Banco de Dados da Rede, obtido junto ao INEP, bem como análise de conteúdo de questionários aplicados aos gestores do Conselho Técnico Administrativo Pedagógico (CTAP) de duas unidades educacionais. Como referencial teórico, foram utilizadas as produções de Freitas (2014), Hoffman (2008), Libâneo (2008), Luckesi (2008), Luckesi (2011), Vasconcellos (1998), Perrenoud (1999), Werle (2010) e Werle (2012) sobre avaliação educacional e avaliação em larga escala. Foi possível concluir que existe um distanciamento entre a proposta dos documentos maristas, a concepção de avaliação dos gestores e a prática avaliativa dos colégios. Compreende-se, a partir das pesquisas desenvolvidas, que são necessárias ações de formação dos profissionais acerca do ENEM, além de um posicionamento mais claro de Rede, com estabelecimento de metas e objetivos para cada colégio. O trabalho demonstra que os elementos da gestão que impactam nos resultados, na percepção dos gestores, são a formação contínua adequada, acompanhamento, empoderamento e inovação. Esses elementos auxiliam na qualificação dos processos e consequentemente, melhoria de resultados. This study has as subject the large-scale evaluation, particularly the High School National Exam (HSNE), and the elements of educational management that affect the results of external evaluations. The proposal is developed based on the analysis of the test results between the years 2012 and 2014 in Marista Schools Network. The main objective is to understand, from the perception of managers, the nature of the evaluation and which elements influence so diverse results of two Marista Schools Network in HSNE, even considering the schools with similar socio-cultural profiles families. The research is qualitative and uses case study methodology. As research strategies uses documental analysis of Marista Network publications, statistical analysis of HSNE microdata from Marista Network Database obtained from INEP, as well as content analysis and questionnaires applied to managers of the Administrative Technician Education Council (ATEC) in two educational units. It was used as theoretical reference about educational assessment and large-scale evaluation the productions of Freitas (2014), Hoffman (2008), Libâneo (2008), Luckesi (2008), Luckesi (2011), Vasconcellos (1998), Perrenoud (1999), Werle (2010) and Werle (2012). It was possible to conclude that there is a gap between Marista documents proposals, the manager’s conception of evaluation and the schools effective practice. It is understood, from the research developed, that actions of professionals training about the HSNE are needed, and a clearer positioning from Marista network with the establishment of goals and objectives for each school. The dissertation demonstrates that the management elements that influence the results, on the managers' perception, are adequate continuous training, monitoring, empowerment and innovation. These elements help in the qualification of the processes and consequently, improvement of results.

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Borba, Fernanda Matos de. "Confessionalidade na escola: a relação entre religião e educação no projeto educativo da Rede Marista." Faculdades EST, 2014. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=561.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior A confessionalidade na escola é o tema do presente trabalho, que pretende apresentar uma pesquisa referente à relação entre religião e educação no projeto educativo da Rede Marista de Educação Básica, desvendando influências e evidências de como a confessionalidade católica se caracteriza e perpassa o projeto educacional do Colégio Marista Pio XII, uma das unidades educacionais da Rede Marista, situado em Novo Hamburgo, Rio Grande do Sul. Para a realização deste estudo, foi feita uma pesquisa bibliográfica documental, acerca dos temas desenvolvidos para a compreensão do assunto, e análise de conteúdo, segundo Laurence Bardin, como aporte para a construção de categorias para a análise qualitativa. Na pesquisa com os documentos maristas, foram elencadas três categorias de análise: escola confessional, escola em pastoral e escola marista. Dividida em dois capítulos, esta dissertação trata, primeiramente, de conceitos e aspectos relevantes na compreensão da relação entre religião e educação na escola, tais como identidade religiosa, confessionalidade e pluralidade religiosa, educação confessional, ensino religioso, a questão do carisma fundacional nas escolas católicas, sua inserção na sociedade e contribuição na perspectiva da ética. Na segunda parte, encontra-se uma breve explicação sobre a escola confessional católica e a análise dos documentos maristas, de acordo com os objetivos da pesquisa. A partir desse estudo, conclui-se que o Colégio Marista Pio XII manifesta sua confessionalidade católica e marista através de seus documentos, está em consonância com a Igreja Católica e tem claro seu papel missionário e educativo na sociedade. Confessionality in the school is the theme of this paper which intends to present research with regard to the relation between religion and education in the educational Project of the Marist Basic Education Network, unveiling influences and evidences of how the Catholic confessionality is characterized and permeates the educational project of the Colégio Marista Pio XII, one of the educational units of the Marist Network, situated in Novo Hamburgo, Rio Grande do Sul. To carry out this study a documental bibliographic research was carried out about the themes developed in order to understand the issue and analyze the content, according to Laurence Bardin, as a resource for the construction of categories for qualitative analysis. In the research of the Marist documents three categories of analysis were listed: confessional school, school in ministry and a Marist school. Divided into two chapters, this thesis initially deals with relevant concepts and aspects in the comprehension of the relation between religion and education in the school, such as religious identity, confessionality and religious plurality, confessional education, religious education, the issue of the foundational charisma in Catholic schools, their insertion in society and their contribution to the ethics perspective. In the second part one finds a brief explanation about the Catholic confessional school and the analysis of the Maris documents, according to the goals of the research. Based on this study, the conclusion is that the Colégio Marista Pio XII manifests its Catholic and Marist confessionality through its documents, it is in consonance with the Catholic Church and is very clear about its missionary and educational role in society.

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Zhao, Meng. "The Media, Education, and the State: Arts-Based Research and a Marxist Analysis of the Syrian Refugee Crisis." Chapman University Digital Commons, 2019. https://digitalcommons.chapman.edu/education_dissertations/8.

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By 2019, the Syrian civil war has lasted for nearly eight years and it has created the largest humanitarian crisis since WWII (Achlume, 2015). Using the siege of Aleppo in 2016 as a case study, the author applied a Marxist-humanist theoretical framework and incorporated arts-based research methodology to examine how US news media supports capitalist social relations. The research question for this study was: how do the US media depictions of the siege of Aleppo, Syria in 2016 reflect capitalist social relations? There were three sub-questions that followed: (1) Which elements of the siege of Aleppo in 2016 get the most attention in the specific outlets examined? In what ways do these depictions support the US government and/or corporate interests? (2) What are some of the ways in which Syrian refugees are depicted in the various outlets examined? How and in what ways is US humanitarian policy reflected? How are Syrian’s racialized through these depictions? and (3) How are corporate and government interests tied to these media outlets? This study used narrative inquiry, visual analysis, and critical discourse analysis as research methods to discover five major themes found in US news media’s reporting on the siege of Aleppo in 2016. The author then examined these five main themes through a Marxist-humanist lens to discover how the US news media, the supposed “gatekeeper” for the public, establishes, maintains, and reinforces an ideology that supported hegemony for the dominant class.

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Zolton-Spraule, D. K. "Marian Edgeworth's most pedagogical enterprise : feminine empowerment, practical education and the purpose of tales." Thesis, Queen's University Belfast, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.546456.

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Anduvare, Everlyn M. "Innovative use of Information Technology to Enhance Knowledge Management Practices at the Marist International University College, Nairobi - Kenya." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/62101.

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Information technologies have become relevant enablers in knowledge management (KM) initiatives in academic institutions. A previous study by Anduvare (2015) revealed that the Marist International University College, Nairobi - Kenya had not adequately adopted information technologies into KM practices entwined in teaching, learning and research. This research study, therefore, set out to explore technologies that are capable of supporting KM practices in academic institutions in order to recommend some to the MIUC. Purposive sampling was used to select the MIUC full-time academic staff members as the target population as the researcher believed that they actively use knowledge at the MIUC and hence, would be in a position to understand the extent of information technology usage in KM practices. The study employed a qualitative research design that involved the use of Google forms to conduct an online survey in order to collect data from the target population. The study achieved a 100% response rate. Content analysis was utilised to analyse the data during which data within the specified themes (collaborative and distributive learning; knowledge discovery; knowledge mapping and knowledge application) was scrutinised for meaning. The data was then interpreted, presented and discussed based on the research sub-questions set for the study. The findings of the study confirmed the existence of KM practices at the MIUC. The study, thus, recommended some information technologies that support the KM practices to the MIUC which had been established through a review of literature. Mini Dissertation (MIT)--University of Pretoria, 2016. Information Science MIT Unrestricted

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Taylor, Stephen S. "The Case for Participatory Education." Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1268329623.

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Cavalcante, Wallene de Oliveira. "A educação em direitos humanos na educação básica: a presença da EDH no Colégio Marista Pio X." Universidade Federal da Paraíba, 2015. http://tede.biblioteca.ufpb.br:8080/handle/tede/7759.

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Submitted by Clebson Anjos (clebson.leandro54@gmail.com) on 2016-01-26T17:50:15Z No. of bitstreams: 1 arquivototal.pdf: 1202138 bytes, checksum: 713c516d2cde1ab3b7ff7e1cf6873571 (MD5) Made available in DSpace on 2016-01-26T17:50:15Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1202138 bytes, checksum: 713c516d2cde1ab3b7ff7e1cf6873571 (MD5) Previous issue date: 2015-07-31 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES This research's mais goal is to analyze the normatives policies that guide the Education in Human Rights on the Global, National and Regional Plan, as well as its application in the scope of Basic Education in Marista Network of Education, and how it has been worked by the teachers and the Education in Human Rights as a curricular component in Marista Pio X School. As the specific goals, it was sought to understand the fundamental aspects of Marista Network of Basic Education's history and the process of forming the Marista Institute in France and its coming to Brazil, to learn the educational-historic context of Marista Institute with the human rights actions and to investigate the associated elements to pedagogical and curricular practice of Education in Human Rights subject in Marista Pio X School. To achieve this aim, a timeline was built following the international standards, reaching the Education in Human Rights policy in Brazil. Categories of historic-educational analysis of space/time ("scholarly architecture ", territory, place, simbology), curriculum (Giroux), viable unprecendent and emancipation (Freire), transdisciplinarity (Morin) and the interculturality (Candau) were used. In this context are located the oficial documents of Marista Institute and Marista Union of Brasil - UMBRASIL, specially the Educational Project of Marista Brazil and Marista Curricular Matrix, both from 2010, important references for including Education in Human Rights as a curricular subject in Marista Network of Basic Education, reaching the central matter of this research, with a bibliographic -documental character, when the experience of EDH in Marista Pio X School will be analyzed , in João Pessoa (PB), taught at 9th grade of Fundamental School since 2012. From the propositions raised, some hypotheses were formulated: the founding documents of Marista Institute demonstrate the commitment with the defense of education right as a fundamental human right; the pedagogical and management actions developed in the scope of Marista Pio X School, before legal standards of EDH, are already present conceptions and practices substantiated in Human Rights that estimulate the citizen participation of persons under law. The relevance of the theme proposed is justified before the urgency of educating in human rights, adopting a theoretical intercultural perspective, with a critical view of the processes, curriculum and individuals. As a comparative analysis device of this research, the reference documents in the Action Plan of World Program of Education in Human Rights as well as the curricular and methodological proposal of the Inter-American Institute of Human Rights - IIDH and national policy documents were collated. Research results indicate a coeherence between EDH principles and Marista Network of Basic Education's educatives principles, and the need of progress in their socio-educational practices present in pastoral, cultural and sports activities, that experiences the dimension of education in human rights as a systematic and multidimensional process. A pesquisa analisou as políticas normativas que orientaram a Educação em Direitos Humanos (EDH) no plano global, regional e nacional, bem como a aplicação destas no âmbito da Educação Básica na Rede Marista de Educação e, a forma como vêm sendo trabalhadas pelos professores no componente curricular da EDH no Colégio Marista Pio X. Procurando compreender os aspectos fundamentais da história da Rede Marista de Educação Básica, buscamos apreender o contexto histórico-educacional do Instituto Marista com as ações de direitos humanos e investigar os elementos relacionados à prática pedagógica e curricular da disciplina de educação em direitos humanos no Colégio Marista Pio X. Para alcançar esse fim, construímos uma linha do tempo com as normativas internacionais, chegando até a política de Educação em Direitos Humanos no Brasil. Utilizamos as categorias a priori de análise histórico-educacional de espaçostempos (“arquitetura escolar”, território, lugar, simbologia), currículo (Giroux), inédito viável e emancipação (Freire) e a interculturalidade (Candau). É neste contexto que se localizam os documentos oficiais do Instituto Marista e da União Marista do Brasil – UMBRASIL, em especial, o Projeto Educativo do Brasil Marista e as Matrizes Curriculares Maristas, ambos de 2010; referências importantes para a inclusão da Educação em Direitos Humanos como disciplina curricular na Rede Marista de Educação Básica, chegando à questão central de nossa pesquisa, de caráter bibliográfico-documental, quando analisamos a experiência da EDH no Colégio Marista Pio X, em João Pessoa (PB), ministrada no 9º ano do Ensino Fundamental desde 2012. A partir das premissas levantadas, encontramos alguns pressupostos de que os documentos fundantes do Instituto Marista demonstram o compromisso com a defesa do direito à educação como direito humano fundamental; nas ações pedagógicas e de gestão desenvolvidas no âmbito do Colégio Marista Pio X, antes das normativas legais de EDH, já estão presentes concepções e práticas fundadas nos Direitos Humanos que estimulam a participação cidadã de sujeitos de direitos. A relevância da temática proposta justifica-se diante da urgência de educar em/para direitos humanos, adotando uma perspectiva teórica intercultural, de visão crítica dos processos, do currículo e do sujeito. Como instrumento de análise comparativa desta pesquisa, cotejamos os documentos de referência no Plano de Ação do Programa Mundial de Educação em Direitos Humanos da ONU para a Educação Básica, bem como a proposta curricular e metodológica do Instituto Interamericano de Direitos Humanos – IIDH e os documentos da política nacional em EDH. Os resultados da pesquisa indicam uma coerência nos princípios da EDH com os princípios educativos da Rede Marista de Educação Básica, e também a necessidade de se avançar em suas práticas socioeducativas presentes nas atividades pastorais, culturais e esportivas, que vivenciam a dimensão da educação em direitos humanos como processo sistemático e multidimensional.

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Sousa, Joelma Aparecida de Freitas. "Centro Social Marista Irmão Lourenço - serviço de apoio socioeducativo: uma experiência de educação não formal na área socioassistencial -SP - 2010." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/17525.

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Made available in DSpace on 2016-04-29T14:16:02Z (GMT). No. of bitstreams: 1 Joelma Aparecida de Freitas Sousa.pdf: 3594619 bytes, checksum: d1fa47243faa5fb3fcbbdbfcf9c05fd6 (MD5) Previous issue date: 2011-06-17 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior The present dissertation is the result of a study performed in São Paulo at the Marista Ir. Lourenço Social Centre, aiming the SocioEducative support service as an experience of a non-formal education in the social assistential area. It focus on studying and analyzing this experience from the citizenship construction perspective of children and teenagers as owners rights. Conceptual references to the Non-Formal Education, Social Assistance and Citizenship, were taken for this research, based on contemporary authors of Social Service, Education and Sociology areas. It defined as hypothesis that the Non-Formal experience in the social assistential area developed at the Marista Ir. Lourenço Social Centre, has contributed significantly to learning, to children and teenagers socialization, and to the process of citizenship construction. Methodologically, this is a qualitative nature research, embodying bibliographic documental studies, field research and participating observation. A semi-structured interview with six integrants of the research was done: four teachers, the coordinator and the pedagogical assistant. The results confirmed the hypothesis, when contributing to the construction of the children and teenagers citizenship significantly, expressing a path in construction and reconstruction A presente dissertação é fruto de um estudo realizado no Centro Social Marista ir. Lourenço, na cidade de São Paulo, tendo por objeto o Serviço de Apoio Socioeducativo enquanto uma experiência de Educação Não Formal na área sociossistencial. O objetivo geral visou estudar e analisar a experiência em questão na perspectiva da construção da Cidadania de crianças e adolescentes enquanto sujeitos de direitos. A pesquisa teve como referências conceituais a Educação Não Formal, Assistência Social e Cidadania, baseadas em autores contemporâneos das áreas de Serviço Social, Educação e Sociologia. Definiu-se como hipótese que a experiência de Educação Não Formal na área socioassistencial que se desenvolve no Centro Social Marista Ir. Lourenço vem contribuindo de modo relevante e significativo para o aprendizado, a sociabilidade de crianças e adolescentes e no processo de construção de sua cidadania. Metodologicamente, a pesquisa é de natureza qualitativa, englobando levantamento bibliográfico, documental, pesquisa de campo e observação participante. Foi utilizada a entrevista semiestruturada com seis sujeitos da pesquisa; quatro educadores, a coordenadora e a assistente pedagógica. Os resultados da pesquisa confirmaram a hipótese, ao contribuir para a construção da cidadania de crianças e adolescentes de forma significativa, expressando um caminho em construção e reconstrução

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胡仁倬 and Yan-cheuk Wu. "Marine education and research centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31982244.

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Silva, Viviane Aparecida da. "Análise da implantação de um currículo para a educação infantil do Centro Social Marista Itaquera: desafios e perspectivas." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/9527.

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Made available in DSpace on 2016-04-27T14:30:28Z (GMT). No. of bitstreams: 1 Viviane Aparecida da Silva.pdf: 705262 bytes, checksum: 246c7162229980a965e75838aadd09fd (MD5) Previous issue date: 2010-09-24 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior This research concerns the implementation of a curriculum in the Early Childhood Education of the Centro Social Marista Itaquera, located in the city of São Paulo. The study aimed to investigate what factors facilitated or hampered the curriculum implementation, from the viewpoint of participating educators. The investigation took as reference the questionnaires carried out with fifteen teachers who participated during at least one year of the implementation. As basic theorical references for the research, were used the curriculum guidelines of the Ministério da Educação (MEC), considering the relevant theorical publications from this agency for early childhood education. The study unveiled the pillars that contributed to the implementation of the curriculum, as well as the difficulties faced daily by educators. Moreover, it also allowed to verify that the biggest challenge for educators was to attend the demands of educating and caring for babies, which pointed to the need to investigate this issue and emphasized the difficulty of listening to the little ones, to welcome their cultures and to understand their languages. Along of the curriculum deployment, there were difficulties in getting the involvement of all the professionals and rapprochement to the families, to establishment of partnerships in the school context, intending a collective work. From the discussions were perceived authorship and participation of the educators in curriculum implementation activities, with emphasis on the need for a continuous process of formation of professionals and systematization of the curriculum. This study about the implementation of a curriculum in the Early Childhood Education of the Centro Social Marista Itaquera intends to contribute to the necessary reflection on the importance of the involvement, authorship and participation of all people engaged in the education of children, in the process of curriculum implementation O tema desta pesquisa refere-se à implantação de um currículo na Educação Infantil do Centro Social Marista Itaquera, na cidade de São Paulo. O estudo teve como objetivo investigar quais foram os fatores facilitadores e dificultadores da implantação curricular, na ótica dos educadores participantes. A investigação tomou como referência os questionários realizados com quinze educadores que participaram em pelo menos um ano dessa implantação. Como referenciais teóricos básicos para a pesquisa, foram utilizadas as orientações curriculares do Ministério da Educação (MEC), considerando as produções teóricas relevantes advindas desse órgão para a educação infantil. O estudo desvelou os pilares que contribuíram para a implantação desse currículo, bem como as dificuldades enfrentadas diariamente pelos educadores. Ademais, permitiu também verificar que o maior desafio dos educadores esteve em atender às demandas do educar e cuidar de bebês, o que apontou para a necessidade do aprofundamento dessa temática e acentuou a dificuldade de escutar os pequenos, acolher suas culturas e entender suas linguagens. Na implantação do currículo, houve dificuldades para conseguir o envolvimento de todos os profissionais e a aproximação com as famílias, para o estabelecimento de parcerias no contexto escolar, com vistas a um trabalho coletivo. A partir das discussões realizadas, foram percebidas a autoria e a participação dos educadores nas atividades de implantação do currículo, com ênfase na necessidade de um processo contínuo de formação dos profissionais e sistematização do currículo. Este estudo sobre a implantação de um currículo na Educação Infantil do Centro Social Marista Itaquera pretende contribuir para as reflexões necessárias sobre a importância do envolvimento, da autoria e da participação de todos os envolvidos com a educação das crianças, nesse processo de implantação curricular

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Conter, Clarice da Silva. "A prática das assembleias de classe em uma escola da rede marista e sua relevância na concepção da educação integral." Universidade do Vale do Rio dos Sinos, 2018. http://www.repositorio.jesuita.org.br/handle/UNISINOS/7281.

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Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-09-21T14:00:45Z No. of bitstreams: 1 Clarice da Silva Conter_.pdf: 1036272 bytes, checksum: 8eb605973c67e5ba8cfb0f51413323f8 (MD5) Made available in DSpace on 2018-09-21T14:00:45Z (GMT). No. of bitstreams: 1 Clarice da Silva Conter_.pdf: 1036272 bytes, checksum: 8eb605973c67e5ba8cfb0f51413323f8 (MD5) Previous issue date: 2018-04-13 Nenhuma Esta pesquisa tem a finalidade de analisar a prática das assembleias de classe, com estudantes do Ensino Fundamental 2, bem como a sua implicação na concepção da educação integral. A pesquisa teve uma abordagem qualitativa e os instrumentos utilizados foram a entrevista semiestruturada com os gestores, o grupo focal com os estudantes, os registros no diário de pesquisa, a análise dos documentos da instituição e as observações, onde foram analisadas as práticas das assembleias de classe com estudantes de 7o anos de uma escola particular da Rede Marista. Na análise foram exploradas as relações da prática das assembleias com alguns conceitos, como democracia, autoritarismo, valores, momentos de mediação de conflitos, bullying e outros. A partir da análise dos resultados, concluiu-se que a prática da assembleia possibilitou, em algumas situações, a autorregulação do grupo, o exercício da empatia de saber ouvir o outro. Também que algumas questões ainda não se conseguem resolver na assembleia e que esse momento não é só para resolver os conflitos, mas, sim, possibilitar momentos de fala, escuta, organização pessoal e de grupo, educação em valores, exercício da cidadania e outras questões pertinentes à formação integral e ética. This research has the finality to parsing the practice of class assemblies, with students of Elementary School 2, as well as its implication in conception of integral education. The research had a qualitative approach and the instruments used were the half structured interview with the managers, the focal group with the students, the records in the research diary, the analysis in the institute documents and the observations, where the class assemblies practice were analysed with the 7º grade students from a private school of the Marista chain. In the analysis were explored the relations in assemblies practices with some concepts, such as democracy, authoritarianism, moments of conflict intercession, bullying and other. From the analysis attainment, it was concluded that the assemblies practice enables, in some situations, the group self-regulation, the empathy exercise of lore and listen each other. Some questions still can’t be solved in the assemblage and this moment is not only to just settle conflicts, but, it is used as a moment to talk, listen, personal and group organization, values education, citizenship exercise and other issues relevant to integral and ethical formation.

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Lam, Oi Yeung. "School choice-making, mothers' involvement in children's education and social reproduction in the education market in Hong Kong." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/school-choicemaking-mothers-involvement-in-childrens-education-and-social-reproduction-in-the-education-market-in-hong-kong(bd0473ea-59a9-4478-98cf-702189a1020a).html.

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This study examines the mechanisms of class disadvantage in educational processes in Hong Kong by focusing on mothers’ secondary school choice-making and everyday educational involvement. My study is located within the context of local neoliberal education reforms in which parents are expected to rely on their own resources to support their children’s learning and all-round development and to exercise school choice. I have drawn upon cultural capital theory and applied to the local context in order to explore how patterns of persistent class differentials in educational outcomes despite expanded educational opportunities are produced in micro-level processes in the local school market. I have also drawn on the insights of the Western literature about how ‘ethnicity’ and gender complicate class processes, and used these to address these issues in the local Hong Kong context. To achieve this, I interviewed 34 local-born and mainland Chinese immigrant mothers, with children aged 11-15, who mostly come from working class and intermediate class backgrounds. My findings about mothers’ educational practices show that class mechanisms generate disadvantage by restricting the access of more disadvantaged mothers to the ‘right’ cultural capital as stipulated by the particular ‘rules of the game’ of the local educational ‘field’. At the same time, my study sheds light on the diversity of the structural and moral contexts in which cultural capital mobilization is embedded and the myriad ways that ‘ethnicity’ and gender interact to aggravate, mitigate, or ameliorate class disadvantage. I underline the need for local researchers to spell out and problematize the institutionalization of class privilege and disadvantage within the education system. At the same time, the study makes a novel contribution to the wider literature by offering an account of class reproduction in Hong Kong which is different in important respects to that found in many other generic accounts which take as their focus advanced ‘Western’ capitalist societies. My findings also highlight the importance of examining the contextual contingency of how cultural capital ‘works’ and so stress the indeterminacy of class processes.

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Wright, A. J. "Contested images of the school : a post-Marxist analysis of education policy under the New Labour government and the divergent approaches to its implementation in English secondary schools." Thesis, University of Essex, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.605577.

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This thesis provides a detailed and contextualised account of the New Labour government's education policy from a post-Marxist perspective, with the aim of understanding the complexities and paradoxes of policy implementation in secondary schools in the UK during this period. While Marxism has remained a dominant critical app roach to the study of education, J argue that its ontological commitment to economic necessity limits the scope of its critical and explanatory power. Other approaches, such as functionalism and interpretivism, also contain theoretical shortfalls that prevent a comprehensive understanding of education. Drawing on poststructuralist theory to rearticulate key concepts in Marxism, I show how a post-Marxist approach can provide a deeper critical explanation of the pol icy process and the micropolitical tensions that affect the way policy is implemented within the school. My empirical investigation identifies a particular tension in New Labour's education policy discourse, between two seemingly incompatible strands: neoliberal modernisation and social cohesion . Through a genealogical analysis of the policy discourse, I reveal how this tension emerged and became articulated in the policy texts and speeches of the New Labour government. Moreover, I reveal how this tension developed as New Labour attempted to consolidate the previous Conservative government's neoliberal agenda while also renegotiating a historical schism in the labour Party between the discourses of 'gradualism' and 'radicalism'. In order to understand how New labour's pol icy discourse, and the tensions existing within it, played out in schools, I undertake in-depth research in two secondary schools in England . This research, which included open interviews, focus groups and Q-method analysis with staff and • pupils, is collated into two case studies. These case studies identify the specific micro political logics that led the schools to develop radically different approaches to implementing policy.

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Daugherty, Jacqueline D. Ph D. "Talking about the Revolution? The Place of Marxist Theory in the Core Course Curriculum of US Undergraduate Degree-Granting Women's Studies Programs." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1342464036.

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30

Moura, Carla de. "As Marias da Conceição : por um ensino de história situado, decolonial e interseccional." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/186013.

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Esta pesquisa de Mestrado Profissional em Ensino de História nasce de minha trajetória como professora de História na E.E.E.F. Santa Luzia, que atende a comunidade da Vila Maria da Conceição em Porto Alegre, e da forma como me impliquei com as alunas, alunos e comunidade escolar. Trata-se de um experimento pedagógico-teórico-metodológico do qual emerge o conceito de Ensino de História Situado. É o aprofundamento de ações pedagógicas em torno do Patrimônio da Comunidade e parte do processo de construção de uma produção audiovisual com técnicas rudimentares (celulares e MovieMaker) com alunas e alunos de 8° e 9° anos da escola, acerca das História das Mulheres da Vila Maria da Conceição, que resultou no documentário As Marias da Conceição – Por um Ensino de História Situado. Registramos todo o processo: entrevistas de História Oral, espaços com significado de Patrimônio para a comunidade e visitas a Museus e Arquivos para a exploração de fontes históricas. O convite foi para uma Análise Interseccional dessa documentação pelas alunas e alunos, ou seja, que considere os marcadores sociais de raça, gênero e classe e questione como esses operam nas condições de possibilidades de existência de indivíduos e grupos. O Ensino de Historia Situado se insere no campo das Pedagogias Decoloniais, inspira-se na Pedagogia das Encruzilhadas (RUFINO, 2015), tem como aporte principal o Pensamento Feminista Negro, e articula a Interseccionalidade (CRENSHAW, 2002) como estratégia analítica à investigação histórica dos bens culturais que a comunidade escolar atribui sentido de Patrimônio. Tomo como instrumentos de análise o documentário e os diários de campo, redigidos pelas alunas e alunos ao longo desta trajetória. Assim, pretendo questionar quais os efeitos éticos e estéticos do Ensino de História Situado através dos critérios: Quais as articulações estabelecidas pelas alunas e alunos entre Patrimônio e Poder/ Patrimônio da Comunidade e Empoderamento? Como operam as categorias Interseccionalidade, Lugar de Fala (RIBEIRO, 2017) e Conhecimento Situado para narrar a História das Mulheres da Vila Maria da Conceição evocada pelo Patrimônio da Comunidade? ; Que saberes foram mobilizados para produzir conhecimento histórico escolar situado no lugar de fala das alunas, alunos, comunidade escolar e professora? O Ensino de História Situado é processual e não se apresenta enquanto metodologia, mas como uma ética ao Ensinar História. Ao evidenciar as posições de sujeito nos discursos enunciados em fontes históricas e operar entre as identidades e as diferenças com foco nas relações de poder, essa estratégia colabora para o empoderamento das alunas e alunos ao construir narrativas históricas situadas nos seus locais de fala e nas memórias e saberes da sua comunidade. Conducted during my Professional Master’s Degree in Teaching of History, this study derives from my experience as a History teacher at the Santa Luzia State School, which serves the community of Vila Maria da Conceição in Porto Alegre, Brazil, and from how I engaged with students and the school community. From this pedagogical-theoretical-methodological experiment emerged the concept of Situated Teaching of History. It built on pedagogical actions focused on Community Heritage and began with the development of an audiovisual production using rudimentary techniques (i.e., cell phones and Windows Movie Maker), with 8th and 9th grade students, about the History of Women from Vila Maria da Conceição, which resulted in the documentary As Marias da Conceição – Por um Ensino de História Situado (Marias of Conceição – For a Situated Teaching of History). We recorded the entire process, including Oral History interviews, spaces with Heritage significance for the community and visits to Museums and Archives to explore historical sources. The students were invited to perform an Intersectional Analysis of these documents, i.e., considering social markers of race, gender and class, and how these markers operate within the conditions of possibilities of existence of individuals and groups. Situated Teaching of History integrates the field of Decolonial Pedagogies, draws inspiration from the Crossroads Pedagogy (RUFINO, 2015), is primarily based on the Black Feminist Thought and articulates Intersectionality (CRENSHAW, 2002) as an analytical strategy to investigate the history of the cultural assets that the school community regards as Heritage. The instruments of analysis are the documentary and the field diaries written by students during the study. Thus, I intend to reflect on the ethical and aesthetic effects of Situated Teaching of History by asking the following questions: What are the connections established by students between Heritage and Power/Community Heritage and Empowerment? How do the categories Intersectionality, Social Location (RIBEIRO, 2017) and Situated Knowledge operate to tell the History of Women from Vila Maria da Conceição evoked by Community Heritage? Which skills were used to produce historical knowledge situated in the social location of students, school community and teacher? Situated Teaching of History is procedural and does not constitute a methodology, but instead an ethical approach to the Teaching of History. This strategy highlights the positions of subject in the discourses used in historical sources and operates between identities and differences focused on power relations. Therefore, it contributes to the empowerment of students by constructing historical narratives situated in their social locations and in the memories and knowledge of their community.

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Hurley, C. E., and n/a. "A study of aspects of educational leadership in a religious teaching order." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060731.162220.

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The quality and nature of leadership among the superiors of religious teaching orders has not been the subject of much research. This field study examines the criteria by which the Provincial Superior of the Marist Brothers in the Sydney Province of Australia decides on the appointment of his principals. In order to establish an evaluation of these criteria, the concept of leadership in general and educational leadership are first examined as described in literature. From the literature a model is chosen against which the leadership of the founder is examined since the spirit of the founder, in this case, Marcellin Champagnat, still pervades the present day members of the order he established. The beginnings of the work of the Brothers in Australia were also important as the pioneers brought with them the spirit of the founder and were responsible for a quality of leadership in difficult circumstances, a quality which has become a feature of the work of the Brothers. It is evident that the present provincial superior is imbued with the spirit of the founder and that he has succeeded in interpreting the criteria laid down in foundation in terms which are relevant to education today. Certain constraints and factors, special to a religious teaching order bring about features of leadership which are not found in lay schools.

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Maziev, Yuri. "A CRITIQUE OF VYGOTSKIAN SCHOLARSHIP IN WRITING AND LITERACY STUDIES: THE ROLE OF MARXIST DIALECTICS IN THE DISCUSSIONS OF METHOD." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1302496150.

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33

Hansson, Clare. "Marian McPartland, jazz pianist : an overview of a musical career." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16621/.

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This, the first study at doctoral level of any white female jazz instrumentalist, provides an overview to the long, active and enduring musical career of British-born, New York-based jazz pianist, Marian McPartland (born 1918). For over six decades, besides being a pianist and a composer, she has been prominent in the professional roles of educator, writer, record producer and recording artist, radio broadcaster and advocate. The scope and impact of this multi-layered career are conveyed through the medium of a Website profiling significant aspects of her professional life through textual, aural and visual presentation. Although not claiming to be exhaustive, this Website brings together a comprehensive collection of data covering all aspects of Marian McPartland's career. Data have been gathered and collated from material in the public domain, and all such sources are acknowledged and referenced. The Website is navigable through three links at the bottom of the Home Page - 1) Historical Perspective; 2) Selected Analyses; and 3) Marian McPartland In Context. Part One of the Website provides access to Marian McPartland's various professional roles in jazz, as well as public profiles, and is consolidated by listings of support material. Part Two of the Website contains formal analyses of four of her compositions, each preceded by a short introduction. The analyses are based on scores transcribed from her recorded improvisations. A discussion of her stylistic approach follows the analyses. Part Three of the Website contextualizes Marian McPartland as a woman in jazz during its major historical and stylistic movements. An Introduction and a Conclusion provide the academic framework for this study. The Introduction outlines the rationale for the study, the dimensions of the study, the methodologies used, and the research process. The Conclusion provides critical commentary on Marian McPartland's musical career, and deductions are made about her significance in and contribution to jazz, based on the evidence presented in the Website. A CD of the entire Website completes the presentation of this thesis, included under Supplementary Material in the back pocket of the thesis. This overview of Marian McPartland's entire career makes an original contribution to knowledge on this jazz artist, and, in a broader sense, provides an important resource for future research in the area of jazz music and musicians.

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34

La, Mar Brendan Paul. "Marine-based ecological education: marine discovery centres, millennium kids, environmental citizenship, and a vision for an eco-camp." Thesis, La Mar, Brendan Paul (2006) Marine-based ecological education: marine discovery centres, millennium kids, environmental citizenship, and a vision for an eco-camp. Masters by Research thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/141/.

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The aim of this thesis is to gain knowledge and understanding about Marine-Based Ecological Education and then apply this knowledge and understanding to form the vision of an Eco-Camp in Western Australia. This has been done in three stages. Part one is an account of my personal immersion in a grass roots not-for-profit environmental youth organization, Millennium Kids. The most valuable lessons that I learnt during this time came through the Environmental Citizenship program. Initially I was a participant, and then on three other occasions I was a facilitator for the program. It was through these programs that I began to understand the value of facilitating lessons learnt from robust healthy nature. Part two of my research is concerned with marine education centres and uncovering their stories; documenting their ethos, education and public relations. I aim to focus on what each centre does best and how this has enabled them to become the entity that they are today. Through this process I collect information that will inform the culminating vision of this thesis, the Eco-camp. Part three is the vision for an Eco-Camp, which has developed organically from my understandings derived from parts one and two. Through both my research on marine education centres and my personal immersion in Millennium Kids Environmental Citizenship program, I began to realize the value and need for an Eco-Camp. The Eco-Camp will be in remote robust healthy nature and will immerse participants in these environments, attuning them to the rhythm of Gaia.

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La, Mar Brendan Paul. "Marine-based ecological education : marine discovery centres, millennium kids, environmental citizenship, and a vision for an eco-camp /." La Mar, Brendan Paul (2006) Marine-based ecological education: marine discovery centres, millennium kids, environmental citizenship, and a vision for an eco-camp. Masters by Research thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/141/.

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The aim of this thesis is to gain knowledge and understanding about Marine-Based Ecological Education and then apply this knowledge and understanding to form the vision of an Eco-Camp in Western Australia. This has been done in three stages. Part one is an account of my personal immersion in a grass roots not-for-profit environmental youth organization, Millennium Kids. The most valuable lessons that I learnt during this time came through the Environmental Citizenship program. Initially I was a participant, and then on three other occasions I was a facilitator for the program. It was through these programs that I began to understand the value of facilitating lessons learnt from robust healthy nature. Part two of my research is concerned with marine education centres and uncovering their stories; documenting their ethos, education and public relations. I aim to focus on what each centre does best and how this has enabled them to become the entity that they are today. Through this process I collect information that will inform the culminating vision of this thesis, the Eco-camp. Part three is the vision for an Eco-Camp, which has developed organically from my understandings derived from parts one and two. Through both my research on marine education centres and my personal immersion in Millennium Kids Environmental Citizenship program, I began to realize the value and need for an Eco-Camp. The Eco-Camp will be in remote robust healthy nature and will immerse participants in these environments, attuning them to the rhythm of Gaia.

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Tressler, Kurt Deis. "Assessing MarineQuest : a follow-up study on effects of a summer residential marine environmental education program on knowledge and attitudes /." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/tresslerk/kurttressler.pdf.

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Wiehl, Ashley. "Educating the Masses: Human Attitudes Affecting Reef Health." Thesis, NSUWorks, 2013. https://nsuworks.nova.edu/occ_stuetd/153.

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About two thirds of the world’s population lives within 60 km of a coastline, however many members of the public do not recognize the importance of the nearby coral reef ecosystems. Although reef degradation is currently occurring at alarming rates, there is hope for the future of coral reef health. It is proven that humans have a large effect on the current health of coral reefs. This thesis aims to determine how marine scientists and educators can best influence the general public to affect behaviors to improve reef health. To do this involves taking analyzing the many effects of human attitudes and behaviors on reefs. First, we study major approaches used by contemporary marine scientists to educate the broader public about marine ecology and reef degradation issues in particular. We will identify those initiatives and methods which show the most promise for altering human behaviors which threaten reef health. Secondly, we aim to define “populations of educational interest” by examining census data and other literature, which lead educators to determine important audiences that need to be educated. Thirdly, we will determine which behaviors and attitudes will have the largest effects on reef health. Based on current research, a digraph (directed graph) was created to model the influences that different attitudes have on different measures of reef health. The digraph model was then translated into a mathematical model which simulates a pulse process to show the effect of changes in this model. Three scenarios were developed. Influencing the general public to decrease their emission of greenhouse gasses would have positive effects on fish density, coral cover, reef framework and diversity. Human population itself was an important factor affecting reef health, and with changes in attitudes, if population decreases, reef health could be improved. Also, increasing education to influence the effect that boaters and divers have on physical damage would positively impact all reef health indicators. Information gained from the model, as well as the information gained from determining the “populations of interest” and furthering current educational outreach has the potential to allow educators better framing of future reef programs as well as alter aspects of current programs in order to obtain maximum results in behavior and attitude change, resulting in positive effects on reef health for the future.

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Hansson, Clare. "Marian McPartland, jazz pianist : an overview of a musical career." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16621/1/Clare_Hansson_Thesis.pdf.

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This, the first study at doctoral level of any white female jazz instrumentalist, provides an overview to the long, active and enduring musical career of British-born, New York-based jazz pianist, Marian McPartland (born 1918). For over six decades, besides being a pianist and a composer, she has been prominent in the professional roles of educator, writer, record producer and recording artist, radio broadcaster and advocate. The scope and impact of this multi-layered career are conveyed through the medium of a Website profiling significant aspects of her professional life through textual, aural and visual presentation. Although not claiming to be exhaustive, this Website brings together a comprehensive collection of data covering all aspects of Marian McPartland's career. Data have been gathered and collated from material in the public domain, and all such sources are acknowledged and referenced. The Website is navigable through three links at the bottom of the Home Page - 1) Historical Perspective; 2) Selected Analyses; and 3) Marian McPartland In Context. Part One of the Website provides access to Marian McPartland's various professional roles in jazz, as well as public profiles, and is consolidated by listings of support material. Part Two of the Website contains formal analyses of four of her compositions, each preceded by a short introduction. The analyses are based on scores transcribed from her recorded improvisations. A discussion of her stylistic approach follows the analyses. Part Three of the Website contextualizes Marian McPartland as a woman in jazz during its major historical and stylistic movements. An Introduction and a Conclusion provide the academic framework for this study. The Introduction outlines the rationale for the study, the dimensions of the study, the methodologies used, and the research process. The Conclusion provides critical commentary on Marian McPartland's musical career, and deductions are made about her significance in and contribution to jazz, based on the evidence presented in the Website. A CD of the entire Website completes the presentation of this thesis, included under Supplementary Material in the back pocket of the thesis. This overview of Marian McPartland's entire career makes an original contribution to knowledge on this jazz artist, and, in a broader sense, provides an important resource for future research in the area of jazz music and musicians.

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Horck, Jan. "A mixed crew complement : a maritime safety challenge and its impact on maritime education and training /." Malmö : Malmö högskola, Lärarutbildningen, 2007. http://dspace.mah.se/handle/2043/5962.

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Etges, Adelmo Germano. "A pessoa do gestor e do educador leigo como estimuladores da proposta educativa marista no RS: do empenho original do fundador, Marcelino Champagnat, aos desafios do século XXI." Pontifícia Universidade Católica do Rio Grande do Sul, 2014. http://hdl.handle.net/10923/5736.

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Made available in DSpace on 2014-04-09T02:01:46Z (GMT). No. of bitstreams: 1 000456728-Texto+Completo-0.pdf: 1356684 bytes, checksum: 21a6b9dce1b9aece4912872f8b38696e (MD5) Previous issue date: 2014 This research aimed to study the issue of presence and permanence of the person of Managers and Educators Marist Laity in establishments such as pacemakers and developers of educational proposal Marist, improving the climate of responsibility between the laity and the Marist Brothers, and her thirty people participated, ten Marist ten managers and ten lay lay educators who work in establishments Marist education in the metropolitan region of Porto Alegre. The field research, qualitative, was taken through individual interviews using questionnaires, semi-structured questions, different for each of the groups surveyed, resulting in rich material to substantiate the content analysis of this case study. The theoretical framework was based on the historical aspects of the Institute, the foundation to the present time, life and educational project of the founder, Saint Marcellin Champagnat, the expansion around the world, including Brazil and RS, and the highlight was the changes that occurred in the world, the Church and education as well as on paper and walk the laity in religious schools. With the data collected, it was possible to perceive the relevance and novelty of the academic theme of the laity as stimulators and propagators of Marist educational proposal, while it was evident the need to invest in the care and training of these people. Data were analyzed using the methodology of content analysis proposed by Bardin, and resulted in several categories and subcategories and accurately reflect trust and what was searched. This research highlighted the most significant features evident in the intentional action of lay Marist schools, with regard to their spheres of action and the role of stimulators Marist educational proposal, taking prospects to be useful and applicable in the management and governance of the Marist stores teaching RS. A presente pesquisa teve como objetivo principal estudar a temática da presença e permanência da pessoa dos Gestores e Educadores Leigos nos estabelecimentos Maristas, como estimuladores e continuadores da proposta educativa Marista, aprimorando o clima de corresponsabilidade entre leigos e Irmãos Maristas, tendo dela participado trinta pessoas, sendo dez Irmãos Maristas, dez gestores leigos e dez educadores leigos, que atuam em estabelecimentos Maristas de ensino na região metropolitana de Porto Alegre, RS. A pesquisa de campo, qualitativa, foi feita através de entrevistas individuais, com questionários de perguntas semiestruturadas, diferentes para cada um dos grupos pesquisados, tendo resultado em rico material que fundamentou a análise de conteúdo desse estudo de caso.O referencial teórico fundamentou-se em aspectos históricos do Instituto Marista, da fundação ao tempo presente, a vida e o projeto educativo do Fundador, São Marcelino Champagnat, a expansão pelo mundo, incluindo-se o Brasil e o RS, bem como destacou-se as mudanças que ocorreram no mundo, na Igreja e na educação, bem como no papel e na caminhada dos leigos nas escolas religiosas. Com os dados coletados, foi possível perceber a atualidade e ineditismo acadêmico do tema dos leigos como estimuladores e propagadores da proposta educativa marista, ao mesmo tempo em que ficou evidente a necessidade de investir-se no cuidado e na formação dessas pessoas. Os dados foram analisados utilizando-se a metodologia da Análise de Conteúdo, proposta por Bardin, sendo que resultaram em diversas categorias e subcategorias e refletem com exatidão e fidedignidade o que foi pesquisado. Esta pesquisa destacou as características mais significativas evidenciadas na ação intencional dos leigos nas escolas Maristas, no que se refere às suas esferas de atuação e ao papel de estimuladores da proposta educativa Marista, tendo perspectivas de serem úteis e aplicáveis na gestão e governança dos estabelecimentos maristas de ensino do RS.

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41

Etges, Adelmo Germano. "A pessoa do gestor e do educador leigo como estimuladores da proposta educativa marista no RS : do empenho original do fundador, Marcelino Champagnat, aos desafios do s?culo XXI." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2014. http://tede2.pucrs.br/tede2/handle/tede/3792.

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Made available in DSpace on 2015-04-14T14:23:42Z (GMT). No. of bitstreams: 1 456728.pdf: 1356684 bytes, checksum: 21a6b9dce1b9aece4912872f8b38696e (MD5) Previous issue date: 2014-02-26 This research aimed to study the issue of presence and permanence of the person of Managers and Educators Marist Laity in establishments such as pacemakers and developers of educational proposal Marist, improving the climate of responsibility between the laity and the Marist Brothers, and her thirty people participated, ten Marist ten managers and ten lay lay educators who work in establishments Marist education in the metropolitan region of Porto Alegre. The field research, qualitative, was taken through individual interviews using questionnaires, semi-structured questions, different for each of the groups surveyed, resulting in rich material to substantiate the content analysis of this case study. The theoretical framework was based on the historical aspects of the Institute, the foundation to the present time, life and educational project of the founder, Saint Marcellin Champagnat, the expansion around the world, including Brazil and RS, and the highlight was the changes that occurred in the world, the Church and education as well as on paper and walk the laity in religious schools. With the data collected, it was possible to perceive the relevance and novelty of the academic theme of the laity as stimulators and propagators of Marist educational proposal, while it was evident the need to invest in the care and training of these people. Data were analyzed using the methodology of content analysis proposed by Bardin, and resulted in several categories and subcategories and accurately reflect trust and what was searched. This research highlighted the most significant features evident in the intentional action of lay Marist schools, with regard to their spheres of action and the role of stimulators Marist educational proposal, taking prospects to be useful and applicable in the management and governance of the Marist stores teaching RS. A presente pesquisa teve como objetivo principal estudar a tem?tica da presen?a e perman?ncia da pessoa dos Gestores e Educadores Leigos nos estabelecimentos Maristas, como estimuladores e continuadores da proposta educativa Marista, aprimorando o clima de corresponsabilidade entre leigos e Irm?os Maristas, tendo dela participado trinta pessoas, sendo dez Irm?os Maristas, dez gestores leigos e dez educadores leigos, que atuam em estabelecimentos Maristas de ensino na regi?o metropolitana de Porto Alegre, RS. A pesquisa de campo, qualitativa, foi feita atrav?s de entrevistas individuais, com question?rios de perguntas semiestruturadas, diferentes para cada um dos grupos pesquisados, tendo resultado em rico material que fundamentou a an?lise de conte?do desse estudo de caso. O referencial te?rico fundamentou-se em aspectos hist?ricos do Instituto Marista, da funda??o ao tempo presente, a vida e o projeto educativo do Fundador, S?o Marcelino Champagnat, a expans?o pelo mundo, incluindo-se o Brasil e o RS, bem como destacou-se as mudan?as que ocorreram no mundo, na Igreja e na educa??o, bem como no papel e na caminhada dos leigos nas escolas religiosas. Com os dados coletados, foi poss?vel perceber a atualidade e ineditismo acad?mico do tema dos leigos como estimuladores e propagadores da proposta educativa marista, ao mesmo tempo em que ficou evidente a necessidade de investir-se no cuidado e na forma??o dessas pessoas. Os dados foram analisados utilizando-se a metodologia da An?lise de Conte?do, proposta por Bardin, sendo que resultaram em diversas categorias e subcategorias e refletem com exatid?o e fidedignidade o que foi pesquisado. Esta pesquisa destacou as caracter?sticas mais significativas evidenciadas na a??o intencional dos leigos nas escolas Maristas, no que se refere ?s suas esferas de atua??o e ao papel de estimuladores da proposta educativa Marista, tendo perspectivas de serem ?teis e aplic?veis na gest?o e governan?a dos estabelecimentos maristas de ensino do RS.

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Thompson, Michael A. "Tectonic evolution of the Palos Verdes Fault near Lasuen Knoll, offshore southern California." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1604870.

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Seismic mapping indicates that Lasuen Knoll offshore southern California is a pop-up structure in a restraining stepover of the Palos Verdes Fault. Dextral shear is apparently transferred southeast through a complex of faults in a linked shear zone to the Carlsbad Ridge and Coronado Bank faults. Isochore maps of stratigraphic intervals indicate that Miocene extension occurred locally along the Palos Verdes Fault to the south of Lasuen Knoll during the Mohnian stage, and became more widespread during the Delmontian stage. Fanning of dips of Repettian stage strata onlapping Lasuen Knoll indicate that Lasuen Knoll began to form as a pop-up structure by the Early Repettian stage and has continued to uplift to Recent. Lasuen Knoll is bounded to the north and south along the Palos Verdes-Carlsbad Ridge-Coronado Bank shear zone by transtensional zones. Tectonic models suggest that Lasuen Knoll forms a characteristic California Inner Borderland restraining bend or stepover.

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Lau, Wai-lan Rossetti, and 劉惠蘭. "An education plan for secondary school projects in marine ecology at Hoi Ha Wan Marine Park." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31252904.

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com, frus1012@yahoo, and Brendan Paul La Mar. "Marine-based ecological education : marine discovery centres, millennium kids, environmental citizenship, and a vision for an eco-camp." Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20071119.85042.

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The aim of this thesis is to gain knowledge and understanding about Marine-Based Ecological Education and then apply this knowledge and understanding to form the vision of an Eco-Camp in Western Australia. This has been done in three stages. Part one is an account of my personal immersion in a grass roots not-for-profit environmental youth organization, Millennium Kids. The most valuable lessons that I learnt during this time came through the Environmental Citizenship program. Initially I was a participant, and then on three other occasions I was a facilitator for the program. It was through these programs that I began to understand the value of facilitating lessons learnt from robust healthy nature. Part two of my research is concerned with marine education centres and uncovering their stories; documenting their ethos, education and public relations. I aim to focus on what each centre does best and how this has enabled them to become the entity that they are today. Through this process I collect information that will inform the culminating vision of this thesis, the Eco-camp. Part three is the vision for an Eco-Camp, which has developed organically from my understandings derived from parts one and two. Through both my research on marine education centres and my personal immersion in Millennium Kids Environmental Citizenship program, I began to realize the value and need for an Eco-Camp. The Eco-Camp will be in remote robust healthy nature and will immerse participants in these environments, attuning them to the rhythm of Gaia.

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Douglas, Ian. "The Mining and Resource Contractors Safety Training Association (MARCSTA) and the efficacy of a generic occupational health and safety induction system when used across an industry." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/289.

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The Mining and Resource Contractors Safety Training Association (MARCSTA) developed a generic occupational health and safety (OHS) induction program that was first used by the metalliferous mining industry in Western Australia (WA) in 1996. Subsequently the mining industry in Tasmania has adopted the course and it has been on offer in that state since 2000. More than 150 000 trainees have attended the MARCSTA course to date (Gilroy, 2006). An empirical research study analysing data collected from a randomly selected group of 1 600 trainees who attended the course was conducted over a twelve month period. Furthermore historical OHS accident and injury data were analysed for the period prior to and after the introduction of the MARCSTA program.

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Iacovetta, Anna C. "Moving Up the Social Ladder: An Analysis of the Role of Temptation in Shaping Characters in Select Fairy Tales Employing Marxist and Psychological Lenses." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1491073505893036.

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Brummell, Stefanie Rose. "A nonformal education program on marine environmental issues for high school students." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3212.

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These nonformal environmental education programs focus on ocean issues for high school science students. There are four programs: "Earth Science and Plastics in the Pacific," "Biology and Marine Fisheries," "Chemistry and Global Climate Change," and "Physics and Tsunami." The presentation portion of each program is intended to be given by a nonformal educator to science students visiting a site, such as a museum or an aquarium.

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Cleophas, Noel Cyril. "Marine environmental education for a sustainable exploitation of marine resources. The case of Abalone poaching in the Hermanus area." University of the Western Cape, 2002. http://hdl.handle.net/11394/7778.

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Magister Administrationis - MAdmin The coastal zone is a highly complex and highly productive environment in which components are intimately linked and interdependent on each other. Furthermore, human pressure and poaching remains an enormous problem within coastal zones and therefore necessitates an integrated and multidisciplinary development and management effort.

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Holborough, Aletha M. "Ethnicity, education and the transition to the construction labour market : developing an equality framework using a capability approach." Thesis, University of Westminster, 2015. https://westminsterresearch.westminster.ac.uk/item/9qx4q/ethnicity-education-and-the-transition-to-the-construction-labour-market-developing-an-equality-framework-using-a-capability-approach.

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The purpose of this research is to explain why and how the construction industry remains such a 'white male dominated' industry and those from a Black, Asian and Minority Ethnic (BAME) background are so severely underrepresented. The research focuses on the 'school-to-work' transition process, examining electrical trainees' experiences in their previous schooling, college and apprenticeships to understand how inequality permeates the process. This study looked at two groups of electrical trainees - apprentices and non-apprentices - in London, between January 2011 and July 2013, to understand why some succeeded in securing an apprenticeship while others did not. The research took an ethnographic approach and subsequently a range of data collection methods were used, which included a film, observation of events associated with the construction industry, a short questionnaire completed by 321 trainees, and in-depth interviews with 37 of these trainees. Interviews were also conducted with 40 organisations within the construction and electrical contracting industries. A mixed method approach, with a thematic analysis, was used to examine the vast amount of data collected for the research. The analysis of the data focused on the voices of the electrical trainees centring on three stages: 'in school', 'in college' and 'in work-based learning'. This approach provided rich data of the experiences of the electrical trainees in the transition process, in addition to setting the research context in its natural setting. The findings presented help to compensate for the paucity of research focused on the lived experiences of those going through the transition from school to the construction industry. Furthermore, the data collected provide a better understanding of how large-scale construction projects, such as the 2012 Olympic site, could further address diversity targets, dependent upon processes followed. The findings identify the multiple barriers faced by BAMEs during the 'school-to-work' transition process. The main research finding is that whilst ethnicity is an important factor in the transition process, other factors, identifiable at each of the three stages of the transition, also play a role. At the first stage of the transition process, which examined the school setting, the research found that inequality occurred as a result of differences in educational outcome, in the form of GCSEs, which had an impact on the next stage of the transition process. At college, there were differences in the electrical courses that the trainees embarked on, a result not only of the GCSE qualification obtained at school, but also of the different recruitment practices of the colleges and the contractors. At the work-based learning stage, those from a BAME background were more likely to have A-Levels, when embarking upon an apprenticeship, implying that they were more qualified in terms of academic qualifications than their white counterparts. The research also found that apprentices were treated differently, irrespective of ethnic background, whether because of being a woman, having ginger hair or coming from a different area. This shows that inequality is not just a result of an individual's ethnic background, but also of a multitude of different factors. An important original contribution is the conceptual framework of the thesis, based upon the Amartya Sen capability approach (Sen, 2009) and used to explore different dimensions of inequality. The capability approach has not previously been used to explore simultaneously a staged process over time, the 'school-to-work' transition, and to study the construction industry. Sen's capability approach provides the framework to examine areas that are not normally discussed in the school-to-work transition literature. The study found that the environment external to the college had an impact on the trainees in terms of their ability to move freely from place to place, so restricting possible education and employment opportunities. The research has yielded an equality framework and also identifies the two main transition routes for electrical trainees suggesting possible intervention points. These can be used in future academic research and as practical tools in the construction industry to inform policy approaches to enhance diversity in both vocational education and training, and employment.

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Sprouse, Warren. "Production, Consumption, and Consciousness." Oberlin College Honors Theses / OhioLINK, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1503923437479061.

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Dissertations / Theses on the topic 'Marist Education'

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