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1
Gama, Fabio Ribeiro Humphreys. "A declaração das Nações Unidas sobre a educação e formação em direitos humanos: retórica e perspectivas de efetivação". Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/2/2140/tde-06062013-152632/.
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Em dezembro de 2011, a Assembleia Geral aprovou a Resolução 66/137 adotando a Declaração das Nações das Nações Unidas sobre a Educação e Formação em Direitos Humanos em sequencia ao processo educativo em direitos humanos - iniciado em 1948 com a Declaração dos Direitos Humanos - que vem em evolução constante, principalmente a partir da década de noventa. A Declaração é a reafirmação da comunidade internacional da necessidade de uma mudança de paradigma e valores que orientem a vida cotidiana dos indivíduos em todo o mundo e que é responsável pelo estado atual dos direitos humanos. Com a adoção deste novo documento internacional, começa o processo de difusão e disseminação do seu conteúdo visando a efetivação do direito humano à educação em direitos humanos - agora indubitavelmente positivado que, sem embargo, deverá superar diversos obstáculos estruturais para a aceitação dos princípios contidos na Declaração Universal dos Direitos Humanos, vale dizer, os valores e tradições nas sociedades baseadas no patriarcalismo e no capitalismo neoliberal.In December, 2011, the UN General Assembly approved the Resolution 66/137 adopting the United Nations Declaration on Human Rights Education and Training following the human rights education movement started in 1948 by the Universal Declaration of Human Rights in an on-going evolution mainly as of the 90`s. The Declaration is the ratification by the international community of the need of changing paradigm and values which orient the life of individuals in daily basis worldwide and that is responsible for the current state of the human rights. With the adoption of this new international document the process of diffusion and dissemination of its content started aiming at the effectiveness of the right to human rights education. Yet, the Declaration must overcome many structural obstacles for the acceptance of its principles, in especial, the values and traditions of the societies based on the patriarchy and the neoliberal capitalism.
2
Godke, Margaret Severinson. "Attitudes of county extension advisory committee members regarding the clustered staffing pattern in Ohio /". The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu148769438939494.
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Gadarowski, Jennifer. "Advisory Committee on Immunization Practices Recommendations, Socioeconomics, Demographics, and Influenza Vaccine Uptake". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6431.
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Seasonal influenza outbreaks are associated with morbidity and mortality in the United States. Though children are the most susceptible to influenza infection and are most likely to transmit the illness to others, many children are not vaccinated. The purpose of this study was to examine the relationship between seasonal influenza vaccination Advisory Committee on Immunization Practices (ACIP) recommendations, demographic characteristics, socioeconomic factors, and vaccine type among children over 3 consecutive flu seasons. This quantitative cross-sectional study was guided by the social ecology of health model. Secondary data from 3 consecutive flu seasons (2014-2015, 2015-2016, and 2016-2017) provided by the National Health Interview Survey was used for this study. Binary logistic regression and chi-square were used to analyze the data. A relationship between socioeconomic status, demographics (age, race, and family income) and vaccine type (live-attenuated influenza vaccine [LAIV]/inactivated influenza vaccine) was established among U.S. children; those who received LAIV were most likely to be White elementary school age children with a higher family income. Demographic and socioeconomic status was not considered influential in LAIV uptake for race, health insurance status, or family income. ACIP recommendations by age and year had the greatest impact on flu vaccine choice for this sample population. The results of this study can lead to social change by providing information for policy that can increase vaccine uptake, which can result in lower health cost and reduced illness and death rates associated with the flu, especially for those most at risk.
4
Mbayeka, Sizwe Michael. "Investigating the existance of HIV/AIDS health advisory committee in selected senior secondary schools in the Amathole District Municipality schools in the Eastern Cape, South Africa". Thesis, Walter Sisulu University, 2012. http://hdl.handle.net/11260/d1009449.
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This study investigated the question: Have the Amathole District Municipality Schools and higher education institutions established and successfully run Health Advisory Committees (HACs) in accordance with stipulations of the National Policy on HIV/AIDS for Learners and Educators in Public Schools Act No.27 0f 1996 (DoE, 1996). The main focus of the study was to determine the existence and the performance of HIV/AIDS Health Advisory Committees in 16 senior secondary schools selected from the Amathole District Municipality in the Eastern Cape Province of South Africa. The two main research questions which the study seeks to interrogate are: Does any of the selected 16 secondary schools have HIV/AIDS Health Advisory Committees? And if HIV/AIDS Health Advisory Committees had been established in any of the schools, are they managed in accordance with the stipulated guidelines of the national education policy? The decision to investigate this phenomenon stemmed from the researcher’s observation that schools might have failed to establish and to effectively manage the HAC. This assumption was based upon the fact that in rural schools located among the less educated and illiterate rural masses, semi-educated and illiterate parent members of the school governing bodies are more likely to be poorly informed about HIV/AIDS and might not be aware of the importance setting up committees and running them efficiently. The study used a survey as its research design. Surveys typically rely on large scale data, e.g. from questionnaires ,test scores, attendance rates results of public examinations etc., all of which would be enable comparisons to be made over time or between groups. Data was collected by means of questionnaires which were analysed using SPSS. The findings produced evidence that backed the above assumption. The study revealed that Data and the findings indicated that some schools in the Amathole District do not have HAC. Instead of HACs, they have other health advisory structures. However, parents believed that there was the need for HIV/AIDS HACs in their school communities as they were considered capable of addressing health related challenges/ problems such as teenage pregnancy HIV/AIDS diseases, hygiene and healthy living style among the school stakeholders. The study concluded that the existence of the HIV/AIDS HAC is essential and necessary in all schools as it ensures a healthy living in the school communities as suggest by the findings of this study.
5
Goldie, Beverly J. "Perceptions of business partners and ROC /P secondary educators as to the role of and motivation for advisory committee participation". Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2508.
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Increasing pressure on schools to continually increase levels of academic performance has caused valuable career/technical education programs to be sacrificed. These programs are important as they not only help keep students engaged in school, but train them for the workforce, at a time when the United States is facing a serious skilled-worker crisis. This study examined the perceptions of business professionals as advisory members and their role and motivation for participation on ROC/P advisory committees in San Joaquin County. It also examined ROC/P educator perceptions about business professionals' role and motivation for participation on ROC/P advisory committees. Responses of both groups were analyzed as they related to eight specific research questions. The study group consisted of 59 business partners and 39 ROC/P educators from various industry advisory groups. Each participant completed a 20 item survey especially designed for this study. Participants also responded to several demographic-type questions. The results of both groups were analyzed and compared. Although there was a tendency toward agreement on most of the survey items between the business professionals and educators' responses, the results showed that there is still a need for better understanding and communication between education and business. Advisory committees are a mechanism by which education and business can come together to address issues of mutual concern, such as modifying curriculum to meet industry needs. Business professionals are not in full agreement that their recommendations are truly incorporated into the curriculum. This study recommends that educators focus more on assisting business professionals in understanding their role as advisory committee members, to communicate more clearly regarding recommended curriculum changes, and to increase the opportunities for mutually beneficial sharing.
6
Osborne, Lawrence James. "Advisory committee members and extentionists perception of the delivery of quality programs for two staffing patterns of the Ohio Cooperative Extension Service /". The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487759055157853.
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Birch, Rhiannon. "The policy work of the National Committee of Inquiry into Higher Education in the United Kingdom (the Dearing Committee, 1996-97)". Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/19280/.
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Appointed with bi-partisan support in the context of a funding crisis, the National Committee of Inquiry into Higher Education (the Dearing Inquiry) was asked to make recommendations to a new UK Government in the summer of 1997. Employed to tackle complex, difficult and controversial questions, national committees have been a favoured policy instrument in the British tradition. They represent an independent, expert, consultative and deliberative policy process. The thesis is a study of the policy work undertaken by the Dearing Inquiry. Policy work is the totality of people, methods, activities and processes deployed by a national committee to meet its terms of reference and the expectations of ministers and politicians. Based on a systematic analysis of archival documents, an account is given of how the Inquiry approached its work, how evidence was collected and weighed, how expertise was used, and where, when and how these sources informed the National Committee. The main argument of the thesis is that, while external commentary focused on specific issues, the larger purpose of the Inquiry was to equip higher education with the architecture for a post-binary mass phase of development and that in completing its work the Committee undertook a process of codification. The findings highlight three key features. First, the Inquiry demonstrates common features of the National Inquiry form of policy-making, being organised using a hierarchy of groups which developed collective views informed by evidence. Second, the Inquiry demonstrates the adaptability of national inquiries. The Committee supplemented existing data and reports with commissioned research, including a significant national consultation exercise, and sought stakeholder views to inform recommendations. Third, the effectiveness of a national inquiry depends on participating actors. A small group within the Committee provided direction and momentum while the Chair and Secretariat provided coherence, ensuring that the Inquiry met its reporting deadline.
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Haus, David R. "Expertise at war the National Committee on Education by Radio, the National Association of Broadcasters, the Federal Radio Commission and the battle for American radio /". Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1151521658.
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Haus, David Russell Jr. "EXPERTISE AT WAR: THE NATIONAL COMMITTEE ON EDUCATION BY RADIO, THE NATIONAL ASSOCIATION OF BROADCASTERS, THE FEDERAL RADIO COMMISSION AND THE BATTLE FOR AMERICAN RADIO". Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1151521658.
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Naicker, Sigamonev Manicka. "An investigation into the implementation of outcomes based education in the Western Cape province". University of the Western Cape, 2000. http://hdl.handle.net/11394/8440.
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Doctor EducationisThe aim of this research was to establish how successfully schools in the foundation phase (Grades 1 and 2), where training and implementation of OBE has been completed, were able to reach the goals of OBE. As part of the broader goal, this investigation attempted to clarify whether the inclusionary approach of OBE was working in primary schools in the foundation phase based on its central premise that all students can learn and succeed, but not on the same day and in the same way. More specifically, this investigation attempted to establish: (i) How successfully had the 66 specific outcomes been implemented in Grade 1 and Grade 2? (ii) What was the level of success of implementation in the different learning areas? (iii) What was the level of success in the implementation of mastery learning? (iv) How many learners had been moved from special education sites to regular education sites? (v) Did schools have the resources to deal with diversity? (vi) Had there been sufficient human resource development to ensure teachers had been trained to deal with diversity? And (vii) Did teachers feel they could teach all learners? In order to arrive at the above-mentioned aim, this study included a survey in a sample of primary schools in the Western Cape. A survey was conducted in 108 primary schools which constitutes 10% of the primary schools in the Western Cape Province. The 108 schools were chosen based on socio-economic and rural/urban considerations. Schools were identified on the following basis: 25% of the poorly resourced schools in urban areas, 25% of the well resourced schools in urban areas, 25% of the poorly resourced schools in the rural areas and 25% of the well resourced schools in the rural areas. Regarding the results of the study concerning the specific outcomes and learning areas, in grade one and grade two results relating to the specific outcomes and learning areas revealed that the majority of teachers rated the level of success at average and below. For example, the range of those teachers who indicated average and below in grade 1 was from 41.03% to 81.96% and in grade 2 from 43.56% to 79.50%. In most learning areas, the number of teachers who In Grades one and two, both language, literacy and communication and indicated average and below was substantial, for example, in grade 1; Natural Sciences, 81.96%, Technology, 78.43%, Economics and Management Sciences, 72.87%. Similar results have been found in Grade 2, for example; Natural Sciences, 79,50%, indicated average and below was substantial, for example, in grade 1 levels across geographical and socio-economic contexts. For example, the urban poor had the lowest results in Grade two and the urban rich experienced the lowest results in Grade one. This suggests that the implementation of OBE was generally poor. The poor results of the urban rich in relation to the other categories suggest that the implementation of OBE has failed in affluent urban schools yet it is normally expected that affluent schools would perform well in relation to the other categories. This is another indication that the implementation of OBE has generally been poor.
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Reutzel, Cody J. "Effective Practices of Project Lead The Way Partnership Teams". DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/180.
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The purpose of this study was to gather information from Project Lead The Way (PLTW) partnership team experts. This project follows the methodology of a modified Delphi study. A review of literature in the areas of curriculum development, pre-college engineering, and the Delphi research technique provided the background for the structure utilized. Top programs from across the country were questioned to identify and come to a consensus on top components essential to developing and utilizing a successful PLTW partnership team. The components were categorized into two lists: effective practices utilized to make a program successful and effective practices employed by team coordinators to make a leadership team successful. The initial information provided was revised through the blind collaboration of 17 experts. Information gathered between each revision was coded and analyzed to achieve two final lists.
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Oakshott, Stephen Craig School of Information Library & Archives Studies UNSW. "The Association of Libarians in colleges of advanced education and the committee of Australian university librarians: The evolution of two higher education library groups, 1958-1997". Awarded by:University of New South Wales. School of Information, Library and Archives Studies, 1998. http://handle.unsw.edu.au/1959.4/18238.
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This thesis examines the history of Commonwealth Government higher education policy in Australia between 1958 and 1997 and its impact on the development of two groups of academic librarians: the Association of Librarians in Colleges in Advanced Education (ALCAE) and the Committee of Australian University Librarians (CAUL). Although university librarians had met occasionally since the late 1920s, it was only in 1965 that a more formal organisation, known as CAUL, was established to facilitate the exchange of ideas and information. ALCAE was set up in 1969 and played an important role helping develop a special concept of library service peculiar to the newly formed College of Advanced Education (CAE) sector. As well as examining the impact of Commonwealth Government higher education policy on ALCAE and CAUL, the thesis also explores the influence of other factors on these two groups, including the range of personalities that comprised them, and their relationship with their parent institutions and with other professional groups and organisations. The study focuses on how higher education policy and these other external and internal factors shaped the functions, aspirations, and internal dynamics of these two groups and how this resulted in each group evolving differently. The author argues that, because of the greater attention given to the special educational role of libraries in the CAE curriculum, the group of college librarians had the opportunity to participate in, and have some influence on, Commonwealth Government statutory bodies responsible for the coordination of policy and the distribution of funding for the CAE sector. The link between ALCAE and formal policy-making processes resulted in a more dynamic group than CAUL, with the university librarians being discouraged by their Vice-Chancellors from having contact with university funding bodies because of the desire of the universities to maintain a greater level of control over their affairs and resist interference from government. The circumstances of each group underwent a reversal over time as ALCAE's effectiveness began to diminish as a result of changes to the CAE sector and as member interest was transferred to other groups and organisations. Conversely, CAUL gradually became a more active group during the 1980s and early 1990s as a result of changes to higher education, the efforts of some university librarians, and changes in membership. This study is based principally on primary source material, with the story of ALCAE and CAUL being told through the use of a combination of original documentation (including minutes of meetings and correspondence) and interviews with members of each group and other key figures.
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Naring, Samantha. "Contemporary Arts Center: A Time of Transition". ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/aa_rpts/201.
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The following report documents my 480-hour internship from August 17th, 2015 to January 29th, 2016 in the Education and Public Programs Department at the Contemporary Arts Center (CAC). I worked closely with the Marketing and Visual Art Departments. I chose the organization to experience an environment that commits itself to presenting high quality performing and visual arts. This paper assesses the CAC’s history, present day status, and future outlook. It also offers suggestions on how certain aspects can be improved in order to extend the organization’s longevity. Over the course of five months I observed strengths, weaknesses, opportunities and threats to the organization. Additionally, using knowledge gained from my Arts Administration classes and personal observations, this paper offers predictions as to the organization’s future.
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Abdelrahman, Tarig. "Evaluation of Wales Postgraduate Medical and Dental Education Deanery outcomes at core and higher general surgery before and after national reconfiguration, enhanced selection, and Joint Committee on Surgical Training defined curricular standards". Thesis, Cardiff University, 2017. http://orca.cf.ac.uk/100975/.
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This thesis examines contemporary outcomes of surgical training in Wales and the UK. The hypotheses tested were: Core Surgical Training (CST) outcome is related to specific curricular defined goals, and themed focused CST rotations improve success at National Training Number (NTN)appointment; CST rotations including rural placements provide training comparable with non-rural placements; General Surgery (GS) Certificate of Completion of Training (CCT) curricular guidelines require focused appraisal and rotation planning; GS Higher Surgical Trainee (HST) indicative procedure targets are not in keeping with competence achievement determined by Procedural Based Assessment (PBA); Dedicated Emergency General Surgery (EGS) modules enhance HST training experience; H-Indices are a valid measure of GS consultant academic productivity and identify training research opportunity. Successful ST3 NTN appointment improved from 5.3 to 33.3% (p=0.005) following CST [OR 4.789 (1.666 - 13.763), p=0.004] and is independently associated with success. ST3 appointment was similar irrespective of rural or non-rural CST rotational placement (18.1 vs. 22.1%, p=0.695). Of the 155 UK GS HST CCTs awarded in 2013, global operative log book and academic achievements varied widely, with two-thirds of trainees achieving elective operative targets, but only half the requisite experience in EGS, and 5% nonoperative targets. Wales’ HSTs level 4 GS operative competencies varied 4- fold, ranging from 0.76 to 3.4 times national targets. EGS modular training introduction delivered a high volume of index EGS procedures and higher rates of PBA completion when compared with controls. H-indices were a robust measure of surgeons’ academic activity (p < 0.001).
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Obaze, Doris Adediwura. "Staff Education: Hypertension Management for Adults in Primary Care Settings". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7710.
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Management of hypertension and its complications requires health care providers to
understand the reason for developing the disease. Complications of hypertension (HTN)
are more prevalent when patient interventions are not consistently performed by staff. A
gap in staff knowledge regarding the management of patients with HTN was noted at an
outpatient clinic in the southwestern United States. A staff education project based on
the Eighth Joint National Committee (JNC-8) guidelines for HTN management was
developed to address the gap in knowledge. This DNP project sought to understand the
impact of an evidence-based staff education program in improving the knowledge of
nursing staff on HTN management. The health belief model and social cognitive theory
guided the project. Three expert panelists evaluated the education program content and
agreed that the content was relevant to clinical practice and would improve staff
knowledge regarding management of HTN. Eight nurses participated in the education
program, first completing a pretest questionnaire followed by educational program
content in digital format. Participants reviewed the program for 1 week followed by a
PowerPoint presentation at a staff meeting. Posttest questionnaires were completed by 7
participants using a 5-point Likert scale ranging from completely unaware to completely
aware. Posttest results indicated that nursing staff knowledge increased to completely
aware (100%) of the JNC-8 guidelines for HTN management compared with completely
unaware before the program. The project emphasizes the potential for positive social
change when translating evidence to practice through staff education to improve patient
management and outcomes for the treatment of HTN.
16
Dick, Ayabulela. "Parental involvement at a School of Skills in the Western Cape". University of the Western Cape, 2019. http://hdl.handle.net/11394/8291.
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Magister Educationis - MEdParental involvement in their children’s schooling has been found to be an important factor with regard to children’s experience of schooling including their academic performance. This quantitative study focused on parental involvement at a school of skills in the Cape metropole, Western Cape. Epstein’s (2009) six typologies of parental involvement in their children’s schooling provided the theoretical framework of the study and guided the formulation of the research instrument and the data analysis of the study. A survey research design was used and 74 parent/caregiver participants were conveniently sampled after all ethical protocols were followed. The findings indicated that participants: (i) indicated a very positive attitude towards being involved in the education of their children at the school of skills and were inspired to be involved in the education of their children, (ii) were highly involved in the following typologies of parental involvement: learning at home, parenting and collaboration with community, (iii) communication between school and the parents as a form of parental involvement was found to be at a moderate level, (iv) participants were found to be minimally involved in decision-making as a form of parental involvement, (v) volunteering as a form of parental involvement was represented by low to moderate levels of involvement, (vi) participants’ marital status, forms of kinship relations with the learners at the school of skills (e.g. biological mother, foster parent) and levels of formal education were not found to have a significant statistical relationship with their levels of parental involvement in their children’s schooling. (vii) The challenges that participants faced with regard to their involvement in their children’s schooling included the following: a) a fair number of about 30% participants frequently found language as a barrier for them to assist their children with homework, b) about 46% of the participants indicated that they were seldom or never recruited by educators to volunteer at the School of Skills, c) about half of the participants indicated that their challenge was that they were not trained on how to offer their talents for volunteering at the school, d) participants also found it difficult to share information with the school about their child’s cultural background, talents, and needs.
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Patail, Shoaib Chotoo. "Implications of a national immunization registry an alliance to win the race for the future care and accuracy of pediatric immunization". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2600.
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This project examines the role of immunization registries and their effect on a health care delivery system. Recent efforts to attain coverage of child populations by recommended vaccines have included initiatives by federal and state agencies, as well as private foundations, to develop and implement statewide community-based childhood immunization registries.
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Senate, University of Arizona Faculty. "Faculty Senate Minutes September 12, 2016". University of Arizona Faculty Senate (Tucson, AZ), 2016. http://hdl.handle.net/10150/620849.
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Ekströmer, Karin. "Produktion och miljötänk - då och nu : Introduktion och utveckling av miljöhänsyn i svenskt skogsbruk". Thesis, Linnéuniversitetet, Institutionen för skog och träteknik (SOT), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-65439.
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Sveriges natur förknippas mer än något annat med skog. Två tredjedelar av landets drygt 40 miljoner hektar landareal täcks av skog. Av 27,1 miljoner hektar skogsmark (inklusive skyddad mark) är 23,3 miljoner hektar produktiv skogsmark. Andelen privata skogsägare uppgår till ca 330 000 personer och äger hälften av all skogsmark i Sverige samt levererar drygt 60 % av den totala råvaran till skogsindustrin. Skogsstyrelsens, och skogsvårdstyrelsernas, främsta roll har alltsedan bemyndigandet 1903 varit rådgivning till skogsägarna, ett viktigt styrmedel för att kunna förebygga lagingripanden och mildra lagstiftningen. I början av 1960-talet väcktes det diskussioner, som sedan dess har varit aktuella, om: att jordens resurser är ändliga och hur vi förvaltar dem. Det mest turbulenta årtiondet för svensk skogsvårdpolitik var 1970-talet och den tidiga miljörelaterade kritiken mot skogsbruket var inte underbyggd av forskning om miljötillståndet i skogen, utan skapades av en allmän opinion i samhället. Flertalet av de intervjuade skogsägarna uppgav att rådgivning varit viktiga vägledare för dem i deras skogsvårdsbeslut, även om det i enstaka fall fått negativa konsekvenser. Miljöhänsynens avtryck i den enskilda skogsägarens skogsvård följer i stort sett den historiska utvecklingen, det är dock inte entydigt om det i första hand berott på Skogsvårdsstyrelsens kampanjer och rådgivning. Resultatet visar att rådgivning i miljöhänsyn påverkar skogsägarnas beslut i sina val av beståndsåtgärder. Den viktigaste slutsatsen som kan dras av studien är att rådgivning, utbildning och kunskaper är de avgörande framgångsfaktorerna i det fortsatta miljövårdsarbetet. Större hänsyn till den enskilde skogsbrukarens äganderätt, erfarenheter och kännedom om sin mark är något som både myndigheter samt den allmänna opinionen bör iaktta och värdesätta.About two-thirds of Swedens land area is covered by forest. Half of the total forest land is owned by private forest owners.The purpose of this study was to describe the decades before and after the environmental concerns became self-evident in Swedish forestry, and from a forest policy perspective elucidate the introduction of environmental concerns in forest management. Interviews with private forest owners and field studys was conducted to identify specific occurences of conservation that could be linked to advisory service from The National Board of Forestry since the 1970´s. The result shows that guidance, education and skills are crucial success factors for the continuence of conservation and sustainable forestry, but also greater consideration and respect for the private forest owners property rights, experiences and knowledge.
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Govender, Rajuvelu. "The contestation, ambiguities and dilemmas of curriculum development at the Solomon Mahlangu Freedom College, 1978-1992". Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6042_1320317218.
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The main problem being investigated is why there were such divergent views on the appropriate curriculum for ANC education-in-exile from within the ANC, and in the light of this contestation, what happened in reality to curriculum practice at the institutions. The arguments for Academic, Political and Polytechnic Education are contextualized in the curriculum debates of the times, that is, the 20th century international policy discourse, the African curriculum debates and Apartheid Education in South Africa. This study examines how Academic Education, despite the sharp debates, was institutionalised at the SOMAFCO High School. It also analyses the arguments for and various notions of Political and Polytechnic Education as well as what happened to these in practice at the school. The SOMAFCO Primary School went through three phases of curriculum development. The school opened in 1980 under a âcaretakerâ staff and without a structured curriculum. During the second phase 1980-1982 a progressive curriculum was developed by Barbara and Terry Bell. After the Bells resigned in 1982, a conventional academic curriculum was implemented by Dennis September, the new principal.
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Senate, University of Arizona Faculty. "Faculty Senate Minutes December 4, 2017". University of Arizona Faculty Senate (Tucson, AZ), 2018. http://hdl.handle.net/10150/626507.
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Lang, LaVonne L. "Policy development in a novel arena recombinant DNA advisory committee to the NIH". 2002. http://books.google.com/books?id=3VhYAAAAMAAJ.
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Dass, Permeil. "Deciphering Franklin D. Roosevelt's Educational Policies During the Great Depression (1933-1940)". 2014. http://scholarworks.gsu.edu/eps_diss/105.
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Franklin Delano Roosevelt (FDR) was the longest serving president in the history of the United States, and he served during the U.S.’s worst economic crisis. During his tenure, approximately 80,000 public school teachers were left unemployed and 145,700 students had their schools closed. Furthermore, public schools and their teachers were under attack for the large number of unemployed and illiterate people. Despite these public school challenges, the literature rarely mentions FDR’s reactions or thoughts; instead, the literature focuses on the Civilian Conservation Corps (CCC) and the National Youth Administration (NYA), two New Deal youth programs. The New Deal assisted many institutions, and educators assumed public schools would also receive assistance. Under FDR, the federal government became increasingly involved in the lives of its citizens in terms of housing, food, transportation, and employment, but it did not increase its involvement in education. In this dissertation, I decipher FDR’s educational policies by analyzing his administrative actions that supported or hindered education from 1933-1940. In particular, did FDR’s governmental programs emphasize or encourage the education of youth? Did his administrative decisions support public schools? What was FDR’s policy towards federal aid to education and why? Additionally, by analyzing how educational policies were developed within FDR’s administration, educators today will better discern how they can influence policies during each step of the policymaking process. In doing so, educators will be better prepared and positioned to support American schools.
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Yeh, Chin-Chi, i 葉青芪. "A Study of The Organization Operation and Function of Advisory Committee for Education in Taipei City". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/24069839315799210168.
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碩士淡江大學
教育政策與領導研究所碩士班
99
The term education, which could be recognized as one of the most important foundation, makes great progress to the establishment and development of a country. Since 1980, the spirit of education has been focused on both making progress and promoting the quality of education. However, the reform of education in Taiwan had been executed nowadays in 21st century which indicates that the system of education and school are having unprecedented changes no matter in the structure, operation or the interaction between them. So, founding ‘The Organization Operation and Function of Advisory Committee for Education’ is aiming at establishing the independence of the educational administration organization to avoid being affected by political parties or a party transition in the government. Therefore, ‘The Organization Operation and Function of Advisory Committee for Education in Taipei City’ was founded on 10th of January in 1995, and the methods of founding the organization was also concluded eventually on 5th of February in 2002. Consequently, the purpose of this study are analyzing the actual condition of the organization now, studying the function and operation of the organization, discovering the problems which the organization has faced so far, and analyzing the differences from both the members within and without the educational background towards the organization’s operation and function. Finally, refer to the results of the study and state some beneficial and practical suggestions out to the organization as references for further operation. The data analysis relied on the half open-ended interview, which based on the qualitative research methodology, designed by the researcher with a well-organized outline towards the research of the operation and function of the organization. The outline of interview was mainly focused on the three parts of the organization, the structure, the operation and function. The nine respondents had served as committee members in the organization before, and they were divided into two different groups based on whether they were majoring in education. According to the results of the investigation, it seemed to point out the following statements. First of all, the committee members of the organization now are still reliable. Second, the method and process of election of the committee members are still clear and complete. Third, the committee members were clearly required that they could only seek re-election for only one time and could only be elected from each unique section. Fourth, although there are four functions of the organization now which are auditing, consulting, negotiating and evaluating, only the function of consulting is still working. Fifth, the organization lacks for the appointed staffs, places and fund. Sixth, the attendance of the committee members of the organization needs to be lifted. Seventh, the information of the organization is not open enough to public. Eighth, the system of organization can be recognized as a chief one or committee member one, and it depends on the different functions of the organization. Ninth, the nine respondents didn’t differ with each other on this study because off their backgrounds. Regarding the results of this study, here are some suggestions for the education administration and the organization. For the education administration, the organization should have its own assigned staffs, places and fund for promoting its affairs. Moreover, the education administration should set a platform on the official website for citizens to negotiate and communicate in order to make the operation of the organization more clear. For the organization, the role of the organization should be clarified to make the functions work. Deeply, it is also worthwhile to suggest that the organization should be run under the system of committee member to avoid being influenced by politics. The final suggestion is that the ways of electing staffs and committee members should be more detailed for convenience of the reflection from citizens.
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SINGH, EKTA. "Abandoning Equity Policy: (Re)membering the Queen's University 1991 Principal's Advisory Committee Report on Race Relations". Thesis, 2011. http://hdl.handle.net/1974/6279.
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“The most dangerous form of ‘white supremacy’ is not the obvious and extreme fascistic posturing of small neo-nazi groups, but rather the taken for granted routine privileging of white interests that goes unremarked in the political mainstream” (Gilbourn, 2005, p.485). This genealogical (Foucault, 1979; 1990) research study interrogates the political nature of universities and their role in the maintenance of racial oppression. Using Queen’s University, Ontario, Canada as a case study, it analyzes and explores the racist historical underpinnings of the institution and the response of the university to incidents of racial discrimination in the early 1990’s— particularly the creation of the 1989 Principals Advisory Committee (PAC) on Race Relations. This work documents and examines the institutional, political, and ideological obstacles in implementing this comprehensive, university-wide anti-racism policy. This research reveals and traces the discourses of racism at Queen’s University. It analyzes how the histories, ideologies, and institutional policy responses toward racism have produced and perpetuated processes that function to control and oppress racialized minorities. The study begins with a chronological analysis of racism at the university and identifies and examines the discursive strategies and techniques that are employed to sustain racist practices. The study concludes with an analysis of qualitative interviews with original members of 1989 Principal’s Advisory Committee on Race Relations who drafted the 1991 Race Relations Report, and captures their reflections on the institutional challenges and obstacles in implementing this monumental anti-racism policy at Queen’s University.Thesis (Master, Education) -- Queen's University, 2011-01-23 23:51:55.526
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Holt, Leanne. "The development of Aboriginal education policy in Australia - voices of the National Aboriginal Education Committee (NAEC)". Thesis, 2016. http://hdl.handle.net/1959.13/1335368.
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Research Doctorate - Doctor of Philosophy (PhD)If there is going to be harmony between our two societies then it will have to be through education. When white people have a better awareness of Aboriginals then maybe our kids will have a better time. Stephen Albert. (Ohlsson, 1977, p. 2) I acknowledge the traditional custodians of the lands in which this thesis is connected, is written on and is examined on. I pay my respect to the Elders past and present who have and continue to pass on their knowledge and wisdom for the sustainability of our environment, our culture and our education. Responding to the activist movements of the 1960s, the Commonwealth Government introduced new policy directions that called for the Self-Determination and Self-Management of Aboriginal peoples; to have a strong voice in their own future directions and their own affairs. Education was no exception. In 1973 the Schools in Australia Report identified the poor educational conditions and outcomes of Aboriginal children (Karmel, 1973). In 1977 the National Aboriginal Education Committee (NAEC) was established. The new Committee was to ensure a national Aboriginal voice in the development and implementation of Aboriginal education programs, initiatives and policies across all levels of education for Aboriginal people. The NAEC was active until 1989. The 1970s and 1980s transpired to be a fundamental time for Aboriginal affairs and Aboriginal education. Past policies had stifled Aboriginal people’s progression socially and academically, resulting in extremely low educational outcomes. The 1980s witnessed the biggest growth in the access and participation of Aboriginal people in all levels of education in nearly 200 years. Through the voices of the NAEC members, this study maps the journey of the NAEC and the major priorities at this time. The study also determines the impact of the NAEC on the development of national Aboriginal education policy that would lead the future directions and strategies for the access, participation, retention and success of Aboriginal people through education. An Indigenous methodology that included storytelling is applied to the study. Storytelling is vital in Aboriginal communities to teach and pass on important lessons. Throughout this study participants, as co-researchers, assisted me in sharing their stories that respond to the research question posed in the thesis – How did the NAEC contribute to the development of Aboriginal education policy in Australia? The study revealed that the NAEC contributed significantly to the development of Aboriginal education policy, establishing structures and relationships that empowered Aboriginal communities to have a voice in decision making related to Aboriginal education. This resulted in significant educational outcomes for Aboriginal people and Aboriginal communities that were sustained after the NAEC was abolished.
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Romanczuk, Jeffrey Brian. "Implementation of a special education parent advisory committee a mixed methods investigation into the members' experience of parental involvement with the school system /". 2006. http://etd.utk.edu/2006/RomanczukJeffrey.pdf.
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Laryea, Elsie A. "An Online Mixed-Methods Study Assessing Nurses’ Training, Attitudes, Knowledge, Skill/Ability, and Perceived Barriers With Regard to Adherence to the National Pressure Ulcer Advisory Panel’s Clinical Practice Guidelines". Thesis, 2019. https://doi.org/10.7916/d8-d6ms-dv37.
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The problem this study addresses is the need for nurses to adhere to guidelines on pressure ulcer prevention and treatment, so patients best possible health outcomes. This study created and utilized a new tool to assess nurses’ training, attitudes, knowledge, and skill/ability for adhering to practice guidelines of the National Pressure Ulcer Advisory Panel. The study sought to identity significant predictors of Personal Knowledge Rating Scale (TPKRS-101) and Personal Skill/Ability Rating Scale (TPS/ARS-101). The online study’s convenience sample of nurses (n=190) was 80.5% (n=153) female, 59.5% (n=113) Black, and 18.4% (n=35) Asian—with mean age of 40.27 years (min 23, max 73, SD=10.95). Some 53.2% (n=101) were not born in the US, while 16.8% (n=32) were from Ghana, 7.9% (n=15) from Jamaica, and 7.4% (n=14) from Philippines. Annual household income mean was $50,000 to $99,999 (mean=4.43, category 4, min=2, max=10, SD=1.00). Mean years working in nursing was 8-10 years (mean=4.34, category 4, min=1, max=9, SD=2.14).
Nurses rated themselves “good” for performing pressure ulcer care tasks, as follows: (a) Nursing Training Rating Scale (TNRS-101) with global mean of 4.11 (SD=0.60, min= 1.94, max=5.00), or good; (b) Personal Knowledge Rating Scale (TPKRS-101) with global mean of 4.15 (SD=0.57, min=2.79, max=5.00), or good; and, (c) Personal Skill/Ability Rating Scale (TPS/ARS-101) with global mean of 4.13 (SD=0.62, min=2.56, max=5.00), or good.
Higher Personal Knowledge Rating Scale (TPKRS-101) scores were significantly predicted by: more positive Attitudes Regarding Practice Guidelines-Relevance Scale (ARPG-R-5) (b = .067, SEB = .029, p = .022); and, higher level of Social Desirability (13 items) (b = .030, SEB = .013, p =.023). For this regression model, R2=.063, and AdjR2=.053, meaning that 5.3% of the variance was explained by model.
Personal Skill/Ability Rating Scale (TPS/ARS-101) scores were significantly predicted by: higher level of Social Desirability (13 items) (b = .051, SEB = .014, p = .000). For this regression model, R2=.064, and AdjR2=.059, meaning that 5.9% of the variance was explained by model.
Finally, the quantitative data were augmented by qualitative findings for barriers nurses experience to pressure ulcer prevention and treatment, as follows: Category I-External Barriers; and, Category II-Internal Barriers.
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Legodi, Mapula Rosina. "Issues and trends in shaping black perspectives on education in South Africa : a historical-educational survey and appraisal". Diss., 1996. http://hdl.handle.net/10500/17195.
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This study entails a critical investigation into the issue and trends that shaped Black
perspectives on education in South Africa in the period between 1652 and 1993.
A theoretical-philosophical exposition is presented to establish the fundamental
characteristics of education and therefore characteristics valid for every human being
under any circumstances at any time. These characteristics were used to eventually
appraise the issues and trends underlying the shaping of Black perspectives on education
in South Africa.
This study has revealed that the shaping of Black perspectives on education in South Africa
goes hand in hand with the growing realization among Blacks that education is not merely
a political issue but also deeply imbedded in the interconnectedness and/or differences
between social realities such as the church, the school itself, teachers' associations, the news
media et cetera. This should be accounted for by every citizen in a responsible way.Educational Studies
M. Ed. (History of Education)
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Kamenář, Jan. "Slunečno, přes den taje, večer mráz (50. léta v Kutné Hoře)". Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-345471.
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This diploma thesis deals with the history of Kutná Hora in 1950's. It contains a description of the period between years 1948 - 1960. The period, during which the most important political and cultural changes but also the toughest repressions against the people took place all around the Czechoslovakia (majority of the changes and repressions was caused by the communist leadership). These years were the period of huge political purges and processes, violent collectivization and many other precautions which were only meant to provide the communists with all the power over the country. The main aim of this thesis is to introduce the situation in Kutná Hora during 1950's and to give the reader a complex overview of the local political and cultural background. All the institutions which determined everyday life in Kutná Hora are described in this thesis. The author focuses especially on the activity of The Local National Committee, courts and individual cultural institutions. The author used archive funds, historic press and specialized literature.
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Le, Roux Cheryl Sheila. "The evolution and educational implications of the children's rights movement : a study in time perspective". Diss., 1995. http://hdl.handle.net/10500/17182.
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The dissertation traces events that contributed towards a climate where the status of
children changed from property to that of person status with the concomitant recognition
of children's rights. Social conditions in England, America and France from late
preindustrial times to the early twentieth century were investigated. The United Nations'
role in establishing children rights documentation and an evaluation of these d~μrpents
in terms of the educational implications thereof were described and discussed. The African
perspective towards international children's rights documents events was outlined while the
attempts of Africa to address the unique needs of the African child were detailed. In the light
of the changing social orientation in the Republic of South Africa, children's rights advocacy
in South Africa was reviewed. Criteria for evaluati-ng documents addressing the needs of children were proposed and based on the findings of the study, recommendations regarding
the direction of children's rights advocacy were advanced.M. Ed. (History of Education)
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Legodi, Mapula Rosina. "The transformation of education in South Africa since 1994 : a historical-educational survey and evaluation". Thesis, 2001. http://hdl.handle.net/10500/17196.
Pełny tekst źródłaStreszczenie:
This study entails a critical investigation into the issue and trends that shaped Black
perspectives on education in South Africa in the period between 1652 and 1993.
A theoretical-philosophical exposition is presented to establish the fundamental
characteristics of education and therefore characteristics valid for every human being
under any circumstances at any time. These characteristics were used to eventually
appraise the issues and trends underlying the shaping of Black perspectives on education
in South Africa.
This study has revealed that the shaping of Black perspectives on education in South Africa
goes hand in hand with the growing realization among Blacks that education is not merely
a political issue but also deeply imbedded in the interconnectedness and/or differences
between social realities such as the church, the school itself, teachers' associations, the news
media et cetera. This should be accounted for by every citizen in a responsible way.Educational Studies
D. Ed. (History of Education)
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Segoe, Bobo Aaron. "Learner support in the provision of distance teaching programmes for under qualified teachers". Thesis, 2012. http://hdl.handle.net/10500/8559.
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Presently all over the world, there is a great concern among teachers, parents, organisations, community leaders and higher education lecturers about the problems that beset teaching and learning particularly in the teaching programmes, for example, for under-qualified teachers studying at a distance. Most distance education (DE) programmes are concerned with education of adults and it seems fairly obvious that the research plans should be informed by the theories and research about learning in higher education institutions. In terms of teacher education, such studies could, inter alia, focus on teacher development, curriculum planning, learner support programmes, communication and evaluation of DE. DE itself refers to a field of education that focuses on teaching methods and technology with the aim of delivering teaching, often on an individual basis, to learners who are not physically present in a traditional educational setting such as a classroom. Distance learning is becoming an increasingly popular way of studying, and most universities now provide courses using this mode of teaching and learning. Today’s learners, though, are demanding high quality, consumer-focused and flexible courses and learning resources, and active learner support. This means that providers of DE need to reconsider key issues about learner support systems, to ensure that this is delivered appropriately and effectively. This study focuses on learner support in DE education for under-qualified teachers. The concept, learner support, can be traced far back to Vygotsky’s concept of the zone of proximal development, which refers to a learners’ optimal developmental potential if assistance that is timely and appropriate is provided by another person (Vygotsky, 1978). The appeal of the concept of the zone of proximal development lies in the fact that it directs attention to the need for maximum support in the learning process, and does so in a way that emphasises that good teaching is necessarily responsive to the state of understanding achieved by particular learners.
Learner support systems may include the resources that the learner can access in order to engage in the learning process, for example, libraries or the resources that relate to the mediation of the communication process such as the media or technology. This study acknowledges that there are different kinds of learner support structures, but argues that there are critical or main components of support services which are registration support, learner support services, contact sessions, technological support and feedback strategies. Therefore, this study focuses on the role played by these five learner support structures as used in the programmes of DE under-qualified teachers at The University of South Africa (UNISA). Supported by empirical data, this study seeks to argue that instructional designers and tutors in the programmes of under-qualified teachers studying through DE need to ensure quality learning support as learning environments are increasingly designed according to the principles of resource-based and independent learning. In a sustainable learning environment, support must be designed according to principles that ensure that learners progress from teacher-directed activity to self-regulated activity. The challenge to deliver a high-quality learner support system, and for tutors and administrators to assume a central educational role in developing effective distance learning environments, the need for teaching and research is increasingly emphasised in research literature. Finally, it is hoped that this piece of work will help to promote more discussion and debate about the use of learner support programmes in DE institutions in particular, and in teaching and learning in general.Curriculum and Instructional Studies
D. Ed. (Didactics)