Thèses : « Seconda chance »

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TREVISANELLO, FEDERICA. « Una seconda "chance" in età adulta. Prospettive formative ed esistenziali tra lifelong learning e cura di sé ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2010. http://hdl.handle.net/10281/14339.

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This study concerns the strategy of lifelong and life wide learning as a form of "taking care of oneself". I assume, as Beck and Bauman say, that nowadays we live in a "risk society" and in a "liquid" society. In this context, the world has become more complex and the future more unpredictable in comparison with only few decades ago. The former collective agents (workers, women, social movements in general) seem to have vanished and the prospect of a public solution to the problems posed by the new/post modernity is very slim. It is the individual who has to undertake responsibility for his/her own future. There are at least two ways of considering lifelong learning: the first focuses on personal ability to purchase the skills, the competences, the capabilities required by the market, and become a "lifelong learner" in order to continuously respond to market-place challenges and remain employable. Somehow the person has always got to learn and can never consider himself/herself a complete professional, citizen, individual but is obliged to follow adaptive strategies just to stay afloat. The second way tries to see the "positive" side of an epoch of uncertainty: if social roles and status have become less solid, it should be possible, in adult life, to have the opportunity to seek for an autonomous form of satisfactory life, where lifelong learning links with experience and original, personal ways of elaborating experience. In this perspective, lifelong learning is a construct that has to give account of the situated, historical, economical, political role that education experiences play at the individual level but also in the individual's social context. I investigate the link between "necessity and possibility" in the process of "Bildung" of subjectivities. There are social, structural and cultural bonds that strongly condition access to education and to the opportunity to find one's place into society and there must be some possibility to overcome those bonds. What are the resources that individuals can count on to express their aptitudes and yearnings? What is the role of gender differences in such a need? I can say that lifelong learning may be only one of many different strategies to respond to deep and latent needs concerning identity, membership, self-planning, gender. As no dominion disposals are given without some resistance disposals, I look at experiences of existential re-definition that take place through a fracture, a crisis, a withdrawal, and lead to a new equilibrium, where the people experiencing them look for a "second chance" in their lives. I de-construct the idea of "second chance" pointing up notions of falling, risk, gain and loss, crisis and opportunity, freedom of choice. Also, the courage to look for something considered "second best" - or the courage to quit aiming for a first place in a competitive and individualistic society is to be valued. In the concept of "second chance" there is a redeeming dimension: the idea that learning throughout one's life does not mean to accumulate knowledge, skills, competencies in a linear and adaptive process, but - on the contrary - can be an evolutionary process similar to that found in nature, expressed by the concept of "exaptation". By the term "exaptation" I refer to the ability of individuals to learn, develop and self construct using in a creative form what they already possess. Maybe this is a particular kind of wisdom. It is also necessary to re-think the role of education in individual life stories, the different weight and the different meaning that people give to it depending on the moments in which they come into contact with educational systems. The role of those responsible for educational processes must also change: there is a need for a more circular way of defining educational requirements and knowledge. And so, the research, moving from a critical theory of society and from a Foucoultian perspective (with regards to the categories of power, resistance and freedom), makes use of the method devised in Italy by Riccardo Massa and by the Clinic of Education, because it allows investigation of the latent and hidden dimensions of everyday actions and beliefs while simultaneously constructing new forms of knowledge and self-knowledge. The research participants are individuals who have decided to give themselves a "second chance": they are adult students in Bicocca and many of them have abandoned previous studies, some have changed their lifestyles and have experienced a personal crisis. In this research, narrative and auto/biographical pedagogy play a substantial role: this approach, as a matter of fact, in the last fifteen years has gained full recognition in many context (Denzin & Lincoln; West; Josso; Ferrarotti; Pineau; Demetrio; Formenti; Gonzàlez Monteagudo, etc) and has proved to be a powerful research method in its own right for understanding subjectivity and making subjective experiences more visible and intelligible. Above all, this approach, with the aim of critiquing hierarchical models, has important implications for the change of roles. It is a way of acquiring knowledge and a social action, that promotes self-directed learning and the appropriation of one's own education. For these reasons I selected a small group of adults (aged 34 and up) who have decided to give themselves a "second chance", taking possession of their own lives, and by so doing taking care of themselves. I investigated together with these people their life history and the roots of the "turning point". To carry out this research I used face-to-face instruments, such as open and in-depth interviews, into a clinic perspective. The Clinic of Education as a method that brings to light the hidden dimensions of actions and decisions, in other words the symbolic, cognitive, emotional and procedural latencies related to education, is the theoretical frame in which the research is inscribed.

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COTZA, VALERIA. « Il paradosso dell'inclusione. Uno studio di caso nel campo delle scuole popolari e della seconda opportunità ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2023. https://hdl.handle.net/10281/404415.

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La ricerca si inserisce nel framework teorico della Social Justice Education di declinazione più critica e radicale e si apre con un’analisi della letteratura sul fenomeno della dispersione scolastica e su quello delle scuole popolari e della seconda opportunità, considerate in virtù delle loro caratteristiche un baluardo nella lotta contro il disagio giovanile, l’emarginazione sociale e il rischio educativo. La parte empirica è dedicata a una ricerca di natura qualitativa imperniata su un intervento di contrasto alla dispersione scolastica nel campo delle scuole popolari e della seconda opportunità: nell’a.s. 2020/2021 è stato infatti portato avanti uno studio di caso avente per oggetto la Scuola Popolare “Antonia Vita” di Monza, una scuola che offre ai giovani d’età compresa tra i 13 e i 16 anni in condizione di svantaggio o rischio educativo un percorso educativo e didattico alternativo rispetto a quello del sistema-scuola tradizionale. Il principale obiettivo dello studio è quello di penetrare il modello pedagogico della Scuola Popolare, avviando una prima riflessione sul concetto stesso di “dispersione” e inoltre sul modello pedagogico del sistema d’istruzione nel suo complesso. A tal fine, lo studio di caso ha previsto due fasi distinte ma complementari: una prima fase prettamente conoscitiva, volta a esplorare le rappresentazioni e le percezioni di una pluralità di soggetti e stakeholder intorno ad alcune dimensioni della scuola e del lavoro educativo e didattico, facendo ricorso alla metodologia di ricerca e analisi della Grounded Theory costruttivista; e una seconda fase di Ricerca-Azione, volta a indagare le strategie di mediazione didattica che si attivano tra adulto esperto e studenti e nell’interazione tra pari. Nel primo caso sono state condotte 20 osservazioni partecipanti e 40 interviste non direttive e semi-strutturate; nel secondo caso è stato realizzato un Laboratorio di Robotica Educativa con gli studenti, che ha utilizzato come mediatore didattico Coderbot. I risultati arrivano innanzitutto a delineare il modello della Scuola Popolare, caratterizzato da un forte presidio educativo, da maggiore flessibilità, dinamicità e sostegno rispetto alla scuola tradizionale, dall’individualizzazione dei percorsi di apprendimento degli studenti e dal basso rapporto numerico che sussiste tra educatore/insegnante e alunni, che permette di seguire da vicino il singolo studente senza “lasciarlo perdere”. La Scuola presenta quindi molteplici diversità strutturali rispetto al sistema scolastico tradizionale, prima fra tutte la centralità accordata alla figura dell’educatore, che svolge un ruolo portante su più livelli. I risultati invitano allora a una riflessione sulle fragilità del sistema pubblico d’istruzione, da cui emergono specialmente alcuni bisogni formativi, in particolare per quanto riguarda la sfera socio-educativa. Inoltre, vengono discusse le strategie di mediazione didattica messe in pratica durante la fase di peer tutoring del Laboratorio e viene avanzata un’ipotesi circa l’efficacia di questa metodologia in contesti di forte deprivazione socio-linguistica. In linea con quanto esposto nella parte teorica e nelle domande di ricerca, i risultati delineano una prima decostruzione e ri-semantizzazione del concetto di “dispersione” alla luce di quello di “funzionamento”, proprio del modello bio-psico-sociale. La Scuola si configura inoltre quale esempio paradossale di inclusione: emerge infatti l’idea che per perseguire l’obiettivo di una maggiore equità e giustizia in ambito scolastico ci sia talvolta bisogno di prospettare percorsi alternativi e altamente individualizzati, che contrastino con un percorso canonico al quale sono legati vissuti di esclusione e difficoltà.
The research is part of the most critical and radical interpretation of the theoretical framework of Social Justice Education and starts with an analysis of the literature on the phenomenon of school drop-out and on that of the popular and second-chance schools, considered by virtue of their characteristics a bulwark in the fight against youth discomfort, social marginalisation and educational risk. The empirical part is dedicated to qualitative research centred on an intervention to combat school drop-out in the field of popular and second-chance schools: a case study was carried out in the school year 2020/2021 on the “Antonia Vita” Popular School in Monza, a school that offers young people aged between 13 and 16 in conditions of disadvantage or educational risk an alternative educational and didactic pathway to that of the traditional school system. The main objective of the study is to analyse the pedagogical model of the Popular School, initiating a first reflection on the concept of “drop-out” and also on the pedagogical model of the education system as a whole. To this end, the case study envisaged two distinct but complementary phases: a first, purely cognitive phase, aimed at exploring the representations and perceptions of a plurality of subjects and stakeholders regarding certain dimensions of the school and of educational and didactic work, resorting to the research and analytical methodology of the constructivist Grounded Theory; and a second phase of Research-Action, aimed at investigating the didactic mediation strategies that are activated between expert adults and students and in peer interaction. In the first case, 20 participant observations and 40 non-directive and semi-structured interviews were conducted; in the second case, an Educational Robotics Laboratory was carried out with the students, using Coderbot as a didactic mediator. First of all, the results show that the Popular School model is characterised by strong educational supervision, greater flexibility, dynamism and support than the traditional school, the individualisation of the students’ learning paths and the low numerical ratio between educator/teacher and pupils. This makes it possible to follow the individual student closely without “letting him or her get lost”. The school thus presents many structural differences with respect to the traditional school system, especially regarding the prominent position of the educator, who plays a supporting role on several levels. The results then invite reflection on the fragilities of the public education system, from which training needs emerge, particularly in the socio-educational sphere. Furthermore, the didactic mediation strategies put into practice during the peer tutoring phase of the Laboratory are discussed and a hypothesis is put forward regarding the effectiveness of this methodology in contexts of strong socio-linguistic deprivation. In line with the theoretical part and the research questions, the results outline an initial deconstruction and re-semantisation of the concept of “drop-out” in the light of that of “functioning”, proper to the bio-psycho-social model. The school is also configured as a paradoxical example of inclusion: in fact, the idea emerges that in order to pursue the objective of greater equity and justice in the school environment, there is sometimes a need to envisage alternative and highly individualised paths, which contrast with a canonical path to which experiences of exclusion and difficulty are linked.

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Beattie, Jessica Kathrine. « Second Life, Second Chance ». Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011809/.

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This is a collection of two stories, one fiction and one non-fiction, in communication with one another. Both stories explore how trauma can transform a life. In "Tabula Rasa," Mena is unable to recall her past after being beaten and left for dead. She must choose whether to uncover her past or forget it and move forward with her life. Set in a town run by witches, Mena learns that both choices are dangerous. In "Eternal Second," the narrator recounts the aftermath of her husband's suicide. She explores how trauma invades all aspects of her life. In both stories, women must navigate a new life created by the destruction of the old one.

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Martínez, Palomino Juan Agustín, Pachas Flor de Maria Guadalupe Ortiz, Cáceres Jhonny Daniel Salvatierra et Gonzales Arturo Rodolfo Sánchez. « Second Chance ». Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/652846.

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Second Chance nace como una idea de negocio alternativo al comercio de prendas de vestir basado en un enfoque sostenible ofreciendo una segunda oportunidad a las prendas de vestir en buen estado y desarrollar así un mercado de comercio en línea altamente rentable. Se identificaron dos problemáticas, en primer lugar, personas que poseen gran cantidad de prendas en desuso, las cuales se encuentran en buen estado y desearían poder deshacerse de ellas a cambio de un ingreso monetario, en segundo lugar, personal que estarían dispuestas a comprar prendas de segunda mano de calidad a bajo precio y en buen estado ya que no cuentan con efectivo suficiente para adquirir las prendas nuevas, es así que Second Chance desarrolla una plataforma web con la finalidad de dar atención a estos problemas identificados proveyendo un espacio practico y seguro. Los clientes potenciales de la compañía pertenecen a un sector socioeconómico B y C con estilo de vida moderno y progresista. El mercado al cual se enfoca el negocio es uno existente, sin embargo, la propuesta de valor del proyecto espera promover la moda sostenible como alternativa de consumo. Para ello Second Chance cuenta con un equipo altamente calificado para desempeñarse en cada una de las unidades administrativas. Se proyecta generar un alto índice de rentabilidad al finalizar el quinto año de operaciones, así también, luego de analizar dos escenarios, optimista y pesimista, se obtiene resultados positivos de alta rentabilidad y alta probabilidad de viabilidad para el proyecto.
Second Chance was born as an alternative business idea to the clothing trade based on a sustainable approach, giving second chance to clothing in good condition and developing a highly profitable online trading market. Two problems were identified, the first one, people who have a large number of obsolete garments, which are in good condition and they wish they could get rid of them at the change of a monetary income, the second one, there are people who would be willing to buy garments second-hand quality at a low price and in good condition since they do not have enough cash to purchase the new garments, so Second Chance develops a web platform in order to address these identified problems, demonstrating a practical and safe space to buy. The company's potential customers affected are a socio-economic sector B and C with a modern and progressive lifestyle. The market to which the business focuses is an existing one, however, the value proposition of the project hopes to promote sustainable fashion as an alternative for consumption. For this Second Chance has a highly qualified team to perform in each of the administrative units. It is projected to generate a high profitability index at the end of the fifth year of operations, as well as, after analyzing two scenarios, optimistic and pessimistic, positive results of high profitability and high probability of viability for the project are obtained.
Trabajo de investigación

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Cleary, Naomi. « Second chances ». The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1327350409.

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Heiden, Elishia. « Somebody Else’s Second Chance ». Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699902/.

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Charles Baxter, in his essay “Dysfunctional Narratives: or: ‘Mistakes Were Made,’” implies that all trauma narrative is synonymous with “dysfunctional narrative,” or narrative that leaves all characters unaccountable. He writes: “In such fiction, people and events are often accused of turning the protagonist into the kind of person the protagonist is, usually an unhappy person. That’s the whole story. When blame has been assigned, the story is over.” For Baxter, trauma narrative lets everyone “off the hook,” so to speak. He would say that we write about our bitter lemonade to make excuses for our poor choices, and “audiences of fellow victims” read our tales, because their lemonade and their choices carry equal bitterness, and they require equal excuses. While trauma narrative can soothe us, as can other narrative genres, we should not dismiss trauma fiction because of a sweeping generalization. Trauma fiction also allows us to explore the missing parts of our autobiographical narratives and to explore the effects of trauma—two endeavors not fully possible without fiction. As explained in more detail later, the human mind requires narrative to formulate an identity. Trauma disrupts this process, because “trauma does not lie in the possession of the individual, to be recounted at will, but rather acts as a haunting or possessive influence which not only insistently and intrusively returns but is, moreover, experienced for the first time only in its belated repetition.” Because literature can speak what “theory cannot say,” we need fiction to speak in otherwise silent spaces. Fiction allows us to express, analyze, and comprehend what we could not otherwise.

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Peat, Maggie. « Second fiddle or second chance ? : the significance of grandfatherhood ». Thesis, University of York, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422539.

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Fitzgerald, Sharon. « Adults studying for matric : a second chance ». Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/17278.

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Includes bibliographies.
This study focuses on a group of African adult students who were registered at St. Anthony's Adult Education Centre on the East Rand in order to complete the secondary education they did not complete at school. It investigates why adult students perceive education, and the matric examination in particular, to be of importance. To this end, an empirical survey was carried out to approach an understanding of the views and perceptions adult students had of themselves and what they were doing and why the empirical survey looks at the question of matric "from below" so to speak, through the eyes of the adult students. In the belief that education is about people and their needs, it is hoped that the empirical survey will bring us closer to the adult students involved. However, to examine the views and perceptions of the adult students in isolation would deny them the contextual richness that gives them life. For this reason, the empirical survey is preceded by a theoretical discourse which offers three perspectives or ways of understanding the education system for Africans: education as a means towards social advancement; education as the reproduction of cultural capital and education as social reproduction. It is hoped that these diverse explanations may not only give insight into the views and experiences of the adult students who took part in the empirical survey, but also offer contrasting thoughts on the role of the education system and the matric examination in particular. Indeed, in the light of the question asked by the title, it is hoped that the contrasting perspectives will contribute to an understanding of the nature of the "second chance" adult students believe they have by studying towards matric.

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Simpson, Zoe May. « The return of teen mothers to the formal school system : redeeming the second chance to complete secondary education ». Thesis, University of Sheffield, 2011. http://etheses.whiterose.ac.uk/14998/.

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Countries across the world attend to the phenomenon of teen motherhood in varying ways and from varying points of emphases. My research focused on teen motherhood in the Jamaican context, where teen pregnancy is perceived to be a social problem. In 1978, the Jamaican Government initiated the Women's Centre Programme for Adolescent Mothers. The Programme intervention seeks to provide continued education for teen mothers during their pregnancy, and to return them to the formal school system, subsequent to the birth of their babies. Previous research found that a significant number of teen mothers in Jamaica do not complete their secondary education after their return to school. My research contended that, with the high cost of executing the Programme, and with the benefits to be derived from secondary education, every effort should be made to ensure that the teen mothers complete their secondary education. My research therefore sought to identify the factors that facilitate or frustrate the completion of secondary education for teen mothers who enroll in the Programme and return to the formal school system. My research found that completion was facilitated by: preparation to return to school, internal fortitude, post-placement monitoring, familial support, as well as institutional support. Completion was frustrated by: inadequate preparation to return to school, insufficient post-placement monitoring, inadequate coping skills, little or no familial support, financial constraints, domestic challenges, and a second pregnancy. My research also found a disparity between the 'pre-placement' and 'post-placement' components of the intervention. In a timely way, my research will help to meet national and international objectives: in particular, the Millennium Development Goals; Vision 2030 Jamaica. My research amplifies the voice of teen mothers in Jamaica; it provides a platform from which teen mothers may tell their own stories; it should reconfigure the national posture toward teen mothers. The findings of my research should: offer helpful insights into the experiences of teen mothers who are returned to school; add to the body of knowledge surrounding teen motherhood; and provoke further study into the phenomenon, not just in Jamaica but also in the Caribbean at large.

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Ross, Sharon M. « Youth transitions : re-entry into second chance education ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/1891.

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The issue of school non-completion continues to be a matter of concern for policy makers and educators in Australia today. Despite the efforts of governments and school systems to make education more responsive to the needs and interests of young people, recent findings testify to a persistent number of early school leavers who were not fully engaged in learning or work. Though numerically small, they are considered to be a socially significant group who face potential risks of long-term unemployment and poverty because of their lack of educational attainment. There is evidence to suggest that young people who are unable to fit in with the traditional school environment and are alienated from schooling for various reasons are able to effectively re-engage with learning through second chance education in Technical and Further Education (TAFE) colleges. This is based mainly on research undertaken in New South Wales, Victoria and South Australia. This portfolio explored the educational experiences of a small group of school non-completers, aged 15 years to 19 years, in Western Australia, with a specific focus on two crucial stages of their transition; their premature exit from school and their re-engagement through second chance programmes in the TAFE environment. The portfolio developed a set of recommendations that spells out in a coherent way, what might be done, to make the transition out of school and the re-entry into TAFE an informed and empowering experience for young people. In order to achieve this, the portfolio first examined the wider literature on the socio- economic, cultural and technological changes at the global level that constitute the terrain through which young people navigate their transitions. This provided the basis for a closer scrutiny of global impacts on local settings and their influence on young people's decisions about leaving and returning to education. More specifically, the vast body of literature on early school leaving and the small but significant studies on re-entry through second chance education were examined in order to provide a deep understanding of the context in which second chance education operates. The conceptual framework that underpinned the portfolio drew on the notions of resistance and voiced research to critique existing explanations of early school leaving. Through the concept of agency, the potential of young people to actively shape their educational transitions amidst enabling and constraining structural forces was also explored. The inquiry section of the portfolio consisted of a series of inter-related, small -scale investigations aimed to identify the potential factors impacting on students' decisions to leave and the efficacy of TAFE in facilitating the re-engagement of early school leavers. A set of principles and guidelines are provided to advance and sustain policy and practice for second chance education. Practical strategies for teaching and learning are provided, along with inclusive practices and support mechanisms for students and staff conducive to the development of a more effective approach to improving the quality of young people's educational transitional experiences.

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Rawas, Hawazen Omar. « The second chance project : A multi-level examination of secondary prevention practices for Saudi people following a recent cardiac event ». Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/82294/1/Hawazen_Rawas_Thesis.pdf.

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The study examined the health-related behaviours of Saudi people following a recent cardiac event and identified the factors that influence these behaviours using McLeroy et al.'s (1988) Ecological Model of Health Behaviours as a guiding framework. The study was one of the first in Saudi Arabia to examine the health-related behaviours of Saudi people following a recent cardiac event. The study findings emphasise the importance of a program that integrates secondary prevention practices, educational approaches and targeted supportive services in cardiac care in Saudi Arabia.

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Lombo, Lombo. « Second Chance for School Dropouts in Kenya through Adult Education ». ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1696.

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Most Kenyan high school dropouts do not have a school reentry option, and without a high school diploma, they lack access to tertiary or higher education institutions for training and career development. This case study was an investigation of how an adult learning center in Kenya educated high school dropouts and helped them to gain access to vocational training or higher education. The research questions addressed the pedagogy, learning experiences, and curriculum of the Baraka Adult Learning Center (BALC) and also focused on how the BALC met students' aspirations, needs, and goals based on the perceptions of teachers and adult learners. The conceptual framework was based on liberatory education theory, transformative learning theory, and andragogy. Data collected from classroom observation s, curriculum review, and interviews with 9 current students, 3 former students, 5 teachers, and the principal were analyzed inductively by sorting and coding to generate emergent themes. The results of the study indicated that instructors followed the regular high school curriculum with little adaptation and lacked training about teaching adult learners and self-directed learning approaches. The adult learners perceived returning to school as getting a second chance. A professional development project for BALC instructors was developed to address some of the needs identified in the study. This training could have an impact on the adult learners by better assisting them to gain access to vocational training and higher education.

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Robertsson, Quinn Hillevi. « Örebro Market hall : A second chance at a new life ». Thesis, KTH, Arkitektur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-200592.

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How does one restore the original life and program to a building that has been repurposed several times over the preceding decades? In the 1950s, Örebro had a fine market hall with great light and spaces. In the 1970s a supermarket took over the space, and the old roof with its skylights was demolished, but the original construction with its beams and pillars remains today. Reusing the old structure while adding new elements as an addition, I am giving new life to the old market hall and bringing back open spaces and natural light. My project is a proposal to re-open the old market hall in its old facilities by giving it a new roof to bring back the qualities that was lost in the 70’s. My guidelines during the project have been construction, light transmission and material and I have been focusing on finding a balance between construction and ornament while designing my addition.
Hur kan man ge tillbaka en byggnads ursprungliga liv och program som under decennier omprogrammerats flera gånger? På 50-talet hade Örebro and fin saluhall med fantastiskt ljus och rymliga lokaler. Under 70-talet tog en mataffär över lokalerna och rev då också det vackra sågtandade tak som byggnaden hade, dock står den ursprungliga bärande konstruktionen kvar med sina pelare och balkar. I mitt projekt återanvänder jag den ursprungliga konstruktionen och väcker på så sätt nytt liv i byggnaden. Jag föreslår ett nytt tak för byggnaden för att återinföra det naturliga ljus som försvann under 70-talet samtidigt som jag skapar nya öppna rumsligheter. Under projektets gång har konstruktion, ljusföring och material varit viktiga element som jag arbetat med. I mitt tillägg har jag fokuserat på att skapa en balans mellan konstruktionen som bär och de ornament som för in ljuset i byggnaden.

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Ermoshkina, Polina Valeryevna. « Family Impact Analysis of the Second Chance Act of 2007 ». Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1339450444.

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Shearer, Samuel R. « Modeling second language change using skill retention theory ». Monterey, California : Naval Postgraduate School, 2013. http://hdl.handle.net/10945/34742.

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Approved for public release; distribution is unlimited
Loss of foreign language proficiency is a major concern for the Department of Defense (DoD). Despite significant expenditures to develop and sustain foreign language skills in the armed forces, the DoD has not been able to create a sufficient pool of qualified linguists. Many theories and hypotheses about the learning of foreign languages are not based on cognitive processes and lack the ability to explain how and why foreign language proficiency changes. This work analyzed 13 years of Defense Language Institute (DLI data) from over 16,000 military linguists to determine if cognitive-based skill retention theory can adequately explain foreign language change. Relationships between independent variables suggested by skill retention theory and second language change were investigated. Language proficiency and the length of time since DLI graduation demonstrated strong correlations with foreign language change. This research also affirms that decayed foreign language proficiency may be rapidly reacquired upon sufficient re-exposure to the target language. Additionally, this research proposes foreign language proficiency levels that must be attained to reduce language decay. The research findings are important since they may be used to determine a linguists language decay over time and will help schedule appropriate refresher training to reduce decay or maintain current foreign language proficiency.

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Vollet, Juliette. « Tribulations d'une jeunesse sans diplôme : de l'école aux dispositifs « seconde chance » ». Thesis, Bordeaux, 2016. http://www.theses.fr/2016BORD0193/document.

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Face aux bouleversements économiques et sociaux qui ont affecté la société française depuis les années 70, le décrochage scolaire, c’est-à-dire la sortie du système de formation initiale sans avoir obtenu un diplôme de niveau V (BEP ou CAP) ou de niveau supérieur(baccalauréat), est appréhendé aujourd’hui comme un risque pour le bien-être individuel et collectif. Un large éventail de mesures a donc été déployé pour lutter contre le décrochage scolaire : des mesures préventives qui visent à prévenir les arrêts scolaires prématurés, et des mesures réparatrices dont l’objectif est de favoriser le « raccrochage », c'est-à-dire le retour des jeunes décrocheurs dans un parcours de formation.Sur un plan scientifique, les processus menant au décrochage scolaire sont désormais connus.En revanche, peu d’informations existent sur les processus de raccrochage. Prenant acte de cette lacune, cette thèse propose de tourner le regard vers ce qu’il se passe en aval du décrochage scolaire, en retraçant le parcours des « décrocheurs » qui « raccrochent », en observant le fonctionnement des dispositifs dits de « seconde chance » et en en questionnant les effets. Pour ce faire, on privilégie une approche séquentielle des trajectoires, en identifiant trois séquences clés du processus : la séquence de décrochage, la séquence de raccrochage et la séquence d’accrochage au dispositif. L’enjeu est d’éclairer les ingrédients qui provoquent le basculement d’une séquence à l’autre. On s’appuie pour cela sur 120 entretiens semidirectifs menés auprès de jeunes « décrocheurs » inscrits ou ayant été inscrits au sein de trois types de dispositifs de « remédiation » au décrochage : les Écoles de la deuxième chance qui visent le retour en formation ou l’entrée en emploi par des mises en stage fréquentes et une remise à niveau scolaire, les Établissement Publics d’Insertion à la Défense qui s’appuient sur un encadrement et des règles d’inspiration militaire pour favoriser l’obtention d’un emploi, et les microlycées ou structures innovantes de l’Éducation nationale qui préparent au baccalauréat.On observe d’une part que le temps est un ingrédient majeur du raccrochage, difficilement pris en compte par les dispositifs chargés de l’accompagnement des décrocheurs, et d’autre part que l’accrochage au dispositif de « remédiation » est indexé aux lectures que les jeunes font de leur situation présente, et qui engagent leur expérience scolaire passée, les contraintes de la formation et ses apports quotidiens ou supposés. On montre aussi que le raccrochage n’est pas le pendant événementiel du décrochage. L’action des dispositifs de remédiation est en effet contrainte par leurs environnements social et économique, de sorte qu’ils ne peuvent garantir à tous les jeunes qu’ils accueillent, une stabilisation de leurs situations sociale et personnelle
Dropping out of school has been seen as a risk rather than for individual than for collective well-being given the economic and social up heavals of the French society since the 70’s. A lot of measures have been implemented to tackle the phenomenon whether preventive or repairing. The first ones aim to prevent the dropout and the others are meant to promote the « school reconnection », or in other words to encourage the dropouts to return to school. Processes leading to dropout are now well-known from a scientific perspective. By contrast, there is only limited information on processes leading to reconnect with education. With the objective to fill this gap, this PhD provides a focus on what happens for the dropouts after they leave school, redrawing their path to « school reconnection ». This study includes an observation of the functioning of the so-called « seconde chance » establishments and an analysis of their effects on their pupils. Through a sequential approach of those paths, we identified three key sequences: the dropout, the reconnection and the remaining sequence in which young people invest their reconnection training. I wanted to highlight the ingredients leading to a sequence to another. To do so, I lead 120 semi-structured interviews with young people who dropped out and are now or have been registered within 3 types of French remediation establishments : the « Écoles de la Deuxième chance », the « EPIDe»(Établissement Publics d’Insertion à la Défense), and the « SRE » (Structures de retour à l’école).To begin with, I noted that time is a key ingredient for school reconnection. Furthermore I noticed that the remaining sequence depends on how young people read their situation combining their past scholar experience, the reconnection program constraints and its contributions, effective or expected. Finally, I observed that remediation establishments rely on their social and economic environment, meaning that the « reconnection » can not be viewed as a counterpart of dropout

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Günay, Barış Supervisor :. Geban Ömer. « Conceptual change text oriented instruction to facilitate conceptual change in atoms and molecules ». Ankara : METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12605866/index.pdf.

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Thesis (M.S.) -- Middle East Technical University, 2005.
Keywords: Conceptual Change Text Oriented Instruction Accomoanied with Analogies , Traditionally Designed Chemistry Instruction, Misconception, Attitude Scale Toward Chemistry as a school subject, Science Process Skills.

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Bedan, John. « No Second Chances : US-Guatemalan Relations in the 1960s ». Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13443.

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This thesis examines US-Guatemalan relations during the first half of the 1960s. At a critical juncture in Guatemalan history, a relatively inexperienced US ambassador, John Bell, subverted democratic systems in Guatemala and helped install a military dictatorship that ruled the country for more than three decades. Ambassador Bell's policies undermined the Kennedy administration's idealistic modernization drive for the region, the Alliance for Progress, and contributed to one of the longest civil wars in the Western Hemisphere.

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Brown, Patricia Dimmy. « An Alternative to School Expulsion AEC - Providing a Second Chance for Children ». Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1459188926.

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Boussahba-Bravard, Myriam. « Une seconde chance pour la vie : l'éducation pour adultes à Liverpool, 1980-1989 ». Clermont-Ferrand 2, 1994. http://www.theses.fr/1994CLF20060.

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A Liverpool, les quartiers défavorisés sont synonymes d'échecs scolaire, social, économique, politique. Rien ne semble pouvoir briser le cercle familial de la marginalisation dans lequel les enfants sont entraînés très tôt : rien si ce n'est l'éducation pour adultes. Cette dernière est un formidable instrument contre la marginalisation présente des parents, et celle à venir des enfants. En plaçant l'individu au coeur de la stratégie, elle apporte des solutions aux personnes, et les délivre d'un mode de vie fondé sur la frustration et l'assistanat. Une fois reconnue à sa juste valeur, l'éducation pour adultes peut aussi jouer un rôle fondamental dans la régénération urbaine des quartiers défavorisés, fournissant cette fois-ci un remède collectif. Il est temps que les décideurs politiques cessent de la négliger et apprennent ce qu'elle peut apporter. Elle pourra alors s'intégrer à une politique urbaine plus globale et humaine dont les solutions seront plus durables. Dans cette double perspective, elle propose une seconde chance à nos concitoyens britanniques défavorisés et elle les aménera à se réinsérer dans la société européenne des années futures
In liverpool, the inner city means social, economic, school and family failures. Nothing seems able to interrupt the vicious circle of marginalisation in which children are trapped very early: nothing except adult education. The latter is a great instrument against the current exclusion of parents, and the future one of children. Because it deals with individuals, it brings about solutions to persons, and free them from a life of frustration and assistance. Once acknowledged, adult education should also play a very important part in the urban regeneration of inner city areas, supplying thereby a collective answer. It is time that political decision-makers should stop neglecting it and learn what it can provide. Then it will be able to take part in more comprehensive, more human urban policies whose actions will last longer. In this double perspective, adult education offers british disadvantaged citizens a second chance to live which will help them to be part of the european society of the future

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Richardson, William Renwick Roy. « Secondary flow and channel change in braided rivers ». Thesis, University of Nottingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262957.

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Zamora, Politis Priscilla. « Plan de negocio para creación de Boutique sustentable online Second Chance Clothing(2CC) ». Tesis, Universidad de Chile, 2016. http://repositorio.uchile.cl/handle/2250/140071.

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Magíster en Gestión para la Globalización
El objetivo de la presente tesis es presentar un plan de negocios para la creación de una Boutique online sustentable, lo que significa desarrollar prendas que busquen el equilibrio entre la producción y distribución de vestuario con las condiciones ecológicas y sociales involucradas en todo el ciclo de vida del producto. Esto se logra a través del servicio de arriendo online de prendas reacondicionadas. Se reacondiciona ropa recolectada, a través de la limpieza y transformación de la prenda agregando valor a la prenda en desuso y se despacha al domicilio de los clientes de acuerdo a sus gustos personales. La oportunidad de negocio se presenta ante tres factores: las consumidoras en Santiago gastan un promedio de $50.000 mensuales en ropa ya hay un interés por renovar el closet constantemente. Segundo, estudios de PROCHILE indican que hay una tendencia mundial por preferir productos sustentables social y medioambientalmente, hecho que se avala ante el alto número de desperdicios textiles en vertederos. Por último, hay un dinámico crecimiento del mercado electrónico en Chile, el cual registra tasas anuales de crecimiento de entre un 20 y 30% según el Servicio Nacional del Consumidor y la Cámara de Comercio de Santiago, lo que respalda la decisión de desarrollar un negocio online. El mercado objetivo para este proyecto se estima en 2 millones de dólares. El proyecto considera una inversión de $156 millones, generando un VAN de $433 millones de pesos considerando una tasa de descuento del 6,11%, con una TIR de 85%, lo que demuestra la viabilidad financiera del proyecto. El análisis de sensibilidad indica que los factores que reflejan un VAN negativo es la variación del precio del producto en menos de un 10% y el incremento de los costos profesionales en más de un 10%. El componente internacional está enfocado a la implementación del modelo de exitosas tiendas de vestuario femenino que operan en Canadá y que no son todavía desarrolladas en Chile. Los productos desarrollados por la Boutique están inspirados en la producción de vestuario eco-friendly de Montreal, donde la cultura del reciclaje está muy arraigada en la vida de los canadienses, privilegiando diseños únicos. Las principales recomendaciones están dirigidas en la revisión de estructura de costos, con foco en los proveedores de producción gráfica y la distribución, además de establecer alianzas con empresas y organizaciones existentes en Chile, para posicionarse como una alternativa sustentable y atractiva para vestir.

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Fofana-Kamara, Modu. « The Rhetoric of Second Chance : The Invention of Ethos For An Ex-Offender ». VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/236.

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For many, literacy is reading and writing- a critical tool for ethos construction. But for a marginalized group of ex-offenders, former prison inmates, who were not accustomed to reading and writing as an agent for character invention, the ability to employ literacy and to construct ethos was a challenging and almost unsuccessful attempt. I discuss in this thesis a community-writing project I designed as a graduate student and my partnership with Boaz & Ruth, a local faith-based non-profit organization working with ex-offenders. Through the collaboration I facilitated writing skills workshop, which objective was to have the ex-offenders to write personal narratives. The writing exercises enabled me to examine implications at work when a marginalized groups like the ex-offenders endeavor to invent ethos, develop rhetorical dialogues and contended with public discourses.

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Daniels, Holger von. « Private Equity Secondary Transactions : Chancen und Grenzen des Aufbaus eines institutionalisierten Secondary Market / ». Wiesbaden : Dt. Univ.-Verl, 2004. http://www.gbv.de/dms/zbw/391540912.pdf.

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Zoghlami, Saida. « Une seconde chance pour l' «illettré» ? : récits de vie : une clinique de l'expérience difficile ». Paris 8, 2007. http://www.theses.fr/2007PA083807.

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"Ce travail de recherche porte sur l'histoire de toute personne "illettrée" qui a été confrontée à des situations et des expériences diverses ayant perturbé sa vie dans toutes ses dimensions, humaines, sociales, professionnelles et culturelles. L'objectif de cette thèse est de mettre l'accent sur le dispositif de formation qui accueille dans la plupart des cas des "illettrés" qui ont une image négative d'eux-mêmes et qui souhaitent être écoutés, pris en conside��ration, reconnus et respectés dans leur être et leur identité. Ainsi, nous avons posé le problème global de la formation des adultes en difficulté face aux savoirs de base : objectifs, conduites, stratégies éducatives, méthodes, médiations, etc. Dans la pratique, la question est de savoir comment le formateur aide et accompagne la construction de l'apprenant. Aborder ces questions, c'est entre autres viser à la compréhension du "comment cela fonctionne". C'est aussi permettre une mise en lien et favoriser l'accès à l'anticipation de la personne. Comment anticiper, comme se projeter vers un avenir et passer par une abstraction temporelle ? En se basant sur des observations et des entretiens qualitatifs, nous avons essayé de mettre en lumière ce contrat éthique moral et social entre le stagiaire et le formateur pour une nouvelle conception du monde. "
This survey is about illiterate persons who have been faced with diverse situations and experiences that have upset their lives in all aspects: human, social, professional as well as cultural ones. This thesis aims at focusing on the training facilities designed to cater for illiterate people, most of whom have a negative image of themselves and wish to be listened to, to be socially integrated, considered and respected in their own self and identity. Thus, we raise the global issue of training for adults lacking basic knowledge: objectives, course of action, educational strategies, methods, mediations and so forth. Practically, the question is to know how the teacher helps and backs up the learner's intellectual progress. This issue also brings in the need for an understanding of this progress: how does it work? How does anticipation work? How does projection towards the future through temporal abstraction work? On the basis of observations and qualitative interviews, we tried to highlight the ethical, moral and social contract between the trainee and the trainer for a new conception of the world

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Willis, David W. E. « The loss of verb-second in Welsh : study of syntactic change ». Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670253.

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Shifflette, Linda Madsen. « Factors influencing positive change in the second[ary] teacher's classroom skills ». Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-07132007-143151/.

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Laughlin, Ronnee. « Second change order at Mark Twain Elementary an action research study / ». Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/6055.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 19, 2009) Includes bibliographical references.

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Davis, Ella D. « Promoting Social Change by Increasing Oral Reading Fluency by Second Grade ». ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2477.

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Teaching students to read fluently has always been a national problem. At an elementary school in Louisiana, over 50% of second grade students earned at risk or at some risk ratings on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) test in reading fluency from 2007 to 2009. The purpose of this project study was to determine the professional learning needs of educators for teaching oral reading fluency by investigating 2 aspects of reading proficiency: educators' perceptions of additional skills needed to increase students' fluency by second grade, and the types of professional development educators believed would assist them in improving students' fluency skills. Theories of self-efficacy, behaviorism, and automaticity formed the theoretical framework for the study. A qualitative case study approach was used that included the responses of 4 participants to an open-ended researcher-developed questionnaire, lesson plans from participants, and the researcher's journal. Participants' written responses to the questionnaire were coded and themes determined, then triangulated with their lesson plans and the researcher's journal notes. Findings showed that teachers believed the components of phonemic awareness, phonics, fluency, vocabulary, and comprehension, along with recognition of the letters of the alphabet, whole word recognition strategies, and practice, should be the focus for professional learning for teachers' collaborative learning communities, teacher study groups, and workshops as the preferred methods. Contents of the project include best practices for educators to use to increase oral reading fluency at any age, which may effect positive change with the national problem of helping persons in our society become literate by reading fluently.

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Blakely, Helen. « "A second chance at life" : labour, love and welfare on a South Wales estate ». Thesis, Cardiff University, 2011. http://orca.cf.ac.uk/54208/.

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This thesis examines the lives of a group of welfare-reliant single mothers, the “Lifeline Girls” living in the upper reaches of the South Wales Valleys as they participate in a community education project (“Lifeline”) tasked with raising them out of poverty. The project is situated within the local social and economic structure and the broader institutional context of market and state. In this way, the research conceives of the linkages between a local site of investigation and the external forces that permeate it. This is achieved through a multi-method, ethnographic approach that charts the everyday interactions of the women involved in Lifeline with the labour market and the pervasive mechanisms of street-level welfare governance. In this the recent restructuring of the welfare state is of particular interest, firstly through the dispersal of welfare governance to new sites of practice in the field of community development and specifically here to “Lifeline”; and secondly through the extension of the moral imperative of employment to those traditionally assumed to be outside of the labour market. The “Lifeline Girls” were key targets of this restructuring and the ways in which it repositioned this group of young women within new symbolic and material constraints and opportunities is the focus of this research. As such the study examines welfare restructuring, from its rhetorical imaginings to the situated action and meaning masking found in one site of its practice. The account established the ways in which the “Lifeline Girls” were subject to both coercive and therapeutic pressures associated with very different forms of welfare practice. Here, “Lifeline” itself emerges as a ‘space of contestation’ but one that is inevitably flawed.

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Ping, April Lee Seow. « A 'new' preschool curriculum that puts play on top : déjà vu or second chance ? » Thesis, Durham University, 2005. http://etheses.dur.ac.uk/2402/.

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This thesis examines explanatory theories of play and an empirical study of preschoolers' play. It aims to provide an understanding of the educational purpose, value and extent of play in children’s lives. Understanding the interrelationship between play, development and learning, the writer hopes to be better equipped to facilitate and organize a meaningful play environment during the preschool years of young children to guide them into realising their potential of becoming confident and communicative beings; never mind the neat handwriting or colouring that preschool education focuses so much upon in Singapore. Considering explanations, the dominant theories of Piaget and Vygotsky's ideas in the play field are discussed. A framework towards an integrated perspective of a play- centred curriculum is presented. Considering evidence, studies of children’s play development in the domains of cognitive, language, social and emotional development are reviewed and summarized. Propelled earlier in the year 2003 by the Ministry of Education, Singapore, to accord play at the top of a new preschool curriculum, a battery of simple play experiments and tests were carried out to establish the interdependence of play, learning and development of preschoolers. Answers to two research questions regarding play in the local preschool context were processed: (1) does thematic fantasy play training conducted during English Language Arts lessons increase preschoolers' incidences of fantasy play during free play periods? (2) Will thematic fantasy play training improve preschoolers' perspective- taking ability in the domains of cognition, perception and affection? The findings (N= 28) are presented. Their implications for Singapore preschool teacher training in a play- centred curriculum are discussed. The thesis concludes with a reconciliation of understanding amongst all the high- stakes players of preschool education: parents of preschool children, preschool teachers and of course, the preschoolers themselves. The ultimate purpose of this thesis is to lay out and execute a local yet truly new preschool curriculum that puts Play at the top.

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Stone, Catherine. « The Second Chance Journey... or... "How did these oldies get to be uni students?" ». Thesis, The University of Sydney, 2009. http://hdl.handle.net/2123/5324.

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This doctoral thesis presents the findings of a qualitative research project which examines the impact of university study on a group of twenty female and male mature-age students at the University of Newcastle, Australia, who have entered university via a non-traditional pathway. The students who are the subject of this thesis are in the second to final years of their undergraduate degree programs and have all faced significant hurdles in gaining university entrance and persevering with their studies. The majority have come from lower socio-economic backgrounds with little, if any, family history of higher education and little positive experience of prior study. Postmodern feminist theory has primarily informed this research, using a narrative method to gather the data, analyse the results and present the findings. This thesis describes the experiences of the twenty individuals, derived from their individual narratives. As such, it gives voice to their stories: their triumphs and achievements as well as their struggles. It examines the gender issues that are at work in the shaping of their experiences, including the ways in which gender affected the type and extent of help and support on which they could rely. It highlights the transformative nature of these experiences for each of the students in this cohort, as well as potentially the next generation, and makes some tentative connections between these individual experiences and the experiences of the wider mature-age university student population. The narratives that individuals tell are socially and culturally located. Hence it is likely that the experiences of these twenty students may reflect, at least to some extent, the experiences of other mature-age students within a similar culture. The findings of this research also highlight the important role that higher education institutions can play, not only in widening access to higher education, but also in encouraging and assisting students, from a diverse range of backgrounds, to participate fully in higher education and achieve their goals.

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Stone, Catherine. « The Second Chance Journey... or... "How did these oldies get to be uni students?" ». University of Sydney, 2009. http://hdl.handle.net/2123/5324.

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Doctor of Social Work
This doctoral thesis presents the findings of a qualitative research project which examines the impact of university study on a group of twenty female and male mature-age students at the University of Newcastle, Australia, who have entered university via a non-traditional pathway. The students who are the subject of this thesis are in the second to final years of their undergraduate degree programs and have all faced significant hurdles in gaining university entrance and persevering with their studies. The majority have come from lower socio-economic backgrounds with little, if any, family history of higher education and little positive experience of prior study. Postmodern feminist theory has primarily informed this research, using a narrative method to gather the data, analyse the results and present the findings. This thesis describes the experiences of the twenty individuals, derived from their individual narratives. As such, it gives voice to their stories: their triumphs and achievements as well as their struggles. It examines the gender issues that are at work in the shaping of their experiences, including the ways in which gender affected the type and extent of help and support on which they could rely. It highlights the transformative nature of these experiences for each of the students in this cohort, as well as potentially the next generation, and makes some tentative connections between these individual experiences and the experiences of the wider mature-age university student population. The narratives that individuals tell are socially and culturally located. Hence it is likely that the experiences of these twenty students may reflect, at least to some extent, the experiences of other mature-age students within a similar culture. The findings of this research also highlight the important role that higher education institutions can play, not only in widening access to higher education, but also in encouraging and assisting students, from a diverse range of backgrounds, to participate fully in higher education and achieve their goals.

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Daniels, Ray Education Faculty of Arts &amp Social Sciences UNSW. « The management of change in six Victorian secondary colleges ». Awarded by:University of New South Wales. School of Education, 2001. http://handle.unsw.edu.au/1959.4/18223.

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This study explored change in six Victorian secondary colleges some four years into the major school-system change program known as ?????Schools of the Future?????. The purpose of the study was to identify successful models and practices for positive school change by exploring school change from the school level perspective. A focus of the investigation was an organizational development program designed by a North American professor of organization and management in which Victorian school principals were trained as their schools entered the ?????Schools of the Future????? program. The project was guided initially by four major research questions to which six additional research questions were added as the research progressed. The research methodology was qualitative. The data for this investigation were collected in 1997. The main means of gathering them was the in-depth interview of the principals of the six schools in the study and of the four members of staff they nominated as knowledgeable about their school?????s change processes. A follow-up questionnaire to the interview, a telephone questionnaire that asked principals for background information about their schools, and a study of school documents were also sources of data. The analysis and interpretation of the data related to charge in the schools was presented in the forms of six case studies and a multisite study. Eleven variables and eighteen insights identified the aspects associated with successful change across the sites. The study?????s three major findings identified the critical importance in the success of change of the school?????s organizational culture and individual participants in change processes, its relationship to elements in its external environment and the nature of its planning for change. A theoretical framework for positive school change environments was developed. It combined the elements associated with successful change in the study. This framework may prove useful as a basis for further research on systemic change in schools and as a point of reference for those actually engaged in leading the change process in schools and school systems.

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Atkinson, Mary Jean. « Facilitating constructive change in secondary mathematics classrooms in Zimbabwe ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq24086.pdf.

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Herrmann, Cilia. « Let us be the second body ». Thesis, Stockholms konstnärliga högskola, Institutionen för dans, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uniarts:diva-911.

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The essay Let us be the second body is a written pensive and companion in the process of creating a performance with the same title performed in January 2021 at SKH in Stockholm. It describes the main task of the project which was about realizing interdependencies, in a search for political movement towards a non-violent way of relating with and within the world. In the essay, it is described how this can be imagined like crawling through a compost pile. What you find digesting in the pile are conversations and encounters with strangers on the street such as Blurry-Believes/ Pretend-Poems/ Slippery-Statements, and composed fragments of thoughts from thinkers like Maria Lugones, Judith Butler, Ta-Nehsi Coates, and Michael Ende. Composing those fragments within this essay is forming the sentence: “I cannot be out of violence until the system that I am living in is, even though I am not the target of that violence. The essay is longing to get into the muddy work of investigating the concepts of ‘transformation’ and ‘change’. A work that is meant to be, as the structure of the text, mirrored, messed up and ambiguous. (And through being honest in that ambiguity the essay regains a response-ability.) Concretely, the essay reflects on how I use this ambiguity as a tool for creating the performance Let us be the second body, in which textile art, scenography, sound design and dancing linger in interdependence with the realm of transformation. I will and I will not change the world with this essay. So, I guess you will and you will not be changed by this essay.

This master work includes both a performing and a written part.

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Choi, Won-Young. « Freedom of the press and its impact on the Second Republic of Korea ». Thesis, University of Newcastle Upon Tyne, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361595.

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Leung, Chit-wan. « The new sixth form curriculum (1992) : an issue of implementing innovation / ». Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811747.

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Tam, Fook-kei. « Views of secondary school teachers on curriculum change after the reunion ». Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B3196123X.

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Aneblom, Gunilla. « The Emergency Contraceptive Pill – a Second Chance : Knowledge, Attitudes and Experiences Among Users and Providers ». Doctoral thesis, Uppsala University, Department of Women's and Children's Health, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-3487.

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The overall aim of this thesis was to study knowledge, attitudes and experience of emergency contraceptive pills among women and providers.

Both quantitative and qualitative methods were used. Focus-group interviews were conducted with teenage-girls (I) and with women who had purchased ECP without prescription (IV). Self-administered waiting-room questionnaires were administered to women presenting for induced abortion in three large hospitals (II, III), and after the deregulation of ECP, a postal questionnaire was sent to pharmacy staff and nurse-midwives in three counties in mid-Sweden (V).

Overall, women showed high basic awareness of ECP although specific knowledge such as the level of effectiveness, time-frames and how the method works was lacking. Approval of the method was high and most women were positive to use the method if they needed. Contradictory views as to whether ECP undermines contraceptive behavior were expressed. As many as 43% of women requesting induced abortion had a history of one or more previous abortions. Among the abortion applicants, one out of five, 22%, had previously used ECP and 3% had used it to prevent the current pregnancy. Media and friends were the two most common sources of information on ECP. Half of the women, 52%, were positive to having ECP prescription-free. Those women who had purchased ECP in a pharmacy without prescription, appreciated this possibility, and the major benefits expressed were time saving aspects. No severe side-effects were reported. The women's experiences of interaction with pharmacy staff were both positive and negative. The importance of up-to-date information about ECP and the OTC-availability from the health care providers was emphasized. Both pharmacy staff and nurse-midwives had positive attitudes towards ECP and the OTC availability. Of pharmacy staff, 38% reported that they referred women to nurse-midwives/gynecologists for further counseling and follow-ups. The need for increased communication and collaboration between pharmacies and local family planning clinics was reported by both study groups with suggestions of regular meetings for information and discussions.

The results suggest that ECP is still underused and that more factual information is needed before the method is becoming a known, accepted and integrated back-up method to the existing family planning repertoire. Longitudinal research to assess the long-term effects of ECP is needed.

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Forslund, Ann-Sofie. « A second chance at life : A study about people suffering out-of-hospital cardiac arrest ». Doctoral thesis, Luleå tekniska universitet, Omvårdnad, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-26523.

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AimThe overall aim of this thesis was to describe people’s lives before and aftersuffering out-of-hospital cardiac arrest with validated myocardial infarction aetiology (OHCA-V). The following specific aims were formulated: describe trends in incidence, outcome and background characteristics among people who suffered OHCA-V (I), describe risk factors and thoughts about lifestyle among survivors(II),elucidate meanings of people’s lived experiences of surviving 1month after the event (III),and elucidate meanings of people’s lived experiencesof surviving 6 and 12 months after the event (IV)MethodsData were collected from the Northern Sweden MONICA myocardial registryand from interviews with people surviving OHCA-V. Quantitative and qualitative methodologies were used for analysis.ResultsThe incidence of OHCA-V decreased during the 19 years studied, and people aged 25-64 had an increased survival rate. The proportion of people with a history of ischemic heart disease (IHD) before the event decreased over theyears. Among people surviving OHCA-V, 60% had no prior history of IHD, but 20% had three cardiovascular risk factors (i.e., hypertension, diabetes mellitus,hypercholesterolemia and/or lipid lowering medication, current smoker). People surviving were aware of their risk factors and their descriptions of their lifestylefocused on the importance of having people around, feeling happy and having a positive outlook on life. They made their own choices regarding how to livetheir lives, which they often referred to as “living a good life.” Meanings of surviving during the first year can be understood as a pendulum ́s motion.Participants narrated they thought about the fact that they had been dead and returned to life. They also expressed they wished to know what had happened tothem while they were dead, but at the same time they wanted to put the event behind them and look forward. People surviving OHCA-V were striving to gettheir ordinary life back, but they also wondered if life would be the same. The cardiac arrest affected their body, which felt unfamiliar to them, and they felt they had to learn to feel secure in their body again. People survivingexpressed they had been given a second chance at life, and they described the event had affected their outlook on life.ConclusionThis thesis shows that people suffering OHCA-V are the most likely to die, but the survival rate is increasing. Many people had no known history of IHD beforethe event, but some had known risk factors for cardiovascular disease. To address these facts it is important for health care to focus both on primary andsecondary preventive measures to avoid complications connected to cardiovascular disease. Participants described their thoughts about their lifestyle,which was connected to what they found important in their lives; preventive 3 measures should be linked to those things to be more successful. People thatsurvived experienced pendulum emotions during their first year, and amovement back and forth in time was expressed. Health care personnel could support people surviving OHCA-V by talking with them about their thoughts connected to the past, present and future.Keywordsincidence, myocardial infarction, out-of-hospital cardiac arrest, survival, trends,life experiences, qualitative research

Godkänd; 2014; 20140107 (andbra); Nedanstående person kommer att disputera för avläggande av filosofie doktorsexamen, Namn: Ann-Sofie Forslund Ämne: Omvårdnad - Nursing Avhandling: A Second Chance at Life: A Study About People Suffering Out-Of-Hospital Cardiac Arrest Opponent: Docent Åsa Axelsson, Sahlgrenska Akademin, Göteborgs universitet Ordförande: Professor Siv Söderberg, Institutionen hälsovetenskap, Luleå Tekniska Universitet Tid: Fredag den 14 februari 2014, kl. 10.00 Plats: Aulan vid Sunderby Sjukhus, Videosändning till A211 vid Luleå tekniska universitet.

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Lee, April Seow-Ping. « A 'new' preschool curriculum that puts play on top : deÌjaÌ€ vu or second chance ? » Thesis, Durham University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411448.

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Nilsson, Fredrik, et Hjalmar Steinvall. « En Andra Chans : Studievägledning på en 'second chance'- utbildning och dess påverkan på deltagarnas självförmåga ». Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-160963.

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Denna studie har undersökt skolformen “second chance” school. Studien utgick från en specifik verksamhet i Norrland som kallas “Unga till arbete eller studier”, eller UTAS. Syftet med undersökningen var att ta reda på vad som krävs av en studie- och yrkesvägledare som väljer att jobba inom en sådan verksamhet. Studien undersökte även hur denna typ av verksamhet påverkar deltagarnas självförmåga, och vilka möjligheter och svårigheter som kan finnas i denna typ av verksamhet. Arbetet baseras på tidigare forskning om social cognitive career theory, tidigare forskningsrapporter gjorda om second chance school verksamheter och gruppvägledningsmetoden WATCH som står för ”What Alternatives? Thinking Coping Hoping”. En kvalitativ metod användes, och semi-strukturerade intervjuer gjordes med fyra anställda på verksamheten UTAS: två studie och yrkesvägledare, en specialpedagog och verksamhetens samordnare. Resultatet av studien beskriver vilka kunskaper som krävs av en studie- och yrkesvägledare som vill arbeta inom denna typ av verksamhet, bland annat en mer finkänslig förmåga att anpassa sig till sin klient. Resultaten visade även att second chance school verksamhet har en positiv inverkan på deltagarnas självförmåga, och ger deltagarna det stöd och den stabilitet de kan behöva. Slutligen visade även resultaten tydliga tecken på att orsaken till att denna typ av utbildning behövs, är samhälleliga problem som ligger utanför skolväsendet.

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Nelson, Bethany. « Drama and multiculturalism : power, community and change ». Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/45734/.

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This three phase research project, conducted with low-income students of color in an urban high school, addresses the use of process drama and playmaking as primary modes for addressing components of best practice in multicultural education, and altering the reproduction of hegemonic ideologies in schools. Further, the effects of classroom community on the learning outcomes of the project are considered. This is a qualitative study using participant observation as a primary form of data collection, followed by ethnographic interviews. Data analysis followed a primarily inductive process with a focus on the development of grounded theory to explain the outcomes. Discussion of project outcomes are considered in relationship to literature on the nature of ideologies, the ways that public schooling both supports and exacerbates existing dynamics, the suitability of public schools as potential sites of change in these dynamics, and the potential of applied drama/theatre to provide a viable alternative curricular approach for facilitating change in hegemonic reproduction in schools.

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Mohlakwana, Mokgadi Agnes Ursula. « Managing transformation in Gauteng secondary schools ». Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-08082008-175204/.

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Suzuki, Sakae. « Language Learners' Beliefs : Development and Change ». Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/175672.

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CITE/Language Arts
Ed.D.
This longitudinal study was designed to provide an orderly account of how beliefs about English language learning develop among seven Japanese high school students, identify beliefs that are beneficial and interfering for language learning and the routes by which these beliefs are reached, and identify belief changes and their sources. Beliefs are defined as a cognitive representation about self and the world. They are situated in experiences and social context. Learner beliefs pertain to many aspects of language learning and come from multiple sources, including educational background, experience living overseas, peers, teachers, and persons met in chance encounters. The data for the study were collected from seven students attending a Japanese public high school. Beginning when the students were first-year high school students (10th graders), the data, which were drawn from in-depth interviews, journals, written reports, observations, and school records, form a qualitative multiple-case-study. Data gathering ended when the students chose a university in the third year of high school. There were five major findings. First, learners develop and modify their beliefs based on their life experiences inside and outside the classroom. This finding suggests that providing learning experiences is important, but teachers should be aware that learners with different learning backgrounds and personal traits will likely respond to those experiences differently. Experiences that most influence learners’ beliefs seem to be those that learners choose themselves. Second, beliefs are usually implicit, and thus, learners are not always aware of their beliefs until they are asked to verbalize them. Thus, one role for researchers and teachers is to find effective ways to elicit learner beliefs and make them explicit. Third, beliefs can be placed in three categories: beneficial beliefs, indeterminate beliefs, and interfering beliefs. Beneficial beliefs enhance learners’ motivation to learn, while interfering beliefs concern negative thoughts that hinder them from learning and from engaging in challenging tasks. Indeterminate beliefs can be either beneficial or interfering depending on the context in which they occur. Those beliefs are context-sensitive; thus, they are not necessarily shared by all learners. Individual learners have different beneficial and interfering beliefs depending on their learning context. Fourth, adolescent learners’ beliefs change over time because adolescents are in the process of growing and changing physically and mentally. This suggests that there is great potential for modifying their beliefs in positive ways. Fifth, learners develop personal theories about learning based on their beliefs. Considering that learners behave according to their theories of learning, eliciting learners’ beliefs can bring benefits for researchers and teachers because they can anticipate learners’ behavior by knowing their beliefs.
Temple University--Theses

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Tan, Fuji, et 譚福基. « Views of secondary school teachers on curriculum change after the reunion ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3196123X.

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Ng, E.-Ching. « The Phonology of Contact| Creole sound change in context ». Thesis, Yale University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3663654.

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This dissertation identifies three previously unexplained typological asymmetries between creoles, other types of language contact, and `normal' sound change. (1) The merger gap deals with phoneme loss. French /y/ merges with /i/ in all creoles worldwide, whereas merger with /u/ is also well-attested in other forms of language contact. The rarity of /u/ reflexes in French creoles is unexplained, especially because they are well attested in French varieties spoken in West Africa. (2) The assimilation gap focuses on stress-conditioned vowel assimilation. In creoles the quality of the stressed vowel often spreads to unstressed vowels, e.g. English potato > Krio /&rgr;ϵ&rgr;&tgr;ϵ&tgr;ϵ/. Strikingly, we do not find the opposite in creoles, but it is well attested among non-creoles, e.g. German umlaut and Romance metaphony. (3) The epenthesis gap is about repairs of word-final consonants.These are often preserved in language contact by means of vowel insertion (epenthesis), e.g. English big > Sranan bigi, but in normal language transmission this sound change is said not to occur in word-final position.

These case studies make it possible to test various theories of sound change on new data, by relating language contact outcomes to the phonetics of non-native perception and L2 speech production. I also explore the implications of social interactions and historical developments unique to creolisation, with comparisons to other language contact situations.

Based on the typological gaps identified here, I propose that sociohistorical context, e.g. age of learner or nature of input, is critical in determining linguistic outcomes. Like phonetic variation, it can be biased in ways which produce asymmetries in sound change. Specifically, in language contact dominated by adult second language acquisition, we find transmission biases towards phonological rather than perceptual matching, overcompensation for perceptual weakness, and overgeneralisation of phrase-final prominence.

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Loön, Sandra. « Från second chance school till högre utbildning : Studier på folkhögskola som en identitetskapande och självstärkande process ». Thesis, Uppsala universitet, Sociologiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-347337.

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Sammanfattning Syftet med denna uppsats är att, ur ett socialpsykologiskt perspektiv, skapa en djupareförståelse för hur unga vuxnas väg till studier på Fryshusets folkhögskola ser ut. Därtill ämnarstudien få en förståelse för de unga vuxnas upplevelser av sina studier på Fryshusetsfolkhögskola samt den betydelse dessa studier har för dem i deras liv och framtid. Utifråndetta syfte formulerades dessa frågeställningar: 1) Hur såg de unga vuxnas väg till Fryshusetsfolkhögskola ut? 2) Hur upplevde de sin studietid på Fryshusets folkhögskola? 3) Vilkenbetydelse tillskriver de sin tid på folkhögskolan efter sina avslutade studier? Studiens empirisamlades in med hjälp av kvalitativa intervjuer med fem tidigare deltagare på Fryshusetsfolkhögskola som idag studerar på högskola eller universitet. Uppsatsen har ettsocialpsykologiskt perspektiv med ett teoretisk ramverk som utgår från ett symboliskinteraktionistiskt perspektiv. Ramverket består av dessa teorier: Berger och Luckmanns teoriom att individen tillsammans med samhället skapas som en social konstruktion. Främstkommer deras begrepp primär och sekundär socialisation användas, men även begreppensignifikanta andra och resocialisation. I det teoretiska ramverket ingår även Cooleys teorierom spegeljaget och primärgruppen och Goffmans teori om identitetstypologi. Resultatenvisade att Fryshusets folkhögskola har haft en betydande roll för de unga vuxna. De ungavuxna hade gått igenom en förändringsprocess under deras tid på Fryshusets folkhögskola. Deunga vuxna upplevde att relationerna på skolan hade haft en stor betydelse för dem, främsthade lärarnas uppmuntran haft en stor påverkan för deras självförtroende. Slutligen visadeäven en positiv förändring hos de unga vuxnas självkänsla och identitet. Innan deras studierpå folkhögskolan hade samtliga av informanterna oavslutade gymnasiebetyg och enupplevelse av att sakna mål. Idag studerar de vuxna på högskola eller universitet och de ungavuxna har en positiv syn på framtiden och en känsla av tillhörighet i samhället.

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Grace, Cynthia L. « The second-chance self| Transformation as the gift of life for maternal caregivers of transplant children ». Thesis, Argosy University/San Francisco Bay Area, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3583499.

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In this qualitative study, I explored the phenomenon of positive growth in maternal caregivers of children who have undergone a kidney transplant. Semistructured interviews were conducted with seven mothers who shared narrative accounts of their experience. Through a phenomenological analysis of the interview data, the fundamental structure of positive growth in caregivers of transplant children was illuminated. Both negative themes and trauma and positive themes and growth were found to contribute to maternal caregiver positive growth.

Participants revealed that being a caregiver for a transplant child is an endless quest that entails layers of loss, and with each loss there is the need to start anew. The experience of loss and renewal is recursive and at times seemingly endless. Thus, the overarching theme describing positive growth in transplant caregivers was a “journey of endless beginnings.” There were three metathemes: encountering loss, transitioning through loss, and reconciling loss. Six themes composed the first leg of the journey, which was laden with trauma; however, months before and after the child’s transplant a transitional period unfolded. Three major themes made up this pivotal point: the secondchance search, transplantation as the gift of life, and facing posttransplant loss. It was at this juncture that profound connections with others were made, leading to the possibility for caregivers to transcend their trauma and have the opportunity to experience positive growth. The third leg of the journey, comprising six themes, entailed additional losses but also presented a time of renewal where caregivers reconciled ongoing losses, embraced new ways of being, and experienced lasting positive change.

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Thèses sur le sujet « Seconda chance »

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